ABSTRACT Objective: To evaluate autoinflammatory diseases (AID) according to age at diagnosis and sex, and response to therapy in a large population. Methods: This is a cross-sectional observational study of a Latin American registry using a designed web system for data storage, collected between 2015 and 2018. Any altered findings during follow-up were recorded. The forms were translated into Portuguese and Spanish, including demographic, clinical, laboratory, genetic and treatment characteristics. Results: We included 152 patients, 51.3% male and 75% Caucasian. The median age at disease onset was 2.1 years (0–15.6 years) and median age at diagnosis 6.9 years (0–21.9 years); 111 (73%) were children (0–9 years old), and 41 (27%) were adolescents and young adults (AYA) (10–21 years old). Periodic fever, aphthous stomatitis, pharyngitis, and adenitis syndrome (PFAPA) occurred in 46/152 (30%), chronic non-bacterial osteomyelitis (CNO) in 32/152 (21%), and familial Mediterranean fever (FMF) in 24/152 (15.7%). PFAPA was significantly higher in young children than in AYA (38.7% vs. 7.3%, p<0.001), while CNO were lower (13.5% vs. 41.5%, p<0.001). The frequency of females was significantly higher in CNO (28.4% vs. 14.1%, p=0.031) and lower in FMF (8.1% vs. 23.1%, p=0.011). The most used drugs were glucocorticoids, non-steroidal anti-inflammatory drugs (NSAID), and colchicine. Glucocorticoids and colchicine treatment were used in all AID with good to moderate response. However, cryopyrin-associated periodic syndromes (CAPS) seemed unresponsive to glucocorticoids. NSAIDs and methotrexate were the main medications used to treat CNO. Conclusions: Differences among AID patients were observed in the LA population regarding sex and age at disease diagnosis. Objective (AID Methods crosssectional cross sectional storage 201 2018 followup follow up recorded Spanish demographic clinical laboratory characteristics Results 15 513 51 3 51.3 75 Caucasian 21 2 1 2. 0–15.6 0156 0 6 (0–15. 69 9 6. 0–21.9 0219 (0–21. 11 73% 73 (73% 0–9 09 (0– old, old , old) 4 27% 27 (27% (AYA 10–21 1021 10 (10–2 old. . stomatitis pharyngitis (PFAPA 46152 46 46/15 30%, 30 30% (30%) nonbacterial non bacterial (CNO 32152 32 32/15 21%, 21% (21%) (FMF 24152 24 24/15 15.7%. 157 15.7% 7 (15.7%) 38.7% 387 38 (38.7 vs 7.3% p<0.001, p0001 p p<0.001 001 p<0.001) 13.5% 135 13 5 (13.5 415 41.5% p<0.001. 28.4% 284 28 (28.4 141 14 14.1% p=0.031 p0031 031 8.1% 81 8 (8.1 231 23 23.1% p=0.011. p0011 p=0.011 011 p=0.011) glucocorticoids nonsteroidal steroidal antiinflammatory anti inflammatory NSAID, NSAID (NSAID) However cryopyrinassociated cryopyrin associated CAPS (CAPS Conclusions 20 51. 0–15. 015 (0–15 0–21. 021 (0–21 (73 0– (0 (27 10–2 102 (10– 4615 46/1 (30% 3215 32/1 (21% 2415 24/1 15.7 (15.7% 38.7 (38. 7.3 p000 p<0.00 00 13.5 (13. 41.5 28.4 (28. 14.1 p=0.03 p003 03 8.1 (8. 23.1 p001 p=0.01 01 (NSAID 0–15 (0–1 0–21 02 (0–2 (7 ( (2 10– (10 461 46/ (30 321 32/ (21 241 24/ 15. (15.7 38. (38 7. p00 p<0.0 13. (13 41. 28. (28 14. p=0.0 8. (8 23. 0–1 0–2 (1 (3 (15. p0 p<0. p=0. (15 p<0 p=0 p< p=

