A VIRTUAL SIMULATOR AS A TOOL FOR TEACHING REFRACTOMETRY

Significance: Several educational technological innovations are developed with the purpose of contributing to the training of future optometrists and ophthalmologists. However, very little is available for teaching refractometry. EYE REFRACTION is a simulator mobile applications (App) that works as a fast, straightforward and interactive interface tool for teaching refractometry. Purpose: Develop novel mobile application software (EYE REFRACTION) as a tool for teaching refractometry in medical schools. Methods: EYE REFRACTION software was developed by the emerging company “Ciência Ilustrada studio” incubated at “INOVA Metrópole” of the Digital Metropolis Institute of the Universidade Federal do Rio Grande do Norte, Brazil (IMD-UFRN), using the XCode 4.6.2. program (Apple Computer, Inc. Cupertino, CA, USA). This application software (App) was created for Tablets and has a fully interactive workspace, where after inserting the refraction data of the patient, the user can observe points or focal lines of the refractive errors and all the arrangements resulting from the various possible corrections. Results: After 90 days of blind and random simulations of the EYE REFRACTION App performed by volunteered ophthalmologists, six failures were detected and promptly corrected. Two were detected when refractive errors were simulated (simple myopic astigmatism), two during simulations of hypermetropic astigmatism, being one simple and the other compound, and two others during the simulation of mixed astigmatism. Conclusion: A novel App for teaching refractometry was successfully developed, where it enabled a real-time observation of refractive errors and their arrangements. The EYE REFRACTION App is currently available at Apple App Store

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Public administration in the Federal Institutions of Higher Education: knowledge of central administration managers

Introdução: As propostas de formação docente tern encontrado, na pratica docente, um movimento de ar;ao-reflexao-ar;ao coma ponto de partida para serem empreendidas mudanças no cotidiano do ensinar e aprender que emergem coma instigantes caminhos a serem trilhados nas práticas de formação na e para a Educação Superior e particularmente para Educarão Medica. Essa pesquisa assumiu coma objetivo empreender uma revisão sistemática da literatura - RSL no âmbito da formação docente em currículo médicos orientados pela aprendizagem baseada em problemas - ABP/PBL. 0 caminho metodol6gico abrangeu busca, identificar;ao , seler;ao e analise de estudos nas bases de dados: SCIELO, LILACS, COCHRANE, MEDLINE, IBESC, PUBMED e ERIC com os descritores: faculty OR faculty medical or staff development and education, medical or education, medical undergraduate or medical, schools and problem-based teaming, no período de agosto a dezembro de novembro 2009. A selarão dos estudos deu-se com os critérios de inclusão: (1) estudos que apresentavam uma combinac;ao de dais ou mais descritores definidos na pesquisa; (2) estudos que no abstract e nos descritores tivessem: faculty; medical, schools; problem-based learning; (3) estudos que tinham como objeto central "desenvolvimento docente em cursos médicos a fundamentados na metodologia de ensino PBL". Foram identificados 101 achados LILACS, 16 IBESC, 124 MEDLINE, 27 ERIC, 49 SCIELO, 143 PUBMED. Na base de dados da COCHRABE não obtivemos achados. Temos, assim um total de 442 achados. lniciamos a seleção dos estudos com a aplicar; ao dos critérios de indusao, configurando, ao final, um campo empfrico de 18 estudos para analise. Estes foram publicados no período de 1980 a 2008, tendo coma origem os países Africa, India, Canada, Australia, Sufc;a, Reino Unido, USA, Brasil, Bangladesh. Os achados nos apontam para uma produção ainda não significativa no que se refere ao desenvolvimento de professores nos currículos PBL. A base de dados LILACS não apresentou estudos abordando a temática PBL, PUBMED também apresentou um número de artigos reduzidos com baixa produção em currículos PBL; todavia, traz várias publicações em desenvolvimento docente. ERIC e SCIELO apresentam igualmente um número reduzido de artigos na temática em foco. A base de dados MEDLINE aparece com o maior número de publicações na temática: desenvolvimento docente nos currículos PBL. Os diferentes estudos analisados apresentam uma ênfase em três eixos temáticos : (1) características das estratégias de ensino-aprendizagem dos programas de desenvolvimento docente nos currículos PBL/ABP; (2) os desafios revelados nos programas de desenvolvimento docente; (3) as perspectivas que surgem nestes programas. A análise da produção científica revelou­ se um campo importante para elucidar questões emergentes sabre o tema, bem coma surgimento de novas questões de pesquisa.Introduction: Attempts to insert meaningful changes in the medical education process it is a global movement. Resumes were planned and oriented to attend a new social demand that persuaded changes in the scenarios of practice and attempts to work in a multitask way were necessary. The proposals for medical schools have found in practice a movement of action­ reaction-action as a starting point to implement changes in the daily routine of teaching and learning that arises as a interesting path to be followed in the medical school process and in the and for the University studies. Objectives: Launch a systematic revision in the literature RSL in the scope of faculty development resumes oriented by the problems based learning APL/PBL. Methodology: search, identification, studies selection and analysis of the following databases: SCIELO, LILACS, COCHRANE , MEDLINE, IBESC, PUBMED and ERIC with the descriptions: faculty OR faculty medical or staff development and education, medical or education, medical undergraduate or medical, schools and problem-based learning. In the period of august to december november 2009. The selection of studies were based on the following inclusion criteria: 1 studies that showed a combination of two or more defined descriptions in the research. 2 studies that contained in the abstract and in the description: faculty; medical, schools; problem-based learning. 3 studies which main subject was "development of medical schools in medical courses based on the PBL methodology". Results: In the research process end we had found the following results: 101findings LILACS, 16 IBESC, 124 MEDLINE, 27 ERIC, 49 SCIELO, 143 PUBMED,in the COCHRABE database we did not have any findings. This way we have 442 findings. We started the studies selection with the inclusion criteria application compiling in the end an empirical field of 18 studies for analysis. Those were published in the period of 1980 to 2008, in the following countries Africa, India, Canada, Australia, Switzerland, UK, USA, Brazil, and Bangladesh. Conclusions: The findings point to a non meaningful production with regards to faculty development in the PBL resumes. The LILACS database did not present studies in the PBL field, PUBMED also showed a reduced number of articles with a low PBL resumes production, however it brings several publications in the faculty development. ERIC and SCIELO showed equally a reduced number of articles on the focused subject. The MEDLINE database appears with the highest number of publication about the subject: faculty development in the PBL resumes. The different studies that were analyzed show an emphasis on three thematic points: 1 characteristics regarding the teaching-learning strategies in the programs of faculty development in the PBL/ABP resumes; 2 the challenges revealed in the faculty development programs; 3 the perspectives that arise from these programs. The analysis of the scientific production showed its importance to solve emerging question about the thematic , as well as the arising of new research questions

