Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-05-28T11:22:05Z No. of bitstreams: 1 469523 - Texto Completo.pdf: 2017969 bytes, checksum: 65a18438020d006a68eb9d88965fefd4 (MD5) / Made available in DSpace on 2015-05-28T11:22:05Z (GMT). No. of bitstreams: 1 469523 - Texto Completo.pdf: 2017969 bytes, checksum: 65a18438020d006a68eb9d88965fefd4 (MD5) Previous issue date: 2015-03-04 / The general objective of this very present dissertation is to assess the agreeableness of medical students through validation of the Big Five Inventory - 10 (IBGFP-5) in Brazil. The IBGFP-5 is a brief self-report inventory, composed by 11 items and designed to assess dimensions of personality based upon Big Five Personality Factor model, which are: Openness to Experience, Conscientiousness, Extroversion, Agreeableness (in this study, as a synonym of empathy) and Neuroticism. Such model has been replicated in several countries in the world, including Brazil. The specific objectives of this study are: (1) validating IBGFP-5 through test and retest analysis (time reliability); (2) to do crossed correlation of the IBGFP-5 as a shorter version of the IGFP-5; (3) to do convergent validaty with the Interpersonal Reactivity Index of Davis (EMRI), which assess only empathy; (4) to assess the internal consistence of the five dimensions of the IBGPF-5 in the total sample of respondents and subsets represented by the five cohorts of students, from the first to the sixth year; (5) evaluate evidences of agreeableness based upon differences of IBGFP-5 factors scores, in social and demographic variables and concerning another personality traits; and (6) discuss possible factors that may influence the development of empathy along medical school at FAMED/PUCRS. The total sample, after eliminating missing data, was composed by 200 respondents, medical students at PUCRS, most of them are female (60,5%), with mean age of 22 years old. Using confirmatory factor analysis, the IBGFP-5 comes down to a 0,256 Cronbach?s alpha. According to time reliability, convergent validity and concurrent validity, data averaged in a general fashion low reliable psychological parameters. Concerning empathy features, in post hoc tests it were noticed differences between gender and spirituality level and empathy scores (p<0,05). Results in this study tend to construct validity of the Portuguese version of the IBGFP-5, even though it has restrictions and adjustment needs. Thus, results suggest the need of further investigation of empathy among students, since empathy is a multifactorial trait, and also communication skill training in medical school. Considering the fact that the IBGFP-5 is a brief inventory with a short application time it can easily be used in transcultural studies. The limitations of this study are featured, as well as a future research calendar. / A presente disserta??o tem como objetivo geral avaliar a empatia de alunos de gradua??o de Medicina atrav?s da valida??o do Big Five Inventory - 10 (Invent?rio Breve dos Cinco Grandes Fatores de Personalidade ? IBGFP-5) para o Brasil. O IBGFP-5 ? uma medida de auto relato breve, composta por 11 itens e designada a avaliar dimens?es da personalidade baseada no modelo dos Cinco Grandes Fatores da Personalidade, que s?o: ?Abertura?, ?Conscienciosidade?, ?Extrovers?o?, ?Amabilidade? (no estudo, tida como sin?nimo de empatia) e ?Neuroticismo?. Tal modelo tem apresentado replicabilidade em v?rios pa?ses do mundo, inclusive no Brasil. Os objetivos espec?ficos do estudo foram: (1) fazer a valida??o de teste e re-teste (consist?ncia temporal) do IBGFP-5; (2) fazer correla??o cruzada do IBGFP-5 enquanto fra??o do IGFP-5; (3) Fazer valida??o convergente com a Escala Multidimensional de Reatividade Interpessoal de Davis (EMRI); (4) avaliar a fidedignidade dos cinco fatores do IBGFP-5 a partir da amostra total de respondentes e de subamostras representadas pelas coortes de alunos do primeiro ao sexto ano; (5) verificar evid?ncias de amabilidade baseadas na diferencia??o de escores dos fatores do IBGFP-5 em vari?veis sociodemogr?ficas e em rela??o a outras caracter?sticas da personalidade; e (6) Discutir poss?veis fatores que influenciem no desenvolvimento de empatia na forma??o m?dica na FAMED/PUCRS. A amostra, ap?s a elimina??o dos dados ausentes, foi composta por 200 respondentes, alunos da Gradua??o em Medicina da PUCRS, a maioria do sexo feminino (60,5%), com idade m?dia de 22 anos. A partir da an?lise fatorial confirmat?ria, verificou-se que o IBGFP-5 