Hypertriglyceridemia: a potential side effect of propofol sedation in critical illness.

PURPOSE: Hypertriglyceridemia (hyperTG) is common among intensive care unit (ICU) patients, but knowledge about hyperTG risk factors is scarce. The present study aims to identify risk factors favoring its development in patients requiring prolonged ICU treatment. METHODS: Prospective observational study in the medicosurgical ICU of a university teaching hospital. All consecutive patients staying ≥4 days were enrolled. Potential risk factors were recorded: pathology, energy intake, amount and type of nutritional lipids, intake of propofol, glucose intake, laboratory parameters, and drugs. Triglyceride (TG) levels were assessed three times weekly. Statistics was based on two-way analysis of variance (ANOVA) and linear regression with potential risk factors. RESULTS: Out of 1,301 consecutive admissions, 220 patients were eligible, of whom 99 (45 %) presented hyperTG (triglycerides >2 mmol/L). HyperTG patients were younger, heavier, with more brain injury and multiple trauma. Intake of propofol (mg/kg/h) and lipids' propofol had the highest correlation with plasma TG (r (2) = 0.28 and 0.26, respectively, both p < 0.001). Infection and inflammation were associated with development of hyperTG [C-reactive protein (CRP), r (2) = 0.19, p = 0.004]. No strong association could be found with nutritional lipids or other risk factors. Outcome was similar in normo- and hyperTG patients. CONCLUSIONS: HyperTG is frequent in the ICU but is not associated with adverse outcome. Propofol and accompanying lipid emulsion are the strongest risk factors. Our results suggest that plasma TG should be monitored at least twice weekly in patients on propofol. The clinical consequences of propofol-related hyperTG should be investigated in further studies.

Evaluation of clinician-operated sonography and fine-needle aspiration in the assessment of salivary gland tumours.

OBJECTIVES: To evaluate the combination of ultrasound (US) + fine-needle aspiration (FNA) in the assessment of salivary gland tumours in the hands of the otolaryngologist. DESIGN: A retrospective review of case notes was performed. SETTING: Two university teaching hospitals in Switzerland. PARTICIPANTS: One hundred and three patients with a total of 106 focal masses of the salivary glands were included. Clinician-operated US + FNA were the first line of investigation for these lesions. All patients underwent surgical excision of the lesion, which allowed for confirmation of diagnosis by histopathology in 104 lesions and by laboratory testing in two lesions. MAIN OUTCOME MEASURES: Primary--diagnostic accuracy in identifying true salivary gland neoplasms and detecting malignancy. Secondary--predicting an approximate and specific diagnosis in these tumours. RESULTS: The combination of US + FNA achieved a diagnostic accuracy of 99% in identifying and differentiating true salivary gland neoplasms from tumour-like lesions. In detecting malignancy, this combination permitted an accuracy of 98%. An approximate diagnosis was possible in 89%, and a specific diagnosis in 69% of our patients. CONCLUSIONS: Due to economic factors and a high diagnostic accuracy, the combination of US + FNA represents the investigation method of choice for most salivary gland tumours. We suggest that the otolaryngologist be employed in carrying out these procedures, as is already the rule in other medical specialties, while computed tomography and magnetic resonance imaging should be reserved to those few lesions, which cannot be delineated completely by sonography.

Propuestas para afrontar los retos del European Credit Transfer System (ECTS) en asignaturas universitarias de redacción periodística

Los retos del nuevo paradigma comunicativo, un cruce histórico lleno de posibilidades pero también de riesgos y límites, obligan auna redefinición en la educación superior de los futuros profesionales de la comunicación.Este trabajo, realizado a partir de las experiencias de dos profesores universitarios, propone la introducción del hipertexto en ladocencia universitaria en el campo del periodismo y analiza las ventajas que esta nuevaherramienta supone en la formación de los periodistas del siglo XXI. En esta investigación los autores proponen el hipertexto como metodologíade trabajo en el aula, suponiendoque el hipertexto tiene que ser concebido,como se verá en esta investigación, como ellocus en el que deben converger la teoría y lapráctica, donde tiene que explotarse la capacidadcrítica y la creatividad del alumno y en elque debe potenciarse la interactividad profesor-alumno y alumno-alumno.

Rectal enema is an alternative to full mechanical bowel preparation for primary rectal cancer surgery.

