Efectividad del procedimiento para la formación del proyecto de vida profesional en estudiantes de Medicina

Fundamento: el proyecto de vida profesional constituye una formación psicológica compleja que debe ser desarrollada y evaluada durante las acciones que se realizan en los procesos sustantivos universitarios: formación, investigación y extensión universitaria. Objetivo: validar la efectividad del procedimiento para la formación del proyecto de vida profesional en estudiantes de Medicina. Métodos: se realizó una investigación cuantitativa de tipo preexperimental en la Universidad de Ciencias Médicas de Holguín, Facultad de Ciencias Médicas Mariana Grajales Coello, desde enero de 2021 hasta diciembre del 2022. Se utilizaron como métodos teóricos el analítico sintético, inductivo-deductivo y la modelación. Los métodos empíricos aplicados fueron el cuestionario a expertos, la observación y el instrumento "Exploración del proyecto de vida profesional". La investigación se llevó a efecto en tres etapas para la presentación, la valoración y la evaluación del procedimiento. Resultados: se aportó un procedimiento para la formación del proyecto de vida profesional en estudiantes de la carrera Medicina a implementarse durante los procesos sustantivos universitarios. El criterio de expertos permitió evaluar el procedimiento como bastante adecuado. El preexperimento mostró su efectividad para alcanzar el objetivo. Conclusiones: existen insuficiencias en el tratamiento del proyecto de vida profesional durante la formación inicial. La validación del procedimiento fue aceptada por los expertos porque contribuye a la calidad del proceso pedagógico en la carrera Medicina.

Foundation: the professional life project constitutes a complex psychological training that must be developed and evaluated during the actions carried out in the substantive university processes: training, research and university extension. Objective: validate the formation procedure effectiveness for the professional life project in medical students. Methods: a pre-experimental quantitative research was carried out at the Holguín Medical Sciences University, Mariana Grajales Coello Medical Sciences Faculty, from January 2021 to December 2022. Synthetic analytical, inductive-deductive and analytical methods were used as theoretical methodsand modeling. The empirical methods applied were the expert questionnaire, observation and the Exploration of the professional life project instrument. The research was carried out in three stages for the presentation, assessment and evaluation of the procedure. Results: a procedure was provided for the professional life project formation in Medicine students to be implemented during the substantive university processes. Expert judgment allowed the procedure to be evaluated as quite adequate. The pre-experiment showed its effectiveness in achieving the objective. Conclusions: there are insufficiencies in the treatment of the professional life project during initial training. The validation of the procedure was accepted by the experts because it contributes to the pedagogical process quality in the Medicine career.

Percepção de alunos ingressantes de Medicina sobre o aprendizado durante a pandemia da Covid-19 / Perception of freshmen Medical students about learning during the Covid-19 pandemic

RESUMO Introdução: No ano de 2019, com o surgimento pandemia pelo coronavírus, o mundo teve que se adaptar e utilizar medidas de distanciamento social visando ao controle da disseminação do vírus. Um dos setores que sofreram maior impacto com essas medidas foi a educação que precisou se adaptar ao ensino remoto emergencial. Objetivo: Este estudo teve como objetivo compreender a percepção dos alunos de um curso de Medicina sobre o próprio aprendizado durante o período da pandemia pela Covid-19. Método: Trata-se de uma pesquisa descritiva e exploratória, de abordagem qualitativa. O referencial teórico foi o interacionismo simbólico. O estudo foi realizado em uma instituição de ensino superior privada do Distrito Federal. Participaram do estudo 14 alunos do terceiro ano da graduação em Medicina de turmas que tiveram a oportunidade de cursar períodos da graduação por meio do ensino remoto emergencial. Os dados foram coletados por meio de entrevista gravada, na modalidade grupo focal, e analisados por meio da análise temática indutiva. Respeitaram-se todos os conceitos éticos da Resolução nº 466/2012 do Conselho Nacional de Saúde. Resultado: A análise dos discursos resultou em três categorias temáticas que exploram a percepção dos estudantes sobre o aprendizado. A primeira categoria, "Vivendo como se fosse em um balão de ensaio", aborda as mudanças vivenciadas pelos alunos no ingresso na faculdade, com sentimentos de medo, insegurança e falta de motivação devido ao estresse da pandemia. A segunda categoria, "Sentindo-se isolados e desolados", observou a percepção do adoecimento mental e a falta de apoio dos colegas, dos professores e da instituição, influenciando no desempenho e aprendizado dos alunos. A terceira categoria, "Lidando com erros e acertos", identificou a percepção dos resultados do aprendizado durante e após a pandemia, destacando o impacto no déficit de conhecimento e a necessidade de adaptação no retorno ao ensino presencial. Conclusão: O ensino remoto emergencial trouxe drásticas mudanças no ensino médico. Entender essas mudanças e compreender a percepção dos alunos sobre o aprendizado nesse período nos permite reconhecer os desafios enfrentados, entender a necessidade de suporte emocional adequado e pensar em estratégias de aprendizado eficazes para superar essas e outras adversidades.

ABSTRACT Introduction: In 2019, with the emergence of the coronavirus pandemic, the world had to adapt to using social distancing measures to control the spread of the virus. Social isolation measures were imposed and one of the sectors that suffered the greatest impact from these measures was the education sector, having to adapt to emergency remote education (ERE). Objectives: To understand the perception of students attending a medical course in relation to their own learning during the period of the Covid-19 pandemic. Method: This is a descriptive and exploratory research with a qualitative approach. The theoretical framework was Symbolic Interactionism. The study was carried out in a private higher education institution in the Federal District. The study included 14 students attending the third semester of medical undergraduate school from classes that had the opportunity to attend undergraduate periods through ERE. Data were collected through recorded interviews, in the Focus Group modality, and analyzed using Inductive Thematic Analysis. All ethical concepts of Resolution n. 466/2012 from the Health National Council were respected. Results and Discussion: The analysis of the discourses resulted in three thematic categories that explore the students' perception of learning. The first category, "Living as if in a test balloon", addresses the changes experienced by students when entering college, with feelings of fear, insecurity and lack of motivation due to the stress of the pandemic. The second category, "Feeling isolated and desolate", observed the perception of mental illness and the lack of support from classmates, teachers and the institution, influencing the students' performance and learning. The third category, "Dealing with mistakes and successes", identified the perception of learning outcomes during and after the pandemic, highlighting the impact on the knowledge deficit and the need to adapt when returning to face-to-face teaching. Final considerations: the Emergency Remote Education brought drastic changes in medical teaching. Understanding these changes and understanding the students' perception of learning in this period allows us to recognize the challenges faced, understand the need for adequate emotional support and think of effective learning strategies to overcome these and other adversities.

