Academic Expectations, Gender and Working Status: Comparing Two Cohorts of University Students / Expectativas Acadêmicas, Gênero e Situação Profissional: Comparando Duas Coortes de Estudantes Universitários

ABSTRACT The expansion of higher education is associated with the progressive diversification of student's profiles, such as the increasing number of older, working and female students. The transition to higher education poses challenges for students entering it, generating expectations that can impact academic adaptation. This study compared academic expectations by gender and work situation in two cohorts of first-year students from a Brazilian public university, involving 13,336 participants. The Brazilian Scale of Academic Expectations for First-Year University Students was administered. Non-working and female students had higher academic expectations in both cohorts. The findings provide subsidies to higher education institutions to develop support programs and policies targeting first-year students.

RESUMO A expansão da educação superior está associada à progressiva diversificação dos perfis discentes, tais como aumento do número de estudantes mais velhos, trabalhadores e mulheres. A transição para o ensino superior comporta desafios para os estudantes que nele ingressam, gerando expectativas que podem impactar a adaptação acadêmica. Este estudo comparou as expectativas acadêmicas por gênero e situação de trabalho em dois coortes de estudantes ingressantes em uma universidade pública brasileira, envolvendo 13.336 participantes. Utilizou-se a Escala Brasileira de Expectativas Acadêmicas para Estudantes Ingressantes na Educação Superior. Estudantes mulheres e não trabalhadores apresentaram maiores expectativas acadêmicas em ambas as coortes. Os resultados fornecem subsídios às instituições de ensino superior para desenvolvimento de programas de apoio e políticas voltadas aos estudantes ingressantes.

Practical Report of the First-Year Experience Medical Students Using ICT : Trial of Online Disability Simulations / 医学教育

Tohoku Medical and Pharmaceutical University, Japan, offers “Early Exposure to Medical Practice” in the first semester for first-year medical students to learn about patient-centered care as well as the real-world conditions and issues faced in community medical practice. Owing to the COVID-19 pandemic during the past two years, we planned and implemented online training, including some disability simulations, which mostly aimed to prevent the spread of infection. The students who completed these training courses reported that the online training had certain advantages over hands-on training ; the two activities implemented were not only effective in preventing infection but also had other benefits that only an online environment could provide. Herein, we report the results and some of the merits of these practices in 2021.

Intervención educativa sobre estimulación temprana prenatal y hasta el primer año de vida

RESUMEN Introducción: la estimulación temprana favorece el desarrollo del bebé y tiene importantes beneficios. Objetivo: diseñar una intervención educativa sobre la estimulación temprana durante el período de gestación y hasta el primer año de vida, a gestantes pertenecientes al Hogar Materno del municipio Consolación del Sur. Materiales y métodos: se realizó un estudio cuasiexperimental, de intervención educativa, con una muestra constituida por 20 gestantes, a partir de un muestreo no probabilístico de manera intencional. Se tuvieron en cuenta los criterios de inclusión y exclusión. Resultados: la mayoría de las gestantes se encontraban entre 14 y 18 años; el 50 % pertenecían al nivel de escolaridad secundario. Antes de la intervención predominó un nivel de conocimiento bajo en el 50 % de ellas, y luego de la misma el 90 % de las gestantes presentaron un nivel de conocimiento alto. Conclusiones: con la implementación de la intervención educativa propuesta se logró incrementar los conocimientos sobre la estimulación temprana en las gestantes.

ABSTRACT Introduction: early stimulation favors baby development and has important benefits. Objective: to design an educational intervention on early stimulation during the pregnancy period and up to the first year of life to pregnant woman belonging to the Maternal Home of Consolación del Sur municipality. Materials and methods: a quasi-experimental study of educational intervention was carried out in a sample formed by 20 pregnant women, from an intentional non-probabilistic sampling. The inclusion and exclusion criteria were taken into account. Results: most of the pregnant women were aged between 14 and 18 years; 50 % had a secondary school scholarship. Before the intervention, a low level of knowledge prevailed in 50 % of them, and then 90 % of pregnant women had a high level of knowledge. Conclusions: with the implementation of the proposed educational intervention, an increase of knowledge on early stimulation in pregnant women was achieved.

