ABSTRACT BACKGROUND: Residents play the role of teachers in almost one-quarter of their activities in residency programs. OBJECTIVE: To evaluate whether a 45-minute class using summarize, narrow, analyze, probe, plan, and select (SNAPPS) could improve psychiatry residents’ case discussion skills in diverse practical learning settings. DESIGN AND SETTING: This case-control, randomized, blinded study was conducted in a psychiatry hospital at Fortaleza-Ceará. METHODS: Using “resident as teacher” (RaT), objective structured teaching encounters (OSTEs), and SNAPPS, we conducted a study with 26 psychiatry residents. We analyzed video footage of psychiatric cases in three settings: outpatient, nursing, and emergency. An intervention was held two months later with the residents, who were then assigned to two groups: group A (lecture on SNAPPS) and group B (lecture on a topics in psychiatry). Shortly after the lectures, they were video recorded while discussing the same cases. Three blinded examiners analyzed the videos using an instrument based on the Stanford Faculty Development Program (SFDP-26). RESULTS: We found high internal consistency among external examiners and an interaction effect, group effect, and moment effect (P < 0.05). The residents who received the SNAPPS lecture scored significantly higher than their counterparts who received a traditional case presentation. CONCLUSION: This study indicates the efficacy of SNAPPS over traditional case presentation in all three settings as assessed by OSTEs and supports its implementation to improve the teaching of clinical reasoning. BACKGROUND onequarter one quarter programs OBJECTIVE 45minute minute 45 summarize narrow analyze probe plan (SNAPPS SETTING casecontrol, casecontrol control, control case-control randomized FortalezaCeará. FortalezaCeará Fortaleza Ceará. Ceará Fortaleza-Ceará METHODS resident teacher RaT, RaT , (RaT) OSTEs, (OSTEs) 2 outpatient nursing emergency groups psychiatry. . psychiatry) lectures SFDP26. SFDP26 SFDP (SFDP-26) RESULTS P 0.05. 005 0.05 0 05 0.05) CONCLUSION reasoning 4 (RaT (OSTEs SFDP2 (SFDP-26 00 0.0 (SFDP-2 0. (SFDP- (SFDP

ABSTRACT BACKGROUND: Residents play the role of teachers in almost one-quarter of their activities in residency programs. OBJECTIVE: To evaluate whether a 45-minute class using summarize, narrow, analyze, probe, plan, and select (SNAPPS) could improve psychiatry residents’ case discussion skills in diverse practical learning settings. DESIGN AND SETTING: This case-control, randomized, blinded study was conducted in a psychiatry hospital at Fortaleza-Ceará. METHODS: Using “resident as teacher” (RaT), objective structured teaching encounters (OSTEs), and SNAPPS, we conducted a study with 26 psychiatry residents. We analyzed video footage of psychiatric cases in three settings: outpatient, nursing, and emergency. An intervention was held two months later with the residents, who were then assigned to two groups: group A (lecture on SNAPPS) and group B (lecture on a topics in psychiatry). Shortly after the lectures, they were video recorded while discussing the same cases. Three blinded examiners analyzed the videos using an instrument based on the Stanford Faculty Development Program (SFDP-26). RESULTS: We found high internal consistency among external examiners and an interaction effect, group effect, and moment effect (P < 0.05). The residents who received the SNAPPS lecture scored significantly higher than their counterparts who received a traditional case presentation. CONCLUSION: This study indicates the efficacy of SNAPPS over traditional case presentation in all three settings as assessed by OSTEs and supports its implementation to improve the teaching of clinical reasoning.

