Abordagens de aprendizado e sua correlação com ambiente educacional e características individuais em escola médica / Learning approaches and their correlation with the teaching environment and individual characteristics in medical school

Resumo: Introdução: A qualidade de aprendizado de estudantes de escolas médicas tem sido tema recorrente da literatura mundial nas últimas décadas, mas há escassez de estudos nacionais acerca do assunto. O ambiente de ensino deve favorecer o aprendizado profundo, por estar intimamente relacionado com uma aprendizagem significativa. Metodologias ativas de aprendizagem são vinculadas a maior qualidade de aprendizado, por propiciarem ambiente favorável ao aprendizado profundo. Objetivo: Este estudo teve como objetivos avaliar a qualidade do aprendizado de estudantes de Medicina de um curso que adota metodologias ativas de aprendizagem e correlacioná-la com as percepções dos alunos acerca do ambiente educacional e com dados sociodemográficos. Método: Trata-se de estudo descritivo transversal realizado com estudantes do curso de Medicina da Universidade Federal de São Carlos (UFSCar), do primeiro ao sexto ano. Foram utilizados os instrumentos R-SPQ-2F, DREEM e questionário sociodemográfico. Realizou-se análise descritiva, e compararam-se as frequências por meio do teste do qui-quadrado ou teste exato de Fisher. As diferenças entre médias foram avaliadas por meio de teste t de Student ou teste de Mann-Whitney, quando se compararam somente dois grupos, ou por meio de análise de variância (ANOVA) ou teste de Kruskal-Wallis, quando comparados mais de dois grupos. As associações entre as variáveis quantitativas foram verificadas por meio do coeficiente de correlação de Pearson ou de Spearman. A análise estatística foi realizada com auxílio do programa IBM SPSS Statistics versão 25.0, e adotou-se como parâmetro de significância um valor de p < 0,05. Resultado: Entrevistaram-se 226 alunos. A pontuação média para abordagem profunda foi de 33,52 e, para a abordagem superficial, 17,42. Em relação à percepção do ambiente educacional, a média foi de 129,77 pontos. As variáveis objetivas que demonstraram influência sobre o aprendizado foram: sexo, idade de início do curso, contato prévio com metodologias ativas, prática de idiomas, ter graduação ou pós-graduação prévia, receber auxílio financeiro de familiares e ano da graduação. Conclusão: As metodologias ativas de aprendizagem podem estimular a adoção de estratégias de aprendizado profundo. O estudo dos fatores que influenciam na abordagem de aprendizado é complexo e envolve questões individuais subjetivas.

Abstract: Introduction: The quality of learning of medical students has been a recurring subject of research in recent decades, but there are scarce national studies on it. The learning environment should encourage deep learning, as it is intimately related to meaningful learning. Active learning methods are linked to better quality of learning, since they provide a favorable environment for deep learning. Objective: The aim of this study was to evaluate the quality of learning of students at a medical school that adopts active learning methods for all course years and correlate it to students' views on educational environment and sociodemographic data. Method: This is a cross-sectional descriptive study with 1st to 6th-year medical students from the Federal University of São Carlos. The R-SPQ-2f, DREEM and sociodemographic questionnaires were applied. Descriptive analysis was performed, and frequencies were compared using chi-square test or Fisher's exact test. Differences between means were evaluated with either Student's t-test or Mann-Whitney's test, when comparing only two groups, and with one-way analysis of variance (ANOVA) or Kruskal-Wallis' test, when comparing more than two groups. Associations between quantitative variables were verified with either Pearson's or Spearman's correlation coefficient. Statistical analysis was performed with IBM SPSS Statistics version 25.0. For significance, p-value<0.05 was adopted. Result: 226 students were interviewed. The average deep learning score was 33.52 points, and, for superficial learning, 17.42 points. As for how the environment was perceived, the average score was 129.77. The objective variables that showed influence in learning were sex, course start age, previous contact with active learning methods, language study, previous undergraduate training, or post-graduate degree, receiving financial help from family and current course year. Conclusion: Active learning methods may stimulate the adoption of deep learning strategies. The evaluation of factors that influence study approaches is complex, involving subjective individual parameters.

