Avaliação do nível de estresse de alunos de medicina e associações entre estilos de aprendizagem e metodologias de ensino

Detalhes bibliográficos
Ano de defesa: 2018
Autor(a) principal: Bergamo, Ingrid lattes
Orientador(a): Cury, Patricia Maluf lattes
Banca de defesa: Teixeira, Patrícia Santos, Galvão, André Luiz Baptista, Scarin, Ana Carla Cividanes Furlan, Rosa, Luciana de Toledo Bernardes da
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Faculdade de Medicina de São José do Rio Preto
Programa de Pós-Graduação: Programa de Pós-Graduação em Ciências da Saúde::-6954410853678806574::500
Departamento: Faculdade 1::Departamento 1::306626487509624506::500
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://bdtd.famerp.br/handle/tede/465
Resumo: Stress can cause physical and mental health problems, reduce students' self-esteem, and affect their academic performance. It is a psychological shift that is becoming more frequent among medical students than the general population, and these levels of stress can affect academic performance. We will compare the students' level of stress with methodology used in each of the medical schools, along with their learning style. When the individual learning style does not fit the method used by the student's university, the shock can become another stressor. We evaluated learning styles and stress levels among medical students of a medical school and another university in the state of São Paulo applying different teaching methods. The results showed that most of the students presented reflective learning style in both schools (60.4% in UNOESTE and 32.7% in FACERES) and high levels of overall stress among students (68.2% in UNOESTE and 74.0% in FACERES). In the resistance phase (81.5%), there was a predominance of psychological symptoms of stress on physical symptoms in both faculties (75.9% of students in UNOESTE and 86.5% in FACERES). Female students were found to have higher stress levels than their male counterparts (72.0% and 55.0%, respectively). This is the first study to compare stress levels, learning styles and teaching methodologies at two different medical schools.