Introduction: Health technologies are resources that help to qualify work processes and organize hospital services, and can contribute as a tool for health teaching and education. Educational technologies involve several resources to improve the teaching-learning process. The Peripherally Inserted Central Catheter (PICC) is a technological tool that has been included in nursing care over the years to promote longer-lasting and safer vascular access. One of the most widely used technologies in the health sector, especially in nursing, are serious games, which are games that enable the understanding of theoretical and practical contents. Objective: The present study aims to validate the content of a serious game prototype about indication, insertion and maintenance of a Peripherally Inserted Central Catheter in pediatric patients. Method: This is a non-experimental methodological research, of an observational nature, which verified the opinion and agreement of expert judges regarding content validation. The participants/judges were nurses qualified with the PICC course, who met pre-established criteria, whose selection was based on convenience according to the curriculum analysis on Lattes platform. Results: The work was divided into 3 stages. In the first stage – theoretical procedures –, an integrative review was carried out, from November to December 2022, in order to obtain information about the necessary contents for the prototype organization and construction; the construction itself occurred in the months of January to April 2023. The second stage of the research – empirical procedures – took place with the application of the Likert scale as an instrument to verify the Content Validation Index (CVI), using Pasquali's adaptation criteria, which were behavioral standard, objectivity, simplicity, relevance, modality, amplitude, balance and appearance, in each phase of the prototype. In May 2023, the first Delphi round took place where 21 judges participated in the evaluation during the stipulated period, having access to the game content through a link where they were able to play the game. In the third stage of the research – analytical procedures –, which took place from June to July 2023, occurred the data analysis, which pointed a agreement level of 98% with CVI=0.98 after Delphi I, indicating content suitability >80 %, but with adjustments suggested by the judges. From July to August 2023, adjustments were made to the prototype. From August to September 2023, a new Delphi II round was held, with 7 participating judges, this time reaching CVI=1.0 with 100% suitability in the prototype contents, without any suggestions for new adjustments. Conclusion: The serious game prototype, built as a result of this research, obtained a final evaluation of excellence, with pertinent content, being inserted as an educational technological resource developed for nursing, as well as for other professional categories in the health area, as it can impact on the knowledge and use of PICC for care and teaching practices, also contributing to patient safety.

Introduction. The urodynamic test is a diagnostic tool that evaluates the storage and emptying functions of the lower urinary tract. The exam is complex, presents precise indications, and requires interpretation and critical analysis of its results. Knowledge of urodynamics and lower urinary tract disorders is among the skills desired for gynecology and obstetrics residents, however, there is no standardization of teaching this topic in many medical residency services. Technology-mediated education is an ally in the development of qualified training for health professionals with an impact on improving the services offered. In medical residency programs, this educational strategy offers opportunities to reinforce the concepts learned and explore others not covered during the training period. Objective: To develop a digital educational tool for teaching urodynamic examination within gynecology and obstetrics medical residency programs. Methods: This is a study of technological production, in which Contextualized Instructional Design was used to guide the process of building digital educational content. Results: Between March 2023 and February 2024, an open and free educational module on urodynamics was developed in the Virtual Learning Environment of the Unified Health System (AVASUS). The module has a total course load of 30 hours and is aimed at resident doctors in gynecology and obstetrics. The educational resources used by the proposed Instructional Design consisted of videos, graphics, illustrations, illustrative clinical cases, complementary texts, targeted questionnaires, and glossaries. Conclusions: The tool appears to be practical, easy to access, and appropriate for learning, with the possibility of expanding teaching about urodynamics in medical residency programs and promoting continuing education in health professions.

Introduction: The competency matrix of the Medical Residency

Programs in Anesthesiology in Brazil has the specific objective of

“performing anesthesia safely in all its stages”, whose elements for the implementation of a specific curriculum need to be defined. Given this

scenario, the development and implementation of an educational module on

 patient safety for anesthesiology residents was proposed.

Objectives: To evaluate the impact of an educational intervention, supported

by an educational module on patient safety in anesthesiology, on residents' knowledge of the specialty and their degree of satisfaction with the strategy developed.

Methods: Quasi-experimental study with an interrupted time series design

with a group, carried out at the Hospital Universitário Onofre Lopes (HUOL),

of the Federal University of Rio Grande do Norte (UFRN), involving 10

residents from the first to the third year of the Medical Residency Program of Anesthesiology at the Institution. An educational module was developed, in

e-book format, and a pedagogical strategy was implemented to mediate the

learning of residents, in four face-to-face meetings, which took place during practical activities at the hospital. A knowledge assessment was carried out

with a pre-test, before the first discussion of patient safety content, in the first meeting, and post-test, in the last meeting, and satisfaction assessment using a questionnaire with a Likert scale.

Results: Pre-test scores ranged between 6.25 and 8.75 (average 7.50), while

post-test scores ranged from 7.50 to 10.0 (average 9.03). A significant

difference was found for the values of the median scores in the two moments

of application of the test, using the Wilcoxon test, at the significance level

α = 5% (p- value: 0.0199). The consistency of the satisfaction questionnaire

was assessed using Cronbach's alpha coefficient (alpha of 0.793), being

considered “Acceptable”. In general, the answers were satisfactory for each

of the items questioned, with all of them varying between “Agree” and

“Totally Agree”.

Conclusion: The development and implementation of an educational module

 to mediate learning, during the training process of anesthesiology residents,

were effective in promoting knowledge about patient safety for

anesthesiologists in training, with high levels of satisfaction. Thus, the

importance of including the topic of Patient Safety in the curricular structure

of residency courses in anesthesiology is highlighted, with protected space and time for the learning process of these professionals. Furthermore, more studies are needed that can measure the long-term impact of this intervention, its

influence on the acquisition of skills and whether these educational

interventions improve outcomes for patients.

Early mobilization has proven increasingly important in modifying clinical outcomes such as mortality and disability after hospitalization, also generating interest in how teaching this practice can interfere with clinical practice. Several gaps in knowledge and training for mobilizing critically ill patients by physiotherapists are evident, however studies that address teaching methodologies for early mobilization even at undergraduate level are scarce. Given the need for improvements in aspects related to knowledge and teaching of this practice, the objective of this work was to offer a teaching proposal for early mobilization of critically ill patients for students on the UFRN physiotherapy course. We included 42 students enrolled of the undergraduate course in physiotherapy at UFRN who answered a test to measure prior knowledge and then participated in a theoretical-practical course on early mobilization of critical patients addressing the Safety of Early Mobilization; Indications and Contraindications; Mobilization modalities; Prognostic indicators of early mobilization; and Effects and evidence of early mobilization. The practical component was offered with the simulated practice of two clinical cases with the aim of allowing students to recognize situations indicating or contraindicating early mobilization; administration of therapy and performed the technique correctly. Afterwards, the students described their sensations during the simulation, analyzed and reflected on what they learned from their experiences in the scenarios and provided feedback on the content taught. Finally, the test applied prior to the intervention was reapplied to measure skill gains, along with a questionnaire to assess students' satisfaction and self-confidence with the content taught, consisting of two subscales: satisfaction and self-confidence with Likert-type answers – 1 to 5. Finally, students responded to a questionnaire with open questions. We observed a significant gain in skills with the course and a high level of satisfaction and self-confidence among physiotherapy students. The qualitative analysis revealed a great acceptance in the use of clinical cases, insufficient provision of content on early mobilization throughout the physiotherapy degree and a preference for predominantly practical classes for learning. It is concluded that the development in offering a theoretical-practical course on early mobilization of critically ill patients promoted the gain of skills of the participating students, with an increase in satisfaction and self-confidence in learning. It is concluded that the development in offering a theoretical-practical course on early mobilization of critically ill patients promoted the gain of skills of the participating students, with increased satisfaction and self confidence in learning. 

Introduction: Formative assessment is an active process in professional training, as it involves the appropriation of knowledge, attributing meaning. Objective: To understand the formative evaluation process in the internship of the graduation course in medicine at the Federal University of Rio Grande do Norte. Method: This is an observational research with a quantitative approach. A questionnaire was applied to teachers and another to students, from June to December 2021, with open and closed questions about the use of formative evaluation. Results: A digital narrative containing a checklist on formative assessment was designed, as a product of the master's degree, to guide faculty and students on its use. 27 professors and 79 students participated in the research. Teachers and students have different perceptions about carrying out formative assessment, objectives, methods and instruments used. Teachers have a more positive perception of their students, 51.9% of them attribute a high score (8-10) to the use of formative assessment, while a lot is attributed to 41.7% of 5th year students and 35.5 % of 6th grade students. Likewise in relation to defining the learning objectives, where 70.4% of the teachers attributed a lot, while only 25% and 16.1% respectively of the 5th and 6th year recognize that they are presented to these. Professors and students also have different perceptions in relation to feedback and the use of ICTs in formative assessment, because while 70.4% attributed a lot to the feedback, only 27.1% and 16.1% of the 5th and 6th interns, respectively, scored highly for feedback. The use of ICTs was perceived as reasonable (3-7) by 44.4% of the professors and very much by most students. Discussion of cases was the method most recognized by both. Conclusion: Knowledge about the development path of formative assessment in medical internship makes it possible to improve the process and build new projects. Teachers and students identified opportunities for improvement, which demand teacher training.

Health communication is a nuanced and intricate process, intricately woven with a multitude of participants and components. Beyond the mere exchange of information, it encompasses a skill set that extends to active listening and mediation. Regrettably, academic training often falls short in equipping individuals with the necessary communicative prowess, potentially contributing to the challenges encountered in the realm of health communication.Hence, the objective of this study is to enrich the realm of communication skills among residents, preceptors, and mentors within the intricate tapestry of healthcare education, particularly within the dynamic setting of a university hospital. Employing a qualitative approach, we embark on an educational action research endeavor, engaging residents, mentors, and preceptors from the multifaceted residency program at the esteemed Onofre Lopes University Hospital (HUOL). Our participants underwent an initial semi-structured interview to unravel their perception of health communication and their grasp of the art of nonviolent communication (NVC). Furthermore, our inquiry delved into the communication dynamics between mentors/preceptors and residents within the institution, examining the profound impact of such interactions on the pedagogical journey and patient well-being. Driven by the belief that the principles of nonviolent communication hold potential to enhance the exchange between residents, mentors, and preceptors, a collaborative workshop was meticulously crafted to facilitate a profound discourse on this subject. Esteemed contributors from the institution's multifaceted residency program were fervently engaged in this enlightening session. Post-workshop, participants, who identified themselves as mentors, preceptors, or residents, were graciously invited to evaluate the tangible effects of our intervention and the pragmatic feasibility of integrating NVC within the dynamic milieu of a teaching hospital. Analyzing the rich narratives that emerged from interviews demanded the deft application of the thematic categorical content analysis technique, culminating in the emergence of distinct categories. These include Communication within the Pedagogical Odyssey, The Nexus of Communication and Healthcare, Charting the Territory of Nonviolent Communication, NVC in Practice: A Perceptive Appraisal, and NVC: A Pathway to the Cultivation of Profound Communication Skills. In summation, our findings suggest that nurturing wholesome connections through communication, firmly rooted in the principles of NVC, serves as a potent catalyst in the realm of pedagogy, thereby unequivocally enriching the healthcare landscape. Our study advocates for the seamless infusion of strategies and tools that hone communication acumen, seamlessly integrated into the theoretical and practical facets of education. The innovative forum of the nonviolent communication workshop stands as an exemplar of such strategies, poised to flourish as a cornerstone of residency and enduring education. 

Introduction: The teaching of psychiatry for medicine requires more than learning from books, requires developing attitudes and observation of behavior, besides reducing prejudices. Case-based learning is a new teaching methodology, which seems to be effective, improving students' attention and participation. Objective: To implement a new teaching method in psychiatry, with case-based learning (CBL), video cases and the use of technological resources in a medical school in Brazil. Methodology: Construction of a clinical case, which was recorded in 5 videos with the help of an actress, showing a depressive condition with a maniac turn. The case was presented in 2 face-to-face classes, using interactive surveys during classes, in August 2022. In the interval between these two classes, virtual activities were also carried out. The students' participation, the level of satisfaction with the methodology, the students' self-confidence with the themes and the performance in tests were evaluated. Results: Twenty-one out of fifty students answered the questionnaire and 100% thought that the class methodology was better than a traditional one, 100% considered that the teaching methods used were useful and effective, 95.3% felt confident with the simulation and 100% felt that the teacher used useful resources. The main complaint of students was that they wanted more class time. The students had an average performance in the test of 88%. Conclusion: The results of the research indicated that case-based learning using recorded video cases in psychiatry education had a positive impact on students' levels of engagement, satisfaction, self-confidence and performance.

The medical training process in Brazil and around the world has been improving in recent decades, mainly due to changes in the structure of medical curriculum. Competency-based education has been the main focus of curricular changes, both at undergraduate and postgraduate levels, as it strives for quality training results. These are the objectives that every student must achieve at the end of the course, with the preceptor as an indispensable agent in this process when taking on the challenge of combining teaching with care work. To standardize the training process in these environments, there is a need to develop competency matrices for each specialty. The Medical Residency Programs in Radiology and Imaging Diagnosis (PRM-RDI) encompass several subspecialties, including Ultrasonography, which has peculiar characteristics. In this context, there is a lack of clarity regarding specific skills for Ultrasonography. This study sought to determine the Ultrasonography Competency Matrix for the PRM-RDI of the Onofre Lopes University Hospital of the Federal University of Rio Grande do Norte. It is an exploratory and descriptive study that had the participation of nine preceptors and was developed in two stages: 1) documentary analysis of protocols and guidelines for the preparation of the initial semi-structured competency matrix; 2) the collective construction of the final skills matrix using the Delphi method. After three rounds of interactive questionnaires between November 2022 and April 2023, with closed and open questions, a consensus of participants' opinions was reached and the final competency matrix was obtained. Coherence was observed between the quantitative aspect of the answers to the closed questions and the opinions of the participants in the open questions. The highest rate of agreement occurred between general skills, teaching methods, specific skills in the medical areas that are most developed by preceptors, and skills for the first year of residency. The highest rate of disagreement occurred between assessment methods and in some activities with little or no training opportunities. The final competency matrix was constructed respecting the requirements of official guidelines established in the area of diagnostic imaging and the particularities of practice scenarios, valuing the actors involved.

The pandemic caused by COVID-19 constitutes a public health emergency of international importance, due to the high speed of transmission, increasing number of cases and deaths worldwide. Control measures such as social distancing, hygiene practices, mask use and vaccination are important to reduce its transmissibility. In addition, after improvement of the classic symptoms of this disease, and even after hospital discharge, the individual may have sequelae. The dissemination of clear, consistent and evidence-based information is essential for the control of sequelae caused by this disease. Thus, the research aimed to build digital educational material on guidelines for the care of post-COVID-19 sequelae. This is a methodological research with a qualitative approach. The construction of the material took place through a literature review carried out in electronic databases, in addition to bulletins and ordinances published by the Brazilian Ministry of Health and on the World Health Organization (WHO) portal. Guidelines on fatigue and dyspnea on exertion were included; sadness; joint mobility and cardiovascular function; neurological and cognitive impairment; dysphagia and decreased odor and taste of food. The research allowed us to summarize a range of knowledge about care with possible sequelae resulting from COVID-19. It is expected that the material will be accessible to the population and contribute to better adherence to care measures in the face of sequelae, impacting on improving the population's quality of life.

