As s m mi in nh ha as s a am mi ig ga as s d de e u um ma a v vi id da a i in nt te ei ir ra a q qu ue e m me es sm mo o d di is st ta an nt te es s t to or rc ce em m m mu ui it to o p pe el lo o m me eu u c cr re es sc ci im me en nt to o p pe es ss so oa al l e e p pr ro of fi is ss si io on na al l, , A An na a L Lú úc ci ia a, , E El li ia an ne e, , P Pa at tr rí íc ci ia a
OBJECTIVES: to assess the impact of the Training Course on Prevention and Treatment of PU, in width and depth; to observe and analyze the variables of transference support of training, offered by the organization and to verify the existence of the relationship between transference support and training impact. METHODS: this was a quantitative study, in which data were collected through the application of Likert-type instruments, conducted with 75 nurses participating in a training at a hospital organization in São Paulo city. Data were analyzed statistically. RESULTS: there was a positive impact in width and depth, and the variables of transference support were strongly related to the impact, and situational factors of support were the main predictors of impact. CONCLUSION: the results pointed toward pathways to redirect the practice of instructional actions in the work environment of individuals in the study scenario and in similar situations that occur in organizations.
Major depressive disorder (MDD) is the most severe form of depression and the leading cause of disability worldwide. When considering research approaches aimed at understanding MDD, it is important that their effectiveness is evaluated. Here, we assessed the effectiveness of original studies on MDD by rating their contributions to subsequent medical papers on the subject, and we compared the respective contribution of findings from non-human primate (NHP) studies and from human-based in vitro or in silico research approaches. For each publication, we conducted a quantitative citation analysis and a systematic qualitative analysis of the citations. In the majority of cases, human-based research approaches (both in silico and in vitro) received more citations in subsequent human research papers than did NHP studies. In addition, the human-based approaches were considered to be more relevant to the hypotheses and/or to the methods featured in the citing papers. The results of this study suggest that studies based on in silico and in vitro approaches are taken into account by medical researchers more often than are NHP-based approaches. In addition, these human-based approaches are usually cheaper and less ethically contentious than NHP studies. Therefore, we suggest that the traditional animal-based approach for testing medical hypotheses should be revised, and more opportunities created for further developing human-relevant innovative techniques.
This paper presents an improved approach for matching objects represented in dynamic pedobarography image sequences, based on finite element modeling, modal analysis and optimization techniques. In this work, the determination of correspondences between objects data points is improved by using optimization techniques and, because the number of data points of each object is not necessary the same, a new algorithm to match the excess points is also proposed. This new matching algorithm uses a neighbourhood criterion and can overcome some disadvantages of the usual "one to one" matching. The considered approach allows the determination of correspondences between 2D or 3D objects data points, and is here apply in dynamic pedobarography images.
Introducation: The aim of this study was to evaluate the impact on knowledge and learner satisfaction of adding a labour and delivery simulator-based training module versus a self-study session to the pre-existing theoretical class, in the 5 th year undergraduate medical curriculum. Methods: One hundred and fifty seven students attending the 5-week Obstetrics and Gynecology rotation were enrolled, and 107 completed the study. After a 90-minute "labour and delivery" theoretical interactive class, students were randomized to two groups: the first (n=56) participated in a 30-minute supervised self-study session, while the second (n=51) attended a 20-30 minute delivery simulator session. Tests consisting of 10 multiple-choice questions were taken before the theoretical class (pre-test), after the self-study or simulation session (1 st post-test) and 12-15 days later (2 nd post-test). A subgroup of 53 students participating in this study (27 from the simulation and 26 from the self-study arm) answered six additional questions on satisfaction with the learning experience, at the time of the 1 st post-test. Wilcoxon paired rank sum test, Wilcoxon T test, and z-statistic with continuity correction were employed for statistical analysis, setting significance at p<0.05. Results: Pre-test scores were similar in both groups (p=0.9567), but in the first post-test they were significantly higher in the simulation group (p=0.0017). In the 2 nd post-test, scores were again similar in both groups (p=0.2204). Satisfaction was significantly higher in the simulation group (p<0.0001). Conclusions: Adding a simulator-based training session for medical students in management of labour and delivery to the theoretical class led to a higher short-term increase in knowledge and student satisfaction than attending a self-study session. Significant differences in knowledge were no longer demonstrable at 12-15 days.
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