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  1 / 18041 MEDLINE  
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[PMID]:28471340
[Au] Autor:Sanberk I; Emen M; Kabakçi D
[Ad] Endereço:a Department of Counseling Psychology , Cukurova University , Adana , Turkey.
[Ti] Título:An Investigation of Socially Advantaged and Disadvantaged Turkish Mothers' Views About Training on Preventing Children From Sexual Abuse.
[So] Source:J Child Sex Abus;26(3):288-307, 2017 Apr.
[Is] ISSN:1547-0679
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This study aims to investigate the views of socially advantaged (N = 8) and disadvantaged mothers (N = 8) whose children are aged between 48 and 66 months old about the issue of sexual abuse before and after the training provided to them. The views of mothers in both groups were investigated before and after the 5-week experience-based training about my body belongs to me, knowing and expressing feelings, good and bad touch, good and bad secrets, knowing how to say no, and help resources. The data were analyzed using content analysis methods. The study showed that the mothers have inaccurate or insufficient information and approaches about preventing sexual abuse. However, short-term training provided to the mothers changed their views, and the mothers in the disadvantaged group gained more awareness. The mothers in both groups stated that sexual abuse prevention trainings should be disseminated in preschool institutions.
[Mh] Termos MeSH primário: Atitude Frente à Saúde
Abuso Sexual na Infância/prevenção & controle
Mães/psicologia
[Mh] Termos MeSH secundário: Adulto
Abuso Sexual na Infância/psicologia
Pré-Escolar
Educação
Feminino
Seres Humanos
Masculino
Fatores Socioeconômicos
Turquia
Populações Vulneráveis/psicologia
Populações Vulneráveis/estatística & dados numéricos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180307
[Lr] Data última revisão:
180307
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.1080/10538712.2017.1292338


  2 / 18041 MEDLINE  
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[PMID]:29208257
[Au] Autor:Wong JG; Son D; Miura W
[Ad] Endereço:Penn State College of Medicine, University Park Regional Campus, State College, Pennsylvania. Electronic address: jwong2@hmc.psu.edu.
[Ti] Título:Cross-Cultural Interprofessional Faculty Development in Japan: Results of an Integrated Workshop for Clinical Teachers.
[So] Source:Am J Med Sci;354(6):597-602, 2017 12.
[Is] ISSN:1538-2990
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Faculty development programs, studied both home and abroad, have been shown to be helpful for enhancing the scholarly and academic work of nonacademic clinicians. Interprofessional education and faculty development efforts have been less well studied. This project investigated the effect of a well-studied faculty development program applied in an interprofessional fashion across health profession educators in medicine and nursing. METHODS: A faculty cohort of nurse and physician educators at The University of Tokyo underwent training in the Stanford Faculty Development Center (SFDC) model of clinical teaching through a sequence of 7 workshops. The workshops were performed in English with all materials translated into Japanese. A validated, retrospective pretest and posttest instrument was used to measure study outcomes on global assessment of teaching abilities and specific teaching behaviors (STBs) at 1 and 12 months after intervention. Successful completion of Commitment to Change statements were also assessed at 12 months. RESULTS: In total, 19 faculty participants completed the study. All participants found the workshops valuable. For global assessment, significant improvement in self-reported teaching abilities was seen comparing the mean pretest scores of 27.26 (maximum score = 55, standard deviation [SD] = 8.61) with mean scores at both 1 month (36.81, SD = 7.48, P < 0.001) and at 1 year (34.67, SD = 7.32, P < 0.001). For STBs, significant improvement was also seen comparing the mean group pretest score of 82.11 (maximum score = 145, SD = 15.72), to the posttest mean score of 111.11 (SD = 14.48, P < 0.001) and the 1-year mean score of 103.76 (SD = 12.87, P < 0.001). In total, 27/42 Commitment to Change statements were successfully completed at 1 year. CONCLUSIONS: Faculty development for improving clinical teaching can be performed across the cultures of medicine and nursing, as well as across the cultures of the United States and Japan.
[Mh] Termos MeSH primário: Competência Cultural/educação
Educação/métodos
Docentes de Medicina/educação
Docentes de Enfermagem/educação
[Mh] Termos MeSH secundário: Adulto
Avaliação Educacional
Feminino
Seres Humanos
Relações Interprofissionais
Japão
Masculino
Ensino
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1712
[Cu] Atualização por classe:180223
[Lr] Data última revisão:
180223
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171207
[St] Status:MEDLINE


