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This study sought to explore the perspective of medical faculty on the mental health of their students. This qualitative study based on a focus group is part of a longitudinal research that studied the mental health of Brazilian students. One group was conducted with faculty employed at a medical school. Topics discussed covered the concept of mental health and medical education. Six professors participated in one group. The mental health of medical students is a construct that encompasses emotional aspects, ability to solve problems and multiple facets of a human being, according to the participants. Artistic practices, moments of socialization and leisure were perceived as stimulating students' good mental health. Excessive demands generate competitiveness and the teacher's expectation of the student's good performance based on their own experience can harm the student's mental health. Participants also highlighted that a pedagogical reformulation that makes sense for the student's learning process is necessary to update traditional curricula. Medical students' mental health is influenced by experiences and exchanges during the medical school, mainly between professor and student, understood as necessary and inherent to the process of becoming physician. The findings of this study show the need for curriculum changes in the medical education process and updating teacher training for good practices that reinforce good mental health.

Este estudio buscó explorar la perspectiva de los profesores de medicina sobre la salud mental de sus estudiantes. Este estudio cualitativo basado en un grupo focal es parte de una investigación longitudinal que estudió la salud mental de estudiantes brasileños. Un grupo se llevó a cabo con profesores empleados en una escuela de medicina. Los temas tratados abarcaron el concepto de salud mental y educación médica. Seis docentes participaron en un grupo. La salud mental de los estudiantes de medicina es un constructo que abarca aspectos emocionales, capacidad de resolución de problemas y múltiples facetas del ser humano, según los participantes. Las prácticas artísticas, los momentos de socialización y el ocio fueron percibidos como estimulantes de la buena salud mental de los estudiantes. Las exigencias excesivas generan competitividad y la expectativa del docente sobre el buen desempeño del estudiante basándose en su propia experiencia puede perjudicar la salud mental del estudiante. Los participantes también resaltaron que es necesaria una reformulación pedagógica que tenga sentido para el proceso de aprendizaje del estudiante para actualizar los currículos tradicionales. La salud mental de los estudiantes de medicina está influenciada por las experiencias y los intercambios durante la carrera de medicina, principalmente entre profesor y estudiante, entendidos como necesarios e inherentes al proceso de convertirse en médico. Los hallazgos de este estudio muestran la necesidad de cambios curriculares en el proceso de formación médica y de actualización de la formación docente hacia buenas prácticas que refuercen la buena salud mental.

Este estudo buscou explorar a perspectiva dos docentes de medicina sobre a saúde mental de seus alunos. Este estudo qualitativo baseado em grupo focal faz parte de uma pesquisa longitudinal que estudou a saúde mental de estudantes brasileiros. Um grupo foi conduzido com professores empregados em uma faculdade de medicina. Os temas discutidos abrangeram o conceito de saúde mental e educação médica. Seis professores participaram de um grupo. A saúde mental dos estudantes de medicina é um construto que engloba aspectos emocionais, capacidade de resolução de problemas e múltiplas facetas do ser humano, segundo os participantes. As práticas artísticas, os momentos de socialização e de lazer foram percebidos como estimuladores da boa saúde mental dos estudantes. Exigências excessivas geram competitividade e a expectativa do professor pelo bom desempenho do aluno com base na própria experiência pode prejudicar a saúde mental do aluno. Os participantes destacaram também que é necessária uma reformulação pedagógica que faça sentido para o processo de aprendizagem do aluno para atualizar os currículos tradicionais. A saúde mental dos estudantes de medicina é influenciada pelas experiências e trocas durante o curso de medicina, principalmente entre professor e aluno, entendidas como necessárias e inerentes ao processo de tornar-se médico. Os achados deste estudo mostram a necessidade de mudanças curriculares no processo de formação médica e de atualização da formação docente para boas práticas que reforcem a boa saúde mental.

