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Objetivo: Identificar os principais impactos da desinformação, considerando as formas pelas quais os indivíduos podem ser direta ou indiretamente afetados, tendo em vista os diferentes graus de difusão das notícias falsas e os seus desdobramentos nos cenários reais e virtuais. Método: Revisão Integrativa de Literatura desenvolvida em seis etapas: elaboração do tema da pesquisa; estabelecimento de critérios de inclusão e exclusão; definições ou coleta de dados acerca da busca da literatura; avaliação dos estudos; análise e interpretação dos estudos obtidos; e apresentação dos resultados. MEDLINE, LILACS e PubMed foram as bases de dados utilizadas. Resultados: A partir da análise dos dados de 35 artigos, obtiveram-se quatro temáticas: informação veiculada sobre a COVID-19 nos meios digitais; infodemia e os seus desdobramentos; papel dos profissionais de saúde no combate à desinformação; e o (des)controle das fake news. Conclusões: Esta revisão de literatura reúne estudos de autores de diferentes nacionalidades que demonstram a fragilidade do ambiente virtual em relação à divulgação de informações. A propagação ascendente das fake news está provocando importantes interferências na educação em saúde, a qual é considerada um potente instrumento de ação para o controle adequado da pandemia.

This study showed the effectiveness of biomedical interventions in obesity, diabetes and hypertension (NCDs), but innovative and intersectoral elements in the fight against obesity, type 2 diabetes and hypertension were rare. Background: Is it possible to find effective and innovative actions to promote health and prevent NCDs in Brazilian municipalities? Can they be replicated? Objective: Our objectives were to identify innovative and effective intersectoral actions for promoting and preventing NCDs in Brazilian municipalities. Methods: This is a systematic review in an exploratory theoretical essay with a qualitative and quantitative approach. It is descriptive and analytical in terms of reporting findings and results. Inclusion and exclusion criteria favored health promotion work. Bias risk assessments was performed using the Cochrane GRADE and bias risk, with meta-analyses using RevMan and Iramuteq. Results: Meta-analysis of biometric markers resulted in −4.46 [95% IC; −5.42, −3.49], p = 0.00001, indicating a reduction in NCD risk rates. The textual meta-analysis revealed P(r) ≈ 83% (Reinert), meaning low connectivity between the ‘halos’. Conclusions: There is evidence of the effectiveness in interventions, but innovative and intersectoral elements to combat and prevent NCDs were barely seen. While evidence of intervention effectiveness was observed, innovative and intersectoral elements to combat and prevent NCDs were barely noticed.

Introduction: The National Curricular Guidelines (NCG) for medical school bring the teaching of Humanities, among them Literature, as a way to overcome the biomedical model. Literature can strengthen compassion directed to the ‘other’. It starts with a curriculum organized by active teaching-learning methodologies. Objective: This study aims to understand the experiences of students from a Medical School in the interior of São Paulo who had contact with literary texts in the beginning of medical school, creating a representative model based on the experience. Method: This is a qualitative research guided by the Grounded Theory. The data collection was carried out through semi-structured interviews with undergraduate students who were randomly chosen from all years of the Medical School. The only inclusion criteria was the participation in groups coordinated by a teacher who had used literature as a teaching strategy. Twelve interviews were carried out, transcribed and codified. The sampling was performed by theoretical saturation. Results: The created categories were: 1. “Identifying the importance of the literature and Arts in Medical School, seeking a rupture from the biomedical model, while improving empathy and the humanization of care”; 2. “Reflecting on the use of artistic tools to learn practical contents in Medicine and to provide psychosocial knowledge”; 3. “Proposing a possible curricular systematization, considering active methodologies and other artistic forms”; 4. “Recalling the tales that are more often associated to the student’s personal interest, which can promote the integration with all the acquired knowledge”. Based on these categories, it was possible to create the representative model of the experience that relays the students’ satisfaction with literature in medical education, enhancing the humanization of care; however, there is a need for curriculum homogenization, aiming at organizing the activity and the learning opportunity for others students. Conclusion: The model comprises the idea that literature enhances the humanization of care and is able to establish a rupture from the biomedical model. The study potential lies in proposing strategies to the community and academic management, aiming