Few residents have had formal training in informed consent, and there is wide variability in the perception of which procedures require informed consent. Residents are not confident in their knowledge of all risks and benefits of common procedures, and comfort levels in obtaining informed consent are low. Residents can benefit from additional resources that provide standardized information and formal training on the issue.
It was found that both clinical condition and quality of life improved in the majority of patients receiving care at this outpatient clinic and that the quality of life questionnaires are equivalent.
SUMMARY INTRODUCTION Medical Residency is a recognized form of professional qualification, but there are criticisms regarding the overload of work activities. Given the length of the daily and weekly workdays, residents develop practices that enable them to reconcile the Residency with their personal life. AIM To describe time management strategies in the daily routine of Internal Medicine Medical Residents of a university hospital in São Paulo, Brasil. METHODS Eight interviews were conducted with resident physicians of the second year, addressing aspects of personal and family life, theoretical study, practical activities, and work bonds. Content analysis was carried out using the MaxQDA software. RESULTS Six thematic categories emerged from the reports: work organization at the Medical Residency; learning and/or professional activities; housing, financial planning, and household activities; time for leisure and interpersonal relationship; family planning/children; rest/sleep. DISCUSSION Several strategies are adopted for time management: residing near the hospital, domestic activities helped by housekeepers, postponement of maternity leave, and social support centered on interacting with other residents. There are paid activities not associated with the Residency, which lead to reduced time for rest, study, and leisure, with a greater loss during work at night shifts. CONCLUSIONS Residents experience a period of intense learning, which requires a high workload and complex work. The evaluation of the work organization of medical residents should include not only time for rest but also time management strategies for daily activities, which can reduce the negative outcomes associated with long working hours.
Objectives: To determine emergency medicine (EM) residents' perceptions and reported practices of obtaining informed consent for emergency department procedures. Methods:The authors performed a cross-sectional observational study of EM residents. A brief, shortanswer survey was distributed that covered the following topics related to informed consent: training, confidence and comfort levels, and current practices. Data were analyzed using basic frequency displays, and descriptive statistics are reported.Results: Of the 20 programs contacted, 16 responded and agreed to distribute the invitation to their residents. A total of 402 of 490 eligible residents (82%) in the participating programs responded. The majority of EM residents (56%) had never received formal training on obtaining informed consent, and those who had reported that their primary exposure to formal training occurred during their medical school years (79%). More than half of the residents (56%) have felt uncomfortable obtaining consent for a procedure. Few residents (32%) felt very confident that they provide comprehensive information to patients, while 9% were not very confident that they disclose all pertinent risks, benefits, and alternatives to their patients. Sixty-three percent of all EM residents believed formal training is necessary, and half (52%) reported interest in receiving training (i.e., listings of risks, benefits, and alternatives as well as standards for determining which procedures need consent). The residents' current perceptions of consent requirements for commonly performed emergency department procedures (emergent and nonemergent) are also reported.Conclusions: Few residents have had formal training in informed consent, and there is wide variability in the perception of which procedures require informed consent. Residents are not confident in their knowledge of all risks and benefits of common procedures, and comfort levels in obtaining informed consent are low. Residents can benefit from additional resources that provide standardized information and formal training on the issue.ACADEMIC EMERGENCY MEDICINE 2007; 14:785-789 ª
