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Análise comparativa de métodos de seleção de variáveis em problemas de classificação
(Universidade Federal de São Carlos, 2024-11-14) Cunha, Luna Wagner; Russo, Cibele Maria; https://lattes.cnpq.br/1011098065426388; https://orcid.org/0000-0003-1356-0245; https://lattes.cnpq.br/6351934108951168; https://orcid.org/0009-0004-7608-4973
In this study, a comprehensive comparison between the SHAP method and the Lasso method for variable selection is presented. The methodologies of both techniques are explored and juxtaposed, utilizing key selection metrics such as precision, recall, F1 score, and accuracy in both simulated and real database scenarios. The tests applied show SHAP as a good competitor for variable selection methods, with results even slightly superior to Lasso in the cases presented here, both on a simulated and real basis, maintaining competitive accuracy levels in relation to the complete model. Despite being somewhat close in accuracy, SHAP notably reduces the variable space, demonstrating its selection prowess. Additionally, a robustness study involving perturbation values in training, testing, and combined datasets confirms the resilience of the variables selected by SHAP, particularly in terms of accuracy. These analyses underscore the efficacy of the SHAP method as a versatile and potent tool for variable selection, promising improved interpretability and performance in machine learning applications.
Você consegue!: linguagem e persistência em crianças de idade escolar
(Universidade Federal de São Carlos, 2024-11-14) Borges, Luana Barretto; Souza, Débora de Hollanda; https://lattes.cnpq.br/3640676759708745; https://orcid.org/0000-0002-0485-7787; ttp://lattes.cnpq.br/5270886609823729; https://orcid.org/0000-0002-8443-1400
From a very young age, infants are exposed to new and challenging situations, but when they are faced with everyday challenges, they need to be persistent. Studies have shown that individual differences in persistence emerge as young as 18 months of age and can predict academic performance and motivation years later. Furthermore, recent research has demonstrated a relationship between the type of language to which infants and children are exposed (e.g., praise that values effort vs. praise for children's characteristics) and their individual persistence in challenging situations. However, as far as we know, there are no studies testing possible relations between the language used by children and their level of persistence. The present research therefore had two main goals: a) to investigate whether children aged 7 to 8 use language related to persistence, process praise and personal praise during the narration of a book without words (which presents several challenging situations for the character); and b) test a possible relationship between the type of language used by children during the book narration and performance in a persistence task. In this task, children were asked to solve a problem (e.g., opening a box that contains a toy, but which is very difficult to open) and the time during which the child persisted in the challenge was measured. The final sample consisted of 44 participants (Mage = 89 months, SD = 3.75 months). The results indicated that 90.9% of the children used words related to persistence during the narrative (e.g., "try"; "train"), and 40.9% presented messages encouraging persistence (e.g., "You have to train hard to achieve something"). Thus, it can be concluded that Brazilian children aged 7 to 8 years use language related to persistence. The sample was divided into High Persistence and Medium Persistence groups, using 240-second in the PT as the cutoff score. A significant and moderate Spearman correlation was found between the presence of messages encouraging persistence in the narrative and the time during which children persisted in the PT (r = 0.504, p = 0.003) in the Medium Persistence group.
Cuidados paliativos na formação médica: relato de experiência e revisão de literatura
(Universidade Federal de São Carlos, 2024-11-14) Hernández, Carla Vitória Pedroso; Mattos, Augustus Tadeu Relo de; https://lattes.cnpq.br/2647316578139332; https://orcid.org/0000-0002-0514-3575; https://lattes.cnpq.br/1325811774467479
In recent decades, following the global trend, population censuses have shown an increase in life expectancy in Brazil (BIVAR; ABRANTES, 2014). This increase is tied to the growing representation of the elderly population, with projections indicating that by 2050, the age group over 65 years will account for 22.77% of the total population in the country (UNITED NATIONS, 2015). However, the increase in years lived does not necessarily represent years lived free of disease. Thus, there has been an increase in chronic non-transmissible diseases in the population (BRASIL, 2021). In this scenario, the incorporation of palliative care into routine healthcare becomes undeniable, with the undergraduate environment being a key setting to consolidate concepts on the subject, which are essential for future medical practice. Nevertheless, medical education still seems to lack a more structured and standardized approach to learning on this topic. The present work aims to explore the experiences lived by the student during undergraduate studies, focusing on the theme of palliative care. It also aims to conduct a narrative literature review regarding the relevance of this type of care in the current and future epidemiological context, as well as to discuss how the teaching of this topic is currently being approached in undergraduate programs, primarily from the perspective of students. This is an experience report, with a bibliographic complement using national and international databases. It is concluded that the recent update of the National Curriculum Guidelines for Undergraduate Medicine Programs, conducted by the Ministry of Education in Brazil, may enhance the landscape of medical education from the perspective of palliative care in the coming years. For this to become a reality, it is essential to modify the medical curriculum of institutions that do not yet include the discussion of this topic in a more standardized way, incorporating practical learning with structured assessment, tailored to the particularities of each educational project.
