Abdominal ultrasound augments the medical students' ability to identify free intraabdominal fluid.

OBJECTIVE: Free intra-abdominal fluid describes an accumulation of free fluid in the peritoneal cavity. It has different etiologies, but it frequently constitutes a meaningful clinical sign. In this study, the authors interrogate whether abdominal ultrasound augments the medical students' ability to identify free intra-abdominal fluid. METHODS: Thirty-one medical students without any previous formal ultrasound training were subjected to cognitive assessment before and after four and a half-hour of theoretical lecture and hands-on course about the diagnosis of free intra-abdominal fluid by physical examination and abdominal ultrasound. The hands-on sessions were done in healthy volunteers with a simulated peritoneal catheter and in patients treated with peritoneal dialysis with different amounts of dialysate in their cavity. RESULTS: The cognitive assessment before and after the course increased from 6.7±2.3 to 11.6±1.1 points (p<0.0001). The sensitivity, specificity, and accuracy in the diagnosis of free intra-abdominal fluid were higher when students used abdominal ultrasound. The students agree with the inclusion of abdominal ultrasound in the diagnose of free intra-abdominal fluid in the undergraduate curriculum. CONCLUSIONS: This study demonstrates that incorporating abdominal ultrasound is feasible and improves medical students' short-time competency in performing and interpreting the findings diagnostic of free intra-abdominal fluid.

Teaching point-of-care transfontanellar ultrasound for pediatricians and medical students.

OBJECTIVES: The authors aim to evaluate the "point-of-care" transfontanellar ultrasound (TU) as an extension to pediatric physical examination and suggest a TU teaching protocol. METHODS: The students were randomly divided into two groups, group A (12 participants) and group B (15 participants). The first group only received theoretical training, while the second group received theoretical and practical training. A third group, group C, included 15 pediatricians and interns who also received theoretical and practical training. All the participants underwent multiple-choice testing before and after a four-hour short course on TU. Six months later, another evaluation was performed to analyze the retained knowledge. Furthermore, a questionnaire based on the Likert scale was administered to evaluate satisfaction. RESULTS: The cognitive evaluation (maximum score=10 points) before and after training increased in group A from 4,0±1,04 to 7,5±1,2 (p<0.001) and, 6 months later, to 6,5±1,16 (p<0.003); in group B from 3,8±1,24 to 8,8±1,01 (p<0.001) and, 6 months later, to 8,46±0,91 (p<0.001); and in group C from 6,0±0,75 to 9,0±0,75 (p<0.001) and, 6 months later, to 8,8±0,77 (p<0.001). The average satisfaction estimated by the Likert scale was over 80% for all questions. CONCLUSION: Cognitive assessment before and after classes and training reveals progress in learning, with knowledge retention in 6 months. Theoretical-practical courses are well accepted.

Teaching point-of-care transfontanellar ultrasound for pediatricians and medical students

Abstract Objectives: The authors aim to evaluate the ''point-of-care'' transfontanellar ultrasound (TU) as an extension to pediatric physical examination and suggest a TU teaching protocol. Methods: The students were randomly divided into two groups, group A (12 participants) and group B (15 participants). The first group only received theoretical training, while the second group received theoretical and practical training. A third group, group C, included 15 pediatricians and interns who also received theoretical and practical training. All the participants underwent multiple-choice testing before and after a four-hour short course on TU. Six months later, another evaluation was performed to analyze the retained knowledge. Furthermore, a questionnaire based on the Likert scale was administered to evaluate satisfaction. Results: The cognitive evaluation (maximum score = 10 points) before and after training increased in group A from 4,0 ± 1,04 to 7,5 ± 1,2 (p < 0.001) and, 6 months later, to 6,5 ± 1,16 (p < 0.003); in group B from 3,8 ± 1,24 to 8,8 ± 1,01 (p < 0.001) and, 6 months later, to 8,46 ± 0,91 (p < 0.001); and in group C from 6,0 ± 0,75 to 9,0 ± 0,75 (p < 0.001) and, 6 months later, to 8,8 ± 0,77 (p < 0.001). The average satisfaction estimated by the Likert scale was over 80% for all questions. Conclusion: Cognitive assessment before and after classes and training reveals progress in learning, with knowledge retention in 6 months. Theoretical-practical courses are well accepted.

