Medicine Course Research Articles

English in Specialized Communication and its Impact on Spanish Medical Lexicon

Abstract The use of English-written publications (articles, books, book chapters, etc.) in university Medicine classes, in Spanish-speaking settings, results in a direct influence on lexical units in written text and oral discourse, particularly, with respect to prototypical terminological units. The extent of said influence has not been evaluated until now in the Colombian Spanish-speaking university context, which is, like in most countries in the world, a context that responds to the dynamics of the Internationalisation of Higher Education. As we will see in the following empirical study and its results, the use of English-written materials in university Medicine courses in Colombia has an impact on the presence of Terminological Anglicisms in both written texts and oral discourse in Spanish. And this, not surprisingly, does not promote the creation of new native Spanish vocabulary, on the contrary, it is detrimental to the specialized communicative suitability of the local language.

Online monitoring of histology as an adaptive element in medical education

The COVID-19 pandemic has changed teaching in all areas of medical education. The Histology discipline is theoretical-practical in nature and requires practical monitoring for student learning. However, with the implementation of Emergency Remote Education (ERE) due to the pandemic, tutoring also had to undergo adaptations during this period, being offered online mediated by technology. Thus, the objective of this study was to evaluate the importance of online monitoring mediated by technology in the Histology discipline in the first period of Medicine course. For this research, a descriptive, quantitative, cross-sectional, experience report type study was developed. When evaluating the data, it is observed that 94.7% of students attended the monitoring meeting at least once. Among the 3 curricular units that were analyzed, UC-2 was the most attended. When evaluating attendance in all UC, only 23.7% of the 38 students attended. The average grade of these students who participated in all UC was 8.21 points. Furthermore, there was a gradual increase in grades among those attending monitoring meetings, as only 13.1% obtained a grade lower than 06 points in UC-1, 21% in UC-2 and no student obtained a grade lower than 06 points. at UC-3. The results of this study indicate an important collaboration of online tutoring meetings, as they had a positive impact on students' academic performance, indicating that attendance in online tutoring is a key and strategic element that can contribute to students' learning in the subject of Histology.

Overcoming the paradigm of traditional teaching methodology in pharmacology monitoring: innovations in medical education driven by the pandemic

In the course of the last decades there has been a transformation of medical education, aiming to change from a traditional model centered on the teacher to active methodologies, which involve students in a participative, practical and critical way. The pandemic highlighted the importance of differentiated approaches, such as dialoged classes and the inverted classroom. While they bring benefits, they also present challenges, such as preparedness and the necessary infrastructure. Training assessment and Think-Pair-Share (TPS) methodology are also important in this context. Accordingly, the adaptation of the ative methodologies for the teaching of pharmacology is considered relevant for forming doctors prepared for the future demands. The objective of the present study was to report the experience of the monitors in the discipline of Pharmacology in the context of adaptation between the pandemic scenario with remote activities and the return to face-to-face teaching, maintaining the strategy of active methodologies and the formative evaluation, which was initially structured during the pandemic in a digital context. The discipline of Pharmacology offered to the undergraduate course in Medicine of the State University of Rio de Janeiro has therefore started to integrate medical theory and practice, involving classroom, asynchronous and clinical cases. In this way, the teachers teach the subjects and the student monitors, with the supervision of the teachers, select clinical cases based on practical experiences, and use the strategy of the TPS for discussions with small groups of students, which, afterwards, are shared with the whole group. Clinical cases are based on supporting texts, but the discussions encourage the addition of new information to widen the understanding of the discipline. In this context, the monitoring project in Pharmacology involves an active teaching approach, encouraging students to participate in clinical case discussions and broaden theoretical knowledge. This practice enriches academic skills, arouses interest in teaching and is well evaluated by students. The approach aligns with Glasser's learning pyramid, favoring knowledge retention. The use of the TPS methodology promotes collaboration and clinical reasoning and the impact has been positive, which is evidenced by student evaluations and feedback to the discipline and to the monitors. Therefore, the restructuring of the Pharmacology discipline adopted more dynamic and active teaching strategies, seeking to stimulate the active participation of students and critical reasoning. Monitoring played an important role in this approach, promoting debate, proactivity, and clinical skills. The monitoring experience has been positive, deepening the technical knowledge of the monitors and challenging them to constantly improve teaching strategies. Accordingly, the work reflects the importance of more ative, critical medical teaching that is aligned with social demands.

