Resumo O objetivo deste artigo é compartilhar a estratégia de como estruturamos o departamento de radiologia e diagnóstico por imagem de uma instituição de referência na pandemia da COVID-19, baseados nas recomendações vigentes. É fundamental a integração entre supervisores, preceptores e residentes, sempre mantendo comunicação e compartilhamento das decisões, com apoio mútuo, decidindo a melhor estratégia a ser seguida neste cenário de incertezas e de mudanças contínuas, garantindo ainda suporte emocional adequado a todos.

Abstract The objective of this article is to share the strategy we used in order to restructure the radiology and diagnostic imaging department of a referral institution during the coronavirus disease 2019 pandemic, on the basis of the current recommendations. It is essential to integrate the work of supervisors, preceptors, and residents, maintaining communication and sharing decisions, with mutual support, as well as to determine the best strategy to be adopted in this scenario of uncertainty and constant change, while also ensuring adequate emotional support for all parties.

Abstract Soft-tissue calcifications are extremely common. Because the imaging findings are nonspecific, soft-tissue calcifications are often problematic for radiologists, sometimes prompting unnecessary interventions. In addition, the nomenclature is quite confusing. Classically, soft-tissue calcifications are divided into four categories, by mechanism of formation-dystrophic, iatrogenic, metastatic, and idiopathic-depending on the clinical and biochemical correlation. However, it is also possible to classify such calcifications by compartment, and that classification can be quite useful in the radiological diagnostic assessment. In this article, we illustrate the main causes of soft-tissue calcifications, organizing them according to their anatomical and pathophysiological aspects, thus narrowing the differential diagnosis.

Resumo As concepções pessoais de competência (CPC) influenciam o rendimento escolar e/ou o contrário? Com base nesse questionamento, neste estudo pretendeu-se analisar a relação entre CPC (concepções pessoais de inteligência, atribuições causais, autoconceito, autoeficácia e competência emocional) e o rendimento escolar ao longo do ensino secundário, especificamente em Português. Com esse objetivo, administrou-se o Questionário Compósito de Competência Percebida (162 itens) para 433 alunos, entre os quais estão 52,8% de meninas com idade entre 14 e 18 anos (M=15,3; DP=0,63), num desenho longitudinal com três momentos separados por um ano de intervalo. Globalmente, os resultados revelaram relações recíprocas: o rendimento de um ano influenciou as CPC no ano seguinte e o autoconceito e a autoeficácia foram os principais preditores do rendimento escolar.

Abstract Do personal conceptions of competence (PCC) influence academic achievement and/or academic achievement influences PCC? In this context we sought to examine the relationship between PCC (personal conceptions of intelligence, causal attributions, self-concept, self-efficacy and emotional competence) and academic achievement throughout secondary school in Portugal. With this aim, the Composite Questionnaire of Perceived Competence (162 items) was administered to a sample of 433 students, 52.8% girls, aged between 14 and 18 years (M=15.3; SD=.63), in a three-wave longitudinal design separated by a gap of one year. Overall, the results evidenced reciprocal relationships: the achievement in the first year influenced PCC in the following year and self-concept and self-efficacy were the main predictors of academic achievement.