Enseñando medicina en tiempos de pandemia: una experiencia desde el curso Salud Mental / Teaching medicine in pandemic times: An experience from mental health rotation

RESUMEN Introducción: la pandemia por la COVID-19 llevó a la implementación de medidas de protección en diversos ámbitos de la sociedad. Bajo esta premisa, en todos los niveles de la educación en Colombia se cancelaron las clases presenciales, ocasionando el cese asistencial de los estudiantes de medicina en los hospitales donde realizaban sus practices clínicas. Objetivos: describir las estrategias educativas aplicadas para continuar con las rotaciones clínicas, garantizando el desarrollo de las competencias necesarias en el programa de salud mental. Métodos: la rotación en salud mental del pregrado Medicina, posterior al aislamiento preventivo decretado por el gobierno colombiano, se empezó a realizar de manera virtual y remota con el uso de diversas herramientas tecnológicas. Con la apertura parcial se implementaron actividades semipresenciales y con pacientes reales. Se realizaron actividades sincrónicas y asincrónicas que incluyeron el aprendizaje de recursos tecnológicos, telesimulación, seminarios, talleres, Desarrollo de casos y clubes de revistas, entre otros. Resultados: la virtualidad permitió, además de brindar un aprendizaje de calidad, generar espacios de acompañamiento personalizado a los estudiantes por la situación relacionadacon la pandemia, así como el diseño de estrategias de enseñanza y mecanismos de evaluación novedosos. Conclusiones: la experiencia del cambio de la educación presencial a la virtual permitió múltiples aprendizajes personales y técnicos, y la implementación de nuevas metodologías y herramientas tecnológicas, obteniendo resultados favorables en la ejecución del curso y la evaluación de él mismo con una adecuada satisfacción, tanto en los docentes de psiquiatría como en los estudiantes.

SUMMARY Introduction: The COVID-19 pandemic led to the implementation of diverse safety measures in various aspects of society. Traditional in-person classes were canceled under this premise at all levels of education in Colombia, causing medical students to stop assisting to hospitals for their clinical practices. Objectives: Describe educational strategies applied to continue clinical rotations, securing the development of the necessary competences in the mental health program. Methods: The Medicine School's clinical rotation on mental health started being instructed virtually and remotely using diverse technological tools after the Colombian government decreed a preventive lockdown. Mixed modality activities with real patients restarted once lockdown was partially lifted. We performed synchronous and asynchronous activities that included learning using technological resources, telesimulation, seminaries, workshops, case developments, and journal clubs, among others. Results: Virtual instruction generated personalized tutorship spaces, the design of adapted teaching strategies and novel evaluation mechanisms while maintaining the quality of learning. Conclusion: The change from traditional in-person education to a virtual learning produced multiple personal and technical lessons with the implementation of new methodologies and technological tools, obtaining favorable results in execution, evaluation, and psychiatry teacher's and student's satisfaction.

Aprendizaje basado en juegos: propuesta de técnica-enseñanza en médicos becarios / Game-based learning: proposal of teaching technique in medical fellows

Introducción: los juegos son una técnica de aprendizaje de alto valor educativo que contribuye al desarrollo del sistema cognitivo, emocional y psicológico. El Semáforo es un instrumento que evalúa la percepción del aprendizaje y el nivel de diversión del alumno. Objetivo: proponer una técnica de enseñanza-aprendizaje basada en juegos en personal médico becario. Material y métodos: estudio cuasi experimental, muestra no probabilística consecutiva, en 42 médicos becarios (residentes de Medicina Familiar, pasantes de servicio social y en internado de pregrado). Se hizo un tablero de identificación de imágenes de patologías dermatológicas. Se otorgó consentimiento informado y se formaron equipos de dos integrantes. A cada uno se le dio un tablero y se hicieron preguntas entre ellos, referentes a la patología dermatológica que tenía esos signos y por medio de discriminación llegaron al diagnóstico. El tablero se basó en el juego ¿Adivina Quién? Se aplicó el instrumento Semáforo. Para la estadística, se usaron medidas de tendencia central, desviaciones estándar, rangos y chi cuadrada. Resultados: fueron 47 médicos becarios (61.7% mujeres); la mayoría (40.4%) tuvo de 31 a 40 años. Fueron residentes 74.5%, pasantes 14.9% e internos 10.6%. En el instrumento Semáforo en ambas preguntas (¿Cuánto crees que has aprendido en clase?, ¿Cuánto te has divertido en clase?) la respuesta fue mucho en 76.6%. Hubo chi cuadrada significativa para la edad y el sexo. Conclusiones: el juego es una opción muy viable para ser aplicada al proceso enseñanza-aprendizaje

