Oscarina Ezequiel | Universidade Federal de Juiz de Fora (original) (raw)

Papers by Oscarina Ezequiel

Journal of Nursing Measurement

Background and PurposeTo adapt, validate and assess the psychometric properties of the Readiness ... more Background and PurposeTo adapt, validate and assess the psychometric properties of the Readiness for Interprofessional Learning Scale (RIPLS-19 items), Interdisciplinary Education Perception Scale (IEPS-18 items) and Team Skills Scale (TSS-17 items) in 484 undergraduate students.MethodsTranscultural adaptation of the scales was performed. Internal consistency, test-retest reliability, factor analysis, and convergent and discriminant validity were determined.ResultsThe instruments showed good internal consistency and test-retest reliability for total score. However, factor analyses revealed differences in the subscales compared to the original validations. The RIPLS detected more differences, discriminating gender, race, course semester and course enrolled. The TSS and IEPS detected differences in age and course enrolled.ConclusionsThese scales appear to have satisfactory psychometric properties and could be used in both research and education. The subscales, however, should be inter...

Supplemental material, Supplementary_Material_2sep19_xyz257669895099c for Measuring Students'... more Supplemental material, Supplementary_Material_2sep19_xyz257669895099c for Measuring Students' Perceptions of the Medical School Learning Environment: Translation, Transcultural Adaptation, and Validation of 2 Instruments to the Brazilian Portuguese Language by Rodolfo F Damiano, Aline O Furtado, Betina N da Silva, Oscarina da S Ezequiel, Alessandra LG Lucchetti, Lisabeth F DiLalla, Sean Tackett, Robert B Shochet and Giancarlo Lucchetti in Journal of Medical Education and Curricular Development

JMPHC. Journal of Management and Primary Health Care, 2017

A comunicacao, como competencia nuclear na educacao medica, tornou-se tema de interesse como camp... more A comunicacao, como competencia nuclear na educacao medica, tornou-se tema de interesse como campo de pesquisa e objeto de iniciativas de programas de ensino e avaliacao. Seguindo as Diretrizes Curriculares Nacionais (DCN, 2014), o projeto pedagogico do curso de Medicina da UFJF (PPC, 2015) propoe uma formacao baseada em competencias, visando o atendimento integral do ser humano. Para o sucesso desta proposta, o desenvolvimento das habilidades de comunicacao deve ser longitudinal. Assim, faz-se necessaria a avaliacao da situacao atual e da demanda de alunos e professores quanto ao ensino dessas habilidades para posterior implantacao deste componente curricular. Objetivos: Avaliar a situacao atual e a demanda dos professores quanto ao ensino de habilidade de comunicacao nos primeiros quatro anos do curso de medicina. Metodo: Pesquisa transversal, quali-quantitativa, aplicada e descritiva. Foi realizada a analise documental das DCN (2014), do PPC (2015) e dos programas das disciplinas...

Journal of General Internal Medicine, 2020

Blood Pressure Monitoring, 2020

Journal of Medical Education and Curricular Development, 2020

Background: Although learning environment (LE) is an important component of medical training, the... more Background: Although learning environment (LE) is an important component of medical training, there are few instruments to investigate LE in Latin American and Brazilian medical schools. Therefore, this study aims to translate, adapt transculturally, and validate the Medical School Learning Environment Scale (MSLES) and the Johns Hopkins Learning Environment Scale (JHLES) to the Brazilian Portuguese language. Method: This study was carried out between June 2016 and October 2017. Both scales have been translated and cross-culturally adapted to Brazilian Portuguese Language and then back translated and approved by the original authors. A principal components analysis (PCA) was performed for both the MSLES and the JHLES. Test–retest reliability was assessed by comparing the first administration of the MSLES and the JHLES with a second administration 45 days later. Validity was assessed by comparing the MSLES and the JHLES with 2 overall LE perception questions; a sociodemographic quest...

Revista da Associação Médica Brasileira, 2019

SUMMARY OBJECTIVES To investigate how many Brazilian medical and physical therapy schools have in... more SUMMARY OBJECTIVES To investigate how many Brazilian medical and physical therapy schools have initiatives and courses related to IPE in their curricula, assessing the barriers and factors associated with their implementation and comparing the differences between both programs. METHODS This nationwide survey was carried out in 2017 and included representatives of all physical therapy and medical schools in Brasil. Offers of interprofessional activities and related opinions and barriers were evaluated. RESULTS A total of 76 (33.9%) of the medical and 159 (41.4%) of the physical therapy schools answered the questionnaires. At least 68.4% of the medical schools and 79.2% of the physical therapy schools have IPE initiatives, although the number of mandatory courses and clerkships is still low. Despite recognizing IPE’s importance in health education, school representatives see the lack of integration of programs, conflicting schedules, and the lack of institutional support as barriers. ...