Anatomia radiológica vascular e desenvolvimento de plataformas de ensino interativo / Vascular radiological anatomy and the development of interactive teaching platforms

Anatomia e Radiologia são disciplinas amplamente presentes nas grades curriculares de cursos da área da saúde. A interseção entre a Anatomia Radiológica e as tecnologias recentes, como plataformas de ensino interativo, caracteriza-se como uma tendência a ser seguida na esfera educacional, sendo as implicações desse processo ainda não muito debatidas. O Departamento de Anatomia da Universidade Federal de Juiz de Fora iniciou o desenvolvimento de um atlas de anatomia vascular radiológica, o qual apresenta versões impressa e interativa. Possui imagens de angiotomografias computadorizadas feitas em aparelhos multislice de 16 a 128 canais, sendo as imagens de arquivo pessoal dos organizadores. O atlas promove a identificação das estruturas vasculares em questão e propicia a integração do conhecimento adquirido em salas de aula com a visualização de exames de imagem complementares rotineiros. A indiscutível presença de exames de imagem adicionais na rotina dos profissionais da saúde atuais faz com que seja válida a estratégia de integração entre o método tradicional de ensino e as práticas ativas de aprendizagem, as quais vêm ganhando destaque recentemente, devido a sua efetividade na fixação de conhecimentos.

Anatomy and Radiology are subjects widely present in health courses at universities. The intersection between Radiological Anatomy and recent technologies, such as interactive teaching platforms, is characterized as a tendency to be followed in the educational sphere, and the implications of this process are not much debated. The Department of Anatomy of Juiz de Fora Federal University has begun the development of an atlas of radiological vascular anatomy, which features printed and interactived versions. It presents computed tomography images taken on multislice devices from 16 to 128 channels, and the images are from the personal authors' archives. The Radiologic Vascular Atlas provides the identification of vascular structures in study and makes easier the integration of knowledge acquired in classrooms with the visualization of routine complementary imaging exams. The indisputable presence of complementary imaging examinations in the routine of current health professionals makes valid the strategy of integration between the traditional teaching method and active learning practices, which have recently gained prominence, due to its effectiveness in setting knowledge.

Análise das ligas acadêmicas de medicina sob a perspectiva dos alunos / Analysis of academic medical leagues from the students' perspective

Objetivo: analisar as ligas acadêmicas de medicina (LAM) estruturadas e em funcionamento em instituição de ensino superior como estratégias de ensino e aprendizagem, considerando o perfil e verificar se as atividades promovidas pelas LAM estão alinhadas com a medicina baseada em evidências. Métodos: estudo descritivo, do tipo transversal, aprovado pelo Comitê de Ética da Faculdade de Ciências Médicas e da Saúde de Juiz de Fora. Participaram como sujeitos da pesquisa estudantes do último ano de medicina e médicos recém-formados no ano de 2018. Essa amostragem não probabilística teve como finalidade a avaliação da influência das LAM na formação médica. Resultados: oito (5,9%) entrevistados não participaram de qualquer LAM. Observou-se que 31 (24,2%), 49 (38,3%) e 38 (29,7%) participaram de uma, duas ou três LAM, respectivamente. A maioria participou de LAM do terceiro ao oitavo período, porém em todos os períodos houve participação de algum aluno. Para 50 (39,1%) entrevistados, as LAM ajudaram de alguma forma para confirmar a escolha da área da residência, já para 53 (41,4%) deles, elas ajudaram na exclusão da área para a residência. Nota-se, ainda, que 117 (91,4%) dos que participaram de LAM acharam a experiência válida para a formação acadêmica. Conclusões: a maior parte dos alunos atualmente participam de ligas; há enorme interesse em participar de diretoria de LAM e estágios extracurriculares; as LAM contribuem para a escolha da futura especialidade; os estudantes veem neces-sidade na regulamentação das LAM; a avaliação global é de que a experiência é válida para a formação médica. O tema ligas acadêmicas é de enorme relevância atualmente em virtude da extensa participação dos estudantes nessas atividades. A educação em saúde visa compreender a importância dessas entidades para garantir o maior êxito possível no ensino, na pesquisa e na extensão.

