A2070 Monographs presented by physicians for certification in a Specialization Course in Occupational Medicine

Wednesday, March 21, 2012
Ground Floor (Cancun Center)

João Silvestre da Silva Jr., Department of Environmental Health, University Of São Paulo, São Paulo, Brazil
Luiz Carlos Morrone, Department of Social Medicine, Faculty of Medical Science of Santa Casa of São Paulo, São Paulo, Brazil
Introduction
The Specialization Course in Occupational Medicine is offered for physicians who want this certification since 1974. In order to conclude the course, student needs to produce a monograph. They are advised to identify occupational risks in one workplace, evaluate worker’s health and suggest measures to improve the quality of working life. The aim of this study is to describe the main topics which were discussed in monographs.

Methods
This study took place in a Medical School in São Paulo, Brazil. Between the years 1999-2011 were written 173 monographs. The key words were grouped into five areas: economic branches, sectors/units, occupations involved, occupational risks and worker´s health.

Results
Seventy two percent of monographs contained occupational risks key-work. Ergonomics problems appear as the most frequent risk. General clinical evaluation of workers was identified in 45% of texts, and hearing health was the most frequent specific item. Health services, metallurgical and textile industries were the most frequent industrial branches. Industrial kitchens and welding’s processes were the most frequently studied sectors. Health service workers, call center operators, and, motorcar drivers were the most common occupations present in the study.

Discussion
The overall assessment of occupational risks and health status of workers have the highest frequency of key-word. These studies were done in workplaces where it was easier to students to collect the information, such as the enterprises or hospitals where they worked. The health evaluation of workers were done mainly by means of an interview and a clinical examination. In general, students were led to perform evaluations at places where more objective tools, such as audiometry, were available.