Relationship among medical student resilience, educational environment and quality of life

Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students. We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young's resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire - short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI). Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score >= 14 and STAI state or anxiety scores >= 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (beta=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (beta=-0.85; 95% CI=-1.25 to -0.45) QoL scores, environment (beta=-6.48; 95% CI=-10.01 to -2.95), psychological (beta=-22.89; 95% CI=-25.70 to -20.07), social relationships (beta=-14.28; 95% CI=-19.07 to -9.49), and physical health (beta=-10.74; 95% CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (beta=-31.42; 95% CI=-37.86 to -24.98), learning (beta=-7.32; 95% CI=-9.23 to -5.41), teachers (beta=-5.37; 95% CI=-7.16 to -3.58), academic self-perception (beta=-7.33; 95% CI=-8.53 to -6.12), atmosphere (beta=-8.29; 95% CI=-10.13 to -6.44) and social self-perception (beta=-3.12; 95% CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements. Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training106CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO - CNPQCOORDENAÇÃO DE APERFEIÇOAMENTO DE PESSOAL DE NÍVEL SUPERIOR - CAPE

Interdisciplinaridade no ensino superior: análise da percepção de professores de controladoria em cursos de ciências contábeis na cidade de São Paulo Interdisciplinarity in higher eduction: analysis of the perception of teachers of management control in accounting programs in the city of São Paulo

Este estudo buscou conhecer, analisar e descrever a percepção de professores da disciplina de Controladoria em cursos de Ciências Contábeis em Instituições de Ensino Superior - IES - na cidade de São Paulo, sobre a interdisciplinaridade e sua importância na formação dos contadores. É uma pesquisa descritiva-qualitativa, com dados obtidos em entrevistas com sete professores de quatro IES. Verificou-se que a interdisciplinaridade não é adotada de forma explícita no curso e nem nas práticas de seus atores; porém, os docentes percebem sua importância para a prática pedagógica, a melhoria da qualidade de ensino e a formação discente. As falas revelaram trocas informais de ideias e de experiências de ensino no contexto universitário. Os professores mostraram-se preocupados em se inteirar do conjunto de disciplinas, mas mostraram pouco compromisso com uma integração mais planejada e uma prática de ensino compartilhada, tendo o Projeto Político Pedagógico - PPP - como o lócus prático no curso. A interdisciplinaridade é mais pensada e falada do que vivenciada. Conclui-se que, embora os professores sejam sensíveis à importância da interdisciplinaridade na formação dos futuros contadores, persiste uma distância entre o falado, o pensado e o efetivamente praticado no contexto universitário.<br>The aim of this research is to understand, analyze and describe the perception of Controllership professors in accounting undergraduate programs in Universities in the city of São Paulo, concerning the importance of interdisciplinary work in the formation of accountants. It is a descriptive- qualitative research, and its data was obtained by means of an interview with seven professors from four universities. It was verified that the interdisciplinary work is not completely adopted in the program. Moreover, it is not adopted by their actors in their practices. However, its importance for the pedagogical practice is perceived by those professors, as well as for enhancing the teaching and the formation of the students. It was also revealed that there is an informal exchange of ideas, as well as an exchange of teaching experience in the university context. It was shown that the professors are preoccupied with taking part in the subjects' context, but have little commitment with a better planned integration and a shared teaching practice, for they only apply the Pedagogical and Political Project - PPP as a focus in the program. Therefore, it can be said that the interdisciplinary work is nothing more than thoughts put into words. It can be concluded that, although those professors perceive the importance of the interdisciplinary work in their students' formation, the distance between thoughts and words still exists in the university context

Data from: Relationship among medical student resilience, educational environment and quality of life

Context: Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students. Methods: We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young's resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire – short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI). Results: Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements. Conclusions: Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training.Dataset of individual values of self-evaluation of quality of life, resilience, WHPQOL-BREF and DREEMIndividual values of a random sample of 1,350 medical students from 22 medical schools in Brazil. Values are from self-evaluation of quality of life in general and quality of life in medical school, all domains of quality of life questionnaire (WHOQOL-BREF) and all domains of questionnaire of educational environment perception (DREEM).Dataset Resilience Educational Environment QoL.xls

Data from: Relationship among medical student resilience, educational environment and quality of life

Context: Resilience is a capacity to face and overcome adversities, with personal transformation and growth. In medical education, it is critical to understand the determinants of a positive, developmental reaction in the face of stressful, emotionally demanding situations. We studied the association among resilience, quality of life (QoL) and educational environment perceptions in medical students. Methods: We evaluated data from a random sample of 1,350 medical students from 22 Brazilian medical schools. Information from participants included the Wagnild and Young’s resilience scale (RS-14), the Dundee Ready Educational Environment Measure (DREEM), the World Health Organization Quality of Life questionnaire – short form (WHOQOL-BREF), the Beck Depression Inventory (BDI) and the State-Trait Anxiety Inventory (STAI). Results: Full multiple linear regression models were adjusted for sex, age, year of medical course, presence of a BDI score ≥ 14 and STAI state or anxiety scores ≥ 50. Compared to those with very high resilience levels, individuals with very low resilience had worse QoL, measured by overall (β=-0.89; 95% confidence interval =-1.21 to -0.56) and medical-school related (β=-0.85; 95%CI=-1.25 to -0.45) QoL scores, environment (β=-6.48; 95%CI=-10.01 to -2.95), psychological (β=-22.89; 95%CI=-25.70 to -20.07), social relationships (β=-14.28; 95%CI=-19.07 to -9.49), and physical health (β=-10.74; 95%CI=-14.07 to -7.42) WHOQOL-BREF domain scores. They also had a worse educational environment perception, measured by global DREEM score (β=-31.42; 95%CI=-37.86 to -24.98), learning (β=-7.32; 95%CI=-9.23 to -5.41), teachers (β=-5.37; 95%CI=-7.16 to -3.58), academic self-perception (β=-7.33; 95%CI=-8.53 to -6.12), atmosphere (β=-8.29; 95%CI=-10.13 to -6.44) and social self-perception (β=-3.12; 95%CI=-4.11 to -2.12) DREEM domain scores. We also observed a dose-response pattern across resilience level groups for most measurements. Conclusions: Medical students with higher resilience levels had a better quality of life and a better perception of educational environment. Developing resilience may become an important strategy to minimize emotional distress and enhance medical training

Dataset of individual values of self-evaluation of quality of life, resilience, WHPQOL-BREF and DREEM

Individual values of a random sample of 1,350 medical students from 22 medical schools in Brazil. Values are from self-evaluation of quality of life in general and quality of life in medical school, all domains of quality of life questionnaire (WHOQOL-BREF) and all domains of questionnaire of educational environment perception (DREEM)