The present study demonstrated a significantly enhanced gastric emptying of the solid meal test in morbidly obese patients when compared to lean subjects. This finding is compatible with the hypothesis that rapid gastric emptying in morbidly obese subjects increases caloric intake due to a more rapid loss of satiety.

The injection of different doses of BtxA at different sites in the antropyloric region of patients with class III obesity did not interfere significantly with the solid and semi-solid GET or body weight of these individuals. However, early satiety was reported by all patients, the procedure was safe and no side-effects of the treatment were observed. Further controlled studies involving different methodologies regarding dosage of Btx-A and sites of injection are necessary.

Resumo: Introdução: No cenário educacional, diversas metodologias de ensino-aprendizagem vêm sendo utilizadas como ferramentas instrucionais, com o objetivo de aumentar a motivação dos estudantes e favorecer a aprendizagem significativa. Por sua vez, instrumentos que avaliem a motivação, após exposição a diferentes estratégias e materiais de ensino, podem contribuir para análise e decisão sobre sua efetividade. Nesse sentido, o questionário Instructional Materials Motivation Survey (IMMS) avalia a motivação, após atividades instrucionais, por meio de quatro domínios: atenção, relevância, confiança e satisfação. Assim, esta pesquisa teve como objetivo realizar a tradução e adaptação transcultural do IMMS para o português brasileiro. Método: A tradução e adaptação transcultural foram realizadas em seis etapas: tradução do questionário original, síntese das traduções, retrotradução, revisão pelo comitê de especialistas, teste da versão pré-final, confecção da versão final e auditoria pelo comitê externo. As traduções foram realizadas por duas professoras de inglês, de língua nativa brasileira. As retrotraduções foram realizadas por dois professores de inglês, de língua nativa inglesa. O comitê de especialistas foi formado por um professor de medicina e educação médica, dois professores de medicina, uma pedagoga, um estatístico e um professor de inglês. A versão brasileira final do IMMS foi testada, após aula invertida, tendo como objetivo avaliar a consistência interna do instrumento. Considerou-se como aceitável valor de alfa de Cronbach ≥ 0,70. Resultados: No processo de tradução e adaptação transcultural, foram atingidas todas as equivalências: semântica, idiomática, cultural e conceitual. Na avaliação da consistência interna, dos 52 estudantes submetidos à aula invertida, 48 (92,3%) responderam à versão brasileira do IMMS. O instrumento apresentou consistência interna de 0,718, avaliada por meio do teste alfa de Cronbach. Conclusões: A versão final do instrumento IMMS, após processo de tradução e adaptação transcultural, manteve todas as suas 36 sentenças e as instruções do instrumento original, e apresenta boa consistência interna, de acordo com o teste alfa de Cronbach. A possibilidade de avaliação da motivação, no contexto educacional, por instrumento amplamente validado, traz consigo ganhos tanto no campo da prática quanto da pesquisa pedagógica. Seu emprego no Brasil possibilitará novas validações em cenários educacionais nacionais e contextos diversos.

Introduction: Motivation contributes greatly to learning, being a predictor of student performance. Thus, instruments that assess motivation after exposure to different teaching strategies and materials can contribute to the analysis and decision on its effectiveness. In this sense, the Instructional Materials Motivation Survey (IMMS) instrument measures students’ motivation after instructional activities. Objective: This study aimed to evaluate the evidence of validity of the IMMS, previously translated and cross-culturally adapted to Brazilian Portuguese. Method: Cross-sectional study used to evaluate the psychometric properties of the IMMS questionnaire, applied to 211 students from the first, third and fourth semesters of the medical course at José do Rosário Vellano University (Unifenas - Campus Belo Horizonte). The principal component analysis (PCA) with Varimax rotation and Cronbach’s alpha coefficient were used to assess the validity and reliability of the instrument. Results: The PCA reduced the instrument’s items from 36 to 25 items, distributed in four dimensions. The saturation of the items in the dimensions ranged from 0.529 to 0.790 and the total explained variance was 63.12%. The reliability of the modified IMMS (IMMS-BRV), measured by Cronbach’s alpha, ranged from 0.76 (Attention dimension) to 0.93 (Interest dimension). Conclusion: The IMMS application in the remote education scenario, through asynchronous video lectures of human anatomy, resulted in an alternative instrument (IMMS-BRV), with fewer items (more parsimonious) and good internal consistency, demonstrating preliminary evidence of its validity and reliability adequacy.

