Questionário de Permanência Acadêmica: adaptação cultural e evidências de validade / College Persistence Questionnaire: cultural adaptation and evidence of validity / Cuestionario de Permanencia Académica: adaptación cultural y evidencias de validez

O presente estudo focou a questão da permanência universidade, e apresenta dois objetivos principais, o primeiro, de ordem psicométrica, é voltado para adaptação e busca de evidências de validade de um instrumento destinado a avaliação da permanência nas universidades, o Questionário de Permanência Acadêmica (QPA). O segundo objetivo apresenta uma aplicação do instrumento ao verificar se os serviços destinados a aumentar as condições de permanência na universidade estudada poderiam ter algum efeito sobre os escores obtidos no instrumento. Análises fatoriais confirmatórias e testes de confiabilidade indicam boas características psicométricas do instrumento. A estrutura de seis dimensões proposta no estudo original foi confirmada. Quanto aos serviços de apoio à permanência oferecido aos estudantes, os resultados indicam que a percepção de obstáculos no acesso a esses serviços e a utilização do apoio psicossocial e pedagógico foram associadas a baixos resultados no QPA. Tendo em vista que as universidades podem diferir em relação aos serviços com foco na permanência que ofertam, indica-se a aplicação do QPA em diferentes universidades. (AU)

The present study focused on academic persistence and had two main aims, the first had a psychometric nature and aimed to adapt of an instrument designed to evaluate academic persistence, the College Persistence Questionnaire (CPQ), and seek evidence of its validity. The second aim was to present a practical use of the instrument, aiming to verify whether the services offered to increase the conditions of persistence in college could have any effect on the students' scores in the instrument. Confirmatory factor analyses and reliability tests indicated good psychometric properties of the instrument. The six-dimensional structure proposed in the original study was confirmed. Regarding the persistence support services offered to the students, the results indicate that the perception of obstacles in the access to these services and the presence of psychosocial and pedagogical support were associated with low results in the CPQ. Given that universities may differ in relation to the persistence-focused services they offer, the investigation using the CPQ in different universities is indicated. (AU)

El presente estudio se centró en el tema de la permanencia universitaria y presenta dos objetivos principales. El primero es de carácter psicométrico y está orientado a adaptar y buscar evidencias de validez del Cuestionario de Permanencia Académica (QPA), un instrumento dirigido a evaluar la permanencia universitaria. El segundo objetivo presenta una aplicación del instrumento para verificar si los servicios destinados a aumentar las condiciones de permanencia en la universidad estudiada podrían tener algún efecto en las puntuaciones obtenidas en el instrumento. Los análisis factoriales confirmatorios y los tests de confiabilidad indicaron buenas características psicométricas del instrumento. Se confirmó la estructura de seis dimensiones propuesta en el estudio original. En cuanto a los servicios de apoyo a la permanencia ofrecidos a los estudiantes, los resultados indican que la percepción de obstáculos en el acceso a estos servicios y el uso del apoyo psicosocial y pedagógico se asociaron con bajos resultados en el QPA. Teniendo en cuenta que las universidades pueden diferir en relación a los servicios centrados en la permanencia ofertados, es recomendable la utilización del QPA en diferentes universidades. (AU)

Basic Understanding of Support for Students Who Have Developmental Disorders at Medical Training Institutions / 医学教育

The Act for Eliminating Discrimination against Persons with Disabilities stipulates that medical training institutions need to offer the provision of Reasonable Accommodation to students with developmental disorders and/or related characteristics.　Reasonable Accommodation is the consideration to guarantee the rights of students with developmental disorders; thus, educational institutions have an obligation to provide this Reasonable Accommodation.　In this paper, we outlined specific support for students with developmental disabilities and related characteristics in medical training institutions from the aspects of “enrollment,” “university education,” and “employment.”　Essential ways to support students with developmental disorders and related characteristics include the presentation of clear criteria, mutual cooperation, and collaboration between faculty members and administrative staff, as well as understanding the basics of how to interact with such students.

Academic administrative staff feel difficulty when dealing with health-care professional students / 医学教育

<p>　This study examined the cases of the difficult encounters with problematic students that academic administrative staffs in the health professions education institutons faces. 185 cases were obtained from the 143 administrative staffs who participated in the training program for academic administrative staffs training from 2013 to 2015. Although there are 136 cases (73.5%) related to the problem students, some cases existed which problems were from the system or faculty members. In order to dealing with difficult encounters appropriately in the health care professional training institutions, the cooperation between teachers and academic administrative staffs is indispensable.</p>