Perfil e impacto dos bolsistas de produtividade em pesquisa do CNPq da Faculdade de Medicina da UFMG / Profile and impact of CNPq research productivity fellows at the Faculty of Medicine of UFMG

INTRODUÇÃO: Os programas de iniciação científica e pós-graduação são um instrumento essencial na formação de recursos humanos e na perpetuação da produção científica nacional. O papel dos professores pesquisadores no adequado desenvolvimento científico dos estudantes de graduação e pós-graduação tem sido continuamente reafirmado em diversas pesquisas sobre a qualidade do ensino superior brasileiro, apesar da contínua desvalorização das universidades públicas no país. Avaliar a carreira e o perfil dos bolsistas de produtividade em pesquisa pode fornecer elementos em relação ao impacto desses profissionais no ensino, na pesquisa e na internacionalização das universidades. OBJETIVO: Caracterizar o perfil profissional e a produção científica dos bolsistas do Programa de Produtividade em Pesquisa da Faculdade de Medicina da Universidade Federal de Minas Gerais. MÉTODOS: Estudo descritivo baseado na análise de dados públicos disponíveis na Plataforma Lattes. Os bolsistas de produtividade em pesquisa foram apurados com base nos resultados dos editais de 2013, 2016 e 2019. RESULTADOS: A análise das variáveis evidenciou diminuição do número de docentes bolsistas da instituição, que passou de 34 para 29. Observamos um número significativamente maior de projetos financiados por profissionais do sexo masculino quando comparados às pesquisadoras (p=0,03) e uma forte correlação entre os anos de doutorado e o número de doutores orientados que atualmente se dedicam à pesquisa. CONCLUSÃO: Professores pesquisadores exercem impacto direto na formação de recursos humanos qualificados e na formação de recursos humanos qualificados e na internacionalização das universidades públicas.

INTRODUCTION: Mentoring through scientific initiation and post-graduate programs are an essential instrument on the formation of human resources and the perpetuation of national scientific production. The role of research professors in the proper scientific development of graduate and post-graduate medical students has been continuously reaffirmed in several surveys on the quality of Brazilian superior education, despite the continuous desvalorization of higher education in the country. Determine the career and profile of research productivity fellows could measure the impact of these professionals in teaching, researching and internationalization of our university. OBJECTIVE: To characterize the professional profile and scientific production of the Productivity in Research Program fellows from the Faculty of Medicine of the Federal University of Minas Gerais. METHODS: This descriptive study is based on the analysis of public data available at Lattes Platform. Research productivity fellows were determined based on the results of the 2013, 2016 and 2019 calls for tenders. RESULTS: Analysis of the variables showed a decrease in the number of professors with scholarships at the institution, which went from 34 to 29. We observed a significantly higher number of funded projects of male professionals when compared to female researchers (p=0.03) and a strong correlation between years of doctorate degree and the number of mentored doctors currently dedicating to research. CONCLUSION: Experient research professors exert direct impact on the formation of qualified human resources and the internationalization of the federal university.

Impact of the "Journal Club" activity among medical students' knowledge of scientific methodology / Avaliação de impacto da atividade "journal club" no conhecimento de metodologia científica entre os estudantes de medicina

Introduction: The Journal Club is an environment for exchanging information within the medical context concerning updated literature and evidence-based medicine. Considering the importance of constantly updating the acquired knowledge and scenarios of social isolation imposed by the COVID-19 pandemic, the Journal Club event was held virtually, aiming to expand the understanding of the scientific methodology among medical students by understanding the differences among each type of evidence pyramid study by reading and discussing scientific articles. Methodology: An analytical, prospective, and cross-sectional study was conducted in October 2021. The Journal Club event took place in nine classes where each type of evidence pyramid study was addressed. The sample included 20 medical students. A questionnaire was used at the beginning and end of the event to assess the participants' knowledge from the classes taught and was divided into two parts: participant identification data and 19 questions regarding the types of studies present on the pyramid of evidence. Results: It was found that after the pre- and post-event analysis of the questionnaire among the 19 questions, correct answers increased in 17, among which 3 obtained a statistically significant value: questions 1 (p = 0.031), 15 (p = 0.039), and 18 (p = 0.016). Discussion: An increase in the number of correct answers was noted between pre- and post-classes, which may indicate an improved understanding of the subject among students. Furthermore, the study demonstrated that the students had little involvement in scientific research (only 25% had ever been involved in a project). Conclu-sion: Based on the analysis of the participants' performance in the pre- and post-event questionnaires, it can be concluded that the medical students were able to expand their knowledge of scientific methodology (AU).

Introdução: O Journal Club é um ambiente para troca de informações dentro do contexto médico, diante de uma literatura atualizada e medicina baseada em evidências. Tendo em vista a importância da atualização constante de conhecimentos adquiridos e o cenário de isolamento social imposto pela pandemia da COVID-19, o evento Journal Club foi realizado virtualmente, com o objetivo de ampliar o entendimento sobre metodologia científica entre estudantes de medicina por meio da compreensão das diferenças de cada tipo de estudo da pirâmide de evidências a partir da leitura e discussão de artigos científicos. Metodologia: Estudo analítico, prospectivo e transversal realizado em outubro de 2021. O evento Journal Club ocorreu em nove aulas onde foram abordados cada tipo de estudo da pirâmide de evidência. A amostra foi composta por 20 estudantes de medicina. Um questionário foi aplicado no início e ao final do evento para avaliar o conhecimento dos participantes a partir das aulas ministradas, e foi dividido em duas partes, a primeira com dados de identificação do participante e a segunda com 19 questões sobre os tipos de estudos presentes na pirâmide de evidência. Resultados: Observou-se que, após a análise do questionário pré e pós-evento, dentre as 19 questões realizadas, houve um aumento de acertos em 17 entre as quais 3 obtiveram um valor estatístico significativo: questões 1 (p= 0,031), 15 (p=0,039) e 18 (p= 0,016). Discussão: Notou-se aumento dos acertos de questões entre o pré e pós-aulas, podendo indicar uma melhora no entendimento por parte dos acadêmicos acerca do assunto. Além disso, o estudo mostrou uma baixa atuação dos acadêmicos em pesquisas científicas (apenas 25% já se envolveram em algum projeto). Conclusão: A partir da análise do desempenho dos participantes nos questionários pré e pós-evento é possível afirmar que os estudantes de medicina conseguiram ampliar seu conhecimento sobre metodologia científica (AU).

