ABSTRACT
Abstract Background: The morbidity of early-term newborns (ETNBs) is associated with the immaturity of their organs and maternal biological factors (MBF). In this study, we determined the relationship between MBF and early-term birth. In addition, we assessed the role of gestational age (GA) and MBF in the morbidity of ETNBs compared with full-term newborns (FTNBs). Methods: This retrospective cohort included ETNBs and FTNBs. The frequency of morbidities was compared between groups stratified by GA with the X2 test or Fisher's exact test. The association of MBF with GA and morbidity was calculated using binomial regression models between the variables that correlated with the morbidity of the ETNBs using Spearman's correlation. A significance level of 5% was estimated for all analyses. Results: The probability of morbidity at birth for ETNBs was 1.9-fold higher than for FTNBs (37.5% vs. 19.9%), as they required more admission to the neonatal unit and more days of hospitalization; the most frequent pathology was jaundice. The MBF associated with early term birth were hypertensive disorders of pregnancy (aRR = 1.4, 95% confidence interval (CI): 1.3-1.6), intrauterine growth restriction (aRR = 1.5, 95% CI: 1.3-1.6), and chronic hypertension (aRR = 1.6, 95% CI: 1.4-1.8). No association was found between MBF and morbidity at 37 and 38 weeks. Conclusions: The morbidity among ETNBs is related to physiological immaturity. The adverse MBF favor a hostile intrauterine environment, which affects fetal and neonatal well-being.
Resumen Introducción: La morbilidad de los recién nacidos a término temprano (RNTT) se asocia con la inmadurez de sus órganos y factores biológicos maternos (FBM). En este estudio se determinó la relación entre FBM y el nacimiento a término temprano. Además, se evaluó el papel de la edad gestacional (EG) y los FBM en la morbilidad de los RNTT comparados con los recién nacidos a término completo (RNTC). Métodos: Este estudio de cohorte retrospectivo incluyó RNTT y RNTC. La frecuencia de morbilidades se comparó entre grupos estratificados por EG con la prueba de X2 o la prueba exacta de Fisher. La asociación de FBM con EG y morbilidad se calculó mediante modelos de regresión binomial entre variables correlacionadas con morbilidad de ETNB mediante la correlación de Spearman. Se estimó un nivel de significación del 5% para todos los análisis. Resultados: Los RNTT presentaron una probabilidad 1.9 veces mayor de morbilidad al nacer comparado con los RNTC (37.5% vs 19.9%), ya que requirieron mayor admisión a la unidad neonatal y más días de hospitalización; la patología más frecuente fue la ictericia. Los FBM asociados con el nacimiento a término temprano fueron los: trastornos hipertensivos gestacionales, restricción del crecimiento intrauterino e hipertensión crónica. No se encontró asociación entre factores biológicos maternos y la morbilidad a las 37 y 38 semanas. Conclusiones: La morbilidad del RNTT se relaciona con la inmadurez fisiológica. Los FBM adversos favorecen un medio intrauterino hostil afectando el bienestar fetal y neonatal.
ABSTRACT
Background: Medical doctors need to be competent to teach patients, their families, students, and the health care team. In a previous study we determined that although the residents attach great importance to have teaching skills, they do not feel prepared to meet this role. Aim: To assess self-perception of learning in a formal course of training how to teach for residents. Material and Methods: In 2004 we implemented the course "Residents as Clinical Teachers", based on the Stanford Faculty Development Center for Medical Teachers Model (SFDC), for residents of a Medical School. Residents of all the post graduate programs were invited to take the course as an elective during the period 2004-2011. At the end of the course each resident completed the pre/post Seminar Series Housestaff/student Questionnaire; assessing perceptions of learning, expressed in a Likert scale from 1-5. Results: The implementation of the course in 111 residents significantly improved self-perception of general preparation for teaching and improved self-perception of preparedness in each educational category. The personal goals most commonly established by participants were on feedback (52,2%), control of session (44%) and communication of goals (40%). Barriers for teaching most frequently identified were lack of time to do clinical teaching (51,3%) and environmental limitations (16,2%). The main impact of the course reported by residents were acquisition of teaching skills or tools for teaching (39,6%), enhancing of motivation (14%), and a richer understanding of teaching principles (14%). Conclusions: A clinical teaching course for residents improves their self-perception of preparation to teach and enhances motivation for clinical teaching.