Success in publication by graduate students in psychiatry in Brazil: an empirical evaluation of the relative influence of English proficiency and advisor expertise

Abstract\ud \ud Background\ud This study evaluates the success of graduate students in psychiatry in an emerging country, in terms of the quantity and quality of their publication productivity (given by the number of papers and impact factors of the journals in which they publish). We investigated to what extent student proficiency in English and the scientific capabilities of academic advisors predict that success.\ud \ud \ud Methods\ud Our sample comprised 43 master’s and doctoral students in psychiatry (n = 28 and n = 15, respectively) at the University of São Paulo School of Medicine, in São Paulo, Brazil. We collected information about their knowledge of English and the ways in which they wrote their articles to be submitted to periodicals published in English. Multiple regression analyses were carried out in order to investigate the influence English proficiency, h-index of supervisors and use of language editing assistance had on the number and impact of student publications.\ud \ud \ud Results\ud Although 60% of students scored ≥80 (out of 100) on English tests given at admission to the graduate program, 93.09% of the sample used some form of external editing assistance to produce their papers in English. The variables “number of publications” and “impact factor of journals” were significantly related to each other (r = 0.550, p < 0.001). Multiple regression analysis revealed that the impact factor of periodicals where students published their articles as first authors correlated significantly not only with student proficiency in English at admission (p = 0.035), but also with the degree of language editing assistance (p = 0.050) and the h-index of the academic advisor (p = 0.050).\ud \ud \ud Conclusions\ud Albeit relevant, knowledge of English was not the key factor for the publication success of the graduate students evaluated. Other variables (h-index of the advisor and third-party language editing assistance) appear to be also important predictors of success in publication.Article with resources from PROEX/CAPE

Técnicas de vigilância e punição: o discurso da mídia sobre o professor e a escola

From a foucaultian perspective power is a strategy and its effects are attributed to dispositions, moves, techniques and specific functioning. Based on this principle, this study has the objective of discussing the relations established between subject, discourse and identity through the analysis of media texts that refer to public school teachers and to schools. We defend that the discourse produced by the media functions as a regulation produced, approved and controlled by the State, constituting teachers’ identities. However, these identities are contradictory as these subjects at the same time accept the accusations, confessing their faults, and resist to the ways they are represented in the media. The text discusses some mechanisms used to produce such discourse, based on Michel Foucault genealogy texts, and analyzes media texts published in the last five years and reports produced by teachers in a course offered by the university.Na visão foucaultiana, o poder é uma estratégia e seus efeitos são atribuíveis a disposições, manobras, técnicas e funcionamentos. Baseado nesse princípio, este estudo tem por objetivo discutir as relações estabelecidas entre sujeito, discurso e identidade por meio da análise de textos produzidos pela mídia acerca de professores do ensino público e da escola. Defendemos que o discurso produzido pela mídia funciona como uma regulação produzida, aprovada e controlada pelo Estado que constitui a identidade do sujeito-professor. Contudo, essa identidade é contraditória e esse sujeito, ao mesmo tempo, aceita as acusações, confessa suas faltas e resiste aos modos como é representado na mídia. O texto discute alguns dos mecanismos utilizados para produzir esse discurso, baseando-se em textos da fase genealógica de Michel Foucault, e analisa artigos de jornais publicados nos últimos cinco anos e relatos de professores em um curso oferecido na universidade

Técnicas de vigilância e punição: o discurso da mídia sobre o professor e a escola

From a foucaultian perspective power is a strategy and its effects are attributed to dispositions, moves, techniques and specific functioning. Based on this principle, this study has the objective of discussing the relations established between subject, discourse and identity through the analysis of media texts that refer to public school teachers and to schools. We defend that the discourse produced by the media functions as a regulation produced, approved and controlled by the State, constituting teachers’ identities. However, these identities are contradictory as these subjects at the same time accept the accusations, confessing their faults, and resist to the ways they are represented in the media. The text discusses some mechanisms used to produce such discourse, based on Michel Foucault genealogy texts, and analyzes media texts published in the last five years and reports produced by teachers in a course offered by the university.Na visão foucaultiana, o poder é uma estratégia e seus efeitos são atribuíveis a disposições, manobras, técnicas e funcionamentos. Baseado nesse princípio, este estudo tem por objetivo discutir as relações estabelecidas entre sujeito, discurso e identidade por meio da análise de textos produzidos pela mídia acerca de professores do ensino público e da escola. Defendemos que o discurso produzido pela mídia funciona como uma regulação produzida, aprovada e controlada pelo Estado que constitui a identidade do sujeito-professor. Contudo, essa identidade é contraditória e esse sujeito, ao mesmo tempo, aceita as acusações, confessa suas faltas e resiste aos modos como é representado na mídia. O texto discute alguns dos mecanismos utilizados para produzir esse discurso, baseando-se em textos da fase genealógica de Michel Foucault, e analisa artigos de jornais publicados nos últimos cinco anos e relatos de professores em um curso oferecido na universidade

Técnicas de vigilância e punição: o discurso da mídia sobre o professor e a escola

From a foucaultian perspective power is a strategy and its effects are attributed to dispositions, moves, techniques and specific functioning. Based on this principle, this study has the objective of discussing the relations established between subject, discourse and identity through the analysis of media texts that refer to public school teachers and to schools. We defend that the discourse produced by the media functions as a regulation produced, approved and controlled by the State, constituting teachers’ identities. However, these identities are contradictory as these subjects at the same time accept the accusations, confessing their faults, and resist to the ways they are represented in the media. The text discusses some mechanisms used to produce such discourse, based on Michel Foucault genealogy texts, and analyzes media texts published in the last five years and reports produced by teachers in a course offered by the university.Na visão foucaultiana, o poder é uma estratégia e seus efeitos são atribuíveis a disposições, manobras, técnicas e funcionamentos. Baseado nesse princípio, este estudo tem por objetivo discutir as relações estabelecidas entre sujeito, discurso e identidade por meio da análise de textos produzidos pela mídia acerca de professores do ensino público e da escola. Defendemos que o discurso produzido pela mídia funciona como uma regulação produzida, aprovada e controlada pelo Estado que constitui a identidade do sujeito-professor. Contudo, essa identidade é contraditória e esse sujeito, ao mesmo tempo, aceita as acusações, confessa suas faltas e resiste aos modos como é representado na mídia. O texto discute alguns dos mecanismos utilizados para produzir esse discurso, baseando-se em textos da fase genealógica de Michel Foucault, e analisa artigos de jornais publicados nos últimos cinco anos e relatos de professores em um curso oferecido na universidade

A multi-element psychosocial intervention for early psychosis (GET UP PIANO TRIAL) conducted in a catchment area of 10 million inhabitants: study protocol for a pragmatic cluster randomized controlled trial

Multi-element interventions for first-episode psychosis (FEP) are promising, but have mostly been conducted in non-epidemiologically representative samples, thereby raising the risk of underestimating the complexities involved in treating FEP in 'real-world' services