Resumo: Introdução: O Mini-CEX é um método de avaliação que abrange os seguintes domínios: anamnese, exame físico, aconselhamento, julgamento clínico, organização e profissionalismo. Foi testado e validado para utilização em qualquer cenário de prática. Com sua característica de fornecer feedback após uma avaliação clínica, o Mini-CEX também serve como um método de formação para guiar o desenvolvimento profissional de formandos e formadores, promovendo maior retenção de conhecimento no corpo discente e fornecendo, continuamente, informações para que o estudante perceba o quão distante está dos objetivos almejados. O objetivo deste estudo foi verificar a percepção de internos, residentes e preceptores da clínica médica (CM) sobre instrumento Mini-CEX. Método: Trata-se de um estudo qualitativo realizado pela técnica de grupo focal no período de fevereiro a julho de 2017. Participaram 20 internos, 13 residentes e cinco preceptores de CM. Constituíram-se seis grupos focais, dois com os internos, dois com residentes e dois com docentes, com perguntas semiestruturadas que identificaram as percepções, por meio da metodologia empregada, na qualidade da avaliação e eventuais repercussões para o processo de ensino-aprendizagem. Resultados: No grupo focal dos internos, o momento de feedback da avaliação foi considerado essencial para o processo de aprendizado embora a avaliação a beira-leito tenha se mostrado tensa pela presença do tutor. Os residentes relataram que a avaliação foi válida, pois os levou a revisar alguns pontos da literatura médica, além de estimular o raciocínio clinico diante de uma situação real. Os preceptores validaram a importância do feedback para os avaliados e identificaram a avaliação a beira-leito como momento de melhor análise das individualidades. Conclusão: Por meio das percepções dos grupos em foco, identificamos o Mini-CEX como ferramenta fundamental para o processo de ensino-aprendizagem de todos os envolvidos e a necessidade de estruturação do momento de feedback para um resultado mais eficaz. Durante a avaliação a beira-leito, foi identificado o estímulo ao raciocínio clínico como ponto positivo e o estranhamento, a ansiedade e a tensão como pontos negativos.

Abstract: Introduction: Mini-CEX is an evaluation method that covers the domains: anamnesis, physical examination, counseling, clinical judgment, organization, and professionalism. It has been tested and validated for use in any practice scenario. With its characteristic of providing feedback after a clinical assessment, the Mini-CEX can also be used as a training method to guide the professional development of students and teachers, promoting greater knowledge retention in undergraduate students and continuously providing information for students to realize how far they are from the desired objectives. The aim of this study was to assess the perception of interns, residents, and preceptors of Internal Medicine (IM) regarding the Mini-CEX instrument. Methods: Qualitative study, using the focus group technique, carried out from February to July 2017. Twenty interns, thirteen residents, and five IM preceptors participated. It consisted of six focus groups, two with interns, two with residents, and two with preceptors, using semi-structured questions that identified perceptions, through the methodology used, on the quality of the evaluation and possible repercussions for the teaching-learning process. Results: In the focus group of interns, the feedback moment of the assessment was considered essential for the learning process, although the bedside assessment was tense due to the preceptor’s presence. The residents reported that the evaluation was a valid one, as it led them to review some points in the medical literature, in addition to stimulating clinical reasoning in the face of a real situation. The preceptors validated the importance of the feedback for those who were evaluated and identified the bedside assessment as a moment for the best analysis of the individualities. Conclusion: Through the perceptions of the groups in focus, the mini-CEX was identified as a fundamental instrument for the teaching and learning process of all those involved and the need to structure the moment of feedback aiming to attain a more effective result. During the bedside assessment, the stimulus to clinical reasoning was identified as a positive point and the strangeness, anxiety, and tension as negative points.

RESUMO A residência médica, instituída legalmente no Brasil em 1977 pelo Decreto nº 80.281, é considerada a melhor estratégia de ensino em cenário de prática, sendo o padrão ouro da especialização médica. A característica mais marcante da residência é o treinamento em serviço, que articula ensino no cenário de prática, além de construir um perfil profissional. Os residentes desenvolvem também a função docente. Pesquisas americanas estimam que exerçam tal função em boa parte de suas atividades, chegando a um quarto do período total de tempo de seus programas de residência. Esse processo de ensino-aprendizagem durante a residência ainda é pouco estudado, principalmente no Brasil. O objetivo deste estudo foi realizar uma ampla revisão narrativa sobre RaT (Resident as Teacher), tema pouco explorado na literatura brasileira, avaliando historicamente o processo de ensino-aprendizagem dos programas de residência médica. Foi realizada uma revisão na literatura acerca do processo de ensino-aprendizagem da residência médica no Brasil e no mundo. Diversos países estão implementando treinamentos formais de ensino denominados programas de Resident as Teacher (RaT). Somente nos EUA, mais de 50% dos programas de residência têm alguma forma de treinamento RaT. Vários programas foram desenvolvidos e se diferenciam no conteúdo, na duração e no formato, porém são baseados em atributos de ensino considerados essenciais ao ensino. No que diz respeito ao conteúdo, os programas RaT enfatizam predominantemente o modelo preceptor minuto (One Minute Preceptor – OMP), a estrutura de ensino clínico do Programa de Desenvolvimento da Faculdade de Stanford ou os domínios mostrados por Irby como essenciais à excelência em ensino clínico. Em conclusão, sugere-se que os programas brasileiros de residência médica invistam em estudos e, consequentemente, em estratégias efetivas para aprimorar as técnicas de ensino para médicos residentes.