AIM: According to the French GRECCAR III randomized trial, full mechanical bowel preparation (MBP) for rectal surgery decreases the rate of postoperative morbidity, in particular postoperative infectious complications, but MBP is not well tolerated by the patient. The aim of the present study was to determine whether a preoperative rectal enema (RE) might be an alternative to MBP. METHODS: An analysis was performed of 96 matched cohort patients undergoing rectal resection with primary anastomosis and protective ileostomy at two different university teaching hospitals, whose rectal cancer management was comparable except for the choice of preoperative bowel preparation (MBP or RE). Prospective databases were retrospectively analysed. RESULTS: Patients were well matched for age, gender, body mass index and Charlson index. The surgical approach and cancer characteristics (level above anal verge, stage and use of neoadjuvant therapy) were comparable between the two groups. Anastomotic leakage occurred in 10% of patients having MBP and in 8% having RE (P = 1.00). Pelvic abscess formation (6% vs 2%, P = 0.63) and wound infection (8% vs 15%, P = 0.55) were also comparable. Extra-abdominal infection (13% vs 13%, P = 1.00) and non-infectious abdominal complications such as ileus and bleeding (27% and 31%, P = 0.83) were not significantly different. Overall morbidity was comparable in the two groups (50% vs 54%, P = 0.83). CONCLUSION: A simple RE before rectal surgery seems not to be associated with more postoperative infectious complications nor a higher overall morbidity than MBP.

El aprendizaje reflexivo en la formación inicial del profesorado: un modelo para aprender a enseñar matemáticas = Reflective learning in the early formation of teachers: a model to learn to teach maths

In this study we analize the application of the reflective learning during initial formation mathematics teachers. This model is based on the sociocultural theories of the human learning and assumes that the interaction and the contrast make possible the coconstruction and the active reconstruction of knowledge.In order to make the study, it was left from a sample of 29 teaching students. The qualitative analysis allowed to identify factors that facilitate the incorporation of the reflective learning in university teaching, as well as the degree of effectiveness of this model to learn to teach mathematics

Educação ambiental na universidade: construindo possibilidades

Environmental education is a big challenge in this century and the University has an important role to play in it. This paper presents a practical experience of environmental education in the university teaching at the University of Bahia. That experience involves the creation of an interdisciplinary group that has been developing research and teaching activities with interdisciplinary perspectives. The paper also discusses a methodology proposed by this group aiming to include environmental education in science teaching using social and cultural approaches.

Las redes de innovación docente de la Universitat de Girona : la perspectiva de los coordinadores

In 2009 the University of Girona (Spain) created four interest groups on teaching innovation. The objective of the project is that lecturers with an interest in teaching innovation can exchange their points of view and learn from one another, so University teaching is improved as a result. There are four such groups: “Problem based learning (ABP)”, “Cooperative learning”, “Evaluation”, and “Information and Communication Technologies (ICTs) and Teaching”. The coordinators of the groups or networks, as they are also called, are chosen on a free basis by its members. This paper presents their point of view as regards the current activity of encouragement of interest in higher education and they elaborate on the main difficulties involved. The implications of the interdisciplinary work are explored, as well as the challenges of an initiative of this kind. The evolution of the ongoing work is reviewed, taking into account the context of a changing University, the lack of previous experience regarding projects of this kind, the asynchronous communication among the participants, and the necessity of a flexible approach in organizational matters

Kielikeskuksissa toimivien kieltenopettajien käsityksiä ja kokemuksia massayliopiston luomista haasteista

Challenges of mass university conceived and experienced by university language centre language teachers The massification of the university involved not only an expansion but also a transition from one period to another, from elite higher education to mass higher education. Massification cannot be viewed as expansion and structural change but it has to be viewed in a context of a number of changes involving universities, state, economy, society and culture as well as science, technology, education and research. In the Finnish academic context, massification is often associated with negative development and it may be used as an excuse for poor teaching. The objective of the present study is to find out how the mass context is manifested in the work of university language centre language teachers. The data were collected by means of semi-structured questionnaires from 32 language teachers working at language centres at the universities of Helsinki, Jyväskylä, Tampere and Turku in Finland. Both Finnish and native speakers, 6 male and 26 female teachers, were included. All the teachers in the study had taught more than 10 years. The data were complemented by interviews of four teachers and email data from one teacher. Phenomenographic analysis of the informants’ conceptions enabled a description of their experiences of students at a mass university, conceptions of teaching and learning and of issues related to work health. Some conceptions were consonant with earlier results. The conceptions revealed differences between two teacher groups, teachers of subject-specific language, or language for specific purposes (LSP), and teachers of elementary and advanced language courses (general language teachers). For the first, the conceptions of the investigated teachers provided a picture of the students as a member of a mass university. The students were seen as customers who demanded special services to facilitate their studies or were selective about the contents of the course. The finding that appeared only in the LSP teachers’ data was the unengaged attitude towards language study, which appeared as mere hunt for credits. On the other hand, the students were also seen as language learning individuals, but a clear picture of a truly interested language learner was evident in the data of general language teachers. The teachers’ conceptions of teaching and learning revealed a picture of experienced teachers with a long background of teaching, reflecting experiences from different time periods and influences from their own education and illustrating the increasing problems with organizing individual tutoring due to large, heterogeneous groups. It seemed, however, that in spite of the large student groups, general language teachers were able to support the students’ learning processes and to use learner-centred methods, whereas LSP teachers were frequently compelled to resort to knowledge transmission type of teaching. The conditions of the mass university were clearly manifested in the respondents’ conceptions about work satisfaction: there were a number of factors related to administration, teaching arrangements and the status of the language centres that were likely to add to the teachers’ work stress, whereas traditional characteristics of academic work were viewed as promoting work satisfaction. On the basis of the teachers’ conceptions, it is safe to assume that academic mass context and students’ orientations have an effect on the teacher’s approach to teaching, while there is no unequivocal association between mass university teaching and poor teaching.

