Luiz Carlos Garcez Novaes

Actitudes Éticas de los estudiantes y egresados en carrera de medicina con metodologías activas

El presente estudio tiene por objeto desarrollar un diagnostico de la insercion integrada de la etica en la carrera demedicina brasilena con una metodologia de aprendizaje basada en problemas y describir las percepciones de actitudes eticas de los estudiantes y egresados. El diseno metodologico es un estudio de caso, descriptivo y documental, con abordaje cualitativo y cuantitativo. La muestra de esta investigacion ha sido constituida por 120 estudiantes y 40 egresados de dos promociones del Curso de Medicina de la ESCS. Este proyecto fue aprobado por el Comite de Etica en Investigacion - SES/DF. Los estudiantes y egresados de la ESCS demostraron un buen manejo en el abordaje de los conflictos eticos y respeto a los pacientes. Sin embargo, el analisis de sensibilidad etica mostro una fragilidad en las percepciones y aptitudes inapropiadas de los estudiantes de la carrera de medicina, identificada basicamente en los anos iniciales, que necesitan mas discusiones sistematizadas sobre los aspectos eticos y bioeticos integrados a las actividades practicas para estimular y fortalecer la reflexion etica de los estudiantes

INSERÇÃO DOS TEMAS DE HUMANIDADES E ÉTICA EM CURRICULO MÉDICO INTEGRADO EM ESCOLA PÚBLICA NO DISTRITO FEDERAL, BRASIL

Objetivo Realizar uma analise da insercao da etica e humanidades no curriculo do Curso de Medicina da Escola Superior em Ciencias da Saude - ESCS, escola publica do Distrito Federal, Brasil, de forma a contribuir com o processo de gestao curricular.Objective: To establish a diagnosis of the insertion of bioethics, ethics and humanistic values and attitudes to the program of the Medical School of ESCS - Escola Superior em Ciencias da Saude, public school of medicine, Distrito Federal, Brazil, in order to contribute to the process of curricular management.
Methodology: The study is cohorte and documental. Thirty-two indicators to the thematic on ethics and twenty-four related to humanization were utilized. The educational purpose and contents of activities in modules such as thematic, abilities, interaction and attitude towards the community for teaching and services, from first to senior years as well as in boarding schools programs were all analyzed in the Medical School curriculum of ESCS (2006) and about the pedagogic project of the Course (2001). 
Results: It was observed a greater insertion of thematic related to ethics and bioethics in the initial levels of the course, Freshman and Sophomore including boarded students, when compared to the insertion in Junior and Senior clerkship years (IC95%-a=0,034, pvalue=0,007). The unit on abilities and attitudes was the axle which presented greater recurrence of the thematic on humanization in programs of 1a and 4a years (IC95%-a=0,026, pvalue=0,013). It was observed an increase in the recurrence of the thematic on humanization developed in thematic modules and interaction community-teaching/service in the 2a year and decline in the subsequent ones. The results were very low in the 3a and 4a years. When compared with the clerkship it was observed that the first four series had greater insertion of such thematic (IC95%-a=0,042, pvalue=0,029).
Conclusion: The academic program developed in the year of 2006 at ESCS presented improvements when compared to the pedagogical project of the course.Objective: To establish a diagnosis of the insertion of bioethics, ethics and humanistic values and attitudes to the program of the Medical School of ESCS - Escola Superior em Ciencias da Saude, public school of medicine, Distrito Federal, Brazil, in order to contribute to the process of curricular management. Methodology: The study is cohorte and documental. Thirty-two indicators to the thematic on ethics and twenty-four related to humanization were utilized. The educational purpose and contents of activities in modules such as thematic, abilities, interaction and attitude towards the community for teaching and services, from first to senior years as well as in boarding schools programs were all analyzed in the Medical School curriculum of ESCS (2006) and about the pedagogic project of the Course (2001). Results: It was observed a greater insertion of thematic related to ethics and bioethics in the initial levels of the course, Freshman and Sophomore including boarded students, when compared to the insertion in Junior and Senior clerkship years (IC95%-α=0,034, pvalue=0,007). The unit on abilities and at- titudes was the axle which presented greater recurrence of the thematic on humanization in programs of 1a and 4a years (IC95%-α=0,026, pvalue=0,013). It was observed an increase in the recurrence of the thematic on humanization developed in thematic modules and interaction community-teaching/ service in the 2a year and decline in the subsequent ones. The results were very low in the 3a and 4a years. When compared with the clerkship it was observed that the first four series had greater insertion of such thematic (IC95%-α=0,042, pvalue=0,029). Conclusion: The academic program developed in the year of 2006 at ESCS presented improvements when compared to the pedagogical project of the course.

