<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712019000100187</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n1RB20180139</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Protagonismo dos Estudantes de Medicina no Uso do Facebook na Graduação]]></article-title>
<article-title xml:lang="en"><![CDATA[Analisys of Undergraduate Medical Students&#8217; Use of Facebook]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Purim]]></surname>
<given-names><![CDATA[Kátia Sheylla Malta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tizzot]]></surname>
<given-names><![CDATA[Edison Luiz Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Positivo  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>187</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000100187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000100187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000100187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa analisou o uso do Facebook e as no&#231;&#245;es de conhecimento &#233;tico em rede por estudantes da gradua&#231;&#227;o de Medicina. Trata-se de estudo transversal descritivo, realizado de agosto a dezembro de 2015, com question&#225;rio estruturado impresso autoaplicado a alunos de Medicina procedentes de institui&#231;&#227;o p&#250;blica de Curitiba (PR). A amostra foi composta por 310 acad&#234;micos, com maior frequ&#234;ncia feminina (58,1%; p = 0,005) e m&#233;dia de 23,3 anos de idade. O Facebook foi usado de modo espont&#226;neo e informal para fins educacionais tr&#234;s vezes na semana por 68 (21,9%) alunos e diariamente por 188 alunos (60%; p &lt; 0,0001). As ferramentas empregadas foram documentos (84,2%; p &lt; 0,0001), mural (55%), bate-papo (50%) e eventos (49%). Essas aplica&#231;&#245;es foram usadas para verificar avisos com representantes, atualizar cronograma, resolver exerc&#237;cios, tirar d&#250;vidas com professores e colegas, fazer trabalho on-line. Os estudantes perceberam como vantagens o compartilhamento de informa&#231;&#245;es, intera&#231;&#227;o entre pessoas, facilidade e rapidez, e forma&#231;&#227;o de grupos. As desvantagens alegadas foram falta de privacidade (34,5%), distra&#231;&#227;o e perda de foco (19,7%), quest&#245;es &#233;ticas (11%), dificuldade de inclus&#227;o digital (4,2%), disponibilidade de tempo dos professores (3,5%), v&#237;cio e depend&#234;ncia da internet (1,6%) e conte&#250;dos duvidosos (1,3%). Fotos ou filmes de pacientes foram postados em m&#237;dias sociais por 13,1% dos estudantes. Apenas 2% do total de acad&#234;micos conheciam as normas &#233;ticas para sites de medicina e sa&#250;de na internet. O uso do Facebook, criado e administrado pelos estudantes com base em suas necessidades, interesses e desejos, extrapolou a simples incorpora&#231;&#227;o de uma rede social. Permitiu criar um espa&#231;o de comunica&#231;&#227;o, intera&#231;&#227;o, partilha e colabora&#231;&#227;o que promoveu aprendizagem. Entretanto, pol&#237;ticas educacionais para o ambiente virtual podem melhorar a integra&#231;&#227;o entre professores e alunos, e promover o uso pedag&#243;gico mais reflexivo, criterioso e profundo. Para uso sistematizado da internet e suas redes nesse curso, poderiam ser propostos investimentos financeiros, treinamento docente e discente, e estabelecimento de regras para uso mais seguro e respons&#225;vel. Nesta amostra de estudantes, o Facebook foi utilizado para a organiza&#231;&#227;o acad&#234;mica e do aprendizado de forma complementar ao ensino presencial. Contudo, s&#227;o necess&#225;rias estrat&#233;gias educativas de maior abrang&#234;ncia, com normas &#233;ticas e profissionais acerca de m&#237;dias digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study analyzed the use of Facebook and notions of ethical networking knowledge by undergraduate medical students. A descriptive cross-sectional study was carried out from August to December 2015 with a structured self-administered questionnaire using medical students from a public institution in Curitiba (PR). The sample was composed of 310 academics, with a higher female participation (58.1%, p = 0.005) and a mean age of 23.3 years. Facebook was used spontaneously and informally for educational purposes three times a week for 68 (21.9%) students and daily for 188 students (60%, p &lt; 0.0001). The tools used were documents (84.2%, p &lt; 0.0001), timeline (55%), chat (50%) and events (49%). These applications were used to verify warnings with representatives, to update schedules, to solve exercises, to do work online and / or to discuss doubts with teachers and classmates regarding their undergraduate degree. Students recognized advantages in sharing information, interaction among people, ease of use, speed and formation of teams. Lack of privacy (34.5%), distraction and loss of focus (19.7%), ethical issues (11%), digital inclusion difficulty (4.2%), 3.5%), internet addiction and dependence (1.6%) and dubious content (1.3%) were percieved as disadvantages. Patient pictures or films were posted on social media by 13.1% of the students. Only 2% of the academics were aware of ethical standards for medical and health web sites. The use of Facebook, created and administered by students, based on their needs, interests and desires, extrapolated the simple incorporation of a social network. It allowed for the creation of a space for communication, interaction, sharing and collaboration that promoted learning. Educational policies for the virtual environment can improve a more reflective, judicious and profound pedagogical use and integration between teachers and students. For the systematized use of the Internet and its networks in this course, proposals could be made for financial investments, teacher and student training, and the establishment of rules for safer and responsible use of the internet. In this sample of students, Facebook was used for academic organization and learning, in a way that complements classroom teaching. Educational strategies with a broader scope of professional ethical standards about digital media are necessary.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Redes Sociais]]></kwd>
<kwd lng="pt"><![CDATA[Internet]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="en"><![CDATA[Social Networking]]></kwd>
<kwd lng="en"><![CDATA[Internet]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Medical Students]]></kwd>
</kwd-group>
</article-meta>
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