Percepciones sobre la importancia de las ciencias básicas en estudiantes de odontología y medicina / Perceptions of the importance of basic sciences in odontology and medical students

Introducción: El aprovechamiento de los cursos de ciencias básicas puede depender de las percepciones estudiantiles sobre la importancia de estos en su vida profesional, por lo que se hace necesario determinar el grado de importancia que los estudiantes le confieren a este tipo de cursos. Materiales y métodos: Se presentó un cuestionario con 9 declaraciones a 54 estudiantes de odontología y medicina. Las respuestas se pasaron a una escala numérica para su análisis. Se usó una prueba de U de Mann-Whitney con el fin de evaluar diferencias entre estudiantes de ambas facultades. Resultados: Los estudiantes en conjunto mostraron tener una buena opinión de la importancia de las ciencias básicas en la práctica clínica. Se observó también que es mayor la proporción de estudiantes de odontología que consideran que la investigación básica no es útil para su práctica clínica. Conclusión: Los estudiantes consideran las ciencias básicas necesarias para un buen desempeño profesional.

Introduction: The benefit of basic science courses may depend on students' perceptions of the importance of these courses in their professional life, therefore, it's necessary to determine the degree of importance that students give to this type of courses. Materials and methods: A questionnaire with 9 statements was presented to 54 dental and medical students. The responses were converted to a numerical scale for analysis. Using a Mann-Whitney U test, differences between students from both faculties were evaluated. Results: The students showed a good opinion of the importance of basic sciences in clinical practice. It was also observed that the proportion of dental students who consider that basic research is not useful for their clinical practice is higher. Conclusion: Students consider the basic sciences necessary for good professional performance.

Aprendizaje en investigación clínica: experiencia de enseñanza híbrida con estudiantes de medicina / Learning in Clinical Research: Hybrid Teaching Experience with Medical Students

Introducción: la pandemia de COVID-19 indujo un cambio en nuestro sistema de salud y de educación. Los programas formativos también tuvieron que adaptarse y exigieron un cambio rápido. Objetivos: describir una experiencia educativa de enseñanza virtual/híbrida en investigación clínica, entre docentes del Servicio de Clínica de un hospital universitario y estudiantes de Medicina de una institución privada, que participaron del Programa ESIN (EStudiantes en INvestigación). Metodología: los contenidos y las estrategias educativas incluyeron las clases teóricas audiograbadas o videograbadas (asincrónicas y autoadministradas), el aprendizaje basado en proyectos, los talleres prácticos (encuentros sincrónicos virtuales y grupales), mediante la adopción de modelos de aprendizaje como el aula invertida, y la tutoría individual entre docente-estudiante. Los datos se recopilaron mediante la observación en contextos académicos, y basándonos en elementos de encuestas anónimas de satisfacción, previo consentimiento informado de los participantes. Resultados: participaron 14 estudiantes, 6 durante el año 2021 y 8 durante 2022. Todas mujeres y estudiantes de medicina (50% de cuarto año, 35% de sexto año y 15% de quinto año). Las técnicas implementadas favorecieron la participación y promovieron el aprendizaje activo, basado en proyectos. Mencionaron aspectos positivos como el enfoque académico práctico, la disponibilidad del equipo docente para atender cualquier duda, el tiempo y el entusiasmo por enseñar y fomentar la participación. Los videos teóricos resultaron útiles como herramientas de repaso, y los encuentros grupales fueron especialmente valorados, si bien los encuentros individuales fueron destacados como ayuda y apoyo previo a los congresos científicos. En general, manifestaron que fue una experiencia enriquecedora que demostró que se puede lograr lo que se creía imposible. Todas participaron activamente de al menos un congreso científico, y el 50% resultó coautora de una publicación académica. Conclusión: los estudiantes asumieron compromisos y responsabilidades, e incorporaron competencias y habilidades en la implementación y en la difusión de los proyectos. Esta experiencia educativa facilitó que el tiempo de clase pudiera optimizarse para intercambio, discusión y dudas. Los recursos producidos, las actividades desarrolladas y los contenidos abordados quedan disponibles a nivel institución. (AU)

Introduction: the COVID-19 pandemic brought about a change in our health and education system. Training programs also had to adapt and required rapid change. Objectives: to describe an educational experience of virtual/hybrid teaching in clinical research between teachers of the Clinical Service of a university hospital and medical students of a private institution who participated in the ESIN Program (Students in Research). Methodology: the contents and educational strategies included audio or videotaped lectures (asynchronous and self-administered), project-based learning, practical workshops (virtual and group synchronous meetings) by adopting learning models such as the inverted classroom, and individual tutoring between teacher and student. We gathered the data through observation in academic contexts and based on elements of anonymous satisfaction surveys, with prior informed consent of participants. Results: fourteen students participated, six in 2021 and eight in 2022. All were women and medical students (50% fourth year, 35% sixth year, and 15% fifth year). The techniques implemented favored participation and promoted active, project-based learning. They mentioned positive aspects such as the practical academic approach, the availability of the teaching team for any doubts, the time and enthusiasm for teaching, and encouraging participation. The theory videos were a valuable review tool, and team meetings received high praise even if the one-on-one meetings received much attention as help and support before the scientific congresses. In general, they stated that it was an enriching experience that showed that you can achieve what you thought impossible. All of them actively participated in at least one scientific congress, and 50% were co-authors of an academic publication. Conclusion: the students assumed commitments and responsibilities and incorporated competencies and skills in project implementation and dissemination. This educational experience helped to optimize class time for exchange, discussion, and doubts. The resources produced, the activities developed, and the contents addressed are now available at the institutional level. (AU)

Identificación de contenidos de pertinencia intercultural para la atención de salud para el plan de estudios de odontología

