Prognostic factors and perinatal outcomes in early-onset intrauterine growth restriction due to placental insufficiency.

OBJECTIVE: To determine the principal prognostic factors and neonatal outcomes associated with perinatal death in cases of early-onset intrauterine growth restriction (IUGR) due to placental insufficiency and to define the cutoff point for the risk of perinatal death. METHODS: A retrospective cohort study conducted with 198 pregnant women with a diagnosis of early-onset IUGR (as detected before the 32nd week of gestational age). The association between the dependent variable (perinatal death) and the independent variables was investigated using a multivariate logistic regression model. The area under the receiver operating characteristic (ROC) curve was calculated to determine the sensitivity and specificity of the adjusted model. A significance level of 5% was established for the entire statistical analysis. RESULTS: Perinatal deaths occurred in 89 (44.9%) of the 198 fetuses with early-onset IUGR. Birthweight <800 grams (OR: 14.73; 95%CI: 4.13-52.54; p < .001), postnatal need for mechanical ventilation (OR: 24.56; 95%CI: 5.58-108.08; p < .001) and postnatal use of an oxygen hood (OR: 0.09; 95%CI: 0.02-0.39; p = .001) remained significantly associated with neonatal death in the multivariate model. The sensitivity, specificity, positive and negative predictive values for birthweight <800 grams and need for mechanical ventilation as predictors of death were, respectively, 84%, 91%, 88%, 88% and 93%, 71%, 60% and 96%, while the values for use of an oxygen hood were, respectively, 15%, 62%, 15% and 62%. CONCLUSION: The principal determinants of perinatal death in fetuses with early-onset IUGR were birthweight <800 grams, gestational age at delivery <30 weeks and postnatal need for mechanical ventilation as risk factors while postnatal use of an oxygen hood was found to constitute a protective factor.

Análise do Acesso à Informação Acadêmica entre Estudantes de Medicina Inseridos numa Metodologia Ativa de Aprendizagem / Analysis of Access to Academic Information among Medical Students under an Active Learning Methodology

RESUMO O acesso à informação acadêmica vem se tornando um dos pilares para o protagonismo do estudante no processo de aprendizagem, sendo estratégico analisar o comportamento e manejo frente aos recursos informacionais disponíveis, pertinentes na formação e na excelência de futuros profissionais. O objetivo desta pesquisa foi analisar o comportamento relatado por estudantes de Medicina de uma instituição de ensino superior com metodologia ativa de aprendizagem referente ao acesso a informações acadêmicas, bem como opiniões sobre a construção de conhecimento acadêmico durante a graduação. Realizou-se um estudo observacional transversal e analítico com 274 estudantes do curso de Medicina da Faculdade Pernambucana de Saúde, em Recife (PE). Foi elaborado e validado um questionário específico para a coleta dos dados, analisados descritivamente por meio de frequências absolutas e percentuais para as variáveis categóricas e das medidas. Para avaliar associação entre duas variáveis categóricas foi utilizado o Teste Qui-Quadrado de Pearson e o Teste Exato de Fisher. O projeto de pesquisa foi aprovado pelo comitê de ética e respeitou as exigências éticas. Entre os pesquisados, 52,8% utilizavam meios eletrônicos de estudo isoladamente, enquanto 37,7% deles assinalaram que manuseavam conjuntamente meios eletrônicos e impressos, e 9,4% citaram apenas meios impressos. Em relação às formas de estudo com que o aluno mais se identifica, as assertivas assinaladas por um grupo majoritário dos discentes foram "livros online (PDF, Word, Epub, etc.)" e "livros em papel" (81,9% e 68,3%, respectivamente). Sobre o questionamento acerca da utilização de bases de dados eletrônicas na rotina acadêmica de estudos, a maioria (67,9%) dos alunos respondeu positivamente ao enunciado. Entre as bases de dados mais citadas, encontram-se SciELO (86,7%) e PubMed (70,6%). Ao se avaliar o acesso à informação científica entre estudantes de Medicina, foi visto que, embora a maioria dos alunos utilize bases de dados eletrônicas em sua rotina acadêmica, mais da metade não havia recebido treinamento relacionado às técnicas de pesquisa bibliográfica: a maioria havia aprendido com a prática. Os estudantes pesquisados, em quase sua totalidade, concordam sobre a importância da prática baseada em evidências na rotina acadêmica, sendo relatado por mais da metade dos alunos que, ao deixarem de buscar informações online, se sentem menos atualizados.

ABSTRACT Access to academic information has become one of the pillars for the student's role in the learning process, and it is strategic to analyze the behavior and management of available information resources pertinent to the training and excellence of future professionals. The objective of this research was to analyze the behavior reported by medical students of a higher education institution with active learning methodology regarding access to academic information, as well as opinions about the construction of academic knowledge during undergraduate training. A cross-sectional and analytical observational study was conducted with 274 students from the Pernambuco Health College Medical School in Recife, Pernambuco. A specific questionnaire was prepared and validated for the data collection, and subsequently analyzed descriptively using absolute and percentage frequencies for categorical variables and measurements. To evaluate the association between two categorical variables, Pearson's Chi-square test and Fisher's exact test were used. The research project was approved by the ethics committee and respected all ethical requirements. Among those surveyed, 52.8% used electronic media alone, while 37.7% indicated that they handled both electronic and print media and 9.4% cited print media alone. In relation to the forms of study with which the student most identifies, the options confirmed by the majority were "online books (PDF, Word, Epub, etc.)" and "paper books" (81.9% and 68,3%, respectively). Regarding questions about the use of electronic databases in their study routine, the majority (67.9%) responded positively to the statement; the most commonly cited databases included SciELO (86.7%), and PubMed (70.6%). When evaluating access to scientific information among medical students, it was seen that, although most students used electronic databases in their academic routine, more than half had not received training related to bibliographic research techniques; most had learned with practice. Almost all the students surveyed agree on the importance of evidence-based practice in academic routine, which is reported by more than half of the students who, when they do not seek information online, feel less up-to-date.