ABSTRACT
A Atenção Primária à Saúde (APS), definida a partir da Declaração de Alma- Ata, e, identificada mundialmente como uma estratégia de organização dos serviços de saúde, caracteriza-se como o primeiro nível de contato dos indivíduos, da família e da comunidade com o sistema nacional de saúde. Este trabalho constitui um relato de experiência desenvolvido a partir de uma atividade teórico-prática, que se propôs a analisar os atributos e os processos de trabalho da Atenção Primária à Saúde no contexto de uma Unidade de Saúde da Família (USF), no município de Foz do Iguaçu-PR, com o objetivo de relacionar a teoria com a prática, por meio de questionários, elaborados com base na literatura e, aplicado aos profissionais e usuários do sistema de saúde. Ademais, contou com a observação da rotina do processo de trabalho na unidade. A vivência oportunizou a identificação dos desafios e fragilidades referentes aos atributos da APS e dos elementos constituintes do processo de trabalho em saúde. Por fim, conclui-se que, no cotidiano dos serviços, a APS enfrenta muitas dificuldades em se estabelecer como previsto na literatura e, por isso, faz-se premente a participação social para sua efetivação e consagração como primeiro nível de contato com o sistema de saúde.
Primary Health Care (PHC), defined from the Declaration of Alma-Ata, and identified worldwide as a strategy for organizing health services, is characterized as the first level of contact of individuals, family and community with the national health system. This paper is an experience report developed from a theoretical-practical activity, which proposed to analyze the attributes and work processes of Primary Health Care in the context of a Family Health Unit (USF) in the municipality of Foz do Iguaçu-PR, with the objective of relating theory to practice, through questionnaires, prepared based on the literature and applied to professionals and users of the health system. In addition, there was observation of the routine of the work process in the unit. The experience made it possible to identify the challenges and weaknesses related to the attributes of PHC and the constituent elements of the health work process. Finally, it is concluded that, in the daily life of services, PHC faces many difficulties in establishing itself as predicted in the literature and, therefore, social participation is necessary for its effectiveness and consecration as the first level of contact with the health system.
La Atención Primaria de Salud (APS), definida a partir de la Declaración de Alma-Ata, e identificada mundialmente como una estrategia de organización de los servicios de salud, se caracteriza por ser el primer nivel de contacto de los individuos, la familia y la comunidad con el sistema nacional de salud. Este trabajo es un relato de experiencia desarrollado a partir de una actividad teórico-práctica, que se propuso analizar los atributos y procesos de trabajo de la Atención Primaria de Salud en el contexto de una Unidad de Salud de la Familia (USF) en el municipio de Foz do Iguaçu- PR, con el objetivo de relacionar la teoría con la práctica, a través de cuestionarios, elaborados con base en la literatura y aplicados a profesionales y usuarios del sistema de salud. Además, hubo observación de la rutina del proceso de trabajo en la unidad. La experiencia permitió identificar los desafíos y debilidades relacionados con los atributos de la APS y los elementos constitutivos del proceso de trabajo en salud. Finalmente, se concluye que, en el día a día de los servicios, la APS enfrenta muchas dificultades para establecerse como predice la literatura y, por lo tanto, es necesaria la participación social para su eficacia y consagración como primer nivel de contacto con el sistema de salud. PALABRAS CLAVE: Atención Primaria de Salud; Sistema Único de Salud; Políticas de Salud.
Subject(s)
Humans , Male , Female , Primary Health Care/organization & administration , Students, Medical , Family Health/education , Unified Health System , Health Strategies , User Embracement , National Health Systems , Case Reports as Topic , House CallsABSTRACT
Objetivo: verificar las implicaciones de las actividades prácticas en el Laboratorio de Habilidad y Simulación relacionadas con la motivación y los sentimientos expresados por los estudiantes universitarios cuando regresan a las actividades presenciales luego del aislamiento social ocasionado por la pandemia del COVID-19. Método: estudio cuasiexperimental, con un solo grupo y del tipo pre y postest, realizado mediante una intervención educativa basada en el entrenamiento de habilidades en administración de medicamentos y venopunción, con estudiantes de medicina de una universidad pública brasileña. La muestra estuvo conformada por 47 estudiantes. Para la recolección de datos se utilizaron los instrumentos de caracterización y autopercepción de los individuos y la Escala de Motivación Situacional. Resultados: en la muestra, el 98% mencionó la falta de actividades prácticas durante la pandemia. El sentimiento descrito con mayor frecuencia fue la ansiedad. Después de realizar la actividad, hubo un cambio en la frecuencia de los sentimientos expresados, aunque no hubo un cambio significativo en los niveles de motivación. Regulación Externa (5,1 - 5,6), Regulación Identificada (6,1 - 6,4) y Motivación Intrínseca (5,6 - 6,0) presentaron resultados altos, demostrando similitud con los sentimientos relatados por los estudiantes. Conclusión: la motivación es fundamental para un aprendizaje efectivo y el uso de metodologías activas refuerza de manera efectiva las habilidades construidas en los estudiantes frente al proceso de aprendizaje.
Objective: to verify the implications of practical activities in the Skills and Simulation Laboratory on the motivation and feelings expressed by undergraduate students when returning to face-to-face activities after the social isolation caused by COVID-19 pandemic. Method: a quasi-experimental study, with a single group and of the pre- and post-test type, carried out through an educational intervention based on skills training on medication administration and venipuncture, with medical students from a Brazilian public university. The sample was comprised by 47 students. The instruments of students' characterization and self-perceived feelings and the Situational Motivation Scale were used for data collection. Results: in the sample, 98% mentioned the lack of practical activities during the pandemic. The most frequently described feeling was anxiety. After carrying out the activity, there was a change in the frequency of expressed feelings, although there was no significant change in motivational levels. External Regulation (5.1 - 5.6), Identified Regulation (6.1 - 6.4) and Intrinsic Motivation (5.6 - 6.0) presented high results, showing similarity to the feelings reported by the learners. Conclusion: motivation is essential for effective learning and the use of active methodologies reinforces skills built in an affective way in the students facing the learning process.
