Search | SciELO

Need help?

Add field +

Search history

No documents were found for your search

Results: 37

au:Rios, Izabel Cristina

Filters

Collection + Options

All
Brazil

27
Public Health

10

Journal + Options

All
Revista Brasileira de Educação Médica

12
Interface - Comunicação, Saúde, Educação

10
Clinics

5
Saúde e Sociedade

4
Cadernos de Saúde Pública

2
Ciência & Saúde Coletiva

2
Physis: Revista de Saúde Coletiva

2

Language

All
Portuguese

31

Publication Year + Options

All
2008

5
2013

5
2021

5
2007

4
2012

3
2010

2
2011

2
2018

2
2020

2
2023

2
2009

1
2015

1
2016

1
2017

1
2024

1

Show all...

SciELO Thematic Areas + Options

All
Health Sciences

37
Human Sciences

28

WoS Subject Categories + Options

All
Health

29
Environmental

15
Occupational

15
Public

15
Services

14
Care

12
Sciences

12
Education

10
Educational

10
Research

10
General

5
Internal

5
Medicine

5
Policy

2

WoS Citation Index + Options

All
Science Citation Index Expanded

12
Social Sciences Citation Index

6

Citables and non citables + Options

All
Citable

32
Non citable

5

Type of Literature + Options

All
Article

28
Editorial

3
Book review

2
Rapid communication

2
Article-commentary

1
Case report

1

Order by

Page of 3 Next

Select this page

Print | Send to email | Export |

Facebook
Twitter
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

0 Selected itens

List all
Erase all

Surgical complications in the first and second semesters of the general surgery medical residence. A study of 14063 cases residence 1406 140 14 1
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Alvarenga, Bruno Henrique

; Rios, Izabel Cristina

; Silva, Francisco de Salles Collet e

; Utiyama, Edivaldo Massazo

Clinics

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2024, Volume 79 elocation 100351

Abstract: En | Text: En | PDF: En

Abstract Objective: To evaluate whether the rate of surgical complications is higher during the first semester of the General Surgery residency in the largest hospital complex in Latin America. During this period, students are expected to have less experience in carrying out procedures. Methods: During a period of two years, all General Surgery resident doctors at the Hospital das Clínicas of the Faculty of Medicine of the University of São Paulo, made a notification of all the procedures they performed (n = 14.063), containing information such as name of the procedure, date, who participated, complications, among others. These data were analyzed with the purpose of evaluating the variation in the rate of complications throughout the year. Results: There was a 52 % increase in the rate of complications in the first academic semester when compared to the second semester. This phenomenon was observed in resident doctors in the first and second years of residency. Furthermore, it was observed that second-year residents remain with high rates of complications, in some procedures, for a longer time than first-year residents. Furthermore, the first three months (March, April and May) seem to have the highest complication rates of the entire year. Conclusion The impact of these complications can affect several health services and the increase in surgical complications in the first half of the year must be monitored by institutions, in order to control this phenomenon. Objective America Methods Paulo n 14.063, 14063 14.063 , 14 063 14.063) procedure date participated others Results 5 Furthermore secondyear firstyear March, March (March May institutions 1406 14.06 1 06 140 14.0 0 14.

https://doi.org/10.1016/j.clinsp.2024.100351

Percepções de estudantes de Medicina sobre o estresse acadêmico e a mentoria no seu enfrentamento: um estudo qualitativo
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Rios, Izabel Cristina

; Santos, Renata Silva

; Vital Junior, Pedro Felix

Interface - Comunicação, Saúde, Educação

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2023, Volume 27 elocation e230199

Abstract: Pt Es En | Text: Pt Es En | PDF: Pt | PDF: Es | PDF: En

A formação médica é considerada estressante devido a fatores como: extensa carga horária, atividades práticas complexas, muito conteúdo e alta exigência de dedicação. Programas de mentoria podem amenizar esse estresse acadêmico. Com o objetivo de investigar a percepção dos estudantes de um programa de mentoria sobre o estresse da formação médica e a mentoria como recurso de enfrentamento, desenhou-se um estudo do tipo transversal com metodologia qualitativa. Selecionaram-se 12 alunos e realizaram-se sessões de grupo focal. Os dados produzidos foram submetidos à análise temática, resultando em duas categorias de estressores – 1. ser estudante e 2. ambiente acadêmico – e em duas categorias de elementos protetores – 1. autocuidado e 2. mentoria. A mentoria foi considerada recurso de enfrentamento por ser um espaço de reflexão e desenvolvimento de habilidades e comportamentos que aumentam competências relacionais, além de propiciar acolhimento, alívio psicológico, pertencimento e efeito tranquilizador.

La formación médica se considera estresante debido a factores tales como: extensa carga horaria, actividades prácticas complejas, mucho contenido, alta exigencia de dedicación. Programas de tutoría pueden amenizar ese estrés académico. Con el objetivo de investigar la percepción de los estudiantes de un programa de tutoría sobre el estrés de la formación médica y la tutoría como recursos de enfrentamiento, se diseñó un estudio del tipo transversal con metodología cualitativa. Se seleccionaron 12 alumnos y se realizaron sesiones de grupo focal. Los datos producidos se sometieron a análisis temático, resultando en dos categorías de factores de estrés: 1. ser estudiante, y 2. ambiente académico; y dos categorías de elementos protectores: 1. autocuidado, y 2. tutoría. La tutoría se consideró recurso de enfrentamiento por ser espacio de reflexión y desarrollo de habilidades y comportamientos que aumentan competencias relacionales además de propiciar amparo, alivio psicológico, pertenencia y efecto tranquilizador.

