Medicine Course Research Articles

Implementation of telemedicine as a medical practice in the undergraduate curriculum

Our study aimed to develop a project to implement telemedicine, using the ProntLife platform, in the clinical and internship cycles of the undergraduate Medicine course at two institutions in the Inspirali group, UNIBH and FASEH, with UNIBH located in Belo Horizonte ( BH), and FASEH in Vespasiano, metropolitan region of BH, Minas Gerais, Brazil. Methodologically, the study is descriptive, qualitative and quantitative. The data taken from ProntLife were treated through content analysis, thematic modality. Furthermore, a literature review was carried out using the PUBMED, LILACS and SCIELO databases. We demonstrate the importance of using telemedicine in simulated practical activities and in the outpatient clinics of Medicine courses, where the positive effects on the training of undergraduates can be assessed, both in skills and competencies, as well as providing vulnerable groups with greater access to health care. It is worth noting that all the positive points reported impact the health services that partner with medical teaching institutions.

Challenging the ordinary: A healthcare education partnership between universities in the UK and Egypt

Introduction: In 2016, a new university opened in Egypt that sought to ‘challenge the ordinary’ in a country with a long and rich heritage of knowledge production. Newgiza University (NGU), located adjacent to the ancient pyramids of Giza outside Cairo, launched with a foundational focus on health sciences, through undergraduate courses in medicine, dentistry, and pharmacy. Each programme was co-developed through an academic collaboration with University College London (UCL), a high-ranking, research-intensive, UK university. Methods: As the collaboration passes a key juncture of graduating the first cohorts of doctors, dentists, and pharmacists from these courses who embark on their professional careers, we examine and reflect on the journey to date. In particular, this article reviews the growing academic literature about international partnerships in medical education, describes how curricula, assessments, and management structures in the three NGU healthcare courses were adapted and finessed to fit the Egyptian context, and shares the lessons learnt by the academic leadership teams responsible for this challenging but stimulating collaboration project. Results: The collaboration between NGU and UCL is an example of an international education partnership approach that seems to be growing in popularity globally. The overriding importance of building trust and respect between partners was clear in this collaboration, as was the need for clear communication channels to guide the necessarily complex decision-making that underpinned it. Conclusion: Given inevitable power imbalances in such collaborations, critical examinations of their impacts on organisations, staff, and students are an important research priority in the future.

An Artificial Intelligence–Supported Medicinal Chemistry Project: An Example for Incorporating Artificial Intelligence Within the Pharmacy Curriculum

ObjectiveThis study aims to integrate and use AI to teach core concepts in a medicinal chemistry course and to increase the familiarity of pharmacy students with AI in pharmacy practice and drug development. Artificial intelligence (AI) is a multidisciplinary science that aims to build software tools that mimic human intelligence. AI is revolutionizing pharmaceutical research and patient care. Hence, it is important to include AI in pharmacy education to prepare a competent workforce of pharmacists with skills in this area. MethodsAI principles were introduced in a required medicinal chemistry course for first-year pharmacy students. An AI software, KNIME, was used to examine structure-activity relationships for 5 drugs. Students completed a data sheet that required comprehension of molecular structures and drug-protein interactions. These data were then used to make predictions for molecules with novel substituents using AI. The familiarity of students with AI was surveyed before and after this activity. ResultsThere was an increase in the number of students indicating familiarity with use of AI in pharmacy (before vs after: 25.3% vs 74.5%). The introduction of AI stimulated interest in the course content (> 60% of students indicated increased interest in medicinal chemistry) without compromising the learning outcomes. Almost 70% of students agreed that more AI should be taught in the PharmD curriculum. ConclusionThis is a successful and transferable example of integrating AI in pharmacy education without changing the main learning objectives of a course. This approach is likely to stimulate student interest in AI applications in pharmacy.