Design and Validation of Clinical Education Curriculum Pattern Based on Social Accountability for General Medicine Course: A Mixed Method Study

Introduction: In the social accountability of the curriculum, all medical education activities are aimed at training doctors who are able to meet the health needs of society. In Iran's medical education system, there is a weakness in responding to the needs of society, and the connection between students and society has gradually weakened. The purpose of this study was to design and validate a clinical education curriculum model based on social accountability for general medicine students. Methods: A sequential exploratory mixed-method approach was used to conduct this study at Tabriz University of Medical Sciences, combining qualitative and quantitative methods. The model was designed using the inductive content analysis method in the qualitative stage and validated through the descriptive-survey method in the quantitative stage. In order to collect data in the qualitative part, the method of studying previous documents, scientific texts and semi-structured interviews with experts and specialists was used, and in the quantitative part, a questionnaire prepared by the researcher was used. The model was developed using the views of 14 professors and 5 general practitioners, selected through purposive and sequential sampling until information saturation was reached. The model was validated by obtaining opinions from 15 experts using a purposeful and criteria-based method. The content validity ratio (CVR) was estimated using the Lawshe's formula. Results: In the qualitative phase, this study identified the characteristics of an ideal clinical education curriculum for a general medicine course based on a social responsibility approach. The characteristics identified were based on the four elements of Tyler's model. Based on the findings of this part of the research, the extracted codes in 114 subcategories and 13 main categories include goals: knowledge, attitude, and skills; Content: clinical sciences and skills, health sciences, behavioral sciences, social and professional ethics, communication and leadership skills, and content organization; Teaching-learning methods: educational strategies, and teaching-learning methods; Assessment methods: performance assessment in vivo, performance assessment in vitro, and essay assignments. In the quantitative phase, the designed model's components and elements underwent validation through expert agreement and received approval with a content validity ratio of CVR=0.81. Conclusion: In the proposed pattern, the clinical competencies required by general practitioners were the main focus of designing, explaining and describing curriculum elements. Also, this model is designed in such a way that it can meet the needs of society and medical students. It is suggested that medical school officials and curriculum planners use the proposed model in designing the curriculum of general medicine courses to enable medical students to respond to the needs of society.

Implementation of Biotechnology Applied to Medicine Course Using Virtual Laboratories: Perceptions and Attitudes of Students

The rapid evolution of biotechnology across various sectors, including agriculture, industry, and medicine, has profoundly transformed our comprehension of the world. Virtual laboratories (VLs) provide an immersive learning experience that can enhance future generations’ understanding of biotechnology’s medical applications. This study investigated the impact of incorporating VLs into a short course on biotechnology applied to medicine on the attitudes and perceptions of third-year medical students (n = 210). A validated questionnaire was employed to assess their perspectives, attitudes, and experience with virtual laboratory platforms before and after the course. The findings revealed a significant positive change in 7/38 questionnaire items (p < 0.05), indicating that the VL experience modified perceptions about biotechnology. This study emphasizes the importance of exploring innovative teaching methods for biotechnology and highlights the advantages of VL in educating future physicians. The primary concerns of the students were the misuse of personal genetic information and biotechnological applications involving animal modification. Overall, the students had a favorable experience using the virtual laboratory platforms. These findings collectively suggest that VL can positively influence perceptions and attitudes toward biotechnology among healthcare professionals.

Development of a Culinary Medicine Curriculum to Support Nutrition Knowledge for Gastroenterology Fellows and Faculty.