Implementation of the trauma registry as a tool for quality improvement in trauma care in a brazilian hospital: the first 12 months

ABSTRACTObjective:to analyze the implementation of a trauma registry in a university teaching hospital delivering care under the unified health system (SUS), and its ability to identify points for improvement in the quality of care provided.Methods:the data collection group comprised students from medicine and nursing courses who were holders of FAPESP scholarships (technical training 1) or otherwise, overseen by the coordinators of the project. The itreg (ECO Sistemas-RJ/SBAIT) software was used as the database tool. Several quality "filters" were proposed to select those cases for review in the quality control process.Results:data for 1344 trauma patients were input to the itreg database between March and November 2014. Around 87.0% of cases were blunt trauma patients, 59.6% had RTS>7.0 and 67% ISS<9. Full records were available for 292 cases, which were selected for review in the quality program. The auditing filters most frequently registered were laparotomy four hours after admission and drainage of acute subdural hematomas four hours after admission. Several points for improvement were flagged, such as control of overtriage of patients, the need to reduce the number of negative imaging exams, the development of protocols for achieving central venous access, and management of major TBI.Conclusion: the trauma registry provides a clear picture of the points to be improved in trauma patient care, however, there are specific peculiarities for implementing this tool in the Brazilian milieu.

Reproductive outcome in pregnant women with recurrent pregnancy loss

Abstract PURPOSE: To estimate the future pregnancy success rate in women with a history of recurrent pregnancy loss. METHODS: A retrospective cohort study including 103 women seen at a clinic for recurrent pregnancy loss (loss group) between January 2006 and December 2010 and a control group including 204 pregnant women seen at a low-risk prenatal care unit between May 2007 and April 2008. Both groups were seen in the university teaching hospital the Maternidade Climério de Oliveira, Salvador, Bahia, Brazil. Reproductive success rate was defined as an alive-birth, independent of gestational age at birth and survival after the neonatal period. Continuous variables Means and standard deviations (SD) were compared using Student's t-test and nominal variables proportions by Pearson χ2test. RESULTS: Out of 90 who conceived, 83 (91.2%) had reproductive success rate. There were more full-term pregnancies in the control than in the loss group (174/187; 92.1 versus 51/90; 56.7%; p<0.01). The prenatal visits number was satisfactory for 76 (85.4%) women in the loss group and 125 (61.3%) in the control (p<0.01). In this, the beginning of prenatal care was earlier (13.3; 4.2 versus 19.6; 6.9 weeks). During pregnancy, the loss group women increased the weight more than those in the control group (58.1 versus 46.6%; p=0.04). Although cervix cerclage was performed in 32/90 women in the loss group, the pregnancy duration mean was smaller (34.8 weeks; SD=5.6 versus 39.3 weeks; SD=1.6; p<0.01) than in the control group. Due to gestational complications, cesarean delivery predominated in the loss group (55/83; 64.7 versus 73/183; 39.5%; p<0.01). CONCLUSION: A very good reproductive success rate can be attributed to greater availability of healthcare services to receive pregnant women, through prenatal visits (scheduled or not), cervical cerclage performed on time, and available hospital care for the mother and newborn.