Objetivo: verificar as implicações das atividades práticas no Laboratório de Habilidade e Simulação relacionado à motivação e os sentimentos expressos pelos estudantes universitários quando regressam às atividades presenciais após o isolamento social causado pela pandemia da COVID-19. Método: estudo quase-experimental, com um único grupo, do tipo pré e pós-teste, realizado por meio de uma intervenção educacional baseada no treino de habilidades de administração de medicamentos e punção venosa, com estudantes de medicina de uma universidade pública brasileira. A amostra foi composta por 47 estudantes. Para a coleta de dados, foram utilizados os instrumentos de caracterização dos sujeitos e sentimentos autopercebidos pelos estudantes e a Escala de Motivação Situacional. Resultados: na amostra, 98% referiram falta de atividades práticas durante a pandemia. O sentimento mais frequentemente descrito foi a ansiedade. Após a realização da atividade, observou-se uma mudança na frequência dos sentimentos expressos, embora não se tenha verificado uma mudança significativa nos níveis motivacionais. A Regulação Externa (5,1 - 5,6), a Regulação (6,1 - 6,4) e a Motivação Intrínseca (5,6 - 6,0) apresentaram resultados elevados, demostrando semelhança com os sentimentos relatados pelos alunos. Conclusão: a motivação é essencial para uma aprendizagem eficaz e a utilização de metodologias ativas reforça as habilidades construídas de uma forma efetiva nos estudantes frente ao processo de aprendizagem.
Subject(s)
Humans , Students, Medical/psychology , Education, Medical , Simulation Training , COVID-19 , Learning , MotivationABSTRACT
Objetivo: comprobar la tasa de evaluación correcta mediante la comparación visual directa de las medidas de dilatación cervical en modelos de cuello uterino de consistencia dura. Método: estudio aleatorizado abierto con 63 estudiantes de obstetricia a los que se les asignó usar o no la comparación visual directa con una guía de dilatación. Los estudiantes estimaron de forma ciega la dilatación cervical en simuladores con diferentes dilataciones. El resultado primario fue la tasa de evaluación correcta. Resultados: los estudiantes realizaron 441 pruebas. Se observó una mayor tasa de evaluación correcta en el grupo experimental que en el grupo control (47,3% versus 27,2%; p < 0,001; Odds Ratio = 2,41; intervalo de confianza del 95% = 1,62-3, 58). Conclusión: la comparación visual directa aumentó la precisión de la evaluación de la dilatación cervical en modelos de simulación de cuello, lo que podría ser beneficioso en el entrenamiento de laboratorio. Registro Brasileño de Ensayos Clínicos n.º U1111-1210-2389.
Objective: to verify the correct assessment rate when using direct visual comparison in the cervical dilation measures in hard-consistency cervix simulation models. Method: an open-label and randomized study conducted with 63 Obstetrics students that were designated either to use direct visual comparison in a dilation guide or not. The students estimated cervical dilation blindly in simulators with different dilations. The primary outcome was the correct assessment rate. Results: the students performed 141 tests. A higher correct assessment rate was found in the Experimental Group than in the Control Group (47.3% versus 27.2%; p<0.001; Odds Ratio = 2.41; 95% Confidence Interval = 1.62-3.58). Conclusion: the direct visual comparison increased precision of the cervical dilation assessment in cervix simulation models, with the possibility of being beneficial in laboratory training. Brazilian Registry of Clinical Trials No. U1111-1210-2389.
Objetivo: verificar a taxa de avaliação correta com o uso da comparação visual direta nas medidas de dilatação cervical em modelos de simulação de colo com consistência dura. Método: estudo randomizado aberto com 63 estudantes de obstetrícia que foram designados para usar comparação visual direta em um guia de dilatação ou não. Os estudantes estimaram cegamente a dilatação cervical em simuladores com diferentes dilatações. O desfecho primário foi a taxa de avaliação correta. Resultados: os estudantes realizaram 441 testes. Foi encontrada maior taxa de avaliação correta no grupo experimental do que no grupo controle (47,3% versus 27,2%; p <0,001; Odds Ratio = 2,41; intervalo de confiança de 95% = 1,62-3,58). Conclusão: a comparação visual direta aumentou a precisão da avaliação da dilatação cervical em modelos de simulação de colo, podendo ser benéfica no treinamento em laboratório. Registro Brasileiro de Ensaios Clínicos nº U1111-1210-2389.
Subject(s)
Humans , Female , Pregnancy , Students, Medical , Labor Stage, First , Cervix Uteri , Dilatation , Obstetrics/educationABSTRACT
O objetivo deste artigo é revelar o comportamento nas mídias sociais de estudantes de cursos de graduação na área da saúde do ponto de vista da ética profissional. Realizou-se uma revisão integrativa da literatura com base na pergunta norteadora: "Há condutas não profissionais na produção de conteúdo nas mídias sociais por estudantes da área da saúde?". Foram encontrados 495 estudos nas bases de dados pesquisadas. Destes, dez atenderam aos critérios de inclusão. Os estudos incluídos haviam sido feitos com estudantes dos cursos de enfermagem, medicina e odontologia. Todos demonstraram sua má conduta nas mídias sociais em algum momento. Há mais relatos de visualizações de condutas antiprofissionais nos perfis de outros colegas do que autorrelatos quanto a esse aspecto. Conclui-se que é evidente a má conduta, nas mídias sociais, de estudantes de enfermagem, medicina e odontologia
This article aims to reveal the behavior of medical, nursing and dental students from the point of view of professional ethics on social media. An integrative review was carried out based on the research question: "Are there unprofessional behaviors in the production of content on social media by medical, nursing and dental students?". A total of 495 studies, of which ten have satisfied the inclusion criteria, were found in the searched databases. The included studies had been carried out with students from universities for nursing, medical and dentistry education. Everyone has demonstrated misconduct on social media at a moment or other. There are more assertions that they see unprofessional behaviors in the profiles of other colleagues than self-assertions regarding this aspect. We can conclude that the misconduct of medical, nursing and dental students on social networks is evident
El objetivo de este artículo es revelar el comportamiento, en las redes sociales, de los estudiantes de cursos del área de la salud del punto de vista de la ética profesional. Se realizó una revisión integrativa a partir de la pregunta de investigación: "¿Existen comportamientos no profesionales en la producción de contenidos en redes sociales por parte de estudiantes del área de la salud?". Se encontraron 495 estudios, de los cuales diez han cumplido los criterios de inclusión, en las bases de datos investigadas. Los estudios habían sido realizados con estudiantes de los cursos de enfermería, medicina y odontología. Todos ellos han demostrado mala conducta en las redes sociales en algún momento. Hay más afirmaciones acerca de visualizaciones de comportamientos no profesionales en los perfiles de otros compañeros que autoaserciones sobre este aspecto. Es posible concluir que la mala conducta de estudiantes de enfermería, medicina y odontologíaen las redes sociales es evidente
Subject(s)
Humans , Students, Dental , Students, Medical , Students, Nursing , Catchment Area, Health , Health , Social Media , Professional Misconduct , EthicsABSTRACT
SUMMARY: Numerous students perceive neuroanatomy as a particularly difficult subject due to its overwhelming complexity. Therefore, a neuroanatomy book that concentrates on easy-to-read stories with schematics rather than exhaustive details has been published. This study evaluates the effect of a trial of the new neuroanatomy book on student learning. From the book, a printout on the brainstem and cranial nerve was extracted. Medical students read the printout, and subsequently were examined on their knowledge of and interest in neuroanatomy. Students who read the extract answered examination questions relatively well and were more interested in neuroanatomy. The printout seemed to enhance the knowledge and concentration of the students. After grasping the fundamental information in the book, students are expected to be able to learn advanced concepts comfortably and confidently. In addition, the book with its concise and simple content is suitable not only for short- duration neuroanatomy courses but also for self-learning.
