Worked example como método de ensino da ausculta cardíaca pediátrica para estudantes de Medicina / Worked example as a method for teaching pediatric cardiac auscultation to Medical students

Resumo: Introdução: A performance e a acurácia da ausculta cardíaca de médicos recém-formados estão aquém do esperado, o que resulta em excesso de encaminhamentos para o cardiologista, solicitação de exames desnecessários e atraso diagnóstico. O desenvolvimento de metodologias de ensino eficazes é necessário para melhorar a ausculta cardíaca e a capacidade diagnóstica dos médicos recém-graduados. Objetivo: Este estudo teve como objetivo verificar a eficácia do uso da metodologia do worked example, comparada ao ensino tradicional de aulas expositivas da semiologia do aparelho cardiovascular. Método: Participaram do estudo 56 alunos do quarto ano da Universidade Federal de Minas Gerais. Trata-se de um estudo experimental que comparou a eficácia do modelo de ensino baseado na metodologia do worked example com a metodologia tradicional de aula expositiva sobre ausculta cardíaca pediátrica. Os alunos foram randomizados em grupo experimental e grupo de controle, e avaliados em fases distintas - pré-teste, pós-teste imediato e pós-teste tardio. Resultado: A partir da Análise de Variância de Medidas Repetidas, houve efeito significativo em ambos os métodos de treinamento quando se considerou a fase do estudo (p < 0,001). Os dois grupos obtiveram desempenhos semelhantes independentemente do método de treinamento (p = 0,863). Conclusão: A metodologia ativa conhecida como worked example pode ser tão eficaz quanto uma metodologia tradicional no ensino e aprendizagem da ausculta cardíaca pediátrica.

Abstract: Introduction: The cardiac auscultation performance of newly graduated physicians is below expectations, which results in excessive referrals to cardiologists, requests for unnecessary tests and delays in diagnosis. The development of effective teaching methodologies is necessary to improve cardiac auscultation and the diagnostic capacity of newly graduated physicians. Methods: 56 students from the 4th year of Federal University of Minas Gerais, Brazil, participated in an experimental study to compare the effectiveness of the pedagogical model based on the worked example methodology when compared to the traditional methodology of lectures on pediatric cardiac auscultation. The students were randomized into an experimental group and a control group and evaluated in different phases - pre-test, immediate post-test and later post-test. Results: From the Analysis of Variance of Repeated Measures, there was a significant effect observed in both training methods when considering the study phase (p < 0.001). Both groups obtained similar performances regardless of the training method (p = 0.863). Conclusion: This study suggests that an active methodology can be as effective as a traditional methodology in teaching and learning Pediatric Cardiac Auscultation.

Ensino do exame respiratório: o que é história e o que é necessidade? / Teaching the respiratory physical examination: what is history and what is needed?

A semiologia é uma das técnicas mais utilizadas na prática médica há séculos. Ensinada por meio de roteiros sistematizados, estudantes de inúmeras escolas da área de saúde por todo o mundo aprendem as manobras semiológicas como fundamento na avaliação dos pacientes. No entanto, apesar de extremamente difundida, discute-se pouco sobre sua acurácia como manobra diagnóstica. Tendo este ponto em vista, este artigo aborda a precisão das diversas manobras semiológicas do exame físico do aparelho respiratório e a descrição comparativa do seu ensino em diferentes escolas médicas no mundo. Como resultados, tem-se valores de acurácia discordantes, o que pode ser justificado pela qualidade dos estudos ou pelas variáveis analisadas que diferem entre os estudos e propostas de padronização. Em conclusão, a semiologia é a base da avaliação médica, independentemente dos avanços e disponibilidade dos exames de imagens, e cada manobra deve ser ensinada com seu devido valor científico. Conhecer a aplicabilidade e individualizar a prática das etapas do exame respiratório pode ser um caminho possível de adequação aos tempos atuais, sem impor perdas de informações relevantes para o desenvolvimento do raciocínio clínico (AU)

Medical semiology has been one of the most common techniques used in medical practice for centuries. Health science students around the globe learn these techniques through a systematized model as a fundamental skill for patient evaluation. However, though being widespread, little is known about semiology's true accuracy as a diagnostic maneuver. Knowing that, through a literature review, this paper evaluated the precision of the preconized procedures that are used as part of the exam of the respiratory system and the comparative description of its teaching in different medical schools around the world. As a result, disagreement between several papers was found, which can be justified by the poor quality of the studies and the different variables that were studied in each one. However, one thing is still clear: respiratory physical examination continues to be essential in medical practice, independently of the recent advances and availability of imaging exams. Teaching each step should consider available scientific evidence. The knowledge of the applicability and practical individualization of the respiratory examination can be a possible way for the current times without missing relevant information for developing clinical reasoning (AU)

Clinico Etiological Profile of “First Seizure” in Children. Experience from an Armed Forces Tertiary Care Hospital in Eastern India

Introduction: Seizure in the pediatric group is one of the most common emergencies encountered. The aim of this study was the evaluation of the etiology of a first episode of seizure in children so as to assess the short term as well as long‑term prognosis. MaterialsandMethods: We evaluated 86 children 2 months − 12 years presenting to the emergency/outpatient department with the first episode of seizure. Children were further sub‑grouped into two age groups of 2 months − 5 years (n = 60) and 5–12 years (n = 26) and acute symptomatic versus unprovoked seizures. Variables assessed were demographics, seizure semiology, laboratory tests, neuroimaging, and outcome at discharge. Results: 69.7% and 30.2% of children were in the age group 2 months to 5 years and 5–12 years, respectively. The mean age of the children was 4.11 ± 3.44 years. 45.3% of cases of acute symptomatic seizures and 54.6% of cases of unprovoked seizures were observed. Acute symptomatic seizures predominated in 2 months − 5 years (60%) while unprovoked seizures predominated in 5–12 years (88.4%). Focal seizures were predominant in the older age group (46.1%) as compared to the younger age group. About 10.4% of cases of seizures first presented as status epilepticus. The most common etiology identified was febrile seizures (27.9%) followed by central nervous system (CNS) structural lesions (19.7%) and CNS infections (10.4%). CSF was done in 18.6% of patients out of which 56.25% samples were positive for CNS infections. 68.6% of children underwent neuroimaging and abnormalities were reported in 67.7% of cases. About 18.6% of children had focal neurological deficits at discharge. Mortality in the entire cohort was 2.3% with 1 child in each vascular and CNS infections group. Conclusions: Children with a first episode of seizure should be evaluated for co‑existence of fever, preexisting developmental delays, other associated symptomatology, head trauma, and seizure semiology. Investigations should be done based on a detailed history and clinical examination. Despite a meticulous approach allowing identification of etiology of the first episode of seizure in children, it is possible that no etiology be identified in a substantial number of children, especially in the older age group