  3 / 18041 MEDLINE  
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[PMID]:29351305
[Au] Autor:Islam KMM; Asadullah MN
[Ad] Endereço:Faculty of Economics and Administration, University of Malaya, Kuala Lumpur, Malaysia.
[Ti] Título:Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani and Bangladeshi school textbooks.
[So] Source:PLoS One;13(1):e0190807, 2018.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Using government secondary school English language textbooks from Malaysia, Indonesia, Pakistan and Bangladesh, we conducted a quantitative content analysis in order to identify gender stereotypes in school education. In total, 21 categories of exclusion and quality of representation were used to study gender stereotypes. Our analysis confirms a pro-male bias in textbooks: the aggregate female share is 40.4% in textual and pictorial indicators combined. Female occupations are mostly traditional and less prestigious while the characters are predominantly introverted and passive in terms of personality traits. Women are also shown to be mostly involved in domestic and in-door activities while men have a higher presence in professional roles. Systematic underrepresentation of females is evident regardless of whether we look at the text or pictures. A cross-country analysis shows that the female share in picture content is only 35.2% in Malaysia and Bangladesh. Overall, the proportion of female to male characters (text and pictures combined) is balanced in Malaysia and Indonesia (44.4% and 44.1% respectively) while this share is only 24.4% and 37.3% in Pakistani and Bangladeshi textbooks respectively. The finding of underrepresentation of women in Pakistani textbooks, in terms of quality and quantity, is robust to the selection of province-, grade- and subject-specific textbooks, as well as the range and type of categories used.
[Mh] Termos MeSH primário: Instituições Acadêmicas
Sexismo
Livros de Texto como Assunto
[Mh] Termos MeSH secundário: Bangladesh
Currículo
Educação
Feminino
Seres Humanos
Indonésia
Islamismo
Malásia
Masculino
Paquistão
Sexismo/estatística & dados numéricos
Mudança Social
Classe Social
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T; REVIEW
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180205
[Lr] Data última revisão:
180205
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180120
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0190807


  4 / 18041 MEDLINE  
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[PMID]:28744605
[Au] Autor:Turkheimer E; Beam CR; Sundet JM; Tambs K
[Ad] Endereço:University of Virginia, Charlottesville, VA, USA. ent3c@virginia.edu.
[Ti] Título:Interaction between Parental Education and Twin Correlations for Cognitive Ability in a Norwegian Conscript Sample.
[So] Source:Behav Genet;47(5):507-515, 2017 Sep.
[Is] ISSN:1573-3297
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:We examine a sample of Norwegian twin conscripts for evidence of an interaction between parental education and the heritability of general cognitive ability (GA). Ability scores were obtained on 1706 pairs of twins who were conscripted into the Norwegian Armed Forces between 1931and 1960. Education scores were available for mothers and fathers; the majority of the parents had less than a high school education. GA scores were heteroscadistic with respect to mid-parent education, with reduced variability at higher levels of education. Both MZ and DZ twin correlations for GA were linearly and negatively related to mid-parent education, DZ twins substantially more so. When the model was extended to an ACE model consisting of standardized positive ACE variance components, the modification appeared to disappear. Further analysis revealed that this occurred because the steep decline of DZ twin correlations with increasing mid-parent education resulted in a violation of the classical twin model for much of the parameter space. Other phenomena that might result in large declines in DZ twin correlations are considered, along with implications for other studies of socioeconomic interactions with the heritability of GA in European samples.
[Mh] Termos MeSH primário: Inteligência/genética
Gêmeos Dizigóticos/genética
Gêmeos Monozigóticos/genética
[Mh] Termos MeSH secundário: Adulto
Cognição/fisiologia
Educação
Feminino
Interação Gene-Ambiente
Seres Humanos
Masculino
Herança Multifatorial/genética
Noruega
Pais/educação
Gêmeos Dizigóticos/psicologia
Gêmeos Monozigóticos/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180205
[Lr] Data última revisão:
180205
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170727
[St] Status:MEDLINE
[do] DOI:10.1007/s10519-017-9857-z


