Theoretical Practical Training Research Articles

A Training-of-Trainers program for health facilitators fighting malaria in a vulnerable community

Abstract Background When Public Health is challenged by issues related to migrant and vulnerable populations, health facilitators’ profiles are crucial to accessing communities and increasing intervention effectiveness and acceptability. The French overseas region, French Guiana, is concerned with a migrant population living in vulnerable conditions far from healthcare and being a major reservoir of malaria. Curema is an intervention implemented to fight malaria in this population by distributing RDTs, and treatments after an appropriate training of participants. Facilitators from the community are employed to provide health education and enroll participants. Objectives An intensive theoretical-practical training program was realized to enable facilitators to master procedures related to the intervention. The training was designed using the CDC Training-of-Trainers (ToT) framework and adult learning principles. It was composed of initial and on-the-field training, both based on bidirectional, participative, and dynamic working spaces. A mixed-method evaluation was carried out to assess training effectiveness and quality. Results Group dynamics and adaptations driven by facilitators’ needs were key elements of a high-quality training program. Satisfaction was elevated for training format and learning results. Statistically significant improvements in knowledge level demonstrated good effectiveness. During the initial training, difficulties persisted regarding some tasks to be performed during the intervention: further on-the-job training addressed them, improving facilitators’ practices in the field. Conclusions High-quality, effective, and appropriate training programs are required for intervention involving facilitators’ profiles. Training design is crucial to achieve it. ToT model has been shown to allow high satisfaction, learning results, and good implementation in the field. Initial and on-the-job training are an indispensable continuum to sustain good practices and motivation. Key messages • If health facilitators from the community are actors in public health interventions, appropriate training is necessary to ensure good implementation. • ToT seems an optimal model for training health facilitators.

Practical training using BEWE aimed at improving the diagnosis ability of erosive tooth wear for dental students-A randomized trial.

Erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical-practical training using active methodologies in the development of undergraduate students' skills for the diagnosis of ETW compared to the traditional teaching method. This randomized controlled study involved two parallel groups: control group (n = 22), with learning based only on theoretical content and test group (n = 24), learning by theoretical-practical activity mediated by monitors/tutors. The theoretical class covered the current concepts of ETW, aetiology, diagnosis, use of the BEWE index, prevention and treatment. The practical training included exercises and discussions based on the diagnosis using BEWE scores of a collection of images and extracted teeth. To evaluate the efficacy of the teaching-learning methods, a theoretical multiple-choice questionnaire and a practical test using images and extracted teeth were applied. The outcome was the number of correct answers. Groups were compared by Mann-Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (p < .05). There was no significant difference between groups in the theoretical evaluation (p = .866). The test group showed higher ability to diagnose ETW lesions compared to the control group in the practical tests (p = .001). The performance of ETW diagnosis was similar when images were used in comparison to extracted teeth (p = .570). The practical activity associated with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW.

Educational intervention to improve management of totally implanted vascular access device

Objective: To evaluate the effect of an educational intervention for nurses to increase knowledge and practical skills of management of totally implanted vascular access devices. Methods: A quasi-experimental study conducted in a teaching hospital. The intervention included exposure to a manual of procedures followed by a theoretical-practical training seven days later. Eighty-one nurses were evaluated at baseline, after self-exposure to the manual, and after receiving the theoretical-practical training. Participants were evaluated on their knowledge and practical skills of totally implanted vascular access device management. Descriptive statistics were performed for all variables. Paired t test was used to examine whether the mean score changed from the baseline to first and second assessments of knowledge, access, de-access and maintenance of catheter. Significance level was set to 0.05. Results: Mean increases in scores after nurses were exposed to the manual were: 18.2 points for knowledge, 16.5 points for access technique, 15.5 for de-access technique, and 24.2 for catheter maintenance technique. After the theoretical-practical training, we observed a mean increase of 4.2 points for access, 3.9 for deaccess and 4.2 for catheter maintenance. Conclusion: The educational intervention for nurses increased mean scores of knowledge and practical skills. At the end of the intervention, 75% of the nurses reached at least 33 points out of 38 for knowledge, and 77%, 77%, and 78% had perfect scores for access, de-access, and maintenance, respectively. The educational intervention was effective in improving knowledge and practical skills for management of totally implanted vascular access devices.

