Background: Folate and vitamin B12 are essential nutrients, whose deficiencies are considerable public health problems worldwide, affecting all age groups. Low levels of these vitamins have been associated with high concentrations of homocysteine (Hcy) and can lead to health complications. Several genetic polymorphisms affect the metabolism of these vitamins. The aims of this study were to assess folate, vitamin B12 and homocysteine status in distinct Brazilian individuals after the initiation of folic acid fortification by Brazilian authorities and to investigate the effects of RFC1 A80G, GCPII C1561T and MTHFR C677T polymorphisms on folate, vitamin B12 and Hcy levels in these populations. Methods: A total of 719 individuals including the elderly, children, as well as pregnant and lactating women were recruited from our health care center. Folate, vitamin B12 and Hcy levels were measured by conventional methods. Genotype analyses of RFC1 A80G, GCPII C1561T and MTHFR C677T polymorphisms were performed by PCR-RFLP. Results: The overall prevalence of folate and vitamin B12 deficiencies were 0.3% and 4.9%, respectively. Folate deficiency was observed only in the elderly (0.4%) and pregnant women (0.3%), whereas vitamin B12 deficiency was observed mainly in pregnant women (7.9%) and the elderly (4.2%). Plasma Hcy concentrations were significantly higher in the elderly (33.6%). Pregnant women carrying the MTHFR 677TT genotype showed lower serum folate levels (p = 0.042) and higher Hcy levels (p = 0.003). RFC1 A80G and GCPII C1561T polymorphisms did not affect folate and Hcy levels in the study group. After a multivariate analysis, Hcy levels were predicted by variables such as folate, vitamin B12, gender, age and RFC1 A80G polymorphism, according to the groups studied. Conclusion:Our results suggest that folate deficiency is practically nonexistent in the post-folic acid fortification era in the subgroups evaluated. However, screening for vitamin B12 deficiency may be particularly relevant in our population, especially in the elderly.

RESUMO O Teste de Progresso é uma ferramenta de avaliação longitudinal do ganho de conhecimento de estudantes que tem sido aplicada no Brasil há mais de dez anos. O teste situa o estudante em seu processo evolutivo de ensino-aprendizagem e permite à instituição realizar o diagnóstico de suas deficiências ao longo da estrutura curricular. Ele pode ser utilizado pelos colegiados competentes para avaliação de alterações curriculares e avaliações específicas de disciplinas ou módulos de ensino. Com base na experiência de um consórcio de escolas, a Associação Brasileira de Educação Médica (Abem) propôs um projeto que tinha como um de seus objetivos incentivar escolas de todo o País a adotarem o Teste de Progresso como uma de suas ferramentas de avaliação. Reportamos a estratégia adotada para constituir núcleos interinstitucionais de avaliação com Teste de Progresso, bem como os resultados da primeira prova nacional do Teste de Progresso, que contou com a participação de 58 escolas e 23.065 estudantes. A implantação de núcleos interinstitucionais de Teste do Progresso com processos colaborativos de realização da prova representou um avanço para as escolas envolvidas. As escolas iniciaram um processo de colaboração não apenas para o Teste de Progresso, mas também para o intercâmbio de informações e experiências que trocam com base no conhecimento de cada uma. O projeto funcionou como o início de um movimento para que escolas médicas de todas as regiões do País adotem o Teste de Progresso como uma ferramenta de avaliação com potencial para reorientar a formação médica, ao fornecer um diagnóstico de formação em nível individual e institucional.

ObjectivesTo identify faculty perceptions of simulation insertion in the undergraduate program, considering the advantages and challenges posed by this resource. MethodsWe conducted a qualitative study with intentional sampling according to pre-defined criteria, following a semi-structured outline regarding data saturation. We have interviewed 14 healthcare instructors from a teaching institution that employs simulation in its syllabi. ResultsThe majority of the faculty interviewed considered the use of scenario, followed by debriefing, as an excellent teaching tool. However, the faculty also noted a number of difficulties, such as the workload necessary to assemble the scenario, the correlation between scenario goals and the competences of the program, the time spent with the simulation, and the ratio of students to faculty members. ConclusionsFaculties consider simulation an effective tool in the healthcare program and maintain that the main obstacle faced by them is the logistical demand.

Progress test has been created with the necessity of an assessment method align with problem-based learning. Although it was specifically created to overcome the limitations of traditional assessment for problem-based learning, nowadays is used by different type of curricula. In this paper, we first present the basic assumptions, the history, benefit and challenges of the progress test. Progress test overcomes many limitations of traditional assessment, such as validity and reliability. However, the implementation of progress test is a logistical challenge. In addition, we discuss the limitation of progress test when used as summative assessment, which may not always be aligned with constructivist theory. When adding feedback and methods of analysis that considers multiple testing, progress test is then align with constructivist theory. Finally, the use of progress test’s sub scores may lack validity because of the low number of items; thus, pass/fail decision should not be based on the sub scores, but only on general scores.

BACKGROUND: Progress tests are longitudinal assessments of students' knowledge based on successive tests. Calibration of the test difficulty is challenging, especially because of the tendency of item-writers to overestimate students' performance. The relationships between the levels of Bloom's taxonomy, the ability of test judges to predict the difficulty of test items and the real psychometric properties of test items have been insufficiently studied. OBJECTIVE: To investigate the psychometric properties of items according to their classification in Bloom's taxonomy and judges' estimates, through an adaptation of the Angoff method. DESIGN AND SETTING: Prospective observational study using secondary data from students' performance in a progress test applied to ten medical schools, mainly in the state of São Paulo, Brazil. METHODS: We compared the expected and real difficulty of items used in a progress test. The items were classified according to Bloom's taxonomy. Psychometric properties were assessed based on their taxonomy and fields of knowledge. RESULTS: There was a 54% match between the panel of experts' expectations and the real difficulty of items. Items that were expected to be easy had mean difficulty that was significantly lower than that of items that were expected to be medium (P < 0.05) or difficult (P < 0.01). Items with high-level taxonomy had higher discrimination indices than low-level items (P = 0.026). We did not find any significant differences between the fields in terms of difficulty and discrimination. CONCLUSIONS: Our study demonstrated that items with high-level taxonomy performed better in discrimination indices and that a panel of experts may develop coherent reasoning regarding the difficulty of items.

RESUMO As diretrizes curriculares propõem um perfil desejado para o médico formado

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Resumo Na educação interprofissional (EIP), duas ou mais profissões de saúde aprendem uma sobre a outra, aprimorando atitudes, conhecimento, habilidades e comportamentos para a prática colaborativa. Na Universidade Estadual de Maringá (UEM), os cursos de saúde apresentam currículos com disciplinas, hierarquizados e centrados no professor. Justificam-se mudanças em busca de uma formação integral. Este trabalho descreve a criação de disciplinas que atuam na Atenção Primária. Os componentes curriculares denominados Atenção em Saúde I e II foram introduzidos na matriz curricular. Nas atividades, foi utilizado o Arco de Maguerez, como metodologia ativa e um sistema de avaliação composto de eixos cognitivos, psicomotor e afetivo, articulados, contínuos e sistemáticos. Conclui-se que a EIP pode ser a integração entre universidade e os serviços de saúde trabalhando pela formação dos estudantes, na qual o conhecimento contribua de forma fundamental para o bem-estar da comunidade.