Artigos e Materiais de Revistas Científicas - ODS/04
URI Permanente para esta coleção
A coleção de Artigos e Materiais de Revistas Científicas engloba artigos originais, artigos de revisão, artigos de atualização, artigos técnicos, relatos de experiências, resenhas, ensaios, editoriais, cartas ao editor, debates, notas científicas e técnicas, depoimentos, entrevistas e pontos de vista. Consideram-se como artigos científicos originais os trabalhos redigidos para divulgação de informações e resultados sobre determinada pesquisa científica, publicados em periódico científico após avaliação por outros pesquisadores.
Navegar
Submissões Recentes
- Educational interventions on preventing pressure injuries targeted at nurses: systematic review and meta-analysis(2023) KITAMURA, J. C.; NICOLOSI, J. T.; PAGGIARO, A. O.; CARVALHO, V. F. deBackground: Although preventable, pressure injuries are commonly observed in the hospital setting and are estimated to be the third most costly condition, after cancer and cardiovascular disease. Aim: Nurses play a crucial role in the prevention and management of pressure injuries, however, published evidence on the effectiveness of educational interventions, directed specifically at nurses in the hospital environment, is scarce. Method: The authors retrieved published studies on the subject from selected databases (Pubmed/Medline, Embase, Web of Science and the Cochrane Library) in a number of languages (Portuguese, English, French and Spanish). The search yielded randomised controlled trials, as well as quasi-experimental and comparative studies. Findings: In total, 11 studies were selected. The outcomes analysed, following some type of educational intervention, included the attitudes and knowledge of the nursing professionals, as well as the incidence of pressure injuries. Conclusion: The present study demonstrated that different educational strategies can help prevent pressure injuries in the hospital environment.
- The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review(2023) SANTIAGO, I. S. D.; SANTOS, E. P. dos; SILVA, J. A. da; CAVALCANTE, Y. de Sousa; JúNIOR, J. Gonçalves; COSTA, A. R. de Souza; CâNDIDO, E. L.(1) Objective: The objective was to analyze the development of psychiatric pathologies/burnout syndrome and their possible risk factors in teachers in the context of the COVID-19 pandemic. (2) Methods: A qualitative systematic review was carried out, according to the PRISMA protocol, in the PubMed, Scopus, and Web of Science databases using a combination of the following descriptors [MeSH]: “mental health”, “mental disorders’’, “covid-19” and “school teachers’’. Articles selected were written in English, Portuguese and Spanish, published between November 2019 and December 2022. (3) Results: The most common psychiatric pathologies were generalized anxiety disorders and depression. Burnout syndrome was also quite prevalent. Of the 776 articles identified, 42 were selected after applying the eligibility criteria. Although there is variability among the analyzed studies, the risk factors most correlated with increased morbidity in teachers were: (i) being female; (ii) age below the fifth decade of life; (iii) pre-existence of chronic or psychiatric illnesses before the pandemic; (iv) difficulty in adapting to the distance education model; (v) family/work conflicts; (vi) negative symptoms caused by the pandemic. (4) Conclusions: Therefore, the COVID-19 impact on mental health appears to be more common in female teachers in their fifth decade of life and with pre-existing psychiatric comorbidities. However, prospective studies are needed to better map this situation.
- BRAF-testing medical education needs in Latin America(2023) CASTALDELLI-MAIA, J. M.; GIMENES, G. K.; PERROTTE, G.; GONZALEZ, S.; OKASSOVA, A.; MALVIDO, K.; TORALES, J.