Agricultural literacy in artificial insemination and agribusiness management for social innovation in rural populations affected by armed conflict in Colombia

The achievement of education in rural populations was one of the Millennium Development Goals (MDGs), outlined by the United Nations. During the last World Summit on Sustainable Development (WSSD), it was concluded that the majority of the world’s poor, illiterate and undernourished population lives in rural areas; therefore, access to education is considered one of the greatest challenges for governments in countries with developing economies. The purpose of this study was to determine how a theoretical-practical training program in rural management and leadership (D-ML), artificial insemination (D-AI), and bovine genetic improvement (D-GI) affected the perception and level of knowledge in a rural population affected by Colombia’s armed conflict. Phase 1 included the theoretical and practical training of undergraduate animal sciences students in three dimensions (D-ML, D-AI, D-GI). After training, students were evaluated according to their level of theoretical-practical knowledge and their behavioral performance. There were 13 students selected to be a part of what we went on to call “the group of student leaders.” Phase 2 included the socioeconomic characterization and training of rural residents by the group of student leaders and field experts in the same three dimensions (D-ML, D-AI, D-GI). We evaluated the perception and level of knowledge before and after training in 63 rural residents using an evaluative instrument. The perception of knowledge in rural residents was low for general knowledge (GTD) (2.48 ± 0.76, p &amp;lt; 0.05), D-ML (2.89 ± 1.18, p &amp;lt; 0.05) and D-AI/D-GI (2.17 ± 0.83, p &amp;lt; 0.05), in accordance with the 5-point Likert-type ordinal scale. When level of knowledge was measured before the theorical-practical training, the level of GTD was 45.9%, however, after the training it increased to 77.6% (p &amp;lt; 0.01), while the level of knowledge for D-AI increased from 38.5% pre-training to 80.6% (p &amp;lt;0.05) post-training, and level of knowledge for D-GI pre-training was 50.8% and increased to 73.0% (p &amp;lt; 0.01) post-training. Finally, the level of knowledge for D-ML increased (p &amp;lt; 0.01) from 54.8% pre-training to 75% post-training. Altogether, rural extension programs contribute to closing knowledge gaps in relation to the use of reproductive biotechnologies and bovine management in rural areas affected by armed conflict.

Efeitos das tecnologias educativas na prevenção e tratamento da úlcera diabética: revisão sistemática e metanálise

Objective: to analyze the effects of educational technologies in the prevention and treatment of diabetic ulcers. Method: a systematic review conducted in seven databases, a bibliographic index, an electronic library and the Gray Literature. The sample consisted of 11 randomized controlled clinical trials. The synthesis of the results was descriptive and through meta-analysis. Results: the predominant educational technologies were training sessions and verbal guidelines, with soft-hard technologies standing out. When compared to usual care, the educational technologies presented a protective factor to prevent the incidence of diabetic ulcers (RR=0.40; 95% CI=0.18-0.90; p=0.03) and the certainty of the evidence assessment was low. The educational technologies also had a protective factor to prevent the incidence of lower limb amputations (RR=0.53; 95% CI=0.31-0.90; p=0.02) and certainty of the evidence was very low. Conclusion: soft-hard educational technologies such as structured verbal guidelines, educational games, lectures, theoretical-practical training sessions, educational videos, folders, serial albums and playful drawings, and hard technologies such as therapeutic footwear, insoles, infrared digital thermometer, foot care kits, Telemedicine app and mobile phone use, were effective for the prevention and treatment of diabetic ulcers, although more robust studies are required.

