Rheumatoid pneumoconiosis (Caplan's syndrome) with a classical presentation

Although rare, rheumatoid pneumoconiosis, also known as Caplan's syndrome, can occur in workers exposed to silica, as well as in patients with silicosis, coal workers' pneumoconiosis or asbestosis. Prevalence is higher among patients with silicosis, despite the fact that it was originally described in coal workers with pneumoconiosis. The classical finding that defines this syndrome is that of rheumatoid nodules in the lungs, regardless of whether there are small rounded opacities suggestive of pneumoconiosis or large opacities consistent with massive pulmonary fibrosis, with or without clinical rheumatoid arthritis. We describe the case of a female patient with rheumatoid arthritis, diagnosed 34 years after 7 years of occupational exposure to silica at a porcelain plant. A chest X-ray showed circular opacities of 1-5 cm in diameter, bilaterally distributed at the periphery of the lungs. A CT-guided thoracic punch biopsy of one of those nodules revealed that it was rheumatoid nodule surrounded by a palisade of macrophages, which is typical of Caplan's syndrome. Aspects of diagnosis, classification and occurrence of this syndrome are discussed, emphasizing the importance of the occupational anamnesis of patients with rheumatoid arthritis and lung opacities on chest X-rays.Apesar de rara, a pneumoconiose reumatoide, também chamada de síndrome de Caplan, pode ser diagnosticada entre trabalhadores expostos à sílica e entre pacientes com silicose, pneumoconiose dos mineiros de carvão e asbestose. A maior prevalência ocorre entre os silicóticos, apesar de ter sido descrita inicialmente em mineiros de carvão com pneumoconiose. O achado que define o tipo clássico da síndrome é a presença de nódulos reumatoides nos pulmões, independente da presença ou não de pequenas opacidades pneumoconióticas, ou de grandes opacidades de fibrose pulmonar maciça, associada ou não a um quadro de artrite reumatoide em atividade. Relatamos o caso de uma mulher com quadro de artrite reumatoide, diagnosticada 34 anos após exposição à sílica livre em uma indústria de porcelana por 7 anos, apresentando radiograma de tórax com opacidades arredondadas de 1 a 5 cm de diâmetro, distribuídas na periferia de ambos os pulmões. A biópsia transtorácica guiada por TC de um dos nódulos revelou tratar-se de nódulo reumatoide com macrófagos em paliçada, típico da síndrome de Caplan. São discutidos aspectos de diagnóstico da síndrome, classificação e ocorrência, ressaltando a importância da anamnese ocupacional em casos de artrite reumatoide com opacidades radiológicas pulmonares.94294

[acute Respiratory Failure As A Manifestation Of Eosinophilia-myalgia Syndrome Associated With L-tryptophan Intake].

Eosinophilia-myalgia syndrome was described in 1989 in patients who presented progressive and incapacitating myalgia and eosinophilia in blood, fluids and secretions. Most patients report previous L-tryptophan intake. Respiratory manifestations are found in up to 80% of the cases, occasionally as the only manifestation. Treatment includes drug discontinuation and administration of corticosteroids. Here, we describe the case of a 61-year-old female admitted with acute respiratory failure after using L-tryptophan, hydroxytryptophan and other drugs. The patient presented eosinophilia, together with elevated eosinophil counts in the bronchoalveolar lavage and pleural effusion. After discontinuation of the drugs previously used, corticosteroids were administered, resulting in clinical and radiological improvement within just a few days.33747-5

Measuring Medical Students' Empathy: Exploring the Underlying Constructs of and Associations Between Two Widely Used Self-Report Instruments in Five Countries.

PURPOSE: Understanding medical student empathy is important to future patient care; however, the definition and development of clinical empathy remain unclear. The authors sought to examine the underlying constructs of two of the most widely used self-report instruments-Davis's Interpersonal Reactivity Index (IRI) and the Jefferson Scale of Empathy version for medical students (JSE-S)-plus, the distinctions and associations between these instruments. METHOD: Between 2007 and 2014, the authors administered the IRI and JSE-S in three separate studies in five countries, (Brazil, Ireland, New Zealand, Portugal, and the United Kingdom). They collected data from 3,069 undergraduate medical students and performed exploratory factor analyses, correlation analyses, and multiple linear regression analyses. RESULTS: Exploratory factor analysis yielded identical results in each country, confirming the subscale structures of each instrument. Results of correlation analyses indicated significant but weak correlations (r = 0.313) between the total IRI and JSE-S scores. All intercorrelations of IRI and JSE-S subscale scores were statistically significant but weak (range r = -0.040 to 0.306). Multiple linear regression models revealed that the IRI subscales were weak predictors of all JSE-S subscale and total scores. The IRI subscales explained between 9.0% and 15.3% of variance for JSE-S subscales and 19.5% for JSE-S total score. CONCLUSIONS: The IRI and JSE-S are only weakly related, suggesting that they may measure different constructs. To better understand this distinction, more studies using both instruments and involving students at different stages in their medical education, as well as more longitudinal and qualitative studies, are needed

