Community Health in the graduate medical course of the State University of Londrina: initial reflections

Este artigo analisa o enfoque da Saúde Coletiva no desenvolvimento curricular na graduação em Medicina da Universidade Estadual de Londrina (UEL), focalizando as diferentes visões de gestores, professores e estudantes sobre o processo de ensino-aprendizagem, introduzindo a análise da progressão do conhecimento em Saúde Coletiva no curso médico. Trata-se de um estudo qualitativo sobre a percepção dos entrevistados, tendo como população de estudo quatro gestores, quatro professores e um grupo focal de estudantes. Os resultados evidenciaram uma importante vinculação das atividades docentes da área junto à rede de serviços de saúde. No entanto, constata-se que os temas da área têm pequena inserção no currículo atual (5%), não considerando os estágios do internato e a estratégia de ensino que vem sendo utilizada. Concluiu-se que os docentes do Departamento de Saúde Coletiva sempre tiveram uma participação de vanguarda nos processos de mudança no curso de Medicina da UEL, havendo um grande esforço em tomar a realidade dos serviços de saúde de Londrina como eixo articulador do ensino em Saúde Coletiva, na tentativa de contribuir para a formação de médicos com maior conhecimento da realidade e comprometidos com o SUS.This qualitative study aims analyzing to which extent collective health is approached in the curriculum of the graduate course in medicine of the UE with special attention to the viewpoint of managers, professors and students regarding the teaching-learning process. To this purpose, four managers, four professors and a focal group of students were interviewed. The results revealed an important commitment of the teaching body in this area to the net of health services. However, internship and the teaching strategies in use apart, the subjects making part of this field participate with only 5% in the current curriculum. It was concluded that the professors of the Community Health Department have always held a vanguard position with regard to promoting changes in the medical course of the UEL and that there are strong efforts towards using the reality of the health services in Londrina as an articulating axle in the teaching of collective health so as to educate practitioners with greater awareness of the reality and commitment to the Unified Health System

LA METODOLOGÍA ACTIVA EN LA RESIDENCIA EN ADMINISTRACIÓN DEL CURSO DE ENFERMERÍA DE UEL

Pesquisa qualitativa descritiva através da qual objetivou-se avaliar o aproveitamento de um módulo na perspectiva das estudantes da primeira turma da residência em gerência de serviços de enfermagem da Universidade Estadual de Londrina, durante o qual utilizou-se a metodologia ativa de ensino-aprendizagem denominada de "Relato da Prática". Este módulo ocorreu em dois meses divididos entre momentos de discussão em sala de aula e momentos protegidos para estudo em que as residentes buscavam a teorização. Os temas abordados emergiram do cotidiano das participantes em seus locais de trabalho em unidade hospitalar clínico-cirúrgica ou pronto socorro de hospitais de média e alta complexidade. Após o módulo, as participantes avaliaram o curso durante as reuniões e responderam a um formulário contendo questões abertas. Ao final da avaliação ficou evidente a satisfação das residentes com o resultado do uso da metodologia "Relato da Prática".Qualitative descriptive research which objectified to assess the accomplishment of a subject module that applied the active teaching-learning methodology called "Practice Report" under the perspective of the first team of residency students in Nursing Services Management at Londrina State University. This module lasted two months and combined both class discussion moments and self-study moments in which the residency students focused on theory. The themes approached evolved from the students’ daily routine at their workplace which varied between clinical surgical wards or emergency wards at medium and high complexity hospitals in Londrina – PR. After this module, the students assessed the course during meetings and also answering a questionnaire of open questions. At the end of the assessment it was clear that the residents were satisfied with the result of the "Practice Report" methodology.Este estudio tuvo como objetivo evaluar, según la observación de las estudiantes de la primera clase de la residencia en administración de servicios de enfermería de la Universidad Estatal de Londrina, el aprovechamiento de un módulo durante el cual se utilizó la metodología activa de enseñanza-aprendizaje denominada "Informe de la práctica". Ese módulo fue desarrollado a lo largo de dos meses, divididos entre momentos de discusión en sala de clase y momentos reservados para estudio, donde las residentes buscaban la parte teórica. Los temas abordados eran del cotidiano de las residentes en sus sitios de trabajo, que variaban entre la unidad hospitalaria clínico-quirúrgica y la unidad de emergencia de hospitales de media y alta complejidad de Londrina/PR. Tras el módulo, las residentes evaluaron el curso por medio de reuniones y también respondieron a un formulario conteniendo cuestiones abiertas. Al final de la evaluación, quedó en evidencia la satisfacción de las residentes con el resultado de la aplicación de la metodología "Informe de la práctica"

Esophageal rupture: a severe complication of transesophageal echocardiography

Since when the first transesophageal echocardiography (TEE) was undertaken in 1975, technological advances have made this diagnostic modality more reliable. TEE indications became widespread in cardiac and non-cardiac surgeries, intensive care units, and ambulatory clinics. The procedure is generally considered a safe diagnostic tool, but occasionally complications do occur. The insertion and manipulation of the ultrasound probe can cause oropharyngeal, esophageal, or gastric trauma. Although rare, these complications may present a mortality rate of up to 56% depending on the treatment approach and the elapsed time to the diagnosis. The authors report a case of a 65-year-old woman submitted to attempt a TEE in order to better study or diagnose an inter-atrial communication. After 3 days of the procedure, the patient was admitted to the hospital with edema, hyperemia of the anterior face of the neck, accompanied by systemic symptoms. The imaging diagnostic work-up evidenced signs of esophageal rupture and upper mediastinal involvement, the former confirmed by upper gastrointestinal endoscopy. The patient was treated with antibiotics and cervical and mediastinal drainage, with a favorable outcome

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

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries