Base de dados : MEDLINE
Pesquisa : I02.358.525 [Categoria DeCS]
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[PMID]:28453417
[Au] Autor:Wu L; Thornton J
[Ad] Endereço:a Medical Sciences Library , Texas A&M University , Kingsville , Texas , USA.
[Ti] Título:Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group.
[So] Source:Med Ref Serv Q;36(2):138-149, 2017 Apr-Jun.
[Is] ISSN:1540-9597
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Embedded librarian models can assume different forms and levels, depending on patron needs and a library's choice of delivery services. An academic health sciences library decided to enhance its service delivery model by integrating a librarian into the College of Pharmacy, approximately 250 miles away from the main library. This article describes the embedded librarian's first-year experience, challenges, and opportunities working as a library faculty in the college. The comparison of one-year recorded statistics on preembedded and postembedded activities demonstrated the effectiveness and impact of such an embedded librarian model.
[Mh] Termos MeSH primário: Bibliotecários
Bibliotecas Médicas
[Mh] Termos MeSH secundário: Educação em Farmácia
Docentes
Seres Humanos
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180302
[Lr] Data última revisão:
180302
[Sb] Subgrupo de revista:H
[Da] Data de entrada para processamento:170429
[St] Status:MEDLINE
[do] DOI:10.1080/02763869.2017.1293978


  2 / 4729 MEDLINE  
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[PMID]:29441932
[Au] Autor:Okuyan B; Sancar M; Ay P; Demirkan K; Apikoglu-Rabus S; Vehbi Izzettin F
[Ti] Título:Translation and psychometric evaluation of the Turkish version of the pharmacy students' perceptions of preparedness to provide pharmaceutical care scale.
[So] Source:Pharmazie;71(10):613-616, 2016 Oct 01.
[Is] ISSN:0031-7144
[Cp] País de publicação:Germany
[La] Idioma:eng
[Ab] Resumo:The aim of the study is to conduct the psychometric evaluation of the Turkish version of the Pharmacy Students' Perceptions of Preparedness to Provide Pharmaceutical Care (PREP) scale. The present study was conducted at three faculties of pharmacy among fifth-year students during a three-month period in 2015. After the translation process, the Turkish version was developed. Psychometric evaluation consisted of the calculation of inter-rater and test-retest reliability and factor analysis. The mean age of 184 students (71.2% of female) was 23.74±1.07. The mean score of the Pharmacy Students' PREP scale was 4.54±1.00 and the Cronbach's alpha was 0.971. Inter-rater and test-retest reliability and factor analysis were also in concordance with the literature. In the present study, the Turkish version of Pharmacy Students' Perceptions of Preparedness to Provide Pharmaceutical Care Scale has been determined to be a reliable and validated tool to assess students' perceptions of preparedness to provide pharmaceutical care.
[Mh] Termos MeSH primário: Educação em Farmácia
Assistência Farmacêutica/normas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Psicometria
Reprodutibilidade dos Testes
Traduções
Turquia
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE; VALIDATION STUDIES
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180215
[St] Status:MEDLINE
[do] DOI:10.1691/ph.2016.6716


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[PMID]:29220335
[Au] Autor:Alfred-Ugbenbo DS; Valiev AH; Zdoryk OA; Georgiyants VA
[Ad] Endereço:National University of Pharmacy, Kharkiv, Ukraine.
[Ti] Título:Features of Pharmaceutical Compounding in the Republic of Tajikistan.
[So] Source:Int J Pharm Compd;21(6):463-467, 2017 Nov-Dec.
[Is] ISSN:1092-4221
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Despite the deep assortment of finished pharmaceutical products and the reduction in the number of compounding and hospital pharmacies in the Republic of Tajikistan, the need for extemporal medicinal products is still preserved and remains relevant. This article discusses the practice of compounding in the Republic of Tajikistan. History, laws, limits, regulatory institutions, protocols for compounding pharmacy set up, challenges, equipment, extemporaneous formulations, quality control, and storage within regulatory framework are discussed.
