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Correia G, Pereira M, Gomes A, Bragança MDR, Weber S, Ferreira MA, Ribeiro L. Predictors of Medical Students' Views toward Research: Insights from a Cross-Cultural Study among Portuguese-Speaking Countries. Healthcare (Basel) 2022; 10:336. [PMID: 35206950 PMCID: PMC8871854 DOI: 10.3390/healthcare10020336] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Revised: 02/01/2022] [Accepted: 02/07/2022] [Indexed: 11/24/2022] Open
Abstract
Developing the skills and interest in scientific research of medical students is crucial to ensuring effective healthcare systems. As such, in this study, we aimed to assess Portuguese-speaking medical students' attitudes and perceptions toward scientific research and clinical practice, and how they are influenced by individual characteristics and regional indicators. A total of 455 first-year students from three medical schools in three countries (Portugal, Brazil, and Angola) participated in this study by completing a questionnaire. Portuguese students attributed the most importance to scientific skills and were the most confident in their ability to perform these skills. Angolan students were the most motivated to perform research and integrate it into the curriculum, despite having the most negative attitudes and perceiving themselves as having less ability to perform scientific skills. Brazilian students had the least positive attitudes toward science. In Portugal, attitudes depended on gross domestic product (GDP), while in Angola, they were influenced by the type of secondary school attendance. Portuguese students' perceptions of scientific skills were related to sex, GDP, type of secondary school, and participation in research. In Brazilian and Angolan students, perceptions were associated with age and research participation, respectively. The findings support the need to promote skills and positive attitudes toward scientific research in future physicians, fostering physician-scientists and improving patient care.
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Affiliation(s)
- Gustavo Correia
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
| | - Margarida Pereira
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
- Centre for Research on Pandemics & Society, Oslo Metropolitan University, 0167 Oslo, Norway
| | - Andreia Gomes
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
| | - Maria do Rosário Bragança
- Faculty of Medicine, University of Katyavala Bwila (FMUKB), Benguela 1725, Angola;
- Faculty of Medicine, University Agostinho Neto, Luanda 64346, Angola
| | - Silke Weber
- Botucatu Medical School, São Paulo University, Botucatu 05508-220, Brazil;
| | - Maria Amélia Ferreira
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
| | - Laura Ribeiro
- Department of Public Health and Forensic Sciences, and Medical Education, Faculty of Medicine, University of Porto, 4200-319 Porto, Portugal; (G.C.); (M.P.); (A.G.); (M.A.F.)
- I3S-Instituto de Investigação e Inovação em Saúde, Universidade do Porto, 4200-135 Porto, Portugal
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Portuguese Medical Students' Interest for Science and Research Declines after Freshman Year. Healthcare (Basel) 2021; 9:healthcare9101357. [PMID: 34683037 PMCID: PMC8544356 DOI: 10.3390/healthcare9101357] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 09/27/2021] [Accepted: 10/09/2021] [Indexed: 11/17/2022] Open
Abstract
The integration of scientific research into medical curricula remains insufficient despite its advantages for medical students' professional development and the advancement of medicine. This study aimed to evaluate the impact of first-year medical course attendance on medical students' attitudes and perceptions towards scientific research and clinical practice, while also assessing the contribution of sociodemographic and academic factors. Two hundred and thirteen medical students self-administrated a questionnaire at the beginning and at the end of the first school year. Their responses were compared and two regression models were calculated to assess factors influencing students' attitudes and perceptions. After freshman year, students displayed significantly lower positive attitudes towards science and research. Their motivation to perform research and to integrate it into the curriculum also decreased, while the importance attributed to research skills for clinical practice increased. Motivation to perform research and negative attitudes were positively and negatively associated with grade point average (GPA), respectively. Female students and those who attended public secondary schools attributed greater importance to communication skills. This study reinforces the need to early develop research skills and positive attitudes in medical students, motivating them to become physician-scientists. Additional follow-up studies may offer further contributions to the integration of research into medical curricula.