RESUMO Objetivo: Avaliar as doenças autoinflamatórias (DAI) de acordo com sexo e idade no momento do diagnóstico e a resposta terapêutica em uma grande população. Métodos: Este é um estudo observacional transversal de um registro latino-americano que usou um sistema de dados coletados entre 2015 e 2018. Quaisquer achados alterados ao longo do acompanhamento foram registrados. Os formulários foram traduzidos para os idiomas português e espanhol, incluindo características demográficas, clínicas, laboratoriais, genéticas e de tratamento. Resultados: Incluímos 152 pacientes, sendo 51,3% do sexo masculino e 75% da raça branca. A média de idade de início da doença foi de 2,1 anos (0–15,6 anos) e a média de idade de diagnóstico 6,9 anos (0–21,9 anos); 111 (73%) eram crianças (0–9 anos) e 41 (27%) adolescentes/adultos jovens (10–21 anos). A síndrome de febre periódica, estomatite aftosa, faringite e adenite (PFAPA) ocorreu em 46/152 (30%), osteomielite não bacteriana crônica (CNO) em 32/152 (21%) e febre familiar do Mediterrâneo (FMF) em 24/152 (15,7%). A PFAPA foi significativamente maior em crianças pequenas (38,7 vs. 7,3%, p<0,001), e a CNO, em adolescentes/adultos jovens (13,5 vs. 41,5%, p<0,001). A frequência do sexo feminino foi significativamente maior na CNO (28,4 vs. 14,1%, p=0,031) e menor na FMF (8,1 vs. 23,1%, p=0,011). Os medicamentos mais utilizados foram glicocorticoides, anti-inflamatórios não esteroidais (AINE) e colchicina. O tratamento com glicocorticoides e colchicina foi usado em todas as DAI com resposta boa a moderada. No entanto, as síndromes periódicas associadas à criopirina (CAPS) pareciam não responder aos glicocorticoides. AINE e metotrexato foram os principais medicamentos utilizados no tratamento da CNO. Conclusões: Diferenças de pacientes com DAI foram observadas na população latino-americana em pacientes agrupados por sexo e idade ao diagnóstico da doença. Objetivo (DAI Métodos latinoamericano latino americano 201 2018 registrados espanhol demográficas clínicas laboratoriais Resultados 15 513 51 3 51,3 75 branca 21 2 1 2, 0–15,6 0156 0 6 (0–15, 69 9 6, 0–21,9 0219 (0–21, 11 73% 73 (73% 0–9 09 (0– 4 27% 27 (27% adolescentesadultos adolescentes adultos 10–21 1021 10 (10–2 anos. . periódica aftosa (PFAPA 46152 46 46/15 30%, 30 30% , (30%) (CNO 32152 32 32/15 21% (21% (FMF 24152 24 24/15 15,7%. 157 15,7% 7 (15,7%) 38,7 387 38 (38, vs 7,3% p<0,001, p0001 p p<0,001 001 p<0,001) 13,5 135 13 5 (13, 415 41,5% p<0,001. 28,4 284 28 (28, 141 14 14,1% p=0,031 p0031 031 8,1 81 8 (8, 231 23 23,1% p=0,011. p0011 p=0,011 011 p=0,011) antiinflamatórios anti inflamatórios (AINE moderada entanto CAPS (CAPS Conclusões latinoamericana americana 20 51, 0–15, 015 (0–15 0–21, 021 (0–21 (73 0– (0 (27 10–2 102 (10– 4615 46/1 (30% 3215 32/1 (21 2415 24/1 15,7 (15,7% 38, (38 7,3 p000 p<0,00 00 13, (13 41,5 28, (28 14,1 p=0,03 p003 03 8, (8 23,1 p001 p=0,01 01 0–15 (0–1 0–21 02 (0–2 (7 ( (2 10– (10 461 46/ (30 321 32/ 241 24/ 15, (15,7 (3 7, p00 p<0,0 (1 41, 14, p=0,0 23, 0–1 0–2 (15, p0 p<0, p=0, (15 p<0 p=0 p< p=

Abstract Sjogren’s disease (SjD) is an autoimmune disease that is characterized not only by the sicca symptoms it causes but also by its systemic nature, which is capable of several and not yet fully understood extraglandular manifestations. To gain a clearer understanding of these manifestations as well as a better practical approach, a panel of experts from the Brazilian Society of Rheumatology conducted a systematic review and meta-analysis on the identification of epidemiologic and clinical features of the extraglandular manifestations present in ESSDAI (EULAR Sjogren´s syndrome disease activity index), followed by a voting panel with recommendations for clinical practice. This publication is complementary to others already published and covers cutaneous and hematological manifestations, with prevalence data generated by a meta-analysis of 13 clinical or laboratory manifestations and 6 clinical management recommendations. Sjogrens Sjogren s SjD (SjD nature approach metaanalysis meta analysis EULAR index, index , index) practice 1

