BACKGROUND: Fibrosis is the process of excessive deposition of collagen and other extra cellular matrix components and large amounts of these components have been shown in periovular schistosomal granulomas, especially in the liver. Laminin and type IV collagen have been investigated in various hepatic disorders but their accuracy in fibrosis detection and in the evaluation of its progression in schistosomiasis have not been fully explained. AIM: To measure the serum levels of two markers of fibrosis, laminin and type IV collagen in schistosomiasis. PATIENTS AND METHODS: Sixty-four patients with different clinical forms of schistosomiasis mansoni: intestinal (group I), hepatointestinal (group II), compensated (group III) and decompensated hepatosplenic (group IV) and 18 healthy volunteers were included. RESULTS: Serum type IV collagen and laminin levels were significantly increased in patients compared to controls. At about clinical forms, serum type IV collagen was increased in groups II and IV, compared to controls and was significantly higher in group IV than in group I. Serum laminin was significantly increased in groups II, III and IV and was significantly higher in group IV than in group II. Serum type IV collagen was closely correlated with serum laminin in groups II and IV. CONCLUSIONS: Connective tissue marker levels did not correlate with periportal thickness. In schistosomiasis mansoni there is an increase of type IV collagen and laminin levels at the initial stage of the disease, as well as in advanced forms. We also suggest that these markers may be a useful predictor of disease progression.

Pedagogical practices should enable the development of skills and abilities common to the health professions for the training of general practitioners with a high technical and scientific level. The most important in the teaching-learning process is the joint construction of knowledge. Depending on the quality of communication is that access to the individual's conscious or unconscious will be done with greater or lesser potentiality. The present work presents an integrated model of course that is based on Edu-communication and Psycho-communication, and learning Psycho-communication, also using problematization about public health situations, as well as online learning design concepts. At the end of the course, students present educational products that contribute to the improvement or resolve of the identified health problem. The development of educational products was based on principles of behavioral theories: the structure of personality according to Eric Berne, the use of the senses, and neurolinguistics through the structuring of anchors. The graphic representation of the course shows a focus on Guidance and Support, Content and Activities, as well as Communication and Collaboration. The learning teaching process has a dynamicity capable of surprising us every day, every moment. Students demonstrate empathy with the course and present various educational products that have been available for use in health education.

INTRODUÇÃO: É um dos desafios delegados aos docentes da Fisioterapia formar profissionais conhecedores do que é particular na abordagem à criança, no intuito de favorecer estratégias ambientais e sociais favoráveis ao desenvolvimento potencial da criança. OBJETIVO: Investigar o ensino e a aprendizagem da Fisioterapia aplicada à criança, nos cursos de Fisioterapia de Alagoas. MÉTODOS E MATERIAIS: Estudo exploratório, descritivo, construído a partir de uma abordagem qualitativa e quantitativa, realizado com docentes responsáveis pelo ensino e egressos dos cursos de Fisioterapia do estado. O procedimento adotado é a análise documental do plano de ensino do curso; aplicação de questionário utilizando escala de Lirket aos alunos e entrevistas com os professores, obedecendo a núcleos direcionadores para análise temática. RESULTADOS: Foi percebido que o ensino de Fisioterapia aplicada à criança em Alagoas sofre as consequências do crescimento explosivo do número de cursos, ocorrido nesta última década; demonstra práticas tradicionais da Fisioterapia, voltada para as doenças, entre estas as neurológicas e afecções respiratórias. Os professores com formação docente indicaram iniciativas em metodologias ativas e visão mais intregral da saúde das crianças. CONCLUSÃO: Docentes e egressos sugerem alterações no projeto pedagógico, com ampliação e antecipação das vivências práticas, inserção de novos conteúdos disciplinares e ampliação da carga horária; mudanças na metodologia de ensino com ampliação da problematização no ensino e mais apoio institucional a essas mudanças; implementação de ações inter e multidisciplinares; melhorias na articulação teórico-prática.