  5 / 18041 MEDLINE  
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[PMID]:29211744
[Au] Autor:Fong EA; Wilhite AW
[Ad] Endereço:Department of Management, University of Alabama in Huntsville, Huntsville, Alabama, United States of America.
[Ti] Título:Authorship and citation manipulation in academic research.
[So] Source:PLoS One;12(12):e0187394, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Some scholars add authors to their research papers or grant proposals even when those individuals contribute nothing to the research effort. Some journal editors coerce authors to add citations that are not pertinent to their work and some authors pad their reference lists with superfluous citations. How prevalent are these types of manipulation, why do scholars stoop to such practices, and who among us is most susceptible to such ethical lapses? This study builds a framework around how intense competition for limited journal space and research funding can encourage manipulation and then uses that framework to develop hypotheses about who manipulates and why they do so. We test those hypotheses using data from over 12,000 responses to a series of surveys sent to more than 110,000 scholars from eighteen different disciplines spread across science, engineering, social science, business, and health care. We find widespread misattribution in publications and in research proposals with significant variation by academic rank, discipline, sex, publication history, co-authors, etc. Even though the majority of scholars disapprove of such tactics, many feel pressured to make such additions while others suggest that it is just the way the game is played. The findings suggest that certain changes in the review process might help to stem this ethical decline, but progress could be slow.
[Mh] Termos MeSH primário: Autoria
Educação
Editoração/estatística & dados numéricos
Pesquisa
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180110
[Lr] Data última revisão:
180110
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171207
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0187394


  6 / 18041 MEDLINE  
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[PMID]:29236411
[Au] Autor:Wallace A; Palmer J
[Ad] Endereço:National Conference of State Legislatures.
[Ti] Título:Boosting Social and Emotional Development In and Out of School.
[So] Source:NCSL Legisbrief;25(41):1-2, 2017 Nov.
[Is] ISSN:1068-2716
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:(1) Illinois' state ESSA plan reflects the state's whole-child approach, adding references to the social, emotional and behavioral needs of students, along with high expectations for student achievement. (2) Massachusetts' state ESSA plan lists supporting socialemotional learning, health and safety as among the state's core educational strategies. (3) South Carolina's ESSA plan develops a framework identifying self-direction, perseverance, global perspective and interpersonal skills to be among the characteristics that every student should have when he or she graduates from high school.
[Mh] Termos MeSH primário: Desenvolvimento Infantil
Educação/legislação & jurisprudência
Ajustamento Emocional
Habilidades Sociais
[Mh] Termos MeSH secundário: Adolescente
Criança
Comportamento Infantil
Pré-Escolar
Currículo
Seres Humanos
Aprendizagem
Instituições Acadêmicas
Governo Estadual
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180105
[Lr] Data última revisão:
180105
[Sb] Subgrupo de revista:T
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


  7 / 18041 MEDLINE  
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[PMID]:29186141
[Au] Autor:Yan E; Williams J; Chen Z
[Ad] Endereço:College of Computing and Informatics, Drexel University, Philadelphia, Pennsylvania, United States of America.
[Ti] Título:Understanding disciplinary vocabularies using a full-text enabled domain-independent term extraction approach.
[So] Source:PLoS One;12(11):e0187762, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Publication metadata help deliver rich analyses of scholarly communication. However, research concepts and ideas are more effectively expressed through unstructured fields such as full texts. Thus, the goals of this paper are to employ a full-text enabled method to extract terms relevant to disciplinary vocabularies, and through them, to understand the relationships between disciplines. This paper uses an efficient, domain-independent term extraction method to extract disciplinary vocabularies from a large multidisciplinary corpus of PLoS ONE publications. It finds a power-law pattern in the frequency distributions of terms present in each discipline, indicating a semantic richness potentially sufficient for further study and advanced analysis. The salient relationships amongst these vocabularies become apparent in application of a principal component analysis. For example, Mathematics and Computer and Information Sciences were found to have similar vocabulary use patterns along with Engineering and Physics; while Chemistry and the Social Sciences were found to exhibit contrasting vocabulary use patterns along with the Earth Sciences and Chemistry. These results have implications to studies of scholarly communication as scholars attempt to identify the epistemological cultures of disciplines, and as a full text-based methodology could lead to machine learning applications in the automated classification of scholarly work according to disciplinary vocabularies.
[Mh] Termos MeSH primário: Educação
Editoração
Vocabulário
[Mh] Termos MeSH secundário: Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171226
[Lr] Data última revisão:
171226
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171130
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0187762