Abstract Objective To develop the second evidence-based Brazilian Society of Rheumatology consensus for diagnosis and treatment of lupus nephritis (LN). Methods Two methodologists and 20 rheumatologists from Lupus Comittee of Brazilian Society of Rheumatology participate in the development of this guideline. Fourteen PICO questions were defined and a systematic review was performed. Eligible randomized controlled trials were analyzed regarding complete renal remission, partial renal remission, serum creatinine, proteinuria, serum creatinine doubling, progression to end-stage renal disease, renal relapse, and severe adverse events (infections and mortality). The Grading of Recommendations Assessment, Development and Evaluation (GRADE) approach was used to develop these recommendations. Recommendations required ≥82% of agreement among the voting members and were classified as strongly in favor, weakly in favor, conditional, weakly against or strongly against a particular intervention. Other aspects of LN management (diagnosis, general principles of treatment, treatment of comorbidities and refractory cases) were evaluated through literature review and expert opinion. Results All SLE patients should undergo creatinine and urinalysis tests to assess renal involvement. Kidney biopsy is considered the gold standard for diagnosing LN but, if it is not available or there is a contraindication to the procedure, therapeutic decisions should be based on clinical and laboratory parameters. Fourteen recommendations were developed. Target Renal response (TRR) was defined as improvement or maintenance of renal function (±10% at baseline of treatment) combined with a decrease in 24-h proteinuria or 24-h UPCR of 25% at 3 months, a decrease of 50% at 6 months, and proteinuria < 0.8 g/24 h at 12 months. Hydroxychloroquine should be prescribed to all SLE patients, except in cases of contraindication. Glucocorticoids should be used at the lowest dose and for the minimal necessary period. In class III or IV (±V), mycophenolate (MMF), cyclophosphamide, MMF plus tacrolimus (TAC), MMF plus belimumab or TAC can be used as induction therapy. For maintenance therapy, MMF or azathioprine (AZA) are the first choice and TAC or cyclosporin or leflunomide can be used in patients who cannot use MMF or AZA. Rituximab can be prescribed in cases of refractory disease. In cases of failure in achieving TRR, it is important to assess adherence, immunosuppressant dosage, adjuvant therapy, comorbidities, and consider biopsy/rebiopsy. Conclusion This consensus provides evidence-based data to guide LN diagnosis and treatment, supporting the development of public and supplementary health policies in Brazil. evidencebased evidence LN. . (LN) 2 guideline performed remission doubling endstage end stage disease relapse infections mortality. mortality mortality) Assessment GRADE (GRADE 82 ≥82 favor conditional intervention diagnosis, (diagnosis opinion involvement but procedure parameters developed TRR (TRR ±10% 10 (±10 24h 24 25 months 50 08 0 8 0. g24 g g/2 1 period ±V, V ±V , (±V) MMF, (MMF) cyclophosphamide TAC, (TAC) therapy AZA (AZA adherence dosage biopsyrebiopsy rebiopsy biopsy/rebiopsy Brazil (LN ≥8 ±10 (±1 5 g2 g/ (±V (MMF (TAC ≥ ±1 (± ± (

Abstract: Introduction: The consolidation of rural internship programs is not a simple phenomenon, although its importance is currently recognized by students and teachers as a differentiated activity in their training itineraries. Medical schools still face considerable challenges in carrying out this type of activity. The existence of evidence that recruiting students to rural internships, offering meaningful experiences during undergraduate school and implementing a specific training program for rural areas after graduation, are the most effective interventions for recruitment and retention. Objective: Identify the rural internship programs in operation in Brazil, through the evaluation of Curricular Pedagogical Projects (PPCs,) of medical courses, fostering the debate on medical training for rural and remote areas, as well as emphasizing the importance of this type of training. Method: Cross-sectional, descriptive and documentary analysis study, with a quantitative characteristic, with a sampling of the access to the Curricular Pedagogical Projects (PPCs) of medical schools in Brazil with rural internships in the curriculum. Result: Of the 357 Medical Schools in Brazil, the authors found 18 programs with rural internships, corresponding to 5% of the institutions. The Southeast Region, when compared to the North region, concentrates the largest number of medical schools in Brazil (148), but the largest number of PPCs with rural internship is in the North Region of Brazil, totaling 6 (16%) in relation to medical schools in the region. Furthermore, of the 47 medical schools in the Southeast Region, in Minas Gerais, 2 rural internship programs were identified by the authors, in relation to other states in the same region. Conclusion: There are few rural internship programs identified in the PPCs in Brazilian medical schools. Changes are needed in the PPCs, with the inclusion of rural internships, with the inclusion of well-defined competencies and based on people’s health needs; construction of knowledge and development of skills and attitudes to solve problems, consistent with the reality of Brazil. Abstract Introduction phenomenon itineraries graduation retention Objective (PPCs, courses Method Crosssectional, Crosssectional Cross sectional, sectional Cross-sectional study characteristic (PPCs curriculum Result 35 1 5 institutions region 148, 148 , (148) 16% 16 (16% Furthermore 4 Gerais Conclusion welldefined defined peoples people s needs problems 3 14 (148 (16 (14 (1 (