Aims: the objective was to analyze the structured and functioning of academic medical leagues (AML) in higher education institution as teaching and learning strategies, considering the profile and to verify if the activities promoted by the AML are aligned with the evidence-based medicine. Methods: descriptive, cross-sectional study, approved by the Ethics Committee of the Faculty of Medical and Health Sciences of Juiz de Fora. Medical students and newly graduated physicians participated in the research in 2018. This non-probabilistic sampling aimed to evaluate the influence of AML on medical education. Results: eight respondents did not participate in AML (5.9% of the sample). 31 (24.2%), 49 (38.3%) and 38 (29.7%) participated in one, two or three AML, respectively. Most participated in AML from the third to the eighth period, but in all periods, there was participation. For 50 (39.1%) of respondents, the AML helped in some way to confirm the choice of area of residence, while for 53 (41.4%) of them, AML helped to exclude the area for residence. It is also noted that 117 (91.4%) of those who participated in AML found the experience valid for academic education. Conclusions: thus, most students currently participate in leagues; There is tremendous interest in attending AML board and extracurricular internships; AML contribute to the choice of future specialty; Students needs AML regulation; The overall assessment is that experience is valid for medical education. The academic leagues theme is of enormous relevance today because of the extensive participation of students in these activities. Health education aims to understand the importance of these entities to ensure the greatest possible success in teaching, research, and extension.

Integração do ensino da ultrassonografia point of care no currículo de graduação em medicina: um relato de experiência / Integrating the teaching of point of care ultrasonography in the undergraduate medical curriculum: a case report

Introdução: O termo ultrassonografia a beira do leito ou point of care (POCUS) tem sido utilizado para descrever o uso de ultrassons portáteis pelo médico quando do atendimento ao paciente. A POCUS está cada vez mais sendo integrada a prática médica como extensão do exame físico tradicional. Objetivo: Apresentar a experiência da implementação do ensino da POCUS no currículo de graduação da Faculdade de Medicina da UFJF. Relato de experiência: São descritos o processo e as condições de implementação da disciplina Ecografia Clínica (EC) I com os alunos do quarto período do curso de medicina da UFJF. Resultados: Na avaliação cognitiva (AC) com opções de múltipla escolha, 88% dos estudantes obtiveram notas iguais ou superiores 80 pontos. Na AC de associação de imagens, o resultado foi ainda melhor, com 96% dos discentes obtendo notas iguais ou superiores a 80 pontos (nenhum aluno obteve nota inferior a 60 pontos). No OSCE, o aproveitamento igual ou superior a 80 pontos foi alcançado por 92% dos alunos. A avaliação de satisfação com a disciplina EC I (escala do tipo Likert) pelos estudantes revelou que a maioria absoluta deles considera que a ultrassonografia melhorou a sua educação médica, melhorou a qualidade do seu exame físico e deveria ser mais inserida no currículo médico. Conclusão: A inserção da ultrassonografia no ensino de graduação em medicina é pedagogicamente adequada e aprovada pelos estudantes.

Introduction: The term bedside ultrasound (POCUS) has been used to describe the use of portable ultrasounds by the physician when providing patient care. POCUS is increasingly being integrated in medical practice as an extension of the traditional physical examination. Objective: To report the experience of the implementation of the teaching POCUS in the undergraduate curriculum of the Faculty of Medicine of UFJF. Experience report: The process and the conditions for the implementation of the discipline Clinical Ultrasound I with the students of the fourth period of the UFJF medical course are described. Results and discussion: In the cognitive assessment (CA) with multiple choice options, 88% of students scored 80 points or higher. In the CA using image association, the result was even better, reaching 96% of students with grades equal to or greater than 80 points (no student scored below 60 points). In the OSCE, achievement equal to or greater than 80 points was achieved by 92% of the students. Satisfaction assessment with the discipline clinical ultrasound I (Likert scale) by medical students revealed that the absolute majority of them consider that ultrasound has improved their medical education, improved the quality of their physical examination and should be more inserted in the medical curriculum doctor. Conclusion: The insertion of the ultrasonography in the teaching of graduation in medicine is pedagogically adequate and approved by the students.

