Helping students to understand physiological aspects of regional distribution of ventilation in humans: a experience from the electrical impedance tomography.

Undergraduate biomedical students often have difficulties in understanding basic concepts of respiratory physiology, particularly respiratory mechanics. In this study, we report the use of electrical impedance tomography (EIT) to improve and consolidate the knowledge about physiological aspects of normal regional distribution of ventilation in humans. Initially, we assessed the previous knowledge of a group of medical students ( n = 39) about regional differences in lung ventilation. Thereafter, we recorded the regional distribution of ventilation through surface electrodes on a healthy volunteer adopting four different decubitus positions: supine, prone, and right and left lateral. The recordings clearly showed greater pulmonary ventilation in the dependent lung, mainly in the lateral decubitus. Considering the differences in pulmonary ventilation between right and left lateral decubitus, only 33% of students were able to notice it correctly beforehand. This percentage increased to 84 and 100%, respectively ( P < 0.01), after the results of the ventilation measurements obtained with EIT were examined and discussed. A self-assessment questionnaire showed that students considered the practical activity as an important tool to assist in the understanding of the basic concepts of respiratory mechanics. Experimental demonstration of the physiological variations of regional lung ventilation in volunteers by using EIT is feasible, effective, and stimulating for undergraduate medical students. Therefore, this practical activity may help faculty and students to overcome the challenges in the field of respiratory physiology learning.

(-)-α-Bisabolol reduces orofacial nociceptive behavior in rodents.

The purposes of this study were to evaluate the anti-nociceptive effect of oral and topical administration of (-)-α-bisabolol (BISA) in rodent models of formalin- or cinnamaldehyde-induced orofacial pain and to explore the inhibitory mechanisms involved. Orofacial pain was induced by injecting 1.5% formalin into the upper lip of mice (20 µL) or into the temporomandibular joint (TMJ) of rats (50 µL). In another experiment, orofacial pain was induced with cinnamaldehyde (13.2 µg/lip). Nociceptive behavior was proxied by time (s) spent rubbing the injected area and by the incidence of head flinching. BISA (100, 200, or 400 mg/kg p.o. or 50, 100, or 200 mg/mL topical) or vehicle was administered 60 min before pain induction. The two formulations (lotion and syrup) were compared with regard to efficacy. The effect of BISA remained after incorporation into the formulations, and nociceptive behavior decreased significantly in all tests. The high binding affinity observed for BISA and TRPA1 in the molecular docking study was supported by in vivo experiments in which HC-030031 (a TRPA1 receptor antagonist) attenuated pain in a manner qualitatively and quantitatively similar to that of BISA. Blockers of opioid receptors, NO synthesis, and K+ ATP channels did not affect orofacial pain, nor inhibit the effect of BISA. In conclusion, BISA had a significant anti-nociceptive effect on orofacial pain. The effect may in part be due to TRPA1 antagonism. The fact that the effect of BISA remained after incorporation into oral and topical formulations suggests that the compound may be a useful adjuvant in the treatment of orofacial pain.

O estágio extracurricular na formação profissional: a opinião dos estudantes de fisioterapia / The academic training for the professional education: the opinion of the Physiotherapy students

Investigar a opinião dos estudantes de Fisioterapia em relação ao estágio extracurricular e a influência dessa prática para sua formação profissional. Realizou-se um estudo transversal com alunos de Fisioterapia de uma instituição de ensino superior do estado do Ceará, Brasil. A amostra foi composta de 157 estudantes, sendo 29 homens (18,5%) e 128 mulheres (81,5%), com média de idade 22,6±4,02 anos, do segundo ao último semestre da graduação. Aplicou-se um questionário com 20 questões objetivas abordando a vivência e repercussões dessa prática. Do total de alunos pesquisados, 61 (38,9%) afirmaram ter participado de estágio extracurricular. Desses, 55 (90,2%) foram motivados pela necessidade de adquirir experiência; 53 (86,9%) realizaram intervenções nos pacientes; e 13 (21,3%) com carga horária de 15 a 20 horas/semanais. Porém, 36 acadêmicos (59,0%) o fizeram em desacordo com as normas do Conselho Federal de Fisioterapia e Terapia Ocupacional. Os acadêmicos consideraram que o estágio extracurricular foi uma ferramenta de aprimoramento para sua formação profissional, pois propiciou o exercício de procedimentos e técnicas mais comuns da atuação do fisioterapeuta. Entretanto, alerta-se para a necessidade de fiscalização dos órgãos competentes, para que o aluno exerça funções compatíveis com o seu nível de qualificação.

This study aimed to investigate the opinion of the Physiotherapy students on the extracurricular internship and the influence of this practice on their professional formation. A cross-sectional study was performed with Physical Therapy students from a higher education institution in Ceará, Brazil. The sample consisted of 157 students, 29 men (18.5%) and 128 women (81.5%), with mean age of 22.6±4.02 years, from second to last semester of graduation. A questionnaire was applied with 20 objective questions covering the experiences and repercussions of this practice. A total of 61 (38.9%) surveyed students affirmed to have participated of extracurricular internship. Out of these, 55 (90.2%) were motivated by the necessity of acquiring experience; 53 (86.9%) were performing therapeutic interventions in patients; and 13 (21.3%) had 15 to 20 working hours. However, 36 academics (59.0%) did work in disagreement with the rules of the Federal Council of Physical Therapy and Occupational Therapy. The students considered the extracurricular internship as a tool of improvement of their professional formation, because it allowed the practice of common physical therapist daily life activities procedures and techniques. There is a necessity for competent organizations to inspect these kind of activities, so that the students can practice tasks accordingly their qualification level.