satisfacción de la tutoría clínica de estudiantes de la especialidad de enfermería del adulto en estado crítico, en relación con el perfil del tutor clínico / Satisfaction with the clinical tutoring of students in the nursing specialty of critically ill adults, in relation to the profile of the clinical tutor / satisfação com a tutoria clínica de alunos da especialidade de enfermagem de adultos gravemente enfermos, em relação ao perfil do tutor clínico

Dentro del contexto universitario la tutoría pretende coadyuvar al estudiante al ingresar a programas de especialización como opción a titulación de su licenciatura. Por la importancia de ésta a nivel pedagógico es trascendental conocer la satisfacción a través de la percepción del estudiante, con relación al perfil de los tutores clínicos. Objetivo: Analizar el nivel de satisfacción de la tutoría clínica de estudiantes de la especialidad de enfermería del adulto en estado crítico respecto a sus características sociodemográficas y antecedentes académicos, en relación al perfil del tutor clínico. Estudio transversal-analítico, en estudiantes y académicos del Programa Único de Especialización de Enfermería, de la Especialidad del Adulto en Estado Crítico. Censo de 84 estudiantes y 15 tutores. Recolección a través del instrumento "Satisfacción de la tutoría clínica para enfermeras"; medida por funciones y dimensiones. El perfil del tutor clínico, a través del cuestionario académico-laboral. Satisfacción global percibida, media de 129.5 ± .569, de un máximo posible de 170 y grado de satisfacción alto 57%. A través del Coeficiente de correlación de Pearson, no existe relación lineal en dichas variables. (rp=.116, p=.304), sin embargo, sí existen diferencias significativas en la satisfacción percibida, según el género. (t=- 2.413, m=124, p = 0.019, F=53. 124 ± 22.6; M= 31; 138 ± 19.49), Replantear estrategias relativas al tipo de ingreso al programa y la estandarización óptima del índice tutor-alumno, pueden ayudar a la mejora de la satisfacción en la calidad de la tutoría clínica impartida en la especialización. Palabras Clave: tutoría clínica, estudiantes de enfermería.

Within the university context, the tutoring aims to assist the student when entering specialization programs as an option for a bachelor's degree. Due to the importance of this at the pedagogical level, it is transcendental to know the satisfaction through the perception of the student, in relation to the profile of the clinical tutors. Objective: To analyze the level of satisfaction of the clinical tutoring of students in the nursing specialty of critically ill adults with respect to their sociodemographic characteristics and academic background, in relation to the profile of the clinical tutor. Cross-analytical study, in students and academics of the Unique Nursing Specialization Program, of the Adult in Critical Condition Specialty. Census of 84 students and 15 tutors. Collection through the instrument "Satisfaction of clinical tutoring for nurses"; measured by functions and dimensions. The profile of the clinical tutor, through the academic-labor questionnaire. Perceived global satisfaction, average of 129.5 ± .569, out of a possible maximum of 170 and a high degree of satisfaction of 57%. Through the Pearson correlation coefficient, there is no linear relationship in these variables. (rp=.116, p=.304), however, there are significant differences in perceived satisfaction, according to gender. (t=- 2.413, m=124, p = 0.019, F=53. 124 ± 22.6; M= 31; 138 ± 19.49), Rethink strategies related to the type of admission to the program and the optimal standardization of the tutor-student ratio, They can help to improve satisfaction with the quality of the clinical tutoring provided in the specialization.

No contexto universitário, a tutoria visa auxiliar o aluno no ingresso em cursos de especialização como opção pelo bacharelado. Pela importância disso a nível pedagógico, é transcendental conhecer a satisfação pela percepção do aluno, em relação ao perfil dos tutores clínicos. Objetivo: Analisar o nível de satisfação da tutoria clínica dos alunos da especialidade de enfermagem de adultos gravemente enfermos quanto às suas características sociodemográficas e formação acadêmica, em relação ao perfil do tutor clínico. Estudo transversal analítico, em discentes e acadêmicos do Programa Único de Especialização em Enfermagem, da Especialidade Adulto em Estado Crítico. Censo de 84 alunos e 15 tutores. Recolha através do instrumento "Satisfação da tutoria clínica para enfermeiros"; medida por funções e dimensões. O perfil do tutor clínico, através do questionário acadêmico-laboral. Satisfação global percebida, média de 129,5 ± 0,569, de um máximo possível de 170 e alto grau de satisfação de 57%. Através do coeficiente de correlação de Pearson, não há relação linear entre essas variáveis. (rp=.116, p=.304), no entanto, existem diferenças significativas na satisfação percebida, de acordo com o sexo. (t=- 2,413, m=124, p = 0,019, F=53,124 ± 22,6; M= 31; 138 ± 19,49), Repensar estratégias relacionadas ao tipo de ingresso no programa e a padronização ideal do tutor- proporção de alunos, Eles podem ajudar a melhorar a satisfação com a qualidade da tutoria clínica fornecida na especialização.

