Guillain-Barré Syndrome in a Patient Receiving Anti-Tumor Necrosis Factor for Crohn Disease: Coincidence or Consequence?

BACKGROUND Antibodies against tumor necrosis factor alpha (anti-TNF-alpha) are currently widely used in the treatment of inflammatory bowel diseases (IBD), despite a number of reported adverse effects. Diverse neurologic syndromes, including the Guillain-Barre syndrome (GBS), an immune-mediated disease characterized by evolving ascending limb weakness, sensory loss, and areflexia, have been described in association with anti-TNF-alpha therapy. CASE REPORT A 45-year-old White woman was in follow-up with fistulizing ileocolonic Crohn disease using combination therapy (infliximab plus azathioprine) as CD maintenance therapy. After 3 years of this immunosuppressive therapy, she presented with symmetrical and ascending paresis in the lower limbs, and later in the upper limbs, in addition to reduced reflexes in the knees, 1 day after an infliximab infusion. The patient was hospitalized and treatment for CD was suspended. Neurophysiology studies demonstrated a pattern compatible with acute inflammatory demyelinating polyradiculopathy, with predominantly motor involvement, consistent with Guillain-Barre syndrome (GBS). Clinical, laboratory, and imaging exams were unremarkable. She was treated with intravenous immunoglobulins, with a progressive and complete resolution of neurological symptoms. After 1-year follow-up, she presented with active Crohn disease, and we opted for treating her with vedolizumab, with which she achieved clinical and endoscopic remission. CONCLUSIONS Patients receiving biological therapy with anti-TNF-alpha agents should be monitored for central or peripheral neurological signs and symptoms. The development of GBS can be secondary to anti-TNF-alpha treatment. The positive temporal relationship with TNF-alpha therapy and onset of neurological symptoms reinforces this possibility.

Factors associated with surgical resection in patients with Crohn's disease: long-term evaluation.

PURPOSE: To evaluate patient characteristics and factors associated with surgical resection in patients with Crohn's disease (CD). METHODS: An analysis was performed on data from 295 patients with CD in follow-up from 2001 to 2018. Medical record data comprised age, gender, location, behavior and duration of the CD, smoking, and extraintestinal manifestation. Patients were divided into two groups according to the presence or absence of surgical resection. RESULTS: Out of the 295 patients with CD, 155 underwent surgical resection (53.2% male, mean age: 43.88 ± 14.35 years). The main indications for surgery were stenosis (44.5%), clinical intractability (15.5%), and intra-abdominal fistulas (15.5%). Smoking (p < 0.001), longer CD duration (p < 0.0001), ileo-colonic location (p = 0.003), stenosing behavior (p < 0.0001), and fistulizing behavior (p < 0.0001) were significantly associated with surgical resection. Initial use of biological was significantly more frequent in the group of patients without surgical resection (p < 0.001). CONCLUSIONS: Patients with CD still frequently need surgical treatment. Smoking (current or past), longer disease time, stenosing and fistulizing behavior, and ileo-colonic localization in CD patients were associated with a higher risk of surgery. Awareness about factors associated with unfavorable outcome allows such patients to be treated more appropriately.

Estresse e Enfrentamento das Dificuldades em Universitários da Área da Saúde / Stress and Coping with Difficulties in Health University Students / Estrés y Enfrentamiento de Dificultades por Universitarios del Sector Salud

Resumo: Este estudo pretende identificar a percepção de estudantes de uma mesma instituição de ensino superior da área da saúde sobre dificuldades acadêmicas e não acadêmicas, estratégias de coping e identificar a presença de estresse. Foi um estudo transversal utilizando abordagens quantitativa e qualitativa, desenvolvido por meio de questionário estruturado e inventários psicométricos validados ( COPE Breve; inventário de sintomas de estresse ISLL ). Adicionalmente, foram realizadas entrevistas para ampliar a compreensão dos resultados dos instrumentos quantitativos. Na etapa quantitativa, participaram 162 estudantes dos cursos de graduação em Fisioterapia, Fonoaudiologia, Medicina, Nutrição e Terapia Ocupacional. Destes, 60 participaram de entrevista qualitativa. Os dados foram submetidos à análise estatística univariada e análise multivariada por regressão logística. Os estudantes relataram encontrar grande número de dificuldades e utilizar variadas estratégias de coping . A análise estatística univariada demonstrou que não houve diferenças importantes entre cursos e etapas quanto ao número de dificuldades e estratégias utilizadas. A presença de estresse foi identificada em proporções entre 45% e 100% dos estudantes, conforme o curso e a etapa considerada, sem diferenças significativas entre eles. A análise multivariada identificou cinco variáveis independentes como determinantes de estresse: sexo feminino, renda familiar, número de dificuldades acadêmicas/não acadêmicas e número de estratégias de coping voltadas à "emoção" presentes. Esta análise também mostrou que o estresse patológico está relacionado a somente uma variável: o número de dificuldades não acadêmicas. Estes achados reforçam a necessidade de manter ações institucionais de assistência social e apoio psicológico, favorecendo assim um planejamento efetivo de medidas de promoção da saúde mental dos estudantes.

Abstract: This study aimed to find undergraduate students' perceptions about academic and non-academic difficulties and coping strategies and determining the occurrence of stress among them. This was a cross-sectional study using quantitative and qualitative approaches to evaluate students from different health professions in a single institution. Physical therapy, speech therapy, medicine, nutrition, and occupational therapy program students (N=162) answered a structured questionnaire and two validated psychometric inventories (COPE Brief scale and the ISS stress symptoms inventory). Additionally, 60 students underwent a semi-structured interview to better understand the results from the quantitative instruments. Quantitative data underwent univariate analysis to test differences between proportions and stepwise multiple regression analysis to identify the independent determinants of stress. Students reported a large number of academic and non-academic difficulties and a variety of coping strategies. Univariate statistical analysis showed no significant differences between courses and stages regarding the number of difficulties and coping strategies. A large proportion of students showed stress, ranging from 45% to 100%, depending on the course and stage, with no significant differences between them. Multivariate statistical analysis found five independent variables as stress determinants: female gender, low family income, number of academic and non-academic difficulties, and number of emotion-focused coping strategies. This analysis also showed that pathological stress is related to only one variable: the number of non-academic difficulties. These findings reinforce the importance of maintaining institutional actions for student social assistance and psychological support. Results also provide meaningful data for adequately planning more effective measures to promote students' mental health.

Resumen: Este estudio pretende identificar la percepción de los estudiantes del sector salud sobre las dificultades académicas y no académicas, las estrategias de coping y la presencia de estrés. Este estudio transversal, con enfoque cuantitativo y cualitativo, utilizó cuestionarios estructurados e inventarios psicométricos validados (escala Brief COPE; inventario de sintomatología de estrés ISE ); además de entrevistas para ampliar la comprensión de los resultados de los instrumentos cuantitativos. En la etapa cuantitativa participaron 162 estudiantes de los cursos de grado en Fisioterapia, Fonoaudiología, Medicina, Nutrición y Terapia Ocupacional. De estos, 60 participaron en la entrevista cualitativa. Los resultados se sometieron a análisis estadístico univaria nte, para distinguir los grupos y asociaciones entre variables, y a análisis multivariado por regresión logística para identificar variables independientes que determinan el estrés. Los estudiantes reportaron enfrentar muchas dificultades académicas y no académicas, y utilizaban diferentes estrategias de coping. El análisis estadístico univariante no obtuvo diferencias significativas entre cursos y etapas respecto al número de dificultades y estrategias utilizadas. Un 45% y 100% de los estudiantes experimentaron estrés según el curso y la etapa considerada, sin diferencias significativas entre ellos. Se encontraron cinco variables independientes como factores de estrés: sexo femenino, renta familiar, número de dificultades académicas/no académicas y número de estrategias de coping orientadas a la "emoción". El estrés patológico estuvo relacionado solo a la variable número de dificultades no académicas. Se necesita mantener acciones institucionales de asistencia social y apoyo psicológico para favorecer una planificación efectiva de medidas de promoción de salud mental de los estudiantes.

