Establishing an autogenous vascular access program in a Guatemalan comprehensive pediatric nephrology center.

BACKGROUND: The Guatemalan Foundation for Children with Kidney Diseases collaborated with Bridge of Life, a not-for-profit charitable organization, to establish a vascular access program. We reviewed our experience with graded surgical responsibility and structured didactic training, creating arteriovenous fistulas (AVF) for Guatemalan children. METHODS: Pediatric vascular access missions were completed from 2015 to 2023 and analyzed retrospectively. Follow-up was completed by the Guatemalan pediatric surgeons, nephrologists, and nursing staff. AVF patency and patient survival were evaluated by Kaplan-Meier life-table analysis with univariate and multivariable association between patient demographic variables by Cox proportional hazards models. RESULTS: Among a total of 153 vascular access operations, there were 139 new patient procedures, forming the study group for this review. The mean age was 13.6 years, 42.6% were female, and the mean BMI was 17.3. Radial or ulnar artery-based direct AVFs were established in 100 patients (71.9%) and ten of the 25 transposition procedures. Brachial artery inflow was required in 29 direct AVFs (20.9%). Two patients underwent femoral vein transpositions. Access-related distal ischemia was not encountered. Seven of the AVF patients later required access banding for arm edema; all had previous dialysis catheters (mean = 9, range 4-12). Primary and cumulative patency rates were 84% and 86% at 12 months and 64% and 81% at 24 months, respectively. The median follow-up was 12 months. Overall patient survival was 84% and 67% at 12 and 24 months, respectively. There were no deaths related to AVF access. CONCLUSIONS: Safe and functional AVFs were established in a teaching environment within a Guatemalan comprehensive pediatric nephrology center.

The impact of caregiver training on the oral health of people with disabilities: A systematic review.

AIMS: This systematic review aimed to assess the impact of oral health training for caregivers of individuals with disabilities. MATERIALS AND METHODS: A systematic review was conducted using five electronic databases: Medline (PubMed), SciELO, Web of Science, LILACS, and CAFe, adhering to PRISMA guidelines. The PICO strategy was defined as follows: Participants: caregivers of individuals with disabilities; Intervention: training or education in oral health for caregivers; Control: no caregiver training; and Outcomes: evaluating whether oral health training for caregivers improves the oral health of people with disabilities. The study aimed to address the research question: "What is the impact of oral health training for caregivers of individuals with disabilities?" The study was preregistered in PROSPERO (CRD42023416760). RESULTS: A total of 14 studies were included, with trained caregivers being either staff members or parents, and various disabilities reported, with cerebral palsy being the most prevalent. Caregiver training methods varied, such as instructions on the importance of oral health care, supervised oral hygiene, and demonstration of toothbrushing techniques. Overall, the intervention groups showed an improvement in measures such as to the Gingival Index, Plaque Index, Simplified Oral Hygiene Index, and Gingival Bleeding Index on upon probing. Additionally, improvements were observed in the quality, frequency, and duration of toothbrushing among intervention groups. CONCLUSION: The findings suggest that oral health training for caregivers has a positive impact on the oral health of individuals with disabilities, potentially leading to better oral health outcomes.

Integrative nursing in the Brazilian northeast: introduction, potential, and challenges.

OBJECTIVE: to describe the introduction, potential, and challenges experienced by nurses in the provision of Integrative and Complementary Health Practices in the northeast f Brazil. METHOD: A qualitative study conducted from June to December 2022 with 15 northeastern nurses qualified in Integrative and Complementary Practices. The data were produced through individual online interviews and submitted to content analysis. RESULTS: 15 nurses participated, and 23 integrative practices were cited, with a predominance of auriculotherapy, greater introduction in primary care and private nursing offices, highlighting labor and personal benefits. Their potential includes technical qualification for the practice and interest in continuing education. The hospital-centric view of professionals, the low diffusion on the theme in teaching, as well as the difficulty in pricing procedures and in developing clinical reasoning in other medical rationalities were cited as the main challenges. CONCLUSION: Despite the challenges still faced, northeastern nurses are offering integrative practices to complement user care.

