ABSTRACT
RESUMO Considerando as atuais dificuldades enfrentadas em serviços de saúde mental e suas possíveis relações com a formação de profissionais de saúde, este artigo visa discutir como o ensino de medicina foi configurado subjetivamente por uma estudante universitária e as possíveis relações desse processo com alguns dos atuais desafios da reforma psiquiátrica brasileira. Este trabalho baseou-se num estudo de caso realizado ao longo de quatro meses com uma estudante de medicina de uma faculdade pública do Distrito Federal, onde se faz uso de metodologias ativas de aprendizagem. Foram utilizadas como referenciais a Teoria da Subjetividade, a Epistemologia Qualitativa e a metodologia construtivo-interpretativa de González Rey. Os resultados da pesquisa apontam para a organização de uma subjetividade social do ensino de medicina marcada por processos relacionados ao modelo biomédico, apesar das mudanças institucionais que visam promover um ensino pautado num modelo de atenção biopsicossocial. A participante expressa uma configuração subjetiva em que o cuidado articula-se ao controle e à medicalização, cujo desenvolvimento parece ter sido favorecido pela subjetividade social de seu contexto de ensino. Além disso, pode-se dizer que a subjetividade social do ensino de medicina está possivelmente relacionada a uma subjetividade social manicomial, ainda presente em serviços substitutivos, como os Centros de Atenção Psicossocial, dificultando as mudanças propostas pela reforma psiquiátrica. Por fim, este trabalho enfatiza o caráter subjetivo da aprendizagem, por meio do qual se articulam processos relacionados a diferentes âmbitos de vida da pessoa, como o educacional, o familiar e o cultural.
RESUMEN Teniendo en cuenta las dificultades actuales que enfrentan los servicios de salud mental y sus posibles relaciones con la formación de profesionales de la salud, este artículo tiene como objetivo discutir cómo la enseñanza de la medicina fue configurada subjetivamente por un estudiante universitario y las posibles relaciones de este proceso con algunos de los desafíos actuales de reforma psiquiátrica brasileña. Este trabajo se basó en un estudio de caso realizado durante cuatro meses con una estudiante de medicina de una universidad pública del Distrito Federal, donde se utilizan metodologías activas de aprendizaje. La Teoría de la Subjetividad, la Epistemología Cualitativa y la metodología constructivo-interpretativo de González Rey fueron utilizados como referentes. Los resultados de la investigación apuntan a la organización de una subjetividad social en la educación médica marcada por procesos relacionados con el modelo biomédico, a pesar de los cambios institucionales que tienen como objetivo promover una enseñanza basada en un modelo de atención biopsicosocial. La participante expresa una configuración subjetiva en la que el cuidado está vinculado al control y a la medicalización, cuyo desarrollo parece haber sido favorecido por la subjetividad social de su contexto de enseñanza. Además, se puede decir que la subjetividad social de la educación médica posiblemente esté relacionada con la subjetividad social manicomial, aún presente en servicios comunitarios, como los Centros de Atención Psicosocial, lo que dificulta los cambios propuestos por la reforma psiquiátrica. Finalmente, este trabajo expone el carácter subjetivo del aprendizaje, a través del cual se articulan procesos relacionados con diferentes áreas de la vida de la persona, como la educación, la familia y la cultura.
ABSTRACT Considering the current challenges faced in mental health services and their possible relationships with the training of health professionals, this article aimed to discuss how the teaching of medicine was subjectively configured by an undergraduate and the possible relationships of this process with some of the current challenges of the Brazilian psychiatric reform. This study was based on a case study carried out over four months with a medical student from a public college in the Federal District, where active learning methodologies are used. The Theory of Subjectivity, Qualitative Epistemology and the constructive-interpretative methodology of González Rey were used as framework. The results indicate the organization of a social subjectivity of medicine teaching marked by processes related to the biomedical model, despite institutional changes that aim to promote teaching based on a biopsychosocial care model. The participant expresses a subjective configuration in which care is linked to control and medicalization, whose development seems to have been favoured by the social subjectivity of her teaching context. In addition, it can be said that the social subjectivity of medical education is possibly related to a mental hospital social subjectivity, still present in substitute mental health services, such as Psychosocial Care Centers, making the changes proposed by the psychiatric reform more difficult to be accomplished. Finally, this study emphasizes the subjective aspect of learning, through which processes related to different areas of a person's life are articulated, such as education, family and culture.
Subject(s)
Humans , Female , Adult , Students, Medical/psychology , Case Reports , Education, Medical , Psychiatry , Health Strategies , Knowledge , Medicalization/education , Psychiatric Rehabilitation/psychology , Learning , Mental Health ServicesABSTRACT
Medical schools are known to be stressful environments for students, and hence medical students have been believed to experience greater incidences of depression and anxiety than the general population or students from other spe-cialties. The present study investigates the prevalence of anxiety and depressive symptoms together with factors as-sociated with them among medical students in a federal public university in the south of Brazil. A descriptive study was performed using self-administered questionnaires to access socio-demographic, institutional, and health variables in association with two scales - Beck's Depression Inventory (BDI) and State-Trait Anxiety Inventory (STAI) - designed to assess depressive and anxiety symptoms, respectively. The research sample consisted of 152 subjects. The depres-sive symptoms prevalence was 65.1% (BDI > 9), state-anxiety was 98.6%, and trait-anxiety was 97.4% (STAI > 33). Among women, 37.8% demonstrated moderate/severe depressive symptoms. High levels of state-anxiety symptoms and trait-anxiety symptoms were found in 44.7% of students under the age of 20. In the group with the lowest month-ly income, it was observed the highest distributions for moderate/severe depressive symptoms, high state and high trait-anxiety symptoms, corresponding to 47.4%, 57.9%, and 47.4%, respectively. Students attending the third term of medical school had the highest percentage of moderate/severe depressive symptoms (62.5%) and high state-anxiety symptoms (50%). In addition, students who had both financial aid programs presented the highest percentages of moderate/severe depressive symptoms (46.2%), highstate-anxiety symptoms (61.5%), and high trait-anxiety symptoms (46.2%). We also observed a correlationbetween depression and trait-anxiety symptoms (P = 0.037). In conclusion, it was identified as risk factors for depressive symptoms the previous depression diagnosis, previous search for health service due to psychological symptoms, being in financial aid programs, dissatisfaction with the medical school, and inadequate psychological help offered by it. For state-anxiety symptoms and trait-anxiety outcome, there is an increased risk among low-income or students who have financial help from financial aid programs and younger age students. (AU)