Discrepancies between clinical diagnoses and autopsy findings

Autopsy examination is considered to be an essential element for medical auditing and teaching. Despite the significant progress in diagnostic procedures, autopsy has not always confirmed the clinical diagnosis. In the present study, we compared the diagnosis recorded on medical charts with reports of 96 autopsies performed at the University Teaching Hospital of the Faculdade de Medicina de Botucatu, Botucatu, SP, Brazil, between 1975 and 1982, and of 156 autopsies performed at the same institution between 1992 and 1996. The clinical diagnosis of the basic cause of death was confirmed at autopsy in 77% of cases. The percent confirmation fell to 60% when the immediate terminal cause of death was considered, and in 25% of cases, the terminal cause was only diagnosed at autopsy. The discrepancies between clinical and autopsy diagnosis were even larger for secondary diagnoses: 50% of them were not suspected upon clinical diagnosis. Among them, we emphasize the diagnosis of venous thromboses (83%), pulmonary embolisms (80%), bronchopneumonias (46%) and neoplasias (38%). Iatrogenic injuries were very frequent, and approximately 90% of them were not described in clinical reports. Our results suggest that highly sensitive and specific diagnostic tests are necessary but cannot substitute the clinical practice for the elaboration of correct diagnoses.

Examining experiences that develop responsivity in practitioners

This thesis has been produced to meet the requirements of Brock University's Masters of Education program. It is the result of many peoples' reflections on and beliefs about the act of teaching in today's world. This manuscript is intended to provide the reader with an engaged interpretation of the dynamic field of teaching. In recognizing the ever-changing demands of the profession, this paper serves to provide the reader with a gathering of strategies or paradigm of action which an educator may employ to respond to the demands of his/her complex vocation. This gathering of strategies represents the phenomenon I have examined throughout this study: responsivity. What is it? Is it important for a practitioner to develop? If so, how can it be developed? In no way is this an "answer book" for teachers to adhere to. It is a collection of thoughts and ideas from an array of "insiders" who have experienced the phenomenon of responsivity. It will not provide the reader with immediate answers. What it will offer the reader is a deeper understanding of the related issues and concerns surrounding responsivity.

Changements et évolution des universités conventionnelles sous l’influence des technologies de l’information et de la communication (TIC): le cas du contexte universitaire nord-américain

Cette recherche part du constat de l’utilisation des nouvelles technologies qui se généralise dans l’enseignement universitaire (tant sur campus qu’en enseignement à distance), et traite cette question sous trois aspects institutionnel, pédagogique et technologique. La recherche a été menée à travers quinze universités canadiennes où nous avons interrogé vingt-quatre universitaires, nommément des responsables de centres de pédagogie universitaire et des experts sur la question de l’intégration des technologies à l’enseignement universitaire. Pour le volet institutionnel, nous avons eu recours à un cadre théorique qui met en relief le changement de structure et de fonctionnement des universités à l’ère d’Internet, suivant le modèle théorique de l’Open System Communications Net de Kershaw et Safford (1998, 2001). Les résultats, à l’aune de ce modèle, confirment que les universités conventionnelles sont dans une phase de transformation due à l’utilisation des technologies de l'information et de la communication (TIC). De plus, les cours hybrides, la bimodalité, des universités entièrement à distance visant une clientèle estudiantine au-delà des frontières régionales et nationales, des universités associant plusieurs modèles, des universités fonctionnant à base d’intelligence artificielle, sont les modèles principaux qui ont la forte possibilité de s’imposer dans le paysage universitaire nord-américain au cours des prochaines décennies. Enfin, à la lumière du modèle théorique, nous avons exploré le rôle de l’université, ainsi en transformation, au sein de la société tout comme les rapports éventuels entre les institutions universitaires. S’agissant de l’aspect pédagogique, nous avons utilisé une perspective théorique fondée sur le modèle du Community of Inquiry (CoI) de Garrison, Anderson et Archer (2000), revu par Vaughan et Garrison (2005) et Garrison et Arbaugh (2007) qui prône notamment une nouvelle culture de travail à l’université fondée sur trois niveaux de présence. Les résultats indiquent l’importance d’éléments relatifs à la présence d’enseignement, à la présence cognitive et à la présence sociale, comme le suggère le modèle. Cependant, la récurrence -dans les trois niveaux de présence- de certains indicateurs, suggérés par les répondants, tels que l’échange d’information, la discussion et la collaboration, nous ont amenés à conclure à la non-étanchéité du modèle du CoI. De plus, certaines catégories, de par leur fréquence d’apparition dans les propos des interviewés, mériteraient d’avoir une considération plus grande dans les exigences pédagogiques que requiert le nouveau contexte prévalant dans les universités conventionnelles. C’est le cas par exemple de la catégorie « cohésion de groupe ». Enfin, dans le troisième volet de la recherche relatif à la dimension technologique, nous nous sommes inspirés du modèle théorique d’Olapiriyakul et Scher (2006) qui postule que l’infrastructure dans l’enseignement doit être à la fois une technologie pédagogique et une technologie d’apprentissage pour les étudiants (instructional technology and student learning technology). Partant de cette approche, le volet technologique de notre recherche a consisté à identifier les fonctionnalités exigées de la technologie pour induire une évolution institutionnelle et pédagogique. Les résultats à cet égard ont indiqué que les raisons pour lesquelles les universités choisissent d’intégrer les TIC à l’enseignement ne sont pas toujours d’ordre pédagogique, ce qui explique que la technologie elle-même ne revête pas forcément les qualités a priori requises pour une évolution pédagogique et institutionnelle. De ce constat, les technologies appropriées pour une réelle évolution pédagogique et institutionnelle des universités ont été identifiées.

