2018
DOI: 10.1371/journal.pone.0203531
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Cross-cultural adaptation and psychometric assessment of a Brazilian-Portuguese version of the Resident Questionnaire

Abstract: BackgroundDespite the general agreement regarding the central role of the clinical learning environment in graduate medical education, its assessment remains challenging owing to the lack of available standardized measures. We report on the cross-cultural adaptation and psychometric assessment of the Brazilian-Portuguese version of Seelig’s Resident Questionnaire.MethodsThe present study was performed in two steps. First, a cross-cultural translation and adaptation of the Resident Questionnaire was conducted t… Show more

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Cited by 4 publications
(3 citation statements)
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“…Cross-cultural adaptation guidelines were applied by taking into account the translation process and cultural appropriateness [ 82 , 83 ]. The translation process aimed to ensure that the instrument was acceptable and relevant for use by the Malaysian population [ 84 , 85 , 86 ]. The instrument was translated into the Malay language by a Malay–English speaker.…”
Section: Methodsmentioning
confidence: 99%
“…Cross-cultural adaptation guidelines were applied by taking into account the translation process and cultural appropriateness [ 82 , 83 ]. The translation process aimed to ensure that the instrument was acceptable and relevant for use by the Malaysian population [ 84 , 85 , 86 ]. The instrument was translated into the Malay language by a Malay–English speaker.…”
Section: Methodsmentioning
confidence: 99%
“…Occupational stress occurs when an individual perceives the work environment as a threat, whether for personal or professional reasons, and demands are more significant than the ability to accomplish work tasks [50]. When a stress stimulus becomes chronic or intense, technically termed the exhaustion phase, severe physical and mental health consequences can occur [51][52][53]. Over the past decade, many studies have shown that occupational stressors can be related to the occurrence of suicide [54].…”
Section: Occupational Stressorsmentioning
confidence: 99%
“…Dado o investimento em recursos governamentais, evidencia-se a necessidade de reflexão por parte dos gestores das instituições de saúde, que abrigam os programas de residência, acerca da eficácia dos currículos dos programas a fim de que os residentes alcancem as metas de ensinoaprendizagem e de qualidade assistencial. Vasconcelos et al (2015) e Pereira-Lima et al (2018) consideram que a avaliação e o feedback são componentes fundamentais no processo de aprimoramento da educação do residente, permitindo identificar pontos fortes e fracos do programa, documentar o clima educacional e lhes dar voz na estrutura dos mesmos. Trata-se de potente dispositivo de problematização e de mudança do ensino e de acompanhamento da qualidade pedagógica, sendo ainda capaz de gerar mobilização pelo aperfeiçoamento educativos, de modo a fortalecer o compromisso social dos programas de residências.…”
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