Neural correlates of object identity and reward outcome in the sensory cortical-hippocampal hierarchy: coding of motivational information in perirhinal cortex.

Neural circuits support behavioral adaptations by integrating sensory and motor information with reward and error-driven learning signals, but it remains poorly understood how these signals are distributed across different levels of the corticohippocampal hierarchy. We trained rats on a multisensory object-recognition task and compared visual and tactile responses of simultaneously recorded neuronal ensembles in somatosensory cortex, secondary visual cortex, perirhinal cortex, and hippocampus. The sensory regions primarily represented unisensory information, whereas hippocampus was modulated by both vision and touch. Surprisingly, the sensory cortices and the hippocampus coded object-specific information, whereas the perirhinal cortex did not. Instead, perirhinal cortical neurons signaled trial outcome upon reward-based feedback. A majority of outcome-related perirhinal cells responded to a negative outcome (reward omission), whereas a minority of other cells coded positive outcome (reward delivery). Our results highlight a distributed neural coding of multisensory variables in the cortico-hippocampal hierarchy. Notably, the perirhinal cortex emerges as a crucial region for conveying motivational outcomes, whereas distinct functions related to object identity are observed in the sensory cortices and hippocampus.

Use of a rapid triage assessment tool to discriminate the need for hospitalisation in patients with severe COVID-19 infection presenting to an outpatient clinic: a single-centre, prospective cohort study.

OBJECTIVES: The WHO designated individuals with low oxygen saturation, SpO2<94%, as severe SARS-CoV2 infection (COVID-19) and recommendations to seek care in a hospital setting were advised. A rapid, office-based method to select patients with severe COVID-19 who need intensive care was necessary during the peak of the pandemic. DESIGN, SETTING AND PARTICIPANTS: This is a prospective cohort study of patients with confirmed severe COVID-19 between September 2020 and April 2021. OUTCOME MEASURES AND ANALYSIS: Oxygen saturation was obtained at rest (SpO2r), following exertion from a 20 m walk test (SpO2e), and the difference was calculated (SpO2Δ). Radiographs and laboratory values were obtained and recorded. Logistic regression models were used to determine variables associated with hospitalisation. A lung injury score was used to quantify pulmonary involvement. RESULTS: Out of 103 patients enrolled with severe COVID-19 infection, 19 (18.4%) were admitted to the hospital (no deaths). Patients managed as outpatients had a standard treatment protocol. The SpO2Δ and SpO2e were associated with hospitalisation (p<0.005) while SpO2r was no different between non-hospitalised and hospitalised patients (90.7%±2.7% vs 90.8%±2.3%, p=0.87). By contrast, exertional SpO2e was significantly different between non-hospitalised and hospitalised (87.3%±2.6% vs 84.4%±3.4%, p=0.0005). The mean lung injury score was 11.0±3.5 (18-point scale) and did not discriminate against those who would need hospitalisation. Lower lung fields were significantly more involved than the upper (p<0.0001). All patients had elevated biomarkers of inflammation, C reactive protein (CRP) median 82.5 IQR (43-128.6) mg/L and evidence of elevated liver enzymes. A logistic regression model was constructed including SpO2Δ, CRP and alanine aminotransferase to predict hospitalisation. Only SpO2Δ was significant, p=0.012, 95% CI (1.128 to 2.704) and correctly classified 85.71% of patients who could remain at home or would need to receive treatment in the hospital. CONCLUSION: An office-based, 20 m walk test can help diverge patients with severe COVID-19 who need escalated care. Further, an aggressive standardised treatment protocol can be used to successfully manage patients outside of hospitals despite having severe COVID-19.

Enduring effects of early-life adversity on reward processes: A systematic review and meta-analysis of animal studies.

Two-thirds of individuals experience adversity during childhood such as neglect, abuse or highly-stressful events. Early-life adversity (ELA) increases the life-long risk of developing mood and substance use disorders. Reward-related deficits has emerged as a key endophenotype of such psychiatric disorders. Animal models are invaluable for studying how ELA leads to reward deficits. However, the existing literature is heterogenous with difficult to reconcile findings. To create an overview, we conducted a systematic review containing multiple meta-analyses regarding the effects of ELA on reward processes overall and on specific aspects of reward processing in animal models. A comprehensive search identified 120 studies. Most studies omitted key details resulting in unclear risk of bias. Overall meta-analysis showed that ELA significantly reduced reward behaviors (SMD: -0.42 [-0.60; -0.24]). The magnitude of ELA effects significantly increased with longer exposure. When reward domains were analyzed separately, ELA only significantly dampened reward responsiveness (SMD: -0.525[-0.786; -0.264]) and social reward processing (SMD: -0.374 [-0.663; -0.084]), suggesting that ELA might lead to deficits in specific reward domains.