[Mh] Termos MeSH primário: Composição de Medicamentos
[Mh] Termos MeSH secundário: Educação em Farmácia
Controle de Qualidade
Tadjiquistão
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171209
[St] Status:MEDLINE


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[PMID]:29233291
[Au] Autor:Collins KL; Zweber A; Irwin AN
[Ad] Endereço:Oregon State University College of Pharmacy, 203 Pharmacy Building, Corvallis, OR 97331, United States. Electronic address: karincollins1@gmail.com.
[Ti] Título:Impact of a fictional reading intervention on empathy development in student pharmacists.
[So] Source:Curr Pharm Teach Learn;9(3):498-503, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVE: Determine the impact of a short longitudinal literary fiction intervention on empathy development in student pharmacists as measured by the Jefferson Scale of Empathy - Health Profession Students (JSE-HPS) version. METHODS: Twenty-one student pharmacists were randomized to an intervention consisting of reading short excerpts of literary fiction over eight weeks (n=11) or a control group not participating in the intervention (n=10). Both groups completed the JSE-HPS at baseline and completion of the literary intervention. Categorical data were compared using a chi-square or Fisher's exact test, and continuous data were compared using paired or independent t-tests for within and across group comparisons respectively. RESULTS: JSE-HPS scores increased in the intervention group (112.1±10.7 to 116.1±7.4; p=0.201) while they decreased in the control group (118.7±12.6 to 113.0±15.9; p=0.188). Changes across groups were not statistically significant (p=0.061). CONCLUSIONS: Students randomized to an eight-week literature intervention demonstrated a non-statistically significant increase in empathy as measured by the JSE-HPS questionnaire. Similar increases were not observed in students randomized to a control group. As a result, this intervention may represent a novel way to foster empathy in student pharmacists using an intervention requiring few resources. Further research is needed with larger sample sizes, ideally across multiple institutions, in order to validate the effectiveness of this intervention.
[Mh] Termos MeSH primário: Educação em Farmácia/métodos
Empatia
Leitura
Estudantes de Farmácia/psicologia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Literatura Moderna
Estudos Longitudinais
Masculino
Estudos Prospectivos
Distribuição Aleatória
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:29233290
[Au] Autor:Umland EM; Valenzano J; Brown C; Giordano C
[Ad] Endereço:Associate Dean for Academic Affairs and Professor of Pharmacy, Jefferson College of Pharmacy, Thomas Jefferson University, Philadelphia, PA 19107, United States. Electronic address: elena.umland@jefferson.edu.
[Ti] Título:An evaluation of the opportunities for collaborative practice occurring in and the impact of interprofessional education on advanced pharmacy practice experiences.
[So] Source:Curr Pharm Teach Learn;9(3):491-497, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: To evaluate the impact of interprofessional (IP) education (IPE) programs during the first three years of a four-year doctor of pharmacy program on student preparedness and ability to function as a collaborative team member and to garner student feedback on collaboration experienced during the Advanced Pharmacy Practice Experiences (APPEs). INTERPROFESSIONAL EDUCATION ACTIVITY: Likert scale based statements and open-ended questions were added to the student course evaluations for the APPEs for two graduating classes of students. Quantitative data were analyzed using SPSS (repeated measures ANOVA and MANOVA). Thematic analysis by three reviewers reaching consensus was used to evaluate the qualitative data. Students reported being well prepared for IP collaboration (average ratings ranged from a mean of 3.37-3.46 on a scale of 1-4; 1=not at all prepared and 4=very well prepared). On average, students spent 26-50% of their time working with colleagues from other healthcare professions. In describing their preparedness for IP collaboration, the IP core competency of teams/teamwork was addressed in 50% of the submitted responses. The competencies of values/ethics, roles/responsibilities and IP communication were addressed by 2%, 20% and 28% of the written responses, respectively. DISCUSSION: Required longitudinal IP programs in the first three years of the pharmacy curriculum contribute to the students' perceived preparedness for collaborative practice during their APPEs. Developing practice sites to increase the opportunities for students to practice collaboratively is key. Further education of and emphasis by preceptors relative to the IPE competencies is desired.