Reflexões sobre a utilização do Teste de Progresso na avaliação programática do estudante / Reflections on the use of the Progress Test in the programmatic student assessment

Resumo: Introdução: O Teste de Progresso (TP) constitui modalidade estabelecida e bem-sucedida de avaliação de conhecimentos do estudante das profissões da saúde, principalmente os de Medicina, com potencial de contribuir substancialmente para as finalidades formativa e informativa (controle de qualidade e indicação de melhoria nos processos de ensino e aprendizagem). Adicionalmente, o TP apresenta características adequadas à sua inclusão em sistemas institucionais de avaliação que privilegiem a finalidade formativa, como a avaliação programática (AP), mas que cumprem também a somativa. Nas escolas que vêm definindo ações visando à introdução da AP em seus cursos de graduação, é necessária a reflexão sobre as fortalezas e limitações da utilização do TP no sistema de avaliação. Desenvolvimento: A partir das considerações de um grupo de trabalho representativo de toda a instituição, incumbido de propor meios de introdução da AP em um novo currículo para o curso de Medicina, contando com assessoria internacional com experiência tanto no TP como na AP, elaborou-se reflexão sobre esse tema, baseada na experiência dos autores e em dados da literatura. Propõe-se que, dentro da perspectiva longitudinal da AP, o TP constitua um dos pilares na avaliação de conhecimentos. O TP pode servir de base para acompanhamento do estudante, no contexto da sua turma (coorte), e seus resultados devem ser discutidos com o mentor que o acompanha e lhe dá suporte. O TP deve ter também papel central na gestão, como fonte de informações para eventual revisão e qualificação do currículo e das suas atividades de ensino e aprendizagem. É previsível que a utilização do TP na AP traga diferentes desafios e barreiras, que serão mais facilmente superados se houver na instituição experiências já consolidadas de aplicação de exames institucionais e de desenvolvimento docente para a elaboração de questões objetivas de boa qualidade. Conclusão: A efetividade do TP dentro do sistema institucional de AP vai depender de medidas que visem aumentar a sua efetividade na avaliação e que estimulem a participação ativa do estudante, refletindo sobre seu desempenho no TP, com o apoio do seu mentor, de modo a se engajar em ações que fomentem a autorregulação da aprendizagem.

Abstract: Introduction: The Progress Test (PT) is a well-established and mostly successful modality of student knowledge assessment in the health professions, mainly those in the medical area, with the potential to contribute substantially to the formative and informative purposes (quality control and indication of improvement in the teaching-learning processes). Additionally, the PT has characteristics that are adequate for its inclusion in institutional evaluation systems that facilitate the formative purpose, such as programmatic assessment (PA), but that also meet the summative purpose. In schools that have defined actions aimed at introducing PA in their undergraduate courses, it is necessary to reflect on the strengths and limitations of using PT in the evaluation system. Development: based on the considerations of a working group representative of the entire institution, tasked with proposing means of introducing PA in a new curriculum for the medical course, with international advice with experience in both PT and PA, we generated a reflection on this topic, based on the authors' experience and data from the literature. It is proposed that, within the longitudinal perspective of the PA, the PT constitutes one of the pillars in the assessment of knowledge. The PT can be used as a basis for monitoring the students, in the context of their class (cohort), and its results should be discussed with the mentors who accompanies and supports them. The PT must also play a central role in management, as a source of information for eventual review and qualification of the curriculum and its teaching-learning activities. It is predictable that the use of the PT in PA will bring different challenges and barriers, which will be more easily overcome if the institution has already consolidated experiences in the application of institutional exams and in faculty development for the production of good quality objective questions. Conclusion: the effectiveness of the PT within the institutional PA system will depend on measures aimed at increasing its effectiveness in the assessment and that encourage the student's active participation, reflecting on their performance in the PT, with the support of their mentor, aiming to engage in actions that encourage learning self-regulation.

Oficina para elaboração de testes de múltipla escolha de ciências básicas aplicadas: relato de experiência / Workshop on item writing to assess basic sciences in health professional education: an experience report

Resumo: Introdução: A avaliação do estudante é componente essencial de todo programa educacional. O aprendizado das ciências básicas é fundamental para dar sentido ao que se aprende na fase clínica da formação de um profissional em saúde. Entretanto, a maioria dos treinamentos de elaboradores de testes de múltipla escolha (TME) é voltada à formulação de questões clínicas e não inclui abordagem específica para questões das ciências básicas. Relato de experiência: Foi realizada uma oficina para a capacitação docente na elaboração de TME de aplicação dos conhecimentos de ciências básicas, visando à elaboração de uma prova a ser aplicada no final do ciclo básico de seis cursos da saúde. O material instrucional foi elaborado pelos autores, que ofereceram uma oficina no formato on-line. Um diferencial dessa capacitação foi a aplicação de modelos de elaboração de enunciados com contextos definidos, utilizando momentos de preparo assíncronos e encontro síncrono. Após a oficina, aplicaram-se questionários sobre a satisfação e aprendizagem dos participantes. A maioria avaliou a oficina como boa ou muito boa e referiu aumento da percepção de capacidade para elaborar TME, e, ao final, somente 7% se sentiram pouco preparados para elaborar um TME seguindo as boas práticas. Houve melhora na qualidade dos TME elaborados, tendo como referencial os índices de dificuldade e discriminação. Discussão: Existem evidências do valor do desenvolvimento do corpo docente na melhoria da qualidade das questões produzidas. O formato de oficina proposto foi bem avaliado pelos participantes e contribuiu para a qualidade das questões de provas aplicadas ao final do ciclo básico. Conclusão: Estratégias como a descrita qualificam as avaliações dentro da escola e contribuem para a organização de provas externas.

Abstract: Introduction: Student assessment is an essential component of all educational programs. Basic science learning is essential for making clinical knowledge meaningful to healthcare students. However, most item writer training is focused on the formulation of clinical questions and does not include a specific approach to basic science questions. Experience Report: Workshops on item writing for knowledge application on basic sciences were carried out with the aim of planning a test to be applied at the end of the basic cycle of six health courses. The instructional material was prepared by the authors, who offered online workshops. A differential of this training was the application of models of item lead-in elaboration with defined contexts, using moments of asynchronous preparation and synchronous encounter. After each workshop, surveys were applied to assess participants' satisfaction and learning. Most participants rated the workshop as good or very good and reported an increase in their perceived ability to prepare single best answer multiple-choice questions. At the end, only 7% reported they were not prepared to write an item following good practices. There was an improvement in the quality of the items prepared, using the difficulty and discrimination indexes as a reference. Discussion: There is evidence of the value of faculty development in improving the quality of the questions produced. The proposed workshop format was well evaluated by the participants and contributed to the quality of tests applied to students at the end of the basic science cycle. Conclusion: Strategies such this qualify assessments within the school and contribute to the organization of external exams.