Introducción: La diversidad cultural en Chile y las inequidades en el acceso y calidad de la atención requiere del desarrollo de competencias culturales en los profesionales de la salud debido a las inequidades en el acceso y calidad de la atención. A nivel internacional, se ha integrado la competencia cultural en los planes de estudio de las carreras de salud, pero en Chile está en sus etapas iniciales. Métodos: Se utilizó una metodología mixta que incluyó: revisión documental (búsquedas y análisis en bases de datos y documentos oficiales), entrevistas a informantes clave y consenso de expertos. Las entrevistas se transcribieron textuales y se realizó un análisis temático utilizando el software ATLAS.ti. Resultados: La revisión documental identificó dominios, objetivos e instrumentos utilizados para medir la competencia cultural en odontología. Las entrevistas revelaron cuatro categorías principales: concepciones de salud, facilitadores y barreras, y características de los profesionales de la salud. Se elaboró un listado de contenidos y resultados de aprendizaje, evaluados y consensuados por expertos. Conclusiones: La inclusión de la competencia cultural en los planes de estudio de odontología es esencial para una atención de salud más inclusiva y culturalmente segura. Se recomienda su integración longitudinal en diversos cursos, empleando metodologías efectivas de enseñanza y evaluación. Los resultados de este estudio ofrecen una guía para identificar los conocimientos, habilidades y actitudes necesarios para formar a los profesionales de salud que finalmente deben entregar una apropiada atención de salud con pertinencia intercultural.

Introduction: Cultural diversity in Chile and inequities in access and quality of care require the development of cultural competencies in health professionals. Internationally, cultural competence has been integrated into the curricula of health professional programs; however, in Chile it is still in its early stages. Methods: A mixed methodology included documentary review (searches and analysis in databases and official documents), key informant interviews and expert consensus. The interviews were transcribed verbatim, and thematic analysis was carried out using ATLAS.ti software. Results: The documentary review identified domains, objectives and instruments used to measure cultural competence in dentistry. The interviews revealed four main categories: conceptions of health, facilitators and barriers, and characteristics of health professionals. Experts developed, evaluated and agreed upon content and learning outcomes. Conclusion: Including cultural competence in dental curricula is essential for more inclusive and culturally safe health care. Its longitudinal integration into various courses, employing effective teaching and assessment methodologies, is recommended. The results of this study provide a guide to identifying the knowledge, skills, and attitudes needed to train health professionals who ultimately deliver appropriate health care with cultural pertinence.

Food insecurity in Chilean university students during the COVID-19 pandemic

Background: Food and nutrition were affected by the COVID-19 pandemic, increasing levels of food insecurity. University students were a risk group for food insecurity due to the closure of educational establishments where they received their main meals. Aim: To assess food insecurity among Chilean public university students before and during the COVID-19 pandemic. Material and Methods: The study had a non-probabilistic before-and-after design. Undergraduate students from all colleges at the university were invited to answer an online survey about food insecurity, devised based on FAO Food Insecurity Experience Scale. Results: Nine hundred and one students answered the survey. The prevalence of moderate/severe food insecurity increased from 9.5% to 14.3% before and during the pandemic, respectively. Forty two percent (n = 196) of student households became food insecure during the sanitary crisis. Students commented on the positive and negative aspects of the pandemic in their eating behaviors. Conclusions: Undergraduate students are vulnerable to food insecurity. Mitigation actions should be carried out when educational establishments are closed.

Antecedentes: La alimentación y la nutrición se están viendo afectadas por la pandemia por COVID-19, aumentando los niveles de inseguridad alimentaria. Un grupo susceptible a la inseguridad alimentaria son los estudiantes universitarios debido al cierre de los establecimientos educativos donde ellos pueden recibir sus alimentos principales. Objetivo: Evaluar la inseguridad alimentaria de los estudiantes de una universidad pública de Chile, antes y durante la pandemia por COVID-19. Material y Métodos: El estudio tuvo un diseño de antes y después, no probabilístico. Se invitó a participar a estudiantes universitarios de todas las facultades de la universidad a contestar un cuestionario en línea, desarrollado basado en la escala de experiencia de inseguridad alimentaria de la FAO. Resultados: Novecientos y un estudiantes respondieron la encuesta. En estos estudiantes, la prevalencia de inseguridad alimentaria moderada/grave aumentó de 9,5% a 14,3% antes y durante la pandemia, respectivamente. El 42,3% (n = 196) de los hogares estudiantiles pasó a tener inseguridad alimentaria durante la crisis sanitaria. Los estudiantes comentaron aspectos positivos y negativos de la pandemia en sus conductas alimentarias. Conclusiones: Estos resultados reflejan que estos estudiantes son vulnerables para inseguridad y amerita acciones de mitigación cuando los establecimientos educativos están cerrados.

A Study on Depression, Anxiety and Stress Among Medical Undergraduate Students of a Women’s Medical College, South India

Background: Mental health of a medical student remains affected throughout training due to long study and working hours, extensive course content, examinations, peer competition, uninspiring environments, sleep deprivation. Objectives of this study were to estimate the proportion of Depression, Anxiety and Stress among Women medical undergraduate students and to determine the association between the Depression, Anxiety, Stress and Socio demographic factors among Women medical undergraduate students. Materials and methods: This were a cross sectional Study conducted among First, second, third and fourth year MBBS students of SVIMS - Sri Padmavathi Medical College for Women, Tirupati, Andhra Pradesh. Medical students who were present and willing to participate voluntarily on the day of data collection were included. Sample size calculated was 375. Information collected was socio-demographic details and Depression Anxiety Stress scale [DASS 42] was used to assess depression, anxiety and stress levels. Results: The present study assessed Depression, Anxiety and Stress among 588 medical undergraduates, by DASS 42 scale which revealed prevalence of depression was 34.7%, anxiety 44% and stress 30.3% and their significance association with year of study, not satisfied/partially satisfied with own education, less consump-tion water, less sleeping hours and hours of usage of gadgets. Conclusion: The present study found that prevalence of depression 34.7%, anxiety 44% and stress 30.3% among medical undergraduates. Medical students under strain are either unaware of their situation or reluc-tant to seek help.

Estrategia curricular de Medicina Natural y Tradicional desde la disciplina inglés en la educación médica / Curricular strategy of Herbal and folk Medicine from the English discipline in medical education

La formación de profesionales demanda que el proceso enseñanza aprendizaje tenga una visión integradora para alcanzar los objetivos generales con los niveles de profundidad y dominio requeridos. A partir de ello, es que se introduce una novedosa forma de abordar la interdisciplinariedad, aplicando estrategias curriculares. La aplicación de la Medicina Natural y Tradicional en la formación de los médicos generales no ha sido sistemática ni de forma coordinada por el colectivo de profesores de inglés en la Universidad de Ciencias Médicas de Villa Clara. Es objetivo de los autores describir una tesis de maestría que contiene: metodología y acciones para implementarla desde la disciplina y asignaturas de inglés, un curso de posgrado para profesores de este idioma y ofertas de bibliografías actualizadas impresas y digitales como materiales de consulta para el estudio independiente, cuyos contenidos se aplican de forma satisfactoria para solucionar las carencias mencionadas.