Medical training is considered stressful due to factors such as heavy course load, complex practical activities, the large volume of content and high expectations in terms of dedication. Mentoring programs can alleviate academic stress. The aim of this qualitative cross-sectional study was to investigate medical students’ perceptions of a mentoring program designed to reduce stress and mentoring as a tool for coping. We selected 12 students and held focus group sessions. We performed a thematic analysis, which resulted in the identification of two categories of stressors and protectors: being a student and the academic environment and self-care and mentoring, respectively. Mentoring was considered a coping resource because it provided a space for reflection and helped students develop skills and behavior that enhance relational skills, in addition to providing a welcoming environment, psychological relief, a feeling of belonging and a tranquilizing effect.

https://doi.org/10.1590/interface.230199

Percepções de estudantes de Medicina sobre o estresse acadêmico e a mentoria no seu enfrentamento: um estudo qualitativo enfrentamento
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Rios, Izabel Cristina

; Santos, Renata Silva

; Vital Junior, Pedro Felix

Interface - Comunicação, Saúde, Educação

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2023, Volume 27 elocation e230199

Abstract: Es En Pt | Text: Es En Pt | PDF: Es | PDF: En | PDF: Pt

https://doi.org/10.1590/interface.230199

Humanistic training in Medicine through dancing in the hospital: students’ perceptions
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Lisboa, Amanda Barbosa

; Ciccone, Marcela Rodrigues

; Kadekaru, Marina

; Rios, Izabel Cristina

Revista Brasileira de Educação Médica

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2021, Volume 45 N. 1 elocation e015

Abstract: Pt En | Text: Pt En | PDF: Pt | PDF: En

Resumo: Introdução: a humanização está relacionada à empatia, acolhimento, e comunicação efetiva, fazendo parte da formação médica. Pela sua natureza, a humanização requer métodos que mobilizem afetos e estimulem pensamento crítico, justificando o uso das artes como ferramenta de ensino. Vasta literatura mostra os benefícios das artes no ensino médico, entretanto ainda há poucos estudos sobre a dança, objeto deste artigo, em que apresentamos uma pesquisa conduzida por estudantes de medicina, cujo objetivo foi investigar a dança em hospital no ensino de humanização, na perspectiva dos estudantes. Método: desenhou-se uma pesquisa qualitativa do tipo pesquisa-ação, na qual alunos de medicina executaram coreografias para pacientes, acompanhantes e funcionários em três diferentes enfermarias do hospital-escola. A ação consistiu em ciclos contínuos de planejamento das intervenções, realização, observação, reflexão e replanejamento das ações subsequentes, de forma sistematizada e controlada pelas pesquisadoras. A produção de dados se deu por observação direta, narrativas e grupo focal. Os dados foram analisados pelos métodos de análise de conteúdo e temática. Resultados: durante três meses, 17 alunas e 7 alunos entre 18 e 24 anos de idade realizaram a ação, produzindo dados posteriormente classificados em 3 categorias temáticas: 1. Dimensão do afeto: conteúdos de caráter emocional do aluno; 2. Dimensão do cuidado: conteúdos sobre cuidar do paciente; 3. Dimensão da dança: conteúdos sobre dança na formação humanista em medicina. Na triangulação das técnicas, verificou-se que alegria, ansiedade, e percepção da dança como instrumento de criação de vínculo foram expressivas. A vivência da mudança dos lugares socialmente marcados para o estudante e o paciente fez com que o aluno enfrentasse e superasse sentimentos diversos. A dança permitiu o refinamento do olhar e da capacidade de compreender o outro, levando em conta perspectivas convergentes ou divergentes às suas próprias convicções. Por outro lado, os alunos vivenciaram ansiedade e alegria de um encontro consigo mesmo, percebendo a dança como atividade prazerosa e promotora da humanização. Conclusão: A dança no hospital provocou vivências e reflexões que estimularam o autoconhecimento, favoreceram a relação estudante-paciente, trouxeram elementos para entender o uso da dança em medicina, especialmente para o ensino da empatia e do cuidado humanizado.

Abstract: Introduction: The humanization of assistance is associated to empathy, embracing, and effective communication, being part of the medical training. According to its nature, humanization requires methods that involve affections and stimulates critical thinking. Objective: Extensive literature shows the benefits of the arts in medical education; however, there are still few studies on dancing, the subject of this study, which was carried out by medical students and whose aim was to investigate hospital dancing in the teaching of humanization, from the perspective of medical students. Method: A qualitative action research study was designed, in which medical students performed choreographies for patients, companions and employees in three different wards of the teaching hospital. The action consisted of continuous cycles in the planning of interventions, performance, observing, reflection, and re-planning of subsequent actions, in a systematic manner and controlled by the researchers. Data production took place by direct observation, narratives and focal group. The data were analyzed using the content and thematic analysis methods. Results: For three months, 17 female and 7 male students between 18 and 24 years of age performed the action, producing data that was subsequently classified into 3 thematic categories: 1. Dimension of affection: contents of the student’s emotional character; 2. Care dimension: contents about caring for the patient; 3. Dance dimension: contents on dance in the humanistic training in Medicine. In the triangulation of the techniques, it was observed that joy, anxiety, and the perception of dance as an instrument of bonding were significant. The experience of changing socially-marked places for the student and the patient made the student face and overcome different feelings. The dance allowed the refinement of the look and the capacity to understand the other, taking into account perspectives that converge to or diverge from their own convictions. On the other hand, the students experienced the anxiety and joy of an encounter with themselves, perceiving dance as a pleasurable and humanizing activity. Conclusion: The dance in the hospital lead to experiences and reflections that stimulated the students’ self-knowledge, favored the student-patient relationship, and brought elements to understand the use of dancing in medicine, mainly for the teaching of empathy and humanized care.

https://doi.org/10.1590/1981-5271v45.1-20200034.ing 742 downloads

Mentoria de acolhimento para alunos ingressantes no curso de Medicina
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Rios, Izabel Cristina

; Santos, Cristiane Duez Verzaro dos

; Fernandes, Elaine Mendes de Oliveira

; Pacheco, Maíra Kassabian Oliveira

; Fernandes, Maria Teresa de Almeida

; Vital Junior, Pedro Feliz

Revista Brasileira de Educação Médica

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2021, Volume 45 Suppl. 1 elocation e111