강의계획서에 기반한 의과대학 교육과정 분석

This study aims to analyze the syllabi of all courses in the A Medical School curriculum, including basic medicine, preclinical, clinical practice, medical humanities and social sciences, and student research programs. The purpose is to evaluate the appropriateness of each component and utilize the results as a basis for curriculum improvement. The main research findings are as follows. First, the curriculum objectives present clinical competence, competence as a medical scientist and educator, and competence as a professional and leader in order to achieve the graduation outcomes of the medical school. However, there are not many courses dealing with professional and leadership competencies in the basic medicine and preclinical education courses, so they need to be strengthened through curriculum improvement. Second, various teaching methods such as lectures, PBL, practice, discussion, and presentation are utilized. Appropriate teaching methods are used according to the characteristics of each course. Third, student assessment is conducted through written exams, assignments, practice, and learning attitude to evaluate knowledge, skills, and attitude. Written exams, learning attitude, and attendance are mostly included in all courses. Fourth, feedback is an essential element of competency-based education. A Medical School plans feedback for each course, and the feedback plan was more than 80%. When feedback was planned as a group, it mainly consisted of quizzes and problem solving, and the proportion of individual feedback was high in the clinical practice and student research courses. Although most courses have feedback plans, it is necessary to specify the timing and method of feedback. Through the results of the study, it was confirmed that the A Medical School curriculum has a foundation for competency-based education, but some courses need improvement. It is expected that the quality of medical education will be improved if the syllabi are appropriately established and implemented in the future.

Handling the desire to die– evaluation of an elective course for medical students

BackgroundThe desire to die can occur in palliative care patients with a prevalence of up to 22%. Not every desire to die is accompanied by a pressure to act, but usually by a burden that can arise from various factors. To address this burden appropriately, health care workers should be trained. Based on an evaluated course on handling the desire to die, an elective course for medical students was developed and evaluated. In order to identify the impact of the elective course’s content, a comparison of attitudes towards assisted dying with two other participant groups was conducted. Therefore, three questions from the evaluation of the elective course were used.MethodOnline evaluation of the elective and questions addressing attitude were assessed using a five-point Likert scale. The specific outcome-based assessment was determined using the Comparative Self-Assessment Gain. The main participant group (group 1) were students who took the elective. The additional survey on attitudes towards assisted dying included undergraduate medical students who had taken compulsory palliative care courses (group 2) and physicians who had taken an introductory course in intensive care or emergency medicine (group 3).ResultsGroup 1 (n = 13, response rate rr = 86.7%) was very satisfied with the blended learning format (100%) and the course itself (100%). They were able to deepen their knowledge (81.0%) and train skills (71.2%) through the course. In the additional surveys, there were 37 students in group 2 (rr = 66.1%) and 258 physicians in group 3 (rr = 73.6%). Willingness to assist with or accompany the various options for assisted dying varied according to the type of assistance. Among the participants, it can be summarised that the highest willingness was shown by the students of group 2 followed by the physicians of group 3 and the students of group 1.ConclusionsA course on handling the desire to die of palliative patients can deepen knowledge and train communication skills and thus support self-confidence. Dealing with the background of the desire to die, knowledge about assisted dying, but also one’s own attitudes and responsibilities can influence the attitude towards assisted dying.

Exploring the effectiveness of virtual and in-person instruction in culinary medicine: a survey-based study