Minha trajetória no curso de medicina
(Universidade Federal de São Carlos, 2024-11-14) Araújo, Nicole Silva de; Avó, Lucimar Retto da Silva de; https://lattes.cnpq.br/5353180921178881; https://orcid.org/0000-0001-7282-420X; https://orcid.org/0000-0002-4344-4870
This Course Conclusion Paper presents a critical longitudinal reflective view of the author about her training trajectory in the Medicine course at the Federal University of São Carlos between the years 2019 and 2024. The method used begins with reading the course's Pedagogical Political Project and re-reading the Reflective Portfolios, individual materials created by the author herself during her undergraduate years. Based on the analysis of the documents, a free reflective narrative is created, divided into degree cycles. The present work aims to summarize the personal journey in Medicine, bringing important milestones from each cycle experienced. Throughout the paper, academic experiences are explored and related to personal experiences. The constructivist spiral is discussed and how it was applied over the years to acquire theoretical-practical knowledge. The evolutionary movements that made the author perceive herself as part of health care in the city of São Carlos are discussed. Finally, this paper concludes with the construction of new objectives and perspectives for the academic and personal future.
Primeiros seis anos: uma narrativa crítico-reflexiva
(Universidade Federal de São Carlos, 2024-11-14) Pereira, Beatriz Caroline dos Santos; Nasser, Michel; https://lattes.cnpq.br/1629054550833348; https://orcid.org/0000-0003-3087-9784; https://lattes.cnpq.br/2910971236530208; https://orcid.org/0000-0002-6972-0079
This Final Graduation Project (TCC) was developed based on the guidelines of the Political-Pedagogical Project (PPP) of the UFSCar Medical School, adopting a critical and reflective approach from the personal perspective of a student. The text narrates, in chronological order, the academic journey throughout six years of medical education, structured into three formative cycles of two years each. The first cycle was marked by insecurity, challenges related to the teaching methodology, and difficulties in integrating with peers, further intensified by the uncertainties of the pandemic. During the second cycle, there was a phase of readjustment to the post-pandemic context, marked by struggles with learning and mental health. In the third cycle, the practical nature of the internship and interaction with a group of peers led to significant improvements in the learning process and personal development. This narrative reflects on the technical and human evolution throughout the course, culminating in a broader, critical, and empathetic view of medical practice.
Entendendo sintomas de depressão em redes sociais: uma abordagem de granularidade fina com volume de dados restrito
(Universidade Federal de São Carlos, 2024-11-14) Mendes, Augusto Rozendo; Caseli, Helena de Medeiros; https://lattes.cnpq.br/6608582057810385; https://lattes.cnpq.br/5946718305128982
This study investigated the identification of depression signs in online text, utilizing a set of fine-grained labels, composed of 21 distinct signs, in order to deep the collective understanding of how depression is expressed online. Results indicated that emotional and external signs of depression are frequent in social media, while somatic signs are scarcely expressed; however this trend does not carry over to model performance, with models performing best in somatic sign classification and struggling with some of the most frequent signs. Given these challenges regarding model performance, potentially related to data scar- city, a series of techniques were evaluated with the goal of improving model performance, including regularization techniques, data augmentation, prompt engineering and multi- task learning, among which multi-task learning proved to be the most promising. With the continuation of joint learning experiments, additional research questions concerning which auxiliary tasks lead to positive transfer - and why - were answered: 3 of the 7 auxiliary tasks led to positive transfer, including depression sign classification under a simplified taxonomy, fine-grained emotion classification and sentiment classification led to positive transfer, however none of a set of 12 task characteristics proved to be good predictors of said positive transfer