cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14279502
title: Evaluation of Burnout Syndrome Prevalence in Medical Students

description: Abstract: Introduction: Burnout Syndrome (BS) is related to chronic occupational stress, present in the life of medical students. This syndrome comprises three basic dimensions: I- emotional exhaustion; II- increased mental distancing from the work itself or feelings of negativism and cynicism related to the work itself; and III - reduced professional effectiveness. This study aims to assess the prevalence, risk factors for the development and symptoms associated with Burnout Syndrome in medical students from a district college, in addition to establishing a profile of students with a higher risk of having a BS diagnosis. Method: This is a cross-sectional observational study. The Maslach Burnout Inventory (MBI) - Student Survey questionnaire, specific version for students, which is a questionnaire of sociodemographic factors, one of predictive factors and another of possible somatic symptoms associated with BS were applied. The sample was obtained by convenience and its representativeness was calculated in relation to the total number of students. A student was considered to be at moderate or high risk of developing BS when they had one or two altered BS dimensions, respectively. Results: 67.11% of the total students regularly enrolled from the 1st to the 6th year of the medical course answered the questionnaires. Of the total sample, 80.63% of male students and 81.06% of female students were identified as having a high or moderate risk for BS. The sociodemographic factors associated with the risk of developing BS were: age, who the student lives with, having children and doing paid work. The most statistically significant predictor was the self-management of tasks proposed by the Medical School. Conclusion: The prevalence of high risk and diagnosis of BS found among medical students was 26.44% and 3.95%, respectively. Differences were identified between the high-risk profiles for female and male students.
DOI: 10.6084/m9.figshare.14279502.v1
title: Evaluation of Burnout Syndrome Prevalence in Medical Students

description: Abstract: Introduction: Burnout Syndrome (BS) is related to chronic occupational stress, present in the life of medical students. This syndrome comprises three basic dimensions: I- emotional exhaustion; II- increased mental distancing from the work itself or feelings of negativism and cynicism related to the work itself; and III - reduced professional effectiveness. This study aims to assess the prevalence, risk factors for the development and symptoms associated with Burnout Syndrome in medical students from a district college, in addition to establishing a profile of students with a higher risk of having a BS diagnosis. Method: This is a cross-sectional observational study. The Maslach Burnout Inventory (MBI) - Student Survey questionnaire, specific version for students, which is a questionnaire of sociodemographic factors, one of predictive factors and another of possible somatic symptoms associated with BS were applied. The sample was obtained by convenience and its representativeness was calculated in relation to the total number of students. A student was considered to be at moderate or high risk of developing BS when they had one or two altered BS dimensions, respectively. Results: 67.11% of the total students regularly enrolled from the 1st to the 6th year of the medical course answered the questionnaires. Of the total sample, 80.63% of male students and 81.06% of female students were identified as having a high or moderate risk for BS. The sociodemographic factors associated with the risk of developing BS were: age, who the student lives with, having children and doing paid work. The most statistically significant predictor was the self-management of tasks proposed by the Medical School. Conclusion: The prevalence of high risk and diagnosis of BS found among medical students was 26.44% and 3.95%, respectively. Differences were identified between the high-risk profiles for female and male students.
DOI: 10.6084/m9.figshare.14279504.v1
title: Feelings of Medical Students and Resident Doctors Facing Death: a Systematic Review

description: Abstract: Introduction: Most professionals in the medical field will have to deal with the issue of death. This paper aims to describe the feelings of Brazilian medical students and resident doctors regarding end of life and death, as well as to understand how they experience their undergraduate training and specialization in dealing with this process. Method: This is a systematic literature review based on the PRISMA methodology, conducted between August and December 2019 with the descriptors “medical students” and “death,” in both English and Portuguese, in papers indexed in the Virtual Health Library (VHL). Results: 372 papers were identified in the search; 18 were published studies that met all the established inclusion and exclusion criteria. Analysis of the articles concerning the feelings of medical students and resident doctors facing situations involving death revealed that most studies reported negative experiences, such as fear, insecurity, sadness, anger, and guilt. Despite the subjects and institutionalized strategies still being relatively new, it would seem that as their training and professional practice progress, the young doctors’ negative feelings are attenuated as they experience end-of-life and death situations more frequently, thus learning through observation and posture in these practical situations, seeing as death and dealing with it is part of everyday medical work. Conclusions: Medical students and medical residents in Brazil experience discomfort and difficulty in dealing with the processes of death and dying. To improve their preparedness in this respect, there is a consensus among them about the need to include the theoretical/practical disciplines of Thanatology, Palliative Care and medical psychology in the medical curriculum and to reformulate the content in order to approach the subject of death in a more practical context.
DOI: 10.6084/m9.figshare.14279506
title: The Visual Practice: the Infographic as a Facilitating Tool for Learning in Medical School