Objetivo: Investigar a prevalência de sintomas de ansiedade e depressão e fatores associados a eles entre es-tudantes de medicina de uma universidade pública do sul do Brasil. Métodos: Foi realizado um estudo descritivo através de questionários autoaplicáveis para avaliar variáveis sociodemográficas, institucionais e de saúde, associa-das a duas escalas - Inventário de Depressão de Beck (BDI) e Inventário de Traço-Estado de Ansiedade (STAI) - para avaliar os sintomas de depressão e ansiedade, respectivamente. Resultados: A prevalência de sintomas depres-sivos foi de 65,1% (BDI > 9), estado de ansiedade foi de 98,6% e traço de ansiedade de 97,4% (STAI > 33). Uma correlação significativa foi encontrada entre depressão e traço de ansiedade. Diagnóstico prévio de depressão, busca prévia por serviços de saúde, insatisfação com o curso de medicina e ter auxílio de baixa renda e bolsa de iniciação científica foram identificados como fatores de risco para depressão. Estudantes com baixa renda mensal e menores de 25 anos apresentaram maior risco para estado de ansiedade. Idade, ano da faculdade de medicina e programa de ajuda financeira provaram ser um fator de risco para traço de ansiedade. Conclusão: Esses resultados mostram fatores significativos relacionados à saúde mental de estudantes de uma faculdade de medicina recém-fundada no interior do Brasil. (AU)
Subject(s)
Humans , Male , Female , Adult , Anxiety/diagnosis , Students, Medical/psychology , Prevalence , Surveys and Questionnaires , Depression/diagnosisABSTRACT
RESUMEN Antecedentes: la actual pandemia causada por COVID-19 plantea desafíos a la enseñanza clínica al afectar el desarrollo normal de las actividades presenciales. Se necesitan soluciones que ayuden a mitigar esos efectos. Objetivo: el propósito de este estudio es presentar una estrategia de telesimulacion (TS) y analizar la perspectiva del diseño instruccional desde los estudiantes de grado de Cirugía. Material y métodos: 26 estudiantes tuvieron una inmersión en escenarios de alta fidelidad a distancia, a través de una plataforma de videoconferencia que les permitió experimentar y analizar situaciones críticas y tomar decisiones terapéuticas. El análisis de los datos se realizó desde un abordaje cuantitativo-cualitativo poniendo el foco en las vivencias de los participantes a partir de la encuesta de satisfacción, las transcripciones del debriefing (etapa reflexiva) y una pregunta abierta sobre percepción de aprendizaje, con el propósito de analizar la actividad en torno a las oportunidades de aprendizaje de razonamiento clínico y habilidades no técnicas como también los atributos del método percibidos por los estudiantes. Resultados: todos recomendarían la actividad a otro. Durante la etapa de debriefing emergen aspectos del rendimiento en relación con la hipótesis diagnóstica, la investigación complementaria, el tratamiento y las habilidades no técnicas. Además existió una percepción de aprendizaje más allá de la que ofrece la lectura de contenidos. Conclusión: la TS como oportunidad de aprendizaje favorece la enseñanza clínica. Como técnica, si bien puede lograr alta fidelidad, no puede descuidar los aspectos técnicos y tecnológicos que alterarían su curso.
ABSTRACT Background: The current COVID-19 pandemic poses additional challenges to clinical teaching by affecting the normal development of onsite activities. Solutions are necessary to mitigate these effects. Objective: The aim of this study is to present a telesimulation (TS strategy) and analyze the instructional design perspective of undergraduate students of surgery. Material and methods: Twenty-six students participated in the experience, immersed in high-fidelity virtual scenarios through a video conference platform in which they could experience and analyze critical situations and decide a therapeutic plan. Data analysis was carried out using a quantitative-qualitative approach, focusing on the participants' experiences reported in a satisfaction survey, debriefing transcriptions (reflective stage) and an open-ended question about the perception of learning aimed at analyzing the activity in terms of the opportunities to learn clinical reasoning, non-technical skills and the attributes of the method as perceived by the students. Results: All the students would recommend the activity to another peer. During debriefing, the aspects of performance related with the diagnostic hypothesis, complementary investigation, treatment and non-technical skills emerge. Furthermore, there was a perception of learning beyond that offered by content reading. Conclusion : Telesimulation as a learning opportunity favors clinical teaching. Although TS can achieve high fidelity as a technique, it cannot neglect the technical and technological aspects that would alter its course.
Subject(s)
Humans , General Surgery/education , Education, Distance/methods , Simulation Training/methods , Students, Medical/psychology , Models, Educational , Videoconferencing , Clinical Reasoning , COVID-19 , LearningABSTRACT
OBJETIVO: O objetivo deste estudo foi avaliar a prevalência de comportamento suicida (ideação, plano e tentativa) nos últimos 12 meses e ao longo da vida e fatores associados entre alunos de Medicina da Universidade Federal do Rio de Janeiro (UFRJ). MÉTODOS: Um estudo seccional foi desenvolvido em uma amostra representativa e aleatória (n = 324) de 1.217 estudantes de Medicina da UFRJ entre abril e novembro de 2019. Os dados foram coletados por cinco pesquisadores em uma entrevista presencial com 296 alunos (taxa de participação de 91,4%), usando um questionário do Estudo Multicêntrico de Intervenção no Comportamento Suicida para avaliar o comportamento suicida, o PHQ-9 (Questionário de Saúde do Paciente-9) para avaliar o episódio depressivo maior e o ASSIST (Teste de Triagem do Envolvimento com Substâncias) para aferir o uso e abuso de substâncias. Para a avaliação das associações, utilizou-se o modelo de regressão logística. RESULTADOS: As prevalências nos últimos 12 meses foram de 18,9% (IC de 95%: 14,9-23,8) para ideação, 6,1% (IC de 95%: 3,9-9,4) para plano e 1,7% (IC de 95%: 0,7- 4,1) para tentativa de suicídio. As prevalências ao longo da vida foram de 27,7% (IC de 95%: 22,9-33,0) para ideação, 12,5% (IC de 95%: 9,2-16,7) para plano e 5,7% (IC de 95%: 3,6-9,0) para tentativa de suicídio. Os resultados encontrados foram maiores que os achados dos estudos nacionais. O episódio depressivo maior e o tratamento psicológico atual foram associados ao comportamento suicida na análise final. CONCLUSÕES: A associação com tratamento em saúde mental e episódio depressivo maior sugere que as universidades deveriam implementar programas para a prevenção do comportamento suicida.
