The role of problem-based learning in medical education changes in Brazil

A instituição do Sistema Único de Saúde no Brasil (SUS) acarretou mudanças no trabalho médico. Novas habilidades vêm sendo demandadas do médico atuante no SUS, gerando impacto sobre o ensino médico. Através da análise das Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina é possível identificar algumas dessas repercussões, bem como abordagens propostas para a reestruturação do ensino. A Aprendizagem Baseada em Problemas (ABP) é uma metodologia ativa de ensino que vem sendo adotada em algumas Escolas Médicas do país. Constitui-se um trabalho de pequenos grupos, onde o aprendizado é centrado no aluno e não no professor, e os conhecimentos são adquiridos a partir de problemas clínicos. Essa abordagem exige uma estrutura física e organizacional complexa, treinamento adequado dos docentes e participação ativa dos discentes. Após busca não-sistemática por artigos relevantes sobre o tema, uma análise de alguns resultados obtidos a partir da experiência de países como os Estados Unidos e o Canadá sugere alguns pontos fortes do ensino através da ABP: comunicação social, trabalho em equipe multidisciplinar e aprender a aprender. Essas habilidades são consoantes com as características almejadas para o médico do SUS. Alguns aspectos são deficitários em relação ao método tradicional, como conhecimento de ciências biológicas básicas e fisiopatologia e desempenho na tomada de decisão terapêutica. Com isso, propõe-se uma reflexão sobre a pertinência da adoção da ABP como modelo didático no Brasil, sua relação com as propostas do SUS e das Diretrizes Curriculares e a factibilidade desse processo.The creation of the Unified Health System (UHS) in Brazil caused important modifications in medical practice, as new skills have been required from the physician working for the UHS, which had an impact on medical education. Analyzing the Brazilian Curriculum Guidelines for Undergraduate Programs in Medicine, it is possible to identify some of these changes, as well as some proposals for restructuring the educational process. Problem-based learning (PBL) is an active teaching method that has been implemented in many Brazilian medical schools. The work takes place in small groups of students, where learning is centered on the student and not on the professor and knowledge is built from a specially designed clinical problem. PBL approach requires a complex physical and organizational infrastructure, professors need to be well trained and active participation of students is mandatory. Systematic reviews identified through non-systematic search of the literature show the strengths of PBL, based on the analysis of results from experiences in countries like the United States and Canada: social interaction, multidisciplinary work and continuous active learning. These skills are in line with the desired characteristics for UHS physicians. Some aspects are deficient in comparison with the traditional teaching method: knowledge on basic biological sciences and physiopathology and performance in therapeutic decision making. Therefore, this study proposes a reflection on the adequacy of the implementation of PBL as a didactic model in Brazil, its relationship with proposals from the UHS and the Curriculum Guidelines, and the feasibility of this process

Risk factors for infection with different hepatitis C virus genotypes in southern Brazil

Objectives. To investigate the proportion of different genotypes in countryside microregions in southern Brazil, and their association with risk factors. Methods. Cross-sectional study including a convenience sample of patients who tested positive for HCV-RNA and were referred to a regional health center for genotyping, from December 2003 to January 2008. Data were obtained through the National Disease Surveillance Data System, from laboratory registers and from patient charts. Identification of genotypes was carried out using the Restriction Fragment Length Polymorphism “in house” technique. Independent associations with genotypes were evaluated in multinomial logistic regression and prevalence rates of genotypes were estimated with modified Poisson regression. Results. The sample consisted of 441 individuals, 41.1 ± 12.0 years old, 56.5% men. Genotype 1 was observed in 41.5% (95% CI 37.9–48.1) of patients, genotype 2 in 19.3% (95% CI 15.0–23.6), and genotype 3 in 39.2% (95% CI 35.6–43.0). HCV genotype was significantly associated with gender and age. Dental procedures were associated with higher proportion of genotype 2 independently of age, education, and patient treatment center. Conclusions. The hepatitis C virus genotype 1 was the most frequent. Genotype 2 was associated with female gender, age, and dental procedure exposition

Risk Factors for Infection with Different Hepatitis C Virus Genotypes in Southern Brazil

Objectives. To investigate the proportion of different genotypes in countryside microregions in southern Brazil, and their association with risk factors. Methods. Cross-sectional study including a convenience sample of patients who tested positive for HCV-RNA and were referred to a regional health center for genotyping, from December 2003 to January 2008. Data were obtained through the National Disease Surveillance Data System, from laboratory registers and from patient charts. Identification of genotypes was carried out using the Restriction Fragment Length Polymorphism “in house” technique. Independent associations with genotypes were evaluated in multinomial logistic regression and prevalence rates of genotypes were estimated with modified Poisson regression. Results. The sample consisted of 441 individuals, 41.1 ± 12.0 years old, 56.5% men. Genotype 1 was observed in 41.5% (95% CI 37.9–48.1) of patients, genotype 2 in 19.3% (95% CI 15.0–23.6), and genotype 3 in 39.2% (95% CI 35.6–43.0). HCV genotype was significantly associated with gender and age. Dental procedures were associated with higher proportion of genotype 2 independently of age, education, and patient treatment center. Conclusions. The hepatitis C virus genotype 1 was the most frequent. Genotype 2 was associated with female gender, age, and dental procedure exposition