Introduction:Empathy is defined as the ability to listen and understand the other, thus becoming an essential component in the doctor-patient relationship. Studies indicate that the opportunity to make contact with the patient early in the course raises awareness of the importance of empathy in the relationships. Thus, such contact, in the first semesters of medical school, enables students to enhance their empathic skills, permitting the construction of a broader and more complete professional identity.Objective: The study aims to evaluate the influence on the empathy of medical students through the interaction with patients in the discipline of Semiology I, during the second year of undergraduate school.Method: Observational and prospective study with medical students from a private medical school in Vitória (ES), enrolled in the theoretical-practical discipline of Semiology I in 2019/2 and 2020/1, through the application of questionnaires, before the first practical activity in the ward and after the last one. Sociodemographic variables and empathy score were analyzed. The differences between the semesters were evaluated by Chi-square, Fisher's exact or Mann-Whitney tests. The relationship between sociodemographic variables and empathy was assessed by the Mann-Whitney and Kruskal-Wallis tests. The influence of contact with patients on students' empathy was analyzed by the Wilcoxon test, all with 95% significance. Results:The sample consisted of 38 students in 2019/2 and 60 in 2020/1. Only the associations between contact with the patients in the wards and the empathy score (p=0.008) and gender and the empathy score (p=0.000) were significant; empathy was greater among women and at the end of the discipline experience. Conclusion:The interaction between medical students and patients during the discipline of Semiology I was able to positively affect empathy, corroborating the literature. The higher levels of empathy among women also corroborate the literature. The obtained results reflect only a specific semester of the course, not the students' overall empathy profile, levels of empathy at different moments of undergraduate school, or their behavior.
Introdução: Empatia é definida como a capacidade de ouvir e compreender o outro, e, portanto, é um componente essencial na relação médicopaciente. Estudos apontam que proporcionar aos alunos a oportunidade de contato com o paciente logo no início do curso desperta a consciência da importância da empatia nas relações. Dessa forma, tal contato, nos primeiros semestres da Faculdade de Medicina, permite que os estudantes potencializem suas habilidades empáticas, oportunizando a construção de uma identidade profissional mais ampla e completa.Objetivo: O estudo tem como objetivo avaliar a influência do contato com o paciente na disciplina de Semiologia I, durante o segundo ano da graduação, sobre a empatia de estudantes de Medicina.Método: Trata-se de um estudo observacional e prospectivo, realizado com estudantes de Medicina de uma faculdade privada em Vitória, no Espírito Santo, matriculados na disciplina teórico-prática Semiologia I em 2019/2 e 2020/1, por meio de aplicação de questionários antes da primeira atividade prática em enfermaria e após a última. Analisaram-se as variáveis sociodemográficas e o escore de empatia. Diferenças entre os semestres foram avaliadas pelos testes qui-quadrado, exato de Fisher e de Mann-Whitney. Com os testes de Mann-Whitney e Kruskal-Wallis, investigou-se a relação entre as variáveis sociodemográficas e a empatia. A influência do contato com o paciente na empatia foi averiguada pelo teste de Wilcoxon, todos com 95% de significância.Resultado: Participaram do estudo 38 alunos em 2019/2 e 60 em 2020/1. Foram significativas somente as associações entre o contato com o paciente nas enfermarias e o escore de empatia (p = 0,008), e entre o sexo e o escore de empatia (p = 0,000), sendo esta maior para mulheres e ao final da experiência da disciplina. Conclusão:A disciplina Semiologia I se mostrou capaz de afetar positivamente a empatia, que se apresentou maior no sexo feminino, corroborando a literatura. Os resultados obtidos refletem somente um semestre específico do curso, não o perfil global de empatia dos estudantes, os níveis de empatia em momentos distintos da graduação ou o comportamento dos discentes.
Introduction: The HINTS protocol is important to differentiate peripheral from central vertigo in Acute Vestibular Syndrome (AVS). There are studies that show almost 1/3 of patients have posterior circulation stroke. It is important to investigate why this happens. Objectives: Review the accuracy of HINTS test in the diagnosis of posterior circulation stroke. Methods: Review conducted in PubMed using key words “HINTS AND ACCURACY AND STROKE”. The search found 9 articles, 7 of which were included. Results: Tehrani et al. (2014) studied HINTS’s accuracy when associated with hearing loss, resulting on a bigger accuracy than MRI. Newman- Toker et al. (2013) found that HINTS score was superior than ABCD2 in identifying AVS caused by stroke. From Carmona et al. (2016), HINTS had 100 % sensibility and 94,4% specificity and emphasized ataxia evaluation’s importance, once all patients with central etiology had a grade of ataxia. Krishnan et al. (2019) HINTS had 59,9% Negative Predictive Value (NPV) and 97,2 % Positive Predictive Value (PPV) related to stroke, same PPV was found by Sankalia et al. (2021). Ohle et al. (2020) observed that HINTS done by a neurologist was more accurate than studies that mixed neurologists and emergency physicians. Dmitriew et al. (2021) saw that HINTS was used wrongly in non-specific emergency departments, once only 3,1% patients tested had AVS and 96,9% wrongly tested had false positives. Conclusion: The HINTS is a valuable instrument in the clinical use and the training for better practical application needs incentive in emergency departments.
Background: Frontotemporal dementia (FDT) is related to memory and behavioral changes. There are variants in which the damage is more pronounced in one cognitive domain. Among the behavioral changes is the decision-making process. To evaluate this skill executive function tests are used, such as the Iowa Gambling Task (IGT). Objectives: Analyze the correlation between Iowa Gambling Task and decision- making process in patients with FDT. Methods: A review was conducted on PubMed, using the key words “Iowa Gambling Task AND Frontotemporal Dementia”, resulting in 4 papers. From those, 3 were included. Results: In Gleichgerrcht et al. (2012) IGT was used as a parameter to investigate risk taking on the decision-making process in patients with Primary Progressive Aphasia (PPA) and its subtypes (PPA is frequently associated with FTD) versus subjects with behavioral variant from FTD (bvFTD). PPA subjects had no improvement throughout the task, proving that there is an impairment in decision-making. The bvFTD group progression showed that this group has a tendency to choose risky behaviors, suggesting an inability to foresee negative outcomes. In Girardi, MacPherson & Abrahams (2011) the frontal variant was analyzed in subjects with ALS and had similar results, showing also a failure to learn how to avoid disadvantageous choices. Torralva et al. (2017) analyzed the results on subjects with the frontal variant in which the results were consistent with the previous studies analyzed in this review. Conclusion: In patients with FTD, the IGT proves that a cognitive impairment in the decision-making and risk-taking process is present.
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