Background: Games are a learning technique of high educational value that contributes to the development of cognitive, emotional and psychological systems. The Traffic Light is an instrument that evaluates the perception of learning and the student's level of fun. Objective: To propose a game-based learning teaching technique in fellow medical personnel. Material and methods: Quasi experimental, consecutive non-probabilistic sample, in 42 medical interns (residents from Family Medicine, social work interns, and undergraduate fellow students). A board was made to identify images of dermatological pathologies. Informed consent was given, teams of 2 people were formed. Each one was given a board, they began to ask each other about the dermopathology described by these signs and through discrimination they reached the diagnosis. This board is based on the board game Guess Who. The Traffic Light instrument was applied. For the statistical analysis it was used measures of central tendency, standard deviations, ranges, and chi-squared. Results: 47 male medical interns (female 61.7%). 40.4% were 31 to 40 years. 74.5% were medical residents, 14.9% social work interns, and 10.6% undergraduate fellow students. In the Traffic Light instrument in both questions (How much do you think you have learned in class? and How much fun did you have in class?), the answer was a lot in 76.6%. There was significant chi-squared for age and sex. Conclusions: The game is a very viable option to be applied to the teaching-learning process

Perfil epidemiológico de estudiantes que consultaron al servicio de salud de una universidad / Epidemiological profile of undergraduate students who attended a college health service office / Perfil epidemiológico de estudiantes que consultaam o serviço universitário de saúde

Objetivo. Describir los primeros veinte diagnósticos-motivos de consulta y su distribución demográfica en estudiantes universitarios. Materiales y métodos. Se hizo un estudio transversal en el cual la fuente de información fue la base de datos de los motivos de consulta del Servicio de Medicina General de la Universidad El Bosque. Se incluyeron estudiantes que consultaron al servicio de medicina entre el 14 enero de 2015 y el 9 junio de 2016. Para el análisis estadístico se utilizaron las pruebas de ji al cuadrado de Pearson y la t de Student. La comparación de grupos fue por sexo, tipo de estudiante (colegio, cursos preparatorios, pregrado y posgrado), jornada (mañana y tarde), periodo académico y tipo de programa de pregrado. Resultados. Los 20 diagnósticos incluidos representan el 64,35 % de todos los registrados; los tres diagnósticos más frecuentes fueron enfermedad diarreica aguda (11,5 %), rinofaringitis viral aguda (5,9 %) y cefalea (5,8 %). Se encontró diferencia en la distribución de los 20 diagnósticos entre hombres y mujeres, tipo de estudiantes, jornada diurna o nocturna, periodo académico y tipos de programa de pregrado (p<0,05). Conclusiones. Los principales diagnósticos-motivos de consulta fueron la enfermedad diarreica aguda, la cefalea, el trauma y la rinofaringitis viral aguda (resfriado común). La manera en que se distribuyen los diagnósticos entre los subgrupos descritos, sugieren una evaluación e intervención diferencial, bien sea por diagnóstico, sexo o programa académico.

Objective: To describe the top leading 20 motives of consultation and their demographic distribution amongst undergraduate college students Materials and Methods: This is a cross-sectional study. Data was gathered through Universidad El Bosque general medicine health services attendance database. The time period for data gathering was from January 14th, 2015 to June 9th, 2016. Statistical analysis implied the use of Pearson Chi-square and T tests. Comparison between groups was done by sex, Student category (school, preparatory course, undergraduate and graduate), school day, academic term and undergraduate academic program. Results: The 20 leading diagnoses account for 64,35% of all of the diagnoses recorded. Acute Diarrheic Disease (11.5%), Acute Viral Rhino pharyngitis (5.9%) and Headache( 5.8%) ere the most common diagnoses. Differences in diagnoses were found between sexes, student category and undergraduate academic programs (p<0,05).Conclusions: The main diagnoses were Acute Diarrheic Disease, Acute Viral Rhino pharyngitis and Headache. Their distribution patterns suggest the need for differential assessment and intervention.