Virtual simulation for teaching cardiology in nursing: a scoping review protocol.

INTRODUCTION: Virtual simulation (VS) can be an effective learning strategy in the context of nursing education on cardiovascular disease; however, its use in teaching cardiology in nursing is less studied. The objective of this scoping review is to map the use of VS for teaching cardiology in nursing. METHODS AND ANALYSIS: This scoping review will be conducted according to the Joanna Briggs Institute methods, and the results will be reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. Eight databases will be searched: MEDLINE (NCBI/PubMed), Cumulative Index to Nursing and Allied Health Literature, Web of Science, Latin American and Caribbean Literature in Health Sciences, Spanish Bibliographic Index of Health Sciences, Database of Nursing, EMBASE and Google Scholar from inception to 31 July 2024. This study will include any existing peer-reviewed literature and grey literature. There will be no time or language restrictions. Two reviewers will screen and select the articles independently, and when there are differences, they will be resolved with a third opinion. When appropriate, broad themes and categories derived from the review questions will be accompanied by other illustrative formats (eg, tables or graphs, word clouds and infographics). ETHICS AND DISSEMINATION: This research project does not require ethical committee approval. The study is part of a cooperative research project between researchers from the Federal University of Piauí, Northeast of Brazil, and Queen's University, Ontario, Canada, to develop and seek evidence of content validity of a VS game about valvular heart disease. The protocol and review will be published in peer-reviewed journals. REGISTRATION DETAILS: Open Science Framework (https://doi.org/10.17605/OSF.IO/S3UMH).

Learning Styles of Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers When Learning Surgery: Protocol for a Scoping Review.

BACKGROUND: Learning styles are biological and developmental configurations of personal characteristics that make the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choices in medicine, resulting in learning style patterns being observed in different residency programs, including in general surgery, from medical school to the last stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will enhance and organize what is already known. OBJECTIVE: The goal of this study is to identify and map out data from studies on the learning styles of medical students, surgical residents, medical staff, and surgical teachers. METHODS: The review will consider studies on the learning styles of medical students in a clinical cycle or internship, surgical residents with no restriction on year of residency, medical staff in general surgery, or general surgery's medical faculty. Primary studies published in English, with no specific time frame, will be considered. The search will be carried out in four databases, and reference lists will be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the titles, abstracts, and full texts of the selected studies. Data collection will be performed using a tool developed by the researchers. A results summary will be presented with figures, narratives, and tables. A quantitative and qualitative analysis will be carried out and further results will be shared. RESULTS: The search was funded on September 25, 2023. Data collection was performed in the two following months. Of the 213 articles found, 135 were excluded due to duplication. The remaining 78 articles will have their titles and abstracts analyzed by three of the researchers independently to select those that meet the eligibility criteria. This data is expected to be published in the first semester of 2025. CONCLUSIONS: Conducting a scoping review is the best way to map what is known about a subject. Understanding how students, residents, staff, and even teachers prefer to learn surgery is key to staying up to date and knowing how to best educate those pursuing a surgical career. TRIAL REGISTRATION: Open Science Framework 75ku4; https://osf.io/75ku4. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/57229.

Current status of laparoscopy teaching in gynecology and obstetrics medical residency in Brazil.

OBJECTIVE: To characterize laparoscopy teaching in Medical Residency Programs in Gynecology and Obstetrics in Brazil, and to evaluate preceptors' characteristics in laparoscopy programs and map laparoscopic training practice scenarios. METHODS: This descriptive cross-sectional study evaluated questionnaire responses from coordinators of the Medical Residency Programs in Gynecology and Obstetrics from 2019 to 2021. RESULTS: The questionnaire was sent to 175 programs, and 90 responses were received (51.4%). From the 85 valid responses, it was noted that 67 programs had laparoscopic training. Of the 64 responses received regarding location, 32 replies (50%) indicated the Southeast of Brazil, particularly some country's capitals. In 37.3% (n=25) of the cases, the program coordinator performed laparoscopy. The chief of the laparoscopy sector has advanced experience in most 52.5% (n=10) medical residency services; the preceptors also had advanced experience in 89.4% (n=59) of the services. Residents received laboratory training in 39.4% (n=26) of the services. In most cases, training was performed using a physical simulator. Of the 26 medical residency services with laparoscopy training outside the operating room, 80.8% (n=21) performed them as part of the curriculum, 61.5% (n=16) had a schedule for the same, and only 3.9% (n=1) were objectively evaluated. CONCLUSION: Laparoscopy teaching in Brazil is heterogeneous, with only a few programs offering any training in laparoscopy. The preceptors had advanced experience and participated in laboratory and operating room training. Only a few programs have their own laboratories or training centers, and most teaching programs do not plan to set up training centers.

