Elaboração de um material de apoio didático e paradidático para o ensino de física das radiações no ensino médio e técnico

Este trabalho apresenta a implementação de um material de apoio para o ensino de Física das Radiações, e os resultados obtidos com sua aplicação em sala de aula para alunos do curso técnico em radiologia. Essa proposta tem como marco teórico a Aprendizagem Significativa apresentada por Ausubel. A aplicação do material de apoio em sala de aula fez uso sistemático de recursos computacionais, com destaque à utilização de um CD para promover o aprendizado significativo de conceitos básicos de Física das Radiações. Considerando que o assunto faz parte do curso técnico de radiologia a aplicação e avaliação do referido material de apoio foi realizada como parte do conteúdo básico de Física das Radiações, já prevista na ementa do curso. Como este material foi produzido vislumbrando a possibilidade de sua utilização também no Ensino Médio, a proposta contempla as recomendações dos Parâmetros Curriculares Nacionais no sentido de uma progressiva inserção da Física do Século XX no Ensino Médio. Na expectativa real de que, em um futuro próximo, a Física das Radiações passe a constar de maneira mais efetiva nos programas e conteúdos das escolas, o material de apoio produzido por esta dissertação poderá ser utilizado por professores do Ensino Médio que queiram abordar o assunto em suas aulas regulares em escolas que disponham de recursos de informática. A metodologia utilizada para produção do material de apoio estava focada, inicialmente, em um levantamento preliminar de dados em livros didáticos utilizados no Ensino Médio e Técnico e em artigos publicados em revistas especializadas. Posteriormente, utilizamos os resultados levantados pela aplicação dos questionários (Anexos 2 e 3) para direcionamento e definir os tópicos desenvolvidos no material onde finalizamos a produção do mesmo com um estudo detalhado em 8 bibliografias especializadas. Com o objetivo de analisar e avaliar a aplicação do material de apoio de um ponto de vista geral realizamos o cálculo da porcentagem média geral de acertos e erros obtidos na avaliação prévia e comparamos com a porcentagem média geral de acertos e erros obtidos na avaliação final. A porcentagem média geral de acertos verificado nas 45 questões objetivas aplicadas durante o desenvolvimento da atividade aumentou de 17,0% para 82,3 % e a porcentagem média geral de erros diminuiu de 83,0% para 17,7%. Sendo assim, podemos concluir que, durante a implementação do curso, nosso objetivo foi alcançado onde os resultados indicam que assuntos atuais (que fazem parte da vida cotidiana dos alunos) são bem recebidos por eles e a utilização de um material direcionado para esta realidade produz bom resultado em termos de aprendizagem significativa.This study presents not only the implementation of support material for teaching Physics of Radiations, but also the results obtained through its application in the classroom with students of the course technician in radiology. This proposal has as its theoretical framework the meaningful learning theory presented by Ausubel, and the application of support material in the classroom has used computational resources systematically, highlighting the utilization of an interactive CD in order to promote meaningful learning of basic concepts of radiations. Considering that the subject makes part of the course technician in radiology, the application and assessment of the referred support material was carried out as part of the basic content of Physics of Radiations already predicted in the course program. In addition, as this material was produced glimpsing the possibility of its utilization in the high school, this work proposal has contemplated the recommendations of National Curricular Parameters with the direction of a progressive insertion of physics of the twentieth century in high school teaching. Whit the real expectation that, in the near future, the Physics of Radiations will appear in a more effective way, in programs and contents of the schools, the support material produced by this dissertation will be available for high school teachers who want to approach the subject in their regular classrooms, which have provided informatics resources. The methodology utilized for the production of support material has been focused, initially, on a preliminary survey of data collected from textbooks utilized in high/technical school teaching and articles published in specialized magazines. Subsequently, the results obtained with the application of the questionnaires (Annexes 2 and 3) were utilized for directing and defining the topics developed in the material, where the production of it was completed within a detailed study in 8 specialized literatures. Then, with the objective of analyzing and assessing the application of this support material, we have carried out, from a general point of view, the calculus of the general mean percentage of accuracy and errors obtained in the previous assessment, and we have compared it with the general mean percentage of accuracy and errors obtained in the final assessment. The general mean percentage of accuracy verified in the 45 objective questions, applied during the development of the activity, increased from 17.0% to 82.3 %, and, the general mean percentage of errors decreased from 83.0% to 17.7%. Therefore, we may conclude that, during the course implementation, our objective was achieved and the results suggest that current physics topics can make part of the routine life of students, as well as that they were well received by them; the utilization of support material, directed for this reality, has produced a good result in terms of meaningful learning

