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Longitudinal Study (ELECSUM)

The Longitudinal study of School of Medicine of the University of Minho (ELECSUM) contributes to the development of the medical school through the study of factors influencing the professional competence of medical graduates at School of Medicine-UM.

The study started with the support of the FCT by building a database into which transcript of records, non-cognitive and demographic information, as well as assessment results of clinical performance were uploaded, being this information related to each student.

Other information is also part of the database, such as the opinion of alumni of the School of Medicine on the quality of the course training or evaluations of post-graduate training supervisors in medical internships.

The database includes all students and alumni of the School of Medicine. A short summary of the report can be found here (https://www.med.uminho.pt/pt/Medicina/Documents/LP_ELECSUM_PT.pdf)


ELEMUM identifies quality indicators of the course in medicine with scientific rigor.

Studies of this nature are rare worldwide, being interesting to consider as a reference the study developed by Thomas Jefferson Medical College since 1970 which, in 2008, covered more than 10.000 graduates and had originated more than 150 international publications.

As an institution training doctors with innovative organizational and educational policies, the School of Medicine is a high interest case study for the development of quality assessment models at Higher Education level.

The ELEMUM should produce international dimension knowledge on the area of Higher Education innovation.

This project was funded from October 2008 to January 2012 by FEDER, the Operational Programme Competitiveness Factors – COMPETE and FCT – Foundation for Science and Technology under the project PTDC/ESC/65116/2006.

​FCT_QREN_COMPETE.jpg

List of Publications:
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2016

1. Ferreira-Valente A , Monteiro J, Barbosa R, Salgueira A, Costa P, Costa, MJ (2016). Clarifying changes in student empathy throughout medical school: a scoping review. Adv Health Sci Educ Theory Pract. doi:10.1007/s10459-016-9704-7

2. Ferreira-Valente A, Costa P, Elorduy M, Virumbrales M, Costa MJ, Palés J. (2016). Psychometric properties of the Spanish version of the Jefferson Scale of Empathy: making sense of the total score through a second order confirmatory factor analysis. BMC Med Educ.  Sep 19;16(1):242. doi: 10.1186/s12909-016-0763-5.

3. Costa MJ, Costa P. (2016). Nurturing empathy and compassion: what might the neurosciences have to offer? Med Educ. 2016 Mar;50(3):281-2. doi: 10.1111/medu.12980.

2015

1. Palha J, Almeida A, Correia-Pinto J, Ferreira MA, Costa MJ, Sousa N (2015) Longitudinal Evaluation, acceptability and long term retention of knowledge on a horizontaly integrated Organic and Functional Systems course. Perspect Med Educ (2015) 4: 191. doi:10.1007/s40037-015-0195-7

2. Costa MJ, Palés-Argullós J. (2015). Desarrollar investigación en educación médica internacional que sea útil para el contexto iberoamericano: ¿quién está por la labor? FEM, 18 (6): 367-369

3. Leal-Seabra F, Costa MJ (2015). Comunicação de más notícias pelos médicos no primeiro ano de internato: um estudo exploratório. FEM 2015; 18 (6): 387-395

4. Costa MJ (2015). Las unidades de educación médica, elementos nucleares de las facultades de Medicina in Principios de Educación Médica, Edition: 1, Chapter: 4, Publisher: Editorial Médica Panamericana, Editors: Jorge Luis Palés Argullós, Jesús Morán-Barrios, Jesús Millán, pp.27-31

5. Costa MJ (2015). A identificação precoce do profissionalismo em estudantes de medicina: uma oportunidade ou uma impossibilidade? Educacion Medica 16(1):38-41 

2014

1. Marvão P, Neto I, Castelo-Branco M, Ponte J, Portela M, Costa P, Costa MJ (2014). An exploratory study on the contribution of graduate entry student’s personality to the diversity of medical student populations. Perspectives on Medical Education. 3(6):431-42. DOI: 10.1007/s40037-014-0150-z

 2. Costa MJ (2014). Self-organized Learning Environments and the Future of Student-centered Education. Biochemistry and Molecular Biology Education., 42: 160–161.

3. Lima M, Magalhães E, Salgueira A, Gonzalez AJ, Costa JJ, Costa MJ, Costa P (2014). A versão portuguesa do NEOFFI: Caracterização em função da idade, género e escolaridade. Revista da Associação Portuguesa de Psicologia. 28(2). DOI: http://dx.doi.org/10.17575/rpsicol.v28i2.534

4.Costa MJ (2014). Trabalho em pequenos grupos: dos mitos à realidade. Medicina (Ribeirão Preto. Online). 47(3):308. DOI: 10.11606/issn.2176-7262.v47i3p308-313
 
2013
 
1. Costa, M. J. (2013), Which are our next questions?. Biochem. Mol. Biol. Educ., 41: 110–111. doi: 10.1002/bmb.20689.
 
2. Herráez, A. and Costa, M. J. (2013), Biochemical visual literacy with constructive alignment: Outcomes, assessment, and activities. Biochem. Mol. Biol. Educ., 41: 67–69. doi: 10.1002/bmb.20678.
 
3. Cleland, J., Leggett, H., Sandars, J., Costa, M. J., Patel, R. and Moffat, M. (2013), The remediation challenge: theoretical and methodological insights from a systematic review. Medical Education, 47: 242–251. doi: 10.1111/medu.12052.
 
4. MJ Costa (2013). Commentary: what does "student-centered" mean and how can it be implemented? A systematic perspective. Biochem Mol Biol Educ.,41(4):267-8. doi: 10.1002/bmb.20709.
 