Challenges in teacher-student communication during family medicine residency: A qualitative study.

BACKGROUND: Deficiencies in communication among healthcare professionals, recognized by medical educators and healthcare institutions, can negatively impact medical education and clinical practice. Analyzing teacher-resident communication difficulties shed light on this issue and propose practical strategies for its mitigation. OBJECTIVE: To identify common communication challenges between teacher and residents during Family Medicine residency and to analyze their impact on interactions with peers, the work team, and patients. DESIGN: Qualitative study, the critical incident technique was used to collect information of interest. PARTICIPANTS: Seventy teachers, and fifty third-year residents from the Mexican Republic described critical incidents related to their communication experiences during Family Medicine residency. RESULTS: 192 critical incidents were collected (several participants reported more than one incident), comprising 127 reports from teachers, and 65 from residents. Four themes were identified: 1) asymmetric communication, 2) assertive communication, 3) organizational communication, and 4) effective communication. The main challenges identified were abuse of power in communication, lack of communication skills, and the absence of institutional communication channels. These issues significantly impacted learning, work environment, interpersonal relationships, and medical care. CONCLUSION: This study highlights communication issues within Family Medicine residency in Mexico. The issues detected hindered learning and effective collaboration and negatively impacted the work environment, interpersonal relationships, and the quality of medical care. These findings underscore the urgent need to reorient the medical specialty curriculum towards an approach that includes communication skills.

[Qualitative research training in graduate programs in Public Health: an overview in Brazil]. / Formação em pesquisa qualitativa nos programas de pós-graduação em Saúde Coletiva: panorama no Brasil.

This article analyzes the evidence of qualitative research training in graduate programs in Public Health accredited by Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES) in Brazil in 2021. To map out the disciplines, the Sucupira Platform was accessed to locate the graduate programs in Public Health, and the institutional portals were searched. A total of 98 courses were identified. Using reflective thematic analysis, it was possible to group the data production and the characterization of the courses into the following macro categories of analysis: (a) workload and type of course offered (mandatory or optional); (b) teaching-learning objectives; (c) content (with emphasis on the investigation of scientific paradigms or different theoretical-methodological approaches to qualitative research); (d) teaching-learning methodologies. The results show that only 40.4% of the courses are mandatory and the predominant teaching-learning objectives focus on instrumentalization and enabling graduate students to create research projects. In total, 59.3% of the courses did not inform the type of teaching-learning methodology. There is a gap in the use of digital technologies and spaces and a predominance of the text-based approach. Furthermore, the epistemological-theoretical training is fragile. The learning of the Positivist paradigm predominates over the interpretive paradigm of critical theories/traditions. The article concludes by systematizing elements for a training itinerary with increasing degrees of complexity, intentionally structured and developed in an institutional environment that fosters decoloniality and epistemic reparation.

