ESS3-Livros (ou partes, com ou sem arbitragem científica)
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Livro científico ou capítulo de livro científico ou obra que resulte de investigação
a) livro científico, com arbitragem científica, ou exposição com carácter individual e com comissariado ou direcção de trabalho performativo, com relatório avaliadob) capítulo de livro científico, com arbitragem científica, ou exposição em evento colectivo com comissariado ou participação em trabalho performativo, com relatório avaliado
c) livro científico, sem arbitragem científica, ou exposição com carácter individual e com comissariado ou direcção de trabalho performativo, sem relatório avaliado
d) capítulo de livro científico, sem arbitragem científica, ou exposição em evento colectivo com comissariado ou participação em trabalho performativo, sem relatório avaliado
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- Normas das unidades curriculares de Estágio - Dietética e NutriçãoPublication . Pinto, Ezequiel; Fernandes João, Dina Raquel; Palma Mateus, MariaEste documento apresenta as normas pelas quais se regem as unidades curriculares de Estágio I e Estágio II, que compõem o 4º ano do curso de licenciatura em Dietética e Nutrição (DN) da Escola Superior de Saúde da Universidade do Algarve (ESSUAlg). Apresenta-se em pormenor as unidades curriculares e espera-se que este conjunto de normas permita que todos os intervenientes nos estágios possam desempenhar o seu papel de forma proveitosa para as instituições envolvidas e para as populações-alvo das atividades levadas a cabo. Inclui-se na parte final deste conjunto de normas uma cópia dos formulários, modelos e outros documentos que devem ser utilizados no decurso das unidades curriculares de Estágio.
- Utilização do jogo e mecanismos de jogo como estratégia terapêutica no idoso: evidência científicaPublication . Rosa, Marlene Cristina Neves; Tome, Ana MariaA evolução sociodemográfica e o elevado índice de envelhecimento nacional e mundial, exigem ajustamento das intervenções preventivas e terapêuticas. O consumo gradual dos serviços de saúde pelos idosos, exige uma resposta à multimorbilidade, declínio multissistémico, perda da independência funcional e de qualidade de vida. O jogo ou a utilização de dinâmicas ou elementos de jogo, têm apresentado resultados positivos na literatura, com diferentes utilizações em saúde. Algumas revisões sistemáticas sugerem o seu papel promissor e efetivo, principalmente na integridade cognitiva e funcional (incluindo o equilíbrio) e saúde mental. Este estudo pretende apresentar e discutir a evidência científica da efetividade do jogo sério em diferentes contextos no envelhecimento. Procedeu-se a uma revisão de literatura através da pesquisa em diferentes bases de dados Cochrane Pubmed, Web of Science, ScienceDirect e Google Schoolar nos últimos 10 anos.
- Aprender com os conhecimentos e as experiências das criançasPublication . Coelho, Adriana; Paretskaya, Anna; Tavares, Andreia; Monho, Andreia; Lucas, Cássia; Fernandes, Catarina; Palma, Inês; Gomes, Mafalda; Arvela, Margarida; Pereira, Margarida; Neves, Mariana; Rosário, Marta; Brito, Nadine; Rocha, Rute; Costa, Sara; Pereira, Vera; Gil, Francisco Baptista; Rocha, Rute; Fernandes, CatarinaCerta vez, perguntei a uma criança: "Qual é a forma da Terra?" Ela respondeu: "Na sala de aula, por causa da professora, digo que a Terra é redonda. Mas quando vou de viagem, o carro nunca faz uma curva para cima e para baixo!" Este aparente paradoxo foi o ponto de partida para a elaboração deste livro, intitulado «Aprender com os conhecimentos e as experiências das crianças». A resposta espontânea da criança revela uma realidade com a qual nos deparamos frequentemente: a convivência simultânea de duas conceções distintas no pensamento infantil — uma de natureza escolarizada e outra de base experiencial. A conceção escolarizada surge do que é ensinado formalmente na escola — o conhecimento “correto” do ponto de vista científico-escolar. Já a conceção experiencial está enraizada nas observações e vivências do quotidiano. Assim, uma criança pode afirmar, em contexto escolar, que a Terra é redonda, mas, fora desse ambiente, perceber o mundo como plano, com base na experiência concreta de se deslocar de carro, sem "curvas para cima ou para baixo". Esse tipo de raciocínio evidencia a importância de reconhecer, escutar e compreender o conhecimento que as crianças já possuem, antes mesmo da intervenção educativa. Como futuras professoras e educadoras, defendemos que é essencial antecipar essas ideias prévias e orientar as crianças no processo de (re)construção do conhecimento, de forma significativa e integrada com as suas experiências diárias