ABSTRACT The medical residency program, legally established in Brazil in 1977, is considered the best practical teaching strategy and it’s a gold standard to physician specialization. Resident, house officer and registrar are synonymous to refer to post medical training after internship, who attending a program or programme, depends on the region of the globe you are. The teaching of the residency training program is conducted during patient care in all settings (i.e., bedside teaching), which brings together teaching in a practical setting and the improvement of a professional profile. Residents also develop their teaching skills. American researchers estimate that residents acts as teachers in almost one quarter of their residency programs. This teaching-learning process hasn’t been thoroughly studied, especially in Brazil. The aim of this study was to do a narrative review about Rat (Resident as Teacher), an issue not explored in the Brazilian literature, evaluating the teaching-learning process in the medical residency programs. A review in the Brazilian and worldwide literature was conducted. In many countries, several formal training courses are being implemented worldwide under the “Resident as Teacher – RaT” denomination. In the United States, more than half of the residency programs have RaT training. The developed programs are different in their approach, duration and format. However, they are all based on attributes considered fundamental for teachers. Regarding content, RaT programs emphasize the One Minute Preceptor (OMP) model, the clinical teaching structure of the Stanford Faculty Development Program, or the domains shown by Irby to be essential for the excellence of clinical teaching. In conclusion it would be important for Brazilian programs to develop studies and, consequently, effective strategies to improve RaT.

ABSTRACT BACKGROUND: There are plenty of options for evaluating medical students and medical residents’ clinical skills. Objective structured clinical evaluations (OSCEs) have emerged as a powerful and reliable tool for assessing multiple cognition domains of clinical expertise. In the same way as OSCEs have emerged to assess clinical skills, objective structured teaching evaluations (OSTEs) have come to light as promising and unbiased interventions for evaluating the act of clinical teaching. DESIGN AND SETTING: Narrative review developed at Universidade Federal de Uberlândia, Brazil. METHODS: We searched the literature regarding OSTEs using the MEDLINE (via PubMed) and LILACS (viaBiblioteca Virtual em Saude) databases. The SciELO library was also searched for Brazilian papers. Systematic reviews, reviews and randomized controlled trials specifically assessing how OSTEs performed in relation to development of academic staff and medical residents were then selected. RESULTS: Our search retrieved 178 papers, of which 40 were considered eligible for intensive review. Most of the studies selected reported positive effects from OSTE activities. However, there was little quantitative data to gauge the impact of OSTEs on improvement of teaching skills. CONCLUSIONS: Considering that OSCEs have become a widely used tool for assessing medical students’ and residents’ clinical skills, it is high time to incorporate OSTEs for evaluating teaching skills in Brazil. Encouraging data to support implementation of this assessment tool in this country is available from abroad. The net benefit from this would possibly encompass medical students, residents and academic staff, through bringing awareness about the importance of excelling in teaching skills.

