RESUMO
La ránula es una lesión pseudoquística causada por la retención de contenido salival de la glándula sublingual en el tejido conjuntivo subyacente, siendo la patología más frecuente de esta glándula. Su localización es a nivel del suelo de la boca, pudiendo en ocasiones extenderse a través del músculo milohioideo hacia la región submaxilar o cervical (ránula plunging o cervical), presentándose clínicamente como una tumoración laterocervical de crecimiento lento. El apoyo de imágenes mediante ecografía, tomografía computarizada, o RM (resonancia magnética) es fundamental para un correcto diagnóstico. Respecto al tratamiento, el procedimiento más aceptado y con menos tasas de recurrencia es la escisión de la ránula cervical por abordaje laterocervical, asociada a la extirpación de la glándula sublingual implicada vía transoral. Aquí presentamos el caso clínico de un varón de 25 años quien presenta una masa laterocervical derecha de seis meses de evolución de crecimiento progresivo e indoloro. La ecografía y RM confirman una ránula cervical gigante de 62x45x101 mm, que se localiza en espacio submandibular derecho, alcanzando el espacio parafaríngeo en su vertiente más craneal. Debido a las características de la lesión y su anatomía se decide tratamiento quirúrgico.
The ranula is a pseudocystic lesion caused by the retention of salivary content of the sublingual gland in the underlying connective tissue, being the most frequent pathology of this gland. Its location is at the level of the floor of the mouth and can sometimes extend through the mylohyoid muscle towards the submaxillary or cervical region (plunging or cervical ranula), clinically presenting as a slow-growing laterocervical tumor. The support of images by ultrasound, computed tTomography or MRI (magnetic resonance imaging) is essential for a correct diagnosis. Regarding treatment, the most accepted procedure, and with the lowest recurrence rates is excision of the cervical ranula by the laterocervical approach, associated with the transoral removal of the involved sublingual gland. Here, we present the clinical case of a 25-year-old man who presented a six-month-old right laterocervical mass of progressive and painless growth. Ultrasound and MRI confirmed a giant cervical ranula measuring approximately 62x45x101 mm, located in the right submandibular space, reaching the parapharyngeal space in its most cranial aspect. Due to the characteristics of the injury and its anatomy, surgical treatment was decided.
Assuntos
Humanos , Masculino , Adulto , Rânula/cirurgia , Rânula/diagnóstico por imagem , Doenças das Glândulas Salivares/cirurgia , Glândula Sublingual/cirurgia , Imageamento por Ressonância Magnética/métodos , Tomografia Computadorizada por Raios X/métodosRESUMO
BACKGROUND: Creativity is a highly valued quality in different fields. Despite this, it is rarely included in the curricula of medical careers. AIM: To assess creative thinking among undergraduate medical students. MATERIAL AND METHODS: Sixty-seven students aged 18 to 31 years (45% women) from the first (16), third (26) and seventh year (25) of medical school answered a sociodemographic questionnaire and the Torrance Test of Creative Thinking (TTCT). RESULTS: Median creativity index according to age was in percentile 52 (range 2-99). Percentiles for fluency, originality, elaboration, abstraction of titles and resistance for premature closure were 31, 32, 79, 53 and 17 respectively. There were no significant differences between students of different levels (p = 0.73). CONCLUSIONS: In this group of students, there is a high performance in elaboration and a low score in Resistance to premature closure.
Assuntos
Criatividade , Estudantes de Medicina , Adolescente , Adulto , Estudos Transversais , Educação Médica , Feminino , Humanos , Masculino , Inquéritos e Questionários , Adulto JovemRESUMO
Background: Creativity is a highly valued quality in different fields. Despite this, it is rarely included in the curricula of medical careers. Aim: To assess creative thinking among undergraduate medical students. Material and Methods: Sixty-seven students aged 18 to 31 years (45% women) from the first (16), third (26) and seventh year (25) of medical school answered a sociodemographic questionnaire and the Torrance Test of Creative Thinking (TTCT). Results: Median creativity index according to age was in percentile 52 (range 2-99). Percentiles for fluency, originality, elaboration, abstraction of titles and resistance for premature closure were 31, 32, 79, 53 and 17 respectively. There were no significant differences between students of different levels (p = 0.73). Conclusions: In this group of students, there is a high performance in elaboration and a low score in Resistance to premature closure.
