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[This corrects the article DOI: 10.1016/j.waojou.2019.100080.].
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Currently, testing for immunoglobulin E (IgE) sensitization is the cornerstone of diagnostic evaluation in suspected allergic conditions. This review provides a thorough and updated critical appraisal of the most frequently used diagnostic tests, both in vivo and in vitro. It discusses skin tests, challenges, and serological and cellular in vitro tests, and provides an overview of indications, advantages and disadvantages of each in conditions such as respiratory, food, venom, drug, and occupational allergy. Skin prick testing remains the first line approach in most instances; the added value of serum specific IgE to whole allergen extracts or components, as well as the role of basophil activation tests, is evaluated. Unproven, non-validated, diagnostic tests are also discussed. Throughout the review, the reader must bear in mind the relevance of differentiating between sensitization and allergy; the latter entails not only allergic sensitization, but also clinically relevant symptoms triggered by the culprit allergen.
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Humanos , Masculino , Feminino , Estudantes de Medicina , Mentores , Estágio Clínico/métodos , Apoio ao Desenvolvimento de Recursos Humanos , Educação Médica , Epidemiologia Descritiva , Estudos Transversais , Inquéritos e Questionários , Coleta de Dados/instrumentação , Coleta de Dados/métodosRESUMO
Objetivo: Conocer la valoración de los estudiantes respecto a la simulación como herramienta de formación y la opinión sobre la figura del alumno instructor. Sujetos y métodos: El taller se realizó en el Centro de Simulación y tuvo una duración aproximada de 90 minutos. En cada sesión estaba el alumno instructor con diez compañeros. Los alumnos instructores fueron formados previamente por un profesor de cardiología. Al finalizar la sesión, los estudiantes cumplimentaron un cuestionario de satisfacción anónimo que contenía preguntas relacionadas con el aprendizaje basado en la simulación y sobre la capacidad de sus compañeros para actuar como formadores. Resultados: Se obtuvieron encuestas de 291 estudiantes: 150 de quinto y 141 de sexto curso (82,4% y 71,2% de los matriculados, respectivamente). Los datos obtenidos del cuestionario de satisfacción respecto a la metodología de aprendizaje obtuvieron puntuaciones entre 3,64 y 4,75 sobre 5. Las preguntas que valoraban la opinión acerca de los alumnos formadores obtuvieron valores entre 4,88 y 4,93 sobre 5. Conclusiones: La simulación es una herramienta docente complementaria muy valiosa. La participación de alumnos instructores podría ser una ayuda adicional en los talleres de simulación de exploración cardiológica
Aim: To acknowledge the students evaluation on the simulation as a training tool and their opinion on the ability of students as trainers. Subjects and methods: The workshop was held at the Simulation Center and lasted approximately 90 minutes. The student in charge of training had 10 peers in each session. Previously, these students were taught to become trainers by a professor in Cardiology. After the session, students completed an anonymously satisfaction survey with questions related to the simulation-based learning and the ability of their peers to act as trainers. Results: We obtained surveys from 291 students, 150 from fifth year and 141 from sixth year students (82.4% and 71.2% respectively of those enrolled). The data that we obtained from the satisfaction survey with reference to the learning methodology had a score between 3.64 and 4.75 out of 5. The questions that assessed the students opinions on the ability of their peers to act as trainers obtained values between 4.88 and 4.93 out of 5. Conclusions: Simulation is a valuable complementary teaching tool. Therefore, the participation of students as trainers could provide an additional assistance in the cardiological examination simulation workshops