Calidad de las prácticas formativas en los últimos semestres de enfermería de la Universidad Católica de Manizales, Colombia / The quality of training practice in the last semesters of nursing from the Catholic University of Manizales, Colombia

INTRODUCCIÓN: La calidad de las prácticas formativas de enfermería deben ir acompañadas por un sistema de conocimientos genéricos, desarrollo permanente, y apoyo en la práctica clínica. OBJETIVO: Describir las condiciones de calidad de las prácticas formativas de los últimos semestres del programa de Enfermería de la Universidad Católica de Manizales con relación a los criterios básicos definidos por el Ministerio de Protección Social, el Ministerio de Educación Nacional, y los definidos por el programa de Enfermería en los años 2015 ­ 2017. METODOLOGÍA: Investigación descriptiva, retrospectiva, documental. Con la información suministrada por la literatura, el marco de regulación, los factores y las características del modelo de evaluación de las prácticas, entre los años 2015 al 2017, los criterios de inclusión fueron el formato de evaluación de prácticas de la Universidad del caso y exclusión que se emplearon. RESULTADOS: Muestran debilidades y fortalezas como que se descubre que la UCM cumple con todos los criterios de idoneidad como institución educativa, pero hay condiciones para mejorar. CONCLUSIONES: Realizar acompañamiento a las entidades como hospitales y centros de práctica, para obtener mejores escenarios de práctica.

INTRODUCTION: The quality of nursing training practices must be accompanied by a generic knowledge system, permanent development, and support in clinical practice. OBJECTIVE: Describe the quality conditions of the training practices of the last semesters of the Nursing program of the Universidad Católica de Manizales in relation to the basic criteria defined by the Ministry of Social Protection, the Ministry of National Education, and those defined by the Nursing program in the years 2015 - 2017. Descriptive METHODOLOGY, retrospective, documentary film. With the information provided by the literature, the regulatory framework, the factors and characteristics of the internship evaluation model, between the years 2015 to 2017, the inclusion criteria were the internship evaluation format of the University of the case and exclusion that were used. RESULTS: Show weaknesses and strengths as it is discovered that the UCM meets all the criteria of suitability as an educational institution but there are conditions for improvement. CONCLUSIONS: Provide support to entities such as hospitals and practice centers, to obtain better practice scenarios.

SNP-SNP interactions in the BDNF, COMT, CBR1 and CCK genes, associated with post-traumatic stress disorder in urban residents of Itagüí, Colombia / Interacciones SNP-SNP en los genes BDNF, COMT, CBR1 y CCK asociadas al trastorno de estrés postraumático en la población urbana de Itagüí, Colombia

Abstract Introduction: Single nucleotide polymorphisms (SNPs) in the BDNF, COMT, CBR1 and CCK genes have been associated with the process of fear extinction in humans. Since fear extinction plays a key role in recovering from psychological trauma, there is a possibility that these genes modulate the risk of developing post-traumatic stress disorder (PTSD). Objective: To assess unilocus and multilocus associations between SNPs in the BDNF, COMT, CBR1 and CCK genes and the risk of developing PTSD. Materials and methods: 129 inhabitants of the municipality of Itagüí, Colombia, who had experienced psychological trauma at least once, were genotyped for these polymorphisms (38 cases of PTSD and 91 controls). Logistic regression was used to perform unilocus and multilocus association tests for single SNPs and existing SNP-SNP genotypic combinations. Results: No unilocus associations were found, but interactions between the BDNF and CBR1 genes and between the COMT and CCK genes were observed. Of these interactions, the genotypic combinations that behaved as risk factors were AG-AA (OR=13.52, p<0.05) in the BDNF-CBR1 interaction, and TC-AA (OR=13.70, p<0.05) in the CCK-COMT interaction. Conclusions: The two pairs of interacting polymorphisms found in this study could act additively and generate a greater risk of developing PTSD after suffering psychological trauma. People who have a single allele have a lower risk of developing PTSD than those who have two alleles in the interacting genes.

