High-fidelity simulation versus case-based discussion for training undergraduate medical students in pediatric emergencies: a quasi-experimental study

Abstract Objective: To evaluate the effect of high-fidelity simulation of pediatric emergencies compared to case-based discussion on the development of self-confidence, theoretical knowledge, clinical reasoning, communication, attitude, and leadership in undergraduate medical students. Methods: 33 medical students were allocated to two teaching methods: high-fidelity simulation (HFS, n = 18) or case-based discussion (CBD, n = 15). Self-confidence and knowledge tests were applied before and after the interventions and the effect of HFS on both outcomes was estimated with mixed-effect models. An Objective Structured Clinical Examination activity was conducted after the interventions, while two independent raters used specific simulation checklists to assess clinical reasoning, communication, attitude, and leadership. The effect of HFS on these outcomes was estimated with linear and logistic regressions. The effect size was estimated with the Hedge'sg. Results: Both groups had an increase in self-confidence (HFS 59.1 × 93.6, p < 0.001; CDB 50.5 × 88.2, p < 0.001) and knowledge scores over time (HFS 45.1 × 63.2, p = 0.001; CDB 43.5 × 56.7, p-value < 0.01), but no difference was observed between groups (group*time effect in the mixed effect models adjusted for the student ranking) for both tests (p = 0.6565 and p = 0.3331, respectively). The simulation checklist scores of the HFS group were higher than those of the CBD group, with large effect sizes in all domains (Hedges g 1.15 to 2.20). Conclusion: HFS performed better than CBD in developing clinical reasoning, communication, attitude, and leadership in undergraduate medical students in pediatric emergency care, but no significant difference was observed in self-confidence and theoretical knowledge.

High-fidelity simulation versus case-based discussion for training undergraduate medical students in pediatric emergencies: a quasi-experimental study.

OBJECTIVE: To evaluate the effect of high-fidelity simulation of pediatric emergencies compared to case-based discussion on the development of self-confidence, theoretical knowledge, clinical reasoning, communication, attitude, and leadership in undergraduate medical students. METHODS: 33 medical students were allocated to two teaching methods: high-fidelity simulation (HFS, n = 18) or case-based discussion (CBD, n = 15). Self-confidence and knowledge tests were applied before and after the interventions and the effect of HFS on both outcomes was estimated with mixed-effect models. An Objective Structured Clinical Examination activity was conducted after the interventions, while two independent raters used specific simulation checklists to assess clinical reasoning, communication, attitude, and leadership. The effect of HFS on these outcomes was estimated with linear and logistic regressions. The effect size was estimated with the Hedge's g. RESULTS: Both groups had an increase in self-confidence (HFS 59.1 × 93.6, p < 0.001; CDB 50.5 × 88.2, p < 0.001) and knowledge scores over time (HFS 45.1 × 63.2, p = 0.001; CDB 43.5 × 56.7, p-value < 0.01), but no difference was observed between groups (group*time effect in the mixed effect models adjusted for the student ranking) for both tests (p = 0.6565 and p = 0.3331, respectively). The simulation checklist scores of the HFS group were higher than those of the CBD group, with large effect sizes in all domains (Hedges g 1.15 to 2.20). CONCLUSION: HFS performed better than CBD in developing clinical reasoning, communication, attitude, and leadership in undergraduate medical students in pediatric emergency care, but no significant difference was observed in self-confidence and theoretical knowledge.

Second Fundão Dam Rupture Science Meeting: Updating the science.

The second Fundão Dam Rupture Science Meeting was held in Ouro Preto, Minas Gerais, Brazil, on 21 and 22 September 2022. A total of 100 delegates attended the meeting, which featured high-quality oral presentations and posters over the two days and lively discussions of the science presented. The meeting resulted in nine papers being published in this special series. In the discussion, it was commented that the first meeting had been more a meeting of competitive perspectives but that the second meeting featured a more collaborative sharing of knowledge. Also, there had been substantial improvement in ways to deal with the lack of pre-event data and account for other stressors in the system, and as a result, stronger conclusions regarding the recovery rates of the system were able to be made. Importantly, there was no evidence for a feasible "time bomb" of a future catastrophic release of contaminants, but it was agreed that different scenarios continue to be researched. Integr Environ Assess Manag 2024;20:70-73. © 2023 The Authors. Integrated Environmental Assessment and Management published by Wiley Periodicals LLC on behalf of Society of Environmental Toxicology & Chemistry (SETAC).

A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School.

