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BACKGROUND: The Progress Test is an individual assessment applied to all students at the same time and on a regular basis. The test was structured in the medical undergraduate education of a conglomerate of schools to structure a programmatic assessment integrated into teaching. This paper presents the results of four serial applications of the progress test and the feedback method to students. METHODS: This assessment comprises 120 items offered online by means of a personal password. Items are authored by faculty, peer-reviewed, and approved by a committee of experts. The items are classified by five major areas, by topics used by the National Board of Medical Examiners and by medical specialties related to a national Unified Health System. The correction uses the Item Response Theory with analysis by the "Rasch" model that considers the difficulty of the item. RESULTS: Student participation increased along the four editions of the tests, considering the number of enrollments. The median performances increased in the comparisons among the sequential years in all tests, except for test1 - the first test offered to schools. Between subsequent years of education, 2nd-1st; 4th-3rd and 5th-4th there was an increase in median scores from progress tests 2 through 4. The final year of undergraduate showed a limited increase compared to the 5th year. There is a consistent increase in the median, although with fluctuations between the observed intervals. CONCLUSION: The progress test promoted the establishment of regular feedback among students, teachers and coordinators and paved the road to engagement much needed to construct an institutional programmatic assessment.

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INTRODUCTION: Uncertainty tolerance (UT) is attracting increasing attention in medical education due to the numerous challenges associated with uncertainty in professional life. Inconsistencies in analysing the relationship between UT and moderators may arise from inadequate measurement methods. Most instruments were formulated before the most widely accepted framework was published. Our aim was to investigate the validity of an UT scale using an actual framework to corroborate with better and accurate instruments. METHODS: A total of 1052 students were invited. Various psychometric methods were used to explore validity of the TAMSAD scale in light of actual framework. Classic exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed. Secondly, content item classification was triangulated with exploratory graph analysis (EGA), and the new EFA, CFA, and cognitive diagnostic modelling (CDM) analysis were conducted. The reliability was calculated using Cronbach's alpha and McDonald's omega. RESULTS: A total of 694 students (65.9%) responded to the questionnaire. The reliability of the TAMSAD scale was 0.782. The initial EFA revealed no clear interpretable dimensions. The TAMSAD scale items can be classified into sources of uncertainty. The EGA has three dimensions, and the new EFA led to a 17-item TAMSAD scale with the following three dimensions: ambiguity, complexity, and probability. These dimensions lead to better adjustment fit indices in the new CFA and CDM analyses. CONCLUSION: We found evidence that the TAMSAD scale can be considered a multidimensional scale, organised in terms of sources of uncertainty.

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The growing interest in research on psychedelic consumption in naturalistic contexts and their possible medical and therapeutic benefits requires assessment of the relationships between the substance and the individual who consumes it (set) and its context of use (setting). This study provides a novel measurement scale for the setting of Ayahuasca consumption, the Setting Questionnaire for the Ayahuasca Experience (SQAE), and examines its psychometric properties. Construction of the scale began with a literature review, followed by interviews on 19 Ayahuasca users from different backgrounds and different consumption experience, and an online survey for quantitative data collection (n = 2,994). Exploratory Graph Analysis (EGA) was used to investigate the questionnaire's dimensional structure with (n = 1,497, half of the sample), and multidimensional item response theory (MIRT) was used to compare the fit of the theoretical dimensions with the EGA proposed dimensions (n = 1,497, independent other half). EGA identified six dimensions, which corresponded partially to the theorized model (Leadership, Decoration, Infrastructure, Comfort, Instruction, and Social). The MIRT comparison found that the proposed theoretical model fit significantly better than the EGA model, providing support for the former (χ2/df = 1,967; CFI = 0,972; TLI = 0,969; RMSEA = 0,059; WRMR = 1,087). Our findings present evidence of validity of this instrument, justifying its use for future research on the influence of the setting during the ayahuasca experience. Its findings may provide a basis for expanding the settings investigated in the use of psychedelics in general.

