Development, implementation and evaluation of a multinational FLS mentorship programme in Latin America.

Realising the benefits of systematic secondary fracture prevention requires supporting local sites to get started and becoming effective. We here describe the development, implementation and impact of a regional fracture liaison service (FLS) mentorship programme in Latin America that led to 64 FLS getting started and coverage of 17,205 patients. INTRODUCTION: Despite treatments and service models to deliver effective secondary fracture prevention, most patients are left untreated after a fragility fracture. To improve the capability to get FLS started and more effective, we describe the development, implementation and evaluation of an international programme to develop national communities of FLS mentors as part of the Capture the Fracture Partnership in Latin America. METHODS: The IOF regional team and the University of Oxford developed the curriculum and associated resources for training mentors in setting up FLS, service improvement and mentorship. Mentors were selected during a preparatory meeting, trained using live online sessions followed by regular mentor-led post-training meetings. The programme was evaluated using a pre-training needs assessment and post-training evaluation based on Moore's outcomes. RESULTS: The mentorship programme was initiated in Mexico, Brazil, Colombia and Argentina. The mentors were multidisciplinary, including orthopaedic surgery, rehabilitation, rheumatology, endocrinology, geriatrics, gynaecology and internal medicine. There was 100% participation in training sessions and reported satisfaction with the training. Since the initiation of the training programme, 22 FLS have been set up in Mexico, 30 in Brazil, 3 in Colombia and 9 in Argentina, in comparison with two in Chile and none in any other LATAM countries that were not involved in the mentorship programme. This equates to approximately 17,025 additional patients identified from 2019 to 2021 after initiation of mentorship. The mentors have engaged with 58 FLS for service development. Post-training activities include two published national best practice guidelines and other country-specific resources for FLS in the local language. CONCLUSION: Despite the COVID pandemic, the mentorship pillar of the Capture the Fracture Partnership has developed a community of FLS mentors with measurable improvement in national FLS provision. The programme is a potentially scalable platform to develop communities of mentors in other countries.

The Thoracic Surgery Medical Student Association: Understanding the needs of medical students pursuing cardiothoracic surgery in the United States.

OBJECTIVE: Founded in 2020, the Thoracic Surgery Medical Student Association is the first national organization dedicated to supporting medical students interested in pursuing cardiothoracic surgery. Our inaugural survey aimed to describe their basic characteristics and needs. METHODS: An Institutional Review Board-approved, nonincentivized, anonymous electronic survey was distributed to any medical students enrolled in Liaison Committee on Medical Education-accredited medical schools through social media such as Twitter, national organizations (Association of Women Surgeons, Thoracic Surgery Resident Association), and medical school cardiothoracic surgery interest groups. Their basic characteristics, attitudes, and preferences regarding cardiothoracic surgery were recorded. RESULTS: Of the 167 students from 117 unique schools who completed the survey, 53% identified as White and 57% identified as female. Stages of training were well distributed: 16% first-year medical students, 33% second-year medical students, 16% third-year medical students, 21% fourth-year medical students, and 14% dual degree/research students. Most participants (57%) did not have (32%) or were not aware of having (25%) a thoracic surgery training program at their home institution. The majority (72%) of students reported not having a cardiothoracic surgery interest group at their home institution. The most desired areas of cardiothoracic were networking (31%) and mentorship (28%). CONCLUSIONS: There is a significant need to directly engage medical students who are interested in cardiothoracic surgery considering limited exposure at home institutions through a lack of cardiothoracic surgery interest groups and cardiothoracic residency programs. The Thoracic Surgery Medical Student Association is poised to address these areas with directed networking by connecting cardiothoracic surgery faculty and residents from other institutions with medical students interested in pursuing cardiothoracic surgery.

Tutoría y proyecto formativo del alumnado universitario: la importancia de comenzar bien / Projeto de tutoria e formação para universitários: a importância de começar bem / Tutoring and training project for university students: the importance of starting well

En el artículo se analiza la importancia de la tutoría universitaria en la definición del proyecto formativo-profesional del alumnado. Empleando cuestionarios y entrevistas se registran y analizan las opiniones que 410 estudiantes de 4 promociones hicieron de los Planes de Orientación y Acción Tutorial. Los resultados confirman que los/as tutores/as son un referente importante para el alumnado y la tutoría una estrategia relevante de acompañamiento desde el momento en que inicia sus estudios y a lo largo de su trayectoria formativa. Se concluye que es necesario reforzar la institucionalización de la tutoría, promoviendo modelos activos, integrales e inclusivos de aprendizaje. Estos datos son relevantes para la práctica educativa y para la puesta en práctica de programas de orientación al alumnado.

