RESUMO
Background: Staphylococcus aureus infections are a significant cause of morbidity and mortality in pediatric populations worldwide. The Staphylo Research Network conducted an extensive study on pediatric patients across Colombia from 2018 to 2021. The aim of this study was to describe the epidemiological and microbiological characteristics of S. aureus in this patient group. Methods: We analyzed S. aureus isolates from WHONET-reporting centers. An "event" was a positive culture isolation in a previously negative individual after 2 weeks. We studied center characteristics, age distribution, infection type, and antibiotic susceptibilities, comparing methicillin sensitive (MSSA) and resistant S. aureus (MRSA) isolates. Results: Isolates from 20 centers across 7 Colombian cities were included. Most centers (80%) served both adults and children, with 55% offering oncology services and 85% having a PICU. We registered 8,157 S. aureus culture isolations from 5,384 events (3,345 MSSA and 1,961 MRSA) in 4,821 patients, with a median age of 5 years. Blood (26.2%) and skin/soft tissue (18.6%) were the most common infection sources. Most isolates per event remained susceptible to oxacillin (63.2%), clindamycin (94.3%), and TMP-SMX (98.3%). MRSA prevalence varied by city (<0.001), with slightly higher rates observed in exclusively pediatric hospitals. In contrast, the MRSA rate was somewhat lower in centers with Antimicrobial Stewardship Program (ASP). MRSA was predominantly isolated from osteoarticular infections and multiple foci, while MSSA was more frequently associated with recurrent infections compared to MRSA. Conclusions: This is the largest study of pediatric S. aureus infections in Colombia. We found MSSA predominance, but resistance have important regional variations. S. aureus remains susceptible to other commonly used antibiotics such as TMP-SMX and clindamycin. Ongoing monitoring of S. aureus infections is vital for understanding their behavior in children. Prospective studies within the Staphylored LATAM are underway for a more comprehensive clinical and genetic characterization.
RESUMO
Durante la última década las escuelas de medicina han incorporado herramientas de educación a distancia, existiendo numerosas áreas de intervención. El razonamiento clínico es un área que requiere una ejercitación continua y una retroalimentación efectiva. Dado esto se plantea la interrogante de la recepción de una herramienta de aprendizaje lúdico del razonamiento clínico médico que entregue la retroalimentación efectiva con fines de estimulación del aprendizaje. Para ello se desarrolló una herramienta multiplataforma compatible con dispositivos de escritorio y móviles basada en Ren'Py, la cual fue distribuida a estudiantes de cuarto y quinto año. Posteriormente, se aplicó una encuesta de percepción para evaluar la recepción de la herramienta. Dentro de los puntos evaluados destaca ser una forma motivante de reforzar los estudios, con entrega de información atingente y facilidad de uso. Permite además reconocer debilidades y es considerada un aporte a la formación por parte de los estudiantes. A raíz de esta implementación se pudo confirmar utilidad de la retroalimentación efectiva entregada de forma instantánea dentro de casos clínicos estructurados, abriendo nuevas posibilidades al abanico de herramientas disponibles en educación superior.
Over the last decade, medical schools have incorporated distance learning tools, with numerous intervention areas available. Clinical reasoning is an area that requires continuous training and effective feedback. Given this, arises the question about the reception of a gamified learning tool for medical clinical reasoning that delivers effective feedback intended for the stimulation of learning. For this, a multiplatform tool compatible with desktop and mobile devices was developed based on Ren'Py, which was distributed to fourth and fifth year students. Subsequently, a perception survey was applied to evaluate the reception of the tool. Among the points evaluated, it stands out to be a motivating way of reinforcing the studies, with delivery of pertinent information and ease of use. It also allows the recognition of weaknesses and is considered a contribution to training by the students. As a result of this implementation, it was possible to confirm the usefulness of the effective feedback delivered instantly within structured clinical cases, opening new possibilities to the range of tools available in higher education.