cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.19945719.v1
title: Development and content validation of an instrument for evaluating competencies in Pediatric Surgery Residency

description: Abstract: Introduction: a specific instrument is needed to monitor the development of competencies in pediatric surgery during the residency. Objective: to develop an instrument in conformity with the “Milestone Project”, using the competencies determined by the Brazilian Association of Pediatric Surgery, for use in the Pediatric Surgery Residency in Brazil. Method: the research was developed in three stages: the development of the initial instrument, qualification with a focal group of experts, and instrument evaluation by Brazilian pediatric surgeons in order to validate and quantify the instrument’s acceptance. Result: The initial instrument was created with 4 competencies and 13 sub-competencies, each with 5 levels of assessment. Four experts performed the initial qualification, which resulted in 44 adaptations, and the instrument was finalized with 4 competencies subdivided into 10 sub-competencies, each with 5 levels of assessment. Subsequently, the instrument was evaluated by the Brazilian Pediatric Surgery Group and the Brazilian Pediatric Urology Group. There were 40 expert responses, with a total of 2394 positive responses from the 50 assessment items. The instrument had a general acceptance of 91.2%, being considered applicable (96.7%), reproducible (93.3), relevant to the covered topics (96%), technically (93.6%) and theoretically appropriate (93.3%), reliable (85.5%), and dependable (79.8%). Conclusion: an instrument was developed to assist in the assessment of competencies developed during residency in pediatric surgery in conformity with the Milestone Project. This instrument has been validated by experts and considered applicable, reproducible, relevant, technically and theoretically adequate, reliable and dependable.
DOI: 10.6084/m9.figshare.14766102.v41
title: antspyt1w helper data

description: downloadable cloud data for testing and processing
DOI: 10.6084/m9.figshare.19945720
title: Education and bioethics teaching in times of pandemic

description: Abstract: Introduction: Due to the suspension of face-to-face activities during the COVID-19 pandemic, Higher Education Institutions had to discuss and plan alternative actions in an attempt to readequate themselves to emerging educational demands in order to offer remote accessibility to the academic community and, consequently, reduce social and digital exclusion. Development: Having that in mind, this article aims at offering a reflection on the teaching of bioethics under the perspective of social justice and education. Within this context, the students’ socioeconomic profile cannot be ignored in the planning of online education, since it directly affects students’ accessibility to academic activities through the use of computers and the internet. Therefore, this article proposes the use of moral intelligence skills as learning goals, in addition to revising and contextualizing pre-existing problems prior to the new reality of didactic contents. Moreover, it proposes a reflection on how bioethics may contribute to the discussions on the increase in social inequalities during this moment of crisis. Conclusion: The reflections presented in this article can be used in both remote, face-to-face and hybrid teaching contexts.
DOI: 10.6084/m9.figshare.19945720.v1
title: Education and bioethics teaching in times of pandemic

description: Abstract: Introduction: Due to the suspension of face-to-face activities during the COVID-19 pandemic, Higher Education Institutions had to discuss and plan alternative actions in an attempt to readequate themselves to emerging educational demands in order to offer remote accessibility to the academic community and, consequently, reduce social and digital exclusion. Development: Having that in mind, this article aims at offering a reflection on the teaching of bioethics under the perspective of social justice and education. Within this context, the students’ socioeconomic profile cannot be ignored in the planning of online education, since it directly affects students’ accessibility to academic activities through the use of computers and the internet. Therefore, this article proposes the use of moral intelligence skills as learning goals, in addition to revising and contextualizing pre-existing problems prior to the new reality of didactic contents. Moreover, it proposes a reflection on how bioethics may contribute to the discussions on the increase in social inequalities during this moment of crisis. Conclusion: The reflections presented in this article can be used in both remote, face-to-face and hybrid teaching contexts.
DOI: 10.6084/m9.figshare.19945723
title: Use of information and communication technology (ICT) by medical students