Abstract: Pt En | Text: Pt En | PDF: Pt | PDF: En

Resumo: Introdução: As mudanças de vida do estudante quando ingressa na Faculdade de Medicina tornam os primeiros anos os mais vulneráveis para desenvolver estresse psicológico e suas consequências. Em 2020, essa condição se agravou devido à pandemia de Sars-CoV-2. Para dar suporte aos alunos, várias escolas médicas desenvolvem programas de mentoria, entretanto a adesão deles costuma ser baixa. Objetivo: Este estudo teve como objetivos criar um modelo de mentoria - denominada “Mentoria de Acolhimento” - como suporte psicossocial e pedagógico aos alunos ingressantes, e estudar seu processo de implementação e os resultados para maior adesão e efetividade. Método: Com um desenho metodológico do campo da ciência da implementação, utilizaram-se técnicas e instrumentos de pesquisas qualitativas e quantitativas para compor um estudo de métodos mistos. Obtiveram-se os dados qualitativos em reuniões com os mentores e os dados quantitativos em questionários eletrônicos anônimos para os alunos. Os encontros dos grupos de mentoria foram previstos na grade curricular obrigatória, em horários predeterminados nos quatro meses do primeiro semestre da graduação. Analisaram-se os dados qualitativos por meio da técnica de análise temática, e os dados quantitativos foram examinados de modo descritivo. Resultado: Participaram da Mentoria de Acolhimento 147 alunos (77% dos ingressantes). Identificaram-se os seguintes facilitadores de implementação: inclusão automática de todos os alunos nos grupos, inserção na grade, qualidade do mentor e disposição dos discentes para a mentoria. Observaram-se as seguintes barreiras: falhas na comunicação com os alunos, não realização de encontros por mentores, atividades extracurriculares no horário previsto para a mentoria e o modo presencial remoto. A experiência foi avaliada como positiva por alunos e mentores, verificando-se ganhos de desempenho acadêmico, em conhecer o cotidiano escolar e lidar com aspectos emocionais e relacionais da vida de estudante. Conclusão: A Mentoria de Acolhimento ajudou a integração do aluno ingressante na faculdade. Mostrou-se adequada em termos de modelo e resultados, mas requer aprofundamento dos estudos de impacto na formação médica.

Abstract: Introduction: Upon entering medical school the student undergoes life changes that make the first years the most crucial in terms of vulnerability to developing psychological stress and the associated consequences. In 2020, this condition was aggravated due to the SARS-COV-2 pandemic. To offer students more support, many medical schools have encouraged them to participate in mentoring programs, however student adherence is typically low. Objective: To create a mentoring model - called “Welcome Mentoring” - as a psychosocial and pedagogical support for incoming students, and study its implementation process and results, with the aim of achieving greater adherence and effectiveness. Methodology: Using a methodological design from the field of implementation science, qualitative and quantitative research techniques and instruments were combined to form a mixed-methods study. Qualitative data were obtained in meetings with mentors, and quantitative data through anonymous electronic questionnaires for students. The meetings of the mentoring groups were foreseen in the mandatory curricular schedule, at predetermined times during the four months of the first semester of the undergraduate course. Qualitative data were analyzed with thematic analysis technique, and quantitative data were analyzed descriptively. Results: 147 students participated in the Welcome Mentoring (77% participation). The factors that facilitated the implementation were: the automatic inclusion of all students in the groups, insertion in the curriculum, quality of the mentor, and students’ availability for mentoring. The following barriers were observed: communication failures with students, no meetings with mentors, extracurricular activities during mentoring hours, and the remote mode for meetings. The experience was evaluated as positive by students and mentors, with gains in academic performance, in learning about daily school life, and in dealing with the emotional and relational aspects of student life. Conclusion: Welcome Mentoring helped integrate incoming student into university life. It proved adequate in terms of the model and results, but requires further studies on its impact on medical education.

https://doi.org/10.1590/1981-5271v45.supl.1-20210127 251 downloads

Virtual mentoring for medical students in the Covid-19 times
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Rios, Izabel Cristina

; Medeiros Junior, Martim Elviro de

; Fernandes, Maria Teresa de Almeida

; Zombini, Edson Vanderlei

; Pacheco, Maira Kassabian Oliveira

; Mascarenhas, Elcio Gomes

; Azuma, Joselita Batista

; Vital Junior, Pedro Felix

Revista Brasileira de Educação Médica

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2021, Volume 45 N. 3 elocation e170

Abstract: Pt En | Text: Pt En | PDF: Pt | PDF: En

Resumo: Introdução: Durante a pandemia de Sars-CoV-2, as escolas adotaram distanciamento social e atividades a distância que, segundo estudos recentes, sugerem o aumento de depressão, ansiedade e distúrbios de comportamento entre estudantes universitários. A formação médica que é marcada por forte estresse psicológico contou com esse agravante, reforçando a necessidade de ações de cuidado destinadas aos alunos, como os programas de mentoria. A mentoria de alunos oferece suporte empático e desenvolvimental que estimula autocuidado, bem-estar e resiliência. Relato de experiência: Um grupo de professores-mentores de uma escola médica adaptou atividades de mentoria para um modelo remoto dirigido aos alunos veteranos que já participavam da mentoria e separadamente aos estudantes recém-ingressos no curso médico. No formato remoto, manteve-se a proposta de mentoria como “lugar de conversa”, mas em plataforma digital. O acompanhamento técnico da proposta se deu por meio de encontros remotos do grupo de mentores e de consulta aos alunos por meio de questionário autoaplicado on-line. Os dados obtidos foram submetidos à análise de conteúdo. Discussão: De março a dezembro de 2020, realizaram-se 109 encontros de mentoria virtual. Os alunos consideraram satisfatórios os encontros remotos em termos de qualidade das discussões, atuação do mentor e ambiente emocional. A desenvoltura interativa variou entre grupos, mas foi facilitada nos grupos de veteranos. Entre os alunos ingressantes, o tema recorrente esteve atrelado ao sentimento de medo: de ter mau desempenho nas provas, de perder o semestre e de não aprender. Entre os veteranos, destacaram-se as dificuldades de adaptação ao ensino a distância e de organização diante do excesso de atividades, e a diminuição das atividades práticas. Todos os grupos relataram medo da pandemia, da morte e de a situação financeira dos pais piorar, além de tristeza em razão de perda de parentes pela Covid-19. Chamou a atenção dos mentores o fato de os alunos, mesmo em um espaço acolhedor, manterem fechadas as câmeras. Conclusão: Para os mentores e discentes, a mentoria virtual funcionou como importante suporte ao aluno. Veteranos e calouros relataram que se sentiam cuidados, fortalecidos e gratos, sugerindo que os encontros permitiram uma boa interação das pessoas e a produção de efeitos benéficos perceptíveis. Um limite deste estudo foi o tempo de experiência. Assim sendo, recomenda-se manter tal investigação.