to strengthen humanization in curricular perspective of medical training. Resumo: Introdução: As Diretrizes Curriculares Nacionais (DCN) de 2014 para o curso de Medicina trazem o ensino das humanidades, entre elas a literatura, como forma de superar o modelo biomédico. A literatura pode fortalecer a compaixão, com o olhar para a alteridade. Parte-se de um currículo organizado por metodologias ativas de ensino-aprendizagem. Objetivo: Este estudo teve como objetivo compreender as experiências dos estudantes de uma faculdade do interior paulista que tiveram contato com textos literários no início da graduação, elaborando um modelo representativo da experiência. Método: Trata-se de pesquisa qualitativa, orientada pela Teoria Fundamentada nos Dados (TFD). A coleta de dados foi realizada por meio de entrevistas semi-estruturadas, com estudantes, sorteados, de todas as séries do curso de Medicina, tendo como critério para inclusão a participação em grupos conduzidos por professora que fez uso de literatura como estratégia educacional. Houve realização de 12 entrevistas, transcritas e codificadas. A amostragem se deu por saturação teórica. Resultados: Foram geradas as seguintes categorias: 1. “Importância da literatura e das artes em geral na formação médica, visando ao rompimento do modelo biomédico e à potencialização tanto da empatia quanto da humanização do cuidado na relação médico-paciente”; 2. “Refletindo sobre o uso de ferramentas artísticas para o aprendizado de conteúdos técnicos/práticos da medicina, assim como para proporcionar a mudança de habilidades e conhecimentos psicossociais”; 3. “Refletindo acerca de uma possível sistematização curricular considerando as metodologias ativas e outras formas artísticas, e comparando grupos/séries da graduação que tiveram ou não contato com essas ferramentas”; 4. “Possibilitando a lembrança dos contos ou das discussões fomentados nos primeiros anos da graduação, associando ao interesse pessoal do estudante pela atividade e promovendo a integração dos conhecimentos adquiridos na prática médica”. A partir das categorias, foi possível elaborar o modelo representativo da experiência que remete à satisfação dos estudantes com a literatura na formação médica, potencializando a humanização do cuidado, porém sinaliza-se a necessidade de homogeneização curricular para organização da atividade e oportunidade da aprendizagem para outros estudantes. Conclusões: O modelo compreende a noção de que a literatura potencializa a humanização da atenção e é capaz de romper com o modelo biomédico. A potencialidade do estudo tem seu alcance na proposição de estratégias à comunidade e gestão acadêmica, para fortalecimento da humanização na perspectiva curricular da formação médica.

Introduction: The National Curricular Guidelines (NCG) for medical school bring the teaching of Humanities, among them Literature, as a way to overcome the biomedical model. Literature can strengthen compassion directed to the ‘other’. It starts with a curriculum organized by active teaching-learning methodologies. Objective: This study aims to understand the experiences of students from a Medical School in the interior of São Paulo who had contact with literary texts in the beginning of medical school, creating a representative model based on the experience. Method: This is a qualitative research guided by the Grounded Theory. The data collection was carried out through semi-structured interviews with undergraduate students who were randomly chosen from all years of the Medical School. The only inclusion criteria was the participation in groups coordinated by a teacher who had used literature as a teaching strategy. Twelve interviews were carried out, transcribed and codified. The sampling was performed by theoretical saturation. Results: The created categories were: 1. “Identifying the importance of the literature and Arts in Medical School, seeking a rupture from the biomedical model, while improving empathy and the humanization of care”; 2. “Reflecting on the use of artistic tools to learn practical contents in Medicine and to provide psychosocial knowledge”; 3. “Proposing a possible curricular systematization, considering active methodologies and other artistic forms”; 4. “Recalling the tales that are more often associated to the student’s personal interest, which can promote the integration with all the acquired knowledge”. Based on these categories, it was possible to create the representative model of the experience that relays the students’ satisfaction with literature in medical education, enhancing the humanization of care; however, there is a need for curriculum homogenization, aiming at organizing the activity and the learning opportunity for others students. Conclusion: The model comprises the idea that literature enhances the humanization of care and is able to establish a rupture from the biomedical model. The study potential lies in proposing strategies to the community and academic management, aiming to strengthen humanization in curricular perspective of medical training.

