INTRODUCTION: Chronic low back pain is the most prevalent musculoskeletal symptom in modern society and is associated with physical disability that interferes with quality of life and economic well-being, including absenteeism and early retirement. OBJECTIVE: To analyze the frequency of chronic low back pain among university professors and its correlation with quality of life. METHODOLOGY: This is a cross-sectional, quantitative study with bivariate data analysis. Clinical and demographic data were collected, and participants completed the following instruments: Visual Analogue Scale (VAS), the Roland-Morris Disability Questionnaire for Low Back Pain, and the 12-Item Short Form Health Survey (SF-12). RESULTS: The frequency analysis of low back pain showed that 59.74% of the professors had chronic low back pain. There was a high prevalence of herniated discs among them (43.48%). Only 10.39% of the sample had physical disability related to low back pain. The greater the physical disability, the lower the quality of life (r = -0.725 and p <0.001). CONCLUSION: Although faculty had a high frequency of chronic low back pain, low physical disability related to pain and lower quality of life were identified when compared to teachers without low back pain.
INTRODUCTION: The integration of artificial intelligence (AI) into education reflects rapid technological progress and a shift toward innovative teaching methods. Given AI’s disruptive potential, it is essential to assess its impact on teaching competencies in medical education in a comprehensive and multidisciplinary manner. OBJECTIVES: To compare the perceptions of medical educators and technology professionals regarding the potential replacement of teaching competencies by AI. MATERIALS AND METHODS: A cross-sectional, quantitative study was conducted with 82 participants (65 medical educators and 17 technology professionals) using an anonymous online survey. Participants assessed the likelihood of AI replacing 14 teaching competencies, classified by complexity, automation potential, and expected timeline. RESULTS: Agreement between groups was found in 64.3% of competencies. There was 80.0% agreement for low-complexity, high-automation tasks, 60.0% for medium-complexity, partially automatable competencies, and 50.0% for high-complexity, low-automation functions. As task complexity increased, belief in AI replacement decreased. Significant differences emerged in competencies such as rigorous content selection (p=0.029), anticipating student difficulties (p=0.018), linking theory and practice (p=0.032), reinforcing student contributions (p=0.017), and adapting teaching based on feedback (p=0.046). In these cases, technology professionals were more inclined than educators to believe in the replacement of such competencies by AI. Most participants believed replacement could occur within the next five years. CONCLUSION: Both groups foresee increasing AI adoption in medical teaching, especially in tasks of lower complexity. While agreement diminishes for more complex competencies, there is a shared expectation that AI will increasingly shape educational practices soon.
ABSTRACT | INTRODUCTION: The Peer-assisted learning (PAL) consists in an active learning method between students of different or the same period, supervised by a tutor senior. Literature is quite rich regarding the advantages related to the use of IP, especially in health courses, contributing mainly to the improvement of teaching skills and communication. OBJECTIVE: This study aims to relate a successful experience of application of a peer teaching model in an infectology outpatient facility. METHODS AND MATERIALS: Students of 2nd to 12th period of a Medical Public School take part in an infectology outpatient facility organized according to peer teaching. In this internship, the students learn how to solve practical problems in addition to searching for medical knowledge in an independent way. First, the student joins as a student-learner, taking part in medical checkups and discussions and, as they acquire knowledge and practice, they become a student-teacher, now responsible for another student-learner, finishing a step of the active learning process. By the end, the interns acquire new competences and skills, becoming more independent in relation to a human medical checkup. DISCUSSION: This model of active learning was able to promote the development of social skills, communication and student independence, in addition to significantly improving learning and retention of content. The students were stimulated by their pairs to search for knowledge, in the case of student-teachers, to remember the basic content and for the student-learners to learn more about clinic and social questions involved in the process. CONCLUSION: It was observed that the peer teaching is a methodology that promotes knowledge between students and the tutor senior, through the direct insertion of the students, not just in the practice, but in a welcoming and multidisciplinary environment.
INTRODUÇÃO: O pensamento crítico é essencial na formação de profissionais de saúde, especialmente em um contexto de desinformação e charlatanismo. O ensino tradicional, muitas vezes teórico, limita a aplicação prática do conhecimento. Metodologias ativas, como a gamificação, surgem como alternativas eficazes. Este relato descreve o desenvolvimento e a aplicação do "Tarot Cético", uma ferramenta didática para ensinar falácias lógicas e vieses cognitivos de forma prática e envolvente. OBJETIVOS: Relatar a experiência da criação e do uso do "Tarot Cético" em aulas de epidemiologia para turmas de medicina, visando aprimorar o pensamento crítico. METODOLOGIA: A ferramenta foi desenvolvida com base em uma revisão sobre falácias e vieses, resultando em cartas ilustradas com personagens e cenários polêmicos. A atividade foi aplicada em duas turmas (80 estudantes). Os alunos elaboraram argumentos falaciosos e participaram de discussões críticas mediadas, analisando e identificando os erros de raciocínio. RESULTADOS E DISCUSSÃO: O "Tarot Cético" gerou alto engajamento e facilitou a compreensão de conceitos complexos. As apresentações estimularam a criatividade e promoveram reflexões aprofundadas sobre a importância de uma comunicação ética e baseada em evidências. No entanto, a avaliação qualitativa e o contexto limitado da aplicação são limitações que sugerem a necessidade de estudos amplos e quantitativos. CONCLUSÃO: O "Tarot Cético" demonstrou ser uma estratégia inovadora e promissora no ensino do pensamento crítico, destacando o valor das metodologias ativas na educação em saúde. Pesquisas futuras devem explorar sua eficácia a longo prazo e em diferentes contextos.
Deciding a career path in medical school is a challenging journey, filled with choices about specialties, priorities, and time management. Beyond acquiring medical knowledge, students must cultivate empathy, self-awareness, and a commitment to care. Mentorship is vital, guiding students through uncertainties and fostering their growth. Success in medicine requires not only technical expertise but also curiosity, adaptability, and the willingness to explore knowledge beyond textbooks. Financial rewards will follow dedication and reputation, but true fulfillment comes from embracing the responsibility to care. As technology advances, the irreplaceable human touch remains central to being a physician, shaping a purposeful and impactful career.
