Low-level laser reduces the production of TNF-α, IFN-γ, and IL-10 induced by OVA.

Delayed, or type IV, hypersensitivity reactions are a useful model to study the effects of new substances on the immune system. In this study, the experimental model of the delayed type hypersensitivity (DTH) reaction to ovalbumin (OVA) was used to evaluate the immunomodulating effects of low-level laser therapy (LLLT), which is used as an adjuvant therapy in medicine, dentistry, and physical therapy because of its potential anti-inflammatory and analgesic effects observed in several studies. The effects of LLLT (λ 780 nm, 0.06 W/cm(2) of radiation, and fluency of 3.8 J/cm(2)) in reaction to ovalbumin in Balb/C mice were examined after the induction phase of the hypersensitivity reaction. The animals treated with azathioprine (AZA), the animals that received a vehicle instead of ovalbumin, and those not immunized served as controls (n = 6 for each group). Footpad thickness measurements and hematoxylin-eosin histopathological exams were performed. Proliferation tests were also performed (spontaneous, in the presence of concanavalin A and ovalbumin) to determine the production in mononuclear cells cultures of tumor necrosis factor-alpha (TNF-α), INF-γ, and IL-10. In the group of animals irradiated with lasers and in the group treated with AZA, footpad thickness measurements were significantly reduced in comparison to the control group (p < 0.05). This reduction was accompanied by a very significant reduction in the density of the inflammatory infiltrate and by a significant reduction in the levels of TNF-α, INF-γ, and IL-10. LLLT radiation was shown to have an immunomodulating effect on DTH to OVA in Balb/C mice.

In-person and virtual assessment of oral radiology skills and competences by the Objective Structured Clinical Examination.

PURPOSE: Clinical education is an essential part of the Dental School curriculum and assessment is a fundamental component of the teaching-learning process. OBJECTIVES: With the purpose of implementing a structured and objective assessment method in the teaching of Oral Radiology, undergraduate dentistry students were submitted to an assessment of clinical competences and skills in radiology by the Objective Structured Clinical Examination (OSCE), applied both in-person and virtually (VOSCE). METHODS: The same group of students was evaluated by the OSCE and VOSCE in six-station circuits that involved the assessment of clinical skills in Oral Radiology. For each station, an individual evaluative checklist (per station) was prepared and the participants' general scores were obtained. The students' anxiety level was also assessed before and after the exams and a meta-evaluation was performed to indicate the participants' perception of the assessment methods. RESULTS: The OSCE (0.61) and VOSCE (0.81) reliability values were considered substantial and almost perfect, respectively. The students evaluated showed a better performance in the OSCE (p ≤ 0.05). Anxiety levels were considered moderate in both assessments and showed no difference between the two exams. The meta-evaluation showed a positive evaluation for the items "time of execution", "clarity", "degree of difficulty" and "importance for clinical practice", both for the OSCE and the VOSCE. CONCLUSIONS: The OSCE was effective for evaluating clinical competencies and skills in Oral Radiology, both in face-to-face and virtual examinations, but with a limitation in the online method for evaluating technical skills.

Endovascular Treatment of Repeated Multilevel Spontaneous Aortic Ruptures: A Case Report.

INTRODUCTION: Approximately 40 cases of spontaneous rupture of the aorta have been described in the literature. Diagnosis can be challenging, and a high index of clinical suspicion enabling prompt treatment can be lifesaving. REPORT: This report presents the case of a 73 year old man who had three multilevel ruptures of the aorta at different times, all treated endovascularly. The patient had a good post-operative course, with no complaints during regular follow up. DISCUSSION: Clinical presentation was non-specific because the ruptures were contained, but spontaneous rupture of the aorta can manifest with a catastrophic presentation and hypovolaemic shock, requiring immediate treatment. The endovascular technique used was safe and resolved the patient's symptoms.

Relationships between executive functions tasks in late childhood

Executive functions (EF) is a general term that refers to cognitive processes designed to organize and adapt human behavior in situations that require planning and decision making, problem solving, initiation and inhibition of actions, and adapting to changes. Among the main components of executive processes, we can emphasize the ability to inhibit and to present cognitive flexibility due to changes. Understanding the relationships among the various components of EF in adults and children has been a focus in the literature. However, these processes are complex and multiple. The present study sought to determine whether correlations exist among performances measured by different tools used to evaluate EF in school-age children. The sample comprised 59 children aged 8 to 12 years attending public schools. Participants were assessed using verbal fluency tasks and narrative discourse with the Montreal Battery of Evaluation of Communication-MAC Battery, random-number generation, the Hayling Test, the Bells Test, and the n-back test. Correlation analyses were performed using Pearson's correlation coefficient. The results suggested a closer relationship among some components of the evaluation of EF, especially among tasks that assess inhibition and cognitive flexibility.

Relationships between executive functions tasks in late childhood

Executive functions (EF) is a general term that refers to cognitive processes designed to organize and adapt human behavior in situations that require planning and decision making, problem solving, initiation and inhibition of actions, and adapting to changes. Among the main components of executive processes, we can emphasize the ability to inhibit and to present cognitive flexibility due to changes. Understanding the relationships among the various components of EF in adults and children has been a focus in the literature. However, these processes are complex and multiple. The present study sought to determine whether correlations exist among performances measured by different tools used to evaluate EF in school-age children. The sample comprised 59 children aged 8 to 12 years attending public schools. Participants were assessed using verbal fluency tasks and narrative discourse with the Montreal Battery of Evaluation of Communication-MAC Battery, random-number generation, the Hayling Test, the Bells Test, and the n-back test. Correlation analyses were performed using Pearson's correlation coefficient. The results suggested a closer relationship among some components of the evaluation of EF, especially among tasks that assess inhibition and cognitive flexibility.(AU)