description: Abstract: Introduction: In the context of medical school, the development of methodologies that stimulate the students’ search for learning, autonomy and creativity are essential for medical education in Brazil. The study aims to describe the construction of infographics as a pedagogical proposal for the learning of organic human aging processes by medical students. Method: Medical students attending the 4th period at a Higher Education Institution built infographics, as a requirement for the practical content of the Aging Process module. The static-type infographic was adopted, following criteria such as the definition of the target audience; definition of the objective; choice of topic; selection of the most relevant information (focus); direct and accessible language; organized information; choices of color palettes and style and; infographic sketch. The entire creation process was supervised by the teacher in charge of the project, and evaluation criteria were previously established. Results: The class was divided into seven groups, resulting in the production of an infographic with a specific topic per group. The human aging topics were: Degenerative Joint Diseases, Bone Weakness, Pneumonia in the Elderly, Acute Myocardial Infarction, Vascular Dementia, Atherosclerosis and Herpes Zoster. It is worth noting that in addition to the creation, each group presented the final product to the other colleagues, explaining each item included in the static infographic. Conclusions: We observed that the students satisfactorily met the proposed evaluation requirements, demonstrating their involvement in the construction of infographics and, above all, in simple, creative and objective learning, using a powerful visual tool. We also add that the printed material will be used as aid in the histology laboratory and in extramural activities.
DOI: 10.6084/m9.figshare.14279506.v1
title: The Visual Practice: the Infographic as a Facilitating Tool for Learning in Medical School

description: Abstract: Introduction: In the context of medical school, the development of methodologies that stimulate the students’ search for learning, autonomy and creativity are essential for medical education in Brazil. The study aims to describe the construction of infographics as a pedagogical proposal for the learning of organic human aging processes by medical students. Method: Medical students attending the 4th period at a Higher Education Institution built infographics, as a requirement for the practical content of the Aging Process module. The static-type infographic was adopted, following criteria such as the definition of the target audience; definition of the objective; choice of topic; selection of the most relevant information (focus); direct and accessible language; organized information; choices of color palettes and style and; infographic sketch. The entire creation process was supervised by the teacher in charge of the project, and evaluation criteria were previously established. Results: The class was divided into seven groups, resulting in the production of an infographic with a specific topic per group. The human aging topics were: Degenerative Joint Diseases, Bone Weakness, Pneumonia in the Elderly, Acute Myocardial Infarction, Vascular Dementia, Atherosclerosis and Herpes Zoster. It is worth noting that in addition to the creation, each group presented the final product to the other colleagues, explaining each item included in the static infographic. Conclusions: We observed that the students satisfactorily met the proposed evaluation requirements, demonstrating their involvement in the construction of infographics and, above all, in simple, creative and objective learning, using a powerful visual tool. We also add that the printed material will be used as aid in the histology laboratory and in extramural activities.
DOI: 10.6084/m9.figshare.14279511
title: The Validity Concept in Medical Education: a Bibliometric Analysis

description: Abstract: Introduction: Assessment is a critical part of learning and validity is arguably its most important aspect. However, different views and beliefs led to a fragmented conception of the validity meaning, with an excessive focus on psychometric methods and scores, neglecting the consequences and utility of the test. The last decades witnessed the creation of a significant number of tests to assess different aspects of the medical profession formation, but researchers frequently limit their conclusions to the consistency of their measurements, without any further analysis on the educational and social impacts of the test. The objective of this work is to determine the predominant concept of validity in medical education assessment studies. Method: The authors conducted a bibliometric research of the literature about studies on the assessment of learning of medical students, to determine the prevalent concept of validity. The research covered a period from January 2001 to august 2019. The studies were classified in two categories based on their approach to validity: (1)” fragmented validity concept” and (2)” unified validity concept”. To help with validity arguments, the studies were also classified based on Miller’s framework for clinical assessment. Results: From an initial search resulting in 2823 studies, 716 studies were selected based on the eligibility criteria, and from the selected list, of which 693 (96,7%) were considered studies of the fragmented validity concept, which prioritized score results over an analysis of the test's utility, and only 23 studies (3,2%) were aligned with a unified view of validity, showing an explicit analysis of the consequences and utility of the test. Although the last decade witnessed a significant increase in the number of assessment studies, this increase was not followed by a significant change in the validity concept. Conclusions: This bibliometric analysis demonstrated that assessment studies in medical education still have a fragmented concept of validity, restricted to psychometric methods and scores. The vast majority of studies are not committed to the analysis about the utility and educational impact of an assessment policy. This restrictive view can lead to the waste of valuable time and resources related to assessment methods without significant educational consequences.
DOI: 10.6084/m9.figshare.14279509
title: Translation and Transcultural Adaptation of the Instructional Materials Motivation Survey (IMMS) to Brazilian Portuguese