The training of professionals demands that the teaching-learning process have an integrating vision to achieve the general objectives with the required levels of depth and mastery. From this, a new way of approaching interdisciplinarity is introduced, applying curricular strategies. The application of herbal and folk Medicine in the training of general practitioners has not been systematic or coordinated by the group of English teachers at the Villa Clara University of Medical Sciences. The authors' objective is to describe a master's thesis that contains: methodology and actions to implement it from the discipline and subjects of English, a postgraduate course for teachers of this language and offers of updated printed and electronic bibliographies as reference materials for the independent study whose contents are satisfactorily applied to solve the aforementioned deficiencies.

Acreditação de cursos médicos no Brasil: explorando perspectivas globais para uma formação médica de excelência / Accreditation of medical courses in Brazil: exploring global perspectives for medic an education of excellence

Resumo Introdução: Marcada por franca expansão, crescimento da oferta pelo setor privado e atuação de diferentes grupos de influência, a educação médica figura no centro dos debates sobre qualidade da educação superior. A criação e a atuação das agências de acreditação de cursos médicos crescem em todo o mundo, tendo chegado ao Brasil com a criação do Sistema de Acreditação de Cursos Médicos por iniciativa do Conselho Federal de Medicina. Marco importante na educação médica brasileira, a criação do sistema representa avanço e deve ser considerada, no entanto o fato não invalida a possibilidade e a importância de implantação de política pública nacional de acreditação de cursos médicos, dada a relevância social e a preocupação com a qualidade da formação médica ofertada no país. Objetivo: Este artigo apresenta um paralelo entre os procedimentos adotados pelas agências acreditadoras internacionais, pelo Saeme e nos procedimentos do Sistema Nacional de Avaliação da Educação Superior. Método: O paralelo foi traçado com base em análise documental, em que foram investigados artigos na temática de acreditação e qualidade da educação médica, bem como os documentos orientadores de agências acreditadoras internacionais. Resultado: A análise documental revela similaridades nos procedimentos adotados internacionalmente em comparação com as iniciativas nacionais no que concerne à estrutura básica de avaliação, à exigência de autoavaliação, à preocupação com a avaliação da aprendizagem, à previsão de monitoramento e alinhamento prévio, bem como à valorização do currículo baseado em competências. Conclusão: Os resultados apontam para um cenário favorável com vistas a demonstrar o potencial nacional para instauração de sistema público de acreditação.

Abstract Introduction: Marked by rapid expansion, growth in supply by the private sector and the performance of different groups of influence, medical education is at the centre of debates on the quality of higher education. The creation and performance of medical course accreditation agencies is growing around the world, having arrived in Brazil with the creation of the Medical School Accreditation System (SAEME) on the initiative of the Federal Council of Medicine. An important milestone in Brazilian medical education, the creation of the system represents progress and should be considered. However, this fact does not invalidate the possibility and importance of implementing a national public policy for the accreditation of medical courses, given the social relevance and concern with the quality of medical training offered in the country. Method: Based on a document analysis, in which articles on accreditation and quality of medical education were analysed, as well as the guiding documents of international accreditation agencies, this article presents a parallel and draws similarities between the procedures adopted by international accreditation agencies, by the SAEME and the procedures of the National Higher Education Assessment System. Results: The document analysis pointed to similarities in the procedures adopted internationally compared to national initiatives with regard to the basic assessment structure, the requirement for self-assessment, the concern regarding assessment of the learning, the provision for monitoring and prior alignment, as well as valuing the competency-based curriculum. Considerations: The results point to a favourable scenario with a view to demonstrating the national potential for setting up a public accreditation system.

Semblance of a physician: medical students' experiences during Type 2 Diabetes Mellitus clinic simulation / Com o semblante de médico: experiências de estudantes de medicina durante a simulação clínica em Diabetes tipo 2 / Con el semblante de médico: experiencias de estudiantes de medicina durante la simulación clínica en Diabetes tipo 2

This qualitative research aimed to understand the experiences of a fourth-year medical class during two clinical simulation scenarios of type 2 diabetes management in Primary Care. Ten simulated students were interviewed. The results describe the symbolic conception of diabetes and its treatment as anguish, damage, condemnation and an unpleasant sentence that affects the appropriation and performance of the medical role by students. Considering Medical Psychology, we suggest that such subjective factors should be addressed in teaching-learning in addition to commonly cognitive aspects mentioned in the medical education literature in order for students to develop the work profile to cope with diabetes in Primary Care. Clinical simulation facilitates the subjective approach through its group support component to promote reflection, insights and self-awareness.(AU)

Esta pesquisa qualitativa objetivou compreender as experiências de estudantes de um quarto ano médico durante dois cenários de simulação clínica do manejo do diabetes tipo 2 na Atenção Primária. Dez estudantes simulados foram entrevistados. Os resultados descrevem a concepção simbólica do diabetes e seu tratamento como angústia, dano, condenação e uma sentença desagradável que afeta a apropriação e o desempenho do papel médico pelos estudantes. Considerando a Psicologia Médica, sugerimos que os fatores subjetivos apontados devem ser abordados no ensino-aprendizado além de aspectos cognitivos mais comuns na literatura de educação médica para que os estudantes desenvolvam o perfil de trabalho ao enfrentamento do diabetes na Atenção Primária. A simulação clínica permite esta abordagem subjetiva por seu componente de suporte grupal promovendo reflexão, insights e autoconsciência.(AU)

Esta encuesta cualitativa tuvo el objetivo de comprender las experiencias de estudiantes del cuarto año de medicina durante dos escenarios de simulación clínica del manejo de la diabetes tipo 2 en la Atención Primaria. Fueron entrevistados 10 estudiantes simulados. Los resultados describen la concepción simbólica de la diabetes y su tratamiento, tales como angustia, daño, condenación y una sentencia desagradable que afecta la apropiación y el desempeño del papel médico por parte de los estudiantes. Considerando la Psicología Médica, sugerimos que los factores subjetivos señalados deben abordarse en la enseñanza-aprendizaje, más allá de aspectos cognitivos más comunes en la literatura de educación médica para que los estudiantes desarrollen el perfil de trabajo para el enfrentamiento de la diabetes en la Atención Primaria. La simulación clínica permite este abordaje subjetivo por su componente de soporte grupal promoviendo reflexión, insights y autoconciencia.(AU)

