Role of host and bacterial virulence factors in Escherichia coli spontaneous bacterial peritonitis.

OBJECTIVES: Host factors and bacterial virulence determinants may play a role in Escherichia coli (E. coli) spontaneous bacterial peritonitis. We evaluated the importance of these factors in the emergence of fluoroquinolone-resistant strains and outcome in cirrhotic patients with E. coli spontaneous bacterial peritonitis. METHODS: E. coli spontaneous bacterial peritonitis was detected in a 2-year period in three tertiary hospitals. Clinical and bacteriological data were obtained. Phylogenetic group and 15 virulence genes of E. coli strains were analyzed by polymerase gene reaction and compared with 50 isolates from pyelonephritis patients. RESULTS: Forty-seven E. coli spontaneous bacterial peritonitis patients were identified, 18 (38%) were fluoroquinolone-resistant, a 12% increase compared with our earlier series from 1997 to 2002. Fluoroquinolone resistance was associated with norfloxacin prophylaxis, increased resistance to trimethoprim-sulfamethoxazole and cefotaxime, and less bacterial virulence, as demonstrated by a higher prevalence of 'nonpathogenic' phylogenetic groups A+B1 (56 vs. 28%; P=0.04) and lower virulence scores in fluoroquinolone-resistant E. coli compared with fluoroquinolone-susceptible E. coli. E. coli strains from cirrhotic patients belonged more frequently to 'nonpathogenic' phylogenetic groups A+B1, had fewer virulence factors and higher rates of fluoroquinolone resistance than isolates from pyelonephytis patients. Immunosuppression was independently associated with in-hospital and 3-month mortality. Bacterial virulence factors were unrelated to mortality. CONCLUSION: Fluoroquinolone-resistant E. coli spontaneous bacterial peritonitis prevalence is increasing because of norfloxacin prophylaxis. Strains from peritonitis are less virulent than strains from pyelonephritis because of a higher prevalence of A+B1 phylogeny and quinolone resistance. Mortality is related to immunosuppression, but not to bacterial virulence factors.

Aplicación de un modelo híbrido de aprendizaje basado en problemas como estrategia de evaluación e interrelación ‘multiasignaturas’ / Application of a hybrid model of problem-based learning as a strategy for assessment and the integration of ‘multiple subjects’

Se ha diseñado e implementado un modelo 'híbrido' de aprendizaje basado en problemas (ABP) como estrategia de enseñanza, evaluación e interrelación de las asignaturas de 'Fisiopatogenia' y 'Semiología' del grado de medicina de la Universitat Internacional de Catalunya. El modelo hibrido ha sido diseñado sobre la plataforma de tecnología de la información Moodle que facilita su desarrollo con menos recursos. El ABP implementado funciona como una actividad integradora que trata de fomentar el desarrollo de competencias transversales y el pensamiento complejo, en un entorno de aprendizaje activo. Promueve en el estudiante la construcción de su propio conocimiento para el desarrollo de competencias como el razonamiento clínico y la toma de decisiones, al tiempo que posibilita la integración de los conocimientos procedentes de distintas asignaturas. Los resultados de este trabajo han reflejado un alto grado de satisfacción del alumnado con la metodología fundamentada en el ABP, habiéndose logrado una participación activa en el proceso enseñanza aprendizaje

A 'hybrid' model of problem-based learning (PBL) was designed and implemented as a teaching strategy, assessment and means to integrate knowledge related to the subjects 'Physiopathogenesis' and 'Semiotics' of Medicine in the Universitat Internacional de Catalunya. The hybrid model was designed within the e-learning platform, Moodle, which facilitates the development of PBL methodology but with fewer resources. PBL functions as an integrative activity which seeks to promote development of generic skills and complex thought in an active learning environment. PBL encourages students to construct their own knowledge for the development of skills such as clinical reasoning and decision-making, while enabling the integration of knowledge from different subjects. The outcomes of this project indicate a high degree of student satisfaction with this PBL-based methodology as has been manifested by the achievement of active participation in the teaching-learning process