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Loureiro E, Ferreira MA, Fresta M, Ismail M, Rehman SU, Broome M. Teaching and assessment of clinical communication skills: Lessons learned from a SWOT analysis of Portuguese Angolan and Mozambican Medical Education. Porto Biomed J 2017; 2:47-58. [PMID: 32258585 PMCID: PMC6806972 DOI: 10.1016/j.pbj.2016.12.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2016] [Accepted: 12/17/2016] [Indexed: 10/20/2022] Open
Abstract
HIGHLIGHTS CCS training lacks a formal structure with substantial variation of the teaching process.The interviews promoted, amongst important stakeholders, a rise in awareness of this situation and how these skills can enhance the quality of clinical practice, encouraging curricular change.A communication skills teaching model: CoSTProMed is suggested for curriculum integration. BACKGROUND The importance of clinical communication skills (CCS) teaching and assessment is increasingly recognized in medical education. There is a lack of outcome-based research about CCS teaching and assessment processes in Portuguese medical education. Our goal is to conduct a SWOT analysis of this process in Portugal, Angola and Mozambique in order to contribute to the establishment of an action plan for more effective CCS teaching and assessment in medical curricula. METHODS Between 2010 and 2012, semi-structured interviews focused on the state of the art of teaching and assessment of clinical communication skills were conducted with key stakeholders of medical courses in Portugal, Angola and Mozambique. The design corresponds to an exploratory, descriptive and cross-sectional study, with the analysis of the recorded interviews. Interview transcripts were analyzed to identify salient themes/coding template in their discussions of the CCS teaching process. The coding and analysis of the surveys is qualitative. RESULTS 87 interviews were performed at the 8 Portuguese, 1 Angolan and 1 Mozambican medical schools. Results indicate that the teaching and assessment process of CCS is in the beginning stages with these commonalities noted: (i) Variability amongst faculty in the teaching and assessment methods, (ii) disconnection of CCS between basic and clinical cycles, (iii) content and process skills and (iv) faculty development. CONCLUSIONS CCS training lacks a formal structure with considerable variation of the CCS teaching process in these countries. The interviews promoted a rise in awareness of this situation and how these skills can enhance the quality of curricular change. Some important opportunities for the development and implementation of a framework of an integrated communication skills curriculum such as curricular reforms and well-established cooperation and networks were identified. The acknowledgement of the importance of integrating these skills in ME by key stake-holders and students in institutions and the identification of champions motivated to commit to the effort are strengths that should be considered to integrate and enhance CCS in the medical curricula.
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Affiliation(s)
| | | | - Mário Fresta
- Centro de Estudos Avançados em Educação e Formação Médica (CEDUMED), Faculty of Medicine of the University Agostinho Neto, Luanda, Angola
| | - Mamudo Ismail
- Faculty of Medicine of the University Eduardo Mondlane, Maputo, Mozambique
| | - Shakaib U Rehman
- Phoenix VA Health Care System, University of Arizona College of Medicine, Phoenix, USA
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Katowa-Mukwato P, Banda S. Self-perceived versus objectively measured competence in performing clinical practical procedures by final year medical students. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2016; 7:122-9. [PMID: 27132255 PMCID: PMC4860286 DOI: 10.5116/ijme.5709.2a7e] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2015] [Accepted: 04/09/2016] [Indexed: 05/13/2023]
Abstract
OBJECTIVE To determine and compare the self-perceived and objectively measured competence in performing 14 core-clinical practical procedures by Final Year Medical Students of the University of Zambia. METHODS The study included 56 out of 60 graduating University of Zambia Medical Students of the 2012/2013 academic year. Self-perceived competence: students rated their competence on 14 core- clinical practical procedures using a self-administered questionnaire on a 5-point Likert scale. Objective competence: it was measured by Objective Structured Clinical Examination (OSCE) by faculty using predetermined rating scales. Rank order correlation test was performed for self-perceived and objectively measured competence. RESULTS Two thirds 36 (66.7%) of the participants perceived themselves as moderately competent, 15 (27.8%) rated themselves as highly competent while 3 (5.6%) had low self-perception. With objective competence, the majority 52 (92.8%) were barely competent while 4 (7.2%) were absolutely competent. When overall self-perception was compared to objectively measured competence, there was a discordance which was demonstrated by a negative correlation (Spearman rho -.123). CONCLUSIONS Significant numbers of students reported low self-competence in performing procedures such as endotracheal intubation, gastric lavage and cardiopulmonary resuscitation which most never performed during the clinical years of medical education. In addition, the negative correlation between self-perceived and objectively measured competence demonstrated the inability of students to assess and rate themselves objectively due to fear that others may know their weaknesses and realize that they are not as competent as expected at a specific level of training.