Resumo Introdução: A consolidação de programas de internato rural não é um fenômeno simples, embora sua importância atualmente seja reconhecida por alunos e professores como uma atividade diferenciada em seus itinerários formativos. As escolas médicas ainda enfrentam desafios consideráveis para concretizar esse tipo de atividade. Há evidências de que o oferecimento de experiências significativas durante a graduação e a implementação de um programa específico de treinamento para a zona rural, após a formação, são as intervenções mais efetivas para o recrutamento de estudantes para o internato rural e a retenção deles. Objetivo: Este estudo teve como objetivo identificar os programas de internato rural em atividade no Brasil, por meio da avaliação dos projetos pedagógicos curriculares (PPC) dos cursos de Medicina, de modo a fomentar o debate sobre a formação médica para áreas rurais e remotas, e ressaltar a importância desse tipo de formação. Método: Trata-se de um estudo transversal, descritivo e de análise documental, com caráter quantitativo, com uma amostragem do acesso aos PPC de escolas médicas do Brasil com a existência de internato rural no currículo. Resultado: Nas 357 escolas médicas existentes no Brasil, os autores encontraram 18 programas com internato rural, o que representa 5% das instituições. A Região Sudeste, quando comparada com a Região Norte, concentra o maior número de escolas médicas no Brasil (148), porém o maior número de PPC com internatos rurais fica no Norte, totalizando seis (16%) em relação às escolas médicas da região. Ainda, nas 47 escolas médicas do Sudeste, identificaram-se, em Minas Gerais, apenas dois programas de internato rural. Conclusão: Nos PPC das escolas médicas brasileiras, identificaram-se poucos programas de internato rural. Por conta disso, são necessárias mudanças nos PPC, como inclusão de internato rural, inserção de competências bem definidas e baseadas nas necessidades de saúde das pessoas, construção do conhecimento e desenvolvimento de habilidades e atitudes para resolver problemas; tudo isso de forma condizente com a realidade do Brasil. Introdução simples formativos deles Objetivo (PPC Medicina remotas Método Tratase Trata se transversal documental quantitativo currículo Resultado 35 1 5 instituições Sudeste Norte 148, 148 , (148) 16% 16 (16% região Ainda 4 identificaramse, identificaramse identificaram se, Gerais Conclusão brasileiras disso pessoas problemas 3 14 (148 (16 (14 (1 (

Abstract Introduction The deficiency of ADA2 (DADA2) is a rare autoinflammatory disease provoked by mutations in the ADA2 gene inherited in a recessive fashion. Up to this moment there is no consensus for the treatment of DADA2 and anti-TNF is the therapy of choice for chronic management whereas bone marrow transplantation is considered for refractory or severe phenotypes. Data from Brazil is scarce and this multicentric study reports 18 patients with DADA2 from Brazil. Patients and methods This is a multicentric study proposed by the Center for Rare and Immunological Disorders of the Hospital 9 de Julho - DASA, São Paulo - Brazil. Patients of any age with a confirmed diagnosis of DADA2 were eligible for this project and data on clinical, laboratory, genetics and treatment were collected. Results Eighteen patients from 10 different centers are reported here. All patients had disease onset at the pediatric age (median of 5 years) and most of them from the state of São Paulo. Vasculopathy with recurrent stroke was the most common phenotype but atypical phenotypes compatible with ALPS-like and Common Variable Immunodeficiency (CVID) was also found. All patients carried pathogenic mutations in the ADA2 gene. Acute management of vasculitis was not satisfactory with steroids in many patients and all those who used anti-TNF had favorable responses. Conclusion The low number of patients diagnosed with DADA2 in Brazil reinforces the need for disease awareness for this condition. Moreover, the absence of guidelines for diagnosis and management is also necessary (t). ADA DADA (DADA2 fashion antiTNF anti TNF 1 DASA clinical laboratory collected here median years ALPSlike ALPS like CVID (CVID found responses condition Moreover t. t . (t) (DADA (t

Resumo: Introdução: A anatomia humana é uma disciplina indispensável para a formação médica. Além do conteúdo teórico, sabe-se que o aprendizado por meio da prática é insubstituível. Entretanto, a pandemia de Covid-19 impôs desafios ao ensino de anatomia. Por isso, novas estratégias de ensino foram desenvolvidas para adaptar o currículo médico. Relato de experiência: Na Unicamp, o conteúdo de anatomia foi oferecido virtualmente por meio de atividades síncronas e assíncronas. Para as práticas, professores e monitores gravaram aulas com peças anatômicas verdadeiras. Os alunos também tiveram monitorias com revisão de conteúdo e quizzes. As provas finais foram feitas em formulários do Google Forms. Ao fim de cada semestre letivo, aplicaram-se questionários para que os estudantes avaliassem as novas ferramentas de ensino. Discussão: O novo método teve pontos positivos e negativos, mas foi importante para garantir a manutenção do processo de ensino-aprendizagem. Todas as ferramentas foram aprovadas pelos alunos, e atingiram-se os objetivos do curso sem financiamento adicional. Conclusão: Essa experiência demonstrou que a união entre professores e monitores é de grande valia para o processo de ensino-aprendizagem. Além disso, revelou que ferramentas tecnológicas de baixo custo podem ser úteis nesse contexto. Entretanto, esse modelo não substitui o ensino presencial.

