Alunos de um programa de pós-graduação em cardiologia: são os resultados de quase 30 anos adequados? / Graduates from a postgraduate program in cardiology: are the results of almost 30 years adequate?

FUNDAMENTO: A pós-graduação stricto sensu no Brasil foi implementada em 1965 para aumentar a qualidade de ensino nas Universidades e preparar pesquisadores completos e independentes. A participação brasileira nas publicações ISI tem aumentado desde então de forma significante, mas pouca informação está disponível sobre a qualidade dos pós-graduados. OBJETIVO: Revisar 29 anos de programa de pós-graduação em cardiologia na Universidade Federal de São Paulo e analisar as características dos alunos de mestrado e doutorado em relação à origem, publicações e carreira subsequente. MÉTODOS: Desenvolvemos um questionário para avaliar 168 alunos de pós-graduação que produziram 196 teses (116 de mestrado e 80 de doutorado), no período de 1975-2004 e entramos em contato com 95,9 por cento deles. As informações sobre as publicações foram obtidas através dos bancos de dados científicos usuais. RESULTADOS: 30 por cento dos alunos de pós-graduação eram das regiões Norte-Nordeste-Centro-Oeste e apenas 50 por cento deles retornou à sua região de origem. A idade média quando da admissão na pós-graduação foi de 32,5 anos e 34,9 anos para mestrandos e doutorandos, respectivamente; a duração média dos programas de pós-graduação foi respectivamente de 39,0 e 43,2 meses e aproximadamente 50 por cento dos alunos fez o curso de pós-graduação sem qualquer bolsa de estudo. A publicação das teses durante esses 29 anos apresentou uma média de 36,5 por cento para mestrado e 61,9 por cento para doutorado, mas quaisquer publicações posteriores foram da ordem de 70,2 por cento e 90,6 por cento, respectivamente. O fator de impacto médio da tese publicada foi de 1,3 para mestrado e 3,1 para doutorado, com 65,5 por cento e 87,5 por cento de Qualis A, respectivamente. Atualmente, há ex-alunos de pós-graduação originários de nossa instituição em 17 estados da federação e 12 deles tornaram-se professores titulares. CONCLUSÃO: Embora o programa stricto sensu, especialmente no ...

BACKGROUND: Stricto sensu post-graduation in Brazil was implemented in 1965 to increase university professors' teaching quality and to prepare full, independent researchers. The brazilian share in ISI publications has increased significantly since then, but little information is available on postgraduate quality. OBJECTIVE: To review 29 years of the postgraduate programs in cardiology at the Federal University of São Paulo and to analyze master and doctorate graduates' characteristics regarding their origin, publications and subsequent career. METHODS: We developed a questionnaire to evaluate 168 postgraduates who produced 196 theses (116 master's and 80 doctorate) over the period 1975-2004 and contacted 95.9 percent of them. Information on publications were obtained through the usual science databases. RESULTS: 30 percent of graduates came from the North-Northeast-Central West regions and only 50 percent returned to their original area. Mean age at admission was 32.5 and 34.9 years old for master and doctorate students, respectively; average program duration was, respectively, 39.0 and 43.2 months and approximately 50 percent went through it without any grants. Thesis publications throughout these 29 years averaged 36.5 percent for master's and 61.9 percent for doctorate, but any publishing afterwards occurred in 70.2 and 90.6 percent of the cases. The average impact factor of the published theses was 1.3 for master's degree and 3.1 for doctorate programs with 65.5 percent and 87.5 percent of Qualis A, respectively. Currently, there are graduates in 17 states of the country and 12 have became full professors. CONCLUSION: Although the stricto sensu program, especially the master's degree program, has many areas that need improvement, they seem to be contributing to improve professional quality and the number of brazilian indexed publications.

[Graduates from a postgraduate program in cardiology: are the results of almost 30 years adequate?]. / Alunos de um programa de pós-graduação em cardiologia: são os resultados de quase 30 anos adequados?