Treinamento teórico-prático de equipe multidisciplinar para atendimento de parada cardiorrespiratória em enfermaria / Theoretical and practical training of multidisciplinary team for cardiac arrest care in a ward

Objetivo: Avaliar se o treinamento teórico-prático integrado de médicos e enfermeiros traz melhorias ao atendimento no caso de parada cardiorrespiratória em enfermaria. Métodos: Trata-se de estudo prospectivo quase-experimental por meio da análise de questionários pré e pós-capacitação. Os participantes foram médicos, enfermeiros e técnicos de enfermagem que atuavam nas alas de enfermaria de um hospital em Belo Horizonte (MG), submetidos a um questionário pré-curso. Em seguida, eles participaram do curso de capacitação. Após o treinamento, foi respondido novo questionário. Os resultados pré e pós-curso foram comparados. Resultados: Nas questões objetivas, houve aumento de acertos no questionário pré-capacitação de 68,1% para 85,6% no questionário pós-capacitação, com diferença estatística significante (p<0,001). Nas questões subjetivas, também houve aumento de acertos de respostas positivas no questionário pré-capacitação de 45,3% para 73,3% na pós-capacitação, com diferença estatística significante (p<0,001). Conclusão: Ao se compararem os dois questionários, constataram-se mudanças estatisticamente significantes nas respostas dos participantes após a capacitação, o que reflete o potencial de melhoria no atendimento à parada cardiorrespiratória na enfermaria do hospital avaliado. (AU)

Objective: To evaluate whether an integrated theoretical -practical training of physicians and nurses improves medical care of cardiac arrest at an inpatient ward. Methods: This is a prospective quasi-experimental study through the analysis of pre- and post-training questionnaires. Participants included physicians, nurses, and nursing technicians who worked in the inpatient wards of a hospital in the city of Belo Horizonte, state of Minas Gerais. They responded a pre-training questionnaire. Afterwards, they participated in training course. Following training, they answered a new questionnaire. Pre- and post-training results were compared. Results: In the multiple-choice questions. the correct answers improved from 68.1% in the pre-qualification questionnaire to 85.6% in the post-qualification questionnaire, with a statistically significant difference (p<0.001). in the subjective questions, there was also an improvement of positive answers from 45.3% in the pre-qualification questionnaire to 73.3% in post-qualification questionnaire, with a statistically significant difference (p<0.001). Conclusion: When comparing the two questionnaires, statistically significant changes were observed in participants' responses after the training, reflecting improvement potential in care for cardiorespiratory arrest in the ward of the hospital evaluated. (AU)

Pesquisa científica: conhecimento, atitudes e barreiras entre estudantes de medicina brasileiros / Scientific research: knowledge, attitudes and barriers among brazilian medical students

Introdução:O contato extracurricular com a pesquisa científica pode ajudar a melhorar as habilidades dos alunos e são muitos os potenciais influenciadores na adesão dos estudantes. Objetivo: Identificar níveis de conhecimento científico e atitudes científicas de estudantes de medicina bem como as principais barreiras para a prática científica. Casuística e Métodos: Estudo transversal realizado com acadêmicos de medicina do Campus Prof. Antônio Garcia Filho da Universidade Federal de Sergipe, Brasil. Aplicaram-se questionários validados a 90 estudantes que em seguida, foram agrupados em quatro classificações (não envolvidos em projetos; envolvidos em extensão; envolvidos em pesquisa e envolvidos em ambos (pesquisa e extensão). Resultados:Parcela significativa dos estudantes envolveu-se com projetos de pesquisa e extensão (43,33%) e as médias gerais de atitude e conhecimento científicos foram moderadas (56,85 ± 14,35; 47,28 ± 16,69). Os grupos de estudantes que participaram de pesquisa junto com extensão, apresentaram maiores pontuações de atitude científica (63,10 ± 13,69) e o conhecimento científico de todos os grupos foi similar. As barreiras, para a prática científica, mais citadas foram a falta de estrutura (73,33%), de tempo (70%), de orientação (67,78%), o foco nas atividades curriculares (54,44%) e falta de familiaridade com estatística (50%). Conclusão: Estudantes que apresentavam contato com pesquisa cientifica e extensão apresentaram atitudes mais positivas para pesquisa, demonstrando a importância do estímulo a essa prática. As barreiras, para as práticas científicas, mostraram-se similares à literatura mundial, mostrando que devem ser feitas medidas para reduzi-las e estimular a prática científica.

Introduction: Extracurricular contact with scientific research can help to improve students' skills and there are many potential influencers of students'adhesion. Objectives: Identify levels of scientific knowledge and attitudes towards scientific research among medical students, as well as the main barriers to scientific practice. C asuistic and methods:This is a cross-sectional study involving medical students from the Federal University of Sergipe, Brazil, Campus Prof. Antônio Garcia Filho. Validated questionnaires were applied to 90 students. Then, they were grouped in four classifications (not involved in projects; involved in non-degree projects; involved in research projects, and involved in both non-degree and research projects). Results: Significant parcel of students was involved on research and non-degree projects (43.33%). The overall averages of scientific knowledge and attitudes were moderate (56.85 ±14.35; 47.28 ±16.69). Groups of students involved in scientific research and community outreach, presented higher scores of scientific attitudes (63.10 ± 13.69). The scientific knowledge of all groups was similar. The most cited barriers for scientific practice were lacked of structure (73.33%), lack of time (70%), lack of orientation (67.78%), the focus on curricular activities (54.44%), and the lack of familiarity with statistics (50%). Conclusion: Students who had contact with scientific research and community outreach had more positive attitudes towards research, showing the importance of stimuli to this practice. The barriers for scientific practice were similar to world's data, showing that measures have to be taken to reduce them and stimulate the scientific research.