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OBJECTIVES: The search for appropriate tools to assess communicational skills remains an ongoing challenge. The Calgary-Cambridge Observation Guide (CCOG) 28-item version can measure and compare performance in communication skills training. Our goal was to adapt this version of the CCOG for the Brazilian cultural context and perform a psychometric quality analysis of the instrument. METHODS: Experienced preceptors (35) assessed videos of five medical residents with a simulated patient using the translated guide. For the cultural adaptation, we followed the methodological norms on synthesis, retro-translation, committee review, and testing. We obtained validity evidence for the CCOG 28-item version using confirmatory factor analysis and the Many-Facet Rasch Model (MFRM). RESULTS: Confirmatory factor analysis indicated an adequate level of goodness-of-fit. The MFRM reliability coefficient was high in all facets, namely assessors (0.90), stations (0.99), and items (0.98). The assessors had greater difficulty with attitudinal items, such as demonstration of respect, confidence, and empathy. CONCLUSIONS: The psychometric indicators of the tool were adequate, a good potential for reproducing its Brazilian version as well as acceptable reliability for its use.

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OBJECTIVES: The search for appropriate tools to assess communicational skills remains an ongoing challenge. The Calgary-Cambridge Observation Guide (CCOG) 28-item version can measure and compare performance in communication skills training. Our goal was to adapt this version of the CCOG for the Brazilian cultural context and perform a psychometric quality analysis of the instrument. METHODS: Experienced preceptors (35) assessed videos of five medical residents with a simulated patient using the translated guide. For the cultural adaptation, we followed the methodological norms on synthesis, retro-translation, committee review, and testing. We obtained validity evidence for the CCOG 28-item version using confirmatory factor analysis and the Many-Facet Rasch Model (MFRM). RESULTS: Confirmatory factor analysis indicated an adequate level of goodness-of-fit. The MFRM reliability coefficient was high in all facets, namely assessors (0.90), stations (0.99), and items (0.98). The assessors had greater difficulty with attitudinal items, such as demonstration of respect, confidence, and empathy. CONCLUSIONS: The psychometric indicators of the tool were adequate, a good potential for reproducing its Brazilian version as well as acceptable reliability for its use.

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Construct: The Communication Assessment Tool (CAT) is a 14-item instrument developed in English to assess medical trainees' interpersonal communication skills from the patient's perspective in clinical settings. Background: Using validated instruments and simulated patients constitutes good practice in assessing doctor-patient communication. The CAT was designed for use in real practice, but has not yet been applied to assessing OB-GYN residents' delivery of bad news in Objective Structured Clinical Examination (OSCE) stations. This study aims to provide validity evidence for using the CAT to assess residents' interpersonal communication skills under difficult circumstances in a simulated clinical setting in Brazil. Approach: Cross-cultural adaptation comprised translation into Portuguese, synthesis of translations, and back-translation. Next, a committee of 10 external and independent experts rated the items for linguistic equivalence and relevance to the overall scale. Researchers used the expert ratings to produce a preliminary Brazilian-Portuguese version. This version was applied by four simulated patients to assess 28 OB-GYN residents completing two, 10-minute OSCE stations focused on delivering bad news. Item and scale content validity indices and internal-consistency reliability were calculated. Simulated patients were interviewed to clarify any doubt regarding the content and usability of the tool and their response process. Findings: Thirteen of the 14 items in the Brazilian-Portuguese version were considered "equivalent" by at least 70% of the experts. All items were considered relevant by 100% of the experts. The Item Content Validity Index ranged from .9 to 1, and the Scale Content Validity Index was .99. The instrument showed good reliability for both scenarios (Cronbach's alpha > .90). Simulated patients considered the CAT easy to understand and complete. Conclusions: This study provides validity evidence for using the Brazilian-Portuguese CAT in a simulated clinical environment to assess OB-GYN residents' delivery of bad news. Based on this study's findings, the OB-GYN Department organized an annual formative assessment for residents to improve their interpersonal communication skills. This version of the CAT may also be applicable to other specialties.