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Objective. To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods. Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1)non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2)think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3)parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S ́], and by continuous comparisons of the data. Results. Four categories were identified: 1) Identification of essential aspects: importance of prior knowledge, 2) Interpretation: connection between essential aspects and students' mental processes, 3) Organization of the answer: connection between prior knowledge and new knowledge, and: 4) Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion. Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

Objetivo. Analizar los aspectos esenciales que el docente experto en enfermería identifica, interpreta y organiza durante los procesos dialógicos con los estudiantes en el aula para favorecer su aprendizaje. Métodos. Estudio cualitativo, parte de un estudio multicéntrico, que utilizó la etnografía de la comunicación desde un abordaje micro-etnográfico. Se seleccionó un docente experto de una Facultad de Enfermería de una universidad pública de Medellín, Colombia. El trabajo de campo se desarrolló en tres momentos: 1) observaciones no participantes en dos clases presenciales del curso de morfofisiología grabadas en video en dos planos (uno enfocando al profesor, y el otro, a los estudiantes); 2) entrevistas Think-Aloud Protocol (método de pensamiento en voz alta) al docente y a cinco estudiantes (tres de la primera clase y dos de la segunda) que iniciaron espontáneamente más de dos interacciones con el docente durante las clases; y 3) transcripciones paralelas, organizadas en secuencias didácticas (videos). El análisis se apoyó en la unidad [E-P(i-e-r)E ́] (Estudiante-Profesor (identificación-evaluación-respuesta) Estudiante ́) y en comparaciones constantes de los datos. Resultados. Emergieron cuatro categorías: 1) Identificación de aspectos esenciales: importancia de los saberes previos, 2) Interpretación: articulación de los aspectos esenciales y los procesos mentales del estudiantado, 3) Organización de la respuesta: conexión entre saberes previos y el nuevo conocimiento, y: 4) Sintonización con las necesidades de aprendizaje del estudiantado; las que fueron agrupadas en una meta-categoría: Saberes previos del estudiante: aspectos esenciales para el aprendizaje. Conclusión.Los saberes previos experienciales de los estudiantes se constituyen en los aspectos esenciales identificados, interpretados y organizados por el profesor experto, para el logro de aprendizajes significativos.

Objetivo. Analisar os aspectos essenciais que o professor especialista em enfermagem identifica, interpreta e organiza durante os processos dialógicos com os alunos em sala de aula para promover sua aprendizagem. Métodos. Estudo qualitativo, parte de um estudo multicêntrico, que utilizou a etnografia da comunicação a partir de uma abordagem microetnográfica. Foi selecionada uma professora especialista da Faculdade de Enfermagem de uma universidade pública de Medellín, Colômbia. O trabalho de campo foi desenvolvido em três momentos: 1) observações não participantes em duas aulas presenciais do curso de morfofisiologia gravadas em vídeo em dois planos (um focado no professor, e outro, nos alunos); 2) Entrevistas do Protocolo Think-Aloud com a professora e cinco alunos (três da primeira turma e dois da segunda) que iniciaram espontaneamente mais de duas interações com a professora durante as aulas; e 3) transcrições paralelas, organizadas em sequências didáticas (vídeos). A análise baseou-se na unidade [E-P(i-e-r)E ́] (Aluno-Professor (identificação-avaliação-resposta) Aluno ́) e em comparações constantes dos dados. Resultados. Emergiram quatro categorias: 1) Identificação dos aspectos essenciais: importância do conhecimento prévio, 2) Interpretação: articulação dos aspectos essenciais e dos processos mentais do aluno, 3) Organização da resposta: conexão entre conhecimentos prévios e novos conhecimentos, e: 4) Sintonia com as necessidades de aprendizagem do corpo discente; que foram agrupados em uma metacategoria: Conhecimentos prévios do aluno: aspectos essenciais para a aprendizagem. Conclusão. O conhecimento experiencial prévio dos alunos constitui os aspectos essenciais identificados, interpretados e organizados pelo professor especialista, para a obtenção de uma aprendizagem significativa.