Muchos estudiantes perciben la neuroanatomía como un tema particularmente difícil debido a su abrumadora complejidad. Por lo tanto, se ha publicado un libro de neuroanatomía que se concentra en historias fáciles de leer con esquemas en lugar de detalles exhaustivos. Este estudio evalúa el efecto de una prueba del nuevo libro de neuroanatomía en el aprendizaje de los estudiantes. Del libro, se extrajo una impresión sobre el tronco encefálico y los nervios craneales. Los estudiantes de medicina leyeron la copia impresa y, posteriormente, se les examinó su conocimiento e interés por la neuroanatomía. Los estudiantes que leyeron el extracto respondieron relativamente bien a las preguntas del examen y estaban más interesados en la neuroanatomía. La impresión parecía mejorar el conocimiento y la concentración de los estudiantes. Después de comprender la información fundamental del libro, se espera que los estudiantes puedan aprender conceptos avanzados con comodidad y confianza. Además, el libro con su contenido conciso y simple es adecuado no solo para cursos de neuroanatomía de corta duración, sino también, para el autoaprendizaje.
Subject(s)
Humans , Male , Female , Students, Medical , Books, Illustrated , Learning , Neuroanatomy/education , Surveys and QuestionnairesABSTRACT
El material cadavérico (MC) humano en la cursada de Anatomía de la carrera de Medicina es el recurso didáctico más antiguo y completo para la enseñanza. Este elemento conlleva importantes significaciones y múltiples atravesamientos (legales, éticos, procedimentales, culturales) que, a partir de la mitad del siglo XX tuvo cuestionamientos y posicionamientos pedagógicos antagónicos en cuanto a su uso. Su utilización genera reacciones emocionales en los estudiantes, a veces negativas, que son procesadas por los mecanismos de defensa y las estrategiasde afrontamiento con que el sujeto cuente. Cuando éstos son sobrepasados puede aparecer un cortejo sindromático que constituye el afrontamiento cadavérico negativo, el cual es un factor que ubica al alumno en un estado de vulnerabilidad con alteraciones en lo académico. Consideramos necesario para este grupo de estudiantes, como para aquellos en su proceso de afrontamiento, estrategias didácticas que los secunden en el proceso y tiendan a una educación inclusiva para que el afrontamiento cadavérico negativo no sea causal de deserción o riesgosidad.
SUMMARY: The human cadaveric material (CM) in the course of Anatomy of the Medicine career is the oldest and most complete didactic resource for teaching. This element carries important meanings and multiple crossings (legal, ethical, procedural, cultural) that, from the middle of the 20th century, had questions and antagonistic pedagogical positions regarding its use. Its use generates emotional reactions in students, often negative, which are processed by the defense mechanisms and coping strategies available to the subject. When these are exceeded, a syndromic courtship may appear that constitutes negative cadaveric coping, which is a factor that places the student in a state of vulnerability with academic alterations. We consider it necessary for this group of students, as well as for those in their coping process, didactic strategies that support them in the process and tend to an inclusive education so that negative cadaverous coping is not a cause of desertion or risk.
Subject(s)
Humans , Students, Medical/psychology , Cadaver , Adaptation, Psychological , Self-Injurious Behavior , Depression , Psychological DistressABSTRACT
En estudios preliminares objetivamos alta prevalencia de uso de sustancias psicoactivas (SP) entre alumnos de Anatomía, con mayor impacto entre los recursantes o aquellos con actividades laborales. La causa del uso es multifactorial, pero se destacan factores de riesgo y precipitantes como la carga horaria de la currícula, exigencias de estudio, el distrés por el afrontamiento cadavérico negativo, el nuevo contexto educativo y la cantidad de horas de sueño. El objetivo fue comparar la prevalencia de uso de SP entre las cohortes de 2011-2019, con focalización en los factores determinantes conductuales. Estudio observacional, transversal y comparativo mediante encuesta estandarizada y anónima en 945 alumnos (año 2011= 122; año 2013= 158; año 2015=204; año 2017= 228; año 2019= 233). Se aplicaron parámetros estadísticos, se definió la significación como p -0.84; AA: r> -0.71). En el caso de ansiolíticos benzodiacepínicos, se asoció con falta de sueño y distrés por el afrontamiento negativo al estudio con cadáveres. En las cohortes comparadas por el lapso de 9 años hallamos alta prevalencia de uso de sustancias psicoactivas con tendencia al incremento. Las variables actividad laboral y recursante fueron determinantes para el uso de sustancias, y se asociaron cuestiones relativas a la adaptabilidad universitaria y afrontamiento de estudio negativo con el cadáver; todos con incidencia pedagógica en el proceso de enseñanza y aprendizaje.
SUMMARY: In preliminary studies, we observed a high prevalence of the use of psychoactive substances (PS) among Anatomy students, with a greater impact among recurrent students or those with work activities. The cause of use is multifactorial, but risk and precipitating factors stand out, such as the workload of the curriculum, study demands, distress due to negative cadaveric coping, the new educational context and the number of hours of sleep. The objective was to compare the prevalence of SP use between the 2011-2019 cohorts, with a focus on behavioral determinants. Observational, cross-sectional and comparative study using a standardized and anonymous survey in 945 students (year 2011= 122; year 2013= 158; year 2015=204; year 2017= 228; year 2019= 233). Statistical parameters were applied, significance was defined as p -0.84; AA: r> -0.71). In the case of benzodiazepine anxiolytics, it was associated with lack of sleep and distress due to negative coping with the study with cadavers. In the cohorts compared for a period of 9 years, we found a high prevalence of psychoactive substance use with an increasing trend. The variables work activity and recurrence were determinants for the use of substances, and issues related to university adaptability and negative study coping with the corpse were associated; all with pedagogical impact on the teaching and learning process.
