cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14279427
title: Quality of Life and Graduation in Medicine

description: Abstract: Introduction: In recent years, the quality of life of medical students has been questioned, given the context in which they are inserted. Stress as a result of the number of long hours, difficulty in reconciling academic and personal life, exposure to situations of pain and suffering, have been shown to be the main factors for the decrease in quality of life of these students. The aim of this study was to assess the quality of life of medical students and its associated factors. Method: Cross-sectional study with 419 medical students from a public institution in Goiás. The study was carried out with students over 18 years old and enrolled in the second to the eighth semester of medical school, between 2017 and 2018. Sociodemographic and lifestyle questionnaires and the World Health Organization Questionnaire for Quality of Life - Brief Form (WHOQOL-BREF) were used. Results: The factors related to low quality of life were: female gender, the use of stimulants, thinking about giving up medical school and having comorbidities. Those related to a better quality of life were consuming fruits and vegetables, practicing physical activity, more sleeping time and stress management. Conclusion: This study found a set of factors capable of interfering with the quality of life of these students, suggesting the need for interventions aimed at pedagogical and psychological support.
DOI: 10.6084/m9.figshare.14279427.v1
title: Quality of Life and Graduation in Medicine

description: Abstract: Introduction: In recent years, the quality of life of medical students has been questioned, given the context in which they are inserted. Stress as a result of the number of long hours, difficulty in reconciling academic and personal life, exposure to situations of pain and suffering, have been shown to be the main factors for the decrease in quality of life of these students. The aim of this study was to assess the quality of life of medical students and its associated factors. Method: Cross-sectional study with 419 medical students from a public institution in Goiás. The study was carried out with students over 18 years old and enrolled in the second to the eighth semester of medical school, between 2017 and 2018. Sociodemographic and lifestyle questionnaires and the World Health Organization Questionnaire for Quality of Life - Brief Form (WHOQOL-BREF) were used. Results: The factors related to low quality of life were: female gender, the use of stimulants, thinking about giving up medical school and having comorbidities. Those related to a better quality of life were consuming fruits and vegetables, practicing physical activity, more sleeping time and stress management. Conclusion: This study found a set of factors capable of interfering with the quality of life of these students, suggesting the need for interventions aimed at pedagogical and psychological support.
DOI: 10.6084/m9.figshare.14279429
title: The Characteristics of a Model Teacher from the Viewpoint of Students and Teachers

description: Abstract: Introduction: Learning and teaching methods have changed over time in medical education. Therefore, there is a strong case for investigating the attributes of a model professor in order to formulate new teaching strategies in medical education. This study aimed to ascertain which character traits are viewed in the eyes of medical students and teachers as essential to the profile of a model teacher. Methods: This is a quantitative, cross-sectional study conducted with medical students and teachers of the University of Fortaleza (UNIFOR) School of Medicine. Participants were invited to respond to a questionnaire, developed by the authors, addressing the most important characteristics of a model teacher. The respondents were asked to score each characteristic from 1 to 5 to reflect its respective importance. Results: A total of 418 people were surveyed, of whom 74 were teachers and 344 students. The highest scoring characteristics in both groups were “Attitude in the teaching environment” and “Interaction with students and colleagues”, although teachers placed more value on these attributes (p = 0.03 and p = 0.006 respectively). “Personality traits” was the least appreciated by the students (p = 0.02). In the “Attitude in the teaching environment” category, facilitating learning and maintaining an ethical attitude with the patient were the most valued characteristics in both groups, although the latter was more appreciated by the teachers (p = 0.001). In the “Interaction with students and colleagues” category, the ability to stimulate student participation was considered least important by the students (p = 0.001). Enthusiasm for teaching scored highly in both groups in the “Personality traits” category, though teachers tended to give rate it more highly than the students (p = 0.001). The analysis of the “Professional development” category showed that, for both groups, involvement in research was the least valued characteristic. Conclusions: These results suggest that not only attributes associated with teaching practice, but also teachers’ attitudes in the teaching environment and their interaction with students and colleagues were considered by both groups as important to their identification of a model teacher. They also suggest the necessity for developing strategies to value scientific research and stimulate greater participation of both students and teachers, underlining its importance in medical training.
DOI: 10.6084/m9.figshare.14279432
title: Motivational Factors in the Choice of Multiprofessional Residency in Primary Care