Introduction: the evaluation of educational resources is of great importance as a means of providing evidence based on the practices of professionals and important data for the evaluation of the action, in order to subsidize its continuity or revision, an aspect that constitutes a fundamental stage of the process of continuing education. Serious Games as a pedagogical resource have gained prominence, since they provide the development of practices and skills from the simulation of critical situations that involve some risk or require decision-making, in addition to having characteristics that corroborate the profile of the current student. This dissertation highlights an educational intervention using a Serious Game on breastfeeding with professionals from the Ana Bezerra University Hospital. Objective: to evaluate the effectiveness of a Serious Game on breastfeeding as an educational resource for professionals at a Baby-Friendly Hospital. Method: quasi-experimental, single-group, before-and-after, non-randomized research carried out in four stages: 1) Construction of a pre- and post-test instrument; 2) Application of pre-test instrument; 3) Educational intervention (Serious Game); 4) Assessment of satisfaction and effectiveness of the intervention. The study respected the ethical principles recommended for research carried out with human beings by Resolution No. 466/2012 and No. 510/2016 of the National Health Council. Results: the pre- and post-test instrument consists of 10 multiple-choice questions, prepared according to the guidelines of the National Board of Medical Examiners (NBME) and systematized according to the contents that make up the game. The instrument was developed from a methodological framework adapted from Pasquali's psychometry. The evaluation of the pre and post-test instrument took place with the submission of seven electronic forms through the Google Forms tool, with the acceptance of six judges, from two Delphi Stages. The judges were selected considering their professional performance in assistance or teaching related to breastfeeding. After the modifications suggested after the first stage (Delphi 1) were carried out, the instrument was submitted to the new evaluation stage (Delphi 2). After the new evaluation, all the questions obtained an agreement greater than 80% and CVC>0.8, being considered valid in their content. As for the evaluation of the content validation criteria of the instrument as a whole, after Delphi Stage 2 the instrument obtained a total CVC of 0.99. The educational intervention was carried out with 43 professionals from eight categories. In addition to the pre and post-test, an instrument to assess satisfaction with the game was applied. Regarding the evaluation of effectiveness, the results were statistically significant with post-test scores higher than the pre-test (P< 0.05). The analysis of the satisfaction assessment revealed that, of the 19 items evaluated, only one referring to the illustration category was rated as not adequate by a participant. The other items had an evaluation of more than 85% as excellent. Conclusion: AleitaGame is an innovative teaching resource in the area of breastfeeding and presents itself as an educational tool that follows the paradigm shift in health education. The game presents itself as a relevant tool, capable of transmitting knowledge through dynamic and motivating digital media, which favors clinical reasoning and decision making. It fulfills the role of going beyond mere entertainment, being able to provide the development of practices, skills and abilities.

Performing a suprapubic cystostomy should be a basic competence of every urologist and general surgeon. It is necessary that physicians in training have access to adequate training for learning the surgical technique. Simulation training emerges as a safe, risk-free alternative for patients and resident physicians. We propose the creation of a realistic simulator for the training of suprapubic cystostomy and its face and content validation by urologists. The procedure was performed in the simulator by 21 urologists and a semi-structured questionnaire. The internal consistency of the questionnaire was assessed by Cronbach's alpha. Anatomical realism and the usefulness of the simulator as a teaching and training tool were evaluated. Data analysis showed a good evaluation of the simulator, both in terms of anatomical realism and utility. The developed simulator is important for the practical teaching of puncture cystostomy, and can be incorporated into the training curricula of resident physicians, especially in general surgery and urology.

The spinal cord injury appears as a challenge for public health at a global level, since such a problem has had a great impact on the biopsychosocial context of the people who have such injuries, as well as their families, who require multidisciplinary care and at different levels of attention and complexity. Thus, the objective of this study is to understand the knowledge and practices of Primary Health Care professionals upon the care of people who live with spinal cord injury. This is a descriptive, exploratory study with a qualitative approach, which was carried out between November and December of 2020 with 12 professionals who worked in a Family Health Care Unit in Aparecida, located in the city of Natal, Rio Grande do Norte. For data collection, the Focus Group was used, and the data analysis took place under the light of Bardin's Content Analysis. This research was submitted and approved by the Ethics and Research Committee of the Federal University of Rio Grande do Norte. It was identified that the knowledge upon the care demands of people with spinal cord trauma is scarce, which results in fragmented care that falls short of the needs that such individuals have. It is suggested that permanent education actions on the topic should be carried out with professionals included in the context of Primary Health Care.

Patient safety is essential for the provision of health care in all its environments. Therefore, strategies have been sought to be increasingly empowering professionals in order to make them more alert and closer ly to patient safety, thus ensuring the quality of care and a shorter in-hospital period for them. Thus, the present study aimed to develop the prototype of serious game to support permanent education on the priority goals of patient safety.  Thus, to achieve the objective, applied research was carried out with quantitative approach and transversal character through the application of the methodological framework of Benitti, Seara and Schlindwen, which describes the process in four stages, the first is conception where an integrative review was carried out to identify in the literature the scenarios in which most adverse events are reported to be used in the second stage. The second stage is the elaboration, where the Game Design Document was elaborated for the construction of the prototype proposal using the scenarios identified in the design stage. For the third stage of completion, it is necessary the collaboration of a professional specialized in technology creation, and the fourth stage, the feasibility, requires a preliminary validation with professionals who specialize in patient safety.  However, due to the time bias it was only possible to perform the first two stages. The construction of the integrative review identified the care sectors in which the most patients suffer incidents or adverse events, the types of events that occur and the professionals involved.  Regarding the sectors, we had: Intensive Care Unit (adult and pediatric); medical and surgical wards; obstetrics sector; outpatient examination sector; emergency and emergency care units and surgical sector. The types of events were prescription error; administration error; distribution error. As for the professional classes involved, there were: physicians, nurses and nursing staff, and pharmacists. Based on the information found in the design stage, two scripts for the game are constructed: 1) for the nurse/nursing technician player; 2) for the doctor player. In the development phase of the prototype proposal was elaborated the Game Design Document, a document that defines the theme, objective, target audience and mechanics of the game, describes the scenarios, characters, scripts, interface of the home screen, as well as the sequence, rules and score, and the form of evaluation of the player. The game was designed to make the professional's involvement in the choice of conducts and procedures that may result in different outcomes for the patient. And, with this association, it is expected to improve care practices and reduce the errors and harm caused to patients.

Introduction: the teaching in the health field has undergone important changes and the advent of Medical and Multiprofessional Residency programs in Brazil has enabled health service professionals to discuss and reflect on SUS principles and guidelines. Bearing in mind that training specialists for the Unified Health System requires the acquisition and / or improvement of skills, attitudes and knowledge within their area of expertise, it is essential to guide training through relevant assessments. Objective: To elaborate a skills matrix and an evaluation tool for the performance of Residents of the Multiprofessional Residence in Maternal and Child Care at the Ana Bezerra University Hospital. Methodology: Qualitative study of the interventional type, with participants from the Residents of the first year of 2019, tutors and the coordinator of the Residence. The data collection of the study was developed in two stages: The first, consisted of a workshop with Residents and tutors to discuss and elaborate a proposal for a skills matrix and a new evaluation instrument for the Residence. The second stage, which also took place in the form of a workshop, counted on the participation of tutors and the coordinator of the Residence to adjust the proposed instruments. The speeches of the participants of the first workshop were transcribed and analyzed using Bardin (2011) as a reference. Results: This work results in the construction of two instruments. The first is called the Competency Matrix and the second is called Competence Assessment Instrument. The discussions held in the workshops revealed the residents' difficulties in preparing these two instruments, as well as the need to develop an instrument capable of assessing their competence.

Medical residency is a post-graduate modality, which aims to offer the resident in-service training, with a high degree of demand and high workload. This context can compromise the resident's well-being, causing psychological distress and even mental illness. Therefore, this study aimed to estimate the prevalence of stress, depression and Burnout syndrome among residents and tutors of the Medical Clinic service at Hospital Universitário Onofre Lopes. A quantitative, epidemiological, cross-sectional study was carried out. The first and second year resident physicians enrolled in the Medical Clinic program at Hospital Universitário Onofre Lopes and preceptors of this service participated in the study. This study was approved by the UFRN Research Ethics Committee (Opinion No. 3,558,898) and all volunteers signed the Free and Informed Consent Form (ICF), after being informed about the research objectives. For data collection, the following instruments were used: identification form, Lipp's Stress Symptom Inventory (ISSL), Beck's Depression Inventory and the Maslach Burnout Inventory - Human Services Survey. Regarding the participants, 13 (25%) were residents of the 1st year of Clinical Medicine, 15 (28.8%) of the 2nd year and 24 (46.2%) preceptors of the Medical Clinic program, totaling 52 doctors. According to ISSL, 29 participants (55.7%) had stress, with a predominance of 2nd year residents, 12 (41.4%). Most doctors with stress were in the resistance phase, 28 participants (53.8%), with a predominance of psychological symptoms 19 (36.5%). The symptoms of depression were present in 7 (13.5%) of the participants, being more prevalent also in the residents of the 2nd year: 4 (57.1%). Of the group surveyed, 3 (5.8%) had Burnout Syndrome and all were resident physicians in the 2nd year. Thus, it is necessary to reflect on mental health in the context of medical residences, in order to contribute to the development of positive strategies for coping with stress, favoring self-care and the prevention of psychological symptoms.

The safe use of drugs is the third global goal proposed by the World Health Organization. Adverse drug events occur due to errors in prescribing, dispensing or administering drugs. Prescription preparation is the most common task in medical practice, however, preparing a physician in training to do so is a great challenge. In this sense, using an m-learning tool, such as a smartphone application, will help in this process, due to its availability and ease of access, serving as a search tool for active learning. The research objectives were to develop and make available a smartphone application with information about medications to assist medical residents in the elaboration of a safe prescription in an educational institution, serving as a tool for self-directed study, with reliable information. Methods: An action research was carried out in 4 stages: phase 01 - exploratory, in which the need for a new intervention to improve safety in medical prescription was observed; phase 02 - planning, with the agreement, with the teams of the Hospital's Patient Safety Center and the Hospital Pharmacy, about the content of the application; phase 03 - content development with the cataloging of drugs using the platforms UpToDate®, Micromedex® Drug Info and the leaflets available on the ANVISA website; and application development; phase 04 – use and evaluation of the tool, through a structured questionnaire. Results: A free smartphone app was developed for institutional use, with basic information related to 72 highly surveillance drugs standardized in this teaching hospital, in addition to an e-book with the same information. A pilot evaluation was carried out to obtain the opinion of potential users about the usefulness of the tool after using it for about 15 days. Of the 73 invited to evaluate the tool, 35% (26) completed all stages of the research, of these 84% (16) considered the application useful, 53% (10) were very satisfied with the tool, 89% (17) considered it useful as a learning tool and 100% agreed that the institution should expand the tool to include all standardized drugs. Conclusion: The tool was well accepted among potential users, and will serve to facilitate access to secure information during the preparation of medical prescriptions, contributing to the reduction of inadequacies in them.

Changes in society and in the practices of Medicine have demanded improvements in the surgical teaching process in Medical Residencies worldwide, leading to the emergence of new teaching-learning and assessment competency-based models.  In this process, the Procedure Based Assessment (PBA) stands out as an assessment tool in the work environment, with summative and formative characteristics, supported by competency-based assessment and structured feedback.  This research aimed at the elaboration, implantation and analysis of the PBA in the Urology Medical Residency Program of the Hospital UniversitárioOnofre Lopes (PRMUro-HUOL), through an exploratory, prospective, research-action type study, involving residents and preceptors of the Program in the years 2019 and 2020.  The stages of the study involved the training of participants, the preparation of the PBA by group consensus, the assessments’ application and the capture of the group's perception through a questionnaire.  In the results, there was the participation of 13 preceptors and 6 residents, contributing to the creation of 06 models of PBAs. Thirty four assessments were applied.  In the individual performance analysis, the tool was able to capture a tendency to improve competencies in all surgeries and for all residents. Structured feedback was considered an important strategy in the teaching-learning process by preceptors and residents.  In the group's perception, the PBA is able to certify surgical competence, evaluate the development of these competencies and improve the learning curve, crediting good educational value to it. Difficulties and negative points were raised, such as inexperience with the method, lack of adequate time within the institutional routine, lack of engagement by some tutors, doubts about the accuracy and quality of the feedback offered.  Suggestions were made in the sense of systematizing evaluations, continued training and institutional encouragement. All participants were in favor of the regular use of PBA in PRMUro-HUOL. The study concluded that the group's experience with PBA was positive, with good acceptance and perception of several benefits from a pedagogical point of view, so that the routine adoption of the tool at PRMUro-HUOL is promising.

Multiprofessional residency programs in Brazil seek to integrate teaching-service-community, aiming to favor the qualified insertion of health professionals in the labor market, preferably recent graduates, particularly for the SUS. As this is a teaching model that is different from the traditional one, the resident needs to deal not only with difficulties that are typical of the teaching-learning process, but also with the demands required of a professional working in the labor market. Therefore, this study aims to estimate the prevalence of stress, anxiety and depression in multidisciplinary residents of the University Hospital Onofre Lopes. This is a study with a quantitative, transversal and descriptive approach. For data collection, the following instruments were used: Identification Form, Lipp's Stress Symptoms Inventory for Adults (ISSL) and the Anxiety (BAI) and Beck Depression (BDI) scales. The sample consisted of 75 residents, from different areas of health (nurses, physiotherapists, pharmacists, nutritionists, dentists, psychologists and social workers) and different programs (child health care, intensive care unit, cardiology and psychosocial care). The results obtained showed that 34.70% of the participants presented symptoms of stress, with the majority in the resistance phase (30.7%); 57% of residents had some degree of anxiety (mild, moderate and severe) and 20% had depressive symptoms and dysphoria. These results highlight the need to value the mental health of multiprofessional residents, in order to develop, in the residency programs, spaces for reflection and acceptance of these residents' emotional issues.

Meaningful learning is a starting point for the construction of new teaching-learning methods. In this regard, the concept map appears as an active methodology on which the student builds their learning in a dynamic, illustrative, creative, and reflective form, through a graphical representation of concepts that relate to each other by forming propositions. In turn, these propositions are formed by an initial concept, a final concept, and a linking term that expresses the existing conceptual relationship. In this teaching process, the professor is the student’s mediator and supporter. Objective: This study aims to evaluate the construction of concept maps and the students’ perception regarding the potentialities of how to use the concept map as a teaching-learning strategy in the Urogynecology and Obstetrics Discipline of the Physiotherapy College at the Federal University of Rio Grande do Norte. Methodology: The study is exploratory and descriptive, in which the data were collected from concept maps made by the students, from a scale of established criteria, having as reference the study of Bhusnurmath et al. (2017). The analysis of the concept maps followed a twenty-point scale, containing the following criteria: (1) organization; (2) interconnectivity; (3) clarity and understanding; (4) accuracy of information; and (5) layout. A number of twenty students enrolled in the Urogynecology and Obstetrics discipline participated in this research. This methodology was included as an assessment method in this compulsory course in the second semester of 2020. The concept maps of the twenty students who signed the Free and Informed Consent Term (FICT) were analyzed. A total of ninety-four maps were made by the students, fifty-six of them followed the standards of concept maps, and thirty-eight did not belong to the established criteria. Students who signed the FICT were included in the study. Mind maps and diagrams prepared by the students were excluded. Cmap Tools software, developed and freely released by the Institute for Human & Machine Cognition (IHMC), was used by 100% of the participating students. Results: The elaborations of the concept maps achieved variable construction forms. It is observed that thirteen (23,2%) of them fulfilled all the prerequisites; thirty-three (58,9%) did not have cross-links, which favor creativity and the communication with more distant concepts in the map; the connecting phrases were not used by three (7,3%) of the students - once they help to understand better what the author’s map wants to convey; one (1,7%) did not elaborate the map in an organized form and did not utilize the cross-links (unreadable); and six (10,7%) did not use connecting phrases and cross-links. Conclusion: Concept maps can collaborate in learning, providing the organization of ideas upon the studied knowledge.