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PURPOSE: Assessment in different languages should measure the same construct. However, item characteristics, such as item flaws and content, may favor one test-taker group over another. This is known as item bias. Although some studies have focused on item bias, little is known about item bias and its association with items characteristics. Therefore, this study investigated the association between item characteristics and bias. METHODS: The University of Groningen offers both an international and a national bachelor's program in medicine. Students in both programs take the same progress test, but the international progress test is literally translated into English from the Dutch version. Differential item functioning was calculated to analyze item bias in four subsequent progress tests. Items were also classified by their categories, number of alternatives, item flaw, item length, and whether it was a case-based question. RESULTS: The proportion of items with bias ranged from 34% to 36% for the various tests. The number of items and the size of their bias was very similar in both programmes. We have identified that the more complex items with more alternatives favored the national students, whereas shorter items and fewer alternatives favored the international students. CONCLUSION: Although nearly 35% of all items contain bias, the distribution and the size of the bias were similar for both groups. The findings of this paper may be used to improve the writing process of the items, by avoiding some characteristics that may benefit one group whilst being a disadvantage for others.

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RESUMO Na comunidade acadêmica internacional, a comunicação eficaz entre profissionais de saúde, pacientes e seus familiares é reconhecida como condição indispensável para a qualidade dos cuidados em saúde. No Brasil, as Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina estabelecem que o egresso deve ser preparado para se comunicar por meio de linguagem verbal e não verbal, com empatia, sensibilidade e interesse, promovendo o cuidado centrado na pessoa e uma relação horizontal e compartilhada com o paciente. Para alcançar esses objetivos, faz-se preciso a implementação de atividades curriculares que promovam o desenvolvimento dessa habilidade e avaliem a sua aquisição durante a graduação em Medicina. A habilidade em se comunicar adequadamente não pode ser aprendida apenas por observação e tende a declinar ao longo do curso. Recomenda-se que seu ensino se estenda de modo coerente a todos os níveis de formação, incluindo os internatos e programas de residência. Na avaliação de habilidades de comunicação, especialistas recomendam que seja instituída uma matriz que permita repetidas oportunidades de avaliação e feedback, reforçando o uso das habilidades mais básicas de entrevista até as mais complexas, como a comunicação de más notícias. Dessa maneira, para um ensino e avaliação eficientes, são necessários métodos e instrumentos com sólida fundamentação teórica. Atividades em ambiente simulado com a participação de pacientes padronizados têm sido amplamente utilizadas para o ensino e a avaliação dessa habilidade durante a consulta clínica. Nesse contexto, programas de desenvolvimento docente são fundamentais para que estratégias eficazes de ensino e avalição sejam implementadas e permitam ao futuro médico a aquisição de habilidades essenciais ao ético exercício profissional. Este artigo propôs-se a uma revisão narrativa sobre avaliação de habilidades de comunicação em ambiente simulado apresentando seus conceitos, desafios e possibilidades. Também aborda aspectos práticos para a organização desse tipo de avaliação.

ABSTRACT In the international academic community, effective communication between health professionals, patients, and their families are recognized as an indispensable condition for the quality of health care. In Brazil, the National Curriculum Guidelines for Undergraduate Medical Schools established that medical students should be prepared to communicate through verbal and non-verbal language, with empathy, sensitivity and interest, promoting patient-centered care, and a horizontal and shared relationship with the patient. To achieve these goals, it is necessary to implement curricular activities that promote the development of this skill and assess its acquisition during undergraduate medical school. Adequate communication skills cannot be learned by observation alone and tend to decline as medical students progress through their medical education. For the assessment of communication skills, experts recommend a framework that allows for repeated assessment and feedback opportunities, reinforcing the use of the most basic interviewing skills to the most complex ones, such as communicating bad news. Thus, for an efficient assessment, methods and instruments with a solid theoretical basis are necessary. Thus, activities in a simulated environment with the participation of standardized patients have been widely used for the teaching and assessment of these skills during the clinical consultation. In this context, faculty development programs are fundamental for effective teaching and assessment strategies to be implemented and allow the future doctors to acquire essential skills for their professional practice. This article proposes a narrative review of communication skills assessment in a simulated environment regarding its concepts, challenges, and possibilities. It also discusses practical aspects for the organization of this type of assessment.