The Relation between Metacognition and Mental Health Status among First-Year Medical Students at Several Months after Admission / 医学教育

Background / Purpose: The aim of this study was to analyze the relationship between metacognition and mental health among first-year Japanese medical students at several months after admission.　Method: A questionnaire survey was conducted on first-year medical students at a private medical university. We used the Adults' Metacognition Scale to measure metacognition and the Japanese version of the 12-item General Health Questionnaire (GHQ-12) to measure mental health status.　Results: The data from 80 students were analyzed. The total metacognition score and the subscale monitoring score were negatively correlated with the GHQ-12 total score and were significantly different between the poor mental health group and the good mental health group. 　Discussion: The results suggest that students in poor mental health status were considered to have weak metacognition, especially monitoring.

Factores de salud percibida y de calidad de vida al inicio de la educación universitaria en Colombia / Perceived health and quality of life factors at the beginning of university education in Colombia

Resumen El objetivo del presente estudio fue identificar factores de salud percibida y de calidad de vida en estudiantes de primer semestre de una universidad privada en Colombia. Para esto, se contó con una muestra por conveniencia de 636 estudiantes (M = 18 años, DE = 1.38) que participó en la primera medición de una investigación longitudinal denominada VIDA2020. En particular, se realizó un diseño de investigación observacional transversal, enmarcado en una investigación de cohorte. Del protocolo de evaluación del proyecto, este reporte incluye un cuestionario con datos sociodemográficos y antecedentes médicos, las subescalas de depresión y estrés del DASS-21, un ítem del SF36V-2 y el WHOQOL-BREF. En general, como resultado se encontró que el 91 % de los estudiantes valora su salud global como buena o excelente; que dicha valoración es significativamente menor en quienes reportan antecedentes de enfermedad (80.5 %) y síntomas de depresión (86.1 %) y estrés (83.1 %); que las mujeres, los migrantes y quienes reportan antecedentes de enfermedad puntúan menor calidad de vida física, psicológica y ambiental; y que el estrés y la depresión predicen menores puntajes de calidad de vida física y psicológica, con correlaciones más fuertes en comparación con las variables demográficas y médicas. Estos hallazgos permiten identificar y priorizar las necesidades especiales en salud de los nuevos estudiantes.

Abstract The aim of this study was to identify factors of perceived health and quality of life in first semester students of a private university in Colombia. For this purpose, a convenience sample of 636 students (M= 18 years, SD.=1.38) participated in this first phase of the longitudinal study called VIDA2020. An observational cross-sectional research design framed within a cohort study was used. From the assessment protocol of the project, this report includes a questionnaire with sociodemographic data and medical history, the DASS-21 depression and stress subscales, one item of the SF36V-2, and the WHOQOL-BREF. Results showed that most students (91%) rated their overall health as good or excellent, but this rating was significantly lower in those reporting a history of illness in their medical background (80.5%) and symptoms of depression (86.1%) and stress (83.1%). Women, migrants and those reporting a history of illness scored lower on physical, psychological and environmental dimensions of quality of life. Additionally, stress and depression predict lower physical and psychological quality of life scores, with stronger correlations compared to sociodemographic and medical variables. These findings allow the identification and prioritization of special health needs of new students.

Students' prior knowledge and skills in computer and internet use: An exploration of incoming first year undergraduate health sciences students at Gulu University, Uganda

Internet has provided infrastructure that enables access to a variety of information resources for use by medical students at Gulu University in Northern Uganda. However, little attention has been put to explore prior internet knowledge of undergraduate medical students in Uganda. Cross-sectional research design was used. Fifty-six first year undergraduate health sciences students participated in the study. Self-administered structured questionnaire was used for data collection and analysis was done using SPSS version 16. Results shows that a majority of the participants had prior knowledge of computer 48 (86.0%) and internet 44 (79.0%). 38 (68.0%) participants had access to internet and 34 (61.0%) owned computer before joining the University. Majority owned mobile phones 41 (73.0%) and used it for internet access 43 (84.0%). Use of internet was high in social media 46 (86.8) and searching general information 44 (84.6%). Participants expected easy access to teaching materials 52 (94.5%) and communication 49 (90.7%) via internet. These findings suggest need for healthcare librarians to train incoming medical students on use of ICTs; including social media platforms and mobile phones to improve their ICT literacy skills to enable them access the best academic information resources to enhance medical education.