Assuntos
Humanos , Masculino , Feminino , Adolescente , Adulto , Adulto Jovem , Estudantes de Medicina , Criatividade , Estudos Transversais , Inquéritos e Questionários , Educação MédicaRESUMO
INTRODUCTION: After Zika virus outbreak and the increase in the incidence of Guillain-Barre syndrome (GBS), the causal relationship has been studied, however a full etiological correlation has not been found. PATIENTS AND METHODS: From January 1 to December 31, 2017, patients with GBS were included. In addition to the basic serologies, enterovirus, herpes, Campylobacter, hepatitis B and C, TORCH, HIV, Brucella and Salmonella were requested. RESULTS: Cohort of seven male patients. Five patients analyzed cerebrospinal fluid reporting normal; all of them underwent brain scan, reporting normal. Neuroconduction was performed, resulting in acute inflammatory demyelinating polyneuropathy in four cases and acute motor axonal neuropathy in one case. All received intravenous immunoglobulins, five cases had a good prognosis and two deaths. No positive cases were reported to Zika virus. A positive case was reported to dengue and another to chikungunya. Five positive cases were reported to Campylobacter. One case positive to enterovirus. Dengue + Campylobacter coinfections were reported in one case and chikungunya + Campylobacter in another case. CONCLUSIONS: The present cohort shows that it was not possible to establish a causal relationship between GBS and Zika virus, but other viral and bacterial causal agents were identified, such as dengue, chikungunya and enterovirus, with the identification of Campylobacter cases even more remarkable.
TITLE: Agentes causales mas frecuentes del sindrome de Guillain-Barre en un hospital de Veracruz, Mexico.Introduccion. Con posterioridad a la oleada del virus del Zika y el incremento en la incidencia de sindrome de Guillain-Barre (SGB), se ha estudiado la relacion causal, pero no se ha encontrado una plena correlacion etiologica. Pacientes y metodos. Del 1 de enero al 31 de diciembre de 2017, se incluyeron pacientes con SGB. Ademas de las serologias basicas, se solicitaron determinaciones de enterovirus, virus del herpes, Campylobacter, hepatitis B y C, TORCH, virus de la inmunodeficiencia humana, Brucella y Salmonella. Resultados. Cohorte de siete pacientes de sexo masculino. A cinco pacientes se les analizo el liquido cefalorraquideo, que era normal. A todos se les realizo una tomografia encefalica, tambien normal, y se realizo neuroconduccion, que mostro polineuropatia inflamatoria desmielinizante aguda en cuatro casos y neuropatia motora axonal aguda en uno. Todos recibieron inmunoglobulinas intravenosas; tuvieron buen pronostico cinco casos y hubo dos defunciones. No se informo de casos positivos al virus del Zika. Hubo un caso positivo al dengue, uno al chikungunya, cinco a Campylobacter y uno a enterovirus. Se informo de coinfecciones de dengue + Campylobacter en un caso y de chikungunya + Campylobacter en otro. Conclusiones. La presente cohorte demuestra que no fue posible establecer una relacion causal entre el SGB y el virus del Zika, pero se identificaron otros agentes causales viricos y bacterianos, como dengue, chikungunya y enterovirus, y fue aun mas destacable la identificacion de los casos de Campylobacter.
