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The current technological configuration added to the present social demands in health make it necessary to review the teaching-learning methodologies applied during the graduation of the medical professional. Those necessities are addressed by the National Curricular Guidelines, which preconize the adoption of methodologies that stimulate the student's autonomy and put the faculty in compliance with the current situation. To obtain a panorama about the medical students’ perception in a college of a inland city of the São Paulo state in relation to the Active Teaching-LearningMethodologies (ATLM) this cross-sectional, descriptive-exploratory, quantitative analysis was carried out where the participants were students of the Medical School of São José do Rio Preto - FAMERP in 2017. Through a mixed questionnaire, that is, with open and closed questions, data were collected necessary to reach the objective. A total of 364 students participated, of whom 70.9% agreed they would like to use ATLM more often. Regarding the role of the student: 80.7% agreed that ATLM stimulate the study; 73.3% agreed that group activities support learning; 44.2% disagreed that students are not prepared for ATLM due to lack of maturity and 51.1% agreed that they are unprepared to use ATLM for being accustomed to traditional teaching methods. Data show that, even though they do not attend classes with ATLM frequently, the students can be very interested in execute them. Emphasis is given to his intense perception of learning in these moments. The student profile that compares with the ATLM is the one that knows them, that is, those who have had contact with such methodologies want to use them more frequently. In addition, students consider that the teachers’ role should be that of a learning facilitator, who guides the studies so that the academic goals are achieved.

The subjects areas of Cellular Biology and Histology, which underpin the microscopic field of Morphology and are included in the first years of the curriculum in a Medical course, are the pillars of medical education and for the clinical reasoning of future professionals. This study aimed to trace a teaching profile of Cellular Biology and Histology in the Medical courses which had participants in the selection process to fill vacancies by transfer, for the undergraduate course in the Medical School of São José do Rio Preto (FAMERP) in 2017. This was a quantitative and qualitative cross-sectional study and 132 academics participated. The results showed that, in most Higher Education Institutions, these disciplines are taught theoretically and practically. In the comparison between the theoretical performance of the students of traditional and active teaching-learning methodology, a higher number of hits in Histology and a better final grade were observed in the traditional. The deficiency pointed out by the students was a lack of laboratory sessions with viewing histological glass slides with light microscopes. Also, the aspect of teachers’ pedagogical practice and dynamic classes was shown to be fundamental to the students' interest, as well as to better satisfaction’s index in learning these areas. Furthermore, integrating these disciplines with the clinical practice of Medicine has proved to be relevant for academics, who feel more instigated to knowledge. In the present study, it was detected a better use in relation to the Histology by the students of the courses of traditional methodology, compared to those of active methodology and in this way the analysis done can to collaborate for the enrichment and reaffirmation of the fruits of the comparison of teaching-learning methodologies.

Resumo A maioria dos atuais graduandos nasceu entre 1982 e 2000. Trata-se dos chamados “millennials”, e essa geração espera que a educação integre a tecnologia. Com isso, este estudo, transversal e descritivo-exploratório, propõe-se a conhecer a relação de estudantes de medicina do ciclo básico com as tecnologias interativas da web – as quais podem melhorar o ensino –, visando fornecer informações para implementá-las com mais eficiência no meio acadêmico. Os resultados evidenciam que os alunos utilizam ferramentas da internet, mas com pouca diversidade, sendo as plataformas mais usadas o Google Docs, Facebook, YouTube e Dropbox. O artigo conclui que é necessário promover o contato com a tecnologia na educação médica a fim de preparar os alunos para enfrentar futuros desafios profissionais. Abstract Currently, most undergraduate students are individuals born between 1982 and 2000, the so-called millennials, a generation that expects the integration of technology in education. Thus, this cross-sectional and descriptive-exploratory study proposes to understand the relationship of medical students with web-based technologies, which can improve learning, to implement them more efficiently in the academic environment. The results show that undergraduate medical students use these technologies, but with little diversity in services, being the most common Google Docs, Facebook, YouTube and Dropbox. We emphasize the need to expose students to technologies in medical education to overcome technological challenges faced by future physicians. Resumen La mayoría de los estudiantes de grado actuales nacieron entre 1982 y 2000. Son los llamados “millenials”, generación que espera que la educación integre la tecnología. Este estudio descriptivo transversal y exploratorio se propone comprender la relación de los estudiantes de medicina del ciclo básico con las tecnologías interactivas de la web –que pueden mejorar la docencia–, con el objetivo de brindar información para implementarlas de manera más eficiente en el entorno académico. Los resultados muestran que los estudiantes utilizan herramientas de Internet, pero con poca diversidad, siendo las plataformas más utilizadas Google Docs, Facebook, YouTube y Dropbox. El artículo concluye que es necesario promover el contacto con la tecnología en la educación médica con el fin de preparar a los estudiantes para enfrentar los desafíos profesionales futuros.

This study investigated the associations between self-assessed empathy levels by physicians in training and empathy levels as perceived by their patients after clinical encounters. The authors also examined whether patient assessments were valid and reliable tools to measure empathy in physicians in training. Objectives This study investigated the associations between self-assessed empathy levels by physicians in training and empathy levels as perceived by their patients after clinical encounters. The authors also examined whether patient assessments were valid and reliable tools to measure empathy in physicians in training. Design A multicentric, observational, cross-sectional study. Setting This study was conducted in three public teaching hospitals in Brazil. Participants From the 668 patients invited to participate in this research, 566 (84.7%) agreed. Of these, 238 (42%) were male and 328 (58%) were female. From the invited 112 physicians in training, 86 (76.8%) agreed. Of the 86 physicians in training, 35 (41%) were final-year medical students and 51 (59%) were residents from clinical and surgical specialties. The gender distribution was 39 (45%) males and 47 (51%) females. Primary and secondary outcome measures Physicians in training filled the Jefferson Scale of Physician Empathy (JSE) and the Interpersonal Reactivity Index. Patients answered the Jefferson Scale of Patient’s Perceptions of Physician Empathy (JSPPPE) and the Consultation and Relational Empathy Scale (CARE). Results This study found non-significant correlations between patient and physicians-in-training self-assessments, except for a weak correlation (0.241, p, Fundação de Amparo à Pesquisa do Estado de São Paulo - FAPESP' (grant number: 2016/11908-1) and by the ’Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq' (grant number: 202319/2017-2)

Peer-assisted learning (PAL), good old monitoring, has been used in medical schools and shown good results in professional development and in developing communication skills among students. This method provides mutual benefits for both monitors/near-peer teachers - NPT and monitored students; however, little is still known about the NPT’ perception about peer-assisted learning. To evaluate the real motivation of students to become NPT, and to investigate how NPT qualify their own teaching activities – such as productivity, performance and difficulties faced – seems to be a crucial step for implementing PAL in medical schools. The research instrument, a semi-structured questionnaire with 11 closed questions and 3 questions that allowed the answer “other” and further explanation, was answered by 26 medical students, NPT of basic disciplines. The results showed a positive effect of PAL on the teaching-learning process, and the real reasons of students to become NPT and the positive impacts of PAL on their academic life. The identification of these potential benefits should encourage medical schools to promote training so students can perform their role as NPT since PAL aids in the development of their clinical and pedagogical skills.