- Abruzzini procedure for the treatment of bronchopleural fistulas: surgical technique description using intraoperative recording(2023) GREGóRIO, P. H. Peitl; CHIRICHELA, I. A.; ULLOA, P. J.; MARIANI, A. W.; PêGO-FERNANDES, P. M.Despite all improvements in thoracic surgery over the last decades, chronic bronchopleural fistulas still pose a challenging disease to treat. The Abruzzini technique is often considered one of the last viable options to manage this undesirable complication. Unfortunately, surgical trainees are not regularly exposed to this procedure during their training since it is not routinely performed. Moreover, available educational resources are particularly restricted to text descriptions or illustrations. Those factors lead to insufficient training of this technique, which is fundamental to the thoracic surgery practice. In this article, we present a step-by-step description of the Abruzzini technique using an intraoperative video recorded with a rigid endoscope. This device allows improved teaching and guidance for every trainee in the operating room and grants further review for educational purposes after the surgery. The media used in the present description was collected from a surgery performed to treat a large right bronchopleural fistula, which was a result of a lung resection secondary to aspergilloma. In this case, an approach through the pleural cavity would not be feasible due to several previous surgeries, so a transsternal approach was planned. The bronchus was successfully closed and the patient did not present any signs of recurrence, with over 1 year of follow-up.
- Perspectives""Advance Care Planning in Brazil(2023) TARDELLI, Natalia Rocha; FORTE, Daniel Neves; VIDAL, Edison Iglesias de OliveiraBrazil is a country of continental size marked by extreme social inequalities. Its regulation of Advance Directives (AD) was not enacted by law but within the scope of the norms that govern the relationships between patients and physicians, as a resolution of the Federal Medical Council without any specific requirement for notarization. Despite this innovative starting point, most of the debate regarding Advance Care Planning (ACP) in Brazil has been dominated by a legal transactional approach focused on making decisions in advance and the creation of AD. Yet, other novel ACP models have recently emerged in the country with a focus on the creation of a specific quality of relationship between patients, families, and physicians aiming at the facilitating future decision-making. Most of the education on ACP in Brazil happens in the context of palliative care courses. As such, most ACP conversations are performed within palliative care services or by healthcare professionals with training in that area. Hence, the scarce access to palliative care services in the country means that ACP is still rare and that those conversations usually happen late in the course of disease. The authors posit that the existing paternalistic healthcare culture is one of the most important barriers to ACP in Brazil and envision with great concern the risk that its combination with extreme health inequalities and the lack of healthcare professionals' education on shared decision-making could lead to the misuse of ACP as a form of coercive practice to reduce healthcare use by vulnerable populations.
- Dimensions of harassment at school: dialogs about gender with young high school students in Sao Paulo/Brazil(2023) SILVA, Cristiane Goncalves da; LEITE, Vanessa Jorge; PONTES, Julia Clara deIn this article, we discuss uses of ""harassment"" as a category employed by young students from public high schools to make sense of violence and gender discrimination experiences that occur in and out of school. The analysis is based on fieldwork records produced within the scope of a multicenter, mixed -methods research carried out in nine schools located in Sao Paulo. Harassment appears as a polysemic category that, by naming violence, helps to face gender and generation hierarchies and inequalities. We infer that the young girls have questioned norms and attitudes that feed gender inequalities in schools; in addition, they have denounced the silence or inadequacy of the institution in facing the problem. This enables to identify convergences with a new sensibility regarding violence against women that globalized feminist discourses have brought to the surface.
