Projeto de formação pedagógica para monitores de estágio na ESS P.PORTO

Os estágios são considerados momentos de aprendizagem muito significativos na formação. Ao acolher os estudantes nos serviços, os educadores clínicos representam desde o primeiro dia, modelos de exercício profissional. Contudo, é frequente estes profissionais de saúde não terem recebido qualquer formação pedagógica para o efeito. A Escola Superior de Saúde organizou um ciclo de eventos para colmatar esta lacuna em articulação direta com os coordenadores de estágio e a Presidência. Definiu-se como público-alvo desta intervenção futuros e atuais monitores de estágio a desempenhar funções em hospitais públicos e privados, clínicas e centros de saúde, motivados a participar voluntariamente.info:eu-repo/semantics/publishedVersio

Test Anxiety: Associations with personal and family variables

La ansiedad ante los exámenes es un comportamiento muy frecuente, sobre todo entre la población escolar que afronta una presión social muy centrada en la obtención de un gran éxito académico. Pocos estudios han analizado las relaciones entre la ansiedad ante los exámenes, la postergación académica (academic procrastination), variables personales y familiares y las notas en matemáticas. En este trabajo se analiza el impacto de variables sociopersonales tales como el nivel de estudios de la madre y del padre, el número de hermanos y el número de cursos suspensos utilizando ANOVAS en dos muestras independientes de 533 y 796 sujetos de los 3 primeros cursos de la Educación Secundaria Obligatoria. Los datos, similares en los dos estudios, revelan que la ansiedad ante los exámenes es superior en las chicas y disminuye con el aumento del nivel de estudios de la madre y del padre, del número de cursos suspensos y de las notas en matemáticas. La ansiedad ante los exámenes y la conducta de postergación se correlacionan positiva y significativamente. Los resultados son discutidos en función de los hallazgos de las investigaciones previas. Se analizan las implicaciones para la práctica educativa.Test anxiety is a common behavior among students facing social pressure centered on mastery. Only a few studies have analyzed the relations between test anxiety, academic procrastination, personal and family variables and math grades. This work focus on the analysis of the impact of students’ social-personal variables such as parents’ education level, number of siblings and under-achievement by performing ANOVAs in two samples of 533 and 796 students from junior high-school. Corroborating the findings in other studies, the data stress that test anxiety is higher in girls and decreases when students’ parents have higher educational levels, with the number of courses flunked, and when students’ math grades were lower. Test anxiety and procrastination correlate positive and significantly. Findings are discussed and compared with those of previous researches. The implications for teaching practice are also analyzed

Escala de orientações gerais para objetivos de desempenho: Estudos de adaptação para o ensino secundário

This paper aims to present the results of the Portuguese adaptation of General Achievement Goal Orientation Scale (GAGOS; McInerney & Yeung, 2000). This instrument has five different motivation scales: Motivation Value, Global Motivation, General Mastery, General Performance and General Social. The work of adaptation consisted in a exploratory and confirmatory factor analysis and internal consistency analysis from the data of two samples of 617 and 418 High School students. The results suggest a solution with good psychometric properties, in terms of validity as acceptable fidelity, with differences per gender and relationship with age and education level. The results discussed and suggestions presented.Este estudo tem como objetivo apresentar os resultados de adaptação da Escala de Orientações Gerais para Objetivos de Desempenho (EOGOD, McInerney & Yeung, 2000). Trata-se de instrumento de medida com cinco escalas de motivação: Valorização da Motivação, Motivação Geral, Orientação para a Mestria, Orientação para o Desempenho e Orientação Social. Para a sua adaptação, foi realizada análise fatorial confirmatória e validação cruzada e análise de consistência interna a partir de dois grupos, de 617 e 418 estudantes do Ensino Secundário. Os dados obtidos permitiram encontrar uma solução com boas propriedades psicométricas, seja em termos de validade como fidelidade aceitáveis, assim com diferenças em função do género e relação com a idade e escolaridade. Os resultados são discutidos e apresentadas sugestõe

CYP21A2 gene mutations, its nature and frequency in a paediatric Portuguese cohort with congenital adrenal hyperplasia