Tuberculosis: el contrapunto del progreso / Tuberculosis: the counterpoint of progress

Resumen A lo largo de la historia, las enfermedades infecciosas han influido directamente en el desarrollo de la humanidad y en este proceso, la tuberculosis ha tenido un rol protagónico. Esta enfermedad mata más seres humanos que cualquier otra de causa infecciosa y, a pesar de esto, continúa siendo una entidad olvidada y un grave problema de salud pública, sobre todo en las naciones más pobres. La trascendencia de la tuberculosis va más allá del ámbito médico y una visión holística de ella nos permite comprender el grado de desarrollo económico y social de un Estado. Si bien Chile mantenía un programa de control históricamente exitoso, las cifras actuales no son auspiciosas y obligan a analizar el problema desde una mirada multidisciplinaria. Es en este marco que planteamos que el médico clínico, para aportar en el control de la enfermedad, debe poner nuevamente en práctica uno de los principios básicos de la Medicina: la semiología.

Abstract Along history, infectious diseases have had a direct influence in the development of humanity, with tuberculosis showing a leading role. Despite this disease being the main cause of mortality among infectious diseases, it remains neglected and constitutes a serious public health problem, especially among the poorest countries in the world. Tuberculosis greatest importance goes beyond Medicine, and a holistic view of the disease allows us to comprehend the economic and social development of a nation. Despite a historically successful control program in Chile, current figures are not auspicious and force upon us the need to address this problem with a multidisciplinary approach. The medical physician is required to put again into practice the fundamental principle of Medicine, Semiology to contribute to the control of tuberculosis.

¿Polipnea o taquipnea? Esa es la cuestión / Compliance with the recommendations for physical activity set by the WHO by public bicycle users in a Spanish municipality

RESUMEN Introducción: Polipnea y taquipnea tienen significados diferentes en diversos textos y los estudiantes de Medicina se desorientan al estudiar la Semiología de la disnea. Objetivo: Elucidar la disparidad semántica entre polipnea y taquipnea. Material y Métodos: Se realizó una revisión bibliográfica utilizando los descriptores en ciencias de la salud taquipnea y polipnea. Se realizó una búsqueda en quince textos de Semiología Médica y en otros libros y revistas, impresos y electrónicos, entre ellos, la Revista Española de Cardiología (enero 1997 a diciembre 2020) en Archivos de Bronconeumología(diciembre 1964 a diciembre 2020); y se hizo el análisis etimológico de las palabras estudiadas, en Medigraphic (2012-21). Resultados: Seis de quince textos de Semiología consideran sinónimos polipnea y taquipnea; cuatro, solo emplean polipnea; y dos, taquipnea. Tres distinguen taquipnea como aumento de la frecuencia respiratoria; de polipnea, respiración superficial y rápida; dos definen taquipnea como aumento de la frecuencia respiratoria simple o con disminución de la amplitud (respiración superficial) y polipnea o hiperpnea, como aumento de la profundidad respiratoria con incremento de la frecuencia. En revistas científicas, taquipnea apareció en 192 artículos como respiración rápida y superficial; con igual significado se encontró polipnea, en 27. Según origen, taquipnea significa aceleración del ritmo respiratorio; polipnea, respiración muy frecuente y superficial, sin relación con polýpnóoos: "que sopla con fuerza" e hiperpnea significa incremento de la velocidad y amplitud de los movimientos respiratorios. Conclusiones: Polipnea y taquipnea deben considerarse equivalentes de respiración rápida y superficial; taquipnea simple, si la amplitud respiratoria es normal; e hiperpnea denomina la respiración muy frecuente y profunda.

ABSTRACT Introduction: Polypnea and tachypnea have different meanings in several texts, and medical studentsmay get confusedwith just the study of the semiology of dyspnea. Objective: Toelucidatethe semantic gap between polypnea and tachypnea. Material and Methods: A bibliographic review was conducted usinghealth science descriptors such as tachypnea and polypnea; a search was performed in 15 texts of Medical Semiology and other printed or electronic books and journals, among them, theRevista Española de Cardiología(fromJanuary 1997 to December 2020) andArchivos de Bronconeumología (from December 1964 toDecember 2020); in addition, the etymological analysis of these words was carried out in Medigraphic (2012-2021). Results: Six out of fifteen texts on semiology consider that the termspolypnea and tachypnea are synonymous; fourtexts only use polypnea; and two use the term tachypnea. Three texts distinguish tachypnea as increased respiratory rate, andpolypnea as arapid, shallow breathing; two texts define tachypnea as a simple increase in the respiratory rateor a decrease in the respiratory amplitude (shallow breathing); and polypnea or hyperpnea as the increasein depth and rate of breathing.In scientific journals, the term tachypnea was usedin 192 papersto refer to rapid, shallow breathing; andpolypnea had the same meaning in 27 articles. According to its origin, tachypnea means rapid respiratory rate; Polypnea is presented as very frequent and shallow breathing, unrelated to polýpnoos: "that blows forcefully"; while hyperpneameans an increase in the speed and amplitude of respiratory movements. Conclusions: Polypnea and tachypnea should be considered as equivalents of rapid andshallow breathing; simple tachypneaif the respiratory amplitude is normal; and hyperpnea designs a very frequent and deep breathing.