Estilos de aprendizagem de estudantes de graduação de diferentes profissões da saúde de uma instituição / Learning styles of health professions undergraduate students from a single institution

Resumo: Introdução: O conceito de estilo de aprendizagem deriva de teorias que consideram que as pessoas aprendem de maneiras diversas e que esse processo é melhor quando as estratégias de ensino e aprendizagem adotadas no ambiente escolar são mais compatíveis com algumas das suas características. Objetivo: Este estudo teve como objetivos determinar, em estudantes ingressantes na mesma instituição de ensino superior, em vários cursos de graduação na área da saúde, a frequência dos diferentes estilos de aprendizagem, categorizados segundo as quatro dimensões do referencial de Felder e Soloman (FS), e detectar eventuais diferenças associadas ao tipo de curso e ao gênero. Método: A população de estudo (N = 283; 190 mulheres) foi composta por ingressantes dos cursos de Medicina, Ciências Biomédicas, Fisioterapia, Fonoaudiologia, Nutrição e Metabolismo e Terapia Ocupacional, com 68,2% deles com idade entre 18 e 20 anos. Os estudantes responderam a um questionário de caracterização sociodemográfica e ao Inventário de Estilos de Aprendizagem (ILS) de FS, que permitiu determinar as frequências dos vários estilos de aprendizagem e as suas relações com o tipo de curso de graduação e o gênero. Resultado: No conjunto de estudantes, houve predomínio dos estilos de aprendizagem "sensorial", "visual", "reflexivo" e "sequencial" nas dimensões "percepção", "entrada", "processamento" e "compreensão" da informação, respectivamente. Não houve, em nenhuma das dimensões, diferença estatisticamente significativa quanto aos estilos de aprendizagem que pudesse ser associada ao tipo de curso e ao gênero, embora as mulheres tenham apresentado significativo predomínio do estilo "reflexivo" na dimensão do "processamento". Conclusão: Não foi possível estabelecer diferenças significativas entre os vários cursos de graduação das profissões da saúde, nem entre homens e mulheres, quanto aos estilos de aprendizagem predominantes nos estudantes, embora as mulheres tenham apresentado frequência significativamente maior do estilo reflexivo. Esses achados devem ser levados em consideração no planejamento das atividades de aprendizagem e, principalmente, no apoio pedagógico, dando oportunidade aos estudantes de conhecer os seus estilos de aprendizagem e ajudando-os a se adaptar melhor às estratégias empregadas em cada instituição.

Abstract: Introduction: The concept of "learning styles" derives from theories postulating that students learn by following diverse pathways and that learning is more effective when the adopted teaching strategies more closely match specific student characteristics and learning preferences. Objectives: To determine, in first-year students attending different undergraduate courses in the health area at the same higher education institution, the frequency of different learning styles, categorized according to the four dimensions of Felder & Soloman (FS) model, and to detect any differences associated with the type of course and gender. Method: The study population (N=283; 190 women) consisted of first-year students attending the Medicine, Biomedical Sciences, Physical Therapy, Speech-Language Pathology, Nutrition and Metabolism, and Occupational Therapy courses, with 68.2% of them aged between 18 and 20 years. The students answered a sociodemographic characterization questionnaire and the FS Index of Learning Styles (ILS) questionnaire, which allowed determining the frequencies of the different learning styles and their associations with the type of undergraduate course and gender. Results: the student group showed a predominance of "Sensory", "Visual", "Reflective" and "Sequential", learning styles, in the "Perception", "Input", "Processing" and "Understanding" dimensions of learning, respectively. There was no statistically significant difference in terms of learning styles, in any of the dimensions, that could be associated with the type of course and gender, although women showed a significant predominance of the "Reflective" style in the "Processing" dimension. Conclusion: It was not possible to establish significant differences between the different undergraduate courses in the health area, or between men and women, regarding the students' predominant learning styles, although women showed a significantly higher frequency of the Reflective style. These findings must be considered when planning learning activities and, mainly, in pedagogical support, giving students the opportunity to learn about their learning styles and helping them to better adapt to the strategies employed in each institution.

Prevalêncıa e fatores predıtıvos assocıados à posıtıvıdade dos marcadores serológıcos do SARS-COV-2 em pacıentes com doença ınflamatórıa ıntestınal em um centro de referêncıa em DII / Prevalence and predictive factors associated with positivity of sars-cov-2 serological markers in patients with inflammatory bowel disease at an ibd referral center

ABSTRACT Background: Data related to SARS-CoV-2 exposure rates in patients with inflammatory bowel diseases (IBD) are scarce. Objective - Our aim was to determine the prevalence of serological markers of SARS-Cov-2 and the predictive factors for positivity in patients with IBD. Methods: This is a cross-sectional, observational study carried out from May to September 2020. SARS-CoV-2 serological markers were determined using chemiluminescence immunoassay in 233 IBD patients without evidence of COVID-19 symptoms. Patient age was 36.6±11.1 years, 118 patients were male (50.6%), and 63.1% had Crohn's disease. Patient clinical data were extracted from individual electronic medical records and complemented by a structured interview. Results: Twenty-six out of the 233 patients with IBD had positive serum markers for SARS-CoV-2 (11.2%). Female sex (P<0.003), extra-intestinal manifestations (P=0.004), use of corticosteroids (P=0.049), and previous contact with individuals with flu-like symptoms (P<0.001) or confirmed diagnosis of COVID-19 (P<0.001), were associated with a significant increased rate of positive SARS-Cov-2 serological markers. No significant difference was observed regarding to adherence to protection measures and positivity of SARS-Cov-2 serological markers (P>0.05). Conclusion: SARS-CoV-2 previous infection in IBD patients was not that uncommon, and its prevalence was 11.2% in our series. Positivity to SARS-CoV-2 serological markers was associated with female sex, extra-intestinal manifestations, use of corticosteroids, and contact with individuals with suspected or confirmed COVID-19. Studies with longer follow-up periods are needed to confirm these findings.

RESUMO Contexto: Dados relacionados às taxas de exposição ao SARS-CoV-2 em pacientes com doenças inflamatórias intestinais (DII) são escassos. Objetivo Nosso objetivo foi determinar a prevalência de marcadores sorológicos do SARS-Cov-2 e os fatores preditivos de positividade em pacientes com DII. Métodos: Este foi um estudo transversal observacional realizado no período de maio a setembro de 2020. Os marcadores sorológicos SARS-CoV-2 foram determinados por imunoensaio de quimioluminescência em 233 pacientes com DII sem evidência de sintomas de COVID-19. A idade dos pacientes foi 36,6±11,1 anos, 118 pacientes eram do sexo masculino (50,6%) e 63,1% tinham doença de Crohn. Os dados clínicos dos pacientes foram extraídos de prontuários médicos eletrônicos individuais e complementados por meio de uma entrevista estruturada. Resultados: Vinte e seis dos 233 pacientes com DII apresentaram marcadores sorológicos positivos para SARS-CoV-2 (11,2%). Sexo feminino (P<0,003), manifestações extra-intestinais (P=0,004), uso de corticosteroides (P=0,049) e contato prévio com indivíduos com sintomas gripais (P<0,001) ou diagnóstico confirmado de COVID -19 (P<0,001), foram associados a um aumento significativo da taxa de positividade para marcadores sorológicos do SARS-Cov-2. Não foi observada diferença significativa em relação à adesão às medidas de proteção e positividade dos marcadores sorológicos para o SARS-Cov-2 (P>0,05). Conclusão: A infecção prévia pelo SARS-CoV-2 não é tão incomum em pacientes com DII e sua prevalência em nossa série foi de 11,2%. A positividade aos marcadores sorológicos SARS-CoV-2 foi associada ao sexo feminino, manifestações extra-intestinais, uso de corticosteroides e contato com indivíduos com suspeita ou diagnóstico confirmado de COVID-19. Estudos com períodos de acompanhamento mais longos são necessários para confirmar esses achados.