description: Abstract: Introduction: Several educational methodologies have been used as instructional tools, with the objective of increasing student motivation and promoting meaningful learning. In turn, instruments designed to assess a student’s motivation after being exposed to different teaching strategies and materials can play an important role in reviewing the effectiveness of such methods. In this sense, the Instructional Materials Motivation Survey (IMMS) evaluates student motivation after instructional activities, through four domains: attention, relevance, confidence and satisfaction. This research aimed to perform the translation and cross-cultural adaptation of the IMMS into Brazilian Portuguese. Method: The cross-cultural translation and adaptation was performed in six stages: translation of the original questionnaire; synthesis of translations; back-translation; review by the Committee of Experts; testing of the pre-final version, preparation of the final version and review by the External Committee. The translations were performed by two English teachers, native Brazilian. The back-translations were performed by two English teachers, native English language. The expert committee was formed by a professor of medicine and medical education, two medical professors, a pedagogue, a statistician and an English teacher. The final Brazilian version of the IMMS was tested following a flipped classroom activity aimed at evaluating the internal consistency of the instrument. A Cronbach alpha value of ≥ 0.70 was considered acceptable. Results: In the process of translation and cross-cultural adaptation, all equivalences were achieved: semantic, idiomatic, cultural and conceptual. In the evaluation of internal consistency, of the 52 students submitted to the flipped classroom, 48 (92.3%) correctly answered the Brazilian version of the IMMS. The instrument presented an internal consistency of 0.718, evaluated using the Cronbach alpha test. Conclusions: The final version of the IMMS instrument, after cross-cultural translation and adaptation, maintained all its 36 sentences and the 3 instructions of the original instrument and presented good internal consistency according to the Cronbach alpha test. The possibility of evaluating motivation in the educational context by means of a broadly validated instrument, brings with it gains both in the field of practice and pedagogical research. Use of the IMMS in Brazil will support new validations in national educational settings and diverse contexts.
DOI: 10.6084/m9.figshare.14279511.v1
title: The Validity Concept in Medical Education: a Bibliometric Analysis

description: Abstract: Introduction: Assessment is a critical part of learning and validity is arguably its most important aspect. However, different views and beliefs led to a fragmented conception of the validity meaning, with an excessive focus on psychometric methods and scores, neglecting the consequences and utility of the test. The last decades witnessed the creation of a significant number of tests to assess different aspects of the medical profession formation, but researchers frequently limit their conclusions to the consistency of their measurements, without any further analysis on the educational and social impacts of the test. The objective of this work is to determine the predominant concept of validity in medical education assessment studies. Method: The authors conducted a bibliometric research of the literature about studies on the assessment of learning of medical students, to determine the prevalent concept of validity. The research covered a period from January 2001 to august 2019. The studies were classified in two categories based on their approach to validity: (1)” fragmented validity concept” and (2)” unified validity concept”. To help with validity arguments, the studies were also classified based on Miller’s framework for clinical assessment. Results: From an initial search resulting in 2823 studies, 716 studies were selected based on the eligibility criteria, and from the selected list, of which 693 (96,7%) were considered studies of the fragmented validity concept, which prioritized score results over an analysis of the test's utility, and only 23 studies (3,2%) were aligned with a unified view of validity, showing an explicit analysis of the consequences and utility of the test. Although the last decade witnessed a significant increase in the number of assessment studies, this increase was not followed by a significant change in the validity concept. Conclusions: This bibliometric analysis demonstrated that assessment studies in medical education still have a fragmented concept of validity, restricted to psychometric methods and scores. The vast majority of studies are not committed to the analysis about the utility and educational impact of an assessment policy. This restrictive view can lead to the waste of valuable time and resources related to assessment methods without significant educational consequences.
DOI: 10.6084/m9.figshare.14279512
title: New Times, New Challenges: Strategies to Ensure Equal Access to Emergency Remote Education