Este artigo analisa as evidências sobre a formação em pesquisa qualitativa dos programas de pós-graduação em Saúde Coletiva (PPGSC) credenciados pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), no Brasil, no ano de 2021. Para realizar o mapeamento das disciplinas foi consultada a Plataforma Sucupira para a localização dos PPGSC e busca nos portais institucionais. Foram identificadas 98 disciplinas e utilizando a análise temática reflexiva foi possível agrupar a produção dos dados e caracterização das disciplinas nas seguintes macrocategorias de análise: (1) carga horária e modalidade de oferta (obrigatória ou eletiva); (2) objetivos de ensino-aprendizagens; (3) conteúdos (com destaque para investigação dos paradigmas científicos ou diferentes abordagens teórico-metodológicas da investigação qualitativa); e (4) metodologias de ensino-aprendizagens. Dos resultados, destacam-se que: apenas 40,4% são obrigatórias e predominaram os objetivos de ensino-aprendizagem com foco na instrumentalização e habilitar os(as) pós-graduandos (as) na construção dos projetos de pesquisa. 59,3% não informaram o tipo de metodologia de ensino-aprendizagem. Há uma lacuna quanto à utilização das tecnologias e ambientes digitais e predomínio do formato textual. Constatou-se fragilidade na formação epistemológico-teórica. A aprendizagem do paradigma positivista predomina em relação ao paradigma interpretativo de teorias/tradições críticas. Ao final, são sistematizados elementos para um itinerário formativo com graus crescentes de complexidade, intencionalmente estruturado e desenvolvido em um ambiente institucional que propicie decolonialidade e reparação epistêmica.

En este artículo se analiza la evidencia sobre la formación en investigación cualitativa de los programas de posgrado en Salud Colectiva acreditados por la Coordinación de Perfeccionamiento de Personal de Nivel Superior (CAPES) en Brasil, en 2021. Para mapear las disciplinas, se consultó a la Plataforma Sucupira con el intento de encontrar los programas de posgrado en Salud Colectiva y buscar las páginas institucionales. Se identificaron 98 disciplinas, y a partir del análisis temático reflexivo, la producción de datos y la caracterización de las disciplinas se agruparon en las siguientes macro categorías de análisis: (a) carga de trabajo y modalidad de oferta (obligatoria o electiva); (b) objetivos de enseñanza-aprendizaje; (c) contenidos (con énfasis en la investigación de paradigmas científicos o diferentes enfoques teórico-metodológicos de la investigación cualitativa); (d) metodologías de enseñanza-aprendizaje. Los resultados destacaron que solo el 40,4% de las disciplinas son obligatorias y hay un predominio de los objetivos de enseñanza-aprendizaje, con foco en la instrumentalización y el estímulo a los estudiantes de posgrado en la elaboración de proyectos de investigación. El 59,3% no informó el tipo de metodología de enseñanza-aprendizaje. Existe una brecha con relación al uso de tecnologías y medios digitales, y el predominio del formato textual. Se encontró debilidad en la formación epistemológica-teórica. Hay un predominio en el aprendizaje del paradigma positivista en relación con el paradigma interpretativo de las teorías/tradiciones críticas. Por último, los elementos se sistematizan en un itinerario formativo con grados crecientes de complejidad, intencionalmente estructurado y desarrollado en un entorno institucional que proporciona decolonialidad y reparación epistémica.

Effectiveness of Distance Educational Programs for parents of children diagnosed with Autism Spectrum Disorder: an integrative review. / Eficácia de Programas Educativos à Distância para pais de crianças com diagnóstico de Transtorno do Espectro Autista: uma revisão integrativa.

OBJECTIVE: to analyze the scientific literature on distance education programs for parents/caregivers in the development of children with Autism Spectrum Disorder (ASD). RESEARCH METHOD: the PICO strategy was used to identify the research problem. The databases Medline, ERIC, LILACs, EMBASE, CINAHL, Web of Science, and Scopus were searched using specific descriptors and free terms. There were no restrictions on time or language. Articles on online educational programs for parents of children with ASD were selected, focusing on the impact of these programs on the development of children up to six years old. SELECTION CRITERIA: studies were selected based on standard eligibility criteria, including full-text reading after initial screening using the RAYYAN software. Primary studies such as clinical trials and systematic reviews evaluating distance education programs for parents of children with ASD were included. DATA ANALYSIS: the RAYYAN software was used for initial study selection. Articles were hierarchically organized based on title and abstract, followed by full-text reading to apply eligibility criteria. RESULTS: the initial search yielded 1019 articles, of which 192 were identified as duplicates. After initial screening and full-text reading, 37 articles were analyzed, of which six were deemed eligible to answer the research question. Among the eligible studies, one was a systematic review and five were experimental studies. Experimental studies highlighted positive impacts on areas such as daily routines, behavioral flexibility, and communication. The systematic review provided preliminary evidence that distance education programs for parents can enhance knowledge about ASD, increase adherence to interventions, and foster the development of social and communication skills in children. CONCLUSION: the findings suggest that remote parent guidance programs may effectively improve knowledge about ASD, increase parent adherence to interventions, and promote the development of social and communication skills in children with ASD.