Assuntos
Síndrome de Guillain-Barré/microbiologia , Adulto , Idoso de 80 Anos ou mais , Estudos Transversais , Síndrome de Guillain-Barré/diagnóstico , Hospitais Gerais , Humanos , Masculino , México , Pessoa de Meia-Idade , Estudos Prospectivos , Adulto JovemRESUMO
La universidad contemporánea tiene como misión formar profesionales competentes, que les permitan contribuir al desarrollo de la sociedad, por lo que se hace indispensable evaluar continuamente la calidad del proceso docente educativo y la eficiencia de los programas académicos vigentes, donde el estudiante es un factor clave. Objetivo Analizar el grado de satisfacción de los graduandos con la formación teórico-práctica recibida en la Facultad de Enfermería en el Centro Regional Universitario de Azuero. Material y Métodos Se realizó un estudio descriptivo de corte transversal, en el que se evaluó la satisfacción de los graduandos en relación a dos componentes: la formación teórico-práctica durante la carrera y la práctica profesional como opción para obtención del grado de Licenciados en Enfermería. Resultados Los estudiantes están satisfechos con la formación teórico-práctica y tienen una percepción del docente entre excelente y buena en un 87% al 95%. Los criterios con puntuaciones regulares 10% fueron obtenidos por: el horario de atención, la capacidad de interacción virtual del docente y el apoyo en la formulación y análisis de problemas. Las competencias adquiridas durante la práctica profesional como opción de grado fueron ponderadas con valores positivos en un 98% al 100%. Conclusiones Los estudiantes graduandos tienen un alto grado de satisfacción con la formación teórico-práctica y destacan la práctica profesional como una buena experiencia en el fortalecimiento de competencias profesionales.
Contemporary universities have the mission to form competent professionals who can contribute to the development of society. Because of this, it is necessary to continually assess the quality of the teaching process and the efficiency of the current academic programs. Objective To analyze the degree of satisfaction of graduate nursing students regarding their theoretical-practical formation at the Nursing Faculty of the Universitarian Regional Center in Azuero, Panama. Material and Methods This is a descriptive and transversal study assessing the satisfaction of graduates according to two components: the theoretical-practical formation during the education stage, and the professional practice as an option to obtain the title of Baccalaureate in Nursing. Results Students are satisfied with their theoretical-practical formation and they have an excellent-good impression of the teachers (87% to 95%). The low or regular scores were found in the areas of: attention schedule, virtual interaction capability, and support in elaborating and analyzing problems. Acquired competencies resulting from the professional practice as a graduating option turned out to be positive (98% to 100%). Conclusions Graduate students have a high level of satisfaction with their theoretical-practical formation, at the same time highlighting professional practice as a good experience for the strengthening of professional competencies.
A universidade contemporânea tem como missão formar professionais competentes, que lhes permitam contribuir ao desenvolvimento da sociedade, pelo que se faz indispensável avaliar continuamente a qualidade do processo docente educativo e a eficiência dos programas académicos vigentes, onde o estudante é um fator chave. Objetivo Analisar o grau de satisfação dos formandos com a formação teórico-prática recebida na Faculdade de Enfermagem no Centro Regional Universitário de Azuero. Material e Métodos Realizou-se um estudo descritivo de corte transversal, no que se avaliou a satisfação dos formandos em relação à dos componentes: a formação teórico-prática durante a carreira e a prática profissional como opção para obtenção do grau de Licenciados em Enfermagem. Resultados Os estudantes estão satisfeitos com a formação teórico-prática e têm uma percepção do docente entre excelente e boa em um 87% ao 95%. Os critérios com pontuações regulares de 10% foram obtidos pelo: horário de atenção, pela capacidade de interação virtual do docente e pelo apoio na formulação e análise de problemas. As competências adquiridas durante a prática profissional como opção de grau foram ponderadas com valores positivos em um 98% ao 100%. Conclusões Os estudantes graduandos têm um alto grau de satisfação com a formação teórico-prática e destacam a prática profissional como uma boa experiência no fortalecimento de competências profissionais.
Assuntos
Humanos , Masculino , Feminino , História do Século XXI , Prática Profissional , Estudantes de Enfermagem , Capacitação ProfissionalRESUMO
BACKGROUND: There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. AIM: To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university. MATERIAL AND METHODS: Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software. RESULTS: Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers' training, teachers' coordination and economic resources of the program. CONCLUSIONS: Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.
Assuntos
Docentes de Medicina/normas , Ensino , Universidades , Chile , Docentes de Medicina/estatística & dados numéricos , Humanos , Pesquisa QualitativaRESUMO
Background: There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. Aim: To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university. Material and Methods: Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software. Results: Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers' training, teachers' coordination and economic resources of the program. Conclusions: Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.