Internship: A time to prioritise

Medical internship is a yearlong experience that is physically, mentally, and emotionally exhausting. After five years as students, the interns finally get close to achieving what they have always dreamt of. Most of the fundamental clinical knowledge and skills that a student learns are acquired during their internship. For the first time, students gain financial freedom, recognise the importance of a white coat, and are recognised as doctors. Internship helps a student to realise the mechanics of how a hospital operates, how patients are treated, how crises are managed, and most crucially, how to think and work productively in a chaotic yet effective atmosphere. Each obstacle encountered serves as a training ground. The key dilemmas are whether to prioritise learning clinical skills or study for the post-graduation entrance examinations, and which specialty to opt for. Conscientious mentors are vital to this whole process.

Mentor–mentee relationship in ophthalmology – Following the footsteps of stalwarts

Mentor? mentee relationship in any discipline is a professional and interpersonal relationship. It associates a mentor with a protégé or a mentee. Mentoring is a serious business in Ophthalmology, both academically and surgically. The mentors act as role models for future generations by acting as a friend, coach, or guide to the mentee. They do so by giving valuable advice, moral support, and inculcating skills in a mentee. It is difficult to pinpoint the precise function of the mentor?mentee relationship, but the final goal is to achieve personal and professional objectives. In the current article, the authors have shed light on the imperative aspect of one’s Ophthalmology career, i.e., the mentor?mentee relationship. This article describes various aspects of mentoring, the traits of a perfect mentor and mentee, the pre?requisites for a good mentee? mentor relationship, the hindrances and obstacles in a good relationship, and the impact of COVID?19 on the same. The potential goal of this article is to ignite the constructive spirit of the mentor?mentee relationship, encourage potential mentors to become ideal mentors, and potential mentees to gain from serious mentors

Assessing student perceptions of the clinical teachers' performance during early clinical exposure / Evaluación de la percepción de los estudiantes acerca de los atributos de sus tutores en los primeros cursos clínicos

ABSTRACT BACKGROUND: The clinical teachers' attributes can be grouped into physician competencies, teacher competencies, and personal characteristics. Global performance is considered the clinical teacher's capacity to facilitate an active and stimulating learning process for medical students and a warm, supportive, and pleasant environment. AIM: To determine which attributes of the clinical teacher influence their global performance from the students' point of view. MATERIAL AND METHODS: The Role Model Apperception Tool questionnaire (RoMAT) was answered by 133 second-year medical students at the University of Chile during 2018. RESULTS: The students assessed 37 clinical teachers. Teaching competencies had the higher influence in global performance. Personal characteristics also had a significant influence. Physician competencies had an indirect influence on teaching competencies. The model obtained 88% of the explained variance of the teacher's global performance. CONCLUSIONS: This study showed that teacher competencies, personal characteristics, and physician competencies are qualities that influence the perception of the global performance of clinical teachers.

ANTECEDENTES: Los atributos de un tutor clínico pueden agruparse en competencias clínicas, competencias docentes y características personales. En el desempeño global del tutor se considera su capacidad de facilitar un proceso de aprendizaje activo y estimulante y generar un ambiente cálido y de soporte. OBJETIVO: Determinar qué atributos del tutor clínico, evaluados por los estudiantes, influyen sobre su desempeño global. MATERIAL Y MÉTODO: La escala "Role Model Apperception Tool" fue contestada por 133 estudiantes de segundo año de medicina en la Universidad de Chile durante el 2018. RESULTADOS: Los estudiantes evaluaron 37 tutores clínicos. Las competencias docentes tuvieron la mayor influencia sobre el desempeño global. Las características personales también mostraron influencia significativa. Las competencias clínicas influyeron indirectamente a través de las competencias docentes. El modelo logró explicar 88% de la varianza del desempeño global del tutor clínico. CONCLUSIONES: El estudio muestra que las competencias docentes, características personales y competencias clínicas influyen sobre la evaluación de los estudiantes sobre el desempeño global del tutor.