description: Abstract: Introduction: The central topic of the present study is the evaluation of Information and Communication Technology use by medical students, since this relationship has become inseparable from medical training and practice. Objective: To characterize the profile of Information and Communication Technology use among medical students, identifying which are the most frequently used, the possible stimuli and the main impediments to its use. Method: An observational and cross-sectional study was carried out by applying an electronic form on the Google Forms® platform, to students attending from the 1st to the 12th semester of undergraduate medical school. Results: Of the 216 participants, there was a predominance of females (60.6%), aged between 20-24 years (65.3%) and with a family income of less than 3 minimum wages (36.1%). The main device used by the participants was the smartphone (68.1%) and the most frequently used Information and Communication Technologies were text messaging apps (99.5%) and internet browsers (96.8%), while Medication Apps (48.1%) and Specialized Calculators (31%) were significantly less often used. The main benefit mentioned was the possibility of distance communication, while the main impediment was the issue of security. Conclusion: It was concluded that the use of technologies by medical students is quite frequent and varied, but purposeful training, by teachers and students, is necessary for better use of the available technologies.
DOI: 10.6084/m9.figshare.19945723.v1
title: Use of information and communication technology (ICT) by medical students

description: Abstract: Introduction: The central topic of the present study is the evaluation of Information and Communication Technology use by medical students, since this relationship has become inseparable from medical training and practice. Objective: To characterize the profile of Information and Communication Technology use among medical students, identifying which are the most frequently used, the possible stimuli and the main impediments to its use. Method: An observational and cross-sectional study was carried out by applying an electronic form on the Google Forms® platform, to students attending from the 1st to the 12th semester of undergraduate medical school. Results: Of the 216 participants, there was a predominance of females (60.6%), aged between 20-24 years (65.3%) and with a family income of less than 3 minimum wages (36.1%). The main device used by the participants was the smartphone (68.1%) and the most frequently used Information and Communication Technologies were text messaging apps (99.5%) and internet browsers (96.8%), while Medication Apps (48.1%) and Specialized Calculators (31%) were significantly less often used. The main benefit mentioned was the possibility of distance communication, while the main impediment was the issue of security. Conclusion: It was concluded that the use of technologies by medical students is quite frequent and varied, but purposeful training, by teachers and students, is necessary for better use of the available technologies.
DOI: 10.6084/m9.figshare.19945725
title: Functional health literacy: experience of students and perception in users of primary care

description: Abstract: Introduction: Social participation in the practice of health-promoting actions is one of the guidelines of the Unified Health System (SUS). From this comes Functional Health Literacy (LFS), which is understood as the individual’s ability to understand, interpret and apply written or spoken information about health. In this context, the university community outreach program comes to represent a strategy that transmits information about health prevention and allows user empowerment. Objective: To report the experience of a community outreach project that works by enabling interaction between academics and primary care users in order to stimulate LFS and assess the users’ views on the actions developed by students. Method: The project’s interventions prioritized themes and diseases prevalent in the local population and/or feature in the Ministry of Health’s national awareness calendar. At the end of the interventions, role plays were performed to simulate real life situations, where some users were invited to participate and, hence, stimulate LFS. Furthermore, the users’ views on the students’ participation were assessed through an interview using a guiding question followed by the application of Bardin’s method of content analysis. Result: During the project, the interventions produced noticeably satisfactory results in relation to the content, as the users presented several questions and accounts of experiences. It was noteworthy how constructive the educational practices were in the context of LFS stimulation, as they provided for the active participation of individuals. In addition, the users’ positive reports corroborated the students’ perception of the actions. Users addressed justifications such as lack of actions in health education, lack of information about the health-disease process, the importance of prevention and exchange of knowledge. Conclusion: Through the users’ accounts and the authors’ experience, the conclusion can be drawn that health education actions always developed to place the user as the protagonist of their own health enable an exchange of knowledge between academics and the community, promoting the multiplication of knowledge about the topics covered in the project.
DOI: 10.6084/m9.figshare.19945725.v1
title: Functional health literacy: experience of students and perception in users of primary care

description: Abstract: Introduction: Social participation in the practice of health-promoting actions is one of the guidelines of the Unified Health System (SUS). From this comes Functional Health Literacy (LFS), which is understood as the individual’s ability to understand, interpret and apply written or spoken information about health. In this context, the university community outreach program comes to represent a strategy that transmits information about health prevention and allows user empowerment. Objective: To report the experience of a community outreach project that works by enabling interaction between academics and primary care users in order to stimulate LFS and assess the users’ views on the actions developed by students. Method: The project’s interventions prioritized themes and diseases prevalent in the local population and/or feature in the Ministry of Health’s national awareness calendar. At the end of the interventions, role plays were performed to simulate real life situations, where some users were invited to participate and, hence, stimulate LFS. Furthermore, the users’ views on the students’ participation were assessed through an interview using a guiding question followed by the application of Bardin’s method of content analysis. Result: During the project, the interventions produced noticeably satisfactory results in relation to the content, as the users presented several questions and accounts of experiences. It was noteworthy how constructive the educational practices were in the context of LFS stimulation, as they provided for the active participation of individuals. In addition, the users’ positive reports corroborated the students’ perception of the actions. Users addressed justifications such as lack of actions in health education, lack of information about the health-disease process, the importance of prevention and exchange of knowledge. Conclusion: Through the users’ accounts and the authors’ experience, the conclusion can be drawn that health education actions always developed to place the user as the protagonist of their own health enable an exchange of knowledge between academics and the community, promoting the multiplication of knowledge about the topics covered in the project.
DOI: 10.6084/m9.figshare.19945728
title: Medical students’ and teachers’ attitude: physician or patient-centered?