- Demographic and clinical associations to employment status in older-age bipolar disorder: Analysis from the GAGE-BD database project(2023) MALLU, Amulya; CHAN, Carol K.; EYLER, Lisa T.; DOLS, Annemiek; REJ, Soham; BLUMBERG, Hilary P.; SARNA, Kaylee; FORESTER, Brent P.; PATRICK, Regan E.; FORLENZA, Orestes V.; JIMENEZ, Esther; VIETA, Eduard; SCHOUWS, Sigfried; SUTHERLAND, Ashley; YALA, Joy; BRIGGS, Farren B. S.; SAJATOVIC, MarthaObjective: The current literature on employment in older adults with bipolar disorder (OABD) is limited. Using the Global Aging and Geriatric Experiments in Bipolar Disorder Database (GAGE-BD), we examined the relationship of occupational status in OABD to other demographic and clinical characteristics.Methods: Seven hundred and thirty-eight participants from 11 international samples with data on educational level and occupational status were included. Employment status was dichotomized as employed versus unemployed. Generalized linear mixed models with random intercepts for the study cohort were used to examine the relationship between baseline characteristics and employment. Predictors in the models included baseline demographics, education, psychiatric symptom severity, psychiatric comorbidity, somatic comorbidity, and prior psychiatric hospitalizations.Results: In the sample, 23.6% (n = 174) were employed, while 76.4% were unemployed (n = 564). In multivariable logistic regression models, less education, older age, a history of both anxiety and substance/alcohol use disorders, more prior psychiatric hospitalizations, and higher levels of BD depression severity were associated with greater odds of unemployment. In the subsample of individuals less than 65 years of age, findings were similar. No significant association between manic symptoms, gender, age of onset, or employment status was observed.Conclusion: Results suggest an association between educational level, age, psychiatric severity and comorbidity in relation to employment in OABD. Implications include the need for management of psychiatric symptoms and comorbidity across the lifespan, as well as improving educational access for people with BD and skills training or other support for those with work-life breaks to re-enter employment and optimize the overall outcome.
- Disentangling the influences of parental genetics on offspring's cognition, education, and psychopathology via genetic and phenotypic pathways(2023) AXELRUD, Luiza K.; HOFFMANN, Mauricio S.; VOSBERG, Daniel E.; SANTORO, Marcos; PAN, Pedro M.; GADELHA, Ary; I, Sintia Belangero; MIGUEL, Euripedes C.; SHIN, Jean; THAPAR, Anita; SMOLLER, Jordan W.; PAUSOVA, Zdenka; ROHDE, Luis A.; KELLER, Matthew C.; PAUS, Tomas; SALUM, Giovanni A.Background Specific pathways of intergenerational transmission of behavioral traits remain unclear. Here, we aim to investigate how parental genetics influence offspring cognition, educational attainment, and psychopathology in youth. Methods Participants for the discovery sample were 2,189 offspring (aged 6-14 years), 1898 mothers and 1,017 fathers who underwent genotyping, psychiatric, and cognitive assessments. We calculated polygenic scores (PGS) for cognition, educational attainment, attention-deficit hyperactivity disorder (ADHD), and schizophrenia for the trios. Phenotypes studied included educational and cognitive measures, ADHD and psychotic symptoms. We used a stepwise approach and multiple mediation models to analyze the effect of parental PGS on offspring traits via offspring PGS and parental phenotype. Significant results were replicated in a sample of 1,029 adolescents, 363 mothers, and 307 fathers. Results Maternal and paternal PGS for cognition influenced offspring general intelligence and executive function via offspring PGS (genetic pathway) and parental education (phenotypic pathway). Similar results were found for parental PGS for educational attainment and offspring reading and writing skills. These pathways fully explained associations between parental PGS and offspring phenotypes, without residual direct association. Associations with maternal, but not paternal, PGS were replicated. No associations were found between parental PGS for psychopathology and offspring specific symptoms. Conclusions Our findings indicate that parental genetics influences offspring cognition and educational attainment by genetic and phenotypic pathways, suggesting the expression of parental phenotypes partially explain the association between parental genetic risk and offspring outcomes. Multiple mediations might represent an effective approach to disentangle distinct pathways for intergenerational transmission of behavioral traits.
- Remote vs. face-to-face activities in the teaching of renal pathophysiology in the context of social isolation during the early phase of the COVID-19 pandemic(2023) HAYDAR, Ahmed; SANTOS, Itamar Souza; ARCON, Luis Carlos; MARTINS, Milton de Arruda; TEMPSKI, Patricia Zen; ZATZ, RobertoThe advent of the COVID-19 pandemic forced medical schools around the world to adopt emergency remote learning as a resort to avoid interruption of courses. However, the effectiveness of online classes as an educational strategy has been questioned by medical educators and students. In a prospective observational study design, students enrolled in a renal physiology and pathophysiology course were exposed to either face-to-face or remote synchronous classes. Students taught online obtained significantly higher mean scores than the group who had in-person classes, both groups assessed with identical exams. Appropriate screening tests suggested that fraud is unlikely to have significantly influenced these results and that the observed differences in performance reflected increased learning by the remote group. These observations suggest that online classes can help to maintain the continuity of physiology and pathophysiology courses during periods of social isolation and may contribute to improving learning under normal conditions.