Objetivo: Descrever os primeiros vinte diagnósticos e motivos de consulta, assim como a sua distribuição demográfica em estudantes universitários. Materiais e métodos: Estudo cross-sectional cuja fonte de informação foi a base de dados de motivos de consulta no serviço de medicina geral da Universidad El Bosque. O objeto de pesquisa são estudantes que consultaram o serviço de medicina entre o 14 de Janeiro de 2015 e o 09 de junho de 2016. A análise estatística foi baseada em provas Chi2 de Pearson e t de student; a comparação de grupos foi por sexo, tipo de estudante (Colégio, graduação, pós-graduação), período acadêmico e tipo de programa. Resultados: Os 20 diagnósticos representam o 64,35% de todos os diagnósticos registrados; os três diagnósticos mais frequentes foram EDA (11.5%), Rinofaringite viral aguda (5.9%) y cefaleia (5.8%). Há diferenças na distribuição dos 20 diagnósticos segundo as variáveis consideradas. Concluções: Os principais diagnósticos motivos de consulta foram EDA, cefaleia, trauma e Rinofaringite viral aguda (resfriado comum). A distribuição dos diagnósticos entre os subgrupos descritos, sugerem avaliações e intervenções diferenciais, por diagnóstico, sexo e programa académico

Aspirações Médicas: Análise dos Alunos do Internato das Instituições de Ensino Superior do Estado do Pará / Medical Aspirations: Analysis of Medical Students Boarding at Higher Education Institutions of Para

RESUMO Este estudo tem como objetivo analisar a aspiração profissional dos alunos do internato de medicina das instituições de ensino superior do Estado do Pará. Foi realizado um estudo comparativo, prospectivo e analítico com 255 alunos, por meio de protocolos próprios, que contêm informações sobre as intenções dos futuros médicos. Observou-se que 100% desejam se especializar, sendo que para 85,9% dos estudantes da instituição privada e 76,5% das instituições públicas o primeiro objetivo após o término do curso é a residência médica. As principais especialidades escolhidas foram, em ordem decrescente: Cirurgia Geral, Pediatria e Oftalmologia. Um percentual significativo dos participantes pretende seguir a carreira docente e 67,4% e 70% dos alunos das instituições privada e pública, respectivamente, almejam ingressar no mestrado e doutorado. Conclui-se que a maioria dos estudantes das IES do Pará pretende se especializar por meio da residência médica, mestrado/doutorado e seguir a carreira docente, sendo motivados, principalmente, pela afinidade com a área escolhida, estimulados pelos professores das áreas afins.

ABSTRACT The study aims to analyze the professional aspiration of students in medical internships from Higher Education Institutions (HEI) of Para. A comparative, prospective and analytical study was conducted with 255 students using a survey which gathered information about the intentions of the future physicians. It was found that 100% of the students want to specialize, and for 85.9% of students from private institutions and 76.5% from public institutions, the primary aim after concluding the course is to complete a medical residency. The most popular specialties were, in descending order: general surgery, pediatrics and ophthalmology. A significant percentage of the participants intend to follow a teaching career and 67.4% and 70% of students from private and public institutions, respectively, aim to continue to study for a Masters Degree and PhD. In conclusion, most higher education medical students in Para intend to specialize by means of residency, MD/PhD and follow a teaching career, being primarily motivated by their affinity to the chosen area.

Big Sib Students’ Perceptions of the Educational Environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory

Background: A cross-sectional descriptive study was conducted among Big Sib students to explore their perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia (USM) and its weak areas using the Dundee Ready Educational Environment Measure (DREEM) inventory. The DREEM inventory is a validated global instrument for measuring educational environments in undergraduate medical and health professional education. Method: The English version of the DREEM inventory was administered to all Year 2 Big Sib students (n = 67) at a regular Big Sib session. The purpose of the study as well as confidentiality and ethical issues were explained to the students before the questionnaire was administered. Results: The response rate was 62.7% (42 out of 67 students). The overall DREEM score was 117.9/200 (SD 14.6). The DREEM indicated that the Big Sib students’ perception of educational environment of the medical school was more positive than negative. Nevertheless, the study also revealed some problem areas within the educational environment. Conclusion: This pilot study revealed that Big Sib students perceived a positive learning environment at the School of Medical Sciences, USM. It also identified some low-scored areas that require further exploration to pinpoint the exact problems. The relatively small study population selected from a particular group of students was the major limitation of the study. This small sample size also means that the study findings cannot be generalised.