Introduction: The 2001 National Curriculum Guidelines value the biopsychosocial aspects of the health-disease process and student accountability through training and active performance in health services. This study was carried out at a college in the countryside of the state of São Paulo, which has the concept of health needs as a theoretical guide. To understand the experience of medical and nursing students in relation to the concept and operationalization of the integrated curriculum. Theoretical-practical developing of the relationship between students and other health actors was carried out to identify reasons for the divergence in the understanding of the theoretical framework between them, providing subsidies to identify these inequalities in the context of teaching. Methods: 33 students from the aforementioned courses were interviewed. The study was performed using the methodological framework of Grounded Theory and theoretical context of health needs. The semi-directed interviews were recorded, transcribed in full and coded line by line, according to the microanalysis process. The codes were grouped into elements, subsidies for the creation of categories. Results: There were five emerging categories: (1) “Understanding that there are differences in approach between the groups of the Systematized Educational and Professional Practice Units and between the educational units, with difficulties for effective theoretical-practical articulation”; (2) “Identifying that there is a discrepancy in learning and experiences of the concepts of health needs among students”; (3) “Understanding that the apprehension of health needs is more effective when theory is associated with practice and vice versa”; (4) “Assimilating that the concept of health needs is related to the extension of the integrality of care focus” and (5) “Recognizing the link as essential in the school years and teaching-learning scenarios to identify health needs and practical care success”. These constitute the theoretical model: “According to the student’s perspective, the apprehension and understanding of health needs depend on the theoretical-practical articulation in the different groups of students and teaching-learning scenarios, having as essential elements the link and the integrality of care”. Final considerations: For the effective apprehension of students’ health needs, discontinuity of learning and discrepancies in how it is conducted must be avoided, a process that depends on links and comprehensive care in order to be viable. Resumo: Introdução: As Diretrizes Curriculares Nacionais de 2001 valorizam aspectos biopsicossociais do processo saúde-doença e responsabilização dos estudantes por meio de atuação formativa e ativa nos serviços de saúde. Conduziu-se este estudo em uma faculdade do interior paulista que tem o conceito de necessidades de saúde como norteador teórico. O objetivo deste estudo foi compreender a experiência de estudantes de Medicina e Enfermagem em relação ao conceito e à operacionalização do currículo integrado. Realizou-se aprofundamento teórico-prático sobre a relação de discentes com os demais atores em saúde para identificar razões da divergência do entendimento do referencial teórico entre eles, propiciando subsídios para identificar essas disparidades no contexto do ensino. Método: Entrevistaram-se 33 estudantes dos cursos supracitados. O estudo foi elaborado por meio dos referenciais metodológico da Teoria Fundamentada nos Dados e teórico de necessidades de saúde. As entrevistas semidirigidas foram gravadas, completamente transcritas e codificadas linha a linha, segundo o processo de microanálise. Os códigos foram agrupados em elementos, subsídios para formação das categorias. Resultados: Obtiveram-se cinco categorias emergentes: 1. “Percebendo que há diferenças de abordagem entre os grupos das Unidades Educacional Sistematizada e de Prática Profissional e entre as unidades educacionais, com dificuldades para efetiva articulação teórico-prática”; 2. “Identificando que há discrepância de aprendizagem e vivências dos conceitos de necessidades de saúde entre os estudantes”; 3. “Entendendo que a apreensão das necessidades de saúde é mais efetiva quando se associa a teoria à prática e vice-versa”; 4. “Assimilando que o conceito de necessidades de saúde diz respeito à ampliação do foco da integralidade do cuidado”; e 5. “Reconhecendo o vínculo como essencial nas séries e nos cenários de ensino-aprendizagem para a identificação das necessidades de saúde e um sucesso prático do cuidado”. Essas categorias constituem o modelo teórico: “Segundo a perspectiva discente, a apreensão e a compreensão de necessidades de saúde são dependentes da articulação teórico-prática nos diferentes grupos de estudantes e cenários de ensino-aprendizagem, tendo como elementos essenciais o vínculo e a integralidade do cuidado”. Conclusões: Para a efetiva apreensão de necessidades de saúde dos discentes, devem-se evitar descontinuidade do aprendizado e discrepâncias em como é conduzido, processo que depende de vínculos e do cuidado integral para ser viável.

Introduction: The 2001 National Curriculum Guidelines value the biopsychosocial aspects of the health-disease process and student accountability through training and active performance in health services. This study was carried out at a college in the countryside of the state of São Paulo, which has the concept of health needs as a theoretical guide. To understand the experience of medical and nursing students in relation to the concept and operationalization of the integrated curriculum. Theoretical-practical developing of the relationship between students and other health actors was carried out to identify reasons for the divergence in the understanding of the theoretical framework between them, providing subsidies to identify these inequalities in the context of teaching. Methods: 33 students from the aforementioned courses were interviewed. The study was performed using the methodological framework of Grounded Theory and theoretical context of health needs. The semi-directed interviews were recorded, transcribed in full and coded line by line, according to the microanalysis process. The codes were grouped into elements, subsidies for the creation of categories. Results: There were five emerging categories: (1) “Understanding that there are differences in approach between the groups of the Systematized Educational and Professional Practice Units and between the educational units, with difficulties for effective theoretical-practical articulation”; (2) “Identifying that there is a discrepancy in learning and experiences of the concepts of health needs among students”; (3) “Understanding that the apprehension of health needs is more effective when theory is associated with practice and vice versa”; (4) “Assimilating that the concept of health needs is related to the extension of the integrality of care focus” and (5) “Recognizing the link as essential in the school years and teaching-learning scenarios to identify health needs and practical care success”. These constitute the theoretical model: “According to the student’s perspective, the apprehension and understanding of health needs depend on the theoretical-practical articulation in the different groups of students and teaching-learning scenarios, having as essential elements the link and the integrality of care”. Final considerations: For the effective apprehension of students’ health needs, discontinuity of learning and discrepancies in how it is conducted must be avoided, a process that depends on links and comprehensive care in order to be viable.