description: Abstract: Introduction: Patient-centered care has been associated with positive results in medical practice. Objective: The aim of this study was to evaluate the attitudes of students and teachers from a Brazilian medical school regarding the physician-patient relationship and verify associated factors. Methods: This was an analytical cross-sectional study carried out in a public university, using the PPOS “Patient-Practitioner Orientation Scale” as well as a sociodemographic questionnaire. The subjects were regularly enrolled students attending the second semester of 2015 and their teachers. Mann-Whitney and Kruskal-Wallis tests were used to examine the effect of sociodemographic variables and the interaction with the scores found for students and teachers. Results: A total of 212 students were surveyed, corresponding to 57.1% of the enrolled students in the medical course. The value of the total PPOS score found for the students was 4.35 (± 0.5 SD), and the mean total score of PPOS among female students (4.43) was significantly higher than that in males (4.23) (p &lt; 0.001), indicating more patient-centered attitudes in that group. Regarding medical teachers, 77 (56%) participated. The total score of PPOS was 4.52 (± 0.5 SD), with a more patient-centered attitude among teachers in comparison to students (4.35) (p = 0.001). However, there is a clear need for progress in both groups. Conclusion: The analysis of the students’ and teachers’ attitudes about the physician-patient relationship disclosed an unknown scenario, with more patient-centered attitudes verified among teachers despite the need for improvements by both. Further research is needed to evaluate not only the attitude but the behavior of these subjects.
DOI: 10.6084/m9.figshare.19945728.v1
title: Medical students’ and teachers’ attitude: physician or patient-centered?

description: Abstract: Introduction: Patient-centered care has been associated with positive results in medical practice. Objective: The aim of this study was to evaluate the attitudes of students and teachers from a Brazilian medical school regarding the physician-patient relationship and verify associated factors. Methods: This was an analytical cross-sectional study carried out in a public university, using the PPOS “Patient-Practitioner Orientation Scale” as well as a sociodemographic questionnaire. The subjects were regularly enrolled students attending the second semester of 2015 and their teachers. Mann-Whitney and Kruskal-Wallis tests were used to examine the effect of sociodemographic variables and the interaction with the scores found for students and teachers. Results: A total of 212 students were surveyed, corresponding to 57.1% of the enrolled students in the medical course. The value of the total PPOS score found for the students was 4.35 (± 0.5 SD), and the mean total score of PPOS among female students (4.43) was significantly higher than that in males (4.23) (p &lt; 0.001), indicating more patient-centered attitudes in that group. Regarding medical teachers, 77 (56%) participated. The total score of PPOS was 4.52 (± 0.5 SD), with a more patient-centered attitude among teachers in comparison to students (4.35) (p = 0.001). However, there is a clear need for progress in both groups. Conclusion: The analysis of the students’ and teachers’ attitudes about the physician-patient relationship disclosed an unknown scenario, with more patient-centered attitudes verified among teachers despite the need for improvements by both. Further research is needed to evaluate not only the attitude but the behavior of these subjects.
DOI: 10.6084/m9.figshare.19945729
title: The choice of Medicine as a profession and the students’ labor perspective