Gastroenterologists encounter many nutrition-related disorders in their practice, yet the nutritional needs of patients with chronic gastrointestinal (GI) and liver disease are largely unaddressed by treating physicians, due to suboptimal nutrition education. To address this gap, we developed and piloted a culinary medicine course for a GI fellowship training program. The objective of this study is to describe the development, implementation, and acceptability of the course. A registered dietitian, a chef instructor, and a gastroenterology clinical professor trained in culinary medicine developed the four-class tailored curriculum and delivered the classes remotely. Each class had a theme related to commonly encountered GI disorders and included hands-on meal preparation, a nutrition lecture, and a patient case study discussion. Post-course feedback surveys were disseminated. Twenty-three GI physicians enrolled in the course and the attendance rates in classes 1-4 were 83%, 65%, 61%, and 48%, respectively. Among 15 completed feedback surveys, 80% reported that the class contents were either moderately or extremely useful and all endorsed the curriculum for other gastroenterologists. Future studies of culinary medicine programs tailored to medical specialties should identify strategies to maintain engagement and assess the impact on nutrition knowledge, competencies, and translation of these new skills to clinical practice.

Sichtweisen einer Stichprobe überwiegend jüngerer Ärztinnen und Ärzte zum ärztlich-assistierten Suizid

ZusammenfassungHintergrundAm 26.02.2020 hat das Bundesverfassungsgericht den § 217 StGB, der die geschäftsmäßige Förderung der Selbsttötung unter Strafe stellte, für nichtig erklärt. Seitdem wird eine mögliche gesetzliche Neuregelung diskutiert. Ziel dieser Studie war es, Wissen, Erfahrungen und Einstellungen jüngerer Ärztinnen und Ärzte zur Suizidassistenz zu untersuchen.MethodenVon November 2022 bis März 2023 wurde eine quantitative Umfrage in Fortbildungskursen zur Notfallmedizin, Intensivmedizin und Hämatologie durchgeführt und deskriptiv ausgewertet.ErgebnisseInsgesamt wurden 1163 Datensätze (Rücklaufquote 82,1 %) ausgewertet. 90,8 % der Befragten hatten bereits Sterbende betreut. 62,3 % befürworteten eine Suizidassistenz nur bei Menschen in palliativen Behandlungssituationen, 20,1 % befürworteten Suizidassistenz unabhängig vom Gesundheitszustand des Menschen. 33,1 % wurden bereits um Suizidassistenz gebeten. 3,3 % hatten persönlich bei einer Suizidassistenz mitgewirkt. 71,0 % kannten den Inhalt des Bundesverfassungsgerichtsurteils zum § 217 nicht, 72,0 % waren über die Gesetzesvorschläge zur Neuregelung des assistierten Suizids nicht informiert. 66,4 % sahen Ärztinnen und Ärzte als die richtigen Ansprechpartner, um über die Zulässigkeit eines Suizidwunsches zu entscheiden.DiskussionDie Untersuchung zeigt, dass jüngere Ärztinnen und Ärzte einen deutlichen Unterschied in ihrer Haltung zur Suizidassistenz zwischen Menschen ohne Vorerkrankungen und solchen in palliativen Behandlungssituationen machen. Weitere Untersuchungen über die Ursachen der häufigen Unkenntnis der normativen Grundlagen sind notwendig. Die Ergebnisse legen nahe, dass mehr Aufklärungsarbeit über Suizidalternativen und palliativmedizinische Versorgungsmöglichkeiten geleistet werden muss.

Military Dictatorship and the Faculty of Medicine-USP: the Experimental Medicine Course, 1967-1982.

This article aimed to historically assess the impact undergone by the Faculty of Medicine-USP when it formally supported the military regime established in Brazil from 1964 onwards and the consequences of this support in its daily life. Another objective was unearthing how this context, lived between persecution, prisons, and torture, also intervened in didactic-pedagogical actions, such as the creation of a new model of medical education in 1967, known as the Experimental Course. This course would be immediately attacked by groups that saw it as a communist stronghold and a threat to the tradition of the so-called "Casa de Arnaldo", resulting in the closure of its activities in 1974.

