Desempenho docente no contexto PBL: essência para aprendizagem e formação médica

OBJETIVOS: Investigar as concepções dos docentes do curso médico da Unimontes sobre vivências na aprendizagem ativa e currículo PBL. MÉTODOS: Participaram 38 docentes, tutores, construtores e coordenadores de módulo, instrutores e preceptores dos 1º, 7º e 11º períodos. Complementaram-se as abordagens quantitativa (questionário - analisado e expresso em gráficos) e qualitativa (entrevista semiestruturada - submetida à análise de conteúdo temática). RESULTADOS: Distinguiu-se nas concepções docentes a mudança de postura docente, destacando: maior responsabilidade com a aprendizagem do estudante (44 citações), participação ativa do docente na construção curricular (37 citações) e prática docente facilitadora da aprendizagem (32 citações). Constataram-se falta de compromisso/envolvimento docente (27 citações) e inexperiência docente com o PBL (12 citações). CONSIDERAÇÕES FINAIS: Reconheceu-se a aprendizagem ativa como base para atuação profissional futura e o potencial do PBL como estratégia orientadora de currículos. O currículo revelou-se essencialmente desafiante pelo compromisso/capacitação docente para alcançar atuações diversificadas, multidisciplinares e facilitadoras da aprendizagem. Restam maiores estudos sobre repercussões do desempenho docente e diferenciais de aprendizagem do PBL na prática médica e na necessidade de saúde das pessoas.

Immune responses induced by a Leishmania (Leishmania) amazonensis recombinant antigen in mice and lymphocytes from vaccinated subjects

In the search for Leishmania recombinant antigens that can be used as a vaccine against American Cutaneous Leishmaniasis, we identified a Leishmania (Leishmania) amazonensis recombinant protein of 33 kD (Larp33) which is recognized by antibodies and peripheral blood leukocytes (PBL) from subjects vaccinated with Leishvacin ®, Larp33 was expressed in Escherichia coli after cloning of a 2,2 kb Sau3A digested genomic fragment of L. (L.) amazonensis into the pDS56-6 His vector. Immunoblotting analysis indicated that Larp33 corresponds to an approximately 40-kD native protein expressed in promastigotes of L.(L.) amazonensis and L. (Viannia) braziliensis. Northern blots of total RNA also demonstrated that the gene coding for this protein is expressed in promastigotes of the major lineages of Leishmania causing American Cutaneous Leishmaniasis. Larp33 induced partial protection in susceptible mouse strains (BALB/c and C57BL/10) against L. (L.) amazonensis after vaccination using Bacille Calmette-Guerin (BCG) as adjuvant. In vitro stimulation of splenocytes from BALB/c protected mice with Larp33 elicited the secretion of IL-2 and IFN-g, suggesting that a Th1 cell-mediated protective response is associated with the resistance observed in these mice. As revealed by its immunogenic and antigenic properties, this novel recombinant antigen is a suitable candidate to compose a vaccine against cutaneous leishmaniasis

Dengue 2 virus enhancement in asthmatic and non asthmatic individual

During the 1981 dengue hemorrhagic fever/dengue shock syndrome (DHF/DSS) Cuban epidemic, bronchial asthma (BA) was frequently found as a personal or family antecedent in dengue hemorragic fever patients. Considering that antibody dependent enhancement (ADE) plays an important role in the etiopathogenic mechanism of DHF/DSS, we decide to study the Dengue 2 virus (D2V) capability of replication in peripheral blood leukocytes (PBL) from asthmatic patients and healthy persons. In 90% of asthmatic patients and 53.8% of control group it was obtained PBL with a significant D2V enhancing activity (X² p < 0.01). Power enhancement was higher in asthmatic group. This is the first in vitro study relating BA and the dengue 2 virus immuno enhancement. The results obtained support the role of BA as a risk factor for DHF/DSS as already described on epidemiological data.