O artigo analisa a importância da tutoria universitária na definição do projeto formativo-profissional do aluno. Por meio de questionários e entrevistas, foram registradas e analisadas as opiniões de 410 alunos de 4 promoções realizadas nos Planos de Orientação e Ação Tutorial. Os resultados confirmam que os tutores são uma importante referência para os alunos e a tutoria uma estratégia de apoio relevante desde o início dos estudos e ao longo da sua carreira escolar. Conclui-se que é necessário reforçar a institucionalização da tutoria, promovendo modelos de aprendizagem ativos, integrais e inclusivos. Esses dados são relevantes para a prática educacional e para a implementação de programas de orientação estudantil.

The article analyzes the importance of university tutoring in the definition of the student's training-professional project. Using questionnaires and interviews, the opinions that 410 students from 4 promotions made of the Orientation Plans and Tutorial Action were recorded and analyzed. The results confirm that tutors are an important reference for students and tutoring is a relevant support strategy from the moment they start their studies and throughout their educational career. It is concluded that it is necessary to reinforce the institutionalization of tutoring, promoting active, comprehensive and inclusive learning models. These data are relevant for educational practice and for the implementation of student orientation programs.

Factores de estrés percibidos entre los recién ingresados a la carrera de enfermería / Fatores de estresse percebidos entre carreiras de enfermagem recém entradas / Perceived stress factors among newcomers to the nursing career

Resumen: Objetivo: Conocer los factores de estrés más prevalentes en el alumnado novel de las Facultades de Enfermería de las Universidades de Cádiz, Córdoba, Huelva y Sevilla, así como su relación con sus características sociodemográficas, académicas, socioeconómicas, de orientación y de salud. Diseño: Estudio observacional, descriptivo, transversal. Metodología: Se encuestó a un total de 617 estudiantes (tasa de respuesta del 95,66 %) del primer curso del grado en Enfermería. Los participantes completaron dos cuestionarios: uno sociodemográfico y de salud; y un cuestionario de estrés percibido por alumnos noveles. Se realizó un análisis descriptivo de los factores de estrés con frecuencia, media y desviación típica. Las relaciones se examinaron con análisis diferencial a través de estudios no paramétricos U Mann-Whitney y Kruskal-Wallis. Resultados: Las situaciones que más estrés causan a los nuevos universitarios son: "hacer frente a los exámenes" y "la cantidad de trabajo que tengo que afrontar". En consecuencia, el factor más estresante es el "estrés académico" y el menos estresante el "sentimiento de soledad". Los estudiantes que perciben mayor estrés en varios factores son: mayores de 25 años, mujeres, el alumnado que procede de otras provincias y los que viven de alquiler durante el curso académico. Conclusiones: La entrada a la universidad produce factores de estrés en el alumnado de enfermería, que pueden afectar a su salud, su calidad de vida y su rendimiento académico. Hacer frentes a los exámenes y la alta carga académica son las principales determinantes de estrés. Sin embargo, sería conveniente indagar más en esta línea con el fin de conocer las posibles causas de este problema y poder desarrollar estrategias de prevención que mejoren la calidad de vida de estos estudiantes.

Resumo: Objetivo: Conhecer os fatores de estresse mais prevalentes em novos alunos das Faculdades de Enfermagem das Universidades de Cádis, Córdoba, Huelva e Sevilha, bem como sua relação com suas características sociodemográficas, acadêmicas, socioeconômicas, de orientação, educacionais e saúde. Delineamento: Estudo observacional, descritivo, transversal. Metodologia: Foram pesquisados ​​617 alunos (taxa de resposta de 95,66 %) do primeiro ano do curso de Enfermagem. Os participantes responderam a dois questionários: sociodemográfico e de saúde; e questionário de estresse percebido por alunos iniciantes. Foi realizada análise descritiva dos fatores de estresse com frequência, média e desvio padrão. Os relacionamentos foram examinados com análise diferencial por meio de estudos não paramétricos de U Mann-Whitney e Kruskal-Wallis. Resultados: As situações que mais estressam os novos estudantes universitários são "fazer exames" e "a quantidade de trabalho que tenho que enfrentar". Conseqüentemente, o fator mais estressante é o "estresse acadêmico" e o menos estressante são os "sentimentos de solidão". Os alunos que percebem o maior estresse em vários fatores são: maiores de 25 anos, mulheres, alunos que vêm de outras províncias e aqueles que vivem de aluguel durante o ano letivo. Conclusões: O ingresso na universidade produz fatores estressantes nos estudantes de enfermagem, que podem afetar sua saúde, sua qualidade de vida e seu desempenho acadêmico. A realização de exames e a alta carga acadêmica são apontados como os principais determinantes do estresse. No entanto, seria conveniente aprofundar as investigações nesse sentido para conhecer as possíveis causas desse problema e poder desenvolver estratégias de prevenção que melhorem a qualidade de vida desses alunos.

