Transtornos neurológicos mais frequentes: contribuição para a definição de temas do conteúdo programático do curso de neurologia, para a graduação médica

Abstract

RESUMO -PALAVRAS-CHAVE: ensino em neurologia, conteúdo curricular mínimo, currículo sociocêntrico, neuroepidemiologia. The most frequent neurologic disturbances: a contribution to the definition of topics for the programmatic content to the program of neurology in medical graduationABSTRACT: Introduction: Knowledge accumulation is overfilling the thematic content of medical graduation. Medical Schools must be alert to define a minimal content related with the most frequent disturbs. We intent to suggest topics for the minimal content, to the program of Neurology in medical graduation. Method: 1. To identify the places where young doctors are working outside the School Hospital (SH): we analysed the answers of the letters sent to 6415 resident -doctors (RD) in São Paulo's State and we made personal interview with 201 RD. 2. To verify the most frequent neuropsichiatric disturbs (ND) in the population: we made the analysis of the patient's diagnostic records in emergency room of three institutions: Municipal of Taubaté-SP, Municipal of São José dos Campos-SP and Faculty of Medicine of São Paulo Santa Casa de Misericórdia. Results: 1. The RD are young and, outside the SH, they work in other emergency services. 2. The most frequent diagnosis in institutions were listed:

Headache among medical and psychology students

“…Headaches have a sociocentric dimension, as demonstrated in a previous study 2 . In that study, headaches were the second biggest cause of attendance in emergency services.…”

“…Our research group has focused on planning medical education in clinical neurology based on the concept of sociocentric education. Studying headaches constitutes an important part of sociocentric education in clinical neurology, and this has been suggested in a previous study 2 . In that study, headaches were the second biggest cause of visits to emergency services in São Paulo.…”

A Brazilian original pedagogical approach to the teaching of neurology

“…The logistics requirements are minimal, compared to those required by other innovative methods. We believe that the neurology contents can be taught in eight modules (stroke, headaches, epilepsy, neuromuscular diseases, the "confused" patient, movement disorders, sleep disturbances and cerebrospinal fluid) 27 , ideally scheduling CD for one day and leaving the DW stations on display for at least three days, so students can return the number of times they deem appropriate. Other relevant topics such as cranial trauma and nervous system tumors, for example, would be covered within the aforementioned DW, as differentials to be considered.…”

Encaminhamentos da atenção primária para avaliação neurológica em Porto Alegre, Brasil

“…Comparando a prevalência das queixas neurológicas em nossa amostra, verificamos importantes diferenças, sobretudo ao compararmos com os estudos de Osuntokun (OSUNTOKUN et al, 1987), Bittencourt (TREVISOL-BITTENCOURT et al, 2001) e Ferri-de-Barros (FERRI- DE-BARROS et al, 2000). Osuntokun e colaboradores apresentaram dados de prevalência na população nigeriana (estudo de base populacional).…”