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D T Sobral

Publications and source records attributed to D T Sobral.

14 recordsLinked to original sources
PubMed1995

Diagnostic ability of medical students in relation to their learning characteristics and preclinical background.

Is the diagnostic ability of medical students--as appraised by the Diagnostic Thinking Inventory (DTI) --influenced by the learners' characteristics, or the way they acquired basic knowledge? This question was explored in a 4-year consecutive sampling of clinical clerkship students. DTI inventory scores (flexibility in thinking and structure in memory), learners' characteristics (learning style, self-confidence as a learner, and motivation to learn), together with knowledge scores (grade-point) average and problem-solving test) were measured and analysed for their relationships and the differences between groups. Results revealed that higher scores of the DTI measures were associated with students' high self-confidence, high motivation to learn, and abstract learning types. Correlation coefficients showed significant relationships between the DTI scores and both knowledge measures. In addition, t-tests showed that students with an integrated teaching background and problem-based learning (PBL) experience obtained significantly higher scores for structure in memory. The findings suggest that the inventory scores are sensitive to both cognitive and non-cognitive factors. The inventory may be useful detecting subtle influences on diagnostic ability differentiation in medical students.

Brazil↗
PubMed1994

Peer tutoring and student outcomes in a problem-based course.

Does peer-tutoring affect students' educational outcomes in problem-based learning? Students' characteristics and outcomes were compared along 14 successive classes of a problem-based learning course in the University of Brasilia medical programme. In the first stage of this time series, 26 teacher-tutored groups were formed; in the second stage, 50 groups had both teacher- and peer-tutoring. Both groups had equivalent characteristics in stages one and two as regards membership size and composition (students' learning style, self-confidence and motivation to learn). Results showed that scores for problem-solving tests and self-evaluation of skills were not significantly different between first and second stage groups. However, scores of meaningfulness of course experience and group work usefulness were significantly higher in the peer-tutoring stage. Significant positive correlations were found between scores of meaningfulness of course experience and both self-evaluation and group work usefulness but not between the first measure and group size or motivation to learn. The findings suggest that peer-tutoring can facilitate group work without sustained loss of cognitive achievement in long range conditions of problem-based learning experience.

Brazil↗
PubMed1989

Learning the educator role: a course for medical students.

The design and evaluation of a revised course on educational skills for medical students is described. The overall aim of this elective was to help students develop a working concept of their educator role regarding themselves, their peers, and their patients. The programme comprised 15 2-hour weekly meetings consisting of small-group discussion and exercises around issues of self-learning skills, peer teaching, and the process of patient education. Advanced preparation was promoted by readings and special assignments. Self-assessment, peer-assessment, and continuous assessment based on course-work were used to help student learning and to provide a basis for final grading. During a 3-year study period, the Course Valuing Inventory (CVI) and a goal-oriented questionnaire were used for course evaluation. Evaluation done on five consecutive classes showed favourable indices of course attractiveness. It also showed broad progress of most students in the course goals and high positive CVI scores for cognitive, personal and behavioural learnings, in addition to course valuing. Students' perceptions of improvement in self-appraisal, communication skills and personal growth were related findings. Significant, moderate correlations were found between CVI learning scores and both the self-ratings of progress in the course goals and of attitude towards the educator role. Reinforcement of the positive attitude towards this role was a valuable finding related to a lasting effect: a significant increase in the choice of undergraduate preceptorships by the participants when compared to the control sample of students not exposed to this learning experience.

Attitude of Health Personnel↗
PubMed1977

[Career aims of medical students in Brasilia (author's transl)].

Data obtained through a survey questionnaire show that on starting the internship, about half of the University of Brasilia medical graduates expressed a preference for primary care activities and predominant interest in assuming responsibility for patient care. Career aims and choice stability seem to be affected in various ways by personality, academic, and demographic factors. There is no evidence of a prevailing influence of the educational setting on the final pattern of career choice, notwithstanding the indications that the teaching model adopted may influence the development of the choice.

Career Choice↗
PubMedDate not supplied

[Digestive symptoms in young individuals: survey among medical students].

The purpose of this study was to assess the frequency patterns of 8 digestive symptoms and related features, with regard to functional disorders, in young adults. A sample of 279 subjects, representing the student body at the Medical School of Brasília, filled up the self-report questionnaire. From 20% to 27% of subjects reported more than 6 episodes of one more of the following symptoms, within a 12-month period: indigestion, distension, constipation, heartburn, abdominal pain, and diarrhea. A higher prevalence of constipation in women was a significant (p < 0.05) difference between the sexes. Dyspepsia and irritable bowel syndrome (IBS) were identified by clinical criteria in 25% and 9% of subjects, respectively, while 4% disclosed the occurrence of an organic disease. About 30% of the subjects volunteered perceptions on the meaning of the symptoms, while 22% reported days of restricted activities ascribed to the symptoms. Days of restricted activities were significantly (p < 0.05) related to the number, the type (diarrhea, nausea and vomiting, and abdominal pain), and the IBS pattern of symptoms (but not to the dyspepsia pattern). In conclusion, a substantial proportion of subjects in this student group, contacted at the workplace, showed indexes of clinical dysfunction (recurrence of multiple symptoms), and of social dysfunction (days of restricted activity), which indicate persistent limitations on the digestive health status.

Abdominal Pain↗
PubMedDate not supplied

[Interdisciplinarity in medical education: 3 aspects of analysis].

The author defines and analyses the concept of an interdisciplinary approach to basic medical education. Thereby, this educational strategy is examined in reference to three features: the expected outcomes with regard to the dimensions of competence of the graduate; the parameters of interdisciplinary integration; and the limiting factors for the development of interdisciplinarity in medical education. The case of pre-clinical teaching at the University of Brasilia is reviewed to illustrate comments on the conditionalities pending the adoption of the interdisciplinary approach.

Biological Science Disciplines↗
PubMedDate not supplied

[Availability optimization: an alternative vision].

Optimization of available resources is defined by the author as a guideline for characterization of institutional values with the intention to improves professional work. Important factors are referred by which the institutional resources may find a better use.

Clinical Competence↗
PubMedDate not supplied

[Preference for general practice in the medical course: relationship with changes in the clinical environment].

Career preferences were investigated before and after a major change of clinical training setting at the University of Brasilia. The inquiry addressed to pre-clinical students for a total of 15 cohort years (N = 1107). Data were gathered through self-report questionnaires on main preference, its inducing factor (a priori, theme study, task experience) and on learning style. The results showed a significant difference between student-pool career preference profiles, before and after change, which was mostly due to a decrease (from 24% to 10%) in preference for general practice. Lesser proportions of aprioristic induction, active learning style and male students were featured in the after-change student-pool. Relation-ships were found between preference for general practice and aprioristic induction, active learning style and male sex. Decline in preference for general practice is ascribed more to factors reducing access to course than to reorientation of the curriculum.

Career Choice↗
PubMedDate not supplied

[Curriculum renewal and quality of the educational process].

Curriculum renewal may be one good way for the betterment of medical education in the perspective of educational development. The article identifies three otmization lines for curriculum renewal, in the sense of criteria of relevance, efficacy, and efficiency. They are: 1) anchoring the renewal in the vision of a three-dimension concept of competence; 2) emphasis on quality of learning; and 3) a quest for restructuring the learning settings. Implication and examples of, and some barriers against such moves are noticed. The author points out that curriculum renewal may be effective only when it is fostering the quality of learning.

Curriculum↗