RESUMEN El Trastorno del Espectro del Autismo (TEA) es un trastorno del neuro desarrollo que compromete la comunicación y las habilidades sociales. En este estudio se tuvo como objetivo analizar los recursos educacionales utilizados por profesionales de nivel técnico y universitario que lidian con alumnos con TEA. Esta revisión se registró en el PROSPERO CRD42020212986 y siguió las recomendaciones de la lista de verificación Standards for Reporting Qualitative Research (SRQR). Las bases científicas utilizadas en la búsqueda fueron Medline vía PubMed, Embase, Web of Science e Lilacs. Para la revisión, se seleccionaron diez artículos. Los recursos educacionales que se destacaron a lo largo del recorrido fueron la formación en competencias sociales y organizacionales; apoyo y acompañamiento educacional/profesional; artefactos tecnológicos para interacción audiovisual; y herramientas de evaluación con capacidad educacional. Se entiende que el mejoramiento de los recursos educativos, enfatizando la comunicación clara y objetiva, así como la sociabilidad de las clases, se vuelve esencial para promover un ambiente educativo más efectivo y estimulante para el aprendizaje de los estudiantes autistas. TEA (TEA CRD CRD4202021298 SRQR. SRQR . (SRQR) PubMed Embase Lilacs artículos organizacionales educacional/profesional educacionalprofesional educacional profesional audiovisual educativos objetiva clases autistas CRD420202129 (SRQR CRD42020212 CRD4202021 CRD420202 CRD42020 CRD4202 CRD420 CRD42 CRD4

ABSTRACT Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that compromises communication and social skills. This study aimed to analyze the educational resources used by technical and higher education professionals who deal with students with ASD. This review was registered in PROSPERO CRD42020212986 and followed the recommendations of the Standards for Reporting Qualitative Research (SRQR) checklist. The scientific databases used in the search were Medline via PubMed, Embase, Web of Science and Lilacs. Ten articles were selected for the review. The educational resources that stood out along the way were: training in social and organizational skills; educational/professional support and monitoring; technological artifacts for audiovisual interaction; and assessment tools with educational capabilities. It is understood that the improvement of educational resources, emphasizing clear and objective communication, as well as the sociability of classes, becomes essential to promote a more effective and stimulating educational environment for the learning of autistic students. ASD (ASD skills CRD CRD4202021298 SRQR (SRQR checklist PubMed Embase Lilacs educationalprofessional professional monitoring interaction capabilities classes CRD420202129 CRD42020212 CRD4202021 CRD420202 CRD42020 CRD4202 CRD420 CRD42 CRD4

RESUMO O Transtorno do Espectro do Autismo (TEA) é um transtorno do neurodesenvolvimento que compromete a comunicação e as habilidades sociais. Este estudo teve como objetivo analisar os recursos educacionais utilizados por profissionais de nível técnico e superior que lidam com alunos com TEA. Essa revisão foi registrada no PROSPERO CRD42020212986 e seguiu as recomendações da lista de verificação Standards for Reporting Qualitative Research (SRQR). As bases científicas utilizadas na busca foram Medline via PubMed, Embase, Web of Science e Lilacs. Dez artigos foram selecionados para a revisão. Os recursos educacionais que se destacaram ao longo do percurso foram: a formação em competências sociais e organizacionais; apoio e acompanhamento educacional/profissional; artefatos tecnológicos para interação audiovisual; e ferramentas de avaliação com capacidade educacional. Entende-se que a melhoria dos recursos educacionais, enfatizando a comunicação clara e objetiva, bem como a sociabilidade das aulas se torna fundamental para promover um ambiente educacional mais eficaz e estimulante para o aprendizado dos estudantes autistas. TEA (TEA CRD CRD4202021298 SRQR. SRQR . (SRQR) PubMed Embase Lilacs organizacionais educacional/profissional educacionalprofissional profissional audiovisual Entendese Entende objetiva autistas CRD420202129 (SRQR CRD42020212 CRD4202021 CRD420202 CRD42020 CRD4202 CRD420 CRD42 CRD4

RESUMO Objetivo Comparar a eficácia, a durabilidade e as intercorrências pós-operatórias da cirurgia de suspensão frontal com o uso de fáscia lata autóloga, faixa de silicone ou fio de polipropileno. Métodos Estudo descritivo analítico, observacional e retrospectivo de pacientes portadores de ptose grave submetidos à cirurgia de suspensão frontal durante o período de 2 anos. Os dados analisados foram a distância margem-reflexo comparativa, a fenda palpebral e as intercorrências. Resultados A fáscia lata foi o material que proporcionou os melhores resultados de distância margem reflexo e fenda palpebral na análise pós-operatória, após 1 ano de cirurgia. Além disso, apresentou a menor taxa de intercorrências (10%) e nenhum caso de infecção. Em seguida, os materiais que apresentaram melhor resultado pós-operatório foram a faixa de silicone (5% de infecção e 5% de reincidência), seguida pelo fio de polipropileno (15% de hipocorreção e 5% de reincidência). Conclusão A fáscia lata mostrou-se superior aos outros materiais em relação à durabilidade do efeito e à melhora da ptose, bem como menor taxa de intercorrências.

ABSTRACT Objective To compare efficacy, durability and postoperative complications of frontal suspension with the use of autologous fascia lata, silicone sling or polypropylene suture. Methods A descriptive, analytical, observational and retrospective study of patients with severe ptosis who underwent frontalis suspension, during a 2-year period. Data analyzed included comparative margin to reflex distance, palpebral fissure, and complications. Results Fascia lata was the material that provided the best results of margin to reflex distance and palpebral fissure in the postoperative analysis after one year. In addition, it had the lowest rate of complications (10%) and no cases of infection. Silicone sling ranked second in best results (5% of infection and 5% of recurrence), followed by polypropylene suture (15% of undercorrection and 5% of recurrence). Conclusion Fascia lata was shown to be superior to other materials regarding durability of the effect and improvement of ptosis, as well as lower rate of complications.

AbstractOral lichen planus (OLP) represents a common mucocutaneous disease. Various authors have suggested that OLP has malignant potential; however, the mechanisms involved in malignant transformation have not yet been elucidated. A 79-year-old man presented a white lesion for five months in the buccal mucosa diagnosed as OLP. After two months using 0.05% clobetasol ointment for treatment, the lesion became ulcerated. A new biopsy of the same lesion was performed, and histological analysis showed an in situ oral carcinoma (ISOC). An immunohistochemistry panel was performed, and p16 expression was negative in OLP, however, it showed weak cytoplasmic staining in ISOC. There was strong nuclear BUB3 staining in both OLP and ISOC areas. p53 showed less intense nuclear staining in both regions. Ki67 was negative in OLP area, but showed nuclear staining in the ISOC. SOX4 was negative in both studied areas. BUB3 expression, first reported in this case, and the p16 expression may suggest some influence of these genes on pathogenesis or malignant potential of OLP.