Abstract: Introduction: Throughout the SARS-COV-2 pandemic, schools had to adopt social distancing and remote learning, which, according to recent studies suggest an increase in depression, anxiety and behavioral disorders among university students. Medical training, which has a heavy load of psychological issues had to face this aggravating factor, reinforcing the need for support actions for students, such as mentoring programs. Mentoring programs offer empathetic and developmental support that encourages self-care, well-being and resilience. Experience report: A group of teacher-mentors from a medical school adapted the mentoring activities to a remote model, offering them to upper-level students who had already participated in mentoring, and, separately, to students who were newly enrolled in the medical course. In the remote format, the mentoring proposal was maintained as a “place of conversation”, but on a digital platform. The technical follow-up was carried out by remote meetings of the group of teacher-mentors, and consultation with students through a self-administered online questionnaire. The data obtained were submitted to content analysis. Discussion: From March to December, 109 virtual mentoring meetings were held. The students considered the meetings satisfactory in terms of the quality of discussions, the mentors’ attitudes and the emotional environment. The interactive development varied among groups, but it was observed to be easier in the groups of upper-level students. Among the newly-enrolled students, the recurring topic was the fear of poor performance in the tests, losing the semester, or not learning. Upper-level students highlighted the difficulties of adapting to remote learning and organizing their activities, and the decrease in practical activities. All groups reported fear of the pandemic, of death, of the worsening of parents’ financial situation, and sadness about the loss of relatives to COVID-19. It drew the attention of the mentors the fact that the students, even in a welcoming space, kept the cameras turned off. Conclusion: For mentors and students, virtual mentoring worked as an important student support system. Upper-level students and first-year ones reported feeling cared for, supported and grateful, suggesting that the meetings allowed a good interaction and produced beneficial effects. A limitation of this study was the duration of the experiment. Therefore, it is recommended that the research be maintained.

https://doi.org/10.1590/1981-5271v45.3-20200419.ing 180 downloads

Use and misuse of biomarkers and the role of D-dimer and C-reactive protein in the management of COVID-19: A post-hoc analysis of a prospective cohort study
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Gonçalves, Fabio Augusto Rodrigues

; Besen, Bruno Adler Maccagnan Pinheiro

; Lima, Clarice Antunes de

; Corá, Aline Pivetta

; Pereira, Antônio José Rodrigues

; Perazzio, Sandro Félix

; Gouvea, Christiane Pereira

; Fonseca, Luiz Augusto Marcondes

; Trindade, Evelinda Marramon

; Sumita, Nairo Massakazu

; Duarte, Alberto José da Silva

; Lichtenstein, Arnaldo

; Bonfa, Eloisa

; Utiyama, Edivaldo M.

; Segurado, Aluisio C.

; Perondi, Beatriz

; Miethke-Morais, Anna

; Montal, Amanda C.

; Harima, Leila

; Fusco, Solange R. G.

; Silva, Marjorie F.

; Rocha, Marcelo C.

; Marcilio, Izabel

; Rios, Izabel Cristina

; Kawano, Fabiane Yumi Ogihara

; Jesus, Maria Amélia de

; Kallas, Ésper George

; Carmo, Carolina

; Tanaka, Clarice

; Souza, Heraldo Possolo de

; Marchini, Julio F. M.

; Carvalho, Carlos

; Ferreira, Juliana C.

; Levin, Anna Sara Shafferman

; Oliveira, Maura Salaroli

; Guimarães, Thaís

; Lázari, Carolina dos Santos

; Sabino, Ester

; Magri, Marcello M. C.

; Barros-Filho, Tarcisio E. P.

; Francisco, Maria Cristina Peres Braido

; Costa, Silvia F.

Clinics

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2021, Volume 76 elocation e3547

Abstract: En | Text: En | PDF: En

OBJECTIVE: Coronavirus disease 2019 (COVID-19) is associated with high mortality among hospitalized patients and incurs high costs. Severe acute respiratory syndrome coronavirus 2 infection can trigger both inflammatory and thrombotic processes, and these complications can lead to a poorer prognosis. This study aimed to evaluate the association and temporal trends of D-dimer and C-reactive protein (CRP) levels with the incidence of venous thromboembolism (VTE), hospital mortality, and costs among inpatients with COVID-19. METHODS: Data were extracted from electronic patient records and laboratory databases. Crude and adjusted associations for age, sex, number of comorbidities, Sequential Organ Failure Assessment score at admission, and D-dimer or CRP logistic regression models were used to evaluate associations. RESULTS: Between March and June 2020, COVID-19 was documented in 3,254 inpatients. The D-dimer level ≥4,000 ng/mL fibrinogen equivalent unit (FEU) mortality odds ratio (OR) was 4.48 (adjusted OR: 1.97). The CRP level ≥220 mg/dL OR for death was 7.73 (adjusted OR: 3.93). The D-dimer level ≥4,000 ng/mL FEU VTE OR was 3.96 (adjusted OR: 3.26). The CRP level ≥220 mg/dL OR for VTE was 2.71 (adjusted OR: 1.92). All these analyses were statistically significant (p<0.001). Stratified hospital costs demonstrated a dose-response pattern. Adjusted D-dimer and CRP levels were associated with higher mortality and doubled hospital costs. In the first week, elevated D-dimer levels predicted VTE occurrence and systemic inflammatory harm, while CRP was a hospital mortality predictor. CONCLUSION: D-dimer and CRP levels were associated with higher hospital mortality and a higher incidence of VTE. D-dimer was more strongly associated with VTE, although its discriminative ability was poor, while CRP was a stronger predictor of hospital mortality. Their use outside the usual indications should not be modified and should be discouraged.

https://doi.org/10.6061/clinics/2021/e3547

COMVC-19: A Program to protect healthcare workers’ mental health during the COVID-19 Pandemic. What we have learned
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Fukuti, Pedro

; Uchôa, Caroline Louise Mesquita

; Mazzoco, Marina Flaborea

; Cruz, Isabella D'Andrea Garcia da

; Echegaray, Mariana V.F.