Introduction: Learning style (LS) frameworks have been implemented by educators to promote participatory learning in order to strengthen learner engagement and to enhance learning outcomes. Self-efficacy has been shown to have an association with learning style and is a predictor of clinical performance and other qualities in medical students. This study examined the perspectives of second and final year medical students in a Caribbean-based medical school, relative to their learning approaches, teaching exposures and preparation for assessments. Methods: An interpretivist qualitative approach was used to analyze data from two focus groups, conducted as part of a sequential mixed-methods study (November 2018-February 2019) with medical students in the second and final year of study. Discussions were audio-recorded, transcribed verbatim, and inductively coded with in-depth thematic analysis assisted by NVivo software. Results: Six Year 2 (Female: Male = 5:1) and seven Year 5 (Female: Male = 5:2) participants, ranging between 18 and 34 years and with a range of LS were recruited into the study. Analysis and data reduction produced three organizing themes: "Dynamics of information delivery and acquisition", "Pivoting", and "LS identification, awareness and mutability", and the global construct "Individual and environmental factors modulate the influence of LS preference in triggering self-efficacy". In managing information received in class, students used textbooks, YouTube videos, and collaborative learning to augment perceived gaps in lectures and their personal notes. Learning style self-awareness is useful for facilitating self-efficacy throughout medical school, especially at points of transition within the programme of study. Conclusion: LS theory and testing appear to be useful for student and teacher awareness. In practice, honing students' adaptability to varying learning settings may be more relevant in helping students achieve self-efficacy.

Psychoanalytic identity in vivo: Permanence and change.

Psychoanalytic identity "in vivo" means psychoanalysis as an authentic, lived experience, socially and historically situated. What we have inherited from the psychoanalytic tradition now needs to be collectively and individually updated and shaped as therapy, as research and as theory. The focus of this paper is on developing a more critical and realistic sense of psychoanalytic identity, grounded in our clinical experience. We need to recognise our identity in what we actually do and achieve with our patients in our daily practice and avoid idealisations or devaluations arising from theoretical speculation. The important role of the Three Level Model (3-LM) and similar working parties is discussed. Psychoanalysts need a pluralistic professional identity, which implies triangulating our clinical perspectives with those of other colleagues, as happens in 3-LM clinical discussion groups, and contextualizing our knowledge from a broad perspective, including extra-clinical research and interdisciplinary dialogue with both health sciences and hermeneutic disciplines. A psychoanalytic identity that is open to the future requires an acknowledgement of the different positions that exist within our discipline and neighbouring fields, and a willingness to critically examine and discuss these differences.

Effectiveness of synchronous vs asynchronous faculty aid in learning how to diagnose, plan and perform a 44C ankle fracture osteosynthesis in a synthetic bone model.

INTRODUCTION: COVID-19 pandemic has disrupted educational activities since 2020. AO Trauma Latin American courses took place in a blended modality during 2021 and participant's feedback was positive. In this study, we aim to identify if there was any difference in learning, planning, and executing an osteosynthesis on a bone model with synchronous or asynchronous faculty support during an online asynchronous learning program. MATERIAL AND METHODS: we designed an online asynchronous course designed for teaching about trimalleolar ankle fractures. We randomized twenty participants into two groups: the control group had synchronous faculty support and the intervention group had asynchronous faculty support. Participants were evaluated with initial and final quizzes, preoperative planning, and execution of an osteosynthesis on a bone model. Comparisons of scores between CG and IG were performed using the Mann-Whitney U test for non-parametric variables. A two-tailed p < 0.05 was considered statistically significant. RESULTS: we did not find a significant difference between synchronous or asynchronous faculty support during our asynchronous learning program in quiz results, preoperative planning, global rating scale or the result of the osteosynthesis as compared to the preoperative plan. CONCLUSION: there appears to be no difference in participant learning with synchronous or asynchronous faculty support during an online, asynchronous course. Asynchronous activities appear to be effective teaching methods and should be considered in continuous medical education in orthopedics. Larger studies are needed to identify differences in participant learning outcomes between synchronous and asynchronous faculty support models.