- Teaching medicine with generative Artificial Intelligence (GenAI): A review of practices, pitfalls, and possibilities in medical educationPublication . Garcia, Manuel B.; Almeida, Rui; Almeida, Raquel Simões de; Acut, Dharel P.; Garcia, Precious S.; Stefani, EleonoraOnce confined to science fiction and speculative futures, generative artificial intel ligence (GenAI) has swiftly entered the lecture halls of modern medical education. Despite its expanding use, a synthesis of its implementation, limitations, and educa tional value remains underexplored. This review aims to critically examine current applications, identify pedagogical pitfalls, and delineate future trajectories for GenAI in medical training. Key innovations include AI-driven content generation tailored to curricular benchmarks, automated assessments with real-time diagnostic feedback, and immersive virtual patient simulations replicating complex pathophysiologies. Additional advances span multilingual knowledge translation, anatomically precise surgical training environments, and adaptive learning systems powered by intelligent tutoring frameworks. As discussed herein, GenAI holds transformative potential for advancing clinical competence in an evolving medical landscape—provided its integration is evidence-based, ethically sound, and educationally coherent.
- Emerging trends in ultrasound education and healthcare clinical applicationsPublication . Manuel Duarte Lobo; Miravent, Sérgio; Almeida, RuiIn this chapter, the authors explore the transformation of ultrasound training in the digital era of higher education. As the digital landscape redefines access to information and learning modalities, this chapter critically examines the integration of innovative digital tools in ultrasound education. The authors focus on leveraging technologies like extended realities and simulations, alongside the practicality of mobile applications, to enhance the learning experience. The chapter underscores the importance of evolving educational systems to actively engage students in these advanced learning frameworks. It aims to stimulate a comprehensive discussion on effectively incorporating these technologies at the undergraduate level, evaluating their impact on student learning outcomes, and preparing future healthcare professionals for a technology-driven medical landscape. This review offers a forward-looking perspective on integrating cutting-edge digital tools in ultrasound education, signifying a shift towards more interactive, immersive, and effective learning experiences.
- Effective integration of artificial intelligence in medical educationPublication . Garcia, Manuel B.; Arif, Yunifa Miftachul; Khlaif, Zuheir N.; Zhu, Meina; Almeida, Rui; Almeida, Raquel Simões de; Masters, KenWith the increasing popularity of artificial intelligence (AI) applications in medical practices, the integration of AI technologies into medical education has garnered significant attention. However, there exists a noticeable research gap when it comes to providing comprehensive guidelines and recommendations for its successful integration into this domain. Addressing this research gap is crucial as the responsible and effective incorporation of AI in medical education not only ensures that current and future healthcare professionals are well-prepared for the demands of modern medicine but also upholds ethical standards, maximizes the potential benefits of AI, and minimizes potential risks. The objective of this chapter is to fill this gap by offering practical tips and actionable insights for incorporating AI into medical education, encompassing practical, ethical, pedagogical, and professional implications. Consequently, it equips medical educators and learners alike with the knowledge and tools necessary to navigate the evolving landscape of medical education in the age of AI.
- Digital health in the context of healthcare workers' education and trainingPublication . Silva, Carlos Alberto da; Almeida, Rui; Carvalheira, Francisca; Caldeira Lagem Abrantes, António Fernando; Miranda, Dulce Lourenço; Costa Vicente, Bianca Isabel; Ramos, Magda; Mestre, Tatiana Filipa SilvaDigital technologies are reshaping healthcare practices, influencing patient information-seeking behavior, and impacting ethical considerations. The emergence of eHealth, mHealth, and advanced technologies like artificial intelligence, machine learning, and robotics hold promise for improving healthcare quality. However, in Portugal, digital health literacy is underexplored, particularly in healthcare education. This chapter scrutinizes curricula at higher education health schools, revealing that while health technologies are integrated, digital health is often confined to specific modules. Portuguese institutions must reconsider curricula to equip healthcare professionals with essential digital skills. The significance of this chapter lies in its critical analysis and recommendations for reform. It underscores the urgent need for comprehensive integration of digital health in healthcare education, highlighting the gap in current curricula and advocating for a more comprehensive approach. Recommendations include implementing ongoing training to enhance digital health literacy.