Ensino da anatomia: dissecção em associação com a tecnologia no curso de Medicina / Teaching anatomy: dissection in association with technology in the Medical course

Resumo: Introdução: Um estudo de 2010 apontou as necessidades futuras da educação médica, com conteúdos e práticas integrados, fomentada pela tecnologia educacional virtual e pela prioridade na competência, não no tempo. A anatomia, indistinta de outros fundamentos da medicina, enfrenta restrições à dissecção de cadáveres. Objetivo: Ensaio sobre o ensino da anatomia em contextos clínicos e com emprego de tecnologias. Método: Utilizaram-se a plataforma PubMed da National Library of Medicine e os descritores ((anatomy [MeSH Terms]) AND (method, teaching [MeSH Terms])) AND (surgery [MeSH Terms]). Resultado: Há indicação de 316 artigos no período 2000-2022 (junho de 2022). A principal pergunta sobre o ensino de anatomia refere-se à substituição da técnica de dissecção e, por consequência, do uso do cadáver. Estudos sugerem a manutenção do uso da dissecção, da prossecção e de maior uso de meios digitais e modelares. Conclusão: O material cadavérico deve ser garantido com maior uso da prossecção, com a dissecção sendo dirigida ou eletiva. Realidade virtual e material de prossecção devem ser assimilados como instrumentais e supervisionados por anatomistas qualificados e enriquecidos pela interpretação e aplicabilidade clínica.

Abstract: Introduction: A 2010 study pointed out the future needs of medical education, with integrated contents and practices, fostered by virtual educational technology and by prioritizing competence, not time. Anatomy, indistinguishable from other fundamentals of medicine, faces restrictions on cadaver dissection. Objective: Essay on the teaching of anatomy in clinical contexts and the use of technologies Method: The "pubmed" platform of the National Library of Medicine and descriptors ((anatomy[MeSH Terms]) AND (method, teaching[MeSH Terms])) AND (surgery[MeSH Terms]) were used. Result: There are indications of 316 articles in the period 2000-2022 (June 2022). The main question about the teaching of Anatomy is the replacement of the dissection technique and, consequently, the use of the cadaver. Studies suggest maintaining the use of dissection, prosection and greater use of digital and model means. Conclusion: Cadaveric material should be secured with greater use of prosection and dissection being directed or elective. Virtual reality and permanent material must be assimilated as instrumental and supervised by qualified anatomists and enriched by interpretation and clinical applicability.

Percepción de docentes sobre habilidades comunicativas de sus estudiantes para una adecuada relación médico-paciente / Perception of teachers about communication skills of their students for an adequate doctor-patient relationship

Fundamento: la existencia de insatisfacciones en la relación médico-paciente constituye una preocupación por la dirección del Estado y del sector de salud cubanos. Objetivo: valorar el desarrollo de las habilidades comunicativas de los educandos, según la percepción docente sobre el cumplimiento de las funciones de la comunicación para una adecuada relación médico-paciente. Métodos: se realizó una investigación cualitativa en la Facultad de Medicina de la Universidad de Ciencias Médicas de Villa Clara, Cuba, entre mayo-junio 2021. Se aplicaron métodos teóricos: análisis-síntesis, inducción-deducción e histórico-lógico; y empíricos: análisis documental y encuesta de opinión estructurada a los docentes sobre la base de las funciones comunicativas. Los resultados se expresaron en porcientos según los indicadores para la valoración, y se ilustraron en figuras. Resultados: la malla curricular de la carrera de Medicina ofrece posibilidades de desarrollo de habilidades comunicativas como basamento para una adecuada relación médico-paciente, constituyen fortalezas las asignaturas y disciplinas propias de la formación en pregrado y la educación en el trabajo. La función informativa de la comunicación resultó ser la más favorecida en los criterios expresados por lo docentes; obtuvieron más bajos porcientos la reguladora y la afectiva. Conclusiones: la percepción docente mostró insuficiencias en la relación médico-paciente en todas las funciones, por lo que se precisa elaborar estrategias para el desarrollo de las habilidades comunicativas, imprescindibles en la formación médica humanitaria que caracteriza la asistencia médica cubana.

Background: the existence of dissatisfies in the doctor-patient relationship constitutes a concern for the direction of the State and the Cuban health branch. Objective: to assess the development of students' communication skills, according to the teacher's perception of compliance with communication functions for an adequate doctor-patient relationship. Methods: a qualitative research was carried out at the Faculty of Medicine of Villa Clara University of Medical Sciences, Cuba, from May to June 2021. Theoretical methods were applied: analysis-synthesis, induction-deduction and historical-logical; and empirical ones: documentary analysis and structured opinion survey of teachers based on communicative functions. The results were expressed in percentages according to the indicators for the assessment and were illustrated in figures. Results: the curriculum of the Medicine career offers possibilities for the development of communication skills as a basis for an adequate doctor-patient relationship, the subjects and disciplines of undergraduate training and the in-service training are strengths. The informative function of communication turned out to be the most favored in the criteria expressed by the teachers; the regulatory and affective obtained lower percentages. Conclusions: the teacher's perception showed insufficiencies in the doctor-patient relationship in all functions, which is why it is necessary to develop strategies for the development of communication skills, essential in humanitarian medical training that characterizes Cuban medical assistance.

