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- Estudo prospetivo para programa de pacientes simuladosPublication . Macedo, Rui; Trigueiro, Maria João; Gonçalves, Maria João; Faias, Joaquim; Jesus, Ângelo; Noites, Andreia; Araújo, AndréA Simulação abrange meios muito diversificados incluindo entre outros, manequins, pacientes virtuais, jogos sérios, roleplaying, pacientes simulados. Por todo o mundo, cresce o número de instituições de ensino superior (IES) de saúde que adotam estes recursos, constituem unidades de simulação e criam programas de pacientes simulados (PS). Comum em medicina e enfermagem, PS tem pouca expressão noutras profissões de saúde, apesar do seu crescente uso no treino interprofissional. Desconhecem-se estudos sobre o uso seja da simulação senso lato ou de PS nessas profissões em Portugal. Inventariar estas atividades em cursos na área da saúde das IES Politécnicas públicas portuguesas (IESPPP) permitirá identificar boas práticas e facilitar a sua adoção.
- School-based practices of occupational therapists for an inclusive education in PortugalPublication . Silveira-Maia, Mónica; Alves, Silvia; Trigueiro, Maria João; Faias, Joaquim; Silva, VitorThe present study is part of a project that aims to develop a common framework defining general requirements – in terms of skills, contents and methods – to be considered on occupational therapists (OT)’ training for school-based practices aligned with the principles of inclusion. Although the concept of inclusive education has been, consensually, defined as the enablement of school contexts to support the access, participation and progression of all students - considering a wide spectrum of learning and functioning profiles -, the bridging of that conception and the field of practices has been subject to different understandings (e.g., Amor et al., 2019). Within school-based OT such praxeological divergences can be recognized in terms of the prominence assigned to in-class vs pull-out services; to child-direct vs consultation practices; and/or rehabilitation vs participation-centered approaches (e.g., Kaelin et al., 2019). In Portugal, there is around 90 Inclusive Resource Centers – IRC (DGE, 2019), which general goal is to mobilize specialized human resources – including the OT – to incorporate multidisciplinary teams at schools (along with regular and special education teachers, psychologists, principals, parents) promoting the process of inclusion of children in need of additional supports.