- Learning challenges in Physical Therapy, Speech-Language-Hearing Sciences, and Occupational Therapy undergraduate programs during the COVID-19 pandemic(2023) SAMELLI, Alessandra Giannella; MATAS, Carla Gentile; NAKAGAWA, Naomi Kondo; SILVA, Talita Naiara Rossi da; JOAO, Silvia Maria AmadoPurpose: COVID-19 posed numerous challenges to educational programs that had to quickly adapt to remote online learning (ROL) to ensure the continuity of health professional training over the pandemic. We aimed to assess the students' and professors' perceptions of the teaching-learning process in the Physical Therapy, Speech-Language-Hearing Sciences, and Occupational Therapy undergraduate programs at a Brazilian public university. Methods: We used an electronic self-reported questionnaire with multiple-choice questions on a Likert scale ranged 1-5; higher the score, higher the level of agreement/importance/satisfaction. Results: Most of undergraduate students and teachers had previous experience using information and communication technologies, and 85% stated their preference for in-person learning. Students expressed their appreciation for more active learning methodologies with clear objectives, accessible content, and visualization of abstract concepts. Regarding benefits and barriers, some similar perceptions were observed between students and teachers with ROL favoring time management, benefits in the teaching-learning process, satisfaction and motivation with the course content, and low attendance rates to general academic activities due to absent or poor access to technological resources. Conclusion: ROL is an alternative learning mode when the in-person classes cannot be carried out, as in the case of the COVID-19 pandemic. ROL is believed to be unfit to replace in-person learning, although it can complement the traditional classroom-based education in a hybrid model, respecting the nature of each program in the field of health that requires in-person practical training.
- Adapting non-medical applications for medical use: Ethical limits, coverage, and validation(2023) GIORDANO, Vincenzo; KOJIMA, Kodi Edson; VALDERRAMA-MOLINA, Carlos Oliver; AZI, Matheus Lemos; BIDOLEGUI, Fernando; PIRES, Robinson EstevesThe widespread adoption of smartphones and other mobile devices amongst healthcare providers opened new possibilities arising from the use of non-medical apps, social media, meeting platforms, and non-medical devices with intended medical purposes, thus expanding the communication and imaging chat systems between these professionals and their patients, as well as amongst healthcare professionals. However, adapting non-medical applications, social media, videoconference platforms and devices for medical use present potential limitations, barriers, and risks, which should be fully recognized to reduce crossing the fine line between ethical and unethical. In the herein study, we analyse the ethical limits, coverage, and validation of non-medical applications adapted for medical use. Level of evidence: IV (evidence from well-designed case-control or cohort studies).
- Online medical education: A student survey(2023) FARIA, Isabella; MOURA, Carolina B.; GRANER, Mariana; CAMPOS, Leticia Nunes; GERK, Ayla; BITTENCOURT, Marcela M.; CAZUMBA, Maria Luiza; MISHALY, Asher; BUDA, Alexandra M.; TRUCHE, Paul; BOWDER, Alexis N.; BOTELHO, Fabio; CARROLL, Madeleine; MOONEY, David; NAUS, AbbieBackgroundDuring COVID-19, medical schools transitioned to online learning as an emergency response to deliver their education programmes. This multi-country study compared the methods by which medical schools worldwide restructured the delivery of medical education during the pandemic. MethodsThis multi-country, cross-sectional study was performed using an internet-based survey distributed to medical students in multiple languages in November 2020. ResultsA total of 1,746 responses were received from 79 countries. Most respondents reported that their institution stopped in-person lectures, ranging from 74% in low-income countries (LICs) to 93% in upper-middle-income countries. While only 36% of respondents reported that their medical school used online learning before the pandemic, 93% reported using online learning after the pandemic started. Of students enrolled in clinical rotations, 89% reported that their rotations were paused during the pandemic. Online learning replaced in-person clinical rotations for 32% of respondents from LICs versus 55% from high-income countries (HICs). Forty-three per cent of students from LICs reported that their internet connection was insufficient for online learning, compared to 11% in HICs. ConclusionsThe transition to online learning due to COVID-19 impacted medical education worldwide. However, this impact varied among countries of different income levels, with students from LICs and lower middle income countries facing greater challenges in accessing online medical education opportunities while in-person learning was halted. Specific policies and resources are needed to ensure equitable access to online learning for medical students in all countries, regardless of socioeconomic status.
