Abstract Cardiovascular diseases are the leading cause of death in the world. People living in vulnerable and poor places such as slums, rural areas and remote locations have difficulty in accessing medical care and diagnostic tests. In addition, given the COVID-19 pandemic, we are witnessing an increase in the use of telemedicine and non-invasive tools for monitoring vital signs. These questions motivate us to write this point of view and to describe some of the main innovations used for non-invasive screening of heart diseases. Smartphones are widely used by the population and are perfect tools for screening cardiovascular diseases. They are equipped with camera, flashlight, microphone, processor, and internet connection, which allow optical, electrical, and acoustic analysis of cardiovascular phenomena. Thus, when using signal processing and artificial intelligence approaches, smartphones may have predictive power for cardiovascular diseases. Here we present different smartphone approaches to analyze signals obtained from various methods including photoplethysmography, phonocardiograph, and electrocardiography to estimate heart rate, blood pressure, oxygen saturation (SpO2), heart murmurs and electrical conduction. Our objective is to present innovations in non-invasive diagnostics using the smartphone and to reflect on these trending approaches. These could help to improve health access and the screening of cardiovascular diseases for millions of people, particularly those living in needy areas.

RESUMO Objetivos Identificar como é a formação de profissionais da saúde quanto à Língua Brasileira de Sinais (Libras). Métodos Trata-se de estudo descritivo e transversal, desenvolvido com dados secundários, coletados no banco de dados eletrônico do Ministério da Educação. Foram analisados a grade curricular e o projeto pedagógico de todos os cursos de graduação na área da saúde em Instituições de Ensino Superior (IES) brasileiras, procurando-se identificar e caracterizar a disciplina de Libras. Resultados Foram localizados 5317 cursos e, destes, 2293 (43,1%) ofereciam disciplina de Libras, sendo 16,7% como disciplina obrigatória e a maioria (83,3%) como optativa. Em relação ao período ofertado, não houve um padrão, variando desde o primeiro até o décimo. Quanto à carga horária destinada à disciplina, dentre os 2077 cursos que disponibilizavam essa informação, 11,1% ofertavam a disciplina com carga horária de até 20 horas, 49,4% com carga horária entre 21 e 40 horas, 29,9% entre 41 e 60 horas, 9,1% entre 61 e 80 horas. Apenas 0,5% dos cursos destinavam mais que 80 horas para o ensino de Libras. Em média, os cursos de graduação em IES públicas (N=217) dedicavam 53,1 horas ao ensino de Libras, enquanto os cursos de IES privadas (N=1860) dedicavam 45,8 horas. Conclusão Há evidências de fragilidade na formação dos profissionais de saúde quanto ao ensino da Libras, o que reflete diretamente no atendimento integral dos surdos.

ABSTRACT Purpose To identify how Brazilian Sign Language (Libras) training is being conducted in undergraduate health care courses at Higher Education Institutions. Methods This is a descriptive and cross-sectional study, developed using secondary data taken from the Ministry of Education electronic database. The curriculum and pedagogical design of all undergraduate health care courses at Brazilian Higher Education Institutions (HEIs) were analyzed, aiming to identify and characterize the Libras discipline. Results 5317 courses were found and, from these, 2293 (43.1%) offered Libras, 16.7% as mandatory and the majority (83.3%) as optional. Regarding the period offered, there was no pattern, ranging from the first to the tenth. Regarding the workload for the discipline, among the 2077 courses that provided this information, 11.1% offered the discipline with a workload of up to 20 hours, 49.4% with a workload between 21 and 40 hours, 29.9% between 41 and 60 hours, and 9.1% between 61 and 80 hours. Only 0.5% of the courses devoted more than 80 hours to teaching Libras. On average, undergraduate courses in public HEIs (N = 217) devoted 53.1 hours to teaching Libras, while private HEI courses (N = 1860) dedicated 45.8 hours. Conclusion There is evidence of weakness in training programs for health professionals regarding teaching Libras, which directly reflects in comprehensive care for the deaf.