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Affiliation(s)
- Patricia Katowa-Mukwato
- University of Zambia, School of Medicine, Department of Medical Education Development, Zambia
| | - Sekelani Banda
- University of Zambia, School of Medicine, Department of Medical Education Development, Zambia
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Ribeiro L, Severo M, Ferreira MA. Performance of a core of transversal skills: self-perceptions of undergraduate medical students. BMC MEDICAL EDUCATION 2016; 16:18. [PMID: 26772744 PMCID: PMC4715346 DOI: 10.1186/s12909-016-0527-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2014] [Accepted: 01/06/2016] [Indexed: 05/22/2023]
Abstract
BACKGROUND There is an increasingly growing trend towards integrating scientific research training into undergraduate medical education. Communication, research and organisational/learning skills are core competences acquired by scientific research activity. The aim of this study was to assess the perceived performance of a core of transversal skills, related with scientific research, by Portuguese medical students. METHODS A cross-sectional study was conducted in 611 Portuguese students attending the first, fourth and sixth years of the medical course, during the same academic year. A validated questionnaire was applied for this purpose. RESULTS Medical students felt confident regarding the majority of the analyzed transversal skills, particularly regarding team work capacity (72.7% perceived their own capacity as good). On the other hand, the perceived ability to manage information technology, time and to search literature was classified only as sufficient by many of them. The progression over the medical course and participation in research activities were associated with an increasing odds of a good perceived performance of skills such as writing skills (research activity: OR = 2.00; 95% CI: 1.34-2.97) and English proficiency (research activity: OR = 1.59; 95% CI: 1.06-2.38/final year medical students: OR = 3.63; 95% CI: 2.42-5.45). CONCLUSIONS In this line, the early exposure to research activities along undergraduate medical education is an added value for students and the implementation of an integrated research program on medical curriculum should be considered.
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Affiliation(s)
- Laura Ribeiro
- />Department of Medical Education and Simulation, Faculty of Medicine, University of Porto, Al. Prof. Hernâni Monteiro, 4200-319 Porto, Portugal
- />Department of Biochemistry, Faculty of Medicine, University of Porto, Al. Prof. Hernâni Monteiro, 4200-319 Porto, Portugal
- />Instituto de Investigação e Inovação em Saúde (I3S), Universidade do Porto, Porto, Portugal
| | - Milton Severo
- />Department of Medical Education and Simulation, Faculty of Medicine, University of Porto, Al. Prof. Hernâni Monteiro, 4200-319 Porto, Portugal
- />Department of Clinical Epidemiology, Predictive Medicine and Public Health, Faculty of Medicine, University of Porto, Al. Prof. Hernâni Monteiro, 4200-319 Porto, Portugal
| | - Maria Amélia Ferreira
- />Department of Medical Education and Simulation, Faculty of Medicine, University of Porto, Al. Prof. Hernâni Monteiro, 4200-319 Porto, Portugal
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Grilo Diogo P, Barbosa J, Ferreira MA. A pilot Tuning Project-based national study on recently graduated medical students' self-assessment of competences--the TEST study. BMC MEDICAL EDUCATION 2015; 15:226. [PMID: 26687283 PMCID: PMC4684924 DOI: 10.1186/s12909-015-0517-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2015] [Accepted: 12/15/2015] [Indexed: 05/22/2023]
Abstract
BACKGROUND The Tuning Project is an initiative funded by the European Commission that developed core competences for primary medical degrees in Europe. Students' grouped self-assessments are used for program evaluation and improvement of curricula. The TEST study aimed to assess how do Portuguese medical graduates self-assess their acquisition of core competences and experiences of contact with patients in core settings according to the Tuning framework. METHODS Translation of the Tuning's competences (Clinical Practice - CP), Knowledge (K) items and Clinical Settings (CS) was performed. Questionnaires were created in paper and electronic formats and distributed to 1591 graduates from seven Portuguese medical schools (July 2014). Items were rated in a 6-point Likert scale (0-5) of levels of competence. Exploratory factor analysis (EFA) was conducted and Cronbach's alpha was used to evaluate the internal consistency of the questionnaire. Kruskal-Wallis and Dunn's tests were used for multiple comparisons. RESULTS Three hundred eighty seven questionnaires were analyzed, corresponding to 24% of the target population. EFA yielded an 11-factor solution for CP and a 6-factor solution for K items. The median value of CP factors was 2.8 (p25 = 2.0; p75 = 3.5) and the median value of K factors was 2.6 (2.0; 3.2). Factor scores ranged from 1.3 (Legal principles) to 4.0 (Ethical principles). Clinical presentations, psychological aspects of illness, evidence-based medicine and promotion of health showed the highest results. Lower scores were detected in medical emergencies, practical procedures, prescribing drugs and legal principles. More than 90% of graduates experienced having contact with patients in 8 CS but only 24% of graduates had contact in all 14 CS. Graduates had the least contact with patients in the emergency rooms, intensive care units, palliative, rehabilitation and anesthetic care. Significant differences (p < 0.05) among schools were detected in 8 factors and 7 settings. CONCLUSIONS We developed a valid questionnaire supporting national SWOT analysis on the acquisition of core competences in medical education. Results suggest that Portuguese graduates are not fully prepared for clinical practice. Curricular improvements in core competences and the educational development of the transition period between undergraduate and postgraduate education ought to be considered. Outcome-based program evaluation relying on graduates' grouped self-assessments contributes to inform changes in medical education.