Knowledge, Attitude And Practice Towards Sexual And Reproductive Health Including Comprehensive Sexuality Education Among First Year Students Of University Malaysia Sabah (Ums), Malaysia

@#This study aims to assess knowledge, attitude and behavior in sexual and reproductive health (SRH) including comprehensive sexuality education (CSE) among 439 first year students; 213 sciences and 226 arts students from 5 Faculties of University Malaysia Sabah (2016-2017). Exposure of Malaysian students to sexual education is limited to science subjects which are only being taught at upper elementary and secondary high school levels. Arts students are less exposed to sexual education across Malaysia as it is delivered in Basic Science subject only. It was a university-based, cross-sectional, descriptive study. Pretested self- administered questionnaire was anonymously completed by all participants and was conducted from November 2016 to January 2017. Students’ demographic characteristics from Science and Arts streams were same except females, Sabah ethnics and Malays were more in Arts. Awareness of HIV/AIDS, Condom, Wet dream, COC pills and abortion services were more in Science students and statistically significant. 34.3 % and 81.2% of Science students agreed that CSE should be introduced in primary and secondary school but not statistically significant. 22 out of 439 students were sexually active. Science students had more knowledge about SRH and favourable attitude towards sexuality education but less favourable behaviour of watching and reading pornographic materials. It was concluded that there were gaps in knowledge, attitude and behaviour of SRH and need to remedy these by giving appropriate CSE classes to first-year university students in an elective module according to their culture and religious beliefs in accord with International Technical Guidance on Sexuality Education (ITGSE).

A Case Report on First-Year Experience Using Escape Rooms with Simulation / 医学教育

Introduction: Recently, Escape Rooms have been included in educational content.　Method: An Escape Room style class was conducted for first-year medical students to review previously learned content and to learn how to collaborate with others. The class was 70 minutes in total, 45 minutes of that was spent playing games. These included not only puzzles and riddles but also simulation-based tasks such as BLS. Multi-ending style was also used to motivate students.　Result: In addition to the difficulty of making stories and puzzles, the management of staff and organizing of the games were also challenging for the class.　Discussion: There are few comprehensive studies on educational practices using escape rooms. Research is necessary to consider effective and practical training methods.

A Retrospective Study to Estimate the Prevalence of Anemia and Associated Factors among First Year MBBS Students of Maharaja Agrasen Medical College, Agroha, Hisar.

Introduction: Anemia is a most common public healthproblem affecting around 1.9 billion population of the world.It is a severe public health problem in India. Medical studentsare vulnerable to develop anemia due to irregular eatinghabits due to hectic study schedule. Anemia among this agegroup has significant health consequences resulting in poorcognition, decreased attention span and memory affectingthe performance, depressed immunity, repeated infections,increased fatigue, and shortness of breath, dizziness, blurredvision, low endurance and irregular menstruation.Material and Methods: This study is conducted among 100students of both gender taking admission in MBBS first yearat MAMC, Agroha. Hemoglobin values and other relevantdetails of the students were taken from academic sectionsubmitted at time of admission. World Health Organizationcriteria were taken to determine the severity of anemia.Modified B.G. Prasad scale was used to assess the socioeconomic status of the family. Data was first entered into MSexcel sheet and then was exported to SPSS version 20.0 forappropriate analysis.Results: Prevalence of anemia came out to be 54% amongstudy subjects. Difference between the mean levels ofhemoglobin across the genders came out be statisticallysignificant (P=<0.001).Conclusion: Prevalence of anemia is high among the studysubjects with more prevalence among females study subjects.There is a need to accelerate efforts for achieving control ofanemia by strengthening multi-sectoral partnership involvinggovernment departments, academic institutions, bilateralagencies and food industry.

Identidade(s), cultura escolar e subjetividades: os fios que constituem o processo de socialização docente dos professores de Educação Física iniciantes na carreira docente / Identity(s), school culture and subjectivities: the threads that constitute the process of teacher socialization of Physical Education teachers beginners in the teaching career / Identidad(es), cultura escolar y subjetividades: los hilos que constituyen el proceso de socialización docente de profesores de Educación Física principiantes en la carrera docente

Este artigo tem como objetivo compreender os elementos que constituem o processo de socialização docente de professores de Educação Física iniciantes na carreira docente. Para tanto, foi realizada uma pesquisa etnográfica com dois professores de Educação Física, em duas escolas da Rede Municipal de Ensino de Porto Alegre/RS. Utilizamos como instrumentos de obtenção de informações o diário de campo e a entrevista semiestruturada. Neste estudo, compreendemos a socialização docente como um processo, constituída por uma tríade: identidades, cultura escolar e subjetividades. Compreendemos também que a socialização docente é um fenômeno complexo, não linear e que se constrói em momentos de individualização e em momentos de coletividade, de forma dialética. Estudar esse processo significou compreender os tempos e espaços de cada sujeito envolvido e, ainda, o seu meio social.

