Why and How Was Regionalization of Perinatal Care Accomplished in Portugal?

Portuguese health care system was created in 1979. It is universal and for free. Expenses are supported by the State through taxes. The modern perinatal care system started by the end of 1970. The first neonatal intensive care units were created in 1980, the Portuguese Neonatal Society in 1985 and the National Neonatal Transport System in 1987. Until the seventies of twentieth century and even during eighties there were more than 200 hospitals with deliveries, a great part without obstetrician or paediatrician, a great percentage of pregnancies had no prenatal care, there were few neonatal intensive care units and perinatal mortality rate was one of the highest in the European countries. In 1987 an Experts Committee was nominated by the Health Ministry aiming to collect and analyse data on perinatal care and to suggest improvements. The Report resulting from this work is the main document on which is based the reform. The reform was a 9 years program in 3 years stages aiming to close hospitals with less than 1500 deliveries/year, to reclassify hospitals, to create Coordinating Units between health centres and hospitals, to equip neonatal intensive and intermediate care units, to define needs of obstetricians, paediatricians and nurses for each centre and to promote specialised training in neonatology for paediatricians and nurses. Levels of perinatal care were defined as well as localization of each level of hospital according to the number of deliveries in one geographic area, geographic difficulties and existing routes and connections. Steps for opening and closure of different levels of hospitals were very well programmed. The organization, capacities, number of obstetricians, neonatologists and nurses as well as equipment for each level of care was defined. Rules for pregnant women and newborns transfer from level II to level III hospitals were also well described. A specific training is neonatology was created starting in 1990. This organization resulted in an impressive decrease in mortality rates at all levels and still it is the policy we have today.

Rastreio Universal da Audição Neonatal um Pequeno Teste para o Audiologista , um Grande Passo para a Humanidade?

O Rastreio Universal da Audição Neonatal tem sido um objectivo que várias gerações de audiologistas, otorrinolaringologistas e pediatras tem tentado ao longo dos anos. Os autores fazem uma revisão dos principais métodos utilizados para a avaliação da audição dos recém-nascidos, bem como das dificuldades encontradas e limitações da sua utilização. Desde o inicio da década de noventa vêm a ser implementados verdadeiros métodos de detecção precoce e universal da surdez infantil, utilizando métodos fisiológicos tais como os potenciais evocados auditivos e as otoemissões acústicas (c1ássicos e automáticos). São descritos os artigos mais importantes que fundamentam a necessidade de diagnóstico e intervenção precoces na surdez sensorioneural, com vista a melhorar a aquisição e desenvolvimento da fala e da competência linguística, o que permite uma melhor integração da criança, independentemente do seu grau de surdez. São também enunciadas as directivas do "European Consensus Development on Neonatal Hearing Screening" e do "Joint Comitee on Infant Hearing".

Como Organizar um Rastreio Universal da Audição Neonatal

Com o aparecimento de técnicas de rastreio da audição sensíveis, especificas e de fácil execução, é possível implementar rastreios de audição que abranjam todos os recém-nascidos. O objectivo destes programas e a detecção precoce de todas as crianças com hipoacusia significativa até aos três meses de idade, com vista a iniciar a reabilitação antes dos seis meses. Neste artigo de revisão apontam-se os passos mais importantes da organização e implementação de um Rastreio Universal da Audição Neonatal (RUAN), em três fases, descrevendo-se as opções possíveis de técnicas, equipamento e pessoal a utilizar.

Five-Year Review of an International Clinical Research-Training Program

The exponential increase in clinical research has profoundly changed medical sciences. Evidence that has accumulated in the past three decades from clinical trials has led to the proposal that clinical care should not be based solely on clinical expertise and patient values, and should integrate robust data from systematic research. As a consequence, clinical research has become more complex and methods have become more rigorous, and evidence is usually not easily translated into clinical practice. Therefore, the instruction of clinical research methods for scientists and clinicians must adapt to this new reality. To address this challenge, a global distance-learning clinical research-training program was developed, based on collaborative learning, the pedagogical goal of which was to develop critical thinking skills in clinical research. We describe and analyze the challenges and possible solutions of this course after 5 years of experience (2008-2012) with this program. Through evaluation by students and faculty, we identified and reviewed the following challenges of our program: 1) student engagement and motivation, 2) impact of heterogeneous audience on learning, 3) learning in large groups, 4) enhancing group learning, 5) enhancing social presence, 6) dropouts, 7) quality control, and 8) course management. We discuss these issues and potential alternatives with regard to our research and background.