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Motivation is of great importance in the teaching-learning process, because motivated students seek out opportunities and show interest and enthusiasm in carrying out their tasks. The objective of this review is to identify and present the information available in the literature on the status quo of motivation among nursing program entrants. This is a qualitative scoping review study, a type of literature review designed to map out and find evidence to address a specific research objective, following the Joanna Briggs Institute methodology. The objective was outlined using the PCC (Population, Concept, Context) acronym. The protocol was developed and registered on the Open Science Framework (OSF) platform under DOI 10.17605/OSF.IO/EJNGY . The search strategy and database selection were defined by a library and information science professional together with the authors. The search will be carried out in the following databases: Cumulative Index to Nursing and Allied Health Literature, Literatura Latino Americana e do Caribe em Ciências da Saúde, Lilacs Esp, National Library of Medicine (PubMed), ScienceDirect, Scopus, and the Web of Science platform. The researchers will meet to discuss discrepancies and make decisions using a consensus model, and a third researcher will be tasked with independently resolving any conflicts. Data extraction will involve two independent researchers reviewing each article. Documents such as original articles; theoretical studies; experience reports; clinical study articles; case studies; normative, integrative, and systematic reviews; meta-analyses; meta-syntheses; monographs; theses; and dissertations in English, Portuguese, and Spanish from 2017 to 2023 were included. The results will be presented in tabular and/or diagrammatic format, along with a narrative summary.

IntroductionInfertility is a complex condition that affects millions worldwide, with significant physical, emotional and social implications. Mobile apps have emerged as potential tools to assist in the management of infertility by offering features such as menstrual cycle tracking, ovulation prediction, fertility education, lifestyle modification guidance and emotional support, thereby promoting reproductive health. Despite promising advancements such as the development of apps with sophisticated algorithms for ovulation prediction and comprehensive platforms offering integrated fertility education and emotional support, there remain gaps in the literature regarding the comprehensive evaluation of mobile apps for reproductive endocrinology and infertility. This scoping review distinguishes itself by systematically mapping and synthesising evidence on mobile apps specifically for reproductive endocrinology and infertility, unlike previous reviews that may not have focused exclusively on this intersection. This review aims to analyse recent trends, identify outcomes used to assess usability and highlight knowledge gaps.Methods and analysisThis scoping review will adhere to the methodological frameworks outlined by Arksey and O'Malley and Levac et al, alongside the Joanna Briggs Institute’s recommendations. The research question, ‘What is known about mobile apps in reproductive health and infertility?’ was formulated using the Population, Concept, Context (PCC) strategy. We will include studies published from January 2019 to April 2024 in English, Portuguese and Spanish that focus on the use of mobile apps in reproductive health and infertility. Searches will be conducted across electronic databases (EMBASE, ERIC, PubMed, Science Direct, Scopus and Web of Science) and grey literature sources. Two independent reviewers will carry out the study selection using Covidence software. Data extraction will follow a standardised format and will be synthesised narratively using tables and graphs. Expert consultations will be conducted to validate the findings.Ethics and disseminationEthical approval is not required for this scoping review as it will only use published data. The findings will be disseminated through publication in a peer-reviewed journal, conference presentations and stakeholder meetings. The review protocol will be registered with the Open Science Framework to ensure transparency and reproducibility.

Hepatocellular carcinoma (HCC) is the most common primary neoplasia of the liver. Major risk factors for hepatocellular carcinoma include chronic liver diseases, carcinogenic agents, and genetic alterations as well as vascular endothelial growth factor (VEGF) involved in angiogenesis process. The aim of this study was to evaluate the association of VEGF-A (C936T and A1154G) with HCC and cirrhosis, in addition to serum levels of VEGF, clinical profile, lifestyle habits, and comorbidities. A total of 346 individuals were studied: 102 with HCC (G1), 117 with cirrhosis (G2), and 127 controls (G3). Polymorphisms were analysed by PCR/RFLP and serum levels of VEGF by ELISA. Alpha error was set at 5%. The wild-type genotype of both polymorphisms prevailed ( P > 0.05 ). In G1, 23% of the patients died, with no relation to genetic profile ( P > 0.05 ). Increased VEGF level was observed in G1 and G3, related to the mutant allele of VEGF-C936T and VEGF-A1154G, respectively, and compared with the wild-type genotype ( P = 0.0285 ; P = 0.0284 , resp.) as well as G1 versus G2 and G3 for VEGF-C936T and G1 versus G2 for VEGF-A1154G ( P < 0.05 for both). In conclusion, there is a relationship between mutant alleles of VEGF-C936T and VEGF-A1154G polymorphisms and higher VEGF level, making them potential markers for HCC.