INTRODUCCIÓN: la pandemia de COVID-19 ha interrumpido las actividades educativas desde 2020. Los cursos de AO Trauma Latinoamérica se realizaron en modalidad semipresencial durante 2021 y la retroalimentación de los participantes fue positiva. En este estudio, nuestro objetivo es identificar si hubo alguna diferencia en el aprendizaje, la planificación y la ejecución de una osteosíntesis en un modelo óseo con el apoyo sincrónico o asincrónico de la facultad durante un programa de aprendizaje asincrónico en línea. MATERIAL Y MÉTODOS: diseñamos un curso asíncrono en línea para la enseñanza de las fracturas trimaleolares de tobillo. Se distribuyó aleatoriamente a 20 participantes en dos grupos: el grupo de control tuvo apoyo docente sincrónico y el grupo de intervención tuvo apoyo docente asincrónico. Se evaluó a los participantes con cuestionarios iniciales y finales, planificación preoperatoria y ejecución de una osteosíntesis en un modelo óseo. Las comparaciones de las puntuaciones entre GC e GI se realizaron mediante la prueba U de Mann-Whitney para variables no paramétricas. Una p de dos colas < 0.05 se consideró estadísticamente significativa. RESULTADOS: no encontramos diferencia significativa entre el apoyo del profesorado síncrono o asíncrono durante nuestro programa de aprendizaje asíncrono en los resultados de los cuestionarios, la planificación preoperatoria, la escala de valoración global o el resultado de la osteosíntesis en comparación con el plan preoperatorio. CONCLUSIÓN: no parece haber diferencias en el aprendizaje de los participantes con el apoyo sincrónico o asincrónico del profesorado durante un curso en línea asincrónico. Las actividades asíncronas parecen ser métodos de enseñanza eficaces y deberían tenerse en cuenta en la formación médica continua en ortopedia. Se necesitan estudios más amplios para identificar las diferencias en los resultados de aprendizaje de los participantes entre los modelos de apoyo docente síncrono y asíncrono.

Desarrollo de la capacidad argumentativa de estudiantes de Odontología en el uso de un foro educativo virtual / Development of the argumentative capacity of dental students using a virtual educational forum / Desenvolvimento da capacidade argumentativa de estudantes de medicina dentária na utilização de um fórum educativo virtual

RESUMEN Se aplicó un foro de discusión virtual como recurso didáctico para el desarrollo de la capacidad argumentativa en estudiantes de Odontología del curso de Oclusión. El foro se aplicó en reemplazo de las evaluaciones semanales que tenían como finalidad evaluar si los estudiantes conocían los conceptos impartidos en cada clase magistral. Participaron 48 estudiantes y se analizaron las variables foro de discusión virtual y la capacidad argumentativa. Se obtuvo como resultado que el foro virtual utilizado como recurso didáctico influyó en la capacidad argumentativa de los estudiantes. Este hallazgo está en concordancia con diversos estudios realizados tanto en educación básica como en educación universitaria. Se concluye que el foro de discusión aplicado contribuye al desarrollo de capacidades cognitivas, específicamente las relacionadas con la argumentación.

ABSTRACT A virtual discussion forum was used as a didactic resource for developing argumentative skills in dental students in the occlusion course. The forum was applied as a replacement for the weekly evaluations intended to assess whether the students knew the concepts taught in each master class. Forty-eight students participated, and the variables of the virtual discussion forum and argumentative capacity were analyzed. The result was that the virtual forum used as a didactic resource influenced the argumentative capacity of the students. This finding agrees with several studies carried out in basic education as well as in university education. It is concluded that the discussion forum applied contributes to the development of cognitive abilities, specifically those related to argumentation.

RESUMO Um fórum de discussão virtual foi utilizado como recurso didático para o desenvolvimento de habilidades argumentativas nos alunos de odontologia do curso de oclusão. O fórum foi aplicado em substituição às avaliações semanais que tinham como objetivo avaliar se os alunos conheciam os conceitos leccionados em cada aula magna. Participaram 48 alunos e foram analisadas as variáveis fórum de discussão virtual e capacidade de argumentação. O resultado foi que o fórum virtual utilizado como recurso didático influenciou a capacidade de argumentação dos alunos. Esse achado está de acordo com diversos estudos realizados tanto na educação básica quanto no ensino universitário. Conclui-se que o fórum de discussão aplicado contribui para o desenvolvimento de habilidades cognitivas, especificamente as relacionadas à argumentação.

Implementing a Serious Illness Risk Prediction Model: Impact on Goals of Care Documentation.

CONTEXT: Goals of care conversations can promote high value care for patients with serious illness, yet documented discussions infrequently occur in hospital settings. OBJECTIVES: We sought to develop a quality improvement initiative to improve goals of care documentation for hospitalized patients. METHODS: Implementation occurred at an academic medical center in Pittsburgh, Pennsylvania. Intervention included integration of a 90-day mortality prediction model grouping patients into low, intermediate, and high risk; a centralized goals of care note; and automated notifications and targeted palliative consults. We compared documented goals of care discussions by risk score before and after implementation. RESULTS: Of the 12,571 patients hospitalized preimplementation and 10,761 postimplementation, 1% were designated high risk and 11% intermediate risk of mortality. Postimplementation, goals of care documentation increased for high (17.6%-70.8%, P< 0.0001) and intermediate risk patients (9.6%-28.0%, P < 0.0001). For intermediate risk patients, the percentage of goals of care documentation performed by palliative medicine specialists increased from pre- to postimplementation (52.3%-71.2%, P = 0.0002). For high-risk patients, the percentage of goals of care documentation completed by the primary service increased from pre-to postimplementation (36.8%-47.1%, P = 0.5898, with documentation performed by palliative medicine specialists slightly decreasing from pre- to postimplementation (63.2%-52.9%, P = 0.5898). CONCLUSIONS: Implementation of a goals of care initiative using a mortality prediction model significantly increased goals of care documentation especially among high-risk patients. Further study to assess strategies to increase goals of care documentation for intermediate risk patients is needed especially by nonspecialty palliative care.