BackgroundCulinary medicine, which has recently increased in popularity in medical education, incorporates food and nutritional interventions with principles of disease prevention and treatment. The ultimate goal is to improve overall health outcomes. The growing prevalence of diet-related chronic diseases indicates the need for physicians to have a deeper understanding of the interplay between nutrition and disease. Incorporating culinary medicine into medical education can equip medical students with the necessary skills and knowledge to promote better patient outcomes. The purpose of this study was to evaluate students’ perceptions of their foundational knowledge of a culinary medicine course after completion of the course for first- and second-year medical students at the PCOM (Philadelphia College of Osteopathic Medicine). We will also examine the difference between methods of instruction in relation to constructs discussed of knowledge gained and enjoyment of the course.MethodsThis retrospective cohort study was conducted using SurveyMonkey by Momentive. Data were collected from osteopathic medical students who enrolled in a culinary medicine course at the PCOM from 2018 to 2022 through the completion of a post-course survey. The methods of instruction included either a virtual or in-person classroom. The statistical analysis for this study was conducted using IBM SPSS Statistics version 28. To compare methods of instruction, the statistical analyses used included descriptive statistics, chi-square analysis, one-way ANOVA, and independent sample one-sided t tests.ResultsA total of 360 out of 430 participants, spanning the years 2018 to 2022, completed the course requirements and participated in the online survey. There was a valid sample size of 249 for the in-person group and 111 for the virtual instruction group. The knowledge gained construct consisted of five survey questions, for a total possible score of 25, while the enjoyment construct consisted of two questions, for a total possible score of 10. A statistically significant difference in knowledge gained was identified by one-way ANOVA, F (4,355) = 3.853, p =.004. Additionally, there was a statistically significant difference in enjoyment of the course between class years, F (4,356) = 11.977, p <.001. Independent sample t-tests revealed a statistically significant difference in enjoyment between the two methods (p <.001) even after accounting for unequal variances, with Cohen’s d equal to 0.807, indicating a moderate effect size.ConclusionsThe findings of this study suggest that overall, students were highly satisfied with the Culinary Medicine course over a five-year period. The study suggested that students who participated in in-person courses benefitted more than did the virtual students in terms of knowledge gained and enjoyment. The 360 students who completed the Culinary Medicine course were highly satisfied with the information and skills they acquired.

Student perception of the use of Information and Communication Technologies in undergraduate course in veterinary medicine

The aim of this study was to assess the perception of undergraduate students in Veterinary Medicine regarding the use of Information and Communication Technologies at a Higher Education Institution in São Luís - MA. To this end, a descriptive and quantitative exploratory study was carried out with 47 regularly enrolled students, using a questionnaire with closed questions applied using the Google forms®platform to collect data. It was observed that the vast majority of students have a computer, but use their smartphone as their main means of accessing the internet. They surf for more than 3 hours a day for entertainment, research and communication purposes. It was also observed that the students have a good knowledge of digital tools and say that it is important to use technological tools to understand the content, as they facilitate learning and report that these technologies should be used in all subjects on the course. Increasingly, the use of Information and Communication Technologies (ICTs) is part of theoretical and practical studies in all areas of knowledge. And this study has made it possible to reflect on its intensification and use in veterinary medicine courses.

Vaccine Hesitancy, Knowledge, and COVID-19 Vaccination in a Sample of Italian and Albanian Healthcare Students Attending an University in Albania.

Vaccine hesitancy (VH) has increased over the past decade with large geographical variations between countries, posing a threat to global public health. This phenomenon is growing in the general population as well as among healthcare workers (HCWs), who are the most reliable source of vaccine-related information for patients. Special attention must therefore be paid to medical students, who are the future HCWs. We conducted a cross-sectional study (November 2022-January 2023) on all the Albanian and Italian students attending medical science courses at the Catholic University "Our Lady of Good Counsel" (Tirane, Albania) to investigate VH and the factors contributing to it (using the Vaccination Attitude Examination Scale-VAX), including COVID-19 vaccination. Vaccine knowledge was assessed using the Zingg and Siegrist Scale. Students were asked to voluntarily answer an anonymous questionnaire. 689 questionnaires were collected (58.8% Albanians, 72.3% female; 70.4% aged 20-25 years; 70.4% attending the Medicine and Surgery course). Generally, students showed low VH, especially Italians (p < 0.001); however, some hesitancy was observed regarding the potential long-term effects of vaccines, especially among Albanians (p < 0.05). The results also showed a significant difference in vaccine knowledge scores between different course years (χ2  =  90.058; df  =  40; p = < 0.001) and different degree courses (χ2  =  89.932; df = 40; p  = < 0.001). With regard to COVID-19 vaccination, being of Albanian origin significantly increases the risk of not being vaccinated (OR = 7.215; 95%CI 3.816-13.640, p < 0.001), highlighting possible differences in vaccine coverage and policy between the two countries. Vaccine hesitancy should be addressed at early stages during medical sciences courses, in order to protect future healthcare workers, to preserve essential health services, and reduce the risk of further pandemics.