Effects of educational technologies on the prevention and treatment of diabetic ulcers: A systematic review and meta-analysis.

to analyze the effects of educational technologies in the prevention and treatment of diabetic ulcers. a systematic review conducted in seven databases, a bibliographic index, an electronic library and the Gray Literature. The sample consisted of 11 randomized controlled clinical trials. The synthesis of the results was descriptive and through meta-analysis. the predominant educational technologies were training sessions and verbal guidelines, with soft-hard technologies standing out. When compared to usual care, the educational technologies presented a protective factor to prevent the incidence of diabetic ulcers (RR=0.40; 95%CI=0.18-0.90; p=0.03) and the certainty of the evidence assessment was low. The educational technologies also had a protective factor to prevent the incidence of lower limb amputations (RR=0.53; 95%CI=0.31-0.90; p=0.02) and certainty of the evidence was very low. soft-hard educational technologies such as structured verbal guidelines, educational games, lectures, theoretical-practical training sessions, educational videos, folders, serial albums and playful drawings, and hard technologies such as therapeutic footwear, insoles, infrared digital thermometer, foot care kits, Telemedicine app and mobile phone use, were effective for the prevention and treatment of diabetic ulcers, although more robust studies are required.

School children brief training to save foreign body airway obstruction

Foreign body airway obstruction (FBAO) is a relatively common emergency and a potential cause of sudden death both in children and older people; bystander immediate action will determine the victim’s outcome. Although many school children’s basic life support (BLS) training programs have been implemented in recent years, references to specific training on FBAO are lacking. Therefore, the aim was to assess FBAO-solving knowledge acquisition in 10–13-year-old school children. A quasi-experimental non-controlled simulation study was carried out on 564 ten-to-thirteen-year-old children from 5 schools in Galicia (Spain). Participants received a 60-min training led by their physical education teachers (5 min theory, 15 min demonstration by the teacher, and 30 min hands-on training) on how to help to solve an FBAO event. After the training session, the school children’s skills were assessed in a standardized adult’s progressive FBAO simulation scenario. The assessment was carried out by proficient researchers utilizing a comprehensive checklist specifically designed to address the variables involved in resolving a FBAO event according with current international guidelines. The assessment of school children’s acquired knowledge during the simulated mild FBAO revealed that 62.2% of participants successfully identified the event and promptly encouraged the simulated patient to cough actively. When the obstruction progressed, its severity was recognized by 86.2% and back blows were administered, followed by abdominal thrusts by 90.4%. When the simulated victim became unconscious, 77.1% of children identified the situation and immediately called the emergency medical service and 81.1% initiated chest compressions. No significant differences in performance were detected according to participants’ age. Conclusion: A brief focused training contributes to prepare 10–13-year-old school children to perform the recommended FBAO steps in a standardized simulated patient. We consider that FBAO should be included in BLS training programs for school children.What is Known:• Kids Save Lives strategy states that school children should learn basic life support (BLS) skills because of their potential role as first responders.• This BLS training does not include content for resolving a foreign body airway obstruction (FBAO).What is New:• Following a 60-min theoretical-practical training led by physical education teachers, 10–13-year-old school children are able to solve a simulated FBAO situation.• The inclusion of FBAO content in BLS training in schools should be considered.

Evaluation of an educational intervention into an emergency department to improve diagnosis and early treatment in STEMI

Abstract Funding Acknowledgements Type of funding sources: Public grant(s) – National budget only. Main funding source(s): The Government of Catalonia (Spain) provided funding for this research, with a grant issued in 2019 within the framework of the Strategic Health Research and Innovation Plan (PERIS) 2016-2020 to Gemma Berga Congost Background Clinical guidelines recommend some quality indicators to measure the effectiveness of ST-elevation acute myocardial infarction (STEMI) treatment. Adherence to these indicators is complex in atypical presentations, due to delayed diagnosis. Ongoing training is a useful tool in improving STEMI diagnosis. Our aim was to evaluate the impact of a training intervention incorporating clinical simulation tools for emergency triage nurses and doctors on STEMI diagnosis. Methods a prospective observational study was carry out in a STEMI hub hospital. All emergency professionals gave their consent and were included into the training. A theoretical-practical training activity with clinical simulation was designed and implemented in June 2021. Pre and post knowledge were assessed using a questionnaire validates by a group of experts and a validated satisfaction survey was performed. Results 20 professionals were included, 16 nurses and 4 physicians. 95% viewed all the online content and participated into the face-to-face training. All fulfilled the questionnaire pre-training and 70% the post-training. A 50% increase in the knowledge, evaluated by questionnaire, was observed. 80% of the participants evaluated as satisfactory the intervention with an excellent rating was obtained. Conclusion There was a high degree of participation into the training. The knowledge of the participants increased by more than 50% and their satisfaction with the educational intervention was excellent. Future studies are required to assess the impact of training on STEMI response time, clinical outcomes and mortality.

