RESUMO Introdução A avaliação critério-referenciada analisa o desempenho acadêmico sem comparar um estudante com outro, diferindo, assim, da avaliação normo-referenciada, que objetiva determinar os melhores e os piores desempenhos. A Escola Superior de Ciências da Saúde (ESCS) do Distrito Federal adota a avaliação critério-referenciada como único sistema avaliativo, buscando analisar o desempenho dos estudantes de forma integral e sem estimular a competitividade. Objetivo Analisar a concepção de docentes e estudantes de Medicina e Enfermagem acerca destes tipos avaliativos. Metodologia Estudo quali-quantitativo, descritivo, com delineamento transversal, por aplicação de questionários semiestruturados ao corpo acadêmico da primeira à quarta série da ESCS, realizado em 2013. Foram comparados estudantes, docentes e cursos utilizando-se o teste Qui-Quadrado. Resultados e Discussão: Obteve-se uma amostra de 413 participantes (n = 55,9%), totalizando 54 docentes e 344 estudantes. Observou-se fragilidade do conceito de avaliação critério-referenciada em todo o corpo acadêmico e insatisfação quanto aos critérios avaliativos adotados na escola (323 ou 79,6%). Entre os motivos apontados, destacam-se a subjetividade na correção dos exames empregados e dificuldades ao concorrer em concursos de residência. Outros autores relatam que o método critério-referenciado tende a inflacionar as menções dos estudantes, embora os avalie de maneira mais integral. Por isso, recomendam a adoção dos sistemas critério e normo-referenciado para, respectivamente, aferir melhor o desempenho dos estudantes e compará-los entre si. Conclusão A comparação entre estudantes é necessária para processos seletivos dentro e fora da instituição de ensino superior estudada. Por isso, a avaliação critério-referenciada isoladamente não supre as necessidades desta instituição, gerando problemas durante e após a formação acadêmica. Diante disso, propõe-se a adoção de ambos os modelos (normo e critério-referenciado), com a aplicação de padrões de desempenho. Os instrumentos avaliativos também necessitam de critérios mais objetivos para uma correção de testes mais uniforme e justa. Para isso, propõe-se o incremento na capacitação dos docentes com discussões sobre a elaboração de instrumentos avaliativos, como a Teoria de Resposta ao Item.

Background: Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods: A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results: There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions: Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

ABSTRACT Background: In 2019, the world witnessed the emergence of a new type of coronavirus - the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). The spectrum of coronavirus disease 2019 (COVID-19) is variable, and amongst its manifestations are neurological implications. Objective: This report aimed to describe electroencephalographic findings in COVID-19 patients from a general tertiary hospital in São Paulo, Brazil. Methods: It was a retrospective, observational, and non-interventional study. Data were collected anonymously, comprising inpatients from Mar 1 to Jun 30, 2020, either confirmed (positive RT-PCR) or probable cases (CO-RADS 4/5) who had performed EEG during hospitalization. Results: Twenty-eight patients were enrolled, 17 (60.7%) women and 11 men, with a median age of 58 (minimum and maximum: 18-86; IQR 23.5). COVID-19 diagnosis was confirmed in 22 (78.5%). Twenty-one patients (75%) had severe disease, requiring mechanical ventilation due to acute respiratory distress syndrome (ARDS); 16 (57.1%) patients developed adjunct sepsis throughout hospitalization. There was no specific pattern found for COVID-19 in EEG. No patients presented with status epilepticus or electrographic events; most patients developed an encephalopathic pattern, as seen in most studies, with a high prevalence of altered mental status as an indication for EEG. Adjunct sepsis was associated with higher mortality. Conclusions: EEG presents as a useful tool in the context of COVID-19, as in other conditions, to differentiate nonconvulsive status epilepticus (NCSE) from encephalopathy and other causes of mental status alterations. Further studies are required to analyze whether there might be a specific EEG pattern to the disease.

ABSTRACT Background: Neurological manifestations of COVID-19 are still incompletely understood. Neurological manifestations may be due to direct viral effect on neurons and glial cells, to an immune-mediated response to the virus, or to a hypercoagulable state and associated endothelial damage, as well as to severe systemic disease with prolonged intensive care unit stay. Objective: To describe two patients with severe SARS-CoV-2 infection and delayed recovery of consciousness after sedation withdrawal, in whom MRI disclosed multifocal white matter brain lesions, compatible with the diagnosis of acute disseminated encephalomyelitis. Methods: Observational report of two cases of severe COVID-19 infection in patients from two tertiary hospitals in São Paulo, Brazil. Results: These patients underwent neurologic and systemic evaluation for delayed awakening after sedation withdrawal. MRI displayed multifocal centrum semiovale lesions, suggestive of demyelinating inflammation. Cerebrospinal fluid (CSF) polymerase chain reaction (PCR) for SARS-CoV-2 was negative in both cases. Conclusion: A recurrent pattern of multifocal white matter lesions can occur in COVID-19 patients, possibly associated with delayed awakening. Additional studies are necessary to elucidate the role of the viral infection and of inflammatory and immune-mediated associated changes in neurological manifestations of COVID-19.