[What you should know of the arterial blood gases during the watch]. / Lo que debe conocerse de la gasometría durante la guardia.

Gasometry is the measurement of dissolved gases in the blood, by measuring pH, carbon dioxide pressure (pCO(2)), serum bicarbonate (HCO(3-)), and lactate and serum electrolytes: sodium, potassium and chlorine you can make a diagnosis, etiology and treatment in the critically ill patient. The aim is to provide five steps for the interpretation of blood gases by: 1. The definition of acidemia or acidosis, or alkalemia or alkalosis. 2. Defining the metabolic component or respiratory. 3. To determine the anion gap; levels above 15 ± 2 determine other likely causes of excess anions (methanol, uremia, diabetic ketoacidosis, paraldehyde, ionized, lactic acidosis, ethylene glycol and salicylates. 4. Compensation, using the Winter formula. 5. The delta gap, with the formula for determining intrinsic and metabolic alkalosis. When anion gap is normal, is calculated urinary anion gap; the value is negative if the loss is extrarenal, contrary to the positive result is renal etiology.

[Learning styles in medical residents and their professors of a pediatric hospital.] / Estilos de aprendizaje en médicos residentes y sus profesores en un hospital de pediatría.

Background: the learning styles are cognitive, emotional, and psychological characteristics, which function as relatively stable indicators of how teachers and students perceive, interact, and respond to their learning environments. Knowing students' styles allows teachers to have tools to improve medical education. Our objective was to identify learning styles in pediatric residents and professors from a pediatric hospital. Methods: a learning styles questionnaire was applied to residents and theirs professors; data was analyzed in SPSS 12 software. Results: the dominant learning style in pediatric residents was reflexive and for professors was theoretical. There wasn't any difference between sexes or between medical or surgical specialities. There was more correlation between professors and residents when there was an increase in training time. Conclusions: the learning styles between professors and residents are different, especially at the beginning of the medical specialty courses; that's why it is necessary to realize a confrontation between the students' learning styles and teaching methods used by professors to improve significant learning. To know learning styles gives residents an important alternative to find a better study strategy.

Introducción: los estilos de aprendizaje son indicadores de cómo los docentes y los alumnos perciben, interaccionan y responden a sus ambientes de aprendizaje. El objetivo de esta investigación fue identificar los estilos de aprendizaje de residentes de pediatría y de especialidades de rama pediátricas y sus profesores. Métodos: estudio transversal, comparativo y analítico realizado en un hospital de pediatría. Se aplicó el cuestionario de Honey-Alonso. El resultado se obtuvo con la suma del número de reactivos positivos para cada estilo de aprendizaje y el resultado se verificó de acuerdo con los baremos de interpretación para estudiantes de la carrera de medicina. En cada encuesta se realizó el diagrama complementario para identificar el estilo de aprendizaje preferente. Resultados: el estilo de aprendizaje predominante en los residentes fue el reflexivo y en sus profesores, el teórico, sin diferencias significativas según sexo, especialidad y si esta era médica o quirúrgica. Hubo mayor correlación entre los estilos de profesores y residentes conforme se incrementaba el tiempo de entrenamiento. Conclusiones: se requiere confrontar los estilos de aprendizaje de los estudiantes y los métodos de enseñanza empleados por sus profesores, con la finalidad de favorecer un aprendizaje significativo.