RESUMO Introdução Na residência médica, os residentes exercem o duplo papel de professor e aprendiz. Treinamentos de como ensinar residentes a exercer a função de docência com qualidade estão sendo implementados em todo o mundo e são denominados programas de Residente como Professor (Resident as Teacher – RaT). De acordo com as Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina, pode-se aprender a estabelecer objetivos educacionais e matriz de competência, além de habilidades como comunicação, empatia, mediação de conflitos, entre outras. A implementação desses programas deve ser baseada na compreensão do contexto de cada residência médica na qual se deseja inseri-los, e os residentes também devem conhecer as potencialidades de cada cenário de atuação da sua especialidade para promover uma docência eficaz. Objetivo O objetivo do estudo foi o desenvolvimento de uma estrutura de programa de treinamento de docência (RaT) dividido em módulos e detalhado com suas respectivas referências bibliográficas. Metodologia Realizou-se uma revisão de literatura sobre ensino médico e testaram-se alguns métodos em cenário de prática durante uma dissertação de mestrado, utilizando a técnica SNAPPS, e durante uma tese de doutorado, utilizando a técnica OMP. Resultado Foi construído um programa de treinamento de docência nas residências médicas baseado nos resultados positivos encontrados na literatura sobre ensino médico. Propõe-se que cada módulo tenha a duração de um mês aproximadamente, com atividades de um turno por semana. O formato da discussão pode variar de acordo com cada especialidade e com o número de residentes de cada programa. Sugere-se a realização de flipped classroom (sala de aula invertida) com o envio do referencial bibliográfico de suporte sobre os temas aos residentes por e-mail uma semana antes da realização de cada módulo. Diversas atividades podem ser postas em prática em cada módulo para sedimentação do material estudado. Conclusão Após a estruturação de um roteiro a ser implementado pelos programas de residência médica no Brasil, espera-se que os residentes desempenhem com maior eficácia o papel que muitos já exercem na prática e que consequentemente o nível de aprendizagem dos alunos de graduação e internos melhore.

ABSTRACT Introduction In medical residency, residents play the dual role of teachers and learners. Training programs aiming at teaching residents how to become teachers are being implemented around the world and are referred to as ‘Resident as teacher’ (RaT) programs. According to the National Curricular Guidelines of the Medical Undergraduate Course, one can learn to establish educational goals and competence matrix, as well as skills such as communication, empathy, mediation of conflicts, among others. The implementation of these programs should be based on the understanding of the context of each medical residency where they are to be included and the residents should also know the potential of each scenario of their specialty to promote an effective teaching. Objective The objective of the study was the development of the structure of a Teaching Training Program (Resident as Teacher) divided into modules and detailed with their respective bibliographical references. Method a literature review was performed on medical education and some methods were tested in a practice scenario during a master’s degree dissertation, using the SNAPPS technique, and during a doctoral thesis presentation using the OMP technique. Outcome A Teaching Training Program was built in medical residencies based on the positive results found in the medical education literature. It is proposed that each module has a duration of approximately one month, with activities lasting one shift per week. The format of the discussion may vary with each specialty and with the number of residents in each program. It is suggested that a flipped classroom situation be carried out, sending the bibliographic reference of support on the subjects to the residents by email one week before the completion of each module. Several activities can be implemented in each module to consolidate the studied material. Conclusion After structuring a script to be implemented by the residency programs in Brazil, residents are expected to more effectively play the role that many already exercise in practice and that the level of learning of undergraduate and internship students consequently improves.

ABSTRACT BACKGROUND: There is extensive evidence, mainly from the United States and Canada, that points towards the need to train medical residents in teaching skills. Much of the “informal curriculum”, including professional values, is taught by residents when consultants are not around. Furthermore, data from the 1960s show the importance of acquiring these skills, not only for residents but also for all doctors. Teaching moments can be identified in simple daily situations, like discussing a clinical situation with patients and their families, planning patients’ care with the healthcare team or teaching peers and medical students. The aim here was to examine the significance of resident teaching courses and estimate the effectiveness of these courses and the state of the art in Brazil. METHODS: We conducted a review of the literature, using the MEDLINE, PubMed, SciELO and LILACS databases to extract relevant articles describing residents-as-teachers (RaT) programs and the importance of teaching skills for medical residents. This review formed part of the development of a doctoral project on medical education. RESULTS: Original articles, reviews and systematic reviews were used to produce this paper as part of a doctoral project. CONCLUSIONS: RaT programs are important in clinical practice and as role models for junior learners. Moreover, these educational programs improve residents’ self-assessed teaching behaviors and teaching confidence. On the other hand, RaT program curricula are limited by both the number of studies and their methodologies. In Brazil, there is no such experience, according to the data gathered here, except for one master’s thesis.