Mentor-mentee dual evaluation of current clinical and translational research mentor competency and mentor training needs / 中华医学教育探索杂志

Objective:To investigate mentor-mentee dual evaluation of the current status of mentor competency of clinical and translational research mentors, and provide the basis for mentor training focused on the mentor competences.Methods:A total of 121 clinical and translational research mentors and 170 mentees from Peking Union Medical College Hospital were enrolled. The Chinese version of the Mentor Competency Assessment (MCA) questionnaire was used to evaluate the mentor competency, including maintaining effective communication, aligning expectations, assessing understanding, fostering independence, addressing diversity, promoting professional development total 6 parts with 26 sub-items. The Likert scale was used to quantitatively evaluate the clinical and translational research mentor competency by mentor-mentee dual evaluations. And the composition and training needs of clinical and translational research mentors were investigated. SPSS 25.0 was used for t-test. Results:Seventy percent (119/170) of mentees considered the mentor guidance was very helpful, and 78.5% (95/121) of the mentors considered it necessary to carry out the mentor training. The mentee evaluation of mentor competency was significantly higher than that of mentor self-evaluation [total score (162.35±23.59) vs. (154.80±19.81), P < 0.01]. And the excellent rate of 26 sub-items by mentees and mentors were 100.0%(170/170) and 46.3%(56/121) respectively. The mentors and mentees shared the agreement of the strengths on trust-based relationship and encouraging mentees, and weaknesses on taking into account the possible prejudices in mentor-mentee relationship. Conclusion:The clinical and translational research mentors have already had good competences, but mentor training is still highly warranted. It's expected that to carry out targeted mentor training and assessment according to the mentor's competences will help to improve the construction of the medical talents training system.

Interés, participación y limitantes que presentan los médicos residentes de las especialidades clínicas para realizar investigación científica en el Complejo Hospitalario Dr. Arnulfo Arias Madrid

Introducción: Es indiscutible la importancia de la investigación científica y los beneficios que ofrece no solo para el investigador sino para todo un país. A pesar de esto, Latinoamérica incluyendo Panamá, está muy por debajo en producción científica a nivel mundial. Nuestro personal de salud es el primero en ser llamado a esta cultura de investigación. ¿Por qué no está ocurriendo? Si conocemos el problema podremos ser capaces de establecer posibles soluciones. Objetivo: determinar el interés, participación y limitantes que presentan los médicos residentes de las especialidades clínicas del Complejo Hospitalario Dr. Arnulfo Arias Madrid (CHDrAAM) para realizar investigación científica durante el mes de julio 2020. Metodología: descriptivo de corte transversal. Los datos se obtendrán mediante un formulario con 21 preguntas en línea usando la herramienta Google Forms. Las preguntas de esta encuesta fueron previamente validadas. Se usará el programa Epi Info para su análisis. Resultados: de los participantes un 71.4% están entre los 29 a 32 años y predomina el sexo femenino. Más de dos tercios refiere interés en realizar investigación científica y un 25% no sabe cómo realizarla. A pesar de que muchos han estado involucrados en realización de trabajos de investigación, solo 26.7% lo ha llevado a la publicación. Las principales limitantes son: falta de tiempo, no contar con mentores y no saber cómo realizarlas. Conclusiones: Si existe interés en realizar investigación científica por parte de los médicos residentes, sin embargo, impresiona que tengan que escoger entre su carga laboral y la investigación. (provisto por Infomedic International)

Cadaveric Oath - Perceptions of First Year Medical Students

Cadaveric dissection is indispensable for anatomy learning. The student - cadaver relationship stabilized on humanities can serve as a simulation for future doctor-patient relationship. Hence bioethics is introduced in the medical curriculum. To achieve the goal of professionalism, cadaveric oath should be conducted on the first day of anatomy dissection, so that medical students can imbibe values like respect, gratitude, compassion, care and dignity towards their first teacher. MethodsThis is an observational study conducted in the Department of Anatomy of J.N.M.C., Sawangi (Meghe), Wardha. On the first day of anatomy dissection, first year medical students were sensitized about the ethical approach towards cadaver. Students were given cadaveric oath. 220 students who participated in the study marked their responses to the questionnaire about the perceptions of cadaveric oath according to the 5 point Likert scale. Data was analysed statistically. Results172 (78.18 %) and 182 (82.73 %) students strongly agreed upon the importance of cadaveric oath in anatomy learning and that it is unique and essential aspect of the medical curriculum respectively. Students agreed that this event helped them to overcome their inhibitions and the event was heart touching and empathetic 98.18 % students strongly agreed that they should be thankful to the family members for the noble gesture of body donation. 95 % students strongly agreed that they are enlightened about the importance of once lived bodies while 97.73 % strongly agreed that cadaver should be treated with respect, compassion, care and dignity. 97.27 % students agreed that cadavers are their silent mentors. Students strongly agreed that cadaveric oath event should be continued for future medical undergraduates and there should be awareness about bioethical education among medical students. ConclusionsIn the present study, cadaveric oath ceremonies helped learners to develop empathy towards their silent mentors. Students strongly agreed that they will always remember the noble gesture of donors for donating their body for medical education and research which cannot be compared to any of the modern-day virtual dissection tool for anatomy learning.