Diagnosis of human papillomatosis by polymerase chain reaction in cases of divergence between results of hybrid capture and papanicolaou cytology

As various types of human papillomavirus (HPV) are involved in the pathogenesis of cervical cancer, correct diagnosis is of fundamental importance for screening programs. We evaluated the divergence of results between Papanicolaou cytology and hybrid capture by PCR detection of HPV DNA . A transversal study was conducted on 70 women attending private gynecological clinics in Brasilia, Brazil. PCRs were conducted with specific primers for general and high-risk HPV DNA. Based on the PCR results, hybrid capture was a superior diagnostic technique. When Papanicolaou was compared with the molecular biology methods, it was found that a positive Papanicolaou result does not necessarily indicate the presence of HPV. The agreement between PCR and hybrid capture results can be attributed to the fact that both methods detect latent infection, while Papanicolaou detects only microscopic cellular alterations.

Atitudes Éticas dos estudantes e egressos de medicina com metodologias ativas

El presente estudio tiene por objeto desarrollar un diagnostico de la insercion integrada de la etica en la carrera demedicina brasilena con una metodologia de aprendizaje basada en problemas y describir las percepciones de actitudes eticas de los estudiantes y egresados. El diseno metodologico es un estudio de caso, descriptivo y documental, con abordaje cualitativo y cuantitativo. La muestra de esta investigacion ha sido constituida por 120 estudiantes y 40 egresados de dos promociones del Curso de Medicina de la ESCS. Este proyecto fue aprobado por el Comite de Etica en Investigacion - SES/DF. Los estudiantes y egresados de la ESCS demostraron un buen manejo en el abordaje de los conflictos eticos y respeto a los pacientes. Sin embargo, el analisis de sensibilidad etica mostro una fragilidad en las percepciones y aptitudes inapropiadas de los estudiantes de la carrera de medicina, identificada basicamente en los anos iniciales, que necesitan mas discusiones sistematizadas sobre los aspectos eticos y bioeticos integrados a las actividades practicas para estimular y fortalecer la reflexion etica de los estudiantes

ANÁLISE DA INSERÇÃO DOS TEMAS DE HUMANIDADES E ÉTICA, COM METODOLOGIA DE APRENDIZAGEM BASEADA EM PROBLEMAS, EM CURRICULO MÉDICO INTEGRADO EM ESCOLA PÚBLICA NO DISTRITO FEDERAL, BRASIL