Distribuição da semiologia do adulto nas escolas médicas do Brasil / Distribution of adult semiology in medical schools in Brazil

Resumo: Introdução: A semiologia é a base da prática clínica e seu ensino é essencial no curso de Medicina. Este estudo foi desenvolvido por haver uma lacuna no conhecimento sobre sua distribuição no Brasil. Objetivo: Este estudo teve como objetivo analisar a distribuição da semiologia do adulto nas escolas médicas brasileiras. Método: Trata-se de um estudo transversal descritivo realizado com 226 escolas médicas brasileiras que disponibilizavam a distribuição de semiologia na internet entre as 335 ativas, em dezembro de 2020 (67,5%). As variáveis estudadas foram região geográfica, administração, gratuidade e tempo de existência da escola, carga horária do curso, do internato e de semiologia, e ano(s) ou semestre(s) em que a semiologia era ofertada no currículo. A análise dos dados foi descritiva, e analisaram-se as associações com os testes: t de Student, análise de variância, qui-quadrado de Pearson, U de Mann-Whitney, Kruskal-Wallis e Wilcoxon. Admitiu-se um nível de significância de p < 0,05. Resultado: A semiologia foi mais frequentemente ofertada apenas no quarto semestre (n = 40), seguida por sua oferta em dois semestres: quarto e quinto e terceiro e quarto. Entre as 226 escolas, 142 integravam os conteúdos em módulos ou eixos (62,8%). Entre 117 escolas que forneciam a carga horária de semiologia, mediana foi de 240,0 horas (P25-75 = 165,4 - 338,2), sem diferença estatística por região geográfica, administração, gratuidade e tempo de existência da escola. A mediana da carga teórica de semiologia [77,5 horas (P25-75 = 51,7 - 123,5)] foi menor do que a carga prática [147,0 horas (P25-75 = 64,5 - 180,0)], Z = -3,99, p < 0,01. A mediana da porcentagem da carga horária de semiologia no curso foi de 2,9% (P25-75 = 2,0 - 4,0). Conclusão: A semiologia é mais frequentemente ofertada no quarto semestre, e sua carga horária não difere por características geográficas, de administração e tempo de existência das escolas estudadas.

Abstract: Introduction: Semiology is the basis of clinical practice and its teaching is essential in the medical course. This study was developed to fill a gap in the knowledge about its distribution in Brazil. Objective: To analyze the distribution of adult semiology in Brazilian medical schools. Method: Cross-sectional descriptive study with 226 Brazilian medical schools that provided the distribution of semiology on the Internet among the 335 active schools in December 2020 (67.5%) The variables studied were school geographic region, administration and free tuition, time of existence of the course, course load of the regular course, clerkship and semiology, and year(s) or semester(s) in which semiology was offered in the curriculum. Data analysis was descriptive and the associations were analyzed using: Student's t, Chi-square, Analysis of Variance, Mann-Whitney-U, Kruskal Wallis and Wilcoxon tests. The significance level was set at p < 0.05. Result: Semiology was more frequently offered only in the 4th semester (n = 40), followed by its offer in two semesters, the 4th and 5th and 3rd and 4th. Among the 226 schools, 142 integrated semiology into modules or axes (62.8%). Among the 117 schools that provided the semiology course load, its median was 240.0 hours (P25-75 = 165.4 - 338.2), with no statistical difference by geographic region, type of administration and time of existence of the course. The median of the theoretical course load [77.5 hours (P25-75 = 51.7 - 123.5)] was lower than the practical course load [147.0 hours (P25-75 = 64.5 - 180.0)], Z = - 3,99, p < 0,01. The median of the percentage of semiology course load during the course was 2.9% (P25-75 = 2.0 - 4.0). Conclusion: Semiology is more frequently offered in the 4th semester and its median course load is similar in Brazilian geographic regions and by school administration type and time of existence of the assessed schools.

Place de la tomodensitométrie dans la prise en charge des occlusions intestinales aigues à Dakar / Place of tomodensitometry in the management of acute intestinal occlusions in Dakar

ntroduction : L'occlusion intestinale aiguë (OIA) est un syndrome défini par l'arrêt du transit intestinal provoqué par un obstacle ou par une paralysie du péristaltisme intestinal. Il s'agit d'une urgence diagnostique et thérapeutique. Le scanner multibarrette a révolutionné la prise en charge de cette pathologie, car permettant de répondre aux différentes questions du chirurgien.Le but de notre étude était de décrire les aspects scanographiques des OIA, de déterminer les étiologies et de montrer la place de la TDM dans la prise en charge des OIA. Matériel et Méthode : Il s'agissait d'une étude rétrospective descriptive réalisée sur 05ans (Janvier 2010 à décembre 2015) portant sur 81 dossiers de patients colligés dans les services d'imagerie du CHU Aristide Le Dantec et de l'hôpital Principal. Les dossiers retenus sont ceux dont le diagnostic était établi à partir de la clinique, de l'imagerie et/ou non de la chirurgie. Résultats : Les occlusions mécaniques représentaient 94,4% (76 cas) et fonctionnelles 5.6% (05 cas). Elles étaient de type grêle dans 70% des cas et colique dans 30%. Les lésions élémentaires mises en évidence étaient : zone transitionnelle (36 patients), signe du fèces (28 patients), signe du bec (06 patients), signe du tourbillon (11 patients), signes de gravité (36 patients). Soixante-douze patients ont bénéficié d'une chirurgie et 04 patients d'un traitement médical. Le diagnostic préopératoire était confirmé par la chirurgie chez 68 patients. La chirurgie a redressé le diagnostic dans 04 cas. Les signes de gravité étaient confirmés à la chirurgie chez tous nos patients. Conclusion : La TDM occupe une place prépondérante dans le choix thérapeutique des OIA. Elle doit être demandée en première intention devant un syndrome occlusif

Introduction: Acute intestinal obstruction (AIO) is a syndrome defined by the cessation of intestinal transit caused by an obstacle or paralysis of intestinal peristalsis. It is a diagnostic and therapeutic emergency. The multi-bar CT scan has revolutionized the management of this pathology, as it allows the surgeon to answer different questions. The aim of our study was to describe the CT aspects of AIO, to determine the etiologies and to show the place of CT in the management of AIO. Material and Method: This was a retrospective descriptive study conducted over 5 years (January 2010 to December 2015) on 81 patient files collected in the imaging departments of the CHU Aristide Le Dantec and the Hôpital Principal. The files retained were those whose diagnosis was established from the clinic, imaging and/or not from surgery. Results: Mechanical occlusions represented 94.4% (76 cases) and functional occlusions 5.6% (05 cases). They were of the small bowel type in 70% of cases and colonic in 30%. The elementary lesions found were: transitional zone (36 patients), feces sign (28 patients), beak sign (06 patients), whirlpool sign (11 patients), signs of severity (36 patients). Seventytwo patients received surgery and 04 patients received medical treatment. The preoperative diagnosis was confirmed by surgery in 68 patients. Surgery corrected the diagnosis in 04 cases. Signs of severity were confirmed at surgery in all our patients. Conclusion: The CT scan has a major role in the therapeutic choice of AIO. It should be requested in first intention before an occlusive syndrome

Professor Faustino Esposel: Neurology, football and spiritualism / Professor Faustino Esposel: Neurologia, futebol e espiritismo

ABSTRACT Faustino Monteiro Esposel was a renowned neurologist from Rio de Janeiro, born on October 24, 1888. Together with his mentor, Professor Antônio Austregésilo Rodrigues Lima - the founder of modern Brazilian Neurology -, Professor Esposel described one of the rival signs of the Babinski sign, known as the Austregésilo-Esposel sign, in a study published in the renowned journal L'Encéphale in 1912. This article aims to summarize the life story of this illustrious neurologist as well as to highlight his achievements "beyond medicine".