Work Discussion for community mental health.

This paper aims to emphasize the pertinence of psychoanalytic work in the context of communitary mental health. The theoretical orientations for this are based on the concept of Social Defence Systems, as introduced by Jaques and developed by Menzies, and the intervention method used is Work Discussion, an original and applicable approach designed and consolidated at the Tavistock Clinic. With this contributions, we are able to consider the ways in which Institution´s malfunctioning relates to ways in which it´s work implies a defensive activity with which its participants, workers and patients, can be unconsciously colluded. After describing this method and the mentality behind it, this work describes in detail its application in the context of a Communitary Mental Health Centre in Santiago, Chile. Some clinical examples are included, together with some thoughts about the value that this intervention has for the community.

Impacto de la metodología de debate como técnica de enseñanza- aprendizaje en población universitaria

El objetivo principal de la presente investigación es determinar la influencia entre las habilidades de pensamiento crítico, técnicas de oratoria y argumentación en las dinámicas de debates en el ámbito educativo, las cuales integran dentro de sus ambientes y herramientas de aprendizaje grupos de debates y el desarrollo de procesos cognitivos de orden superior. La metodología utilizada fue de corte mixta. Dentro de los resultados, existen hallazgos significativos que avalan el desarrollo de destrezas en la metodología de debate, permitiendo concluir su influencia en la potenciación de habilidades cognoscitivas, interpersonales y académicas.

The main objective of the present research is to determine the influence between critical thinking skills, public speaking techniques, and argumentation on the dynamics of debates in the educational environment, which integrate within their environments and learning tools debate groups and the development of higher order cognitive processes. The methodology used was mixed. Within the results, there are significant findings that support the development of skills in the debate methodology, by allowing to conclude its influence on the enhancement of cognitive, interpersonal, and academic skills.

Função de Cuidar na Educação Infantil: Contribuições de Grupos de Discussão de Trabalho com Educadoras / Role of Caring in Early Childhood Education: Contributions from Working Discussion Groups with Educators / Función de Cuidado en la Educación Infantil: Grupos de Discusión de Trabajo con Maestros

As educadoras que atuam na Educação Infantil participam da subjetivação de bebês e crianças pequenas, o que pode ser extremamente exigente. Nesse sentido, este estudo teve como objetivo oferecer um espaço de escuta para educadoras, com vistas a refletir sobre os desafios da função de cuidar de bebês e crianças bem pequenas na Educação Infantil. Foram realizadas duas edições de um grupo de discussão de trabalho, nas quais participaram cinco educadoras. O material produzido no grupo de discussão de trabalho, juntamente com relatos discutidos em supervisão, foi analisado qualitativamente, a partir de análise temática indutiva. Os resultados evidenciam que o cuidado exige presença, previsibilidade, intimidade e sensibilidade, o que, muitas vezes, é solicitado pelos próprios bebês/crianças que convocam o adulto. Entretanto, responder a essas demandas de forma individualizada num ambiente coletivo pode trazer desconforto, mal-estar e angústia. O grupo de discussão de trabalho oportunizou às educadoras tomarem consciência de como se utilizavam, por vezes, de um estilo de cuidado mais mecanizado e controlador, de forma a se protegerem dessas demandas. Em síntese, o bebê/criança desacomoda o adulto e o convoca a (re)pensar sobre seu fazer, apontando a importância de espaços de escuta e reflexão aos profissionais da educação.

Working in Early Childhood Education implies that the adult caregiver participates in the subjectivation of babies, which can be extremely demanding. This study aimed to offer a listening space for nursery educators to reflect on the challenges of the role of caring for babies and very young children in Early Childhood Education. Two editions of the work discussion group were held, in which five educators participated. The material was qualitatively analyzed, considering the inductive thematic analysis. The results showed that care requires presence, predictability, intimacy, and sensitivity, requests often made by the babies and the children themselves who call the adult to respond from this place. However, responding to this demand individually in a collective environment can bring discomfort, malaise, and anguish. The group made it possible for educators to become aware of how they used a more mechanized and controlling style of care, to protect themselves from these demands. In summary, the baby and the children discomfort the adult and invite him/her to (re) think about his actions, pointing out the importance of spaces for listening and reflection to education professionals.