; Humes, Eduardo de Castro

; Silveira, Júlia Belizário

; Santi, Talita Di

; Miguel, Euripedes Constantino

; Corchs, Felipe

; Fatori, Daniel

; Campello, Guilherme

; Oliveira, Gabriel M. de

; Argolo, Felipe C.

; Ferreira, Felipe de M.

; Machado, Gustavo

; Argeu, Adriana

; Oliveira, Graça Maria Ramos de

; Serafim, Antônio de Pádua

; Siqueira, Luciana de Lima

; Rossi, Luciane de

; Rios, Izabel Cristina

; Oliveira, Talita Rodrigues de

; Antoniazzi, Leilane C. K.

; Gagliotti, Daniel Augusto Mori

; Abelama Neto, Emílio

; Oliveira Junior, Paulo Novais de

; Correia, Aline Villalobo

; Gonçalves, Luca Schilling

; Tortato, Liana Silva

; Busato, Wagner Machado Moraes

; Guimarães-Fernandes, Flávio

; Alves, Marcos

; Leite Netto, Oswaldo Ferreira

; Schoueri, Patrícia de Campos Lindenberg

; Roque, Márcio de Assis

; Merlin, Silvia Stahl

; Boer, Giovana Cardoso Machado

; Sallet, Paulo Clemente

; Malbergier, André

; Spedo, Mariana Abrahão

; Kamitsuji, Carla Satie

; Faria, Elizabeth de

; Moreira, Moacyr Vergara de Godoy

; Kaufman, Arthur

; Abdo, Carmita

; Scanavino, Marco de Tubino

; Lancman, Selma

; Tavares, Hermano

; Polanczyk, Guilherme

; Brunoni, André R.

; Forlenza, Orestes V.

; Barros-Filho, Tarcísio Eloy Pessoa de

Clinics

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2021, Volume 76 elocation e2631

Abstract: En | Text: En | PDF: En

OBJECTIVE: In 2020, the COVID-19 pandemic brought a work and stress overload to healthcare workers, increasing their vulnerability to mental health impairments. In response, the authors created the COMVC-19 program. The program offered preventive actions and mental health treatment for the 22,000 workers of The Hospital das Clinicas da Faculdade de Medicina da Universidade de São Paulo (HCFMUSP). This paper aims to describe its implementation and share what we have learned from this experience. METHODS: Workers were able to easily access the program through a 24/7 hotline. Additionally, a mobile phone app that screened for signs and symptoms of emotional distress and offered psychoeducation and/or referral to treatment was made available. Data from both these sources as well as any subsequent psychiatric evaluations were collected. RESULTS: The first 20 weeks of our project revealed that most participants were female, and part of the nursing staff working directly with COVID-19 patients. The most frequently reported symptoms were: anxiety, depression and sleep disturbances. The most common diagnoses were Adjustment, Anxiety, and Mood disorders. CONCLUSIONS: Implementing a mental health program in a multimodal intervention was feasible in a major quaternary public hospital. Our data also suggests that preventive actions should primarily be aimed at anxiety and depression symptoms, with a particular focus on the nursing staff.

https://doi.org/10.6061/clinics/2021/e2631

How Institutions Can Protect the Mental Health and Psychosocial Well-Being of Their Healthcare Workers in the Current COVID-19 Pandemic
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Fukuti, Pedro

; Uchôa, Caroline Louise Mesquita

; Mazzoco, Marina Flaborea

; Corchs, Felipe

; Kamitsuji, Carla Satie

; Rossi, Luciane De

; Rios, Izabel Cristina

; Lancman, Selma

; Bonfa, Eloisa

; Barros-Filho, Tarcisio Eloy Pessoa de

; Miguel, Eurípedes Constantino

Clinics

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2020, Volume 75 elocation e1963

Abstract: En | Text: En | PDF: En

https://doi.org/10.6061/clinics/2020/e1963 2745 downloads

10.

Virtual visits to inpatients by their loved ones during COVID-19
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Rios, Izabel Cristina

; Carvalho, Ricardo Tavares de

; Ruffini, Vitor Maia Teles

; Montal, Amanda Cardoso

; Harima, Leila Suemi

; Crispim, Douglas Henrique

; Arai, Lilian

; Perondi, Beatriz

; Morais, Anna Miethke

; Andrade, Andrea Janaina de

; Bonfa, Eloisa Silva Dutra de Oliveira

Clinics

Journal Metrics
- Sobre o periódico
- SciELO Analytics

2020, Volume 75 elocation e2171

Abstract: En | Text: En | PDF: En

https://doi.org/10.6061/clinics/2020/e2171 676 downloads

11.

Family Medicine from the First to the Sixth Year of Undergraduate Medical Training: Considerations on an Educational Proposal for School-Service Curricular Integration
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Silva, Andréa Tenório Correia da