Subject(s)
Humans , Male , Female , Young Adult , Students, Medical/psychology , Students, Medical/statistics & numerical data , Substance-Related Disorders/epidemiology , Anatomy/education , Argentina , Adaptation, Psychological , Attitude to Death , Prevalence , Cross-Sectional Studies , Surveys and Questionnaires , Risk Factors , Cohort Studies , Dissection/education , Dissection/psychology , Psychological DistressABSTRACT
Introducción: La educación universitaria constituye un proceso generador de muchas tensiones para los estudiantes de todo el mundo, que se ha asociado a altos niveles de estrés, ansiedad y depresión. Objetivo: Describir las manifestaciones de estrés académico en estudiantes del tercer año de la carrera de Medicina. Métodos: Se realizó un estudio descriptivo, transversal y retrospectivo de 10 estudiantes de la Facultad de Medicina No. 1 de Santiago de Cuba, diagnosticados con estrés académico en la Unidad de Orientación Estudiantil, desde enero hasta junio de 2022. Resultados: Predominó el estrés moderado en 70,0 % de los alumnos, con una primacía del sexo femenino (50,0 %). La frecuencia de intensidad de la preocupación fue expresada en el valor categorial mucho (70,0 %). Entre los principales factores estresores identificados figuraron: sobrecarga de tareas y trabajos, evaluaciones de los profesores y participación en clase, que en su totalidad forman parte de la dinámica del proceso formativo de la carrera. También prevaleció la diversidad de estrategias de afrontamiento a dicho estrés. Conclusiones: El estrés académico se presentó mayormente en las esferas afectiva y conductual de los estudiantes y se asoció a sucesos vivenciales como factores estresores.
Introduction: University education constitutes a process that generates many tensions for the students from all over the world, which has been associated with high stress levels, anxiety and depression. Objective: To describe the manifestations of academic stress in students from the third year of Medicine. Methods: A descriptive, cross-sectional and retrospective study of 10 students from the Medicine Faculty No. 1 was carried out in Santiago de Cuba, diagnosed with academic stress in the Student Direction Unit, from January to June, 2022. Results: The moderated stress prevailed in 70.0 % of the students, with a primacy of female sex (50.0 %). The frequency of intensity of the concern was expressed in the categorical value (70.0 %) as many. Among the main identified factors that cause stress we can mention: excess of tasks and works, professors evaluations and participation in class that are part of the dynamics in the training process of the career. Also, the diversity of strategies to face this stress prevailed. Conclusions: The academic stress was mostly present in the affective and behavioral spheres of the students and was associated with events experienced as factors that cause stress.
Subject(s)
Stress, Psychological , Students, Medical , Adaptation, PsychologicalABSTRACT
Introducción: La autorregulación del aprendizaje se refiere a la modulación de los procesos afectivos, cognitivos y conductuales a lo largo de una experiencia de aprendizaje para alcanzar un nivel de logro deseado. Los estudiantes que tienen un mejor manejo de sus habilidades cognitivas y metacognitivas aprenden de una mejor forma que aquellos que no, por lo tanto, es fundamental estudiar a qué nivel los estudiantes universitarios son capaces de aprender a aprender y a ser gestores de su aprendizaje. Objetivos: Analizar la relación entre la autorregulación del aprendizaje y el rendimiento académico en estudiantes de la carrera medicina de tres universidades en el año 2022. Materiales y métodos: Esta investigación siguió un enfoque cuantitativo, el tipo de investigación fue observacional de tipo descriptivo. Se utilizó un instrumento previamente validado para identificar los tipos de autorregulación, la Autorregulación del Aprendizaje a partir de Textos (ARATEX-R). Resultados: No se encontró relación significativa entre el perfil académico de los estudiantes de medicina y el puntaje total del ARATEX-R. Al estudiar la relación entre las dimensiones de la autorregulación se encontró relación entre el rendimiento académico y la planificación y la gestión de la motivación, lo que implica que los que tienen mejores habilidades de planificación y que son capaces de gestionar su motivación tienen mejor rendimiento académico. Conclusión: Las principales dimensiones que caracterizan la autorregulación del aprendizaje en estudiantes de medicina fueron: gestión del contexto, gestión de la cognición y evaluación de la comprensión.
Introduction: Self-regulation of learning refers to the modulation of affective, cognitive and behavioral processes throughout a learning experience to reach a desired level of achievement. Students who have a better management of their cognitive and metacognitive skills learn in a better way than those who do not, therefore, it is essential to study at what level university students are capable of learning to learn and to be managers of their learning. Objectives: To analyze the relationship between self-regulation of learning and academic performance in medical students from three universities in the year 2022. Materials and methods: This research followed a quantitative approach; the type of research was observational and descriptive. A previously validated instrument was used to identify types of self-regulation, the Self-Regulation of Learning from Texts (ARATEX-R). Results: No significant relationship was found between the academic profile of medical students and the total ARATEX-R score. When studying the relationship between the dimensions of self-regulation, a relationship was found between academic performance and motivation planning and management, which implies that those who have better planning skills and who are able to manage their motivation have better academic performance. Conclusion: The main dimensions that characterize the self-regulation of learning in medical students were: context management, cognition management and comprehension evaluation.