Resident Mentoring System - How It Is Working and Its Evaluation by Mentees / 医学教育

Introduction: several clinical training hospitals have their own resident mentor systems in Japan. However, the details and effects of the system still remain unclear.　Objective: The aim of this study is to introduce Okayama University Hospital’s resident mentor system and to investigate its effectiveness based on mentees’ evaluations.　Method: A questionnaire survey was conducted on residents using the system.　Results: 32 (78.0%) of 41 residents used the system. 28 (87.5%) of them completed the survey, indicating most residents were satisfied with the currently-used system.　Discussion: We will conduct a more detailed questionnaire survey for mentors and mentees to further improve the resident mentor system.

Percepção de Tutores quanto a Sua Avaliação pelos Discentes de um Curso Médico / Tutors' Perception of their Assessment by Students of a Medical Course

RESUMO Entre as metodologias ativas de ensino-aprendizagem, a Aprendizagem Baseada em Problemas proporciona novos papéis aos agentes desse processo. O docente passa de detentor único do conhecimento a facilitador do processo ensino-aprendizagem. Por outro lado, o discente deixa o papel de sujeito passivo neste processo, participando ativamente na construção do conhecimento. O presente estudo objetivou analisar o significado atribuído pelo tutor às avaliações realizadas pelos discentes do curso médico da Universidade Estadual de Montes Claros sobre o seu desempenho profissional. Trata-se de estudo qualitativo, descritivo e exploratório, cujos sujeitos foram 11 tutores do Módulo Conteúdo Específico do primeiro e sétimo períodos do segundo semestre de 2009. Utilizou-se entrevista estruturada na coleta de dados, com análise e interpretação dos resultados segundo análise temática. Os tutores são, na maior parte, docentes do sexo feminino com curso de especialização e mestrado; há predomínio do regime de trabalho de 40 horas semanais. Das falas dos entrevistados emergiram as seguintes categorias temáticas: aspectos que influenciaram a escolha da tutoria: convites e necessidade da instituição; capacitação para tutoria: somente alguns docentes fizeram capacitação, alguns sujeitos tornaram-se tutores observando a ação de outros tutores; conhecimento da avaliação realizada pelos discentes no final de cada módulo: a avaliação feita pelo discente não se realiza de forma compromissada; docentes e gestores não se envolvem nos resultados obtidos; e, por último, as categorias concepção do tutor quanto à avaliação e percepção do tutor sobre a avaliação via intranet: nota-se que todos os sujeitos conhecem e sabem da importância da realização de tal processo, porém alguns docentes não se interessam pelas avaliações discentes. Espera-se que os resultados contribuam para melhoria da percepção do docente sobre seu papel na construção e organização curricular e, consequentemente, na formação de novos profissionais médicos, como previsto no Projeto Político Pedagógico deste curso.

ABSTRACT Among the active pedagogical methodologies, Problem-Based Learning provides new roles to the agents of the teaching-learning processes. The teacher passes from the role of single knowledge holder to facilitator of the learning process. On the other hand the student's role also changes from passive subject to active participant in this knowledge construction. This study aimed at analyzing the meaning given by tutors to assessments made by medicine students at Montes Claros State University on their professional performance. It is a qualitative, descriptive and exploratory study, the subjects of which were 11 tutors of the Content Specific Module of first and fourth year students in the second semester of 2009. We used structured interviews to collect data, the results of which were analyzed and interpreted according to thematic content analysis. The tutors were mostly female who held a specialization qualification and master's degree; the predominant working week was 40 hours. The following thematic categories were derived from the interviews: aspects that influenced the decision to work as a tutor: invitations from and needs of the institution; tutor training: only some teachers received training, some became tutors through observing other tutors at work; awareness of the student assessment at the end of each module: the student assessment is not performed in a committed manner; teachers and managers do not engage in the results; and finally the categories of how the tutors conceive the assessment and perceive it via the Intranet: it was observed that all the subjects are aware of the importance of such a process, but some teachers are not interested in the student assessments. It is expected that the results will contribute to improving teachers' view of their role in building and organizing the curriculum and, consequently, in the training of new medical professionals, as set out in the Pedagogical Political Project for this course.