Assuntos
Humanos , Ensino , Universidades , Docentes de Medicina/normas , Chile , Pesquisa Qualitativa , Docentes de Medicina/estatística & dados numéricosRESUMO
This paper provides a current diagnosis on the nutritional status of schoolchildren of pacific coast of Cauca in Colombia. A secondary analysis of publicly available anthropometric data was performed. BMI/Age and H/Age indices, nutritional classification and their association with gender, ethnicity, age and geographical area of 6793 students aged 5 to 18 years of the municipalities of Guapi, Lopez de Micay and Timbiquí were determined. Normality was the prevalent nutritional status in the three municipalities for schoolchildren of all ages according to BMI and height (65.7% and 59.3 %, respectively); Guapi was found to be the main contributor. There was no significant differences of BMI and region among males and females. Adolescents between 12 and 14 years old had percentages of stunting significantly higher than other age ranges. Results highlight the need to identify, measure and monitor indicators of health, food habits and sociodemographic aspects of schoolchildren in this region to strictly explore whether Colombian black children fit WHO patterns and to provide specific information for successful national nutrition policy planning for this population.
El presente artículo proporciona un diagnóstico sobre el estado nutricional de los escolares de la costa pacífica del Cauca en Colombia. Se realizó un análisis secundario de datos antropométricos públicos que están disponibles. Se determinaron los índices IMC/edad y talla/edad, la clasificación nutricional y su asociación con el género, etnia, edad y área geográfica de 6793 estudiantes de 5 a 18 años de los municipios de Guapi, López de Micay y Timbiquí. La normalidad fue el estado nutricional prevalente en los tres municipios para escolares de todas las edades de acuerdo al BMI y la talla (65.7% y 59.3 %, respectivamente); Guapi resultó ser el principal contribuyente. No hubo diferencias significativas de IMC y región entre hombres y mujeres. Los adolescentes entre 12 y 14 años tuvieron porcentajes de retraso en el crecimiento significativamente más elevados que los de otros rangos de edad. Los resultados destacan la necesidad de identificar, medir y monitorear los indicadores de salud, hábitos alimentarios y aspectos sociodemográficos de los escolares en esta región para explorar si los niños afrodescendientes se ajustan a los patrones de la OMS y para proveer información específica para un exitoso planeamiento de una política de nutrición nacional para esta población.
Assuntos
Humanos , Estudantes , Etnicidade , Criança , Desenvolvimento Infantil , Estado Nutricional , População Negra , Índice de Massa Corporal , Insuficiência de CrescimentoRESUMO
BACKGROUND: Motivation is an essential aspect in the training process of medical students. The association that motivation can have with learning self-regulation is of utmost importance for the design of curriculum, teaching methods and evaluation. AIM: To describe the motivational aspects of self-directed learning among medical students from a traditional Chilean University. MATERIAL AND METHODS: A qualitative, descriptive study based on grounded theory of Strauss and Corbin. Twenty 4th and 5th year medical students were selected using a maximum variation sampling technique. After obtaining an informed consent, semi-structured interviews and field notes were carried out. Data were analyzed to the level of open coding through Atlas-ti 7.5.2. RESULTS: From the student point of view, personal motivational aspects are linked to the search for information, constant updating, the perception of the physician-patient relationship and interest in subject matters. From the scope of teachers, a main issue is related to their ability to motivate students to develop independent study skills. CONCLUSIONS: Personal motivational aspects facilitate the development of independent study skills, specifically in the search of information. The role of teachers is crucial in promoting these skills and the perception of medical students from their learning process.