RESUMO CONTEXTO E OBJETIVO: A formação do médico especialista no Brasil pode ocorrer por diferentes vias. A aproximação das instituições que realizam essas formações e avaliam os médicos e as instituições de saúde pode trazer benefícios na qualificação. Este artigo analisa o impacto dessa aproximação e o trabalho conjunto das equipes da Comissão Nacional de Residência Médica (CNRM) e da Sociedade Brasileira de Neurocirurgia (SBN) na avaliação desses programas. TIPO DE ESTUDO E LOCAL: Estudo retrospectivo e prospectivo, conduzido em uma universidade pública, sobre projeto piloto elaborado entre CNRM e SBN na avaliação conjunta dos programas de treinamento pelo Brasil. MÉTODOS: Revisão de literatura nas principais bases de dados, documentos e legislações produzidas por órgãos oficiais governamentais, visitas aos locais de formação e análise dos relatórios e pareces produzidos sobre os programas de residência médica. RESULTADOS: Apenas 26% dos programas foram aprovados diretamente. As avaliações conjuntas encontraram problemas relacionados ao ensino e ao funcionamento do serviço em cerca de 35% dos programas. A distribuição dos programas no país tem forte relação com o Índice de Desenvolvimento Humano (IDH) das regiões e é muito semelhante à distribuição dos especialistas. CONCLUSÃO: A aproximação da SBN com a CNRM teve impacto positivo na avaliação das residências médicas em neurocirurgia no país. Os índices baixos de aprovação direta forçaram a realização de modificações e melhorias na qualidade de ensino e assistência (serviço). A aproximação da CNRM e das demais especialidades médicas pode alterar positivamente a estrutura e o funcionamento da formação médica no país.

ABSTRACT CONTEXT AND OBJECTIVE: Training for specialist physicians in Brazil can take place in different ways. Closer liaison between institutions providing this training and assessment and health care services may improve qualifications. This article analyzes the impact of closer links and joint work by teams from the National Medical Residency Committee (Comissão Nacional de Residência Médica, CNRM) and the Brazilian Society of Neurosurgery (Sociedade Brasileira de Neurocirurgia, SBN) towards evaluating these programs. DESIGN AND SETTING: Retrospective and prospective study, conducted in a public university on a pilot project developed between CNRM and SBN for joint assessment of training programs across Brazil. METHODS: The literature in the most relevant databases was reviewed. Documents and legislation produced by official government bodies were evaluated. Training locations were visited. Reports produced about residency programs were analyzed. RESULTS: Only 26% of the programs were immediately approved. The joint assessments found problems relating to teaching and to functioning of clinical service in 35% of the programs. The distribution of programs in this country has a strong relationship with the Human Development Index (HDI) of the regions and is very similar to the distribution of specialists. CONCLUSION: Closer collaboration between the SBN and CNRM had a positive impact on assessment of neurosurgery medical residency across the country. The low rates of direct approval have produced modifications and improvements to the quality of teaching and care (services). Closer links between the CNRM and other medical specialties have the capability to positively change the structure and function of specialty training in Brazil.

OBJETIVO: Investigar os efeitos da especialização precoce - dedicação seletiva a uma especialidade médica no período de graduação - sobre a formação geral dos médicos recém-formados. CASUÍSTICA E MÉTODOS: Candidatos ao processo seletivo a Programas de Residência Médica 2008 (PSPRM), formados na FMUSP em 2007 (universo = 163), destacados e agrupados por carreira pretendida (CP). Este estudo foca o desempenho no PSPRM e no histórico escolar. Análise intergrupos - candidatos a determinada CP x demais candidatos FMUSP e intragrupos - desempenho em diferentes áreas de conhecimento (AC) x média nas demais áreas. Coeficientes de correlação - entre fases do PSPRM e histórico. P < 0,05. RESULTADOS E CONCLUSÕES: Existe correlação entre histórico e PSPRM. De acordo com os dados investigados, houve tendência de especialização precoce em GO (obstetrícia e ginecologia), PQ (psiquiatria) e PED (pediatria), com prejuízo em áreas de conhecimento não diretamente relacionadas à carreira pretendida. Candidatos à CM (clínica médica) apresentaram desempenho globalmente superior ao dos demais nas provas e no histórico, possivelmente devido ao interesse mais abrangente por toda a Medicina, que levaria a uma formação mais ampla e sólida.