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As condições de trabalho às quais os professores são submetidos levam, muitas vezes, ao seu desgaste físico e mental. Uma consequência desse desgaste é o número crescente de casos de síndrome de burnout entre esses profissionais. Este trabalho objetiva, então, apresentar e discutir a produção científica sobre a percepção das causas da síndrome de burnout em professores. Trata-se de uma revisão integrativa de literatura, realizada em junho de 2023. A questão norteadora foi baseada na estratégia de população, interesse e contexto (PICo). A busca pelos artigos foi realizada nas bases de dados: Medical Literature Analysis and Retrieval System Online (Medline), via PubMed, e SciELO, utilizando os termos de busca: "School Teachers" AND "Burnout, Professional". O processo de seleção dos estudos foi seguido conforme as recomendações do PRISMA. Na busca, foi recuperado o quantitativo de 72 publicações e, ao final, foram selecionados sete estudos para a amostra. Os estudos evidenciaram como as principais causas da síndrome de burnout em professores: a desvalorização dos profissionais; violência; exaustão emocional; conflitos com alunos; assédio; sobrecarga; falta de suporte organizacional; e a pandemia de covid-19. Observou-se que os professores são submetidos diariamente a vários fatores que podem desencadear a síndrome de burnout. Desse modo, fica evidente a necessidade de intervenções para atenuar a problemática. Compreende-se o fortalecimento das políticas públicas como uma estratégia resolutiva, levando em consideração a importância da saúde mental dos professores.

The unfavorable working conditions faculty members are subjected to often lead to their physical and mental exhaustion, consequently increasing the prevalence of burnout syndrome among these professionals. Thus, this study presents and discusses the scientific literature on the perceived causes of burnout syndrome among faculty members. An integrative literature review was conducted in June 2023 based on a question formulated using the population, interest and context (PICo) strategy. The Medline via PubMed and Scielo databases were consulted using the search terms "School Teachers" AND "Burnout, Professional". Selection followed the PRISMA recommendations. From the 72 publications identified, seven studies were included in the final sample. According to the studies, professional devaluation, violence, emotional exhaustion, conflicts with students, harassment, overload, lack of organizational support, and the COVID-19 pandemic are the main causes of burnout among teachers. Faculty members are daily exposed to various factors that can trigger burnout syndrome evancing the need for interventions to mitigate this problem. Strengthening public policies is as a solution strategy, considering the importance of teachers' mental health.

Las condiciones laborales que enfrentan los docentes generan, muchas veces, agotamiento físico y mental en esta población. Una consecuencia de este estrés es el aumento de la prevalencia del síndrome de burnout entre estos profesionales. Este estudio tiene por objetivo presentar y discutir la producción científica sobre la percepción de las causas del síndrome de burnout entre los docentes. Este estudio es una revisión integradora de la literatura realizada en junio de 2023. La pregunta orientadora se formuló basándose en la estrategia de población, interés y contexto (PICo). Se buscaron artículos en las bases de datos Medline a través de PubMed y SciELO utilizando el término de búsqueda: "School Teachers" AND "Burnout, Professional". El proceso de selección de estudios siguió las recomendaciones de PRISMA. La búsqueda arrojó un total de 72 publicaciones, y se seleccionaron siete estudios para la muestra final. Los estudios revelaron que las principales causas del burnout entre los docentes fueron la desvalorización profesional, la violencia, el agotamiento emocional, los conflictos con los estudiantes, el acoso, la sobrecarga, la falta de apoyo organizacional y la pandemia del covid-19. Se observó que los docentes están expuestos diariamente a diversos factores que pueden desencadenar el síndrome de burnout. Por lo tanto, se hace evidente la necesidad de intervenciones para mitigar este problema. El fortalecimiento de las políticas públicas es una estrategia de solución teniendo en cuenta la importancia de la salud mental de estos profesionales.

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Objective: To analyze the essential aspects that the nursing expert professor identifies, interprets, and organizes during classroom dialogic processes with students to foster their learning. Methods: Qualitative study, part of a multicenter study, which used ethnography of communication specifically from a micro-ethnographic approach. An expert professor from the Faculty of Nursing at a public university in Medellín, Colombia, was selected for the study. The fieldwork was done in three stages: 1:non-participant observations in two in-person classes of the Morphophysiology course recorded on video from two different perspectives (one focusing on the professor and another on the students); 2:think-aloud interviews with the professor and five students (three from the first class and two from the second) who spontaneously started more than two communicative interactions with the professor during the classes; and 3:parallel transcriptions, organized in didactic sequences (videos). The analysis was supported by the unit Student-Professor (identification-evaluation-answer) Student [S-P(i-e-a)S'], and by continuous comparisons of the data. Results: Four categories were identified: 1: Identification of essential aspects: importance of prior knowledge, 2: Interpretation: connection between essential aspects and students' mental processes, 3: Organization of the answer: connection between prior knowledge and new knowledge, and: 4: Synchronization with the learning needs of the students, which were grouped in a meta-category: Prior knowledge of the students: essential aspects for learning. Conclusion: Students' experiential prior knowledge constitutes the essential aspects identified, interpreted, and organized by the expert professor to achieve significant learning.

