1312 Figure 1 Number of daily hospitalizations, by ICD-10 chapter, in children under 1 year of age, between 2016 and 2021, in Brazil.Abstract 1312 Figure 2 Hospitalizations for respiratory diseases in infants, in Brazil, between 2016-2021 and deaths resulting from these hospitalizations Conclusion From the collected data we were able to conclude that the pandemic period presented a decrease in hospitalizations and an inversely proportional increase in deaths. This reduction was directly proportional between the groups included in each analyzed variable, these being 'age group', 'sex' and 'color/race'; further studies are needed on mortality from respiratory diseases, whether COVID-19 or others. Nonetheless, it is also necessary to analyze hospitalizations for COVID-19 and other ICDs that may be associated with it.
results of the study revealed four overarching themes of interest to the practitioners, namely 1) the purpose and use of the Griffiths Scales of Child Development; 2) domains, content, and structure of the Griffiths Scales of Child Development; 3) the psychometric properties, standardisation, and norms of the Griffiths Scales of Child Development; and 4) the merits, limitations, and improvements of the Griffiths Scales of Child Development. Based on the findings of this study, recommendations were made that can be used in the next revision of the Griffiths Scales of Child Development. These recommendations relate to psychometric properties, a specialised version for children with an autism spectrum disorder, school readiness elements, universality of the scales, administration time, diagnosis and screening, cost, specific items, and report writing. Conclusion It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience, it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated, and it is generalisations that allow new situations to be tackled effectively Gibbs (1988). By creating a continuous feedback mechanism with practitioners around the world, a place for meaningful interdisciplinary reflection and collaboration is created and in so doing serves to advance the scope, quality and use of the test.
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