Intervention projects are frequently utilized as methodological resource for senior thesis in the health realm, whether graduation or in post graduation. The intervention projects pursuit to manage a combined of purposes that search resolve and/or minimize a problematic observed for students in the territory that are the pract realm. in the perspective of carry the students to live the daily routine of the Basic Health Units (BHU), Collective Health Internship (CHI) of medicine course in UFRN offer this experience in search of contemplate a integration of teaching-service-community too. The follow-up of the students of CHI are responsibility of the perceptors that are the health professionals of the Family Health Strategy Team of BHU of the municipality. for the finalization of every circle is required a presentation of a intervention project that is originally of a local health problematic observed for the students. the present research analyzed a perception of the actors involved in the CHI/UFRN as the importance of the implementation of the intervention projects in the municipality of São Gonçalo do Amarante/RN. Come to an analytical study of qualitative approach utilizing a case study. The data were collected through a semi-structured questionnaire, having as participants 10 health professionals ( 06 nurses, 02 dental surgeon, 02 doctors), students perceptions and 02 Municipal Health Secretary techniques (01 speech therapist and 01 nutritionist) professionals of the gestor team responsible for the CHI organization in the municipality. Th  data obtained were submetedto an analyze pf content of Bardin. The analysis of the content enabled the aggregation of results in four theme categories: fragility, potentiality, preceptor role/ gestor team and the effectivity of the intervention projects. The perception of the actors involved in the Collective Health Internship of the Medicine Course of UFRN as the importance of the intervention project implementation in the municipality of São Gonçalo do Amarante-RN, pass mostly by for the understanding that would be necessary a bigger orientation through the training process for them to understand the nuance and the peculiarity of many factors that involve the to do, what to and to whom do the intervention projects. As well as they can understand the benefits that can be reached by infer in a local problematic resulting or minimizing it. in order to attend this necessities it was suggested as a pedagogical formation course for preceptors of Health Primary Attention. Through the exposed, is expected that this research can contribute to raise more discussion about the implementation of the intervention project considering the interaction of teaching-service-community.

Motherhood is usually related to birth, life, dreams come true. However, death is often imposed, leading parents and professionals to experience situations of anguish and frustration. Perinatal deaths include fetal deaths (in utero) and neonatal deaths, that is, those that occur between 22 weeks of gestation and seven full days after birth. Research involving the training and performance of health professionals in dealing with situations involving death and grief is scarce. Thus, it is relevant to know the experience of doctors residing in Gynecology and Obstetrics who work daily to welcome perinatal loss in state maternity hospitals. This is a study, with a qualitative, descriptive and exploratory approach, with a transversal cut. The research participants were 10 residents of the Medical Residency Program in Gynecology and Obstetrics at the Federal University of Rio Grande do Norte who work to welcome women and families in situations of perinatal loss. The construction of the data occurred through individual interviews, guided by a semi-structured script. The content of the interviews was transcribed, organized and coded, aiming at grouping excerpts from similar reports. Then, the product was analyzed using the thematic analysis technique. After analyzing the material, four themes emerged, namely: Health training for the care of women with perinatal loss; Role of the obstetrician professional in the face of perinatal loss situations; Intervention strategies used by residents; Difficulties of professionals in the service. The results reveal that the residents recognize that they do not have specific training for the reception of women with perinatal loss, during the specialization period, requiring the support of a trained preceptor and the institution. The interviewees understand that the role of the obstetrician in this context consists, above all, in communicating the death to the family, clarifying its probable cause, providing guidance in relation to future pregnancies. Thus, it is understood the relevance of reflecting on the training of health professionals with regard to the skills developed in the professional training process, as well as the need for institutional guidelines to guide service professionals in their interventions and actions of preceptorship that involve the reception of women in situations of perinatal loss.

INTRODUCTION: Cardiorespiratory arrest (CRP) is a serious and potentially fatal situation with high mortality rates after a CRP, despite the care protocols and their updates. The existence of discrepancies in the training of cardiopulmonary resuscitation between the simulated and the real environment, led to the development of feedback devices, used during training, which demonstrate several variables, however none of them address hemodynamic monitoring data that demonstrate greater accuracy and efficiency of the massage. GENERAL OBJECTIVE: To develop a device for hemodynamic monitoring during the teaching of Cardiopulmonary Resuscitation maneuvers in a simulation laboratory. METHODOLOGY: This is an experimental study that describes the development of an electronic device to measure heart rate (HR), maximum compression (MC) and average blood pressure (AAP) in the simulation of a doll PCR, capable of continuously monitoring through the display curves and values related to those three variables. The device under study (innovation model / resuscitation monitor) complies with the recommendations of RDC 15, Art. 43, which recommends that the other equipment used must be monitored according to specific standards and manufacturer's guidelines. To validate the device, a pilot test was carried out with a trained student, where the massage maneuvers on the doll were performed in 10 periods of 2 minutes. The values and curves shown on the device's display were observed and the checklist was filled out with the visual criteria recommended by the ACLS protocol (Advanced Cardiac Life Support). The collected data were analyzed to verify the reproducibility of the findings with the effectiveness of cardiac massage (CM) and at what time there was the best performance in its quality. RESULTS: A prototype was produced, which provides information on two hemodynamic variables: heart rate and AAP, as well as the level of applied force. The device consists of a display, a cable with a distal sensor that will be attached to the doll and a power supply. Processors were used to transform the variable frequency and force applicable to mean arterial pressure and heart rate using sensors positioned in the doll's rib cage, properly calibrated. All its components are light, easy to handle, adapt and transport, characteristics that facilitate its applicability in different teaching environments. Due to the information that was shown (hemodynamic data), they are new for this type of teaching tool; the possibility of analyzing the data generated and its characteristics that are easy to handle and adaptable, there is potential for patenting the prototype produced. Studies are needed to evaluate the effectiveness of this tool for teaching CPR maneuvers.

Childhood is a period that brings a quick physical growth, neuro psychomotor, sensorial and immunological development and language acquisition. It is also a critical and sensible period due to the health impact to the rest of life. Childcare needs interdisciplinary and interprofessionality to deal with diverse biopsychosocial demands that involve the child and his/her family. This research aims to analyze the process of incorporation of theoretical conceptual and methodological approach of interprofessional education in the childcare teaching to students in the different courses of health sciences. This study is qualitative, based on research-action, developed in three steps.  The first step is related to the elaboration of an educational program to interprofessional teaching in childcare; the second step is a pedagogical offer; and the third step is the evaluation of the educational program. The research diary is taken as the method to collect data in the first step, resulting in the e-book creation based on discussion group systematization. The second one consists in the observational register of the activities developed in the course and the Likert scale analysis about students evaluation. The third step is to collect data, to analysis writings of the students and teachers’ portfolios. There are nineteen students participating of this study from graduation courses of Nursing, Speech therapy, Medicine and Nutrition, and four teachers from each course’s department. Data from portfolios will be submitted to the content analysis, focusing on the following steps: fluctuating reading portfolios; meticulous reading; classification according to the object of reference; codification and determination of categories. Childcare as a space of interprofessional education and collaborative practice in health is a fact and can be reproduced, with a potential contribution to the best results in the health due to the training of students.

Objective: to propose a semi-presential course about Active Methodologies in Health Teaching for preceptors of the Multiprofessional Residency in Neonatal Intensivism. Method: methodological research, with prospective collection of mixed data, carried out in three stages (situational diagnosis, Scoping Review and construction of the course proposal), between April 2019 and March 2020. Participated of the research 22 preceptors of the Neonatal Intensive Care Unit of the Maternidade Escola Januário Cicco of the Universidade Federal do Rio Grande do Norte. The study was approved by the Research Ethics Committee, under opinion number 3.180.283/2019. Results: all professionals started preceptorship suddenly and only one received training, 36.4% do not guide the practice and theory in an interconnected way, 31.8% do not know the active methodologies and only 27.2% use at least one type, without difficulties. Some of the weaknesses of preceptorship were the lack of time, training and a specific course for preceptor. In the Scoping Review, upward production was observed in the area of health education, probably due to the recent concern with the use of active methodologies. Regarding the use of these methodologies, the Inverted Tent and the Singular Therapeutic Project stood out. Some of the potentialities highlighted were: favoring interprofessional care and meaningful learning. While some challenges: difficulty to overcome the traditional teaching logic and pedagogical unpreparedness of the preceptor. A proposal for a semi-presential course on active methodologies in teaching aimed at the preceptors of the Multiprofessional Residency in Neonatal Intensivism was developed to support the appropriate pedagogical practice that promotes critical-reflective training for residents. With a total of 60 hours, the course will address what they are, how and when to use the active methodologies; the types of methodologies with their possibilities and specificities of use; and feedback to the resident. Conclusion: with the proposal of a partnership with the hospital to make the training institutionalized, it is intended to carry out the course, implement the use of active methodologies and evaluate the entire training and implementation process and, thus, contribute to the quality of teaching within the scope of the Multiprofessional Residency in Health.

Sexual violence against children, adolescents and women is a serious social and public health problem today. Attention to these people requires the performance of professionals with not only relevant technical knowledge, but also skills and attitudes that enable effective and integrated care. Recognizing the crucial importance of education and interprofessional work to face this relevant problem, the objective of this work was to build a proposal for a Common Skills Matrix for interprofessional practice in caring for people in situations of sexual violence. We carried out a descriptive observational study, with a qualitative approach, which uses action research as a methodological path. The methodology comprised the realization of a workshop with 76 participants from different professions and areas of activity, to obtain written data and graphic representations about what knowledge, skills and attitudes foreseen for the care of people in situations of sexual violence. With the same objective, he was consulted with open questions to a sample obtained by 32 professionals who work in the reference services to assist people in situations of sexual violence in Rio Grande do Norte. Based on the analysis of the data collected through the techniques of Categorical Thematic Content Analysis and Collective Subject Discourse, a matrix with 15 common commons for an interprofessional practice was proposed. The product containing the competencies and their related knowledge, skills and attitudes was represented through a radial layout infographic. Among the attributes considered essential to the development of most of the common competencies established, the results point out: “to understand the importance of teamwork with professionals from various areas for the care network” (knowledge), “to serve people with agility and promptness in situation of sexual violence ”(ability) and“ being available to practice teamwork ”(attitude). These attributes reinforce the importance of intersectoriality and education and interprofessional work to face the problem of sexual violence. Additionally, the results reveal important challenges for the education of the health professions, considering that the outlined competences demand knowledge, skills and attitudes that are transversal to the operationalization of the curricula. It is concluded that the proposal of Common Matrix of Competences can contribute to base the interprofessional practice in scenarios of performance and learning in the services of attention to people in situations of sexual violence in Rio Grande do Norte.

INTRODUCTION: Patient safety is currently one of the most important issues for health system managers worldwide. It is defined as the set of initiatives or practices designed to avoid, prevent and reduce the adverse outcomes resulting from health care with the reduction of potential risks. From James Reason in his "Human Error", the "Swiss Cheese" model was proposed, where an active error is seen as the result of an aligned sequence of latent errors. He defends the need to create overlapping layers in order to "shield" the system, avoiding its flaws. A global milestone was established in 1999 through the publication of the Institute of Medicine (IOM) entitled "To Err is Human: Building a Safe Health Care System" which showed high mortality rates in North American hospitals (44 to 98,000 deaths/year) related to errors in health care. Patients with severe clinical conditions, multi-morbimortality, intense and fragmented use of the health system and high level of hospital exposure, are characterized by the increased risk of adverse events, including in this group, those with renal disease in renal replacement therapy. The Patient Safety Culture is defined by the Agency for Healthcare Research and Quality (AHRQ) as: "The product of values, attitudes, skills and behavioral patterns that determine the commitment, style and proficiency of managing a healthy and safe". An organization with a strong appeal in the security culture in its actions is characterized by the following virtues: Efficient communication, Teamwork, Leadership, Impartiality in assessments of failures, Patient-centered care, Evidence-based health actions and Continuing education of teams. In this context, we understand health education as a cornerstone for strengthening a system based on good practices, and indispensable for the improvement of professional skills. We use innovative initiatives called active teaching methodologies, where the student plays a central role in the process and is challenged to "learn to learn". OBJECTIVE: To train health professionals in the area of patient safety in order to reduce the incidence of adverse events during dialysis. METHODOLOGY: it was conducted a research-action study through an extension event of UFRN, directed to Doctors, Nurses and undergraduates from both areas, in the workshop format, through two modules, with a 10-hour workload, using conventional and active teaching methodologies. RESULTS: It was offered 33 vacancies, distributed among the internal and external public, only 22 students started the course, 94% of Nursing (05 graduates and 16 undergraduates) and only 01 undergraduate in Medicine. After the theoretical module, we performed an online evaluation with multiple choice questions, with a mean of 82%. During the practical module it was performed O.S.C.E. with two stations, with an average of 80.3% of hits for the group. It was also conducted an online satisfaction survey with 80% of satisfied participants. The authors considered the extension event to be successful in its objectives, and there is a need for continuity, improvement in its structure with better adjustment of programming, stimulation of new active teaching methodologies and strategies to motivate medical professionals to increase their participation.

Background: Epidemiological changes of diseases in the world and in Brazil result in the need of physicians able to attend patients with life-limmiting illness through palliative actions. In this context, the need of a discipline of Palliative Care (PC) in medical school of the Federal University of Rio Grande do Norte (UFRN) urged.

Objective: To describe the planning, development and evaluation of undergraduate PC curriculum in medicine in UFRN.

Methods: Based on international guidelines recommendations, relevant contents were defined and multi-professional education, comunication and practical trainning were prized. During the curriculum planning, learning methods, workload, assessments and syllabus were defined. Fifteen places were available with a total workload of 45 hours divided into theoretical, practical trainning, evaluations and feedbacks. At the end of the semester, an electronic questionnaire was sent to studentes to evaluate the PC course.

Results:  The PC subject were taught in second semester of 2016, thirty students pre registered in the optional component. Ten theoretical classes, 6 practical meetings and 3 assessments were provided. The syllabus were well evaluated and most praised educational strategies were lectures, TBL, Role-play and Case Study. The performance of the students was satisfactory and similar between different years students.