Trabajar en Educación Infantil implica que el adulto cuidador participe enlasubjetivación de los bebés, lo que puede ser extremadamente exigente. Por eso, este estudio tuvo como objetivo ofrecer un espacio de escucha a los educadores, con el fin de reflexionar sobre los retos del cuidado de los bebés y niños muy pequeños en la Educación Infantil. Se realizaron dos ediciones de los grupos de discusión de trabajo, en las que participaron cinco educadores. El material fue analizado cualitativamente, a partir del análisis temático inductivo. Los resultados muestran que el cuidado requiere presencia, previsibilidad, intimidad y sensibilidad, peticiones, muchas veces, realizadas por los propios bebés y niños que convocan al adulto. Sin embargo, responder a esta demanda de forma individual en un entorno colectivo puede traer malestar y angustia. Los grupos hizo posible que los educadores tomaran conciencia de cómo utilizaban un estilo de atención más mecanizado y controlador, para protegerse de estas demandas. En resumen, el bebé y los niños incomodan al adulto y lo invitan a (re) pensar en sus acciones, señalando la importancia de los espacios de escucha y reflexión de los profesionales de la educación.

A Qualitative Approach to Explore Perceptions, Opinions and Beliefs of Communities who Experienced Health Disparities towards Chronic Health Conditions.

The prevalence of chronic medical conditions is associated with biological, behavioral, and social factors. In Puerto Rico (PR), events such as budget cuts to essential services in recent years have contributed to deepening health disparities. This study aimed to explore community perceptions, opinions, and beliefs about chronic health conditions in the southern region of Puerto Rico. Framed by a Community-Based Participatory Research (CBPR) approach, this qualitative study developed eight focus groups (n = 59) with adults (age of 21 or older) from southern Puerto Rico, in person and remotely, during 2020 and 2021. Eight open-ended questions were used for discussions, which were recorded, transcribed, and analyzed via computer analysis. Content analysis revealed four main dimensions: knowledge, vulnerabilities, barriers, and identified resources. Relevant topics included: concerns about mental health-depression, anxiety, substance use, and suicide; individual vulnerabilities-risk behaviors, and unhealthy habits; economic factors-health access and commercialization of health. Resource identification was also explored, and participants discussed the importance of alliances between public and private sectors. These topics were addressed across all focus groups, with various recommendations. The results highlight the importance of prioritizing identified community needs, evaluating available resources, and promoting tailored-made interventions to reduce risk factors for chronic health conditions.

Effectiveness of synchronous vs asynchronous faculty aid in learning how to diagnose, plan and perform a 44C ankle fracture osteosynthesis in a synthetic bone model / Eficacia de la ayuda docente sincrónica frente a la asincrónica en el aprendizaje del diagnóstico, la planificación y el desempeño de una osteosíntesis de fractura de tobillo 44C en un modelo de hueso sintético

Abstract: Introduction: COVID-19 pandemic has disrupted educational activities since 2020. AO Trauma Latin American courses took place in a blended modality during 2021 and participant's feedback was positive. In this study, we aim to identify if there was any difference in learning, planning, and executing an osteosynthesis on a bone model with synchronous or asynchronous faculty support during an online asynchronous learning program. Material and methods: we designed an online asynchronous course designed for teaching about trimalleolar ankle fractures. We randomized twenty participants into two groups: the control group had synchronous faculty support and the intervention group had asynchronous faculty support. Participants were evaluated with initial and final quizzes, preoperative planning, and execution of an osteosynthesis on a bone model. Comparisons of scores between CG and IG were performed using the Mann-Whitney U test for non-parametric variables. A two-tailed p < 0.05 was considered statistically significant. Results: we did not find a significant difference between synchronous or asynchronous faculty support during our asynchronous learning program in quiz results, preoperative planning, global rating scale or the result of the osteosynthesis as compared to the preoperative plan. Conclusion: there appears to be no difference in participant learning with synchronous or asynchronous faculty support during an online, asynchronous course. Asynchronous activities appear to be effective teaching methods and should be considered in continuous medical education in orthopedics. Larger studies are needed to identify differences in participant learning outcomes between synchronous and asynchronous faculty support models.