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ResumoO artigo discute a situação da educação e formação docente no contexto da Educação a Distância Online. Para isso, foi realizada uma revisão do significado do pensamento sobre o desenvolvimento docente, os saberes profissionais dos docentes e o professor reflexivo. Com a emergência da era do conhecimento e da mobilidade e o avanço vertiginoso das tecnologias e seu uso na educação, é contextualizada a evolução da Educação a Distância e Online e as novas formas de ensino e de aprendizagem que a acompanham. É ainda discutida a aprendizagem como um esforço colaborativo entre colegas e pares e finalmente discutem-se as novas competências digitais e a formação docente.Palavras-Chave: Formação, desenvolvimento docente, Educação OnlineEducation and Teacher Training in the Context of Online Distance EducationAbstractThe article discusses the situation of education and teacher education in the context of Online Distance Education. For this, a review of the significance of the thought about the teacher development, the professional knowledge of the teachers and the reflective teacher was carried out. With the emergence of the era of knowledge and mobility and the rapid advance of technologies and their use in education, the evolution of Distance Education and Online and the new forms of teaching and learning that accompany it are contextualized. It also discusses learning as a collaborative effort between peers and peers and finally discusses new digital skills and teacher training.Key words: Training, teacher development, Online EducationEl artículo discute la situación de la educación y formación docente en el contexto de la Educación a Distancia Online. Para ello, se realizó una revisión del significado del pensamiento sobre el desarrollo docente, los saberes profesionales de los docentes y el profesor reflexivo. Con la emergencia de la era del conocimiento y de la movilidad y el avance vertiginoso de las tecnologías y su uso en la educación, es contextualizada la evolución de la Educación a Distancia y Online y las nuevas formas de enseñanza y aprendizaje que la acompañan. También se discute el aprendizaje como un esfuerzo colaborativo entre colegas y pares y finalmente se discuten las nuevas competencias digitales y la formación docente.Palabras clave: Formación, desarrollo docente, Educación en línea

Introduction: Medical Residency is a specialization course characterized as in-service training, considered in Brazil as the gold standard in the development of specialist physicians’ training. The medical residency preceptorship is an activity carried out by a specialist physician, responsible for monitoring resident physicians. However, there is neither a definition of the main requirements for such a preceptor, nor of his/her academic background to carry out the due teaching training, and it was possible to notice a relative lack of preparation regarding the pedagogical aspects. Methods: Descriptive study based on a quantitative approach, comprising 200 preceptors, of both genders, from medical residency programs in Maceió, state of Alagoas, Brazil. Results: The mean age was 43.31 ± 10.31 years, with a slight majority of female participants (52.5%). The mean time since graduation was 19.5 ± 10.58 years, and 83% of the participants had graduated in the state of Alagoas. Moreover, 78.5% said they had their Medical Residency certification, with an increased trend of public institution preceptors getting their degree at the stricto sensu level. The mean time of their completed postgraduate course was 12.63 ± 10.87 years and 7.07 ± 6.99 years being a preceptor. Only 19% mentioned they had some qualification for exercising the preceptorship, and 29.5% work as the teachers at the undergraduate level. The state of Alagoas has followed the expansion of the Residency programs, justifying the mean age found, similar to other studies. The majority of female participants can be associated with the feminization of health care professionals. The high percentage of preceptors with medical residency qualification is in accordance with Resolution n. 4/1978. We found experienced preceptors, but some authors differed. The low percentage of preceptors with qualification for exercising preceptorship indicates low interest and lack of available training. Conclusion: This study population is characterized as being young, and most are females. They have had long professional experience, and most have graduated in the state of Alagoas. There is a predominance of medical residency as their main qualification, and few of them have had training in the field. Finally, preceptors from public institutions have mostly got their degrees at the stricto sensu level.

O desenvolvimento de competências pelos estudantes está intimamente ligado à utilização de novas modalidades de ensino, fator que desperta mais interesse por parte dos estudantes. Nesse sentido, a Simulação Realística (RS) surge como uma forma de metodologia ativa que estimula o processo de ensino-aprendizagem. Nessa perspectiva, este estudo busca responder à seguinte questão de pesquisa: quais são as formas de avaliar o conhecimento cognitivo de estudantes de medicina durante um debriefing em simulação realista? Com o objetivo de avaliar o conhecimento cognitivo de estudantes de medicina associado a um debriefing em simulação realística, buscando evidenciar o tema abordado. Trata-se de um estudo descritivo com abordagem quantitativa realizado no Centro de Simulação (CSIM) do Centro Universitário Tiradentes-UNIT / AL, localizado no Hospital Veredas, equipado com manequins de alta fidelidade (adulto, gestante e infantil) para simulação realística. Foi utilizado como instrumento de coleta de dados a Escala de Avaliação de Debriefing associada à Simulação (EADaS) e participaram deste estudo 99 estudantes, 61 (61,6%) do sexo feminino e 38 (38,4%) do masculino, nos cenários de Urgência e Emergência, Obstetrícia e Pediatria. No que diz respeito aos aspectos cognitivos, destaca-se a estruturação do pensamento, relacionado à aprendizagem, foco nos aspectos mais importantes da experiência simulada, aprofundamento de conhecimentos específicos relacionados à simulação e a capacidade de identificar o que deve ser melhorado em futuras situações de simulação. O debriefing mostrou-se uma metodologia de avaliação capaz de estimular o desenvolvimento de competências e habilidades necessárias ao exercício profissional da medicina.