Assuntos
Educação de Graduação em Medicina , Aprendizagem , Motivação , Estudantes de Medicina/psicologia , Chile , Humanos , Pesquisa QualitativaRESUMO
Nonsyndromic cleft lip with or without cleft palate (NSCL/P) is a common craniofacial birth defect that has a complex etiology. Genome-wide association studies have recently identified new loci associated with NSCL/P, but these loci have not been analyzed in a Mexican Mestizo population. A complex etiology implies the presence of genetic interactions, but there is little available information regarding this in NSCL/P, and no signaling pathway has been clearly implicated in humans. Here, we analyzed the associations of 24 single nucleotide polymorphisms (SNPs) with NSCL/P in a Mexican Mestizo population (133 cases, 263 controls). The multifactorial dimensionality reduction method was used to examine gene-gene and gene-folic acid consumption interactions for the 24 SNPs analyzed in this study and for 2 additional SNPs that had previously been genotyped in the same study population. Six SNPs located in paired box 7, ventral anterior homeobox 1, sprouty RTK signaling antagonist 2, bone morphogenetic protein 4, and tropomyosin 1 genes were associated with higher risks of NSCL/P (P = 0.0001 to 0.04); 2 SNPs, 1 each in netrin 1 and V-maf avian musculoaponeurotic fibrosarcoma oncogene homolog B, were associated with a lower risk of NSCL/P (P = 0.013 to 0.03); and 2 SNPs, 1 each in ATP binding cassette subfamily A member 4 (ABCA4) and noggin, showed associations with NSCL/P that approached the threshold of significance (P = 0.056 to 0.07). In addition, 6 gene-gene interactions (P = 0.0001 to 0.001) and an ABCA4-folic acid consumption interaction (P < 0.0001) were identified. On the basis of these results, combined with those of previous association studies in the literature and biological characterizations of murine models, we propose an interaction network in which interferon regulatory factor 6 plays a central role in the etiology of NSCL/P.
Assuntos
Fenda Labial/genética , Fissura Palatina/genética , Epistasia Genética , Transdução de Sinais/genética , Estudos de Casos e Controles , Pré-Escolar , Fenda Labial/etiologia , Fissura Palatina/etiologia , Feminino , Predisposição Genética para Doença , Humanos , Lactente , Masculino , México , Polimorfismo de Nucleotídeo Único/genética , Polimorfismo de Nucleotídeo Único/fisiologia , Transdução de Sinais/fisiologiaRESUMO
Background: Motivation is an essential aspect in the training process of medical students. The association that motivation can have with learning self-regulation is of utmost importance for the design of curriculum, teaching methods and evaluation. Aim: To describe the motivational aspects of self-directed learning among medical students from a traditional Chilean University. Material and Methods: A qualitative, descriptive study based on grounded theory of Strauss and Corbin. Twenty 4th and 5th year medical students were selected using a maximum variation sampling technique. After obtaining an informed consent, semi-structured interviews and field notes were carried out. Data were analyzed to the level of open coding through Atlas-ti 7.5.2. Results: From the student point of view, personal motivational aspects are linked to the search for information, constant updating, the perception of the physician-patient relationship and interest in subject matters. From the scope of teachers, a main issue is related to their ability to motivate students to develop independent study skills. Conclusions: Personal motivational aspects facilitate the development of independent study skills, specifically in the search of information. The role of teachers is crucial in promoting these skills and the perception of medical students from their learning process.
Assuntos
Humanos , Estudantes de Medicina/psicologia , Educação de Graduação em Medicina , Aprendizagem , Motivação , Chile , Pesquisa QualitativaRESUMO
BACKGROUND: The entry to a University requires an adaptation process that not all students solve with the same kind of success. Even though students social adaptation and emotional skills are essential, the educational environmental that they perceive has a significant influence in their academic life. AIM: To describe the changes in the perception about academic environment that medical students experience during the first three years of undergraduate career. MATERIAL AND METHODS: The Dundee Ready Education Environment Measure (DREEM) scale was applied to 525 first to third year medical students and an exploratory factorial analysis was made. RESULTS: Four factors were identified: Academic Perception: academic quality that students attribute to the process in which they take part, as well as to the assessment that they do of their learning outcomes (coefficient ± = 0.85); Academic Experience: refers to positive emotions that students experience during the career such as confidence, pleasure and energy (coefficient ± = 0.76); Atmosphere Perception, comfort and calm that students experiment during their academic activities (coefficient ± = 0.79); Teachers Perception: the perception that students have of teachers about their interest and disposition towards students (coefficient ± = 0.50). CONCLUSIONS: The assessment of academic environment quality is inversely associated with the lapse that the students have spent in their undergraduate careers.