OBJECTIVE: The aim of this paper is to analyze the lifetime and past 12-month prevalence rates of suicidal behavior (suicidal ideation, suicide plans and suicidal attempt) and associated factors among medical students at the Federal University of Rio de Janeiro. METHODS: Sectional study was applied to a representative and random set (n = 324) of 1,217 medical students between April and November of 2019. The data were collected by five researchers through in-person interviews with 296 of 324 volunteers (participation rate of 91.4%), using the Multisite Intervention Study on Suicidal Behavior interview to assess suicidal behavior, the PHQ-9 (Patient Health Questionnaire-9) to assess major depressive episode, and ASSIST (Alcohol, Smoking and Substance Involvement Screening Test) to assess substance use and abuse. A logistic regression model was used to calculate associations. RESULTS: The rates of past-12 month were found to be 18.9% (CI 95%: 14.9-23.8) for ideation, 6.1% (CI 95%: 3.9-9.4) for suicide plans and 1.7% (CI 95%: 0.7-4.1) for suicidal attempts. The lifetime prevalence rates were 27.7% (CI 95%: 22,9-33,0) for suicidal ideation, 12.5% (CI 95%: 9.2-16.7) for plans and 5.7% (CI 95%: 3.6-9.0) for suicidal attempts. These rates are higher than the measured results among medical students in Brazil. The factors associated in the final analysis were the major depressive episode and current psychological treatment. CONCLUSIONS: The association between mental health treatment and major depressive episode suggest that the universities should implement suicidal behavior prevention programs.
Subject(s)
Humans , Male , Female , Adult , Young Adult , Students, Medical/psychology , Suicide, Attempted/statistics & numerical data , Suicidal Ideation , Logistic Models , Prevalence , Surveys and Questionnaires , Risk Factors , Depressive Disorder, Major/epidemiology , Sociodemographic FactorsABSTRACT
Purpose: We aimed to assess anxiety among medical interns and to identify changes regarding their perspective about the profession during the pandemic period in Brazil, between November 2020 and February 2021.Methods: This is a cross-sectional descriptive study which medical interns answered an online survey question-naire. The assessment was performed using the validated questionnaire General Anxiety Disorder Scale (GAD-7). Results: 162 responses were collected, mean age of 24.9 years, majority female (66.7%); 83.3% had the option of returning to practical assistance. Among these, 35% claimed to have had contact with suspects COVID-19 patients and 13% had a positive test for COVID-19. GAD-7 scores showed that 33.4% were qualified as "Normal", while mild (37%), moderate (22.8%) or severe symptoms of anxiety (6.8%). A GAD-7 score positive for TAG was found in 29.6% of them. Anxiety was significantly associated (p=0.013) with questioning the choice of Medicine as a profession. Conclusions: We found a high frequency of interns with symptoms of anxiety, higher compared to similar studies prior to the pandemic. In addition, medical interns with anxiety were the ones who most questioned the choice of profession (AU)
Objetivo: Objetivou-se avaliar a ansiedade de estudantes de medicina internos e identificar mudanças em relação à perspectiva sobre a profissão durante o período pandêmico no Brasil, entre novembro de 2020 e fevereiro de 2021.Métodos: Trata-se de um estudo transversal descritivo no qual os estudantes internos responderam a um questionário de pesquisa online. A avaliação foi realizada por meio do questionário validado General Anxiety Disorder Scale (GAD-7).Resultados: Participaram 162 estudantes, com média de idade de 24,9 anos, maioria do sexo feminino (66,7%); 83,3% tiveram a opção de retornar ao atendimento prático. Destes, 35% afirmaram ter tido contato com pacientes suspeitos para COVID-19 e 13% tiveram teste positivo para COVID-19. Os escores do GAD-7 mostraram que 37% apresentaram sintomas de ansiedade leve, 22,8% moderado, e 6,8% grave. Um escore GAD-7 positivo para TAG foi encontrado em 29,6% deles. A ansiedade associou-se significativamente (p = 0,013) ao questionamento da escolha da Medicina como profissão.Conclusões: Encontramos alta frequência de internos com sintomas de ansiedade, superior à observada em estu-dos semelhantes anteriores à pandemia. Além disso, os acadêmicos com ansiedade foram os que mais questionar-am a escolha da profissão (AU)
Subject(s)
Humans , Male , Female , Adult , Anxiety/diagnosis , Students, Medical/psychology , Surveys and Questionnaires , COVID-19/psychologyABSTRACT
SUMMARY: The shift to online learning due to the COVID-19 pandemic sheds light on the need for innovative approaches to medical education, making it more interactive and effective. Histology is a challenging subject because it is known to be image intensive. In this study, we compared two methods of online teaching of practical histology: an interactive method using the Poll Everywhere Audience Response System and a traditional method without the use of Poll Everywhere. We performed a randomized controlled crossover trial. One hundred and forty students were divided into two groups. The first group was taught using the interactive method and the second group was taught using the traditional method. Each group was then taught using the other method for a second subject. Students' performance and preferences were assessed using tests and questionnaires. The examination scores were significantly higher for Poll Everywhere group. All students' responses were overwhelmingly in favor of the use of Poll Everywhere, with regard to their engagement, enjoyment, and morphology understanding, in addition to the applicability of the interactive approach. Interactive sessions of practical histology using applications such as Poll Everywhere can be an effective way to increase students' engagement, enjoyment, and knowledge retention during distance learning.
RESUMEN: El cambio al aprendizaje en línea debido a la pandemia de COVID-19 determinó la necesidad de enfoques innovadores para lograr que este método de educación médica sea más interactivo y efectivo. La histología es un tema desafiante debido a que se considera intensivo en imágenes. En este estudio, comparamos dos métodos de enseñanza en línea, en clases de laboratorio de histología: un método interactivo con el uso de Poll Everywhere Audience Response System y un método tradicional sin el uso de Poll Everywhere. Realizamos un ensayo cruzado (crossover) controlado aleatorio. Se dividieron cientocuarenta estudiantes en clases de laboratorio de histología en línea interactivas o tradicionales. Luego, a cada grupo se le asignó el segundo método para un segundo tema. El rendimiento y las preferencias de los estudiantes se evaluaron mediante pruebas y cuestionarios. Los puntajes de las pruebas fueron significativamente más altos para los grupos de Poll Everywhere, y las respuestas de los estudiantes fueron a favor de usar Poll Everywhere en lo que respecta a su participación, agrado y comprensión de la morfología como también del enfoque interactivo. Las clases de laboratorio de histología interactivas que utilizan aplicaciones como Poll Everywhere pueden ser una forma eficaz de impulsar la interacción de los estudiantes durante el aprendizaje a distancia.