; Medeiros Junior, Martim Elviro de

; Fontão, Paulo de Nogueira

; Saletti Filho, Haraldo Cesar

; Vital Junior, Pedro Félix

; Bourget, Monique Marie Marthe

; Rios, Izabel Cristina

Revista Brasileira de Educação Médica

Journal Metrics
- Sobre o periódico
- SciELO Analytics

dec 2018, Volume 42 N. 4 Pages 191 - 200

Abstract: Pt En | Text: Pt En | PDF: Pt | PDF: En

RESUMO Em contexto nacional e internacional, discute-se a formação médica devido às mudanças na sociedade contemporânea e suas demandas de saúde. No Brasil, preconiza-se a inserção do aluno na Atenção Primária à Saúde (APS) durante todo o curso médico. Tal inserção é dificultada pelos cenários práticos inadequados, pela falta de preceptores, pela formação insuficiente dos médicos generalistas para receber estudantes, pelos docentes sem capacitação adequada para o ensino na área e pela resistência de docentes de disciplinas tradicionais. Este artigo descreve e analisa um modelo de inserção da APS e Medicina de Família e Comunidade (MFC) em um curso médico no município de São Paulo, os desafios da articulação ensino-gestão e as ações que ajudam a enfrentá-los. A proposta parte de objetivos educacionais que visam desenvolver competências (conhecimentos, habilidades e atitudes) para que o aluno possa oferecer cuidado integral, compreendendo o indivíduo no contexto de vida familiar, social e ambiental. Os conteúdos programáticos foram desenvolvidos para propiciar aprendizagem em grau crescente de complexidade, articulando saberes prévios com novos saberes. Deste ponto de partida, o desenvolvimento do projeto educacional tem como marca inovadora a combinação de planejamento e gestão educacional que adota as seguintes medidas para aprimorar a qualidade do processo ensino-aprendizagem: (1) inserção dos alunos em Unidades Básicas de Saúde (UBS) do primeiro ano ao internato; (2) contratação de médicos de família como docentes da faculdade; (3) integração dos conteúdos dos módulos de Medicina de Família e APS com os conteúdos de outras disciplinas, como Epidemiologia, Políticas de Saúde e Medicina Baseada em Evidências; (4) metodologias de ensino problematizadoras adequadas à temática abordada e ao perfil do estudante e do docente; (5) avaliações formativas; (6) aprimoramento pedagógico para docentes e preceptores para o exercício do ensino em saúde; (7) práticas que estimulem o aluno a trabalhar em equipes interprofissionais; (8) incentivo a programas de intercâmbio nacionais e internacionais para alunos de graduação e de residência em MFC; (9) fomento à publicação de livros, artigos e pesquisa em APS. Entre os fatores facilitadores para o bom andamento dessa proposta de ensino, ressalta-se o fato de que MFC e APS são fundamentos axiais do projeto político-pedagógico do curso médico e se desenvolvem em uma instituição que tem longa história de assistência e ensino na área da saúde, contribuindo fortemente para a integração serviço-escola. A interlocução necessária às atividades didáticas nos cenários de prática se dá pela proximidade entre gestão local, preceptores e gestores-docentes. Outro fator de fortalecimento da proposta é o investimento na equipe de preceptores por meio de capacitação, participação na construção e na integração de conteúdos propostos nos módulos de MFC e a política de recursos humanos que os valoriza. Assim, considera-se que a apresentação desta iniciativa poda contribuir para o debate de modelos educacionais para inserção curricular da MFC e APS, seus desafios e possibilidades na educação médica contemporânea.

ABSTRACT Medical training is current topic of discussion both on the national and international stage due to changes in contemporary society and the consequent health demands. In Brazil, insertion into the workplace of the Primary Health Care (PHC) student is recommended throughout the medical course. However, such insertion is hampered by inadequate practical scenarios, the lack of preceptors, insufficient training of general practitioners to receive students, teachers without adequate training in teaching in the area and resistance by teachers of traditional disciplines. This article describes and analyzes a model for insertion into PHC and Family and Community Medicine (FCM) of students from a medical course in São Paulo, the challenges of teaching-management integration and the actions that help to address these issues. The proposal is based on educational objectives aimed at developing competences (knowledge, skills and attitudes) so that the student can offer comprehensive care, understanding the individual in the context of family, social and environmental life. The program contents were developed to provide learning in an increasing degree of complexity, connecting previous knowledge to new knowledge. From this starting point, the development of the educational project has as innovative brand involving a combination of planning and educational management that adopts the following measures to improve the quality of the teaching-learning process: (1) insertion of students into Basic Health Units (BHU) from the first year to internship; (2) hiring family doctors as faculty staff; (3) integration of the contents of the Family Medicine and PHC modules with the contents of other disciplines, such as Epidemiology, Health Policies and Evidence-Based Medicine; (4) critically questioning teaching methodologies regarding their suitability for the topic addressed and the student and teacher profiles; (5) formative assessments; (6) pedagogical improvement for teachers and preceptors for the exercise of teaching in health; (7) practices that encourage students to work in interprofessional teams; (8) encouragement of national and international exchange programs for undergraduate and residency students in FCM; (9) promotion of the publication of books, articles and research in PHC. Among the facilitating factors for the good progress of this teaching proposal, it is highlighted that FCM and PHC are the axial foundations of the political-pedagogical project of the medical course and are developed in an institution that has a long history of assistance and teaching in the health area, contributing significantly to service-school integration. Dialogue is required for the execution of didactic activities in the practical settings, due to the proximity between local management, preceptors and teacher-managers. Another factor which strengthens the proposal is the investment in the preceptor team through training, participation in the construction and integration of content proposed in the FCM modules and a human resources policy that values them. Thus, it is considered that the presentation of this initiative could contribute to the debate on educational models for curricular insertion into FCM and PHC, and the related challenges and possibilities in contemporary medical education.

https://doi.org/10.1590/1981-52712015v42n4rb20160016ing 1292 downloads

12.

Qual Guia de Comunicação na Consulta Médica É o Mais Adequado para o Ensino de Habilidades Comunicacionais na Atenção Primária à Saúde Brasileira?
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Campos, Carlos Frederico Confort