Assuntos
Educação de Graduação em Medicina/normas , Estudantes de Medicina/psicologia , Adolescente , Adulto , Chile , Estudos Transversais , Análise Fatorial , Docentes de Medicina , Feminino , Humanos , Aprendizagem , Masculino , Percepção , Psicometria , Meio Social , Inquéritos e Questionários , Adulto JovemRESUMO
BACKGROUND: Self-directed learning is a skill that must be taught and evaluated in future physicians. AIM: To analyze the association between self-directed learning, self-esteem, self-efficacy, time management and academic commitment among medical students. MATERIAL AND METHODS: The self-directed learning, Rosemberg self-esteem, general self- efficacy, time management and Utrecht work engagement scales were applied to 297 first year medical students. RESULTS: A multiple regression analysis showed a significant association between self-efficacy, time management and academic commitment with self-directed learning. Self-esteem and satisfaction with studies did not enter in the model. CONCLUSIONS: self-esteem, academic commitment and a good time management were associated with self-directed learning in these students.
Assuntos
Avaliação Educacional , Aprendizagem , Autoimagem , Autoeficácia , Estudantes de Medicina/psicologia , Gerenciamento do Tempo/psicologia , Adolescente , Adulto , Estudos Transversais , Educação de Graduação em Medicina/métodos , Feminino , Humanos , Masculino , Satisfação Pessoal , Análise de Regressão , Inquéritos e Questionários , Confiança/psicologia , Adulto JovemRESUMO
Background: The entry to a University requires an adaptation process that not all students solve with the same kind of success. Even though students social adaptation and emotional skills are essential, the educational environmental that they perceive has a significant influence in their academic life. Aim: To describe the changes in the perception about academic environment that medical students experience during the first three years of undergraduate career. Material and Methods: The Dundee Ready Education Environment Measure (DREEM) scale was applied to 525 first to third year medical students and an exploratory factorial analysis was made. Results: Four factors were identified: Academic Perception: academic quality that students attribute to the process in which they take part, as well as to the assessment that they do of their learning outcomes (coefficient ± = 0.85); Academic Experience: refers to positive emotions that students experience during the career such as confidence, pleasure and energy (coefficient ± = 0.76); Atmosphere Perception, comfort and calm that students experiment during their academic activities (coefficient ± = 0.79); Teachers Perception: the perception that students have of teachers about their interest and disposition towards students (coefficient ± = 0.50). Conclusions: The assessment of academic environment quality is inversely associated with the lapse that the students have spent in their undergraduate careers.
RESUMO
Background: Self-directed learning is a skill that must be taught and evaluated in future physicians. Aim: To analyze the association between self-directed learning, self-esteem, self-efficacy, time management and academic commitment among medical students. Material and methods: The self-directed learning, Rosemberg self-esteem, general self- efficacy, time management and Utrecht work engagement scales were applied to 297 first year medical students. Results: A multiple regression analysis showed a significant association between self-efficacy, time management and academic commitment with self-directed learning. Self-esteem and satisfaction with studies did not enter in the model. Conclusions: self-esteem, academic commitment and a good time management were associated with self-directed learning in these students.
Assuntos
Adolescente , Adulto , Feminino , Humanos , Masculino , Adulto Jovem , Avaliação Educacional , Aprendizagem , Autoimagem , Autoeficácia , Estudantes de Medicina/psicologia , Gerenciamento do Tempo/psicologia , Estudos Transversais , Educação de Graduação em Medicina/métodos , Satisfação Pessoal , Análise de Regressão , Inquéritos e Questionários , Confiança/psicologiaRESUMO
BACKGROUND: Academic Involvement Questionnaire, Expectations version (CIA-A), assesses the expectations of involvement in studies. It is a relevant predictor of student success. However, the evidence of its validity and reliability in Chile is low, and in the case of Medical students, there is no evidence at all. AIM: To evaluate the factorial structure and internal consistency of the CIA-A in Chilean Medical school freshmen. MATERIAL AND METHODS: The survey was applied to 340 Medicine freshmen, chosen by non-probability quota sampling. They answered a back-translated version of CIA-A from Portuguese to Spanish, plus a sociodemographic questionnaire. For psychometric analysis of the CIA-A, an exploratory factor analysis was carried on, the reliability of the factors was calculated, a descriptive analysis was conducted and their correlation was assessed. RESULTS: Five factors were identified: vocational, institutional and social involvement, use of resources and student participation. Their reliabilities ranged between Cronbach's alpha values of 0.71 to 0.87. Factors also showed statistically significant correlations between each other. CONCLUSIONS: Identified factor structure is theoretically consistent with the structure of original version. It just disagrees in one factor. In addition, the factors' internal consistency were adequate for using them in research. This supports the construct validity and reliability of the CIA-A to assess involvement expectations in medical school freshmen.
