Immune reconstitution inflammatory syndrome (IRIS) presents as an exaggerated immune reaction that occurs during dysregulated immune restoration in immunocompromised patients in late-stage human immunodeficiency virus (HIV) infection who have commenced antiretroviral treatments (ART). Virtually any opportunistic pathogen can provoke this type of immune restoration disorder. In this review, we focus on recent developments in the identification of risk factors for Cryptococcal IRIS and on advancements in our understanding of C-IRIS immunopathogenesis. We overview new findings in blood and cerebrospinal fluid which can potentially be useful in the prediction and diagnosis of cryptococcal meningitis IRIS (CM-IRIS). We assess current therapeutic regimens and novel treatment approaches to combat CM-IRIS. We discuss the utility of biomarkers for clinical monitoring and adjusting treatment modalities in acquired immunodeficiency syndrome (AIDS) patients co-infected with Cryptococcus who have initiated ART.
RESUMOEmbora não seja obrigatória, a residência médica faz parte do processo de ensino e da formação dos médicos e é considerada padrão ouro na modalidade de ensino de pós-graduação lato sensu. Entretanto, o número de vagas para residência médica não acompanhou a expansão dos cursos de graduação em Medicina, gerando uma intensa disputa por uma vaga nos cursos de residência, o que fez proliferar os cursos preparatórios para os exames de residência (CP). A evasão do interno de Medicina de suas atividades acadêmicas para se dedicar às atividades dos cursinhos preparatórios para os exames de residência médica preocupa os docentes. Este estudo tem por objetivo traçar um perfil no internato da Faculdade de Medicina de São José do Rio Preto (Famerp) sobre a adesão dos internos aos CP. Os resultados apontam que a imensa maioria dos 297 alunos pesquisados pretende fazer residência médica e que apenas 27 alunos (84,4%) dos 32 que consideravam o curso de preparação necessário, mas não dispunham de recursos financeiros para frequentá-los. Os entrevistados afirmaram que a maior qualidade dos cursos preparatórios reside na didática das aulas e que a maior desvantagem destes é a dissociação entre conteúdo teórico e prático, também vivida no internato. Concluímos que a percepção dos internos e acadêmicos de Medicina é bem definida quanto aos cursinhos preparatórios para residência médica. Apesar de aderirem à prática destes cursinhos, sabem que há uma dicotomia entre a teoria e a prática oferecida no internato, o que prejudica a formação profissional. A grande maioria dos acadêmicos pesquisados pretende fazer a residência médica após o internato, dando continuidade aos estudos e ao aprendizado. Por outro lado, a atual conjuntura do mercado de trabalho na área da medicina, marcada por uma concorrência acirrada, e as exigências constantes de atualização e aperfeiçoamento levam os acadêmicos a verem na residência o único caminho natural após o internato e ainda uma alternativa para sanar as possíveis deficiências do internato. Mudanças na graduação sugeridas pelos pesquisados, como melhor didática em aulas da graduação e a abordagem de conteúdo teórico durante o internato, refletem a deficiência da graduação e do internato, a qual pode ser sanada com uma postura mais assertiva de professores e preceptores. ABSTRACT Although not compulsory, medical residency is part through the physicians' teaching and training process. It is considered the gold standard in the teaching modality of Lato Sensu Graduate Programs.However, the number of residency positions available has not kept pace with the expansion of medical undergraduate courses, resulting in high levels of competition for medical residency vacancies, and a proliferation of preparatory courses (PC) offering supervised postgraduate training. The evasion of clerkship students from their academic activities to take prep courses in order to apply for a residency position is a cause for concern among teachers. This study outlines a profile in the São José do Rio Preto (Famerp) School o...
Introduction and Objective: Human anatomy is an essential component of the undergraduate nursing curriculum for learning the specific disciplines which deal with clinical practice. Anatomical knowledge provides assurance for the practice of clinical assessment and invasive procedures of legal competence of nurses. The aim of the study was to analyze the correlation of the content taught in the discipline Human Anatomy with the clinical practice of undergraduate nursing students in the discipline Semiology and Semiotics in Nursing and The Care Process, as well as their assurance to start it.Methods: Quantitative descriptive study with the application of an online questionnaire to 66 undergraduate nursing students at a public education institution in the interior of São Paulo. Data analysis by number of occurrences and Chi-square test.Results: There was partial agreement about the interdisciplinarity between human anatomy and disciplines of clinical nursing practice. The students agreed to be partially assured about the procedures to start the semiological practice of different devices and to perform nursing procedures. The predominance of the superficial approach to content related to the clinical practice of the disciplines Semiology and Semiotics in Nursing and The Care Process was predominant.Conclusions: The teaching of human anatomy, along the lines offered, maintains an unsatisfactory correlation with clinical practice due to the students’ experience, interfering with learning, acting in clinical teaching and professional training.
In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.
This article aims to present a practice of reading and writing in the discursive perspective, from versions of children’s and young adult’s literature and cinema, on reconstruction of stories. The theoretical basis supporting this reflection is Discourse Analysis (DA), anchored in the studies of Michel Pêcheux, in France, and Eni Puccinelli Orlandi, in Brazil. We started with the reading project Ler, contar e recontar (Reading, telling and retelling) in 2012, motivated by the concern about students presenting difficulties in writing and interpreting texts in all disciplines. The project’s purpose is to perform DA on literary and cinematographic works in activities that lead to the establishment of similarities and differences among such materials. We provided visibility to the effects of meaning produced in the passage from the book to films and to drawings, considering the different processes of constitution, formulation and circulation of each significant materiality. By an approach involving reading the book, watching movies and examining drawings, added by discussions on effects of meaning of each and among them, it was possible to build the final product: a new version for the Peter Pan story, which was brought to the current days. Such story was presented on a festive night to the school community, showing the effects of authorship. It is worth remembering that it is not possible to invent a recipe. Our project is unique and even if someone wants to copy it, i.e., use the same methodology, the results will be different, as the subjects will be different, just like the production conditions, the time, the teacher, the activities etc. The unique production conditions of the conceived activities and the specific chosen class are responsible for the particular result of any proposal.
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