Subject(s)
Academic Performance , Running , Students , Students, Medical , Universities , World Health Organization , Cognition , Self-Control , LearningABSTRACT
OBJETIVO: Analisar a situação vacinal contra o papilomavírus humano entre estudantes da Faculdade de Medicina da Universidade Federal de Juiz de Fora. MÉTODOS: Trata-se de um estudo observacional transversal, que visa identificar e analisar as características e variáveis que se relacionam com a situação vacinal contra o papilomavírus humano de discentes da Faculdade de Medicina da Universidade Federal de Juiz de Fora. Os dados foram coletados por meio de questionários online padronizados. RESULTADOS: Entre os participantes, 176 (49,2%) alegaram serem vacinados contra o vírus e receberam, no mínimo, uma dose da vacina. Dentre os pesquisados, 74 (20,7%) estudantes declararam terem tomado 3 doses, enquanto 89 (24,9%) tomaram 2 e 13 (3,6%) tomaram apenas 1 dose. Com relação aos vacinados na faixa etária abrangida pela rede pública, 62 (17,3%) são do sexo feminino (9-14 anos) e 12 (3,4%) são do sexo masculino (11-14 anos). Sobre os discentes que já apresentaram alguma lesão pelo vírus, 66,66% não foram vacinados. CONCLUSÃO:Com o presente estudo, foi possível evidenciar que, assim como ocorre com a população brasileira em geral, a situação vacinal contra o papilomavírus humano entre estudantes da Faculdade de Medicina da Universidade Federal de Juiz de Fora está aquém do esperado. O principal motivo relatado para a não vacinação foi não fazer parte da faixa etária incluída na vacinação da rede pública. Constatou-se também que a prevalência de lesão por Papilomavírus Humano em vacinados foi menor que nos não vacinados, enfatizando a necessidade da vacina para prevenção de lesões causadas pelo vírus (AU).
OBJECTIVE: Analyze the vaccination status against the human papillomavirus among students at the School of Medicine of the Federal University of Juiz de Fora. METHODS: It is an observational cross-sectional study that aims to identify and analyze the characteristics and variables that relate to the vaccination status against the human papillomavirus of students at the School of Medicine of the Federal University of Juiz de Fora. The data were collected using standardized online questionnaires. RESULTS: Among the participants, 176 (49.2%) claimed to have been vaccinated against the virus and had received at least one dose of the vaccine. Among those surveyed, 74 (20.7%) students reported having taken 3 doses, while 89 (24.9%) took 2 and 13 (3.6%) took only 1 dose. Regarding the vaccinated in the age group covered by the public network, 62 (17.3%) are female (9-14 years old) and 12 (3.4%) are male (11-14 years old). A total of 66.66% of the students who have already had some injury by the virus, were not vaccinated. CONCLUSION: This study showed that, as with the Brazilian population in general, the vaccination status against human papillomavirus among students at the School of Medicine of the Federal University of Juiz de Fora is below expectations. The main reason reported for non-vaccination was not being part of the age group included in the vaccination of the public network. It was also found that the prevalence of lesions by Human Papillomavirus in vaccinated was lower than in non-vaccinated, emphasizing the need for the vaccine to prevent lesions caused by the virus (AU).
Subject(s)
Humans , Students, Medical , Papillomavirus Infections , Vaccination Coverage , Papillomavirus VaccinesABSTRACT
Fundamento: La enseñanza del idioma inglés constituye una prioridad en la preparación integral de los profesionales de la salud. En las circunstancias actuales la modalidad de educación a distancia es una vía para garantizar la continuidad del proceso docente-educativo en la educación médica superior. Objetivo: Diseñar para su implementación un sistema de tareas docentes que contribuya a desarrollar la habilidad de expresión oral en inglés a través de la educación a distancia en los estudiantes de 2.do año de Medicina. Metodología: Se realizó un estudio experimental en la Universidad de Ciencias Médicas de Holguín durante el período de marzo hasta septiembre de 2021. Se utilizó el método dialéctico materialista como concepción metodológica general de la investigación y se emplearon otros del nivel teórico: análisis y síntesis, inducción-deducción, sistémico-estructural-funcional, histórico-lógico y modelación; empíricos: análisis documental, encuesta, observación de clases, y estadísticos. Resultados: Las principales dificultades estuvieron relacionadas con limitaciones en el tratamiento de la expresión oral en inglés, la insuficiente preparación de los estudiantes en torno a la temática abordada y sus limitaciones en la habilidad de expresión oral en este idioma, por lo que se elaboró un sistema de tareas docentes para solucionar estos aspectos. Conclusiones: Los especialistas valoraron el sistema como adecuado por su estructura y factibilidad de implementación, contribuyó de forma efectiva en la consolidación de la formación cultural y en el plano motivacional.
Background: English language teaching is a priority in the comprehensive preparation of medical professionals. In the current circumstances, distance education is a way to continue the teaching-learning process in higher medical education. Objective: To design for its implementation a system of learning tasks aimed at developing oral expression skills in English through distance education in 2.nd year medical students. Methodology: It was adopted the materialist dialectical method as the general methodological conception of the research, and other methods, from the theoretical level: analysis and synthesis, induction-deduction, systemic-structural-functional, historical-logical and modeling; empirical: documentary analysis, survey, class observation and statistical procedures. Result: The main difficulties were related to the limitations in the treatment of the oral expression in the English language, insufficient preparation of the students on the analyzed topic and their limited ability to develop oral expression in this language, so a system of learning tasks was developed to solve these aspects. Conclusions: The experts considered the system adequate in terms of its structure and feasibility of implementation, contributing effectively to the consolidation of cultural training and at the motivational level.