Anatomical Sciences Education, 2019

Journal of General Internal Medicine, 2019

Psychiatry Research, 2019

Medical students' mental health and quality of life (QoL) cause growing concern worldwide, bu... more Medical students' mental health and quality of life (QoL) cause growing concern worldwide, but, to date, few longitudinal studies have followed these students. Our objective was to evaluate the incidence, prevalence, and factors associated with quality of life and symptoms of depression, anxiety, and stress of Brazilian medical students who were followed for a period of two years. Students' mental health (DASS-21), QoL (WHOQOL-Bref), and religiousness (DUREL) were evaluated in four different waves(four semesters). A total of 312 (54.2%) medical students responded to all four waves. Medical students demonstrated a high prevalence and incidence of emotional disorders. Almost half of the students presented high levels of depression, anxiety, and stress during the two-year follow-up; approximately one out of five students without symptoms at the baseline were considered new cases and these problems have a cyclical nature. Baseline factors such as depression, anxiety, stress, having low income, being female, being in the early stages of medical training and non-white were associated with poorer mental health and quality of life in the follow-up. Our results show that medical students have a high prevalence and incidence of mental health disorders during their medical training. This data may help educators plan preventive strategies.

Australasian Journal on Ageing, 2018

Journal of Medical Systems, 2018

Revista da Associação Médica Brasileira, 2018

SUMMARY INTRODUCTION: Knowledge about student motivation allows educators to broaden their unders... more SUMMARY INTRODUCTION: Knowledge about student motivation allows educators to broaden their understanding and to establish strategies that make it possible to enhance motivation. OBJECTIVES To investigate the levels of student motivation at different phases of medical education, comparing incoming students' motivation with that of those at the end of their studies, as well as during the different preclinical, clinical, and clerkship cycles. METHOD: Cross-sectional study including students from a Brazilian public university. The questionnaire included sociodemographic data and the Academic Motivation Scale (AMS). Student motivation was compared at different phases of the medical course. RESULTS: 710 students were included. Students in the preclinical phase (1st-2nd years) had higher levels of integrated regulation AMS (e.g.,"Education is a privilege."), introjected regulation AMS (e.g."I come because it is what is expected of me."), and intrinsic motivation AMS...

Sao Paulo medical journal = Revista paulista de medicina, Jan 22, 2018

Different approaches to learning can exert considerable influence on the teaching-learning proces... more Different approaches to learning can exert considerable influence on the teaching-learning process in medical education. This study aimed to investigate the association of surface and deep learning with study patterns, preferred type of assessment, practices of cheating and quality of sleep among medical students. Cross-sectional study on medical students enrolled in all six years of a medical school in Juiz de Fora, Brazil. Questionnaires were applied to evaluate learning approaches (R-SPQ-2F), study patterns, sources and choices, and quality of sleep. Students' learning approaches (deep or surface) were assessed in relation to their study patterns, study resources, quality of sleep and whether they cheated in tests. Among the 710 students included, 43% frequently studied on the night before an exam, 65% had used psychostimulants to study and more than 46% had cheated in an exam. Regarding quality of sleep, most students (53.4%) reported that their quality of sleep was poor, su...

Nurse education today, 2018

Despite the growth in the interprofessional literature, there are still few studies that have eva... more Despite the growth in the interprofessional literature, there are still few studies that have evaluated the differences among courses and periods in relation to Readiness for Interprofessional Learning. Likewise, the relationship between the influences of contact among students from different professions is still controversial. To evaluate whether greater contact among students from diverse health courses could be associated with improved Readiness for Interprofessional Learning (RIPLS) at the undergraduate level and to compare the RIPLS among healthcare courses, analyzing differences among courses and periods of their academic training. Cross-sectional study. A Brazilian public university. Students enrolled in the first and final periods of nine healthcare courses. The rates of contact between students and the Readiness for Interprofessional Learning were assessed. A comparison between students from these nine healthcare courses was carried out. A total of 545 (73.45%) students ans...

Medical teacher, Jan 21, 2018

The present study aims to investigate the effect of two educational strategies to teach geriatric... more The present study aims to investigate the effect of two educational strategies to teach geriatrics (flipped classroom-FL and traditional lectures-TR) in relation to a control group (no intervention) on students' competences. An intervention study was conducted during the third year of medicine. Two different educational strategies (flipped classroom and traditional lectures) were incorporated into a theoretical-practical discipline of geriatrics. Students were evaluated about their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge (Palmore and cognitive knowledge), skills (standardized patient assessment), and satisfaction with the activities. A total of 243 students were assessed. The FL group demonstrated greater gains in knowledge among students and improved attitude compared to the TR. We found no differences in the skills using a standardized patient. In addition, students exposed to FL felt more prepared to ...

Academic Psychiatry, 2017

Revista da Associacao Medica Brasileira (1992), 2017

To compare the prevalence of anxiety, depression, and stress in medical students from all semeste... more To compare the prevalence of anxiety, depression, and stress in medical students from all semesters of a Brazilian medical school and assess their respective associated factors. A cross-sectional study of students from the twelve semesters of a Brazilian medical school was carried out. Students filled out a questionnaire including sociodemographics, religiosity (DUREL - Duke Religion Index), and mental health (DASS-21 - Depression, Anxiety, and Stress Scale). The students were compared for mental health variables (Chi-squared/ANOVA). Linear regression models were employed to assess factors associated with DASS-21 scores. 761 (75.4%) students answered the questionnaire; 34.6% reported depressive symptomatology, 37.2% showed anxiety symptoms, and 47.1% stress symptoms. Significant differences were found for: anxiety - ANOVA: [F = 2.536, p=0.004] between first and tenth (p=0.048) and first and eleventh (p=0.025) semesters; depression - ANOVA: [F = 2.410, p=0.006] between first and seco...