Students, Medical – ABC CARDIOL

ABCIC

Original Article

Use of Echocardiography as a Supplementary Tool in Teaching Cardiac Anatomy and Physiology to Medical Students

Caroline de Oliveira Fischer Bacca et al. Silvia R. Froes Toniazzo Franciani Rodrigues da Rocha Luiz Fernando Matias … Thais Naiara Mees Ana Luiza Nardelli Kuhl Nicolas Ramos Marcelo Vier Gambetta

Abstract

Background:

Ultrasonography has been increasingly used in teaching basic medicine. The simultaneous observation of the echocardiographic image and the electrocardiogram allows students to understand the physiological process of the heart and its function within the cardiovascular system.

Objective:

Evaluate the acquisition and retention of knowledge among medical students during the study of cardiac anatomy and physiology through the use of echocardiography.

Methods:

Thirty-four (34) students in the third semester took a pre-test (assessment 1) consisting of 20 multiple-choice questions, 15 of which were related to cardiac anatomy and physiology and 5 were “confusion-inducing questions.” The test was designed by one of the authors, blind to the others. After the theoretical meeting, assessment 2 was carried out with the same questions. The following week, a practical echocardiography meeting was held, aimed at evaluating anatomy and physiology. A post-test (assessment 3) was carried out 30 days after the first meeting to assess knowledge retention. The variables were analyzed by the Kolmogorov-Smirnov, Student’s T, and Wilcoxon tests, with a statistical significance level of p < 0.05.

Results:

The average number of correct answers in assessment 1 was 6.37 ± 2.0 (42.4%), 9.8 ± 2.2 (65.3%) in the second assessment, and 10.3 ± 2.5 (68.6%) in assessment 3. There was a statistical difference between assessment 1 and the other assessments (p = 0.01).

Conclusion:

Early introduction of echocardiography in the medical curriculum proves beneficial for imparting knowledge in cardiac physiology and anatomy, reinforcing theoretical understanding.

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ABC

Original Article

Learning: New Strategy for Humanized Digital Medical Education and Training in Cardiology

Manoel Fernandes Canesin et al. Fabrício Nogueira Furtado Rodrigo Marques Gonçalves Diogo Cesar Carraro … Thaísa Mariela Nascimento de Oliveira Ricardo Rodrigues Cláudio José Fuganti Cézar Eumann Mesas Laércio Uemura

Abstract

Background

The consolidation of new educational paradigms requires the implementation of innovative strategies to transform students into competent professionals.

Objectives

To assess knowledge and satisfaction of medical students before and after the use of a new humanized digital model of active learning, called virtual case-based learning (VCBL).

Methods

This was a descriptive, documentary analysis of the teaching-learning process of medical students. Data obtained from theoretical knowledge assessment and satisfaction evaluation questionnaires applied in 2018 and 2019 were analyzed, and the new VCBL was compared with the traditional active methodology PBL (problem-based learning). Descriptive and association analyses were made using the Statistical Package for the Social Sciences.

Results

A total of 167 evaluation forms administered to medical students were analyzed. In the evaluation of theoretical knowledge, the 2018 and the 2019 student groups had a mean of 41.7% and 73.3%, respectively (p<0.001). Among the students who responded to the satisfaction evaluation form, 76.0% gave the highest rating to question one, and 83.0% to question two. Nearly 70.0% of students positively evaluated knowledge acquisition with the Paciente 360 platform; 78.0% reported to feel prepared for working in outpatient care; and 94.0% positively evaluated the new method.

Conclusion

In this initial study, the results indicate that the new active method for humanized digital medical education, the VCBL, can help in the betterment of the teaching-learning process, promoting knowledge and satisfaction by the students.

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ABC

Original Article

Teaching of Clinical Reasoning Guided by Illness Script Theory

Juliana de Cássia Vaz Oliveira et al. Aline Barbosa Peixoto Gustavo Eugênio Martins Marinho José Maria Peixoto

Abstract

Background

Teaching of clinical reasoning (CR) can be facilitated by educational strategies guided by illness script theory.

Objective

To evaluate the effects of an educational strategy guided by illness script theory on the diagnostic accuracy of chest pain in medical students.

Methods

Experimental study in 3 phases, with 18 third-year medical students completing phase 3. Phases 1 and 2 had 27 students. In phase 1, each participant solved 8 clinical cases (6 of chest pain and 2 distractors). In phase 2, participants were divided into 2 groups, which distinctly trained 3 of the chest pain diagnoses from phase 1. In phase 3, after 1 week, each participant solved 8 new cases, with the same diagnoses as phase 1. Case resolution time and diagnostic accuracy were evaluated. The significance level adopted for statistical analysis was p < 0.05.

Results

In phase 3, both groups showed improved diagnostic accuracy and reduced case resolution time for the trained diagnoses, with no transfer of learning. For these diagnoses, the diagnostic accuracy scores in phases 1 and 3 were: group 1 = 1.00, IQR [0.00 to 1.00] versus 2.00, IQR [2.00 to 2.50], p = 0.017 and group 2 = 1.00, IQR [0.66 to 1.17] versus 3.00, IQR [1.33 to 3.00], p = 0.006. Case resolution times in seconds were: group 1: 485, IQR [450 to 583] versus 318, IQR [284 to 418], p = 0.027 and group 2: 655, IQR [543 to 740] versus 408, IQR [337 to 569], p = 0.010.

