Virtualización de los contenidos prácticos en el área de Toxicología como un complemento a las prácticas laboratoriales / Virtualization of the practical contents in the Toxicology area as a complement of the laboratory practices

En este artículo se presenta a modo de ejemplo el itinerario seguido para diseñar y disponibilizar la práctica virtual “Identificación de residuos de plaguicidas en una muestra problema” que complementa su correspondiente práctica laboratorial en la asignatura Bioquímica Ambiental y Toxicología del Grado en Ciencias Ambientales (Universidad de Extremadura, España). La virtualización de los contenidos prácticos se revela como un importante complemento al aprendizaje de las prácticas presenciales. El diseño de las prácticas virtuales se desarrolla mediante herramientas de autor, como Xerte o H5P, destinadas a la creación de materiales educativos digitales adaptables a cualquier área de conocimiento. Las prácticas virtuales contienen materiales explicativos, ejemplificantes, interactivos, recursos de autoevaluación y elementos de motivación. Es recomendable que la estructura de las prácticas sea clara y coherente, con un diseño sencillo y atractivo para los estudiantes. Éstas se hacen disponibles a los estudiantes a través del aula virtual de la asignatura (Moodle) y tendrán que realizarlas de forma previa al desarrollo de las prácticas presenciales. Es importante que las prácticas virtuales sean calificadas como una actividad dentro del programa práctico de la asignatura, así como conocer el grado de satisfacción del estudiantado con dichas actividades. Las conclusiones obtenidas en la encuesta de satisfacción de estas actividades indican que los estudiantes experimentan mínima dificultad para realizarlas, gran motivación, consideran que son útiles como complemento de las prácticas presenciales y muestran una satisfacción máxima con las actividades. (AU)

In this article it is shown, as an example, the route to desing and to visualize the virtual practice “Identification of pesticide residues in a problem sample” that complements its corresponding laboratorial practice in the subject Environmental Biochemistry and Toxicology (Environmental Science Degree, Extremadura University, Spain). The virtualization of the practical contents is an important complement to the learning of the fase-to-face practices. The desing of virtual practices is led by author tools, as Xerte or H5P, that allow to generate digital and educational materials that are adaptables to any area of knowledge. Virtual practices have explanatory, example, interactive materials, self-evaluation resources and motivational elements. The estructure of the virtual practices must be clear and coherent, with a simple and eye-catching design to the students. Virtual practices are visualized by students through the virtual space of the subject (Moodle) and they must perform these previously to the laboratory practices. It is important that the virtual practices have a score, as well as to know the level of satisfaction of the students with these activities. The conclusions obtained from the satisfaction survey show that the students have minimal difficulties to carry it out, high motivation, think that they are useful as complement to laboratory practices and indicate the highest satisfaction with these activities. (AU)

[On the question of increasing the qualification of staff for the purposes of forensic-chemical and chemical-toxicological analysis: results of the questionnaire of expert chemists]. / K voprosu povysheniya kvalifikatsii kadrov dlya tselei sudebno-khimicheskogo i khimiko-toksikologicheskogo analiza: rezul'taty anketirovaniya khimikov-ekspertov.

Today, one of the most effective tools for high-quality training of specialists at the postgraduate level is continuous professional development (CPD). Additional professional education of specialists in the field of forensic chemical and chemical-toxicological analysis with higher non-medical education (pharmaceutical, chemical, biological) is carried out on the basis of pharmaceutical and medical higher educational institutions, autonomous non-profit organizations through the implementation of additional professional training programs. The timing, forms, content and technology of training by organizations implementing the corresponding educational program are of great importance. Analysis of the results of the questionnaire survey of expert chemists, carried out according to the original questionnaire in 2020-2021 in some regions of Russia, showed the main directions of development of the training system, forms and methods of teaching, the need to develop appropriate software.

Identifying the Gaps: Needs Assessment to Guide Development of a Dedicated Toxicology Curriculum for Emergency Medicine Residents.