mostrou um alfa de Cronbach de 0,256. Com base na valida??o de consist?ncia temporal, valida??o convergente e concorrente verificou-se, de forma geral, que os itens do IBGFP-5 apresentaram par?metros psicom?tricos pouco consistentes. Com rela??o ?s caracter?sticas e escores de empatia foram observadas em testes post hoc varia??es em rela??o ao g?nero e ao grau de espiritualidade em rela??o aos tra?os de empatia (p<0,05). Resultados obtidos neste estudo indicam a validade de construto da vers?o em L?ngua Portuguesa do Big Five Inventory para o Brasil ainda que com restri??es e necessidade de ajustes. Os resultados indicam ainda a necessidade de investiga??o adicional da empatia, dado que ? um atributo multifatorial. Por se tratar de uma medida reduzida e de r?pida aplica??o, ela pode ser facilmente utilizada em estudos transculturais. S?o explicitadas as limita??es do estudo, bem como uma agenda futura de pesquisa.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-12-01T10:30:54Z No. of bitstreams: 1 476508 - Texto Completo.pdf: 2272243 bytes, checksum: 4ba343814611baa515a889610cb2a13a (MD5) / Made available in DSpace on 2015-12-01T10:30:54Z (GMT). No. of bitstreams: 1 476508 - Texto Completo.pdf: 2272243 bytes, checksum: 4ba343814611baa515a889610cb2a13a (MD5) Previous issue date: 2015-09-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Study the medical education process is part of a worldwide movement of health review, motivating important initiatives, represented in Brazil by the national curriculum guidelines of the courses in this area, presented by the Ministry of Education in 2001. In order to compare the effects of content learning/retention (outcome) of dialogued lecture (factor under study), we carried out a randomized controlled trial by groups, blinded to the research subjects with medical students from the 7th and 8 th semester from a private university in southern Brazil, with grade five assigned by the Higher Education Personal Improvement Commission (CAPES). 150 subjects were evaluated between March 2012 and June 2014, average age 24.7 years and a predominance of females (62.7%); 69 (46%) allocated for dialogued lecture (intervention group) and 81 (54%) to traditional lecture (control group). The performance of groups was evaluated by the same theoretical knowledge test administered before and after class, where students in the control group showed greater variation between the first and second test (8.6 vs. 6.7 p = 0.0001) result reinforced by the magnitude of the effect also higher in this group (2,526 vs. 1,350). In the pretest, without distinction by group, the overall student achievement was 50%, with a higher average score of the intervention group (p = 0.003) and those students tested in the 7th semester. In this study, the expository dialogue-class determined final results similar to traditional classroom (20.2 vs. 20.0 points in the final test) no impairment in short-term learning was noticed. / Estudar o processo de educa??o m?dica ? parte de um movimento mundial de revis?o da sa?de, motivando iniciativas importantes, representadas no Brasil pelas diretrizes curriculares nacionais dos cursos desta ?rea, apresentadas pelo Minist?rio da Educa??o no ano de 2001. Com o objetivo de comparar os efeitos de aprendizagem/reten??o de conte?do (desfecho) da aula expositiva dialogada (fator em estudo), realizou-se um estudo controlado randomizado por grupos, cegado para os sujeitos de pesquisa com alunos do 7? e 8? semestre do curso de medicina de uma Faculdade privada do sul do Brasil, com conceito cinco atribu?do pela Comiss?o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES). Foram avaliados 150 sujeitos, entre mar?o de 2012 e junho de 2014, m?dia de idade de 24,7 anos e predom?nio do sexo feminino (62,7%); 69 (46%) alocados para a aula expositiva dialogada (grupo interven??o) e 81 (54%) para aula expositiva tradicional (grupo controle). O desempenho dos grupos foi avaliado por um mesmo teste te?rico de conhecimento aplicado antes e ap?s a aula, onde os alunos do grupo controle demonstraram maior varia??o entre o primeiro e segundo teste (8,6 vs. 6,7 p=0,0001) resultado refor?ado pela magnitude do efeito tamb?m maior neste grupo (2,526 vs. 1,350). No pr?-teste, sem distin??o por grupo, o aproveitamento geral dos alunos foi de 50%, sendo maior a pontua??o m?dia do grupo submetido ? interven??o (p=0,003) e daqueles alunos testados no 7? semestre. Neste estudo, a aula expositiva dialogada determinou resultados finais similares ? aula tradicional (20,2 vs. 20,0 pontos no teste final) n?o sendo observado preju?zo na aprendizagem de curto prazo.