RESUMO Faustino Monteiro Esposel foi um renomado neurologista do Rio de Janeiro, nascido em 24 de outubro de 1888. Junto de seu mentor, o Professor Antônio Austregésilo Rodrigues Lima, considerado o pai da Neurologia brasileira moderna, descreveu um dos sinais sucedâneos do sinal de Babinski, conhecido como sinal de Austregésilo-Esposel, publicado no renomado periódico L'Encéphale em 1912. Este artigo tem como objetivo trazer a história deste ilustre neurologista, destacando também seus feitos "além da medicina".

Semiology and radiology integration: a new trend in the teaching-learning process / Integração semiologia e radiologia: nova tendência no processo de ensino e aprendizagem

Abstract: Introduction: The development of clinical reasoning to diagnose diseases and order ancillary tests, such as radiology imaging, is based on history-taking and physical examination skills, which are developed during the semiology course. Objective: We aimed to evaluate the results of the innovative integration of two courses in the medical curriculum at our institution: Medical Semiology and Clinical Radiology. Methods: The sample consisted of 184 fifth-semester medical students attending the two courses simultaneously. Extra-class semiology-radiology sessions based on theoretical and practical topics integrating radiological images and semiological signs were conducted, and the results were assessed by applying a semi-structured questionnaire to the participants, in which all 18 items were rated on a scale from 0 (worst) to 10 (best). The normality hypothesis in score distribution was verified by the Kolmogorov-Smirnov test and the Shapiro-Wilk test. The distribution of the 18 scores were summarized by descriptive statistics and compared by Friedman's test, with post-hoc test in pairwise comparisons adjusted by Bonferroni test. Correlations between the scores were determined by Spearman's Rank Correlation Coefficients. Results: The overall mean score for the semiology-radiology sessions was high (8.55). Students were satisfied with the selection of clinical cases (8.46) and found that the semiology-radiology sessions contributed to the development of their clinical reasoning (8.58). Conclusion: Medical schools are facing new challenges in medical education. The innovative concept of Radiology-Semiology integrated teaching modality affects the students' self-perception ability to interpret radiological images and might be an educational strategy trend.

Resumo: Introdução: O desenvolvimento do raciocínio clínico para diagnosticar doenças e solicitar exames complementares, como os radiológicos, baseia-se na história e no exame físico, desenvolvidos durante o curso de Semiologia. Objetivo: Nosso objetivo foi avaliar os resultados da integração inovadora de duas disciplinas no currículo médico em nossa instituição: Semiologia Médica e Radiologia Clínica. Métodos: A amostra foi composta por 184 estudantes de Medicina do quinto semestre que participaram das duas disciplinas simultaneamente. Realizaram-se sessões extraclasse de semiologia e radiologia, baseadas em tópicos teóricos e práticos, integrando imagens radiológicas com sinais semiológicos. Avaliaram-se os resultados por meio da aplicação de um questionário semiestruturado aos participantes, no qual todos os 18 itens foram classificados em uma escala de 0 (pior) a 10 (melhor). A hipótese de normalidade na distribuição dos escores foi verificada pelos testes de Kolmorov-Smirnov e Shapiro-Wilk. As 18 distribuições de pontuação foram resumidas por estatística descritiva e comparadas pelo teste de Friedman, com teste post hoc em comparações pareadas ajustadas por Bonferroni. As correlações entre as pontuações foram determinadas pelos coeficientes de correlação de classificação de Spearman. Resultados: O escore médio geral para as sessões de semiologia e radiologia foi alto (8,55). Os estudantes ficaram satisfeitos com a seleção de casos clínicos (8,46) e descobriram que as sessões de semiologia-radiologia contribuíram para o desenvolvimento de seu raciocínio clínico (8,58). Conclusão: As escolas médicas enfrentam novos desafios na educação médica. O conceito inovador da modalidade de ensino integrado de radiologia-semiologia afeta a capacidade de autopercepção dos alunos para interpretar imagens radiológicas e pode ser uma tendência de estratégia educacional.

Descripción de la prueba semiológica de Compresión y flexión del pulgar, para el diagnóstico de Rizartrosis. Estudio de Cohorte Transversal / Description of thumb compression and flexion test for the diagnosis of rhizarthrosis. Cross sectional Cohort Study

Introducción El dolor del pulgar secundario a la artrosis de la articulación trapecio-metacarpiana es una condición común, especialmente en mujeres llegando a causar niveles altos de incapacidad en algunos pacientes. El diagnóstico de rizartrosis se basa en el dolor localizado, la inflamación e inestabilidad en la exploración física además de la valoración radiológica. Existen en la actualidad varias pruebas semiológicas que podemos utilizar en el diagnóstico de la rizartrosis sintomática, una de ellas es la prueba de Grind o molienda, que es considerada el patrón de oro. El presente estudio tiene como objetivo describir y evaluar la prueba de Compresión y flexión del pulgar ideada para el diagnóstico de rizartrosis. Materiales y Métodos Se realizó un estudio de corte transversal en el periodo de enero del 2007 a mayo del 2013, Se evaluaron 230 pacientes que acudieron a consulta con síntomas sugestivos de rizartrosis a quienes se les practico simultáneamente la prueba de Grind y la prueba de compresión y flexión para la confirmación del diagnóstico. Resultados De los 230 pacientes que acudieron a consulta, el 87.8% (202) eran mujeres con una edad promedio de 60 años (32 a 86 años). El 14.8% de los pacientes presentaron una afectación bilateral. El 47.8% tenían comorbilidades presentes entre las que se encuentran síndrome de túnel carpiano en el 67.3%, dedo en gatillo 11.8%, entre otras. El índice de concordancia PABAK entre los dos signos semiológicos fue de 0.948, indicando un nivel de acuerdo excelente entre ambos. El 100% de los pacientes fueron diagnosticados por la prueba de flexión y compresión. Discusión producto de obtener una prueba positiva en la totalidad de los pacientes evaluados con la prueba de compresión y flexión, consideramos puede ser una opción que complemente la pesquisa clínica en el paciente con rizartrosis, es necesario entonces estudios posteriores para validar dicha prueba y poder obtener su sensibilidad y especificidad.

