Resumo: Introdução: A implementação de estratégias pedagógicas inovadoras na formação médica é o tema deste relato de experiência. O objetivo deste relato é apresentar a sistematização de itinerários terapêuticos (IT) e a produção de projetos terapêuticos singulares (PTS) de usuários do Sistema Único de Saúde como dispositivo de aprendizagem para o ensino da saúde coletiva. Relato de experiência: Este relato foi produzido com base na vivência dos docentes e monitores implicados com essa formação na graduação em Medicina da Universidade Federal de Santa Maria, no Rio Grande do Sul, no Brasil, entre os anos de 2017 e 2019. Os IT foram considerados inicialmente numa perspectiva restrita à descrição e análise da organização da rede de atenção à saúde (RAS), do acesso e dos fluxos nos serviços. A partir dos debates, dos conteúdos e da produção dos PTS, os IT foram revisitados com o intuito de contribuir para a compreensão dos estudantes sobre a relação entre a estrutura social mais ampla e a singularidade das pessoas, de suas necessidades e dos processos de cuidado voltado à saúde. Discussão: A experiência, como proposto na sua formulação, viabilizou a articulação dos campos teóricos e práticos, e foi uma ferramenta que articulou os diferentes conteúdos programáticos propostos na disciplina de Saúde Coletiva II. Tornou-se, também, uma estratégia pedagógica viável nas condições reais da oferta da disciplina, num contexto em que a saúde coletiva pode estar mais presente na formação profissional. Conclusão: O processo de ação-reflexão-ação possibilitou, num primeiro momento, o reconhecimento da RAS, componente estrutural do sistema. A partir da construção do PTS e do debate sobre as linhas de cuidado integral, foi possível qualificar a análise. A sistematização de IT é uma abordagem teórico-metodológica consolidada na pesquisa em saúde e foi um dispositivo que se mostrou potente para ensino da saúde coletiva e para o aprendizado sobre as práticas e a reconfiguração do trabalho dos docentes e monitores da disciplina; portanto, trata-se de uma estratégia de educação permanente tanto para os estudantes quanto para os responsáveis pela formação.

Abstract: Introduction: The implementation of innovative pedagogical strategies in medical training is the discipline of this experience report. It aims to present the systematization of Therapeutic Itineraries (TI) and the production of Singular Therapeutic Projects (STP) for users of the Brazilian Unified Health System as a learning tool for the teaching of Public Health. Experience report: created based on the experience of teachers and monitors involved with this training in the undergraduate Medical School of Universidade Federal de Santa Maria, Rio Grande do Sul, Brazil, between the years 2017 and 2019. The TIs were initially considered from a perspective restricted to the description and analysis of the organization of the health care network (HCN), the access and flows in the services. Based on the debates, contents and production of the STPs, the TIs were revisited in order to contribute to students’ understanding of the relationship between the broader social structure and the individuality of people, their needs and the health care processes. Discussion: The experience, as proposed in its formulation, allowed the articulation of theoretical and practical fields and was a tool that articulated the different programmatic contents proposed in the Discipline of Public Health II. It has also become a viable pedagogical strategy in the real circumstances of offering the discipline, in a context in which Public Health can be more present in professional training. Conclusion: The action-reflection-action process allowed, at first, to recognize the Health Care Network, a structural component of the system. Based on the construction of the STP and the debate on the lines of comprehensive care, it was possible to qualify the analysis. The systematization of TI is a theoretical-methodological approach consolidated in health research and was a tool that showed to be effective for the teaching of Public Health and for learning about the practices and reconfiguration of the work of teachers and monitors on the discipline and, therefore, a permanent education strategy for both students and those responsible for their training.

ABSTRACT Background Several therapies have been used or proposed for the treatment of COVID-19, although their effectiveness and safety have not been properly evaluated. The purpose of this document is to provide recommendations to support decisions about the drug treatment of outpatients with COVID-19 in Brazil. Methods A panel consisting of experts from different clinical fields, representatives of the Brazilian Ministry of Health, and methodologists (37 members in total) was responsible for preparing these guidelines. A rapid guideline development method was used, based on the adoption and/or adaptation of recommendations from existing international guidelines combined with additional structured searches for primary studies and new recommendations whenever necessary (GRADE-ADOLOPMENT). The rating of quality of evidence and the drafting of recommendations followed the GRADE method. Results Ten technologies were evaluated, and 10 recommendations were prepared. Recommendations were made against the use of anticoagulants, azithromycin, budesonide, colchicine, corticosteroids, hydroxychloroquine/chloroquine alone or combined with azithromycin, ivermectin, nitazoxanide, and convalescent plasma. It was not possible to make a recommendation regarding the use of monoclonal antibodies in outpatients, as their benefit is uncertain and their cost is high, with limitations of availability and implementation. Conclusion To date, few therapies have demonstrated effectiveness in the treatment of outpatients with COVID-19. Recommendations are restricted to what should not be used, in order to provide the best treatment according to the principles of evidence-based medicine and to promote resource savings by aboiding ineffective treatments.