Subject(s)
Humans , Male , Female , Young Adult , Students, Medical/psychology , Education, Distance/methods , COVID-19 , Histology/education , Quarantine , Surveys and Questionnaires , PandemicsABSTRACT
BACKGROUND: Emotional Intelligence (EI) in students is related with physical and psychological well-being, personal satisfaction, and better academic performance. Aim: To assess EI in students from eight health careers at the beginning and end of a year of university experience. MATERIAL AND METHODS: Sociodemographic and EI questionnaires were answered by 364 first-year students (74% women) at the beginning and end of the academic year. The EI questionnaire comprised attention, understanding and regulation of emotions subscales. RESULTS: The mean EI score increased at the end of the academic year from 79.5 to 81.2 (p < 0.01). A similar trend was observed in the subscales of emotional attention and emotional clarity. No significant differences between sexes were observed. First-year medical students had higher scores on all subscales, both at the beginning and end of the academic year. In all students, the subscale with the highest score was emotional repair. CONCLUSIONS: Tools to diagnose students' strengths and weaknesses are relevant for higher education institutions. These tools facilitate the implementation of educational and personal improvement strategies.
Subject(s)
Humans , Male , Female , Students, Medical/psychology , Academic Performance , Universities , Surveys and Questionnaires , Delivery of Health Care , Emotional IntelligenceABSTRACT
RESUMEN: Las percepciones físico-emocionales han comprobado connotaciones en la formación y futuro profesional. Se planteó analizar la evidencia sobre los instrumentos de medición para evaluar las percepciones físico-emocionales en estudiantes de Anatomía en medicina, estructurando una evisión sistemática en la que se consultaron estudios observacionales de 2010 a 2020 en las bases de datos Scopus, Ovid, PubMed, Science Direct, Google Scholar, Web of Science y ProQuest, con términos de búsqueda validados. El proceso de selección de estudios se sintetizó en diagrama de flujo. La extracción de datos y evaluación de la calidad se hizo por tres revisores independientes mediante escalas del National Institutes of Health de Estados Unidos; siendo valorada la concordancia entre revisores con el coeficiente kappa Fleiss. Se incluyeron 28 estudios diferenciados en instrumentos de medida validados (n 16) y estudios que usaron otros instrumentos de recolección (n 12). Los tipos de validación más frecuentes fueron consistencia interna, Alfa de Cronbach y constructo, análisis factorial. Se dispone de un número aceptable de instrumentos que evalúan el tema, se requieren nuevos estudios que aporten evidencia en el rigor en los procesos de medición con adaptación transcultural y de diferentes tipos de validación de instrumentos.
SUMMARY: Physical-emotional perceptions have proven connotations in training and professional future. To analyze the evidence on the measurement instruments to evaluate the physical-emotional perceptions in students of Anatomy in medicine. Systematic review in which observational studies from 2010 to 2020 were consulted in the Scopus, Ovid, PubMed, Science Direct, Google Scholar, Web of Science and ProQuest databases, with validated search terms. The study selection process was synthesized in a flow chart. Data extraction and quality assessment were done by three independent reviewers using scales from the National Institutes of Health in the United States; The agreement between reviewers was assessed with the Fleiss kappa coefficient. 28 differentiated studies were included in validated measurement instruments (n 16) and studies that used other collection instruments (n 12). The most frequent types of validation were internal consistency, Cronbach's alpha and construct, factor analysis. There is an acceptable number of instruments that evaluate the subject, new studies are required that provide evidence of the rigor in the measurement processes with cross-cultural adaptation and of different types of instrument validation.
Subject(s)
Humans , Perception , Students, Medical/psychology , Anatomy/education , Dissection/psychology , Education, Medical , EmotionsABSTRACT
RESUMEN: La tecnología ha abierto la posibilidad de mejorar los entornos de aprendizaje. Sin embargo, en el ámbito de la educación médica, las herramientas que son utilizadas no entregan evidencias claras sobre si los estudiantes realmente están aprendiendo. Específicamente, en la enseñanza de la anatomía han surgido múltiples aplicaciones para satisfacer la necesidad de acceder a material cadavérico, no obstante, éstas carecen de información enriquecida sobre el rendimiento que alcanzan los estudiantes y del cómo adaptar los aprendizajes según sus necesidades educativas. Así, una de las estrategias que actualmente tiene presencia en este ámbito es la gamificación. Este estudio implementa y utiliza una plataforma de software educativa gamificada basada en sistemas de recomendación y asistentes virtuales, capaz de entregar retroalimentación y estrategias para apoyar la apropiación de conocimiento de anatomía de los estudiantes de la carrera de medicina de la Universidad de La Frontera (UFRO), de la ciudad de Temuco, Chile. Cuarenta y cinco estudiantes participaron del estudio. Éste consistió en la utilización de diversos componentes gamificados con técnicas de inteligencia artificial. Los principales hallazgos de esta experiencia permitieron concluir que la utilización de componentes gamificados para el aprendizaje de la anatomía son un recurso que permite apoyar el aprendizaje de los estudiantes.
SUMMARY: Technology has opened the possibility of improving learning environments. However, in the field of medical education, the tools that are used do not provide clear evidence as to whether students are actually learning. Specifically, in the teaching of anatomy, multiple applications have emerged to satisfy the need to access cadaveric material, nevertheless, these lack enriched information on the performance achieved by students and how to adapt learning according to their educational needs. Thus, one of the strategies currently present in this area is gamification. This study implements and uses a gamified educational software platform based on recommender systems and virtual assistants, capable of delivering feedback and strategies to support the appropriation of anatomy knowledge of medical students at the Universidad de La Frontera (UFRO), in the city of Temuco, Chile. Forty-five students participated in the study. The study consisted in the use of various gamified components with artificial intelligence techniques. The main findings of this experience led to the conclusion that the use of gamified components for learning anatomy is a resource that supports student learning.
Subject(s)
Humans , Students, Medical/psychology , Software , Artificial Intelligence , Gamification , Anatomy/education , Chile , Surveys and QuestionnairesABSTRACT
Objetivo: identificar as percepções de estudantes de graduação em enfermagem e medicina acerca das competências de segurança do paciente no processo de ensino-aprendizagem. Método: trata-se de estudo qualitativo, exploratório-descritivo, realizado de setembro a novembro de 2019 com 24 estudantes de graduação em medicina e enfermagem, de uma universidade pública do Sul do Brasil. Os dados foram coletados por meio de um roteiro de entrevista semiestruturada e analisados pela análise textual discursiva. Resultados: as percepções acerca das competências de segurança do paciente relacionaram-se à cultura de segurança, trabalho em equipe, comunicação efetiva, gerenciamento de riscos, otimização de fatores ambientais e humanos, e conduta diante de eventos adversos. Considerações finais: os estudantes possuem percepções satisfatórias em relação às competências de segurança do paciente na sua formação, no entanto, demonstraram fragilidades quanto ao conhecimento e sua aplicação na prática, principalmente na ação diante da ocorrência de erros.
