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Various boron-containing drugs have been approved for clinical use over the past two decades, and more are currently in clinical trials. The increasing interest in boron-containing compounds is due to their unique binding properties to biological targets; for example, boron substitution can be used to modulate biological activity, pharmacokinetic properties, and drug resistance. In this perspective, we aim to comprehensively review the current status of boron compounds in drug discovery, focusing especially on progress from 2015 to December 2020. We classify these compounds into groups showing anticancer, antibacterial, antiviral, antiparasitic and other activities, and discuss the biological targets associated with each activity, as well as potential future developments.
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I have stories to tell. More than a decade ago and ironically almost a decade after my graduation from medical school, I trained and got certified in basic life support (BLS) skills because I did NOT want to fail my family, my friends and my patients as I had desired to NOT fail my conscience as a physician. I will tell you this that you will never regret honing BLS skills whenever you will see the smiles on the faces of revived and you will never forget when not forgiven – by else and/or by self – for your reluctance in knowing what’s expected from you especially as a physician. Even though my natural desire to hone BLS skills was born in the times when it was NOT mandated, my free will to care for my family, my friends and my patients had always brought me back to BLS training centers for revisiting my skills again and again, years after years. Essentially, I have recognized Brain-Heart-Lungs as the Trinity of Life and hereafter I plead to all my peers irrespective of which stage of career they are in: “Please hone your BLS skills, at least be a Heartsaver®, for your kin so that when your kin, your beloved, needs your help, you don’t delay providing help compared to leaving “To go find one”
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Background and Objectives: The role of effective basic life support (BLS) and cardiopulmonary resuscitation (CPR) is established. Reports on CPR knowledge assessment in Nepal are few and underline the gross lack of CPR knowledge.Material and Methods: A cross-sectional descriptive study was conducted among residents, students, and teachers in a few Nepalese health institutions. A questionnaire based on BLS guidelines 2010 was used, incorporating total 30 questions.Results: Total 145 complete responses (63 females, 82 males) were obtained and analyzed. Mean and median of correct answers was 18 out of 30 (60%, range 3-26); 9% could identify the correct sequence of action from a given set of 7 CPR steps. By ANOVA, score correlated significantly with the background of person (scores highest 19 in ‘clinical’ group and 18 in ‘dentistry’ to 16.38 in ‘nursing’ and 15.09 in ‘non-clinical’; p=0.000) but not with other variables (sex, age, designation, academic degree, institution, and previous CPR training).Conclusion: Lack in CPR knowledge and awareness are reported worldwide. Findings of this study are similar. Although those with clinical background had better knowledge, poor correlations with other variables indicate lack of importance being given to CPR knowledge and skill by most people, even those working in big health institutions of the country.
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Background: Nursing staff plays important role in the health care system; one of the key skills that students should develop during their training is to be prepared for emergency life saving measures like cardiopulmonary resuscitation (CPR) anytime, anywhere. At least the doctors, nursing and paramedical staff are expected to know about it, as they frequently face life threatening situations. Objectives: a) To evaluate the CPR awareness among nursing staff and students. b) To screen the knowledge regarding accurate, effective CPR procedural techniques and various barriers of CPR failure in clinical practice from a student perspective. Methods: A cross-sectional Observational study conducted among nursing staff and students of the Krishna institute of nursing science, Karad. Maharashtra. Results: No one has complete knowledge of BLS. Only 3% of total students have 80% knowledge about BLS.81% of the students has less than 50% of knowledge.Conclusion:It can be concluded that not only the nursing staff and students be trained in Basic Life Support, but also it has to be reinforced from time to time, since the skills of CPR are difficult to teach and once taught difficult to retain. As these are the persons, who are near the patient for 24 hrs easily approachable with in no time till the resident or the CMO attends the patient in the hospital. Also, this should be incorporated into the academic curriculum, as it will become a compulsory topic to be dealt with specially for the nursing students.