Introduction: The most common cause of congenital adrenal hyperplasia (CAH) is 21-hydroxylase deficiency (21-OHD) caused by alterations in CYP21A2 gene. The clinical phenotypes of this autosomal recessive disease are classified as classic (saltwasting and simple virilizing) and non-classic forms of CAH. The severity of the disease is directly related with the impairment of the 21-OH enzymatic activity. Genetic testing can confirm the disease and is crucial for familial studies and genetic counseling. Aim: The aim of this work was to perform the clinical and molecular characterization of the patients observed at the Hospital Pediátrico de Coimbra (Portugal) with the clinical suspecion of CAH. Methods: Retrospective analysis of patient medical records of all cases observed in our hospital with suspicion of CAH and detailed literature comparison. CYP21A2 molecular analysis had been performed in 81 unrelated Portuguese patients (51 female, 30 males) with clinical and endocrine laboratorial findings suggestive of CAH, using mini-sequencing, restriction enzyme digestion, Sanger sequencing or/and multiplex ligation-dependent probe amplification (MLPA). Results: CYP21A2 variants were identified in 74/81 (91%) of the patients. Homozygosity for CYP21A2 was found in 39.2% (29/74) of the patients while 55.4% (41/74) were compound heterozygous and, in 5.4% of the cases (4/74), only one pathogenic variant was identified. The most frequent alterations were p.Val281Leu, g.655A/C>G (splicing variant) and p.Ile172Asn, that account for more than 50% of the alleles of this patient’s cohort. All variants were already described except a novel missense variant identified in a salt-wasting patient, g.1173T>C(p.Trp201Arg). The rare variant p.Gly424Ser which was detected in one patient had been previously associated with a possible founder effect in Brazil and the splicing variant g.391G>A, only described in the Portuguese population. Conclusion: Our study provides a detailed clinical and molecular characterization of a large cohort of CAH Portuguese patients. The overall concordance between the clinical phenotype and the inferred phenotype (based on genotype) was 90%.info:eu-repo/semantics/publishedVersio

The behavior of high- and low-achievers in mathematics: mapping pathways in order to promote success