Objetivo Realizar uma analise da insercao da etica e humanidades no curriculo do Curso de Medicina da Escola Superior em Ciencias da Saude - ESCS, escola publica do Distrito Federal, Brasil, de forma a contribuir com o processo de gestao curricular.Objective: To establish a diagnosis of the insertion of bioethics, ethics and humanistic values and attitudes to the program of the Medical School of ESCS - Escola Superior em Ciencias da Saude, public school of medicine, Distrito Federal, Brazil, in order to contribute to the process of curricular management.
Methodology: The study is cohorte and documental. Thirty-two indicators to the thematic on ethics and twenty-four related to humanization were utilized. The educational purpose and contents of activities in modules such as thematic, abilities, interaction and attitude towards the community for teaching and services, from first to senior years as well as in boarding schools programs were all analyzed in the Medical School curriculum of ESCS (2006) and about the pedagogic project of the Course (2001). 
Results: It was observed a greater insertion of thematic related to ethics and bioethics in the initial levels of the course, Freshman and Sophomore including boarded students, when compared to the insertion in Junior and Senior clerkship years (IC95%-a=0,034, pvalue=0,007). The unit on abilities and attitudes was the axle which presented greater recurrence of the thematic on humanization in programs of 1a and 4a years (IC95%-a=0,026, pvalue=0,013). It was observed an increase in the recurrence of the thematic on humanization developed in thematic modules and interaction community-teaching/service in the 2a year and decline in the subsequent ones. The results were very low in the 3a and 4a years. When compared with the clerkship it was observed that the first four series had greater insertion of such thematic (IC95%-a=0,042, pvalue=0,029).
Conclusion: The academic program developed in the year of 2006 at ESCS presented improvements when compared to the pedagogical project of the course.Objective: To establish a diagnosis of the insertion of bioethics, ethics and humanistic values and attitudes to the program of the Medical School of ESCS - Escola Superior em Ciencias da Saude, public school of medicine, Distrito Federal, Brazil, in order to contribute to the process of curricular management. Methodology: The study is cohorte and documental. Thirty-two indicators to the thematic on ethics and twenty-four related to humanization were utilized. The educational purpose and contents of activities in modules such as thematic, abilities, interaction and attitude towards the community for teaching and services, from first to senior years as well as in boarding schools programs were all analyzed in the Medical School curriculum of ESCS (2006) and about the pedagogic project of the Course (2001). Results: It was observed a greater insertion of thematic related to ethics and bioethics in the initial levels of the course, Freshman and Sophomore including boarded students, when compared to the insertion in Junior and Senior clerkship years (IC95%-α=0,034, pvalue=0,007). The unit on abilities and at- titudes was the axle which presented greater recurrence of the thematic on humanization in programs of 1a and 4a years (IC95%-α=0,026, pvalue=0,013). It was observed an increase in the recurrence of the thematic on humanization developed in thematic modules and interaction community-teaching/ service in the 2a year and decline in the subsequent ones. The results were very low in the 3a and 4a years. When compared with the clerkship it was observed that the first four series had greater insertion of such thematic (IC95%-α=0,042, pvalue=0,029). Conclusion: The academic program developed in the year of 2006 at ESCS presented improvements when compared to the pedagogical project of the course.

ETHIC AND HUMANITIES THEMES INSERTION IN MEDICAL INTEGRATE CURRICULUM AT PUBLIC SCHOOL OF MEDICINE IN FEDERAL DISTRICT OF BRAZIL

Objetivo Realizar uma analise da insercao da etica e humanidades no curriculo do Curso de Medicina da Escola Superior em Ciencias da Saude - ESCS, escola publica do Distrito Federal, Brasil, de forma a contribuir com o processo de gestao curricular.Objective: To establish a diagnosis of the insertion of bioethics, ethics and humanistic values and attitudes to the program of the Medical School of ESCS - Escola Superior em Ciencias da Saude, public school of medicine, Distrito Federal, Brazil, in order to contribute to the process of curricular management.
Methodology: The study is cohorte and documental. Thirty-two indicators to the thematic on ethics and twenty-four related to humanization were utilized. The educational purpose and contents of activities in modules such as thematic, abilities, interaction and attitude towards the community for teaching and services, from first to senior years as well as in boarding schools programs were all analyzed in the Medical School curriculum of ESCS (2006) and about the pedagogic project of the Course (2001). 
Results: It was observed a greater insertion of thematic related to ethics and bioethics in the initial levels of the course, Freshman and Sophomore including boarded students, when compared to the insertion in Junior and Senior clerkship years (IC95%-a=0,034, pvalue=0,007). The unit on abilities and attitudes was the axle which presented greater recurrence of the thematic on humanization in programs of 1a and 4a years (IC95%-a=0,026, pvalue=0,013). It was observed an increase in the recurrence of the thematic on humanization developed in thematic modules and interaction community-teaching/service in the 2a year and decline in the subsequent ones. The results were very low in the 3a and 4a years. When compared with the clerkship it was observed that the first four series had greater insertion of such thematic (IC95%-a=0,042, pvalue=0,029).
Conclusion: The academic program developed in the year of 2006 at ESCS presented improvements when compared to the pedagogical project of the course.Objective: To establish a diagnosis of the insertion of bioethics, ethics and humanistic values and attitudes to the program of the Medical School of ESCS - Escola Superior em Ciencias da Saude, public school of medicine, Distrito Federal, Brazil, in order to contribute to the process of curricular management. Methodology: The study is cohorte and documental. Thirty-two indicators to the thematic on ethics and twenty-four related to humanization were utilized. The educational purpose and contents of activities in modules such as thematic, abilities, interaction and attitude towards the community for teaching and services, from first to senior years as well as in boarding schools programs were all analyzed in the Medical School curriculum of ESCS (2006) and about the pedagogic project of the Course (2001). Results: It was observed a greater insertion of thematic related to ethics and bioethics in the initial levels of the course, Freshman and Sophomore including boarded students, when compared to the insertion in Junior and Senior clerkship years (IC95%-α=0,034, pvalue=0,007). The unit on abilities and at- titudes was the axle which presented greater recurrence of the thematic on humanization in programs of 1a and 4a years (IC95%-α=0,026, pvalue=0,013). It was observed an increase in the recurrence of the thematic on humanization developed in thematic modules and interaction community-teaching/ service in the 2a year and decline in the subsequent ones. The results were very low in the 3a and 4a years. When compared with the clerkship it was observed that the first four series had greater insertion of such thematic (IC95%-α=0,042, pvalue=0,029). Conclusion: The academic program developed in the year of 2006 at ESCS presented improvements when compared to the pedagogical project of the course.