Background Thumb pain secondary to osteoarthritis of the trapezium-metacarpal joint is a common condition, especially in women, and causing high levels of disability in some patients. The diagnosis of rhizarthrosis is based on localised pain, inflammation, and instability on physical examination, in addition to radiographic evaluation. There are currently several semiological tests that can be used in the diagnosis of symptomatic rhizarthrosis, one of which is the Grind or grinding test, which is considered the gold standard. The present study aims to describe and evaluate the thumb compression and flexion test designed for the diagnosis of rhizarthrosis. Methods A cross-sectional study was carried out during the period from January 2007 to May 2013. The study included a total of 230 patients that came to the clinic with symptoms suggestive of rhizarthrosis, and on whom the Grind test, the compression test, and flexion were simultaneously performed to confirm the diagnosis. Results Of the 230 patients who attended the clinic, 87.8% (202) were women with a mean age of 60 years (32 to 86 years). A bilateral involvement was observed in 14.8% of the patients. Just under half (47.8%) currently had co-morbidities that included, among others, carpal tunnel syndrome (67.3%) and trigger finger (11.8%). The prevalence-adjusted and bias-adjusted kappa (PABAK) concordance index between the two semiological signs was 0.948, indicating an excellent level of agreement between both. All (100%) of the patients were diagnosed by the flexion and compression test. Discussion Due to obtaining a positive test in all the patients evaluated with the compression and flexion test, it should be considered as a complementary test in the clinical evaluation of patients with rhizarthrosis. Further studies are necessary to validate this test in order to establish its sensitivity and specificity.

Desarrollo del aprendizaje basado en problemas a través de casos clínicos en semiología para estudiantes de enfermería

El presente artículo tiene como objetivo principal presentar los resultados de la implementación del aprendizaje basado en problemas (ABP) como estrategia didáctica de integración de los conocimientos teóricos mediante la práctica en la asignatura de Semiología en el programa de formación en Enfermería de la Universidad del Magdalena. La investigación se realizó con base en una metodología mixta e introducción de elementos de participación-acción y mediando casos clínicos para el desarrollo de las habilidades del estudiante en la valoración sistemática del paciente. Se realizó un trabajo de índole cuasiexperimental sobre una muestra de 21 estudiantes de cuarto y quinto semestre, basado en el diseño de cinco casos clínicos. Posteriormente y mediante la aplicación de una encuesta tipo Likert de escala 1 a 7 en conocimientos, habilidades y actitudes, con un total de 54 ítems, se determinaron el acuerdo, la aceptación y la tendencia actitudinal respecto al uso de dicha estrategia didáctica con base en ABP como alternativa de cambio. Los resultados permitieron evidenciar el acuerdo pleno de los estudiantes con los criterios esperados por el ABP, así como la comprobación de su plena disposición respecto a la metodología implementada. En general, el grupo evidenció comprender el aporte de la orientación diferencial que provee el uso del ABP mediante los casos clínicos propuestos en el aula para el desarrollo de la asignatura de Semiología.

Our main objective is to introduce the results of the implementation of the problem-based learning method (ABP in Spanish) as a didactic strategy to integrate theorical knowledge and practice in the course of Semiology in the Nursery program of Madgalena University. Re- search was based in a mixed methodology, with an introduction of elements of participative-action and through the management of cli- nical cases for the development of students' skills in the assessment of patients. We carried out a quasi-experimental work on a sample of 21 students of fourth and fifth semester, based on the design of five clinical cases. After that, we applied a Likert-based survey with a scale of 1 to 7 in knowledge, abilities, and attitudes, with a total of 54 items. We determined the agreement, acceptance and attitude trend regar- ding the use of the didactic strategy based in ABP as an alternative for change. Results allowed us to evidence how the students agreed with the expected criteria of ABP, as well as to prove their willingness to use the implemented methodology. In general, the group showed that they understood the contribution to differential orientation provided by the usage of ABP through the clinical cases proposed in the class- room to carry out the course of Semiology.

Este artigo tem como objetivo principal apresentar os resultados da implantação da aprendizagem baseada em problemas (ABP) como estratégia didática de integração dos conhecimentos teóricos mediante a prática na disciplina de Semiologia, no programa de Enfermagem da Universidad del Magdalena, Colômbia. Esta pesquisa foi realizada com base em uma metodologia mista e em uma introdução de elementos de participação-ação e mediando casos clínicos para desenvolver habilidades do estudante na avaliação sistemática do paciente. Foi realizado um trabalho de índole quase-experimental com uma amostra de 21 estudantes de quarto e quinto período, baseado no desenho de cinco casos clínicos. Em seguida, mediante a aplicação de um questionário tipo Likert de escala de 1 a 7 em conhecimentos, habilidades e atitudes, com um total de 54 itens, foram determinados o acordo, a aceitação e a tendência atitudinal a respeito do uso dessa estratégia didática com base na ABP, como alternativa de mudança. Os resultados permitiram evidenciar o acordo pleno dos estudantes com os critérios esperados pela ABP, bem como a comprovação de sua plena disposição quanto a metodologia implantada. Em geral, o grupo evidenciou compreender a contribuição da orientado diferencial que fornece o uso da ABP mediante casos clínicos propostos na sala de aula para desenvolver a disciplina de Semiologia.