- Administrative professionals' quality of life in educational institutions: a systematic review protocol(2023) PEREIRA, Nicolli Godoi; SILVA, Regina Marcia Ferreira; OLIVEIRA, Isabela Fernanda Rodrigues; FERNANDES, Michele da Silva Valadao; COSTA, Woska Pires da; VITTA, Alberto de; NOLL, Priscilla Rayanne E. Silva; NOLL, MatiasIntroductionIndicators of administrative professionals' quality of life (QoL) in educational institutions are essential for planning improvements in their daily lives. QoL is a recurring topic in academic research, particularly in the healthcare sector. Therefore, this study aims to evaluate the perceptions of administrative professionals in educational institutions regarding their QoL and the implications of remote and in-person work. Additionally, we aim to compare the QoL before, during and after the COVID-19 pandemic. Methods and analysisFive electronic databases will be searched for this systematic review: CINAHL, LILACS, PubMed, Scopus and Web of Science. Original, peer-reviewed articles published in any language, without time limitations, will be included in this study. Two researchers will screen the articles and extract the data. The included articles will be evaluated for the quality of their evidence using Grading of Recommendations, Assessment, Development and Evaluations. The risk of bias will be assessed using the Critical Appraisal Skills Programme checklist and the Downs and Black scale. A third reviewer will resolve any discrepancies. Ethics and disseminationThe systematic review results will be published in a peer-reviewed journal and presented at a relevant conference. The data will not include individual patient data; therefore, ethical approval is not required. PROSPERO registration numberCRD42022365862.
- Identifying Depression Early in Adolescence: assessing the performance of a risk score for future onset of depression in an independent Brazilian sample(2023) CUNHA, Graccielle R.; CAYE, Arthur; PAN, Pedro; FISHER, Helen L.; PEREIRA, Rivka; ZIEBOLD, Carolina; BRESSAN, Rodrigo; MIGUEL, Euripedes Constantino; SALUM, Giovanni A.; ROHDE, Luis Augusto; KOHRT, Brandon A.; MONDELLI, Valeria; KIELING, Christian; GADELHA, AryObjective: The Identifying Depression Early in Adolescence Risk Score (IDEA-RS) was recently developed in Brazil using data from the Pelotas 1993 Birth Cohort to estimate the individualized probability of developing depression in adolescence. This model includes 11 sociodemographic variables and has been assessed in longitudinal studies from four other countries. We aimed to test the performance of IDEA-RS in an independent, community-based, school-attending sample within the same country: the Brazilian High-Risk Cohort.Methods: Standard external validation, refitted, and case mix-corrected models were used to predict depression among 1442 youth followed from a mean age of 13.5 years at baseline to 17.7 years at follow-up, using probabilities calculated with IDEA-RS coefficients.Results: The area under the curve was 0.65 for standard external validation, 0.70 for the case mixcorrected model, and 0.69 for the refitted model, with discrimination consistently above chance for predicting depression in the new dataset. There was some degree of miscalibration, corrected by model refitting (calibration-in-the-large reduced from 0.77 to 0).Conclusion: IDEA-RS was able to parse individuals with higher or lower probability of developing depression beyond chance in an independent Brazilian sample. Further steps should include model improvements and additional studies in populations with high levels of subclinical symptoms to improve clinical decision making.