Ligas acadêmicas na educação médica: uma análise institucional sob a visão dos orientadores / Academic leagues in medical education: an institutional analysis under the guiding view

Introdução: As ligas acadêmicas de medicina (LAM) surgiram no Brasil no início do século XX como reuniões de alunos, na necessidade de combate à alta prevalência dos agravos de saúde pela tuberculose e pela hanseníase. Na década de 90, a criação de novas LAMs permitiu um ambiente de discussão e prática de atividades em área de saúde de interesse de um conjunto de alunos e foi, assim, ganhando cada vez mais espaço na formação médica. Todavia, ainda são poucas as evidências científicas que discutem as finalidades e contribuições das LAMs durante a graduação, seja do ponto de vista do aluno ou do orientador. Objetivo: Estudar o perfil das ligas acadêmicas do curso de medicina de uma instituição de ensino da cidade de Juiz de Fora ­ MG. Material e Métodos: Trabalho de natureza descritiva e transversal que teve como instrumento de pesquisa questionário estruturado com 12 perguntas fechadas, previamente definidas, que foi respondido pelos orientadores das LAMs. Resultados: Em 2018, havia na instituição 36 ligas oficialmente constituídas com 37 orientadores. Quanto a frequência de encontros, os mesmos são majoritariamente mensais (78,4%) e 78,4% contam com a participação dos orientadores. Quanto à participação científica, 70,3% fazem discussão de artigos científicos, 62,2% possuem práticas extra-curriculares, 10,8% realizaram projetos de extensão e 13,5% têm trabalhos vinculados ao Programa de Iniciação Científica. Ressalta-se que a percepção dos orientadores é que 56,8% dos alunos participam para pontuação em programas de residência médica. Finalmente, 89,2% consideram o modelo de gestão adequado. Conclusão: A percepção dos orientadores é importante para a análise das ligas de forma a garantir melhorias principalmente para a educação e extensão. Somente com a descrição e estudo da situação atual será possível imprimir sugestões e avanços nessa questão, que já é tema central dentro da educação médica.

Introduction: The academic leagues of medicine (LAM) emerged in Brazil at the beginning of the twentieth century as student meetings, in order to combat the high prevalence of health problems caused by tuberculosis and leprosy. In the 1990s, the creation of new LAMs allowed for an environment of discussion and practice of health activities of interest to a group of students and was thus gaining more and more space in medical education. However, there is still little scientific evidence to discuss the purposes and contributions of LAMs during undergraduate studies, either from the student's or the advisor's point of view. Objective: To investigate the profile of academic leagues by the medical course of an educational institution in the city of Juiz de Fora - MG. Material and Methods: This study has a descriptive and cross-sectional nature and had as its instrument a structured questionnaire with 12 previously defined closed questions, which was answered by the LAM advisors. Results: In 2018 there were 36 officially constituted leagues in the institution with 37 mentors. As for the frequency of meetings, they are mostly monthly (78.4%), and 78.4% have the participation of counselors. As for scientific participation, 70.3% discuss scientific articles, 62.2% have extra-curricular practices, 10.8% have Extension Projects and 13.5% have papers linked to the Scientific Initiation Program. It is noteworthy that the perception of counselors is that 56.8% participate for scoring in medical residency programs. Finally, 89.2% consider the management model appropriate. Conclusion: Guidance perception is important for league analysis in order to ensure improvements especially for education and extension. Only with the description and study of the current situation will it be possible to print suggestions and advances in this issue, which is already a central theme within medical education.

Plasmablastic lymphoma of the anal canal in an HIV-infected patient.

BACKGROUND: The advent of antiretroviral therapy increased the life expectancy of human immunodeficiency virus (HIV)-positive patients and, consequently, the morbidity and mortality due to neoplasms. Plasmablastic lymphoma is one such neoplasm that generally presents with involvement of the oral cavity; cases of extra-oral involvement are rare. CASE REPORT: We report a case of plasmablastic lymphoma in a 46-year-old woman for whom the initial clinical manifestation was a painless perineal tumor accompanied by fecal incontinence. CONCLUSIONS: The possibility of this neoplasm should be considered in patients with HIV/acquired immune deficiency syndrome (HIV/AIDS) because its early diagnosis is essential so that the start of the treatment is not delayed.

Allogeneic hematopoietic stem cell transplantation in mycosis fungoides.

Mycosis Fungoides is typically an indolent disease in early stages. However, approximately 30% of patients have advanced staged disease at presentation and 20% will develop it at some time. These patients have a poorer prognosis with a median survival of 2-4 years. The only curative option for mycosis fungoides may be hematopoietic allogeneic stem cell transplantation. We report the case of a patient with mycosis fungoides in an advanced stage (IIB), refractory to treatment options. She underwent allogeneic hematopoietic stem-cell transplantation (allo-HSCT). The patient remains in complete remission nineteen months after allo-HSCT. Allogeneic transplantation can alter the natural history of mycosis fungoides and should be considered in patients who have refractory disease or short-lived responses with standard therapies.

