Current status of residency training in laparoscopic surgery in Brazil: a critical review / Situação atual do treinamento de médicos residentes em videocirurgia no Brasil: uma análise crítica

INTRODUCTION: The surgeon's formation process has changed in recent decades. The increase in medical schools, new specialties and modern technologies induce an overhaul of medical education. Medical residency in surgery has established itself as a key step in the formation of the surgeon, and represents the ideal and natural way for teaching laparoscopy. However, the introduction of laparoscopic surgery in the medical residency programs in surgical specialties is insufficient, creating the need for additional training after its termination. OBJECTIVE: To review the surgical teaching ways used in services that published their results. METHODS: Survey of relevant publications in books, internet and databases in PubMed, Lilacs and Scielo through july 2014 using the headings: laparoscopy; simulation; education, medical; learning; internship and residency. RESULTS: The training method for medical residency in surgery focused on surgical procedures in patients under supervision, has proven successful in the era of open surgery. However, conceptually turns as a process of experimentation in humans. Psychomotor learning must not be developed directly to the patient. Training in laparoscopic surgery requires the acquisition of psychomotor skills through training conducted initially with surgical simulation. Platforms based teaching problem solving as the Fundamentals of Laparoscopic Surgery, developed by the American Society of Gastrointestinal Endoscopic Surgery and the Laparoscopic Surgical Skills proposed by the European Society of Endoscopic Surgery has been widely used both for education and for the accreditation of surgeons worldwide. CONCLUSION: The establishment of a more appropriate pedagogical process for teaching laparoscopic surgery in the medical residency programs is mandatory in order to give a solid surgical education and to determine a structured and safe professional activity. .

INTRODUÇÃO: A formação do cirurgião geral vem se modificando nas últimas décadas. O aumento das escolas médicas, as novas especialidades e as modernas tecnologias induzem à reformulação do ensino médico. A residência médica em cirurgia estabeleceu-se como etapa fundamental na formação do cirurgião e surge como a forma ideal e natural para o ensino da videocirurgia. No entanto, a introdução da videocirurgia nos programas de residência médica nas diversas especialidades cirúrgicas é insuficiente, gerando a necessidade de treinamento complementar após o seu término. OBJETIVO: Rever a situação de ensino da videocirurgia em serviços que publicaram seus métodos. MÉTODO: Revisão de conteúdo publicado em livros e na internet considerados relevantes, além de pesquisa nas bases de dados PubMed, Lilacs e Scielo até julho 2014 com os descritores: videocirurgia; simulação; educação médica; aprendizagem; treinamento em cirurgia. RESULTADO: O método de treinamento em programas de residência médica em cirurgia, focado na realização de procedimentos cirúrgicos sob supervisão em pacientes, comprovou sua eficiência na era da cirurgia aberta. No entanto, configura conceitualmente um processo de experimentação em seres humanos. O aprendizado psicomotor não deve e não pode ser desenvolvido diretamente no paciente. A formação em videocirurgia requer a aquisição de habilidades psicomotoras únicas, através de treinamento realizado inicialmente por simulação cirúrgica. Plataformas de ensino baseadas na solução de problemas como o Fundamentals of Laparoscopic Surgery, desenvolvido pela Sociedade Americana de Cirurgia Endoscópica Gastrointestinal e o Laparoscopic Surgical Skills proposto pela Sociedade Europeia de Cirurgia Endoscópica são exemplos que têm sido amplamente utilizados tanto para o ensino como para a acreditação de cirurgiões em todo o mundo. CONCLUSÃO: É necessário o estabelecimento de um processo pedagógico mais adequado para o ensino da videocirurgia ...

Effects of alpha-Phenyl-N-tert-Butyl Nitrone (PBN)on Brain Cell Membrane Function and Energy Metabolism during Transient Global Cerebral Hypoxia-Ischemia and Reoxygenation-Reperfusion in Newborn Piglets

We sought to know whether a free radical spin trap agent, alpha-phenyl-N-tert-butyl nitrone (PBN) influences brain cell membrane function and energy metabolism during and after transient global hypoxia-ischemia (HI) in the newborn piglets. Cerebral HI was induced by temporary complete occlusion of bilateral common carotid arteries and simultaneous breathing with 8% oxygen for 30 min, followed by release of carotid occlusion and normoxic ventilation for 1 hr (reoxygenationreperfusion, RR). PBN (100 mg/kg) or vehicle was administered intravenously just before the induction of HI or RR. Brain cortex was harvested for the biochemical analyses at the end of HI or RR. The level of conjugated dienes significantly increased and the activity of Na+, K+-ATPase significantly decreased during HI, and they did not recover during RR. The levels of ATP and phosphocreatine (PCr) significantly decreased during HI, and recovered during RR. PBN significantly decreased the level of conjugated dienes both during HI and RR, but did not influence the activity of Na+, K+-ATPase and the levels of ATP and PCr. We demonstrated that PBN effectively reduced brain cell membrane lipid peroxidation, but did not reverse ongoing brain cell membrane dysfunction nor did restore brain cellular energy depletion, in our piglet model of global hypoxic-ischemic brain injury.