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Objetivos: A simulação realística faz parte de uma nova possibilidade de ensino que engloba não somente as habilidades técnicas, mas o gerenciamento de crises, liderança, trabalho em equipe e raciocínio clínico que não reflitam prejuízos ao paciente real. O objetivo deste trabalho foi realizar revisão de literatura sobre a utilização da simulação realística, enfatizando a graduação médica e seus aspectos mais relevantes e atuais.Fonte de dados: Foram consultadas as bases de dados PubMed e LILACS, aplicando-se os descritores patient simulation, students, medical e teaching/methods, considerando artigos de revisão publicados nos últimos três anos. Utilizando leitura flutuante dos resumos com a análise de conteúdo e dados registrados, foram encontrados 101 trabalhos de acordo com o propósito desta revisão.Síntese dos dados: Os artigos relatam a importância e auxílio da tecnologia em agregar melhorias ao ensino médico. A segurança do paciente foi descrita como fator decisivo na implementação da simulação realística nas instituições de ensino mundiais. Diversas especialidades foram citadas nos artigos, além de diversos procedimentos específicos e aspectos de exame físico padronizado. Percebe-se interesse em estudar as possíveis formas de avaliar estudantes através dessa ferramenta. As habilidades em comunicação, liderança, tomada de decisão, trabalho em equipe e relacionamento médico/paciente aparecem nesta revisão como o maior benefício de informação aos estudantes.Conclusões: Embora a simulação realística esteja em franco crescimento e valorizada como importante recurso na formação, novos estudos precisam ser realizados e divulgados para fornecer evidências e mensurações concretas e efetivas dessa ferramenta educacional.

Aims: Realistic simulation is part of a new possibility of teaching that encompasses not only the technical skills, but crisis management, leadership, team work, and clinical reasoning that do not reflect actual losses to the real patient. To conduct a review of literature on the use of realistic simulation emphasizing the undergraduate medical education and its most relevant and current aspects.Source of data: PubMed and LILACS databases were consulted, applying the medical subject headings patient simulation, students, medical and teaching/methods, considering articles published in the past three years. Using fluctuating reading of the abstracts with content analysis and recorded data and examination, 101 studies were found in accordance with the purpose of this review.Summary of findings: Articles report the importance and support of technology in aggregating improvements to medical education. Patient safety was described as a decisive factor in the implementation of realistic simulation in institutions worldwide. Various specialties were mentioned among the articles in addition to several specific procedures and aspects of standardized physical examination. There is an interest in studying the possible ways to assess students through realistic simulation. Skills in communication, leadership, decision making, team work and relationship doctor/patient appear in this review as the greatest benefit of information to students.Conclusions: Although realistic simulation is valued and have a rapid growth as an important resource in education, further studies need to be conducted and disseminated to provide concrete and effective evidences and measurements of this educational tool.

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PURPOSE: To illustrate the profile of the cases of intoxications by antiepileptic drugs (AEDs) registered within a large urban area during the period of 1 year. METHODS: A cross-sectional observational study was performed in the Intoxication Control Center of the Sao Paulo City Hospital. We evaluated 6535 medical consults of intoxication cases involving prescription and over-the-counter drugs in 2001. We selected and analyzed the cases involving AEDs. Statistical analysis was performed in order to evaluate the frequency of different drug types and the circumstance of drug exposure. RESULTS: The most frequently observed AEDs were phenobarbital, carbamazepine, diazepam, and clonazepam. The frequency of intoxication cases among different age groups did not significantly differ according to the drug type. The circumstances involving AEDs intoxication were analogous to the circumstances of the cases of intoxication involving all other medications (p>0.05). CONCLUSIONS: There are a large number of intoxications involving AEDs. Imposing a restriction access to AEDs can be deleterious to patients that depend on AEDs, however, a strict program of AEDs distribution should be considered to reduce the cases of AED intoxication.

