Navegando por Assunto "Endocrinologia"

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Avaliação do conhecimento de médicos docentes sobre terapia de reposição hormonal da pós menopausa em uma instituição de ensino na Amazônia
(Centro Universitário do Estado do Pará, 2020) Sousa, Anna Caroline Nascimento de; Galvão, Bruna Sousa; Arêde, Mayana Batista Barros de; http://lattes.cnpq.br/3376521875715178
Introduction: KAP-type studies (knowledge, atittudes and practices) hinder a change in the perception of indications and also a significant reduction in the prescription of TH (hormonal therapy) as the impact of WHI (women health initiative) results. In this context, the realization of general data on the use of TH from the publication of WHI data and other studies carried out subsequently becomes relevant to assess both long-term and current impacts on the topic among prescribing physicians. Objective: to analyze the knowledge about hormone maintenance therapy in menopause among the documents of CESUPA's medical course. Methodology: This was cross-sectional, observational, analytical- descriptive study, where the study participants were teaching physicians from the Medicine course at the University Center of the State of Pará, in the city of Belém- PA. It was used a closed questionnaire as investigational instrument by the authors (appendix 1) and online (when in quarantine period) was used. Thirty- four medical professors were interviewed, after written consent or by digitally filling out their free and informed consent form. Results: All gynecologists and endocrinologists knew WHI and only 52.6% of teachers in other specialties knew about the study. Before the publication of WHI, vasomotor symptoms were the main indication of HT for Gynecologists (88.9%) and endocrinologists (83.3%). For the majority of teachers (63.2%) from other specialties, the prevention of osteoporosis remained the main indication for HT before and after studies. Regarding the change in the prescription of professors, 16.7% of endocrinologists affect the prescription of conjugated estrogens, 50% of them started to use non- oral routes of administration and 33.3% of the members of this group referred to the increase in the prescription of hormone therapy. The prescription of alternative therapies started to be defined by 55.6% of gynecologists and 31.6% of teachers of other specialties, after the WHI study. Conclusion: The survey carried out among doctors and professors at CESUPA revealed that most of them knew the WHI study, however, in the gynecologist group a greater number of professionals were found who knew the MILLIONS, HERS I and HERS II studies. It was found that most of the research participants knew the main indications for HT. Among the specialists, the TH indications remained the same before and after the WHI study, which are: vasomotor symptoms and genitourinary symptoms. But among teachers from other specialties there was a change in attitude in this regard, since before the WHI prevention of osteoporosis was pointed out as the main indication, being replaced by vasomotor symptoms after the study.
Competências clínicas essenciais em endocrinologia e metabologia para o médico generalista
(Centro Universitário do Estado do Pará, 2021) Bastos, Fabíola de Arruda; Caldato, Milena Coelho Fernandes; http://lattes.cnpq.br/9477878606835309; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Libonati, Rosana Maria Feio; http://lattes.cnpq.br/3818175484709618; Conde, Simone Regina Souza da Silva; http://lattes.cnpq.br/3375802140515152; Del Nero, Luciana Brandão Carreira; http://lattes.cnpq.br/5056614008350803
Introduction: Teaching by Competencies mobilizes Knowledge, Skills and Attitudes. In the medical field, it is important to define the competences necessary for a general practitioner, contributing to the training of professionals more prepared for the job. A competence matrix expresses the collective consensus about the essential content for the student, being an instrument able to guide the teaching-learning processes. Objective: To develop a proposal for a Matrix of Essential Clinical Competencies in the Area of Endocrinology and Metabolism for the General Practitioner, to be achieved at the end of the undergraduate course in Medicine. Methodology: For the accomplishment of this work, the Delphi methodology was applied, in order to obtain consensus about the Essential Clinical Competencies. The study was divided into four phases: bibliographic survey and construction of the Pilot Matrix; opinion consultation with 07 local judges; analysis of the results obtained after the 1st evaluation cycle and elaboration of a questionnaire for a 2nd evaluation cycle; application of the questionnaire, analysis of responses and preparation of the Final Competency Matrix. Results: The Pilot Matrix was composed of 23 competencies, defined based on the main sub-areas of Endocrinology and Metabology, covering Knowledge, Skills and Attitudes. After the 1st evaluation cycle, alterations were suggested in 14 competences, totaling 22 alteration proposals. After the 2nd evaluation cycle, there was consensus on 16 of the 22 suggested changes, 05 for Increasing the Complexity of Competence, 07 for Reducing the Complexity of Competence and 04 for Changing the Competence. There was no situation of Exclusion from Competence. Conclusion: The elaboration of a proposal for a Matrix of Essential Clinical Competencies in the Area of Endocrinology and Metabology for the General Practitioner, to be achieved at the end of the graduation in Medicine, is fundamental, due to the increasing frequency of endocrine and metabolic diseases in the world population, the shortage of specialists and the reduced amount of adequate material on the subject. In this way, the Matrix proposal contributes to contemporary medical education based on Competencies, as well as to the qualified teaching of Endocrinology in undergraduate Medicine.