; Rios, Izabel Cristina

Revista Brasileira de Educação Médica

Journal Metrics
- Sobre o periódico
- SciELO Analytics

sep 2018, Volume 42 N. 3 Pages 108 - 118

Abstract: Pt En | Text: Pt En | PDF: Pt | PDF: En

RESUMO Introdução O uso de habilidades de comunicação está associado a desfechos positivos na consulta médica e no cuidado à saúde, como melhora da adesão aos tratamentos, da satisfação de médicos e pacientes, e da relação entre eles. Isto é ainda mais significativo na Atenção Primária à Saúde (APS), que é um espaço de cuidado integral de saúde. Uma comunicação efetiva é aquela em que todos os participantes interagem de modo a trocar informações e em que, ao final, todas as partes tenham o mesmo entendimento sobre o problema, acordem sobre as medidas a tomar e se sintam entendidas em suas necessidades. Para que este tipo de comunicação aconteça, o ensino dessas habilidades deve ocorrer de forma adequada e contínua, durante toda a formação médica. Até o momento, não existe um instrumento brasileiro que cumpra esta finalidade. No Brasil, têm-se utilizado guias internacionais para este ensino. No entanto, dos guias mais usados internacionalmente e mais citados na literatura da área, nenhum é completamente adequado à realidade da APS brasileira. Objetivo Comparar quatro instrumentos de habilidades de comunicação frequentemente utilizados, tendo em vista os aspectos que caracterizam a APS nacional. Metodologia Os guias foram descritos, analisados qualitativamente e comparados quanto às seguintes categorias: estrutura do guia, criação do guia, etapas importantes da consulta e foco no médico. Análise: Os instrumentos diferem quanto a facilidade de uso, foco no ensino de APS, discussão de etapas importantes da consulta e foco no médico; todos discutem a construção de planos compartilhados e nenhum tem uma tradução validada para português do Brasil. Conclusão Dos quatro guias estudados, “A Consulta em 7 em Passos” tem o melhor perfil de uso para a APS nacional. No entanto, recomenda-se a criação de um guia brasileiro para estruturar, homogeneizar e facilitar o ensino das habilidades de comunicação nas escolas médicas do País.

ABSTRACT Introduction the use of communication skills is associated with positive outcomes in medical visits and health care, such as better adherence to treatments, satisfaction of doctors and patients and the relationship between them. This is even more significant in Primary Health Care, which is a space of comprehensive health care. An effective communication happens whenever all participants interact to exchange information and, in the end, everyone has the same understanding about the problem, everyone agrees about the actions to be taken and everyone feels they are being understood in their needs. In order for this kind of communication to happen, these skills must be taught appropriately e continually, during the whole medical training. Up until now, there is no Brazilian instrument that fulfills this purpose. In Brazil, international guides are being used to achieve that. However, amongst the most internationally used guides and those most cited in specific literature, none is completely suitable to Brazil’s reality. Objective To compare four frequently used communications skills instruments, under the perspective of Brazilian Primary Care characteristics. Methodology The guides were described, qualitatively analyzed and compared according to the following categories: guide structure, guide creation, important steps of the visit and focus on the doctor. Analysis: The instruments differ in easiness of use, focus in Primary Care teaching, discussion of important steps of the visit and focus on the doctor. They all discuss the construction of shared plans and none has a validated translation to Brazilian Portuguese. Conclusion “A Consulta em 7 Passos” has the most suitable profile for Brazil’s Primary Care, among the studied guides. However, the creation of a Brazilian guide is recommended to help structure, homogenize and facilitate the teaching of communication skills in Brazil’s medical schools.

https://doi.org/10.1590/1981-52712015v42n2rb20170138 5582 downloads

13.

Medicina de Família do Primeiro ao Sexto Ano da Graduação Médica: Considerações sobre uma Proposta Educacional de Integração Curricular Escola-Serviço
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Silva, Andréa Tenório Correia da

; Medeiros Junior, Martim Elviro de

; Fontão, Paulo de Nogueira

; Saletti Filho, Haraldo Cesar

; Vital Junior, Pedro Félix

; Bourget, Monique Marie Marthe

; Rios, Izabel Cristina

Revista Brasileira de Educação Médica

Journal Metrics
- Sobre o periódico
- SciELO Analytics

jun 2017, Volume 41 N. 2 Pages 336 - 345

Abstract: Pt En | Text: Pt En | PDF: Pt | PDF: En

ABSTRACT Medical education has been heavily debated in both national and international contexts due to changes in society and public health demands. In Brazil, it is postulated that learning in Primary Health Care (PHC) should occur throughout the entire medical course. Learning in PHC has faced some barriers such as inadequate environment for medical practice, including a lack of supervisors and general practitioners with insufficient training to assist students, lack of lecturers with expertise in the area, and resistance from traditional faculties to include PHC in the curriculum. This paper addresses an educational model to include PHC and family medicine in a medical school curriculum in the city of São Paulo, Brazil. Furthermore, we describe the challenges of tying in educational and managerial objectives in the context of primary care services, and how to overcome such challenges. Our proposal is based on using educational objectives to develop student competencies (knowledge, skills and attitudes) so they can provide comprehensive care as regards the individual’s background (social, family and environmental). Students are exposed to increasingly complex educational content that requires connecting new knowledge to previous knowledge. The innovative aspect of this educational project is its integration of planning and educational management, involving the following strategies to achieve a better quality learning process: (1) Students in primary care services from the first to the last semester of the course; (2) Hiring family doctors as faculty members; (3) Integrating PHC and family medicine with the contents of other subjects such as epidemiology, public health policies and evidenced-based medicine; (4) Using problem-solving methodologies suitable both to the studied theme and to student and lecturer profiles; (5) Formative evaluations; (6) Improving teaching skills for lecturers and field supervisors; (7) Implementing practices to encourage students to work in multi-professional teams; (8) Motivating students to take part in interchange programs with national and international institutions; and (9) Encouraging the publications of books, scientific papers and research into PHC and family medicine. Several factors facilitate the success of this educational proposal, including: PHC and family medicine being underlying matters in the political-pedagogical faculty project; the educational setting being that of an institution with a long history of health education, public care provision and contributions to service-learning integration; the close relationship between health service managers, lecturers and supervisors, which facilitates coordination between the theoretical content and practice in PHC; the investments made to develop supervisor teaching skills, to support their participation in the debate about relevant family medicine content, and in the discussion about integrating theory with practice; and finally the human resource policies that raise the value of family doctors who are also supervisors. We hope this experience contributes to enhancing the debate about PHC and family medicine educational models in medical courses, and the related challenges and possibilities within medical training.

https://doi.org/10.1590/1981-52712015v41n2rb20160016 3833 downloads

14.