Elaboração de um material de apoio didático e paradidático para o ensino de física das radiações no ensino médio e técnico

Este trabalho apresenta a implementação de um material de apoio para o ensino de Física das Radiações, e os resultados obtidos com sua aplicação em sala de aula para alunos do curso técnico em radiologia. Essa proposta tem como marco teórico a Aprendizagem Significativa apresentada por Ausubel. A aplicação do material de apoio em sala de aula fez uso sistemático de recursos computacionais, com destaque à utilização de um CD para promover o aprendizado significativo de conceitos básicos de Física das Radiações. Considerando que o assunto faz parte do curso técnico de radiologia a aplicação e avaliação do referido material de apoio foi realizada como parte do conteúdo básico de Física das Radiações, já prevista na ementa do curso. Como este material foi produzido vislumbrando a possibilidade de sua utilização também no Ensino Médio, a proposta contempla as recomendações dos Parâmetros Curriculares Nacionais no sentido de uma progressiva inserção da Física do Século XX no Ensino Médio. Na expectativa real de que, em um futuro próximo, a Física das Radiações passe a constar de maneira mais efetiva nos programas e conteúdos das escolas, o material de apoio produzido por esta dissertação poderá ser utilizado por professores do Ensino Médio que queiram abordar o assunto em suas aulas regulares em escolas que disponham de recursos de informática. A metodologia utilizada para produção do material de apoio estava focada, inicialmente, em um levantamento preliminar de dados em livros didáticos utilizados no Ensino Médio e Técnico e em artigos publicados em revistas especializadas. Posteriormente, utilizamos os resultados levantados pela aplicação dos questionários (Anexos 2 e 3) para direcionamento e definir os tópicos desenvolvidos no material onde finalizamos a produção do mesmo com um estudo detalhado em 8 bibliografias especializadas. Com o objetivo de analisar e avaliar a aplicação do material de apoio de um ponto de vista geral realizamos o cálculo da porcentagem média geral de acertos e erros obtidos na avaliação prévia e comparamos com a porcentagem média geral de acertos e erros obtidos na avaliação final. A porcentagem média geral de acertos verificado nas 45 questões objetivas aplicadas durante o desenvolvimento da atividade aumentou de 17,0% para 82,3 % e a porcentagem média geral de erros diminuiu de 83,0% para 17,7%. Sendo assim, podemos concluir que, durante a implementação do curso, nosso objetivo foi alcançado onde os resultados indicam que assuntos atuais (que fazem parte da vida cotidiana dos alunos) são bem recebidos por eles e a utilização de um material direcionado para esta realidade produz bom resultado em termos de aprendizagem significativa.This study presents not only the implementation of support material for teaching Physics of Radiations, but also the results obtained through its application in the classroom with students of the course technician in radiology. This proposal has as its theoretical framework the meaningful learning theory presented by Ausubel, and the application of support material in the classroom has used computational resources systematically, highlighting the utilization of an interactive CD in order to promote meaningful learning of basic concepts of radiations. Considering that the subject makes part of the course technician in radiology, the application and assessment of the referred support material was carried out as part of the basic content of Physics of Radiations already predicted in the course program. In addition, as this material was produced glimpsing the possibility of its utilization in the high school, this work proposal has contemplated the recommendations of National Curricular Parameters with the direction of a progressive insertion of physics of the twentieth century in high school teaching. Whit the real expectation that, in the near future, the Physics of Radiations will appear in a more effective way, in programs and contents of the schools, the support material produced by this dissertation will be available for high school teachers who want to approach the subject in their regular classrooms, which have provided informatics resources. The methodology utilized for the production of support material has been focused, initially, on a preliminary survey of data collected from textbooks utilized in high/technical school teaching and articles published in specialized magazines. Subsequently, the results obtained with the application of the questionnaires (Annexes 2 and 3) were utilized for directing and defining the topics developed in the material, where the production of it was completed within a detailed study in 8 specialized literatures. Then, with the objective of analyzing and assessing the application of this support material, we have carried out, from a general point of view, the calculus of the general mean percentage of accuracy and errors obtained in the previous assessment, and we have compared it with the general mean percentage of accuracy and errors obtained in the final assessment. The general mean percentage of accuracy verified in the 45 objective questions, applied during the development of the activity, increased from 17.0% to 82.3 %, and, the general mean percentage of errors decreased from 83.0% to 17.7%. Therefore, we may conclude that, during the course implementation, our objective was achieved and the results suggest that current physics topics can make part of the routine life of students, as well as that they were well received by them; the utilization of support material, directed for this reality, has produced a good result in terms of meaningful learning