Os Determinantes Sociais da Saúde (DSS) constituem hoje importante objeto de estudo no campo da Saúde Coletiva, pois a compreensão dos mesmos possibilita ações de cuidado e de resposta às necessidades de saúde nos âmbitos de promoção, prevenção, tratamento e recuperação da saúde, além de auxiliar na diminuição das vulnerabilidades, das iniquidades em saúde e concorrer para a promoção da justiça social. O objetivo deste estudo foi identificar quais aspectos dos DSS são reconhecidos pelos profissionais de atenção básica do município de Marília no cotidiano do trabalho em saúde, bem como são apreendidos e manejados como necessidades na produção de cuidados em saúde. Esta pesquisa é de natureza qualitativa, utilizando como método entrevistas semi-estruturadas e observações participantes de tipo etnográfico. Foram entrevistadas cinco profissionais de saúde de uma Unidade Básica de Saúde (UBS) e cinco profissionais de uma unidade de ESF (Estratégia Saúde da Família). Foi realizado tratamento interpretativo-compreensivo do material de campo, baseado nas categorias do modelo de DSS de Dahlgren e Whitehead (1991), no conceito de Cuidado em saúde de Ayres (2009) e no quadro das necessidades de saúde de Schraiber e Mendes Gonçalves (2000) e Cecílio (2001). Para apresentação dos resultados foram agrupados quatro eixos temáticos: 1) Condições de vida e trabalho; 2) O estilo de vida dos indivíduos; 3) Redes sociais e comunitárias e 4) Condições socioeconômicas, culturais e ambientais gerais. A interpretação dos resultados levou às seguintes conclusões principais: a necessidade da abordagem dos DSS na formação dos profissionais de saúde e, também, incentivo às atividades de educação permanente, reuniões com a comunidade, ações intersetoriais e políticas públicas com essa finalidade; o trabalho em equipe favorece intervenções de saúde mais atentas aos DSS; ações integrais de cuidado em saúde, tais como, o acolhimento, a escuta ampliada dos sujeitos, que proporcionará uma comunicação mais efetiva com o outro, o respeito à autonomia e a formação de vínculos, expandem as possibilidades de efetivos cuidados e resposta às necessidades de saúde, contribuindo para um cuidado em saúde mais humanizado, integral e equitativo Social Determinants of Health (SDH) are nowadays an important object of study in the field of Public Health. On understanding them will allow actions of care and response to health needs in the promotion, prevention, treatment and health recovery; besides helping to reduce vulnerabilities, health inequities and contribute to the promotion of social justice. Firstly, the purpose of the study was to identify which aspects of SDH are recognized for the Primary Care Professionals in the Municipal district of Marilia; as well as they are perceived and managed to promote health. Secondly, this research selected a qualitative method, which the interview guide used was semi-structured and ethnographic observations of the participants. Thirdly, five women professionals, public health authorities, were interviewed in a Basic Health Unit (BHU) and five more public health authorities of a FHS (Family Health Strategy). Fourthly, a treatment was performed in an interpretive understanding way to the field material, based on the categories of SDH pattern by Dahlgren and Whitehead (1991), the concept of health care by Ayres (2009) and in the context of the health needs by Schraiber and by Mendes Gonçalves (2000) and by Cecilio (2001). In order to present the results were grouped four themes: 1) Conditions of life and work, 2) The lifestyle of individuals, 3) Social Networking and Community 4) Socioeconomic, cultural and environmental on the whole. Finally, the interpretation of such results led to the following main conclusions: the need for SDH approach in the training of health professionals and also stimulate the activities of Continuing Education, attending meetings with the community, intersectoral action and public policies for this purpose; teamwork promotes health interventions more responsive to SDH; full shares of health care, such as hospitality, extended listening of the individuals that will provide more effective communication with others, respect for autonomy and the formation of bonds expands the possibilities for effective care and health needs, helping with a health care more humane, comprehensive and equitable