Submitted by Suzana Dias (suzana.dias@famerp.br) on 2018-11-08T18:49:44Z No. of bitstreams: 1 IngridBergamo_tese.pdf: 1064975 bytes, checksum: 9e0e7172fe0651d93343a9e319a8eac1 (MD5) / Made available in DSpace on 2018-11-08T18:49:44Z (GMT). No. of bitstreams: 1 IngridBergamo_tese.pdf: 1064975 bytes, checksum: 9e0e7172fe0651d93343a9e319a8eac1 (MD5) Previous issue date: 2018-02-28 / Stress can cause physical and mental health problems, reduce students' self-esteem, and affect their academic performance. It is a psychological shift that is becoming more frequent among medical students than the general population, and these levels of stress can affect academic performance. We will compare the students' level of stress with methodology used in each of the medical schools, along with their learning style. When the individual learning style does not fit the method used by the student's university, the shock can become another stressor. We evaluated learning styles and stress levels among medical students of a medical school and another university in the state of São Paulo applying different teaching methods. The results showed that most of the students presented reflective learning style in both schools (60.4% in UNOESTE and 32.7% in FACERES) and high levels of overall stress among students (68.2% in UNOESTE and 74.0% in FACERES). In the resistance phase (81.5%), there was a predominance of psychological symptoms of stress on physical symptoms in both faculties (75.9% of students in UNOESTE and 86.5% in FACERES). Female students were found to have higher stress levels than their male counterparts (72.0% and 55.0%, respectively). This is the first study to compare stress levels, learning styles and teaching methodologies at two different medical schools. / O estresse pode causar problemas de saúde física e mental, reduzir a autoestima dos alunos e afetar o desempenho acadêmico dos mesmos. É uma mudança psicológica que está se tornando cada vez mais freqüente entre os estudantes de medicina do que a da população em geral, e esses níveis de estresse podem afetar o desempenho acadêmico. Comparar o nível de estresse dos alunos com metodologia utilizada em cada uma das escolas médicas, junto ao seu estilo de aprendizagem. Quando o estilo de aprendizagem individual não se encaixa no método utilizado pela universidade do aluno, o choque pode tornar-se outro fator de estresse. Avaliamos estilos de aprendizagem e níveis de estresse entre estudantes de medicina de uma Faculdade de Medicina e de outra Universidade do estado de São Paulo que aplicam diferentes métodos de ensino. Os resultados mostraram que a maioria dos alunos apresentou o estilo de aprendizagem reflexiva em ambas as escolas (60,4% na UNOESTE e 32,7% na FACERES) e altos níveis de estresse global entre os alunos (68,2% na UNOESTE e 74,0% na FACERES). Na fase de resistência (81,5 %) e houve predominância de sintomas psicológicos de estresse sobre sintomas físicos em ambas as faculdades (75,9 % dos estudantes da UNOESTE e 86,5 % na FACERES). Estudantes do sexo feminino foram encontrados por apresentar maiores níveis de estresse do que seus homólogos do sexo masculino (72,0 % e 55,0 %, respectivamente). Este é o primeiro estudo a comparar os níveis de estresse, estilos de aprendizagem e metodologias de ensino em duas escolas médicas diferentes.

Thesis (Ph. D.)--Harvard University, 1975. / "Annex: 'Renaissance humanism and botany, ' Annals of science 33 (1976), 519-542 [and] 'Publishing scholarly books in the sixteenth century, ' Scholarly publishing, April 1983, 259-274." Includes bibliographical references (p. 261-283) and index.

Thesis (Ph.D.)--Flinders University, School of Medicine. / Typescript bound. Includes bibliographical references: (leaves 204-216) Also available in electronic format.

Thesis (Ph. D.)--Case Western Reserve University, 1995. / Includes bibliographical references (leaves 318-337). Also issued online.

Thesis (Ph. D.)--University of Pittsburgh,1996. / "97-09426." Includes bibliographical references (leaves 143-148).

Thesis (Ph. D.)--Harvard University, 1975. / "Annex: 'Renaissance humanism and botany, ' Annals of science 33 (1976), 519-542 [and] 'Publishing scholarly books in the sixteenth century, ' Scholarly publishing, April 1983, 259-274." Includes bibliographical references (p. 261-283) and index.

