Congenital malformations (CM) are structural/functional alterations that occur in the fetus, leading to a socio-economic and emotional impact. This is a retrospective, documentary study with a quantitative approach aiming at identifying the relationship of risk factors and maternal epidemiological profile with the occurrence of CM. It was based on the analysis of 37 medical charts of pregnant women in a municipality in the metropolitan region of Curitiba-PR, between 2019 and 2021. The data revealed a profile: pregnant, multiparous, obese women between 18 and 36 years old, with comorbidities, with no preconception evaluation. The most affected organic systems were the cardiovascular and the nervous systems or multiple systems. An increased risk of fetal malformations was observed in obese women over 25 years old, who used alcohol or tobacco. Although a single cause of CM in that period and place has not been identified, an association was established between maternal epidemiological factors and characteristics of fetal malformations, highlighting the need for preconception health education.

Introdução: O transplante de córneas é hoje o tipo mais comum de transplante de tecidos e vem crescendo a cada ano no Brasil. Há, entretanto, uma falta de doadores esclarecidos, conseqüência da desinformação por parte da população e dos profissionais da área da saúde. Objetivo: Avaliar o conhecimento da população leiga, dos profissionais de saúde e de médicos sobre o processo de doação de córneas, procurando identificar as possíveis falhas no processo de captação. Métodos: Durante a realização da Campanha de Doação de Córneas desenvolvida em Curitiba-PR, solicitou-se que médicos, profissionais de saúde e leigos respondessem a um questionário com perguntas subjetivas e de conhecimento sobre o tema Doação de Córnea. Resultados: No total, 588 pessoas responderam o questionário, sendo 313 leigos, 157 profissionais da saúde e 118 médicos. Desses, 94,4% eram a favor da doação de córneas, sendo 91,3% dos leigos, 96,1% dos profissionais da saúde e 100% dos médicos. Dos leigos, 83% doariam suas córneas frente a 83,4% dos profissionais da saúde e 97,4% dos médicos. Quando as perguntas subjetivas deram lugar a questões sobre conhecimento, observou-se uma alta taxa de dúvida entre os entrevistados. Questões como “limite de idade para a doação”, “entendimento da função do banco de olhos” e “número de pessoas na fila do transplante” tiveram índices de indecisão de 95,8%, 28,1% e 64,8%, respectivamente. Conclusão: Observou-se que ainda há pouca informação sobre o transplante de córneas, mesmo dentre médicos e profissionais de saúde. Sugere-se focar na profissionalização das equipes de abordagem a fim de aumentar a captação e o número dessa modalidade de transplante, além de estimular campanhas de conscientização da população.

Introduction: This article features “Entrustable Professional Activities (EPAs)” in the Obstetrics and Gynecology field designed for medical undergraduates, aiming to support the teaching/learning process. Objective: The aim is for the graduate to be competent to meet the minimum requirements necessary for the student in this field. Method: In this study, EPAs were created based on an international template already in use and validated using the Delphi technique. The structuring of the EPAs was based on the international literature: “Core Entrustable Professional Activities for Entering Residency: Curriculum Developer’s Guide” from the Association of American Medical Colleges (AAMC). The content for the topics of each EPA was based on the publication “The Obstetrics and Gynecology Milestone Project” from the joint action of the Accreditation Council for Graduate Medical Education (ACGME), the American College of Obstetrics and Gynecology (ACOG) and the American Board of Obstetrics and Gynecology (ABOG). Results: Thirteen EPAs were created with topics for teaching in that field during undergraduate school. A checklist was created for each EPA, aiming to guide the evaluator and the student regarding the performance of the tasks defined in the EPAs. Conclusion: The EPAs with checklists bring an innovative proposal for Obstetrics and Gynecology teaching in medical graduation since they facilitate and operationalize the learning, the development, and the observation of the acquisition of knowledge, skills and attitudes required for the performance of each topic in the area, thus helping the training of a competent professional. At the end of the medical course, the ability to perform all EPAs identifies a competent graduate in Gynecology and Obstetrics regarding the general practitioner.

Introduction: This article features “Entrustable Professional Activities (EPAs)” in the Obstetrics and Gynecology field designed for medical undergraduates, aiming to support the teaching/learning process. Objective: The aim is for the graduate to be competent to meet the minimum requirements necessary for the student in this field. Method: In this study, EPAs were created based on an international template already in use and validated using the Delphi technique. The structuring of the EPAs was based on the international literature: “Core Entrustable Professional Activities for Entering Residency: Curriculum Developer’s Guide” from the Association of American Medical Colleges (AAMC). The content for the topics of each EPA was based on the publication “The Obstetrics and Gynecology Milestone Project” from the joint action of the Accreditation Council for Graduate Medical Education (ACGME), the American College of Obstetrics and Gynecology (ACOG) and the American Board of Obstetrics and Gynecology (ABOG). Results: Thirteen EPAs were created with topics for teaching in that field during undergraduate school. A checklist was created for each EPA, aiming to guide the evaluator and the student regarding the performance of the tasks defined in the EPAs. Conclusion: The EPAs with checklists bring an innovative proposal for Obstetrics and Gynecology teaching in medical graduation since they facilitate and operationalize the learning, the development, and the observation of the acquisition of knowledge, skills and attitudes required for the performance of each topic in the area, thus helping the training of a competent professional. At the end of the medical course, the ability to perform all EPAs identifies a competent graduate in Gynecology and Obstetrics regarding the general practitioner.