Choice of tube extremity for emission of the lowest radiation dose in pediatric patients

Aims: To compare the dosage of radiation the thyroid and gonad glands receive in pediatric patients undergoing chest X-rays, in distinct positions, towards the goal of developing of an X-ray tube positioning protocol. Methods: A randomized controlled clinical trial was carried out in the Pediatric Intensive Care Unit (PICU) at the Institute of Cardiology/University Foundation of Cardiology of Rio Grande do Sul, Brazil from June 2014 to September 2016. Patients were divided into two groups. One group was positioned with the thyroid gland facing the anode end of an X-ray tube, and in the other group the thyroid gland faced the cathode end. Radiographs were evaluated by five observers, following criteria recommended by the Commission of the European Communities (CEC). Results: Forty-eight pediatric patients, with a mean age of 2.0 ± 1.3 years, participated in this study. Based on the evaluation of 48 images, it was determined that the thyroid and gonad glands facing the cathode were exposed to 13.3 ± 3.1 μGy and 13.5 ± 4.1 μGy of radiation, respectively (p = 0.008). Additionally, the thyroid and gonad glands facing the anode were exposed to 11.7 ± 3.1 μGy and 12.7 ± 3.1 μGy of radiation, respectively (p = 0.007). The mean input dose in the center of the chest was 20.8 ± 9.6 μGy in both positions. Discussion: The proximity of the thyroid gland to the cathode end of the X-ray tube appears to be related to the dosage of ionizing radiation. Adverse effects associated with exposure to ionizing radiation could be minimized by positioning the thyroid gland to the anodic end of the X-ray tube. Conclusion: Patients should be placed facing the anode end of the X-ray tube when taking thoracic X-rays, in order to reduce radiation exposure to the thyroid and gonad glands.ClinicalTrials.gov Identifier: NCT02925936. Keywords: Radiography, Thoracic spectrometer, Radiation dosag

A Comparison of Radiation Dose Between Standard and 3D Angiography in Congenital Heart Disease

Background: The use of three-dimensional rotational angiography (3D-RA) to assess patients with congenital heart diseases appears to be a promising technique despite the scarce literature available. Objectives: The objective of this study was to describe our initial experience with 3D-RA and to compare its radiation dose to that of standard two-dimensional angiography (2D-SA). Methods: Between September 2011 and April 2012, 18 patients underwent simultaneous 3D-RA and 2D-SA during diagnostic cardiac catheterization. Radiation dose was assessed using the dose-area-product (DAP). Results: The median patient age and weight were 12.5 years and 47.5 Kg, respectively. The median DAP of each 3D-RA acquisition was 1093µGy.m2 and 190µGy.m2 for each 2D-SA acquisition (p<0.01). In patients weighing more than 45Kg (n=7), this difference was attenuated but still significant (1525 µGy.m2 vs.413µGy.m2, p=0.01). No difference was found between one 3D-RA and three 2D-SA (1525µGy.m2 vs.1238 µGy.m2, p = 0.575) in this population. This difference was significantly higher in patients weighing less than 45Kg (n=9) (713µGy.m2 vs.81µGy.m2, P = 0.008), even when comparing one 3D-RA with three 2D-SA (242µGy.m2, respectively, p<0.008). 3D-RA was extremely useful for the assessment of conduits of univentricular hearts, tortuous branches of the pulmonary artery, and aorta relative to 2D-SA acquisitions. Conclusions: The radiation dose of 3D-RA used in our institution was higher than those previously reported in the literature and this difference was more evident in children. This type of assessment is of paramount importance when starting to perform 3D-RA