[Mh] Termos MeSH primário: Comportamento Cooperativo
Educação em Farmácia/métodos
Comunicação Interdisciplinar
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Processos Grupais
Seres Humanos
Papel Profissional
Avaliação de Programas e Projetos de Saúde
Autoeficácia
Inquéritos e Questionários
Fatores de Tempo
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:29233288
[Au] Autor:Kubli K; McBane S; Hirsch JD; Lorentz S
[Ad] Endereço:University of California, San Diego, Skaggs School of Pharmacy and Pharmaceutical Sciences, La Jolla, CA. Electronic address: kak267@cornell.edu.
[Ti] Título:Student pharmacists' perceptions of immunizations.
[So] Source:Curr Pharm Teach Learn;9(3):479-485, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PURPOSE: The primary aim of this study was to explore changes in knowledge level, perceived importance and apprehension of immunizations by first year pharmacy students pre- vs. post-immunization education and training. EDUCATIONAL ACTIVITY: First year pharmacy students at the University of California San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences (UC San Diego SSPPS) completed a pre- and post-immunization training course questionnaire. Knowledge base and perceived importance level of immunizations including hepatitis B, influenza, measles, mumps, rubella (MMR), varicella, tetanus, diphtheria, pertussis (Tdap), meningococcal and human papilloma virus (HPV) were assessed. In addition, apprehension of needle administration and fears regarding safety and efficacy were evaluated. FINDINGS: Of 120 students, 85 (71%) completed pre- and post-course questionnaires for this study. Mean knowledge test scores increased from 56% pre-course to 83% post-course. Pre-course, 73% of participants considered immunizations as very important in preventing future disease outbreaks. Post-course, this percentage climbed to 94%. Prior to taking the course, 52% of students were apprehensive about administering injections; however, after completing the course this percentage declined to 33%. The majority of students who had been fearful prior to the course retained their fears of receiving needle injections. The proportion of students believing immunizations should be a personal choice, not mandatory, did not significantly change from pre-course (49%) to post-course (44%). SUMMARY: The UC San Diego SSPPS immunization course increased student knowledge of immunization facts and the perceived importance of immunizations. However, a substantial portion of students retained apprehension about administering and receiving needle injections and the proportion believing immunizations should be a personal choice, almost half, did not change appreciably.
[Mh] Termos MeSH primário: Educação em Farmácia
Conhecimentos, Atitudes e Prática em Saúde
Estudantes de Farmácia/psicologia
Vacinação
[Mh] Termos MeSH secundário: Estudos de Avaliação como Assunto
Medo
Feminino
Seres Humanos
Injeções
Masculino
Percepção
Autoeficácia
Inquéritos e Questionários
Vacinas/administração & dosagem
Vacinas/efeitos adversos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Vaccines)
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:29233287
[Au] Autor:Hohmeier KC; Spivey CA; Chisholm-Burns M
[Ad] Endereço:Residency Program Director of PGY1 Community Pharmacy Residency Program, 193 Polk Ave., Suite 2D, Nashville, TN 37210, United States.
[Ti] Título:A community-based partnership collaborative practice agreement project to teach innovation in care delivery.