description: Abstract: Introduction: Multiprofessional residency (MR) is a postgraduate program which brings together graduates from diverse areas of health. It is a model of in-service learning. The objective of this study was to investigate the motivational factors behind the candidates’ decision to choose the MR program of a university located in the Vale of Itajaí - SC. Method: For this research a mixed, quantitative and qualitative approach was used, applying questionnaires to undergraduate students and interviews with second year residents. The entire study sample was composed of 123 undergraduate students in the final semester of the Psychology, Physical Education, Physiotherapy, Speech Language Pathology, Medicine, Nursing and Nutrition courses: 81 respondents were not interested in MR and 42 were interested in participating in the program. Data from the questionnaires were analyzed using descriptive statistics (simple and relative frequency). A further eight student residents were interviewed. The contents of the interviews were submitted to content analysis. Results: It was found that 62% of the participants seek the residency program as a form of professional training, 21% are interested in working in Collective Health/SUS (Unifed Health Service), another 19% of the participants reported an interest in participating in the residency because of multiprofessional work. Conclusion: The content analysis indicates that residents perceive the task of operating within the public health system as a challenge due to the lack of manpower, instrumental devices coupled with saturated demand and interpersonal relationships with colleagues in other specialties. As motivational factors for their entry into the multiprofessional residency program students cited the professional experience, interest in Collective Health/SUS and social commitment. The presence of professionals who are a reference in collective health also emerged as an important motivational aspect in professional choosing to move into this field. The results of this study reinforce the importance of the role of the multiprofessional residency in vocational training aimed geared toward collective health care.
DOI: 10.6084/m9.figshare.14279432.v1
title: Motivational Factors in the Choice of Multiprofessional Residency in Primary Care

description: Abstract: Introduction: Multiprofessional residency (MR) is a postgraduate program which brings together graduates from diverse areas of health. It is a model of in-service learning. The objective of this study was to investigate the motivational factors behind the candidates’ decision to choose the MR program of a university located in the Vale of Itajaí - SC. Method: For this research a mixed, quantitative and qualitative approach was used, applying questionnaires to undergraduate students and interviews with second year residents. The entire study sample was composed of 123 undergraduate students in the final semester of the Psychology, Physical Education, Physiotherapy, Speech Language Pathology, Medicine, Nursing and Nutrition courses: 81 respondents were not interested in MR and 42 were interested in participating in the program. Data from the questionnaires were analyzed using descriptive statistics (simple and relative frequency). A further eight student residents were interviewed. The contents of the interviews were submitted to content analysis. Results: It was found that 62% of the participants seek the residency program as a form of professional training, 21% are interested in working in Collective Health/SUS (Unifed Health Service), another 19% of the participants reported an interest in participating in the residency because of multiprofessional work. Conclusion: The content analysis indicates that residents perceive the task of operating within the public health system as a challenge due to the lack of manpower, instrumental devices coupled with saturated demand and interpersonal relationships with colleagues in other specialties. As motivational factors for their entry into the multiprofessional residency program students cited the professional experience, interest in Collective Health/SUS and social commitment. The presence of professionals who are a reference in collective health also emerged as an important motivational aspect in professional choosing to move into this field. The results of this study reinforce the importance of the role of the multiprofessional residency in vocational training aimed geared toward collective health care.
DOI: 10.6084/m9.figshare.14279429.v1
title: The Characteristics of a Model Teacher from the Viewpoint of Students and Teachers