The present work aimed to investigate the educational process of Physical Education (PE) teacher socialization in first years of education. An ethnographic study was conducted. Two PE teachers from public schools of Porto Alegre/RS were investigated. We observed that PE teachers goes through a socialization process where a triad appears: identities, school culture and subjectivities. We also understand that teacher socialization is a complex, non-linear phenomenon that is constructed in moments of individualization and in collective moments, in a dialectical way. Studying this process meant understanding the times and spaces of each subject involved and, also, their social environment

Este artículo tiene como objetivo comprender los elementos que constituyen el proceso de socialización docente de profesores de Educación Física principiantes en la carrera docente. Para eso, se ha realizada una investigación etnográfica con dos profesores de Educación Física en dos escuelas de la Red de Enseñanza del Ayuntamiento de Porto Alegre/RS. En este estudio se comprende la socialización como un proceso, constituida por una tríada: identidades, cultura escolar y subjetividades. Comprendemos también que la socialización docente es un fenómeno complejo, no lineal y que se construye en momentos de individualización y en momentos de colectividad, de forma dialéctica. Estudiar ese proceso significó comprender los tiempos y espacios de cada sujeto involucrado y, aún, su medio social.

Construção de um questionário transcultural de motivos de abandono do ensino superior / Development of a transcultural questionnaire of motives for higher education dropout / Construcción de un cuestionario transcultural de motivos de abandono de la enseñanza superior

O abandono no Ensino Superior é um tema relevante pela sua incidência e consequências negativas no estudante, família, instituição e sociedade em geral. Procurando conhecer os motivos da intenção de abandono, investigadores do Brasil, Espanha e Portugal convergiram na construção de um questionário de avaliação transcultural. Atendendo à multidimensionalidade das causas de abandono, o questionário abarca seis dimensões: Social, Acadêmica, Professores, Saúde e Bem-estar, Institucional e Financeira. A análise fatorial, com amostras autônomas de estudantes do 1º ano do Brasil, Espanha e Portugal, mostrou uma distribuição adequada dos itens nas seis dimensões, com alguma discrepância na dimensão Professores na amostra do Brasil. Os índices de consistência interna atingiram níveis adequados nas seis dimensões (valores entre 0,74 e 0,91). Futuros desenvolvimentos devem testar a dimensionalidade do questionário e a sua invariância nos três países, incluindo já variáveis psicológicas e académicas para análise da validade de critério. (AU)

The dropout in higher education assumes relevant percentages, with negative consequences for the students, family, institution and society in general. In order to know the reasons for the dropout intention, researchers from Brazil, Spain and Portugal converged on the construction of a transcultural questionnaire. Face the multidimensional nature of dropout causes, the questionnaire assesses six dimensions: Social, Academic, Faculty, Health and Wellbeing, Institutional, and Financial. The factorial analysis, with autonomous samples of first-year students from Brazil, Spain and Portugal, showed an adequate distribution of the items by the six dimensions, with some difficulties in Faculty dimension in Brazilian sample. The internal consistency of items reached adequate levels in those six dimensions (values range from .74 to .91). Future developments should test the dimensionality of the questionnaire and its invariance in all three countries, including other psychological and academic variables for criterion validity analysis. (AU)

El abandono en la enseñanza superior es un tema relevante por su incidencia y por sus consecuencias negativas a nivel personal, familiar, institucional y social. En búsqueda de conocer las razones de intención de abandono, investigadores de Brasil, España y Portugal participaron en la construcción de un cuestionario de evaluación transcultural. Dicho instrumento, de naturaleza multidimensional, se organiza en seis dimensiones: Social, Académica, Profesorado, Salud y Bienestar, Institucional y Financiera. El análisis factorial, con muestras independientes de los estudiantes del primer año de Brasil, España y Portugal, mostró una distribución adecuada de los ítems en las seis dimensiones, con alguna discrepancia en la dimensión Profesorado en la muestra brasileña. Los índices de consistencia interna alcanzaron niveles adecuados (valores entre .74 y .91), si bien que se debe realizar nuevos estudios para probar la dimensionalidad del cuestionario y su invariancia en los tres países, incluyendo las variables psicológicas y académicas para analizar la validez de criterio. (AU)