Allogeneic hematopoietic stem cell transplantation in mycosis fungoides / Transplante alogenico de celulas-tronco hematopoieticas em micose fungoide

Mycosis Fungoides is typically an indolent disease in early stages. However, approximately 30% of patients have advanced staged disease at presentation and 20% will develop it at some time. These patients have a poorer prognosis with a median survival of 2-4 years. The only curative option for mycosis fungoides may be hematopoietic allogeneic stem cell transplantation. We report the case of a patient with mycosis fungoides in an advanced stage (IIB), refractory to treatment options. She underwent allogeneic hematopoietic stem-cell transplantation (allo-HSCT). The patient remains in complete remission nineteen months after allo-HSCT. Allogeneic transplantation can alter the natural history of mycosis fungoides and should be considered in patients who have refractory disease or short-lived responses with standard therapies.

Micose Fungoide é tipicamente uma doença indolente em estágios iniciais. No entanto, aproximadamente 30% dos pacientes têm doença avançada na apresentação e 20% irão desenvolvê-la em algum momento. Esses pacientes têm um pior prognóstico com uma sobrevida média de dois a quatro anos. A única possibilidade de cura é o transplante alogênico de células-tronco hematopoiéticas. Relatamos o caso de uma paciente com micose fungoide em estágio avançado (IIB), refratária às opções terapêuticas e que foi submetida a um transplante alogênico de células-tronco hematopoiéticas. A paciente permanece em remissão completa 19 meses após o procedimento. O transplante alogênico é capaz de mudar a história natural da micose fungoide e deve ser considerado em pacientes com doença avançada e refratária aos tratamentos disponíveis.

Vigilância nutricional no Brasil: criação e implementação do SISVAN / Nutritional surveillance in Brazil: creation and implementation of sisvan

É indiscutível a importância de uma alimentação adequada do ponto de vista nutricional para assegurar crescimento e desenvolvimento saudáveis. No Brasil, a fome não é imediatamenteuma situação tão visível, no entanto milhõesde pessoas sofrem de má nutrição ou subnutrição. Com ocenário persistente de desigualdades sociais, as autoridades do Brasil, a partir dos anos 60, passaram a se preocupar coma vigilância alimentar e nutricional. Para assegurar um maiorcontrole e acompanhamento da segurança alimentar e dos problemas relacionados à nutrição (em especial desnutrição e obesidade) e dos impactos da transição nutricional, surgiu,em 1990, o Sistema de Vigilância Alimentar e Nutricional,SISVAN. No entanto, para que o SISVAN consiga atingirseu objetivo, é imprescindível que a equipe técnica desse órgão supere os inúmeros desafios que se apresentam ao desenvolvimento do SISVAN. Necessária se faz, portanto,a realização de intercâmbios entre setores, bem como a agregação de profissionais capacitados e especializados e investimentos em treinamentos dos mesmos, já que novas necessidades surgiram com o passar dos anos. Dessa forma,o principal objetivo desta pesquisa teórica será descrevero processo de criação e implementação da Vigilância Nutricional no Brasil através de revisão bibliográfica do tema e propor ações modernizadoras para a sua evolução bem como análise crítica sobre o tema.

A nutritionally balanced diet is essential for healthy growth and development. Although hunger is no longer so visible in Brazil, millions of people still suffer from malnutrition or undernutrition. Against a persistent background of social inequality, nutritional and dietary surveillance has gained official attention since the 60's. In order to attain greater control and follow-up of dietary safety and nutrition-related problems (chiefly malnutrition and obesity), and of the impact of the nutritional transition, the Food and Nutritional Surveillance System (Sistema de Vigilância Alimentar e Nutricional - SISVAN) was created in 1990. The development of SISVAN has been hampered by several challenges that must be faced by its technical staff. Because new demands have been accumulating, exchange between sectors, admission of specialized and skilled staff, and investment in continuing training are necessary. The main objective of this theoretical research is to describe, through a bibliographic review, the process of creation and implementation of nutritional surveillance in Brazil. We also make a critical review of the issue and propose modernizing actions for its development.