description: Abstract: Introduction: After the implementation of remote teaching for the academic activities of the Medicine course at UNICAMP, due to the COVID Pandemic, a new strategy was required to identify the needs of students to allow them to keep up with the course in this new pedagogical modality. Objective: To demonstrate the strategies developed and solutions found to allow for equal access to remote education in the medical course at FCM-UNICAMP. Method: We present data from our institutional report based on questionnaires completed by medical students regarding the difficulties related to access to emergency remote education and the actions taken to solve the main difficulties encountered. Results: We identified that the initial years of the course had the highest proportion of students with difficulties, although all students reported some difficulty. The main problems identified were unstable internet and/or only access via mobile networks, and the most significant difficulty was in accessing the synchronous activities. Most students reported attending classes via computer and notebooks, but this device was often shared with other family members, most notably during the pandemic. Thirty-one students reported difficulties that prevented them from following the course adequately due to lack of devices or internet access. One solution was computers and cell phone chips and tablets being loaned out to students. Teachers were instructed to adapt the pedagogical tools used. Conclusion: Ensuring equal access is essential to support studies to continue following the transition from face-to-face classes to emergency remote study. Listening to students about the difficulties concerning remote teaching is an essential tool for the success of this pedagogical strategy. Guidance of the teaching staff in relation to the difficulties encountered by students was important for the adequacy of remote teaching. These actions helped students in the change of teaching imposed by social distancing.
DOI: 10.6084/m9.figshare.14279512.v1
title: New Times, New Challenges: Strategies to Ensure Equal Access to Emergency Remote Education

description: Abstract: Introduction: After the implementation of remote teaching for the academic activities of the Medicine course at UNICAMP, due to the COVID Pandemic, a new strategy was required to identify the needs of students to allow them to keep up with the course in this new pedagogical modality. Objective: To demonstrate the strategies developed and solutions found to allow for equal access to remote education in the medical course at FCM-UNICAMP. Method: We present data from our institutional report based on questionnaires completed by medical students regarding the difficulties related to access to emergency remote education and the actions taken to solve the main difficulties encountered. Results: We identified that the initial years of the course had the highest proportion of students with difficulties, although all students reported some difficulty. The main problems identified were unstable internet and/or only access via mobile networks, and the most significant difficulty was in accessing the synchronous activities. Most students reported attending classes via computer and notebooks, but this device was often shared with other family members, most notably during the pandemic. Thirty-one students reported difficulties that prevented them from following the course adequately due to lack of devices or internet access. One solution was computers and cell phone chips and tablets being loaned out to students. Teachers were instructed to adapt the pedagogical tools used. Conclusion: Ensuring equal access is essential to support studies to continue following the transition from face-to-face classes to emergency remote study. Listening to students about the difficulties concerning remote teaching is an essential tool for the success of this pedagogical strategy. Guidance of the teaching staff in relation to the difficulties encountered by students was important for the adequacy of remote teaching. These actions helped students in the change of teaching imposed by social distancing.
DOI: 10.6084/m9.figshare.14279513
title: Medical Education during the Covid-19 Pandemic: a Scoping Review

description: Abstract: Introduction: The challenges for medical education due to the COVID-19 pandemic require new pedagogical strategies to train ethical, humanistic, critical and reflective professionals. Objective: To identify the pedagogical strategies used for medical education during the COVID-19 pandemic around the world. Method: A review of the academic literature indexed in international databases was conducted according to the scoping review methodology. The information was collected in the PubMed, LILACS, SciELO, Virtual Health Library, Web of Science and Scopus databases. The keywords used were “Education, Medical” AND “Pandemics” OR “Coronavirus Infections”. We found 1,350 articles and 27 met the inclusion criteria. Results: Pedagogical strategies for medical education during the COVID-19 pandemic are centered on remote education, with the use of digital distance learning platforms through the internet and technology. The literature pointed out the need for teachers to be involved in the pedagogical process, planning activities and identifying appropriate digital platforms. There is no consensus on the inclusion of students in practical activities. Studies point to the existence of technology-mediated education even before the pandemic and its link with telemedicine. The need to incorporate disciplines to help manage pandemics with a focus on public health was identified. Conclusion: The experiences found were concentrated in high-income and developed countries. In addition, they are dependent on the internet and information and communication technologies. Omissions were identified regarding the limitations and weaknesses of this new pedagogical strategy, especially the lack of universal and equal access to digital media, the disregard of minority and underdeveloped realities and the devaluation of interpersonal relationships essential to medical training.