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[PMID]:28470910
[Au] Autor:Schaars MMH; Segers E; Verhoeven L
[Ad] Endereço:Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.
[Ti] Título:Word Decoding Development during Phonics Instruction in Children at Risk for Dyslexia.
[So] Source:Dyslexia;23(2):141-160, 2017 May.
[Is] ISSN:1099-0909
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:In the present study, we examined the early word decoding development of 73 children at genetic risk of dyslexia and 73 matched controls. We conducted monthly curriculum-embedded word decoding measures during the first 5 months of phonics-based reading instruction followed by standardized word decoding measures halfway and by the end of first grade. In kindergarten, vocabulary, phonological awareness, lexical retrieval, and verbal and visual short-term memory were assessed. The results showed that the children at risk were less skilled in phonemic awareness in kindergarten. During the first 5 months of reading instruction, children at risk were less efficient in word decoding and the discrepancy increased over the months. In subsequent months, the discrepancy prevailed for simple words but increased for more complex words. Phonemic awareness and lexical retrieval predicted the reading development in children at risk and controls to the same extent. It is concluded that children at risk are behind their typical peers in word decoding development starting from the very beginning. Furthermore, it is concluded that the disadvantage increased during phonics instruction and that the same predictors underlie the development of word decoding in the two groups of children. Copyright © 2017 John Wiley & Sons, Ltd.
[Mh] Termos MeSH primário: Linguagem Infantil
Dislexia/psicologia
Fonética
Leitura
[Mh] Termos MeSH secundário: Conscientização
Estudos de Casos e Controles
Criança
Currículo
Dislexia/genética
Feminino
Seres Humanos
Linguagem
Linguística
Masculino
Memória de Curto Prazo
Fatores de Risco
Instituições Acadêmicas
Vocabulário
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171213
[Lr] Data última revisão:
171213
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.1002/dys.1556


  2 / 6761 MEDLINE  
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[PMID]:28470909
[Au] Autor:Jordan JA; Dyer K
[Ad] Endereço:School of Social Sciences, Education, and Social Work, Queen's University Belfast, UK.
[Ti] Título:Psychological Well-being Trajectories of Individuals with Dyslexia Aged 3-11 Years.
[So] Source:Dyslexia;23(2):161-180, 2017 May.
[Is] ISSN:1099-0909
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Dyslexia has been associated with a range of psychological well-being issues in childhood. However, it is unclear if these difficulties stem from coping with academic struggles at school, or from other pre-existing diagnoses that sometimes co-occur with dyslexia. Using UK Millennium Cohort Study data (n = 7224) from 2003 to 2011, the present study compared psychological well-being development from ages 3-11 years for children with (1) dyslexia only; (2) special educational needs excluding dyslexia; (3) comorbid dyslexia and other special educational needs; and (4) no special educational needs. Growth curve modelling results controlling for race, gender, age and family income suggested that with the exception of conduct difficulties, psychological well-being issues related to dyslexia do not occur preschool; rather, they commence upon starting school. Copyright © 2017 John Wiley & Sons, Ltd.
[Mh] Termos MeSH primário: Adaptação Psicológica
Pessoas com Deficiência/psicologia
Dislexia/psicologia
[Mh] Termos MeSH secundário: Criança
Pré-Escolar
Estudos de Coortes
Educação Especial
Feminino
Seres Humanos
Transtornos de Aprendizagem/psicologia
Masculino
Instituições Acadêmicas
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171213
[Lr] Data última revisão:
171213
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.1002/dys.1555