Pharmacists' Educational Training and Professional Activities at the Municipal Level of the Brazilian National Health System

Abstract Brazilian pharmacists' education and training aims to prepare them for the various activities they will undertake during professional practice, especially in the national health system (SUS). By using an exploratory transversal study based on a validated questionnaire, we have characterized the educational and training background of pharmacists working in SUS municipal units in Ribeirão Preto, State of São Paulo (SP), Brazil, and the frequency with which these professionals carry out several activities. Pharmacists working in these municipal outpatient units (N=44) graduated between 1981 and 2014 (56.8% of them graduated from public state or federal institutions), are predominantly female (84%), and are aged 25-57 years; 34% of these pharmacists have a "Generalist" degree, and 90.9% attended postgraduate programs, mostly specialization (75%). All the pharmacists pointed out the need for continuing education. The frequency with which they carry out activities varies, but those involving direct contact with patients predominate. Consultations, therapeutic follow-up, case discussions, and health promotion activities take place only occasionally. We concluded that pharmacists who work in the municipality of Ribeirão Preto, SP, are very much involved with dispensing, but not with health education or pharmacotherapeutic follow-up, so investing in education and training in these areas is necessary.

Histoplasmosis Related to Immunosuppression in a Patient with Crohn's Disease: A Diagnostic Challenge.

BACKGROUND Infliximab, a monoclonal antibody against tumor necrosis factor (TNF) alpha with proven efficacy and known safety profile, is currently widely used in the treatment of inflammatory bowel diseases. Increased risk for serious infections and malignant neoplasms secondary to immunosuppression is a major concern during therapy with this medication. Histoplasmosis is a granulomatous disease caused by the fungus Histoplasma capsulatum. Disseminated forms of the disease have immunodepression as a major risk factor. CASE REPORT A 39-years-old man had been followed with refractory fistulizing ileocolonic Crohn's disease using combination therapy (infliximab plus azathioprine) and also receiving short courses of steroids. After 2 years of this immunosuppressive therapy, the patient presented with high fever (39.5ºC) for 5 days, associated with profuse sweating, and moderate pain in the left hypochondrium. The patient was hospitalized. Diagnoses of tuberculosis, malignancy, autoimmune diseases, and bacterial and viral infections were rapidly discarded after investigation. Clinical, laboratory, and image signs of liver involvement prompted a guided percutaneous biopsy, which revealed granulomatous hepatitis, with the presence of fungal structures suggestive of Histoplasma capsulatum. Upon treatment with liposomal amphotericin followed by itraconazole, the patient showed an impressively positive clinical response. CONCLUSIONS TNF blockers, particularly when associated with other immunosuppressors, are a serious risk factor for opportunistic infections. This unusual case of disseminated histoplasmosis in a patient with Crohn's disease using infliximab in combination with azathioprine and steroids emphasizes the need for surveillance of this uncommon but potentially lethal complication before starting TNF blockers therapy.

COVID-19 quarantine measures are associated with negative social impacts and compromised follow-up care in patients with inflammatory bowel disease in Brazil.

BACKGROUND: COVID-19 has affected the entire world. We aimed to determine the impact of COVID-19 containment measures on the daily life and follow up of patients with inflammatory bowel disease (IBD). METHODS: During May 2020, we evaluated 179 (79.6%) patients with Crohn's disease (CD) and 46 (20.4%) with ulcerative colitis (UC) by telephone, using a structured questionnaire to gather information on social impact and IBD follow up. RESULTS: Some kind of social distancing measure was reported by 95.6% of our patients, self-quarantine (64.9%) being the most frequent. Depressive mood was the most prevalent social impact (80.2%), followed by anxiety/fear of death (58.2%), insomnia (51.4%), daily activity impairment (48%), sexual dysfunction (46.2%), and productivity impairment (44%). The results were similar when we compared patients with active disease to those in remission and patients with UC to those with CD. Analysis of IBD follow up showed that 83.1% of all patients missed an IBD medical appointment, 45.5% of the patients missed laboratory tests, 41.3% missed the national flu vaccination program, 31.3% missed any radiologic exam, 17.3% missed colonoscopy, and 16.9% failed to obtain biologic therapy prescriptions. Biologics were discontinued by 28.4% of the patients. UC patients had higher rates of missed vaccination than CD patients (56.5% vs. 37.4%, P=0.02) and more failures to obtain a biologic prescription (28.3% vs. 14.0%, P=0.02). CONCLUSIONS: Our study reveals alarming social impacts and declining follow-up care for IBD patients during the COVID-19 outbreak. These findings may have implications for disease control in the near future.

ANEMIA AND IRON DEFICIENCY IN INFLAMMATORY BOWEL DISEASE PATIENTS IN A REFERRAL CENTER IN BRAZIL: PREVALENCE AND RISK FACTORS.

BACKGROUND: Data regarding the prevalence of anemia in inflammatory bowel disease (IBD) patients are scarce in Brazil. Anemia and iron deficiency anemia have been known to cause significant functional impairment, lower quality of life, and higher morbidity and mortality and may be correlated with an impact on the cost of treatment. OBJECTIVE: The aim of this study was to estimate the prevalence and risk factors for anemia and iron deficiency anemia in patients with IBD in a tertiary IBD unit in Southeast Brazil. METHODS: We conducted an Institutional Review Board-approved retrospective analysis of an adult IBD cohort (IBD Unit, Ribeirão Preto Medical School, University of São Paulo, Brazil) consisting of 579 patients between January 2014 and July 2018. Clinicoepidemiological data, hemoglobin measurements and serum ferritin were extracted from electronic medical records. Anemia prevalence was calculated among ulcerative colitis (UC) and Crohn's disease (CD) phenotypes. Risk factors for anemia were also calculated. RESULTS: A total of 529 (91%) patients had complete blood counts available in their medical records. Only 35.5% of IBD patients were fully screened for anemia. The prevalence of anemia in IBD patients was 24.6% (29.1% in CD and 19.1% in UC, P=0.008). The anemia was moderate to severe in 16.9% (19.8% in CD and 11.4% in UC, P=0.34). The prevalence of iron deficiency was 52.3% (53.6% in CD and 51.2% in UC, P=0.95). Anemia of chronic disease was present in 14.1% of IBD patients. A total of 53.8% of patients with anemia were in clinical remission. CD was associated with an increased prevalence of anemia (P=0.008; OR=1.76; CI 95% =1.16-2.66) compared to UC. The penetrant disease phenotype in CD was associated with a lower risk of anemia (P<0.0001; OR=0.25; CI 95% =0.14-0.43). Active disease compared to the disease in clinical remission was associated with an increased risk of anemia (P=0.0003; OR=2.61; CI 95% =1.56-4.36) in CD. The presence of anemia was less frequent in patients with CD who underwent surgical bowel resection compared to those who did not undergo surgery (P<0.0001; OR=0.24; CI 95% =0.14-0.40). No differences in anemia prevalence were observed regarding CD localization, age at diagnosis, UC extension or biological therapy (P>0.05). CONCLUSION: Despite the low levels of full screening, anemia and iron deficiency anemia were common manifestations of IBD. CD was associated with an increased risk of anemia, especially with active disease. In addition, patients with CD who underwent surgical bowel resection and penetrant disease phenotype in CD were associated with lower risk of anemia.