description: Abstract: Introduction: Medicine is a prestigious profession, therefore, although competition for admission is fierce and studies require dedication and sacrifices, thousands of young people face the challenge of becoming doctors every year. Objective: Describe the reasons why medical school students chose Medicine as a profession and their concerns about the job perspective. Method: Quantitative descriptive and documentary research, through the application of a questionnaire with sociodemographic and specific questions. Result: A high percentage of the female gender stood out, with 63.31% of the participants. The main reasons for choosing Medicine as a profession were altruism (71.75%), financial stability (59.42%) and personal accomplishment (58.77%). However, there was a decrease in the preference for altruism during internship (p&lt;0.01). The biggest concern after training was “Doing a good job / Being a good professional” (79.87%) and, in relation to the “job market” and “devaluation of the profession”, there was an increase in the concern during internship (p &lt;0.001). The majority (91.92%) expressed the intention to become a specialist physician, with the specialty of Gynecology and Obstetrics being the most sought after. Regarding the way of working, 51.3% expressed the desire to be a self-employed professional, 55.52% a public or private employee and 7.92% a liberal professional. The greatest difficulty expected in the profession was competition (57.70%) and the most important requirement for professional practice was “Medicine as a means to be useful or help people” (98.38%). Regarding the feelings experienced as a student, the levels of anxiety, stress and feeling of overload were high, respectively 80.52%, 79.55% and 73.38%. Conclusion: At the beginning of the course, there is a more idealized view of Medicine and throughout the development of phases, as contact with medical practice occurs, the students better understand their difficulties and increase their concerns, especially with the job market and the devaluation of the profession, causing, in some, the reduction of the humanistic ideals that motivated the choice of the profession, an aspect to be valued by medical schools during professional training.
DOI: 10.6084/m9.figshare.19945729.v1
title: The choice of Medicine as a profession and the students’ labor perspective

description: Abstract: Introduction: Medicine is a prestigious profession, therefore, although competition for admission is fierce and studies require dedication and sacrifices, thousands of young people face the challenge of becoming doctors every year. Objective: Describe the reasons why medical school students chose Medicine as a profession and their concerns about the job perspective. Method: Quantitative descriptive and documentary research, through the application of a questionnaire with sociodemographic and specific questions. Result: A high percentage of the female gender stood out, with 63.31% of the participants. The main reasons for choosing Medicine as a profession were altruism (71.75%), financial stability (59.42%) and personal accomplishment (58.77%). However, there was a decrease in the preference for altruism during internship (p&lt;0.01). The biggest concern after training was “Doing a good job / Being a good professional” (79.87%) and, in relation to the “job market” and “devaluation of the profession”, there was an increase in the concern during internship (p &lt;0.001). The majority (91.92%) expressed the intention to become a specialist physician, with the specialty of Gynecology and Obstetrics being the most sought after. Regarding the way of working, 51.3% expressed the desire to be a self-employed professional, 55.52% a public or private employee and 7.92% a liberal professional. The greatest difficulty expected in the profession was competition (57.70%) and the most important requirement for professional practice was “Medicine as a means to be useful or help people” (98.38%). Regarding the feelings experienced as a student, the levels of anxiety, stress and feeling of overload were high, respectively 80.52%, 79.55% and 73.38%. Conclusion: At the beginning of the course, there is a more idealized view of Medicine and throughout the development of phases, as contact with medical practice occurs, the students better understand their difficulties and increase their concerns, especially with the job market and the devaluation of the profession, causing, in some, the reduction of the humanistic ideals that motivated the choice of the profession, an aspect to be valued by medical schools during professional training.
DOI: 10.6084/m9.figshare.19945732
title: Electronic Health Record in medical education: perceptions of teachers and preceptors

description: Abstract: Introduction: The implementation of the Electronic Health Record (EHR) in hospital teaching units has promoted the integration of Health Information Technology (HIT) into medical education and clinical practice. Objective: The study analyzed teachers and preceptors’ perceptions about the integration of EHR in curricular practices at a public university. Method: A qualitative study, in which data was collected through semi-structured interviews with six medical professors and four preceptors. The study adopted as categories of analysis the domains of competences and learning results from the use of EHR, identified and improved in a British multicenter study (Digital Health, Data Access and Generation, Communication, Multiprofessional Work, Accompaniment and Monitoring). A new category entitled “Pedagogical Issues”, was included to stimulate subjects’ reflections on their pedagogical practices with the EHR. Thematic content analysis was used for data analysis. Results: Teachers and preceptors agree that students need formal guidance on how to use HIT in their educational and professional development, and to preserve the secrecy and confidentiality of information during patient care using the EHR. For them, the use of decision support systems associated with EHR contributes to the teaching-learning process, in addition to allowing greater visibility of information from other health professionals, and facilitates student access to patients’ clinical data. EHR is a support tool that has the potential to promote the use of active methodologies, to contextualize teaching, to provide student autonomy and authorship, and to instigate them in the search for knowledge. Conclusion: HIT curricular integration has been pointed out as a way for students to develop clinical competences and skills, when using EHR in their clinical practice units.