Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial. / Ensayo clínico aleatorizado controlado que compara la formación presencial frente a la no presencial en el aprendizaje teórico de la reanimación cardiopulmonar entre los estudiantes de secundaria.

OBJECTIVES: To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. MATERIAL AND METHODS: A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. RESULTS: The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (P<.001) and 6.00 (3.33) (P<.001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. CONCLUSION: No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.

OBJETIVO: Comparar la formación presencial, mediante una clase teórica, frente a la formación no presencial, con un método audiovisual con y sin refuerzo posterior, en el aprendizaje teórico del soporte vital básico (SVB) y el desfibrilador externo automático (DEA) entre los estudiantes de secundaria. METODO: Se llevó a cabo un ensayo clínico aleatorizado que incluyó a 2.225 estudiantes de secundaria procedentes de 15 centros educativos que fueron asignados al azar a uno de los siguientes cinco grupos: 1) Grupo formación presencial sin refuerzo; 2) Grupo formación presencial con refuerzo; 3) Grupo formación audiovisual sin refuerzo; 4) Grupo formación audiovisual con refuerzo; 5) Grupo control. Se realizó un test sobre aspectos teóricos del SVB y DEA antes, después y a los 2 meses de la estrategia formativa. RESULTADOS: Los resultados mostraron diferencias estadísticamente significativas en todos los grupos, excepto el grupo control, entre la puntuación obtenida en el test basal 2,33 (RIC 2,17) y el test inmediato 5,33 (RIC 4,66) (p < 0,001), y entre el test basal y el test final 6,00 (RIC 3,33) (p < 0,001). No hubo diferencias en el aprendizaje inmediato y a los 2 meses entre los diferentes tipos de formaciones. CONCLUSIONES: No se encontraron diferencias entre la formación presencial mediante charlas teóricas y la formación no presencial con método audiovisual en el aprendizaje teórico inmediato y a los dos meses en el aprendizaje teórico del SVB y el DEA entre los estudiantes de secundaria.

Ensayo clínico aleatorizado controlado que compara la formación presencial frente a la no presencial en el aprendizaje teórico de la reanimación cardiopulmonar entre los estudiantes de secundaria / Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial

Objetivo. Comparar la formación presencial, mediante una clase teórica, frente a la formación no presencial, con un método audiovisual con y sin refuerzo posterior, en el aprendizaje teórico del soporte vital básico (SVB) y el desfibrilador externo automático (DEA) entre los estudiantes de secundaria. Método. Se llevó a cabo un ensayo clínico aleatorizado que incluyó a 2.225 estudiantes de secundaria procedentes de 15 centros educativos que fueron asignados al azar a uno de los siguientes cinco grupos: 1) Grupo formación presencial sin refuerzo; 2) Grupo formación presencial con refuerzo; 3) Grupo formación audiovisual sin refuerzo; 4) Grupo formación audiovisual con refuerzo; 5) Grupo control. Se realizó un test sobre aspectos teóricos del SVB y DEA antes, después y a los 2 meses de la estrategia formativa. Resultados. Los resultados mostraron diferencias estadísticamente significativas en todos los grupos, excepto el grupo control, entre la puntuación obtenida en el test basal 2,33 (RIC 2,17) y el test inmediato 5,33 (RIC 4,66) (p < 0,001), y entre el test basal y el test final 6,00 (RIC 3,33) (p < 0,001). No hubo diferencias en el aprendizaje inmediato y a los 2 meses entre los diferentes tipos de formaciones. Conclusión. No se encontraron diferencias entre la formación presencial mediante charlas teóricas y la formación no presencial con método audiovisual en el aprendizaje teórico inmediato y a los dos meses en el aprendizaje teórico del SVB y el DEA entre los estudiantes de secundaria (AU)

Objective. To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. Methods. A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. Results. The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (P<001) and 6.00 (3.33) (P <001). All groups except the control group improved their scores. Scores immediately after instruction and 2 months later were statistically similar after all types of instruction. Conclusion. No significant differences between face-to-face instruction and audiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later (AU)

Rehabilitación de paciente fumador con prótesis hibrida sobre seis implantes: reporte de caso / Smoking patient rehabilitation with hybrid prosthesis on six implants: case report

La prótesis sobre implantes es una buena alternativa de tratamiento frente a los tratamientos convencionales de prótesis total en pacientes con edentulismo total. Este tratamiento se ha venido realizando con éxito en los últimos años y constituye una realidad clínica de alto valor. El presente artículo reporta el caso clínico de un paciente de sexo masculino fumador donde se realizó la rehabilitación del maxilar superior con una prótesis tipo hibrida sobre 6 implantes. A continuación se describe paso a paso la elaboración de una prótesis implanto soportada, devolviéndole al paciente estética y funcionabilidad mejorando su calidad de vida...