A cognitive survey of the standardized training of residents in Chongqing / 中华医学教育探索杂志

Objective To investigate the cognition and attitude of check-up system in Standardized Residents Training Program in Chongqing, so as to provide further suggestions to improve teachers' qualifi-cation and examination management system. Methods From September 2016 to December, a questionnaire survey was conducted among 265 teachers and 59 teachers in Chongqing, which includes basic information of teachers and their cognition, satisfaction and suggestion of residents training examination management system. SPSS 21.0 was used to describe the survey results and the Spearman rank correlation analysis was conducted. Results 265 valid questionnaires were recovered, and the effective recovery rate was 100％. The survey showed that the teachers' cognition of resident training examination management system is good. Only 21 people (8％) completely had no knowledge of the management system of resident related assessment. A total of 90.6％ of the clinical mentors considered that a check-up system of clinical mentors on training should be implemented strictly during the period of clinical mentors on training. Only 167 (63％) of the hos-pitals had developed detailed assessment system for resident physicians. Conclusion Most of the teachers in Chongqing have a higher awareness of living and training management system, and it is universally recog-nized for strict process assessment. However, in terms of the standardized training examination system for residency, it needs improvement. It is suggested that the examination system should be perfected, the ex-amination management be strengthened, and the teachers' team be standardized.

Application of "Dual-mentor System" in the standardized residency training in cardiovascular internal medicine / 中华医学教育探索杂志

Objective To explore the application effect of the dual-mentor system in the standardized training in cardiovascular internal medicine. Methods 40 physicians received from January to December in 2016 and 40 from January to December in 2017 were selected as the control group and the observation group respectively. The control group was administrated with the traditional training mode, while the obser-vation group was administrated with the dual-mentor training model, namely a theoretical mentor and a skill mentor. The training was carried out in accordance with the training plan formulated by the teaching group. The training effect was investigated by questionnaire survey and compared with that of the traditional train-ing mode. Results Under the dual-mentor system, the physicians acquired more theoretical knowledge and clinical skills and their ability of doctor-patient communication was improved significantly. The complete mastery rate of the theoretical knowledge and clinical skills in the observation group was 42.5％ and 35.0％respectively, significantly greater than that in the control group (15.0％ and 12.5％, respectively, P<0.05). The ability of doctor-patient communication improved more significantly in the observation group than in the control group (92.5％ vs. 77.5％, P<0.05), and the satisfaction with the teachers and the training arrangement was higher in the observation group than in the control group (82.5％ vs. 60.0％, 82.5％ vs. 52.5％, P<0.05). Conclusions The dual-mentor system has a definite effect on the standardized residency training of cardio-vascular internal medicine, The dual-mentor system facilitates the mastery of professional knowledge and skills in residents, improves the ability of doctor-patient communication, and increases residents' satisfaction with the mentors and the training program, thereby worthy of widespread promotion and application.

Percepção de Tutores quanto a Sua Avaliação pelos Discentes de um Curso Médico / Tutors' Perception of their Assessment by Students of a Medical Course

RESUMO Entre as metodologias ativas de ensino-aprendizagem, a Aprendizagem Baseada em Problemas proporciona novos papéis aos agentes desse processo. O docente passa de detentor único do conhecimento a facilitador do processo ensino-aprendizagem. Por outro lado, o discente deixa o papel de sujeito passivo neste processo, participando ativamente na construção do conhecimento. O presente estudo objetivou analisar o significado atribuído pelo tutor às avaliações realizadas pelos discentes do curso médico da Universidade Estadual de Montes Claros sobre o seu desempenho profissional. Trata-se de estudo qualitativo, descritivo e exploratório, cujos sujeitos foram 11 tutores do Módulo Conteúdo Específico do primeiro e sétimo períodos do segundo semestre de 2009. Utilizou-se entrevista estruturada na coleta de dados, com análise e interpretação dos resultados segundo análise temática. Os tutores são, na maior parte, docentes do sexo feminino com curso de especialização e mestrado; há predomínio do regime de trabalho de 40 horas semanais. Das falas dos entrevistados emergiram as seguintes categorias temáticas: aspectos que influenciaram a escolha da tutoria: convites e necessidade da instituição; capacitação para tutoria: somente alguns docentes fizeram capacitação, alguns sujeitos tornaram-se tutores observando a ação de outros tutores; conhecimento da avaliação realizada pelos discentes no final de cada módulo: a avaliação feita pelo discente não se realiza de forma compromissada; docentes e gestores não se envolvem nos resultados obtidos; e, por último, as categorias concepção do tutor quanto à avaliação e percepção do tutor sobre a avaliação via intranet: nota-se que todos os sujeitos conhecem e sabem da importância da realização de tal processo, porém alguns docentes não se interessam pelas avaliações discentes. Espera-se que os resultados contribuam para melhoria da percepção do docente sobre seu papel na construção e organização curricular e, consequentemente, na formação de novos profissionais médicos, como previsto no Projeto Político Pedagógico deste curso.