INTRODUCTION: The American Board of Emergency Medicine identifies medical toxicology as an essential curricular element for emergency medicine (EM) residencies; however, access to medical toxicology education varies widely by institution. We hypothesized that EM residents are uncomfortable with core toxicology content and would be interested in  a dedicated toxicology curriculum. METHODS: An electronic needs assessment survey developed by experts in EM and medical toxicology was sent to residents and program leadership at nine EM programs participating in the Emergency Medicine Education Research Alliance (EMERA), a geographically diverse sampling of academic EM residency programs. We queried the presence of a current toxicology curriculum, interest in a dedicated toxicology curriculum, and comfort with core toxicology concepts for board examinations and in clinical practice.  RESULTS: A total of 148 residents and 8 faculty leadership completed the survey.  Only 29% of resident respondents felt comfortable with toxicology concepts, and only 66% of respondents reported access to a toxicology curriculum. Of those without a known toxicology curriculum, most were interested in a formal curriculum. Faculty respondents reported 6/8 programs offered a toxicology curriculum. Faculty at the two programs without a formal curriculum expressed interest in a dedicated curriculum. CONCLUSIONS: Emergency medicine residents remain uncomfortable with the core toxicology content in clinical practice. The majority of residents without a known toxicology curriculum would be interested in a dedicated toxicology curriculum.

Counteracting Environmental Chemicals with Coenzyme Q10: An Educational Primer for Use with "Antioxidant CoQ10 Restores Fertility by Rescuing Bisphenol A-Induced Oxidative DNA Damage in the Caenorhabditis elegans Germline".

Environmental toxicants are chemicals that negatively affect human health. Although there are numerous ways to limit exposure, the ubiquitous nature of certain environmental toxicants makes it impossible to avoid them entirely. Consequently, scientists are continuously working toward developing strategies for combating their harmful effects. Using the nematode Caenorhabditis elegans, a model with many genetic and physiological similarities to humans, researchers in the Colaiácovo laboratory have identified several molecular mechanisms by which the toxic agent bisphenol A (BPA) interferes with reproduction. Here, we address their recent discovery that a widely available compound, Coenzyme Q10 (CoQ10), can rescue BPA-induced damage. This work is significant in that it poses a low-cost method for improving reproductive success in humans. The goal of this primer is to assist educators and students with navigating the paper entitled "Antioxidant CoQ10 Restores Fertility by Rescuing Bisphenol A-Induced Oxidative DNA Damage in the Caenorhabditis elegans Germline." It is ideally suited for integration into an upper-level undergraduate course such as Genetics, Cell and Molecular Biology, Developmental Biology, or Toxicology. The primer provides background information on the history of BPA, the utility of the C. elegans germ line as a model for studying reproductive toxicity, and research methods including assessment of programmed cell death, fluorescent microscopy applications, and assays to quantify gene expression. Questions for deeper exploration in-class or online are provided.Related article in GENETICS: Hornos Carneiro MF, Shin N, Karthikraj R, Barbosa F Jr, Kannan K, Colaiácovo MP. Antioxidant CoQ10 restores fertility by rescuing bisphenol A-induced oxidative DNA damage in the Caenorhabditis elegans Germline. Genetics 214:381-395.

Disponibilidad en España de «one pill killers» y otros medicamentos altamente tóxicos en la infancia / Availability in Spain of "one pill killers" and other highly toxic drugs in infants

OBJETIVO: Elaborar un listado de medicamentos altamente tóxicos en la infancia (MAT), comercializados en España, diferenciando aquellos que alcanzan la dosis letal para un niño de 10 Kg con la ingesta de 1-3 unidades. MÉTODO: Se definió MAT como aquellos capaces de producir intoxicaciones graves o letales en niños menores de 8 años. Se consideró toxicidad grave la correspondiente al grado 3 en la clasificación Poisoning Severity Score y la categoría «major effects» en las publicaciones de la American Association of Poison Control Centers. Se realizó una revisión bibliográfica de los informes anuales de la American Association of Poison Control Centers y de PubMed entre enero 2000 y febrero 2019 (palabras clave: «severe», «fatal», «life-threatening», «poisoning», «child», «pediatric», «toxicological emergency»). Además, se realizó un estudio observacional retrospectivo de menores de 8 años que consultaron en un servicio de urgencias pediátrico por sospecha de intoxicación farmacológica entre julio 2012 y junio 2018. Se seleccionaron los principios activos responsables comercializados en España y se determinó la dosis letal o la dosis altamente tóxica. Se calculó el número de unidades necesarias para alcanzarla en niños de 10 kg. RESULTADOS: Se identificaron 7 grupos de MAT: analgésicos; psicofármacos y medicamentos neuromusculares; anticatarrales descongestivos-antitusígenos-antihistamínicos-antiasmáticos; medicamentos cardiovasculares; antimicrobianos; preparados tópicos y otros medicamentos. En 29 principios activos, la ingesta de una única unidad podría causar la muerte en un lactante de 10 kg de peso, en 13 podría causarla la ingesta de 2 unidades y en 10 la ingesta de 3 unidades. CONCLUSIÓN: Existen numerosos MAT comercializados en España, algunos de ellos disponibles en presentaciones potencialmente letales con pocas unidades

