ABSTRACT
Background An instrument to help clinicians to evaluate the oral glucose tolerance test (OGTT) at-a-glance is lacking. Aim To generate a program written in HTML squeezing relevant information from the OGTT with glucose and insulin measurements. Material and Methods We reanalyzed a database comprising 90 subjects. All of them had both an OGTT and a pancreatic suppression test (PST) measuring insulin resistance directly. Thirty-seven of the 90 studied participants were insulin resistant (IR). Receiver operating characteristic (ROC) curves and Bayesian analyses delineated the diagnostic performances of four predictors of insulin resistance: HOMA, QUICKI, ISI-OL (Matsuda-DeFronzo) and I0*G60. We validated a new biochemical predictor, the Percentual Relative Insulin Sensitivity (%RIS), and calculated the Percentual Relative Beta Cell Function (%RBCF). Results The best diagnostic performance of the five predictors were those of the I0*G60 and the %RIS. The poorest diagnostic performances were those of the HOMA and QUICKI. The ISI-OL's performance was in between. The %RIS of participants with and without IR was 44.4 ± 7.3 and 101.1 ± 8.8, respectively (p < 0.05). The figures for % RBCF were 55.8 ± 11.8 and 90.8 ± 11.6, respectively (p < 0.05). Mathematical modeling of the relationship between these predictors and the Steady State Plasma Glucose Value from the PST was performed. We developed a program with 10 inputs (glucose and insulin values) and several outputs: I0*G60, HOMA, QUICKI, ISI-OL, Insulinogenic Index, Disposition Index, %RBCF, %RIS, and metabolic categorization of the OGTT (ADA 2003). Conclusions The OGTT data permitted us to write successfully an HTML program allowing the user to fully evaluate at-a-glance its metabolic information.
Subject(s)
Humans , Insulin Resistance , Blood Glucose , Glucose Intolerance , Glucose Tolerance Test , InsulinABSTRACT
Digital game-based learning and the testing effect have been shown to be effective in improving learning. The use of screens offers the opportunity to test innovative learning strategies in the classroom. Here, we report the impact of implementing a game and testing effect-based learning tool in a histology course. Seventy nine students participated in the study (mean age 19.5 years, 65 % female). The students observed a slide-based class and then participated in a game, answering questions about key concepts, using their smartphones. Two surveys, asking about aspects related to perceptions/motivations and use of mobile technologies, were applied. The game allowed for immediate feedback, revealing student performance in every evaluated concept, and allowed teachers to give corrections after detecting conceptual mistakes. Students perceived the methodology as fun, interesting, interactive and attractive. Moreover, 96 % of students participated and enjoyed the game and, among them, all agreed to use the methodology again. In parallel, about 87 % of students use mobile technology to study and 97 % to find academic information, frequently. The results indicate that the vast majority of students use mobile technology to study and positively perceive the game-based strategy. Strategies allowing fast feedback and dynamic relationships in the classroom could potentially improve significant learning on concept acquisition.
El aprendizaje basado en juegos digitales y pruebas han demostrado ser efectivos en el mejoramiento del aprendizaje. El uso de pantallas ofrece la oportunidad de probar estrategias de aprendizaje innovadoras en el aula. En este estudio se presenta el impacto de la implementación de una herramienta de aprendizaje basada en juegos y pruebas aplicadas en un curso de histología. Setenta y nueve estudiantes participaron en el estudio (edad promedio 19,5 años, 65 % mujeres). Los estudiantes observaron una clase basada en diapositivas y luego participaron en un juego, respondiendo preguntas sobre conceptos clave, utilizando sus teléfonos inteligentes. Se aplicaron dos encuestas, preguntando sobre aspectos relacionados con las percepciones/motivaciones y el uso de tecnologías móviles. El juego permitió una retroalimentación inmediata, revelando el desempeño de los estudiantes en cada concepto evaluado, y permitió a los profesores dar correcciones cuando se detectaron errores conceptuales. Los estudiantes percibieron la metodología como divertida, interesante, interactiva y atractiva. Además, el 96 % de los estudiantes participaron y disfrutaron del juego y, de ellos, todos relataron la intención de utilizar la metodología nuevamente. En paralelo, 87 % de los estudiantes utilizan la tecnología móvil para estudiar y el 97 % para encontrar información académica, frecuentemente. Los resultados indican que la gran mayoría de los estudiantes usa tecnología móvil para estudiar y perciben positivamente la estrategia basada en juego. Las estrategias que permiten retroalimentación rápida y relaciones dinámicas en el aula podrían potencialmente mejorar el aprendizaje significativo en la adquisición de conceptos.