KEYWORDS:-Medical Education.-Internship.-Evaluation.-Educational Measurement.-Medical Faculty.-Students. ABSTRACTIntroduction:Medical internship consists ofthe period of aundergraduate medicine course in which the student is prepared for medical practice. The assessment contributes toward clinical competency

Objective The Fibromyalgia Rapid Screening Tool (FiRST) was developed to screen people with chronic pain for Fibromyalgia (FM), especially in primary health care settings. This study aimed to translate the FiRST into Brazilian Portuguese and evaluate its measurement properties for an online application. Methods After the process of translation and backtranslation, the FiRST was applied online in 483 adults with chronic pain (FM group n = 395; Chronic pain group n = 88), along with the Numerical Rating Scale for pain and fatigue, the Brief Pain Inventory, and the Fibromyalgia Impact Questionnaire-Revised. A Receiver Operating Characteristics (ROC) curve was computed and the area under the curve (AUC) was used to determine the sensibility, specificity, and cut-off score for the FiRST. The Mann-Whitney test was used for quantitative variables and the Chi-square and the Fisher’s exact test, for the categorical variables with level of significance of 5%. Fleiss’ Kappa, Gwet’s AC1 and percentage of agreement were also calculated between test and retest. Results For all the questionnaires, the FM group presented higher scores, which mean a worst condition. The FiRST presented a sensitivity of 92.3%, and a specificity of 61.6% with 5 as the cut-off score. AUC, Fleiss’ Kappa, Gwet’s AC1 and percentage of agreement were, respectively, 0.82, 0.38, 0.63 and 71.8%. Conclusion The FiRST was translated into Brazilian Portuguese and the online version presented a good content validity and adequate measurement errors that allow FM patients to be screened among people with chronic pain.

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Background As with fibromyalgia, several musculoskeletal disorders are characterized by chronic pain, raising a clinical question – do the instruments used to assess fibromyalgia symptoms according to ACR criteria (ACR criteria) generate similar scores in other chronic musculoskeletal pain? Objective To compare the symptoms among fibromyalgia and other chronic musculoskeletal pain. Additionally, we also compared the most researched outcomes in fibromyalgia (i.e., present pain at rest and after movement; fatigue; pain severity and impact; function, global impact, and fibromyalgia symptom). Methods A cross-sectional study. Participants over 18 years old were included if they presented report of chronic musculoskeletal pain (≥ 3 months) and after that, they were divided into two groups (fibromyalgia and chronic pain). They answered the Fibromyalgia Impact Questionnaire-Revised (FIQ-R), Brief Pain Inventory (BPI), Numerical Pain Rating Scale (NPRS) for pain and fatigue, WPI, and SSS. Results A total of 166 participants were included in this study into two independent groups (chronic pain, n = 83; fibromyalgia, n = 83). We observed significant differences (p < 0.05) and large effect sizes (Cohen’s d, ≥ 0.7) in clinical outcomes comparisons between groups (i.e., widespread pain; symptom severity; present pain at rest and after movement; fatigue; pain severity and impact; function, global impact, and fibromyalgia symptoms). Conclusion Fibromyalgia patients (2016 ACR criteria) compared to other chronic musculoskeletal pain patients have higher levels of pain (at rest or after movement) and fatigue, greater impairment in both functionality and global impact, and worse symptoms. Therefore, the WPI and SSS instruments should be used exclusively to assess fibromyalgia symptoms.

Analisamos como os/as professores/as de Educação Física lidam com as relações de gênero nas suas aulas. Os dados foram coletados em dez escolas secundárias da Província de Inhambane a partir das respostas de vinte professores/as que lecionam a Educação Física que responderam a um questionário. Para análise de dados recorremos à análise de conteúdo. Os dados evidenciam que: os/as professores/as abordam as questões de gênero nas suas aulas, considerando não existir motivos para discriminar ou separar os meninos das meninas; enfrentam dificuldades para a operacionalização de estratégias que garantam a igualdade/equidade; as questões de gênero ainda são carregadas de discriminação, estereótipos e preconceitos associados aos conteúdos de Educação Física; os debates se mostraram ser espaços de reflexão para os/as professores/as e para os/as alunos/as que de algum modo se pautam por comportamentos sexistas, influenciados pelas práticas socioculturais.Palavras-chave: Gênero. Estereótipos. Preconceitos. Educação Física.Physical Education in Secondary School in Mozambique: relationships and stereotypes of genderAbstractWe analyzed how the teachers of Physical Education deal with gender issues in their classroom. The data were collected in ten secondary schools in the Inhambane province based on the responses of twenty teacher’s questionnaire submitted to content analysis. The results show: the teachers address the gender issues in their classes, considering that there is no reason to discriminate or separate the boys and girls; the teachers have difficulties in implementing strategies that guarantee equality; gender issues are still fraught with discrimination, stereotypes and prejudices associated with Physical Education content; the debates proved to be spaces for reflection for teachers and students who in some way are guided by sexist behaviors, influenced by socio-cultural practices.Keywords: Gender. Stereotypes. Prejudices. Physical Education.Educación Física en la Educación Secundaria en Mozambique: relaciones y estereotipos de géneroResumenAnalizamos cómo los maestros de Educación Física tratan las relaciones de género y los estereotipos en sus clases. Los datos fueron recolectados en 10 escuelas secundarias de la Provincia de Inhambane con base en las respuestas de 20 maestros que enseñan educación física y respondieron un cuestionario. Para el análisis de datos utilizamos análisis de contenido. Los datos muestran que: los maestros abordan las cuestiones de género en sus clases, considerando que no hay razón para discriminar o separar a los niños de las niñas; los maestros enfrentan dificultades para implementar estrategias que garanticen la igualdad; las cuestiones de género aún están plagadas de discriminación, estereotipos y prejuicios asociados con el contenido de Educación Física; los debates demostraron ser espacios de reflexión para docentes y estudiantes que de alguna manera se guían por comportamientos sexistas, influenciados por prácticas socioculturales.Palabras clave: Género. Estereotipos. Prejuicios. Educación Física.