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AIM: This study aims to explore the perceptions of feedback among undergraduate students and faculty members at a Brazilian private nursing school. BACKGROUND: Feedback plays a crucial role in the socioemotional development of learners, with its interpretation varying across different sociocultural contexts. Student evaluations frequently express dissatisfaction regarding both the quality and quantity of feedback received. Conversely, delivering feedback poses a challenge for faculty, requiring the establishment of an empathetic connection that fosters trust and credibility. Brazil, being a developing country characterized by social disparities and economic challenges, presents a unique backdrop for examining feedback dynamics. DESIGN: Qualitative research, employing Inductive Content Analysis, was used to understand feedback perceptions in Brazilian nursing education. Symbolic interactionism was adopted as methodological framework and guided data interpretation. METHODS: We carried out five virtual focus groups composed of a group of teachers (n=5) and four of students (n=34). Semi-structured interviews guided data collection. The recorded sessions were subsequently analyzed to identify key themes and codes. Symbolic interactionism was employed as a framework to derive meaning from qualitative data. RESULTS: Content analysis generated two categories that reveal the perception of teachers and students in the feedback process. The first, called "Feedback in Education: Sociocultural Influences for Students and Teachers", expresses the beliefs and interpretations of students and teachers within the shared feedback environment. The second called "Challenging resonance, transformative construction: Navigating the dualities of feedback for teachers and students", which elucidated how relational dynamics shape behaviors and attitudes, promoting the development of social skills and learning. Faculty's previous feedback experiences significantly influence their self-perception and behavior with students. As a result of the resonance of these past interactions, we recognize that the teaching self also plays a crucial role in the quality and perception of feedback. Furthermore, students construct social reality with similar beliefs and values, they believe in the learning potential generated by feedback. Our findings also corroborate that perceptions of feedback are deeply influenced by the sociocultural context and the narratives corroborate previous findings indicating that, in Brazil, honest feedback can be implicitly perceived as criticism rather than an opportunity for growth. CONCLUSIONS: Faculty members often draw on their past experiences when providing feedback, highlighting the adaptive nature of feedback interactions. Additionally, the feedback process is consistently influenced by the commitment to maintaining positive relationships with students. Students recognize the constructive dimension of feedback as a valuable tool for learning and personal growth.

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Purpose: To describe the acoustic characteristics of a classroom, voice quality, fatigue, and vocal load of university professors. Methods: Exploratory, observational, longitudinal, and descriptive study with a single group of participants, including vocal monitoring data over two weeks. Acoustic characterization of the classroom, perceptual-auditory evaluation, and acoustic analysis of voice samples were conducted before and after classes. Vocal dosimetry was performed during classes, and the Vocal Fatigue Index (VFI) was assessed at the beginning of each week. Descriptive analysis of the findings was conducted, and randomization test was performed to verify the internal reliability of the judge. Results: All participants reported speaking loudly in the classroom, with the majority reporting vocal changes in the past six months, and only one participant reported a current vocal change. The classroom had acoustical measures and estimations that deviated from established standards. The professors used high vocal intensities during classes. After the classes, an increase in the absolute values of the aggregated data for CAPE-V, jitter, and fundamental frequency was found, varying within the range of normality. Furthermore, there was an observed increase in both post-lesson intensity and VFI when comparing the two-week period. Conclusions: Vocal intensities and VFI were possibly impacted by the acoustics of the classroom. The increase in average VFI between the weeks may be attributed to a cumulative fatigue sensation. Further research with a larger number of participants and in acoustically conditioned classrooms is suggested in order to evaluate collective intervention proposals aimed at reducing the vocal load on teachers.

