RESUMO Este estudo visou conhecer a inserção dos estudantes na comunidade das escolas médicas brasileiras e como essas escolas estão realizando a integração curricular dos conteúdos básicos ao clínico por meio de casos clínicos vivenciados da atenção primária à saúde. Um questionário estruturado, com 26 itens, pré-testado, foi enviado inicialmente por e-mail aos coordenadores de 160 cursos de Medicina reconhecidos pelo Ministério da Educação (MEC), com pelo menos uma turma de egressos. As escolas e os coordenadores foram identificados com base na lista de escolas filiadas à Associação Brasileira de Educação Médica (Abem), no período de maio a outubro de 2013. O questionário foi respondido por 108 coordenadores das escolas médicas associadas. As respostas foram obtidas por e-mail, entrevista gravada por telefone (telepesquisa) e impressos (face a face), de maio a outubro de 2013, após assinado o Termo de Consentimento Livre e Esclarecido (TCLE). Os dados foram tabulados e analisados por meio de estatística descritiva, com distribuição percentual das variáveis categóricas, utilizando o programa estatístico Epi-InfoTM, versão 7.1.4.Para 88% dos coordenadores entrevistados, a escola prevê a integração curricular entre ciências básicas e clínicas; 58,3% apresentam integração curricular por meio da metodologia da problematização com casos clínicos da atenção primária à saúde;para 43,5% dos entrevistados, os conteúdos estão parcialmente integrados. Todas as escolas seguem as DCN 2001 e 38,9% delas receberam auxílio de políticas indutoras do governo federal. O currículo está norteado pelos agravos mais prevalentes para 63,9% das escolas, e 75,9% consideram os objetivos de aprendizagem relevantes para a população. Um total de86,1% prevê o trabalho com equipe multiprofissional, e 56,5% das escolas integram o médico de família com as demais especialidades. Para 71,3%, as atividades na comunidade aumentam a responsabilidade social dos egressos, e 37% acreditam que essas atividades possam auxiliar na melhor distribuição dos futuros profissionais. De acordo com os coordenadores, a maioria das escolas médicas apresenta integração de conteúdos básico-clínicos, e 67,6% opinaram que as estratégias utilizadas para integração em suas escolas são bem-sucedidas.

ABSTRACT This study aimed to assess community placement of studentsfrom Brazilian Medical Schools and the schools'integration of basic content intothe clinical curriculum through actual experience of clinical situations in primary health care. A structured questionnaire containing 26 pre-tested items was sent out initially by e-mail to the coordinators of160 medical courses recognized by the Ministry of Education (MEC) with at least one class of recent graduates. The selected schools and coordinators were identified from a list of ABEM (Brazilian Association of Medical Education) member institutions from May to October 2013. The questionnaires were answered by 108 coordinators in three different methods: by e-mail, by telephone interviewand in hard copy (face-to-face meetings) after signing the Informed Consent Form (TCLE). Data were tabulated and analyzed by descriptive statistics, with percentage distribution of the categorical variables, using thestatistical software packageEpi-InfoTM, version 7.1.4. 88% of thecoorindators reported that their school is striving to achieve curricular integration between basic, clinical and human sciences; 58.3% of them present integration through the problematization of clinical cases in primary care and 43.5% considerthe content to be partially integrated. All respondent schools follow the National Curriculum Guidelines of 2001 and 38.9% received inductive policy governmental aid. For 63.9% of the respondents,the curriculum is guided by the most prevalent health problems and 75.9% consider that the objectives are relevant to the population. A total of 86.1% foresee work withincross-functional teams and 56.5% of the schools integrate family physicians with other medical specialties. For 71.3%, activities in the local community increase social responsibility and 37% believe it may improve the distribution of future professionals. According to the coordinators, most medical schoolsare implementing basic and clinical curricular integration and 67.6% expressed the view that the strategies used for curricular integration at their medical schools are successful.

Oogenesis involves a sequense of transformations which are undergone by female germ cells. These cells change into oogonias and then into mature oocytes. Sexually mature females were collected monthly, during one year, from the Rio Sapucaí, tributary of the Rio Grande, which is part of the Furnas Reservoir system in the state of Minas Gerais. The observed material showed that oogonias were small spherical cells, had a big spherical nucleus, with a single nucleolus, and weakly stained cytoplasm with eosinophilic granules (FG stained), which indicate their protein content. The primary oocytes showed a big basophilic nucleus, with a large peripheral nucleolus, and several smaller nucleoli. They show a reduced cytoplasmic content. The previtellogenic oocytes presented voluminous cytoplasm and nucleus with several small peripheral nucleoli. The oocytes underwent vitellogenesis with the development of the zona radiata and the follicle cells. The zona radiata had two layers, the outer and the inner, which showed its protein content when stained with CM and FG techniques. TB pH 2.5 and pH 4.0 staining showed that oocytes undergoing vitellogenesis presented weakly stained cytoplasm and peripheral cytoplasmic vesicles. The follicle cells that were squamous became cuboidal. In mature oocytes, the yolk granules that filled the cytoplasm became green and blue when stained with FG and CM techniques, indicating their protein content. The perivitclline region showed rosy stained vesicles (TB pH 2.5 and pH 4.0) spread among the weakly stained peripheral vesicles, which seemed to be the cortical alveoli. The zona radiata cells, CM and FG stained, still showed two layers like the oocytes from the previous stage, but thicker.

Oogenesis involves a set of transformations which are undergone by female germ cells These cells change into oogonias and then into mature oocytes. Sexually mature female fish were collected monthly, during one year, from the Sapucaí River, a tributary of the Rio Grande, which is part of the Furnas Reservoir in the state of Minas Gerais. During the several stages of maturation, we observed small round oogonias with a large nucleus, a single nucleolus, and weakly stained cytoplasm with eosinophilic granules. The primary oocytes showed a large basophilic nucleus, with a developed peripheral nucleolus and a reduced cytoplasm. The previtellogenic oocytes presented voluminous cytoplasm and nucleus with several small peripheral nucleoli. The oocytes underwent vitellogenesis with the development of the zona radiata and the follicle cells. Their cytochemical reactions indicated that the two layers of the zona radiata of A. fasciatus contained proteins and polysaccharides. The initially squamous follicle cells, became cuboidal. In mature oocytes, the nucleus moved toward the periphery, next to the micropyle, and the yolk granules formed by proteins, fulfilled the cytoplasm. The clear unstained vesicles are likely to be the cortical alveoli in the perivitelline region.