Drug Resistance and Epigenetic Modulatory Potential of Epigallocatechin-3-Gallate Against Staphylococcus aureus.

Antimicrobial resistance of human pathogens, such as methicillin-resistant Staphylococcus aureus, is described by the World Health Organization as a health global challenge and efforts must be made for the discovery of new effective and safe compounds. This work aims to evaluate epigallocatechin-3-gallate (EGCG) epigenetic and modulatory drug potential against S. aureus in vitro and in vivo.

[The different perspectives in the assessment of learners during supervised clinical clerkship].

Objective: To compare medical students' global itemized ratings (GIR) and real-case structured clinical assessment (RC-SCA), generated by faculty members from three different specialties (Gynecology-O&G, Internal Medicine-IM, Pediatrics-Ped).

Method: 106 Y4 learners were assessed by one faculty member from each specialty, who filled in GIR, consisting of 6 technical domains (mean score GIRt) and 7 humanistic domains (mean score GIRh), on a 0-10 scale, and resultant RC-SCA, from direct attendance observation. Statistical analyses used Cronbach coefficient, Friedman and Wilcoxon paired tests, Pearson and Spearman correlation coefficients, Euclidean distances.

Global overall rating for assessing clinical competence: what does it really show?

Context: Single-item global overall ratings are often used as a method of assessing learners' clinical competence at the end of a clerkship. The purpose of this study was to identify which aspects of clinical competence are assessed through these ratings.

Methods: At the end of a clinical clerkship in primary health units, 106 Year 4 students are routinely assessed by faculty staff of three disciplines (obstetrics and gynaecology, internal medicine, paediatrics), using a single global numeric rating (on a scale of 0-10).

Changes in medicine course curricula in Brazil encouraged by the Program for the Promotion of Medical School Curricula (PROMED).

Background: The Program for the Promotion of Changes in Medical School Curricula (PROMED) was developed by the Brazilian Ministries of Health and Education. The objective of this program was to finance the implementation of changes to the curricula of medical schools directed towards the Brazilian national healthcare system (SUS). This paper reports research carried out together with the coordinators responsible for the PROMED of each medical school approved, in which interviews were used to evaluate whether this financial support succeeded in stimulating changes.