OBJETIVO: analisar a produção científica sobre programas educativos à distância para pais/responsáveis no desenvolvimento de crianças com Transtorno do Espectro Autista (TEA). ESTRATÉGIA DE PESQUISA: utilizou-se a estratégia PICO para identificar o problema de pesquisa. Foram consultadas as bases de dados Medline, ERIC, LILACs, EMBASE, CINAHL, Web of Science e Scopus utilizando descritores e termos livres específicos. não houve restrição de tempo ou idioma. Foram selecionados artigos sobre programas educativos online destinados a pais de crianças com TEA, com foco no impacto desses programas no desenvolvimento de crianças de até seis anos. CRITÉRIOS DE SELEçÃO: os estudos foram selecionados com base em critérios de elegibilidade padrões, incluindo a leitura completa dos artigos após a triagem inicial realizada com o software RAYYAN. Foram incluídos estudos primários, como ensaios clínicos e revisões sistemáticas que avaliaram programas educativos à distância para pais de crianças com TEA. ANÁLISE DOS DADOS: utilizou-se o software RAYYAN para a seleção inicial dos estudos. Os artigos foram organizados hierarquicamente com base no título e resumo, seguido pela leitura integral para aplicação dos critérios de elegibilidade. RESULTADOS: a busca inicial resultou em 1019 artigos, dos quais 192 foram identificados como duplicados. Após a seleção inicial e a leitura completa, 37 artigos foram analisados, dos quais seis foram considerados elegíveis para responder à pergunta de pesquisa. Entre os estudos elegíveis, um era uma revisão sistemática e cinco eram estudos experimentais. Os estudos experimentais destacaram impactos positivos em áreas como rotinas diárias, flexibilidade comportamental e comunicação. A revisão sistemática indicou evidências preliminares de que os programas educativos à distância para pais podem melhorar o conhecimento sobre TEA, aumentar a adesão às intervenções e promover o desenvolvimento de habilidades sociais e de comunicação nas crianças. CONCLUSÃO: os resultados sugerem que programas remotos de orientação para pais podem ser eficazes para melhorar o conhecimento sobre TEA, aumentar a adesão dos pais às intervenções e promover o desenvolvimento de habilidades sociais e de comunicação em crianças com TEA.

Educational actions conducted during the pandemic with primary health care professionals: a scoping review.

OBJECTIVES: to map the educational actions conducted with primary health care professionals during the COVID-19 pandemic. METHODS: a scoping review conducted in August 2023, which covered databases such as CINAHL, Medline, LILACS, IBECS, BDENF, and Web of Science. In total, 32 publications were analyzed through content analysis. RESULTS: the primary beneficiaries of the educational actions included 69% physicians, 56% nurses, 25% pharmacists, 13% social workers and dentists, 9% psychologists, community health agents, and laboratory professionals, and 6% nursing technicians, nutritionists, and physical educators. The predominant educational interventions were training sessions (mentioned in 19 publications), followed by Continuing Health Education (10 publications) and Continuing Education (three publications). FINAL CONSIDERATIONS: the educational interventions demonstrated positive impacts on professional practice, particularly the Continuing Health Education actions, which were notable for stimulating critical problem-solving among professionals.

Teaching the distribution of pulmonary blood flow using a Starling resistor model and turbine flowmeters.