Abstract: Introduction: Human Anatomy is an essential subject for medical education. In addition to the theoretical content, practice is an irreplaceable way of learning. However, the COVID-19 pandemic brought up new challenges to the teaching of Anatomy. Therefore, new strategies were implemented aiming to adapt the medical curriculum. Experience report: At UNICAMP, Anatomy was taught virtually, through synchronous and asynchronous activities. For practical sessions, teachers and teaching assistants recorded lessons using real anatomical structures. The students had tutoring sessions with content review and quizzes. The anatomy final exams were taken on Google Forms. At the end of each semester, questionnaires were applied so that the students could evaluate the teaching tools. Discussion: The new method had both positive and negative aspects, but it was important to assure the maintenance of the teaching-learning process. All tools were approved by the students and the objectives of the course were achieved with no additional funding. Conclusion: This experience demonstrated that a teaching team consisting of teachers and monitors is of great value in the learning process. Furthermore, it showed that low-cost technology tools are helpful in overcoming adversities. Nevertheless, this model does not replace face-to-face teaching.

Abstract Sjogren's syndrome (SS) is an autoimmune disease characterized by lymphocytic infiltration of the exocrine glands and other organs, associated with sicca syndrome but also with systemic involvement with varying degrees of severity. Despite their importance, some systemic manifestations, mainly liver, gastrointestinal, and pancreatic are not routinely evaluated. To address these manifestations, the Sjögren's Syndrome Committee of the Brazilian Society of Rheumatology conducted a broad systematic review of the literature on studies investigating prevalence and diagnosis of these symptoms in Sjogren´s patients and made recommendations based on the findings. Agreement between the experts was achieved using the Delphi method. This is the second part of this guideline, providing 6 recommendations for liver, gastrointestinal, and pancreatic care of SS patients.

Abstract Sjogren’s Syndrome (SS) is an autoimmune disease characterized by lymphocytic infiltration of the exocrine glands and other organs, associated with sicca syndrome but also with systemic involvement with varying degrees of severity. Despite their importance, these systemic manifestations are not routinely evaluated and there is no homogenous approach to their diagnosis or evaluation. To close this gap, a panel of experts from the Brazilian Society of Rheumatology conducted a systematic review and meta-analysis on the identification of epidemiologic and clinical features of these manifestations and made recommendations based on the findings. Agreement between the experts was achieved using the Delphi method. The first part of this guideline summarizes the most important topics, and 11 recommendations are provided for the articular, pulmonary, and renal care of SS patients.

Resumo: Introdução: As competências profissionais para as ações em saúde direcionadas à população trabalhadora são imprescindíveis para a formação exitosa dos profissionais de saúde. Embora relevantes e bem definidas pela Política Nacional de Saúde do Trabalhador e da Trabalhadora, ainda existem lacunas sobre as competências mínimas requeridas e pouco conhecimento sobre como esses saberes profissionais se articulam para a promoção do trabalho integrado e o atendimento às necessidades dessa população. Objetivo: Este estudo teve como objetivo identificar as competências profissionais para atenção à saúde do trabalhador no contexto da APS. Método: Trata-se de pesquisa descritivo-exploratória, de abordagem qualitativa, desenvolvida por meio da triangulação de métodos, realizada em uma cidade do interior do estado de São Paulo. Os dados foram coletados em três etapas: 1. análise documental das Diretrizes Curriculares Nacionais dos cursos da saúde e dos projetos pedagógicos de sete cursos da área da saúde de uma instituição de ensino superior; 2. revisão sistemática da literatura; e 3. entrevistas com docentes dos cursos da saúde da referida instituição e com profissionais da Rede de Atenção Primária à Saúde municipal. Resultado: A análise documental permitiu identificar que somente os cursos de Educação Física, Enfermagem, Fisioterapia e Terapia Ocupacional possuem competências específicas para atenção à saúde do trabalhador, e a análise dos projetos pedagógicos apontou disciplinas obrigatórias e optativas que abordam a temática. A revisão de literatura e as entrevistas apontaram as competências gerais e específicas necessárias para atenção à saúde do trabalhador, como o cuidado integral, a compreensão dos determinantes sociais de saúde, a comunicação, a liderança, o trabalho em equipe, a gestão de conflitos, o acolhimento e a escuta qualificados, a gestão em saúde e a educação permanente. Conclusão: A identificação das competências profissionais gerais e específicas para atenção à saúde do trabalhador mostrou-se de extrema relevância para construção de uma assistência integral e humanizada na formação e prática interprofissional.

Abstract: Introduction: For health actions aimed at the working population, the development of professional competencies during the graduation is essential. Although relevant and well defined by the National Occupational Health Policy, there are still gaps regarding the minimum skills required and lack of knowledge about how the articulation of this competencies to promote integrated work and meet the needs of this population. Objective: This study aimed to identify the professional competencies for occupational health care. Method: Descriptive-exploratory research, with a qualitative approach, developed through the triangulation of methods, carried out in a city in the interior of the State of São Paulo, Brazil. Data were collected in three stages: 1. document analysis of the National Curriculum Guidelines for health courses and pedagogical projects for seven courses in the health area of a higher education institution; 2. systematic literature review; and 3. interviews with professors from the health courses of that institution and with professionals from the municipal Primary Health Care Network. Result: The document analysis allowed us to identify that only the Physical Education, Nursing, Physiotherapy and Occupational Therapy courses have specific competences for worker health care; the analysis of the pedagogical projects pointed to mandatory and optional subjects that address the theme. The literature review and interviews pointed out the general and specific skills needed for worker health care, such as comprehensive care, understanding the social determinants of health, communication, leadership, teamwork, conflict management, welcoming/qualified listening, health management and continuing education. Conclusion: The identification of general and specific professional skills for occupational health care proved to be extremely relevant for the construction of comprehensive and humanized care in training and interprofessional practice.