This thesis focuses on student motivation for studies at secondary medical schools, as well as on drivers of motivation of secondary medical school students for Bachelor studies. We wanted to know how motivation of present-day students differs from that of general nurses attending medical schools prior to 2004 and what is the impact of practical training teachers of secondary medical schools on professional motivation of students. Theoretical part describes development of nursing care education since 1945 until now, changes in concept of nursing care as they result from Act no. 96/ 2004 Coll. on ?acquiring and recognition of qualifications for execution of non-doctoral medical professions and activities relating to provision of health care and on amending some related legislation?. Further, we focused on job selection and its factors, and last but not least, on motivation and some motivational drivers. The first objective was to find out what motivates students of secondary medical schools in their first and fourth years. The second objective was to look at motivation of students for General Nurse Bachelor studies. The third objective was to describe motivation of general nurses for studies at secondary medical schools prior to 2004. Finally, the last objective was to find out how practical training teachers of secondary medical schools motivate students for their future profession. In the thesis empirical part, we used methods of qualitative and quantitative research. As far as quantitative research is concerned, anonymous questionnaires were used to collect data. The first population of 102 (100%) respondents included first-year students of three secondary medical schools. The second research population of 100 (100%) respondents included fourth-year students of three secondary medical schools. The third population of 107 (100%) respondents included general nurses of two medium-size hospitals. As far as qualitative research is concerned, questioning method and, in particular, semi-structured interview technique were used. A population of six practical training teachers of two secondary medical schools was involved. These practical training teachers were asked two questions: 1. Is there enough time scheduled for practical training to motivate students? 2. In your opinion, are motivational drivers used in practical training sufficient to get medical assistants involved in the practical training nursing process? Quantitative research has the following results: the first assumption that first-year students were influenced more by external motivational drivers than by internal ones, was not borne out. The second assumption that fourth-year students perceived acquired experience as a more significant motivational driver than external motivation, was not borne out either. The third assumption that motivation of students of secondary medical schools for university studies was depending on experience acquired in practical training was not borne out either. Similarly, the last assumption that motivation of students of secondary medical schools prior to 2004 was depending on the then existing value system, was not borne out either. On the other hand, it is clear from qualitative research that practical training teachers do not have enough time to motivate students and that motivational elements used not always achieve their defined goals. This often results from excessive number of students per group. The above research results will be provided to medical schools for thein self- examination. They may also be used for professional public at specialist seminars or congresses as well as for publication in specialized journals.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-10-11T14:58:36Z No. of bitstreams: 1 DissFTA.pdf: 2176177 bytes, checksum: 1346fca0e4e25fa4309f4080854c36a6 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:11:42Z (GMT) No. of bitstreams: 1 DissFTA.pdf: 2176177 bytes, checksum: 1346fca0e4e25fa4309f4080854c36a6 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:11:48Z (GMT) No. of bitstreams: 1 DissFTA.pdf: 2176177 bytes, checksum: 1346fca0e4e25fa4309f4080854c36a6 (MD5) / Made available in DSpace on 2016-10-21T12:11:55Z (GMT). No. of bitstreams: 1 DissFTA.pdf: 2176177 bytes, checksum: 1346fca0e4e25fa4309f4080854c36a6 (MD5) Previous issue date: 2015-03-26 / Não recebi financiamento / The numerous changes in health care, is creating the need for revaluations and adjustments in vocational training policies. The health graduation, particularly medical training, has been challenged in this regard. In Brazil, the National Curriculum Guidelines, adopted in 2001 to guide the Pedagogical Project Course (PPC) health degree, are considered a major milestone in training, promoting the fight against health conditions of the population, expressed in health needs through a critical and reflective formation. Fourteen years after the publication of the DCN- 2001, the goal of this research was to analyze the translation of these guidelines in PPC's. the medical graduation projects of Federal Institutions in Southeastern Brazil were analyzed. The sample was composed of 12 institutions, after applying the inclusion and exclusion criteria. For the analysis of PPC's was built / validated an evaluation matrix. two axes were analyzed (i) curriculum and (ii) professional profile, according to the constituent elements of DCN. The analysis of PPC's identified the category "general profile egress" as the one closest to the Policy and Health Management category as the more distanced. The simple publication of the guidelines, as well as its translation in PPC's do not guarantee their applicability, but are an important indicator of educational Instituição. This research points to the need to create the PPC's discussion environments, stimulating sharing experiences, achievements and challenges, respecting the uniqueness of each institution, but stimulating the advancement towards the guidelines. / As inúmeras mudanças na atenção à saúde, vem criando a necessidade de reavaliações e adequações nas políticas de formação de profissionais. A graduação em saúde, em especial a formação médica, tem sido desafiada nesse sentido. No Brasil, as Diretrizes Curriculares Nacionais, aprovadas em 2001 para orientar os Projetos Pedagógicos de Curso (PPC) da graduação em saúde, são consideradas um grande marco na formação, promovendo o enfrentamento das condições de saúde da população brasileira, expressas nas necessidades de saúde, por meio de uma formação crítica e reflexiva. Passados quatorze anos da publicação das DCN- 2001, o objetivo dessa investigação foi de analisar a tradução dessas diretrizes nos PPC´s. Foram analisados os projetos da graduação médica das Instituições Federais da Região Sudeste do Brasil. A amostra foi composta por 12 instituições, após aplicação dos critérios de inclusão e exclusão. Para a análise dos PPC´s foi construída/validada uma matriz avaliativa. Foram analisados dois eixos (i) currículo e (ii) perfil profissional, segundo os elementos constitutivos das DCN. A análise dos PPC´s identificou a categoria “Perfil geral do egresso” como a que mais se aproximou da DCN e a categoria Gestão em Saúde como a que mais se distanciou. A simples publicação das diretrizes, bem como sua tradução nos PPC´s não garantem sua aplicabilidade, mas são importante indicativo para a ação educacional da Instituição. A presente pesquisa apontou para necessidade de criação de ambientes de discussão dos PPC´s, estimulando o compartilhamento de experiências, conquistas e desafios, respeitando a singularidade de cada Instituição, mas estimulando o avanço no sentido das diretrizes.