Tese de Doutoramento em Psicologia (Especialidade em Psicologia da Educação)A matemática é uma das áreas mais importantes no percurso académico, com impacto nas escolhas vocacionais e na própria gestão pessoal (OECD, 2013), mas também uma das que apresenta resultados mais negativos. De acordo com dados mais recentes (PISA, 2012), Portugal, apesar da melhoria, continua a apresentar no domínio da matemática resultados abaixo da média. Compreender o (ins)sucesso na matemática é, portanto, uma das grandes preocupações de pais, professores, políticos, investigadores e da comunidade em geral. Sob o guarda-chuva da teoria sociocognitiva da aprendizagem autorregulada (Zimmerman, 2000, 2008; Rosário et al., 2007, 2010), este trabalho procura compreender como os alunos percecionam a sua aprendizagem da matemática ao longo do tempo, assumindo uma visão holística dos fatores pessoais, sociais e instrutivos que contribuem para o rendimento académico. Para tal, realizou-se um estudo qualitativo com base em entrevistas a alunos do 9.º ano, provenientes de escolas públicas e privadas do norte do país. Considerando as suas classificações a matemática nos 7.º e 8.º anos, foram identificados 2 grupos, com 10 participantes cada: um com percursos de elevado rendimento e outro com percursos de baixo rendimento. Ao longo de um ano letivo, foram conduzidas entrevistas semiestruturadas em 3 momentos distintos, as quais foram codificadas e analisadas de acordo com o racional teórico e com recurso ao software NVivo 9.0. A partir da análise de conteúdo do discurso, das 14 categorias definidas a priori com base na revisão da literatura, foram identificadas 11 gerais, mencionadas por todos os participantes de ambos os grupos (cf. Hill, 2011): objetivos, autoeficácia, comportamentos na sala de aula, atitudes e comportamentos de estudo, estratégias de aprendizagem, autoavaliação, atribuições causais, envolvimento parental, suporte de pares, relação pedagógica e metodologias de ensino dos professores de matemática. As restantes 3 categorias foram consideradas típicas, uma vez que são referidas por metade ou mais de metade dos alunos nos 2 grupos: interesse, inferências adaptativas e satisfação/afeto. O grupo com percursos de elevado rendimento a matemática relatou detalhadamente as suas competências autorregulatórias. Assim, verbalizou objetivos concretos, elevados níveis de autoeficácia e interesse pela disciplina, alterações aos seus comportamentos de estudo decorrentes da autoavaliação, em consonância com a literatura. O grupo com insucesso reportou um conhecimento declarativo e condicional das estratégias mais forte, por oposição a um procedimental mais frágil. Na linha de estudos prévios, os alunos com percursos de elevado rendimento descreveram um apoio direto da família desde o 1.º ciclo, distinto da realidade percecionada pelos alunos de insucesso, de pais com menos tempo e conhecimentos para ajudar. Este grupo atribuiu as suas dificuldades académicas sobretudo ao baixo controlo volitivo, à falta de apoio dos professores e aos comportamentos disruptivos dos pares. Com a exceção de alguns alunos de sucesso, ambos os grupos admitiram que o seu investimento é guiado pelos momentos de avaliação. Este foco nas classificações foi reforçado pela pressão exercida pelos pais e professores, sobretudo no final do ano, para conseguirem os resultados desejados no exame nacional de matemática. Os resultados, à semelhança de estudos anteriores, indicam que a qualidade das relações com os pares, pais e professores pode influenciar os comportamentos autorregulatórios dos alunos. Investigações futuras poderão aprofundar a análise dos resultados apresentados através da triangulação com outras medidas ou ainda levar a cabo estudos de follow-up. O presente trabalho alerta-nos para a importância de repensar o sistema de avaliação do ensino básico, o papel dos pais e professores na promoção das competências autorregulatórias do aluno, com vista a diminuir as diferenças que separam os estudantes de elevado rendimento dos de baixo rendimento e a alcançar o sucesso na matemática, numa responsabilidade partilhada.Mathematics is one of the most important areas in one’s academic career, with repercussion on vocational choices and personal management itself (OECD, 2013), but also one that exhibits the most negative results. According to recent data (PISA, 2012), and despite some improvement, Portugal continues to display below average results in mathematics proficiency. Understanding the mathematics (under)achievement is therefore one of the major concerns of parents, teachers, politicians, researchers and the community in general. Under the umbrella of the social cognitive theory of self-regulated learning (Zimmerman, 2000, 2008; Rosário et al., 2007, 2010), this dissertation attempts to understand students’ perspectives of their mathematics learning throughout time, stressing personal, social and instructive factors contributing to academic achievement. In order to do so, a qualitative study based on interviews to 9th grade students, from both public and private schools, located in the North of the country, was conducted. Based on the marks of 7th and 8th grade students in mathematics, two groups were identified, with 10 participants each: one enrolling low-achievers and the other enrolling high-achievers in mathematics. Throughout one academic year, semi-structured interviews were conducted in three different moments, and then coded and analyzed according to the theoretical rationale, using NVivo 9.0 software. Based on a qualitative content analysis, from the 14 categories defined a priori found on the literature review, 11 were identified as general by all the participants of both groups (cf. Hill, 2011): goals, self-efficacy, classroom behavior, study attitudes and behaviors, learning strategies, selfevaluation, causal attributions, parental involvement, peer support, the pedagogical relationship with mathematics teachers and their teaching methodologies. The other 3 categories were considered typical, since they were mentioned by half or more than half of the students in both groups, namely: interest, adaptive inferences and satisfaction/affection. The mathematics high-achievers group reported in detail its self-regulatory skills. They described concrete goals, high levels of self-efficacy and interest in the subject, changes in its study behaviors resulting from its performance self-evaluation, in accordance with the literature. The low achievers group reported a stronger declarative and conditional knowledge of the strategies, in opposition to a more fragile procedural one. In line with previous studies, high-achievers described a direct support from their families, since elementary school, something different from the perception of the low-achievers, whose parents displayed less time and knowledge to help. This group justified its academic difficulties mainly to its low volitional control, to the lack of teachers’ support and to the peers’ disruptive behavior. With the exception of a few high-achievers, both groups admitted their academic investment is guided by the assessments. This focus on grades was reinforced by parental and teacher pressure, especially at the end of the year, to achieve the desired results in the national mathematics exam. The results help to confirm previous studies indicating that the quality of the relationships with peers, parents and teachers can influence the students self-regulatory learning behavior. Future research may help to deepen the analysis of the results presented through the triangulation with other measures or even carry out a follow-up study. This work alerts to the importance of rethinking the middle school assessment system, the parents’ and teachers’ roles in promoting students self-regulatory skills in order to decrease the gap between low- and high-achievers and reach academic success in mathematics, in a shared responsibility.Este projeto foi financiado pela Fundação para a Ciência e Tecnologia (FCT), através da atribuição da Bolsa de Doutoramento com a referência SFRH/BD/48427/2008

Key long term patterns for the management and Conservation of temporary Mediterranean streams: a case study of the Pardiela river, southern Portugal (Guadiana catchment)

Temporary waters are widespread in the Mediterranean, as well as in many other semi-arid regions worldwide. They are defined as those that are normally dry, at least during an extended part of the year (the summer in Mediterranean regions). Most streams in the Mediterranean are temporary that expand during the winter period and contract and fragment during spring and summer periods. Understanding and predicting the complex interactions between hydrology and stream dynamics form a basis to fulfill the requirements of the Water Framework Directive (WFD). Despite the importance of temporary waters in the Mediterranean region, the WFD does not appear to attach them the appropriate importance. Even the term temporary waters cannot be found in the WFD text, which excludes rivers that have no permanent natural flow. However, the inclusion of all catchments with areas greater than 10 km2 appears implicitly to include many temporary water bodies. Taken into account this issue, the project “Conservation and rehabilitation strategies for temporary Mediterranean river corridors: a case study on Pardiela basin, southern Portugal (Guadiana basin)" is being carried out, with the collaboration of researchers from different scientific areas. The applied methodologies were designed in order to study the temporal interactions among different ecological components: climate, morphology of stream corridor, hydrology, also considering the available information from the last 50/70 years. The obtained results were integrated in the model-MOHID River Network, an integrant part of the basin model MOHID Land that was coupled to the SWAT model. The final model simulations were combined in rehabilitations and conservation strategies for a sustainable management of temporary Mediterranean streams, taking into account the temporal evolution observed in Pardiela basin

