摘要
El enfrentamiento de las personas que viven con VIH es amplio y requiere dedicación en múltiples dimensiones, más allá de la terapia antirretroviral. Estas recomendaciones abordan el manejo desde el diagnóstico, primera visita, seguimiento, manejo de comorbilidades infecciosas y no infecciosas, tamizaje de neoplasias, profilaxis antimicrobiana y vacunas, entre otras.
Management of people living with HIV is broad and multiple dimensions must be considered, beyond antiretroviral therapy. These recommendations include management from diagnosis, first visit, patient follow-up, infectious and non-infectious comorbidities, malignancies screening, antimicrobial and immunizations prophylaxis, among others.
Subject(s)
Humans , HIV Infections/diagnosis , HIV Infections/therapy , Ambulatory Care/standards , Chile摘要
Resumen: Se expone el caso de una paciente de 28 años de edad quien presenta caso de hernia de Bochdalek, mostró cuadro de choque séptico por oclusión intestinal y perforación, la cual ameritó manejo integral por cirugía general, ginecología y terapia intensiva, siendo exitoso su manejo, por lo que se reporta el caso.
Abstract: We present a case of a 28-year-old female patient, who presents a case of Bochdalek hernia, which presented a septic shock due to intestinal occlusion and perforation, which merits comprehensive management due to general surgery, gynecology and intensive care, being your therapy was successful, so the case is reported.
Resumo: Apresentamos o caso de uma paciente de 28 anos, do sexo feminino, que apresentou um caso de hérnia de Bochdalek, com um quadro de choque séptico por oclusão e perfuração intestinal, que mereceu tratamento abrangente por cirurgia geral, ginecologia e terapia intensiva, sendo tratamento bem-sucedido, para que o caso seja relatado.
摘要
Background Team-Based Learning methodology (TBL) is used in medicine teaching in different clinical and basic fields, but seldom in statistics courses. Aim To compare the performance of students taught using TBL with those receiving the traditional lecture modality. Materials and Methods The grades and percentage of correct answers obtained in exams written during the statistics course of students that were taught without TBL (years 2009-2011) or using this methodology (years 2013-2016) were compared. Z Test for one mean (Milestone 1) and Student's t test for two independent means assuming equal variances/unequal variances (Milestone 2) were evaluated. The mean and minimum grades and the percentage of grades below the flunking threshold were also evaluated. Students' assessment of the methodology was also recorded. Results The percentage of correct answers was 94.2% and 94% among students taught with and without TBL methodology, respectively (Milestone 1), achieving a similar performance independent of the teaching strategy. The global percentage of correct answers of Milestone 2 increased from 75.3% to 89.5% (P < 0.001) among students using TBL. In 75.0% of questions, the percentage of correct answers increased with TBL. Likewise, there was an increase in mean grades increased from 5.4 to 6.2 (P < 0.05) and mean minimum grades from 2.8 to 3.7 (P = 0.05). The proportion of grades below the flunking threshold decreased from 9.9% to 4.4% (P = 0.054). Almost all students evaluated TBL methodology positively. Conclusions Students taught using TBL methodology performed better in the statistics course evaluation than students attending standard lectures in statistical analysis of greater complexity. TBL was well evaluated.