Interprofessional Education (IPE) is widely recognized as essential for fostering collaborative healthcare practices and improving patient outcomes. Despite its acknowledged importance, there remains a notable scarcity of longitudinal research assessing medical students' readiness for IPE across distinct educational stages, particularly within diverse global contexts like Brazil. This study sought to address this gap by longitudinally mapping and analyzing the evolution of medical students' readiness for interprofessional learning throughout their academic training at a Brazilian university. Employing a quantitative longitudinal design, 53 medical students from the 2021 cohort completed the validated Readiness for Interprofessional Learning Scale (RIPLS) at three critical time points: upon university entry (2021), at the conclusion of the basic science cycle (2022), and at the end of the clinical cycle (2024). Temporal changes were assessed using repeated measures analysis of variance (ANOVA). Significant global differences were observed over time in the \"Teamwork and collaboration\" and \"Patient-centered care\" dimensions. Specifically, \"Patient-centered care\" exhibited a non-linear pattern, characterized by an initial increase followed by a subsequent decrease. In contrast, the \"Professional identity\" dimension demonstrated remarkable stability across all measurement points. These findings reveal the complex and dynamic nature of interprofessional readiness development during medical education. They strongly advocate for the early introduction of IPE, coupled with sustained and adaptive interventions throughout the entire educational continuum, particularly to address fluctuations in patient-centered attitudes and to foster an interprofessional identity from the outset. This study offers crucial empirical insights for optimizing IPE strategies and preparing future physicians for collaborative practice.

Objetivo: Analisar a efetividade do teste da International Osteoporosis Foundation (IOF) para as prevenções primária e secundária relacionadas aos fatores de risco para a osteoporose. Métodos: Estudo transversal realizado no interior de São Paulo, Brasil, durante a Campanha de Prevenção à Osteoporose realizada em outubro de 2016. Participaram 400 pessoas, selecionadas aleatoriamente, entrevistadas de acordo com o teste de um minuto para risco de osteoporose da IOF. A análise estatística utilizou o teste de Kolmogorov-Smirnov, o teste qui-quadrado de Pearson, o Mann-Whitney e a análise multivariada para fatores de risco associados à osteoporose pelo modelo de regressão logística binária. Os resultados foram apresentados em odds ratio, com intervalo de confiança de 95%. Resultados: A amostra foi composta por 260 mulheres e 140 homens, com mediana de 57 anos, e 95% indicaram possuir algum fator de risco. As questões com maior índice de positividade indicaram que ambos os sexos estão expostos à baixa exposição ao sol, à baixa ingesta de alimentos ricos em vitamina D (p=0,140) e ao hábito de atividades físicas por tempo inferior a 30 min (p=0,657). O índice de massa corporal (IMC) menor que 19kg/m2 (p=0,336) indicou menor positividade. A regressão logística mostrou associação entre quatro fatores de risco (densitometria óssea, queda por fraqueza, mudança de altura após os 40 anos e sexo) e a população em estudo acima de 60 anos. Conclusão: O teste da IOF se mostrou uma ferramenta funcional na promoção da saúde e atenção primária, podendo trazer benefícios socioeconômicos. Objective: To analyze the effectiveness of the International Osteoporosis Foundation (IOF) test for primary and secondary prevention related to risk factors for osteoporosis. Methods: This is a cross-sectional study conducted in the interior of São Paulo, Brazil, during the Osteoporosis Prevention Campaign carried out in October 2016. 400 people, selected at random, interviewed according to the IOF one-minute osteoporosis risk test, participated. Statistical analysis used the Kolmogorov-Smirnov test, Pearson's chi-square test, Mann-Whitney, and multivariate analysis for risk factors associated with osteoporosis using the binary logistic regression model. The results were presented in odds ratios, with a 95% confidence interval. Results: The sample consisted of 260 women and 140 men, with a median of 57 years, and 95% indicated having some risk factor. The questions with the highest positivity index indicated that both sexes are exposed to low exposure to the sun, low intake of foods rich in vitamin D (p=0.140), and the habit of physical activities for less than 30 min (p=0.657 ). The body mass index (BMI) less than 19 kg/m2 (p=0.336) indicated less positivity. Logistic regression showed an association between four risk factors (bone densitometry, fall due to weakness, change in height after 40 years and sex) and the study population over 60 years. Conclusion: The IOF test proved to be a functional tool in promoting health and primary care, and can bring socioeconomic benefits. Objetivo: Analizar la efectividad de la prueba de la International Osteoporosis Foundation (IOF) para las prevenciones primaria y secundaria relacionadas con los factores de riesgo para osteoporosis. Métodos: Estudio transversal realizado en una ciudad de São Paulo, Brasil, durante la Campaña de Prevención de Osteoporosis realizada en octubre de 2016. Participaron 400 personas que han sido elegidas de modo aleatorio y entrevistadas según la prueba de un minuto para riesgo de osteoporosis de la IOF. El análisis estadístico utilizó la prueba de Kolmogorov-Smirnov, la prueba de Chi-cuadrado de Pearson, la de Mann-Whitney y el análisis multivariado para los factores de riesgo asociados con la osteoporosis por el modelo de regresión logística binaria. Se ha presentado los resultados en odds ratio con intervalo de confianza del 95%. Resultados: La muestra fue de 260 mujeres y 140 hombres con mediana de la edad de 57 años y el 95% indicaron tener algún factor de riesgo. Las preguntas con mayor índice de positividad han indicado que ambos sexos tienen baja exposición solar, baja ingesta de alimentos con vitamina D (p=0,140) y la costumbre de actividades físicas de tiempo menor que 30 min (p=0,657). El índice de masa corporal (IMC) de menos de 19kg/m2 (p=0,336) ha indicado menor positividad. La regresión logística ha mostrado asociación entre cuatro factores de riesgo (densitometría ósea, caída causada por debilidad muscular, cambio de altura después de los 40 años y sexo) y la población del estudio con más de 60 años. Conclusión: La prueba de la IOF se presentó como una herramienta funcional para la promoción de la salud y atención primaria lo que puede llevar a beneficios socioeconómicos.