DIGITAL SECURITY IN EDUCATIONAL TRAINING PROGRAMS: A STUDY BASED ON FUTURE TEACHERS’ PERCEPTIONS

A key aspect of future teacher training in this highly digitalized period of education requires a specific focus on digital skills, especially in the area of security. This study delves into this issue by means of a quantitative, theoretical and systematic review of future teachers currently in training at the Faculty of Education, Economy and Technology of Ceuta of the University of Granada (Spain). The specific intention is to determine their perception of the instruction they receive on digital matters, concretely on cybersecurity during their phase of pre-service. To carry out the project, the study resorted to a descriptive method by submitting the participants to a specifically designed questionnaire entitled “Digital Security Competence Required for Teachers”. Examinations of the psychometric properties of the questionnaire reveal its relevance and reliability. The intention, after applying descriptive and inferential statistics tests, was to determine whether students in pre-service training really feel competent on digital matters or if they feel need more theoretical-practical training, especially in the area of security. The general findings reveal that future female teachers pursuing a university degree in Early Childhood Education, although competent from the techno-pedagogical viewpoint, indicate that attaining a high level of competence in digital security requires more theoretical and practical training. Future male Primary Education teachers, by contrast, perceive themselves as competent in digital security. This perhaps stems from their training (courses and workshops) in Information and Communication Technologies (ICT) and the theoretical and practical instruction they received at the university during courses or during a practicum. This aspect deserves further research because, as highlighted elsewhere, higher education institutions must prioritize instruction on digital security in their teacher programs.

Evaluation of the diagnostic ability of oral lesions on clinical images among undergraduate dental students.

The dentist should be able to carry out systematic oral examinations of the mucosa of patients in order to diagnose any alterations at an early stage. An observational, analytical, prospective, and longitudinal study was carried out. 161 students were evaluated at the beginning of their clinical practice in their 4th year of dental school (September 2019), at the beginning and at the end of their 5th year of dental school (June 2021). Thirty oral lesions were projected, and the students were asked to provide an answer; if the lesions were benign, malignant, or potentially malignant, whether they should be biopsied and/or treated and a presumptive diagnosis. Significant improvement (p < .001) was obtained between the 2019 and 2021 results, in relation to the classification, need for biopsy and treatment of lesions. For differential diagnosis, no significant difference (p = .985) was obtained between the 2019 and 2021 responses. Malignant lesions and PMD obtained mixed results, with the best results corresponding to OSCC. In this study, a correct lesion classification by the students was over 50%. As for the OSCC, the results were superior to the rest of the images, reaching more than 95% correct. Theoretical-practical training from universities and continuing education for graduates in relation to oral mucosal pathologies should be further promoted.

Implementation of modified Seldinger technology for percutaneous catheterization in critically ill newborns.

To describe the implementation of Modified Seldinger Technology for percutaneous catheterization in critically ill newborns. A quasi-experimental before- and-after study, carried out with neonatologist nurses in a Neonatal Intensive Care Unit. Seven nurses participated in the research. Catheter pre-insertion, insertion and maintenance were assessed using the conventional and modified Seldinger technique. Reliability was satisfactory in pre-test, 5.40 (Md = 6.00), and post-test, 5.94 (Md = 7.00), and perfect in the items about device insertion and maintenance. There was low assertiveness in the items on indication, microintroduction procedure via ultrasound, limb repositioning and disinfection of connections/connectors. Despite the Modified Seldinger Technique expanding some stages of execution over the traditional method of percutaneous catheterization, nurses were more assertive after theoretical-practical training. The technology was implemented and is in the process of being implemented in the health service.

