<?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>S1981-52712021000400201</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.supl.1-20210080</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mentoria entre pares: percepções de suporte social e ambiente educacional de estudantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Peer mentoring: medical students&#8217; perceptions of social support and the educational environment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acherman]]></surname>
<given-names><![CDATA[Natália Dilella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Adalgisa Peixoto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Lucas Martins de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcanti]]></surname>
<given-names><![CDATA[Ana Carolina Damasceno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Thassiane Kelly Quintão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Graziella Lage]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal dos Vales do Jequitinhonha e Mucuri  ]]></institution>
<addr-line><![CDATA[Teófilo Otoni Minas Gerais]]></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>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000400201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000400201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000400201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: Programas de mentoria entre pares são apontados como suporte efetivo na transição dos estudantes para o ensino superior, colaborando com sua saúde mental e seu desempenho acadêmico.  Objetivos:  Este estudo teve como objetivos mensurar e comparar a percepção de suporte social e avaliação do ambiente educacional entre estudantes membros e não membros do Grupo de Estudos em Didática Aplicada ao Aprendizado da Medicina (Gedaam), no curso de graduação em Medicina da Universidade Federal de Minas Gerais (UFMG).  Método: Trata-se de estudo transversal que utilizou dados do cruzamento entre os bancos da pesquisa QualiMed e dos registros do Gedaam. Dos 1.470 estudantes que participaram do inquérito QualiMed, 347 eram vinculados ao Gedaam. A percepção do suporte social foi mensurada pela Escala de Satisfação com o Suporte Social (ESSS); e a avaliação do ambiente educacional, pelo Dundee Ready Education Environment Measure (DREEM). Realizaram-se análises descritivas e comparativas univariadas por meio do qui-quadrado de Pearson e do teste t de Student, considerando um valor-p &lt; 0,05 para verificação da significância estatística. Os dados foram analisados no software Statistical Package for Social Sciences (SPSS), versão 19.0.  Resultado: Verificou-se diferença estatisticamente significativa entre membros e não membros nas variáveis ciclo do curso, sexo, orientação sexual, recebimento de bolsas de auxílio e prática de atividade física regular. Os participantes do Gedaam apresentaram pior percepção quando comparados a não membros em todos os domínios da ESSS, exceto para a satisfação com atividades sociais (valor-p &lt; 0,05). O ambiente educacional foi avaliado pelos dois grupos como tendo &#8220;muitos problemas&#8221; (escore = 95,51 para membros Gedaam e 100,05 para não membros), com diferença estatisticamente significativa.  Conclusão: Observou-se um perfil mais crítico em relação à percepção de suporte social e ao ambiente acadêmico entre os estudantes. Sugere-se que a mentoria entre pares auxilie positivamente o percurso acadêmico e pessoal dos estudantes de Medicina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Peer mentoring programs are seen as effective support for student transition to higher education, contributing to their mental health and academic performance.  Objective:  To measure and compare the perception of social support and evaluation of the educational environment among student members and non-members of the Grupo de Estudos em Didática Aplicada ao Aprendizado da Medicina (Study Group in Didactics Applied to Learning in Medicine - GEDAAM), on the undergraduate medicine course at the Federal University of Minas Gerais (UFMG).  Method: Cross-sectional study using data from the crossover between QualiMed research data and GEDAAM records. Of the 1,470 students who participated in the QualiMed survey, 347 were associated to GEDAAM. The perception of social support was measured by the Social Support Satisfaction Scale (ESSS) and the educational environment assessment by the Dundee Ready Education Environment Measure (DREEM). Univariate descriptive and comparative analysis were performed using Pearson&#8217;s Chi-square and Student&#8217;s t-test, considering a p-value &lt;0.05 to verify statistical significance. Data were analyzed using Statistical Package for Social Sciences (SPSS) software, version 19.0.  Results: A statistically significant difference was found between members and non-members in course stage, sex, sexual orientation, receipt of aid grants and practice of regular physical activity. GEDAAM participants had a worse perception when compared to non-members in all ESSS Domains, except for satisfaction with social activities (p-value &lt;0.05). The educational environment was assessed by both groups as having &#8220;many problems&#8221; (score = 95.51 for GEDAAM members and 100.05 for non-members), with a statistically significant difference.  Conclusion: A more critical profile was observed in relation to the perception of social support and the academic environment among students. It is suggested that peer mentoring positively helps the academic and personal path of medical students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Grupo de Pares]]></kwd>
<kwd lng="pt"><![CDATA[Suporte Social]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Graduação em Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="en"><![CDATA[Peer Group]]></kwd>
<kwd lng="en"><![CDATA[Social Support]]></kwd>
<kwd lng="en"><![CDATA[Medical Education Undergraduate]]></kwd>
<kwd lng="en"><![CDATA[Medical Students]]></kwd>
</kwd-group>
</article-meta>
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