The current international context, marked by complex global challenges, necessitates the rapid intervention of higher education institutions to contribute to social transformation. Medical education, in particular, is undergoing significant changes influenced by various factors, including the evolving health care environment and shifting social expectations. Socioemotional skills are increasingly recognized as essential competencies for medical professionals, contributing to better patient care, improved communication, and enhanced teamwork. This scoping review aims to provide a comprehensive overview of the current literature on strategies employed by medical students to develop and promote their socioemotional skills in academic and hospital settings. The review will be conducted according to the guidelines of the Joanna Briggs Institute, and the results will be presented in accordance with PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews). Eligibility criteria include studies focusing on medical students at any stage of their education, addressing strategies for developing socioemotional skills in academic or clinical contexts. Information sources include Embase, Emerald, PsycNet, PubMed, Scopus, and Web of Science, with searches conducted from January 2000 to April 2025. Gray literature sources, including ProQuest Dissertations & Theses Global, Conference Proceedings Citation Index, and OpenGrey, will also be searched. Two independent reviewers will screen titles, abstracts, and full texts. Data will be extracted using a standardized form and synthesized through narrative synthesis and thematic analysis. Results from our initial searches indicate a diverse range of literature addressing student-driven strategies for socioemotional skill development in medical education. The scoping review is progressing according to the following timeline. Protocol development and registration was completed in January 2025. Search strategy refinement was completed in February 2025. The initial database searching was expected to be completed in March or April 2025. Title and abstract screening are anticipated to be performed in May or June 2025. Full-text review and data extraction are anticipated to be performed in July to August 2025. Data synthesis and analysis are anticipated to be completed by September or October 2025. The manuscript is expected to be prepared and submitted by November or December 2025. The findings of this review may have significant implications for medical education curricula, informing the integration of socioemotional skill development alongside traditional medical knowledge and technical skills. Furthermore, the review may uncover gaps in the existing literature, highlighting areas that require further research and investigation. This scoping review will contribute to the growing body of knowledge on the importance of socioemotional skills in medical education. PRR1-10.2196/66757.

Background/Objectives: Patient safety is a critical component of healthcare quality, yet there remains a significant gap in understanding how patient safety knowledge progresses among nursing students throughout their educational journey. This scoping review aims to map and analyze the existing literature on the development of patient safety knowledge in undergraduate nursing education. Methods: This study will follow the Joanna Briggs Institute methodology for scoping reviews and adhere to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses—Scoping Reviews) guidelines. A comprehensive search strategy will be employed across multiple databases, including CINAHL (Cumulative Index to Nursing and Allied Health Literature), ERIC (Education Resources Information Center), PubMed, Embase, SCOPUS, and Web of Science. The review will include studies published from 2019 to 2024 in English, Portuguese, and Spanish. Two independent reviewers will conduct study selection and data extraction. The data will be synthesized narratively, with quantitative data summarized using descriptive statistics and qualitative data analyzed thematically. Results: The review is expected to identify key patterns in the progression of patient safety knowledge among nursing students, including critical periods for knowledge acquisition, challenges in translating theoretical knowledge into practice, and effective educational strategies. The findings will be presented in both tabular and narrative forms, providing a comprehensive overview of the current state of patient safety education in nursing programs. Conclusions: The anticipated outcomes of this review have significant implications for nursing education, healthcare policy, and clinical practice. For educators, the findings will inform curriculum development and the design of targeted interventions to enhance patient safety competencies. From a policy perspective, the results could support the standardization of patient safety education across nursing programs. In clinical practice, the study may emphasize the importance of continuous professional development in patient safety. This scoping review aims to fill a critical gap in the literature by providing a comprehensive understanding of how patient safety knowledge progresses among nursing students. The findings are expected to contribute significantly to the advancement of nursing education and patient safety, ultimately fostering a culture of safety that benefits both healthcare providers and recipients.