Resumen: Introducción: la pandemia de COVID-19 ha interrumpido las actividades educativas desde 2020. Los cursos de AO Trauma Latinoamérica se realizaron en modalidad semipresencial durante 2021 y la retroalimentación de los participantes fue positiva. En este estudio, nuestro objetivo es identificar si hubo alguna diferencia en el aprendizaje, la planificación y la ejecución de una osteosíntesis en un modelo óseo con el apoyo sincrónico o asincrónico de la facultad durante un programa de aprendizaje asincrónico en línea. Material y métodos: diseñamos un curso asíncrono en línea para la enseñanza de las fracturas trimaleolares de tobillo. Se distribuyó aleatoriamente a 20 participantes en dos grupos: el grupo de control tuvo apoyo docente sincrónico y el grupo de intervención tuvo apoyo docente asincrónico. Se evaluó a los participantes con cuestionarios iniciales y finales, planificación preoperatoria y ejecución de una osteosíntesis en un modelo óseo. Las comparaciones de las puntuaciones entre GC e GI se realizaron mediante la prueba U de Mann-Whitney para variables no paramétricas. Una p de dos colas < 0.05 se consideró estadísticamente significativa. Resultados: no encontramos diferencia significativa entre el apoyo del profesorado síncrono o asíncrono durante nuestro programa de aprendizaje asíncrono en los resultados de los cuestionarios, la planificación preoperatoria, la escala de valoración global o el resultado de la osteosíntesis en comparación con el plan preoperatorio. Conclusión: no parece haber diferencias en el aprendizaje de los participantes con el apoyo sincrónico o asincrónico del profesorado durante un curso en línea asincrónico. Las actividades asíncronas parecen ser métodos de enseñanza eficaces y deberían tenerse en cuenta en la formación médica continua en ortopedia. Se necesitan estudios más amplios para identificar las diferencias en los resultados de aprendizaje de los participantes entre los modelos de apoyo docente síncrono y asíncrono.

O debate nas Ciências do Trabalho: do que estamos falando? / Debate on Work Sciences: what are we talking about?

Resumo O debate sobre o trabalho tem ocupado, nos últimos anos, um espaço importante nas abordagens das Ciências do Trabalho, principalmente naquelas desenvolvidas pelo CNAM-Paris (Conservatoire National des Arts et Métiers) ou inspiradas por essa escola. Disciplinas como a Ergonomia, a Psicodinâmica do Trabalho ou a Clínica da Atividade têm apresentado métodos que desenvolvem o debate do e no trabalho, de maneira a compreender a atividade realizada, bem como contribuir com transformações das situações de trabalho. Apesar disso, a literatura é relativamente escassa no que concerne às particularidades do debate em cada uma dessas disciplinas e de seus métodos. Com isso, o objetivo deste ensaio é buscar compreender o que compõe o debate nas abordagens das Ciências do Trabalho e também qual o seu potencial, identificando as particularidades inerentes a cada uma delas. É possível notar que existem semelhanças - como a centralidade analítica das contradições no debate - mas também muitas singularidades entre as disciplinas e seus métodos, tais como o funcionamento dos espaços em que o debate ocorre e a maneira com a qual ele é capaz de analisar a atividade e transformar o trabalho. Por fim, defendemos a necessidade de incorporação das especificidades do debate nas pesquisas sobre o tema, evitando assim cacofonias sobre o assunto.

Abstract The debate on work has occupied, in recent years, an important space in the approaches to Labor Sciences, especially those developed by CNAM-Paris (Conservatoire National des Arts et Métiers) or inspired by this school. Disciplines such as Ergonomics, Psychodynamics of Work, or Activity Clinic have presented methods that develop the debate of and at work, to understand the activity performed, and to contribute to the transformation of work situations. Despite this, the literature is scarce regarding the particularities of the debate in each of these disciplines and their methods. Thus, the objective of this essay is to seek to understand what makes up the debate in the approaches of the Work Sciences and its potential, identifying the particularities inherent to each one of them. It is possible to notice that there are similarities - such as the analytical centrality of the contradictions in the debate - but also many singularities between the disciplines and their methods, such as the functioning of the spaces in which the debate takes place and the way in which it is able to analyze the activity and transform work situations. Finally, we defend the need to incorporate the specificities of the debate in research on the subject, thus avoiding cacophonies on the subject.

An international consortium in epilepsy surgery education: Clinical case-based discussions between Latin-American and Canadian Epilepsy Centers.

An international consortium with a focus on Epilepsy Surgery Education was established with members from different centers in Latin America and Canada. All members of the consortium and attendees from different centers in Latin America and Canada have been meeting to discuss epilepsy surgery cases in a virtual manner. We surveyed all to assess the value of the meetings. The results and description of these meetings are being presented.