OBJECTIVE: To prepare a list of highly toxic drugs in infants (HTDs) marketed in Spain, comparing those that reach the lethal dose in a child of 10kg with the ingestion of 1 to 3 units. METHOD: HTDs are defined as those capable of causing severe or lethal poisoning in children less than 8-year-old. Severe poisoning is considered as that corresponding to Grade 3 in the Poisoning Severity Score classification and to the "major effects" category in publications in the American Association of Poison Control Centers. A literature review was carried out on the annual reports of the American Association of Poison Control Centers, as well as in PubMed, between January 2000 and February 2019 (Keywords "severe", "fatal", "life-threatening", "poisoning", "child", "paediatric", "toxicological emergency"). An observational, retrospective study was also conducted on infants less than 8-year-old that were seen in a Paediatric Emergency Department due to suspected drug poisoning between July 2012 and June 2018. The active ingredients responsible marketed in Spain were selected, and the lethal or highly toxic doses were determined. The number of units (pills) necessary to reach this dose in children of 10kg was calculated. RESULTS: A total of 7 HTD groups were identified: analgesics; psychotropics and other medication used in neurological disorders; catarrh decongestants - cough -antihistamine - asthma drugs; cardiovascular drugs; antibiotics, topical preparations, and other drugs. In 29 active ingredients, the ingestion of a single pill could cause death in 10kg infant, in another 13, the ingestion of 2 pills could cause death, as well as the ingestion of 3 pills in 10 cases. CONCLUSION: There are numerous HTDs marketed in Spain, some of which are available in potentially fatal presentations with few pills

Capacitação para diagnóstico e tratamento em acidentes ofídicos

2º aula 20/08/2020: Painel sobre A situação epidemiológica dos acidentes ofídicos no RN e as espécies de serpentes predominantes no RN com a enfermeira Luanna Roberta Paiva De Oliveira

Capacitação para diagnóstico e tratamento em acidentes ofídicos

1º aula 19/08/2020: Acidente Botrópico e Crotálico - Diagnóstico e Tratamento com o palestrante Adebal de Andrade Filho

The Global Educational Toxicology Toolkit (GETKIT): A 1-Day Course for Teaching Poisoning Essentials in Low- and Middle-Income Countries (LMIC): Course Development and Pilot Data Analysis.

INTRODUCTION: Worldwide an estimated one million deaths occur annually as a result of poisoning. Internationally there is a lack of toxicology training programs, especially in resource poor settings. We developed a one-day, interactive toxicology curriculum for healthcare practitioners in countries lacking clinical toxicology training and evaluated its feasibility and effectiveness for knowledge dissemination. METHODS: GETKIT was developed with 3 sections: didactics, hands on toxicology case lab, and technology clinic. The investigators, who are medical toxicologists,created 23 didactic lectures and 42 workshop cases. All materials were peer reviewed by 5 senior medical toxicologists for content validity. Participants atpilot sites were given pre-course, post-course, and 3-month follow-up tests and surveys. RESULTS: GETKIT was delivered internationally at 7 sites between November 2017 and April 2018. There were 186 total participants. One hundred and ten participants (59%) reported their hospital lacked a clinical toxicology service. The median post course score 12 (60%), IQR (6,14) was significantly higher compared to the pre-course score 9 (45%), IQR (6,11) (p < 0.0001). There was a significantly higher median 3-month post course score 13 (65%), IQR (8,14) vs. a median pre course score of 9 (45%), IQR (6,11) (p 0.0005). At 3-month follow up 86% of participants reported GETKIT had changed their clinical practice. CONCLUSIONS: An improvement in and retention of medical toxicology knowledge was demonstrated with the GETKIT course. It also conferred improvement in selfreportedpoisoning management practices in participants from low resource settings.

Status of clinical toxicology education and ethics in medical care of poisoned patients in the Islamic Republic of Iran and a comparison with other countries.