Longitudinal study for dental caries calibration of dentists unexperienced in epidemiological surveys.

This study aimed to make a longitudinal analysis of interexaminer calibration reproducibility in diagnosing dental caries in posterior teeth, by examiners without previous experience in epidemiological studies. A group of 11 inexperienced examiners underwent theoretical-practical training and calibration assessments, assisted by a standard examiner. An examiner who did not participate directly in the research selected 5-year-old children with and without caries. The D3 diagnostic threshold was used to evaluate dental caries, based on the World Health Organization (WHO) criteria. The initial calibration (baseline) was performed after the theoretical-practical training session, and consisted of examining 20 children; the second calibration occurred three months later, and involved evaluating another 18 children. The interexaminer agreement was obtained by kappa statistics, and by overall percentage agreement. The paired t-test was applied to compare the values for kappa means and overall percentage agreement between the time points studied. At baseline, the values for kappa (> 0.81) and overall percentage agreement (> 95.63%) were considered high. At the 3-month calibration assessment, all the examiners showed some decrease in both kappa (p < 0.0001) and overall percentage agreement (p = 0.0102). The calibration process currently proposed by the WHO is effective. However, reproducibility was not maintained over time for inexperienced examiners evaluating the posterior teeth of 5-year-old children, under epidemiological conditions.

Nurses' role in urgent and emergency mobile pre-hospital care

In the mobile pre-hospital environment such as the SAMU, the nurse has several functions in the areas of care, administration, operation and supervision, and must participate in the review of protocols and provide training for the other professionals in the team. Despite this, changes have been taking place over the years in relation to the performance of nursing, improving legal aspects and increasing the autonomy of nurses. The general objective of the research is to analyze the role of nurses in urgent and emergency mobile pre-hospital care, and as specific objectives to describe the nurse's attributions as a member of the urgent and emergency mobile PHC service team, to point out the difficulties and challenges exist in the nurse's work and discuss the importance of the nurse in the mobile emergency APH. Thus, the present work is an integrative literature review, using the following descriptors: “emergency assistance”, “pre-hospital care” and “emergency nursing”. The work was prepared between February and May 2022, using studies published between 2012 and 2022. Such works were found in the SCIELO, LILACS and MEDLINE databases. As a result, the nurse must act as an advisor by participating in the review of protocols, in the elaboration and organization of educational content and as a professional of the multidisciplinary team of accidents and disasters. However, the nurse in the PHC has been exposed to unfavorable ergonomics, low salaries, exhausting workload, influencing their physical and mental health. Thus, the role of nurses in the PHC is still fragmented, developing little autonomy, despite being extremely important in the composition of the team, as it promotes assistance, management, education, leadership and humanization. Still, the need for continuing education with realistic theoretical-practical training for SAMU nurses was proved, with an emphasis on mental health for patients in psychiatric crisis.

Exploring the Predeployment Phase of an Antarctic Expedition and the Brazilian Pre-Antarctic Training.

In Antarctica, human access and presence are complex and require detailed planning and preparation in advance. The personnel of National Antarctic Programs (NAPs, i.e., scientists and support personnel, including military, civilians, and mountaineers) stay in different isolation, confinement, and extreme (ICE) environments such as ships, research stations, and scientific summer camps. Antarctica imposes harsh conditions that influence physiological and psychological responses impacting health, mood, and physical and cognitive performances. In this context, we argue why people should prepare in advance for staying in Antarctica and what to expect in ICE environments. We also spotlighted recommendations shared by different NAPs participant guides, including predeployment training. Next, we present a case study of the Brazilian Pre-Antarctic Training (PAT), a theoretical-practical training that provides technical and logistical information and assesses the adaptability and physical capacity of researchers and military personnel to perform fundamental activities in a polar environment. We evaluated and compared the individual's mood at the beginning and the end of the PAT week and observed group-specific mood changes depending on the sex, functions, and the facilities that participants accessed. Finally, we proposed that conducting training before staying in Antarctica, besides promoting conditions to better plan the voyage and knowledge of the region, can contribute to dealing with the possible mood swings during expeditions and even promote positive affect. Therefore, the psychophysiological effects of PAT are topics for further investigations.