Objetivo: identificar las percepciones de los estudiantes de pregrado en enfermería y medicina sobre las competencias de seguridad del paciente en el proceso de enseñanza-aprendizaje. Método: se trata de un estudio cualitativo, exploratorio-descriptivo, realizado de septiembre a noviembre de 2019 con 24 estudiantes de pregrado en medicina y enfermería, de una universidad pública del sur de Brasil. Los datos fueron recolectados a través de una guía de entrevista semiestructurada y analizados por análisis textual discursivo. Resultados: las percepciones sobre las competencias de seguridad del paciente se relacionaron con la cultura de seguridad, el trabajo en equipo, la comunicación efectiva, la gestión de riesgos, la optimización de los factores ambientales y humanos, y la conducta frente a eventos adversos. Consideraciones finales: los estudiantes tienen percepciones satisfactorias con respecto a las competencias de seguridad del paciente en su educación, sin embargo, demostraron debilidades en el conocimiento y su aplicación en la práctica, especialmente en la acción frente a errores.
Objective: to identify the perceptions of nursing and medical graduate students about patient safety competencies in the teaching-learning process. Method: this is a qualitative, exploratory-descriptive study, conducted from September to November 2019 with 24 graduate students in medicine and nursing, from a public university in southern Brazil. Data were collected through a semi-structured interview guide and analyzed by discursive textual analysis. Results: perceptions about patient safety competencies were related to the culture of safety, teamwork, effective communication, risk management, optimization of environmental and human factors, and conduct in the face of adverse events. Final considerations: students have satisfactory perceptions regarding the patient's safety competencies in their education; however, they demonstrated weaknesses in knowledge and its application in practice, especially in the action before errors.
Subject(s)
Humans , Male , Female , Adult , Students, Medical/psychology , Students, Nursing/psychology , Competency-Based Education , Patient Safety , Qualitative ResearchABSTRACT
OBJECTIVE: Depression and suicidal behavior have been described as major problems among medical students. The aim of this study was to assess the prevalence of depression and suicidal behavior among medical students of an institution and to investigate possible associated variables. METHODS: The authors carried out a cross-sectional study through a self-administered questionnaire, including the Beck Depression Inventory (BDI) and the Beck's Suicide Intent Scale (BSIS) instruments. The diagnosis of depression was based on an instrument adapted according to the DSM-IV and ICD-10 criteria. Logistic regression was performed to search for depression predictor variables. RESULTS: In a total of 381 students, the prevalence of depression was 27.6%. Suicidal ideation of moderate to severe intensity was observed in 10.5% of the sample. About 6% of students had previously attempted suicide. Consumption of licit and illicit drugs was frequent among the participants, reaching 78% and 24% of the sample, respectively. The demand for specialized treatment was lower than expected among students with depression. Logistic regression revealed that female gender, reduced interpersonal contact with friends, reduced physical activity, difficulty in facing new situations and high perception of personal pressure were risk factors for depression. CONCLUSION: The prevalence of depression and suicidal behavior among medical students is higher than in the general population. There is a need for further studies to enable a better understanding of the risk factors and variables at play, which is fundamental for the development of early intervention strategies and support for students.
OBJETIVO: Depressão e comportamento suicida têm sido descritos como problemas importantes entre estudantes de medicina. O objetivo deste estudo foi avaliar a prevalência de depressão e de comportamento suicida entre estudantes de medicina de uma instituição e investigar possíveis variáveis associadas. MÉTODOS: Os autores realizaram um estudo transversal por meio de um questionário autoaplicável, incluindo os instrumentos Inventário de Depressão de Beck (BDI) e Escala de Intenção Suicida de Beck (BSIS). O diagnóstico de depressão foi baseado em instrumento adaptado de acordo com os critérios do DSM-IV e da CID-10. Foi realizada análise de regressão logística para avaliar variáveis preditoras de depressão. RESULTADOS: Em um total de 381 alunos, a prevalência de depressão foi de 27,6%. A ideação suicida de intensidade moderada a grave foi observada em 10,5% da amostra. Cerca de 6% dos alunos já haviam tentado suicídio. O consumo de drogas lícitas e ilícitas foi frequente entre os participantes, atingindo 78% e 24% da amostra, respectivamente. A demanda por tratamento especializado foi menor do que o esperado entre os alunos com depressão. A regressão logística revelou que o sexo feminino, a redução do contato interpessoal com os amigos, a redução da atividade física, a dificuldade de enfrentar novas situações e a alta percepção de pressão pessoal foram fatores de risco para depressão. CONCLUSÃO: A prevalência de depressão e comportamento suicida entre estudantes de medicina é maior do que na população em geral. São necessários mais estudos para permitir uma melhor compreensão dos fatores de risco em jogo, o que é fundamental para o desenvolvimento de estratégias de intervenção precoce e apoio a esses estudantes.
Subject(s)
Humans , Male , Female , Students, Medical/psychology , Depression/epidemiology , Suicidal Ideation , Suicide, Attempted/statistics & numerical data , Logistic Models , Prevalence , Cross-Sectional Studies , Surveys and Questionnaires , Risk Factors , Depression/diagnosisABSTRACT
Diversos estudios advierten de la relación a corto plazo entre el uso de los cigarrillos electrónicos y enfermedades pulmonares, cardiovasculares, además de su potencial adictivo. No existen estudios al respecto en estudiantes universitarios chilenos. MÉTODOS: Este estudio descriptivo transversal, mide la prevalencia de consumo, percepción de riesgo, motivaciones y actitudes del uso de cigarrillos electrónicos en estudiantes de Medicina, mediante un cuestionario online. RESULTADOS: Se analizaron 354 sujetos, 32,9% han utilizado cigarrillos electrónicos alguna vez en la vida, 6,8% en el último año y 1,1% en el último mes. La edad media de inicio fue 18,0 ± 2,2 años. Respecto a las percepciones positivas hacia los cigarrillos electrónicos: 37,1% cree que ayudan a la gente a dejar de fumar; 39,7% que son menos peligrosos que los cigarrillos y 19,0% que son menos adictivos. El consumo de cigarrillos electrónicos alguna vez en la vida se asoció al consumo de tabaco y percepciones positivas hacia cigarrillos electrónicos (efectivo para dejar de fumar y menos adictivos que los cigarrillos). Las principales motivaciones al consumo fueron "simplemente porque sí", "porque me gusta el sabor", "me lo recomendó un amigo/familiar" y "porque me relaja". CONCLUSIÓN: Se sugiere prohibir la promoción de los cigarrillos electrónicos como una opción menos dañina y adictiva que el cigarrillo, tampoco como alternativa para dejar de fumar, puesto que la evidencia científica no es suficiente para respaldar tales afirmaciones. Este estudio puede contribuir a la prevención de consumo de cigarrillos electrónicos en poblaciones jóvenes.