L’adoption des innovations dans les systèmes PACS et la perception des bénéfices : le concept de l’alignement tâche-technologie comme outil d’évaluation

Contexte : Les premières implantations PACS (Picture Archiving and Communication System) remontent aux années 80. Le rehaussement récent du PACS au sein d’un centre hospitalier universitaire a permis d’étudier l’introduction d’innovations dans une technologie mature. Objectif : Dans un premier temps, effectuer une revue de la littérature sur les études évaluant la perceptions des utilisateurs de l’implantation des PACS. Deuxièmement, évaluer dans une étude de cas si le niveau d’alignement entre les tâches et la technologie prédit l’utilisation et la perception des bénéfices. Méthodes : Il y a eu une revue systématique de la littérature afin d’identifier les études sur la perception des utilisateurs du PACS. Une adaptation du modèle TTF (Task-Technology-Fit) développé par Goodhue (1995) a servi de base théorique pour l’étude de cas effectuée par questionnaire auto-administré. Résultats : Les modèles recensés dans la revue systématique sont mieux adaptés à des nouvelles implantions PACS qu’à des systèmes matures en évolution. Il y a une corrélation significative entre le niveau de l’alignement, tel que perçu par les utilisateurs, et la perception des bénéfices nets, ainsi que l’utilisation de la technologie. L’étude a démontré un écart entre la perception des utilisateurs et celle des développeurs interviewés. Conclusions : Cette étude supporte la validité du concept alignement tâche-technologie dans l’analyse d’un rehaussement PACS. Il est important de maintenir une interaction soutenue entre développeurs et utilisateurs, qui va audelà de la phase initiale de développement.

Les caractéristiques, le contexte et les processus d’implantation et de pérennisation d’une activité de développement professionnel par une équipe d’infirmières

La mise à jour des connaissances par les infirmières et leur engagement dans un processus continu d’apprentissage est garant de soins de qualité à la population (Nesbitt, 2013; OIIQ, 2011b; Raelin, 2008; Wilson et al., 2015). Au Québec depuis 2012, les infirmières doivent être inscrites à un minimum de 20 heures de formation annuellement (OIIQ, 2011a). Les milieux de soins offrent de la formation souvent ponctuelle. Garcia, Meek, et Wilson (2011) soulignent que l’implantation d’activités pérennes de développement professionnel en milieu de travail demeure un défi. La présente étude avait pour but de documenter les caractéristiques, le contexte et les processus d’implantation et de pérennisation d’une activité de développement professionnel par une équipe d’infirmières. Il s’agissait d’un club de lecture dans un centre hospitalier universitaire (CHU) d’une grande métropole québécoise. Fondée sur le modèle de Pettigrew et Whipp (1991) Content, Context, and Process model of strategic change adapté par Stetler, Ritchie, Rycroft-Malone, Schultz, et Charns (2007), la méthode d’étude de cas a été choisie. Des entrevues individuelles (n=7), des focus groups (n=2) et des périodes d’observation (n=2) ont été réalisés afin de décrire les éléments de succès de l’implantation et de la pérennisation de cette activité. Il résulte comme caractéristique qu’une activité où les infirmières sont engagées et actives est une stratégie gagnante. Le contexte, une équipe de gestionnaires qui valorise la pratique clinique et la pratique fondée sur les résultats probants, soutient la pérennité. Une trajectoire avec des retombées concrètes pour la pratique, les soins aux patients et l’identité professionnelle des participantes est l’élément principal du processus qui contribue à ce que l’activité soit pérenne.