  3 / 6761 MEDLINE  
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[PMID]:28800632
[Au] Autor:Smyrnakis I; Andreadakis V; Selimis V; Kalaitzakis M; Bachourou T; Kaloutsakis G; Kymionis GD; Smirnakis S; Aslanides IM
[Ad] Endereço:Technological Educational Institute of Crete, Heraklion, Crete, Greece.
[Ti] Título:RADAR: A novel fast-screening method for reading difficulties with special focus on dyslexia.
[So] Source:PLoS One;12(8):e0182597, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Dyslexia is a developmental learning disorder of single word reading accuracy and/or fluency, with compelling research directed towards understanding the contributions of the visual system. While dyslexia is not an oculomotor disease, readers with dyslexia have shown different eye movements than typically developing students during text reading. Readers with dyslexia exhibit longer and more frequent fixations, shorter saccade lengths, more backward refixations than typical readers. Furthermore, readers with dyslexia are known to have difficulty in reading long words, lower skipping rate of short words, and high gaze duration on many words. It is an open question whether it is possible to harness these distinctive oculomotor scanning patterns observed during reading in order to develop a screening tool that can reliably identify struggling readers, who may be candidates for dyslexia. Here, we introduce a novel, fast, objective, non-invasive method, named Rapid Assessment of Difficulties and Abnormalities in Reading (RADAR) that screens for features associated with the aberrant visual scanning of reading text seen in dyslexia. Eye tracking parameter measurements that are stable under retest and have high discriminative power, as indicated by their ROC (receiver operating characteristic) curves, were obtained during silent text reading. These parameters were combined to derive a total reading score (TRS) that can reliably separate readers with dyslexia from typical readers. We tested TRS in a group of school-age children ranging from 8.5 to 12.5 years of age. TRS achieved 94.2% correct classification of children tested. Specifically, 35 out of 37 control (specificity 94.6%) and 30 out of 32 readers with dyslexia (sensitivity 93.8%) were classified correctly using RADAR, under a circular validation condition (see section Results/Total Reading Score) where the individual evaluated was not included in the test construction group. In conclusion, RADAR is a novel, automated, fast and reliable way to identify children at high risk of dyslexia that is amenable to large-scale screening. Moreover, analysis of eye movement parameters obtained with RADAR during reading will likely be useful for implementing individualized treatment strategies and for monitoring objectively the success of chosen interventions. We envision that it will be possible to use RADAR as a sensitive, objective, and quantitative first pass screen to identify individuals with reading disorders that manifest with abnormal oculomotor reading strategies, like dyslexia.
[Mh] Termos MeSH primário: Dislexia/diagnóstico
Movimentos Oculares
Reconhecimento Automatizado de Padrão/métodos
Leitura
[Mh] Termos MeSH secundário: Adolescente
Estudos de Casos e Controles
Criança
Compreensão/fisiologia
Dislexia/fisiopatologia
Feminino
Seres Humanos
Aprendizagem/fisiologia
Masculino
Curva ROC
Projetos de Pesquisa
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171004
[Lr] Data última revisão:
171004
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170812
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0182597


  4 / 6761 MEDLINE  
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[PMID]:28771284
[Au] Autor:DeBrew J
[Ti] Título:Who Will Help My Son?: A Family's Journey with Dyslexia.
[So] Source:J Psychosoc Nurs Ment Health Serv;55(8):27-30, 2017 Aug 01.
[Is] ISSN:0279-3695
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:It may seem unusual for a nurse to intervene and assist a child with a learning disability, but a mental health nurse who knows the warning signs of dyslexia is able to help families who are going through a difficult time. The current article details the author's experience regarding her son's dyslexia diagnosis. For her family, a nurse was a valuable resource. The impact the struggle had not only on her son, but also her family, and the changes brought about by getting a diagnosis and treatment, demonstrate the impact that nurses can have when family-focused care is provided. [Journal of Psychosocial Nursing and Mental Health Services, 55(8), 27-30.].
[Mh] Termos MeSH primário: Dislexia/diagnóstico
Dislexia/terapia
Família/psicologia
[Mh] Termos MeSH secundário: Criança
Dislexia/psicologia
Enfermagem Familiar/métodos
Seres Humanos
Núcleo Familiar
Enfermagem Psiquiátrica
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170911
[Lr] Data última revisão:
170911
[Sb] Subgrupo de revista:IM; N
[Da] Data de entrada para processamento:170804
[St] Status:MEDLINE
[do] DOI:10.3928/02793695-20170718-04