Objetivo: Describir las características acústicas, calidad vocal, fatiga y carga vocal de profesores universitarios. Métodos: Estudio exploratorio, observacional, longitudinal, descriptivo con un solo grupo de participantes y datos de monitoreo vocal durante dos semanas. Se realizó caracterización acústica de la sala, evaluación auditiva-perceptiva y acústica de muestras de voz antes y después de las clases. Se realizó dosimetría vocal durante las clases y se verificó el Índice de Fatiga Vocal (IFV) en dos semanas. Se realizó un análisis descriptivo de los hallazgos y una prueba de aleatorización para verificar la confiabilidad interna del juez. Resultados: Todos los participantes informaron hablar en voz alta en clase, la mayoría informó cambios vocales en los últimos seis meses y solo uno informó cambios vocales actuales. La sala presentó mediciones y estimaciones acústicas fuera de las normas establecidas. Los profesores utilizaron intensidades vocales altas durante las clases. Hubo un aumento en los valores absolutos de los datos agrupados para CAPE-V, jitter y frecuencia fundamental, variando dentro de los límites normales, después de las clases. La intensidad después de las clases y el IFV, en la comparación entre las dos semanas, mostraron un aumento. Conclusiones: La dosis vocal y el IFV posiblemente se vieron afectados por la acústica del aula. El aumento del IFV medio entre semanas pudo deberse a la sensación de cansancio acumulada. Se sugieren nuevas investigaciones con un mayor número de participantes y que se realicen en la sala acondicionada acústicamente para evaluar propuestas de intervención colectiva, con el objetivo de reducir la carga vocal de los docentes.

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Student-faculty interaction (SFI) is an important indicator of student engagement that positively associates with academic achievement and retention. Quantitative information regarding the impact of emergency remote teaching (ERT) during COVID-19 on SFI is limited. This retrospective, observational cohort study tests the hypothesis that COVID-19 ERT negatively affected SFI in a gender-dependent manner. Electronic records of office hour (OH) appointments, used to measure SFI, for first-year medical students across three time periods, before, during and after COVID, were obtained and analyzed. A concerning, marked decline in SFI during and after the COVID-19 pandemic is noted. Before COVID, significantly more women (75.20%) made at least one OH appointment compared with men (40.54%). During COVID, the proportion of women making an OH appointment (69.71%) was statistically indistinguishable from women before COVID-19. In contrast, significantly fewer men during COVID (10.34%) than before COVID made an OH appointment. On return to face-to-face teaching, no rebound effect was observed. Compared with before COVID gender-matched peers, fewer men and women after COVID made OH appointments. Discipline-based analyses show that for all three time periods physiology emerged as the content area in which students made most OH appointments. The reduction in SFI observed, combined with the consistency with which the participants in our study indicated a need for assistance with the physiology discipline, emphasizes the importance of active promotion of faculty support and deliberate efforts to reconnect with students in the post-COVID context.NEW & NOTEWORTHY Applying readily available data, we quantify a persistent, negative impact of the shift to emergency remote teaching (ERT) on a measure of student-faculty interaction (SFI) among first-year medical students. A gender-based component to these effects is also discussed. Before, during, and after COVID, physiology emerged as the most engaged-with discipline as measured by office hour (OH) appointment volume.

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This paper examines the significant contribution of Dr. Valentín Grandis and Dr. Virgilio Ducceschi to the founding and development of experimental physiology at the Faculty of Medical Sciences of the National University of Córdoba (UNC), Argentina. Although the most notable contribution to the field of experimental physiology in Argentina is attributed to Bernardo Alberto Houssay, this study highlights the importance of the previous and fundamental efforts of Grandis and Ducceschi, two Italian professors whose work in Buenos Aires and Córdoba laid the foundations for research and teaching in this discipline. The paper details how, in 1904, the arrival of Valentin Grandis at the UNC marked the formal beginning of the teaching and practice of experimental physiology at the institution, followed by the incorporation of Virgilio Ducceschi, who continued and expanded Grandis' legacy. The work of these two Italian masters involved not only the installation of a state-of-the-art laboratory but also the establishment of a solid academic and scientific foundation that would influence future generations of Argentine physicians and researchers. Through a detailed analysis of their biographies, scientific contributions, and the impact of their work, this paper illustrates how Grandis and Ducceschi were key figures in the development of medical science in Argentina, particularly in the field of experimental physiology. Furthermore, the study highlights the importance of their educational approach and their ability to train disciples who would continue their research, thus ensuring the permanence of their legacy at the National University of Córdoba and in Argentine science in general. In conclusion, this paper vindicates and celebrates the contributions of Valentín Grandis and Virgilio Ducceschi to the initiation of research and experimentation in physiology and biological chemistry at the UNC, highlighting their importance in the advancement of medicine and science in Argentina.