Subject(s)
Students, Medical , Universities , Education, Distance/methods , Culturally Appropriate Technology/methods , Limited English ProficiencyABSTRACT
Introducción: El confinamiento derivado de la situación sanitaria a finales del primer trimestre de 2020 en España obligó a que la segunda parte del curso 2019-2020 de todos los niveles educativos pasara a formato online de una manera forzada e imprevista. Objetivo: Identificar el impacto de la docencia online en el rendimiento académico de los estudiantes de medicina en el curso 2019-2020. Métodos: El estudio fue de tipo transversal y utilizó datos públicos anonimizados sobre rendimiento académico de estudiantes de medicina en universidades españolas. A partir de la información pública de los sistemas de garantía interna de calidad de estas universidades, se analizaron los valores medios de las tasas de rendimiento y éxito de los cuatro cursos comprendidos entre 2015 y 2019 en 17 universidades españolas. Estos se compararon mediante una prueba t de Student con los obtenidos en el curso 2019-2020. Resultados: Las tasas de rendimiento y éxito fueron superiores en el curso 2019-2020 en comparación con la media de los cuatro cursos anteriores. Conclusiones: La situación de confinamiento y de cambio forzado a docencia online parece haber producido una mejora en el ya de por sí elevado rendimiento académico de los estudiantes de medicina, lo que sugiere niveles elevados de resiliencia y una buena capacidad de adaptación a una situación adversa como la experimentada en la segunda parte del curso 2019-2020 (AU)
Introduction: The lockdown derived from the health situation at the end of the first quarter of 2020 in Spain forced the second part of the 2019-2020 academic course of all educational levels to be move to the online modality in a compulsory and unforeseen way. Objective: To identify the impact of online teaching on the academic performance of medical students in the 2019-2020 academic year. Methods: The study was cross-sectional and used anonymized public data on the academic performance of medical students in Spanish universities. Based on public information from the internal quality assurance systems of these universities, the mean values of performance and success rates were analyzed for the four academic years between 2015 and 2019 in seventeen Spanish universities. Using a Student's t test, these were compared with those obtained in the 2019-2020 academic year. Results: The performance and success rates were higher in the 2019-2020 academic year compared to the average of the four previous academic years. Conclusions: The situation of lockdown and forced change to online teaching seems to have produced an improvement in the already high academic performance of medical students, being this suggestive of high levels of resilience and a good capacity to adapt to an adverse situation such as the one experienced in the second part of the 2019-2020 academic year(AU)
Subject(s)
Humans , Students, Medical , Education, Distance/methods , Spain , Quarantine/methods , Cross-Sectional StudiesABSTRACT
Anticoncepção são todas as técnicas e métodos utilizados para evitar a concepção. Os estudantes de Medicina se destacam nesse contexto, por representarem uma população em um período no qual a gravidez e doenças sexualmente transmissíveis são emergenciais. Logo, este estudo analisou a eficácia dos métodos contraceptivos na comunidade acadêmica médica e verificou se há ou não diferença na taxa de eficácia, em comparação com a população em geral. Sendo assim, realizou- -se uma revisão narrativa e encontraram-se 2.182 artigos; desses, 1.513 cumpriram o critério de inclusão, porém somente quatro artigos atendiam a todos os critérios e foram utilizados. A conclusão do estudo foi de que a taxa de Pearl é maior na população estudada devido ao mau uso dos contraceptivos, necessitando da melhora na qualidade da educação sexual nas universidades de Medicina ao redor do mundo, a fim de se evitarem a perpetuação da má utilização de contraceptivos e a desinformação no meio acadêmico médico.
Contraception is all the techniques and methods that are used to prevent conception. Medical students stand out in this context because they represent a population in a period in which pregnancy and sexually transmitted diseases are emergencies. Therefore, this study analyzed the effectiveness of contraceptive methods in the medical academic community and verified whether or not there is difference in the rate of effectiveness compared to the general population. A narrative review was conducted and 2,182 articles were found, of these 1,513 met the inclusion criteria, but only four articles met all the criteria and were used. The conclusion of the study was that Pearl's rate is lower in the studied population due to the misuse of contraceptives, requiring improvement in the quality of sex education in medical universities around the world in order to avoid perpetuation of misuse of contraceptives and misinformation in the medical academic environment.
Subject(s)
Humans , Male , Female , Students, Medical , Contraceptive Effectiveness/statistics & numerical data , Pregnancy, UnplannedABSTRACT
Introducción: La preparación metodológica de los profesores incluye el criterio de los estudiantes sobre las actividades docentes que imparten. No se trata solo de escuchar sus opiniones, sino de atender sus razones. Sin embargo, este elemento, frecuentemente, no se tiene en cuenta, o se realiza de forma improvisada e incorrecta. Objetivo: Identificar la percepción estudiantil sobre la calidad de las actividades de educación en el trabajo que se imparten durante el tercer año de la carrera. Métodos: Se realizó un estudio observacional, descriptivo y transversal en un universo constituido por 433 estudiantes de tercer año de medicina del Hospital Clínico Quirúrgico Docente León Cuervo Rubio. Mediante un cuestionario, se les solicitó su apreciación sobre las actividades de educación en el trabajo y su criterio acerca de cuáles eran las deficiencias en la impartición de cada una de ellas. Resultados: La sesión de piezas macroscópicas, también llamadas pieza fresca, y el pase de visita fueron evaluados con criterio positivo, con predominio de la calificación de excelente. La discusión de caso, la guardia médica, y la clínico imagenológica y patológica recibieron algunas calificaciones de regular y hasta de mal en la última de ellas. Conclusiones: Predominaron los criterios favorables de los estudiantes, con señalamientos negativos en la discusión de caso clínico y las sesiones clínico patológica e imagenológica (AU)
Introduction: The methodological training of professors includes the students' judgment about the performed teaching activities. It is not only a matter of listening to their opinions, but also of paying attention to their reasons. However, this element is not considered frequently, or it is done in an improvised and incorrect way. Objective: To identify the students' perception on the quality of on-the-job education activities performed during the third academic year of the major. Methods: An observational, descriptive and cross-sectional study was carried out with a universe of 433 third-year medical students from Hospital Clínico Quirúrgico Docente León Cuervo Rubio. By means of a questionnaire, they were asked for their appreciation on the activities of on-the-job education and their criteria regarding the deficiencies in the performance of each one of them. Results: The session of macroscopic parts, also called fresh parts, and the morning report session were assessed with positive criteria, with a predominance of the excellent rating. The case discussion, the medical duty, as well as the imaging and pathology clinical practice, received some fair ratings, or even poor in the latter. Conclusions: Favorable criteria from the students predominated, with negative remarks in the clinical case discussion, as well as in the clinical-pathological and imaging sessions (AU)
Subject(s)
Humans , Perception , Students, Medical , Education, Medical, Undergraduate , Faculty/education , Epidemiology, Descriptive , Cross-Sectional Studies , Observational Studies as TopicABSTRACT
Ha habido un gran avance en el estudio de los procesos de consolidación de la memoria en los último 30 años, especialmente la asociada al hipocampo, en los que el sueño juega un papel indispensable. Hay evidencia clara que muestra que los estudiantes de medicina duermen menos y están menos satisfechos con su calidad de sueño que estudiantes de otras profesiones. Si bien hay evidencia que sustenta la asociación entre sueño y aprendizaje, medido como rendimiento académico, las diferencias metodológicas entre los estudios dificultan obtener conclusiones claras.
SUMMARY There has been a great advancement in our understanding of the processes of memory consolidation and the role of sleep in them. There is clear evidence showing that medical students sleep fewer hours and are less satisfied with their sleep quality than other university students. There is also evidence that links sleep and academic performance, however, methodologic differences between studies make it difficult to draw clear conclusions.