Abstract: Objective: To determine the prevalent stress factors among new students to the Faculties of Nursing at the Faculties of Nursing at the Universities of Cadiz, Cordoba, Huelva and Seville, and the influence of socio-demographic, academic, socio-economic, orientation and health factors. Design: A descriptive, observational and cross-sectional study. Methodology: 617 first year nursing students were surveyed (with a 95.66 % response rate) by means of two questionnaires, one for socio-demographics and health, the other for the stress perceived by new students. A descriptive analysis of the stress factors was then carried out for the frequency, mean and standard deviation. The relation between factors was examined through differential analysis by means of the Mann-Whitney U and Kruskal-Wallis non-parametric tests. Results: The situations of greatest anxiety among new undergraduates are "taking examinations" and "the amount of work I have to do". Consequently, the most stressful factor is "academic stress" whilst the least stressful is "feelings of loneliness". The students who feel most stress across various factors can be identified as: over 25, women, studying outside their home province, and living in rented accommodation during the academic year. Conclusions: Starting a degree in nursing is a stressful time, and students can find their health, quality of life and academic performance negatively affected. The main determinants of stress among new undergraduates are the joint demands of examinations and workload. It would undoubtedly be enlightening to examine this issue further in order to find the possible causes of the problem and to develop strategies that can help in its prevention and so improve the students' experience of university.

The impact of distance cataract surgical wet laboratory training on cataract surgical competency of ophthalmology residents.

BACKGROUND: This study assessed the impact of distance cataract surgical wet laboratory training on surgical competency of ophthalmology residents at a tertiary-level ophthalmic training center in Trujillo, Peru. METHODS: Three five-week distance wet lab courses were administered through Cybersight, Orbis International's telemedicine platform. Weekly lectures and demonstrations addressed specific steps in phacoemulsification surgery. Each lecture had two accompanying wet lab assignments, which residents completed and recorded in their institution's wet lab and uploaded to Cybersight for grading. Competency was assessed through anonymous grading of pre- and post-training surgical simulation videos, masked as to which occurred before and after training, using a standardized competency rubric adapted from the Ophthalmology Surgical Competency Assessment Rubric (OSCAR, scale of 0-32). Day one best-corrected post-operative visual acuity (BVCA) was assessed in the operative eye on the initial consecutive 4-6 surgeries conducted by the residents as per the norms of their residency training. An anonymous post-training satisfaction survey was administered to trainees'. RESULTS: In total, 21 ophthalmic residents participated in the courses, submitting a total of 210 surgical videos. Trainees' average competency score increased 6.95 points (95%CI [4.28, 9.62], SD = 5.01, p < 0.0001, two sample t-test) from 19.3 (95%CI [17.2, 21.5], SD = 4.04) to 26.3 (95%CI [24.2, 28.3], SD = 3.93). Visual acuity for 92% of post-training resident surgeries (n = 100) was ≥20/60, meeting the World Health Organization's criterion for good quality. CONCLUSIONS: Structured distance wet lab courses in phacoemulsification resulted in significantly improved cataract surgical skills. This model could be applicable to locations where there are obstacles to traditional in-person training, such as the current COVID-19 pandemic.

Mentoria: vantagens e desafios da educação on-line durante a pandemia da Covid-19 / Mentoring: advantages and challenges of online education during the Covid-19 pandemic

Resumo: Introdução: A mentoria é uma importante estratégia de ensino em cursos de graduação e no treinamento profissional, especialmente no momento em que o mundo vivencia a pandemia da Covid-19. Essa estratégia possibilita aprendizado dinâmico e coletivo, ao mesmo tempo que minimiza os impactos sociais e emocionais gerados pela pandemia, sem comprometer o isolamento físico. Relato de experiência: A experiência dos alunos da UFMG com a mentoria nos formatos presencial (realizada em 2019) e virtual (durante a pandemia de 2020) demonstrou que, apesar de a modalidade virtual ter aspectos negativos, as vantagens são superiores. O aspecto mais vantajoso elencado por todos os mentorandos foi a possibilidade de discutir temas que iam além do aprendizado da medicina, como uma forma de preparação prática para a vida profissional. Discussão: A mentoria é uma estratégia singular de grande importância na educação médica. O formato misto, composto por reuniões virtuais e presenciais, foi considerado o melhor modelo para sua aplicação. Conclusão: Acreditamos que o presente relato estimulará outras instituições a adotar disciplinas no formato de mentoria, além da utilização do recurso remoto como estratégia de ensino.

