ABSTRACT
BACKGROUND The high demand for adequate material for the gold standard reverse transcription real-time polymerase chain reaction (RT-qPCR)-based diagnosis imposed by the Coronavirus disease 2019 (COVID-19) pandemic, combined with the inherent contamination risks for healthcare workers during nasopharyngeal swab (NP) sample collection and the discomfort it causes patients, brought the need to identify alternative specimens suitable for the diagnosis of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). OBJECTIVES The aim of this work was to compare saliva and gingival fluid swabs to NP swabs as specimens for RT-qPCR-based SARS-CoV-2 diagnosis. METHODS We compared gingival fluid swabs (n = 158) and saliva (n = 207) to the rayon-tipped NP swabs obtained from mild-symptomatic and asymptomatic subjects as specimens for RT-qPCR for SARS-CoV-2 detection. FINDINGS When compared to NP swabs, gingival fluid swabs had a concordance rate of 15.4% among positive samples, zero among inconclusive, and 100% among negative ones. For saliva samples, the concordance rate was 67.6% among positive samples, 42.9% among inconclusive, and 96.8% among negative ones. However, the concordance rate between saliva and NP swabs was higher (96.9%) within samples with lower cycle threshold (Ct) values (Ct > 10 ≤ 25). MAIN CONCLUSIONS Our data suggests that whereas gingival fluid swabs are not substitutes for NP swabs, saliva might be considered whenever NP swabs are not available or recommended.
Subject(s)
Humans , COVID-19 Testing , COVID-19 , Saliva , Specimen Handling , Nasopharynx , Real-Time Polymerase Chain Reaction , SARS-CoV-2ABSTRACT
Resumo: Introdução: A mentoria, na formação em saúde, implica relações interpessoais entre mentor(a) e mentorado(a), nas quais o(a) parceiro(a) mais experiente acolhe, oferece suporte, desafia e favorece uma visão mais ampliada da própria jornada do(a) estudante. Objetivos: Este estudo teve como objetivos realizar uma revisão integrativa de artigos brasileiros sobre mentoria em saúde e analisar e apreender os significados dessa atividade presentes nessas publicações. Método: A questão foi elaborada entre outubro de 2020 e janeiro de 2021, e delinearam-se as estratégias de busca e os critérios de inclusão e exclusão. O processo ocorreu via Portal de Periódicos Capes, contemplando as bases de dados Lilacs, Medline, SciELO e Scopus. Para as bases de vocabulário controlado, foram utilizados os descritores (inglês/português): mentoring, combinado isoladamente com education, mentors e faculty. Para a base de palavras-chave, utilizaram-se as mesmas combinações, substituindo-se education por health education. Resultados: A busca revelou 878 artigos, dos quais se selecionaram 12 como corpus da revisão. Os autores são docentes e discentes inseridos nas experiências. O periódico Revista Brasileira de Educação Médica é o principal veículo dos manuscritos selecionados. Evidenciam registros descritivo-analíticos de percursos históricos das experiências e as percepções e vivências no cotidiano delas. Há centralidade na abordagem qualitativa de pesquisa. Os significados de mentoria perpassam aspectos relacionados a docentes e estudantes no processo formativo da graduação, envolvendo cuidado, encontros, diálogos e vínculo. A análise das atividades de mentoria permite configurar questões relativas às interações mentor(a)-mentorandos(as) em contextos acadêmicos da área de saúde, com grande ênfase na educação médica. Conclusão: O desenvolvimento desta revisão integrativa permite sinalizar a mentoria como uma possibilidade de criação de um novo habitus na paisagem acadêmica. Na constituição desse habitus, os estudos enfatizam as relações de cuidado e humanização, resgatando a relação mestre(a) e discípulo(a) comprometida com a promoção e o desenvolvimento integral dos(as) estudantes.
Abstract: Introduction: Mentoring programs, as part of health care training, entail interpersonal relations between mentor and mentee, whereby the former offers support and challenges to provide a broader outlook of the student's own journey. Objective: To conduct an integrative review of publications on mentoring in health in Brazil and to analyze and apprehend the meanings of mentoring found in these publications. Method: Between October 2020 and January 2021 the research question was formulated and the search strategies and inclusion and exclusion criteria were designed. The process took place via the Capes Periodical Portal, including the Lilacs, Medline, SciELO and Scopus databases. For the controlled vocabulary bases, the descriptors (english/portuguese) were used: mentoring, combined separately with education, mentors and faculty. For the keyword base, the same combinations were used, substituting education for health education. Results: The search resulted in the selection of 878 articles and, after further analysis, 12 articles were selected as the corpus of the integrative review. The authors are professors and students involved in the experiences. The Revista Brasileira de Educação Médica journal is the primary vehicle for the selected papers, which bring to light to descriptive-analytical records of the experiences and how those experiences are perceived. The study is largely based on a qualitative approach. The meanings of mentoring include several aspects related to professors and students in the undergraduate process, involving care, affection, dialogues and bonding. Analysis of the mentoring activities allows for questions related to mentor-mentee interactions in health care education, and especially medical education, settings. Conclusion: This integrative review suggests mentoring may represent an effective way of creating a new setting in Brazilian education. In the constitution of that habitus, the studies emphasize the relations between care and humanization, retrieving the master/disciple relationship committed to promoting comprehensive student development.