Desenvolvimento docente nos cursos de medicina: um campo fecundo

Foi feita uma revisão sistemática da literatura (1997-2007), no âmbito da formação docente, em currículos médicos orientados pela aprendizagem baseada em problemas, por meio de busca, identificação, seleção e análise de estudos nas bases Scielo, Lilacs, Cochrane, Medline, Ibesc, Pubmed e Eric com os descritores faculty OR faculty medical or staff development and education, medical or education, medical undergraduate or medical, schools and pbl. Os estudos analisados se agruparam em três eixos norteadores, que delinearam aplicações práticas para um programa de desenvolvimento docente eficiente: gestão participativa, maior investimento nos docentes, elaboração e aplicação de programas de educação continuada, permanente, com foco na construção dos conhecimentos, habilidades e atitudes

Biodistribuição do pertecnetato de sódio após desvio gástrico em Y de Roux (técnica de capella)

O desvio gástrico em Y de Roux é a técnica cirúrgica mais utilizada no tratamento da obesidade mórbida. Esta operação reduz o volume do estômago e o comprimento do intestino delgado, gerando alterações estruturais e metabólicas que podem influenciar no resultado de exames cintilográficos de pacientes operados. Com o objetivo de avaliar a biodistribuição pós-operatória do pertecnetato de sódio (Na99mTc) em órgãos de ratos Wistar submetidos à técnica do bypass (desvio) gástrico em Y de Roux (BGYR), foram utilizados 12 ratos distribuídos aleatoriamente em grupo tratado (n=6), submetido à cirurgia do BGYR e o grupo controle (C; n=6). No 15º dia de pós-operatório foi administrado 0,1 mL via plexo orbital de Na99mTc aos animais dos dois grupos, com atividade radioativa média de 0,66MBq. Após 30 minutos, os ratos foram mortos e retirados fragmentos de tireóide, coração, pulmão, fígado, estômago, rim e fêmur. As amostras foram lavadas com solução salina 0,9%, pesadas e submetidas ao Contador Gama 1470, WizardTM Perkin-Elmer-Finlândia para determinação do percentual de atividade radioativa total por grama (%ATI/g) de cada órgão. Empregou-se o teste t de Student para análise estatística, considerando-se significantes as diferenças das médias quando p<0,05. Redução significante na média de %ATI/g foi observada no fígado, estômago e fêmur dos animais submetidos à cirurgia de BGYR comparada ao grupo controle (p<0,05). Nos demais órgãos não houve diferença estatisticamente significativa entre os grupos. Em conclusão, a cirurgia BGYR em ratos modificou a biodistribuição do Na99mTc em alguns órgãos, podendo ter implicações clínicas na interpretação de exames cintilográficos. Este estudo xi teve um caráter multidisciplinar com a participação de pesquisadores das áreas de Cirurgia Experimental, Farmácia, Radiobiologia, Medicina Nuclear e Estatístic