Ninety-day outcomes in patients diagnosed with COVID-19 in São Paulo, Brazil: a cohort study / Desfechos em 90 dias entre pacientes com diagnóstico de COVID-19 em São Paulo (SP): estudo de coorte

ABSTRACT Objective: COVID-19 has been associated with a significant burden to those who survive the acute phase. We aimed to describe the quality of life and symptoms of anxiety, depression, and posttraumatic stress disorder (PTSD) at 90 days after hospital discharge of COVID-19 patients. Methods: Patients with COVID-19 admitted to a private hospital in the city of São Paulo, Brazil, between April of 2020 and April of 2021 were interviewed by telephone at 30 and 90 days after discharge to assess the quality of life and symptoms of depression, anxiety, and PTSD. Results: A total of 2,138 patients were included. The mean age was 58.6 ± 15.8 years, and the median length of hospital stay was 9.0 (5.0-15.8) days. Between the two time points, depression increased from 3.1% to 7.2% (p < 0.001), anxiety increased from 3.2% to 6.2% (p < 0.001), and PTSD increased from 2.3% to 5.0% (p < 0.001). At least one physical symptom related to COVID-19 diagnosis persisted in 32% of patients at day 90. Conclusions: Persistence of physical symptoms was high even at 90 days after discharge. Although the prevalence of symptoms of anxiety, depression, and PTSD was low, these symptoms persisted for three months, with a significant increase between the time points. This finding indicates the need to identify at-risk patients so that they can be given an appropriate referral at discharge.

RESUMO Objetivo: A COVID-19 tem sido associada a um fardo significativo para aqueles que sobrevivem à fase aguda. Nosso objetivo foi descrever a qualidade de vida e sintomas de ansiedade, depressão e transtorno de estresse pós-traumático (TEPT) 90 dias após a alta hospitalar em pacientes com COVID-19. Métodos: Pacientes com COVID-19 internados em um hospital privado na cidade de São Paulo (SP) entre abril de 2020 e abril de 2021 foram entrevistados por telefone 30 e 90 dias após a alta para avaliar a qualidade de vida e sintomas de depressão, ansiedade e TEPT. Resultados: Foram incluídos 2.138 pacientes. A média de idade foi de 58,6 ± 15,8 anos, e a mediana do tempo de internação hospitalar foi de 9,0 (5,0-15,8) dias. Entre os dois momentos, a depressão aumentou de 3,1% para 7,2% (p < 0,001), a ansiedade, de 3,2% para 6,2% (p < 0,001), e o TEPT, de 2,3% para 5,0% (p < 0,001). Pelo menos um sintoma físico relacionado ao diagnóstico de COVID-19 persistia em 32% dos pacientes no 90º dia. Conclusões: A persistência dos sintomas físicos foi elevada mesmo 90 dias após a alta. Embora a prevalência de sintomas de ansiedade, depressão e TEPT tenha sido baixa, esses sintomas persistiram por três meses, com aumento significativo entre os momentos. Esse achado indica a necessidade de identificar os pacientes de risco para que possam receber o encaminhamento adequado no momento da alta.

Extensão Médica Acadêmica: um projeto da Faculdade de Medicina da Universidade de São Paulo para treinamento clínico e humanização do cuidado em saúde de alunos da medicina, nutrição e fisioterapia / “Extensão Médica Acadêmica”: healthcare humanization and clinical training of medicine, nutrition and physical therapy students from the School of Medicine of University of São Paulo

A Extensão Médica Acadêmica (EMA) foifundada em 1998 na FMUSP visando à formação de médicos que valorizam o exame clínico e o relacionamentohumano. É um projeto de voluntariado atualmente organizado por estudantes de medicina, fisioterapia e nutrição da USP. O EMA é sustentado por três pilares: ensino, assistência e pesquisa. O projeto é realizado aos sábados em dois bairros carentes da cidade de SãoPaulo, e tem como objetivo oferecer um atendimento ambulatorial gratuito de qualidade, que priorize cuidados em saúde e humanização na relação médico-paciente. Os pacientes são atendidos por alunos e os casos sãodiscutidos com profissionais de saúde, e durante a semana são realizadas reuniões com todos os membros doprojeto, na Faculdade de Medicina da USP, contribuindo para a consolidação e aprofundamento dos conceitos em saúde. Este modelo de ensino complementa os estudos em sala de aula, pois permite o desenvolvimento de habilidades geralmente pouco exploradas durante o início da graduação tradicional. O EMA incentiva seus alunos a valorizarem a relação médico-paciente desde o primeiroano da graduação. Assim, o projeto tem êxito em reunir pessoas dispostas a lidar com pacientes, aprender sobresaúde e ensinar outros estudantes. Como resultado, muitos de seus membros continuam a participar do projeto após o término da faculdade, tornando-se orientadores comprometidos a passar adiante o conhecimento adquirido durante sua prática profissional...

The Academic Medical Extension (EMA) is a volunteer project of the School of Medicine of University of São Paulo organized by students of Medicine, Physical Therapy and Nutrition of University of São Paulo. It was founded in 1998 in order to provide a better academic development to students who value physical examination and human relations, besides providing to students in the beginning of graduation an early contact with patients and promotingan exchange of information between those three areas of health. EMA is sustained by three pillars: assistance,education and research, thus constituting an alternative tocommunity-based education and assistance with a focus on humanization. The project is carried in two regions in the city of São Paulo and aims to offer these needy populationsa free ambulatory care with quality, promote health and prevention. On Saturdays, undergraduate students see the patients and discuss the clinical case with a health professional; once a week, they attend a meeting with their group, which includes students of the three areas of health. During this meeting, the students report the clinical case and are assisted by other students to conduct the case and teachwhat they’ve learnt about the patient, collaborating with the establishment and deepening of the concepts in health. The project seeks to encourage their students since the first yearof college to value the physician-patient relationship. Thus, it brings together people willing to work ithout the intention to earn a profit, but to learn more about health and to teachother students. As a result, members still participate in the project after graduation, as doctors committed to pass on their experience and knowledge...

A new method for the assessment of patient safety competencies during a medical school clerkship using an objective structured clinical examination

INTRODUCTION: Patient safety is seldom assessed using objective evaluations during undergraduate medical education. OBJECTIVE: To evaluate the performance of fifth-year medical students using an objective structured clinical examination focused on patient safety after implementation of an interactive program based on adverse events recognition and disclosure. METHODS: In 2007, a patient safety program was implemented in the internal medicine clerkship of our hospital. The program focused on human error theory, epidemiology of incidents, adverse events, and disclosure. Upon completion of the program, students completed an objective structured clinical examination with five stations and standardized patients. One station focused on patient safety issues, including medical error recognition/disclosure, the patient-physician relationship and humanism issues. A standardized checklist was completed by each standardized patient to assess the performance of each student. The student's global performance at each station and performance in the domains of medical error, the patient-physician relationship and humanism were determined. The correlations between the student performances in these three domains were calculated. RESULTS: A total of 95 students participated in the objective structured clinical examination. The mean global score at the patient safety station was 87.59 ± 1.24 points. Students' performance in the medical error domain was significantly lower than their performance on patient-physician relationship and humanistic issues. Less than 60 percent of students (n = 54) offered the simulated patient an apology after a medical error occurred. A significant correlation was found between scores obtained in the medical error domains and scores related to both the patient-physician relationship and humanistic domains. CONCLUSIONS: An objective structured clinical examination is a useful tool to evaluate patient safety competencies during the medical student clerkship.