5. E Magalhães, A Salgueira, AJ Gonzalez, JJ Costa, MJ Costa, P Costa, MP Lima (2013). NEO-FFI: Psychometric properties of a short personality inventory in a Portuguese context. Psicologia: Reflexão e Crítica. Accepted for publication.
 
6. MJ Costa, P Costa, E Magalhães (2013). Response to "are personality traits really weak/moderate predictors of empathy?" Medical Teacher.,35(7):611-2. doi: 10.3109/0142159X.2013.786179.
 
7. Osório S, Rodrigues F, Garcia EA & Costa MJ (2013). Drawings as snapshots of student cellular anatomy understanding. Medical Education.,47(11):1120-1121. doi:10.1111/medu.12320.
 
2012
 
1. Magalhães, E., Costa, M. J. & Costa, P. (2012) Empathy of medical students and personality: evidences from the five factor model. Aceite para publicação na Medical Teacher.
 
2. Salgueira, A. P., Costa, P., Gonçalves, M., Magalhães, E., & Costa, M. J., (2012). Individual characteristics and student's engagement in scientific research: a cross-sectional study. BMC Med Educ. 2012 Oct 15;12:95. doi: 10.1186/1472-6920-12-95.
 
3. Patrício, M., de Burbure, C., Costa, M. J., Schirlo, C. & Cate, O.T. (Setembro 2012). Bologna in Medicine Anno 2012: Experiences of European medical schools that implemented a Bologna two-cycle curriculum - An AMEE-MEDINE2 survey. [published online ahead of print September 11 2012]. Medical Teacher. 2012. http://www.ncbi.nlm.nih.gov/pubmed/22967184.
 
4. Costa, M.J. & Sandars, J. (Setembro 2012). Self-regulation: An unexplored learning model in biochemistry and molecular biology. Biochemistry and Molecular Biology Education, 40(5):328-9.
 
5. Costa, P., Magalhães, E. & Costa, M. J. (Julho 2012). A latent growth model suggests that empathy of medical students does not decline over time. [published online ahead of print July 4 2012]. Advances in Health Sciences Education: Theory and Practice. 2012. http://www.ncbi.nlm.nih.gov/pubmed/22760725.
 
2011
 
1. Magalhães, E., Salgueira, A. P., Gonzalez, A-J; Costa, J. J., Costa, M. J., Costa, P. & Pedroso-Lima, M. (2011). NEO-FFI: psychometric properties of a short personality inventory. A Portuguese adaptation of the 60 item instrument. Submetido para publicação no Psychological Test and Assessment Modelling.
 
2. Costa, M.J. (Julho 2011). A role for student centered education in promoting academic and scientific integrity. Publicação na Biochemistry and Molecular Biology Education, 39(4):316-7. doi: 10.1002/bmb.20534.
 
3. Magalhães, E., Salgueira, A.P., Costa, P. & Costa, M. J. (Julho 2011). Empathy in senior year and first year medical students: A cross-sectional study. Publicação na BMC Medical Education.
 
Anos anteriores
 
1. Salgueira, A.P., Frada, T., Aguiar, P., Costa, M.J. (2008). Aprendizagem ao Longo da Vida do Médico – Tradução e adaptação da Escala de Jefferson. Publicação na Acta Médica Portuguesa, Vol. 21, Nº. 3, pp. 247-256, 2008.
 
2. Costa, M.J., Magalhães, E., Portela, M., Oliveira, P., Salgueira, A.P., Sousa, N. (Setembro 2009). O estudo longitudinal da Escola de Ciências da Saúde da Universidade do Minho. Publicação nas Atas do X Congreso Galaico-Português de Psicopedagogía, Braga, Portugal.
 
3. Magalhães, E., Portela, M., Oliveira, P., Salgueira, A.P., Costa, M.J. (Setembro 2009). Personalidade, género e desempenho académico: um estudo com estudantes de medicina portugueses. Publicação nas Atas do X Congreso Galaico-Português de Psicopedagogía, Braga, Portugal.
 
4. Correia, A., Portela, M., Oliveira, P., Costa, M.J. (Setembro 2009). Como identificar prospectivamente estudantes com maus desempenhos em fases avançadas de cursos no ensino superior? Publicação nas Atas do X Congreso Galaico-Português de Psicopedagogía, Braga, Portugal.
 
5. Correia, A., Portela, M., Oliveira, P., Costa, M.J. (Setembro 2009). Características socio-demográficas e reprovações. Publicação no X Congreso Galaico-Português de Psicopedagogía, Braga, Portugal.
 
6. Aguiar, P., Salgueira, A.P., Frada, T., Costa, M.J. (Setembro 2009). Empatia médica: tradução, validação e aplicação de um instrumento de medição. Publicação nas Atas do X Congreso Galaico-Português de Psicopedagogía, Braga, Portugal.
 
7. Costa, M.J., Salgueira, A.P., Sousa, N. (Setembro 2009). Unidades de Desenvolvimento e Investigação de cursos: peças chave no xadrez Ensino Superior? Publicação nas Actas do X Congresso Internacional Galego-português de Psicopedagogia, Universidade do Minho, Braga, Portugal.
 
8. Salgueira, A. P., Cerqueira, J.J., Sousa, N. & Costa, M.J. (Setembro 2009). O objectivo educacional de um Centro de Treino de Competências Clínicas. Publicação nas Actas do X Congresso Internacional Galego-português de Psicopedagogia, Universidade do Minho, Braga, Portugal.
 
9. Costa, M. J. & Magalhães, E. (Outubro 2009). What Should the Student-Centered Teacher of Biochemistry and Molecular Biology Be Aware Of? Publicação na Biochemistry and Molecular Biology Education. 37(5): 268–270.