Resumo: Introdução: A educação interprofissional (EIP) desenvolve competências colaborativas, aprimora a segurança do paciente e melhora a qualidade da atenção à saúde. A disponibilidade para aprendizagem compartilhada relaciona-se diretamente com a EIP. Objetivo: Este estudo teve como objetivo analisar a disponibilidade dos estudantes para a EIP, de acordo com os ciclos e cursos. Método: Trata-se de estudo transversal, descritivo, de abordagem quantitativa. Utilizou-se a Readiness for Interprofessional Learning Scale (RIPLS) via formulário eletrônico. Os testes Mann-Whitney e qui-quadrado foram utilizados para analisar respectivamente variáveis contínuas e categóricas. Nas análises para verificar as diferenças nas pontuações dos fatores 1. trabalho em equipe e colaboração (TEC), 2. identidade profissional (IP) e 3. atenção à saúde centrada no paciente (ACP), além da pontuação global da RIPLS, os cursos e ciclos foram comparados por meio do teste Kruskal-Wallis. Resultado: Participaram do estudo 506 estudantes, com taxa de respostas de 32,6%, dos cursos de Enfermagem, Farmácia, Fisioterapia, Fonoaudiologia, Medicina, Nutrição, Odontologia e Terapia Ocupacional de uma universidade pública brasileira. As pontuações dos fatores 1, 2 e 3 e a pontuação global da RIPLS não apresentaram diferenças entre os sexos. Os estudantes do curso de Farmácia apresentaram menor disponibilidade para o fator 3 (ACP) quando comparados com os alunos de Enfermagem, Fisioterapia, Medicina, Odontologia e Terapia Ocupacional (p = 0,007). Os discentes de Fonoaudiologia e Nutrição apresentaram menor pontuação no mesmo fator em comparação com os de Odontologia e Terapia Ocupacional (p = 0,007). Os estudantes de Farmácia (p = 0,004) e Medicina (p = 0,016) foram menos propícios a obter maior pontuação no fator 1 (TEC), enquanto os de Terapia Ocupacional obtiveram maior chance para maior disponibilidade no mesmo fator (p = 0,024). No fator 2 (IP), os estudantes do quinto ciclo foram menos propensos a atitudes positivas (p = 0,046). Observou-se que os estudantes de Terapia Ocupacional apresentaram atitude mais favorável para a EIP expressa tanto no fator 3 (p = 0,034) quanto na pontuação global (p = 0,027), enquanto os alunos do curso de Farmácia apresentaram menor chance para melhor disponibilidade no fator 3 (p = 0,003) e na pontuação global (p = 0,003). Conclusão: Considerando a relevância da EIP no processo de reorientação da formação de profissionais de saúde para a construção da integralidade do cuidado e alinhamento com o Sistema Único de Saúde, este estudo pretende contribuir para a reflexão acerca das diferenças na disponibilidade para EIP entre cursos de graduação na área da saúde.

Abstract: Introduction: Interprofessional Education (IPE) helps develop collaborative skills, enhance patient safety and improve the quality of health care. Readiness for shared learning is directly related to IPE. Objective: To analyze Readiness for IPE among students, according to the cycles and courses. Method: This cross-sectional, descriptive study adopted a quantitative approach and used the Readiness for Interprofessional Learning Scale (RIPLS) via an electronic form. Mann-Whitney and chi-square tests were used to analyze the continuous and categorical variables, respectively. Analyses to ascertain differences between scores for the factors (1) Teamwork and Collaboration (TEC), (2) Professional Identity (IP), (3) Patient-Centered Health Care (ACP), and the overall RIPLS score, used the Kruskal-Wallis test to compare courses and cycles. Result: A response rate of 32.6% was attained from a sample of 506 students from the Nursing, Pharmacy, Physiotherapy, Speech Therapy, Medicine, Nutrition, Dentistry and Occupational Therapy courses of a Brazilian public university. The scores for factors 1, 2 and 3, and the overall RIPLS score did not differ between genders. Pharmacy students reported a lower Readiness for factor 3 (ACP) compared to students in Nursing, Physiotherapy, Medicine, Dentistry and Occupational Therapy (p=0.007). Speech therapy and Nutrition reported lower scores for the same factor compared to Dentistry and Occupational Therapy (p=0.007). Pharmacy students (p=0.004) and medicine students (p=0.016) were less likely to obtain a higher score in factor 1(TEC), while Occupational Therapy students were more likely to report greater Readiness in the same factor (p=0.024). In factor 2 (IP), fifth grade students were less likely to have positive attitudes (p=0.046). It was observed that Occupational Therapy students showed a more favorable attitude towards IPE expressed both in factor 3 (p=0.034) and in the overall score (p=0.027), while students in the Pharmacy course were less likely to report better readiness in factor 3 (p=0.003) and in the overall score (p=0.003). Conclusion: Considering the relevance of IPE in the process of redirecting health care training to build comprehensive care and ensure alignment with the Unified Health System, this study aims to reflect on the differences in readiness for IPE between undergraduate courses in health area.