Conclusion: The planning and implementation of the PC component were well accomplished given the positive evaluation of the course and satisfactory student performance. The lack of qualified teachers and the overload of udergraduate medicina curriculum are still the major challenge to continue with PC curriculum.

Fall is the third most adverse event notified by the Brazilian Health Regulatory Agency (ANVISA) in the hospital environment, causing disability and dependence in people over 60 years. The purpose of this study was to propose modifications to the Onofre Lopes University Hospital (HUOL) fall prevention protocol from a multiprofessional approach. This is a descriptive exploratory qualitative research, the sample consisting of the total population of first year residents (R1) of the Multiprofessional Health Residency (RMPS), of the cardiology and intensive care programs for adults, developed in the period from August to December, 2018. Data collection was based on the focal group technique, with 12 participants from the areas of nursing, physiotherapy, pharmacy and nutrition, using a script prepared with questions open to the discussion, being mediated by a coordinator, a moderator and an observer. The conversations were recorded and transcribed in full; after that, the data were organized by the NVIVO12® software and content analysis based on BARDIN's approach. The methodological pathway was consisted of three stages: the first, the focal group; the second, a distance activity registered in a Virtual Platform for Academic Activities (SIGAA) for the elaboration of modifications of the fall prevention protocol of the HUOL, with a multiprofessional approach; and finally, a feedback form built on Google forms and sent via email to the participants. Regarding the results and discussion it was evidenced the importance of identifying the risk of falls in hospitalized patients; the need for education in health, on an ongoing basis; the integration of services professionals into teamwork in an interprofessional manner; and the periodic review of protocols to promote reduction of falls in HUOL. As a feedback after participating on this study, most of the participants reported that they felt satisfied and moderately motivated, and that the research contributed to their professional training. It is hoped that this work may stimulate future research, with the use of similar strategies among other services, to confront the problem of identifying the risk of falls in hospitalized patients.

            The Medical Residences represent the gold standard for the training of specialists, being performed through training supervised by expert preceptors, in the work environment, often without proper curriculum planning and education. Curricular changes in medical education have been discussed in the last decades, aiming at a more humanistic and resolutive formation, with evaluation models and more consistent certifications. Competency-based curricula have been observed in training programs in various health areas, already a well-established reality in medical education in the United States and Europe. In Brazil, there is no consensus about the methodology of training in echocardiography for the medical resident of Cardiology, nor the necessary minimum competencies nor even an assessment system that provide a formative characteristic. The purpose of this project was to use active teaching-learning methods to improve the development of skills in echocardiography of the medical resident in cardiology at Onofre Lopes University Hospital. The study was exploratory, prospective and descriptive, involving the residents of the cardiology at Onofre Lopes University Hospital, residents from other national institutions, and the echocardiography preceptors. It was developed in the following steps: 1) Literature review 2) Development of a Direct Observed Procedural Skills (DOPS), training of preceptors and application of the DOPS tool 3) Collective construction of the competency matrix in echocardiography for the cardiology resident, following the modified Delphi methodology to obtain the consensus among the specialists. The description of the competences to be evaluated by the DOPS were developed collectively by the specialists and the tool was applied to 10 cardiology residents during the project, with 07 residents of HUOL and 03 of other national institutions. The assessments meetings, registered through the DOPS tool, allowed a descriptive analysis of various technical and educational aspects, strengthening the resident-preceptor relationship. The consensus of the competency matrix in echocardiography was achieved in the first round of the modified Delphi strategy, with a high concordance rate, with more than 50% among all competencies and domains presented, being the panel of specialists composed of 05 participants (83.3%) of those initially selected. The incorporation of tools and active teaching-learning strategies allowed the standardization of the training in echocardiography of the cardiology resident of the University Hospital Onofre Lopes, improving the acquisition of specific skills.

Background: The increasing prevalence of neurological diseases imposes the need for training of doctors able to provide initial care to this population. The feeling of inability to treat neurological patients and fear of neuromedicine (the branch that studies neuroscience, neurology, and neurosurgery) are present among students and doctors for a long-time, which led to the use of the term “neurophobia” 25 years ago. Objectives: To diagnose neurophobia, understand its development in medical students at UFRN-Natal-RN and to propose transformative measures for teaching neuromedicine. Method: A mixed-method explanatory study, with a quantitative phase followed by a qualitative one, was applied to the 600 medical students of the institution. In the qualitative phase, an electronic instrument assessed the perceptions of 5-level Likert neuromedicine. The items were about the level of knowledge, confidence (in problem-solving), interest, difficulty with neuromedicine, importance for generalist training and current fear of content at the time of the research. The neurophobic group represented the students who assessed themselves with fear levels of 4 or 5. The weighted average of the Likert items show trends: positive (>4), neutral (between 3 and 4), and negative (<3), except for difficulty and fear. The descriptive and comparative statistical analysis of the groups was performed according to the variable categories and the linear correlation between the neurophobia and the independent criteria was calculated, allowing associations and correlations of the factors involved in neurophobia with a significance level of p<0.05. In the qualitative phase, eight students participated in the Focus Group and five interviews were integrated into the corpus to reach saturation. The transcription allowed categorical thematic content analysis according to Bardin and Minayo. The triangulation of the quantitative and qualitative methods was performed. Results: In the quantitative phase, 215 instruments were completed, the overall prevalence of neurophobia was 41.9% (n = 90), with increase throughout the course. The weighted average levels of knowledge, confidence, interest, difficulty, importance, and fear were, respectively, 2.31; 2.00; 3.57; 3.69; 4.39 and 2.97. There was a 36% positive correlation between neurophobia and perceived difficulty, and a 49% negative correlation for interest. The neurophobic group noticed more difficulty, less knowledge, less confidence, and less interest in neuromedicine than the non-neurophobic group. In the qualitative phase, the speeches suggested a preconceived view that may be associated with student immaturity, and both corroborate the negative perception of neuromedicine at the beginning of the course. Besides the early origin of neurophobia, there is a tendency of its aggravation that seems to be due to the applied methodologies: at the beginning of the course, which do not prioritize the contextualization and, throughout the course, by exposing specific content of little relevance to the general doctor. Also, the curriculum model in disciplines tends to decrease the integration of content and teachers. The improvement proposals dealt with the suitability of the teacher as a protagonist of the curricular integration and the applicability of neuromedicine in the general context. Final considerations: Neurophobia is present among medical students at UFRN. It is more related to perceptions of high difficulty and low interest in neuromedicine. Changes in the traditional teaching profile for meaningful adaptive learning, with active learning methodologies in an integrated neuromedical curriculum, focused on generalist education, are the students’ proposals to mitigate neurophobia.

Communication is an inherent human act that involves the sharing and understanding of messages sent and received between two or more individuals, it is a fundamental clinical skill for the development of a satisfactory doctor-patient relationship. Good communication contributes to the patient's adherence to the therapeutic proposal, as well as minimizing suffering arising from their health condition through the emotional support provided. Thus, breaking bad news is one of the most difficult doctor's tasks, because of the need to respond to the patient's emotions emphatically and continually, requiring relational skills, which need to be taught in the vocational training process. Nevertheless, students still have little opportunity, within the formal curriculum, to experience situations of breaking bad news. Given this, some projects try to fill this gap in medical education. At UFRN the Dying: a human thing project proposes to teach bad news communication as well as reflect on death and dying in medical training. This project takes place every six months with the participation of 20 medical students who are selected through the selection process. The aim of this study was to analyze the perception of the Dying´s participants about the influence of this project on the development of communication skills. The methodology used was qualitative, descriptive of the case study type. During the semester 2018.2 twenty students from the 2th to the 4th period of school medicine participated. There were 5 meetings, with theoretical and practical discussions. At the end of the process 8 students participated in the Focal Group (GF), in order to analyze the project, highlighting its potentialities and / or weaknesses. The speeches were transcribed and analyzed using the categorical theme proposed by Bardin. After material analysis, three categories emerged: (1) motivation / interest in the Dying project, (2) interesting / relevant project moments, and (3) learning self-assessment. In this context, it is believed that the project contributed to the development of communication skills of medical students, as well as a approximation of the theme of death, a subject not explored during medical training. Thus, participation in this project allowed students, a greater approximation to the humanistic aspects of medical education, so important for the construction of a satisfactory doctor-patient relationship.

Background: Chronic Kidney Disease (CKD) currently reaches epidemic proportions in the world and despite the effort to teach the appropriate approach to this disease, studies have identified gaps in the knowledge of CKD, emerging the need to seek pedagogical strategies that help in its teaching-learning process. Aims: To evaluate the Interactive Spaced Education (ISE) tool for the second-, third-, and fourth-year medical students learning in an extracurricular course on CKD, objectively and from the perspective of the student. Methods: It is a quasi-experimental study whose population was composed of second-, third-, and fourth-year medicine students enrolled in a CKD extension course, lasting 6 weeks. The course was offered to two classes in the second semester, using lecture and ISE online tool. The ISE program was composed for 3 cycles, with 20 items each that were repeated in all cycles. The ISE participation rate in the two groups and progressive achievement among students who completed > 75% of ISE items were calculated. The tool has been evaluated by the students through a Likert score questionnaire and open questions about opinion and suggestions. Results and discussion: The participation rate was low because the course did not form part of the graduation curriculum. It was demonstrated through the Friedman test that there was an effect of the use of the tool on the improvement in student performance, and through the Bonferoni correction, it was evidenced that the difference between the first and third cycle was significant. The students judged the strategy useful for reinforcing key aspects and for professional practice, in addition to showing interest in participating in other activities with the use of the tool. Students have identified the benefits of test and spacing ISE effects. Conclusion: ISE was effective in improving performance and presented good acceptability among students who completed the program.

Introduction: Teaching ambulatory surgery  usually is accompanied by formal and informal methods, combined with activities in ambulatory care clinics, operating rooms and wards, mainly based on observing and performing practical procedures through appropriate and experienced supervision. Teaching strategies comprehend use of molds, sponges, simulators, virtual reality, movies, interactive videos, software, games, responsible use of animals, corpses, human tissues, surgical technique workshops, suture lab and knots. At the proposing institution, the teaching of ambulatory surgery in Primary Health Care is not supported by a specific curricular component.

Objectives: To structure the teaching of ambulatory surgery at the Family Medicine Clerkship (FMC) of the Federal University of Rio Grande do Norte (UFRN).

Methods: The study is characterized as quasi-experimental, exploratory and analytical. It involved all students from the fifth year of UFRN medical school in semesters 2018.1 (control group) and 2018.2 (intervention group) and had a collaborative team of 8 student monitors / actors, as well as 10 preceptors / teachers / evaluators. The methodological course involved several steps such as: structuring the fields of practice; preceptors training; preparation of video lessons; development of standardized silicone rubber bench models for teaching; theoretical and practical class; stimulation the practice of procedures in the practice fields and elaboration of simulated evaluation stations. Instruments based on the Global Rating Scale (GRS) were used to assess students performances at the stations. GRS is an internationally validated scale in which it is possible to identify aspects of students' performance in surgical practice. The evaluation was initially applied to the control group and later to the intervention group. Statistical analysis was performed using Student's t-test for mean variables and Pearson's chi-square test for proportion variables. The significance level of p <0.05 was considered.

Results: From the 2018.1 semester, 42 students (100%) participated in the study, while from the 2018.2 semester, 35 (68.6%) of the 51 were present for the evaluation. The mean age was similar (24.5 years vs 25.3 years, p = 0.497), with male predominance in both groups (59.5% vs 60%, p = 0.996). The overall performance score of the intervention group was 5.44 (SD ± 1.75), higher than the control group which had an average of 3.15 (SD ± 1.47), with p <0.001. When considering the proportion of scores above 5.0 (competent level) in relation to scores below 5.0 (insufficient), we can observe a larger number of students with acquired competence in performing PCA in the intervention group (57, 1%) compared to the control group (9.5%), with p <0.001.

Conclusions: The study largely achieved its objectives by structuring the teaching of ambulatory surgery at the FMC of UFRN through the development of teaching-learning methods and the evaluation of some ambulatory surgical procedures. It has been able to implement and increase minor surgery in most field practice units. Besides noting the gain of competence of the intervention group through comparative analysis.

Introduction: Health education is often performed intuitively and following traditional pedagogical principles. There is currently a movement to insert well-established and proven pedagogical techniques in other areas of knowledge in medical education. The lack of pedagogical development of teachers and preceptors makes the teaching-learning process difficult, resulting in the training of residents focusing on knowledge rather than professional competence. In addition, it may cause discomfort to preceptors and teachers who, without specific preparation, on how to teach and evaluate learners / residents, do so intuitively or even move away from preceptorship impairing the quality of training. Preceptors are “experts” in performing all procedures, but without academic training about the teaching-learning process. Objectives: This study aims to identify the previous knowledge and possible difficulties of teachers and teachers for teaching in the residence of digestive endoscopy, aiming to systematize a training program aimed at the development of teaching skills of the teacher and preceptor in the digestive endoscopy program of the University Hospital Onofre Lopes (HUOL). Methods: This is an exploratory, descriptive study involving preceptors and teachers working in the digestive endoscopy residency program of the Onofre Lopes University Hospital. Initially, a questionnaire was applied to identify prior knowledge about teaching and learning, as well as the main difficulties faced in the exercise of preceptorship. Then, two educational training meetings were held and two manuals were prepared, one for residents and one for HUOL digestive endoscopy residency preceptors. At the end, the perceptions of residents and preceptors regarding the training process at the endoscopy residency were analyzed. Results: Eight preceptors participated, with less than five years of experience in the preceptorship prevalent (75%). education (37%). The main difficulty reported was related to the assessment of residents and the lack of pedagogical skills to discuss the process of training in residences. The elaborated manuals had the presentation of the entire residency program, from management and administrative issues to the residents' evaluation system. For the preceptors, specific topics on teaching strategies, assessment, feedback and adult learning were included. The perceptions of residents and preceptors were in agreement with regard to stimulating clinical reasoning, active learning and the use of feedback as relevant and present in the teaching-learning process of residence. Conclusion: The preceptors of the endoscopy residency are young, with little time in preceptorship and little pedagogical experience. The manuals may support teaching development, a fact recognized as relevant and lacking in the aforementioned residency program. Initiatives to improve the teaching-learning process have resulted in encouraging clinical thinking and active learning, as well as a more elaborate assessment with opportunity for feedback on the perceptions of residents and preceptors.

Institution of Decree No. 80,281, of September 5, 1977, medical residency is a modality of post-graduation teaching for physicians, based on in-service education. Ethical issues, medical-legal, as well as changes in current medical practice, lead the demand of improvement on the training and assessment in residence. We performed a project to adaptate and introduce an instrument for objective evaluation of surgical practice, at the otolaryngology department of Hospital Onofre Lopes (HUOL). The chosen instrument was the 'procedure based assessment' used in residence programs of United Kingdom . The purpose of the evaluation is to allow a standardization and improve the teaching-learning process of surgeries performed in this area, allowing an evaluation of the resident progress and also the identification and correction of weaknesses in this process. This is an exploratory, prospective and descriptive study carried out with all residents of otolaryngology at HUOL. The project was performed in three stages, the first consisting in the translation and adaptation of the instrument. The second, in the application of the evaluation instrument and analysis of the data collected. The third, in the application of a questionnaire for an evaluation of the residents experience with the use of this instrument. 18 PBAs were applied in the evaluation period. It was possible to verify in what degree of competence the students were during the training. The instrument shown to be useful to emphasize the points developed and the difficulties to be overcome in the surgical training. The instrument was well accepted and demonstrated to be a useful tool in improving the surgical training process in our service of otolaryngology residence in SUS.

