RESUMEN
RESUMO Introdução: Em 2020, o mundo foi afetado pelo novo coronavírus, e isso gerou mudanças históricas em diversos setores, incluindo o da educação, que teve que se adaptar rapidamente ao formato online. Objetivo: Este estudo teve como objetivo comparar se houve uma melhor adaptação ao ensino remoto durante a pandemia de Covid-19 dos acadêmicos de Medicina que estudam em currículos PBL quando comparada a de alunos com currículos em modelo disciplinar expositivo. Método: Trata-se de um estudo transversal. Foram incluídos na pesquisa os estudantes matriculados do segundo ao quarto ano do curso de Medicina que tenham preenchido o questionário completamente e cursado pelo menos um semestre de ensino remoto durante o ano de 2020. Resultado: Houve uma diferença significativa entre as metodologias, com maior adaptação dos estudantes que utilizaram o modelo PBL em comparação aos que cursaram no modelo disciplinar expositivo durante a pandemia de Covid-19. Conclusão: Na amostra estudada, o método PBL mostrou-se superior ao método disciplinar, nos quesitos avaliados, na adaptação de estudantes de Medicina ao ensino remoto.
ABSTRACT Introduction: In 2020, the new coronavirus pandemic affected the whole world, causing historic changes in several sectors, including education, in which students were forced to quickly adapt to online learning. Objective: This study aimed to compare medical students' adaptation to remote learning during the COVID-19 pandemic depending on whether they were following a PBL curriculum or a curriculum based on an expository disciplinary model. Method: This was a cross-sectional study. The sample was composed of students enrolled in the 2nd to 4th year of the Medicine course who had fully completed the questionnaire and attended at least one semester of remote learning during 2020. Result: A significant difference was found between the students' adaptation to remote learning during the Covid-19 pandemic according to their study methodology; students using the PBL model showed better adaptation than those following an expository learning model. Conclusion: The study corroborated the results in the existing literature on the subject, which defends PBL as a better alternative for online learning.
RESUMEN
Background: In 2001, Skakkebæk et al. proposed that certain male reproductive disorders might be grouped into a syndrome called testicular dysgenesis syndrome (TDS), as they all appear to be associated with disruption of the embryonic and foetal programming of gonadal development. TDS may be manifested in early life by the presence of genital malformations (hypospadias and cryptorchidism) and in adult life as disorders represented by low sperm counts and testicular cancer. Changes in androgen hormones during the foetal development, in addition to resulting in TDS, can also cause permanent changes in anopenile anogenital distance (AGDap) and anoscrotal anogenital distance (AGDas). Aims: The objective of this study was to determine whether there is a relationship between late manifestations of TDS and reduced anogenital/anoscrotal distance. Materials and Methods: The present study is a systematic review and meta-analysis. The research included papers from 2001 to 2020, comprising a total of 737 articles, and 13 articles were selected. Results: Linear regression analysis was performed to evaluate the relationship between the two anogenital distance measures, which showed a significant positive association (P = 0.039). A meta-analysis was also performed and compared AGDap and AGDas between control and case groups, with cases defined as men with any late TDS manifestation. These data showed a significant reduction in AGDas in the affected population (P = 0.04), but no differences in the AGDap measure (P = 0.59). Conclusion: Our study confirmed a significant relationship between reduced AGDas and late manifestations of TDS, providing further support to the association between prenatal androgen deficiency and late-onset reproductive disorders.