Orientador: Keila Miriam Monteiro de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-21T22:28:51Z (GMT). No. of bitstreams: 1 Millan_Tatiana_D.pdf: 832401 bytes, checksum: a7fe03bf52a6548852d38fb545a91e2e (MD5) Previous issue date: 2012 / Resumo: Introdução: Os programas de residência médica em oftalmologia credenciados pelo Ministério de Educação são avaliados baseados em critérios objetivos e podem não refletir as percepções que os egressos desses programas têm sobre sua formação. Há poucos estudos no Brasil que avaliaram se as habilidades necessárias para a prática estão sendo adequadamente adquiridas ou como os egressos dos programas de residência percebem a aquisição dessas habilidades. Objetivos: Verificar as percepções de médicos oftalmologistas egressos de programas de residência médica em oftalmologia do estado de São Paulo nos últimos 5 (cinco) anos sobre como sua residência médica os preparou para a prática, verificando o nível de satisfação dos egressos quanto à aquisição de conhecimentos clínicos, à aquisição de habilidades cirúrgicas e ao desenvolvimento da relação médico-paciente e identificando possíveis deficiências no ensino da oftalmologia nas diversas áreas clínicas e cirúrgicas. Material e Métodos: O instrumento de pesquisa utilizado foi um questionário, elaborado com base nos critérios exigidos para credenciar os programas de residência em oftalmologia pelo Conselho Brasileiro de Oftalmologia, com perguntas estruturadas e uma escala do tipo Likert para avaliar o nível de satisfação dos egressos quanto ao seu curso de residência. A amostra calculada foi de 206 sujeitos para um nível de significância de 5%. O questionário foi aplicado através de correio eletrônico de janeiro a dezembro de 2010. Resultados: Duzentos e onze egressos de programas de residência em oftalmologia do estado de São Paulo responderam ao questionário, sendo 95 do sexo feminino e 116 do sexo masculino. Os níveis de satisfação encontrados foram: 89,1% estavam extremamente ou muito satisfeitos com a aquisição de conhecimento clínico, 93,4% estavam extremamente ou muito satisfeitos com a aquisição de habilidades cirúrgicas e 74,9% estavam extremamente ou muito satisfeitos com o desenvolvimento da relação médico-paciente. Em cada uma das áreas clínicas e cirúrgicas foi avaliada a percepção ou não de deficiência no ensino. As áreas clínicas em que eles perceberam mais deficiência foram órbita (48,3%) e patologia ocular (47,9%) e as áreas cirúrgicas foram cirurgia refrativa (65,9%) e cirurgia orbitária (59,2%). Análise estatística mostrou que quanto maior o tempo que haviam terminado a residência, maior era a satisfação dos egressos com a aquisição de conhecimento clínico (Coeficiente de Correlação de Pearson r=0,292, p<0,001) e menor era a percepção de deficiência nas áreas de uveíte (p=0,017), emergência (p=0,012) e órbita clínica (p=0,048) e cirúrgica (p=0,044). Na cirurgia refrativa, porém, quanto mais tempo de prática de oftalmologia, mais frequente foi à percepção de deficiência (p<0,001). A Razão de Chances (Odds Ratio) de perceber deficiência na área cirúrgica quando havia deficiência na área clínica correlacionada era estatisticamente significativa para todas as áreas exceto para as áreas correlacionadas refração e cirurgia refrativa. Conclusões: As percepções de egressos de programas de residência médica em oftalmologia do estado de São Paulo mostraram um bom nível de satisfação dos mesmos com sua residência na aquisição de conhecimento clínico, aquisição de habilidades cirúrgicas e desenvolvimento da relação médico-paciente, tendo sido identificadas deficiências no ensino de áreas específicas / Abstract: Introduction: The ophthalmology residency training programs accredited by the Ministry of Education are evaluated based on objective criteria and may not reflect the perceptions of graduates about their training. There are few studies in Brazil that evaluated whether the skills needed to practice are being properly