Anemia e deficiência de ferro em pacientes com doença inflamatória intestinal em um centro de referência no Brasil: prevalência e fatores de risco / Anemia and iron deficiency in inflammatory bowel disease patients in a referral center in brazil: prevalence and risk factors

ABSTRACT BACKGROUND: Data regarding the prevalence of anemia in inflammatory bowel disease (IBD) patients are scarce in Brazil. Anemia and iron deficiency anemia have been known to cause significant functional impairment, lower quality of life, and higher morbidity and mortality and may be correlated with an impact on the cost of treatment. OBJECTIVE: The aim of this study was to estimate the prevalence and risk factors for anemia and iron deficiency anemia in patients with IBD in a tertiary IBD unit in Southeast Brazil. METHODS: We conducted an Institutional Review Board-approved retrospective analysis of an adult IBD cohort (IBD Unit, Ribeirão Preto Medical School, University of São Paulo, Brazil) consisting of 579 patients between January 2014 and July 2018. Clinicoepidemiological data, hemoglobin measurements and serum ferritin were extracted from electronic medical records. Anemia prevalence was calculated among ulcerative colitis (UC) and Crohn's disease (CD) phenotypes. Risk factors for anemia were also calculated. RESULTS: A total of 529 (91%) patients had complete blood counts available in their medical records. Only 35.5% of IBD patients were fully screened for anemia. The prevalence of anemia in IBD patients was 24.6% (29.1% in CD and 19.1% in UC, P=0.008). The anemia was moderate to severe in 16.9% (19.8% in CD and 11.4% in UC, P=0.34). The prevalence of iron deficiency was 52.3% (53.6% in CD and 51.2% in UC, P=0.95). Anemia of chronic disease was present in 14.1% of IBD patients. A total of 53.8% of patients with anemia were in clinical remission. CD was associated with an increased prevalence of anemia (P=0.008; OR=1.76; CI 95% =1.16-2.66) compared to UC. The penetrant disease phenotype in CD was associated with a lower risk of anemia (P<0.0001; OR=0.25; CI 95% =0.14-0.43). Active disease compared to the disease in clinical remission was associated with an increased risk of anemia (P=0.0003; OR=2.61; CI 95% =1.56-4.36) in CD. The presence of anemia was less frequent in patients with CD who underwent surgical bowel resection compared to those who did not undergo surgery (P<0.0001; OR=0.24; CI 95% =0.14-0.40). No differences in anemia prevalence were observed regarding CD localization, age at diagnosis, UC extension or biological therapy (P>0.05). CONCLUSION: Despite the low levels of full screening, anemia and iron deficiency anemia were common manifestations of IBD. CD was associated with an increased risk of anemia, especially with active disease. In addition, patients with CD who underwent surgical bowel resection and penetrant disease phenotype in CD were associated with lower risk of anemia.

RESUMO CONTEXTO: Dados referentes à prevalência de anemia em pacientes com doença inflamatória intestinal (DII) são escassos no Brasil. Sabe-se que anemia e a anemia ferropriva causam comprometimento funcional significativo, menor qualidade de vida e maior morbimortalidade e podem estar correlacionadas com um impacto no custo do tratamento. OBJETIVO: O objetivo deste estudo foi estimar a prevalência e os fatores de risco de anemia e de anemia ferropriva em pacientes com DII em um centro de referência de DII no Sudeste do Brasil. MÉTODOS: Realizamos uma análise retrospectiva dos pacientes com DII adultos, aprovada pelo Comitê de Ética Institucional do Hospital das Clínicas da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo, Brasil, constituída por 579 pacientes no período de janeiro de 2014 a julho de 2018. Dados clínico-epidemiológicos, níveis de hemoglobina e de ferritina sérica foram obtidos dos prontuários eletrônicos. A prevalência de anemia foi calculada entre os fenótipos de retocolite ulcerativa (RCU) e doença de Crohn (DC). Fatores de risco para anemia também foram calculados. RESULTADOS: Um total de 529 (91%) pacientes tinha disponível o exame de hemograma completo em seus prontuários médicos. Apenas 35,5% dos pacientes com DII tinha o rastreamento completo para anemia. A prevalência de anemia nos pacientes com DII foi de 24,6% (29,1% na DC e 19,1% na RCU, P=0,008). A anemia foi moderada a grave em 16,9% (19,8% na DC e 11,4% na RCU, P=0,34). A prevalência de deficiência de ferro foi de 52,3% (53,6% na DC e 51,2% na RCU, P=0,95). Anemia de doença crônica estava presente em 14,1% dos pacientes com DII. Um total de 53,8% dos pacientes com anemia estavam em remissão clínica. A DC esteve associada a um aumento da prevalência de anemia (P=0,008; OR=1,76; IC 95% =1,16-2,66) em comparação à RCU. O fenótipo da doença penetrante na DC foi associado a um menor risco de anemia (P<0,0001; OR=0,25; IC 95% =0,14-0,43). A doença ativa comparada à doença em remissão clínica foi associada a um risco aumentado de anemia (P=0,0003; OR=2,61; IC 95% =1,56-4,36) na DC. A presença de anemia foi menos frequente nos pacientes com DC submetidos à ressecção intestinal em comparação aos que não foram submetidos à cirurgia (P<0,0001; OR=0,24; IC 95% =0,14-0,40). Não foram observadas diferenças na prevalência de anemia em relação à localização da DC, idade ao diagnóstico, extensão da RCU ou terapia biológica (P>0,05). CONCLUSÃO: Apesar do baixo rastreamento completo, tanto a anemia como a anemia ferropriva foram manifestações comuns da DII. A DC foi associada a um risco aumentado de anemia, especialmente com doença ativa. Além disto, pacientes com DC submetidos a ressecção intestinal e/ou com fenótipo penetrante tiveram menor risco de anemia.

