Experiencing sexuality after intestinal stoma

OBJECTIVE: Identify the Social Representations (SR) of ostomized people in terms of sexuality after the stoma. METHODS: An exploratory, descriptive, qualitative study using the Social Representation Theory with 15 ostomized people (8 females), mean age of 57.9 years, between August and September 2005. Data obtained from transcribed interviews were submitted to content analysis, resulting in the thematic unit "Giving new meaning to sexuality" and subthemes. RESULTS: The study demonstrated that the intestinal stoma interferes in the sexuality experience, showing that the meanings attributed to this experience are based on individual life stories, quality of personal relationships established in practice and perception of sexuality, despite the stoma. CONCLUSIONS: The Social Representations, in terms of experiencing sexuality after the stoma, are based on meanings attributed to the body, associated with daily life and present in the social imaginary. It is influenced by other factors, such as physiological changes resulting from the surgery and the fact of having or not a partner. Care taken during sexual practices provide greater security and comfort in moments of intimacy, resembling the closest to what ostomized people experienced before the stoma. The self-irrigation technique associated or not with the use of artificial occluder, has been attested by its users as a positive element that makes a difference in sexual practice after the stoma. The support to ostomized people should be comprehensive, not limited to technical care and disease, which are important, but not sufficient. The interdisciplinary health team should consider all aspects of the person, seeking a real meeting between subjects.

What do medical students think about their quality of life? A qualitative study

Background: Medical education can affect medical students' physical and mental health as well as their quality of life. The aim of this study was to assess medical students' perceptions of their quality of life and its relationship with medical education. Methods: First-to sixth-year students from six Brazilian medical schools were interviewed using focus groups to explore what medical student's lives are like, factors related to increases and decreases of their quality of life during medical school, and how they deal with the difficulties in their training. Results: Students reported a variety of difficulties and crises during medical school. Factors that were reported to decrease their quality of life included competition, unprepared teachers, excessive activities, and medical school schedules that demanded exclusive dedication. Contact with pain, death and suffering and harsh social realities influence their quality of life, as well as frustrations with the program and insecurity regarding their professional future. The scarcity of time for studying, leisure activities, relationships, and rest was considered the main factor of influence. Among factors that increase quality of life are good teachers, classes with good didactic approaches, active learning methodologies, contact with patients, and efficient time management. Students also reported that meaningful relationships with family members, friends, or teachers increase their quality of life. Conclusion: Quality of teachers, curricula, healthy lifestyles related to eating habits, sleep, and physical activity modify medical students' quality of life. Lack of time due to medical school obligations was a major impact factor. Students affirm their quality of life is influenced by their medical school experiences, but they also reframe their difficulties, herein represented by their poor quality of life, understood as necessary and inherent to the process of becoming doctors.

Hands-on experiments in the Practicum: repositioning student teachers' autonomy.

Following a worldwide trend, the Initial Teacher Education (ITE) Programmes in Brazil are recently searching for ways of integrating practice into curriculum. It raises question about what practice must be integrated and how. Notably, university-based courses are disconnected from school and have low commitment with school issues (Zeichner, 2009).The student teacher induction into school daily life is not an easy task, mainly when the practitioners are transforming physics classroom practice toward an active learning. Drawing on cultural-historical framework (Wolff-Michael Roth & Lee, 2007; Vygotsky, 1978) this study addresses the articulation between Practicum in Physics Classes and the Hands-on Experiments (HoE) used throughout the Practicum. Although in a different level, both Practicum and HoE are linked with an idea of practice. Particularly, this study focuses on how HoE might foster student teachers' autonomy and agency in the Practicum. Data was gathered in the course Practice of Physics Teaching at University of São Paulo/Brazil in 2010; in a cohort of 60 student teachers doing a year-long Practicum in urban school in São Paulo city. Data was analysed using qualitative research methods (Roth, 2005), based on 14 interviews and video records of the student teacher preparing the HoE for Practicum we will present in general lines the role of HoE for student teacher autonomy.