Subject(s)
Humans , Adult , Sleep , Students, Medical , Academic Performance , Learning , MemoryABSTRACT
Introducción: la Educación Basada en la Comunidad (EBC) representa una estrategia educativa que acerca la formación médica a la práctica real, y promueve una atención médica de mayor aceptabilidad que contempla la esfera social de los procesos de salud/enfermedad y aborda de forma adecuada las necesidades reales de la población. Existen, a la fecha, escasas publicaciones a nivel regional en las cuales los propios estudiantes reflexionen sobre este tipo de experiencias formativas. Objetivos: identificar y comunicar los principales aprendizajes obtenidos de una experiencia de EBC por parte de estudiantes de grado de Medicina. Metodología: se revisaron las sistematizaciones de experiencias confeccionadas por la primera cohorte que completó esta experiencia en el Instituto Universitario del Hospital Italiano de Buenos Aires. Se reflexionó sobre las principales dificultades observadas y los aprendizajes más significativos obtenidos a partir de dicha experiencia. Se establecieron dominios y codificaron los textos de las sistematizaciones generadas durante la cursada. Finalmente, se generó un mapa de conceptos a partir del cual se escribió este artículo. Resultados: esta experiencia tuvo para los estudiantes tres momentos bien definidos: una etapa inicial, caracterizada por incertidumbre y malestar; una intermedia, con aprendizaje estratégico y algo de transformación; y una avanzada, con aprendizaje profundo y situado. Conclusión: es recomendable que a las experiencias de EBC se les asigne el tiempo suficiente en las planificaciones y que finalicen con un proceso de reflexión promovido por el equipo docente. (AU)
Introduction: Community-Based Education (CBE) represents an educational strategy that brings medical training closer to real scenario practice, and promotes medical care of greater acceptability that contemplates the social sphere of health/disease processes and that adequately addresses the real needs of the population. To date, there are few publications at the regional level in which the students themselves reflect on this type of training experience. Objectives: to identify and communicate the main lessons learned from a CBE experience by Medicine-degree students.Methodology: the systematization of experiences made by the first cohort that completed this experience at the Instituto Universitario del Hospital Italiano de Buenos Aires was reviewed. We reflected on the main difficulties observed and the most significant lessons learned from this experience. Domains were established, and the texts of the systematization generated during the course were codified. Then, a concept map was generated from which this work was written. Results: this experience had three well-defined moments for the students: an initial stage, characterized by uncertainty and discomfort; an intermediate one, with strategic learning and some transformation; and an advanced one, with deep and situated learning. Conclusion: it is recommended that EBC experiences are assigned enough time in the planning and that they end with a reflection process promoted by the teaching team. (AU)
Subject(s)
Humans , Students, Medical/psychology , Education, Medical, Undergraduate/methods , Social Learning , Health-Disease Process , Professional Training , Value-Based Health CareABSTRACT
SUMMARY: It has been demonstrated that the teaching and learning process of human anatomy is influenced by different external factors that can affect, in the short and long term, the academic and professional performance of medical students. In this sense, the present work aims to determine the relationship between sociodemographic factors and the academic performance of students belonging to the program of Medicine and Surgery of the Universidad del Valle, in Cali-Colombia, who were enrolled in the course of Human Gross Anatomy. Based on the organization of the course plan, the average grades obtained by the students in the different exams taken in the course were compared. Through a survey, sociodemographic data that have been reported as influential factors in academic performance were asked. The first stage of the analysis consisted of identifying the characteristics of the variables, then the correlation of the sociodemographic variables with the students' academic performance, and finally, a multiple linear regression model was implemented. Although the results did not show statistically significant correlations between the variables analyzed, a close relationship was observed with the sex and place of origin of the students, obtaining that women and students from other towns and cities presented lower academic performance compared to their peers. This highlights the importance of including activities to strengthen the learning process, as well as guiding support programs to maintain academic performance and reduce the inequality gap.
Se ha demostrado que en el proceso de enseñanza y aprendizaje de la anatomía humana inciden diferentes factores externos que pueden afectar, a corto y largo plazo, el desempeño académico y profesional de los estudiantes de Medicina. En este sentido, el presente trabajo tiene como objetivo determinar la relación existente entre los factores sociodemográficos y el rendimiento académico de los estudiantes que pertenecen al programa de Medicina y Cirugía de la Universidad del Valle, en Cali-Colombia, matriculados en la asignatura de Anatomía Macroscópica Humana. A partir de la organización del plan del curso, se comparó el promedio de las notas obtenidas por los estudiantes en los diferentes exámenes realizados en la asignatura. A través de una encuesta, se preguntaron algunos datos sociodemográficos que han sido reportados como factores influyentes en el rendimiento académico. La primera etapa del análisis consistió en identificar las características de las variables, a continuación, la correlación de las variables sociodemográficas con el desempeño académico de los estudiantes y, finalmente, se implementó un modelo de regresión lineal múltiple. Si bien los resultados no arrojaron correlaciones estadísticamente significativas entre las variables analizadas, sí se observó una estrecha relación con el sexo y el lugar de procedencia de los estudiantes, obteniendo que las mujeres y los estudiantes foráneos presentaron menor rendimiento académico en comparación con los demás compañeros. Esto resalta la importancia de incluir actividades que permitan fortalecer el proceso de aprendizaje, así como guiar programas de apoyo para mantener el rendimiento académico y disminuir la brecha de desigualdad.
Subject(s)
Humans , Male , Female , Students, Medical , Academic Performance , Anatomy/education , Universities , Surveys and Questionnaires , Colombia , Sociodemographic FactorsABSTRACT
INTRODUCTION: Nowadays a considerable population in the world uses the internet. Unfortunately, despite many interests and its specific advances in communication, the Internet is sentenced to have serious side effects. OBJECTIVE: To detect the percentage of internet addiction and its effect on academic performance among Medical and Paramedical students in some Iraqi universities. METHODS: A cross-sectional study was conducted among 806 medical and paramedical students who were subjected to the online survey which includes demographic information associated with internet usage, and Young's Internet Addiction Test (YIAT) was applied to survey the grade of internet addiction. RESULTS: Results reveal a moderate level of addiction among students without significant variations between genders, high significant relationship (p<0.01) between students concerning their housing area, and strong significant variations (p<0.01) in the time of using the internet, besides strong significant differences (p<0.01) between internet addiction and academic performance. CONCLUSION: Medical and paramedical students practice the internet for diverse activities including learning despite their moderate grade of addiction there are no significant differences between genders. They employ it over 5 h/day, which affects negative tasks on their academic performance.