Autorregulación del aprendizaje: análisis de su apreciación por estudiantes de primer año de Medicina / Self-regulation of learning: analysis of its appreciation by first￾year medical students

Fundamento: la autorregulación del aprendizaje es un parámetro importante para tomar decisiones docente-metodológicas, promotoras de la autogestión del conocimiento. Objetivo: analizar la apreciación sobre su autorregulación del aprendizaje, por estudiantes de primer año de Medicina del curso 2021-2022, en la Facultad de Ciencias Médicas "Salvador Allende". Métodos: se realizó una investigación exploratoria, descriptiva, transversal y no experimental, con un enfoque mixto. Se utilizaron métodos teóricos: análisis-síntesis, inductivo-deductivo y enfoque sistémico; empíricos: el instrumento de medición utilizado consistió en un cuestionario conformado a partir de una adaptación de la Escala de Autorregulación del Aprendizaje, con las dimensiones: actitud hacia el estudio, enfoque estratégico en el aprendizaje y regulación metacognitiva; y matemático-estadísticos para el procesamiento de los datos. Resultados: se determinó que la autorregulación del aprendizaje fue insatisfactoria, al presentarse deficiencias en dos de sus dimensiones: Enfoque estratégico en el aprendizaje y Regulación metacognitiva. La dimensión Actitud ante el estudio obtuvo una valoración satisfactoria; se apreció que el ítem correspondiente a la dedicación al trabajo con las tareas orientadas, tuvo una débil relación directa con el interés personal, las calificaciones obtenidas y el reconocimiento personal. De todos los ítems considerados en la encuesta, solamente hubo una relación débil e indirecta del sexo (p ˂ 0,01) con la solicitud de ayuda y el aprovechamiento de las explicaciones de los compañeros. Conclusiones: la percepción de la autorregulación del aprendizaje por la población objeto de estudio mostró dificultades en rasgos significativos de dicha conducta, lo que limita la disposición para el aprendizaje autónomo.

Background: self-regulation of learning is an important parameter for making teaching-methodological decisions, promoting self-management of knowledge. Objective: to analyze the appreciation of their self-regulation of learning, by first-year Medicine students of the 2021-2022 academic year, at the "Salvador Allende" Faculty of Medical Sciences. Methods: an exploratory, descriptive, cross-sectional and non-experimental investigation was carried out, with a mixed approach. Theoretical methods were used: analysis-synthesis, inductive-deductive and systemic approach; Empirical ones: the measurement instrument used consisted of a questionnaire made from an adaptation of the Self-regulation of Learning Scale, with the dimensions: attitude towards study, strategic approach to learning and metacognitive regulation; and mathematical-statisticalfor data processing. Results: it was determined that the self-regulation of learning was unsatisfactory, as there were deficiencies in two of its dimensions: strategic focus on learning and metacognitive regulation. The Attitude dimension towards the study obtained a satisfactory assessment, it was observed that the item corresponding to dedication to work with oriented tasks, had a weak direct relationship with personal interest, qualifications obtained and personal recognition. Of all the items considered in the survey, there was only a weak and indirect relationship between sex (p ˂ 0.01) with the request for help and taking advantage of the explanations of the classmates. Conclusions: the perception of self-regulation of learning by the study population showed difficulties in meaningful features of such behavior, which limits the willingness for autonomous learning.

Learning Situation Analysis on "Living Will" and "Hospice Care" in Teaching Practice of Geriatrics / 中国医学伦理学

Objective: To investigate the cognitive status of "living will" and "hospice care" among geriatrics students with different identities, and to provide a basis for improving teaching in corresponding sections of geriatric medicine. Methods:An online questionnaire was used to collect data from 426 students participating in specific courses in geriatric medicine and compare their differences in understanding of different issues. Results: There was no statistically significant difference in the understanding of the concept of "living will" among students with different identities (χ2=5.84, P=0.054). In terms of the concept of "hospice care" , geriatricians and general practitioners had a better understanding than that of medical undergraduates (χ2=37.932, P<0.001). Compared to geriatricians and medical undergraduates, general practitioners had a lower level of autonomy in deciding whether to use life support treatment, and the difference was statistically significant (χ2=28.737, P<0.001). There was a statistically significant difference between general practitioners and medical undergraduates in the understanding of "signing living will" (χ2=12.75, P=0.01). Conclusion: The promotion of "living will" and "hospice care" in humanities courses of medical undergraduate and continuing medical education needs to be strengthened, and the popularization and publicity among the general public should be enhanced to lay the groundwork for improving the quality of hospice care.

Experiencias investigativas basadas en cursos, análisis de sus fundamentos y resultados en la Educación Médica

Introducción: las experiencias investigativas durante el pregrado son diversas y tienen como objetivo la formación de competencias en ese mismo ámbito de investigación. Objetivo: recopilar la información relacionada a las experiencias investigativas basadas en cursos (EIBC) que se han implementado en el contexto de la educación médica. Métodos: se realizó una revisión de la literatura narrativa donde se indagaron las bases de datos ERIC, SciELO, Redalyc, Scopus y PubMed a través de los términos: "ciencia", "basados en cursos", "investigación", "en el aula", "experiencia(s)", "pasantía(s)", "pregrado", "licenciatura", "formación". De las 780 fuentes iniciales, se analizaron 35. La información fue descrita según las categorías de: resultados de las mediciones, fundamentos teóricos, beneficios de la experiencia, limitaciones/ desventajas. Resultados: las EIBC se consideran como experiencias positivas y atractivas para los estudiantes, pues permiten exponerlos al proceso investigativo, desarrollar habilidades y oportunidades para futuros proyectos de investigación, permitir establecer redes y trabajo en equipo, brindar la oportunidad para trabajar en equipos de investigación y laboratorios de experimentación, y comprometer a los estudiantes y docentes a difundir los hallazgos a través de publicaciones científicas. Sus fundamentos se encuentran en el aprendizaje situado, las comunidades de práctica, el aprendizaje basado en problemas y el aprendizaje constructivista. El objetivo en común es el de involucrar a los estudiantes de pregrado en la investigación científica y que logren formar sus competencias a través del mismo acto investigativo. Conclusión: las EIBC permiten mejorar el aprendizaje estudiantil, la formación de competencias investigativas, otorgan ganancias en su identidad científica, autoconfianza, y persistencia en su carrera de estudios.

Summary Background: Investigative experiences during undergraduate education are diverse and their objective is the formation of investigative competences. Objective: to compile information related to coursebased research experiences (CBRE) that have been implemented in the context of undergraduate medical education. Methods: A review of the narrative literature was carried out where the ERIC, SciELO, Redalyc, Scopus and PubMed databases were investigated through the terms: "science", "course-based", "research", "in the classroom", "experience(s)", "internship(s)", "undergraduate", "bachelor", "training". Of the 780 sources initially searched, 35 references were analyzed. The information was analyzed according to the categories of: measurement results, theoretical foundations, benefits of the experience, limitations / disadvantages. Results: The CBRE are considered positive and attractive experiences for students, as they allow the student to be exposed to the research process, developing skills and opportunities for future research projects, allows networking and teamwork to be established, provides the opportunity to work in research teams and research laboratories, experimentation, and commits students and teachers to disseminate the findings through scientific publications. Its foundations are in situated learning, communities of practice, problembased learning and constructivist learning. The common objective is to involve undergraduate students in scientific research and that they manage to form their competencies through same investigative act. Conclusion: CBRE allow improving student learning, the formation of investigative competences, and gains in their scientific identity, self-confidence, and persistence in their study career.