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Affiliation(s)
- Pedro Grilo Diogo
- Department of Medical Education and Simulation, Faculty of Medicine - University of Porto (FMUP), Porto, Portugal.
| | - Joselina Barbosa
- Department of Medical Education and Simulation, Faculty of Medicine - University of Porto (FMUP), Porto, Portugal.
| | - Maria Amélia Ferreira
- Department of Medical Education and Simulation, Faculty of Medicine - University of Porto (FMUP), Porto, Portugal.
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Loureiro E, Severo M, Ferreira MA. Attitudes of Portuguese medical residents' towards clinical communication skills. PATIENT EDUCATION AND COUNSELING 2015; 98:1039-1043. [PMID: 25952927 DOI: 10.1016/j.pec.2015.04.009] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2014] [Revised: 03/23/2015] [Accepted: 04/01/2015] [Indexed: 06/04/2023]
Abstract
OBJECTIVE To explore the attitudes and perceptions of Portuguese residents towards Clinical Communication Skills (CCS) and the need for complementary training. METHODS 78 medical residents responded to an on-line questionnaire which comprised demographic data, open-ended questions and a Portuguese version of the Communication Skills Attitude Scale (CSAS). RESULTS Residents gave significantly higher scores (P<0.001) on CSAS1 (attitudes towards communication skills in general, compared to CSAS2 (attitudes towards the teaching/learning process of CCS). Residents doing their residency training in other parts of the country, other than the north, reveal a higher perception of insufficient training (72.7% vs. 38.7%, P=0.036). CONCLUSION Residents showed more positive attitudes towards communication skills than towards the teaching/learning process. They admit to need more training in CCS in their residency year and highlight that the clinical cycle of undergraduate education should integrate these topics. Content analysis indicates that residents' perceptions are context-influenced. PRACTICE IMPLICATIONS Integration of CCS in the undergraduate education, enhanced during post-graduate training. Training of clinical faculty and supervisors/tutors and the role that stakeholders have to play in order to promote continuous training in CCS; encourage patient-centeredness and reflective practice, as to facilitate transfer of acquired skills to clinical practice.
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Affiliation(s)
- Elizabete Loureiro
- Department of Medical Education and Simulation, Faculty of Medicine of the University of Porto, Porto, Portugal.
| | - Milton Severo
- Department of Medical Education and Simulation, Faculty of Medicine of the University of Porto, Porto, Portugal; Department of Hygiene and Epidemiology, University of Porto, Porto, Portugal
| | - Maria Amélia Ferreira
- Department of Medical Education and Simulation, Faculty of Medicine of the University of Porto, Porto, Portugal
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Mendes M, Barbosa J, Loureiro E, Ferreira MA. How medical education can contribute towards the reduction of maternal mortality in Angola: the teaching/learning process of Gynecology and Obstetrics. Afr Health Sci 2014; 14:228-36. [PMID: 26060485 PMCID: PMC4449066 DOI: 10.4314/ahs.v14i1.36] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND In Angola the maternal mortality ratio is among the highest in the world. Medical students are an important target for intervention. OBJECTIVES To evaluate how students perceive the curricular unit of Gynecology and Obstetrics (G&O) in a public institution of reference in Angola. METHODS The study involved a sample of 147 students of the faculty of Medicine of the University Agostinho Neto, Luanda, Angola, attending the curricular unit of G&O in the 5th and 6th years of the medical course. Data were obtained through surveys of opinion. The information of the scales was summarized through the construction of scores from the original items using the Principal Components Analysis. RESULTS Students evaluated positively the curricular unit although emphasizing the lack of human and physical resources. The 5th year scored with higher values Teacher Performance and 6th year Students' Performance. Both years considered to have insufficient skills to meet the learning objectives. CONCLUSION Constraints were identified in the outcomes of the teaching/learning program. Several points emerged as crucial from this study: widespread the areas of teaching/learning, increase the number and quality of teaching staff, improve the monitoring of students and provide adequate infrastructures and medical equipment to support the teaching/learning program.
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Affiliation(s)
- M Mendes
- Department of Education and Research of Gynecology and Obstetrics, Faculty of Medicine of the University Agostinho Neto Av. Hoji ya Henda, 116, Luanda, Angola.
| | - J Barbosa
- Center for Medical Education, Faculty of Medicine of the University of Porto Al. Prof. Hernâni Monteiro, 4200-319 Porto, Portugal
| | - E Loureiro
- Elizabete Maria Ferraz Loureiro Carteado Center for Medical Education, Faculty of Medicine of the University of Porto Al. Prof. Hernâni Monteiro, 4200-319 Porto, Portugal
| | - M A Ferreira
- Maria Amélia Duarte Ferreira Center for Medical Education, Faculty of Medicine of the University of Porto Al. Prof. Hernâni Monteiro, 4200-319 Porto, Portugal
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