Study on the Effect of Rain Classroom + BOPPPS Teaching Model in the Preventive Medicine Course under the COVID-19 Pandemic

Study on the Effect of Rain Classroom + BOPPPS Teaching Model in the Preventive Medicine Course under the COVID-19 Pandemic

Research on the Application of Flipped Classroom Teaching Method in the Teaching Reform of Hematology Emergency Medicine Course

Research on the Application of Flipped Classroom Teaching Method in the Teaching Reform of Hematology Emergency Medicine Course

Indicators of emotional distress and mindfulness in undergraduate students: a cross-sectional study.

to assess the association between indicators of emotional distress and dispositional mindfulness in health students at a Brazilian federal public university. a cross-sectional study, developed with university students in the health area of a public institution from May to June 2022. In the analysis, multiple linear regression was used using SPSS software. the sample was mostly female, ≤ 22 years old, non-white, studying the first semesters, with a higher prevalence for the medicine course. Students presented moderate dispositional mindfulness scores. It was observed that the variables of stress, depression and current suicide risk were associated with the capacity for mindfulness. knowing the indicators of emotional distress that are related to the potential of mindfulness can contribute as a situational diagnosis to better design strategies that promote the improvement of emotional indicators of health students.

Análise da tuberculose e hanseníase nos projetos pedagógicos das faculdades de Medicina e a relação espacial dos casos

Abstract Introduction: Medical education is crucial for the training of healthcare professionals. In Brazil, medical training has advanced, focusing on the Unified Health System and primary care. The inclusion of tuberculosis and leprosy in the medical curriculum is essential due to the impact of these diseases on public health. Medical schools should ensure that students learn about these diseases to improve health outcomes in the country. Objective: This study aims to analyze how the topics of leprosy and tuberculosis are included in the pedagogical projects of medicine courses at university institutions in the Southern region of Brazil. Method: A documentary and exploratory study with a qualitative approach was conducted. Pedagogical projects were collected between January and August 2023. The analysis of the pedagogical projects focused on identifying the keywords “leprosy” and “tuberculosis” and evaluating how these diseases were addressed in the documents, both in theoretical contexts and in practical teaching intentions. Content units were identified and grouped into two main categories: Theoretical Learning and Clinical-Practical Learning. Results: The results indicated that references to tuberculosis were more frequent than leprosy in the analyzed pedagogical projects. Most institutions prioritize teaching these diseases in the early years of medical school, with little emphasis during the clinical internship phase. Furthermore, the analysis revealed that the teaching of these diseases tends to be more theoretical, with few references to clinical practice. A spatial distribution of leprosy in Santa Catarina was also conducted, correlating the presence of medical courses in certain municipalities with the number of leprosy cases diagnosed in those areas. Conclusion: This study highlights the importance of reviewing and improving the pedagogical projects of medical courses in Santa Catarina to enhance the teaching of leprosy and tuberculosis. This includes incorporating practical approaches and considering the epidemiological relevance of these diseases in the regions where courses are conducted. The study also emphasizes the need to rethink how these topics are taught and how medical students can play an active role in detecting and managing these diseases in the community.

Team-Based Learning online: percepção dos graduandos de saúde e influência do perfil comportamental do estudante

Abstract Introduction: Team-Based Learning (TBL) is an active methodology that has shown to be effective for the training of health professionals. In 2020, due to the COVID-19 pandemic, TBL utilization migrated from the in-person to the synchronous online mode. Objectives: This study aimed to evaluate the perception of health undergraduate students about online TBL and to analyze whether there is a difference regarding this perception between groups of students with different levels of exposure prior to in-person and online sessions of the teaching method, in addition to verifying whether such perception can be affected by the student’s behavioral profile. Method: This is an observational, cross-sectional, descriptive-exploratory level II comparative study with a quantitative approach, carried out in undergraduate Nursing and Medicine courses between September and December 2021. A questionnaire on sociodemographic data was applied virtually, in addition to the Assessment of Student Perception-Team-Based Learning (ASP-TBL) and the DISC Personality Test instruments. Results: Of the 241 participating students, most were females (81%), aged between 20.8 and 24.4 years, who had already attended more than 10 sessions of in-person TBL (90%) and online TBL (53%). Of the 24 ASP-TBL questions, 17 obtained an index equal to or greater than 75% in the sum of the answers “I totally agree”/“I agree”, values considered as a positive perception in this study. Students exposed to more than 10 online TBL sessions had a significantly more negative perception in three of the four dimensions of the ASP-TBL, when compared to less exposed students. The group that had participated in more than 10 in-person TBL sessions had a significantly more negative perception in only one dimension of the instrument, when compared to the less exposed ones. The main DISC Personality test factor found among the participants’ behavioral profiles was submission (“S”). There was no correlation between the student’s behavioral profile and their perception of the method in the online version. Conclusions: There was a favorable perception of health undergraduate students regarding online TBL. Previous prolonged exposure to the method, both online and in-person, represented a significant difference in the students’ perception of online TBL. There was no evidence of the influence of the student’s behavioral profile on their perception of the teaching method.