Humanidades Médicas como Campo de Conhecimento em Medicina
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Rios, Izabel Cristina

Revista Brasileira de Educação Médica

Journal Metrics
- Sobre o periódico
- SciELO Analytics

mar 2016, Volume 40 N. 1 Pages 21 - 29

Abstract: Pt En | Text: Pt En | PDF: Pt | PDF: En

RESUMO Este ensaio aborda as humanidades médicas como campo de conhecimento e sua constituição em corpo teórico e metodológico de caráter próprio, particularmente na educação médica. Historicamente, as humanidades médicas surgiram paralelamente ao desenvolvimento do campo das ciências humanas e sociais em saúde, tendo com elas vários pontos de contato. Pelo estudo da literatura, delimitamos os dois campos quanto a objeto de estudo, interesses e interação com a realidade. Na educação médica, ainda que não haja consenso sobre as disciplinas/saberes que compõem as humanidades médicas, a tarefa é desenvolver nos alunos competência ético-relacional para a boa prática médica. Entre as várias dificuldades, destaca-se o distanciamento das experiências de ensino de temas humanísticos com a prática médica. O ensaio finaliza com a ideia de que a formação humanística deve emergir da práxis médica. Falta medicina nas humanidades médicas, principalmente porque faltam professores capazes de realizar a interdisciplinaridade constitutiva de seu campo.

ABSTRACT This essay addresses the medical humanities as a field of knowledge and its establishment as a theoretical and methodological body in its own right, especially in medical education. Historically speaking, medical humanities emerged alongside the development of the field of social sciences in health, with several crossover points between the two. Through study of the literature we delimited the two fields of knowledge in relation to study scope, interests and interaction. In medical education although there is no consensus on which subjects compose the area of medical humanities, the task is to develop ethical and relational competence in students for good medical practice. Of the many difficulties, we highlight the distancing between experiences of teaching humanistic themes and medical practice. The essay concludes with the idea that humanistic education should emerge from medical practice. There is a lack of medicine in the medical humanities, mainly due to a shortage of teachers capable of achieving the interdisciplinary quality that constitutes the field.

https://doi.org/10.1590/1981-52712015v40n1e01032015 5014 downloads

15.

A Humanização no Ensino de Graduação em Medicina: o Olhar dos Estudantes
Facebook Twitter

Other social networks
Google+
LinkedIn
Reddit
StambleUpon
CiteULike
Mendeley
Other networks

Metrics
- SciELO Analytics
- Dimensions
- PlumX
- Altmetric

Rios, Izabel Cristina

; Sirino, Caroline Braga

Revista Brasileira de Educação Médica

Journal Metrics
- Sobre o periódico
- SciELO Analytics

sep 2015, Volume 39 N. 3 Pages 401 - 409

Abstract: Pt En | Text: Pt En | PDF: Pt | PDF: En

RESUMO O tema “humanização” tem sido cada vez mais recorrente nos serviços de saúde e nos currículos das escolas médicas. Com o propósito de compreender como alunos da graduação em Medicina percebem/interpretam a humanização nos cenários de ensino-aprendizagem da sua formação, foi realizado este trabalho de caráter qualitativo. Por meio da análise de base hermenêutica sobre entrevistas semiestruturadas realizadas com alunos do sexto ano de graduação da Faculdade de Medicina da Universidade de São Paulo (FMUSP) em 2010, temas da humanização foram destacados e estudados: gestão dos serviços, humanidades no ensino médico, interatividade e o próprio conceito de humanização, presentes ou não nos diversos cenários de ensino-aprendizagem. O estudo aprofunda um pouco mais a compreensão da humanização no ensino médico, podendo contribuir para seu desenvolvimento na formação em Medicina ao apontar aspectos que precisam ser mais bem trabalhados junto aos alunos e a necessidade de integrar a humanização no contexto geral da formação.

ABSTRACT The subject of “humanization” has been increasingly recurrent in health services and in medical school curricula. This qualitative study was conducted to understand how the undergraduate medical students view and interpret humanization in their teaching and learning scenarios. Using hermeneutic analysis of semi-structured interviews with 6th-year medical students from the University of São Paulo in 2010, humanization issues were highlighted and studied: management services, medical education, interactivity, and the concept of humanization, whether present or not in the different teaching scenarios. The study has deepened our understanding of humanization in medical school and can contribute to its development in medical training by identifying some aspects that require further work together with students and the need to integrate humanization into the general setting of their training.

https://doi.org/10.1590/1981-52712015v39n3e00092015 9458 downloads

Showing

itens per page

Page of 3 Next

Select one or more results

All Alphabetic

Results

Comparative chart Download CSV

Statistics of

Send result

To*

Use ; (semicolon) to insert more emails.

Send to email

This page

Selected records

All references (max. 300)

Your email

Subject

Comments

Export format:

RIS (for EndNote, ProCite, Reference Manager, RefWorks, Citavi, etc.)

BibTeX

Citation

CSV (for Excel, etc)

Export:

This page

Selected itens

All references (max. 2000)

Sem resultados

No documents were found for your search

Glossary and search help

You can enrich your search in a very simple way. Use the search indexes combined with the connectors (AND or OR) and specify more your search.

For example, if you want to search for articles about
cases of dengue in Brasil in 2015, use:
ti:dengue and publication_year:2015 and aff_country:Brasil

See below the complete list of search indexes that can be used:

Index code	Element
ti	article title
au	author
kw	article keywords
subject	subject (title words, abstract and keywords)
ab	abstract
ta	journal short title (e.g. Cad. Saúde Pública)
journal_title	journal full title (e.g. Cadernos de Saúde Pública)
la	publication language code (e.g. pt - Portuguese, es - Spanish)
type	document type
pid	publication identifier
publication_year	publication year of publication
sponsor	sponsor
aff_country	country code of the author's affiliation
aff_institution	author affiliation institution
volume	article volume
issue	article issue
elocation	elocation
doi	DOI number
issn	journal ISSN
in	SciELO colection code (e.g. scl - Brasil, col - Colômbia)
use_license	article usage license code

SciELO - Scientific Electronic Library Online
Rua Dr. Diogo de Faria, 1087 – 9º andar – Vila Clementino 04037-003 São Paulo/SP - Brasil
Email: scielo@scielo.org

All the contents of this site www.scielo.br, except where otherwise noted, is licensed under a Creative Commons Attribution License.
more »