Introduction: Motivation contributes greatly to learning, being a predictor of student performance. Thus, instruments that assess motivation after exposure to different teaching strategies and materials can contribute to the analysis and decision on its effectiveness. In this sense, the Instructional Materials Motivation Survey (IMMS) instrument measures students’ motivation after instructional activities. Objective: This study aimed to evaluate the evidence of validity of the IMMS, previously translated and cross-culturally adapted to Brazilian Portuguese. Method: Cross-sectional study used to evaluate the psychometric properties of the IMMS questionnaire, applied to 211 students from the first, third and fourth semesters of the medical course at José do Rosário Vellano University (Unifenas - Campus Belo Horizonte). The principal component analysis (PCA) with Varimax rotation and Cronbach’s alpha coefficient were used to assess the validity and reliability of the instrument. Results: The PCA reduced the instrument’s items from 36 to 25 items, distributed in four dimensions. The saturation of the items in the dimensions ranged from 0.529 to 0.790 and the total explained variance was 63.12%. The reliability of the modified IMMS (IMMS-BRV), measured by Cronbach’s alpha, ranged from 0.76 (Attention dimension) to 0.93 (Interest dimension). Conclusion: The IMMS application in the remote education scenario, through asynchronous video lectures of human anatomy, resulted in an alternative instrument (IMMS-BRV), with fewer items (more parsimonious) and good internal consistency, demonstrating preliminary evidence of its validity and reliability adequacy.

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Objectives This study aimed to investigate medical students’ motivation in relation to asynchronous anatomy video lectures, carried out during COVID-19 remote teaching. Methods Repeated cross-sectional modified Instructional Materials Motivation Survey questionnaire, validated in Brazil, was applied to 255 students attending the first semester of the undergraduate medical course at the José do Rosário Vellano University, in June 2020 and November 2020. The data were analyzed considering the 95% confidence level as significant (p < 0.05). Results The overall score of motivation attributed by the students was moderate to high (3.7/5, 74%). The same occurred in relation to all dimensions of the instrument: Interest (3.6/5, 72%), Confidence (3.7/5, 74%), Attention (3.5/5, 70%) and Expectation (3.7/5, 74%). Cluster analysis showed that 78% (n = 168) of the students had moderate (72% of the maximum score) or high (86% of the maximum score) degrees of motivation. The influence of social isolation on the students’ emotional state did not affect the overall motivation scores (p = 0.217) or the dimensions of motivation: Interest (p = 0342); Confidence (p = 0.061); Attention (p = 0.625) and Expectation (p = 0.094). Conclusions The students showed high motivation for the asynchronous video lectures of human anatomy. Although the majority of students are highly affected regarding their emotional state, due to the social isolation imposed by the Covid-19 pandemic, this fact did not interfere with the motivation for video lectures, probably due to the high intrinsic motivation that students in the first year have in relation to anatomy. These findings alert to the importance of asynchronous video lectures as an adequate strategy for the teaching and learning of human anatomy.

Objectives This study aimed to investigate medical students’ motivation in relation to asynchronous anatomy video lectures, carried out during COVID-19 remote teaching. Methods Repeated cross-sectional modified Instructional Materials Motivation Survey questionnaire, validated in Brazil, was applied to 255 students attending the first semester of the undergraduate medical course at the José do Rosário Vellano University, in June 2020 and November 2020. The data were analyzed considering the 95% confidence level as significant ( p < 0.05). Results The overall score of motivation attributed by the students was moderate to high (3.7/5, 74%). The same occurred in relation to all dimensions of the instrument: Interest (3.6/5, 72%), Confidence (3.7/5, 74%), Attention (3.5/5, 70%), and Expectation (3.7/5, 74%). Cluster analysis showed that 78% ( n = 168) of the students had moderate (72% of the maximum score) or high (86% of the maximum score) degrees of motivation. The influence of social isolation on the students’ emotional state did not affect the overall motivation scores ( p = 0.217) or the dimensions of motivation: Interest ( p = 0342), Confidence ( p = 0.061), Attention ( p = 0.625), and Expectation ( p = 0.094). Conclusions The students showed high motivation for the asynchronous video lectures of human anatomy. Although the majority of students are highly affected regarding their emotional state, due to the social isolation imposed by the COVID-19 pandemic, this fact did not interfere with the motivation for video lectures, probably due to the high intrinsic motivation that students in the first year have in relation to anatomy. These findings alert to the importance of asynchronous video lectures as an adequate strategy for the teaching and learning of human anatomy. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-022-01714-7.