Conclusion

The proposed strategy seems to contribute to improved diagnostic accuracy, and it may be considered for teaching CR.

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IJCS

Original Article

Assessment of the Lifestyle of University Students in the Healthcare Area Using the Fantastic Questionnaire

Carolina Campos Tassini et al. Gabriela Ribeiro do Val Sarah da Silva Candido Cynthia Kallás Bachur

Abstract

Background:

The constant concern about quality of life nowadays has incited individuals to seek parameters for disease prevention. Along with that, arise a need to investigate and the ability to measure elements that characterize an appropriate lifestyle.

Objective:

To compare the factors determining the quality of life of students in the healthcare area using the Fantastic questionnaire.

Methods:

Descriptive, cross-sectional, population study. The sample was obtained by convenience and comprised medical and physical therapy students of both sexes and any ethnicity, attending a private institution of higher education, who agreed to fill out the questionnaire voluntarily. The Fantastic instrument used in this study has 25 closed questions that explore nine domains including physical, psychological, and social lifestyle components.

Results:

In total, 57 university students participated, of whom 28 (15%) were physical therapy students and 29 (50.8%) were medical students. The mean age was 23 ± 2 years, and 40 (70.1%) were female and 17 (28.8%) were male. The overall rating was “regular”, and none of the participants scored in the “very good” and “excellent” categories. The domains that mostly required change among medical students related to nutrition and physical activity, while among physical therapy students they related to cigarette, drugs, and alcohol.

Conclusion:

According to the data collected using the Fantastic questionnaire, there was a remarkable need for improvement in the management of the quality of life of physical therapy and medical students, therefore allowing some social and educational measures through health promotion and disease prevention.

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ABC

Artigo Original

Medical students teaching cardiopulmonary resuscitation to middle school Brazilian students

Lucas Gaspar Ribeiro et al. Rafael Germano Pedro Lugarinho Menezes André Schmidt Antônio Pazin-Filho

BACKGROUND: Diseases of the circulatory system are the most common cause of death in Brazil. Because the general population is often the first to identify problems related to the circulatory system, it is important that they are trained. However, training is challenging owing to the number of persons to be trained and the maintenance of training. OBJECTIVES: To assess the delivery of a medical-student led cardiopulmonary resuscitation (CPR) training program and to assess prior knowledge of CPR as well as immediate and delayed retention of CPR training among middle school students. METHODS: Two public and two private schools were selected. CPR training consisted of a video class followed by practice on manikins that was supervised by medical students. Multiple choice questionnaires were provided before, immediately after, and at 6 months after CPR training. The questions were related to general knowledge, the sequence of procedures, and the method to administer each component (ventilation, chest compression, and automated external defibrillation). The instructors met in a focus group after the sessions to identify the potential problems faced. RESULTS: In total, 147 students completed the 6-month follow-up. The public school students had a lower prior knowledge, but this difference disappeared immediately after training. After the 6-month follow-up period, these public school students demonstrated lower retention. The main problem faced was teaching mouth-to-mouth resuscitation. CONCLUSIONS: The method used by medical students to teach middle school students was based on the see-and-practice technique. This method was effective in achieving both immediate and late retention of acquired knowledge. The greater retention of knowledge among private school students may reflect cultural factors.

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ABC

Artigo Original

Comparative study of the Pro-Atherosclerotic Profile of students of Medicine and Physical Education

Marcelo de Aquino Resende et al. Roberta Barreto Vasconcelos Resende Rodrigo da Silveira Tavares Carlos Roberto Rodrigues Santos José Augusto Soares Barreto-Filho

BACKGROUND: Recent studies have demonstrated a strong association between physical activity, low level of cardiorespiratory fitness and the presence of cardiovascular risk factors. OBJECTIVE: Compare the level of physical activity, level of cardiorespiratory fitness and cardiovascular risk in students of medicine and physical education. METHODS: At the first phase, the International Physical Activity Questionnaire (IPAQ) was used to quantify the physical activity level of 126 students from the 7th and 8th semesters of the physical education and medicine courses. At the second phase, 40 students were randomly selected (20 from each course) to undergo cardiovascular risk assessment and cardiorespiratory fitness. The following data were assessed 1) arterial pressure; 2) body mass index (BMI); 3) percentage of fat (electrical bioimpedance); 4) abdominal circumference (AC); 5) laboratory biochemical assessment; and 6) cardiorespiratory fitness (Kline’s Test). RESULTS: The comparison of students of medicine and physical education, respectively, showed a higher frequency of individuals presenting: low level of physical activity (55% vs 15.0%; p = 0.008); pre-hypertension measured by SAP (80% vs 25.0%; p = 0.000) and by DAP (45% vs 5.0%; p = 0.003); overweight (50% vs 10.0%; p = 0.006); increased abdominal circumference (25% vs 0.0%; p = 0.017); increased total cholesterol (165 ± 28 vs 142 ± 28 mg/dl; p = 0.015); increased LDL-c (99 ± 27 vs 81 ± 23 mg/dl; p = 0.026); increased glycemia (81 ± 8.0 vs 75 ± 7.0 mg/dl; p = 0.013); lower cardiorespiratory fitness (48 ± 8.0 vs 56 ± 7.0 ml/kg/min; p = 0.001). CONCLUSION: Students of medicine presented lower levels of physical activity practice, lower level of cardiorespiratory fitness and higher frequency of cardiovascular risk factors, when compared to Physical Education students.

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