[So] Source:Curr Pharm Teach Learn;9(3):473-478, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: To explore students' perceptions (self-assessment) of their preparedness to develop collaborative practice agreements (CPAs) before and after delivery of one CPA-focused classroom lectures and 2) a CPA development student project in partnership with a local community-based pharmacy. EDUCATIONAL ACTIVITY AND SETTING: A CPA-focused didactic lecture and subsequent project were given to second-year (P2) pharmacy students enrolled in a community pharmacy elective course at the University of Tennessee College of Pharmacy. Pre- and post-surveys were administered using an online survey platform to assess student perceptions. Responses for each survey question were summarized using frequencies, and chi-square analysis was conducted to assess the association between pre- and post-scores on each question. FINDINGS: Students were significantly more likely to rate themselves as prepared or completely prepared to develop a CPA in a community pharmacy setting (χ =61.21, p<0.01) after the course and project. Students also noted that they felt they were prepared or very prepared to work within a team to develop and implement a CPA in a community pharmacy setting (χ =37.60, p<0.01). SUMMARY: This study demonstrated that a didactic classroom lecture series followed by a student project partnered with a local community pharmacy improved perceived knowledge, preparedness, and ability to implement CPAs in a community pharmacy. Through intentional exposure of students to scope-of-practice expanding opportunities like CPAs, pharmacy educators can potentially accelerate the evolution of community pharmacy practice.
[Mh] Termos MeSH primário: Serviços Comunitários de Farmácia/legislação & jurisprudência
Educação em Farmácia/métodos
Farmacêuticos/legislação & jurisprudência
Médicos/legislação & jurisprudência
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Contratos
Comportamento Cooperativo
Assistência à Saúde
Seres Humanos
Autoeficácia
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:29233285
[Au] Autor:Mead T; Pilla D
[Ad] Endereço:Research Family Medicine Residency Program, 450, Kansas City, MO 64131, USA; University of Missouri-Kansas City School of Pharmacy, St., Kansas City, MO 64108, USA. Electronic address: meadt@umkc.edu.
[Ti] Título:Assessment of clinical and educational interventions that Advanced Pharmacy Practice Experience (APPE) students contributed to a family medicine residency program.
[So] Source:Curr Pharm Teach Learn;9(3):460-467, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: The literature firmly establishes that clinical interventions made by pharmacy students on Advanced Pharmacy Practice Experience (APPE) rotations contribute significantly to cost-savings realized by the hosting practice sites. The Accreditation Council for Pharmacy Education (ACPE) specifies the experiential curricula include opportunities for students to learn about, from, and with other members of the healthcare team through interprofessional education activities. EDUCATIONAL ACTIVITY: This study assesses clinical and educational interventions contributed by APPE students at a family medicine residency program to determine the extent students were engaged in the interprofessional team and physicians' receptiveness to the recommendations. FINDINGS: Student interventions made from January 2009 to September 2012 were recorded in a Microsoft Excel Spreadsheet. Data was evaluated to determine 1) the most common types of clinical and educational interventions, 2) potential associated cost-savings/avoidance, and 3) provider receptiveness to recommendations based upon acceptance rates. A standardized scheme was utilized to assign a cost savings value according to Midwest America Division of Hospital Corporation of America (HCA) clinical savings standards. Pharmacy students contributed 2868 interventions in 3.5 years. A total of 59.2% of interventions were clinical and accounted for an estimated cost savings of $55,892. The remaining 40.8% of interventions were pharmacy care activities, none were associated with a cost savings and three-fourths were considered educational. Intervention acceptance rate was over 80%, showing providers were very receptive to pharmacy students. SUMMARY: This study lends support that APPE students provide substantial clinical and educational contributions to healthcare providers and patients affiliated with family medicine residency programs. Additionally, healthcare providers and patients are very receptive to pharmacy students as members of the interprofessional team.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Estágio Clínico
Redução de Custos
Medicina de Família e Comunidade/educação
Custos de Cuidados de Saúde
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Tratamento Farmacológico/economia
Educação em Farmácia
Seres Humanos
Comunicação Interdisciplinar
Internato e Residência
Equipe de Assistência ao Paciente
Preparações Farmacêuticas/administração & dosagem
Preparações Farmacêuticas/economia
Administração Farmacêutica
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Pharmaceutical Preparations)
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:29233284
[Au] Autor:Ohtani H; Mitsui R; Akiyoshi T; Imaoka A; Abe Y; Kanke M; Nakamura T; Foster P; Mochizuki M
[Ad] Endereço:Keio University Faculty of Pharmacy, 1-5-30, Shibakouen, Minato-ku, Tokyo, Japan. Electronic address: ohtani-tky@umin.net.