OBJECTIVE: To investigate the effects of early specialization (defined here as concentrated dedication to a single specialty during undergraduate medical school) on the general skills of newly graduated doctors. SAMPLE AND METHODS: Applicants for Admission to Medical Residency Programs at the University of São Paulo who had recently finished the undergraduate medical course at the same institution (n=163), grouped by specialty of choice. The study focused on applicants' performance in admissions exams and their undergraduate grade point average. Intergroup analysis - Applicants for a specific career versus other applicants. Intra-group analysis - Performance in each respective field of knowledge versus mean performance in the other areas studied. Correlation coefficients - between each admissions exam, and between undergraduate GPA and exams. Significance level: p<0.05. RESULTS AND CONCLUSIONS: There was a tendency towards early specialization in Obstetrics-Gynecology, Psychiatry, and Pediatrics, with a loss of performance in areas not directly related to the specialty choice. Applicants for the Residency Program in Internal Medicine showed overall higher grades on the residency admissions exam and undergraduate GPA, possibly due to a broader and more comprehensive interest in Medicine.

OBJETIVOS: A educação médica mostra contextos e condições globalmente diversas. O cenário no Brasil pode ser considerado um ambiente natural para se estudar a influência da diversidade dos programas de educação médica bem como a duração do internato no exame de entrada para residência médica. Esta investigação avalia alguns métodos usados no exame de entrada para residência médica como métodos para diferenciar os candidatos com internatos mais longos. MÉTODOS: Candidatos selecionados para um programa de residência executaram um teste múltiplas-escolhas (MCT), teste com perguntas abertas (OQ) e o OSCE, além de uma entrevista e uma análise de currículo para avaliar participações em reuniões científicas, artigos publicados e atividades voluntárias. Foram comparados grupos pelo gênero, ano de graduação, resultados dos testes e do OSCE. RESULTADOS: Os participantes foram distribuídos em dois grupos baseados na duração do internato: 2-anos ou menos de 2 anos. Não houve nenhuma diferença para a pontuação no MCT entre os grupos ou por quaisquer das atividades de entrevista e análise de currículo. O grupo de internato de 2-anos mostrou OQ mais alto (p =0.009) bem como os resultados do OSCE afetivo (p =0.025) e de conhecimento (p =0.002). CONCLUSÃO: O exame OSCE diferenciou alguns aspectos relacionados a aquisição de competências e pode avaliar habilidades básicas e atitudes que seriam essenciais à prática supervisionada de medicina durante residência médica. OSCE separou aspectos não notados pelo uso de testes de conhecimento ou múltiplas escolhas.

OBJECTIVES: Medical education encompasses globally diverse context and conditions. The Brazilian scenario seemed a natural environment to study the influence of medical education programs and internship duration on the entrance exam for medical residency. This investigation evaluates some methods used during the entrance exam for medical residency as a means to make a distinction between candidates with longer clerkships. METHODS: Candidates selected for a residency program performed a multiple-choice (MC), an open question (OQ) and OSCE-like tests, an interview and a curriculum analysis for participation in scientific meetings, papers published and voluntary activities. Groups were compared for gender, year of graduation, tests and OSCE scores. RESULTS: Participants were distributed into two groups based on clerkship duration: 2 years or less than 2 years. There was no difference for the MCT score among groups or any of the activities from interview and curriculum analysis. The 2 years clerkship group showed significantly higher OQ (p=0.009) and OSCE-like affective (p=0.025) and knowledge (p=0.002) scores. CONCLUSION: The OSCE test identified some aspects related to competence acquisition and assessed basic skills and attitudes essential to the supervised practice of medicine during residency. OSCE discriminated aspects not perceived by the sole use of knowledge tests.