ABSTRACT Among the active pedagogical methodologies, Problem-Based Learning provides new roles to the agents of the teaching-learning processes. The teacher passes from the role of single knowledge holder to facilitator of the learning process. On the other hand the student's role also changes from passive subject to active participant in this knowledge construction. This study aimed at analyzing the meaning given by tutors to assessments made by medicine students at Montes Claros State University on their professional performance. It is a qualitative, descriptive and exploratory study, the subjects of which were 11 tutors of the Content Specific Module of first and fourth year students in the second semester of 2009. We used structured interviews to collect data, the results of which were analyzed and interpreted according to thematic content analysis. The tutors were mostly female who held a specialization qualification and master's degree; the predominant working week was 40 hours. The following thematic categories were derived from the interviews: aspects that influenced the decision to work as a tutor: invitations from and needs of the institution; tutor training: only some teachers received training, some became tutors through observing other tutors at work; awareness of the student assessment at the end of each module: the student assessment is not performed in a committed manner; teachers and managers do not engage in the results; and finally the categories of how the tutors conceive the assessment and perceive it via the Intranet: it was observed that all the subjects are aware of the importance of such a process, but some teachers are not interested in the student assessments. It is expected that the results will contribute to improving teachers' view of their role in building and organizing the curriculum and, consequently, in the training of new medical professionals, as set out in the Pedagogical Political Project for this course.

Experiência de discentes de enfermagem em metodologias ativas na atividade de ensino docente / Experiencia de discentes de enfermería con metodologías activas en la actividad de la ensenanza docente / Experience of undergraduate nursing students with active methodologies in teaching activity

Objetivo descrever a experiência de graduandas do curso de Enfermagem na atividade de estímulo ao ensino docente, no componente curricular Enfermagem no Cuidado à Criança e ao Neonato — Projeto Permanecer. Método trata-se de um relato de experiência das estudantes sobre a participação nas atividades de estímulo ao ensino docente na cidade de Salvador, Bahia, Brasil, mediante o uso de metodologias ativas, entre os meses de agosto de 2015 a maio de 2016. Resultados as atividades foram realizadas em diferentes espaços: práticas de laboratório, atividades extracurriculares e participação de uma atividade de extensão, por meio do trabalho em grupo e da problematização. O estímulo ao ensino docente proporcionou às bolsistas o desenvolvimento do senso crítico-reflexivo. Conclusão a experiência proporcionou a fusão de conhecimentos pela elaboração e realização de metodologias ativas e pela convivência com professores e alunos que contribuíram para a formação profissional e consolidaram o desenvolvimento de ações essenciais à vida universitária.

Objetivo describir la experiencia de las graduandas del curso de Enfermería en la actividad del estímulo a la enseñanza docente, en el componente curricular Enfermería del Cuidado al Niño y al Neonato - Proyecto Permanecer. Método se trata de un relato de experiencia de las estudiantes sobre la participación en las actividades de estímulo a la enseñanza docente en la ciudad de Salvador, Bahía, Brasil, mediante el uso de metodologías activas, entre los meses de agosto de 2015 a mayo de 2016. Resultados las actividades se realizaron en diferentes espacios: prácticas de laboratorio, actividades extracurriculares y participación en una actividad de extensión, a través del trabajo en equipo y de la problematización. El estímulo a la enseñanza docente proporcionó a las becarias el desarrollo del sentido crítico-reflexivo. Conclusión la experiencia proporcionó la fusión del conocimientos a través de la elaboración y realización de metodologías activas y a través de la convivencia con profesores y alumnos que contribuyeron para la formación profesional y consolidaron el desarrollo de acciones esenciales para la vida universitaria.

Objective To describe the experience of undergraduate students of a nursing course in a teaching stimulating activity of the 'Nursing Care for Child and Neonate Hospitalized' curricular course — "Projeto Permanecer". Method This is an experience report of students about the participation in activities to encourage teaching in the city of Salvador, Bahia, Brazil, using active methodologies between August 2015 and May 2016. Results The activities took place in different spaces: laboratory practices, extracurricular activities, and participation in an extension activity, through group work and problematization. The stimulus to teaching provided the scholarship students with the development of critical-reflexive sense. Conclusion The experience enabled the fusion of knowledge through the elaboration and implementation of active methodologies and the coexistence with professors and students who contributed to the professional formation and consolidated the development of actions essential to university life.

