Method 300: a complementary teaching methodology in Dentistry.

This study evaluated Method 300, a complementary teaching methodology in Dentistry. Thirty participants were divided into 6 groups according to the scores obtained in a placement test ranging from 0 to 10. Students with scores lower than 6 were classified as having poor academic performance; students with scores equal to or greater than 6 were considered as having good academic performance. Each group included at least one student with good performance. Our methodology consisted of two application cycles, each including one different test; however, only students with low performance could undergo the second testing. Students held meetings twice a week for one hour and thirty minutes. Of the 54 students initially enrolled in the subject, 24 dropped out, leaving 30 students who completed all the proposed activities. In cycle 1, 24 (80%) students showed poor academic performance and 6 (20%) good. Students with poor performance in P1 significantly improved after P1 300 test application (P < 0.001). After cycle 1 activities, all 30 participants showed significant improvement. In cycle 2, the number of students with good performance tripled when compared to cycle 1, resulting in a decrease in the number of students with poor performance (P = 0.205). Results show that the Method 300 is an important teaching-learning resource in Dentistry, to be used as a complementary methodology to lectures.

IGF-1 assessed by pubertal status has the best positive predictive power for GH deficiency diagnosis in peripubertal children.

Background When evaluating peripubertal short stature patients, the interpretation of insulin-like growth factor 1 (IGF-1) levels based on chronological age (CA) can be inaccurate due to the influence of sex steroids and, presently, there is no evidence to support the assessment of IGF-1 values according to bone age (BA) and pubertal status (PS). Our objective was to assess the discriminatory performance of IGF-1 levels based on CA, BA and PS in the diagnosis of growth hormone (GH) deficiency. Methods We evaluated IGF-1 levels from 154 peripubertal short stature patients classified as GH deficient (GHD, n=23) or non-GHD (n=131). IGF-1 was assayed by a chemiluminescent immunometric assay and transformed into standard deviation scores (SDS) according to CA (IGF-1-SDS-CA), BA (IGF-1-SDS-BA) and PS (IGF-1-SDS-PS). Results The performances of IGF-1-SDS-CA, IGF-1-SDS-BA and IGF-1-SDS-PS in the receiver operator characteristics (ROC) curves were similar. There were greater accuracy and specificity of IGF-1-SDS-PS (98.4% and 93.3%, respectively) and IGF-1-SDS-BA (92.7% and 90.1%, respectively) when compared to IGF-1-SDS-CA (65.6% and 69.5%, respectively). The post-test probability of the IGF-1-SDS was also improved when compared to PS and BA - 44.8% (IGF-1-SDS-PS), 16.8% (IGF-1-SDS-BA) and 5.1% (IGF-1-SDS-CA), with similar negative predictive values. Conclusions The evaluation of IGF-1 levels based on CA has a higher sensitivity than those based on BA or PS, which justify its use as a screening tool. Additionally, IGF-1 assessed by PS has the best positive predictive power for GHD diagnosis in peripubertal age and could reduce the necessity of a second GH stimulation test.

Performance of mycology and histopathology tests for the diagnosis of toenail onychomycosis due to filamentous fungi: Dermatophyte and non-dermatophyte moulds.

Improvement of laboratory diagnosis of onychomychosis is important so that adequate treatment can be safely implemented. To evaluate and compare the performance of mycological and histopathological examinations in onychomycoses caused by dermatophyte and non-dermatophyte moulds. Patients with lateral/distal subungual onychomycosis in at least one hallux were enrolled in the protocol and assessed via mycological and histopathological tests. The isolation of filamentous fungi was considered the gold standard. Test performance was evaluated through sensitivity, specificity and positive and negative predictive values. A total of 212 patients were enrolled in the study. Direct microscopy (DM) was positive in 57.5% patients, and cultures in 34.4%. Among these patients, 23.3% were positive for dermatophytes, with Trichophyton rubrum the most frequently isolated, and 86.3% were positive for non-dermatophytes, with Neoscytalidium dimidiatum predominance. Histopathology was positive in 41.0% samples. Direct microscopy showed better sensitivity for non-dermatophyte moulds (P=.000) and nail clipping was more specific for dermatophyte (P=.018). Histopathology of the distal nail plate is a valuable complementary tool for the diagnosis of onychomycosis caused by dermatophytes and direct microscopy is especially useful for non-dermatophyte molds.

On the statistical performance of Granger-causal connectivity estimators.

In this article, we extend the statistical detection performance evaluation of linear connectivity from Sameshima et al. (in: Slezak et al. (eds.) Lecture Notes in Computer Science, 2014) via brand new Monte Carlo simulations of three widely used toy models under different data record lengths for a classic time domain multivariate Granger causality test, information partial directed coherence, information directed transfer function, and include conditional multivariate Granger causality whose behaviour was found to be anomalous.