Empathy teaching in the undergraduate medical course

Orientador: Marco Antonio de Carvalho FilhoTexto em português e inglêsTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências MédicasResumo: A relação médico-paciente é o fundamento da prática da medicina. Entre os fatores que permitem o sucesso dessa parceria, a empatia se destaca como um dos mais importantes, e existem evidências que associam a atitude empática do médico com a satisfação do paciente, a adesão ao tratamento e melhores desfechos clínicos. Apesar de sua importância, a maioria dos estudos revela uma tendência de perda de empatia durante o curso de graduação em medicina, sendo o currículo oculto a causa mais comumente relacionada a este fenômeno. Várias estratégias têm sido propostas para preservar ou aumentar a empatia desses estudantes. O objetivo deste estudo é avaliar o impacto de metodologias ativas de ensino nos níveis de empatia de estudantes de medicina em diferentes estágios de formação. No primeiro estudo, duas turmas consecutivas de estudantes do primeiro ano (n = 166) participaram de uma disciplina curricular concebida com o intuito de oferecer um contato inicial positivo com a prática médica, através de uma série de atividades com apelo realístico e espaço para debate e reflexão. Os níveis de empatia foram avaliados através da Escala Jefferson de Empatia Médica (JSPE) antes e após o curso. A média inicial foi de 117,9 e subiu para 121,3 após a intervenção (p<0,001), com um tamanho do efeito de 0,38. O aumento foi maior entre os estudantes com menores níveis iniciais de empatia. No segundo estudo, estudantes de duas turmas do quarto ano médico (n=124) e do sexto ano médico (n=123) participaram de consultas médicas simuladas com pacientes padronizados, seguidas de um feedback aprofundado com o objetivo de lidar com os sentimentos do paciente e dos estudantes. Após a atividade, houve um aumento significativo nos níveis de empatia para o quarto ano (de 115,8 a 121,1; p<0,001; tamanho do efeito=0,61) e para o sexto ano (de 117,1 a 123,5; p<0,001; tamanho do efeito=0,64). O terceiro estudo examinou a percepção dos estudantes sobre os desfechos de aprendizagem relacionados com a atividade de simulação descrita acima através de um questionário anônimo. Os estudantes sentiram-se confortáveis durante a atividade, devido à "abertura ao diálogo", à "proximidade com colegas e professores" e ao "ambiente livre de julgamento". Mais da metade deles perceberam-se motivados a estudar, especialmente a "relação médico-paciente", a "terapêutica", as "doenças mais prevalentes" e "medicina em geral". Cerca de 90% relatou que o aprendizado será útil em suas vidas pessoal e profissional, em função de uma maior "compreensão dos sentimentos", "empatia", "capacidade de ouvir" e de "lidar com conflitos". Estes resultados sugerem que é possível manter ou mesmo aumentar os níveis de empatia de estudantes de medicina através de metodologias ativas de ensino em diferentes estágios da formação médica. Além disso, atividades com apelo realístico que apresentem a medicina de uma forma positiva podem se tornar um fórum para o debate de temas relacionados com o currículo oculto, o que estimula a reflexão sobre o tema. Esse tipo de atividade pode motivar o estudante no processo de ensino-aprendizagem, permitindo a recuperação do significado pessoal e social da prática da medicinaAbstract: A meaningful doctor-patient relationship is the foundation of the practice of medicine. Empathy stands out as one of the most important factors to ensure the success of this partnership, and there is evidence associating doctor¿s empathetic attitude with greater patient satisfaction, treatment adherence and better clinical outcomes. In spite of its importance in patient care, most studies reveal a tendency for empathy loss during medical school, with the work overload and the hidden curriculum being the most commonly cited causes of this phenomenon. Several strategies have been proposed to preserve or heighten empathy levels in medical students, with varying results. The purpose of this study is to examine the impact of active teaching methodologies on the empathy levels of medical students at different stages of their training. In the first study, two consecutive classes of first-year medical students (n=166) participated in a curricular course designed to be a positive initial outlook on the medical practice, through a series of different activities with real-world appeal and based on reflection. Students¿ empathy levels were assessed using the Jefferson Scale of Physician Empathy (JSPE) before and after the course. The mean pretest JSPE score was 117.9 and increased to 121.3 after the intervention (p<0.001), with an effect size of 0.38. The increase was greater among students with lower initial JSPE scores. In the second study, two classes of fourth-year (n = 124) and two classes of sixth-year (n = 123) medical students participated in simulated medical consultations with standardized patients, followed by an in-depth debriefing dealing with the feelings of the patient and the students. After the activity, there was a significant increase in the empathy levels of fourth-year students (from 115.8 to 121.1, p<0.001, effect size = 0.61) and sixth-year students (from 117.1 to 123.5, p<0.001, effect size = 0.64). The third study examined the students¿ perceptions on the learning outcomes related to the simulation activity described above through an anonymous questionnaire. Students felt comfortable during the activity, due to "openness to dialogue", "proximity with colleagues and professors" and the "environment free of judgment". More than half of them were motivated to study, especially the "doctor-patient relationship", "treatment", "common diseases" and "medicine in general". Approximately 90% reported that what they learned would be useful in their professional and personal lives, providing a greater "understanding of emotions", "empathy", "ability to listen" and "ability to deal with conflicts". These results suggest that it is possible to maintain or even to increase medical students¿ empathy levels through active teaching methodologies at different stages of medical training. Activities with real-world appeal that present medicine in a positive way may also become a forum for debating topics related to the hidden curriculum, allowing students to reflect and cope. This practice may even motivate learning in medicine, allowing for the recovery of the personal and social meaning of its practiceDoutoradoClinica MedicaDoutor em Clínica Médic