Abstract: Introduction: Mentoring is an important teaching tool in undergraduate courses and in professional training, especially at a time when the world is experiencing the Covid-19 pandemic. This strategy enables dynamic and collective learning, while minimizing the social and emotional impacts generated by the pandemic, without compromising physical isolation. Experience report: The experience of UFMG students with mentoring in the face-to-face (held in 2019) and virtual (during the 2020 pandemic) format demonstrated that, although the virtual modality has negative aspects, these are outweighed by the advantages. The most advantageous aspect listed by all the mentors was the possibility of discussing topics that went beyond the learning of medicine, as a way of practical preparation for professional life. Discussion: Mentoring is a unique strategy of great importance in medical education. The mixed format, composed of virtual and face-to-face meetings, was considered the best model for its application. Conclusion: We believe that the present report will encourage other institutions to adopt disciplines in the form of mentoring, in addition to using the remote resource as a teaching strategy.

EviSIP: using evidence to change practice through mentorship - an innovative experience for reproductive health in the Latin American and Caribbean regions.

Maternal mortality is unacceptably high in our region. In 2015, the Latin American Center for Perinatology and Women´s Reproductive Health (CLAP) created a regional network of institutions including 16 countries, committed to improving epidemiological surveillance and healthcare of women in a situation of abortion or near miss event, using a common platform, the Perinatal Information System (SIP). The objective of the current pilot project was to test a new method of study called EviSIP (Evidence from SIP), a method of generating information on maternal near miss and abortion for the region. We describe the implementation of this initiative in reproductive healthcare facilities using SIP. Junior researchers/clinicians from these countries were included, along with expert researchers in reproductive health from across the world. Articles were produced with data on maternal near miss and abortion gathered from the SIP of each participating sentinel center; and recommendations from experts. EviSIP was the first joint workspace to discuss patient outcomes after treatment of abortion or near miss cases, with data analysis of each Sentinel Center; discuss and analyze data among centers, at a country and regional level; discuss the main outcomes and their impact on changing procedures and policies; strengthen the operational research capacity of the centers; develop and encourage the publication of scientific articles. The EviSIP initiative also promoted training of healthcare professionals in research. EviSIP provided a unique opportunity to train for research and mentorship and was pivotal to the production of scientific knowledge of reproductive health in the region.

Nurses' preparation for transitioning into positions of leadership-A Caribbean perspective.

AIM: To explore perspectives of nurse managers about their preparation for transitioning into positions of leadership. BACKGROUND: There have been serious concerns about the level of preparation as well as availability of support systems for transitioning of nurses into positions of authority. METHODS: This was a quantitative study conducted in four Caribbean countries targeting nurses promoted to leadership positions within the last 5 years. Data were collected using a 30-item questionnaire. Ethical approvals were received from the University of the West Indies and the participating countries. RESULTS: Most participants were female, had 15 or more years' experience and an associate degree/diploma in nursing. They felt prepared through training and acting opportunities although many were not preceptored/mentored into the position. Preparation by training was positively correlated to acting opportunities, preceptorship programme and having a preceptor. CONCLUSION: Transitioning into positions of leadership requires readiness from a personal as well as an organisational perspective. There must be investment in the development opportunities to support nurses' transition into leadership positions. IMPLICATIONS FOR NURSING MANAGEMENT: Organisational continuity and effectiveness will be dependent on a balance between investing in experienced nursing personnel while encouraging personal development of less-experienced nurses. Peer mentorship must be utilized to facilitate nurse transition.