FERTILIZER RECOMMENDATION SYSTEM FOR MELON BASED ON NUTRITIONAL BALANCE

Melon is one of the most demanding cucurbits regarding fertilization, requiring knowledge of soils, crop nutritional requirements, time of application, and nutrient use efficiency for proper fertilization. Developing support systems for decision-making for fertilization that considers these variables in nutrient requirement and supply is necessary. The objective of this study was parameterization of a fertilizer recommendation system for melon (Ferticalc-melon) based on nutritional balance. To estimate fertilizer recommendation, the system considers the requirement subsystem (REQ), which includes the demand for nutrients by the plant, and the supply subsystem (SUP), which corresponds to the supply of nutrients through the soil and irrigation water. After determining the REQtotal and SUPtotal, the system calculates the nutrient balances for N, P, K, Ca, Mg, and S, recommending fertilizer application if the balance is negative (SUP < REQ), but not if the balance is positive or zero (SUP ≥ REQ). Simulations were made for different melon types (Yellow, Cantaloupe, Galia and Piel-de-sapo), with expected yield of 45 t ha-1. The system estimated that Galia type was the least demanding in P, while Piel-de-sapo was the most demanding. Cantaloupe was the least demanding for N and Ca, while the Yellow type required less K, Mg, and S. As compared to other fertilizer recommendation methods adopted in Brazil, the Ferticalc system was more dynamic and flexible. Although the system has shown satisfactory results, it needs to be evaluated under field conditions to improve its recommendations.

Modeling growth and yield of loblolly pinestands under intensive management

Abstract:The objective of this work was to develop and validate a prognosis system for volume yield and basal area of intensively managed loblolly pine (Pinus taeda) stands, using stand and diameter class models compatible in basal area estimates. The data used in the study were obtained from plantations located in northern Uruguay. For model validation without data loss, a three-phase validation scheme was applied: first, the equations were fitted without the validation database; then, model validation was carried out; and, finally, the database was regrouped to recalibrate the parameter values. After the validation and final parameterization of the models, a simulation of the first commercial thinning was carried out. The developed prognosis system was precise and accurate in estimating basal area production per hectare or per diameter classes. There was compatibility in basal area estimates between diameter class and whole stand models, with a mean difference of -0.01 m2ha-1. The validation scheme applied is logic and consistent, since information on the accuracy and precision of the models is obtained without the loss of any information in the estimation of the models' parameters.

El aprendizaje basado en problemas como estrategia para el cambio metodológico en los trabajos de laboratorio

The Problem Based Learning (PBL) can be used as a strategy for methodological change in conventional learning environments. In this paper, the integration of laboratory work in PBL grounded activities during an introductory organic chemistry course is described. The most decisive issues of their implementation are discussed. The results show how this methodology favours the laboratory work contextualization in subject-matter and promotes the Science-Technology-Society-Environment relationships. Besides, it contributes to competence development like planning and organization skills, information search and selection, cooperative work, etc., the same way as the tutorial action improvement.

Aprendizagem baseada em problemas: uma experiência no ensino de química toxicológica

This article describes a Problem-Based Learning (PBL) experience that taught organophosphorus pesticides chemistry, its human health effects and acetylcholinesterase assay to secondary students. The teaching process was based on a real intoxication case and ended with students' activities report presentation. The apparent lack of teacher reference and inexistence of a curriculum based on a strict textbook in which PBL is based on leads inexperienced students to insecurity and the idea that teachers are not doing there jobs. One way to minimize this situation is to use real cases in other to interest students as stakeholders of central problem solution.

Integração das técnicas de triagem virtual e triagem biológica automatizada em alta escala: oportunidades e desafios em P&D de fármacos

High-throughput screening (HTS) and virtual screening (VS) are useful methods employed in drug discovery, allowing the identification of promising hits for lead optimization. The efficiency of these approaches depends on a number of factors, such as the organization of high quality databases of compounds and the parameterization of essential components of the screen process. This brief review presents the basic principles of the HTS and VS methods, as well as a perspective of the utility and integration of these drug design approaches, highlighting current opportunities and future challenges in medicinal chemistry.

Participação de estudantes de medicina como avaliadores em exame estruturado de habilidades clínicas (Osce)

Descrevem-se duas experiências realizadas com o objetivo de verificar se estudantes de Medicina de etapas avançadas podem ser utilizados em Osce para avaliar habilidades clínicas básicas de alunos iniciantes. Na primeira experiência, 6 internos e 6 professores avaliaram 59 alunos do currículo tradicional em Osce com 6 estações focadas na anamnese, exame físico e comunicação com o paciente. As notas dadas pelos professores foram maiores que as dos estudantes em todas as estações, exceto uma (comunicação), mas não houve diferenças significantes entre elas, exceto numa estação de exame físico (p < 0,001) (teste de Wilcoxon). Na segunda experiência, 15 internos do currículo tradicional e 9 professores avaliaram 58 estudantes do 1º ano, currículo PBL, em Osce com 3 estações para avaliar anamnese, exame físico e manipulação de luvas esterilizadas. Os estudantes foram pareados aos professores, e cada um fez sua avaliação individualizada usando o mesmo protocolo. Em metade das estações, os valores médios das notas de professores e estudantes foram significativamente diferentes. Isso aparentemente se deveu à variação significativa entre as notas dos professores, o que não ocorreu com relação às notas dadas pelos estudantes avaliadores (p < 0,05) (teste de Wilcoxon e Anova - Turkey, Dunn). Conclui-se que estudantes em fase de treinamento podem ser utilizados como examinadores confiáveis em exame de habilidades clínicas de estudantes iniciantes, sendo que a variabilidade entre as notas que atribuem para a mesma tarefa parece ser inferior à que se verifica nas notas dos professores.