RESUMO:As artes podem e devem ser utilizadas como fonte de recursos na educação, inclusive na graduação da medicina. O objetivo desse artigo é fazer uma revisão bibliográfica sobre o papel do cinema como recurso na educação médica, incluindo a promoção da saúde. Foi realizada uma revisão bibliográfica nas bases de dados Pubmed e SciELO, utilizando os seguintes descritores: "Education, Medical", "Motion Pictures as Topic" e "Cinema". A pesquisa foi realizada em duas fases, na primeira foram utilizados os dois primeiros descritores e, na segunda, o primeiro e o terceiro descritor, pois "Cinema" não foi encontrada nas bases DeCS (Descritores em Saúde Pública) e MeSH (Medical Subject Headings), porém devido a relevância dos artigos com este tema, fez-se necessário incluí-lo na pesquisa. Foram selecionados apenas artigos não pagos publicados nos últimos 10 anos, em língua inglesa e portuguesa. Entre os todos os artigos científicos selecionados, os autores, brasileiros ou não, são unânimes em concordar que os filmes apresentados aos alunos da graduação em medicina, com posterior discussão, colaboram com a sua formação, além de estimular o raciocínio das relações com os pacientes e as suas doenças, incluindo respostas emocionais importantes. Concluindo, para conteúdos relacionados à promoção da saúde, é possível a utilização do cinema para os estudantes da graduação em medicina, porém ainda não existe material específico para essa área. DESCRITORES: Educação médica; Cinema como assunto; Promoção da saúde. Educação de graduação em medicina. ABSTRACT:The arts can and should be used as a resource in education, including undergraduate medicine. The aim of this paper is to review the literature on the role of cinema as a resource in medical education, including the promotion of health. We conducted a literature review in PUBMED and SciELO using the following descriptors: "Education, Medical", "Motion Pictures as Topic" and "Cinema". The research was conducted in two phases, the first we used the first two descriptors and in the second, the first and third descriptor, for "Cinema" was not found in DeCS bases and MeSH but because of the relevance of items with this theme, it was necessary to include it in the search. We selected only unpaid items published in the last 10 years in English and Portuguese. Among all selected scientific articles, authors, Brazilian or not, are unanimous in agreeing that the films presented to graduate students in medicine, with subsequent discussion, collaborate with their training, and stimulate thought relations with patients and their diseases, including emotional responses important. Finally, for content related to health promotion, it is possible to use the film for the graduate students in medicine, but there is still no specific material for this area. KEYWORDS:
Clobetasol benefits to control psoriasis lesions are well defined, but there were not studies about its action when used in lacquer vehicle to control skin lesions. A double-blind study was conducted with 40 patients that utilized clobetasol 0.05% in one hemibody and just the vehicle in the other hemibody. Twenty of them used petrolatum as vehicle and the others used lacquer. An assessment was conducted using the clinical index PASI and a quality of life questionnaire (Dermatological Life Quality Index). There was no statistical difference between groups. There was a trend of favorable response particularly in the hemibody treated with clobetasol.
A Residência Médica consiste em atividade relacionada à educação médica. Caracteriza-se por um processo de pós-graduação, com supervisão de um preceptor qualificado e, apesar disso, dispõe de um regimento legal com direitos e deveres semelhantes aos do trabalhador regido pela Consolidação das Leis Trabalhistas (CLT). Com o objetivo de realizar uma análise comparativa entre a legislação que rege os trabalhadores (CLT) e aquela que rege os médicos residentes e uma breve reflexão das condições e aspectos legais da residência, efetuou-se uma busca no site do Ministério da Educação sobre legislação relacionada a Residência Médica, leitura da legislação do Código Civil relacionada a Acidente de Trabalho, leitura da CLT, do Regime Geral da Previdência Social (Lei 8213/78) e busca de artigos referentes ao tema. Foram encontradas sete diferenças e quatro semelhanças entre as legislações. Diferenças: carga horária semanal da residência de 60 horas, enquanto a dos trabalhadores formais é de 48 horas; existência da cobertura para acidente ou doença do trabalho e do benefício do Fundo de Garantia do Tempo de Serviço (FGTS) para os empregados, os trabalhadores avulsos e os segurados especiais; direito ao 13º salário aos empregados; a Justiça do Trabalho, especializada em resoluções de problemas trabalhistas, é garantida aos trabalhadores formais e não é permitida aos médicos residentes; férias podem ser fracionadas aos celetistas e não aos médicos residentes. Semelhanças: ambos são filiados ao Regime Geral da Previdência Social (RGPS), são remunerados, há licença de 4 meses para a maternidade e férias anuais de 30 dias. Verificou-se que, na Residência Médica, apesar da presença de aspectos considerados legalmente como laborais, muitos direitos ainda inexistem, prejudicando a estrutura do programa no que diz respeito aos direitos dos residentes e ao comprometimento com o ensino. São poucos os estudos para o tema, porém aqueles já realizados concluem que deve haver uma alteração nas normas legais regulamentadoras da Residência Médica e uma melhor assistência à aprendizagem dos médicos residentes, havendo assim um equilíbrio entre o trabalho e o estudo.
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