BACKGROUND: Stricto sensu post-graduation in Brazil was implemented in 1965 to increase university professors' teaching quality and to prepare full, independent researchers. The brazilian share in ISI publications has increased significantly since then, but little information is available on postgraduate quality. OBJECTIVE: To review 29 years of the postgraduate programs in cardiology at the Federal University of São Paulo and to analyze master and doctorate graduates' characteristics regarding their origin, publications and subsequent career. METHODS: We developed a questionnaire to evaluate 168 postgraduates who produced 196 theses (116 master's and 80 doctorate) over the period 1975-2004 and contacted 95.9% of them. Information on publications were obtained through the usual science databases. RESULTS: 30% of graduates came from the North-Northeast-Central West regions and only 50% returned to their original area. Mean age at admission was 32.5 and 34.9 years old for master and doctorate students, respectively; average program duration was, respectively, 39.0 and 43.2 months and approximately 50% went through it without any grants. Thesis publications throughout these 29 years averaged 36.5% for master's and 61.9% for doctorate, but any publishing afterwards occurred in 70.2 and 90.6% of the cases. The average impact factor of the published theses was 1.3 for master's degree and 3.1 for doctorate programs with 65.5% and 87.5% of Qualis A, respectively. Currently, there are graduates in 17 states of the country and 12 have became full professors. CONCLUSION: Although the stricto sensu program, especially the master's degree program, has many areas that need improvement, they seem to be contributing to improve professional quality and the number of brazilian indexed publications.

Evaluating the impact of the humanities in medical education.

The inclusion of the humanities in medical education may offer significant potential benefits to individual future physicians and to the medical community as a whole. Debate remains, however, about the definition and precise role of the humanities in medical education, whether at the premedical, medical school, or postgraduate level. Recent trends have revealed an increasing presence of the humanities in medical training. This article reviews the literature on the impact of humanities education on the performance of medical students and residents and the challenges posed by the evaluation of the impact of humanities in medical education. Students who major in the humanities as college students perform just as well, if not better, than their peers with science backgrounds during medical school and in residency on objective measures of achievement such as National Board of Medical Examiners scores and academic grades. Although many humanities electives and courses are offered in premedical and medical school curricula, measuring and quantifying their impact has proven challenging because the courses are diverse in content and goals. Many of the published studies involve self-selected groups of students and seek to measure subjective outcomes which are difficult to measure, such as increases in empathy, professionalism, and self-care. Further research is needed to define the optimal role for humanities education in medical training; in particular, more quantitative studies are needed to examine the impact that it may have on physician performance beyond medical school and residency. Medical educators must consider what potential benefits humanities education can contribute to medical education, how its impact can be measured, and what ultimate outcomes we hope to achieve.

[Postgraduate training for general practitioners in the Netherlands--a model for Germany? Description of postgraduate training and critical comparison]. / Facharztweiterbildung Allgemeinmedizin in den Niederlanden--ein Modell für Deutschland? Beschreibung der Weiterbildung und kritischer Vergleich.

Unlike in other countries, postgraduate training in Germany is not attached to academic centres. Content and duration of postgraduate training are stipulated by the federal medical boards, with the process being unstructured and solely at the responsibility of the trainee. As a model for a structured postgraduate training programme, the Dutch training system for general practitioners is described in detail. The most important difference is the funding of trainees and training facilities within the frame of structured training programmes by the Dutch Ministry of Health. Acquisition of qualifications thus becomes more important than the work performance of the trainee. After reforming graduate medical training, it is now time to rethink postgraduate training in Germany.

Aspectos atuais da pós-graduaçäo médica no Brasil / Actual aspects of postgraduate medical courses in Brasil

O autor apresenta um resumo de definições sobre modalidades de cursos e atividades de pós-gradução médica no Brasil, após seu histórico e finalidades, ressaltando as características, requisitos e destinação de cada modalidade citada

Componentes de prospecto de curso y diseño curricular en los estudios de postgrado en Ciencias Morfológicas / Component of prospecties of curriculum design in postgraduate courses in morphological sciences

Ante la necesidad de desarrollar las ciencias morfológicas en el campo académico e investigativo, se proponen ideas para elaborar el prospecto y el diseño curricular de cursos de postgrado de maestría y doctorado. Se necesita definir un marco filosófico cuyos principios orienten la acción docente y el proceso educativo apoyado en la formación metodológica para la investigación y la excelencia académica de sus egresados. Expresa el perfil académico del curso del cual deriven sus objetivos y plan de estudios, con especificación de asignaturas, régimen docente y criterios de evaluación, así como también requisitos de ingreso de permanencia y de egreso, las líneas de investigación, lista de profesores y recursos. Se recomienda establecer la investigación científica y tecnológica como eje curricular, con aplicación de los principios de integración interdisciplinaria, flexibilidad