ABSTRACT
Occupational exposure is an important source of coronavirus transmission among health professionals. The objective of this study is to review the literature on the clinical and epidemiological profile of health professionals infected by COVID-19. An integrative review was conducted based on searches of the LILACS, Medline, and PubMed databases using the following terms: medical workers, healthcare workers, healthcare personnel, and healthcare professionals combined with COVID-19, SARS-CoV-2, 2019-nCoV, n-CoV, and coronavirus, with the Boolean operators "AND" and "OR". A total of 710 publications were identified, 18 of which were selected for the review, totaling 2,208 infected health professionals in eight countries. It was observed that 67.4% (n = 1,489) of these professionals were women, and 39.4% of the population described in the 15 studies that provided information on occupation (n = 811) were nurses. Seven publications (n = 553) reported severity, among which the most prevalent category was mild/common (47.3% of cases; n = 213). The most common comorbidities were migraine (9.6%, n = 87 of 906), systemic arterial hypertension (5.5%, n = 78 of 1,427), and chronic obstructive pulmonary disease (3.7%, n = 52 of 1,399). The most common symptoms were coughing (34.3%, n = 597 of 1,740), headache (36.8%, n = 582 of 1,583), and myalgia (31.6%, n = 544 of 1,720). The most frequent radiological findings were bilateral involvement (34.5%, n = 139 of 403), ground glass (49%, n = 101 of 206), and bilateral pneumonia (77.4%, n = 65 of 84). The study found that the most often affected health professionals were female nursing professionals, the main symptom was coughing, and the most frequent comorbidity was migraine. The study's limitation is the small sample. There is a need for more studies with these professionals.
ABSTRACT
Abstract: Introduction: The first case of SARS-CoV-2 virus infection, which caused COVID-19, occurred in China in December 2019. By March 2020, having spread across continents, the disease was officially declared as a pandemic by the World Health Organization. In an attempt to contain the advance of infection, a policy of social distancing was introduced, which implied in the interruption of numerous activities, including face-to-face classes. Hence the demand for means of distance learning expanded in order to mitigate the harm caused in education. In the meantime, the Federal University of Alagoas proposed to carry out online monitoring as a way to promote student-teacher interaction during the pandemic. Experience Report: The course was constructed remotely on digital platforms, such as Google Meets® and National Teaching and Research Network (RNP) online video conference portal. Fifty-four medical students enrolled, of whom 38 (70.3%) met the certification requirements for certification and completed the course. Twenty-two podcasts were produced, hosted on the Anchor® and Spotify® platforms, in addition to six Google® forms with questions about the contents of the podcasts. Other resources used included Kahoot® platforms, a quiz to increase interaction, and Padlet®, a “virtual wall” for posting course content. Discussion: The implementation of the new National Curricular Guidelines for Undergraduate Medicine Courses (DCN) triggered greater student autonomy in learning, opening the way for the use of technologies in education. Although insufficient to remedy the damage caused in education by the pandemic, these technologies offer teachers, students and educational institutions the ability to adapt to available methods and minimize the harm. Conclusion: Online monitoring represents technological support that has allowed for even a predominantly practical subject, such as anamnesis, to be discussed and practiced. There is, therefore, demonstrable effectiveness in the use of technologies applied to the teaching-learning process, when using interactive platforms.