Este trabajo examina el significativo aporte de los doctores Valentín Grandis y Virgilio Ducceschi a la fundación y desarrollo de la fisiología experimental en la Facultad de Ciencias Médicas de la Universidad Nacional de Córdoba (UNC), Argentina. A pesar de que la contribución más notable en el campo de la fisiología experimental en Argentina se atribuye a Bernardo Alberto Houssay, este estudio destaca la importancia de los esfuerzos previos y fundamentales de Grandis y Ducceschi, dos profesores italianos cuyo trabajo en Buenos Aires y Córdoba sentó las bases para la investigación y la enseñanza de esta disciplina.   El trabajo detalla cómo, en 1904, la llegada de Valentín Grandis a la UNC marcó el inicio formal de la enseñanza y práctica de la fisiología experimental en la institución, seguida por la incorporación de Virgilio Ducceschi, quien continuó y expandió el legado de Grandis. La labor de estos dos maestros italianos no solo involucró la instalación de un laboratorio de vanguardia sino también el establecimiento de una sólida base académica y científica que influiría en generaciones futuras de médicos e investigadores argentinos.   A través de un análisis detallado de sus biografías, contribuciones científicas, y el impacto de su trabajo, este documento ilustra cómo Grandis y Ducceschi fueron figuras clave en el desarrollo de la ciencia médica en Argentina, particularmente en el ámbito de la fisiología experimental. Además, el estudio resalta la importancia de su enfoque educativo y su capacidad para formar discípulos que continuarían sus investigaciones, asegurando así la permanencia de su legado en la Universidad Nacional de Córdoba y en la ciencia argentina en general.   En conclusión, el presente trabajo reivindica y celebra las contribuciones de Valentín Grandis y Virgilio Ducceschi al inicio de la investigación y experimentación en fisiología y química biológica en la UNC, subrayando su importancia en el avance de la medicina y la ciencia en Argentina.

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Introduction: The brain drain of physicians from lower-middle-income countries to high-income countries is a growing phenomenon that contributes to global health inequalities. Retention strategies are difficult to implement locally and to specifically target the population at risk of migrating. We hypothesize that medical students who are teaching assistants have greater intentions to migrate to practice Medicine abroad. Methods: Medical students from Argentina were invited to an online survey of 22 multiple-choice questions based on the LIRHUS Network survey, previously used in Latin America. Results: 2,301 medical students were enrolled. Most were young (23 [20-25] years old), single (90%), and female (79%). The majority studied at public universities (87%). The intention to migrate to practice Medicine abroad was more frequent among teaching assistants (36% vs 31%; χ2 = 4.4982; p = 0.0339). After adjusting for sex and age, being a teaching assistant was associated with the intention to migrate to practice Medicine abroad (OR = 1.26; 95% CI 1.02 - 1.55; p = 0.002). Conclusions: Argentine teaching assistants have a greater risk of migrating to practice Medicine abroad. Given their high academic profile, these are valuable human resources trained using the public financing of low-middle-income countries. The loss of these resources could contribute to health inequalities. This is an easily identifiable and accessible subgroup toward which local retention policies could be directed.

Introducción: La fuga de cerebros de médicos de países de ingresos medianos- bajos a países de ingresos altos es un fenómeno creciente que contribuye a las desigualdades mundiales en salud. Las estrategias de retención son difíciles de implementar localmente y de dirigir específicamente a la población en riesgo de migrar. Hipotetizamos que los estudiantes de Medicina que son ayudantes tienen mayores intenciones de migrar para ejercer la Medicina en el extranjero. Métodos: Estudiantes de Medicina de Argentina fueron invitados a una encuesta online de 22 preguntas de opción múltiple basada en la encuesta de la Red LIRHUS, previamente utilizada en América Latina. Resultados: Se enrolaron 2.301 estudiantes de Medicina. La mayoría eran jóvenes (23 [20-25] años), solteras (90%) y mujeres (79%). La mayoría estudiaba en universidades públicas (87%). La intención de migrar para ejercer la Medicina en el extranjero fue más frecuente entre los ayudantes (36% vs 31%; χ2 = 4,4982; p = 0,0339). Después de ajustar por sexo y edad, ser ayudante se asoció con la intención de migrar para ejercer la Medicina (OR = 1,26; IC 95% 1,02 - 1,55; p = 0,002). Conclusiones: Los ayudantes argentinos tienen mayor riesgo de migrar para ejercer la Medicina en el exterior. Dado su alto perfil académico, se trata de recursos humanos valiosos formados con la financiación pública de un país de ingresos medianos-bajos, cuya pérdida puede contribuir a las desigualdades en salud. Es un subgrupo fácilmente identificable y accesible hacia el que se pueden dirigir políticas de retención locales.