Made available in DSpace on 2015-04-14T13:36:01Z (GMT). No. of bitstreams: 1 462154.pdf: 1740830 bytes, checksum: 56d8885409aaa592e20907c78d4b44fe (MD5) Previous issue date: 2014-02-24 / In Brazil, in spite of humanism is an old topic in the history of medicine, including his medical education in Brazil is recent, officially legalized in Resolution CNE/CES in 4 of 7 November 2001, the Ministry of Education, National Council of education/Board of Higher education, which includes the National Curriculum Guidelines for Undergraduate Medical. However, the Ministry of Health have questioned as to the graduates listing, in relation to the supply of the health needs of the population. Given that there is urgency to appropriate and effective measures in vocational training, it is necessary to understand the aspects for improvement in the comprehensive care and more comprehensive information on medical education. In this light, the present study aims to describe and analyze the provision of humanistic disciplines in medical education in Brazil. For this, we carried out a descriptiveanalytic research with documented reference base, with qualitative and quantitative approach. The data analyzed was collected through the curriculum matrices, searched through information disseminated on the Internet by HEIs. The sample was composed of subjects of Humanities and Medical Sciences, matrices belonging curriculum of undergraduate courses in Medicine in Brazil, considering the criteria for inclusion and exclusion. The study included 127 HEIs. The analysis of 7832 subjects showed that 22.8 % were humanistic disciplines. The state with the highest local rate of humanistic disciplines was Rio Grande do Norte, with 67.9% (n=129). Followed by Cear? with (51.6%, n=81) and Rond?nia (32.4%, n=34). When subdivided by the five regions of the country, 27.86% concentrated in the Northeast, followed by the southern regions (23.15%, n=394), Southeast (22.26%, n=882), north (17.85%, n=96), and Midwest (17.37%, n=66). There was a negative correlation between the mortality rate and the IES (n), r = -0.414 (p <0.001). There was a significant correlation of the humanistic disciplines and the mortality rate (r = 0.933, p <0.001). The movements and reform initiatives in medical education in Brazil has led to debates about the health needs unmet and profiles of professionals who are in front of the health system. Especially with regard to medical education, much has been questioned regarding the technicalities profile of medical education offered by the institutions. The geographical, socioeconomic, cultural, climatic, ethnic make the Brazilian a complex panorama for taking resolute action scenario. Importantly, this diversity requires dynamic actions so that they can effectively reach all. / No Brasil, apesar do humanismo ser um assunto antigo na hist?ria da medicina, a inclus?o dele no ensino m?dico brasileiro ? recente, oficialmente legalizado na Resolu??o CNE/CES no 4, de 7 de novembro de 2001, do Minist?rio da Educa??o, Conselho Nacional de Educa??o/ C?mara de Educa??o Superior, que cont?m as Diretrizes Curriculares Nacionais do Curso de Gradua??o de Medicina. Entretanto, o Minist?rio da Sa?de t?m questionado quanto ao perfil egressos, no que tange ao suprimento das necessidades de sa?de da popula??o. Tendo em vista, que h? urg?ncia em provid?ncias cab?veis e efetivas na forma??o profissional, ? necess?rio compreender os aspectos para melhorias no atendimento integral e obter informa??es mais abrangentes sobre a forma??o m?dica. Sob este prisma, o presente estudo tem como objetivo descrever e analisar a oferta de disciplinas humanistas no ensino m?dico do Brasil. Para isto, realizou-se uma pesquisa anal?tico-descritiva, com base referencial documental, com abordagem quali-quantitativa. Os dados estudados foram coletados atrav?s das matrizes curriculares, pesquisadas atrav?s de informa??es divulgadas na Internet pelas IES. A amostra desta pesquisa foi composta por disciplinas de Ci?ncias Humanas e Ci?ncias M?dicas, pertencentes as matrizes curriculares dos cursos de gradua??o em Medicina do Brasil, considerando os crit?rios de inclus?o e exclus?o. Participaram deste estudo 127 IES. A an?lise de 7832 disciplinas mostrou que 22,8% eram disciplinas humanistas. O Estado que apresentou a maior taxa local de disciplinas humanistas foi o Rio Grande do Norte, com 