Aprendizaje autodirigido en estudiantes de primer año de medicina de la Universidad de Concepción y su relación con el perfil sociodemográfico y académico / Association between self-directed learning behaviors, socio-demographic and academic variables among medical students

Medical education must encourage autonomous learning behaviors among students. However the great income profile disparity among university students may influence their capacity to acquire such skills. Aim: To assess the association between self-directed learning, socio-demographic and academic variables. Material and Methods: The self-directed learning readiness scale was applied to 202 medical students aged between 17 and 25 years (64% males). Simultaneously information about each surveyed participant was obtained from the databases of the medical school. Results: There is an association between socio-demographic and academic variables with the general scale of self-directed learning and the subscales learning planning and willingness to learn. Participants coming from municipal schools have a greater willingness to learn than their counterparts coming from subsidized and private schools. High school grades are related to self-directed learning and the subscales learning planning and self-assessment. Conclusions: Among the surveyed medical students, there is a relationship between self-directed learning behaviors, the type of school where they come from and the grades that they obtained during high school.

Competencias del docente clínico enfermera/o, universidades Lleida (España) y la frontera (Chile): percepción del estudiante / Competences of clinical teacher nurses, universidad de Lleida (Spain) and the la frontera (Chile): student perception

El objetivo es comparar las opiniones de estudiantes de Enfermería de las universidades de Lleida y de La Frontera (UFRO) respecto a la percepción de las competencias que debe tener una enfermera/o tutor/a para la docencia clínica. Investigación cualitativa, mediante Técnica de Redes Semánticas Naturales. Población constituida por todos los estudiantes de segundo y tercer año (110 Lleida y 63 UFRO), a quienes en forma individual previo Consentimiento Informado se les solicitó escribieran en cinco minutos diez palabras (verbos, adverbios, adjetivos, sustantivos) relacionadas a la pregunta estímulo: "¿Cuáles son las características que debe tener una Enfermera/o para la docencia clínica?", priorizándolas posteriormente de uno a diez, correspondiendo el uno al de mayor valor. El análisis se realizó mediante reducción progresiva de la información de acuerdo a la técnica mencionada. Estudiantes de ambas escuelas coinciden que el atributo "empatía" (100 por ciento) es la principal actitud esperable para enfermeras/os que realizan docencia clínica. En Lleida "docente" es mencionada en un 80,1 por ciento por segundo año y 43,1 por ciento por tercero; mientras que en UFRO, en un 47,2 por ciento los de segundo y 23 por ciento tercero. La "experiencia", en Lleida, corresponde al 86,3 por ciento para segundo y 42 por ciento para tercero, palabra no mencionada por UFRO. El "conocimiento" aparece para segundo año-UFRO en un 89,8 por ciento y 47,1 por ciento en tercero, en Lleida sólo lo identifican los de segundo en un 36,4 por ciento. Las competencias genéricas es el rasgo fundamental en el quehacer docente clínico, según los estudiantes de ambas escuelas. La característica "docente" se puede atribuir a competencias genéricas y específicas.

The objective is to compare the views of nursing students at the University of Lleida and the University of La Frontera (UFRO), in relation to the perception of the skills that should have a nurse or tutor in the clinical teaching. Qualitative research, the Techniques of Natural Semantic Nets was used. Sample. All students from second and third year (110 Lleida and 63 UFRO) participated, whom prior signed Informed Consent, were asked, individually and in five minutes, write ten words (verbs, adverbs, adjectives, nouns) related to the stimulus question "What are the characteristics that should have a nurse for clinical teaching". Thereafter, they should rank the words, corresponding the number one to the higher value. Analysis through reduction of the information according to the technique. All students from both schools agree that "empathy" (100 percent) is the main attitude expected from nurses who perform clinical teaching. In Lleida, "teaching" is mentioned in second and third year with 80.1 percent 43.1 percent, respectively, in UFRO represents 47.2 percent second year and 23 percent third year. The "experience", in Lleida, is 86.3 percent for second year and 42 percent for third year, attributes not mentioned by the UFRO'students. For the second year (UFRO) "knowledge" 89.8 percent and 47.1 percent third year, this aspect is identified only for the second year of Lleida with a 36.4 percent. For the students from both schools the generic competence are the fundamental attributes for the clinical teaching. The characteristic "teaching" may be considered to the competence of to be, knowledge and know-how.