Trabalhar e estudar sob a lente dos processos e estratégias de auto–regulação da aprendizagem

A ética de trabalho está no topo da agenda educativa. A literatura, mas também a prática dos docentes, sugerem que a promoção da autonomia e a responsabilização dos alunos é um eixo estruturante no processo de aprendizagem dos alunos independentemente do ciclo de ensino. Neste trabalho, discutimos o conceito de auto-regulação da aprendizagem, a sua relevância na aprendizagem, e também algumas implicações e desafios que este construto levanta à prática educativa. Elaboramos ainda sobre a possibilidade de os professores ensinarem e treinarem com os alunos estratégias de auto-regulação da aprendizagem com vista a incrementarem o seu sucesso educativo.Professional ethics is top of educational agenda nowadays. Not only literature in the area but also teaching practice suggest that improving students' autonomy and responsibility is crucial work because these are the learning process' basis whatever the school level may be. This article discusses self-regulatory learning concept, its main role in learning, and some of its implications and challenges to the teaching practice. We also illustrate the possibility of students being taught and trained in self-regulated learning strategies as a way of improving their school achievement

Unraveling the genetic background of individuals with a clinical familial hypercholesterolemia phenotype

Familial hypercholesterolemia (FH) is a common genetic disorder of lipid metabolism caused by pathogenic/likely pathogenic variants in LDLR, APOB, and PCSK9 genes. Variants in FH-phenocopy genes (LDLRAP1, APOE, LIPA, ABCG5, and ABCG8), polygenic hypercholesterolemia, and hyperlipoprotein (a) [Lp(a)] can also mimic a clinical FH phenotype. We aim to present a new diagnostic tool to unravel the genetic background of clinical FH phenotype. Biochemical and genetic study was performed in 1,005 individuals with clinical diagnosis of FH, referred to the Portuguese FH Study. A next-generation sequencing panel, covering eight genes and eight SNPs to determine LDL-C polygenic risk score and LPA genetic score, was validated, and used in this study. FH was genetically confirmed in 417 index cases: 408 heterozygotes and 9 homozygotes. Cascade screening increased the identification to 1,000 FH individuals, including 11 homozygotes. FH-negative individuals (phenotype positive and genotype negative) have Lp(a) >50 mg/dl (30%), high polygenic risk score (16%), other monogenic lipid metabolism disorders (1%), and heterozygous pathogenic variants in FH-phenocopy genes (2%). Heterozygous variants of uncertain significance were identified in primary genes (12%) and phenocopy genes (7%). Overall, 42% of our cohort was genetically confirmed with FH. In the remaining individuals, other causes for high LDL-C were identified in 68%. Hyper-Lp(a) or polygenic hypercholesterolemia may be the cause of the clinical FH phenotype in almost half of FH-negative individuals. A small part has pathogenic variants in ABCG5/ABCG8 in heterozygosity that can cause hypercholesterolemia and should be further investigated. This extended next-generation sequencing panel identifies individuals with FH and FH-phenocopies, allowing to personalize each person’s treatment according to the affected pathway

HIV-2 integrase polymorphisms and longitudinal genotypic analysis of HIV-2 infected patients failing a raltegravir-containing regimen.

To characterize the HIV-2 integrase gene polymorphisms and the pathways to resistance of HIV-2 patients failing a raltegravir-containing regimen, we studied 63 integrase strand transfer inhibitors (INSTI)-naïve patients, and 10 heavily pretreated patients exhibiting virological failure while receiving a salvage raltegravir-containing regimen. All patients were infected by HIV-2 group A. 61.4% of the integrase residues were conserved, including the catalytic motif residues. No INSTI-major resistance mutations were detected in the virus population from naïve patients, but two amino acids that are secondary resistance mutations to INSTIs in HIV-1 were observed. The 10 raltegravir-experienced patients exhibited resistance mutations via three main genetic pathways: N155H, Q148R, and eventually E92Q - T97A. The 155 pathway was preferentially used (7/10 patients). Other mutations associated to raltegravir resistance in HIV-1 were also observed in our HIV-2 population (V151I and D232N), along with several novel mutations previously unreported. Data retrieved from this study should help build a more robust HIV-2-specific algorithm for the genotypic interpretation of raltegravir resistance, and contribute to improve the clinical monitoring of HIV-2-infected patients