Knowledge About Biosafety Measures in Clinical Setting During the COVID-19 Pandemic: A Cross-Sectional Study With Brazilian Dental Students.

The aim of this study is to evaluate the knowledge of Brazilian dental students about biosafety measures that should be adopted in the clinical setting during the coronavirus disease (COVID-19) pandemic. A cross-sectional study with 1050 dental students was conducted. A semi-structured questionnaire was shared with students. Mean knowledge score on biosafety guidelines during the COVID-19 pandemic was the outcome, with a maximum of 8 scores. Explanatory variables included sociodemographic and educational characteristics, aspects related to biosafety education, actions adopted by the dental schools during the pandemic, and sources of biosafety information. Multivariate linear regression analyses were performed. Mean knowledge score was 5.19 (1.28). Female students (β = 0.346; 95% CI: 0.154-0.539), those enrolled in the intermediate (β = 0.525; 95% CI: 0.167-0.883) or final (β = 0.569; 95% CI: 0.200-0.937) stage of course, and those who had already received theoretical-practical training in biosafety (β = 0.464; 95% CI: 0.063-0.866) presented higher mean knowledge scores. Students who did not receive guidance on aerosol control measures before the pandemic (β = -0.324; 95% CI: -0.519 to -0.130) had the lowest score. Students presented a medium level of knowledge about dental biosafety measures concerning the COVID-19 pandemic. Sociodemographic characteristics and those related to the institutional profile of the participants, and access to orientation and training in biosafety, may influence their knowledge.

Comunicação de más notícias na perspectiva de médicos oncologistas e paliativistas

Abstract: Introduction: Communication is essential to medical practice; however, it is constantly performed inadequately, mainly in the context of communicating bad news. The bad news is that it causes a negative change in the patient’s life, resulting in an unpleasant change and modifying his future perspective. In Western medicine, due to the predominance of the curative model, bad news is understood as failure or incapacity of professional competences, causing physicians to distance themselves and causing patient dissatisfaction. Given these circumstances, the SPIKES, P-A-C-I-E-N-T-E, and Class communication protocols emerged. Objective: To evaluate the dynamics of bad news, with respect to the use of specific protocols and the main difficulties experienced, as well as to identify the influence of communication on the doctor-patient relationship. Method: This is a descriptive study with a qualitative methodology, using a semi-structured interview script prepared by the authors. Twelve interviews were carried out with physicians from the Oncology and Palliative Care sectors of the Instituto de Medicina Integral Prof. Fernando Figueira (IMIP), which were recorded and transcribed for further analysis. The data was categorized according to Minayo’s proposal. Results: The approach to bad news was very similar among professionals, regardless of the use of communication protocols, with SPIKES being the best known among them. The study revealed that the main difficulties faced by physicians when communicating bad news are related to the environment and time of consultation, high patient demand, doctor-patient-family bond and the medical feeling of not meeting expectations or being frustrated by the experienced situation. A clear influence of communication on the doctor-patient relationship was also identified. The need to update the curriculum of medical schools, including theoretical-practical training in communicating bad news, was also verified. Conclusion: The use of bad news communication protocols is not presented as an essential condition for effective communication; however, it allows greater assertiveness and clarity during the conversation. Therefore, the implementation of communication strategies in the health context is suggested, allowing improvements for both professionals and patients.

Central venous catheter insertion in adult patients: a best practice implementation project.

