<?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>S1981-52712021000500227</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20210182.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Self-perception of non-cognitive skills among undergraduate health students during Covid-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Autopercepção de habilidades não cognitivas entre estudantes de graduação em saúde durante a Covid-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[Gilberto da Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martinez]]></surname>
<given-names><![CDATA[Edson Zangiacomi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mandrá]]></surname>
<given-names><![CDATA[Patrícia Pupin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jorge]]></surname>
<given-names><![CDATA[Tatiane Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000500227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: The social isolation in Brazil imposed in response to the COVID-19 pandemic has changed the way in which many undergraduate students have been learning, especially those involved in academic activities, as they now have remote rather than in-person classes. These changes may be beneficial if one considers this time favorable for improving non-cognitive skills, such as self-knowledge, resilience, collectivity, versatility, adaptability and leadership.  Objective:  This study was aimed at investigating how undergraduate health students in Southeastern and Southern Brazil perceived improvement in non-cognitive competencies during the rapid changes imposed in response to the COVID-19 pandemic.  Method: This study evaluated 954 undergraduate health students at Brazilian higher education institutions. An online questionnaire consisting of 25 items was used to collect demographic and academic data as well as the subjects&#8217; perception of non-cognitive feelings and skills during the remote continuation of the undergraduate course. The undergraduate health students&#8217; perceptions were measured using a 10-point Likert intensity scale ranging from &#8220;very little&#8221; to &#8220;very much&#8221;. This questionnaire was previously validated in a group of 20 undergraduate students attending different health courses at a higher education institution in the State of São Paulo.  Result: Correspondence analysis demonstrated that non-cognitive skills, including feelings, were perceived with varying intensities by the undergraduate students, thus making it possible to observe positive and negative impacts resulting from the changes they experienced. Students in the first and second semesters of their first year of studies tended to show lower collaboration scores than students in the third and fourth semesters; on the other hand, students in the first semester tended to show higher scores of openness to new experiences than students in the subsequent semesters.  Conclusion:  Overcoming procrastination, taking the lead in their studies, collaborating with peers, and being open to the new were the non-cognitive skills that were strongly perceived during the pandemic. In addition, frustration, lack of motivation, and emotional instability were strongly felt by the students, who considered that the COVID-19 pandemic had negatively affected their performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: O período de isolamento social imposto no Brasil em resposta à pandemia tem alterado o modo de aprender de muitos estudantes universitários do Brasil, em especial o dos que tiveram suas atividades acadêmicas, que antes eram presenciais, transferidas para o modo remoto. Tais mudanças podem ser benéficas se considerarmos que este pode ser um momento favorável para o aprimoramento de habilidades não cognitivas, como autoconhecimento, resiliência, coletividade, versatilidade, adaptabilidade e liderança.  Objetivo:  Este estudo teve como objetivo investigar como os universitários da área da saúde, das regiões Sudeste e Sul do país, têm percebido o aprimoramento de competências não cognitivas durante as rápidas mudanças impostas pela pandemia.  Método: O estudo contou com a participação de 954 estudantes da área da saúde matriculados em instituições de ensino superior brasileiras. Um questionário on-line composto por 25 questões foi utilizado para coletar dados demográficos e acadêmicos, sentimentos e habilidades não cognitivas percebidas durante a continuidade &#8220;a distância&#8221; do curso de graduação. A percepção dos universitários foi aferida a partir de escalas Likert de intensidade, de 10 pontos (de 1 a 10), variando de &#8220;muito pouco&#8221; a &#8220;muito&#8221;. Previamente à aplicação desse questionário, foi feita sua validação por um grupo de juízes, composto por 20 estudantes de graduação de uma instituição de ensino superior do interior do estado de São Paulo, de diferentes cursos da saúde.  Resultado: A análise de correspondências demonstrou que as habilidades não cognitivas, bem como as sensações investigadas, foram percebidas em variadas intensidades pelos estudantes universitários, sendo possível notar impactos positivos e negativos decorrentes das mudanças vivenciadas. Os alunos do primeiro e segundo semestres da graduação tenderam a ser menos colaborativos do que os discentes do terceiro e quarto semestres; em contrapartida, os alunos ingressantes tenderam a ser mais abertos ao novo quando comparados àqueles dos demais semestres.  Conclusão: Vencer a procrastinação, assumir o protagonismo nos estudos, colaborar com os colegas e estar aberto ao novo foram habilidades não cognitivas fortemente percebidas durante a pandemia. Além disso, frustração, falta de motivação e desestabilidade emocional foram fortemente sentidas pelos estudantes, que consideraram que a pandemia afetou negativamente os estudos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Pandemics]]></kwd>
<kwd lng="en"><![CDATA[Coronavirus Infections]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Aptitude]]></kwd>
<kwd lng="pt"><![CDATA[Pandemias]]></kwd>
<kwd lng="pt"><![CDATA[Infecções por Coronavírus]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Habilidade]]></kwd>
</kwd-group>
</article-meta>
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