Assuntos
Adaptação Psicológica , Educação de Graduação em Medicina/organização & administração , Estudantes de Medicina/psicologia , Inquéritos e Questionários , Adolescente , Adulto , Chile , Análise Fatorial , Feminino , Humanos , Masculino , Psicometria , Reprodutibilidade dos Testes , Traduções , Adulto JovemRESUMO
BACKGROUND: Understanding how autonomous students are capable of regulating their own learning process is essential to develop self-directed teaching methods. AIM: To understand how self-directed medical students approach learning in medical schools at University of Concepción, Chile. MATERIAL AND METHODS: A qualitative and descriptive study, performed according to Grounded Theory guidelines, following Strauss & Corbin was performed. Twenty medical students were selected by the maximum variation sampling method. The data collection technique was carried out by a semi-structured thematic interview. Students were interviewed by researchers after an informed consent procedure. Data were analyzed by the open coding method using Atlas-ti 7.5.2 software. RESULTS: Self-directed learners were characterized by being good planners and managing their time correctly. Students performed a diligent selection of contents to study based on reliable literature sources, theoretical relevance and type of evaluation. They also emphasized the discussion of clinical cases, where theoretical contents can be applied. This modality allows them to gain a global view of theoretical contents, to verbalize knowledge and to obtain a learning feedback. CONCLUSIONS: The learning process of autonomous students is intentional and planned.
Assuntos
Educação de Graduação em Medicina/estatística & dados numéricos , Aprendizagem , Estudantes de Medicina/estatística & dados numéricos , Adulto , Chile , Feminino , Humanos , Masculino , Pesquisa Qualitativa , Faculdades de MedicinaRESUMO
Background: Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. Aim: To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. Material and Methods: One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Results: Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Conclusions: Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.
Assuntos
Feminino , Humanos , Masculino , Educação de Graduação em Medicina/métodos , Aprendizagem , Modelos Educacionais , Estudantes de Medicina/psicologia , Análise de Variância , Estudos Transversais , Avaliação Educacional , Análise Multivariada , Autonomia Pessoal , Valores de Referência , Retenção Psicológica , Autoeficácia , Inquéritos e QuestionáriosRESUMO
Background: Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn at the university, which influences the acquisition of professional skills. Aim: To analyze the perception about the influence of the hidden curriculum in the education of medical students at the Universidad de Concepción, Chile. Material and Methods: Qualitative investigation with case study approach. Seventeen graduated medical students were selected by probability sampling. A semi-structured interview was used to collect the information and a content analysis was applied. Results: Forty seven percent of participants recognized having fulfilled their academic expectations. As favorable factors for academic achievement the students underlined clinical practice, access to patients and to clinical fields. As negative factors, they identified the lack of commitment, educational support and over-specialization of their mentors. Conclusions: The results show the strengths and weaknesses of the educational environment of undergraduated medical students. This information should be used to modify teaching environments.
Assuntos
Feminino , Humanos , Masculino , Currículo/normas , Educação de Graduação em Medicina/normas , Estudantes de Medicina , Chile , Aprendizagem , Pesquisa Qualitativa , AutoimagemRESUMO
BACKGROUND: Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn at the university, which influences the acquisition of professional skills. AIM: To analyze the perception about the influence of the hidden curriculum in the education of medical students at the Universidad de Concepción, Chile. MATERIAL AND METHODS: Qualitative investigation with case study approach. Seventeen graduated medical students were selected by probability sampling. A semi-structured interview was used to collect the information and a content analysis was applied. RESULTS: Forty seven percent of participants recognized having fulfilled their academic expectations. As favorable factors for academic achievement the students underlined clinical practice, access to patients and to clinical fields. As negative factors, they identified the lack of commitment, educational support and over-specialization of their mentors. CONCLUSIONS: The results show the strengths and weaknesses of the educational environment of undergraduated medical students. This information should be used to modify teaching environments.