Background Excessive stress and anxiety can impair learning. The objective structured clinical examination (OSCE) is a valuable tool to assess and promote the acquisition of clinical skills. However, significant OSCE-related stress and anxiety are frequently reported. The aim of this study was to investigate the relationships between physiological stress, self-reported levels of anxiety due to an OSCE, self-efficacy, and the meanings that physical therapy students attribute to their experience with the exam. Design Concurrent mixed methods study. Methods A total of 32 students took part in this study. All were enrolled in the third semester of a 10-semester Physical Therapy Bachelor Program. Salivary cortisol levels, self-reported anxiety (State-Trait Anxiety Inventory, STAI) were measured before the OSCE. Exam scores and self-efficacy ratings were also recorded. Correlations between variables were tested with the Pearson correlation, with ɑ at 0.05. Semi-structured interviews were used to explore the personal perspectives of students. Thematic analysis was used to investigate emergent themes. Results Trait anxiety scores were significantly higher than normative values (p < 0.001). A high proportion of students showed high (STAI> 49) state anxiety (37.5%) and trait anxiety (65.6%). Salivary cortisol was not associated anxiety (p > 0.05). Neither stress nor anxiety correlated with OSCE scores. A moderate and significant direct correlation was found for self-efficacy scores and OSCE scores (r = 0.475, p = 0.007). Students reported that confidence had a calming effect and led to better self-perceived performance. They also reported that the OSCE can provide meaningful learning experiences despite being stressful. Conclusions A high proportion of our students reported a stable/lingering negative affect. However, neither stress nor anxiety related to OSCE scores. Students’ confidence in their capabilities was correlated with their performance. Their subjective reports suggest that self-confidence may have protected them from the negative effects of stress and anxiety on academic performance.

Objective: To estimate the prevalence of chronic back pain (CBP) and its associated factors. Methods: This cross-sectional study analyzed the 2019 National Health Survey, with 88,531 adults, using logistic regression to identify associated factors. Results: CBP was reported by 21.6% of adults and was more likely to occur among women (odds ratio — OR=1.27; 95% confidence interval — 95%CI 1.19–1.35), increased with age: 25–34 years (OR=1.30; 95%CI 1.11–1.51), 35–44 (OR=1.78; 95%CI 1.54–2.07), 45–54 years (OR=2.23; 95%CI 1.91–2.59), 55–64 years (OR=2.47; 95%CI 2.12–2.88), and 65 years or older (OR=2.17; 95%CI 1.85–2.54); among smokers (OR=1.24; 95%CI 1.13–1.35); ex-smokers (OR=1.30; 95%CI 1.21–1.39); those who mentioned heavy housework (OR=1.41; 95%CI 1.31–1.53); obesity (OR=1.12; 95%CI 1.03–1.21); hypertension (OR=1.21; 95%CI 1.11–1.32); high cholesterol (OR=1.53; 95%CI 1.42–1.65); with self-rated health — with a very good reference — in the gradients: good (OR=1.38; 95%CI 1.23–1.55), regular (OR=2.64; 95%CI 2.34–2.98), poor (OR=4.24; 95%CI 3.64–4.94), and very poor (OR=5.24; 95%CI 4.13–6.65); its likelihood was lower in adults with complete elementary school/incomplete high school (OR=0.82; 95%CI 0.75–0.90) and complete high school/incomplete higher education (OR=0.87; 95%CI 0.81–0.95). Conclusion: Back pain has a high prevalence and shows associations with demographic and socioeconomic factors, lifestyle, chronic diseases, and self-rated health.

RESUMO Objetivo: Estimar a prevalência da dor crônica na coluna (DCC) e os fatores associados à sua ocorrência. Métodos: Estudo transversal analisando a Pesquisa Nacional de Saúde 2019, com 88.531 adultos, usando regressão logística para identificar fatores associados. Resultados: A DCC foi apontada por 21,6% dos adultos, mostrou maior chance em mulheres (odds ratio — OR=1,27; intervalo de confiança de 95% — IC95% 1,19–1,35), aumentou com a idade de 25–34 anos (OR=1,30; IC95% 1,11–1,51), 35–44 (OR=1,78; IC95% 1,54–2,07), 45–54 anos (OR=2,23; IC95% 1,91–2,59), 55–64 anos (OR=2,47; IC95% 2,12–2,88) e 65 anos ou mais (OR=2,17; IC95% 1,85–2,54); fumantes (OR=1,24; IC95% 1,13–1,35); ex-fumantes (OR=1,30; IC95% 1,21–1,39); que citaram atividade física doméstica pesada (OR=1,41; IC95% 1,31–1,53); obesidade (OR=1,12; IC95% 1,03–1,21); hipertensos (OR=1,21; IC95% 1,11–1,32); colesterol aumentado (OR=1,53; IC95% 1,42–1,65); autoavaliação, cuja referência era muito boa, mostrou gradiente boa (OR=1,38; IC95% 1,23–1,55); regular (OR=2,64; IC95% 2,34–2,98), ruim (OR=4,24; IC95% 3,64–4,94), e muito ruim (OR=5,24; IC95% 4,13–6,65); e menor chance em adultos com ensino fundamental completo/ensino médio incompleto (OR=0,82; IC95% 0,75–0,90) e médio completo/superior incompleto (OR=0,87; IC95% 0,81–0,95). Conclusão: A dor na coluna tem elevada prevalência e mostra associação com fatores demográficos, socioeconômicos, estilo de vida, doenças crônicas e autoavaliação de saúde.

A pandemia causada pelo COVID-19, em 2020, resultou no esvaziamento das salas de aula como estratégia de distanciamento para a controle da disseminação do vírus. As universidades, através de seus gestores e docentes, buscaram maneiras de viabilizar a continuidade das atividades acadêmicas pautando-se na cooperação, solidariedade e inovação. Foi imprescindível buscar aprimoramentos para desenvolver o processo de aprendizagem no formato de Ensino Remoto Emergencial (ERE). Neste cenário, a extensão universitária cumpriu um importante papel. Este trabalho relata o processo de criação dos projetos Aprimoramento Docente para Ensino Superior da Fisioterapia (ADES-FIT) eAprimoramento Discente para o Ensino Superior (ADES Jr.), seus objetivos e atividades realizadas. Acredita-se que iniciativas pautadas na colaboração e com o envolvimento ativo para o aprendizado possam ressignificar as experiências no contexto da universidade.

As professoras adjuntas Fabiane Ribeiro Ferreira, Daniela Virgínia Vaz e Paula Maria Machado Arantes de Castro atuam no Departamento de Fisioterapia da Universidade Federal de Minas Gerais e participam do projeto de ensino Avaliação de Competências Clínicas de Estudantes do Curso de Fisioterapia. Elas introduziram o Exame Clínico Objetivo Estruturado que é um instrumento de avaliação para medir habilidades e competências clínicas em acadêmicos de saúde, no Curso de Fisioterapia. Amplamente utilizado em cursos como medicina e enfermagem, há dois anos vem sendo aplicado no curso de Fisioterapia da UFMG por meio da iniciativa das professoras. Elas acreditam que esta ferramenta é um diferencial no processo de ensino e aprendizagem do estudante e um método de avaliação desafiador para o professor de fisioterapia. Nesta entrevista, Fabiane Ribeiro Ferreira, Daniela Virgínia Vaz e Paula Maria Machado Arantes de Castro falaram da inclusão deste exame no curso e seu significado para o professor e para o aluno.