Prevalence and factors associated with HCV infection among elderly individuals in a southern Brazilian city

Introduction Few Latin American studies have assessed the prevalence of hepatitis C virus (HCV) infection in elderly individuals, in whom the highest rates are expected. We aimed to investigate the prevalence of and factors associated with HCV infection in elderly residents in the municipality of Tubarão, Santa Catarina. Methods This cross-sectional study included 820 individuals (aged ≥ 60 years) who were selected by simple random sampling. The presence of anti-HCV antibodies was tested by chemiluminescence, and HCV RNA detection was performed for the anti-HCV-reactive subjects. Those individuals who were anti-HCV reactive but had undetectable HCV RNA levels were tested using a third-generation recombinant immunoblot assay. The variables were compared using the chi-squared test or Fisher's exact test, and those variables with p < 0.05 were included in the logistic regression model. Results The mean patient age was 68.6 years (SD 7.0 years); 39% were men, and 92% were Caucasian. Eighteen subjects were anti-HCV positive. Among these individuals, 4 were characterized as false-positives, leaving 14 (1.7%) individuals with confirmed infections for analysis. HCV infection was associated with an age older than 65 years, households with 3 or more residents and the previous transfusion of blood products. In the logistic regression analysis, the following variables were independently associated with HCV infection: households with 3 or more residents (OR 7.9, 95% CI 1.7–35.9, p = 0.008) and previous blood transfusion (OR 6.2, 95% CI 2.1–18.6, p = 0.001). Conclusions The HCV prevalence in the elderly population in the municipality of Tubarão was higher than that found in previous studies of blood donors in the same region. Although exposure to contaminated blood products remained important, other transmission routes, such as household transmission, could play a role in HCV infection.

Estudos de caso em química

The case-study method of instruction is increasing in popularity and instructors of various scientific disciplines are adopting this method for their courses. Its effectiveness suggests that there is a need for such resources to be used in chemistry education. In this paper we describe this method in detail and present our use of cases in a scientific communication course offered to undergraduate chemistry students at the University of São Paulo. The description of the method and the example of its use may be helpful for faculty members who wish to explore new ways to engage students more deeply in their learning and to reinvigorate their own teachig practice.

Estudo de casos na formação de professores de química

Case studies were used as teaching methodology in Chemistry teacher education. The reffered methodology consists of teaching principles of Physical Chemistry associated to biodiesel theme in an undergraduate chemistry course with pre-service teachers, who are temporary teachers in high schools in Fortaleza, Ceará, Brazil. The results showed that the methodology was well accepted by the pre-service teachers. The concepts related to Chemistry, by means of multidisciplinary science, technological and social approaches make it able to overcome and improve the present situation in public schools and provided the learning of the chemistry concepts by high school students.

Percepção dos pós-graduandos em química da Universidade Federal de Minas Gerais sobre a própria formação docente

The pedagogic training of university professors has been overlooked in institutions of higher education. In the second semester of 2009, students of the Graduate Chemistry Program at the Federal University of Minas Gerais participated in an investigation that aimed to evaluate the students' perceptions of their own training to become professors. It was found that a large number of students felt prepared to teach at institutions of higher education, despite their lack of experience at this education level. A significant point in this work was the finding that most students do not acknowledge the need of associating the teaching practice with teaching-learning theories, but instead consider the knowledge of scientific content important.