The relationship between gender and coping mechanisms with burnout events in first-year medical students / 한국의학교육

PURPOSE: First-year students are susceptible to experiencing burnout if the coping mechanism being used is inadequate; therefore, employing effective coping mechanisms could help students to minimize burnout. Coping mechanisms are divided into five groups: problem-focused, emotion-focused, dysfunctional coping, adaptive, and maladaptive coping. The burnout dimension includes emotional exhaustion, cynicism, and decreased academic performance that may be influenced by gender. This study aims to elaborate on the relationship between gender and coping mechanisms with burnout events in first-year medical students. METHODS: This is a cross-sectional study using a total sample of first-year students from a medical school. RESULTS: A total of 167 respondents (response rate 98.9%) completed a Brief Coping Orientation to Problems Experienced Questionnaire and Maslach Burnout Inventory-Student Survey. The results showed that there was no significant relationship between gender and burnout (p>0.05). On the contrary, maladaptive/dysfunctional coping had a significant positive correlation with emotional exhaustion (r=0.403, p<0.001) and cynicism (r=0.372, p<0.001). Adaptive coping had a significant negative correlation with cynicism (r=-0.165, p=0.033) and a significant positive correlation with perception of personal accomplishment (r=0.417, p<0.001). CONCLUSION: In conclusion, there was no significant relationship between gender and burnout. However, maladaptive/dysfunctional coping had a positive correlation with emotional exhaustion and cynicism. On the other hand, adaptive coping had a negative correlation with cynicism and a positive correlation with perception of personal accomplishment.

Effectiveness Of Animated Teaching Over Model Teaching In Embryology For First Year Mbbs Students

Introduction: Animated teaching method imparts a better understanding in studying the basis of Embryology in3 dimension. Whereas in the conventional method of teaching embryology the use of clay models which enablesthe students to handle, touch and there by visualize in two dimension and three dimension. So, the aim of thestudy is to find out which one of the following two methods is more effective in teaching embryology among firstyear MBBS students.Materials and methods: 150 first year MBBS student at DMWIMS was divided into Group A (75) and Group-B (75).For Group-A embryology classes was conducted using animated vedios in lecture classes. For Group-B the sametopic was taken by using clay models and lectures. Then MCQ test was conducted. Later the groups were crossedover and took the feedback from both the groups. The data was analysed by SPSS software version 16.Results: The test results showed there was no statistical difference in the knowledge scores in MCQ test ofstudents in both the groups. The feedback was collected and analysed by proportion test which showed animatedembryological teaching was better than clay model teaching in understanding the concept, basis, functionalrelations of embryology.Conclusion: The present study showed that performance was same in both the methodologies but perception ofstudents was that they were able to understand better by animated teaching then clay model teaching. This mayhelp teachers to incorporate these both innovative teaching methods in teaching embryology for betterunderstanding along with routine lectures.

Willingness to Forgive among Colombian Adults / Los determinantes del perdón entre colombianos adultos

Abstract We examined Colombian people's determinants of willingness to forgive. A sample of 104 adults was presented with 24 scenarios depicting a situation in which a medical error resulted in severe consequences for a patient. Four factors were manipulated in the scenarios: (a) the severity of consequences of the error (e.g., extremely severe, including the risk of death), (b) the degree of negligence associated with the physician's act, (c) apologies or contrition for the act from the physician (e.g., direct apologies at the bed of the patient), and (d) the patient's current health status (e.g., consequences fully canceled). Through cluster analysis, four qualitatively different positions were found: (a) never forgive, irrespective of circumstances (15% of the sample), (b) depends on the circumstances of the offense (55%), (c) almost always forgive (24%), and (d) undetermined (5%). As regards forgiveness, therefore, Colombians' views and practices were similar to people from other cultures' ones. If most participants in previous studies on Colombians' willingness to forgive expressed extreme positions -- either never forgive or always forgive, irrespective of circumstances, it was because they deliberately wished to express strong opinions regarding the proper treatment that, in their view, the violent people depicted in the scenarios - paramilitary, guerillas, and members of drug cartels - deserved.