Active teaching-learning methodologies: medical students' views of problem-based learning

The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED), and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE), promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS). In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO) established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL). Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

Desenvolvimento docente nos cursos de medicina: um campo fecundo

Foi feita uma revisão sistemática da literatura (1997-2007), no âmbito da formação docente, em currículos médicos orientados pela aprendizagem baseada em problemas, por meio de busca, identificação, seleção e análise de estudos nas bases Scielo, Lilacs, Cochrane, Medline, Ibesc, Pubmed e Eric com os descritores faculty OR faculty medical or staff development and education, medical or education, medical undergraduate or medical, schools and pbl. Os estudos analisados se agruparam em três eixos norteadores, que delinearam aplicações práticas para um programa de desenvolvimento docente eficiente: gestão participativa, maior investimento nos docentes, elaboração e aplicação de programas de educação continuada, permanente, com foco na construção dos conhecimentos, habilidades e atitudes.

Avaliação formativa em sessão tutorial: concepções e dificuldades

A proposta deste trabalho é apreender concepções de estudantes e tutores sobre a avaliação formativa nas sessões tutoriais de um currículo PBL, identificando as dificuldades enfrentadas no desenvolvimento dessa prática. Um questionário Likert foi aplicado a 11 tutores e 45 discentes do sétimo período do curso de Medicina da Universidade Estadual de Montes Claros e uma entrevista de aprofundamento foi realizada com a totalidade dos tutores e 20 estudantes. Os entrevistados percebem a proposta formativa da avaliação na sessão tutorial, definindo-a como processual, reflexiva, dialógica, diagnóstica, e enfatizam a possibilidade de feedback como fator motivador e determinante para solucionar as deficiências detectadas e reforçar as potencialidades percebidas. São identificadas dificuldades relacionadas ao desempenho dos docentes, como falta de preparo, ao desempenho dos estudantes (falta de sinceridade, maturidade) e outras decorrentes da inadequação dos critérios utilizados nos instrumentos avaliativos. Os resultados apontam a necessidade de programas de desenvolvimento docente e discente em avaliação, assim como maior compromisso das instituições que utilizam a metodologia Aprendizagem Baseada em Problemas na busca contínua e reflexiva da coerência com os pressupostos pedagógicos estabelecidos pelo currículo.

A Design Methodology for the Compensation of Positioning Deviation in Gantry Manipulators

This work presents recent results concerning a design methodology used to estimate the positioning deviation for a gantry (Cartesian) manipulator, related mainly to structural elastic deformation of components during operational conditions. The case-study manipulator is classified as gantry type and its basic dimensions are 1,53m x 0,97m x 1,38m. The dimensions used for the calculation of effective workspace due to end-effector path displacement are: 1m x 0,5m x 0,5m. The manipulator is composed by four basic modules defined as module X, module Y, module Z and terminal arm, where is connected the end-effector. Each module controlled axis performs a linear-parabolic positioning movement. The planning path algorithm has the maximum velocity and the total distance as input parameters for a given task. The acceleration and deceleration times are the same. Denavit-Hartemberg parameterization method is used in the manipulator kinematics model. The gantry manipulator can be modeled as four rigid bodies with three degrees-of-freedom in translational movements, connected as an open kinematics chain. Dynamic analysis were performed considering inertial parameters specification such as component mass, inertia and center of gravity position of each module. These parameters are essential for a correct manipulator dynamic modelling, due to multiple possibilities of motion and manipulation of objects with different masses. The dynamic analysis consists of a mathematical modelling of the static and dynamic interactions among the modules. The computation of the structural deformations uses the finite element method (FEM).

Insights into the role of hydration in protein structure and stability obtained through hydrostatic pressure studies

A thorough understanding of protein structure and stability requires that we elucidate the molecular basis for the effects of both temperature and pressure on protein conformational transitions. While temperature effects are relatively well understood and the change in heat capacity upon unfolding has been reasonably well parameterized, the state of understanding of pressure effects is much less advanced. Ultimately, a quantitative parameterization of the volume changes (at the basis of pressure effects) accompanying protein conformational transitions will be required. The present report introduces a qualitative hypothesis based on available model compound data for the molecular basis of volume change upon protein unfolding and its dependence on temperature.