[Ti] Título:Development and evaluation of an overseas clinical rotation program for undergraduate pharmacy students in Japan.
[So] Source:Curr Pharm Teach Learn;9(3):452-459, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: Internationalization of pharmacists, as well as pharmacy students, in terms of both the knowledge to care for international patients and to have medical information literacy, is a current concern in Japan. EDUCATIONAL ACTIVITY AND SETTING: Keio University Faculty of Pharmacy has developed an elective course for pharmacy students, based on written agreements with the United States and Thailand that establish a student clinical rotation exchange program. The exchange program lasts for four to six weeks and involves clinical rotations in hospitals abroad during the students' sixth year. Rotations follow a four-week didactic preparatory course. The course objectives are to acquire the knowledge, skills, and attitude needed to function as leading pharmacists with an international perspective. METHODS: We asked students to complete a feedback survey inquiring about the usefulness of preparatory courses, self-evaluation pre- and post-rotation satisfaction with the program, and overall self-assessment. FINDINGS: Twenty-four out of 41, i.e., 58.5% of the students replied with feedback. All respondents replied that the preparatory course was useful. They also replied that, based on their self-evaluation, they were satisfied with their level of English language skill improvement after the rotation. Pharmaceutical knowledge satisfaction, however, was slightly decreased. All respondents replied that this program was of a satisfactory nature, with 71%, 63%, and 92% of the respondents replying that they could acquire the knowledge, skills, and attitude program objectives respectively. SUMMARY: It is possible to successfully develop an overseas clinical rotation program. Students were quite satisfied upon completion and achieved the expected objectives.
[Mh] Termos MeSH primário: Estágio Clínico
Educação em Farmácia
Intercâmbio Educacional Internacional
Desenvolvimento de Programas
Avaliação de Programas e Projetos de Saúde
[Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde
Barreiras de Comunicação
Comportamento do Consumidor
Japão
Linguagem
Estudantes de Farmácia
Inquéritos e Questionários
Tailândia
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:29233283
[Au] Autor:Schellhase E; Caligiuri F; Miller ML
[Ad] Endereço:Purdue University College of Pharmacy, 575 Stadium Mall Drive, West Lafayette, IN 47906, United States.
[Ti] Título:Criteria for evaluating global health partnerships in colleges of pharmacy and health sciences.
[So] Source:Curr Pharm Teach Learn;9(3):441-451, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: The demand for international experiences as part of education and training for healthcare providers continues to increase. As schools/colleges of pharmacy increase training opportunities in global health, there is a demand for a strategic way to evaluate opportunities. Evaluation tools can be utilized to facilitate this type of assessment. EDUCATIONAL ACTIVITY AND SETTING: The purpose of this article is to highlight two different international experiential education site evaluation tools, discuss lessons learned when applying these tools in the field, and outline steps for a college of pharmacy to create their own tool to meet institution specific needs. FINDINGS: The involvement of key stakeholders is important to developing an evaluation tool. Identification and prioritization of key criteria for assessing partnerships is essential. There are many criteria and each institution may consider a unique set of criteria, the most appropriate way to evaluate these, and who should be completing this evaluation. DISCUSSION AND SUMMARY: An evaluation tool may serve as a framework of discussion for new and existing international partnerships. The use of a global partnership evaluation tool allows for a more consistent discussion when deciding if the partnership is appropriate for both parties, helps the involved faculty know what criteria are required to be evaluated and outlines what resources should be considered.
[Mh] Termos MeSH primário: Educação em Farmácia/normas
Intercâmbio Educacional Internacional
Avaliação de Programas e Projetos de Saúde/métodos
Faculdades de Farmácia
[Mh] Termos MeSH secundário: Acreditação
Educação em Farmácia/economia
Educação em Farmácia/legislação & jurisprudência
Saúde Global
Habitação
Seres Humanos
Intercâmbio Educacional Internacional/economia
Preceptoria
Participação dos Interessados
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE



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