- Association between Community Violence, Disorder and School Environment with Bullying among School Adolescents in Sao Paulo - Brazil(2023) AZEREDO, Catarina Machado; MARQUES, Emanuele Souza; OKADA, Leticia Martins; PERES, Maria Fernanda TourinhoThe role of contextual-level factors in bullying is still not clear, and evidence is mostly from high-income countries. Our objective was to investigate the association between community violence, disorder, school environment and bullying among school adolescents. We used data from a representative sample of 9th grade Brazilian adolescents (n = 2108) from the Sao Paulo Project for the social development of children and adolescents (SP - PROSO). Multilevel logistic regression models stratified by sex were used to assess the association between variables at student and school/neighbourhood level and bullying victimization or perpetration. For both sexes, we found that adolescents who perceived high violence between students and high school disorder were more likely to be bullies and victims. Boys who perceived high community violence and disorder in their neighbourhood were more likely to be bullies (OR3tertile = 2.73 CI95%: 1.57-4.74). Girls attending schools where the principal reported high community violence and disorder in the neighbourhood (ORhigh = 10.24 CI95%: 2.11-49.59) and inside the school (ORhigh = 6.83 CI95%: 1.48-31.56) were more likely to be bullies. Boys from schools whose principal perceived violence between students were less likely to be victims (ORhigh = 0.35 CI95%: 0.16-0.78) and bullies (ORhigh = 0.21 CI95%: 0.07-0.64). Girls attending schools with signs or posters about tolerance/gender equality and about violence were less (OR = 0.12 CI95%: 0.03-0.50) and more likely (OR = 25.88 CI95%: 4.28-156.63) to report being bullies, respectively. Community violence, disorder and school environment were associated with bullying victimization and perpetration among adolescents. Sex-specific associations should be further investigated. Prevention and management of school violence in adolescence should consider contextual-level characteristics.
- KIDS SAVE LIVES: Basic Life Support Education for Schoolchildren: A Narrative Review and Scientific Statement From the International Liaison Committee on Resuscitation(2023) SCHROEDER, Daniel C.; SEMERARO, Federico; GREIF, Robert; BRAY, Janet; MORLEY, Peter; PARR, Michael; NAKAGAWA, Naomi Kondo; IWAMI, Taku; FINKE, Simon-Richard; HANSEN, Carolina Malta; LOCKEY, Andrew; RIOS, Marina Del; BHANJI, Farhan; SASSON, Comilla; SCHEXNAYDER, Stephen M.; SCQUIZZATO, Tommaso; WETSCH, Wolfgang A.; BOTTIGER, Bernd W.Background:Basic life support education for schoolchildren has become a key initiative to increase bystander cardiopulmonary resuscitation rates. Our objective was to review the existing literature on teaching schoolchildren basic life support to identify the best practices to provide basic life support training in schoolchildren. Methods:After topics and subgroups were defined, a comprehensive literature search was conducted. Systematic reviews and controlled and uncontrolled prospective and retrospective studies containing data on students Results:Schoolchildren are highly motivated to learn basic life support. The CHECK-CALL-COMPRESS algorithm is recommended for all schoolchildren. Regular training in basic life support regardless of age consolidates long-term skills. Young children from 4 years of age are able to assess the first links in the chain of survival. By 10 to 12 years of age, effective chest compression depths and ventilation volumes can be achieved on training manikins. A combination of theoretical and practical training is recommended. Schoolteachers serve as effective basic life support instructors. Schoolchildren also serve as multipliers by passing on basic life support skills to others. The use of age-appropriate social media tools for teaching is a promising approach for schoolchildren of all ages. Conclusions:Schoolchildren basic life support training has the potential to educate whole generations to respond to cardiac arrest and to increase survival after out-of-hospital cardiac arrest. Comprehensive legislation, curricula, and scientific assessment are crucial to further develop the education of schoolchildren in basic life support.