Introduction: The multiprofessional residency programs - RMS in health aim to qualify professionals to work in the Unified Health System. The RMS have practical and theoretical-practical activities with performance of the preceptor, a professional with expertise, able to guide students through the preceptorship, pedagogical practice in the workplace, performed by care professionals, teachers or not. Evaluation is a relevant step in the quality of educational processes. Considered as the most important factor in motivating student behavior. Using different methods can contribute to a better assessment of student performance in actual clinical practice. The assessment developed with instruments such as the Mini-CEx involves direct observation of the student's clinical performance and providing the fundamental stage of formative assessment, feedback. Objectives: To systematize an evaluation methodology in multiprofessional residency in health based on the 360 degree evaluation strategy with feedback. Methodologies: An action research study with a descriptive approach involving 27 preceptors of the HUOL / UFRN Multiprofessional Health Residency. Performed in two stages: first aimed at training professionals involved in teaching at the multiprofessional residence for resident performance evaluation and the second the application of clinical performance evaluations with Mini-CEx, both composing a pedagogical development course for preceptorship. at RMS. The study was approved by the research ethics committee of the institution Opinion No. 3,084,892 / 2018. Results: We analyzed the participants' perceptions regarding the knowledge, use and mastery of the evaluation strategies, difficulties in the evaluation process, the frequency and comfort when applying the minute preceptorship micro skills to the teaching. Performance ratings, such as 3600 ratings, are unknown by 23 (85%). The most widely used micro-ability was to give specific feedback on what the student does well. The most uncomfortable explain the student's mistakes about the case. Performance evaluation of multiprofessional residents using the Mini-CEx was performed more often by physiotherapists and nurses. The instrument contributed to the implementation of structured feedback in approximately all cases, reporting the weaknesses identified in seven out of ten evaluations. Achieving a satisfaction level of eight on a nine-point Likert scale for both the appraiser and the appraised resident. Conclusion: The creation of an evaluation system of clinical performance by educators, providing structured and contemplative feedback on the evaluative needs of the actors of this process was possible and proves to be viable to be included in this teaching modality.

Significant changes in the reality of people's health and health impose on health services the challenge of understanding and intervening effectively and resolutely about the many health needs, implying the adoption of a new logic of health care. Confronting this problem also implies changing the profiles of health professionals so that they are able to respond to the complex and dynamic demands of these health needs. In view of these challenges, Interprofessional Education - EIP has been widely discussed as an important strategy to transform the current training context, in order to train professionals who are more capable of teamwork, in meeting these needs. The research aims to: Understand the perception of professionals and teachers about Interprofessional Education for the development of collaborative skills in Nursing and Medicine formation; Discuss with professionals and teachers the collaborative skills required for health work; to elaborate a matrix of collaborative competencies to be adopted in the initiatives of interprofessional education in health in the training in nursing and medicine and to discuss pedagogical proposals that support the adoption of interprofessional actions for the formation of collaborative competences in health. A qualitative study, of the type research action, of exploratory nature. The research had teaching subjects of UFRN and UERN Nursing, both in Caicó. It was carried out in two stages: a workshop for discussion and construction of collaborative skills, through the construction of panels and discussion and elaboration of teaching and learning strategies and evaluation of collaborative skills. The qualitative data collected were analyzed from the Bardin Content Analysis, where discussions were carried out in the light of the theoretical framework and synthesized in a matrix of collaborative skills and methodological and evaluation strategies, considering the scenarios of the two courses. It was observed that professionals and teachers recognize the existence of fragmentation in health care, the difficulty of teamwork, isolation in professional training, and the need to rethink the interaction between teaching and service. Despite this, it was identified that the theme of interprofessional education and collaborative practices is still little known and discussed, both in academic and professional practice, presenting difficulties in the definition and conceptual differentiation of EIP and collaborative practices. Although the Curricular Guidelines for both the Medicine course and the Nursing Course, bring the need for a competency-based training, it was noticed a difficulty in the structuring of the panels of collaborative competences, related both to what would be competencies, and to the systematization of the necessary skills in the formation of collaborative practices. Stimulating the development of interprofessional education and the development of collaborative practices in nursing and medical education is a strategic action to change the health care model and improve the quality of care. The adoption of an interprofessional education plan in both courses is an important instrument for teaching practice in the two educational institutions in the implementation of a training in the perspective of interprofessional education and collaborative practices, with positive results in the process of construction and consolidation of the System Health.

Based on an analysis of the history of medicine and ophthalmology education, particularly in Brazil, this study aims to present a proposal for inclusion of contents related to ophthalmological competences on the curriculum of a medical school of the Escola Multicampi de Ciências Médicas do Rio Grande do Norte (EMCM-RN). Based on a longitudinal research of a research-action nature, this study intends to define the subjects of greater relevance in the field of Ophthalmology, based on the recommendation of the International Council of Ophthalmology (ICO), for the training of the general practitioner, distributing the selected contents in the different axes of the EMCM curriculum, systematizing the teaching of these themes , following the methodology of Problem Based Learning (PBL). In this sense, the insertion of the ophthalmologic component within the undergraduate course would serve as an effectively strategy to prepare the professional for its insertion in the labor market, providing better tools for these students to recognize and act effectively against the main existing ophthalmological diseases at the Seridó region.

The Objective Structural Clinical Evoluation (OSCE) is recognized as an excellent competency assessment tool applied in Brazil and implemented in the UFRN medical course since 2011. However, there are few studies, mainly in gynecology and obstetrics, that reveal the student's perception this instrument of evaluation. This study allowed to reflect on the use of innovative methodology in the training, recognizing limitations and positive points, in order to improve its applicability. The general objective was to analyze the perception of UFRN medical students about the use of the OSCE as an evaluation tool in gynecology and obstetrics. 58 students participated in the study. In the quantitative approach, a semi-structured questionnaire was applied immediately after the OSCE was carried out and in the qualitative one the Free Word Association Technique (TALP) was used. The data were submitted to EVOC software, analyzed according to bardin in categories and subcategories and by descriptive statistics. In the results, it was observed that there was no statistically significant relationship between the variables used in the study, but in the descriptive analysis most of the students understood what the OSCE was and that it influenced their practice positively, there is impartiality and mastery of content by teachers, stations are well structured and refine knowledge. The student perceives the feedback as important in correcting his mistakes, but the interference of the emotional, influences negatively in the process, quoted in 87.9% of the speeches. From the lexicographical analysis carried out by the EVOC 2000 program, 174 evoked words pointed out that the social representations of the student's perception of OSCE use have a central nucleus based on the category of emotional instability and associate nervousness and anxiety with the OSCE as an evaluation tool. this your real difficulty. The open question reinforced the reliability of these data. It is concluded that in his perception, the student considers the OSCE a good evaluation tool, a valid experience, that sediments his professional practice and prepares for selective processes and that despite the limiting aspects, such as emotional factors, that can interfere negatively to a good result, the use of this evaluation instrument should be maintained in the discipline of gynecology and obstetrics

·         BACKGROUND: Dementia is a life threatening, incurable and stigmatized condition, with devastating impacts on patient’s personal identity and their caregivers. It is currently one of the most fearsome diseases. There are many barriers to an effective diagnosis disclosure to dementia patients, including fear of causing distress, uncertainty of the diagnosis, caregivers objection and lack of training on communication skills in undergraduate medical school. Brazilian elderly population has been under a rapid growth and thus there is a remarkable rise in the number of individuals with Alzheimer disease and other dementias. Therefore, tit is crucial to implement strategies to help the medical student to build up multiple skills for an appropriate relationship between doctor, patient and family, including the ability of disclosing the diagnosis. The SPIKES protocol is a didactic approach to deliver bad news and it has been used in a variety of clinical settings. The cognitive impairment on Alzheimer disease and other dementias require a few adaptations on this model, which were made after reviewing the current literature on dementia diagnosis disclosure. OBJECTIVE: To develop an educational intervention based on the suggested protocol and evaluate if it could help to improve medical students’ communication skills. METHODS: Interventional, cross-sectional, randomized study with third year medical students from UFRN, along the 2nd semester 2016 and the first semester 2017. 86 students joined the study, divided into three groups: GI (trained protocol in the beginning of the Geriatrics clerkship), GII (trained protocol after lectures about dementias) and GIII (did not join the protocol). Students on GI and GII were analysed by two similar OSCEs (Objective Structured Clinical Examination); students on GIII only took part at the second OSCE. RESULTS: Groups GI and GII showed better results on the second OSCE comparing to GIII (GI:7,56±1,22, GII: 7,47±1,09, GIII: 6,42±1,68, p<0,001). Students on GI performed better on this assessment than students on GII (p<0,001). Groups GI and GII exhibited increasing scores along the two OSCEs (GI OSCE1: 6,38±1,34, GI OSCE2: 7,56±1,22, p<0,001; GII OSCE1: 5,31± 1,36, GII OSCE2: 7,47± 1,09, p<0,001). The results show an improvement on the communication skills of the medical students who joined the training, which was independent of previous theoretical lectures about dementia. The more the students practiced these skills on a simulation, the better were the scores on OSCEs. The training was well accepted by the medical students and most of them (98%) agreed that a training on communicating the diagnosis of dementia is important for their career development. CONCLUSION: Suggested adaptations to SPIKES protocol seem to encompass current guidelines about communication of the diagnosis of dementia, keeping its didactic approach. This model of training, as well as the adapted protocol, may represent replicable strategies for other curriculum elements in a way of improving communication abilities on medical schools.

As a major medical event, cardiac arrest (CA) requires prompt and effective attendance by an integrated and collaborative interprofessional teamwork. The use of simulation, collaborative practice and interprofessional education are strategies capable of improving integral patient care, improving not only technical but also human skills. This paper describes the experience of the integrated training between the last year medical student and the health team during a simulated emergency situation and aims to analyze the technical and human performance of students and nursing professionals for the collaborative practice. Methods: This is a quasi-experimental study, involving 50 students from the medical internship and 40 nursing technicians, in which the gains of technical and human performance in cardiopulmonary resuscitation (CPR) were evaluated using team assessment tool, during training workshops between October 2016 and July 2017. Two simulated stations were prepared, one of extra-hospital (ECA) and the other in-hospital cardiac arrest (ICA), in which the participants were grouped into pairs containing a student and a nursing technician. Results: There was a significant increase in the mean of cognitive evaluation before and after training, with 5.9 ± 2.7 and 7.5 ± 1.8, respectively, p <0.001. Similarly, performance during OSPE also showed a significant improvement in the outpatient CA station, with a median of 16 before and 22 after training (p <0.001). The mean scores observed at the ICA station were 20.8 ± 9.6 and 30.0 ± 8.9 before and after the intervention (p <0.001). The evaluation with the TOSCE showed that the human abilities presented significant improvement after the training, both individual and in the team. Individually we observed a reduction of the percentage of participants in the "below-expected" stratum (63.9% vs 36.2%, p <0.001). The same was observed for the teams (66.9% vs 37.5%, p <0.001). The evaluation of the workshop showed that the training strategy was well accepted and easily adapted to the new teaching-learning method for most of the participants. Conclusions: the use of the TOSCE tool was feasible when applied in an emergency scenario as a formative strategy for the evaluation of groups, being well accepted by the participants. Its use has enabled us to identify weaknesses and domains of non-technical skills essential to teamwork.

Introduction: The Face-to-Face Course in Humanized Care for the Low-weight Newborn: Kangaroo Method has guided a Public Health policy used by the Ministry of Health, Brazil, from 2000 and implanted in the Maternidade Escola Juanuário Cicco since 2002. It has served as a humanized care model to the mother and Newborns of Low Weight binomial, contributing to the reduction of neonatal morbidity and mortality, and has required trained professionals to understand and deal with patients who are so fragile and vulnerable to illnesses that even banal have become aggressive. Objective: Developing a methodology totally mediated by technology for human training in health based on the face-to-face model of teaching from kangaroo method. Methodology: It is an action research in which part of the methodological process is based on scientific research in theoretical approach to support the development of work and in the application of a course creation flowchart, mediated by technology for distance courses developed by the Laboratory of Health Technology Innovation and used by the Secretaria de Educação a Distância of Federal University of Rio Grande do Norte. The other part is centered on the work environment of three public health institutions in Natal city, State of Rio Grande do Norte. Significantly routine and problematic moments in the lives of individuals experiencing the phases of the Kangaroo Mother method will be described and shown. After the development of course, it was inserted in the Virtual Environment to offer the distance modality. Conclusion: A kangaroo method training using a technology-based approach to distance mode has democratized access to continuing health education in Brazil. With this, thousands of professionals and families will have access to the humanized conducts of the Kangaroo Method, which can serve as a model for the Single Health System.

Adverse events have major impact on patient safety, increases hospital stay and health care costs. The adoption of health care protocols and promotion of education on “Patient safety” subject are means that aims the reduction of health care related risks. Faced on this need to disseminate this issue, the Distance Education emerges as a viable strategy to health care students and professional’s capacitation. Thus, this study aims to assess the reaction and the learning of the students in relation to the virtual learning environment strategy. The method that was used in this study was an action-research-training with a development of an educational module — Patient safety on the medication process — and, through the Kirkpatrick’s model, were developed satisfaction questionnaires and tests to evaluate, respectively, the reaction and learning of the participants. From the sample of 185 participants, it was possible to identify that the module in a virtual environment was satisfactory as an educational strategy, obtaining a median score of 96.1% (93.0% - 97.3%) and a satisfactory Cronbach coefficient (0,8). Regarding the level of learning, after the pre and post-test application, the increase in grades (from 8.1 to 8.6) of the participants with statistical significance was observed (p <0.05). The virtual learning environment course presented dynamic and interactive content, providing a creative way to address the daily practice and risks inherent in the medication process. Thereby, we can conclude that the e-learning was effective as a capacitation strategy and can be used to disseminate others patient safety related subjects.