Abstract Sjogren’s syndrome (SS) is an autoimmune disease characterized by lymphocytic infiltration of the exocrine glands and other organs. Women with SS often experience gynecological symptoms due to the disease and need extra care regarding their sexual activity, reproductive health and during pregnancy, conditions that are not properly conducted in the clinical practice. To cover this gap, a panel of experts from the Brazilian Society of Rheumatology conducted a systematic review and meta-analysis on the identification of symptoms, diagnosis, monitoring, prognosis, and treatment of these manifestations. A Focus Group meeting was held and included experts in the field and methodologists, based on a previously developed script, with themes related to the objective of the study. The most important topics were summarized and 11 recommendations were provided.

Resumo: Introdução: avaliação de programa é o processo de obtenção de informações sobre um curso ou programa de ensino que leva em consideração aspectos de custo-efetividade, de checagem da adequação da avaliação ao propósito do curso e da capacidade do programa de induzir transformação da realidade. Tais avaliações regulares retroalimentam as tomadas de decisão que almejam melhores práticas de ensino e aprendizagem. O Miniexecício Clínico Avaliativo (Mini Clinical Evaluation Exercise - MiniCex) é uma escala de classificação de desempenho projetada para avaliar as habilidades que os acadêmicos e residentes necessitam em encontros reais com os pacientes. Diante da importância da avaliação de programa para uma instituição, a utilização de dados do MiniCex pode ser de grande valia para o acompanhamento dos alunos e do curso, favorecendo o planejamento e as melhorias na instituição. Objetivo: utilizar o MiniCex como parte de uma avaliação de programa no início do internato do curso de Medicina, visando determinar as áreas do curso básico e pré-clínico nas quais o aluno possui deficiências. Métodos: Foi realizado um estudo transversal, de caráter descritivo, com a utilização de dados retrospectivos obtidos por meio das fichas do MiniCex aplicadas aos alunos do nono semestre no módulo de Clínica Médica que correspondeu ao primeiro semestre do internato da Faculdade de Medicina da Universidade Federal do Pará, sendo avaliados um total de 111 alunos dentre os 154 aptos ao internato no período de agosto de 2017 a julho de 2018. Resultados: Dentre as avaliações realizadas, com 97,2% solicitadas pelos professores, a maioria (72%) foi de casos novos, 45% e 38,7% de baixa e moderada complexidade, respectivamente. Houve predomínio afecções do sistema musculoesquelético (27,7%), seguido do sistema gastrointestinal/hepatologia (14,8%). Quanto às habilidades em cada domínio, obteve-se rendimento suficiente em todos. Observou-se que 12,6% dos alunos tiveram deficiência em pelo menos uma área, o que foi seguido de 6,3% de alunos insuficientes em duas áreas e 4,5% com rendimento insatisfatório em três ou mais áreas. Conclusão: o MiniCex aplicado aos estudantes do internato mostrou-se capaz de fornecer informações importantes e úteis como parte de uma avaliação de programa das áreas prévias ao internato. A análise dos dados obtidos foi encaminhada aos professores do pré-internato e do internato e à direção do curso. Enviou-se a análise aos primeiros para que pudessem rever seus programas e detectar em que ponto podem intervir e fazer as alterações que visem à melhor aquisição de conhecimentos básicos pelos discentes e consequentemente ao aumento do desempenho deles. Quanto aos professores do internato, o objetivo foi apresentar-lhes um panorama dos aspectos em que precisarão concentrar seus programas conforme as carências indicadas pelos acadêmicos que chegam ao internato. Por último, à direção, o material serviu de guia do que deve fiscalizar dos docentes dos semestres que antecedem o internato.