Resumen Hemos examinado los determinantes del perdón en una muestra de 104 adultos colombianos, utilizando una técnica de escenarios. Cada escenario describía una situación de error médico que tuvo consecuencias graves para el paciente. Los factores manipulados en los escenarios eran: (a) la gravedad de las consecuencias (e.g., muy grave incluyendo el riesgo de muerte), (b) el nivel de negligencia por parte del médico, (c) la presencia de excusas o contrición por parte del médico (e.g., excusas personales frente al paciente en su cama del hospital), y (d) el estado de salud presente (e.g., el paciente ha vuelto a casa y las consecuencias han desaparecidas). A través de un análisis en clústeres, cuatro posiciones, cualitativamente distintas, fueron encontradas: (a) jamás perdonar, independientemente de las circunstancias (15% de la muestra), (b) depende de las circunstancias del daño ocurrido (55%), (c) casi siempre perdonar (24%), y (d) no sé (5%). En relación con el perdón entonces, los colombianos no difieren de las otras personas que pertenecen a otras culturas. Si en los estudios previos, la voluntad de los colombianos a personar ha sido tan escasa, esto se debe al contexto de posconflicto de estos estudios.

Equivalencia factorial de las versiones en español y portugués de un cuestionario de expectativas académicas / Factorial equivalence of the Spanish and Portuguese versions of a questionnaire of academic expectations

Resumen Este estudio presenta los resultados de una investigación sobre expectativas académicas de estudiantes universitarios de primer año de Enseñanza Superior (ES) pertenecientes al norte de Portugal y noroeste de España. Su objetivo es replicar las propiedades psicométricas del instrumento utilizado obtenidas con una versión anterior del mismo. La muestra está integrada por 1.268 estudiantes de primer año de ES con edades comprendidas entre los 17 y 52 años (Mdn = 18, siendo de más de 23 años el 7.4%). Proceden de la región noroeste de España 413 estudiantes (Galicia, Universidad de Vigo) y 855 de la región norte de Portugal (Minho, Universidade do Minho). El 58.1% del total de la muestra son mujeres. Por ámbito de estudio, el 58.4% cursa titulaciones del ámbito científico-tecnológico y los demás del ámbito jurídico-social. Se aplicó el Cuestionario de Percepciones Académicas-Expectativas (CPA-E), estructurado en siete dimensiones: Formación para el empleo/carrera, Desarrollo personal y social, Movilidad estudiantil, Implicación político/ciudadana, Presión social, Calidad de formación e Interacción social. La invarianza del modelo factorial oblicuo del CPA-E fue testada con el LISREL 8.80 mediante el método bivariado latente normal y la estimación de máxima verosimilitud, con la corrección de Satorra y Bentler (1994). Todos los ítems representaron bien a sus respectivos factores y los factores mostraron una buena validez y fiabilidad para los países y el género. Se obtuvo, por tanto, invarianza factorial del modelo para los países y el género. Se asume una versión final del cuestionario común para España y Portugal, así como para mujeres y hombres.

Abstract We present the results of a study conducted with first-year students from the Euro-region of Galicia-North Portugal, with the aim of replicating the psychometric properties of the instrument as obtained from a prior version. Participants included 1268 first-year students with ages ranging from 17 to 52 years (Mdn = 18; 7.4% with ages above 23 years). Four-hundred and thirteen students are from the North Spanish region (Galicia, University of Minho) and 855 are from the North Portuguese region (Minho, University of Minho), and 58.1% of the students are women. Students are enrolled in scientific-technological courses (58.4%) and juridical-social studies. We administered the Academic Perceptions Questionnaire- Expectations (APQ-E), which is structured in seven dimensions: Training for career development, Personal and social development, Student mobility, Political engagement and citizenship, Social pressure, Training quality, and Social interaction. The invariance of the factorial model of the APQ-E was tested with LISREL 8.80, based on a bivariate latent model and maximum likelihood estimation, with Satorra and Bentler correction (1994). All items contributed to the representation of the factors, and the factors showed good validity and reliability for country and gender. Therefore, we obtained factorial invariance of the measurement model for country and gender. We present the final version of the common questionnaire for Portugal and Spain, and for women and men.