Afiliação dos estudantes negros e/ou de camada popular ao curso de medicina: uma revisão de literatura

Abstract This article’s theme is the affiliation of black and/or low-income students to the school of medicine and aims to present a literature review carried out by bibliographical survey in the Catalog of Theses & Dissertations repositories, from the Coordination for the Improvement of Higher Education Personnel (henceforth Capes – Portuguese acronym that stands for Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) portal, Brazilian Digital Library of Theses and Dissertations (henceforth BDTD – Portuguese acronym that stands for Biblioteca Digital Brasileira de Teses e Dissertações), Scientific Electronic Library Online (Scielo) and Google Scholar. The descriptors used were “affiliation (afiliação)”, “black student (estudante negro)”, “low-income student (estudante de camada popular)”, “quota holder (cotista)”, “medicine course” (curso de medicina)” and “Coulon”, combined with the Boolean logical operator “and”. The searches privileged the Portuguese language, as it is the Brazilian university context and, after refinement, considering the temporal delimitation of the last five years and the relevance to the epistemological focus given to the study, 20 productions were selected. The results suggest that black and/or lowincome students are still the first in their families to enter university, which is perceived by them as a space for resignification and social mobility. Racial, social, and economic matters permeate their entire university trajectory. It is perceived that the quality of life of these students is compromised so that they can achieve academic success. Therefore, the relevance of welcoming and the involvement of the university in the process of affiliation of black and/or popular students and the absence of analysis of subalternity relationships in Coulon’s concept of affiliation are considered.

Evaluation of Attitudes of Nursing Students Taking Internal Medicine Course Towards E-Learning

Evaluation of Attitudes of Nursing Students Taking Internal Medicine Course Towards E-Learning

Impressão 3D na relação médico-paciente, relato de experiência da integração entre ensino, inovação e assistência

ABSTRACT Introduction: In the literature, several articles demonstrate patient satisfaction and better understanding of the information transmitted by the medical team, with the aid of three-dimensional pieces. Education and health are inseparable and interdependent practices, they have always been articulated, and considered crucial elements in the action process of health professionals. Thus, teachers and students of the medicine course at Universidade Federal de Pernambuco created a university extension project that aimed at the use of anatomical models printed in 3D, for the education of patients in the orthopedics and traumatology outpatient clinic. Experience Report: Over the six months of the project, 77 patients were assisted and the project employed the work of 3 teachers and 18 undergraduate students, totaling 98 people involved in the project. The actions were divided into 2 blocks: the first consisted of training the students and, in the second, the students visited the outpatient clinic, accompanied by a specialist physician in charge and used pieces printed by the students themselves, to guide the patients regarding their respective condition and provided guidance on therapy using these printed pieces. Discussion: the possibility of using this tool as an aid in medical communication opens up a vast horizon of application of 3D printing in health education. This, in turn, favors the improvement of health promotion in less developed regions, since this interaction between the health team and the community allows the promotion, protection and recovery of health, based on a horizontal dialogue, valuing and respecting the users of the health system, aiming to make them an agent and protagonist of the health and disease process. Conclusion: It can be concluded, therefore, that extension projects such as this one have enormous potential to generate impacts on medicine, the academic community and the assisted population, especially the less educated ones.

The need for mandatory autopsy teaching in Forensic Medicine for medical students.