Ética médica e bioética entre estudantes de medicina / Medical ethics and bioethics among medical students / Ética médica y bioética entre estudiantes de medicina

Resumo Conhecimentos de ética médica e bioética são fundamentais para o correto desempenho do profissional médico. Neste trabalho, procuramos conhecer e avaliar discussões a respeito de ética médica e bioética entre estudantes de um curso de medicina por meio da aplicação de questionário. Foi verificado que, em sua maioria (89%), esses alunos consideram o tema extremamente importante. Para apenas 9,2% o desenvolvimento do tema foi ótimo, para 34,5% foi bom, 34,5% consideraram regular e 21,8% ruim. Eles afirmam que o assunto é melhor debatido em atividades práticas ou na discussão em pequenos grupos. Conclui-se que a temática ética médica e bioética foi considerada de elevada importância por quase todos os participantes, sendo preciso identificar os parâmetros considerados adequados, bem como especificar como a temática é entendida pelos estudantes para haja uma abordagem adequada na formação médica.

Abstract Knowledge of medical ethics and bioethics are fundamental for the correct performance of the medical professional. This study sought to understand and evaluate discussions about medical ethics and bioethics among students of a medical course via the application of a questionnaire. Most (89%) students consider the theme extremely important. For only 9.2% the approach to the theme was great, for 34.5% it was good, 34.5% considered it regular and 21.8% bad. They claim that the subject is best approached in practical activities or in discussions in small groups. This study concludes that the theme of medical ethics and bioethics was considered of high importance by almost all participants, and it is necessary to identify the parameters considered appropriate and to specify how the theme is understood by students to have an adequate approach in medical education.

Resumen Los conocimientos de ética médica y bioética son claves para el correcto actuar del profesional médico. Este trabajo pretende conocer y plantear discusiones sobre ética médica y bioética entre estudiantes de medicina a través de la aplicación de un cuestionario. Se constató que la mayoría (89%) de estos estudiantes consideran el tema muy importante. Solamente el 9,2% consideró el desarrollo del tema excelente; el 34,5%, bueno; el 34,5%, regular y; el 21,8%, malo. Los estudiantes sostienen que hay una mejor discusión del tema en las actividades prácticas o en discusiones en grupos pequeños. Se concluye que el tema de la ética médica y la bioética fue considerado de gran importancia por casi todos los participantes, lo que es necesario identificar los parámetros adecuados y precisar cómo los estudiantes entienden el tema para aplicar un enfoque adecuado a la formación médica.

O que estudantes nos contam sobre as entrevistas narrativas / What students tell us about narrative interviews

Romper com o modelo biomédico é necessário, e o ponto inicial pode vir com a compreensão da narrativa do usuário ou da usuária. Este estudo buscou avaliar a compreensão de estudantes de medicina das narrativas de adoecimento, utilizando a entrevista McGillIllness Narrative Interview (MINI). Trata-se de estudo exploratório, descritivo e qualitativo, realizado durante cinco semanas com 11 estudantes do quinto ano de uma universidade privada, no internato de Medicina de Família e Comunidade, que prestavam atendimento a 29 pessoas usuárias de unidades de saúde. Por meio de encontros individuais on-line, foram levantadas questões sobre essa experiência. Os relatos foram inseridos em núcleos argumentais, o que possibilitou o estabelecimento de relações com o referencial teórico da Medicina Narrativa, da Antropologia Médica e da Clínica Ampliada. Para os alunos e alunas houve uma nova experiência de entrevista clínica, uma valorização da narrativa e o desejo de incorporar uma abordagem mais ampliada à sua prática, embora não contemplem incorporar o MINI na sua forma integral, atribuindo a isso dificuldades na rotina médica. Acreditamos que o MINI pode colaborar com a aquisição de competências interpretativa e narrativa em estudantes, embora o ensino esteja ainda, emparte, vinculado ao modelo biomédico.

It is essential to break with the biomedical model. The starting point for that can come from the understanding of patients' narratives. This study sought to evaluate medical students' comprehension of illness narratives using the McGill Illness Narrative Interview (MINI). This is an exploratory, descriptive, and qualitative study, carried out with 11 fifth-year students at a private university in the internship of Family and Community Medicine, for five weeks, involving the care of 29 patients in health units. Through individual online meetings, questions were raised about the experience.The reports were inserted into categories, which allowed us to establish relationships among the theoretical referential elements of Narrative Medicine, Medical Anthropology, and Expanded Clinic. It was a new experience of clinical interviews for the students, with a new appreciation of narratives and a desire to incorporate a more extended approach to their practice, although they do not contemplate incorporating the MINI in its full form due to difficulties in the physician's routine. We believe that MINI can collaborate with the acquisition of interpretative and narrative competence in students, although teaching is still partly linked to the biomedical model.

Seminarios autogestionados de psiquiatría como modelo de participación estudiantil activa en pregrado. Experiencia 2014-2021 en la Pontificia Universidad Católica de Chile / Self-managed psychiatry seminars as a model of active student participation in undergraduate education

In the last decade, medical students stood out as active agents in their training, which implies their involvement in the design, implementation, evaluation, and curricular co-governance. This article describes a model of active undergraduate student participation from 2014 to 2021 and compares the face-to-face and synchronous online modalities, later brought forward by the SARS-COV-2 pandemic. Annually, a call was made to UC School of Medicine undergraduate students to establish the topics and areas to be addressed during self-managed seminars. Then, medical students located in Chile were invited to attend the activity. Psychiatry was established as a priority topic in six out of eight years. Five seminars were conducted, the last two in synchronous online mode. The number of people enrolled in the online modality increased by 251% compared to the face-to-face modality (face-to-face mean = 133 ± 33 SD; online mean = 336 ± 24SD), with no significant differences in rates of attendance between modalities (Odds ratio (OR) = 1,12; 95% CI= 0,82 - 1,55; p = 0,45). The online modality was associated with a higher proportion of enrollees belonging to an institution outside the Metropolitan Region (OR 12,63; 95% CI = 8,64 - 18,46; p < 0,01). The self-managed psychiatry seminars correspond to a model of active undergraduate student participation, with the synchronous online modality representing an opportunity to massify it throughout the national territory.