Nurses' preparation for transitioning into positions of leadership­A Caribbean perspective

Aim: To explore perspectives of nurse managers about their preparation for transitioning into positions of leadership. Background: There have been serious concerns about the level of preparation as well as availability of support systems for transitioning of nurses into positions of authority. Methods: This was a quantitative study conducted in four Caribbean countries targeting nurses promoted to leadership positions within the last 5 years. Data were collected using a 30-item questionnaire. Ethical approvals were received from the University of the West Indies and the participating countries. Results: Most participants were female, had 15 or more years' experience and an associate degree/diploma in nursing. They felt prepared through training and acting opportunities although many were not preceptored/mentored into the position. Preparation by training was positively correlated to acting opportunities, preceptorship programme and having a preceptor. Conclusion: Transitioning into positions of leadership requires readiness from a personal as well as an organisational perspective. There must be investment in the development opportunities to support nurses' transition into leadership positions. Implications for Nursing Management: Organisational continuity and effectiveness will be dependent on a balance between investing in experienced nursing personnel while encouraging personal development of less-experienced nurses. Peer mentorship must be utilized to facilitate nurse transition.

Mentoría entre pares en la educación médica de pregrado como herramienta para mejorar el aprendizaje y responder a las demandas de las nuevas generaciones / Peer mentoring in pregraduate medical education as a tool for improving the learning proccess and satisfy new generation requirements

Este ensayo se centra en la mentoría aplicada a la enseñanza de pregrado. Se buscará demostrar que la mentoría se fortalece con las tecnologías de la información (TICs) y es útil para los estudiantes que actualmente cursan pregrado, conformado por las generaciones millenials y centenials. Estas generaciones provocan retos y desafíos que constituyen oportunidades para la integración de las tecnologías de las TICs al proceso educativo. La mentoría entre pares, en la que el mentor puede ser un estudiante de años superiores con ciertos requisitos, constituiría una herramienta útil para permitir una mayor adhesión a la carrera, la integración natural de las TICs a la educación, así como un aprendizaje y aprehendizaje más significativos.

This paper is focused in mentoring in pregraduate medicine teaching. The idea is to show that mentoring is strengthened with information technology and that it is useful for pregraduate students, a population mainly comprising millennials and centennials. These generations represent challenges that may be turned into opportunities for incorporating information technology in their educational process. Peer mentoring, in which mentors may be senior students complying with certain requisites, may become an useful tool for achieving greater adhesion to their careers, by naturally integrating information technology to the educational process , leading to more fruitful learning and comprehension.

Perceptions of Health Care Executives on Leadership Development Skills for Residents After Participating in a Longitudinal Mentorship Program.

Despite the fact that physicians are being asked to lead and enact change to improve a myriad of quality of care measures, there is little focus on leadership skills development during their training. One strategy to address this gap is to focus on trainees during graduate medical education, specifically those residents aspiring to careers as physician leaders in quality. The authors designed a leadership curriculum for self-selected residents who are pursuing a certificate in health care leadership in quality. Residents were surveyed and focus groups were conducted with health system executives who participated in the curriculum as part of an evaluation designed to inform improvements in the program and to provide guidance to others who direct physician leadership training programs. The findings support the need to invest in young physician leaders who are focused on quality with the ultimate goal of improving population health in the ever-changing health care environment.

Gender Differences in the Authorship of Original Research in Pediatric Journals, 2001-2016.

OBJECTIVES: To examine the gender of authors of original research in 3 high-impact pediatric journals between 2001 and 2016, given the importance of publishing on academic promotion, and to compare authorship gender with the percentage of women on editorial boards and with academic faculty composition. STUDY DESIGN: We assessed the prevalence of female first and senior (last-listed) authorship of original research articles published in 3 pediatric-focused journals Pediatrics, JAMA Pediatrics (entitled Archives of Pediatric and Adolescent Medicine until 2013), and The Journal of Pediatrics. We also examined the gender breakdown of the main editors and the broader editorial boards of these journals. In addition, we examined whether junior female faculty co-authored with male or female senior faculty. RESULTS: Of 3895 original articles, 22 were excluded because the gender of either the first or senior author could not be determined from the name. An analysis of authorship by year showed increasing female representation across the selected journals in both first (39.8% in 2001, 57.7% in 2016) and senior (28.6% in 2001, 38.1% in 2016) authors, respectively. Editorial boards also showed increasing female representation (17.8% in 2001 to 39.8% in 2016). Junior female faculty were more likely to co-author with senior female women (female first and last author); the gap remained unchanged despite the increasing number of women entering pediatrics. CONCLUSIONS: Women are underrepresented as authors and editors, although the gap is closing. Junior women are less likely to co-author with senior men, which may be a disservice given current gender disparities in promotion and leadership.