description: Abstract: Introduction: Learning and teaching methods have changed over time in medical education. Therefore, there is a strong case for investigating the attributes of a model professor in order to formulate new teaching strategies in medical education. This study aimed to ascertain which character traits are viewed in the eyes of medical students and teachers as essential to the profile of a model teacher. Methods: This is a quantitative, cross-sectional study conducted with medical students and teachers of the University of Fortaleza (UNIFOR) School of Medicine. Participants were invited to respond to a questionnaire, developed by the authors, addressing the most important characteristics of a model teacher. The respondents were asked to score each characteristic from 1 to 5 to reflect its respective importance. Results: A total of 418 people were surveyed, of whom 74 were teachers and 344 students. The highest scoring characteristics in both groups were “Attitude in the teaching environment” and “Interaction with students and colleagues”, although teachers placed more value on these attributes (p = 0.03 and p = 0.006 respectively). “Personality traits” was the least appreciated by the students (p = 0.02). In the “Attitude in the teaching environment” category, facilitating learning and maintaining an ethical attitude with the patient were the most valued characteristics in both groups, although the latter was more appreciated by the teachers (p = 0.001). In the “Interaction with students and colleagues” category, the ability to stimulate student participation was considered least important by the students (p = 0.001). Enthusiasm for teaching scored highly in both groups in the “Personality traits” category, though teachers tended to give rate it more highly than the students (p = 0.001). The analysis of the “Professional development” category showed that, for both groups, involvement in research was the least valued characteristic. Conclusions: These results suggest that not only attributes associated with teaching practice, but also teachers’ attitudes in the teaching environment and their interaction with students and colleagues were considered by both groups as important to their identification of a model teacher. They also suggest the necessity for developing strategies to value scientific research and stimulate greater participation of both students and teachers, underlining its importance in medical training.
DOI: 10.6084/m9.figshare.14279431
title: Implementation of the Choosing Wisely Campaign at a Medical Clinic Internship

description: Abstract: Objective: to evaluate the implementation of the Choosing Wisely (CW) campaign strategies at a medical clinic internship. Methods: This interventional study involved internship teachers and students, using online questionnaires on the SurveyMonkey platform, and face-to-face activities. Using the Delphi technique, teachers identified three unnecessary situations that commonly occur in practice. The recommendations were grouped by frequency and subject, adapted to the CW format. A Likert scale was used to classify the specialists’ opinion aiming to obtain the final list of recommendations. Before the introduction of the CW campaign, we conducted an Objective Structured Clinical Examination (OSCE). Two groups of students were compared: one group that underwent the same OSCE evaluation before the implementation of the CW campaign (110), and another group that participated of all educational actions (n = 98). The CW campaign was implemented by developing educational actions using the recommendations during workshops, banners, and theoretical evaluation, in addition to an Objective Structured Clinical Examination (OSCE). Results: after grouping the recommendations, 24 items remained. The specialists selected eight recommendations by frequency, addressing unnecessary behaviors such as requesting multiple exams, overuse of non-hormonal anti-inflammatory drugs, the indication of digestive endoscopy in younger patients with dyspepsia, excessive chest X-rays in intensive care unit, prescribing antibiotic prophylaxis for longer than recommended, routine indication of allergic tests, inadequate initial screening for thyroid assessment, and spirometry in asymptomatic patients. The educational actions resulted in a process of awareness and discussion among the participants, evidenced by theoretical evaluation (&gt; 95%), as well as in the OSCE, where the level of successes was higher in the exposed group when compared to the nonexposed group (p = 0.001). Conclusion: the implementation of the CW campaign improved the clinical skills of medical clinic internship students and allowed positive discussions about cost-consciousness in health.
DOI: 10.6084/m9.figshare.14279431.v1
title: Implementation of the Choosing Wisely Campaign at a Medical Clinic Internship

description: Abstract: Objective: to evaluate the implementation of the Choosing Wisely (CW) campaign strategies at a medical clinic internship. Methods: This interventional study involved internship teachers and students, using online questionnaires on the SurveyMonkey platform, and face-to-face activities. Using the Delphi technique, teachers identified three unnecessary situations that commonly occur in practice. The recommendations were grouped by frequency and subject, adapted to the CW format. A Likert scale was used to classify the specialists’ opinion aiming to obtain the final list of recommendations. Before the introduction of the CW campaign, we conducted an Objective Structured Clinical Examination (OSCE). Two groups of students were compared: one group that underwent the same OSCE evaluation before the implementation of the CW campaign (110), and another group that participated of all educational actions (n = 98). The CW campaign was implemented by developing educational actions using the recommendations during workshops, banners, and theoretical evaluation, in addition to an Objective Structured Clinical Examination (OSCE). Results: after grouping the recommendations, 24 items remained. The specialists selected eight recommendations by frequency, addressing unnecessary behaviors such as requesting multiple exams, overuse of non-hormonal anti-inflammatory drugs, the indication of digestive endoscopy in younger patients with dyspepsia, excessive chest X-rays in intensive care unit, prescribing antibiotic prophylaxis for longer than recommended, routine indication of allergic tests, inadequate initial screening for thyroid assessment, and spirometry in asymptomatic patients. The educational actions resulted in a process of awareness and discussion among the participants, evidenced by theoretical evaluation (&gt; 95%), as well as in the OSCE, where the level of successes was higher in the exposed group when compared to the nonexposed group (p = 0.001). Conclusion: the implementation of the CW campaign improved the clinical skills of medical clinic internship students and allowed positive discussions about cost-consciousness in health.
DOI: 10.6084/m9.figshare.14279436
title: Analysis of the Perception of Interns, Residents, and Preceptors through the Mini-CEX Evaluation Method (Mini-Clinical Evaluation Exercise)