Impacto clínico de un grupo de discusión multidisciplinaria en el diagnóstico de fibrosis pulmonar idiopática en Colombia / Clinical impact of a multidisciplinary discussion group on the diagnosis of idiopathic pulmonary fibrosis in Colombia

Resumen Introducción: la fibrosis pulmonar idiopática (FPI) es una enfermedad pulmonar intersticial (EPID) de mal pronóstico, considerada huérfana en Colombia. Un diagnóstico correcto tiene implicaciones para el paciente y los costos de atención. Los grupos de discusión multidisciplinaria (GDM) se consideran el estándar de oro en el diagnóstico. No hay estudios previos en Colombia de la experiencia de un GDM. Objetivos: evaluar el impacto de un GDM en una institución de cuarto nivel en Bogotá en cambio de diagnóstico de pacientes con EPID y la concordancia entre el diagnóstico inicial y final de FPI. Material y métodos: pacientes con EPID evaluados entre 2015-2018 por el GDM conformado por neumólogos, radiólogo, patólogo y reumatólogos. Criterios ATS/ERS/JRS/ALAT de diagnóstico de FPI. Descripción del cambio en el diagnóstico y concordancia entre el diagnóstico inicial y del GDM en FPI. Resultados: de 165 pacientes con EPID se cambió el diagnóstico en 35.2%. En 77.3% pacientes con diagnóstico inicial de FPI y en 6.7% con diagnóstico inicial diferente a FPI el GDM confirmó FPI. Al descartar FPI, los principales diagnósticos fueron neumonitis de hipersensibilidad en fase crónica (29.4%) y neumonía intersticial no específica (23.5%). El índice kappa entre el diagnóstico inicial y final de FPI fue 0.71 (0.60-0.82). Conclusiones: el GDM en EPID tuvo un importante impacto clínico demostrado por un alto porcentaje de cambió del diagnóstico de remisión. Se descartó el diagnóstico inicial de FPI en un porcentaje significativo de pacientes y se ratificó en un grupo menor sin esta sospecha clínica inicial. (Acta Med Colomb 2022; 47. DOI:https://doi.org/10.36104/amc.2022.2017).

Abstract Introduction: idiopathic pulmonary fibrosis (IPF) is an interstitial lung disease (ILD) with a poor prognosis, considered an orphan disease in Colombia. An accurate diagnosis has implications for the patient and healthcare costs. Multidisciplinary discussion groups (MDGs) are considered the gold standard for diagnosis. There are no prior studies in Colombia on the experience of an MDG. Objectives: to evaluate the impact of an MDG in a quaternary care institution in Bogotá on the change in the diagnosis of patients with ILD and the concordance between the initial and final diagnosis of IPF. Materials and methods: patents with ILD evaluated from 2015-2018 by the MDG made up of pulmonologists, a radiologist, a pathologist and rheumatologists. The ATS/ERS/JRS/ALAT diagnostic criteria for IPF. A description of changes in the diagnosis and the agreement between the initial diagnosis and the MDG diagnosis of IPF. Results: out of 165 patients with ILD, the diagnosis was changed in 32.5%. The MDG confirmed IPF in 77.3% of patients with an initial diagnosis of ILD and 6.7% of those with a different initial diagnosis. When IPF was ruled out, the main diagnoses were chronic hypersensitivity pneumonitis (24.8%) and nonspecific interstitial pneumonia (23.5%). The Kappa index between the initial and final IPF diagnoses was 0.71 (0.60-0.82). Conclusions: the MDG on ILD had a significant clinical impact evidenced by a high percentage of change in the referral diagnosis. The initial diagnosis of IPF was ruled out in a significant percentage of patients and confirmed in a smaller group which did not have this initial clinical suspicion. (Acta Med Colomb 2022; 47. DOI:https://doi.org/10.36104/amc.2022.2017).

Qualitative evaluation of a support group for women with children with Zika congenital syndrome in Southern Colombia.

PURPOSE: To qualitatively evaluate the perceived benefits of participation in a support group (SG) for mothers of children with Congenital Zika Syndrome (CZS) in Southern Colombia. METHODS: The "Women of Zika" SG was running in Sourthern Colombia from August 2018 to December 2019. The evaluation was carried out between October and December 2019, 21 women participated and the information was collected in three group discussions and non-participant observation. A thematic content analysis of the data was carried out with the support of Atlas ti-v8. RESULTS: Women's discourses assessing the perceived benefits of participating in the SG were organized under three categories according to the three dimensions of social support: "Teaching and learning from each other: the SG as a source of information support," "Coping with adversity: the SG as a source of emotional support" and "Creating your own identity: the SG as a source of relational support." CONCLUSION: The SG has been an important source of social support for women with children with CZS and it meant had a shared space where they developed individual and collective agency capacities. SGs can be a useful strategy for social and therapeutic support for families with children with multiple disabilities, such as CZS.Implications for rehabilitationCaring after children with CZS has negative implications on the mental health and quality of life of these women.Specific interventions need to be developed to improve the quality of life of mothers of children with CZS.Support groups are an effective strategy for providing social support to women with children with different disabilities such as CZS.

Categorising ultra-processed foods in large-scale cohort studies: evidence from the Nurses' Health Studies, the Health Professionals Follow-up Study, and the Growing Up Today Study.

