Causes for the underreporting of adverse drug events by health professionals: a systematic review

Objective: Identifying the main causes for underreporting of Adverse Drug Reaction (ADR) by health professionals. Method: A systematic review carried out in the following databases: LILACS, PAHO, SciELO, EMBASE and PubMed in the period between 1992 and 2012. Descriptors were used in the search for articles, and the identified causes of underreporting were analyzed according to the classification of Inman. Results: In total, were identified 149 articles, among which 29 were selected. Most studies were carried out in hospitals (24/29) for physicians (22/29), and pharmacists (10/29). The main causes related to underreporting were ignorance (24/29), insecurity (24/29) and indifference (23/29). Conclusion: The data show the eighth sin in underreporting, which is the lack of training in pharmacovigilance. Therefore, continuing education can increase adherence of professionals to the service and improve knowledge and communication of risks due to drug use.

Acesso ��s informa����es de sa��de e inclus��o digital: a percep����o dos Conselheiros Municipais de Sa��de de Botucatu - SP

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Queixas t��cnicas e eventos adversos a medicamentos notificados em um hospital sentinela do interior de S��o Paulo, 2009-2010

Objective: to describe technical complaints and adverse drug events reported in a sentinel hospital in S��o Paulo state in 2009 and 2010. Methods: This is a descriptive study. Information was obtained from the sentinel hospital Risk Management database. Results: we found 199 reports related to drugs: 70.0% were technical complaints, 21.0% ineffective therapy and 9.0% adverse reaction to medication. The pharmacological groups with highest number of reports were: drugs that act on alimentary tract and metabolism (25.1%), the nervous system (25.1%) and anti-infective drugs for systemic use (22.1%). Conclusion: technical complaints and adverse drug events were frequent, despite recognized underreporting. The characterization of these events could inform the adoption of control measures and permanent educational actions in health services in order to prevent their occurrence.

An��lise de a����o educativa sobre vigil��ncia do ��bito infantil para profissionais da sa��de do Estado do Maranh��o

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Altas habilidades ou superdota����o: um estudo em uma Diretoria de Ensino da rede estadual paulista

Special Education includes gifted students. There is a lack of resources and information for identification and care of such students. They were research objectives map students with giftedness characteristic in Elementary and Middle School in Bauru/SP, as well as verify what teachers know about the issue and if they know how to work with such students in their classrooms. This qualitative, quantitative and descriptive research was structured in three stages. Step A: an observation guide of gifted children, Guia de observa����o de crian��as dotadas e talentosas. Step B: True or False questions on the subject. Step C, field diary. Two hundred and thirty one classes from 24 schools were evaluated and 477 students were identified with giftedness characteristic in at least one of six possible areas. Three hundred and one students were in Elementary School and 176 were in Middle School. In Step B, 280 teachers from 26 schools were part of this study and it is confirmed that they have theoretical knowledge on the subject because the number of hits on the main concepts (based on the literature) was superior to the number of misses. A 4th grade classroom, with a gifted girl, was observed in step C. It was found that the teacher pedagogical practice and the resources used are not different from the ones used with other students. Thus, it appears that the student has not received the curricular adaptations to assist her developing skills

Forma����o continuada de professores como um projeto coletivo e de identidade profissional

This research is part of the field of teacher training, especially developed the topic of continuing education. There is, according to the literature, the importance of this training for teachers as a sort of continuum, trajectory in which the teacher will (re) building their knowledge throughout their lives, in order to provide knowledge and values that add to your practice teaching. However, often the training activities are designed for knowledge transmitter model forming agent for the teacher, disregarding the different contexts of school communities, this strategy which hardly reaches the real needs of teachers in their daily lives. It is evident, too, the need to provide, in training moments, spaces to engage in dialogue and reflect on the teachers profession today, (re) building thus their teacher identity. In this context, the objective of this research is to examine whether the continued formation is configured as a collective construction and as a space for reflection on what it means to be a teacher. The research is characterized by a qualitative approach, and to collect data, we used the semi-structured interview technique. Participants were five teachers in the areas of Physical Education, History, English, Portuguese and Mathematics, a state school Treble city education (SP). The results show the importance of continuing education for teachers, which provides reflections, discussions, acquisition of knowledge and skills that contribute to its performance, motivating and developing strategies to enable them to face the challenges of everyday life and reflect collectively on what it means to be a teacher. It was concluded that continuing education for this group of teachers is configured as a space for collective construction, which together with other teachers rethink, reflect and continuously reconstruct their practices and objectives, and enables reflection on the teaching profession constantly. It will be essential, therefore...

Educação continuada do Hospital Amaral Carvalho/UCAC: descri����o/avalia����o

P��s-gradua����o em Pesquisa e Desenvolvimento (Biotecnologia M��dica) - FMB

Recursos de apoio did��tico-pedag��gico na educação ambiental

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Educação ambiental no ensino de Qu��mica: propostas curriculares brasileiras

P��s-gradua����o em Educação - IBRC

A Educação ambiental nos anos finais do ensino fundamental em uma escola do campo: um estudo sobre as pr��ticas escolares

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

A educação ambiental no ensino t��cnico: trabalho e interdisciplinaridade

P��s-gradua����o em Educação para a Ci��ncia - FC

Educação matem��tica e educação ambiental: um estudo etnomatem��tico das infra����es ambientais

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Metodologia de an��lise da efici��ncia e da efic��cia do ensino do Instituto Federal de Educação, Ci��ncia e Tecnologia do Cear�� (IFCE) com suporte de geotecnologias

P��s-gradua����o em Geografia - IGCE

Educação de jovens e adultos: subs��dios �� constru����o da cidadania

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A fraternidade e a educação para a paz: possibilidades pedag��gicas

Na preocupa����o com o processo de forma����o profissional o olhar deste estudo em quest��o voltou-se para o processo de forma����o continuada, em especial um curso de extens��o denominado ���Escola de Educadores��� que tem como tem��tica a compreens��o da fraternidade e da educação para paz como possibilidades pedag��gicas. Sendo assim, o objetivo da pesquisa foi esclarecer a proposta do curso e averiguar a produ����o de material dos participantes e a rela����o com a tem��tica em quest��o. Trata-se de um estudo que tem na abordagem de an��lise qualitativa o seu ponto de refer��ncia, privilegiando o estudo explorat��rio. Como resultado aponta-se que o curso possui uma estrutura coerente com seus objetivos e apresenta a����es pedag��gicas planejadas e sistematizadas, de car��ter te��rico e/ou pr��tico que n��o s��o inseridas na estrutura curricular dos cursos regulares de gradua����o ou p��s e possibilitam o ���repensar pedag��gico��� do professor. Sobre a produ����o de material, notou-se a incorpora����o das tem��ticas trabalhadas pelo curso na leitura dos trabalhos de conclus��o e iniciativas inovadoras nos est��gios. Em car��ter de conclus��o entende-se que o curso de extens��o, apresenta-se como uma oportunidade de forma����o, mas tamb��m um universo de novas experi��ncias e desafios.