description: Abstract: Introduction: Mini-CEX is an evaluation method that covers the domains: anamnesis, physical examination, counseling, clinical judgment, organization, and professionalism. It has been tested and validated for use in any practice scenario. With its characteristic of providing feedback after a clinical assessment, the Mini-CEX can also be used as a training method to guide the professional development of students and teachers, promoting greater knowledge retention in undergraduate students and continuously providing information for students to realize how far they are from the desired objectives. The aim of this study was to assess the perception of interns, residents, and preceptors of Internal Medicine (IM) regarding the Mini-CEX instrument. Methods: Qualitative study, using the focus group technique, carried out from February to July 2017. Twenty interns, thirteen residents, and five IM preceptors participated. It consisted of six focus groups, two with interns, two with residents, and two with preceptors, using semi-structured questions that identified perceptions, through the methodology used, on the quality of the evaluation and possible repercussions for the teaching-learning process. Results: In the focus group of interns, the feedback moment of the assessment was considered essential for the learning process, although the bedside assessment was tense due to the preceptor’s presence. The residents reported that the evaluation was a valid one, as it led them to review some points in the medical literature, in addition to stimulating clinical reasoning in the face of a real situation. The preceptors validated the importance of the feedback for those who were evaluated and identified the bedside assessment as a moment for the best analysis of the individualities. Conclusion: Through the perceptions of the groups in focus, the mini-CEX was identified as a fundamental instrument for the teaching and learning process of all those involved and the need to structure the moment of feedback aiming to attain a more effective result. During the bedside assessment, the stimulus to clinical reasoning was identified as a positive point and the strangeness, anxiety, and tension as negative points.
DOI: 10.6084/m9.figshare.14279436.v1
title: Analysis of the Perception of Interns, Residents, and Preceptors through the Mini-CEX Evaluation Method (Mini-Clinical Evaluation Exercise)

description: Abstract: Introduction: Mini-CEX is an evaluation method that covers the domains: anamnesis, physical examination, counseling, clinical judgment, organization, and professionalism. It has been tested and validated for use in any practice scenario. With its characteristic of providing feedback after a clinical assessment, the Mini-CEX can also be used as a training method to guide the professional development of students and teachers, promoting greater knowledge retention in undergraduate students and continuously providing information for students to realize how far they are from the desired objectives. The aim of this study was to assess the perception of interns, residents, and preceptors of Internal Medicine (IM) regarding the Mini-CEX instrument. Methods: Qualitative study, using the focus group technique, carried out from February to July 2017. Twenty interns, thirteen residents, and five IM preceptors participated. It consisted of six focus groups, two with interns, two with residents, and two with preceptors, using semi-structured questions that identified perceptions, through the methodology used, on the quality of the evaluation and possible repercussions for the teaching-learning process. Results: In the focus group of interns, the feedback moment of the assessment was considered essential for the learning process, although the bedside assessment was tense due to the preceptor’s presence. The residents reported that the evaluation was a valid one, as it led them to review some points in the medical literature, in addition to stimulating clinical reasoning in the face of a real situation. The preceptors validated the importance of the feedback for those who were evaluated and identified the bedside assessment as a moment for the best analysis of the individualities. Conclusion: Through the perceptions of the groups in focus, the mini-CEX was identified as a fundamental instrument for the teaching and learning process of all those involved and the need to structure the moment of feedback aiming to attain a more effective result. During the bedside assessment, the stimulus to clinical reasoning was identified as a positive point and the strangeness, anxiety, and tension as negative points.