Quality nursing care at the Neonatal Intensive Care Unit (NICU) requires in-service training to promote the safe care of newborn (RN) thermoregulation. There is a knowledge gap in neonatology that indicates the need for continuing education activities of health professionals, through active methodologies that problematize training in the work environment and stimulate meaningful learning. Team-Based Learning (TBL) is a dynamic, team-based learning methodology that provides a motivating and cooperative environment. Objective: To analyze the apprehension of knowledge and skills about neonatal thermoregulation in nursing technicians after training based on TBL. Methods: An exploratory, quasi-experimental study with quantitative and qualitative data, involving nursing technicians from a Neonatal Intensive Care Unit (NICU). Results: The TBL training data revealed that, in the evaluation of individual training, through a questionnaire with 10 multiple choice questions, the professionals had scores of 15 to 28 points (equivalent to 4 to 7 correct answers), with a median of 19 points, considered an insufficient performance. Already in the team, the scores varied from 29 to 35 points and median of 30, in which all the teams achieved "sufficient" performance. The same questionnaire used in the training was applied after 6 months of intervention and evidenced scores of 7 to 10 correct answers, with a median of 8, that is, a performance superior to that reached before intervention. In the statistical analysis, considering p <0.05 and 95% confidence, the Wilcoxon test showed that the TBL team scores were higher than the individual scores (Z = -2.93) and statistically significant, p = 0.003. Likewise, the test showed that the correct answers to the individual questionnaire for TBL and post-intervention had differences, since Z = -2.87 and p = 0.004.  The professionals were also evaluated regarding the skills in the care of thermoregulation of the newborn after 6 months of the intervention, according to an elaborated model of DOPS (Direct Observation of Procedural Skills). The observations of the skills "routine gauging of the temperature of the newborn and during admission, temperatures recording and preheating of incubators and cribs" were evaluated as "excellent" in more than 75% of the observations. Incubator humidification for the preterm newborn was little used, as only 18.2% used it "optimally" and 27.3% did not activate or used inappropriately. Regarding the occurrence of hypothermia in the newborn, all participants underwent care to reverse it, in which 73.4% of the observations of the care provided were "excellent" or "great". The data collected on the perception of the professionals regarding the training with the use of TBL, showed that all "partially or totally agreed" with the methodology, with the learning was significant and that the training aroused the interest in studying more about the subject matter. Conclusion: The use of TBL was a viable teaching method for application in activities of permanent education of health professionals, and was well evaluated by the participants. The training in TBL performed influenced the improvement of pre and post-intervention scores, which may reflect improvement of knowledge acquired in relation to previous knowledge. It allowed to identify knowledge gaps and to direct the feedback of the learning, evidenced statistical difference in the apprehension of the theoretical knowledge and a satisfactory evaluation of the skills after the intervention. The study allowed the implantation of a Standard Operating Procedure on neonatal Thermoregulation, the development of a proposal of a lesson plan for TBL sessions held in permanent education, and suggests the DOPS model as an evaluation tool for the implementation of care protocols by health professionals at the study.

Radiology is a medical specialty that has developed enormously with the technological advances of the last two decades, playing a central role in modern medical practice. These changes have generated new demands for medical educators, limiting the teaching time and hindering update. The literature evidences gaps in medical training in the teaching of Radiology and in the evaluation of the musculoskeletal system, although complaints related to this system are very frequent in clinical practice. Currently, there is a growing use and a great potential for electronic tools in health education. This study aimed to develop a course for the virtual learning environment of SUS - AVASUS, focused on the computer-mediated teaching of the basic radiology of the musculoskeletal system, outlining the step-by-step in the development of pedagogical content. The course was developed with the support of multiprofessional team using the following phases: content author training, content elaboration, technological and editorial development. The format of the course is self-instructional with 6 independent units, which cover basic anatomy, guidelines for choosing the most appropriate exams and radiological interpretation in the evaluation of the most prevalent diseases of the musculoskeletal system, with an emphasis on Rheumatology, considering clinical situations such as shoulder pain, knee pain, neck pain and low back pain.

Medical education is going through a gradual process of reformulation of its pedagogical model centered on the student, of the teaching-learning process and of using new evaluative methodologies which match better the skills necessary for preparing a more humanistic and generalist physician. The more specialized disciplines of medical courses suffer from this paradigm of how to fit in this universal context, so the evaluation by competences emerges as an alternative in the search to select the most essential skills to teach in the medical school. The aim of this study was to systematize the evaluation of students of the ophthalmology discipline of the Federal University of Rio Grande do Norte (UFRN) through a skills assessment, Objective Structured Clinical Examination (OSCE), based on a clear and target evaluation of the skills. This is a prospective intervention study carried out from January to December 2016, in the ophthalmology discipline of UFRN, involving Professors, monitors, ophthalmology medical residents and students of the eighth period (out of twelve periods) of the institution’s medical course. The project implemented a competences assessment as a teaching-learning tool in the discipline, offering a new normative theoretical-practical curriculum, which is under the current reality of medical education, adapting the practical moments of the discipline to the generalist vision of medicine.

With the technological advancement of Medicine, patients began to be maintained through mechanical ventilation and vasoactive drugs despite the complete and irreversible brain injury. Accurate diagnosis of brain death (BD) reduces costs, shortens the family's suffering, and increases the availability of intensive care beds and organs for transplantation. Guidelines were created to standardize diagnostic parameters, but the knowledge of medical students and medical professionals has been proved insufficient. To provide a teaching tool to assist health professionals’ training, an application for computers and mobile devices with the necessary guidance for BD determination using images, videos and interactive content was developed. A software to create and animate 3D models (Makehuman and Blender) and a game development platform (Unity) were used. Versions for all the major operating systems (iOS, Android, MacOS, Windows and Linux) will be made available in online repositories and mobile application stores.

In Residência Multiprofissional em Saúde (RMS), preceptor has usually performed both the role of health professional and supervisor of practices, developing assistance and teaching activities, often being overloaded. The aim of study is to identify the preceptors’ profile the RMS Program, with concentration area in Adult Intensive Care, at the University Hospital Onofre Lopes – UFRN – EBSERH and the difficulties they have faced in  performance of their activities. It is a descriptive field study, through direct documentation, in which a semi-structured and self-administered questionnaire was used, with a pre-established script to be answered by preceptors, in a secretive manner, with a sample for convenience.  Answers to the objective questions will be presented descriptively and the open questions, according to the Bardin Categorical Thematic Content Analysis. All participants signed the Informed Consent Term. Sample consisted by 52 professionals from several health areas, mostly women, with a mean age by 38 years. The average training time was 14 years and 4 years preceptory. Results have indicated that the most of preceptors are not fulfilled with their preceptor status, nor do they feel able to perform this function, although have revealed a willingness to qualify, even considering that there is little incentive, since management has required compensation of schedules when these have participated in some training. In analysis of the open answers, after exhaustive reading of the material, four categories emerged, classified as prioi: "Motivation", "Role of the Preceptor", "Challenges" and "Propositions", which have referred to the low incentive to technical training, the preceptory, the working hours not adapted to the reality of the preceptory activity, in addition to difficulties in the field of infrastructure that they have considered inadequate to the teaching, and, finally, to the proposals of improvements that come to the minimization of these difficulties. Some of these results are corroborated by the literature reports, which have  indicated as main difficulties in other programs, the lack of professional and financial incentive and to conciliate the assistance with the preceptory. In this way, a great unity will be necessary among the institutional management, program coordinators and preceptors in order to overcome these difficulties.

This work analyzes the information literacy of students of the Medical Graduation Course of Multicampi School of Medical Sciences from Rio Grande do Norte, in the perspective of efficient access to scientific literature. It is a descriptive study with quantitative approach that, through a census survey, explores the perception and performance of the information literacy of 37 students fourth semester. It uses a questionnaire as a data collection instrument, which is adapted from the model applied by Guerrero (2009), composed of 20 closed-type questions. Note that students select appropriately the keywords that best represent the subject of a search problem and are accustomed to using library catalogs. It identifies that despite the preference for the internet to access the scientific literature, most of them find it difficult to conduct searches on the remote databases, highlighting as the main limitation the use of search resources. The truncation method is little used by them and many do not know what it is for. Much of it does not understand the functions of Boolean logic operators. Through self-assessment and individual performance analysis, it confirms the need to perfect in students the technical skills necessary for effective access to scientific information. It recommends the implementation of a specific module in the curriculum of the course or the periodic realization of workshops in the library as alternatives to develop information literacy. It concludes that this competence is very relevant for the training of future doctors, since it enables them to acquire knowledge to use technologies and information for the health care of the population.

The Multicampi School of Medical Sciences of the Federal University of Rio Grande do Norte (EMCM-UFRN) was created in 2013 with the implementation of the Medicine course with campus in the interior, in the Caicó city. The EMCM's Political Pedagogical Project (PPP) follows the guidelines of the National Curricular Guidelines of the Medical Graduation Course by adopting teaching-learning methodologies centered on the student, with the teacher as facilitator of this process. The integration of content from a contextualized perspective leads to a better understanding of the immediate application of knowledge.The contents of Laboratory Medicine (LM) are present in several segments of the curriculum of the course, being the LM discipline, an optional one that aims to increase the skills of requesting / interpreting laboratory data, considering cost-benefit. The objective of this work is to build and apply the ML discipline using active teaching-learning methodology to medical students and to evaluate their Perception. At the end of the course, an instrument was applied to evaluate the students' degree of agreement on the effectiveness of the active methodology in LM. Using the Likert scale, the means and standard deviations (SD) of the responses. With the participation of 25 students, the answers on the themes were analyzed: 1 - Discipline, 2 - Infrastructure, 3 - Teachers and 4 - Students. The concentration of means near the upper limit of the scale suggests a positive perception of the students regarding the methodology used. This can lead to an intrinsic motivation for learning and, consequently, facilitating its process. The concentration of means near the upper limit of the scale suggests a positive perception of the students regarding the methodology used. This can lead to an intrinsic motivation for learning and, consequently, facilitating the learning process. From the perception of the students, it is possible to conclude that the use of active methodologies in the ML discipline favors the teaching-learning process.

The discussion about gender identity, sexual orientation and especially regarding LGBTTI health care is still largely neglected in the pedagogical project of undergraduate courses in health areas. It is known that this public has peculiarities and special demands as users of the SUS that permeate between the inequities found in access to official health services to the characteristics of this population, such as the difficulty of social and family support. For this medical-society relationship to be established in a salutary and harmonious way, the need for a training focused on humanized attention and the deep study of characteristics and special demands of this public, in order to promote a better understanding of the same, being a conducive strategy for the development of conduits that promote and ensure more effective and effective access of health services to the population in question. Therefore, it is necessary to incorporate the LGBTTI theme in the pedagogical projects of Medicine courses as a way of knowing, understanding and debating the issues inherent to the LGBTTI patient. Therefore, in order for SUS users belonging to social groups considered as sexual minorities to have quality assistance and adequate to their specificities, it is urgent that health education institutions are aligned with an attitude of acceptance and, above all, of dedication On the part of its curricular components to the promotion of construction, by the students and structuring teaching nucleus, of knowledge, abilities and, mainly, attitudes that favor the decent attendance of this population.

The teaching-learning process has been characterized in different ways, from the role of the teacher as a transmitter of knowledge  to current conceptions that emphasize students and teachers as active subjects of the process. Nowadays, vocational training is still influenced by the old model, aimed at the transmission of knowledge, but new perspectives have arisen among them, such as health interdisciplinary teaching (HIT), considered as an education model that prioritizes team work. From this perspective,  Health  Multiprofessional Residency Program (HMRP) arose and is understood as a permanent education device in order to change professional practices in health, with the articulation between teaching and sevices based on the principles of integral and interdisciplinary care. Thus, many professionals of the service were inserted as preceptors and the preceptory in health has become a pedagogical practice performed in the workplace and conducted by healthcare professionals. However, some of these preceptors did not have ttraining in education to perform this function, so they have found  difficulties  to adopt teaching-learning strategies that bring scientific knowledge closer to practical reality and can prepare competente professionals as a transforming agent in the various scenarios of the Unified Health System (UHS). Based on this, the present study aimed to analyze the knowledge of teaching methodologies by preceptors in the teaching/learning process of health multiprofessional residents. This is a descriptive, cross-sectional qualitative approach. It was composed by 50 preceptors who have been working for over a year in the health multiprofessional residency of a School Hospital, being this the criterion of inclusion. The data collection was carried out from September to December 2016. A semi-structured script was used to characterize the subjects of study and the application of the word-free association technique. Data were analyzed by the software Ensemble of Programs Permettant L'Analyse des Evocations (EVOC) version 2000 and discussed based on the theoretical framework of the Central Nucleus Theory. The Project was approved by CEP-UFRN, CAAE No. 57891316.0.00005292. Results were divided into three thematic units: knowledge of preceptors about teaching strategies,  knowledge of preceptors about traditional methodology and knowledge of the preceptors on active methodologies. For the purposes of the qualification, the thematic unit I, in which the "definition category" was found as the central nucleus which has revealed the meanings of preceptors on teaching strategies, revealing lower average order of evocation and high frequency words, such as  teaching methods, dynamics, lessons, which have favored learning and collective construction.As intermediate elements arose  the categories: " practical-theoretical use", "deepening of content" and "result of use". The determining subjects for this unit were those that have a preceptory time of more than three years, 19 (38%) and equal percentage for those with stricto sensus education. Data have suggested that preceptors understand the teaching strategies as fundamental for the teaching-learning of health multiprofessional residentes and use them to improve their performance in the preceptoria

OBJECTIVE: To analyze and apply the Operative Performance Rating System (OPRS) as a tool of evaluation in real scenarios of surgical practice, to evaluate undergraduate students and residents, as a complement to the existing evaluation methods. METHODS: Cross-sectional, descriptive, quantitative study that assessed the performance of students and residents during the execution of gynecological surgeries in a university hospital. The students were evaluated according to the scores obtained in the OPRS items (anatomy, surgical instruments, surgery flow, interaction with the team and overall performance). The software Statistical Package for the Social Sciences, version 21, was used to analyze the data, applying Analysis of Variance, Tukey test and student t-test. RESULTS: Comparing the means of the variables of the OPRS items, a difference was observed between the methods in the evaluation items according to to the graduation and residence period (p <0.001). Among the undergraduates, there was a difference in the means of the evaluation items (p <0.05), except for interaction (p <0.108). For the residents, the analysis showed a difference in the means of the evaluation items related to the medical residence time (p <0.001). CONCLUSION: The use of OPRS in the evaluation process of residents and undergraduates allows a differentiation between levels of knowledge, allowing the monitoring of progress according to the study time and offering immediate feedback on the performance in the surgical practice.

 The aging of brazilian population has been accelerating in recent years, and this phenomenon demands changes in society in view of an increasing number of people who need special care. In this context, medical courses need to adapt to the new reality by inserting in their curricular structures specific contents on the health of the elderly. This new situation also requires more and better-specialized services in the care of the elderly. This project aimed to structure and implement a service for elderly in the region of Caicó, with the purpose of improving the care provided to this population, as well as creating a practical learning scenario for undergraduate and graduate students at EMCM/UFRN. The process of organization of the service included: articulation with the managers to define the place, development of the attendance sheet with adaptation of the Comprehensive Geriatric Assessment (AGA) and an Attendance Protocol (anamnesis and physical examination) for the first consultation and a follow-up for reevaluations and returns. Two services were structured, the post-discharge clinic at the Caicó Regional Hospital and the General Geriatrics outpatient clinic at the EMCM School Clinic Resident medical doctors and students of medical graduation make the attendance from EMCM/UFRN, with supervision of the doctor and professor specializing in Geriatrics. From this, it is affirmed that the present study fomented a new strategy and became a new social equipment in health care for the Elderly, considering its importance in dimensions that cross medical care, such as socio-demographic conditions and quality of life.

A significant portion of the Brazilian population residing in country towns and in the suburbs of major cities is affected by a lack of medical care, where usually there are not many professionals to assist patients of the Unified Health System (SUS). This shortage of doctors in health services is a relative concept, since the greatest problem is not in the number of doctors in Brazil, but their distribution throughout the national territory. The difficulty of providing and setting professionals in the country was the main reason for the Federal Government created the Mais Médicos Programme (PMM). In this context, the Multicampi School of Medical Sciences of the Federal University of Rio Grande do Norte (EMCM / UFRN) was created. The EMCM medical course seeks to train professionals to work effectively in the labor market, particularly in the rural context and outside the major urban centers, taking the health needs, ethical and cultural values of our population under advisement. This research aims to describe a profile of the students of the medical course of the EMCM in an attempt that the obtained information can subsidize pedagogical strategies that contribute with a better academic performance and consequently with the formation of physicians in line with the need of the SUS.