The effectiveness of the autopsy as an educational tool in forensic medicine courses has been widely acknowledged, and medical students were expected to attend regularly. Nevertheless, the use of autopsies for teaching has dramatically declined in recent years and worldwide despite their high-value benefits. This study aims to understand the importance and relevance of attending autopsies during forensic teaching sessions and identify any challenges that may impede attendance. A self-administered online questionnaire that assesses the knowledge, attitudes, and practices related to autopsies attendance was distributed to fourth-year medical students at the National Defence University of Malaysia and Universiti Sains Islam Malaysia. A total of 99 respondents were involved in this study. Our findings indicate that most respondents (over 85%) demonstrated good knowledge of forensic medicine. Pearson's statistical test revealed a significant correlation between the knowledge and students' attitudes toward autopsy. This study demonstrates the need to strategically integrate autopsy attendance into medical curricula to encourage constructive attitudes and practices among medical students. Students gain the most benefits from frequently attending autopsies. Passionate educators can conduct preparatory sessions to set expectations and address concerns, encourage students to process their experiences, and reinforce learning outcomes in the mortuary setting. Mandatory autopsy teaching should be integrated into the curriculum to ensure medical students have the necessary skills and knowledge to become competent doctors.

Insights Into Modern Undergraduate Ultrasound Education: Prospective Comparison of Digital and Analog Teaching Resources in a Flipped Classroom Concept - The DIvAN Study.

Purpose Sonography training has become an important part of university medicine courses. This study explores the impact of digital and analog teaching resources on learning outcomes, knowledge retention, and student preferences and motivation in a flipped classroom setting. Materials and Methods This prospective controlled study involving two groups of third-year medical students included a voluntary three-day compact ultrasound course given in a flipped classroom, comprising 26 teaching units of 45 minutes each. Hardcopy lecture notes (control group) and E-learning (study group) were used as teaching resources. Evaluations were conducted before (pre) and during the preparation phase (intermediate), and after (post) the face-to-face course. Likert scale responses, written theory tests with very short answer questions (Theorypre, Theoryinter, Theorypost), and practical examinations (Practiceinter, Practicepost) were used for student self-assessment and to measure attitude, motivation, as well as theoretical and practical skills. Results A total of N=236 complete data sets (study group n=136; control group n=100) were analyzed. Both groups showed an equivalent initial level of, and a continuous and significant (p<0.01) increase in, subjective and objective skills over the evaluated time frame. The study group achieved significantly (p<0.05) better results in Theoryinter, Theorypost, Practiceinter, and Practicepost. The study group evaluated their teaching resource and the training concept significantly (p<0.05) better. Conclusion The integration of digital resources into sonography education provides comparable learning outcomes to traditional analog materials, enhancing the preparatory phase. In the future, digitally supported training should be used more.

A Guide to Opportunities and Challenges of Developing a Virtual Reality Simulation for Disaster Medicine Courses: A Letter to Editor.

A Guide to Opportunities and Challenges of Developing a Virtual Reality Simulation for Disaster Medicine Courses: A Letter to Editor.

The evolution of the medicine course at the Institute of Health and Biotechnology of the Federal University of Amazonas in the municipality of Coari/AM, and its current implementation status

The implementation of the medicine course in Coari-AM is a recent achievement for the city and the entire Middle Solimões region, crucial to addressing the shortage of doctors in the Northern Region, which has an average of about 1.4 doctors per thousand inhabitants across all its states, representing some of the worst indicators in Brazil. Thus, aiming to understand the history of the implementation of the medicine course at the Institute of Health and Biotechnology (ISB) in Coari at the Federal University of Amazonas (UFAM) and the current state of implementation, the objective of this work was to report the historical facts about the implementation of this course based on a substantiated analysis of the current work reality offered to the medical faculty involved. For this purpose, the perspectives of the faculty who worked on the implementation of the course were investigated, the causes leading to the attrition of medical professionals from the ISB were diagnosed, and measures were proposed to retain these professionals in this Institute. This work is justified because conducting a historical survey of the implementation of the medicine course at the ISB in Coari is necessary to obtain an accurate diagnosis of the current causes of attrition among faculty in this medical undergraduate program. As a result, it was found that for the purpose of implementing the course, only one building was constructed, but it was not equipped. There was institutional failure in developing a job profile for the hiring of faculty for this course, so only twelve professors with a medical background were hired. The same happened with administrative staff, so there are only two permanent employees specifically supporting this course.