Resumen Introducción. Los polimorfismos de un solo nucleótido (SNP, por su sigla en inglés) en los genes BDNF, COMT, CBR1 y CCK han sido asociados con el proceso de extinción del miedo en humanos. Dado que la extinción del miedo es clave para la recuperación del trauma psicológico, es posible que estos genes modulen el riesgo de desarrollar trastorno de estrés postraumático (TEPT). Objetivo. Evaluar las asociaciones unilocus y multilocus entre los SNP en los genes BDNF, COMT, CBR1 y CCK y el riesgo de desarrollar TEPT. Materiales y métodos. 129 habitantes del municipio de Itagüí, Colombia, que habían experimentado trauma psicológico al menos una vez, fueron genotipificados para estos polimorfismos (38 casos de TEPT y 91 controles). Se realizaron pruebas de asociación unilocus y multilocus por regresión logística para SNP únicos y las combinaciones genotípicas SNP-SNP existentes. Resultados. No se encontraron asociaciones unilocus, pero se observaron interacciones entre BDNF y CBR1, y CCK y COMT. De estas interacciones, las combinaciones genotípicas que se comportaron como factores de riesgo fueron AG-AA (OR=13.52, p<0.05) de BDNF-CBR1 y TC-AA (OR=13.70, p<0.05) de CCK-COMT. Conclusiones: Los dos pares de polimorfismos en interacción encontrados en el presente estudio podrían actuar de forma aditiva y generar un mayor riesgo de desarrollar TEPT después de sufrir trauma psicológico. Quienes portan un solo alelo tienen un menor riesgo de desarrollar el trastorno que quienes portan dos alelos en genes que interactúan entre sí.

Las concepciones de ambiente inciden en el modelo de enseñanza de la educación ambiental / Environmental conceptions include in the teaching model of environmental education / As concepções de meio ambiente influenciam o modelo de ensino da educação ambiental

Resumen El artículo presenta el trabajo realizado en torno a la identificación de un modelo de educación ambiental a partir de la observación y análisis de prácticas de enseñanza de educación ambiental obtenidas como resultado de un estudio de caso. La hipótesis que se sostiene a lo largo de la investigación indica que las actividades de enseñanza en educación ambiental son producto de la concepción que se tiene del ambiente en el contexto estudiado. Para dar respuesta a la hipótesis se realizó el análisis de las prácticas de enseñanza de una maestra, a partir de la aplicación y análisis de instrumentos cualitativos; posteriormente se trianguló la información obtenida para identificar su modelo de enseñanza. Los resultados del estudio revelaron que el modelo de enseñanza de la maestra es sistémico, pues implementa varias actividades y a través de ellas establece relaciones entre diversos componentes del ambiente, y antropocéntrico, en tanto que considera que uno de sus compromisos en la enseñanza es la protección de la naturaleza. Lo anterior permitió demostrar la hipótesis de trabajo, a saber que los modelos identificados coinciden con la concepción de ambiente y de educación ambiental de la maestra.

Abstract This research article shows the work developed around the identification of an environmental education model, starting off the observation and analysis of the teaching practices in environmental education obtained as a result of a case study. The hypothesis held throughout this investigation indicates that the teaching activities in environmental education, result from the conception the teachers have about the environment in the context studied. To find an answer to the hypothesis, we made an analysis of a teacher's teaching practices, starting off an application and analysis of qualitative instruments; later the information obtained was triangulated to identify her teaching model. The results revealed that the teacher's teaching model is systematic, because it uses several activities and through them stablishes relations between various components of the environment, and anthropocentric, as it considers that one of its compromises in teaching is the protection of nature. The above allowed us to demonstrate this article hypothesis, namely that the models identified coincide with the conception of the environment and the teacher's environmental education.

Resumo O artigo apresenta o trabalho realizado em torno a identificação de um modelo de educação ambiental baseado na observação e analise de práticas de ensino em educação ambiental obtidas como resultado de um estudo de caso. A hipótese sustentada ao longo da pesquisa indica que as atividades de ensino de educação ambiental são o produto da concepção de meio ambiente no contexto estudado. Para responder à hipótese, foi realizada uma análise das práticas de ensino de um professor com base na aplicação e analise de instrumentos qualitativos; posteriormente, as informações obtidas foram trianguladas para identificar seu modelo de ensino. Os resultados do estudo revelaram que o modelo de ensino do professor é sistêmico, uma vez que implementa diversas atividades, e por meio delas, estabelece relações entre os vários componentes do ambiente e o antropocêntrico, considerando que um de seus compromissos no ensino é a proteção da natureza. O exposto acima permitiu demonstrar a hipótese de trabalho, a saber que os modelos identificados coincidem com a concepção de ambiente e a educação ambiental do professor.

Use of the Spanish Version of the Rapid Geriatric Assessment in Mexican Patients in Long-Term Care.

We report our experience with the use of a Spanish version of the rapid geriatric assessment of 30 patients in 2 long-term care institutions in Mexico City by a group of healthcare students without prior experience in geriatric medicine. The Spanish version of the rapid geriatric assessment is a very easy tool to administer that can provide overall good results for identifying frailty, sarcopenia, anorexia, weight loss, and cognitive impairment.