Major depression: does gender influence the risk of recurrence? A systematic review

Background and Objectives: A woman's lifetime risk of major depression is almost twice as high as that of a man. Major depression is associated with a high risk of recurrence, but the question of a differential risk of recurrence between genders is unclear. Based on a systematic review of the literature, this paper attempts to answer the following question: "Following a major depressive episode, do women and men have the same risk of recurrence?". Methods: We prospectively collected all studies from the period 2005-2014 where the variable gender was considered a potential predictor of recurrence. The database has also been expanded with articles cited in the bibliography of the prospectively collected articles and with a PubMed Database search covering the period January 2005-August 2014. Results: Of the prospective studies (n = 98), most found no influence of gender on recurrence risk, but a minority, mostly large sample studies, found that female gender is a statistically significant risk factor for recurrence. Results suggest a probable female-to-male relative risk of recurrence between 1.0 and 1.2. Given the heterogeneity of the studies (length of follow-up, populations, nature of the studies, choice of dependant variables, statistical methods, and available data) no meta-analyses were performed. There are many interfering variables (age of onset, subchronic evolution, treatments, etc.) that can influence the results of prospective studies. Conclusions: Women probably have a slightly higher risk of recurrence after a major depressive episode than men. This increased risk is much smaller than women's much higher lifetime risk of depression.

Predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil

Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no statistically significant difference between genders with regard to learning styles. Conclusion: The pragmatist style is the prevailing style among pharmacy students at the Federal University of Paraná. Although students may have a learning preference that preference is not the only manner in which students can learn, neither their preference is the only manner in which students can be taught. Awareness of students’ learning styles can be used to adapt the methodology used by teachers to render the teaching-learning process effective and long lasting. The content taught to students should be presented in different manners because varying teaching methods can develop learning skills in students.

Application of body mass index adjusted for fat mass (BMIfat) obtained by bioelectrical impedance in adults

Introduction: Body mass index (BMI) has been one of the methods most frequently used for diagnose obesity, but it isn't consider body composition. Objective: This study intends to apply one new adiposity index, the BMI adjusted for fat mass (BMIfat) developed by Mialich, et al. (2011), in a adult Brazilian sample. Methods: A cross-sectional study with 501 individuals of both genders (366 women, 135 men) aged 17 to 38 years and mean age was 20.4 ± 2.8 years, mean weight 63.0 ± 13.5 kg, mean height 166.9 ± 9.0 cm, and BMI 22.4 ± 3.4 kg/m². Results and discussion: High and satisfactory R2 values were obtained, i.e., 91.1%, 91.9% and 88.8% for the sample as a whole and for men and women, respectively. Considering this BMIfat were developed new ranges, as follows: 1.35 to 1.65 (nutritional risk for malnutrition), > 1.65 and ≤ 2.0 (normal weight) and > 2.0 (obesity). The BMIfat had a more accurate capacity of detecting obese individuals (0.980. 0.993, 0.974) considering the sample as a whole and women and men, respectively, compared to the traditional BMI (0.932, 0.956, 0.95). Were also defined new cut-off points for the traditional BMI for the classification of obesity, i.e.: 25.24 kg/m² and 28.38 kg/m² for men and women, respectively. Conclusion: The BMIfat was applied for the present population and can be adopted in clinical practice. Further studies are needed to determine its application to different ethnic groups and to compare this index to others previously described in the scientific literature.