INTRODUCTION: Several studies warn of the short-term relationship between the use of electronic cigarettes and lung and cardiovascular diseases, in addition to their addictive potential. There are no studies in this regard in Chilean university students. METHODS: This cross-sectional descriptive study measures the prevalence of consumption, risk perception, motivations and attitudes of e-cigarette use in medical students, using an online questionnaire. RESULTS: We analyzed 354 subjects, 32.9% have used electronic cigarettes once in their lives, 6.8% in the last year and 1.1% in the last month. The mean age of onset was 18.0 ± 2.2 years. Regarding positive perceptions towards e-cigarettes: 37.1% believe they help people quit smoking; 39.7% that they are less dangerous than cigarettes and 19.0% that they are less addictive. E-cigarette use was once in a lifetime associated with tobacco use and positive perceptions toward e-cigarettes (effective for quitting smoking and less addictive than cigarettes). The main motivations for consumption were "simply because I do", "because I like the taste", "it was recommended to me by a friend/family member" and "because it relaxes me". CONCLUSION: It is suggested to ban the promotion of e-cigarettes as a less harmful and addictive option than cigarettes, nor as an alternative to quitting smoking, since scientific evidence is not sufficient to support such claims. This study may contribute to the prevention of e-cigarette use in young populations.
Subject(s)
Humans , Male , Female , Young Adult , Perception , Students, Medical/psychology , Smoking/epidemiology , Electronic Nicotine Delivery Systems , Health Knowledge, Attitudes, Practice , Risk , Prevalence , Surveys and Questionnaires , Smoking Cessation , Vaping/epidemiology , MotivationABSTRACT
RESUMEN: Uno de los retos en el uso de nuevas metodologías y tecnologías durante la crisis sanitaria causada por el virus SARS-CoV-2 ha sido mantener la motivación del alumnado en entornos virtuales. Por ello, el objetivo de este trabajo fue valorar la utilidad de materiales audiovisuales creados con chroma key en la metodología flipped classroom para impartir algunos conceptos teóricos en la asignatura de Biología del Desarrollo en el Grado en Biología de la Universidad de Alicante. Para ello, el profesorado de la asignatura elaboró vídeos utilizando la tecnología chroma key, los cuales fueron visualizados por parte del alumnado antes de las sesiones teóricas online. Durante dichas sesiones, el alumnado puso en práctica los conceptos comentados en los vídeos a través de la realización de actividades. La percepción del estudiantado sobre la metodología empleada se obtuvo mediante un cuestionario de opinión, en el cual el 90 % de los encuestados/as manifestaron que el uso combinado del flipped classroom con chroma key facilitaba el aprendizaje al adaptarse al ritmo y necesidades educativas de cada estudiante. Asimismo, destacaron que el uso de escenografía virtual con chroma key hizo más amena y atrayente la docencia online. En conclusión, el chroma key constituye una herramienta eficaz para realizar materiales educativos en flipped classroom que, además, resulta llamativo y motivador para el alumnado.
SUMMARY: One of the challenges in the use of new methodologies and technologies during the health crisis caused by the SARS-CoV-2 virus has been to keep students motivated in virtual environments. Therefore, the objective of this work was to assess the usefulness of audiovisual materials created with chroma key in the flipped classroom methodology to teach some theoretical concepts in the subject of Developmental Biology in the Degree in Biology at the University of Alicante. For this, the teaching staff of the subject produced videos using chroma key technology, which were viewed by the students before the online theoretical sessions. During these sessions, the students put into practice the concepts discussed in the videos by carrying out activities. The students' perception of the methodology used was obtained through an opinion questionnaire, in which 90 % of the respondents stated that the combined use of the flipped classroom with chroma key facilitated learning by adapting to the rhythm and educational needs of each student. They also highlighted that the use of virtual scenery with chroma key made online teaching more enjoyable and attractive. In conclusion, the chroma key is an effective tool for creating educational materials in the flipped classroom that is also attractive and motivating for students.
Subject(s)
Humans , Students, Medical/psychology , Education, Distance/methods , Faculty/psychology , Anatomy/education , Semen/physiology , Surveys and QuestionnairesABSTRACT
SUMMARY: COVID-19 created extraordinary challenges to anatomy education and teaching practices, as the anatomists try to achieve best knowledge delivery level for their discipline, without the use of traditional teaching aids such as the cadavers and microscopic slides. The present study was conducted to collect medical students' response and opinions regarding the pros and cons of online teaching vs traditional teaching. 2263 medical studentswere recruited from the first three academic years. A multiple choice close-ended questionnaire regarding their opinion about virtual teaching mode for the anatomy discipline during COVID-19 pandemic was designed and circulated via emails.The majority (78.12 %) of the students agreed that they missed their traditional anatomy learning mode. Moreover, (92.92 %) of the students missed their campus and the college social life. The students strongly felt there is a gap and difficulty in understanding the topics that required practicing and visual orientation such as dissections, models, microscopic slides which help them in better memorizing and recalling the anatomical terms. The lack of proper devices and the absence of high quality internet were among the top reported issues that negatively affect online learning. These results indicated that, compared with traditional methods of teachings, the online learning in the medical schools had relatively poor planning and required continuous and combined efforts in order to improve the quality of online teaching specially for anatomy discipline, which may be an essential response for any unforeseen situation such as the COVID-19 pandemic. We should look at the current situation as an opportunity to apply modern anatomy education approaches which may be a necessity at the present time, with huge accomplishments achieved in the information and online technology field.
RESUMEN: La pandemia de COVID-19 creó desafíos extraordinarios para la educación y las prácticas de enseñanza de la anatomía, debido al objetivo del anatomista de lograr el mejor nivel de educación para su disciplina sin el uso materiales didácticos tradicionales, tal como los cadáveres y las láminas microscópicas. En este studio se analizó la respuesta y las opiniones de los estudiantes sobre los pros y los contras de la enseñanza en línea frente a la enseñanza tradicional. Se reclutaron 2263 estudiantes de medicina de los tres primeros años académicos. Se diseñó un cuestionario cerrado de opción múltiple con respecto a su opinión sobre el método de enseñanza virtual para la disciplina de anatomía durante la pandemia de COVID-19 y se distribuyó por correo electrónico. Además, (92,92 %) de los estudiantes dejaron de participar en la vida social universitaria y se ausentaron del campus. Los estudiantes sintieron fuertemente que hay una brecha y dificultad para comprender los temas que requieren práctica y orientación visual, como disecciones, modelos, diapositivas microscópicas que les ayudan a memorizar y recordar mejor los términos anatómicos. La falta de internet de calidad, y de dispositivos adecuados se encuentran entre los principales problemas reportados que afectan negativamente el aprendizaje en línea. Estos resultados indicaron que, en comparación con los métodos tradicionales de enseñanza, el aprendizaje en línea en las escuelas de medicina tenía una planificación relativamente deficiente y requería una planificación continua, además de esfuerzos para mejorar la calidad de la enseñanza en línea de anatomía, lo que que podría ser de apoyo fundamental ante cualquier situación imprevista como la pandemia de COVID-19. Actualmente, se debe considerar esta situación como una oportunidad para aplicar enfoques modernos de educación en anatomía con importantes logros en el campo de la tecnología informática y en línea.