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RESUMO

Introducción: El conocimiento de enfermería evoluciona para dar sentido al quehacer de la profesión, desde su naturaleza de estudio y teniendo en cuenta las condiciones curriculares para tal fin. Objetivo: Identificar aspectos que contribuyen a la consolidación del conocimiento de la enfermería y su currículo. Materiales y métodos: Revisión de literatura integradora, utilizando los descriptores: enfermería, curriculum, teoría de enfermería, educación en enfermería, docentes y estudiantes de enfermería en las bases de datos de datos: LILACS, SciELO y ProQuest. Resultados: Se seleccionaron y analizaron 63 artículos publicados entre el 2015 y 2020, y cuatro manuscritos que por su riqueza teórica aportaban significativamente. Emergieron dos categorías: 1. Enfermería y 2. Currículo de enfermería; en la primera se desarrollan temas relacionados con profesión y disciplina, teorías, modelos de cuidado y patrones de conocimiento, y en la segunda, métodos de enseñanza para el fortalecimiento de la formación. Los años con mayor publicación de artículos fueron 2018 y 2019. En Colombia se publicó el mayor número de artículos, seguido de Brasil y México. Conclusión: Aunque enfermería tiene una jerarquía de conocimientos claramente establecidos, es necesario que los currículos y las prácticas de enseñanza visibilicen tal conocimiento.

Introduction: Nursing knowledge has evolved from its nature of study and has taken into account its curricular conditions in order to give meaning to the role of this discipline. Objective: To identify the aspects that contribute to the consolidation of the nursing knowledge and its curriculum. Materials and methods: An integrative literature review was carried out using the descriptors: nursing, curriculum, nursing theory, nursing education, nursing professors and students, through the LILACS, SciELO y ProQuest databases. Results: 63 articles published between 2015 and 2020 were selected and analyzed. Also, 4 manuscripts were chosen due to their theoretical richness. Two categories emerged: i) Nursing; and ii) Nursing curriculum. In the first category, topics related to profession and discipline, theories, care models, and knowledge patterns are developed. The second category covers teaching methods to strengthen training. 2018 and 2019 were the years with the largest number of publications. The highest number of articles were published in Colombia, followed by Brazil and Mexico. Conclusion: Even though nursing has a clearly established hierarchy of knowledge, it is necessary that the curricula and teaching practices make such knowledge visible.

Introdução: O conhecimento da enfermagem evolui para dar sentido ao trabalho da profissão, desde a sua natureza de estudo e tendo em conta as condições curriculares para o efeito. Objetivo: Identificar aspectos que contribuam para a consolidação do conhecimento da enfermagem e de seu currículo. Materiais e métodos: Revisão de literatura integrativa, utilizando os descritores: enfermagem, currículo, teoria de enfermagem, ensino de enfermagem, docentes e discentes de enfermagem nas bases de dados: LILACS, SciELO e ProQuest. Resultados: Foram selecionados e analisados 63 artigos publicados entre os anos de 2015 a 2020, e quatro manuscritos que, por sua riqueza teórica, contribuíram significativamente. Emergiram duas categorias: 1. Enfermagem e 2. Currículo de Enfermagem; na primeira, são desenvolvidos temas relacionados à profissão e disciplina, teorias, modelos assistenciais e padrões de conhecimento e, na segunda, métodos de ensino para fortalecer a formação. Os anos com maior publicação de artigos foram 2018 e 2019. O maior número de artigos foi publicado na Colômbia, seguido do Brasil e do México. Conclusão: Ainda que a enfermagem tenha uma hierarquia de conhecimento claramente estabelecida é necessário que os currículos e as práticas de ensino tornem esse conhecimento visível.

Assuntos