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Abstract Objective Summarize the evidence on drug therapies for obstructive sleep apnea. Methods The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. PubMed, Embase, Scopus, Web of Science, SciELO, LILACS, Scopus, Cochrane Central Register of Controlled Trials, and ClinicalTrials.gov were searched on February 17th, 2023. A search strategy retrieved randomized clinical trials comparing the Apnea-Hypopnea Index (AHI) in pharmacotherapies. Studies were selected and data was extracted by two authors independently. The risk of bias was assessed using the Cochrane Risk of Bias tool. RevMan 5.4. was used for data synthesis. Results 4930 articles were obtained, 68 met inclusion criteria, and 29 studies (involving 11 drugs) were combined in a meta-analysis. Atomoxetine plus oxybutynin vs placebo in AHI mean difference of -7.71 (-10.59, -4.83) [Fixed, 95 % CI, I2 = 50 %, overall effect: Z = 5.25, p < 0.001]. Donepezil vs placebo in AHI mean difference of -8.56 (-15.78, -1.33) [Fixed, 95 % CI, I2 = 21 %, overall effect: Z = 2.32, p = 0.02]. Sodium oxybate vs placebo in AHI mean difference of -5.50 (-9.28, -1.73) [Fixed, 95 % CI, I2 = 32 %, overall effect: Z = 2.86, p = 0.004]. Trazodone vs placebo in AHI mean difference of -12.75 (-21.30, -4.19) [Fixed, 95 % CI, I2 = 0 %, overall effect: Z = 2.92, p = 0.003]. Conclusion The combination of noradrenergic and antimuscarinic drugs shows promising results. Identifying endotypes may be the key to future drug therapies for obstructive sleep apnea. Moreover, studies with longer follow-up assessing the safety and sustained effects of these treatments are needed. PROSPERO registration number CRD42022362639.
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Resumo: Introdução: As Diretrizes Curriculares Nacionais (DCN) constituem as direções para formação do currículo de um curso. As DCN do curso médico atual foram instituídas há quase uma década. Nesse período, o mundo passou por mudanças sem precedentes, e a educação médica não pode ficar para trás. Desenvolvimento: O ensino médico no Brasil teve nos últimos 100 anos três principais modelos de ensino: desde o flexneriano, passando pela Problem-Based Learning (PBL), até o atual ensino baseado em competências. O entendimento de que o aluno é o centro do processo ensino aprendizagem já está enfatizado nas DCN de 2014, mas será que esse conceito está sendo implementado na prática das instituições de ensino superior? Como as DCN podem ajudar a guiar de forma mais clara e efetiva uma formação médica que vá além do conhecimento técnico e lapidar um profissional humanizado, ético e com olhar para o indivíduo e para a comunidade? Será que precisaremos "reprogramar" o Global Positioning System (GPS), a rota, das DCN depois de enfrentarmos tantas mudanças decorrentes da pandemia da Covid-19? Conclusão: Apesar dos desafios, há crescente envolvimento do corpo docente das instituições de ensino superior nas melhorias necessárias para a formação médica atual.
Abstract: Introduction: The National Curriculum Guidelines (NCG) provide the directions which an undergraduate course must follow. The current NCGs for the medical course were established almost a decade ago. In this period, the world has undergone unprecedented changes and medical education cannot be left behind. Development: Medical education in Brazil has been based on three main models in the last one hundred years: the Flexnerian, Problem-Based Learning (PBL), and the current competency-based learning. The concept that the student is the center of the teaching-learning process was already emphasized in the 2014 NCG, but is this actually implemented in practice by the universities? How can the NCG help guide a more clear and effective medical education that goes beyond technical knowledge and shapes a humanized ethical professional who views the needs of both the individual and the community? Is it necessary to reroute the GPS of the NCG after so many changes caused by the Covid-19 pandemic? Conclusion: Despite the challenges faced, university faculties are increasing their involvement in implementing the changes required for today's medical education.