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1.
Pharmaceuticals (Basel) ; 17(2)2024 Jan 30.
Artículo en Inglés | MEDLINE | ID: mdl-38399390

RESUMEN

The aim of this work was to assess the tolerability, safety, and efficacy of an ophthalmic topical formulation containing helenalin from Arnica montana and hyaluronic acid 0.4% (HA) in patients with mild-to-moderate Dry Eye Disease (DED) exhibiting positive Matrix Metalloproteinase 9 (MMP-9) test results. Tolerability and safety were evaluated in 24 healthy subjects. Participants were instructed to apply one drop of the formulation three times a day in the study eye, for 2 weeks, followed by a clinical follow-up of 21 days. Efficacy was studied in 48 DED patients randomized into Study (Group 1/receiving the studied formulation) or Control (Group 2/Receiving HA 0.4% eye lubricant) groups for 1 month. Assessments included an MMP-9 positivity test, conjunctival impression cytology (CIC), Ocular Surface Disease Index (OSDI), non-invasive film tear breakup time (NIBUT), non-invasive average breakup time (NIAvg-BUT), ocular surface staining, Schirmer's test, and meibomiography. A crossover design with an additional 1-month follow-up was applied to both groups. Healthy subjects receiving the studied formulation exhibited good tolerability and no adverse events. Regarding the efficacy study, Group 1 exhibited a statistically significant reduction in the MMP-9 positivity rate compared to Group 2 (p < 0.001). Both Group 1 and Group 2 exhibited substantial improvements in OSDI and NIBUT scores (p < 0.001). However, Group 1 demonstrated a significant improvement in NI-Avg-BUT and Schirmer's test scores (p < 0.001), whereas Group 2 did not (p > 0.05). Finally, after the crossover, the proportion of MMP-9-positive subjects in Group 1 increased from 25% to 91.6%, while Group 2 showed a significant decrease from 87.5% to 20.8%. Overall, the topical formulation containing sesquiterpene helenalin from Arnica montana and hyaluronic acid was well tolerated and exhibited a favorable safety profile. Our formulation reduces DED symptomatology and modulates the ocular surface inflammatory process; this is evidenced by the enhancement of CIC, the improvement of DED-related tear film status, and the reduction of the MMP-9 positivity rate.

2.
Educ. med. (Ed. impr.) ; 20(supl.2): 93-99, sept. 2019. tab, graf
Artículo en Español | IBECS | ID: ibc-193070

RESUMEN

INTRODUCCIÓN: Actualmente las instituciones educativas cuentan con el desafío de egresar alumnos no solo como expertos en sus disciplinas, sino que además cuenten con competencias transversales que les permitirán adaptarse a entornos profesionales y personales en el futuro. La Escuela de Medicina y Ciencias de la Salud del Tecnológico de Monterrey, como parte de su Modelo Educativo Tec21, ha establecido la total inmersión en actividades retadoras durante la Semana i, como una de las iniciativas para desarrollar las competencias en sus programas educativos de profesional. OBJETIVO: Determinar el valor percibido de la Semana I por parte de los alumnos en el desarrollo de las competencias transversales del Modelo Tec21 a nivel individual, interpersonal, organizacional y sistémico. METODOLOGÍA: Se utiliza un método cuantitativo, descriptivo, transeccional y no experimental. Se diseñaron 2 instrumentos de autorreflexión sobre las competencias del Modelo Tec21. El primero mide las expectativas y las preferencias de los alumnos a modo de pretest. El segundo mide los logros de la Semana I a modo de postest. Se utilizaron grupos de enfoque y pruebas de confiabilidad para su validación. El valor percibido se calcula como la diferencia entre los resultados del pretest y el postest. RESULTADOS: Las competencias individuales e interpersonales son las que se consideraron con valor percibido significativo por los estudiantes durante la Semana I CONCLUSIONES: Se vuelve indispensable reconsiderar el diseño de las actividades para aportar valor a lasorganizaciones y sociedad en general