O humanismo na perspectiva de estudantes de Medicina da UFAL / Humanism from the perspective of medical students at UFAL

Este artigo apresenta uma pesquisa que analisa as concepções de humanismo e suas contribuições para a formação médica, na ótica discente, no âmbito do curso de Medicina da Universidade Federal de Alagoas, no período compreendido de novembro de 2006 a julho de 2007. A metodologia escolhida foi a de realização de cinco grupos focais, nos quais foram coletados os depoimentos de 73 estudantes, analisados posteriormente por meio de referencial sobre as práticas discursivas. Os resultados encontrados destacam três aspectos acerca do que o estudante observa e vivencia: na relação com a instituição, o curso e os sentimentos que surgem no seu processo como aprendiz; sobre a relação aluno-professor no curso médico; e, por fim, sobre a relação médico-paciente e demais pessoas com quem o médico interage em seu exercício profissional. Surgiram elementos indicativos de um aprendizado entremeado de sinais de contrariedade, irritação, impaciência e intolerância com os professores e seus métodos e com a instituição. A humanização não é sentida nas práticas pedagógicas da formação médica, embora seja priorizada nos espaços formais iniciais do curso médico.

This article presents the results of a study on humanist concepts and their contribution to medical training from the students' perspective in the School of Medicine at the Federal University in Alagoas, Brazil, from November 2006 to July 2007. The methodology included five focus groups in which statements by 73 students were recorded and subjected subsequently to discourse analysis. The results feature three aspects in: students' observations and experiences in the relationship to the institution and course and the feelings that emerge in their learning process; the student-faculty relationship during medical school; and the physician-patient relationship and physicians' interaction with others during their professional practice. The study detected elements that indicate a learning process interspersed with signs of dissatisfaction, irritation, impatience, and intolerance towards professors and their teaching methods and the institution. Humanization is not perceived in the teaching practices during medical training, although it is prioritized in the initial formal spaces of medical school.

Enfoques de Estudo de Alunos de Medicina

Resumo: Examina-se que falares afetam o enfoque de aprendizagem de alunos de Medicina, mediante a aplicação do Inventário de Enfoques de Estudo desenvolvido por Entwistle e colegas, o qual identifica três orientações de estudo: significativa, reprodutiva e estratégica. Uma versão abreviada do Inventário foi administrada a alunos de Medicina no início do terceiro semestre e no decorrer do quinto semestre do curso. Foram obtidos dados de características dos estudantes, da avaliação inicial do curso e do rendimento acadêmico no semestre da iniciação clínica, e medidas suas relações com os escores de orientação de estudo. Os resultados revelam que a escala de orientação significativa mostra escores mais elevados que as demais, diferencia grupos (segundo sexo e nível de motivação), apresenta associação significante com a escala de orientação estratégica e com medidas de avaliação do curso e de rendimento acadêmico, e tem estabilidade moderada. As implicações dos achados são comentadas. O perfil de orientação de estudo fornecido pelo Inventário utilizado pode ser útil para monitorar as dimensões de variação do enfoque de aprendizagem adotado por estudantes nos diversos contextos do ensino médico.

Summary: Which learning approach is predominant among medical students? This article addresses the question by the use of the Approaches to Studying Inventory (ASI), developed by Entwistle et al. This questionnaire identifies three study orientations: meaning, reproductive, and strategic. A short version of ASI was administered to medical students at the start of the third term and during the fifth term of the medical program. Student descriptors and measures of course evaluation and student assessments were also obtained. The results show that the scale of meaning orientation has moderate stability and higher scores than the others. The scale differentiates between groups by sex and level of motivation and shows significant association with strategic orientation and measures of course evaluation and academic achievement. ln conclusion, the study orientation profile derived from ASI may be useful for monitoring the dimensions of variation of the learning approaches adopted by students in the different contexts of their medical education.

Discussion on the Necessity and Demand of the Training for Professional Personality of Medical Student-One of the Research on Medical Professional Personality / 中国医学伦理学

With the development of knowledge economy, society has more and more high demand for professional quality. Medical students are the reserve talents for the health care industry of our country, so it plays an important role in keeping people's health by improving the professional quality of medical students. Therefore, we should put more emphasis on the education of professional consciousness, professional moral, professional spirit, professional ideal and professional rights and interests, making students form the healthy medical professional personality, to establish the foundation for the sustainable development of the health care industry.

Discussion on Students' Common Problems During Medical Microbiology Experiment Practice / 微生物学通报

As a major ingredient of high medical college education,experiment practice plays an important role for medical students in integrating the medical theory with practice,training their capability of analyzing and thinking to definitively solute the problems in their study.Microbiology experiment is characterized with strong comprehensiveness and manipulation,which requests the students both aseptic operation and consciousness of bio-safety.To promote the student's comprehensive diathesis and to improve the experiment teaching quality,several common problems of students in medical microbiology experiment practice were analyzed and discussed in this article.