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[PMID]:29194334
[Au] Autor:Zuber CD; Moody L
[Ad] Endereço:Aspen Labs LLC, Denver, Colorado (Dr Zuber); Kaiser Permanente, Oakland, California (Dr Zuber); and School of Art and Design, Coventry University, Coventry, United Kingdom (Drs Zuber and Moody).
[Ti] Título:Creativity and Innovation in Health Care: Tapping Into Organizational Enablers Through Human-Centered Design.
[So] Source:Nurs Adm Q;42(1):62-75, 2018 Jan/Mar.
[Is] ISSN:1550-5103
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:There is an increasing drive in health care for creativity and innovation to tackle key health challenges, improve quality and access, and reduce harm and costs. Human-centered design (HCD) is a potential approach to achieving organizational innovation. However, research suggests the nursing workforce feels unsupported to take the risks needed for innovation, and leaders may not understand the conditions required to fully support them. The aim of this study was to identify enabling conditions that support frontline nurses in their attempts to behave as champions of innovation and change. An HCD workshop was undertaken with 125 nurses employed in clinical practice at Kaiser Permanente. The workshop included empathy mapping and semistructured questions that probed participant experiences with innovation and change. The data were collated and thematic analysis undertaken through a Grounded Theory approach. The data were analyzed to identify key enabling conditions. Seven enablers emerged: personal need for a solution; challenges that have meaningful purpose; clarity of goal and control of resources; active experimentation; experiences indicating progress; positive encouragement and confidence; and provision of psychological safety. These enablers were then translated into pragmatic guidelines for leaders on how the tools of HCD may be leveraged for innovation and change in health care.
[Mh] Termos MeSH primário: Criatividade
Assistência à Saúde/organização & administração
Recursos Humanos de Enfermagem
Inovação Organizacional
[Mh] Termos MeSH secundário: Educação/métodos
Empatia
Teoria Fundamentada
Seres Humanos
Liderança
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171218
[Lr] Data última revisão:
171218
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/NAQ.0000000000000267


  9 / 18041 MEDLINE  
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[PMID]:28891845
[Au] Autor:Atallah SB; DuBose AC; Burke JP; Nassif G; deBeche-Adams T; Frering T; Albert MR; Monson JRT
[Ad] Endereço:Center for Colon and Rectal Surgery, Florida Hospital, Orlando, Florida.
[Ti] Título:Uptake of Transanal Total Mesorectal Excision in North America: Initial Assessment of a Structured Training Program and the Experience of Delegate Surgeons.
[So] Source:Dis Colon Rectum;60(10):1023-1031, 2017 Oct.
[Is] ISSN:1530-0358
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Transanal total mesorectal excision is a new approach to curative-intent rectal cancer surgery. Training and surgeon experience with this approach has not been assessed previously in America. OBJECTIVE: The purpose of this study was to characterize a structured training program and to determine the experience of delegate surgeons. DESIGN: Data were assimilated from an anonymous, online survey delivered to attendees on course completion. Data on surgeon performance during hands-on cadaveric dissection were collected prospectively. SETTINGS: This study was conducted at a single tertiary colorectal surgery referral center, and cadaveric hands-on training was conducted at a specialized surgeon education center. MAIN OUTCOME MEASURES: The main outcome measurement was the use of the course and surgeon experience posttraining. RESULTS: During a 12-month period, eight 2-day transanal total mesorectal excision courses were conducted. Eighty-one colorectal surgeons successfully completed the course. During cadaveric dissection, 71% achieved a complete (Quirke 3) specimen; 26% were near complete (Quirke 2), and 3% were incomplete (Quirke 1). A total of 9.1% demonstrated dissection in the incorrect plane, whereas 4.5% created major injury to the rectum or surrounding structures, excluding the prostate. Thirty eight (46.9%) of 81 surgeon delegates responded to an online survey. Of survey respondents, 94.6% believed training should be required before performing transanal total mesorectal excision. Posttraining, 94.3% of surgeon delegates planned to use transanal total mesorectal excision for distal-third rectal cancers, 74.3% for middle-third cancers, and 8.6% for proximal-third cancers. The most significant complication reported was urethral injury; 5 were reported by the subset of survey respondents who had performed this operation postcourse. LIMITATIONS: The study was limited by inherent reporting bias, including observer and recall biases. CONCLUSIONS: Although this structured training program for transanal total mesorectal excision was found to be useful by the majority of respondents, the risk of iatrogenic injury after training remains high, suggesting that this training pedagogy alone is insufficient. See Video Abstract at http://links.lww.com/DCR/A335.
[Mh] Termos MeSH primário: Canal Anal
Colectomia
Cirurgia Colorretal/educação
Educação
Neoplasias Retais
Cirurgia Endoscópica Transanal
[Mh] Termos MeSH secundário: Canal Anal/patologia
Canal Anal/cirurgia
Biópsia/métodos
Competência Clínica/normas
Colectomia/efeitos adversos
Colectomia/educação
Colectomia/métodos
Cirurgia Colorretal/métodos
Educação/métodos
Educação/normas
Avaliação Educacional/métodos
Florida
Seres Humanos
Melhoria de Qualidade
Neoplasias Retais/patologia
Neoplasias Retais/cirurgia
Desenvolvimento de Pessoal/métodos
Cirurgia Endoscópica Transanal/efeitos adversos
Cirurgia Endoscópica Transanal/educação
Cirurgia Endoscópica Transanal/métodos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:171105
[Lr] Data última revisão:
171105
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170912
[St] Status:MEDLINE
[do] DOI:10.1097/DCR.0000000000000823