Clinical toxicology is not recognized as a clinical speciality in Iran. After the chemical war gas attack by the Iraqi army against the Iranian troops in the 1980s, health professionals and Iranian authorities noticed the importance of this field in clinical medicine. Collaboration between the clinical toxicologists and toxicologists of pharmacy schools resulted in the establishment of the Iranian Society of Toxicology and Poisonings in 1991 and the National Board of Toxicology in 1993. Clinical toxicology fellowship was also formed as a joint collaboration between the toxicology and internal medicine boards in 2010. Medical doctors who specialized in clinical medicine are eligible to take the entrance examination of the fellowship. In spite of the advancement of clinical toxicology and increased number of acute poisonings and drug abuse, undergraduate teaching in this field is still lacking and being taught as part of the forensic medicine curriculum since 1952. There is a lack of an efficient national poison information and control centre (s) in Iran, and no action plan and practical efforts have been done for poisoning prevention. Therefore, the number of drug abuse and acute poisonings has increased over the past four decades and induced cultural, social and health problems. According to Iranian legal medicine organization reports, poisoning is the second-most occurring cause of unnatural death. The suicidal attempt is the most common method of acute poisoning in adults. Suicidal attempt including self-poisoning is not accepted in the Islamic point of view, and thus self-poisoning is mostly neglected and may not be treated appropriately in time in some regions of Iran. Accidental poisoning in children is also common in Iran and estimated to be between 20 000 and 25 000 cases annually over the recent years. In addition, social, cultural and economic problems have induced more health problems such as drug abuse and addiction even in children. Adulterated opium to lead for economic gaining has produced thousands of cases of lead poisoning over the past few years in nearly all opium addicts, which is still a major health problem in Iran. Ban on alcoholic beverages leads some people to make their own home-made spirits, which is unfortunately contaminated with methanol. Thousands of cases of methanol poisoning and even some epidemics have occurred over the past four decades in some parts of the country. Lack of availability of essential antidotes such as succimer and fomepizole has been a major problem for the effective treatment of poisoned patients. Despite the well-known fact that cases of poisoning and drug overdose constitute a significant proportion of hospital admissions in some developing countries, clinical toxicology education and medical care of the poisoned patients are lacking. Therefore, policymakers and health authorities should realize the importance of toxicology in clinical medicine. The Iranian Ministry of Health, medical care and Medical Education should implement clinical toxicology courses for medical students; establish effective national poisons information and control centres and advance clinical toxicology services for appropriate management of poisoned patients to improve public health and the overall health policy goals.

An interprofessional clinical toxicology advanced pharmacy practice experience.

BACKGROUND AND PURPOSE: Clinical toxicology is a blend of science, research, and patient management practices involving human poisonings from exposure to natural and synthetic toxins. The objective of this study was to describe the components of an elective advanced pharmacy practice experience (APPE) in clinical toxicology at California Poison Control System (CPCS). EDUCATIONAL ACTIVITY AND SETTING: The APPE requirements included a mix of active participation in case management and supplemental educational exercises, case presentations and consultations, and a structured self-study component consisting of readings and on-line modules. In addition, there were two active learning activities, high acuity poisoning simulation scenarios utilizing a high-fidelity mannequin, and an antidote tasting session. FINDINGS: From April 2012 to October 2017, 82 student pharmacists completed this APPE. Pharmacy students completed 85 pre-simulation surveys and 80 post-simulation surveys. Survey results showed an increase in pharmacy student beliefs that a clinical pharmacist should be involved in the differential diagnosis and management of patients (60% pre-simulation vs. 78.8% post-simulation, p = 0.009). APPE pharmacy students completed an evaluation of the preceptors(s), site, and learning experience. The average score for all areas on the preceptor and site evaluations was >4.5 on a 5-point Likert scale. Qualitative data themes included student satisfaction with opportunities, feedback, and the interprofessional and collaborative environment. SUMMARY: An APPE in the CPCS was successfully designed and implemented. The APPE provides an interprofessional collaborative learning environment that allows student pharmacists to understand the unique role of the pharmacist in this setting.

Lay-people's knowledge about toxicology and its principles in eight European countries.

The procedures of risk assessment related to substances consumed or used by consumers (e.g., food additives, cleaning products) are highly complex and there exists some controversy between experts in regards to the uncertainty linked to it. This contributes to the well documented divergence in experts and lay-people's judgments, particularly for synthetic or man-made chemicals. By investigating lay-people's knowledge gaps and misconceptions related to toxicology, we hope to contribute to facilitating the communication between experts and the lay public. For this, a large-scale survey measuring knowledge of toxicological principles, trust in regulators, the irrational fear of chemicals and health concern was distributed in eight European countries (Total: N = 5631). Results suggest that large gaps exist regarding people's knowledge of toxicological principles and that a lack of knowledge is significantly associated with higher levels of chemophobia. Particular attention for future communication efforts should be placed on the stigma associated with the terminology, principles of dose-response associations and the comparability of substances of natural and synthetic origin.