Abstract: Introduction: Program assessment is the process of data collection about a course or teaching program that takes into consideration the aspects of cost-effectiveness, checking the adequacy of the evaluation according to the course purpose and the program capacity to yield changes in real life. Such regular assessments provide feedback to the decision-making process that aim at better teaching and learning practices. The Mini Clinical Evaluation Exercise (MiniCex) is a performance rating scale designed to assess the skills that medical students and residents need in real-life situations with patients. Considering the importance of program assessment for an institution, the utilization of the MiniCex data might be of great value for the follow-up of students and the course, helping the planning process and generating improvements in the institution. Therefore, the objective of this study is to assess the program using MiniCex in the beginning of the medical internship, aiming to determine in what areas of the basic and pre-clinical course the students have more difficulties. Methods: A cross-sectional descriptive study was carried out, using the retrospective data obtained by the MiniCex forms that were applied to the 9th-semester medical students, which correspond to the first semester of medical internship in the Federal University of Pará. A total of 111 students was assessed, among the 154 students eligible for internship, from August 2017 to July 2018. Results: Among the performed evaluations, with 97% being requested by the teachers, most of them (72%) were about new cases, and 45% and 38% had low or moderate complexity, respectively. There was a predominance of musculoskeletal system disorders (27.7%), followed by the gastrointestinal/hepatology system (14.8%). Concerning the skills in each domain, the performance was satisfactory in all of them. We observed that 12% of the students had difficulties in at least one area, followed by 6.3% of students with difficulties in 2 areas and 4.5% with an unsatisfactory performance in 3 or more areas. Conclusion: the MiniCex, when applied to internship students, showed to be a source of important and useful information, as part of a program assessment concerning the areas preceding the internship. The analysis of the obtained data was sent to teachers of the pre-internship, internship and course management areas. To the first ones, with the objective of reviewing their programs, detecting where they can intervene and, thus, make changes that aim a better acquisition of basic knowledge by the students and, consequently, improve their performance. To the second ones, to provide an overview of where they will have to focus their programs according to the needs of the medical students who reach the internship. Finally, to the course management, as a guide of what should be supervised by the professionals teaching the semesters that precede the internship.

Resumo: Introdução: Com a suspensão das atividades presenciais e a implementação do ensino remoto do curso de Medicina da Unicamp, foi necessária a elaboração de estratégias para identificar as necessidades dos estudantes para continuidade das aulas nessa nova modalidade. Objetivo: Demonstrar as estratégias desenvolvidas e as soluções encontradas para permitir a equidade de acesso ao ensino remoto no curso de medicina da FCM-Unicamp. Método: São apresentados dados do relatório institucional, elaborado a partir de questionários aplicados para os estudantes do curso de Medicina sobre as dificuldades referentes ao acesso ao ensino remoto emergencial e as ações realizadas para solucionar as principais dificuldades encontradas. Resultados: Constatamos que os anos iniciais do curso apresentam a maior proporção de alunos com dificuldades, embora, em todos os anos, os discentes tenham relatado alguma dificuldade. Os principais problemas identificados foram internet instável e/ou apenas acesso por redes móveis. Verificou-se ainda que os alunos tinham maior dificuldade em acompanhar as atividades síncronas. A maior parte dos alunos mencionou que acompanhava as aulas por computadores e notebooks, mas, muitas vezes, estes eram compartilhados com outros membros da família. Alguns estudantes apontaram também que muitas vezes, não conseguiam acompanhar o curso por falta de aparelhos ou acesso à internet. Nesse caso, computadores e chips de celular e para uso em tablets eram emprestados aos alunos. Houve orientação aos professores para adequação das ferramentas pedagógicas utilizadas. Conclusão: Garantir a equidade de acesso é fundamental para permitir a continuidade dos estudos na transformação do estudo presencial em remoto emergencial. O ato de escutar os alunos sobre as dificuldades em relação ao ensino remoto e a realização de suporte material são ferramentas essenciais para o sucesso dessa estratégia pedagógica. A orientação do corpo docente em relação às dificuldades dos alunos foi importante para adequação do ensino remoto. Essas ações auxiliaram os estudantes na mudança do ensino imposta pelo distanciamento social.

Abstract: Introduction: After the implementation of remote teaching for the academic activities of the Medicine course at UNICAMP, due to the COVID Pandemic, a new strategy was required to identify the needs of students to allow them to keep up with the course in this new pedagogical modality. Objective: To demonstrate the strategies developed and solutions found to allow for equal access to remote education in the medical course at FCM-UNICAMP. Method: We present data from our institutional report based on questionnaires completed by medical students regarding the difficulties related to access to emergency remote education and the actions taken to solve the main difficulties encountered. Results: We identified that the initial years of the course had the highest proportion of students with difficulties, although all students reported some difficulty. The main problems identified were unstable internet and/or only access via mobile networks, and the most significant difficulty was in accessing the synchronous activities. Most students reported attending classes via computer and notebooks, but this device was often shared with other family members, most notably during the pandemic. Thirty-one students reported difficulties that prevented them from following the course adequately due to lack of devices or internet access. One solution was computers and cell phone chips and tablets being loaned out to students. Teachers were instructed to adapt the pedagogical tools used. Conclusion: Ensuring equal access is essential to support studies to continue following the transition from face-to-face classes to emergency remote study. Listening to students about the difficulties concerning remote teaching is an essential tool for the success of this pedagogical strategy. Guidance of the teaching staff in relation to the difficulties encountered by students was important for the adequacy of remote teaching. These actions helped students in the change of teaching imposed by social distancing.