Effect of aspirin on spinal cord injury: an experimental study

Aspirin is an anti-inflammatory drug, peroxyl radical scavenger, and antioxidant agent that inhibits phospholipases, nitric oxide synthetases, and cyclooxygenase enzymes. The existing literature contains no studies on the effects of various doses of aspirin on spinal cord injury [SCI]. Therefore, we sought to investigate the putative effects of aspirin on experimental SCI. The weight-drop injury model was used to produce SCI in 100 albino Wistar rats. The animals were allocated to five groups: a control group, where the rats did not undergo any surgical or medical intervention except for anesthesia; a sham-treated group, where laminectomy was performed without SCI and no further therapy was administered; and three other groups, where the rats with SCI received low-dose aspirin [20 mg/kg], high-dose aspirin [80 mg/kg], and a vehicle, respectively. Half of the rats were sacrificed 24 hours later, and their spinal cords were excised for biochemical studies. The other rats were subjected to Basso, Beattie, and Bresnahan [BBB] locomotor rating scale scoring once a week for 6 consecutive weeks. Aspirin decreased lipid peroxidation following SCI as the mean [ +/- standard error] catalase level was significantly higher in the high-dose aspirin group [46.10 +/- 12.01] than in the sham-treated group [16.07 +/- 2.42] and the vehicle-treated group [15.31 +/- 3.20] [P<0.05; P<0.05, respectively]. Both of the groups treated with high-dose and low-dose aspirin demonstrated a higher mean BBB score than did the control group [P<0.001] and the sham-treated group [P<0.001]. Our data provide evidence in support of the potential effects of aspirin in biochemical and neurobehavioral recovery after SCI

[Comparison of student assessment of educational performance of the faculty with the teacher's self assessment in kerman University of Medical Sciences]

Investigation of the opinions of individuals involved in education [faculty and student] makes the assessment of the faculty, educational performance more valid and help us improve quality as an objective of evaluation. A method to decrease subjectivity in evaluation of teachers by student is self assessment, especially when evaluation aims to find shortages and help to improve education. This survey is to compare the self assessment of the faculty with student assessment about the faculty teaching method. To do this descriptive-analytical study, two questionnaires with ten questions in four categories designed in EDC were randomly distributed among 600 students and 160 faculty members teaching theory lessons. 1530 questionnaires were returned by students and 137 questionnaires by the faculty members. Data were analyzed using t and, Man-Whitney U tests and Spearman's, correlation confident. The mean of self assessment score of the faculty was more than mean of student evaluation score about their teachers [4.28 +/- 0.49 vs 3.39 +/- 0.51, P<0.0001]. There was a significant although poor relationship between students and teachers assessment on evaluation by student [r = 0.25, P<0.05] and discipline [r = 0.25, P<0.05]. But there was no significant relationship between teaching method and scientific level of the faculty [P>0.5]. In this survey, the scores the faculty members considered for themselves were higher than the scores the students assigned to them and the faculty's satisfaction on teaching methods and scientific performance is different from what the students considered. In this way presenting an appropriate evaluating system, using various methods of evaluation and giving proper feedback to the faculty is necessary

Correlation of clinical presentation with intraoperative level diagnosis in lower lumbar disc herniation

Little evidence exists on the diagnostic values of concomitant symptoms and signs in the level diagnosis of patients with lower lumbar disc herniation. We assessed the diagnostic value of the clinical presentation of fifth lumbar and first sacral root dysfunction due to disc herniation. We examined 139 consecutive candidates for lower lumbar discectomy. A number of clinical symptom and signs referred to fifth lumbar and first sacral root dysfunction were collected for each patient by an independent observer. Intraoperatively, all patients were assessed for the level of disc herniation [gold standard]. Among the 83 men and 56 women [mean age, 41.6 years, range, 18-75 years], 72 had L4-L5 and 67 had L5-S1 disc herniation. The sensitivity and specificity for concomitant presentation of monoradicular pain, toe weakness [dorsiflexion], normal ankle reflex and straight leg rising [SLR] positive test for the level of fourth lumbar disc herniation were 41.5% and 95.5%, respectively. Positive and negative predictive values for these symptom and signs in the fourth level were 90% and 62.7%, respectively [P<0.0001, relative risk=2.41, odds ratio=15.16]. Sensitivity, specificity, positive and negative predictive values for concomitant presentation of monoradicular pain, toe weakness [plantarflexion], impaired ankle reflex and SLR positive test for the level of the first sacral disc herniation were 60.5%, 98.7%, 95.8% and 83.1%, respectively [P<0.0001, relative risk=5.68, odds ratio=113.4]. The diagnostic value of clinical features of herniated fifth lumbar disc herniation is more reliable than fourth lumbar disc herniation. The value of clinical presentation in the level diagnosis of lower lumbar disc herniation is highly specific, but rather insensitive

[Investigation of correspondence between learning needs and the content of psychiatry and pediatric retraining programs from the participants' point of view]

Background: Learning needs assessment is the first step in educational program development

Objective: The aims of this study were to identify the priorities of educational needs and to clarify the correspondence between educational needs and contents of two retraining programs held in Kerman Medical Educational development center from the point of view participating physicians

Methods: This cross-sectional study was carried out on 100 physicians [50 pediatricians and 50 psychiatrists] participating in psychiatry and pediatric retraining programs. Subjects were asked about their learning needs on more than 20 clinical topics and the correspondence between learning needs and retraining program content before and after the program respectively

Results: In both groups 22% were female and 78% were male. Mean age and work experience were 34 and 7 years respectively. In psychiatrists group, the maximum mean scores were attained for substance abuse related disorders [4.43] in learning needs and addiction definitions, factors and prevention [4.36] in correspondence between needs and program content. The minimum mean scores were related to stress disorders [3.48] in learning needs and etiology [3.07] in correspondence between needs and program content. In pediatricians group, the maximum mean score was attained for acute respiratory infection in both learning needs [4.32] and correspondence between needs and program content [4.43]. The minimum mean scores were related to leishmaniosis [3.16] in learning needs and metabolic disorders [3.24] in correspondence between needs and program content. In both groups, there was a significant correlation between learning needs and correspondence of needs and program content [P<0.001]. There were also significant correlations between age and learning needs in pediatricians [r=0.42, P<0.05] and between work experience and correspondence of needs and program content in psychiatrists [r=-0.43]

Conclusion: Positive correlation between learning needs and program content in both held programs is evident of managers' attention to the learning needs and their attempt for planning retraining programs with higher rate of correspondence between learning needs and program content. Evaluation of the present retraining programs for planning more efficient programs is recommended