OBJETIVO: Avaliar a presença e gravidade de sintomas de ansiedade e depressão entre os portadores de asma e de doença pulmonar obstrutiva crônica. MÉTODOS: Foram usados instrumentos específicos de quantificação de sintomas de ansiedade e depressão, Inventário de Ansiedade Traço-Estado e Beck Depression Inventory, respectivamente, respondidos por pacientes de um ambulatório de asma e doença pulmonar obstrutiva crônica. A população constituiu-se de 189 pacientes pertencentes a três grupos de estudo com objetivos terapêuticos diferentes: 40 asmáticos controlados, 100 asmáticos não controlados e 49 portadores de doença pulmonar obstrutiva crônica, selecionados aleatória e prospectivamente. Entre as variáveis desses estudos constavam sintomas de ansiedade e depressão como parte da metodologia. Os dados obtidos foram comparados levando-se em consideração aspectos demográficos, funcionais e a gravidade dos sintomas de ansiedade e depressão. RESULTADOS: Entre os pacientes asmáticos foi significativamente maior a prevalência de ansiedade moderada e grave quando comparados com aqueles portadores de doença pulmonar obstrutiva crônica (p < 0,001). Em relação à depressão, o grupo de asma não controlada apresentou resultados significativamente maiores quando comparado ao grupo de asma controlada (p < 0,05). CONCLUSÃO: Entre os pacientes asmáticos a freqüência de sintomas de ansiedade e depressão é maior do que em portadores de doença pulmonar obstrutiva crônica, o que pode dificultar o controle clínico.

OBJECTIVE: To evaluate the presence and severity of symptoms of anxiety and depression in individuals with asthma or chronic obstructive pulmonary disease. METHODS: In order to evaluate symptoms of anxiety and depression, specific instruments of quantification (the State-Trait Anxiety Inventory and the Beck Depression Inventory, respectively) were administered to patients at an outpatient clinic for the treatment of asthma and chronic obstructive pulmonary disease. The population comprised 189 randomly and prospectively selected patients that were divided into three study groups (each with a different therapeutic objective): 40 patients with controlled asthma, 100 patients with uncontrolled asthma, and 49 patients with chronic obstructive pulmonary disease. Included among the variables studied, as part of the methodology, were symptoms of anxiety and depression. The data obtained were compared taking into consideration demographic and functional aspects, as well as the severity of the symptoms of anxiety and depression. RESULTS: Among the asthma patients, the prevalence of moderate or severe anxiety was significantly higher than that observed among those with chronic obstructive pulmonary disease (p < 0.001). The uncontrolled asthma group presented significantly higher rates of depressive symptoms than did the controlled asthma group (p < 0.05). CONCLUSION: The frequency of symptoms of anxiety and depression is greater among asthma patients than among patients with chronic obstructive pulmonary disease, which can make clinical control difficult.

OBJETIVO: Validar o questionário padronizado escrito do International Study of Asthma and Allergies in Childhood, módulo sobre asma, para pesquisa de prevalência de asma, estabelecendo seu escore e a nota de corte para discriminação de adultos asmáticos. MÉTODOS: Entrevistamos pacientes ambulatoriais adultos, 40 asmáticos e 38 controles, pareados por sexo e idade, utilizando o módulo de asma do International Study of Asthma and Allergies in Childhood, composto por oito aspectos dicotômicos de asma. Determinamos o escore e a nota de corte para discriminação de asmáticos, definindo sua sensibilidade, especificidade e índice de Youden. Validamos o método em contraposição ao diagnóstico clínico e funcional. A reprodutibilidade das questões individuais foi testada por meio de reentrevistas de metade dos pacientes após algumas semanas. RESULTADOS: O escore variou de 0 a 14 pontos. Um escore = 5 pontos permitiu discriminar pacientes asmáticos (sensibilidade = 93%, especificidade = 100% e índice de Youden = 0,93). A maioria das questões apresentou boa reprodutibilidade, observada em reentrevista após 48,2 ± 11,1 dias (Kappa e Kappa ponderado variando de 0,43 a 1,00 para as questões individuais). CONCLUSÃO: A validação de uma nota de corte permite uma interpretação alternativa às informações fornecidas pelo módulo de asma do International Study of Asthma and Allergies in Childhood, levando em conta o conjunto das informações e não somente as respostas individuais de cada questão em estudos de prevalência de asma em adultos.