Subject(s)
Humans , Students, Medical/psychology , Education, Distance , COVID-19 , Anatomy/education , Surveys and Questionnaires , Pandemics , JordanABSTRACT
SUMMARY: To investigate if the new morphological practice teaching platform could improve the outcome of anatomy laboratory teaching. Students were randomly divided into two groups taught with two different teaching methods. The two teaching methods used in this study were the traditional teaching model and the innovative teaching model. The teaching outcome including learning satisfaction between the two groups were studied. Both the teaching results and the teaching satisfaction of students in the integrated innovation teaching group were significantly higher than those in the control group. (P < 0.05) This suggests that the new morphological practical teaching platform improves the outcome of anatomy laboratory teaching.
RESUMEN: El objetivo de este estudio fue investigar si la nueva plataforma de enseñanza práctica morfológica podría mejorar el resultado de la enseñanza en el laboratorio de anatomía. Los estudiantes se dividieron aleatoriamente en dos grupos utilizando dos métodos de enseñanza diferentes. Los métodos de enseñanza utilizados fueron el modelo de enseñanza tradicional y el modelo de enseñanza innovador. Se estudió el resultado de la enseñanza, como también la satisfacción con el aprendizaje entre los dos grupos. Tanto los resultados docentes como la satisfacción docente de los estudiantes del grupo de enseñanza de innovación integrada fueron significativamente superiores a los del grupo control (p <0,05). Esto sugiere que la nueva plataforma de enseñanza práctica morfológica mejora el resultado de la enseñanza del laboratorio de anatomía.
Subject(s)
Humans , Male , Female , Adolescent , Adult , Young Adult , Students, Medical/psychology , Education, Medical/methods , Anatomy/educationABSTRACT
There are few studies found in the literature that analyze the university professor duties, specifically in the area of health. The purpose of this article was to describe the construction of a scale to evaluate the importance of health teaching skills and to seek evidence of validity using factorial (exploratory and confirmatory) analyzes based on the internal structure. The sample was composed by university students of Nursing and Medical courses (n = 315). The results indicated the presence of 4 factors that remained in the model after performing the confirmatory factorial analysis, which are: use of information and communication technologies in teaching (13 items, α = 0,87); Teaching in practical health scenarios (10 items, α = 0,81); Interpersonal relationship (6 items, α = 0,89); and Didactics (5 items; α = 0,63). We concluded that the instrument has initial evidence of validity and may be applicable in studies to diagnose the learning needs of university professors. (AU)
Há poucos estudos encontrados na literatura que analisem o contexto do professor universitário, especificamente na área de saúde. Esse artigo teve como propósito descrever a construção de uma escala de avaliação da importância das habilidades de ensino em saúde e reunir evidências de validade utilizando análises fatoriais (exploratória e confirmatória) com base na estrutura interna. A amostra foi composta por estudantes universitários dos cursos de enfermagem e medicina (n = 315). Os resultados indicaram a presença de quatro fatores que permaneceram no modelo após a realização da análise fatorial confirmatória. São eles: uso de tecnologias de informação e comunicação no ensino (treze itens; α = 0,87); ensino em cenários práticos de saúde (dez itens; α = 0,81); relacionamento interpessoal (seis itens; α = 0,89); didática (cinco itens; α = 0,63). Concluiu-se que o instrumento possui evidências iniciais de validade e pode ser aplicável em pesquisas de diagnóstico de necessidades de aprendizagem de professores universitários. (AU)
En la literatura son escasos los estudios encontrados para analizar el contexto de los profesores universitarios, específicamente en el área de salud. Este artículo tuvo como propósito describir la construcción de una escala para evaluar la importancia de las habilidades docentes en salud y buscar evidencias de validez utilizando análisis factoriales (exploratorio y confirmatorio) basados en la estructura interna. La muestra se compuso por estudiantes universitarios de los grados de Enfermería y Medicina (n = 315). Los resultados indicaron la presencia de cuatro factores que permanecieron en el modelo después de la realización del análisis factorial confirmatorio. Son ellos: uso de las tecnologías de la información y de la comunicación en la enseñanza (trece ítems, α = 0,87); enseñanza en entornos prácticos de salud (diez ítems, α = 0,81); relación interpersonal (seis ítems, α = 0,89); didáctica (cinco ítems, α = 0,63). Se concluye que el instrumento tiene evidencias iniciales de validez y puede ser aplicado en investigaciones para diagnosticar las necesidades de aprendizaje de los profesores universitarios. (AU)
Subject(s)
Humans , Adolescent , Adult , Middle Aged , Young Adult , Professional Competence , Teaching/education , Educational Technology/education , Faculty, Medical/psychology , Faculty, Nursing/psychology , Teacher Training , Interpersonal Relations , Students, Medical/psychology , Students, Nursing/psychology , Reproducibility of Results , Factor Analysis, Statistical , Universities , Qualitative ResearchABSTRACT
RESUMEN Introducción: la violencia en el noviazgo es reconocida como una de las principales manifestaciones de violencia en estudiantes universitarios; requiere estudio e intervención. Objetivo: caracterizar la violencia en el noviazgo de estudiantes de Medicina de la Universidad de Ciencias Médicas de Cienfuegos. Materiales y métodos: se realizó un estudio descriptivo en 240 estudiantes de segundo año de Medicina. Se utilizó un cuestionario autoadministrado. Las variables fueron: sexo, edad, años de estudio, tipos de violencia más frecuentes en el noviazgo, manifestaciones de tipos de violencia, direccionalidad, conocimiento de las consecuencias negativas, y tipos de consecuencias. Se empleó la estadística descriptiva. Resultados: un 62,5 % percibió la violencia psicológica como la más frecuente. El 85,8 % describió diversas manifestaciones y el 14,2 % no pudo hacerlo. Se reconoció entre las manifestaciones o expresiones conductuales psicológicas la cosificación, degradación y las amenazas. En la violencia física, los golpes, y en la sexual, mirar a las mujeres como objetos sexuales e infidelidad. Imperó bidireccionalidad en las agresiones (63 %). Se demostró con un 87,5 % que la violencia tiene consecuencias negativas en la esfera cognitivo-afectivo-conductual. Conclusiones: los estudiantes percibieron que la violencia en el noviazgo es bidireccional, con predominio de la violencia psicológica, que genera daños a la salud. La convergencia entre la percepción del evento y los escasos conocimientos que poseen acerca de la violencia en el noviazgo, entorpece develar la magnitud de este problema de salud. Aquí radica la necesidad de realizar un conjunto de actuaciones dirigidas a su reducción (AU).