Mixed cryoglobulinemia is one of the most closely related extrahepatic manifestations of hepatitis C virus and requires a challenging therapeutic approach depending on the severity of the symptoms. Here, we describe the long-term follow-up of a patient with important cutaneous, articular and neural manifestations of cryoglobulinemia associated with chronic hepatitis C treated with rituximab. A 42-year-old woman who did not respond to previous interferon-based treatments (standard and pegylated interferon plus ribavirin) and corticosteroids was subjected to treatment with rituximab at a dose of 375 mg/m² per week for 4 consecutive weeks. The drug was well tolerated and complete improvement of arthralgia was immediately evident. There was gradual improvement of lower limbs paresthesia and healing of a leg ulcer that had been active for 5 years. The clinical and immunological responses induced by rituximab are sustained over long-term follow-up, and this case illustrates the drug efficacy for non-responder patients to antiviral therapy.

BackgroundInterprofessional Education (IPE) is widely recognized as essential for fostering collaborative healthcare practices and improving patient outcomes. Despite its acknowledged importance, there remains a notable scarcity of longitudinal research assessing medical students' readiness for IPE across distinct educational stages, particularly within diverse global contexts like Brazil.AimThis study sought to address this gap by longitudinally mapping and analyzing the evolution of medical students' readiness for interprofessional learning throughout their academic training at a Brazilian university.MethodsEmploying a quantitative longitudinal design, 53 medical students from the 2021 cohort completed the validated Readiness for Interprofessional Learning Scale (RIPLS) at three critical time points: upon university entry (2021), at the conclusion of the basic science cycle (2022), and at the end of the clinical cycle (2024). Temporal changes were assessed using repeated measures analysis of variance (ANOVA).ResultsSignificant global differences were observed over time in the \"Teamwork and collaboration\" and \"Patient-centered care\" dimensions. Specifically, \"Patient-centered care\" exhibited a non-linear pattern, characterized by an initial increase followed by a subsequent decrease. In contrast, the \"Professional identity\" dimension demonstrated remarkable stability across all measurement points.ConclusionsThese findings reveal the complex and dynamic nature of interprofessional readiness development during medical education. They strongly advocate for the early introduction of IPE, coupled with sustained and adaptive interventions throughout the entire educational continuum, particularly to address fluctuations in patient-centered attitudes and to foster an interprofessional identity from the outset. This study offers crucial empirical insights for optimizing IPE strategies and preparing future physicians for collaborative practice.

Learning style is a biologically and developmentally imposed configuration of personal characteristics that makes the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choice, resulting in learning style patterns observed in distinct types of residency programs, which can also be applied to general surgery, from medical school to the latest stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will unequivocally enhance and organize what is already known. The goal of this study is to identify and map out data from studies that report on learning styles in medical students, surgical residents, medical staff, and surgical teachers. The search strategy was performed on September 25, 2023, by a librarian and digital search strategy expert, through the descriptors \"learning, style\" and \"surgery.\" The databases consulted were Embase, SCOPUS, Web of Science, and PubMed through descriptors and their synonyms, according to MeSH (Medical Subject Headings). Of the 213 articles found, 135 articles remained after the exclusion of duplicates. The remaining 78 articles were analyzed by 3 of the researchers independently. A total of 27 articles were selected, and 2 articles were excluded because the full article was not found. A total of 25 articles were included in the review. A total of 96% (n=24) of the articles used cognitive theories as their theoretical basis. Regarding learning style instruments, 36% (n=9) articles used the visual, aural, read, and kinesthetic learning method instrument, and 40% (n=10) articles chose Kolb's learning style inventory. The papers concentrate especially on the 2010s, and most of them are from North America (16/25, 64%) or Europe (6/25, 24%). The smallest study had 15 participants and the biggest had 1549 participants. The included studies primarily focused on surgical residents (21/25, 84%), with fewer targeting faculty and staff (9/25, 36%). The primary objectives of the studies were to investigate the relationship between learning styles and performance (15/25, 60%), gender differences (7/25, 28%), changes over time (4/25, 16%), and motivation (3/25, 12%). This scoping review reveals a limited and geographically concentrated body of research on learning styles in surgery education, primarily focusing on surgical residents and using Kolb's learning style inventory and visual, aural, read, and kinesthetic learning method instruments. Considerable gaps exist regarding geographical diversity and the study of medical staff and faculty. These findings underscore the need for future research with a broader scope to better inform educational strategies in surgery.