La actualización del método clínico / Updating on the clinical method

En la actualidad existe desarrollo de la tecnociencia aplicada a la medicina con tendencia a relegar a un segundo plano el método clínico. Las diferentes escuelas de medicina del mundo, incluyendo la cubana, han comenzado una modernización del método clínico, el cual está basado en un método científico, por lo que es importante centrar su enseñanza en aspectos eminentemente prácticos, además de usar adecuadamente los exámenes complementarios para ratificar el diagnóstico, pronóstico y tratamiento del enfermo. El objetivo de esta investigación es aunar criterios sobre la enseñanza y aplicación del método clínico, para ello se hacen algunas reflexiones sobre su utilidad práctica, los programas actuales de su enseñanza y los textos en los que se basa. La conceptualización del método clínico es fruto de la Escuela Cubana de Clínica, donde los internistas han tenido una función importante en los últimos 50 años. Los especialistas de esta área del conocimiento, junto a todos los médicos asistenciales que están en la necesidad de utilizar este método para el manejo de sus enfermos, están llamados a continuar con la tarea de mantener y transmitir la esencia misma de la clínica, en medio de un ambiente inestable y cambiante(AU)

At present, due to the development of techno science applied to medicine, there is a tendency to overshadow the clinical method. Different medical schools in the world, including the Cuban school, have begun the modernization of the clinical method, which is based on the scientific method. Therefore, it is important to focus teaching on the eminently practical aspects, in addition to properly using complementary tests to confirm the patient´s diagnosis, prognosis and treatment. The objective of this research is to combine criteria on the teaching and use of the clinical method. Some reflections arise from its practical convenience, current syllabus and the texts on which it is based. The conceptualization of the clinical method is the result of the Cuban School of Clinic, where internists have played important role in the last 50 years. The specialists of this area of knowledge, together with all the medical assistants who need to use this method for treating their patients, are called to continue with the task of maintaining and transmitting the very essence of the clinic, in the midst of unstable and changing circumstances(AU)

Análisis del programa Propedéutica Clínica y Semiología Médica. Una metodología estructurada por pasos / Analysis of the Syllabus of Semiology and Clinical Propedeutics. Steps-structured methodology

Introducción: Los diseños establecidos en planes y programas de estudios deben ir al unísono de los cambios que la sociedad genera; esto implica su análisis con el propósito de perfeccionarlos de manera permanente. Objetivo: Determinar el alcance y limitaciones que puede tener el plan de estudio de la asignatura Propedéutica Clínica y Semiología Médica. Material y métodos: Se realizó un estudio cualitativo de corte pedagógico entre el 1 de abril y el 31 de junio de 2017, que asume el método dialéctico-materialista con enfoque de sistema como rector del proceso de investigación, para efectuar el análisis crítico a un programa de estudio; la metodología utilizada para ello consta de cinco pasos fundamentales que incluye, entre otros elementos, la pertinencia y la revisión de los componentes del proceso enseñanza-aprendizaje. Resultados y Discusión: Se realizó el análisis crítico del programa, se identifican puntos de mejora y una contradicción didáctica relacionada con el desarrollo del razonamiento clínico en los estudiantes de la carrera de Medicina, al reconocerse una discordancia entre el contenido de la asignatura y la forma ideal de impartirlo, por lo que los autores consideran que es un problema metodológico. Conclusiones: El programa de estudio satisface la idea integradora del comandante Fidel en relación con el proceso docente-educativo en la formación de médicos en Cuba, al orientar integralidad, presencia de la educación en el trabajo, aumento del protagonismo del alumno, con la garantía de su calidad humana, científica y técnica, comprometida con el pueblo. El uso de esta metodología puede generalizarse(AU)

Introduction: The designs established in the different syllabuses should be in complete agreement with the demands of society. Therefore, an analysis should be carried out in order to improve them permanently. Objective: To determine the scope and limitations of the syllabus of the subject Semiology and Clinical Propedeutics. Material and Methods: A qualitative study from a pedagogical perspective was conducted from April 1st to June 31st, 2017, which assumes the materialistic dialectic method with an approach on the system as the main action of the research process in order to carry out a critical syllabus analysis. The methodology used for this consists of five main steps which include, among other elements, the appropriateness and the review of the components of the teaching-learning process. Results and discussion: A critical syllabus analysis was carried out, and aspects for the improvement and a didactic unit of contradiction related to the clinical discussion in the medical students were identified at recognizing a disagreement between the subject contents and the ideal way to teach them, thus considering it a methodological problem. Conclusions: The curriculum satisfies the integrative idea of Commander Fidel in relation to the teaching-learning process for the formation of doctors in Cuba at advising a comprehensive formation, implementing the in-service training, and increasing the students´ leading role that guarantees a human, scientific, and technical quality, directed to give a better care to the people. The use of this methodology can be generalized(AU)

Contribuição de um módulo instrucional no desenvolvimento de habilidades de avaliação de linfonodos: um experimento / Contribution of an instructional module in the development of lymph node assessment skills: an experiment

A coleta de dados por meio da anamnese e do exame físico é etapa indispensável para a implementação do Processo de Enfermagem; para realização do exame físico empregam-se as técnicas de inspeção, palpação, percussão e ausculta, que permitem confirmar padrões de normalidade ou a presença de alterações. É de interesse, neste estudo, o exame dos linfonodos, componentes que podem, a partir de suas alterações, nortear a terapêutica e as ações de enfermagem a serem executadas. Tais estruturas são avaliadas pelas técnicas de inspeção e palpação, além da anamnese. Considerando a necessidade de criação de estratégias cada vez mais interativas, baseadas na proposta da aprendizagem experiencial, este estudo experimental, randomizado, controlado e mascarado tem como objetivo avaliar a contribuição de um Módulo Instrucional na aquisição de conhecimentos sobre a avaliação de características de linfonodos, por estudantes de enfermagem. A intervenção educativa foi composta pela utilização de um módulo instrucional, formado por um protótipo de palpação e um instrumento-guia de registro. Participaram do estudo 68 estudantes dos cursos de graduação em enfermagem de uma instituição pública paulista que estavam cursando a disciplina de semiologia e semiotécnica. Em ambos os grupos (experimento e controle) foi realizada inicialmente a palpação dos linfonodos em um protótipo (A) seguindo-se o registro livre das características e número das estruturas avaliadas. O grupo controle seguiu para avaliação final, similar à inicial, em outro protótipo (C) utilizando o instrumento de registro livre. O grupo experimento foi submetido à intervenção educativa, que consistiu no manejo do módulo instrucional (protótipo B e instrumento-guia de registro dos dados) e, após, realizou a avaliação final, similar à do grupo controle. Após a avaliação final, o grupo controle foi apresentado à intervenção educativa. Por último, em ambos os grupos, os estudantes registraram sua opinião sobre a atividade educativa realizada. Utilizou-se para análise os registros realizados nas fases inicial e final; os dados foram categorizados e, para avaliar idade, curso e sexo, utilizou-se frequência, média, mediana e desvio-padrão; para verificar a interação entre os acertos das variáveis pelos grupos nos tempos, optou-se pelo modelo de regressão linear mista. A análise de interação entre os grupos permite concluir que o grupo experimento apresentou significativa diferença com relação ao grupo controle no acerto de tamanho (p <= 0,0001), consistência (p <= 0,0001), mobilidade (p <= 0,0001) e coalescência (p = 0,0021). Ainda, os estudantes avaliaram positivamente a atividade, destacando sua capacidade de relacionar a teoria com a prática, sua facilidade e boa representação da realidade. Os resultados positivos do grupo experimento, bem como a aceitação referida pelo público-alvo reforçam a utilização do módulo instrucional como estratégia de ensino complementar às aulas de semiologia e semiotécnica no ensino da avaliação de características de linfonodos