O professor como modelo aos seus estudantes: perspectivas da área da saúde / The teacher as a role model to its students: perspectives from the health area

A formação do estudante nas profissões da saúde envolve a incorporação de habilidades e competências gerais e específicas, adquiridas em experiências práticas sob a supervisão de professores ou preceptores, cujas características podem influenciar os estudantes e os guiar na construção de sua identidade profissional. Nesse contexto, define-se "modelo" (role model) como o profissional que serve de exemplo, por suas qualidades positivas, sendo imitado pelos estudantes, por demonstrar habilidades e características pessoais que os impressionam e inspiram. Modelos positivos exibem expertise profissional, boa comunicação e relacionamento com seus pacientes e com os estudantes, boas habilidades de ensino e, sobretudo, características pessoais como integridade, solidariedade e entusiasmo. Por outro lado, os estudantes são capazes de reconhecer atributos negativos indesejáveis, opostos ás características positivas. Nossos estudos sugerem que a percepção dos estudantes brasileiros sobre os modelos não difere do que é descrito no cenário internacional e que talvez não existam diferenças apreciáveis entre as várias profissões da saúde. Os professores e preceptores considerados pelos estudantes como bons modelos, surpreendentemente, desconhecem que exercem essa influência, mas têm visão semelhante aos dos estudantes sobre os atributos positivos de um bom modelo. Dada a importância dos modelos na formação pessoal e profissional na área da saúde, é imperioso que as escolas tomem medidas para dispor em seu corpo docente de predomínio de modelos positivos e para evitar que seus professores e preceptores emitam comportamentos que expressem qualidades negativas. Estas medidas envolvem atividades de desenvolvimento docente e valorização dos docentes por sua atuação no ensino. No entanto, essas medidas somente farão sentido se as escolas oferecerem aos seus docentes boas condições de trabalho e de remuneração e, sobretudo, tiverem cultura institucional que privilegie relações humanizadas entre os seus membros.

Student education and training in the health professions involve acquisition of general and specific skills and competencies which happens throughout practical experiences under the supervision of teachers or clinical tutors. Supervisor characteristics may influence students and guide them in building their professional identity. In this context, a role model is defined as the professional whose positive qualities are likely to be imitated by the students, as they demonstrated skills and personal characteristics that impress and inspire them. Positive role models exhibit professional expertise, good communication and relationships with patients and students, good teaching skills and, most importantly, personal characteristics such as integrity, compassion and enthusiasm. On the other hand, students seem to be able to recognize undesirable negative attributes as opposed to the positive ones. Our studies suggest that the perception of Brazilian students on models attributes does not differ from what is described in the international literature and that there may not be substantial differences between students from the various health professions on their views. Teachers and preceptors who students consider to be good role models, surprisingly, are unaware that they have such influence, but have similar views as students about the positive attributes of a role model. Given the importance of role models in student personal and professional development, schools must take steps to have positive models prevailing in their faculty and to prevent clinical tutors from expressing behaviours that convey negative qualities. These measures involve teacher training and faculty development activities and appreciation of faculty members for their performance in teaching. However, these measures will only make sense if schools offer their teachers good working conditions and, above all, possess an institutional culture that favours humanized relationships within the academic community.

Avaliação Somativa de Habilidades Cognitivas: Experiência Envolvendo Boas Práticas para a Elaboração de Testes de Múltipla Escolha e a Composição de Exames / Summative Assessment of Cognitive Skills: an Experience Involving Good Practices for Writing Multiple Choice Tests and Exam Composition

RESUMO As questões objetivas ou testes de múltipla escolha com somente uma alternativa correta constituem um dos métodos mais utilizados em todo o mundo em exames destinados a avaliar habilidades cognitivas, especialmente nas avaliações somativas. Provas que contêm predominantemente questões objetivas de múltipla escolha são utilizadas sobretudo nos exames em que muita coisa está em jogo, como concursos vestibulares, provas finais de cursos de graduação e exames próprios dos concursos de ingresso à residência médica ou de obtenção de título de especialista. Esta ampla difusão justifica-se pelo fato de os exames compostos com este tipo de questão preencherem mais completamente os requisitos de validade e de fidedignidade, além de terem vantagens quanto à viabilidade ou factibilidade, particularmente em provas com grande número de candidatos. No entanto, os requisitos de validade e fidedignidade, em especial, somente são preenchidos adequadamente quando se seguem normas próprias das boas práticas de construção de exames e de elaboração dos testes propriamente ditos. Neste artigo se descrevem algumas das boas práticas na elaboração de testes de múltipla escolha, baseadas em fontes da literatura nacional e internacional, bem como na experiência dos autores. Apresenta-se e se discute um conjunto de regras práticas para construir questões de múltipla escolha de boa qualidade no que se refere à forma e ao conteúdo e se comenta como compor tabelas de especificação. Este tipo particular de matriz da avaliação permite verificar o alinhamento entre os temas abordados na prova e os objetivos curriculares ou o que se espera que os estudantes/candidatos dominem, o que configura um importante indicador de validade. Apresenta-se também uma experiência bem-sucedida de trabalho em grupo na organização de exames que utilizam este tipo de questão, como exemplo de desenvolvimento de processo organizado para obtenção de questões de melhor qualidade, que também contribuiu para o desenvolvimento docente no campo de avaliação da aprendizagem.

ABSTRACT Objective items or multiple choice questions with just one correct answer are among the most widely used methods for cognitive skills assessment, especially in exams designed for summative purposes. Assessments related to the cognitive domain using multiple choice questions are mostly used in high-stake exams, i.e. where the risks of failing are associated with serious consequences for the candidates. The widespread use of objective items for assessing learning in the cognitive domain may be explained by the fact that this exam modality fulfills both validity and reliability requirements, with the additional advantage that they are practical for use in exams with large numbers of candidates. Nevertheless, the validity and reliability requirements, in particular, will only be properly fulfilled when the process of writing multiple choice questions follows the rules of good practices for constructing exams and writing tests. This manuscript describes some of the rules for developing high quality multiple choice tests, based on both national and international published sources, as well as on the author's experience. These rules relate to the content, language and presentation of the questions. This paper also addresses the importance of following appropriate rules for blueprinting construction, in order to show the alignment between assessment and curriculum and thereby contribute to meeting the validity requirements. It also briefly describes and discusses a successful experience of team work for constructing items and organizing exams. This experience exemplifies the combination of an organized process for constructing high quality questions for a well-balanced examination with an institutional strategy for faculty development in the field of learning assessment.

Efetividade da Avaliação Programática do Estudante de Medicina: Estudo de Caso Baseado nas Impressões de Estudantes e Professores de uma Escola Médica Britânica / Effectiveness of Medical Student Programmatic Assessment: A Case Study Based on Experiences of Students and Teachers from a British Medical School

RESUMO A avaliação programática do estudante é uma abordagem relativamente nova, que tem como objetivo principal o aperfeiçoamento das condições de utilização dos diferentes métodos de avaliação, com vistas ao melhor cumprimento das funções da avaliação: somativa, formativa e controle da qualidade do currículo. A introdução de um sistema de avaliação programática do estudante em uma instituição do ensino superior constitui tarefa complexa e consumidora de recursos humanos e materiais, mas as informações sobre a efetividade desses sistemas são escassas. Embora a literatura especializada registre vários estudos sobre avaliação no ambiente de trabalho (estágios profissionalizantes e aperfeiçoamento profissional) em diferentes profissões da área da Saúde, são poucas as investigações sobre o tema em cursos de graduação em Medicina. Neste artigo, relata-se a experiência de uma escola médica britânica que adotou recentemente a avaliação programática. Trata-se de um estudo de caso baseado nas percepções de estudantes e professores, que concordaram em se submeter a entrevistas semiestruturadas gravadas. Os arquivos de áudio foram transcritos, fornecendo textos nos quais se realizou análise qualitativa de conteúdo. Essa análise produziu visões sobre pontos fortes do programa de avaliação e permitiu identificar aspectos que requerem aperfeiçoamento. Os resultados mostraram que, embora expressando diferentes perspectivas e criticando vários pontos da avaliação programática, estudantes e professores compartilham uma visão predominantemente positiva do programa de avaliação. Os estudantes valorizam muito a abundância de oportunidades de receber devolutivas construtivas, sobretudo nas atividades clínicas, bem como a realização periódica de exames estruturados de habilidades clínicas com finalidades somativa e formativa. Os professores valorizam muito a organização global do programa e a sua efetividade na detecção de estudantes com dificuldades. Valorizam, também, a diversidade de oportunidades de treinamento e desenvolvimento docente na temática da avaliação. Estes achados permitem concluir que estudantes e professores de Medicina, ainda que ressaltem a necessidade de aperfeiçoamentos, vêm tendo experiências predominantemente positivas de um sistema de avaliação programática recentemente introduzido na instituição. Assim, é possível inferir que a complexidade e os custos de implementação de um sistema de avaliação programática do estudante de Medicina podem ser compensados por seus efeitos positivos, como indicam as opiniões de estudantes e professores.