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A sensibilidade química múltipla [MCS (multiple chemical sensitivity)], ainda é uma condição pouco conhecida no Brasil. Todavia, pode estar sob outras denominações como "alergia" ou "hipersensibilidade cruzada" em processos trabalhistas. A polêmica em relação à MCS ocorre por dois fatores: a dificuldade em estabelecer a extensão na qual mecanismos psicológicos ou toxicológicos seriam capazes de causar a sintomatologia; e a controvérsia sobre a existência como uma entidade nosológica distinta. Atualmente, considera-se que MCS seja uma enfermidade: crônica; multissistêmica; recorrente; com quadro clínico similar às primeiras exposições sintomáticas; deflagrada por níveis ínfimos de um número crescente de substâncias químicas, as quais podem não ter relação molecular entre si; e com melhora após a remoção dos agentes desencadeantes. A ausência de alterações clínicas ou laboratoriais que justifiquem o quadro é um critério diagnóstico polêmico, pois alguns pacientes as apresentam. As várias hipóteses fisipatológicas descritivas causaram a criação de inúmeras denominações para MCS. Dentre as hipóteses etiológicas podem-se citar: condicionamento, transtornos fóbico-ansiosos e somatoformes, cacosmia, distúrbio do metabolismo energético, disfunção na transmissão GABAérgica, kindling límbico, reatividade imumológica, inflamação neurogênica, produção de radicais livres, e sensibilização neural.Recentemente uma terceira corrente de autores propôs uma alternativa à dicotomização. Sugerem a possibilidade de uma natureza multifatorial para a MCS, considerando a influência de fatores psicossociais e as interações entre os sistemas nervoso, endócrino e imunológico; além de novas áreas de conhecimento como Ecogenética, Farmacogenética, Epigenética e Neuroimunotoxicologia. Os litígios judiciais em casos de exposição ocupacional a agentes químicos remetem a discussões sobre: a questão mente-corpo; a relação médico-paciente; a extrapolação da toxicidade em animais para humanos; os conflitos de interesse entre governo, indústria e ciência; os fenômenos de histeria de massa; a iatrogenia atribuída à realização de testes psicométricos; o sistema econômico e suas conseqüências na saúde coletiva; e o possível uso ideológico das hipóteses fisiopatológicas. São fatores que podem dificultar a prática do médico do trabalho a escassez de evidências científicas em toxicologia humana e a baixa disponibilidade de treinamento em Neurotoxicologia Ocupacional...

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Este artigo apresenta uma revisão extensa sobre a Doença de Parkinson, incluindo aspectos históricos, epidemiológicos e clínicos. Dentre os temas abordados estão: diagnóstico e diagnóstico diferencial, tratamento, manuseio das complicações relacionadas ao uso prolongado de levodopa, tratamento cirúrgico e, finalmente, são feitas considerações sobre a doença de Parkinson avançada...

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OBJETIVO: Apresentar as condiçöes nosológicas vistas em perícia neurológica em um ambulatório de referência estadual do Instituto Nacional de Seguridade Social (INSS), Florianópolis, Santa Catarina, Brasil, durante o período de outubro de 97 a maio de 98. MÉTODO: Revisäo dos relatórios especializados das perícias solicitadas ao especialista em neurologia, com identificaçäo dos diagnósticos finais dos 108 pacientes encaminhados para avaliaçäo. RESULTADOS: Os diagnósticos mais comuns em ordem decrescente de frequência foram: epilepsia, doenças reumatológicas, distúrbios psiquiátricos, alteraçöes neurológicas associadas a alcoolismo crônico, síndrome pós TCE e doença vascular cerebral. CONCLUSÖES: Doenças neurológicas podem determinar importante grau de incapacidade no trabalhador catarinense. Contudo, existe um subestimado potencial de recuperaçäo funcional. Além disso, diversas condiçöes näo genuinamente neurológicas säo encaminhadas para avaliaçäo especializada

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