Rebooting nuclear medicine specialist education under the COVID-19 pandemic: From plenary lectures to active e-learning.

Despite major reforms of specialist training in the Nordic countries towards concrete learning outcomes and promoting active learning, most specialist courses continue to be based on lectures. We redesigned our mandatory 5-day course in clinical nuclear medicine (NM) that was last held in 2016 towards active learning. Thirty 1-h lectures were replaced with 10 thematic blocks of 3 h each. Each block was taught by a single teacher in a blend of short introductory lectures alternating with small groups of residents reading NM cases from our newly established national case library in diagnostic format. Due to COVID-19, the entire course in 2021 needed to be run on a videoconferencing system rather than in a computer laboratory as had been originally planned. At the end of the course, we conducted the same anonymized survey as in 2016. All 19 course participants responded. 74% fully agreed that the e-course format had been 'good'. One hundred per cent fully agreed that the practical exercises were 'useful' versus 50% in 2016 (p < 0.001). In their free text answers on the merits or downsides of e-learning, 12/12 respondents only mentioned advantages. Our newly established library of anonymized teaching cases within our national health network is an effective tool for organising courses based on active learning. Despite the change towards distance learning enforced by the pandemic, course participants reported the same high levels of satisfaction with active learning in small groups as in the earlier traditional lecture-based course format.

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.

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 &lt; 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.

Contributions of academic monitoring of the subject of morfofuncional and integrated practices in the medicine course: An experience report

The Morphofunctional discipline combined with Integrated Practices within the Medicine course involves modalities composed of anatomy, cell biology, physiology, histology, histopathology, laboratory practices, addressing the main morphological, anatomical and functional aspects of cells, tissues, organs and systems of the body human.The Human Anatomy Monitoring Project plays an extremely important role in consolidating knowledge and developing greater interest in the area among monitored students, by allowing greater contact with practical environments, as well as with the experience of students in more advanced periods of the course. course. Monitoring activities take place in the morphofunctional and Integrated Projects (PI) laboratory, which has a large collection of synthetic parts that bear a great resemblance to cadavers, projectors, microscopes, incubators and storage locations for biological elements. Therefore, the present study corresponds to an experience report on the activities carried out by monitoring within the Morphofunctional and Integrated Practices discipline. The objective of the work is to report how the monitoring modality works at a Private University in the interior of the State of São Paulo, exposing the mutual contributions that such activity makes, both for students entering the course and for the monitors. In this way, the activities carried out during this helped the participating students to become more interested in the content of the discipline, understand the importance of anatomy and other areas for a medical career, in addition to developing a human, critical and reflective professional, with general skills established in health, decision making, communication and leadership.

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 &amp; 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.

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.

Design, Implementation, and Evaluation of Virtual Training on Principles of Physical Medicine and Rehabilitation Based on the ADDIE Model for Medical Students During the COVID-19 Pandemic

Background: Many General Practitioners (GPs) are unable to manage musculoskeletal disorders, chronic diseases, and disabilities. Objectives: This study aimed to design, implement, and evaluate a virtual Physical Medicine and Rehabilitation (PMR) course for medical students during the COVID-19 pandemic. Methods: This pre-experimental study used the ADDIE model. The statistical population was all fifth-semester medical students of Kashan University of Medical Sciences, Iran, who chose the PMR course in 2020 - 2021. Educational content and exams in the two fields of musculoskeletal and rehabilitation were virtually compiled. Learners were evaluated based on their knowledge (with exams), attitudes, and satisfaction (with researcher-made questionnaires). Data were analyzed using SPSS16 software with descriptive statistics. Results: The final exam scores of nearly half of the 55 learners were above 17. About 80% of the students had a positive attitude, and 75% of them were satisfied at the end of the course. They believed this course is a suitable link between the basic and clinical fields, and acquiring rehabilitation skills is necessary for GPs. Conclusions: Combining musculoskeletal with rehabilitation topics, not neglecting practical aspects such as physical examination, and using educational videos led to the improvement of students’ knowledge, attitude, and satisfaction during the COVID-19 pandemic.