  10 / 18041 MEDLINE  
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[PMID]:28863221
[Au] Autor:Murphy HJ; Karpinski AC; Messer A; Gallois J; Mims M; Farge A; Hernandez L; Steinhardt M; Sandlin C
[Ad] Endereço:From the Department of Pediatrics, Louisiana State University Health Science Center, New Orleans.
[Ti] Título:Resident Workshop Standardizes Patient Handoff and Improves Quality, Confidence, and Knowledge.
[So] Source:South Med J;110(9):571-577, 2017 Sep.
[Is] ISSN:1541-8243
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: Residency programs are required to instruct residents in handoff; however, a handoff curriculum endorsed by the Accreditation Council for Graduate Medical Education does not exist. Although curricula are available, we preferred to use a curriculum that could be taught quickly, was easy to implement, and used a mnemonic that resembled current practices at our institution. We designed and implemented a novel handoff educational workshop intended to improve resident confidence and performance. METHODS: In this observational study, pediatric residents across postgraduate training years during winter 2014-spring 2015 participated in two study segments: a handoff workshop with questionnaires and handoff observations. Co-investigators developed and led an interactive workshop for residents that emphasized a standardized approach using the SIGNOUT mnemonic (see text for definition). The effect of workshop participation on handoff abilities was evaluated using a validated, handoff evaluation tool administered before and after the workshop. Qualitative feedback was obtained from residents using pre- and postworkshop surveys. RESULTS: Forty-three residents participated in the workshop; 41 residents completed handoff observations. Improvements were noted in clinical judgment ( = 0.02) and organization/communication ( = 0.005). Pre- and postworkshop surveys demonstrated self-perceived increases in confidence, comfort, and knowledge ( < 0.001). CONCLUSIONS: Improvements in handoffs, particularly in clinical judgment and organization/communication domains, suggest that a more standardized handoff approach is beneficial, especially for postgraduate year 1 residents. The novel, interactive workshop we developed can be taught quickly, is easy to implement, is appropriate for all resident training levels, and improves resident confidence and skill. This workshop can be implemented by training programs across all disciplines, possibly leading to improved patient safety.
[Mh] Termos MeSH primário: Internato e Residência
Transferência da Responsabilidade pelo Paciente
Pediatria/educação
[Mh] Termos MeSH secundário: Acreditação
Competência Clínica
Currículo
Educação
Hospitais Pediátricos
Seres Humanos
Louisiana
Transferência da Responsabilidade pelo Paciente/normas
Qualidade da Assistência à Saúde
[Pt] Tipo de publicação:JOURNAL ARTICLE; OBSERVATIONAL STUDY
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170912
[Lr] Data última revisão:
170912
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170902
[St] Status:MEDLINE
[do] DOI:10.14423/SMJ.0000000000000698



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