ABSTRACT Programmatic student assessment is a novel educational approach aiming at optimizing the utilization of different methods for better attaining the main functions of student assessment: summative, formative and assurance of curriculum effectiveness (quality control of educational activities). Introduction of a programme for student assessment in institutions devoted to higher education in the health sciences professions isa time and resource consuming enterprise, which should be rewarded with gains in assessment quality. However, information on this is scarce. Although a few studies have yield data on various systems for work-based assessment in different health professions, the effectiveness of programmatic assessment in undergraduate settings has not been much evaluated. We therefore aimed at exploring the perceptions of selected samples of students and teachers from a single British medical school where a programmatic assessment system was recently introduced. In this case study, medical students and faculty members agreed to undergo a semi-structured, anonymously recorded interview. Audio-files were transcribed into texts, which were submitted to content analysis for identifying strengths and areas for improvement related to the current student programmatic assessment system. Our results showed that, although expressing different perspectives and criticizing a few aspects, students and teachers shared a predominant positive view on the local system for programmatic assessment. Students valued most the wealth of opportunities to receive constructive feedback from supervisors in clinical years and the multiple formative and summative objective structured exams of clinical skills. Teachers valued most the overall assessment organization and effectiveness in detecting poor performing students and praised the many training opportunities for them to be trained to play different roles in assessment. These findings allowed us to conclude that medical student and faculty experiences on a recently introduced system for programmatic assessment are predominantly positive. These results may be taken as an indication that complexity and costs associated to implementing such systems may be rewarded by improvements in student assessment overall quality.

Experiência de formação docente na pós-graduação e pesquisa em educação: projeto Capes Pró-Ensino na Saúde da Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, Brasil / Experience of teacher education in graduate studies and research in education: Capes Pro-Ensino na Saude project, School of Medicine at the University of Sao Paulo, Ribeirao Preto, Brazil / Experiencia de formación docente en el postgrado e investigación en educación: proyecto Capes Pró-Ensino na Saúde de la Facultad de Medicina de Ribeirão Preto, Universidad de São Paulo, Brasil

Este artigo descreve a experiência do projeto Pró-Ensino na Saúde (Capes-Edital 024/2010) da Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo. Entre 2011 e 2016 o projeto formou quatro mestres e cinco doutores, além de criar disciplinas abordando tópicos de ensino-aprendizagem na saúde. Nesse período, consolidou-se grupo de pesquisa em educação na saúde, que vem desenvolvendo projetos específicos e publicando artigos inéditos e revisões sobre temas relevantes à docência na saúde. Todos os objetivos do edital Capes foram alcançados, apesar das dificuldades enfrentadas, como a pouca flexibilidade da pós-graduação na universidade, o que restringiu a admissão de pós-graduandos e o credenciamento de novos orientadores. Mesmo após o término do projeto, manteve-se o grupo de ensino e pesquisa, que continua contribuindo para a valorização da formação docente na pós-graduação e da pesquisa na área de ensino na saúde.(AU)

This article describes the experience of the Capes Pro-Ensino na Saude project (Capes notice 024/2010) at the School of Medicine, University of Sao Paulo, Ribeirao Preto, Brazil. Between 2011 and 2016 the project provided the degrees of four masters and five doctors, in addition to creating subjects approaching topics on teaching-learning in health. In this period, there was the consolidation of the research group in health education, which has been developing specific projects and publishing original articles and reviews on subjects relevant to teaching in health. All objectives of the Capes notice were met, despite the difficulties faced such as little flexibility on the part of the graduate program in the university, which restricted the admission of graduate students and the accreditation of new advisors. The teaching and research group was kept even after the end of the project, and it still contributes to adding value to the teacher education in graduate studies and research in the health education area.(AU)

Este artículo describe la experiencia del proyecto Capes Pró-Ensino na Saúde (Capes-Pliego de Condiciones 024/2010) de la Facultad de Medicina de Ribeirão Preto, Universidad de São Paulo. Entre 2011 y 2016 se graduaron en el proyecto cuatro alumnos de maestría y dos de doctorado, además de crear asignaturas abordando tópicos de enseñanza-aprendizaje en salud. En ese período se consolidó el grupo de investigación en educación en salud que ha desarrollado proyectos específicos y publicado artículos inéditos y revisiones sobre temas relevantes a la docencia en salud. Todoslos objetivos del edicto Capes se alcanzaron, a pesar de las dificultades enfrentadas, tales como la poca flexibilidad del postgrado en la universidad, lo que restringió la admisión de alumnos de postgrado y la acreditación de nuevos orientadores. Aún después del final del proyecto, se mantuvo el grupo de enseñanza e investigación que continúa contribuyendo con la valorización de la formación docente en el postgrado y de la investigación en el área de enseñanza en salud.(AU)

Characteristics of role models who influenced medical residents to choose surgery as a specialty: exploratory study

ABSTRACT CONTEXT AND OBJECTIVE: Choosing a medical specialty and making decisions concerning a career are difficult processes for medical students and newly graduated physicians.This exploratory study aimed to investigate the influence of role models on the choice of surgery as a career, and to determine the most influential model characteristics. DESIGN AND SETTING: Qualitative analysis on responses to a self-administered questionnaire, in different teaching-learning settings. METHODS: Residents from all years of various surgical subspecialties in a university hospital were included in a survey about the factors that determined their choice of surgery. The questions included items on whether a role model had influenced them in choosing surgery, and the personal or professional characteristics of the models that had been most influential. The responses were subjected to qualitative content analysis. RESULTS: Sixty-four out of 96 medical residents participated. Fifty-three residents (82.8%) acknowledged the influence of role models. Sixteen model characteristics were indicated as important, with 136 mentions. Characteristics classified as technical skills (55%), such as"medical knowledge"and "manual dexterity" predominated over humanistic characteristics (35%), such as "patient-physician relationships" and "ethical behavior". However, this difference was not statistically significant (Fisher test, P = 0.11).There were no age differences regarding the proportions mentioning "technical" and "non-technical" attributes, but female residents mentioned significantly more technical skills than their male colleagues did. CONCLUSIONS: The influence of role models seems to be an important factor determining the choice of surgery as a career. The influential characteristics of the models include not only technical but also humanistic qualities.

