<?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>S1981-52712021000500205</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.4-20210254</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cuidados paliativos e o ensino médico mediado por tecnologias: avaliação da aquisição de competências]]></article-title>
<article-title xml:lang="en"><![CDATA[Palliative care and technology-mediated learning: assessment of the acquisition of competencies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kanashiro]]></surname>
<given-names><![CDATA[Amanda Carla de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grandini]]></surname>
<given-names><![CDATA[Rebeca Isabela Ciardulo Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guirro]]></surname>
<given-names><![CDATA[Úrsula Bueno do Prado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></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=S1981-52712021000500205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000500205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000500205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  O ensino de cuidados paliativos (CP) é essencial na educação médica. Devido à pandemia da Sars-Cov-2, foi necessário adaptar o ensino presencial para o mediado por tecnologias, e não se sabia se o método era capaz de proporcionar a aquisição de competências aos estudantes.  Objetivo:  Este estudo teve como objetivo avaliar se ocorreu a aquisição de competências em CP entre os estudantes de Medicina matriculados em uma disciplina de CP mediada por tecnologias.  Método: Estudantes de Medicina matriculados na disciplina de CP mediada por tecnologias foram convidados para participar do estudo. Ao longo de sete semanas, abordaram-se as temáticas essenciais dos CP. Houve atividades síncronas e assíncronas, estudo dirigido, problematização e simulação sem pacientes reais. Utilizou-se o questionário PalliComp antes do início das atividades didáticas e ao final para avaliar a aquisição de competências. Os dados obtidos foram submetidos à análise estatística.  Resultado: Dos 45 estudantes matriculados, 37 responderam ao questionário PalliComp antes da disciplina e 32 no final. A amostra foi constituída de 68,9% de mulheres e 31,1% de homens, com idade média de 23,9 ± 3,5 anos. O escore geral de competências elevou-se de 63,9 ± 14,7 para 74,9 ± 14,6 (0,001) em uma escala que variava de 0 a 100. A elevação estatisticamente significativa ocorreu nas competências relacionadas ao conceito de CP (&lt; 0,001), à abordagem de sintomas físicos (0,004) e psicoemocionais (&lt; 0,001), à família (0,03) e à tomada de decisão ética (0,05). Não mostraram diferença as competências de abordagens social (0,07) e espiritual (0,13), trabalho em equipe (0,67), comunicação (1,00) e autodesenvolvimento (0,13).  Conclusão: Houve aquisição geral de competências em CP entre estudantes de Medicina, e a estratégia de ensino em uma disciplina específica mediada por tecnologias se mostrou válida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Teaching palliative care is essential in medical education. The pandemic forced the adaptation of classroom learning to technology-mediated learning, and it is not known whether the method would adequately provide students with the acquisition of competencies.  Objective: To assess whether palliative care competencies are acquired by medical students enrolled in a technology-mediated palliative care discipline.  Methods:  Medical students enrolled in the technology-mediated palliative care discipline were invited to participate in the study. Over a seven-week period, the essential themes of palliative care were addressed. There were synchronous and asynchronous activities, directed study, problematization and simulation without real patients. The PalliComp questionnaire was used prior to the beginning of the teaching activities and at the end to assess the acquisition of competencies. The data obtained were submitted to statistical analysis.  Results: Of the 45 students enrolled, 37 answered the PalliComp questionnaire before the course and 32 at the end. The sample consisted of 68.9% women and 31.1% men, with a mean age of 23.9 ± 3.5 years. The overall competency score increased from 63.9 ± 14.7 to 74.9 ± 14.6 (0.001) on a scale ranging from 0 to 100. Statistically significant increases were found in the competencies related to the concept of palliative care (&lt;0.001), approach to physical symptoms (0.004), psycho-emotional (&lt;0.001), family (0.03) and ethical decision-making (0.05). No difference was found in the competencies of social approach (0.07), spiritual (0.13), teamwork (0.67), communication (1.00) and self-development (0.13). Conclusion: A general acquisition of competencies in palliative care was verified among medical students and the technology-mediated learning strategy in a specific discipline proved to be valid.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cuidados Paliativos]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Educação Baseada em Competências]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Palliative Care]]></kwd>
<kwd lng="en"><![CDATA[Remote Learning]]></kwd>
<kwd lng="en"><![CDATA[Competency-Based Education]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
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