Introduction: The pandemic caused by the SARS-CoV-2 virus has accelerated an educational revolution, with implications for health care and medical education, generating some insecurities and uncertainties. The article reports the experience of Centro Universitário Christus (Unichristus) about the changes that occurred in the practical scenarios of clinical experiences during the first semester of 2020, marked by social distancing. Experience Report: The services at Clínica Escola de Saúde (CES) were suspended and the associated hospitals stopped receiving students, making the experience of real-life scenarios unfeasible, resulting in the beginning of a project characterized by care of patients with coronavirus infection through telemedicine. The face-to-face nursing team’s participation occurred concomitantly, while students attending the eighth semester of the medical course were present at the consultation through screen sharing using the Google Meet ® program. After the consultation was concluded, there was a discussion about the case and other relevant aspects, similarly to what would happen with a face-to-face experience. In parallel with the project, students also attended lectures that addressed aspects of the disease from primary to tertiary level of health care. Discussion: Patients received care and students were taught through a flexible, innovative, accessible and safe media, following a worldwide trend, generating opportunities for professional development and innovations in medical education. The experience with telemedicine can be complemented by e-learning, allowing the development of a new hybrid teaching model. Conclusion: The current circumstances may result in some educational loss, such as the impossibility to perform physical examinations and to interact better with the health care team and patients; however the technological resources can result in opportunities for changes, improvement and development of teaching methodologies, in line with the current generation of digital natives.
Introduction: The pandemic caused by the SARS-CoV-2 virus has accelerated an educational revolution, with implications for health care and medical education, generating some insecurities and uncertainties. The article reports the experience of Centro Universitário Christus (Unichristus) about the changes that occurred in the practical scenarios of clinical experiences during the first semester of 2020, marked by social distancing. Experience Report: The services at Clínica Escola de Saúde (CES) were suspended and the associated hospitals stopped receiving students, making the experience of real-life scenarios unfeasible, resulting in the beginning of a project characterized by care of patients with coronavirus infection through telemedicine. The face-to-face nursing team’s participation occurred concomitantly, while students attending the eighth semester of the medical course were present at the consultation through screen sharing using the Google Meet ® program. After the consultation was concluded, there was a discussion about the case and other relevant aspects, similarly to what would happen with a face-to-face experience. In parallel with the project, students also attended lectures that addressed aspects of the disease from primary to tertiary level of health care. Discussion: Patients received care and students were taught through a flexible, innovative, accessible and safe media, following a worldwide trend, generating opportunities for professional development and innovations in medical education. The experience with telemedicine can be complemented by e-learning, allowing the development of a new hybrid teaching model. Conclusion: The current circumstances may result in some educational loss, such as the impossibility to perform physical examinations and to interact better with the health care team and patients; however the technological resources can result in opportunities for changes, improvement and development of teaching methodologies, in line with the current generation of digital natives.
Introduction: Podcasts are audio broadcasts distributed over the internet that can be consumed through various platforms. From students to independent clinicians, the profile of medical podcast users is varied and a richer understanding of this user is essential for effective podcast development. Objective: To review the current literature on the use of podcasts as a health education tool and to understand the stages involved in preparing a medical podcast. Methods: The study is a narrative review developed through research in databases carried out at Unichristus University, in the city of Fortaleza-CE. An analysis of articles on podcasts or data on the prevalence of use, production or results of the use of podcasts for health education purposes was performed. A screening was performed by reading the abstracts and titles of 165 articles found in the Medline database, using the keywords ‘Podcasts’ and ‘medical education’, which resulted in 23 articles that met the inclusion criteria. Results: Based on the content found in the literature, the review was divided into seven categories: formats, episode duration, activities carried out while listening to a podcast, learning assessment, suggestions, developing a medical podcast and the podcast as a complementary teaching tool. Conclusion: the podcast is considered a promising medium of communication as a complementary tool to the traditional teaching methods, and educators should focus on developing evaluation processes for this technology, refining evidence-based guidelines for creating new podcasts.
Introduction: In Brazil, the lack of studies evaluating self-esteem in medical students is evident. In the academic field, it is known that individuals with high self-esteem and resilience are more likely to be successful. In previous studies, resilience was negatively associated with anxiety and Burnout Syndrome (BS). The BS has become a public health problem due to its increased incidence, especially among medical professionals during the coronavirus disease (COVID-19) pandemic, making it essential to expand and develop this issue. Objectives: To evaluate the level of self-esteem in medical students and its association with the degree of resilience and burnout during the pandemic. Method: A cross-sectional cohort study was conducted with medical students from the first to the eighth semesters at Centro Universitário Christus in Fortaleza - CE, Brazil. The students answered three surveys: in the beginning of the semester, at the midterms and during finals. We applied the Maslach Burnout Inventory, Wagnild and Young’s resilience scale, the Rosenberg Self-Esteem scale and a sociodemographic questionnaire. Results: Students with higher levels of emotional exhaustion showed less professional efficiency (P < 0.001). Disbelief and professional efficiency are inversely related (P < 0.001). There was no significant variation in the prevalence of burnout throughout the semester (P = 0.593). However, this prevalence has been high since the first period of the study. Additionally, the higher the resilience, the higher the self-esteem (P < 0.001). Conclusion: Medical students show elevated levels of BS. There was no statistically significant variation in burnout, resilience, and self-esteem throughout the semester. Therefore, further studies are necessary to analyze these variables.
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