Resumo:A avaliação da aprendizagem tem sido considerada uma das atividades mais complexas e polêmicas entre as atribuídas ao professor, principalmente quando se refere ao ambiente universitário dos cursos da área da saúde onde se observa que grande parte do corpo docente não possui formação pedagógica. O objetivo deste trabalho foi compreender as dificuldades da avaliação no processo de ensino-aprendizagem em um Curso de Farmácia. Para tanto, foram aplicados 2 questionários abertos abordando 61,3% dos docentes e 56,6% dos discentes, onde se pode observar que 85% dos professores e alunos entrevistados atribuem o significado da avaliação escolar à medida do conhecimento do aluno, indicando a forte influencia tecnicista. Entretanto, há uma tendência do corpo docente em usar diversos instrumentos para diagnosticar o aprendizado dos alunos, anunciando uma importante mudança em direção a um paradigma emergente que reclama relações mais humanizadas. Por outro lado, nota-se que os alunos apontam os instrumentos denominados como "prova" com freqüência superior se comparados aos professores. Soma-se a isto, outra dificuldade apontada pelos professores relacionada com a incompreensão de textos, além de pouca motivação para capacitação pedagógica. Sugere-se a inclusão de mais um instrumento para diagnóstico dos progressos do aluno: o Portfólio. Em conclusão, recomenda-se fortemente a profissionalização dos professores a fim de desenvolverem as habilidades e as competências pertinentes ao curso.Palavras-chave: Educação em farmácia. Portfólio reflexivo. Avaliação em saúde. DIFFICULTIES OF EVALUATION IN A PHARMACEUTICS PROGRAMAbstract: The evaluation of learning has been considered one of the most complex activities and controversial between the professors, especially when it is related to the university environment of programs in the health area in which most of the faculty do not have pedagogical preparation. The aim was to understand the difficulties of evaluation in the process of teaching and learning of a Pharmacy Program. For this, two questionnaires were applied covering 61.3% of professors and 56.6% of students, where it was possible to observe that 85% of both professors and students interviewed attribute the significance of school evaluation to the measure the knowledge of the student, indicating the strong technicist influence. However, there has been a tendency of professors to use several instruments to diagnose the learning of students, announcing an important change toward an emerging paradigm that calls for more humanized relations. Furthermore, it is possible to note that the students point out the instruments referred to as "exams" more often than the professors. Moreover, another problem identified by professors related to the misunderstanding of texts and poor motivation for pedagogical preparation. It has been suggested to include an additional diagnostic tool for monitoring of progress of the student: the portfolio. In conclusion, professionalization should be strongly recommended for professors in order...

There is a growing concern about the multi-resistant capabilities presented by microorganisms to antimicrobials. Society is harmed by the redirection of financial resources from other areas, also lacking the population, to purchase more potent antimicrobials and in larger quantities. This study describes the consumption of antimicrobial drugs and their impact generated through a systematic review, following the recommendations of the Prisma method. Searches were performed in four databases (Portal BVS, PubMed, Embase and Science Direct). A total of 196 articles were found, 11 of which were selected after applying the eligibility criteria. A prospective study showed that the difference in expenditures can reach $31.17 patients/day between prophylactics and those with nosocomial infections. Studies have shown that the increase in costs is related to the increase in the length of stay. Mortality and admission to the ICU also increased. Further studies with high levels of evidence are recommended.

Psychoactives are chemical substances that operate in the central nervous system, whose action has the ability to provide changes in sensation, emotional state, level of consciousness and behavior of the individual. This study aimed to describe the use of psychoactives in university students. Data collection was performed through a structured self-administered questionnaire. The established significance level was 95% (p<0.05). A total of 372 university students participated in the study, mostly female (68.28%), concentrated in the age group from 18 to 23 years (74.48%), distributed by area of graduation, with a predominance of the Health and Well-Being area (55.92%). As for the use of psychoactive drugs in life, the most prevalent among college students were alcohol (89.78%), tobacco (37.37%) and marijuana (28.49%). It is concluded that psychoactive substances are widely used among university students, making it necessary to implement preventive measures.

No abstract