The central venous catheter (CVC) is an indispensable device in the daily practice of modern medicine. Thus, the implementation of CVC interferes with the care of a large number of patients. This project aimed to implement the best practices in the insertion of CVC in adult hospitals in Brazil. The project had three phases, including forming a team and conducting the baseline audit; identifying problems and developing strategies; and conducting a follow-up audit to assess the impact on compliance with best practices. A baseline audit was conducted at a public Hospital in Minas Gerais, Brazil, in June and July 2019. For data collection, direct observation of the procedure was performed and through the PACES (Practical Application of Clinical Evidence System) audit and feedback tool to check the compliance criteria established in the literature. After implementation, a second audit was conducted in August 2019. During the baseline audit, the absence of adequate compliance with the criteria for using an ultrasound to insert the catheter and correct hand hygiene before the procedure was identified. Theoretical-practical training was carried out, including the use of ultrasound to perform the procedure, using an adapted mannequin. The follow-up audit showed an improvement in the compliance rate for the following audit criteria: physical assessment before the procedure (92-100%); evaluation of the most suitable vein for insertion of the catheter, avoiding the femoral vein (92-100%); correct hand hygiene before the procedure (58-100%); maintenance of asepsis throughout the procedure (83-91%) and use of ultrasound to guide venous catheterization (17-100%). The current project proved that training the team can be effective in optimizing the implementation of evidence.

A importância da Odontologia na assistência a indivíduos com defeitos congênitos

Introduction: Birth defects are structural or functional changes that occur during intrauterine life. The dentist must recognize the craniofacial defects, complement the phenotypic characterization and manage them within a multidisciplinary team. The present review aims to assist the dentist to diagnose these findings and present syndromic conditions typically associated with craniofacial malformations&#x0D; Literature Review: Craniofacial manifestations of birth defects are conditions that must be recognized by dentists, as they are frequently present in their daily practices, and this professional may be the first to identify such findings. The main syndromic clinical pictures typically associated with micrognathia, oral clefts and skeletal dysplasias with craniofacial manifestation are presented, pointing out their clinical and genetic features. Discussion: The dentist must perform a detailed anamnesis including family history, as well as should recognize both clinical and radiographically the dysmorphisms, observing the patient systemically. Conclusion: Dentistry professionals should receive theoretical-practical training for the diagnosis, treatment and surveillance of individuals with congenital defects, either in individual assessment or as part of a multiprofessional team.

Теоретико-практическая подготовка будущих учителей гуманитарного профиля к социально ориентированной воспитательной работе

The article discusses the theoretical and practical foundations of training future teachers for socially oriented educational work. The article also highlights the topics of experimental lectures, general requirements for their conduct, leading methods, as well as types of student’s independent work, criteria of social education, the topic of the seminar. The authors of the article believe that the experimental results of this study confirm the validity of the scientific-theoretical approach to the study of the problem, the thoroughness of the theoretical-pedagogical and theoretical-practical training of future teachers for the social and educational work.

Evaluation of basic life support education for high school students in a city in brazil

Abstract Funding Acknowledgements Type of funding sources: Private grant(s) and/or Sponsorship. Main funding source(s): The researchers themselves. Background Cardiorespiratory Arrest (CRP) is a medical emergency that requires urgent aid as well as technical skills to initiate Cardiopulmonary Resuscitation (CPR) maneuvers, primarily among the lay population, seeing as the majority of CRP episodes take place in community environments. Purpose: The purpose of this study is to compare the Basic Life Support (BLS) skills of high school students before and after a theoretical-practical approach. Method: A quasi-experimental study was conducted, consisting of theoretical-practical training on BLS running 60 minutes total (20 minutes of theory and 40 minutes of practice), addressing various steps in layman’s out-of-hospital BLS. Evaluations were conducted before and after training. The instrument was developed by the researchers themselves and underwent a previous validation process. The statistical software employed for the purpose of analyzing the data was SPSS version 21.0 for Windows. At the outset, descriptive statistics were employed to present the data, as well as the Wilcoxon test to compare the results of questionnaires taken before and after the intervention. Results: The sample consisted of 322 students from private institutions in Belo Horizonte, Brazil. The median age was 16.0 years, with an interquartile interval (IQ) of 2 years, with 181 (56.2%) students being female and 141 (43.8%) male. The before and after results revealed statistically significant differences in performance: pre-training – median = 5 points, IQ = 2 points; post training – 9 points, IQ = 2 points; p &amp;lt; 0.0001. Conclusion: The conduction of theoretical-practical classes was followed by an increase in correct answers to the BLS questionnaire. The results suggest that simple educational strategies might aid in the training of lay young people to respond correctly to CRP scenarios.