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This study evaluated the results recorded at the Central Public Health Laboratory of Santa Catarina state (Brazil) concerning the investigation of Rotavirus (RVA) and Norovirus (NoVs) - genogroups GI and GII. Samples were taken from seawater, river water, estuary water, lagoon water, and treated water samples, from 2018 to 2021. The aim was to correlate them with each other and evaluate their association with the type of water, presence of shellfish farming, population density, and sewage treatment. The most prevalent enteric virus was RVA, followed by NoV GI and NoV GII. There was a strong correlation between the presence/absence of RVA and the presence/absence of at least one NoV genogroup, mainly in samples collected in rivers. No correlation was observed between the presence of any virus and the presence of shellfish farming. When evaluating the binomial sewage treatment vs. population density, the correlation coefficients between population density and the presence of the virus in a sample were higher than the coefficients between the percentage of treated sewage and the presence of the virus. Sources of human-origin pollution impair the quality of treated and surface waters, and therefore the results of this work can help develop viral-monitoring programs in these places.

Is the diagnostic ability of medical students--as appraised by the Diagnostic Thinking Inventory (DTI) --influenced by the learners' characteristics, or the way they acquired basic knowledge? This question was explored in a 4-year consecutive sampling of clinical clerkship students. DTI inventory scores (flexibility in thinking and structure in memory), learners' characteristics (learning style, self-confidence as a learner, and motivation to learn), together with knowledge scores (grade-point) average and problem-solving test) were measured and analysed for their relationships and the differences between groups. Results revealed that higher scores of the DTI measures were associated with students' high self-confidence, high motivation to learn, and abstract learning types. Correlation coefficients showed significant relationships between the DTI scores and both knowledge measures. In addition, t-tests showed that students with an integrated teaching background and problem-based learning (PBL) experience obtained significantly higher scores for structure in memory. The findings suggest that the inventory scores are sensitive to both cognitive and non-cognitive factors. The inventory may be useful detecting subtle influences on diagnostic ability differentiation in medical students.

Does peer-tutoring affect students' educational outcomes in problem-based learning? Students' characteristics and outcomes were compared along 14 successive classes of a problem-based learning course in the University of Brasilia medical programme. In the first stage of this time series, 26 teacher-tutored groups were formed; in the second stage, 50 groups had both teacher- and peer-tutoring. Both groups had equivalent characteristics in stages one and two as regards membership size and composition (students' learning style, self-confidence and motivation to learn). Results showed that scores for problem-solving tests and self-evaluation of skills were not significantly different between first and second stage groups. However, scores of meaningfulness of course experience and group work usefulness were significantly higher in the peer-tutoring stage. Significant positive correlations were found between scores of meaningfulness of course experience and both self-evaluation and group work usefulness but not between the first measure and group size or motivation to learn. The findings suggest that peer-tutoring can facilitate group work without sustained loss of cognitive achievement in long range conditions of problem-based learning experience.

The design and evaluation of a revised course on educational skills for medical students is described. The overall aim of this elective was to help students develop a working concept of their educator role regarding themselves, their peers, and their patients. The programme comprised 15 2-hour weekly meetings consisting of small-group discussion and exercises around issues of self-learning skills, peer teaching, and the process of patient education. Advanced preparation was promoted by readings and special assignments. Self-assessment, peer-assessment, and continuous assessment based on course-work were used to help student learning and to provide a basis for final grading. During a 3-year study period, the Course Valuing Inventory (CVI) and a goal-oriented questionnaire were used for course evaluation. Evaluation done on five consecutive classes showed favourable indices of course attractiveness. It also showed broad progress of most students in the course goals and high positive CVI scores for cognitive, personal and behavioural learnings, in addition to course valuing. Students' perceptions of improvement in self-appraisal, communication skills and personal growth were related findings. Significant, moderate correlations were found between CVI learning scores and both the self-ratings of progress in the course goals and of attitude towards the educator role. Reinforcement of the positive attitude towards this role was a valuable finding related to a lasting effect: a significant increase in the choice of undergraduate preceptorships by the participants when compared to the control sample of students not exposed to this learning experience.