This manuscript details the strategy employed for categorising food items based on their processing levels into the four NOVA groups. Semi-quantitative food frequency questionnaires (FFQs) from the Nurses' Health Studies (NHS) I and II, the Health Professionals Follow-up Study (HPFS) and the Growing Up Today Studies (GUTS) I and II cohorts were used. The four-stage approach included: (i) the creation of a complete food list from the FFQs; (ii) assignment of food items to a NOVA group by three researchers; (iii) checking for consensus in categorisation and shortlisting discordant food items; (iv) discussions with experts and use of additional resources (research dieticians, cohort-specific documents, online grocery store scans) to guide the final categorisation of the short-listed items. At stage 1, 205 and 315 food items were compiled from the NHS and HPFS, and the GUTS FFQs, respectively. Over 70 % of food items from all cohorts were assigned to a NOVA group after stage 2. The remainder were shortlisted for further discussion (stage 3). After two rounds of reviews at stage 4, 95⋅6 % of food items (NHS + HPFS) and 90⋅7 % items (GUTS) were categorised. The remaining products were assigned to a non-ultra-processed food group (primary categorisation) and flagged for sensitivity analyses at which point they would be categorised as ultra-processed. Of all items in the food lists, 36⋅1 % in the NHS and HPFS cohorts and 43⋅5 % in the GUTS cohorts were identified as ultra-processed. Future work is needed to validate this approach. Documentation and discussions of alternative approaches for categorisation are encouraged.

International Interprofessional Collaborative Office Rounds (iiCOR): Addressing Children's Developmental, Behavioral, and Emotional Health Using Distance Technology.

Developmental, behavioral, and emotional issues are highly prevalent among children across the globe. Among children living in low- and middle-income countries, these conditions are leading contributors to the global burden of disease. A lack of skilled professionals limits developmental and mental health care services to affected children globally. Collaborative Office Rounds are interprofessional groups that meet regularly to discuss actual cases from the participants' practices using a non-hierarchical, peer-mentoring approach. In 2017, International Interprofessional Collaborative Office Rounds was launched with several goals: to improve the knowledge and skills of practicing child health professionals in high and low resourced settings regarding developmental and mental health care, to support trainees and clinicians in caring for these children, and to promote best practice in diagnosis and management of these conditions. Five nodes, each comprised of 3-4 different sites with an interprofessional team, from 8 countries in North America, Africa, Asia, and South America met monthly via videoconferencing. This report describes and evaluates the first 2 years' experience. Baseline surveys from participants (N = 141) found that 13 disciplines were represented. Qualitative analysis of 51 discussed cases, revealed that all cases were highly complex. More than half of the cases (N = 26) discussed children with autism or traits of autism and almost all (N = 49) had three or more themes discussed. Frequently occurring themes included social determinants of health (N = 31), psychiatric co-morbidity (N = 31), aggression and self-injury (N = 25), differences with the healthcare provider (N = 17), cultural variation in accepting diagnosis or treatment (N = 19), and guidance on gender and sexuality issues (N = 8). Participants generally sought recommendations on next steps in clinical care or management. A survey of participants after year 1 (N = 47) revealed that 87% (N = 41) had expectations that were completely or mostly met by the program. Our experience of regular meetings of interprofessional groups from different countries using distance-learning technology allowed participants to share on overlapping challenges, meet continuing educational needs while learning about different approaches in high- and low-resourced settings. International Interprofessional Collaborative Office Rounds may prove a useful strategy for increasing the work force capacity for addressing developmental, behavioral, and emotional conditions worldwide. More systematic studies are needed.

Conversations about sexual activity within Haitian families: implications for HPV vaccine uptake.

Objective: Parents play an integral role in young adults' sexual health including human papillomavirus (HPV) vaccine decision-making. The objective of this study was to explore conversations regarding sexual activity in Haitian households and the influence of such conversations on young Haitian women's HPV vaccine discussion with their parents.Methods: From a large university in the southeastern United States, 30 Haitian-American college women (ages 17-26) were recruited for semi-structured in-depth interviews. The interviews were recorded and transcribed verbatim. Interview transcripts were analyzed using thematic analysis.Results: Most participants stated that they either did not have conversations regarding sexual activity or the conversations that they had were described as 'uncomfortable' or 'awkward'. Many participants stated that once parents knew that HPV is sexually transmitted, their discussions about the vaccine would be considered an announcement of their sexual debut or sexual activity. Hence, many decided to not discuss the HPV vaccine with their parents.Conclusion: Findings have important implications for HPV vaccine uptake. Results showed that a lack of conversations about sexual activity within Haitian households led to limited discussions about the HPV vaccine among young Haitian-American college women and their parents. Future HPV vaccine uptake efforts should integrate familial and cultural beliefs about female sexuality, while focusing on cervical cancer prevention.