- Global cross-sectional student survey on AI in medical, dental, and veterinary education and practice at 192 facultiesPublication . Busch, Felix; Hoffmann, Lena; Truhn, Daniel; Ortiz-Prado, Esteban; Makowski, Marcus R.; Bressem, Keno K.; Adams, Lisa C.; COMFORT consortiumBackground The successful integration of artifcial intelligence (AI) in healthcare depends on the global perspectives of all stakeholders. This study aims to answer the research question: What are the attitudes of medical, dental, and veterinary students towards AI in education and practice, and what are the regional diferences in these perceptions? Methods An anonymous online survey was developed based on a literature review and expert panel discussions. The survey assessed students’ AI knowledge, attitudes towards AI in healthcare, current state of AI education, and preferences for AI teaching. It consisted of 16 multiple-choice items, eight demographic queries, and one free-feld comment section. Medical, dental, and veterinary students from various countries were invited to participate via faculty newsletters and courses. The survey measured technological literacy, AI knowledge, current state of AI education, preferences for AI teaching, and attitudes towards AI in healthcare using Likert scales. Data were analyzed using descriptive statistics, Mann–Whitney U-test, Kruskal–Wallis test, and Dunn-Bonferroni post hoc test. Results The survey included 4313 medical, 205 dentistry, and 78 veterinary students from 192 faculties and 48 countries. Most participants were from Europe (51.1%), followed by North/South America (23.3%) and Asia (21.3%). Students reported positive attitudes towards AI in healthcare (median: 4, IQR: 3–4) and a desire for more AI teaching (median: 4, IQR: 4–5). However, they had limited AI knowledge (median: 2, IQR: 2–2), lack of AI courses (76.3%), and felt unprepared to use AI in their careers (median: 2, IQR: 1–3). Subgroup analyses revealed signifcant diferences between the Global North and South (r=0.025 to 0.185, all P<.001) and across continents (r=0.301 to 0.531, all P<.001), with generally small efect sizes. Conclusions This large-scale international survey highlights medical, dental, and veterinary students’ positive perceptions of AI in healthcare, their strong desire for AI education, and the current lack of AI teaching in medical curricula worldwide. The study identifes a need for integrating AI education into medical curricula, considering regional diferences in perceptions and educational needs. Trial registration Not applicable (no clinical trial)
- Physical Exercise and Pelvic Floor Muscle TrainingPublication . Hauwaert, Roxane Van; Vilela, Fernanda; Coutinho, Ana Luísa; Alpoim, Daniela; Jesus, Rita Sofia Fernandes de; Virga, Ema; Tome, Ana Maria; Almeida, RuiPelvic floor dysfunction (PFD) significantly impacts women's quality of life (QoL), affecting social, professional, and mental well- being. Pregnancy and childbirth, particularly vaginal delivery, are major risk factors for PFD. This chapter reviews pelvic floor anatomy, function and changes during pregnancy and childbirth. It explores the prevalence, risk factors, diagnosis, and management of PFD, emphasizing conservative treatments like physical exercise and pelvic floor muscle training (PFMT). PFMT strengthens pelvic floor muscles, improves muscle tone, and enhances neuromuscular control, effectively preventing and treating PFD. Regular physical exercise during pregnancy without complications maintains physical and cardiorespiratory functions and reduces sedentary lifestyle- related risks. Therefore, PFMT and regular physical exercise are essential for preventing and managing PFD during pregnancy and postpartum. Moreover, education on pelvic floor health for healthcare providers and women is essential to promote lifelong adherence to physical exercise and improve women’s QoL.
- Advancing Precision in Physical Education and Sports SciencePublication . Lobo, Manuel Duarte; Tavares, Sérgio Miravent; Garcia, Manuel B.; Almeida, RuiThis chapter provides an overview of the current state of medical imaging methods in body composition analysis. It advocates a holistic approach that combines the strengths of different approaches and addresses their limitations. We discuss the importance of using standardized protocols to improve the accuracy of body composition studies across populations and settings. By examining the capabilities and limitations of imaging modalities such as DEXA, MRI, CT, and ultrasound, we emphasize the need for a multidimensional approach to obtain body composition emphasis on complete understanding.