The oral rehabilitation with implant prosthesis has been incorporated into dental practice as an alternative to conventional treatment in patients with complete edentulous. This treatment has been carried out successfully in recent years and is a clinical reality of high value. This article reports the case of a male patient with a history of being a smoker in which the rehabilitation of the upper jaw was restored with a hybrid type prosthesis on 6 implants. The following describes step by step the elaboration of implant-supported prosthesis, restoring the aesthetics and functionality thereby improving patient quality of life...

Panchromatic porous specular back reflectors for efficient transparent dye solar cells.

A panchromatic specular reflector based dye solar cell is presented herein. Photovoltaic performance of this novel design is compared to that of cells in which standard diffuse scattering layers are integrated. The capability of the proposed multilayer structures to both emulate the broad band reflection of diffuse scattering layers of standard thickness (around 5 microns) and give rise to similarly high light harvesting and power conversion efficiencies, yet preserving the transparency of the device, is demonstrated. Such white light reflectors are comprised of stacks of different porous optical multilayers, each one displaying a strong reflection in a complementary spectral range, and are designed to leave transmittance unaltered in a narrow red-frequency range in which the sensitized electrode shows negligible absorption, thus allowing us to see through the cell. The reflectance bandwidth achieved is three times as broad as the largest bandwidth previously achieved using any photonic structure integrated into a dye solar cell.

Angular response of photonic crystal based dye sensitized solar cells.

Herein we report an experimental analysis of the performance of photonic crystal based dye solar cells (PC-DSCs) as the incident light angle moves away from the normal with respect to the cell surface. Nanoparticle multilayers operating at different wavelength ranges were coupled to the working electrode of a dye solar cell for this study. The interplay between optical and photovoltaic properties with the incident light angle is discussed. We demonstrate that an efficiency enhancement is attained for PC-DSCs at all angles measured, and that rational design of the photonic crystal back mirror leads to a reduction of the photocurrent losses related to the tilt angle of the cell, usually labeled as cosine losses. Angular variations of the cell transparency are also reported and discussed. These angular properties are relevant to the application of these solar devices in building integrated photovoltaics as potential window modules.

Characterization of mesoporous thin films by specular reflectance porosimetry.

The pore size distribution of mesoporous thin films is herein investigated through a reliable and versatile technique coined specular reflectance porosimetry. This method is based on the analysis of the gradual shift of the optical response of a porous slab measured in quasi-normal reflection mode that occurs as the vapor pressure of a volatile liquid varies in a closed chamber. The fitting of the spectra collected at each vapor pressure is employed to calculate the volume of solvent contained in the interstitial sites and thus to obtain adsorption-desorption isotherms from which the pore size distribution and internal and external specific surface areas are extracted. This technique requires only a microscope operating in the visible range attached to a spectrophotometre. Its suitability to analyze films deposited onto arbitrary substrates, one of the main limitations of currently employed ellipsometric porosimetry and quartz balance techniques, is demonstrated. Two standard mesoporous materials, supramolecularly templated mesostructured films and packed nanoparticle layers, are employed to prove the concept proposed herein.

Integration of gold nanoparticles in optical resonators.

The optical absorption of one-dimensional photonic crystal based resonators containing different types of gold nanoparticles is controllably modified by means of the interplay between planar optical cavity modes and localized surface plasmons. Spin-casting of metal oxide nanoparticle suspensions was used to build multilayered photonic structures that host (silica-coated) gold nanorods and spheres. Strong reinforcement and depletion of the absorptance was observed at designed wavelength ranges, thus proving that our method provides a reliable means to modify the optical absorption originated at plasmonic resonances of particles of arbitrary shape and within a wide range of sizes. These observations are discussed on the basis of calculations of the spatial and spectral dependence of the optical field intensity within the multilayers.

On the organization of the nucleosomes associated with telomeric sequences.

The functions of telomeres and, probably, of interstitial telomeric sequences (ITSs) are influenced by their chromatin structure and organization. Telomeres in higher eukaryotes fold into nucleosomes that are about 20-40 bp shorter than the nucleosomes associated with bulk chromatin. Although the functional relevance of this short nucleosomal organization remains unknown, it is believed that short nucleosomes should contribute to telomere function. Whereas telomeric nucleosomes have been widely studied in different organisms, very little is known about the nucleosomal organization of ITSs. Chinese hamster ITSs have been found to associate with short nucleosomes. However, we have found that Arabidopsis thaliana ITSs fold into nucleosomes that have a repeat length similar to bulk chromatin. We discuss how the primary sequence of telomeres and ITSs could influence their nucleosomal organization.