The distribution of pulmonary blood flow is uneven and can be described as a three-zone model, the West zones: zone 1 occurs whenever alveolar pressure exceeds arterial pressure; zone 2 when the arterial pressure is greater than alveolar but the alveolar pressure exceeds the venous pressure; and finally zone 3 when both arterial and venous pressures exceed alveolar pressure. Consequently, the blood flow is almost determined by the difference between the arterial and venous pressures in zone 3 and between arterial and alveolar pressures in zone 2 and ceases in zone 1. The understanding of this subject may be difficult to some medical students. Therefore, to improve the learning of this topic in our physiology course, we used a didactic model to demonstrate the core concept of flow down gradients and its application to pulmonary blood flow. We modeled a Starling resistor by placing a collapsible tube inside a hermetic chamber of variable pressure. Transparent turbine flowmeters were connected to the upstream and downstream extremities of the Starling resistor, and we generated a constant airflow with a brushless motor. By maintaining the input (arterial) pressure constant and varying the chamber (alveolar) pressure, we could simulate the three zones and demonstrate the resulting flow through the turbines. In conclusion, our demonstration using a Starling resistor model combined with visible turbine flowmeters can be used to facilitate comprehension of important concepts in physiology involving flow down gradients, such as pulmonary blood flow.NEW & NOTEWORTHY The understanding of respiratory physiology is a challenge to medical students. To improve the learning of pulmonary blood flow distribution through lung vessels in our physiology course, we modeled a Starling resistor model combined with visible turbine flowmeters. Our model can significantly improve the core concept of flow down gradients teaching and its application to West zones.

Development and evaluation of the active learning game "Who Am I?-Cellular Signal Transduction Edition": the positive impact on undergraduate education.

The teaching of physiology plays a crucial role in the education of health care professionals. However, traditional approaches to physiology classes in undergraduate health courses in Brazil often result in passive student participation. Research has shown that active methodologies are more effective in the learning process. In this study, we introduce the game "Who Am I?-Cellular Signal Transduction Edition" as an educational tool. This game follows a popular format with well-known rules and aims to enhance understanding of basic concepts related to hormones, cell signaling, and the functioning of the endocrine system. Our findings demonstrate that the game improves student knowledge and fosters enthusiasm and active engagement among participants. Additionally, student feedback has indicated a high level of appreciation for the game. By incorporating active learning strategies and a gamified approach, "Who Am I?-Cellular Signal Transduction Edition" provides a practical and enjoyable way of teaching physiology. This innovative educational tool has the potential to revolutionize physiology instruction. Demonstrating significant improvement in students' understanding, the game underscores its efficacy in enhancing knowledge acquisition and comprehension of cellular signaling and endocrine physiology topics.NEW & NOTEWORTHY We developed "Who Am I?-Cellular Signal Transduction Edition" to assist students in comprehending concepts of cellular signal transduction. This simple and cost-effective tool is perfect for educational settings with limited resources, and it encourages active learning for both small and large groups. Pre- and posttests have shown that it effectively enhances knowledge of hormonal actions and cellular signaling. Positive feedback from students emphasizes its value in reinforcing understanding and improving classroom engagement, making it a promising educational tool.

Professional Doctorate in Primary Care (DPAPS): a legacy for the Rio de Janeiro SUS. / Doutorado Profissional em Atenção Primária em Saúde (DPAPS): o início de um legado para o SUS carioca.

Since 2009, the Municipal Health Secretariat of Rio de Janeiro (SMS-RJ) has encouraged the creation of a Master's degree in primary health care at the National Health School/Fiocruz (ENSP/Fiocruz). In the following decade, this proposal became one of the main lines of the institution's professional stricto sensu postgraduate program, which culminated in CAPES approving the first professional doctorate class in the history of Fiocruz-RJ offered in 2024. The class comprises primary health care (PHC) students from Rio's SUS and Fiocruz employees in science, technology and innovation. Regarding the profile of the PHC students, the highlights were women (61.5%), a degree in medicine (53.8%), a mean of 15 years since graduating, 10 years working in PHC, graduates of a medical or multiprofessional residency course (69.2%) and a Master's degree in primary care from ENSP/Fiocruz or UFRJ (84.6%). The SMS-RJ thus leaves a legacy for Brazilian Public Health as a leader in the promotion of Fiocruz-RJ stricto sensu professional training programs, innovating in the end-of-course work, reviving the presence of doctors in the classes and bringing the contributions of the Portuguese SNS, a source of inspiration for the PHC reform undertaken in Rio de Janeiro, to the Rio de Janeiro SUS debate.