Subject(s)
Humans , Male , Female , Adolescent , Adult , Young Adult , Students, Medical , Academic Performance , Internet Addiction Disorder , Internet Use , Paramedicine , Cross-Sectional Studies , IraqABSTRACT
Objetivo : Estimar la frecuencia de migraña, y discapacidad generada en estudiantes de medicina de una universidad privada de Lima Metropolitana. Métodos : Estudio transversal en una muestra no probabilística por conveniencia, mediante la aplicación online del autocuestionario ALCOI-95, para evaluar la presencia de migraña, seguido por el cuestionario MIDAS para medir la discapacidad en los positivos al primer cuestionario. El rendimiento académico fue evaluado mediante el promedio ponderado de sus calificaciones. Resultados : Cuarenticinco (21,6%) de 208 estudiantes experimentaron migraña (12,5% con aura y 9,1% sin aura), 14 (33,3%) de los cuales mostraron discapacidad severa y 12 (28,6%) moderada. Los portadores de migraña con aura tuvieron una media menor del promedio ponderado acumulado de sus calificaciones, comparado con aquellos con migraña sin aura. Los factores independientemente asociados a la migraña fueron tener un miembro de la familia nuclear con migraña y problemas para mantener el sueño. Conclusión : Dos de cada 10 estudiantes presentaron migraña y 1/3 de los afectados experimentó discapacidad severa.
SUMMARY Objective: To estimate the frequency of migraine, associated factors and disability generated (including its relationship with academic performance) in medical students at a private university in Metropolitan Lima. Methods: Cross-sectional study in a non-probabilistic convenience sample using the online application of the ALCOI-95 self-questionnaire, to assess the presence of migraine, followed by the MIDAS questionnaire to measure disability in those positive to the first questionnaire. . Results: Fourty-five (21.6%) of 208 students experienced migraine (12.5% with aura and 9.1% without aura), 14 (33.3%) of whom showed severe, and 12 (28.6%) moderate disability. Migraine with aura carriers had a lower mean than the cumulative weighted average of their academic scores. Independent factors associated with migraine were to have a nuclear family member with migraine, and sleep-maintenance problems. Conclusion: Two out of 10 students had migraine, and one third of them had severe disability.
Subject(s)
Humans , Adult , Students, Medical , Prevalence , Migraine with Aura , Migraine without Aura , Disability Evaluation , Cross-Sectional StudiesABSTRACT
RESUMO Considerando as atuais dificuldades enfrentadas em serviços de saúde mental e suas possíveis relações com a formação de profissionais de saúde, este artigo visa discutir como o ensino de medicina foi configurado subjetivamente por uma estudante universitária e as possíveis relações desse processo com alguns dos atuais desafios da reforma psiquiátrica brasileira. Este trabalho baseou-se num estudo de caso realizado ao longo de quatro meses com uma estudante de medicina de uma faculdade pública do Distrito Federal, onde se faz uso de metodologias ativas de aprendizagem. Foram utilizadas como referenciais a Teoria da Subjetividade, a Epistemologia Qualitativa e a metodologia construtivo-interpretativa de González Rey. Os resultados da pesquisa apontam para a organização de uma subjetividade social do ensino de medicina marcada por processos relacionados ao modelo biomédico, apesar das mudanças institucionais que visam promover um ensino pautado num modelo de atenção biopsicossocial. A participante expressa uma configuração subjetiva em que o cuidado articula-se ao controle e à medicalização, cujo desenvolvimento parece ter sido favorecido pela subjetividade social de seu contexto de ensino. Além disso, pode-se dizer que a subjetividade social do ensino de medicina está possivelmente relacionada a uma subjetividade social manicomial, ainda presente em serviços substitutivos, como os Centros de Atenção Psicossocial, dificultando as mudanças propostas pela reforma psiquiátrica. Por fim, este trabalho enfatiza o caráter subjetivo da aprendizagem, por meio do qual se articulam processos relacionados a diferentes âmbitos de vida da pessoa, como o educacional, o familiar e o cultural.
RESUMEN Teniendo en cuenta las dificultades actuales que enfrentan los servicios de salud mental y sus posibles relaciones con la formación de profesionales de la salud, este artículo tiene como objetivo discutir cómo la enseñanza de la medicina fue configurada subjetivamente por un estudiante universitario y las posibles relaciones de este proceso con algunos de los desafíos actuales de reforma psiquiátrica brasileña. Este trabajo se basó en un estudio de caso realizado durante cuatro meses con una estudiante de medicina de una universidad pública del Distrito Federal, donde se utilizan metodologías activas de aprendizaje. La Teoría de la Subjetividad, la Epistemología Cualitativa y la metodología constructivo-interpretativo de González Rey fueron utilizados como referentes. Los resultados de la investigación apuntan a la organización de una subjetividad social en la educación médica marcada por procesos relacionados con el modelo biomédico, a pesar de los cambios institucionales que tienen como objetivo promover una enseñanza basada en un modelo de atención biopsicosocial. La participante expresa una configuración subjetiva en la que el cuidado está vinculado al control y a la medicalización, cuyo desarrollo parece haber sido favorecido por la subjetividad social de su contexto de enseñanza. Además, se puede decir que la subjetividad social de la educación médica posiblemente esté relacionada con la subjetividad social manicomial, aún presente en servicios comunitarios, como los Centros de Atención Psicosocial, lo que dificulta los cambios propuestos por la reforma psiquiátrica. Finalmente, este trabajo expone el carácter subjetivo del aprendizaje, a través del cual se articulan procesos relacionados con diferentes áreas de la vida de la persona, como la educación, la familia y la cultura.
ABSTRACT Considering the current challenges faced in mental health services and their possible relationships with the training of health professionals, this article aimed to discuss how the teaching of medicine was subjectively configured by an undergraduate and the possible relationships of this process with some of the current challenges of the Brazilian psychiatric reform. This study was based on a case study carried out over four months with a medical student from a public college in the Federal District, where active learning methodologies are used. The Theory of Subjectivity, Qualitative Epistemology and the constructive-interpretative methodology of González Rey were used as framework. The results indicate the organization of a social subjectivity of medicine teaching marked by processes related to the biomedical model, despite institutional changes that aim to promote teaching based on a biopsychosocial care model. The participant expresses a subjective configuration in which care is linked to control and medicalization, whose development seems to have been favoured by the social subjectivity of her teaching context. In addition, it can be said that the social subjectivity of medical education is possibly related to a mental hospital social subjectivity, still present in substitute mental health services, such as Psychosocial Care Centers, making the changes proposed by the psychiatric reform more difficult to be accomplished. Finally, this study emphasizes the subjective aspect of learning, through which processes related to different areas of a person's life are articulated, such as education, family and culture.