Society of Toxicology Develops Learning Framework for Undergraduate Toxicology Courses Following the Vision and Change Core Concepts Model.

The Society of Toxicology announces the development of a Learning Framework (https://www.toxicology.org/education/docs/SOT-Toxicology-Learning-Objectives.pdf) for undergraduate toxicology that will facilitate the development and sharing of evidence-based teaching materials for undergraduate toxicology educators throughout the world. This Learning Framework was modeled on the "Vision and Change Report" (www.visionandchange.org), an effort of the National Science Foundation and American Association for the Advancement of Science defining Core Concepts and Core Competencies to inform undergraduate biology course design. Vision and Change (V&C) has gained national acceptance, becoming a foundation for 14 upper-level courses designed by professional life science scientific societies. The undergraduate toxicology Learning Framework includes 5 Core Concepts aligned with V&C that encompass the discipline of toxicology: Evolution; Biological Information, Risk and Risk Management; Systems Toxicology; and Pathways and Transformations for Energy and Matter. Underpinning the Core Concepts are Level 2 Toxicology Concepts, which are broad disciplinary categories, Level 3 Learning Objectives, which address specific learning goals, and Level 4 Example Learning Objectives and Case Studies, which provide examples of how content might be taught. Syllabi from more than 20 undergraduate toxicology courses and several undergraduate toxicology textbooks were surveyed to determine toxicology-related Learning Objectives. From these, undergraduate educators can design courses tailored to their institutional needs by selecting a subset of Learning Objectives. Publication of a Learning Framework for toxicology will enable integration into other disciplines and facilitate the development and sharing of evidenced-based teaching materials for toxicology to educators in allied disciplines. Ultimately this will expand toxicology's impact to a broader audience.

Actas de las VII Jornadas de Formación en Toxicología: Valencia 2019 / No disponible

No disponible

Actividades de integración de conocimientos en el Grado de Farmacia. Aplicación en la asignatura de toxicología / Knowledge Integration Activities in the Pharmacy Degree. Application in the Toxicology Subject

Objetivos. Durante los últimos años, los profesores del Departamento de Farmacología, Toxicología y Química Terapéutica hemos puesto en marcha un conjunto de acciones docentes con el objetivo de promover en los alumnos del grado de Farmacia la mejora de capacidades de integración de los conocimientos de las materias impartidas, así como un modelo de evaluación continuada multidisciplinar y retroactivo que nos permita objetivar su consecución. Métodos. Para desarrollar estas acciones de integración y la posterior evaluación de las mismas, diversas asignaturas del Departamento se han coordinado y se han analizado los conocimientos necesarios para la comprensión de contenidos que se desarrollan en cursos posteriores. Dentro de la asignatura de Toxicología hemos desarrollado un conjunto de acciones que se han concretado fundamentalmente en el diseño, aplicación y, en algunos casos, evaluación de unas actividades de tipología diversa. Resultados. A fin de valorar el éxito de estas acciones, se han comparado los resultados obtenidos en un test de preguntas de integración a principio de curso con los resultados de otro test a final de curso. Los resultados obtenidos en los cuatro ítems comparados muestran una mejora significativa en una pregunta, una mejora relativa no significativa en otras dos y resultados similares en la última. Conclusiones. Podemos concluir que las acciones desarrolladas han conseguido parcialmente los objetivos propuestos. Consideramos que esta herramienta puede ser muy útil para promover una mayor coordinación entre los profesores, en el diseño de material didáctico conjunto y transversal y en modelos integrados de evaluación

Aim. During the last years the professors of the Department of Pharmacology, Toxicology and Therapeutic Chemistry have initiated a set of teaching actions with the aim of promoting the improvement of knowledge integration capacities corresponding to the subjects taught to students of Pharmacy degree; as well as a multidisciplinary and retroactive continuous evaluation model allowing to objectify its achievement. Methods. In order to develop these integration actions and their subsequent evaluation, several subjects of the Department have been coordinated and the knowledge necessary for understanding the contents of following courses have been analyzed. Within the subject of Toxicology, we have developed a set of actions based on the design, application and, in some cases, evaluation of a variety of activities. Results. In order to assess the success of these actions, we have compared the results obtained in a test of integration questions at the beginning of the course with the results of another test at the end of the course. The results obtained in the four items compared show a significant improvement in one question, a maintenance of results in another, and a non-significant relative improvement in the other two. Conclusions. We can conclude that the actions developed have partially achieved the proposed objectives. We consider that this tool can be very useful to promote greater coordination among teachers in the design of joint and transversal teaching materials and in integrated evaluation models