INTRODUCTION: Educational institutions currently have the responsibility to educate students, not only as experts in their disciplines, but also with transversal competences to support them in future professional and personal environments. The School of Medicine and Health Sciences and Technology of Monterrey, as part of its Educational Tec21 Model, has established total immersion challenging activities during the I Week, as one of the initiatives to develop transversal competencies for undergraduate programs. OBJECTIVE: To identify the perceived value of I Week by the students in the development of Tec21 Model transversal competences at individual, interpersonal, organisational, and systemic level. METHODOLOGY: A quantitative, descriptive, cross-sectional and non-experimental method was conducted using 2 specifically designed questionnaires for self-reflection on the competences of the Tec21 Model. The first one measured the expectations and preferences of the students as a pre-test. The second one measured the achievements of I Week as a post-test. Focus groups and reliability tests were used for validation. The perceived value is calculated as the difference between the results of the pre-test and post-test. RESULTS: Individual and interpersonal competences were considered with a significant perceived value by students during I Week. CONCLUSIONS: It becomes essential to reconsider the design of activities to add value to organizations and society in general


Asunto(s)
Humanos , Modelos Educacionales , Ética Médica/educación , Competencia Profesional , Educación Médica , Encuestas y Cuestionarios
3.
Educ. med. (Ed. impr.) ; 19(supl.3): 230-237, nov. 2018.
Artículo en Español | IBECS | ID: ibc-191182

RESUMEN

INTRODUCCIÓN: El aprendizaje basado en retos es una experiencia donde los participantes desarrollan soluciones que requieren un abordaje interdisciplinario y creativo para el desarrollo de competencias transversales. Con este enfoque se realizó la Semana i: Retos de innovación enfrentando problemas de salud, programa de inmersión donde estudiantes de medicina acudieron al Parque de Investigación e Innovación Tecnológica para plantear soluciones a 10 problemas de salud pública (cáncer, diabetes y salud mental, entre otros) a partir de conocimiento no médico. MATERIAL Y MÉTODO: El objetivo de este estudio fue evaluar las competencias de pensamiento crítico y creativo al finalizar el programa. Esta investigación incorporó un abordaje cuantitativo, mediante un estudio descriptivo y transeccional, en el que cada equipo fue evaluado por 3 personas, en las variables de explicación, inferencia e interpretación, para el pensamiento crítico, y propuesta, rediseño e invención, para el creativo. RESULTADOS: Se utilizó una escala Likert de 1 (regular) a 3 (excelente). Los mejores desempeños fueron explicación (2,65) y propuesta (2,53). DISCUSIÓN: Se requiere mejorar el desarrollo de la autorregulación en los estudiantes para superar la frustración de adentrarse en un campo disciplinar diferente


INTRODUCTION: Challenge based learning is an experience where the participants develop solutions that require an interdisciplinary and creative approach for the development of general skills. This focus was developed in a health innovation week challenge, an immersive program where medical students visited the Technology Research and Innovation Park to generate solutions to 10 public health problems (cancer, diabetes, and mental health, among others) based on non-medical knowledge. MATERIAL AND METHOD: The aim of the study was to assess the skills of critical and creative thinking at the end of the program. The study included a quantitative analysis of a descriptive and cross-sectional study, in which each team was rated by 3 judges, in the variables of explanation, inference and interpretation, for critical thinking, and proposal, redesign, and invention for the creative. RESULTS: A Likert scale was used to assess each variable from 1 (regular) to 3 (excellent). The best performances were explanation (2.65) and proposal (2.53). DISCUSSION: It is concluded that the experience needs to improve in the development of self-regulation in students, in order to overcome the frustration of entering into a different disciplinary field


Asunto(s)
Humanos , Aprendizaje Basado en Problemas/métodos , Salud Pública , Educación Basada en Competencias , Pensamiento , Aprendizaje Basado en Problemas/tendencias , Competencia Clínica , Estudiantes de Medicina/estadística & datos numéricos
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