Aprendizaje autorregulador metas académicas y rendimiento en evaluaciones de estudiantes universitarios / Self-Regulated Learning, Academic Goals and Performance in the Evaluation of University Students / Aprendizagem autorregulado, metas académicas e rendimento em avaliações de estudos universitários

Objetivo. Explorar la relación entre aprendizaje autorregulado, metas académicas y rendimiento en una evaluación académica de ocho estudiantes universitarias. Método. Se realizó una entrevista semi-estructurada, una observación directa de una sesión de estudio y protocolos verbales durante y después de la sesión. Resultados. En relación con las metas académicas, se encontró que tres estudiantes tuvieron una única orientación a metas de dominio por aproximación, mientras que cinco orientaron a múltiples metas académicas. Respecto al aprendizaje autorregulado, se encontraron estudiantes con bajos y altos niveles. En la relación entre aprendizaje autorregulado, metas académicas y rendimiento en la evaluación fue posible identificar tres grupos de estudiantes: (a) altos niveles de autorregulación y orientación única a metas de dominio por aproximación, (b) bajos niveles de autorregulación y múltiple orientación a metas de dominio y ejecución en tendencias de aproximación y evitación, y (c) variaciones en el nivel de autorregulación con múltiple orientación a metas académicas. Todas las estudiantes obtuvieron calificaciones aprobatorias en la evaluación, independientemente de su nivel de autorregulación y de la orientación a metas académicas. Conclusión. El abordaje procedimental del aprendizaje autorregulado, en función de las metas académicas, permitió obtener información relevante para la comprensión de este proceso, por lo que se recomienda seguir realizando este tipo de estudios para dar cuenta de los diferentes funcionamientos de las estudiantes universitarias en tiempo real, de sus variaciones y relación con otros aspectos motivacionales involucrados en sus procesos de aprendizaje.

Objective. The purpose of this study was to describe eight students' self-regulation profiles during test preparation in relation to academic goals and test performance. Method. Data was collected through a semi-structured interview, the direct observation of a study session, and verbal protocols during and after the session. Results. Regarding the academic goals, the study found that three students had mastery goal orientation, while five students presented multiple goal orientation. With regard to self-regulated learning, it was possible to observe students with low levels of self-regulation, students with high levels of self-regulation and students with variations in their performance during the study session. Finally, in the relationship between self-regulated learning, goal orientation and test performance, three groups were found: (a) a group of students with high levels of self-regulation during the study session and mastery goal orientation; (b) a second group of students with low levels of self-regulation and multiple academic goal orientation in approach and avoidance trends, and (c) a third group of students who showed variations in their level of self-regulation and multiple academic goal orientation. Students of the three groups obtained passing grades in the evaluation regardless of their level of self-regulation and academic goal orientation. Conclusion. The procedural approach to self-regulated learning and academic goals permitted the acquisition of relevant information for advancing the understanding of these variables, and it is therefore recommended to continue with this type of study to explore students' performance in real time and its variations.

Escopo. Explorar a relação entre aprendizagem autorregulado, metas académicas e rendimentos numa avaliação académica de oito estudantes universitários. Metodologia. Foi realizada uma entrevista semiestruturada, uma observação direita de uma sessão de estudo e protocolos verbais durante e depois da sessão. Resultados. Em relação com as metas académicas, foi achado que três estudantes tiveram uma única orientação a metas de domínio por aproximação, enquanto cinco estudantes estiveram orientados a múltiplas metas académicas. Sobre a aprendizagem autorregulada, achou-se estudantes com baixos e altos níveis. Em relação a aprendizagem autorregulada, metas académicas e rendimento na avaliação, foi possível identificar três grupos de estudantes: (a) altos níveis de autorregulação e orientação única a metas de domínio por aproximação, (b) baixos níveis de autorregulação e múltipla orientação a metas de domínio e execução em tendências de aproximação e evitação, e (c) variações no nível de autorregulação com múltipla orientação a metas académicas. Todos os estudantes obtiveram calcificações aprobatórias na avaliação, independentemente de seu nível de autorregulação e da orientação a metas académicas. Conclusão. A abordagem procedimental da aprendizagem autorregulada, em função das metas académicas, permitiu obter informação relevante para a compreensão deste processo, pelo que recomenda-se seguir fazendo este tipo de estudos para dar conta dos diferentes funcionamentos dos estudantes universitários em tempo real, de suas variações e relação com outros aspetos motivacionais involucrados em seus processos de aprendizagem.