Desde 2009, a Secretaria Municipal de Saúde do Rio de Janeiro (SMS-RJ) fomentou a criação do mestrado em atenção primária à saúde na Escola Nacional de Saúde Pública/Fiocruz (ENSP/Fiocruz). Essa proposta, na década seguinte, se tornou uma das principais linhas do programa de pós-graduação stricto sensu profissional da instituição, culminando com a aprovação pela CAPES da primeira turma de doutorado profissional na história da Fiocruz-RJ ofertada em 2024. A turma é formada por alunos da atenção primária à saúde (APS) do SUS carioca e por servidores da Fiocruz na área de ciência, tecnologia & inovação. No que se refere ao perfil dos alunos da APS destacam-se as mulheres (61,5%), a graduação em medicina (53,8%), o tempo médio de 15 anos de formado, 10 anos de atuação na APS, egressos de curso de residência médica ou multiprofissional (69,2%) e do mestrado em atenção primária da ENSP/Fiocruz ou UFRJ (84,6%). A SMS-RJ deixa assim, um legado para a Saúde Pública brasileira como protagonista no fomento aos programas de formação profissional stricto sensu da Fiocruz-RJ, inovando nos trabalhos de final de curso, resgatando a presença dos médicos nas turmas e trazendo para o debate do SUS carioca, as contribuições do SNS português, fonte de inspiração para a reforma da APS empreendida no Rio de Janeiro.

Expanding horizons in burn care: a new paradigm for General Surgeons in Brazil.

The role of the burn surgeon in Burn Treatment Centers (BTCs) is crucial for complementing the multidisciplinary approach in the treatment of burn patients. Globally, the areas of General Surgery and Plastic Surgery are the primary surgical specialties dedicated to this function. The structuring of the Burn Patient Care Line in Minas Gerais highlighted the need to expand the "Burn Care" Field of Expertise, extending it to General Surgery. With the inevitable expansion of the Care Line, pioneered by the state of Minas Gerais, to the federal level, the need for specialized surgical training encompasses both the state context and anticipates the national scenario in the short term. Therefore, the expansion of the "Burn Care" Field of Expertise is fundamental to meeting specific demands and improving the quality of care offered to burn patients, in accordance with international standarts.

Virtual clinical simulation as a paedagogical strategy in healthcare learning: Evidence and Gap Map protocol.

INTRODUCTION: Virtual clinical simulation involves creating and applying scenarios using technology like computers or virtual reality. This method provides a secure experiential learning environment, encouraging active student participation and stimulating clinical, critical and reflective thinking. This article outlines the development of the Evidence and Gap Map, which aims to identify, quantify and visually and interactively classify existing systematic reviews on the effectiveness of virtual clinical simulations in health professional training. METHODS AND ANALYSIS: The Evidence and Gap Map will adhere to the Campbell Collaboration Guidelines. Bibliographic searches in six databases will follow inclusion criteria determined by the Population, Intervention, Comparison, Outcome and Study design strategy. After the initial calibration, two reviewers will independently apply the inclusion and exclusion criteria to the title and abstract of each identified study, with subsequent full reading of the selected articles. The methodological quality of the included systematic reviews will be assessed with the AMSTAR 2 tool. The map will be developed using the EPPI-Mapper software. ETHICS AND DISSEMINATION: There is no requirement for ethical approval for this systematic review. On completion, it will be published in a peer-reviewed academic journal and presented at a conference. This review protocol was registered on the Open Science Framework platform (OSF Associated Project Registration: osf.io/r6wdc and received the following DOI: 10.17605/OSF.IO/R6WDC).

Educational research on medical residency programs in Chile: a scoping review and analysis of the impact of the new accreditation policy.