OBJECTIVE: To validate, for use in asthma prevalence studies, the asthma module of the standardized written questionnaire developed for use in the International Study of Asthma and Allergies in Childhood, establishing the score and cut-off point that would identify asthmatic adults. METHODS: We interviewed 78 adult outpatients (40 adult asthmatics and 38 age-matched and gender-matched controls) using the asthma module of the International Study of Asthma and Allergies in Childhood questionnaire, which is composed of questions related to eight dichotomous features of asthma. We determined the score and cut-off point required to accurately identify asthmatic adults, calculating sensitivity, specificity and Youden index. The method was validated against the clinical and functional diagnosis of asthma. The reproducibility of individual questions was evaluated by conducting second interviews with half of the patients some weeks later. RESULTS: The score ranged from 0 to 14 points. A score = 5 allowed patients with asthma to be distinguished from those without (sensitivity = 93%; specificity = 100%; Youden index = 0.93). Most questions presented satisfactory reproducibility in the second interviews conducted after 48.2 ± 11.1 days (kappa and weighted kappa ranging from 0.43 to 1.00 for individual questions). CONCLUSION: For studies of adult asthma prevalence, the determination/validation of a cut-off point allows an alternative interpretation of the information gathered through the application of the asthma module of the International Study of Asthma and Allergies in Childhood, taking into account the totality of the data rather than responses to individual questions.

CONTEXTO E OBJETIVO: Embora seja consenso que uma anamnese e um exame clínico devam ser realizados como parte da avaliação pré-operatória, ainda há grande controvérsia a respeito dos benefícios adicionais de exames subsidiários de rastreamento na avaliação pré-operatória. Neste estudo objetivamos determinar a porcentagem de exames subsidiários alterados em uma população que foi submetida a cirurgia não-cardíaca e correlacionamos as anormalidades observadas nestes exames com mudanças realizadas nas condutas pré-operatórias. TIPO DE ESTUDO E LOCAL: Estudo transversal desenvolvido em Hospital Universitário. MÉTODOS: 991 pacientes com mais de 40 anos, que foram submetidos a operações não-cardíacas eletivas de julho de 1997 a janeiro de 2000 foram estudados. Foram avaliados o hemograma, as dosagens séricas de sódio, potássio, uréia e creatinina, os tempos de protrombina, trombina e tromboplastina parcial ativada, o eletrocardiograma e a radiografia de tórax. RESULTADOS: Dentre os 957 eletrocardiogramas realizados, alguma alteração foi observada em 504 (50,9%) casos e, dentre as 646 radiografias de tórax feitas, 271 (42,0%) apresentaram alterações. As porcentagens de exames de laboratório alterados variaram de 5,1% (tempo de protrombina) a 41,0% (hematócrito). Observamos, também, um aumento na porcentagem de exames alterados em pacientes mais idosos. CONCLUSÕES: Embora um grande número de exames subsidiários alterados seja observado na avaliação pré-operatória, estes resultados raramente interferem na conduta dos pacientes.

CONTEXT AND OBJECTIVE: Although it is generally agreed that a medical history and physical examination should be obtained as part of preoperative evaluation, there is still substantial controversy about the additional benefits of preoperative screening tests. The objective of the present study was to determine the percentage of abnormalities on laboratory tests among a population that underwent non-cardiac surgery and to correlate these tests with changes in preoperative evaluation management. DESIGN AND SETTING: Cross-sectional study, carried out in a University Hospital. METHODS: 991 patients aged over 40 years undergoing elective non-cardiac surgery from July 1997 to January 2000 were studied. Blood cell count, serum sodium, potassium, urea and creatinine, prothrombin, thrombin and partial thromboplastin time, electrocardiogram and chest X-ray were evaluated. RESULTS: Out of the 957 electrocardiograms performed, some type of abnormality was found in 504 cases (50.9%) and, among the 646 chest X-rays requested, 271 (42.0%) displayed alterations. Laboratory tests showed abnormal values ranging from 5.1% (prothrombin time) to 41.0% (hematocrit). Increased percentages of abnormal tests with increasing patient age were also observed. CONCLUSIONS: Although there were substantial numbers of screening test abnormalities in preoperative evaluations, these results seldom interfered in patient management.