Interprofessional education is an approach that aims to qualify students and health professionals for collaborative work in the dynamics of teamwork, an essential practice for integrality in health care. The approach assumes that collaboration improves the safety and quality of patient care. The objective of this study was to implement the Interprofessional Oncology Meeting (EIO) as a strategy for teaching interprofessional education and collaborative practices among health professionals of the High Complexity in Oncology Unit (UNACON) of the University Hospital Onofre Lopes. This is an exploratory, prospective study carried out from May 2016 to September 2017 at the Onofology Service of the Onofre Lopes University Hospital (HUOL), involving health professionals (physicians, psychologists, social workers, pharmacists, nurses and nutritionists) working at UNACON at HUOL. The study took place in three stages: Planning of the interprofessional activity, Implementation of the activity "EIO" and Evaluation of the activity, the last one being carried out through a focus group. After three months of planning, we began the implementation phase where 43 meetings were held, involving 220 participants, and a clinical case per session was discussed. After presentation of each case, there was an interprofessional discussion, highlighting the specificity of each professional to improve the integral care with the patient in question. The focus group was evaluated by Bardin's Categorical Analysis, where four categories emerged: Previous experience in Interprofessional activity, Contribution of EIO to collaborative practices, EIO Challenges and Conceptual vision of Interprofessional activity and Potentiality of Encounters in the teaching-health context. The planning and implementation process of the EIO reached the objectives, although the participation of some health professionals has not been systematic due to the overload of activities of some professionals, such as nursing care, physiotherapy and dentistry, as well as difficulties in conciliation schedules. The EIO was considered a positive activity, a precursor within UNACON of the HUOL, being highly exalted and approved as a permanent strategy to improve the care provided to cancer patients. It was observed, through the analysis of the focus group, that the EIO is an action that has a positive impact on both care and teaching, however, there remain some important difficulties, such as the adequacy of time and physical space for meetings, devaluation of interprofessional activities by some undergraduate and graduate students of medicine, lack of human resources and the difficulty of some professionals to integrate systematically.

Atualmente a ecografia diagnóstica está inserida em várias áreas da atuação médica e sendo realizada por diversos profissionais médicos, desde os que militam diretamente na área da imagem como os radiologistas e ultrassonografistas, também por ginecologistas, pediatras, neurologistas, clínicos gerais, endocrinologistas, angiologistas, ortopedistas, reumatologistas, urologistas, cirurgiões gerais e vasculares. É bem sabido que o profissional médico para o exercício de sua missão necessita de um amplo conjunto de habilidades, competências e atitudes desenvolvidas e exercitadas durante o seu período de formação. Convivendo com estudantes de medicina ao longo de quase 20 anos em ambiente hospitalar, observei lacunas no processo de aprendizagem por parte dos alunos quanto ao que é ultrassonografia diagnóstica e suas aplicações, evidenciando-se falhas quanto a compreensão da acústica básica ecográfica, percebendo-se dificuldades quanto a identificação das estruturas anatômicas nas imagens ecográficas, inabilidade nas solicitações de exames e na interpretação das imagens e dos resultados laudados. Partindo destas constatações foi desenvolvido neste mestrado profissional um livro virtual multimídia que expõe o que vem a ser a ultrassonografia como modalidade diagnóstica por imagem, tratando de sua historiografia e seus conceitos físicos/acústicos, relatando o processo de formação da imagem ecográfica, discorrendo sobre as características dos equipamentos ultrassonográficos e suas tecnologias embarcadas, destacando-se suas aplicações diagnósticas, estas últimas apresentadas através de vídeos onde serão descritos aspectos das imagens ecográficas gravadas. Este livro estará disponível para acesso em plataforma Web, servindo de ferramenta didática à formação médica desde o início da graduação. Poderá ser utilizado conjuntamente com a disciplina de anatomia topográfica, oferecida no ciclo básico do curso de graduação em medicina, onde e ao mesmo tempo o aluno poderá auferir conhecimentos sobre os órgãos e estruturas anatômicas e relacionar este aprendizado com as imagens ecográficas, conhecendo e habituando-se desde o início de sua formação às imagens (representações) ultrassonográficas que correspondem a estes órgãos e estruturas. Neste contexto sugere-se a participação do imagenologista para compor a equipe de facilitadores deste processo ensino-aprendizagem, enriquecendo-o e tornando-o pluriprofissional, com esta atitude buscam-se ações integrativas e colaborativas intraequipe para a consolidação deste processo, centrando o estudante como sujeito ativo da aprendizagem.

Para a atuação em urgências é importante que os profissionais de saúde desenvolvam competências específicas e diferenciadas, o que nos mostra a importância do planejamento da capacitação em urgência. Assim os cursos de medicina e enfermagem devem favorecer o desenvolvimento dessas competências e habilidades, para avaliá-las, há necessidade de vários instrumentos direcionados para os diversos domínios. O objetivo do presente estudo foi analisar as competências essenciais em suporte básico e avançado de vida no ambiente pré-hospitalar e o seu processo de implementação nos cursos médico e de enfermagem da Universidade Federal do Rio Grande do Norte (UFRN). Trata-se de um estudo metodológico e prospectivo, com 24 discentes de medicina do internato e de enfermagem do estágio supervisionado, que realizaram estágio teórico-prático no atendimento de urgências pré-hospitalares. Realizaram-se aulas semanais teórico-práticas por um semestre letivo, ministradas por médicos e enfermeiros do APH. Os temas abordados foram: SAV e SBV, transporte seguro em urgências clínicas, traumáticas, gineco-obstétricas, pediátricas e psiquiátricas. Foi realizada atividade prática em ambulâncias. Os discentes também participaram de estações práticas realizadas através do Objective Structured Clinical Evaluation (OSCE), no Laboratório de Habilidades do Centro de Ciências da Saúde. Foi realizado pré-teste, pósteste e OSCE. Os alunos foram estimulados ao raciocínio crítico-reflexivo e sobre a importância da integração entre médicos e enfermeiros. Observou-se que 88% dos alunos apresentaram aumento de score em relação ao pré- teste. Estudantes de medicina e enfermagem da UFRN, apresentam expectativas semelhantes com relação às habilidades essenciais adquiridas durante atividade de formação. Os resultados do presente estudo servirão de base para organização da atividade de formação interprofissional em urgência pré-hospitalar do curso médico e de enfermagem, bem como contribuiu para organizar estações práticas, identificando as competências clínicas básicas, e implementando instrumentos de avaliação discente da UFRN.

Diagnósticos imprecisos das vulvovaginites geram tratamentos inadequados que causam prejuizos a saúde das mulheres. Objetivo: avaliar sistematicamente a eficácia dos métodos diagnósticos das vulvovaginites infecciosas. Método: foi realizado um estudo de corte transversal com 200 mulheres no menacme com queixa de corrimento vaginal. Destas, foi coletado material vaginal mulheres para realizar exames: microbiológico a fresco e corado pelo Gram, Citologia oncológica, teste das aminas e mensuração do pH vaginal. Foi avaliada a eficácia (sensibilidade, especificidade, valor preditivo positivo e valor preditivo negativo) dos métodos disponíveis para diagnóstico do corrimento vaginal.  Os dados foram coletados em forma de planilha do software Excel/Office 2010 com todas as variáveis e foi exportado para o Graphpad Prism 6, para análise estatística.  Resultados: Na avaliação da eficácia dos métodos foram estudadas 200 pacientes, tendo como padrão ouro o exame microbiológico corado pelo gram foram obtidos os seguintes resultados: Citologia oncológica para vaginose bacteriana: sensibilidade=15% especificidade=80%; valor predictivo positivo (VPP)=16%; valor preditivo negativo (VPN)=79%; Citologia oncológica para candidíase vaginal: sensibilidade=15% especificidade=80%; valor predictivo positivo (VPP)=16%; valor preditivo negativo (VPN)=79%; Exame a fresco para vaginose bacteriana: sensibilidade=16% especificidade=76%; valor predictivo positivo (VPP)=14%; valor preditivo negativo (VPN)=78%; Exame a fresco para candidíase vaginal: sensibilidade=3% especificidade=88%; valor predictivo positivo (VPP)=2,5%; valor preditivo negativo (VPN)=89%; Abordagem sindrômica para vaginose bacteriana: sensibilidade=19% especificidade=34,5%; valor predictivo positivo (VPP)=6,7%; valor preditivo negativo (VPN)=63%; Abordagem sindrômica para candidíase vaginal: sensibilidade=3% especificidade=82%; valor predictivo positivo (VPP)=1,7%; valor preditivo negativo (VPN)=89%.Houve apenas um único caso de tricomoníase vaginal, diagnosticado pela citologia oncológica e exame à fresco, confirmado pelo Gram. A abordagem sindrômica o deu como vaginose bacteriana.  A partir destes dados e tendo ainda o suporte da literatura mundial, foi elaborado o Protocolo de diagnóstico e tratamento das Vulvovaginites da Maternidade Escola Januário Cicco /UFRN

Conclusão: Todos os métodos avaliados, a despeito de demonstrarem boa especificidade, apresentaram baixa sensibilidade, o que implica na prática clínica em um grande número de pacientes não diagnosticadas ou tratadas de forma incorreta.

O estudo teve como objetivo identificar nos profissionais e estudantes dos cursos da área da saúde que atuam em uma Unidade Básica de saúde na cidade do Natal/RN a sua percepção frente ao atendimento de pacientes deficientes auditivos, bem com as necessidades da população com déficit auditivo em relação à assistência à saúde. Trata-se de um estudo transversal, exploratório, descritivo, realizado no período de abril a julho de 2014, com uma população composta por 21 profissionais de saúde, 17 estudantes e 8 usuários surdos. Para o levantamento dos dados foi utilizado um questionário estruturado composto por questões (abertas e fechadas) aplicado aos grupos formados por profissionais da saúde (médico, dentista, enfermeiro e agentes de saúde) e estudantes dos cursos de medicina, enfermagem, educação física, nutrição e serviço social. Os profissionais/estudantes responderam ao questionário semiestruturado contendo perguntas abertas e fechadas acera das possíveis dificuldades enfrentadas no atendimento ao deficiente auditivo e surdo. A coleta de dados com os usuários surdos foi realizada através de entrevista filmada para que a Língua brasileira de Sinais (Libras) pudesse ser interpretada da para o português pelo pesquisador. Com estes últimos foi realizado um levantamento de suas reações ao procurar um atendimento no serviço de saúde. Já o perfil de identificação dos sujeitos foi analisado por meio da estatística descritiva simples (frequências absolutas e relativas). As questões abertas foram analisadas através da técnica de análise de conteúdo a qual permitiu o processo de categorização preservando todos os aspectos levantados na discussão de forma que as falas foram representativas da totalidade. Os profissionais e estudantes no que se refere à atitude utilizada para se comunicar com possíveis pacientes surdos emergiram as seguintes categorias: a “escrita”, os “gestos” e o “auxilio a terceiros”. Já os surdos quando questionados sobre suas experiências ao buscar atendimento em saúde, as categorias elucidadas foram: “qualidade da assistência ao deficiente auditivo”, “adequação da comunicação com o deficiente auditivo” e “dependência de terceiros”. As questões fechadas foram mensuradas e adaptadas a Escala de Likert em 5 graus de variação, que compuseram três destas questões: grau de dificuldade na comunicação ao atender um paciente com déficit auditivo (mínima a grande dificuldade); sentimento de conforto para utilizar a língua de sinais (mínimo a grande desconforto); e conhecimento sobre a Lei 10.436, que dispõe sobre a Língua Brasileira de Sinais (Libras) (baixo conhecimento a totalmente esclarecido). Os dados coletados com os profissionais e estudantes revelaram certo desconhecimento e desconforto no atendimento em saúde aos pacientes surdos, realidade também evidenciada na opinião dos surdos participantes. Este estudo permitiu identificar problemas na comunicação, resultando em consequências negativas no atendimento a essa população. Este diagnóstico poderá ser relevante para elaboração de políticas públicas e diretrizes curriculares essenciais à formação dos profissionais da saúde, inclusão e melhoria da assistência aos surdos.

Os Programas de Residência Integrada Multiprofissional em Saúde da
Universidade Federal do Rio Grande do Norte (PRIMS/UFRN) tem como pilar
orientador o processo de aprendizagem do ensino em serviço, o trabalho
multiprofissional interdisciplinar e seguir os princípios e diretrizes do Sistema
Único de Saúde (SUS). Embora os PRIMS/UFRN tenham sidos idealizados com
foco na atenção hospitalar, o processo de formação na inserção dos residentes
na atenção primária à saúde (APS) ocupa importante papel, pois estes
necessitam vivenciar todos os níveis de atenção, já que o processo de educação
pelo trabalho a que se propõe a Residência é baseado na integralidade da
atenção à saúde. Então a presente pesquisa buscou elucidar a inserção desses
residentes nos serviços de APS, através de uma abordagem qualitativa de
estudo de caso, onde a coleta dos dados foi realizada em dois momentos
distintos: no primeiro momento, foi realizado um questionário, mediante um
roteiro semi-estruturado com os residentes dos PRIMS/UFRN, campus Natal, na
segunda etapa foi realizada a técnica de grupo focal com um grupo de nove
residentes e os dados foram analisados a partir da análise de conteúdo temática
categorial. Pode-se perceber que as Unidades Básicas de Saúde (UBS) que
possuíam estratégias de ensino no trabalho como PET Saúde/PET Saúde da
Família e projetos de extensão a inserção dos residentes dos PRIMS/UFRN foi
facilitada e tiveram a oportunidade de vivenciar atividades de integração ensinoserviço-comunidade.
Diante disso, as atividades que articulam ações de
promoção, prevenção e recuperação da saúde, contemplaram a formação na
integralidade do cuidado à saúde, para estes residentes inseridos em programas
de pós-graduação na atenção hospitalar.

OBJETIVO: identificar um perfil das principais causas de encaminhamentos inadequados da atenção primária para o pré-natal de alto risco, como subsídio para o planejamento de ações voltadas para a qualificação do ensino de competências essenciais na área da saúde materna. MÉTODOS: estudo com delineamento transversal, baseado na análise documental de todos os encaminhamentos de gestantes para o serviço de pré-natal de alto risco (PNAR) da Maternidade Escola Januário Cicco (MEJC), serviço de referência obstétrica para o estado do Rio Grande do Norte. Todas as gestantes encaminhadas no período de junho a dezembro de 2014 (n=771) passaram por consulta de triagem, na qual foi preenchido formulário para análise da causa clínica que motivou o encaminhamento para o PNAR. Os encaminhamentos foram classificados como adequados, inadequados ou inconclusivos. RESULTADOS: Foram detectados 188 encaminhamentos inadequados (24,4%) e 93 inconclusivos (12,1%), totalizando 36,5% de encaminhamentos inapropriados. As principais causas identificadas nos encaminhamentos inadequados foram: gestação de baixo risco (12,8%), hipertensão arterial não confirmada (12,1%), ameaça de abortamento (8,9%), gravidez na adolescência (7,1%), toxoplasmose (5,3%), incompatibilidade sanguínea RH (4,6%) e infecção do trato urinário (4,3%). Os dados obtidos fornecem subsídios para os seguintes produtos: 1) planejamento de atividades de educação permanente voltadas para os profissionais da saúde da atenção primária, alunos de graduação e residentes; e 2) formulação de uma plataforma virtual para suporte aos profissionais que necessitam encaminhar pacientes ao PNAR, através do programa de Telessaúde. CONCLUSÃO: Os resultados do trabalho são de grande relevância no contexto atual da formação profissional em saúde, com potencial para impactar positivamente não apenas no desenvolvimento de competências relacionadas à saúde materna na graduação e pós-graduação, assim como na qualificação da atenção à saúde prestada à população.