acquired or how the graduates of residency programs perceive the acquisition of these skills. Objectives: To verify the perceptions of ophthalmologists graduates of residency programs in ophthalmology in the state of São Paulo in the last five (5) years regarding on how their residency prepared them for practice, checking the level of satisfaction of graduates with the acquisition of knowledge clinical, acquisition of surgical skills and development of doctor-patient relationship and identifying possible deficiencies in the teaching of ophthalmology in several clinical and surgical areas. Material and Methods: The survey instrument used was a questionnaire developed based on the criteria for accrediting of ophthalmology residency training programs by the Brazilian Council of Ophthalmology, with structured questions and a Likert scale to assess the level of satisfaction of the graduates with their residency training program. The calculated sample was of 206 subjects for a significance level of 5%. The questionnaire was administered by electronic mail from January to December 2010. Results: Two hundred and eleven graduates of residency programs in ophthalmology in the state of São Paulo answered the questionnaire, 95 females and 116 males. Satisfaction levels were: 89.1% were extremely or very satisfied with the acquisition of clinical knowledge, 93.4% were extremely or very satisfied with the acquisition of surgical skills and 74.9% were extremely or very satisfied with the development of the doctor-patient relationship. The perceptions of deficiency in the teaching of each of the clinical and surgical areas were assessed. The clinical areas that they had perceived more deficiency were orbit (48.3%) and ocular pathology (47.9%) and the surgical areas were refractive surgery (65.9%) and orbital surgery (59.2%). Statistical analysis showed that the longer the time they had finished the residence, the greater the satisfaction of graduates with the acquisition of clinical knowledge (Pearson Correlation r = 0292, p <0.001) and the smaller the perception of deficiency in uveitis (p = 0.017), emergency (p = 0.012) and clinical orbit (p = 0.048) and surgical orbit (p = 0.044). In refractive surgery, however, the longer the practice of ophthalmology, the more common the perception of deficiency (p <0.001). The odds ratio (odds ratio) for perceiving a surgical area deficiency when there was deficiency in the correlated clinical area was statistically significant for all areas except for the areas of refraction and refractive surgery. Conclusions: Perceptions of graduates from ophthalmology residency training programs in the state of São Paulo showed a good level of satisfaction with their residency training program in the acquisition of clinical knowledge, acquisition of surgical skills and development of surgical doctor-patient relationship and identified deficiency in the teaching of specific areas / Doutorado / Oftalmologia / Doutora em Ciências Médicas

Training delivered to medical students and residents in behavioral health is widely acknowledged to be inadequate. While the use of standardized patients is common in medical training and education for physical health conditions via the adherence to clinical protocols for evaluation and treatment, this approach is infrequently used for behavioral health conditions. Used under specific circumstances, standardized patient encounters have long been considered a reliable method of training and assessing trainee performance on addressing physical health conditions, and are even comparable to ratings of directly observed encounters with real patients. This paper discusses common issues and challenges that arise in using standardized patients in behavioral health. Although current evidence of its value is modest and challenges in implementation exist, the use of standardized patients holds promise for medical training and education and as an evaluation tool in behavioral health.