- KIDS SAVE LIVES: Basic Life Support Education for Schoolchildren: A Narrative Review and Scientific Statement From the International Liaison Committee on Resuscitation(2023) SCHROEDER, Daniel C.; SEMERARO, Federico; GREIF, Robert; BRAY, Janet; MORLEY, Peter; PARR, Michael; NAKAGAWA, Naomi Kondo; IWAMI, Taku; FINKE, Simon-Richard; HANSEN, Carolina Malta; LOCKEY, Andrew; RIOS, Marina Del; BHANJI, Farhan; SASSON, Comilla; SCHEXNAYDER, Stephen M.; SCQUIZZATO, Tommaso; WETSCH, Wolfgang A.; BOETTIGER, Bernd W.; International Liaison Committee ResuscitationBACKGROUND: Basic life support education for schoolchildren has become a key initiative to increase bystander cardiopulmonary resuscitation rates. Our objective was to review the existing literature on teaching schoolchildren basic life support to identify the best practices to provide basic life METHODS: After topics and subgroups were defined, a comprehensive literature search was conducted. Systematic reviews and controlled and uncontrolled prospective and retrospective studies containing data on students <20 years of age were included. RESULTS: Schoolchildren are highly motivated to learn basic life support. The CHECK-CALL-COMPRESS algorithm is recommended for all schoolchildren. Regular training in basic life support regardless of age consolidates long-term skills. Young children from 4 years of age are able to assess the first links in the chain of survival. By 10 to 12 years of age, effective chest compression depths and ventilation volumes can be achieved on training manikins. A combination of theoretical and practical training is recommended. Schoolteachers serve as effective basic life support instructors. Schoolchildren also serve as multipliers by passing on basic life support skills to others. The use of age-appropriate social media tools for teaching is a promising approach for schoolchildren of all ages. CONCLUSIONS: Schoolchildren basic life support training has the potential to educate whole generations to respond to cardiac arrest and to increase survival after out-of-hospital cardiac arrest. Comprehensive legislation, curricula, and scientific assessment are crucial to further develop the education of schoolchildren in basic life support.
- Advocacy at the Eighth World Congress of Pediatric Cardiology and Cardiac Surgery(2023) ZHELEVA, Bistra; VERSTAPPEN, Amy; OVERMAN, David M.; AHMAD, Farhan; ALI, Sulafa K. M.; HALEES, Zohair Y. Al; ATALLAH, Joumana Ghandour; BADHWAR, Isabella E.; BAKER-SMITH, Carissa; BALESTRINI, Maria; BASKEN, Amy; BASSUK, Jonah S.; BENSON, Lee; CAPELLI, Horacio; CAROLLO, Santo; CHOWDHURY, Devyani; CICEK, M. Sertac; COHEN, Mitchell I.; COOPER, David S.; DEANFIELD, John E.; DEARANI, Joseph; VALLE, Blanca del; DODDS, Kathryn M.; DU, Junbao; EDWIN, Frank; EKURE, Ekanem; FATEMA, Nurun Nahar; GOMANJU, Anu; HASAN, Babar; HENRY, Lewis; HUGO-HAMMAN, Christopher; IYER, Krishna S.; JATENE, Marcelo B.; JENKINS, Kathy J.; KARAMLOU, Tara; KARL, Tom R.; KIRKLIN, James K.; KREUTZER, Christian; KUMAR, Raman Krishna; LOPEZ, Keila N.; MACEDO, Alexis Palacios; MARINO, Bradley S.; MARWALI, Eva M.; MEIJBOOM, Folkert J.; MATTOS, Sandra S.; NAJM, Hani; NEWLIN, Dan; NOVICK, William M.; QURESHI, Sir Shakeel A.; RAHMAT, Budi; RAYLMAN, Robert; SALTIK, Irfan Levent; SABLE, Craig; SANDOVAL, Nestor; SAXENA, Anita; SCANLAN, Emma; SHOLLER, Gary F.; SMITH, Jodi; LOUIS, James D. St; TCHERVENKOV, Christo I.; TIONG, Koh Ghee; VIDA, Vladimiro; VOSLOO, Susan; WEINSTEIN, Douglas J. D. J.; WILKINSON, James L.; ZUHLKE, Liesl; JACOBS, Jeffrey P.The Eighth World Congress of Pediatric Cardiology and Cardiac Surgery (WCPCCS) will be held in Washington DC, USA, from Saturday, 26 August, 2023 to Friday, 1 September, 2023, inclusive. The Eighth World Congress of Pediatric Cardiology and Cardiac Surgery will be the largest and most comprehensive scientific meeting dedicated to paediatric and congenital cardiac care ever held. At the time of the writing of this manuscript, The Eighth World Congress of Pediatric Cardiology and Cardiac Surgery has 5,037 registered attendees (and rising) from 117 countries, a truly diverse