Evaluación del desempeño del programa de tutorías “IDEAS PROYECTO” del ministerio de salud de Argentina / Performance evaluation of mentoring program “ideas proyecto”, national ministry of health, Argentina

INTRODUCCIÓN: argentina ha evidenciado desde hace varios años una desigualdad entre los profesionales de lasdistintas jurisdicciones en el acceso a las becas de investigación quefinancia el Ministerio de Salud de la Nación. Debido a ello se haimplementado el programa de tutorías “Ideas Proyecto”, a travésdel cual se asiste metodológicamente a investigadores noveles enla formulación de proyectos a fin de mejorar la calidad y reducirla inequidad en el acceso a las becas Salud Investiga. OBJETIVOS: Evaluar la efectividad del programa para la obtención de una beca,así como la opinión y satisfacción de los participantes. MÉTODOS: La efectividad del programa se evaluó mediante un modelo bayesianojerárquico y la satisfacción mediante una encuesta auto administrada. RESULTADOS: Se registraron 2172 postulaciones a becas, de lascuales 40 fueron tutoradas. La tutoría aumentó la chance de obteneruna beca. La comprensibilidad de la información proporcionada por el tutor y la valoración general de la experiencia con la tutoría fueron los ítems con mayor valoración positiva (97%), mientras quela percepción de mejora del posicionamiento laboral fue el de mayor valoración negativa (24%). Los obstaculizadores y facilitadores másmencionados fueron la dosificación y el rol del tutor, respectivamente. CONCLUSIONES: Los resultados demuestran la eficacia de la tutoría para el logro de los objetivos del programa. La satisfacción positiva,los factores obstaculizadores y los factores facilitadores hallados permitirán mejorar el diseño e implementación del programa.

INTRODUCTION: argentina has shown for several years an inequality among professionals in the various jurisdictions in access to research grants that the National Ministry of Health finances. Because of that a mentoring program, “Ideas Proyecto”, was implemented, which assists methodologically junior researchers in the formulation of projects to improve quality and reduce inequality in access to Salud Investiga health research grants. OBJECTIVES: To evaluate the effectiveness of the program to obtain a scholarship as well as the opinion and satisfaction of participants. METHODS: The effectiveness of the program was assessed using a Bayesian hierarchical model and the satisfaction through a self-administered survey. RESULTS: A total of 2 172 scholarship applications were recorded, of which 40 were tutored. Mentoring increased the chance of getting ascholarship. The comprehensibility of the information providedby the tutor and the overall assessment of the experience withtutoring were the items with the most positive assessment (97%), while the perception of improvement in labor positioning had the most negative assessment (24%). The most mentioned hindering and facilitating factors were dosage and role of tutor,respectively. CONCLUSIONS: The results show the effectiveness of mentoring for achieving the program objectives. Positive satisfaction, hindering factors and facilitating factors found will help improve the design and implementation of the program.

Evaluación por los estudiantes al tutor de enfermería en el contexto del aprendizaje basado en problemas / Student assessment on nursing mentor within the context of Problem Based Learning / Avaliação do orientador pelos estudantes de enfermagem no contexto de Aprendizagem Baseada em Problemas

IntroducciónLa universidad necesita incorporar metodologías docentes activas para adaptarse a las demandas de la sociedad del conocimiento en la que el alumno debe ser responsable de su propio aprendizaje. El rol del profesor como un tutor permite dar mayor protagonismo a los estudiantes en su proceso de aprendizaje.ObjetivoInvolucrar al alumnado de enfermería en la evaluación a sus tutoras después de utilizar metodología del aprendizaje basado en problemas y comprobar si existen diferencias en el proceso tutorial entre una tutora experta y una tutora novel.MétodosEstudio transversal, descriptivo, en una muestra de 128 estudiantes de 2.° curso de Enfermería de la Universidad de Valladolid (España) que contestaron a un cuestionario tipo Likert.ResultadosSe encontraron diferencias estadísticamente significativas (p < 0.01) en todos los ítems entre ambas tutoras. La evaluación fue muy satisfactoria.ConclusionesEvaluar al tutor permite una reflexión y retroalimentación entre los estudiantes y sus tutores, mejora la calidad docente y proporciona más autonomía a los estudiantes en su aprendizaje, implicándoles en la responsabilidad de ser honestos al evaluar las actividades de otros miembros del equipo, incluyendo las del tutor y las propias.