Effects of Peer Mentoring Program on the Health Conservation in Elderly Women with Osteoarthritis

PURPOSE: The purpose of this study was to investigate the effects of peer mentoring program on physical activity, knee joint function, self-care agency and social support, which are health conservation elements in elderly women with osteoarthritis. METHODS: This study used a quasi-experimental research design. It is a pretest-and-post 1, post 2 test design of a non-equivalent control group. The subjects were elderly women aged over 65 who were diagnosed with osteoarthritis. A total of 60 patients (experimental group 30, control group 30) who registered with the Senior Welfare Center in City G and in Region D participated in this study. The data were collected from June 29th to September 4th, 2015. The collected data were analyzed with χ² test, Fisher's exact test, independent t-test and repeated measurement ANOVA. RESULTS: The experimental group showed a greater increase in physical activity, knee joint function, self-care agency and social support than the control group. CONCLUSION: The results indicated that the peer mentoring program is effective in increasing physical activity, knee joint function, self-care agency and social support of elderly women with osteoarthritis.

Análise de redes sociais em fóruns de especialização em saúde / Analysis of social networks in forums in specialized in health

O trabalho tem como objetivo principal analisar a dinâmica que ocorre nos fóruns online de uma turma do curso de Especialização em Saúde da Família do Programa Universidade Aberta do Sistema Único de Saúde, em parceria com a Universidade do Estado do Rio de Janeiro para extrair padrões comportamentais com o intuito de utilizá-los como base para o desenvolvimento de estratégias educacionais. O estudo caracteriza-se por ser do tipo exploratório e analítico,com abordagem quantitativa e qualitativa e realizado através da metodologia de estudo de caso, utilizando-se a Análise de Redes Sociais. Observou-se nos fóruns analisados que na maior parte a participação dos alunos foi realizada de forma protocolar, com baixo índice de interações. Perceberam-se práticas de ensino tradicionais centradas no professor e poucas ações de mediação docente. Sendo assim, torna-se primordial que ações pedagógicas sejam implementadas para capacitar os profissionais que desempenham a tutoria.

The work aims to analyze the dynamics that occurs in online forums from a class of the Specialization Course in Family Health from the program Open University of the Unified Health System, in partnership with the State Universityof Rio de Janeiro to extract behavioral patterns in order to use them as the basis for the development of educational strategies. The study is characterized by being of the exploratory and analytical type, with quantitative and qualitative approach. And performed through case study methodology, using the Social Network Analysis. It was noted in the forum sanalyzed that most of the students' participation was performed by protocol form, with low rate of interactions It was perceived traditional teaching practices centered on the teacher and few actions of teaching mediation. Thereforeit becomes essential that pedagogical actions are implemented in order to train professionals who perform tutoring.

Awareness of Students for Implementation of a Peer Mentoring Program in a Medical School / 계명의대학술지

To investigate the awareness of medical students about an implementation of peer mentoring program between senior and junior, this research survey was carried out on 341 students of a medical school including 62 students of 1(st) premedical graders, 72 of 2(nd) premdical grade, 74 of 3(rd) medical grade, 73 of 4(th) medical grade, and 60 of 5(th) medical grade. The questionnaire for the survey was composed of items, freely responding styled, about such as ‘conflicts experiencing during school living’, i‘nstances requesting senior's assistance’, ‘needs for a senior-junior mentoring’, ‘intention participating as mentor or mentee in prospective mentoring program’, ‘contents willing to get mentoring’, ‘formality of mentoring program’. As a result, there is strong needs to introduce the peer mentoring programs for graduating the doctors fitting to the outcomes based on institutional framework, and to cultivate the seniors as mentors through proper educations because the senior's advice or assistance may exert considerable reflections and influences on junior's lives.

Design of an interpersonal climate questionnaire for education research teams / 军事医学

Objective To provide a valid tool for assessment of the interpersonal climate of research teams by develo -ping a team interpersonal climate questionnaire .Methods Based on literature research and panel study , a pilot question-naire was constructed and handed out to a sample of 378 research graduate students in research teams .The analysis of va-lidity and reliability was conducted by SPSS 16.0 and Amos 17.0 for the questionnaire.Results The interpersonal climate in research teams is a two-facet concept , including mentor-mentee dyadic interpersonal relationship .The peer interpersonal relationship.The mentor-mentee dyadic interpersonal relationship consists of five dimensions: identification, support, developmental direction, individualized care , effectiveness of relationship , with the alpha coefficient ranging fron 0.931 to 0.959, while peer interpersonal relationship has only one dimension .Conclusion ①The interpersonal climate is a two-facet, six-dimension concept .②The self-developed interpersonal climate questionnaire achieves satisfactory validity and reliability .

