Extracurricular activities: a comparative perspective among health colleges in Brazil and Ireland

Abstract

Introduction: University influences psychosocial and cognitive development of students, shaping their overview about professional career. Extracurricular activities (EAs) represent a complementary training in university context, which can enhance critical and technical skills. Objective: Describe the profile of extracurricular activities developed in two different colleges: Universidade do Estado do Pará (UEPA), in northern Brazil, and Waterford Institute of Technology (WIT), in Southeast Ireland, in the period from March to May 2015. Methods: This study is characterized as descriptive, cross-sectional, observational, with a sample of 452 academics from 5 courses: Medicine, Physiotherapy and Occupational Therapy in UEPA (n=306) and Health Promotion and Exercise and Health Studies at WIT (n=146). Data collection was conducted through self-administered questionnaires. Results: Most of students have performed extracurricular activities (80%), with greater female participation (60%). Students also believe that EAs contribute to their training (87%), and have satisfied their initial motivations (97%). The most performed activities are academic leagues, internships and scientific research in UEPA and extension activities (volunteering) and athletic associations in WIT. Conclusion: This study demonstrated that the extracurricular activities most frequently performed by undergraduates from Universidade do Estado do Pará are professional internships, academic leagues and research. However, undergraduates' participation in volunteering and athletic associations predominates in Waterford Institute of Technology. Such divergences reflect social, cultural and economic issues of the respective societies, and may have an impact on professional profile.

Educação médica: a construção histórica do currículo médico e os desafios de renovação no século XXI

“…From another perspective, the process of renewal of medical education cannot disregard the contributions of the parallel curriculum for professional training. This curriculum is composed of the activities performed by the students apart from the institutional disciplinary structure, including student and sports associations, internships, scientific initiation programs, monitoring, language courses, among others 16,19 .…”

“…This represents one of the main determinants of the teaching-learning process, being shaped by intrinsic factors, related to the individual, and extrinsic factors, related to the teaching environment 19,35 .…”

“…Among the intrinsic motivational aspects, the initial interests in the medical field, expectations regarding the job market and career, and identification with the content, teaching strategies, and disciplines of the medical curriculum stand out. As for the extrinsic aspects, they are related to the educational resources offered by the university, the professors' commitment and engagement, and the wealth of experiences provided by the university context 16,19 .…”

Academic league and community: extension experiences in the scope of Primary Care/ Liga acadêmica e comunidade: vivências extensionistas no âmbito da Atenção Primária

“…Essas favorecem a socialização, o desenvolvimento de habilidades e das potencialidades individuais e a preparação para o exercício profissional. (5)(6) No tocante às atividades de extensão, essas geram um aprendizado de modo significativo e contextualizado, colaboram para o desenvolvimento de competências críticas e reflexivas frente aos processos de trabalhos da profissão (7) , facilitam a imersão no campo e a (re) construção de práticas e saberes em saúde com base no contexto do processo saúde-doença-cuidado das famílias, sujeitos e comunidades locais. (8) Diante disso, visto à importância das ligas acadêmicas e o poder transformador que essas revelam no âmbito universitário e social, faz-se relevante socializar as experiências extensionistas na medida em que corrobora para a disseminação dos saberes e práticas da extensão universitária, sobretudo, por fomentar reflexão acerca do processo formativo em saúde, na perspectiva de contribuir para uma formação embasada na assistência integral e holística, no trabalho em equipe e voltada as necessidades da comunidade local.…”

Hobbies and Extracurricular Activities Practiced Among Dentists and Medical Practitioners in Chennai – A Cross-Sectional Study

“…Maintaining a well-balanced career and EA will add to their public image and prestige in their social life. Although these activities may contribute to student satisfaction and reduce stress levels, if not properly balanced can burden academic routine by overlapping class schedules and also reduce time for other essential activities during weekends 9 . Hence, medical and dental practitioners should try to engage themselves in different hobbies/extracurricular activities to cope with this demanding environment.…”