IntroductionThe University needs to incorporate active teaching methodologies to respond to the demands of knowledge societies in which the student must be responsible for their own learning. The role of the professor as a mentor allows students to be protagonists of their learning process.ObjectiveTo involve nursing students in the assessment of their mentors after using the methodology of Problem Based Learning, and to verify if there are differences in the mentoring process between an expert mentor and a novice one.MethodsTransversal and descriptive study with a sample of 128 students in their 2 nd Nursing course at the Valladolid University (Spain) who answered a Likert scaled questionnaire.ResultsStatistically significant differences (p < .01) were found in all items between both mentors. The assessment was very satisfactory.ConclusionsAssessing the tutor allows reflection and feedback of students and their mentors, encouraging them to be honest at evaluating the activities of other team members, including those of the tutor and their own.

IntroduçãoA universidade precisa incorporar metodologias docentes ativas para se adaptar às demandas da sociedade do conhecimento, na qual o aluno deve ser responsável de sua própria aprendizagem. O papel do professor como um orientador permite dar maior protagonismo aos estudantes no seu processo de aprendizagem.ObjetivoEnvolver o alunado de enfermagem na avaliação e as suas orientadoras depois da utilização da metodologia de aprendizagem baseada em problemas e comprovar a existência de diferenças no processo da orientação entre uma orientadora experiente e uma orientadora novel.MétodosEstudo transversal, descritivo, em uma amostra de 128 estudantes do 2.° curso de enfermagem da Universidade de Valladolid (Espanha), que responderam um questionário tipo Likert.ResultadosEncontraram-se diferenças estatisticamente significativas (p < 0,01) em todos os itens entre ambas as orientadoras. A avaliação foi muito satisfatória.ConclusõesAvaliar o orientador permite uma reflexão e retroalimentação entre os estudantes e os seus orientadores, melhora a qualidade docente e proporciona mais autonomia aos estudantes na sua aprendizagem, envolvendo-os na responsabilidade de ser honestos para avaliar as atividades dos outros membros da equipe, incluindo as do orientador e as próprias.

Tutoria em escola médica: avaliação por discentes após seu término e ao final do curso / Mentoring program at medical school: student opinions after the program and at the course end

Na Faculdade de Medicina da UFMG, a tutoria, no formato mentoring, vincula-se ao Núcleo de Apoio Psicopedagógico ao Estudante e é atividade obrigatória. Como em outras escolas médicas, propõe ser um espaço de acolhimento ao estudante no início do ciclo profissional. O objetivo deste trabalho é avaliar, na visão do estudante, a relevância da tutoria em sua formação e as características comuns aos vários grupos. Foram aplicados questionários com perguntas fechadas e abertas aos estudantes do 6º, 11º e 12º períodos do curso médico, com análise descritiva dos resultados quantitativos e análise de conteúdo das questões abertas. Participaram da pesquisa 81% dos estudantes do sexto período e 51% do sexto ano. Houve controvérsia sobre a relevância da atividade, muitas vezes relacionada com obrigatoriedade e inadequação dos tutores, imediatamente após a mesma e ao final do curso. A necessidade de espaço para discutir temas não relacionados com a formação médica puramente técnica também foi salientada. Numa perspectiva geral, a tutoria é atividade importante no quadro curricular, mas é urgente aprimorar o programa, a seleção e a formação dos tutores.

The mentoring program at the Medical School of the Federal University of Minas Gerais is a compulsory subject in the undergraduate medical course. The purpose of mentoring program is to offer psychosocial support and career information early in the medical student's academic journey, thereby fostering their well-being, personal and professional growth. The objective of this work is to explore medical students'perceptions regarding the mentoring programs and to identify the common difficulties among the various groups. Medical students were invited to answer a structured questionnaire on perception, satisfaction and difficulties related to the program with closed and open-ended questions, for third and sixth year students, with descriptive and quantitative analysis. The third year students accounted for 81% and sixth year 51% of the participants.. There was a degree of controversy regarding the perceived relevance of the activity, with the compulsory nature of the program and inadequate tutors frequently reported immediately after the end of the course. The need for a space to discuss themes not related to the purely technical side of medical training was also underlined. From a general perspective, the mentoring program is an important part of the curriculum, but there is an urgent need to improve the program, selection and training of the mentors.

