ODS/04 - Educação de qualidade
URI Permanente desta comunidade
Objetivo: Assegurar a educação inclusiva e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todas e todos.
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Coleções desta Comunidade
- ODS/04 - Educação de qualidade
- ODS/04 - Educação de qualidade
- ODS/04 - Educação de qualidade
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. de
Background: 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 Oliveira
Brazil 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 de
In 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, Martha
Objective: 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, Roberto
The 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 Amado
Purpose: 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.