The data colleta through anamnesis and physical examination is an indispensable step for the implementation of the Nursing Process; to perform the physical examination are used the techniques of inspection, palpation, percussion and auscultation, which allow to confirm patterns of normality or the presence of changes. It is of interest, in this study, the examination of the lymph nodes, components that can, from their alterations, guide the therapeutics and the nursing actions to be performed. Such structures are evaluated by the techniques of inspection and palpation, in addition to anamnesis. Considering the need to create increasingly interactive strategies based on the proposal of experiential learning, this experimental, randomized, controlled and double blind study aims to evaluate the contribution of an Instructional Module in the acquisition of knowledge about the evaluation of lymph node characteristics, by nursing students. The educational intervention was composed by the use of an instructional module, formed by a prototype of palpation and a guide instrument of registration. The participants of the study were 68 undergraduate nursing students from a public institution in São Paulo who were attending the discipline of semiology and semitechnical. In both groups (experiment and control) the palpation of the lymph nodes was initially performed in a prototype (A) followed by the free registration of the characteristics and number of the structures evaluated. The control group followed for final evaluation, similar to the initial one, in another prototype (C) using the free registry instrument. The experimental group was submitted to the educational intervention, which consisted in the management of the instructional module (prototype B and instrument guide of data recording) and, afterwards, made the final evaluation, similar to that of the control group. After the final evaluation, the control group was presented to the educational intervention. Finally, in both groups, the students recorded their opinion about the educational activity performed. We used for analysis the records made in the initial and final phases; the data were categorized and, to evaluate age, course and sex, we used frequency, mean, median and standard deviation; to verify the interaction between the correctness of the variables by the groups in the times, we opted for the mixed linear regression model. The analysis of interaction between the groups allows to conclude that the experiment group presented a significant difference in relation to the control group in the variables size of the lymph node (P <= 0.0001), consistency (p <= 0.0001), mobility (p <= 0.0001) and coalescence (p = 0.0021). Still, the students positively evaluated the activity, highlighting their ability to relate theory to practice, its easy and good representation of reality. The positive results of the experiment group as well as the acceptance reported by the target public reinforce the use of the instructional module as a complementary teaching strategy to the semiology and semi-technical classes in teaching the evaluation of lymph node characteristics

Validación de la prueba de Romberg Modificada para la determinación del tiempo de propiocepción inconciente en adultos sanos / Validation of a Modified Romberg's Test to determine normal adult lower limb unconscious proprioception times

Introducción La propiocepción es la capacidad que tiene el cuerpo para detectar el movimiento y la posición articular, lo cual tiene grandes implicaciones en el control neuromuscular. Actualmente no hay una prueba clínica estandarizada que permita determinar objetivamente la normalidad en su evaluación en la población sana con un patrón de marcha maduro. En el año 2012 se diseñó un signo clínico denominado prueba de Romberg modificada, que permite caracterizar los valores propioceptivos de la población normal en los miembros inferiores. Materiales y métodos Estudio de cohorte transversal ciego de 163 pacientes. Se excluyeron pacientes con algún tipo de lesión osteoarticular o neuropatía periférica en los miembros inferiores. Estos individuos se sometieron a la prueba de Romberg modificada, registrando su valor en segundos en el miembro inferior derecho e izquierdo, y comparándolas con la edad, lateralidad y el sexo. Resultados Al estratificar los sujetos evaluados por grupos etarios, se observó una relación inversamente proporcional entre la prueba de Romberg modificada y la edad. La lateralidad y el sexo no presentaron una diferencia significativa (p=0,53).. Discusión La prueba de Romberg modificada, es una prueba útil para la determinación de la propiocepción normal en los adultos, la cual disminuye con la edad sin presentar diferencias con respecto a la lateralidad o el sexo del individuo. Nivel de evidencia IV

Background Proprioception is considered the ability of the body to detect movement and joint position, and has great implications in neuromuscular control. There are currently no standardised clinical tests to objectively determine how much should be considered normal in its evaluation in the healthy population with a mature gait pattern. In 2012, a clinical sign called the modified Romberg test was designed to determine the proprioceptive values in the lower limbs of the normal population. Materials and methods A cross-sectional blind study was conducted on a cohort of patients with no history of osteoarticular injury in the lower limbs and no peripheral neuropathy. The subjects underwent the modified Romberg test, with a record made of its value in seconds in the lower right and left limbs, and comparing them with age, laterality, and gender. Results The study included 163 patients. On stratifying the subjects evaluated according to age groups, a tendency to decrease the modified Romberg test result with increased age was observed. According to the analysis, it can be observed that the proprioception of a limb does not have a significant difference (P=.53) with respect to the contralateral limb (laterality) or gender, but there is with respect to age. Discussion The modified Romberg test result of 20seconds is a useful tool for the determination of normal proprioception in adults. This value decreases with age, without showing differences as regards the laterality or gender of the subject. Evidence Level IV.

Validación de la prueba de Romberg Modificada para la determinación del tiempo de propiocepción inconciente en adultos sanos / Validation of a Modified Romberg's Test to determine normal adult lower limb unconscious proprioception times

Introducción La propiocepción es la capacidad que tiene el cuerpo para detectar el movimiento y la posición articular, lo cual tiene grandes implicaciones en el control neuromuscular. Actualmente no hay una prueba clínica estandarizada que permita determinar objetivamente la normalidad en su evaluación en la población sana con un patrón de marcha maduro. En el año 2012 se diseñó un signo clínico denominado prueba de Romberg modificada, que permite caracterizar los valores propioceptivos de la población normal en los miembros inferiores. Materiales y métodos Estudio de cohorte transversal ciego de 163 pacientes. Se excluyeron pacientes con algún tipo de lesión osteoarticular o neuropatía periférica en los miembros inferiores. Estos individuos se sometieron a la prueba de Romberg modificada, registrando su valor en segundos en el miembro inferior derecho e izquierdo, y comparándolas con la edad, lateralidad y el sexo. Resultados Al estratificar los sujetos evaluados por grupos etarios, se observó una relación inversamente proporcional entre la prueba de Romberg modificada y la edad. La lateralidad y el sexo no presentaron una diferencia significativa (p=0,53).. Discusión La prueba de Romberg modificada, es una prueba útil para la determinación de la propiocepción normal en los adultos, la cual disminuye con la edad sin presentar diferencias con respecto a la lateralidad o el sexo del individuo. Nivel de evidencia IV