  5 / 6761 MEDLINE  
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[PMID]:28715717
[Au] Autor:Waldie KE; Wilson AJ; Roberts RP; Moreau D
[Ad] Endereço:Centre for Brain Research, School of Psychology, The University of Auckland, New Zealand.
[Ti] Título:Reading network in dyslexia: Similar, yet different.
[So] Source:Brain Lang;174:29-41, 2017 Nov.
[Is] ISSN:1090-2155
[Cp] País de publicação:Netherlands
[La] Idioma:eng
[Ab] Resumo:Dyslexia is a developmental disorder characterized by reading and phonological difficulties, yet important questions remain regarding its underlying neural correlates. In this study, we used partial least squares (PLS), a multivariate analytic technique, to investigate the neural networks used by dyslexics while performing a word-rhyming task. Although the overall reading network was largely similar in dyslexics and typical readers, it did not correlate with behavior in the same way in the two groups. In particular, there was a positive association between reading performance and both right superior temporal gyrus and bilateral insula activation in dyslexic readers but a negative correlation in typical readers. Together with differences in lateralization unique to dyslexics, this suggests that the combination of poor reading performance with high insula activity and atypical laterality is a consistent marker of dyslexia. These findings emphasize the importance of understanding right-hemisphere activation in dyslexia and provide promising directions for the remediation of reading disorders.
[Mh] Termos MeSH primário: Córtex Cerebral/fisiopatologia
Dislexia/fisiopatologia
Leitura
[Mh] Termos MeSH secundário: Adulto
Feminino
Lateralidade Funcional
Seres Humanos
Masculino
Lobo Temporal/fisiopatologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171101
[Lr] Data última revisão:
171101
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170718
[St] Status:MEDLINE


  6 / 6761 MEDLINE  
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[PMID]:28686635
[Au] Autor:Banfi C; Kemény F; Gangl M; Schulte-Körne G; Moll K; Landerl K
[Ad] Endereço:Institute of Psychology, University of Graz, Graz, Austria.
[Ti] Título:Visuo-spatial cueing in children with differential reading and spelling profiles.
[So] Source:PLoS One;12(7):e0180358, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous cueing paradigm in a large sample (N = 191) of third and fourth graders with different reading and spelling profiles (controls, isolated reading deficit, isolated spelling deficit, combined deficit in reading and spelling). Once individual variability in reaction times was taken into account by means of z-transformation, a cueing deficit (i.e. no significant difference between valid and invalid trials) was found for children with combined deficits in reading and spelling. However, poor readers without spelling problems showed a cueing effect comparable to controls, but exhibited a particularly strong right-over-left advantage (position effect). Isolated poor spellers showed a significant cueing effect, but no position effect. While we replicated earlier findings of a reduced cueing effect among poor nonword readers (indicating deficits in sublexical processing), we also found a reduced cueing effect among children with particularly poor orthographic spelling (indicating deficits in lexical processing). Thus, earlier claims of a specific association with nonword reading could not be confirmed. Controlling for ADHD-symptoms reported in a parental questionnaire did not impact on the statistical analysis, indicating that cueing deficits are not caused by more general attentional limitations. Between 31 and 48% of participants in the three reading and/or spelling deficit groups as well as 32% of the control group showed reduced spatial cueing. These findings indicate a significant, but moderate association between certain aspects of visuo-spatial attention and subcomponents of written language processing, the causal status of which is yet unclear.
[Mh] Termos MeSH primário: Sinais (Psicologia)
Dislexia/psicologia
Leitura
Percepção Espacial/fisiologia
Percepção Visual/fisiologia
[Mh] Termos MeSH secundário: Atenção/fisiologia
Criança
Dislexia/fisiopatologia
Feminino
Seres Humanos
Linguagem
Masculino
Fonética
Tempo de Reação/fisiologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170927
[Lr] Data última revisão:
170927
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170708
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0180358


