BackgroundSystemic arterial hypertension and diabetes mellitus, and their related morbidity and mortality, are currently the most common public health problems and also a higher burden of disease in Brazil. They represent a real challenge for primary health care. This study describes the methodology and baseline data of an adult population with hypertension and diabetes attending in primary health care.MethodsIt is a cross sectional study which presents data from a longitudinal research. 3784 adults were randomly selected from the registry of a health service in Porto Alegre, Brazil. The eligibility criteria were: confirmed diagnosis of hypertension and/or diabetes, consulted at least once in the prior 3 years and 18 years of age or older. Home data collection consisted of a questionnaire with information on demographic, medical history, life style and socio-economic factors.ResultsA total of 2482 users were interviewed (response rate of 71 %). The median age was 64 (IQR = 55.7) and the majority were women (68 %), and married (52 %). Whereas 66.5 % (CI 95 % 64.5-68.3) of the sample had only hypertension, 6.5 % (CI 95 % 5.5-7.5) had diabetes and 27.1 % (CI 95 % 25.3-28.8) had both diseases. The prevalence of diseases increased with age and with fewer years of study (p < 0.05). Subjects with both diseases had significantly more associated comorbidities.ConclusionsHypertension and diabetes are more prevalent in older individuals, especially women, and less educated people. People suffering with both chronic conditions simultaneously are more likely to have additional comorbidities.

This article aims to propose an adaptation of the methodology used by Starfield and Shy (2002)

Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

Introduction: The 2014 curricular guidelines for medical courses in Brazil aim to train humanist, critic, reflexive and ethic general practitioners, able to work at different levels of health care, primarily based within the National Unified Health System scope. To achieve this goal, higher education institutions must adopt educational technologies such as active learning methodologies, which encourage students to seek and build their own knowledge. This study aims to identify and analyze the challenges faced by Public Health teachers from two medical courses in the state of Rio Grande do Sul, Brazil in the use of Active Learning Methodologies. Method: The study was conducted as a qualitative research with a comparative case study approach, and the subjects comprised teachers of the abovementioned discipline in both universities. The information was collected through a sociodemographic questionnaire, semi-structured interviews, and semi-directed observation. The findings were assessed using thematic analysis and the questionnaire data were tabulated to assess its frequency. Result: The main findings were the understanding, on the part of the teachers, of the relevance of active methodologies in the teaching pedagogical processes, the difficulty of including them due to the lack of preparation, and the understanding of the need for the active teaching methodologies to guide the pedagogical project. Conclusion: It is concluded that the universities should be encouraged to build a continuing education project for the teaching staff in which these methodologies are assumed as the main point in the teaching practice, also contributing to reflect on the established training model, as well as to rethink the organization of the political pedagogical project of medical courses.

Introduction: The 2014 curricular guidelines for medical courses in Brazil aim to train humanist, critic, reflexive and ethic general practitioners, able to work at different levels of health care, primarily based within the National Unified Health System scope. To achieve this goal, higher education institutions must adopt educational technologies such as active learning methodologies, which encourage students to seek and build their own knowledge. This study aims to identify and analyze the challenges faced by Public Health teachers from two medical courses in the state of Rio Grande do Sul, Brazil in the use of Active Learning Methodologies. Method: The study was conducted as a qualitative research with a comparative case study approach, and the subjects comprised teachers of the abovementioned discipline in both universities. The information was collected through a sociodemographic questionnaire, semi-structured interviews, and semi-directed observation. The findings were assessed using thematic analysis and the questionnaire data were tabulated to assess its frequency. Result: The main findings were the understanding, on the part of the teachers, of the relevance of active methodologies in the teaching pedagogical processes, the difficulty of including them due to the lack of preparation, and the understanding of the need for the active teaching methodologies to guide the pedagogical project. Conclusion: It is concluded that the universities should be encouraged to build a continuing education project for the teaching staff in which these methodologies are assumed as the main point in the teaching practice, also contributing to reflect on the established training model, as well as to rethink the organization of the political pedagogical project of medical courses.

No abstract

Resumo Toda mulher que foge do rígido padrão de beleza atual sofre julgamento, rejeição, críticas e é propícia à marginalização - este é o caso das mulheres gordas. O preconceito sofrido pelas pessoas gordas é chamado de gordofobia e limita a vida desses indivíduos, impedindo inclusive que estes vivenciem sua sexualidade plenamente. Este trabalho realizou um relato de caso sobre a percepção do corpo gordo por parte de uma mulher adulta, gorda, de baixa renda e negra e como o ser gorda perpassa a vida desta mulher e sua relação afetiva e sexual com seu companheiro. Constatou-se que as mulheres gordas sentem insatisfação em relação aos seus corpos e comparam-se aos estereótipos de beleza difundidos pela mídia, o que lhes causa frustração e sentimentos de inferioridade. Preconceito, isolamento e exclusão são constantes na vida das mulheres em função de seus corpos grandes e volumosos. Esse preconceito se potencializa nas mulheres negras, uma vez que o racismo é estrutural e a população negra segue sendo marginalizada. O sofrimento e o impacto do corpo gordo no cotidiano, na autoestima, na relação sexual e afetiva são constantemente pauta na vida da mulher gorda, e a gordofobia emerge como razão considerável de sofrimento psíquico, sobretudo para a mulher.

Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.