Background Proprioception is considered the ability of the body to detect movement and joint position, and has great implications in neuromuscular control. There are currently no standardised clinical tests to objectively determine how much should be considered normal in its evaluation in the healthy population with a mature gait pattern. In 2012, a clinical sign called the modified Romberg test was designed to determine the proprioceptive values in the lower limbs of the normal population. Materials and methods A cross-sectional blind study was conducted on a cohort of patients with no history of osteoarticular injury in the lower limbs and no peripheral neuropathy. The subjects underwent the modified Romberg test, with a record made of its value in seconds in the lower right and left limbs, and comparing them with age, laterality, and gender. Results The study included 163 patients. On stratifying the subjects evaluated according to age groups, a tendency to decrease the modified Romberg test result with increased age was observed. According to the analysis, it can be observed that the proprioception of a limb does not have a significant difference (P=.53) with respect to the contralateral limb (laterality) or gender, but there is with respect to age. Discussion The modified Romberg test result of 20seconds is a useful tool for the determination of normal proprioception in adults. This value decreases with age, without showing differences as regards the laterality or gender of the subject. Evidence Level IV.

Construção e validação de um objeto virtual de aprendizagem para o ensino da semiologia vascular venosa periférica / Construction and validation of a virtual learning object for the teaching of peripheral venous vascular semiology

Objective: To construct and evaluate the SEMIOVAPE - a Virtual Learning Object for teaching of peripheral venous vascular semiology - based on ergonomic, pedagogical and usability criteria. Method: Methodological study, whose participants were experts in Nursing, Computer Science and Nurse undergraduate student. For the construction and validation of the Object, six steps were followed: educational design; computational modeling; environment implementation; ergonomic, pedagogical, and usability evaluation. Results: The Object was built having the characteristic of valuing student's autonomy and approached contents of anatomy and physiology, clinical reasoning and clinical examination. Concerning the ergonomic and pedagogical evaluations, the Object obtained high acceptance rates (66.70% and 70.12%, respectively), as for usability, all participants considered it very useful and were certainly satisfied (95%). Conclusions and implications: The Object is suitable to be used as an alternative source of teaching peripheral venous semiology.

Objetivo: Construir y evaluar, en cuanto a criterios ergonómicos, pedagógicos y de usabilidad, un Objeto Virtual de Aprendizaje para la enseñanza de la semiología vascular venosa periférica, el SEMIOVAPE. Método: Estudio metodológico, cuyos participantes fueron expertos en Enfermería, Informática y estudiantes de pregrado de Enfermería. Para la construcción y validación del objeto, se siguieron seis pasos: diseño educativo; modelado computacional; implementación del ambiente; evaluación ergonómica; evaluación pedagógica y evaluación de la usabilidad. Resultados: El Objeto fue construido teniendo la característica de valorización de la autonomía del alumno y abordó contenidos de anatomía y fisiología, raciocinio clínico y examen clínico. En relación a las evaluaciones ergonómica y pedagógica, el Objeto obtuvo altas tasas de aceptación (66.70% y 70.12%, respectivamente), en cuanto a la usabilidad, todos los participantes lo consideraron muy útil y sin duda alguna estaban satisfechos (95%). Conclusiones e implicaciones: El Objeto es adecuado para ser utilizado como un método alternativo de enseñanza de la semiología venosa periférica.

Objetivo: Construir e avaliar quanto a critérios ergonômicos, pedagógicos e de usabilidade um Objeto Virtual de Aprendizagem para o ensino da semiologia vascular venosa periférica, o SEMIOVAPE. Método: Estudo metodológico, cujos participantes foram peritos da enfermagem, da informática e graduandos de enfermagem. Para construção e validação do Objeto foram seguidas seis etapas: design educacional, modelagem computacional, implementação do ambiente, avaliação ergonômica, avaliação pedagógica e avaliação da usabilidade. Resultados: O Objeto foi construído tendo a característica de valorização da autonomia do aluno e abordou conteúdos de anatomia e fisiologia, raciocínio clínico e exame clínico. Quanto às avaliações ergonômica e pedagógica, o Objeto obteve elevados índices de aceitação (66,70% e 70,12%, respectivamente), quanto à usabilidade, todos os participantes consideraram-no muito útil e ficaram certamente satisfeitos (95%). Conclusões e implicações: O Objeto é adequado para ser utilizado como método alternativo do ensino da semiologia venosa periférica.

Logros de la enseñanza semiológica clínica en un policlínico universitario / Achievements of the clinical semiological teaching in a university polyclinic

Se realizó un estudio descriptivo y transversal en el Policlínico Docente Municipal de Santiago de Cuba, de agosto a diciembre del 2011, con vistas a evaluar los logros de la enseñanza de la Semiología Clínica en dicho centro, para lo cual se entrevistó a un grupo de 29 profesores (con alumnos ayudantes entre ellos), que cumplieron con los criterios elaborados a tales efectos. Del análisis de las opiniones expresadas, se obtuvo que los tres primeros logros de dicha instrucción, según importancia, fueran en las áreas docente (100,0 por ciento) y asistencial (89,6 por ciento) y en la formación de valores (82,7 por ciento), con un evidente predominio en la docencia. Se recomendó evaluar el impacto del estudio y generalizarlo en los restantes policlínicos universitarios

A descriptive and cross-sectional study was carried out in the Municipal Teaching Polyclinic of Santiago de Cuba, from August to December, 2011, aimed at evaluating the achievements of the Clinical Semiological teaching in this center, for which a group of 29 professors was interviewed (with assistants students among them) that fulfilled the approaches elaborated to such effects. From the analysis of the expressed opinions, it was concluded that the first three achievements of this instruction, according to their importance, were in the educational area (100.0 percent) and assistance area (89.6 percent) and in values training (82.7 percent), with an evident prevalence in teaching. It was recommended to evaluate the impact of the study and generalize it in the rest of the university polyclinics