SUMMARY INTRODUCTION Iron overload is a broad syndrome with a large spectrum of causative etiologies that lead to iron deposition. When iron exceeds defenses, it causes oxidative damage and tissular disfunction. Treatment may prevent organ dysfunction, leading to greater life expectancy. METHODS Literature from the last five years was reviewed through the use of the PubMed database in search of treatment strategies. DISCUSSION Different pharmacological and non-pharmacological strategies are available for the treatment of iron overload and must be used according to etiology and patient compliance. Therapeutic phlebotomy is the basis for the treatment of hereditary hemochromatosis. Transfusional overload patients and those who cannot tolerate phlebotomy need iron chelators. CONCLUSION Advances in the understanding of iron overload have lead to great advances in therapies and new pharmacological targets. Research has lead to better compliance with the use of oral chelators and less toxic drugs.

Medical semiology is a crucial assessment method for the construction of diagnostic hypotheses, through the collection of anamnesis and physical examination in search of important findings for the creation of an effective clinical reasoning. In addition, it directs the rational request for exams and helps to establish a good doctor-patient relationship. Thus, it is essential that this assessment is improved during medical training. In this context, a cross-sectional, observational, analytical, quantitative and qualitative study was carried out, with the application of a questionnaire using the GoogleForms tool, to evaluate students of the medical course at the University of Fortaleza, in order to analyze the importance of different methodologies of teaching semiology during medical training. The results obtained showed that the practical performance in a hospital environment is an effective method of teaching semiology, favoring the solidification of learning through contact with patients, observation of clinical findings, collection of anamnesis and constant physical examination.

Introduction: Clinical teaching is based on a real work environment, in professional practice settings, such as health services and units, under the supervision of the preceptor. Providing medical teachers with an assessment of their teaching skills is a powerful tool for improving clinical learning for students in training. In this context, the EFFECT (Evaluation and Feedback for Effective Clinical Teaching) questionnaire was developed by Dutch researchers in 2012 for teacher evaluation, being validated based on the literature about medical teaching in the workplace and incorporates the skills of the Canadian competency-based medical curriculum. Objective: To translate and cross-culturally adapt into Brazilian Portuguese and to validate the EFFECT questionnaire for teacher evaluation by Medical students. Method: Cross-cultural adaptation with the following steps: initial translation of the English version, synthesis of translated versions, back-translation, creation of a consensual version in Brazilian Portuguese, with adaptation, review, and analysis of content validity by an expert committee, pre-test with retrospective clarification interview, and reliability analysis by factorial analysis and internal consistency test (Cronbach’s alpha coefficient). Result: In the translation and back-translation stages, the disagreements were related to the use of synonyms and none of the items were modified in terms of their understanding, but in terms of adaptation into the Brazilian context. The evaluation of the expert committee showed the versions maintained the semantic and idiomatic equivalences of the content. Eighty-nine students participated in the pre-test. The internal consistency of the EFFECT questionnaire in Brazilian Portuguese was excellent for all domains, with Cronbach’s alpha coefficient ranging from 0.82 to 0.94. Conclusion: The translated and adapted version of the EFFECT questionnaire into Brazilian Portuguese is equivalent to the original instrument and has evidence of high validity and reliability, being able to constitute a national tool to evaluate the efficiency of clinical medicine teaching.