O ensino de endocrinologia e metabologia pela aprendizagem baseada em problemas: a experiência de 20 turmas de medicina
(Centro Universitário do Estado do Pará, 2021-04-14) Rocha, Vanessa Campos Couto da; Nunes, Leonardo Mendes Acatauassú; Caldato, Milena Coelho Fernandes; http://lattes.cnpq.br/9477878606835309; http://lattes.cnpq.br/3512764081076675; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Liberati, Rosana Maria Feio; http://lattes.cnpq.br/3818175484709618
Introduction: Problem-Based Learning (PBL) has been the preferred teachinglearning methodology among medical schools in Brazil in recent years. Thereby, there is an increasing number of Medicine courses getting experience in this method, such as the Centro Universitário do Estado do Pará (CESUPA), which the twentieth class of Medicine concluded teaching by PBL in 2020. In this context, it is relevant the analysis of how this teaching has been carried out and how it has evolved over the years, especially in areas that are interrelated with various organic systems and that involve very prevalent pathologies and that will be conducted by Primary Care Physicians, as the case of Endocrinology and Metabolism (E/M). Objectives: To describe how cognitive aspects related to E/M teaching were worked by the PBL methodology from the first to the twentieth class of CESUPA Medicine course, identifying the moments of the course in which they were studied, pointing out the changes that occurred over time and analyzing if there was a distribution of the contents so that the themes were reviewed with increasing levels of complexity. In addition, it aimed to develop, at the end, a teaching guide proposal of E/M related themes for medical courses that will use active methodologies. Methodology: A review of 360 manuals used by tutors from the first to the eighth semester of the course, in its first 20 classes, was carried out. In these manuals, there were problems to be developed, with their respective learning objectives, in addition to the objectives of the morphofunctional laboratory. Then, a critical and descriptive analysis of the E/M content present in these manuals was carried out, evaluating how the evolution of this teaching occurred over the years. Finally, the proposal for the aforementioned guide was constructed. Results: It was observed that the themes related to the Endocrinological System are distributed throughout each of the first eight semesters of the course. The initial focus is on anatomy, histology and physiology, however, from the very beginning there are citations of the pathologies that affect this system, which allows contextualization and meaningful learning. Subsequently, the subjects are revisited with progressive deepening in relation to the management of patients. Over the years, there have been significant changes, especially in the detailing and standardization of the manuals, beyond description of well-defined objectives to be achieved in the morphofunctional laboratory. Discussion: The most cited endocrine theme among the manuals is Diabetes Mellitus, which is explained for being a very prevalent pathology with high morbidity. On the other hand, obesity, which has been steadily increasing in prevalence, has also shown a progressive increase in citations in the manuals over the years. Rare pathologies were in fact not prioritized as topics for discussion, however it is suggested to expand the presence among the problems of some frequent pathologies such as thyroid nodules. Conclusion: The teaching of E/M was carried out in a well distributed way over the first four years of the CESUPA Medicine course and the way of doing it evolved significantly during its first 20 classes.