ABSTRACT Introduction: dating violence is recognized as one of the main manifestations of violence in university students; it requires study and prevention. Objective: to characterize dating violence of medical students of the University of Medical Sciences of Cienfuegos. Materials and methods: a descriptive study was carried out in 240 second-year medical students. A self-administered questionnaire was used. The variables were: sex, age; years of study, most frequent types of dating violence, manifestations of violence types, directionality, knowledge of the negative consequences and types of consequences. Descriptive statistics was used. Results: 62.5 % of students perceived psychological violence as the most frequent. 85.8 % described several manifestations and 14.2 % were unable to do so. Among psychological behavioral manifestations or expressions, they recognize reification, degradation and threats; blows are integrated into the physical violence, and looking at women as sexual objects and infidelity into the sexual violence. Bi-directionality prevailed in aggressions (63 %). It was shown in 87.5 % that violence has negative consequences in the cognitive-affective-behavioral sphere. Conclusions: the students perceived that dating violence is bidirectional with a predominance of psychological violence generating health damages. The combination between their perception of the event and the little knowledge they have about dating violence hinders disclosing the magnitude of this health problem. Herein lays the need of carrying out a group of actions aimed at reducing it (AU).
Subject(s)
Humans , Male , Female , Students, Medical/psychology , Intimate Partner Violence/psychology , Universities , Violence Against Women , Intimate Partner Violence/prevention & controlABSTRACT
Abstract Problem situation: The characterization of students in a Medical Program and its impact on academic performance and successful completion is a relatively unstudied process in medical education. Material and Methods: This observational, descriptive, and cross-sectional study characterized students in the Medical Program at the Universidad Tecnológica de Pereira from 1977-2018. Results: Participants were grouped into applicants (23738), enrolled (3714), graduates (1984), and non-graduates (1730). In the enrolled student subgroup, the male:female ratio varied with a trend favoring females in terms of age when starting the program, age at graduation, graduation percentage, and periods enrolled. Application and enrollment were predominantly composed of students from lower socioeconomic strata, and who had graduated from public schools. There was a progressive participation of women in all groups, completing the program in less time and graduating at a younger age. The applicant/enrollment ratio was 25:1, unmet demand was 96% and the adjusted percentage of non-graduates was 27.4%. Conclusion: This information opens the discussion on the development of educational policies that seek to increase coverage and strengthen student follow-up programs, allowing for a timely and successful graduation.
Resumen Situación Problemática: La caracterización de los estudiantes de un Programa de Medicina y su impacto en el desempeño académico y egreso exitoso, es un proceso relativamente poco estudiado en la educación médica. Materiales y Métodos: El presente estudio observacional, descriptivo, de corte transversal, caracterizó los estudiantes del programa de Medicina de la Universidad Tecnológica de Pereira en el periodo 1977-2018. Resultados: Los participantes fueron clasificados en aspirantes (23738), matriculados (3714), graduados (1984) y no graduados (1730). En el subgrupo de estudiantes matriculados, la relación hombre: mujer fue variable con una tendencia que favoreció a la mujer en términos de edad de ingreso, edad de graduación, porcentaje de graduación y periodos matriculados. Predominó la inscripción y matrícula de estudiantes de estratos socioeconómicos bajos, provenientes del Eje Cafetero y de colegios púbicos. Se apreció una progresiva participación de las mujeres en todos los grupos que presentaron menor tiempo de duración de la carrera y menor edad en el momento de la graduación. La relación inscrita/matriculado fue de 25:1, la demanda insatisfecha fue del 96% y el porcentaje ajustado de estudiantes no graduados fue del 27.4%. Conclusión: Estos datos permiten la discusión sobre el desarrollo de políticas educativas que procuren un aumento en la cobertura y el fortalecimiento de programas de seguimiento del estudiante que le permitan un egreso oportuno y exitoso.
Subject(s)
Humans , Male , Female , Adult , Students, Medical/psychology , Demography , Academic Success , Students, Medical , Observational Studies as TopicABSTRACT
OBJETIVOS: Descrever a prevalência e fatores associados ao uso de bebidas alcoólicas entre estudantes de Medicina. Estimar a prevalência de tabagismo. MÉTODOS: Corte transversal com questionário autoaplicado a todos os estudantes de Medicina de uma universidade pública na Bahia (n = 616), matriculados do primeiro ao oitavo semestre. Análise multivariada por meio de Regressão de Cox identificou os fatores associados ao uso de bebidas alcoólicas, por meio de três desfechos: presença e frequência de uso e o padrão de uso denominado binge drinking. RESULTADOS: Foram estudados 556 estudantes (90,2% de resposta), entre os quais 58,7% bebem, 21% consomem álcool com uma frequência de pelo menos uma vez por semana e 36% fazem binge drinking. O público masculino e os mais ativos fisicamente no lazer apresentaram maiores prevalências de uso de bebidas alcoólicas, seja pela maior frequência de uso ou uso de mais doses em uma ocasião. Variáveis escolares se associaram a uma ou outra modalidade de mensuração do uso de álcool. A prevalência de tabagismo foi de 4,8%. CONCLUSÃO: O uso de bebidas alcoólicas e seu padrão de consumo foram altos na população estudada, consistente com outras populações de estudantes já investigadas. A baixa prevalência de tabagismo é consistente com a literatura, que admite o êxito de políticas públicas destinadas ao controle desse consumo no Brasil.
OBJECTIVES: To describe the prevalence and factors associated with the use of alcoholic beverages among medical students. Estimate the prevalence of smoking. METHODS: Cross-sectional study (census) with a self-administered questionnaire in medical students at a public university in Bahia (n = 616) enrolled from the first to the eighth semester. Multivariate analysis using Cox Regression identified the factors associated with the use of alcoholic beverages, through three outcomes: presence and frequency of use and the pattern of use called binge drinking. RESULTS: 556 students were studied (90.2% response), among which, 58.7% drink, 21% consume alcohol at least once a week and 36% do binge drinking. The male population and those more physically active at leisure time showed a higher prevalence of alcohol use, either due to the higher frequency of use or the use of more doses on one occasion. School variables were associated with one or another method of measuring alcohol use. The prevalence of smoking was 4.8%. CONCLUSION: The use of alcoholic beverages and their consumption pattern were high in the studied population, consistent with other student populations already investigated. The low prevalence of smoking is consistent with the literature that admits the success of public policies aimed at controlling this consumption in Brazil.