O processo ensino-aprendizagem exige uma busca constante, por parte dos educadores, de inovações didáticas que visem melhorar a aprendizagem. No ensino da anatomia humana essas inovações tornam-se cada vez mais importantes, por se tratar de uma disciplina onde a “mecanização” é necessária, porém a justificativa para aquele conhecimento adquirido é o que torna os alunos interessados na aprendizagem; para isso, a correlação constante dos conhecimentos anatômicos com a clínica e cirurgia (técnicas operatórias), tornam-se essências. Inovações tecnológicas podem ajudar bastante nesse processo. Esse projeto busca o desenvolvimento de novas tecnologias que melhorem o processo ensino-aprendizagem na anatomia do pescoço. Mais precisamente será desenvolvido um trabalho que exponha, em forma de texto e imagens (fotos e desenhos), a anatomia do pescoço, enfatizando sua aplicabilidade clínica e cirúrgica, e um manual de dissecação correlacionando o mesmo com a técnica operatória de cirurgia do pescoço. O material será disponibilizado em e-book e em aplicativos para iPhone e iPad. A avaliação da eficácia do material será feita através de testes teóricos aplicados em turmas de medicina da UFRN, na disciplina de anatomia topográfica, sendo comparadas turmas que usaram o material com turmas que não fizeram uso do mesmo, assim como será avaliado o grau de facilitação que o material proporcionou para a aprendizagem em anatomia de cabeça e pescoço.

No Brasil, com o intuito de qualificar a Atenção Básica, o Ministério da Saúde implementou o Programa Telessaúde Brasil Redes para fornecer atividades assistenciais (teleassistência) e de suporte à educação permanente em saúde (tele-educação). Nesse aspecto, um dos principais serviços oferecidos é o de teleconsultorias. Como parte da expansão nacional do programa, foi criado, no Rio Grande do Norte, um núcleo local de telessaúde, denominado Telessaúde/RN. Esta pesquisa teve como objetivo implementar o serviço de teleconsultoria na especialidade de cardiologia no Telessaúde/RN, analisando as características das teleconsultorias em cardiologia solicitadas. Ademais, analisar as Segundas Opiniões Formativas em cardiologia disponíveis no Portal Telessáude Brasil. Trata-se de estudo quantitativo, com desenho observacional e caráter descritivo. Foram identificadas 56 Segundas Opiniões Formativas relacionadas à cardiologia no portal Telessaúde Brasil, sendo a maioria referentes à hipertensão arterial sistêmica (29%), solicitadas por médicos (59%) e com abordagem sobre aspectos relativos a apoio ao tratamento (30%). No núcleo de Telessaúde do Rio Grande Norte, foram realizadas 47 teleconsultorias em cardiologia, sendo a maior parte delas também relativa à hipertensão arterial (50%), requeridas em sua maioria por agentes comunitários de saúde (45%) e com enfoque direcionado a apoio ao tratamento (52%). A teleconsultoria em cardiologia foi implementada no núcleo Telessaúde/RN, sendo realizada sistematicamente desde abril de 2014 e representa uma estratégia prática e eficiente, capaz de garantir a oferta de serviços de saúde, alcançando aqueles que vivem em áreas distantes e carentes. Conhecer a demanda das teleconsultorias é de extrema relevância, pois fornece informações necessárias para suprir as deficiências existentes, quer sejam de natureza assistencial, gerencial e/ou educacional, como também possibilita pensar em estratégias públicas que melhorem as demandas identificadas nas solicitações de teleconsultoria.

O acesso ao ensino superior gratuito no Brasil continua sendo um grande desafio para significativa parcela da população. Várias políticas de ações afirmativas têm sido estimuladas no sentido de promover um acesso mais homogêneo às universidades públicas brasileiras. Essa dificuldade no acesso acaba refletindo-se no mercado de trabalho, gerando um desequilíbrio em várias áreas de atuação. Na área de saúde, temos observado que um intenso debate sobre a oferta, a concentração e a fixação de médicos vem acontecendo no Brasil. Embora o número de médicos tenha aumentado nos últimos anos, chama a atenção a desigualdade da distribuição dos mesmos, que prioriza os grandes centros urbanos e as capitais em detrimento dos municípios do interior. A abertura de novos cursos de medicina é uma das estratégias na tentativa de conseguir uma melhor distribuição de médicos nas diversas regiões do Brasil. O presente trabalho teve como objetivo estudar o Argumento de Inclusão Regional da Universidade Federal do Rio Grande do Norte, enquanto política que objetiva priorizar a seleção de estudantes do interior do Estado com vistas a promover maior fixação futura de profissionais nas regiões com maior carência destes, especialmente médicos. Trata-se de estudo exploratório, descritivo, em que a coleta de dados constou de revisão bibliográfica e análise documental. O estudo se desenvolveu em etapas, transformadas em capítulos descritivos que deram forma ao trabalho final.  É importante destacar a necessidade de esclarecimento sobre esse instrumento, que pode ser utilizado por todos os novos cursos de Medicina do país como um dos meios para um melhorar o acesso de estudantes das regiões onde os cursos estão inseridos e, com isso, tentar promover, ao final do curso, uma maior fixação de médicos nos municípios do interior do Brasil. 

A residência médica é uma modalidade de ensino de pós-graduação destinada a médicos, funciona em instituições de saúde, sob a orientação de profissionais médicos de elevada qualificação ética e profissional, sendo considerada o “padrão ouro” para a formação do especialista. A utilização do método de avaliação 360 graus na residência médica visa a avaliação integral dos médicos residentes, preenchendo lacunas que a avaliação cognitiva isolada deixa, quando utilizada como método único. Essa avaliação proporciona uma avaliação mais global do médico residente, já que inclui sua autoavaliação, avaliação pelos pares, pacientes e equipe de saúde. O objetivo deste estudo foi definir instrumentos de avaliação para implementar a avaliação 360 graus no programa de residência médica em cardiologia da UFRN e capacitar os docentes e preceptores do citado programa para avaliação de desempenho clínico do residente. Trata-se de estudo exploratório, prospectivo e descritivo, envolvendo quatro médicos residentes do programa de residência médica de cardiologia e 20 de clínica médica, esses durante o rodízio de cardiologia do programa de residência médica (PRM) em Cardiologia do Hospital Universitário Onofre Lopes (HUOL), além de 13 preceptores/docentes do PRM em Cardiologia do HUOL. Para implementação do novo modelo avaliativo na residência médica foram programadas três etapas, sendo a primeira a elaboração dos instrumentos de avaliação para a avaliação 360 grus; a segunda, o planejamento e a capacitação dos preceptores do PRM em Cardiologia do HUOL; e a terceira, o início das avaliações 360 graus dos residentes do PRM em Cardiologia e Clínica Médica, durante o período de janeiro de 2014 a março de 2015. Foram avaliados, no total, 24 residentes até o momento, sendo quatro residentes da cardiologia (três residentes do primeiro ano e um residente do segundo ano) e vinte residentes da clínica médica (sendo doze residentes do primeiro ano e oito residentes do segundo ano). Foram realizadas autoavaliações por oito residentes, sendo essas consideradas difíceis pela maioria dos residentes. A avaliação por pares foi realizada por 6 residentes, sendo o desempenho dos pares considerado acima do esperado em todos os itens da avaliação. A avaliação pela equipe de preceptores e equipe multiprofissional com feedback ao final das avaliações mostrou que os residentes de clínica médica do primeiro ano apresentam desempenho acima do esperado em relação ao humanismo, ética e profissionalismo, enquanto os do segundo ano apresentaram desempenho abaixo do esperado no item referente ao exame físico. Quanto aos demais domínios da avaliação todos estiveram dentro do esperado. Dez pacientes avaliaram os oito residentes, sendo tais avaliações positivas no sentido da qualidade da assistência prestada e das informações fornecidas pelos residentes. O método de avaliação 360 graus foi implementado na residência de cardiologia do Hospital Universitário Onofre Lopes da UFRN, tendo sido realizada em quatro residentes. A maioria dos preceptores e equipe multiprofissional da residência estão capacitados para utilização do método de avaliação.

CONTEXTO: A Residência Médica de Doenças Infecciosas objetiva o desenvolvimento de habilidades psicomotoras, valores éticos, atitudes e comportamentos que são essenciais ao pleno exercício da especialidade. Sabe-se que o domínio cognitivo refere-se, exclusivamente, às habilidades de natureza intelectual, no entanto a avaliação destes alunos deve aferir, não apenas esses conhecimentos, mas englobar aspectos psicomotores e atitudinais.  Neste cenário, nos deparamos com o Clinical Evaluation Exercise (Mini-CEX) como ferramenta avaliativa adequada e largamente utilizada na verificação destas competências. OBJETIVOS: Capacitar docentes e preceptores do programa de residência médica em doenças infecciosas para utilização do Mini-CEx como  método avaliativo de competências clínicas e assim, iniciar a avaliação destas competências na residência. METODOLOGIA: Trata-se de estudo intervencional, seccional, a ser realizado com os preceptores médicos que atuam no Hospital Giselda Trigueiro e  residentes do primeiro, segundo e terceiro anos, da residência médica em Doenças Infecciosas da Universidade Federal do Rio Grande do Norte (UFRN), durante o semestre acadêmico 2015.1. RESULTADOS: A capacitação teórico-prática com os docentes e preceptores foi realizada no formato de oficina semipresencial, utilizando métodos ativos de ensino-aprendizagem, e contou com a participação de 54,16% dos convidados. No feedback final foram apontados como pontos fortes do processo de capacitação a oportunidade de participar e a aquisição de novos conhecimentos. Dentre as fragilidades elencadas, a  curta duração do evento foi destacada e, finalmente, como sugestão, foram propostas a repetição e ampliação do processo, convidando-se os colegas que não puderam participar deste momento. CONCLUSÃO: Após o encerramento da primeira etapa deste trabalho, pode-se constatar que, embora os preceptores que orientam os residentes nos cenários de práticas do hospital não tenham conhecimento das metodologias avaliativas, é possível envolvê-los neste processo através de capacitação utilizando-se metodologia adequada mostrando-lhes a importância de seu papel na formação destes profissionais. Não obstante, é imprescindível que a Universidade aproveite o clima de motivação criado pelo presente trabalho e estimule o copo clínico do hospital a dar continuidade ao processo de avaliação de competências clínicas utilizando esta ferramenta.

A partir das inquietações sobre a forma tecnológica e mecanicista que o parto vem sendo abordado, e na busca pelo resgate do parto como um evento natural, com o mínimo de intervenções possíveis, surgem os primeiros ideais sobre a humanização do parto. No campo da assistência ao pré-natal, parto e puerpério, as discussões sobre a humanização trazem demandas antigas e, nos últimos anos, vários autores e organizações não governamentais têm demonstrado suas preocupações com a melhoria da assistência à gestante, parto e puerpério, propondo modificações no modelo de assistência. Então, a graduação em Medicina e Enfermagem é um momento oportuno e promissor para se discutir e analisar a assistência ao parto normal, pois constrói nos discentes perspectivas e posturas adequadas para uma assistência à mulher no processo parturitivo, e assim livres de intervenções desnecessárias e maléficas neste momento tão singular que é o parto normal. Objetivo: Promover a avaliação da percepção da assistência ao parto pelos alunos dos cursos de Medicina e Enfermagem da UFRN e contribuir para a avaliação e uma modificação curricular adequada aos princípios da humanização do parto. Metodologia: Foi realizado um estudo de abordagem qualitativa e de caráter descritivo, com estudantes da graduação em Medicina e Enfermagem, da Universidade Federal do Rio Grande do Norte, que estavam cursando ou já haviam cursado as disciplina de obstetrícia, na medicina; e saúde da mulher, na enfermagem. Os dados foram coletados utilizando-se um questionário, contendo questões objetivas e subjetivas. Para abordagem do material empírico coletado, foi utilizado a Análise de Conteúdo, sendo pautada pelo referencial teórico de Bardin, o qual caracteriza como um conjunto de técnicas de análise das comunicações, que pode expressar uma análise de significados, como também uma análise dos significantes. O Estudo se apresenta como de grande relevância, pois os resultados encontrados podem contribuir para avaliação e modificação curricular do ensino da obstetricia e podem servir como subvenção para a análise das práticas de humanização que devem ser desenvolvidas nas instituições de ensino e que são preconizadas pelo Ministério da Saúde.

Introdução: Objective Structured Practical Examination (OSPE), é um método de avaliação de habilidades práticas que utiliza de ambiente simulado e controlado, de eficiência comprovada no processo ensino-aprendizagem. O internato de Cirurgia Geral do curso de medicina da UFRN ainda necessita de adequações quanto à avaliação de habilidades em ambiente simulado, sendo essa uma demanda dos estudantes. A UFRN dispõe de Laboratório de Habilidades Clínicas, contudo observa-se que ainda é pouco utilizado por docentes e discentes e a avaliação estruturada de habilidades ainda não está devidamente estruturada nas áreas cirúrgicas. Metodologia: foi proposta a elaboração de 10 protocolos contendo as listas de materiais para montagem de cenários e checklists de 10 estações de OSPE. A seguir foram selecionadas 04 estações e aplicadas a 32 estudantes do internato de Cirurgia Geral, onde estes além de serem avaliados, desempenharam, em algum momento da atividade, os papéis de estudante “avaliador” e ator/figurante. Um questionário foi aplicado para avaliar este tipo de atividade na perspectiva destes estudantes do internato. Resultados: os10 protocolos referentes às estações de I a X, foram elaborados e ficarão sob a responsabilidade da coordenação do Laboratório de Habilidades da UFRN. Na atividade realizada, as notas dos checklists dos professores e estudantes “avaliadores” mostraram uma associação moderada em duas estações (R = 0,70 e p=0,012) e (R = 0,44 e p=0,152) e uma ssociação forte nas outras duas estações (R = 0,79 e p=0,002) e (R = 0,78 e p=0,003). Os estudantes avaliaram positivamente a atividade nos três blocos do questionário: grau de satisfação em relação à avaliação, avaliação com relação às estações e avaliação sobre sua participação na atividade. Conclusão: a realização de avaliação pelo método OSPE apresenta requisitos estruturais favoráveis para sua implantação na avaliação dos estudantes do curso de medicina da UFRN, reestruturando a avaliação de habilidades no internato de cirurgia geral.