International mobility in the Pharmacy degree at the school of allied health sciences of Oporto

Background: The Erasmus program is a subprogram of the Lifelong Learning program, exclusive for Higher Education that promotes (among other initiatives), the mobility of students(studies, training or internships). The mobility of students of higher education seeks to improve the quality and development of future professionals, providing a multidisciplinary and multicultural experience. Setting: Academic Pharmacy/Pharmacy Technicians Methods: We conducted a descriptive and transversal study on the implementation of the mobility program and analyze the results, which involved applying a survey to students. Results: Since 2009/2010, the Pharmacy Degree at ESTSP has established 7 SMs protocols resulting in an average mobility of 5 students IN and 7 Students OUT. We have also endeavoured in SMp Protocols for extracurricular training with an average of 3 students OUT. The application process is normally open during the year before the mobility period. For most of the students involved, this was a first time opportunity to be in a foreign country and more than 70% choose the mobility program because it is seen as a possibility to improve their curriculum, for personal development or even to pursue employment opportunities abroad. The mobility for teachers is also encouraged. Conclusions: The exchange of experiences and training, acquired during cooperation activities should be an element of continuous dynamics and institutional affirmation. Initiatives such as the ERASMUS Program contribute to the educational and scientific enrichment, and promote international competitiveness among Higher Education Institutions.

Ensino e aprendizagem da Bioqu��mica em Ci��ncias da Sa��de: reten����o de conhecimentos adquiridos e sucesso acad��mico versus tipo de exame preferido, sua prepara����o e stress associado

Num contexto de reestrutura����o da forma����o em Ci��ncias da Sa��de baseada em compet��ncias, torna-se necess��rio estudar as diferentes formas de avalia����o e o stress que lhe est�� associado, observando de que forma estas poder��o interferir no sucesso acad��mico dos alunos e real aquisi����o de compet��ncias. O objectivo do trabalho foi avaliar estas quest��es no ��mbito da Bioqu��mica de diferentes cursos de Tecnologias da Sa��de. A metodologia foi adaptada de controlled pre-test-postest, e os resultados obtidos apontam para que os alunos que mais estudam, ao longo do ano e n��o no ���sprint final���, parecem possuir menor stress e serem melhor sucedidos.

A B-learning strategy for Therapeutics at the Bachelor Level

Background Information:The incorporation of distance learning activities by institutions of higher education is considered an important contribution to create new opportunities for teaching at both, initial and continuing training. In Medicine and Nursing, several papers illustrate the adaptation of technological components and teaching methods are prolific, however, when we look at the Pharmaceutical Education area, the examples are scarce. In that sense this project demonstrates the implementation and assessment of a B-Learning Strategy for Therapeutics using a ���case based learning��� approach. Setting: Academic Pharmacy Methods:This is an exploratory study involving 2nd year students of the Pharmacy Degree at the School of Allied Health Sciences of Oporto. The study population consists of 61 students, divided in groups of 3-4 elements. The b-learning model was implemented during a time period of 8 weeks. Results:A B-learning environment and digital learning objects were successfully created and implemented. Collaboration and assessment techniques were carefully developed to ensure the active participation and fair assessment of all students. Moodle records show a consistent activity of students during the assignments. E-portfolios were also developed using Wikispaces, which promoted reflective writing and clinical reasoning. Conclusions:Our exploratory study suggests that the ���case based learning��� method can be successfully combined with the technological components to create and maintain a feasible online learning environment for the teaching of therapeutics.

A influ��ncia do modelo pedag��gico em vari��veis psicol��gicas de estudantes do 1�� ano da ESTSP-IPP

Introdu����o ��� A adapta����o ao ensino superior reveste-se de experi��ncias acad��micas que podem constituir fonte de stress para os estudantes. A implementa����o de novos modelos pedag��gicos, no ��mbito do processo de Bolonha, introduz novas vari��veis cujo impacto, designadamente em termos de sa��de, importa conhecer. Este estudo tem como objetivo analisar as associa����es entre modelo pedag��gico (Problem Based Learning ��� PBL vs. modelos pr��ximos do tradicional) e vari��veis psicol��gicas (coping, desregula����o emocional, sintomas psicossom��ticos, perce����o de stress e afeto). Metodologia ��� O estudo tem um design transversal. Foram usados os seguintes question��rios online: Brief-COPE, Escala de Dificuldades de Regula����o Emocional, Question��rio de Manifesta����es F��sicas de Mal-Estar, Escala de Stress Percebido e Escala de Afeto Positivo e Negativo. A amostra �� constitu��da por 183 estudantes do primeiro ano (84% do g��nero feminino) de cursos da Escola Superior de Tecnologia da Sa��de do Porto ��� Instituto Polit��cnico do Porto (ESTSP-IPP). Resultados ��� Foram encontradas correla����es significativas entre as vari��veis demogr��ficas e psicol��gicas. Considerando diferentes modelos pedag��gicos, foram encontradas diferen��as significativas nas vari��veis psicol��gicas. Os principais preditores de stress na amostra foram: ser mulher, frequentar uma licenciatura no modelo PBL, ter maiores ��ndices de desregula����o emocional, apresentar mais sintomas psicossom��ticos, menos afeto positivo e mais afeto negativo. Conclus��o ��� As diferen��as encontradas entre modelos pedag��gicos s��o discutidas, possibilitando a reflex��o sobre as implica����es pr��ticas e sugest��es para futuras investiga����es.