Sensitivity of supplementation of thyroid hormone on treatment of idiopathic short-stature children during therapy with recombinant human growth hormone / 医学前沿

This study aimed to evaluate the effects of thyroid hormone supplementation on growth rate of children with idiopathic short stature (ISS) and low-normal serum free thyroxine FT4 who were receiving growth hormone therapy. We selected 64 prepubertal children with FT4 levels in the lowest third of the normal range as the lower FT4 group, and these children were divided randomly into two subgroups: L-thyroxine (L-T4)-treated subgroup was treated with L-T4 (0.5-3.0 g/(kg·d)) from the beginning of the study, and the non-L-T4-treated subgroup received placebo. We also selected 39 ISS children with FT4 in the upper two-thirds of the normal range as the higher FT4 group. During the first year, the lower FT4 group featured lower FT3, FT4, thyroid stimulating hormone (TSH), and insulin-like growth factor-I standard deviation score (IGF-I SDS) and significantly lower height velocity (HV) compared with the higher FT4 group. However, in the lower FT4 group, the L-T4-treated subgroup presented higher FT4, FT3, TSH, and IGF-I SDS concentrations and significantly higher HV compared with children in the non-L-T4-treated subgroup. In children with ISS, the negative effect of thyroid hormone deficiency on growth rate should be considered when FT4 level lies in the low-normal range prior to recombinant human growth hormone treatment.

How Study Time Outside of Class Affects Students' Motivation to Learn and Sense of Accomplishment: A Successful "Human Biology" Course Reform / 医学教育

Purpose: Does longer study time motivate students to learn and make them feel a sense of accomplishment? Whilst “Human Biology,” one of the required courses in the first year of the medical school, was in need of a total course design reformation to make a shift from teaching to learning, it was necessary to examine whether longer study time is effective for better learning outcomes.　Methods: To get students to learn outside of class, we flipped the course. Since the scores from weekly quizzes, which are held at the beginning of every class, and mid-term and final exams were returned to the students, fully calculated and strictly applied to their grades, students became motivated to study before class. During class time, lessons were taught in the active learning style. We used covariance structure analysis to examine the relationship between the out of class learning design, the syllabus reformation, students’ learning attitudes in the class, and their sense of accomplishment.　Results: Study time outside of class increased from 4 hours per week in 2013 to 10 hours per week in 2016, and the students became more satisfied with the course. Our analysis shows that this well-structured syllabus and designing of lessons made the students study more both inside and outside of class, and allowed students to achieve the higher goals of the course.　Conclusion: Designing out of class learning and incorporating it well with assessment resulted in longer study time and a stronger sense of accomplishment.

What and How to Learn in Medical Schools:A Case Study of First-year Experience in Class / 医学教育

A first-year experience class for medical students was conducted to show a whole curriculum structure and to introduce some study skills through a few group work activities. Although the class was originally lecture-based, it was redesigned with active learning methods like group discussion, peer-review experience and peer-to-peer presentation using short articles. Students were asked to submit a learning record note and received feedback via Moodle. First-year students are expected to identify milestones toward the achievement of core competencies during the 6-year undergraduate curriculum and acquire basic skills leading to the development of various learning strategies. Learning outcomes of this attempt should be investigated for years and the class needs to be improved based on the evaluation.

Caracterización clínica de lactantes menores de un año, con excesiva ganancia de peso durante la alimentación con leche materna / Clinical features of infants younger than one year with excessive weight gain while being breast fed

Introducción: La lactancia materna es recomendada como fuente de alimentación optima para los primeros meses de vida. En nuestro Servicio hemos recibido un grupo particular de niños alimentados con lactancia materna exclusiva, que muestran aumento excesivo de peso desde el primer semestre de vida. Objetivo: describir las características clínicas de un grupo de lactantes menores de un año, con aumento excesivo de peso y alimentación con lactancia materna. Población y métodos: estudio observacional, prospectivo y longitudinal. Incluimos todos los niños menores de un año derivados al servicio de Nutrición entre 2003 y 2015, con lactancia materna exclusiva durante los primeros 6 meses, persistencia de la misma al momento de la evaluación y peso- edad mayor a 2 desvíos estándar (DS). Describimos características clínicas y de laboratorio de los lactantes y sus madres, así como el patrón alimentario que pudiera explicar esta inusual ganancia de peso. Resultados: incluimos 73 lactantes, 63% niñas. El 64% tenía peso-talla mayor a 2DS a los 3 meses de vida y el 100% a los 6 meses. No se pudo establecer patrón hambresaciedad. El 44% de las madres aumentó más de 18 kilogramos durante el embarazo. Las niñas nacidas de las madres que habían aumentado más de 18 Kg fueron significativamente más grandes al nacer. En el 14% de los lactantes se encontró alguna enfermedad de base. De toda la muestra, el 75% presentó anemia y el 14.5% hipotiroidismo. Conclusiones: describimos un grupo de lactantes con aumento excesivo de peso desde los primeros 3 meses de vida que se mantiene durante toda la etapa de lactancia materna. Diferentes factores como relación madre-hijo, patrón alimentario, composición de la leche humana, predisposición genética; podrían haber contribuido con este patrón de crecimiento.(AU)

