Low intake of BN prior to IR-induced kidney injury improves renal function by inhibition of macrophage infiltration and oxidative stress.

Renal injury induced by rheumatoid arthritis is not clear and may be related to the angiotensin II. We aim to investigate the adjuvant‐induced arthritis (AIA) injury in rat kidney, focusing the angiotensin II/AT1 pathway. Male Wistar rats were allocated in to three groups: Control, AIA and AIA plus losartan. The AIA was induced by injection of 100 µL of an emulsion of dissected Mycobacterium tuberculosis (50 mg/mL) on the paw. Treatment with losartan was initiated on the first day of immunization (daily subcutaneous injection, 1 mg/kg). After 60 days post immunization, we evaluated kidney function by plasma creatinine, urea and uric acid levels and creatinine depuration; kidney injury by apoptosis analysis and inflammation markers such as macrophages, transforming growth factor beta (TGF‐β) and inducible nitric oxide synthase (iNOS) expression; oxidative stress by plasma thiobarbituric acid reactive substances (TBARS); renal expression of angiotensin receptors subtype 1 (AT1) and 2 (AT2) and plasma concentration of angiotensin II. AIA rats showed elevated plasma levels of creatinine, urea, uric acid, TBARS and Ang II and reduced creatinine depuration, and enhanced kidney macrophage number, TGF‐β, caspase‐3, iNOS and AT1/AT2 receptors expression. The losartan reduced plasma creatinine and its clearance, reduced macrophages and the expression of TGF‐β and iNOS in renal tissues, and reduced plasma TBARS. We conclude that AIA causes kidney injury by a physiopathological mechanism that involves AT1 stimulation in renal tissue, elevating the presence of macrophages, the expression of TGF‐β and iNOS, as well the local oxidative stress, which contribute to renal function deterioration.

Peer-assisted learning (PAL), good old monitoring, has been used in medical schools and shown good results in professional development and in developing communication skills among students. This method provides mutual benefits for both monitors/near-peer teachers - NPT and monitored students; however, little is still known about the NPT’ perception about peer-assisted learning. To evaluate the real motivation of students to become NPT, and to investigate how NPT qualify their own teaching activities – such as productivity, performance and difficulties faced – seems to be a crucial step for implementing PAL in medical schools. The research instrument, a semi-structured questionnaire with 11 closed questions and 3 questions that allowed the answer “other” and further explanation, was answered by 26 medical students, NPT of basic disciplines. The results showed a positive effect of PAL on the teaching-learning process, and the real reasons of students to become NPT and the positive impacts of PAL on their academic life. The identification of these potential benefits should encourage medical schools to promote training so students can perform their role as NPT since PAL aids in the development of their clinical and pedagogical skills.

Higher education has been affected by the Covid-19 pandemic with changes to online learning, work policies and social distancing. Assessing quality of life (QoL), minor mental disorders (MMD) and resilience (R) among academics in the health area and comparing the first and second years of the pandemic was the objective. Quantitative, descriptive and cross-sectional study, carried out among students in the health areas, during the period of the COVID-19 pandemic, in 2020 and 2021. Four self-administered instruments: Questionnaire of Sociodemographic and Professional Variables, Quality of Life Assessment Instrument (The World Health Organization Quality of Life – WHOQOL-Bref), Screening Tool for Minor Mental Disorders (Self-Report Questionnaire – SRQ-20) and Wagnild & Young Resilience Scale. The survey was conducted through an online questionnaire (GoogleForms). 355 university students participated in the study (2021, n=159, and 2022, n=196). Increase in the global prevalence of MMD in the year 2021 when compared to the year 2020 (p< 0.05). QoL averages in all domains, except psychological, were higher in the first year of the pandemic. There was no difference in resilience between the years studied. As a result, negative changes were identified in the mental and emotional health and quality of life of most academics in the second year of the pandemic.

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