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Resumo: Introdução: O Teste de Progresso (TP) é uma modalidade de avaliação longitudinal composta por questões de múltipla escolha que permite a avaliação do estudante com realização do feedback individual e a análise do processo de ensino-aprendizagem institucional. O presente estudo relata a experiência do uso do TP como ferramenta de gestão e aprendizado na implementação de um curso de Medicina de currículo integrado e baseado em metodologias ativas. Relato de experiência: Desde 2014, o curso de Medicina de uma capital do país utiliza o TP como ferramenta de avaliação para estimular a autonomia do estudante, baseado em seu desempenho longitudinal, possibilitar ao docente a reflexão e ação adequadas ao processo de ensino-aprendizagem e fornecer elementos significativos para a tomada de decisão institucional relacionada à adequação curricular e à implementação do curso. Com diversas estratégias, como a formação de uma Comissão de Avaliação do Estudante e do Curso (Caec), oficinas com professores e estudantes e consórcios interinstitucionais, os atores que compõem o curso refletem seu papel na consolidação do conhecimento para o futuro profissional médico e se engajam nesse processo em diferentes momentos e de diferentes formas. Discussão: O TP é uma ferramenta com potenciais e limites que devem considerar a segurança, a confiabilidade e validade da avaliação, utilizando-se de estratégias qualificadoras, incluindo o ambiente virtual. O TP possibilita a autodeterminação e o autoaperfeiçoamento do estudante, do docente e do curso ao estabelecer comparações entre médias de desempenho longitudinais dos discentes em diversos estágios de aprendizado e instituições. Conclusão: A experiência demonstrou a importância do TP como ferramenta de avaliação e trouxe vantagens e benefícios na implantação do curso e orientação de intervenções para a melhoria do processo de ensino-aprendizagem.

Abstract Introduction: The Progress Test (PT) is a longitudinal assessment modality composed of multiple-choice questions and allows the assessment of the student with individual feedback and the analysis of the institutional teaching-learning process. The present study aims at reporting the experience of using the progress test as a management and learning tool in the implementation of a medical course with an integrated curriculum based on active methodologies. Experience report: Since 2014, a medical school in a capital of the country uses the PT as an assessment tool to stimulate student autonomy, based on their longitudinal performance, allowing the teacher to reflect on and take the appropriate actions aimed at the teaching and learning process and providing significant elements for institutional decision-making related to curricular adequacy and course implementation. Using several strategies, such as the formation of a student and course evaluation committee (CAEC), workshops with teachers and students and inter-institutional consortia, the actors that make up the course reflect on their role in consolidating knowledge for the future medical professional and engage in this process at different times and in different ways. Discussion: The progress test is a tool with potentials and limits that must consider the safety, reliability and validity of the evaluation, using qualifying strategies, including the virtual environment. The PT enables the students, the faculty and the course self-determination and self-improvement by establishing comparisons between longitudinal performance averages of students at different stages of learning and institutions. Conclusion: The experience demonstrated the importance of the PT as an evaluation tool, brought advantages and benefits in the course implementation and guidance on interventions aimed at improving the teaching-learning process.

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Therapy with dopamine agonists has been associated with valvular heart disease (VHD) in Parkinson's disease, raising concern about the safety of these drugs. In hyperprolactinemic patients, the studies have mainly focused on the cardiac effects of cabergoline (CBG), with little information on bromocriptine (BRC). The aim of the present study was to evaluate the prevalence of VHD in patients with prolactinomas treated with CBG and BRC. The CBG group consisted of 51 patients (37 female; age 42.3 ± 13.5 years) who had been taking CBG for at least 1 year (mean 37.8 ± 21.3 months; cumulative doses 16-1,286.8 mg). The BRC group consisted of 19 patients (14 female; age 41.8 ± 11.5 years) who were on BRC for at least 1 year (mean 54.8 ± 30.2 months; cumulative doses 4,687.5-23,478.8 mg). The controls (CTR) were 59 healthy subjects matched for age, sex, and prevalence of arterial hypertension. Participants were subjected to transthoracic echocardiography and the valvular regurgitation was graduated as absent (grade 0), trace (1), mild (2), moderate (3) or severe (4). Compared to CTR, trace mitral (Mi) regurgitation (49% vs. 27.1%; P = 0.02), trace tricuspid (Tri) regurgitation (45.1% vs. 20.3%; P = 0.0003) and mild Tri regurgitation (7.8% vs. 0%; P = 0.0003) were more prevalent with CBG, while trace Tri regurgitation (73.7% vs. 20.3%; P = 0.0004) were more prevalent with BRC. Mitral tenting area was significantly higher in CBG than in BRC and CTR. None of the valvar abnormalities was associated with symptoms. In conclusion, patients with prolactinomas treated with either CBG or BRC showed higher prevalence of trace and mild Tri or Mi regurgitation, but these findings were not clinically significant.

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The aim of this research was to verify the incidence of endocrine dysfunction associated with mercury intoxication in the hypothalamus-pituitary reproductive system of normally cycling or castrated female rats and the possible protective action of estrogen replacement therapy. We found no differences in the frequency of estrus cycle stages (diestrus I, diestrus II, proestrus, and estrus) in normally cycling female rats during 54 days of daily oral administration of 0.004, 0.02, and 1 mg/kg MeHgCl. Conversely, the higher dose (1 mg/kg) induced a significant decrease in content of luteinizing hormone releasing hormone (LHRH) into the medial hypothalamus when administered daily during 3 days in ovariectomized rats. This effect was associated with increased levels of mercury found in the anterior pituitary gland and medial hypothalamus, rather than the anterior and posterior hypothalamus, striatum or cerebellum. A decrease in plasma levels of luteinizing hormone (LH) was also detected after administration of 7.5 mg/kg MeHgCl. These disturbances in LHRH and LH secretion induced by mercury were abolished or superimposed (respectively) by estrogenic replacement therapy (0.025 mg/kg 17beta estradiol cypionate, intramuscular). These effects were associated with a significant reduction in mercury content of the anterior pituitary gland and medial hypothalamus, suggesting a protective estrogenic effect.

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Among the amiodarone-induced thyroid dysfunctions, thyrotoxicosis is the most troublesome and with the highest rate of morbidity and mortality. Treatment consists in the use of a high dose of anti-thyroid drugs and steroids in an isolated form or in combination. Association of several other drugs have been proposed for the treatment of refractory cases. In this study we report the case of a 40 y.o. patient, with a history of idiopatic dilated miocardiopathy, who developed severe amioradone-induced thyrotoxicosis after heart transplantation. Since the patient did not respond to an initial treatment consisting of a high dose of anti-thyroid drugs combined with steroids, a low dose of lithium carbonate was added for a short period of time, which resulted in normalization of the thyroid function. In this case, the addition of lithium carbonate to the two other drugs resulted in a successful and safety therapy in controlling amiodarone-induced thyrotoxicosis.

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