Resumo: O objetivo da presente pesquisa foi avaliar o aproveitamento de discentes mediante a utilização da estratégia de TBL em disciplina do primeiro e do último ano da graduação em Farmácia em uma Instituição de Ensino Superior da região do Cariri cearense. Trata-se de um estudo do tipo retrospectivo, baseado na análise documental dos registros das fichas de avaliação através da estratégia de TBL aplicada em disciplinas ministradas no primeiro ano e no último ano de graduação em Farmácia. Na disciplina do primeiro ano verificou-se um acréscimo de 1,11 pontos do aproveitamento da avaliação individual do aluno para a avaliação em equipe. Já na disciplina do último ano o aumento foi de apenas 1,02 pontos. O docente deve ser capaz de inovar as abordagens em sala de aula para que o discente se sinta constantemente motivado e disposto a encarar novos desafios, como também preparar-se para trabalhar em equipe e contribuir efetivamente para o sucesso da mesma. Palavras-chave: Aprendizagem Baseada em Equipes, Aprendizagem Ativa, Educação Farmacêutica, Farmácia. Abstract: The aim of the present study was to evaluate students' achievement through the use of the TBL strategy in the first and last year of Pharmacy graduation in a Higher Education Institution in the Cariri region of Ceará. This is a retrospective study, based on the documentary analysis of the records of the assessment sheets through the TBL strategy applied in disciplines taught in the first year and the last year. In the discipline of the first year, there was an increase of 1.11 points of the use of the individual evaluation of the student for the evaluation in team. In the discipline of the last year of graduation in Pharmacy, there was an increase of only 1.02 points. The teacher should be able to innovate the approaches in the classroom, so that the student feels constantly motivated and willing to face new challenges, as well as preparing to work in a team and contribute effectively to the success of the same.

BackgroundThe study of severe maternal morbidity survivors (near miss) may be an alternative or a complement to the study of maternal death events as a health care indicator. However, there is still controversy regarding the criteria for identification of near-miss maternal morbidity. This study aimed to characterize the near miss maternal morbidity according to different sets of criteria.MethodsA descriptive study in a tertiary center including 2,929 women who delivered there between July 2003 and June 2004. Possible cases of near miss were daily screened by checking different sets of criteria proposed elsewhere. The main outcome measures were: rate of near miss and its primary determinant factors, criteria for its identification, total hospital stay, ICU stay, and number and kind of special procedures performed.ResultsThere were two maternal deaths and 124 cases of near miss were identified, with 102 of them admitted to the ICU (80.9%). Among the 126 special procedures performed, the most frequent were central venous access, echocardiography and invasive mechanical ventilation. The mean hospital stay was 10.3 (± 13.24) days. Hospital stay and the number of special procedures performed were significantly higher when the organ dysfunction based criteria were applied.ConclusionThe adoption of a two level screening strategy may lead to the development of a consistent severe maternal morbidity surveillance system but further research is needed before worldwide near miss criteria can be assumed.

SummaryThe first systematic large-scale analysis of immune mediators reported in patients with Zika virus (ZIKV) infection. Several key immune mediators have been identified for the control of ZIKV pathogenesis. This will clarify the molecular mechanisms of ZIKV infection in patients.

BackgroundAuditing of sentinel health events based on best-practice protocols has been recommended. This study describes a population-based investigation on adverse perinatal events including severe acute maternal morbidity (near-miss), maternal and perinatal mortality, as a health intervention to help improve the surveillance system.MethodsFrom October to December 2005, all cases of maternal death (MD), near-miss (NM), fetal deaths (FD), and early neonatal deaths (END), occurring in Campinas, Brazil, were audited by maternal mortality committees.ResultsA total of 4,491 liveborn infants (LB) and 159 adverse perinatal events (35.4/1000 LB) were revised, consisting of 4 MD (89/100.000 LB) and 95 NM (21.1/1000 LB), 23.7 NM for each MD. In addition, 32 FD (7.1/1000 LB) and 28 END (6.2/1000 LB) occurred. The maternal death/near miss rate was 23.7:1. Some delay in care was recognized for 34%, and hypertensive complications comprised 57.8% of the NM events, followed by postpartum hemorrhage.ConclusionAuditing near miss cases expanded the understanding of the spectrum from maternal morbidity to mortality and the importance of promoting adhesion to clinical protocols among maternal mortality committee members. Hypertensive disorders and postpartum hemorrhage were identified as priority topics for health providers training, and organization of care.

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The coadministration of EFV decreased the bioavailability of ENG released from the implant, which could impair contraceptive efficacy. However, the coadministration of LPV/r increased the bioavailability of ENG released from the implant, which suggests that this antiretroviral combination does not impair the ENG implant efficacy.

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Fornecer feedback aos alunos é um importante aspecto da aprendizagem e um papel essencial dos docentes. No contexto da educação médica clínica, feedback se refere às informações que descrevem o desempenho dos alunos em determinada situação ou atividade. A habilidade de dar e receber feedback melhora os resultados da aprendizagem, uma vez que fornece a base para a aprendizagem autodirecionada e para a reflexão crítica, auxilia os alunos a corrigirem seus erros, reforça comportamentos desejáveis e mostra como o aluno pode melhorar. Apesar da evidente falta de feedback durante o curso médico, os alunos desejam e valorizam essa ferramenta construtiva, considerando-a um aspecto importante do ensino de qualidade. O feedback eficaz deve ser: assertivo, respeitoso, descritivo, oportuno e específico. Docentes e alunos deveriam ser preparados para dar e receber feedback. Coordenadores e diretores deveriam reconhecer o papel do feedback como uma importante estratégia de ensino- aprendizagem na graduação.