Mentors, students, and the undergraduate medical course: a virtuous circle / Tutores, alunos e o curso de graduação em medicina: um círculo virtuoso

BACKGROUND: Mentoring Programs have been developed in several medical schools, but few studies have investigated the mentors'perspective. PURPOSES: To explore mentors'perceptions regarding their experience. METHODS: Mentors at a medical school were invited to participate in an in-depth interview including questions on satisfaction, difficulties, and perception of changes resulting from the program. RESULTS: Mentors' satisfaction and difficulties are strongly associated with students'involvement in the activity. Mentors believe changes observed in students were more related to life issues; for some mentors, there is no recognition or awareness of the program. However, most of the mentors acknowledged important changes in relation to themselves: as teachers, faculty members, and individuals. CONCLUSION: Attendance is crucial for both the mentoring relationship and strengthening of the program. Students involved in the activity motivate mentors in teaching and curriculum development, thereby creating a virtuous circle and benefiting undergraduate medical education as a whole.

CONTEXTO: Programas de Mentoring têm sido desenvolvidos em várias escolas médicas, mas poucos estudos investigam essa experiência sob a perspectiva dos mentores. OBJETIVOS: Explorar a percepção de mentores a respeito de suas experiências ao longo do tempo. MÉTODO: Mentores de uma escola médica foram convidados a participar de uma entrevista em profundidade que incluía questões sobre satisfação, dificuldades e percepção de mudanças resultantes do programa. RESULTADOS: A satisfação e as dificuldades relatadas pelos mentores mostraram-se fortemente ao grau de envolvimento dos alunos no programa. Os mentores acreditam que as mudanças observadas nos alunos estão mais relacionadas a questões dessa fase de vida e, para alguns, ainda não há reconhecimento do programa pela instituição. Por outro lado, a maioria dos mentores reconhece importantes mudanças nem si mesmos: como professores, como membros da faculdade e como pessoa. CONCLUSÕES: A adesão dos alunos mostra-se crucial tanto para a relação de Mentoring quanto para a própria consolidação do programa. Alunos envolvidos com a atividade motivam os mentores para o ensino e o aprimoramento do currículo, criando assim um círculo virtuoso, que beneficia o curso e a formação médica como um todo.

Mentoring: ir ou não ir, eis a questão: um estudo qualitativo / Mentoring: to attend or not to attend, that is the question: a qualitative study

Para melhor compreender a adesão dos alunos a um Programa de Mentoring, o Programa Tutores FMUSP, este estudo qualitativo explorou as razões apresentadas pelos estudantes em relação ao seu envolvimento com a atividade, no período 2004-2005, antes e depois de mudanças estruturais no programa (inserção da atividade na grade horária). Os estudantes avaliam anualmente o programa por meio de um questionário estruturado - "O Tutorando". Nele, uma questão específica sobre adesão é apresentada e foi analisada neste estudo. A análise dos resultados mostra que a troca de experiência entre alunos de diferentes anos, mediada por um tutor habilidoso, promove uma visão ampliada do curso e da profissão e motiva os alunos a participarem mais do programa. Tutores que se desligam do programa, agendamento irregular dos encontros, comunicação não efetiva, discussão de temas desinteressantes contribuem para uma baixa adesão. A inserção do programa na grade horária oficial resolveu importantes problemas, mas muitos alunos ainda preferem usar o tempo do Mentoring para outras atividades acadêmicas ou necessidades pessoais. O mentoring informal e grupos com uma dinâmica ruim também justificam, para os alunos, uma menor adesão. O sucesso de um Programa de Mentoring, no que diz respeito à adesão dos alunos, mostra estar vinculado não apenas a uma estrutura adequada, mas também às características pessoais e valores dos participantes.

In order to better understand students' adherence to the Mentoring Program at the School of Medicine, University of São Paulo (FMUSP), this qualitative study explored the reasons expressed by students for their involvement in the activity in 2004-2005, before and after structural changes in the program (inclusion of the mentoring program in the course hours). Students perform an annual assessment of the program through a structured questionnaire: "The Mentoree". This includes a specific question on attendance in the program, analyzed in this study. The findings show that exchange of experiences between students from different years, as mediated by a skillful mentor, promotes an expanded view of the course and the profession and motivates students to participate more in the program. Mentors that leave the program, irregular scheduling of meetings, ineffective communication, and discussion of uninteresting themes contribute to low adherence to the program. Inclusion of the program in the official course hours solved important problems, but many students still prefer to use the mentoring time for other academic activities or personal needs. Informal mentoring and groups with poor dynamics also explain limited participation (in the students' eyes). A mentoring program's success, as measured by students' participation, proves to be linked not only to an adequate structure, but also to the participants' personal characteristics and values.