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Background and Aims Chronic kidney disease (CKD) have been affecting a large number of patients worldwide and presents increasing numbers. Beyond professional intervention, it is extremely necessary to have patients’ involvement in treatment. One useful way to disseminate CKD knowledge is the social network, through which we can not only reach a large public interested on the posts, but also influence the routine quality of a CKD patient. The aim of this study is to present the creation of an Instagram profile named “Renal Health”, which focuses on providing specific information for patients with CKD to help them improve the quality of treatment results and maintain a healthy lifestyle, as well as to analyze the spontaneous comments and feedbacks received from its followers. Method The Renal Health project started in 2015, in Fortaleza, Brazil, aiming to create technological tools to help CKD patients cope with the disease and increase adherence to treatment. The research team has a multi-professional background, from Health, Information Technology, Computer Science and Communication fields, and also aims to create educational tools to increase health literacy focusing on kidney disease and its prevention. An Instagram profile (https://www.youtube.com/channel/UC3-GHeHAndcrRmbE4I_qE_w) have been created to provide people with access to these specialized contents. Within that context, we collected spontaneous comments and feedbacks from 4,229 followers from the Renal Health Instagram posts from June 2018 (when the profile was created) to December 2019. Results We have reached a total of 4,229 followers. There were 505 posts, 16 (3.16%) about medication, 65 (12.87%) about nutrition, 12 (2.3%) about physical exercise, 132 (26.13%) about kidney disease and comorbidities, 82 (16.23%) about CKD treatment, 61 (12.07%) about kidney transplant and organ donation, and 137 (27.12 %) about other subjects, including motivational messages. Of a total of 1,560 comments, we have identified 543 profiles, of these 88 (16.2%) were men, and 412 (75.8%) women, noting the prevalence of women among the comments made. Among those comments, 223 were regarding congratulations on the profile. We have identified 99 patients with kidney diseases, mainly CKD; 81 (81.81%) spontaneously reported their illnesses in their comments, being 46 (56.8%) on dialysis, 13 (16.4%) transplanted patients, 5 (6.7%) glomerulonephritis, 4 (4.9%) kidney stones and 4 (4.9%) renal cysts. In the group of 46 patients on dialysis, we have identified 105 comments, of which 14 were regarding the value of the information on the posts, followed by 71 comments on personal experiences on the subject and 20 comments containing questions about the topic, which we had prompt answered. Among the group of 13 renal transplanted patients, 12 comments demonstrated their happiness after the transplant and their experiences on the subject, and 1 comment containing a question about kidney transplant. We have also identified other health professionals interacting with the profile, declaring that it was helpful to guide their patients. Furthermore, this platform had crossed the borders, being identified comments by people from around the world, such as other South American countries, the Middle East and Europe. The most recent posts can be seen in Figure 1. Conclusion Through the analysis of the comments we noticed the possibility of better knowing the followers of the project, enabling the development of personalized information for each patient. Social networks, such as the Instagram, seem to be great tools for health education and interaction between health care team and patients. In addition, the use of digital platforms to share trusted health information can reach a broad audience.

Introduction: Clinical teaching is based on a real work environment, in professional practice settings, such as health services and units, under the supervision of the preceptor. Providing medical teachers with an assessment of their teaching skills is a powerful tool for improving clinical learning for students in training. In this context, the EFFECT (Evaluation and Feedback for Effective Clinical Teaching) questionnaire was developed by Dutch researchers in 2012 for teacher evaluation, being validated based on the literature about medical teaching in the workplace and incorporates the skills of the Canadian competency-based medical curriculum. Objective: To translate and cross-culturally adapt into Brazilian Portuguese and to validate the EFFECT questionnaire for teacher evaluation by Medical students. Method: Cross-cultural adaptation with the following steps: initial translation of the English version, synthesis of translated versions, back-translation, creation of a consensual version in Brazilian Portuguese, with adaptation, review, and analysis of content validity by an expert committee, pre-test with retrospective clarification interview, and reliability analysis by factorial analysis and internal consistency test (Cronbach’s alpha coefficient). Result: In the translation and back-translation stages, the disagreements were related to the use of synonyms and none of the items were modified in terms of their understanding, but in terms of adaptation into the Brazilian context. The evaluation of the expert committee showed the versions maintained the semantic and idiomatic equivalences of the content. Eighty-nine students participated in the pre-test. The internal consistency of the EFFECT questionnaire in Brazilian Portuguese was excellent for all domains, with Cronbach’s alpha coefficient ranging from 0.82 to 0.94. Conclusion: The translated and adapted version of the EFFECT questionnaire into Brazilian Portuguese is equivalent to the original instrument and has evidence of high validity and reliability, being able to constitute a national tool to evaluate the efficiency of clinical medicine teaching.