Evaluation on implementing postgraduate psychological mentor scheme in clinical hospitals of ;colleges and universities / 中华医学教育探索杂志

Objective To analyze the psychological condition of postgraduates in clinical hos-pitals of colleges and universities before and after the implementation of psychological mentor scheme so as to evaluate the effect. Methods Quantitative questionnaire (SCL-90 scale) and qualitative fo-cus interview were used to compare psychological condition of postgraduates. Totally 182 copies of questionnaires were sent to two hospitals (A and B) respectively. Then, psychological mentor scheme was carried out in A hospital. Afterwards, 206 and 140 copies of questionnaires were sent again to the hospitals respectively to compare the results. Eight student psychological consultants, 12 postgraduates and 5 postgraduate management staff were enrolled in qualitative focus interview. Excell2003 software was adopted to establish the database and SPSS 11.0 software was used for statistical analysis. Descrip-tive analysis, frequency analysis, t test, chi-square test and variance analysis were adopted for data analysis. P<0.05 signifies for statistically significant difference. Results Mental health status of both groups was better than the national level before the implementation (total SCL score: A hospital=118 . 08 ±36.20; B hospital =100.33 ±22.90). However, SCL-90 score of A hospital was decreased (total SCL score: 102.58 ±25.23) and that of B hospital (total SCL score:134.01 ±38.92) was in-creased (part of items higher than the adult national norm) at one year after conducting psychological mentor scheme. Conclusions Psychological mentor scheme can effectively relieve stress and interper-sonal stress so as to reduce the general psychological problems and can help to improve mental health of the students.

Ser mentor em medicina: uma visão arquetípica das motivações e transformações na jornada / Being a mentor in medicine: an archetypal view on motivations and changes in the journey / Ser mentor en medicina: una visión arquetípica sobre las motivaciones y las transformaciones en la jornada

A tutoria, na modalidade mentoring, tem sido adotada nas escolas médicas como estratégia para oferecer suporte pessoal e estimular o desenvolvimento profissional do futuro médico. O tutor, com papel de mentor, elemento crucial desta relação arquetípica, é pouco estudado em seu desenvolvimento pessoal. Este estudo buscou compreender as motivações de um grupo de tutores e identificar as possíveis transformações ocorridas ao longo do tempo. A investigação consistiu em um estudo qualitativo em que foram entrevistados 14 tutores de um Programa de Tutoria de uma Faculdade de Medicina. Há, entre os tutores, um desejo de restabelecer a antiga, significativa e próxima relação do mestre com o seu discípulo. Simbolicamente, buscam estar em contato com o seu "aluno interno ferido", e dele cuidar. Nessa jornada, podem - mas não necessariamente isso acontece a todos - transformar e ser transformados pelo outro.

Mentoring has been adopted in medical schools as a strategy to support and stimulate the professional development of medical students. However, the literature has seldom focused on the mentor, a crucial element of this archetypal relationship. The purpose of this paper was to understand the motivations of a group of mentors and to identify possible changes that take place over time. It is a qualitative study wherein 14 mentors involved in a Mentoring Program of a Medical School were interviewed. Mentors reveal the desire to recover the old, meaningful and close master-apprentice relationship. Symbolically, they seek to stay in touch and take care of their "internal wounded student". Along the journey, mentors may - but not necessarily will - transform and be transformed by others.

Las Escuelas de Medicina han adoptado la tutoria, en la modalidad mentoring, como una estrategia de apoyo y estímulo para el desarrollo profesional del futuro médico. Hay poca investigación sobre el tutor, que es un elemento crucial en esta relación arquetípica. Este estudio trata de comprender las motivaciones de un grupo de tutores e identificar los posibles cambios que ocurren en el transcurso del tiempo. Se trata de un estudio cualitativo en que se entrevistó a 14 tutores del Programa de Tutoría de una Faculdad de Medicina. Los tutores desean restablecer la antigua relación, significativa y cercana, entre el maestro y su discípulo. Simbólicamente, buscan estar en contacto y cuidar a su "estudiante interno herido". En este camino, los tutores pueden, pero no necesariamente les pasa a todos, transformar y ser transformados por el otro.

Mentoring in the clinical setting: Process, issues and challenges

Abstract: Mentoring in academic medicine requires the trained mentor to commit time, purpose and dedication for the personal and professional development of three categories of protégés or mentees i.e. medical students, the clinician-trainee and the clinical-educator. Conventionally, assigned mentors monitor the progress of the first two categories of personnel as their career pathway is clearly defined. On the other hand the clinician–educator in academic medicine could be a scientist or a career clinician expected to contribute to medical education activities and research. The clinicianeducator has grown in complexity as he multitasks in providing clinical care, assists in delivering the medical curriculum and is expected to do research and publish. Although there is dearth of research in mentoring the clinician-educator, it is clear that mentored clinicaleducators are more productive by way of scientific publications. Trained mentors are expected to identify the needs of the mentee with regards to the level of his career development and his aptitude to move up the academic ladder, successfully nurturing the maturation process. Processes of mentoring in the clinical setting, attributes of the successful mentor and facilitating the mentee in overcoming challenges in academic medicine are discussed.