67,9% (n=129). Seguido pelo Cear? com (51,6%, n= 81) e Rond?nia (32,4%, n=34). Quando subdivididas pelas cinco regi?es do pa?s, 27,86% concentrou-se no nordeste, seguido pelas regi?es sul (23,15%, n= 394), sudeste (22,26%, n=882), norte (17,85%, n=96), e centro oeste (17,37%, n=66). Houve correla??o negativa entre a taxa de mortalidade e as IES (n), r=-0,414 (p<0,001). Houve expressiva correla??o das disciplinas humanistas e a taxa de mortalidade (r=0,933, p<0,001). Os movimentos e iniciativas de reforma no ensino m?dico do Brasil tem provocado debates a cerca das necessidades de sa?de n?o supridas e o perfil dos profissionais que est?o na frente do sistema de sa?de. Especialmente, no que diz respeito ao ensino m?dico, muito tem sido questionado com rela??o ao perfil tecnicista da forma??o m?dica ofertado pelas institui??es de ensino. A diversidade geogr?fica, socioecon?mica, cultura, clim?tica, ?tnica fazem do panorama brasileiro um cen?rio complexo para a tomada de a??es resolutas. ? importante ressaltar que, esta diversidade exige a??es din?micas para que se possam alcan?ar a todas efetivamente.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-09-28T11:31:23Z No. of bitstreams: 1 475279 - Texto Completo.pdf: 5745732 bytes, checksum: 27712395d79b0f6b47075e2e04382adf (MD5) / Made available in DSpace on 2015-09-28T11:31:23Z (GMT). No. of bitstreams: 1 475279 - Texto Completo.pdf: 5745732 bytes, checksum: 27712395d79b0f6b47075e2e04382adf (MD5) Previous issue date: 2015-03-27 / Objectives: To translate, adapt and validate a questionnaire that assesses the attitude of health area students toward Complementary and Alternative Medicine (CAM). Methods: Cross-sectional, observational and prospective study. The Integrative Medicine Attitude Questionnaire is a 29-item, 7-point Likert scale rated instrument, which was translated into Brazilian Portuguese, back-translated into English, semantically corrected and culturally adapted in order to reach its final version. Cronbach's alpha, Spearman Correlation and Ceiling/ Floor Effect were used for data analysis. Results: Among 300 eligible students, 265 were present during study invitation, 172 agreed to participate, 59.3% were female, there were no losses related to incomplete questionnaires. The analysis of the responses of the instruments resulted in Cronbach's alpha of 0.717; Spearman correlation between total and individual responses means were not significant to items 5 and 27; Ceiling Effect was detected in six items and Floor Effect in other six. Conclusion: The Brazilian Portuguese version of the instrument is valid; some items can be removed without result interference of the research. It seems that the performance of the answers to some statements was related to a certain lack of knowledge regarding Eastern therapies. Factor analysis may be the choice strategy for precisely pointing out the items to be suppressed. / Objetivos: Traduzir, adaptar e validar um question?rio que possa avaliar a atitude de alunos da ?rea da sa?de frente ?s Pr?ticas Integrativas e Complementares. M?todos: Estudo de delineamento transversal, observacional, realizado com graduandos da Faculdade de Medicina da PUCRS, em 2014. O instrumento Integrative Medicine AttitudeQuestionnaire, previamente validado com 29 itens respondidos em escala Likert com 7 op??es, foi traduzido, retraduzido, realizadas as devidas corre??es sem?nticas e adapta??es culturais. O estudo foi aprovado pelas Comiss?o Cient?fica e Comit? de ?tica da Pontif?cia Universidade Cat?lica do Rio Grande do Sul. Para an?lise dos dados foi utilizado o ?de Cronbach e Efeito Teto Ch?o e correla??o de Spearmann. P< a 0,05 foi considerado estatisticamente significativo. Resultados: Dentre os 300 convidados a participar do estudo, 172 aceitaram participar, n?o havendo perda quanto a question?rios incompletos. Cento e duas participantes eram do sexo feminino. O ? de Cronbach total do instrumento foi de 0,717. Para correla??o de Spearman, apenas ositens5 e 27 n?o apresentaram valor de p significativo. Na an?lise do Efeito Teto e Efeito Ch?o, apenas 6 itens obtiveram Efeito Teto, e 6 o Efeito Ch?o. Conclus?o: Os autores optaram por n?o retirar nenhum item, mesmo encontrando valores de Efeito Teto e Efeito Ch?o para 12 itens, por?m acredita-se que isto se deva ?opini?o da popula??o estudada, tornando-se necess?rio aumentar o tamanho amostral a fim de definir a exclus?o ou n?o de quest?es aparentemente menos sens?veis ? capta??o da opini?o sobre Pr?ticas Integrativas e Complementares.