ABSTRACT
Context: Z score defines the shift of an observed value from the mean. Aims: By determining the direction of this shift and its absolute value for mean corpuscular hemoglobin (MCH) and mean corpuscular hemoglobin concentration (MCHC), one can quickly screen the hemogram for any spurious results in RBC parameters and also predict the type of anemia. This is because MCH and MCHC are derived parameters (from Hb, RBC, MCV) and thereby reflect the true as well as false changes in an erythrogram. Materials and Methods: A total of 975 hemograms were studied retrospectively. Basic statistical formulae using mean and standard deviation were applied to calculate z scores for MCH and MCHC. Results obtained were compared with the standard method and validated by an independent cohort of 100 random samples run on a different machine. Results and Statistical Analysis: Z score was found to be statistically significant (p <.001) in diagnosing iron deficiency anemias, megaloblastic anemias, hemolytic anemias, regenerative anemias, anemia of chronic disease and spurious findings. Z score was not significant (p = 0.9) in predicting beta thalassemia trait. The sensitivity was low for the differentials of microcytic hypochromic anemias. Conclusions: Despite this, Z score can be of immense help to the clinicians and pathologists in making quick interpretation of the underlying red cell abnormalities. Also, it can be used as a quality assessment tool in hematology laboratories taking pre analytical and analytical factors into account.
ABSTRACT
Polycystic Ovarian Syndrome (PCOS) is one of the most common endocrine disorders that affectingwomen in reproductive age. Incidence rate isabout5% to 10% in this age group. Nursesare in a position to improve attitude of individualsaffected with the syndrome, soenhancing the attitudeof nursing students regarding PCOS will help to modify attitude ofgeneral population. Aim of the study was to improve the attitudeof B.Sc. Nursing students regarding PCOS.Quasi experimental research approach,non-randomized control group pre-test-post–test design was used.80 B.Sc. Nursing students were selected by using purposivesampling technique.Likert scalewas used to collect the data from the samples.Result of the study revealed that in experimental group, mean pre-test attitude score was 54.70,more than half 75%of the nursing studentshad unfavorable attitude, 25%had moderately favorable attitudeand none of them had favorable attitude, Mean post-test attitudescore of B.Sc. Nursing students was 93.72, none of the nursing studenthad unfavorable attitude, 15% had moderately favorable attitudeand 85% had favorable attitude. In comparison group, Mean pre-test attitudescore of B.Sc. Nursing students was 55.22, more than half of the nursing students 87.5% had unfavorable attitude, 12.5%had moderately favorable attitudeand none of the nursing studenthad favorable attitude, Mean post-test attitudescore of B.Sc. Nursing students was 55.20, more than half of the nursing students 87.5% had unfavorable attitude, 12.5%had moderately favorable attitudeand none of the nursing student had favorable attitude.
ABSTRACT
Background: The flipped classroom is an educational model in which the standard lecture and homework elements of a course are “reversed” or “flipped.” In the current scenario, the new teaching-learning (T-L) method like flipped classroom is an essential requirement due to shifting in medical education from teacher-centric to student-centric as a consequence of the recent changes in medical education called “Competency-Based Medical Education.” The advantage of this teaching-learning method is to motivate students for self-directed learning and provides an opportunity for students to read/view course-related material at their own pace and on their own time before the actual class. Change in T-L method in medical biochemistry is extremely important since 1st Professional MBBS students considered it as tiresome and boring subject and give it least priority in all the subjects of 1st Professional MBBS course. Aim and Objectives: The main objective of this study is to introduce “Flipped Classroom” as an innovative teaching-learning method in medical biochemistry. Materials and Methods: For this study, 76 students were in-rolled and randomly divided them into two equal groups. Two topics from the medical biochemistry were selected, each group given an equal chance to learn by each method, at the end of teaching-learning the MCQ test was conducted and feedback from the student was collected. Results: In topics, the group learned the topic by flipped classroom scored more marks than the other group. The mean score of students, after the didactic lecture and flipped-classroom irrespective of the topic, were 4.43 and 5.39 marks, respectively (P < 0.001). Conclusion: The flipped-classroom method was found useful to improve the score of the 1st Professional MBBS students in medical biochemistry subject and facilitate them to understand the topic more clearly than the didactic lecture.
ABSTRACT
Vancomycin‑resistant Enterococci (VRE), especially Enterococcus faecium has emerged as an important nososcomial pathogen and represents a serious threat to patients with impaired host defense. Early detection of patients colonised or infected with VRE is an essential component of any hospital program designed to prevent nosocomial transmission of this organism. The authors report two cases of VRE isolated from blood and surgical site pus of two neonates admitted in the same neonatal unit, highlighting that early detection, prompt and appropriate infection control measures were keys to successful containment of this dreaded pathogen.