BACKGROUND: Accrediting medical specialties programs are expected to influence and standardize training program quality, align curriculum with population needs, and improve learning environments. Despite global agreement on its necessity, methods vary widely. In the Chilean context, a recent new accreditation criteria includes research productivity in relation to educational research on resident programs, so we aimed to define it. What is the profile of publications in educational research produced by Chilean medical specialty residency programs in the last five years? Based on these results, we intend to analyze the potential impact of the new accreditation policy on medical specialty programs in Chile. METHODS: We performed a preliminary bibliometric search to identify the use of the term "resident" in literature. After that, we conducted a literature search, using a six-step approach to scoping reviews, including the appraisal of the methodological quality of the articles. RESULTS: Between 2019 and 2023, an average of 6.2 articles were published yearly (19%). The bibliometric analysis revealed that the dominant thematic area of the journals was clinical, accounting for 78.1%. Most articles focused on residents (84.38%), with only two articles including graduates as participants. One university was responsible for 62.50% of the articles and participated in all multicenter studies (9.38%). Surgical specialties produced 15 research articles focused on procedural training using simulation. Psychiatry was the second most productive specialty, with 5 articles (15.63%) covering standardized patients, well-being, and mental health assessment. The most frequent research focus within residency programs over the five-year period was teaching and learning methodologies, with 19 articles representing almost 60% of the total analyzed. CONCLUSIONS: Research on medical education in Chile's postgraduate residency programs is limited, with most studies concentrated in a few universities. The new accreditation criteria emphasize educational research, posing challenges for many institutions to meet higher standards. Understanding unexplored areas in educational research and learning from successful programs can enhance research productivity and align efforts with accreditation expectations. Continuous evaluation and new research on residents' satisfaction, skills acquisition, and well-being are needed to ensure training quality and accountability.

Sociodemographic and training profile of nursing professionals in the state of São Paulo in relation to Integrative and Complementary Health Practices.

OBJECTIVE: to analyze the sociodemographic and training profile of nursing professionals in the state of São Paulo in relation to Integrative and Complementary Practices in Health. METHOD: cross-sectional study, developed with 3,794 nursing professionals in the state of São Paulo, from 645 municipalities. To collect data, an online questionnaire was used containing sociodemographic and professional training variables. A hierarchical multiple Poisson regression model was constructed, considering training in practices as the dependent variable, with a significance level of 5%. RESULTS: of the 3,794 (100%) participants, 479 (12.62%) had training in Integrative and Complementary Health Practices. The most frequent practices were auriculotherapy, Traditional Chinese Medicine/acupuncture and Reiki. The predominant training modalities were free, face-to-face and theoretical-practical courses. The variables age, no formal religion, higher education and specialization level, working hours and knowledge and previous experience on integrative practices were significant. CONCLUSION: the results indicate the need to encourage and expand the training of Integrative and Complementary Health Practices for nursing professionals, in order to strengthen their performance in health services.

Impact of artificial intelligence on the training of general surgeons of the future: a scoping review of the advances and challenges.

PURPOSE: To explore artificial intelligence's impact on surgical education, highlighting its advantages and challenges. METHODS: A comprehensive search across databases such as PubMed, Scopus, Scientific Electronic Library Online (SciELO), Embase, Web of Science, and Google Scholar was conducted to compile relevant studies. RESULTS: Artificial intelligence offers several advantages in surgical training. It enables highly realistic simulation environments for the safe practice of complex procedures. Artificial intelligence provides personalized real-time feedback, improving trainees' skills. It efficiently processes clinical data, enhancing diagnostics and surgical planning. Artificial intelligence-assisted surgeries promise precision and minimally invasive procedures. Challenges include data security, resistance to artificial intelligence adoption, and ethical considerations. CONCLUSIONS: Stricter policies and regulatory compliance are needed for data privacy. Addressing surgeons' and educators' reluctance to embrace artificial intelligence is crucial. Integrating artificial intelligence into curricula and providing ongoing training are vital. Ethical, bioethical, and legal aspects surrounding artificial intelligence demand attention. Establishing clear ethical guidelines, ensuring transparency, and implementing supervision and accountability are essential. As artificial intelligence evolves in surgical training, research and development remain crucial. Future studies should explore artificial intelligence-driven personalized training and monitor ethical and legal regulations. In summary, artificial intelligence is shaping the future of general surgeons, offering advanced simulations, personalized feedback, and improved patient care. However, addressing data security, adoption resistance, and ethical concerns is vital. Adapting curricula and providing continuous training are essential to maximize artificial intelligence's potential, promoting ethical and safe surgery.