BackgroundUniversidade Cidade de São Paulo adopted a problem-based learning (PBL) strategy as the predominant method for teaching and learning medicine. Self-, peer- and tutor marks of the educational process are taken into account as part of the final grade, which also includes assessment of content. This study compared the different perspectives (and grades) of evaluators during tutorials with first year medical students, from 2004 to 2007 (n = 349), from seven semesters.MethodsThe tutorial evaluation method was comprised of the students' self assessment (SA) (10%), tutor assessment (TA) (80%) and peer assessment (PA) (10%) to calculate a final educational process grade for each tutorial. We compared these three grades from each tutorial for seven semesters using ANOVA and a post hoc test.ResultsA total of 349 students participated with 199 (57%) women and 150 (42%) men. The SA and PA scores were consistently greater than the TA scores. Moreover, the SA and PA groups did not show statistical difference in any semester evaluated, while both differed from tutor assessment in all semesters (Kruskal-Wallis, Dunn's test). The Spearman rank order showed significant (p < 0.0001) and positive correlation for the SA and PA groups (r = 0.806); this was not observed when we compared TA with PA (r = 0.456) or TA with SA (r = 0.376).ConclusionPeer- and self-assessment marks might be reliable but not valid for PBL tutorial process, especially if these assessments are used for summative assessment, composing the final grade. This article suggests reconsideration of the use of summative assessment for self-evaluation in PBL tutorials.

PURPOSE:To analyze the effects of application of 1% and 3% insulin-like growth factor I (IGF-1) cream on the process of wound healing in induced skin lesions in diabetic and non-diabetic rats and evaluate its effect on expression of myofibroblasts. METHODS:Ninety-six Wistar adult male rats were divided into six groups, with 16 rats in each group, as follows: group 1: nondiabetic, untreated; group 2: non-diabetic, treated with 1% IGF-1 cream; group 3: non-diabetic, treated with 3% IGF-1 cream; group 4: diabetic, untreated; group 5: diabetic, treated with 1% IGF-1 cream; and group 6: diabetic, treated with 3% IGF-1 cream. In groups 4, 5, and 6, diabetes was induced by intravenous injection of alloxan. After diabetes had been induced, animals were mantained for 3 months. The experimental procedure consisted of the creation of a circular incision of 0.9 mm in diameter using a metal punch.Following this, wounds were treated daily according to the assigned treatment regimen. Groups 2 and 5 were treated with 1% IGF-1 cream, groups 3 and 6 with 3% IGF-1 cream, and groups 1 and 4 and the untreated groups with 0.9% saline solution. From each group, samples from 4 rats were taken at three, seven, 14, and 21 days after the injury. Samples were fixed in 10% formalin to prepare slides for histological analysis. Slides stained with hematoxylin-eosin (H&E) and Masson were observed vascular proliferation, mononuclear cells, polymorphonuclear cells, fibroblast proliferation, re-epithelialization, and collagen fibers. This study analyzed the expression of α-smooth muscle actin using specific antibodies to correlate the temporal expression of α-smooth muscle-specific actin (α-SM actin), a molecular marker for myofibroblast transformation. RESULTS: Macroscopic observation of wounds showed a more rapid re-epithelialization of wounds treated with IGF. Regarding acute inflammatory reactions, the results of the analysis of vascular proliferation and polymorphonuclear and mononuclear cells showed no statistically significant differences in any of the periods studied (according to the results of a Mann-Whitney test). The initial immunohistochemical analysis of tissue samples conducted to compare the expression of α-smooth muscle actin between groups showed a relevant response in the expression of myofibroblasts. Data were analyzed using ANOVA and were found to be statistically significant. CONCLUSION:The topical application of 1% and 3% IGF-1 creams increases the expression of myofibroblasts in the process of wound healing in rats.

O projeto UNI é uma iniciativa da Fundação W. K. Kellogg que começou a ser implantada em Botucatu em 1993, pressupondo um esforço de cooperação entre a Universidade, serviços locais de saúde e organizações comunitárias. O principal objetivo do UNI é apoiar o desenvolvimento integrado de modelos inovadores de ensino, dos sistemas locais de saúde e da ação comunitária. Em Botucatu, o Projeto UNI toma forma numa parceria entre a Faculdade de Medicina de Botucatu (FMB), a Secretaria de Saúde e Meio Ambiente da Prefeitura e a União das Associações e Sociedade de Amigos de Bairro do Município, a Unasab’s. A gestão partilhada é a marca registrada do Projeto, que se encontra agora em sua segunda fase de execução e já está sendo transformado na Fundação UNI. Por meio dessa iniciativa, o UNI vem delineando uma nova maneira de integrar parceiros e desenvolver modelos. Abre, assim, caminhos para a formação de profissionais de Saúde que articulem os avanços científicos e tecnológicos à necessidade de nossa gente.

ObjectivesThis study surveys medical education literature published over the last 25 years (1993–2018) to identify the factors scholars consider deleterious to outpatient teaching for medical students. MethodsThis study conducts a review of medical education literature published between 1993 and 2018 using Medline, Lilacs, Ibecs, Cochrane Library, and Scielo databases. The following search terms were utilized: “Education, Medical, Undergraduate” AND “Ambulatory Care” AND “Teaching/methods” OR “Clinical Clerkship” OR “Preceptorship.” This study focuses on papers describing deleterious factors for outpatient teaching with medical students and analyzes their results, discussions, and conclusions sections. ResultsOf the 363 articles obtained, this study selected 33 for analysis. These papers identify numerous factors as barriers to outpatient education. For didactic purposes, these factors are categorized into four barrier groups: environment-institution, academic staff, students, and patients. Academic staff-related teaching barrier was the most frequently mentioned obstacle. Intense care schedule with little teaching time was considered the most common and relevant barrier to outpatient medical education, followed by inappropriate teaching environment and inadequate supervision model. ConclusionsThere is a lack of recent literature on studies focusing on barriers to effective outpatient medical education. Factors identified as harmful to outpatient education have been pointed out by course directors, academic staff, and students in the literature. However, many of these factors remain overlooked by educators, who can use these factors to modify their academic activities for more effective results.

Introdução: O Papilomavírus humano (HPV) está associado às doenças sexualmente transmissíveis (DSTs) e à carcinogênese do trato genital inferior. Objetivo: Avaliar o conhecimento prévio e o papel da ação educativa sobre a atitude em relação à vacinação para Papilomavírus Humano (HPV). Métodos: Estudo de intervenção, tipo ensaio-clínico randomizado com 200 mulheres de 18 a 30 anos, divididas em dois grupos submetidos a um questionário para avaliar o conhecimento prévio sobre o HPV e sua vacina, e a atitude para a vacinação, tendo um dos grupos recebido intervenção por meio de ação educativa. Resultados: A atitude frente à vacina contra o HPV foi diferente no grupo que recebeu a ação educativa, com 37% de atitudes pessoais adequadas (p=0,044) e 49% na atitude de transferência adequada para uma futura filha (p=0,021). Conclusão: O conhecimento prévio sobre o HPV e sua vacina é escasso, insuficiente e por vezes equivocado. Por meio da comparação da atitude dos diferentes grupos verificou-se que a ação educativa exerce papel determinante na atitude correta das mulheres para a vacina contra o HPV e modifica os condicionantes à sua adesão.