and international faculty of over 925 individuals from 89 countries, over 2,000 individual abstracts and poster presenters from 101 countries, and a Best Abstract Competition featuring 153 oral abstracts from 34 countries. For information about the Eighth World Congress of Pediatric Cardiology and Cardiac Surgery, please visit the following website: [www.WCPCCS2023.org]. The purpose of this manuscript is to review the activities related to global health and advocacy that will occur at the Eighth World Congress of Pediatric Cardiology and Cardiac Surgery.Acknowledging the need for urgent change, we wanted to take the opportunity to bring a common voice to the global community and issue the Washington DC WCPCCS Call to Action on Addressing the Global Burden of Pediatric and Congenital Heart Diseases. A copy of this Washington DC WCPCCS Call to Action is provided in the Appendix of this manuscript. This Washington DC WCPCCS Call to Action is an initiative aimed at increasing awareness of the global burden, promoting the development of sustainable care systems, and improving access to high quality and equitable healthcare for children with heart disease as well as adults with congenital heart disease worldwide.
- Climate awareness, anxiety, and actions among youth: a qualitative study in a middle-income country(2023) CHOU, Debora Tseng; NETO, Emilio Abelama; THOMAS, Isaiah; MARTIN, Andres; BENOIT, LaeliaObjectives: The impact of climate change on mental health is well established, but few studies have examined the perspectives of young people, especially in low-and middle-income countries (LMICs). In this qualitative study, we explored how Brazilian children and adolescents experience climate change. This approach can help inform environmental education, communication, and self-care strategies for this age group. Methods: We conducted focus groups with 50 children and adolescents aged 5 to 18 years in three locations in Brazil. We analyzed the data using an interpretative phenomenological analysis framework. Results: We identified three profiles of involvement with climate change: unaware, disengaged, and engaged. Profiles were largely related to different socioeconomic contexts. We analyzed each profile across the dimensions of space, time, emotions, and actions. Adults were portrayed by participants as stubborn deniers, as neutral influences, or as role models of knowledge and engagement. Due to their age and developmental level, young children had distinctive perceptions of climate change. Conclusion: Spatial and temporal perceptions of climate change are a key element for experiencing and engaging with environmental concerns and vary according to age and socioeconomic differences. Effective communication to foster climate action at individual and collective levels requires narratives that reach different ages. Replication of these findings in other LMICs is warranted.
- An international planetary health for primary care massive open online course(2023) FLOSS, Mayara; ABELSOHN, Alan; KIRK, Aoife; KHOO, Su-Ming; SALDIVA, Paulo Hilario Nascimento; UMPIERRE, Roberto Nunes; MCGUSHIN, Alice; YOON, SojungIn this Viewpoint we argue that primary care practitioners should receive professional education in how to directly respond to planetary health challenges. We reflect on the provision of a massive open online course (MOOC) on planetary health for primary care practitioners in the context of existing training programmes. We describe the construction, delivery, and certification of a Global South-originated MOOC and explain aspects of its rhizomatic learning theory. We share baseline information and preliminary findings collected on the initial cohort of participants, including their profiles and previous knowledge about planetary health. We suggest that this MOOC is an appropriate response to planetary health challenges, and argue that cost-free, accredited planetary health education for primary care practitioners should be provided as a public good that also fulfils individual professionals' entitlement to quality education and continuing professional development.