Introduction: Maternal breastfeeding is recommended as the best source of nutrition in the first months of life. At our Department we have seen a group of exclusively breastfed children who showed excessive weight since the first semester of life. Objective: To describe the clinical features of a group of infants under one year of age with excessive weight gain while being breast-fed. Population and methods: A prospective, longitudinal, observational study was conducted. We included all infants under one year of age who were referred to the Department of Nutrition between 2003 and 2015, who were exclusively breastfed during the first 6 months of life and were still being breastfed at the moment of the evaluation, and who had a weight-for-age of more than 2 standard deviation (SD). We describe the clinical and laboratory features of the infants and their mothers, as well as feeding patterns that may explain this unusual weight gain. Results: We included 73 infants, 63% girls. Overall, 64% had a weight-for-height greater than 2 SD at 3 months of life and 100% at 6 months of life. No hunger-satiety pattern could be established. Of the mothers, 44% gained more than 18 kg during the pregnancy. The girls born from mothers who had increased more than 18 Kg were significantly larger at birth. In 14% of the infants, an underlying disease was found. Of all the infants in the sample, 75% had anemia and 14.5% hypothyroidism. Conclusions: We describe a group of infants with excessive weight gain in the first 3 months of life which was maintained throughout the maternal breastfeeding period. Different factors, such as the motherchild relationship, feeding pattern, human milk composition, and genetic predisposition may have contributed to this particular growth pattern. (AU)

Anotações para uma fenomenologia do infans na fase fetal: the fetus and the first year of life / Notes for a phenomenology of infans: el feto y el primer año de vidab / Apuntes para una fenomenología del infans

O texto visa delinear algumas questões e princípios para uma fenomenologia do infans enquanto é pré-falante, fase que inclui a vida intrauterina do feto e do bebê no primeiro ano de vida antes da aquisição da fala. O corpo é visto como fonte da materialidade vivida de sentido em vários níveis onde a relação de sentido com mundo é desdobrada. A apropriação de sentido começa remotamente na primeira síntese integradora que caracteriza a passagem do embrião á vida fetal com a formação do sistema nervoso central e dos sentidos corpóreos. A origem da formação do m=undo horizonte de sentidos, acontece antes do nascimento e os trabalhos da ciência e da fenomenologia ganham ambas nesse diálogo.

The text aims to delineate some questions and principles for a phenomenology of the infans as a pre-speaker child, a phase that includes the intrauterine life of the fetus and the newborn in the first year of life before speech acquisition. The body is seen as the source of living materiality of meaning on several levels and where the relation of meaning to the world is unfolded. The appropriation of meaning begins remotely in the first integrative synthesis that characterizes the passage from the embryo to the fetal life through the formation of the central nervous system and the bodily senses. The origin and the formation of the world horizon of meanings has it locus before birth; works of biosciences and phenomenology are put together in dialogue.

El texto pretende esbozar algunas cuestiones y principios para una fenomenología del infans en tanto que pre-hablante, fase que incluye la vida intrauterina del feto y el bebé durante el primer año de vida antes de la adquisición del habla. El cuerpo es visto como una fuente de materialidad viviente de sentido en muchos niveles donde se despliega el sentido de la relación con el mundo. La apropiación del sentido comienza remotamente en la primera síntesis integradora que caracteriza el paso del embrión a la vida fetal con la formación del sistema nervioso central y los sentidos corporales. El origen de la formación del horizonte mundo de sentido ocurre antes del nacimiento; en eso los trabajos de la biocientíficos y la fenomenología pueden dialogar.