RESUMO
Algorithms can have several purposes in the clinical practice. There are different scales for causality imputation in DILI (Drug-Induced Liver Injury), but the applicability and validity of these for the HILI (Herb-Induced Liver Injury) evaluation is questionable for some scales. The purpose of the study was to determine the clinical and demographic profile of the patients with HILI, and the main algorithmic scales used in its causality assessment. The methodology was a systematic review of articles in English, Spanish, or Portuguese language, from 1979 to 2019, involving humans, with descriptors related to HILI. Qualitative and quantitative statistical analysis were performed. As a result, from a total of 60 articles, 203 HILI reports were selected: 59.9% were women, similar with other studies, and the average age was 45.8 years. Jaundice was the most frequent symptom and regarding the type of lesion, the hepatocellular was the most frequent. In regard to HILI severity, 3.0% were severe and 7.6% were fatal or required liver transplantation. In 72.3% of the cases, the most used algorithm was RUCAM (Roussel Uclaf Causality Assessment Method). The conclusion of the study is that RUCAM was the most used algorithm for causality assessment in HILI. The patients were predominantly female, jaundice was the main symptom, and HILI is reversible in the majority of cases.
Assuntos
Algoritmos , Doença Hepática Induzida por Substâncias e Drogas/diagnóstico , Doença Hepática Induzida por Substâncias e Drogas/epidemiologia , Preparações de Plantas/efeitos adversos , Adulto , Idoso , Feminino , Humanos , Masculino , Pessoa de Meia-IdadeRESUMO
A diversificação das práticas pedagógicas visa o aprimoramento do processo de ensino. Novas metodologias, que favoreçam o interesse dos alunos e que proporcionem melhor compreensão, podem ser ferramentas importantes no processo ensino-aprendizagem. O objetivo desse estudo foi avaliar a percepção dos estudantes sobre o uso de macromodelos odontológicos, confeccionados com impressora 3D, como recurso complementar de ensino na disciplina Escultura Dentária, no curso de graduação em Odontologia da FACIPLAC. A amostra foi composta por 44 estudantes, matriculados no quinto período. Foram produzidos 44 conjuntos com quatro macromodelos, sendo um incisivo central, um canino, um primeiro pré-molar e um primeiro molar, todos superiores, confeccionados em material plástico colorido e resistente. Os conjuntos foram entregues aos estudantes no início de cada aula e utilizados para demonstração das estruturas anatômicas, visando à melhor fixação do conhecimento, sendo recolhidos posteriormente. Ao final do semestre letivo foi aplicado um questionário relativo ao aproveitamento do uso dos macromodelos, com resposta de 38 estudantes. Os resultados indicam que o uso dos macromodelos foi válido como recurso facilitador da compreensão da técnica de escultura dentária; contribuindo com o processo de aprendizagem em comparação ao uso de diapositivos; destacando as dificuldades no aprendizado; auxiliando na sedimentação dos conceitos das formas geométricas das estruturas dentárias. Os estudantes indicam seu uso, contudo consideram que não substitui a demonstração prática pelo docente (AU).
The diversification of pedagogical practices aimed at improving the teaching process. New methodologies, which favor the interests of tudents and to provide better understanding, can be important tools in the teaching and learning process. The aim of this study was to evaluate the perception of undergraduate dental students regarding the use of 3D-printed dental models as an additional resource for teaching dental sculpture at FACIPLAC. The sample consisted of 44 students enrolled in the fifth semester. A total of 44 sets were printed using four threedimensional models: maxillary central incisor, canine, first premolar and first molar, printed in plastic, resistant and colorful material. The sets were delivered to students at the beginning of each class and used to demonstrate the anatomical structures, collected at the end of the class, for improved memorization of knowledge. A questionnaire was applied regarding the use of the 3D models at the end of the school semester, and 38 answers were obtained. The research results indicated that the use of 3D models was a valid resource for facilitating technical understanding of dental sculpture; improved the learning process when compared to the use of slideshows; identified areas of greater difficulty in learning; contributed to the memorization of concepts and geometric shapes of tooth structures. Although students approved the use of 3D models, they did not replace practical demonstration (AU).