Extrapulmonary Tuberculosis: Pathophysiology and Imaging Findings.

Extrapulmonary tuberculosis (TB) represents approximately 15% of all TB infections. It is difficult to diagnose on the basis of imaging characteristics and clinical symptoms, and biopsy is required in many cases. Radiologists must be aware of the imaging findings of extrapulmonary TB to identify the condition in high-risk patients, even in the absence of active pulmonary infection. In extrapulmonary TB, the lymphatic system is most frequently affected. The presence of necrotic lymph nodes and other organ-specific imaging features increases the diagnostic probability of extrapulmonary TB. Disseminated infection and central nervous system involvement are the most frequent manifestations in immunosuppressed patients. Renal disease can occur in immunocompetent patients with very long latency periods between the primary pulmonary infection and genitourinary involvement. In several cases, gastrointestinal, solid-organ, and peritoneal TB show nonspecific imaging findings. Tuberculous spondylitis is the most frequent musculoskeletal manifestation. It is usually diagnosed late and affects multiple vertebral segments with extensive paraspinal abscess. Articular disease is the second most frequent musculoskeletal manifestation, and synovitis is its predominant imaging finding.©RSNA, 2019.

Course reaction scale in e-learning: adaptation and factor structure / Escala de reação ao curso em educação a distância: adaptação e estrutura fatorial / Escala de reacción al curso en enseñanza virtual: adaptación y estructura factorial

This paper aims to adapt and analyze the factor structure and psychometric properties of the Reaction to Instructional Proceedings Scale in Distance Education (ERPI-EAD) and its relation with the effectiveness of training at work. In total, 3,600 employees from a Brazilian public bank participated in this study by answering the ERPI-EAD after taking part in an online course. We measured training transfer with a self-evaluation scale. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A one-factor structure and a high level of fit for the model were found. The participants' satisfaction with the course was related to the effectiveness of training. We suggest using the ERPI-EAD as a reliable and valid measure that predicts the effectiveness of training, can contribute to collect relevant information to improve instructional aspects and ensure better performance results in the workplace.

O presente trabalho tem como objetivo adaptar e analisar a estrutura fatorial e as propriedades psicométricas da Escala de Reação aos Procedimentos Instrucionais em Educação a Distância (ERPI-EAD) e sua relação com a efetividade do treinamento no trabalho. Participaram deste estudo 3.600 funcionários de um banco estatal brasileiro respondendo à ERPI-EAD depois de realizar um curso on-line. Mediu-se o impacto do treinamento no trabalho em amplitude com uma escala de autoavaliação. Foram realizadas análises de consistência interna, fatorial confirmatória e regressões múltiplas. Uma estrutura unifatorial e um alto nível de ajuste para o modelo foram encontrados. A satisfação dos participantes com o curso esteve relacionada à efetividade do treinamento. Sugere-se o uso da ERPI-EAD como uma medida confiável e válida, que prediz a efetividade de treinamento, contribui para a coleta de informações relevantes à melhora dos aspectos instrucionais e assegura melhores resultados de desempenho no trabalho.

El objetivo de este estudio fue adaptar y examinar la estructura factorial y las propiedades psicométricas de la Escala de Reacción al Curso en Enseñanza Virtual (ERC-EV) y su relación con la eficacia de la formación en el trabajo. Un total de 3.600 empleados de un Banco estatal brasileño participó en el estudio respondiendo a la ERC-EV después de haber participado en una teleformación. Se midió la transferencia de la formación con una escala de autoevaluación. Análisis de consistencia interna, factoriales confirmatorios y regresiones múltiples fueron realizados. Una estructura de un único factor y un alto nivel de ajuste para el modelo fueron encontrados. La satisfacción de los participantes con el curso estuvo relacionada con la eficacia de la formación. Se sugiere el uso de la ERC-EV como una medida fiable y válida, que predice la eficacia de la formación, puede ayudar a recoger información relevante para la mejora de los aspectos de la instrucción y asegurar mejores resultados de rendimiento en el trabajo.