<?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>S1981-52712019000500357</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v43suplemento1-20190161.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Resilience in the Training of Medical Students in a University With a Hybrid Teaching-Learning System]]></article-title>
<article-title xml:lang="es"><![CDATA[Resiliencia en la Formación de Estudiantes de Medicina en una Universidad con un Sistema Híbrido de Ensenãnza y Aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kubrusly]]></surname>
<given-names><![CDATA[Marcos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Hermano Alexandre Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maia]]></surname>
<given-names><![CDATA[Allan Carlos Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[Amanda Kubrusly de Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sales]]></surname>
<given-names><![CDATA[Mariana Mendonça]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mazza]]></surname>
<given-names><![CDATA[Selene Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Unichristus  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>357</fpage>
<lpage>366</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000500357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000500357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000500357&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background  The exposure of students to stressful events and the association of these events with students&#8217; mental health is an important matter in Medical Education. To address this arduous training and solve emerging problems, some students develop methods to help them and, among these, resilience. A hybrid learning system, merging active and traditional learning, can be a supplementary source of stress generation , since it demands the acquisition of knowledge by the students, for summative assessments of traditional teaching as well as for the autonomous search for knowledge, skills, and attitudes required in the problematization.  Purpose  To determine the degree of resilience throughout the medical course under the hybrid teaching-learning system, identifying underlying mechanisms.  Methods  This was a cross-sectional study developed from August 2017 to August 2018, at Christus University Center, Brazil, a medical school that uses problem-based learning curricula associated with traditional teaching methodology. Wagnild and Young Resilience Scale was applied to medical students from all semesters. Socioeconomic, emotional and self-reported performance variables were also collected. The association between variables was assessed with minimally adjusted logistic regression models.  Results  173 medical students participated in this study, with a mean age of 22.4 years, of which 65.3% were females. 88.1% of the medical students showed high or very high resilience. Receiving support from family and friends was associated with better resilience (p values lower than 0.001), as students who were &#8220;very satisfied&#8221; or &#8220;satisfied&#8221; with family support had a greater tendency to develop better degrees of resilience, with results of &#8220;very high resilience trends&#8221; (82.50%) and &#8220;high resilience trends&#8221; (71.10%) surpassing the prevalence identified in dissatisfied students. Also, having a religious belief was also associated with higher resilience degrees (p value = 0.02).  Conclusions  Factors identified in this study, mainly the importance of the support network from family and friends can be stimulated in order to improve students&#8217; resilience. There was no direct association between the academic performance self-assessment and the students&#8217; resilience and the resilience of medical students tends to remain constant throughout the course.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción La exposición de estudiantes a eventos que los estresan y la asociación de esos eventos con la salud mental de los alumnos, es una cuestión importante en la Educación Médica. Para andar por el arduo camino del pregrado y resolver problemas emergentes, algunos alumnos desarrollan métodos que los ayuden, entre ellos, la resiliencia. Un sistema de aprendizaje híbrido, con fusión de aprendizaje activo y tradicional, puede ser un sistema complementario que genere estrés, una vez que demanda la adquisición de conocimiento por parte de los alumnos, tanto para evaluaciones de enseñanza tradicional como para la búsqueda autónoma del conocimiento y las habilidades, que son las actitudes exigidas en la problematización.  Objetivo Determinar el grado de resiliencia durante el curso de Medicina en un sistema híbrido de enseñanza, identificando mecanismos subyacentes.  Métodos Estudio transversal desarrollado entre agosto del 2017 y agosto del 2018, en el centro universitario Christus, Brasil, una escuela de Medicina que utiliza currículos de aprendizaje con base en la problematización y asociados a la metodología tradicional de enseñanza. La escala de resiliencia de Wagnild y Young se aplicó a estudiantes de medicina de todos los semestres. También se compilaron variables socioeconómicas, emocionales e de desempeño académico, auto-referidas. La asociación entre las variables se evaluó con modelos de regresión logística mínimamente ajustados.  Resultados 173 estudiantes de medicina participaron en este estudio, con un promedio de edad entre los 22,4 años, siendo que un 65,3% eran mujeres. El 88,1% de los estudiantes de Medicina presentaron alta o muy alta resiliencia. Recibir apoyo de los familiares y amigos, se asoció a una mejor resiliencia (valores de p inferiores a 0,001), los estudiantes que estaban &#8220;muy satisfechos&#8221; o &#8220;satisfechos&#8221; con el apoyo familiar tenían una tendencia mayor para desarrollar grados mejores de resiliencia, con resultados de tendencias de resiliencia muy elevadas (82,50%) y altas (71,10%), superando la prevalencia encontrada en estudiantes insatisfechos. Además, tener una creencia religiosa, también se asoció a grados más elevados de resiliencia (valor de p = 0,02).  Conclusiones Los factores identificados en este estudio, principalmente la importancia de la red de apoyo de la familia y los amigos, pueden ser estimulados para mejorar la resiliencia de los alumnos. No se registró asociación directa entre la auto evaluación del desempeño académico y la resiliencia de los alumnos, siendo que ella tiende a permanecer constante a lo largo del curso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Resilience Psychological]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Students Medical]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="es"><![CDATA[Resiliencia psicológica]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje con base en los problemas]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes Medicina]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="es"><![CDATA[Latinoamérica]]></kwd>
</kwd-group>
</article-meta>
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