  7 / 6761 MEDLINE  
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[PMID]:28624595
[Au] Autor:Gabay Y; Dundas E; Plaut D; Behrmann M
[Ad] Endereço:Department of Psychology, Center for the Neural Basis of Cognition, Carnegie Mellon University, Pittsburgh, PA, USA. Electronic address: ygabay@edu.haifa.co.il.
[Ti] Título:Atypical perceptual processing of faces in developmental dyslexia.
[So] Source:Brain Lang;173:41-51, 2017 Oct.
[Is] ISSN:1090-2155
[Cp] País de publicação:Netherlands
[La] Idioma:eng
[Ab] Resumo:Developmental Dyslexia (DD) is often attributed to phonological processing deficits. Recent evidence, however, indicates the need for a more general explanatory framework to account for DD's range of deficits. The current study examined the specificity versus domain generality of DD by comparing the recognition and discrimination of three visual categories (faces and words with cars as control stimuli) in typical and dyslexic readers. Relative to controls, not only did dyslexic individuals perform more poorly on word recognition, but they also matched faces more slowly, especially when the faces differed in viewpoint, and discriminated between similar faces (but not cars) more poorly. Additionally, dyslexics showed reduced hemispheric lateralization for words and faces. These results reveal that DD affects both word and face, but not car, processing, implicating a partial domain general basis of DD. We offer a theoretical proposal to account for the multifaceted findings and suggestions for further, longitudinal studies.
[Mh] Termos MeSH primário: Dislexia/fisiopatologia
Reconhecimento Facial
Percepção Visual
[Mh] Termos MeSH secundário: Adulto
Automóveis
Estudos de Casos e Controles
Feminino
Lateralidade Funcional
Seres Humanos
Linguagem
Masculino
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171106
[Lr] Data última revisão:
171106
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170619
[St] Status:MEDLINE


  8 / 6761 MEDLINE  
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[PMID]:28542319
[Au] Autor:Marchand-Krynski MÈ; Morin-Moncet O; Bélanger AM; Beauchamp MH; Leonard G
[Ad] Endereço:Research center in neuropsychology and cognition (CERNEC), Université de Montréal, Montréal, Québec, Canada.
[Ti] Título:Shared and differentiated motor skill impairments in children with dyslexia and/or attention deficit disorder: From simple to complex sequential coordination.
[So] Source:PLoS One;12(5):e0177490, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Dyslexia and Attention deficit disorder (AD) are prevalent neurodevelopmental conditions in children and adolescents. They have high comorbidity rates and have both been associated with motor difficulties. Little is known, however, about what is shared or differentiated in dyslexia and AD in terms of motor abilities. Even when motor skill problems are identified, few studies have used the same measurement tools, resulting in inconstant findings. The present study assessed increasingly complex gross motor skills in children and adolescents with dyslexia, AD, and with both Dyslexia and AD. Our results suggest normal performance on simple motor-speed tests, whereas all three groups share a common impairment on unimanual and bimanual sequential motor tasks. Children in these groups generally improve with practice to the same level as normal subjects, though they make more errors. In addition, children with AD are the most impaired on complex bimanual out-of-phase movements and with manual dexterity. These latter findings are examined in light of the Multiple Deficit Model.
[Mh] Termos MeSH primário: Transtorno do Deficit de Atenção com Hiperatividade/fisiopatologia
Dislexia/fisiopatologia
Destreza Motora
[Mh] Termos MeSH secundário: Adolescente
Transtorno do Deficit de Atenção com Hiperatividade/complicações
Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico
Estudos de Casos e Controles
Criança
Diagnóstico Diferencial
Dislexia/complicações
Dislexia/diagnóstico
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170919
[Lr] Data última revisão:
170919
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170526
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0177490