Inserción de temas de humanidades y ética en currículo médico integrado de escuela pública en el Distrito Federal, Brasil

Objetivo Realizar uma analise da insercao da etica e humanidades no curriculo do Curso de Medicina da Escola Superior em Ciencias da Saude - ESCS, escola publica do Distrito Federal, Brasil, de forma a contribuir com o processo de gestao curricular.Objective: To establish a diagnosis of the insertion of bioethics, ethics and humanistic values and attitudes to the program of the Medical School of ESCS - Escola Superior em Ciencias da Saude, public school of medicine, Distrito Federal, Brazil, in order to contribute to the process of curricular management.
Methodology: The study is cohorte and documental. Thirty-two indicators to the thematic on ethics and twenty-four related to humanization were utilized. The educational purpose and contents of activities in modules such as thematic, abilities, interaction and attitude towards the community for teaching and services, from first to senior years as well as in boarding schools programs were all analyzed in the Medical School curriculum of ESCS (2006) and about the pedagogic project of the Course (2001). 
Results: It was observed a greater insertion of thematic related to ethics and bioethics in the initial levels of the course, Freshman and Sophomore including boarded students, when compared to the insertion in Junior and Senior clerkship years (IC95%-a=0,034, pvalue=0,007). The unit on abilities and attitudes was the axle which presented greater recurrence of the thematic on humanization in programs of 1a and 4a years (IC95%-a=0,026, pvalue=0,013). It was observed an increase in the recurrence of the thematic on humanization developed in thematic modules and interaction community-teaching/service in the 2a year and decline in the subsequent ones. The results were very low in the 3a and 4a years. When compared with the clerkship it was observed that the first four series had greater insertion of such thematic (IC95%-a=0,042, pvalue=0,029).
Conclusion: The academic program developed in the year of 2006 at ESCS presented improvements when compared to the pedagogical project of the course.Objective: To establish a diagnosis of the insertion of bioethics, ethics and humanistic values and attitudes to the program of the Medical School of ESCS - Escola Superior em Ciencias da Saude, public school of medicine, Distrito Federal, Brazil, in order to contribute to the process of curricular management. Methodology: The study is cohorte and documental. Thirty-two indicators to the thematic on ethics and twenty-four related to humanization were utilized. The educational purpose and contents of activities in modules such as thematic, abilities, interaction and attitude towards the community for teaching and services, from first to senior years as well as in boarding schools programs were all analyzed in the Medical School curriculum of ESCS (2006) and about the pedagogic project of the Course (2001). Results: It was observed a greater insertion of thematic related to ethics and bioethics in the initial levels of the course, Freshman and Sophomore including boarded students, when compared to the insertion in Junior and Senior clerkship years (IC95%-α=0,034, pvalue=0,007). The unit on abilities and at- titudes was the axle which presented greater recurrence of the thematic on humanization in programs of 1a and 4a years (IC95%-α=0,026, pvalue=0,013). It was observed an increase in the recurrence of the thematic on humanization developed in thematic modules and interaction community-teaching/ service in the 2a year and decline in the subsequent ones. The results were very low in the 3a and 4a years. When compared with the clerkship it was observed that the first four series had greater insertion of such thematic (IC95%-α=0,042, pvalue=0,029). Conclusion: The academic program developed in the year of 2006 at ESCS presented improvements when compared to the pedagogical project of the course.