Characteristics of role models who influenced medical residents to choose surgery as a specialty: exploratory study.

CONTEXT AND OBJECTIVE: Choosing a medical specialty and making decisions concerning a career are difficult processes for medical students and newly graduated physicians.This exploratory study aimed to investigate the influence of role models on the choice of surgery as a career, and to determine the most influential model characteristics. DESIGN AND SETTING: Qualitative analysis on responses to a self-administered questionnaire, in different teaching-learning settings. METHODS: Residents from all years of various surgical subspecialties in a university hospital were included in a survey about the factors that determined their choice of surgery. The questions included items on whether a role model had influenced them in choosing surgery, and the personal or professional characteristics of the models that had been most influential. The responses were subjected to qualitative content analysis. RESULTS: Sixty-four out of 96 medical residents participated. Fifty-three residents (82.8%) acknowledged the influence of role models. Sixteen model characteristics were indicated as important, with 136 mentions. Characteristics classified as technical skills (55%), such as"medical knowledge"and "manual dexterity" predominated over humanistic characteristics (35%), such as "patient-physician relationships" and "ethical behavior". However, this difference was not statistically significant (Fisher test, P = 0.11).There were no age differences regarding the proportions mentioning "technical" and "non-technical" attributes, but female residents mentioned significantly more technical skills than their male colleagues did. CONCLUSIONS: The influence of role models seems to be an important factor determining the choice of surgery as a career. The influential characteristics of the models include not only technical but also humanistic qualities.

Tradução, Adaptação, Validação e Avaliação para Uso no Brasil de um Instrumento Britânico de Auxílio à Escolha da Especialidade Médica / Translation, Adaptation, Validation and Evaluation for use in Brazil of a British Inventory to Assist in the Choice of Medical Specialty

RESUMO O objetivo deste estudo foi traduzir, validar e avaliar um instrumento britânico de auxílio à escolha da especialidade médica. Esse instrumento processa as respostas a 130 questões e fornece uma classificação de 59 especialidades médicas, em ordem decrescente de recomendação, em função do ajuste do perfil do candidato às características das especialidades. As dez primeiras recomendações são consideradas positivas, e as dez últimas, negativas. A tradução e a adaptação semântica seguiram os passos técnicos recomendados para esse tipo de trabalho, resultando no instrumento em português denominado SCIB (Special Choice Inventory - Brasil). A melhor versão das questões traduzidas foi escolhida. Em seguida, o instrumento foi aplicado a 120 médicos brasileiros (85 médicos especialistas e 35 médicos residentes), representando 38 diferentes especialidades. Foi também aplicado a 79 estudantes dos dois últimos anos do curso de graduação em Medicina. Os participantes da amostra de médicos responderam a um questionário no qual indicavam duas outras especialidades que cogitariam exercer além da atual, bem como outras três que dificilmente exerceriam. O instrumento foi considerado adequado ou muito adequado à realidade brasileira por 85,8% (103/120) dos médicos e por 73,4% (58/79) dos estudantes. Entre estes últimos, 60,8% (48/79) consideraram a escala útil ou muito útil. Os resultados da aplicação do SCIB permitiram verificar que a concordância global das recomendações positivas do instrumento foi de 67,5% (81/120) com a especialidade atualmente exercida e de 72,5% (87/120) com as especialidades que os participantes cogitaram exercer. A concordância entre as recomendações negativas da escala e as especialidades que os médicos dificilmente exerceriam foi de 87,5% (105/120). Os dados das etapas de tradução e adaptação do instrumento original trouxeram elementos para a validação de face, de conteúdo e semântica do instrumento. As respostas dos 120 médicos e os dados da reaplicação da escala a 40 deles permitiram verificar que o SCIB tem homogeneidade, consistência interna e reprodutibilidade satisfatórias. Em conclusão, a tradução e a adaptação de uma escala britânica de auxílio à escolha da especialidade médica no Brasil foram bem-sucedidas. O instrumento resultante teve desempenho muito satisfatório quando aplicado a médicos especialistas e residentes. O SCIB deve, então, constituir uma promissora ferramenta de apoio na escolha da especialidade médica, além de poder ser utilizado na investigação científica nessa área.

ABSTRACT The purpose of this study was to translate, validate and evaluate a British specialty choice inventory. This tool processes the answers to 130 items and returns a 59-medical specialty ranking, in decreasing order of recommendation, based on the candidate's profile adjustments to specialty characteristics. The top 10 and the bottom 10 recommendations are considered positive and negative ones, respectively. Translation and semantic adaptation followed the standard procedures described in the specialized literature, and resulted in a Brazilian Portuguese version named SCIB (Special Choice Inventory — Brasil). The best version of each translated item was chosen. SCIB was then applied to 120 Brazilian physicians (85 specialists and 35 residents) representing 38 different specialties. SCIB was also applied to 79 senior medical students. Participant physicians indicated in a structured questionnaire two specialties they could have chosen apart from the current one, as well as three specialties they would unlikely choose. SCIB was regarded as adequate or very adequate to the Brazilian conditions by 85.8% (103/120) of the physicians and 73.4% (58/79) of the students. Among the latter, 60.8% (48/79) regarded the inventory useful or very useful. For the physicians, SCIB positive recommendations included their current specialty in 67.5% (81/120) of the cases, and any of the specialties they could have chosen in 72.5% (87/120) of the cases. SCIB negative recommendations included any of the specialties that participants would unlikely choose in 87.5% (105/120) of the cases. The translation and adaptation procedures provided data for SCIB validation concerning the face, content and semantic aspects. Answers from the 120 physicians and data from a test-retest study involving 40 participants showed that SCIB has satisfactory levels of homogeneity, internal consistency and reproducibility. In conclusion, translation and adaptation for use in Brazil of the Sci59, a British inventory for assisting medical specialty choice, was successful and resulted in the, SCIB, a tool whose performance was very satisfactory. SCIB can thus be seen as a promising tool for assisting medical specialty choice, as well as for research in this field.

Beneficial effects of a pharmaceutical care program on outpatients with inflammatory bowel disease

This study aimed to evaluate the effects of aPharmaceutical Care (PC) program among outpatientswith Inflammatory bowel diseases (IBD) in an outpatientdepartment of a tertiary care teaching hospital in RibeiraoPreto, Brazil. Patients with IBD were randomizedinto two groups, one to receive PC procedures (PCG;N=18) and a control group (CG; N=17). Both groupswere followed for one year and compared at six (T6),and 12 (T12), months of study. Patients were assessedfor treatment compliance, knowledge about treatment,clinical colitis activity index, and quality of life (SF-36). In PCG patients, the number of adherent patientssignificantly increased from 28% to 72% (p<0.05), andin the percent score for patient knowledge increasedfrom 80% to 100% (p≤0.0001) from T0 to T12. Therewas a significant decrease in clinical activity indexesfrom T6 to T12 in PCG patients (median; range: 2.20;0.99­3.77 versus 1.90; 0.99­3.77; p=0.02), but not inthe CG group (1.69; 0.99­3.77 versus 1.69; 0.99­3.48).Quality of life questionnaire rvealed increased scoresfor mental health domain at T12 in both PCG (57.5versus 65.3; p=0.04) and CG (56.9 versus 67.0; p=0.01)groups. The PC program was associated with increasedcompliance, better mental health-related quality of life,and enhanced knowledge about treatment.(AU)