  9 / 6761 MEDLINE  
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[PMID]:28478243
[Au] Autor:Satow T; Suzuki M; Komuro T; Ogawa M; Kobayashi A; Nishida S
[Ad] Endereço:Department of Neurosurgery, Nagahama City Hospital, Nagahama, Japan. Electronic address: satowtake@gmail.com.
[Ti] Título:Spontaneous Resolution of Cerebral Pial Arteriovenous Fistula After Angiography: Report of Two Cases.
[So] Source:World Neurosurg;103:954.e5-954.e10, 2017 Jul.
[Is] ISSN:1878-8769
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Cerebral pial arteriovenous fistula (AVF) is a rare disorder, and its natural course is uncertain. The present article reports 2 rare cases of pial AVF that underwent spontaneous cure after diagnostic cerebral angiogram. CASE DESCRIPTIONS: A 73-year-old man presented with generalized seizure and reported severe but intermittent headache in the right temporo-occipital area. Single-photon emission computed tomography (SPECT) showed hyperperfusion in that area. The main finding of a cerebral angiogram was an arteriovenous shunt at the cortical surface of the right temporal area. Soon after this diagnostic angiogram, the symptoms vanished. A further cerebral angiogram showed the disappearance of this pial AVF, and a SPECT study showed resolution of the hyperperfusion of the affected area. A 69-year-old man, with a history of intracerebral hemorrhage on the left parietal area 3 years earlier, presented with speech disturbance and headache on his left side. SPECT showed hyperperfusion in the left temporoparietal area. A cerebral angiogram showed an arteriovenous shunt at the surface of the left parietal area. During the same cerebral angiogram session, the pial AVF disappeared after the third injection of a contrast medium with magnification. Two days after the cerebral angiogram, the patient's headache disappeared and speech disturbance gradually improved. SPECT also showed disappearance of the hyperperfusion. CONCLUSIONS: It is possible that pial AVF is a cause of headache and neurologic symptoms in association with focal hyperperfusion. Diagnostic cerebral angiography should be performed to make a definite diagnosis; after this, pial AVF sometimes disappears.
[Mh] Termos MeSH primário: Fístula Arteriovenosa/diagnóstico por imagem
Encéfalo/diagnóstico por imagem
Malformações Arteriovenosas Intracranianas/diagnóstico por imagem
Pia-Máter/irrigação sanguínea
[Mh] Termos MeSH secundário: Idoso
Afasia/etiologia
Fístula Arteriovenosa/complicações
Angiografia Cerebral
Dislexia/etiologia
Cefaleia/etiologia
Seres Humanos
Malformações Arteriovenosas Intracranianas/complicações
Masculino
Remissão Espontânea
Convulsões/etiologia
Tomografia Computadorizada de Emissão de Fóton Único
[Pt] Tipo de publicação:CASE REPORTS; JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170925
[Lr] Data última revisão:
170925
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170508
[St] Status:MEDLINE


  10 / 6761 MEDLINE  
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[PMID]:28424400
[Au] Autor:Sakurai Y
[Ad] Endereço:Department of Neurology, Mitsui Memorial Hospital.
[Ti] Título:[Brodmann Areas 39 and 40: Human Parietal Association Area and Higher Cortical Function].
[So] Source:Brain Nerve;69(4):461-469, 2017 Apr.
[Is] ISSN:1881-6096
[Cp] País de publicação:Japan
[La] Idioma:jpn
[Ab] Resumo:The anatomy and function of the angular gyrus (Brodmann Area 39) and supramarginal gyrus (Brodmann Area 40) are described here. Both gyri constitute the inferior part of the parietal lobe. Association fibers from the angular gyrus project to the dorsolateral prefrontal cortex via the superior longitudinal fasciculus (SLF) II/arcuate fasciculus (AF), whereas those from the supramarginal gyrus project to the ventrolateral prefrontal cortex via SLF III/AF. Damage to the left angular gyrus causes kanji agraphia (lexical agraphia) and mild anomia, whereas damage to the left supramarginal gyrus causes kana alexia (phonological dyslexia) and kana agraphia (phonological agraphia). Damage to either gyrus causes Gerstmann's syndrome (finger agnosia, left-right disorientation, agraphia and acalculia) and verbal short-term memory impairment. "Angular alexia with agraphia" results from damage to the middle occipital gyrus posterior to the angular gyrus. Alexia and agraphia, with lesions in the angular or supramarginal gyrus, are characterized by kana transposition errors in reading words, which suggests the impairment of sequential phonological processing.
[Mh] Termos MeSH primário: Córtex Cerebral/fisiologia
Lobo Parietal/fisiologia
[Mh] Termos MeSH secundário: Animais
Mapeamento Encefálico
Córtex Cerebral/anatomia & histologia
Dislexia/fisiopatologia
Seres Humanos
Lobo Parietal/anatomia & histologia
Distúrbios da Fala/fisiopatologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1706
[Cu] Atualização por classe:170619
[Lr] Data última revisão:
170619
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170421
[St] Status:MEDLINE
[do] DOI:10.11477/mf.1416200765



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