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Aim: The present study aims to investigate the perceptions of basic life support (BLS), motivations for learning BLS and self-evaluations of the ability to practice BLS skills in radiological technologists clinically working in Mie prefecture, Japan. Methods: A cross-sectional questionnaire survey was conducted on 489 radiological technologists (RTs) living in Mie prefecture, Japan, from August to December 2014. The responded questionnaire was collected from 158 RTs (recovery rate: 32%) with written informed consent. Results: Almost one third of the RTs (32.3%) had encountered cardiopulmonary arrest during a radiological examination. The percentage of those who ‘understood’ the purpose and method of BLS reached 71.5%. Approximately half of the respondents considered the ability to practice BLS ‘practicable’, while the remaining half considered it to be ‘difficult’. All RTs knew of the term ‘AED’, and 98.7% ‘understood’ the purpose of AEDs and how to handle them. Similarly, 92.4% of them responded that they were ‘practicable’ to use AEDs. Although sixty percent of RTs had undertaken a BLS training course, only three quarters of them considered themselves ‘practicable’ BLS and 65.6% had no confidence in their BLS skills. Moreover, 39.2% of RTs had not undertaken a BLS training course, and only 9.7% responded ‘practicable’ for practice of BLS among those with training course experience. None of RTs who had not undertaken a BLS training course answered ‘fully confident’ and 95.2% had no or little confidence in their BLS skills. Conclusion: In this study, it is considered that many RTs understand the purpose and handling of AEDs and have the ability to use an AED. The majority of the RTs participating in a BLS training course are ‘practicable’ to practice BLS, though they felt ‘little confidence’ about their BLS skill level. In contrast, the majority of RTs with no experience of attending a BLS training course were not able to practice BLS. Therefore, a BLS training course is very crucial for obtaining the ability to practice BLS, although there is a necessity to improve the content of BLS training course.
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Background: At the International Medical University (IMU), a half day cardiac life support teaching session was provided to fourth year medical students which included training on the use of the defibrillator machine, how to handle cardiac or respiratory arrest and drugs used for resuscitation. A new CLS (cardiac life support) training session was introduced and increased to a oneday course where students were given practical training first, which included 5 stations (airway equipment, mega codes, drugs for resuscitation, defibrillator use and cardiac rhythm identification) , MCQ (multiple choice questions) test and a mega code (practical)assessment. Objective: To evaluate the students’ knowledge on cardiac resuscitation after a change in the delivery of the cardiac life support training (CLS). Methodology: Group I, consisted of 82 students taught using the traditional teaching and Group II consisted of 77 students taught using hands on simulation. The students in both groups had an online manual to read prior to the session, were given an identical written exam six months after the CLS training. Group II, however, had an online pre-test. Results: There was a statistical difference in the final mean marks between the two groups with group II scoring higher (67.3) than group 1 (62.1). No significant marks difference was noted between male and female students for both the cohorts. Conclusion: There is a significant difference in medical students’ knowledge when cardiac life support is taught using simulation. IMU has adopted the new teaching method with simulated training for the cardiac life support courses with plans to implement higher fidelity and technology to the existing simulated teaching in other areas of medicine.
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BACKGROUND: Basic life support (BLS), a key component of the chain of survival decreases the arrest – cardiopulmonary resuscitation interval and increases the rate of hospital discharge. The study aimed to explore the knowledge of and attitude towards basic life support (BLS) among medical/paramedical professionals.METHODS: An observational study was conducted by assessing response to self prepared questionnaire consisting of the demographic information of the medical/paramedical staff, their personnel experience/attitude and knowledge of BLS based on the 2005 BLS Guidelines of European Resuscitation Council.RESULTS: After excluding incomplete questionnaires, the data from 121 responders (27 clinical faculty members, 21 dental and basic sciences faculty members, 29 house officers and 44 nurses and health assistants) were analyzed. Only 9 (7.4％) of the 121 responders answered ≥11, 53 (43％) answered 7-10, and 58 (48％) answered <7 of 15 questions correctly. The clinical faculty members, house officers and nurses/HA had a mean score of 7.4±3.15, 7.37±2.02 and 6.63±2.16 respectively, while dental/basic sciences faculty members attained a least mean score of 4.52 ±2.13 (P<0.001). Those who had received cardiopulmonary resuscitation (CPR) training within 5 years obtained a highest mean score of 8.62±2.49, whereas those who had the training more than 5 years back or no training obtained a mean score of 5.54±2.38 and 6.1±2.29 respectively (P=0.001). Those who were involved in resuscitation frequently had a higher median score of 8 in comparison to those who were seldom involved or not involved at all (P<0.001).CONCLUSIONS: The average health personnel in our hospital lack adequate knowledge in CPR/BLS. Training and experience can enhance knowledge of CPR of these personnel. Thus standard of CPR/BLS training and assessment are recommended at our hospital.
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PURPOSE: Traditional cardiopulmonary resuscitation (CPR) training methods have been gradually replaced by practice-oriented methods such as the American Heart Association (AHA) basic life support (BLS) course for healthcare providers. We attempted to investigate nurses' and other healthcare professionals' retention of BLS skills over time after taking the AHA BLS course for healthcare providers. METHODS: Healthcare providers were screened for their retention of CPR skills at regular intervals up to 1 year after completing the AHA BLS course. Certified BLS instructors administered skills tests. RESULTS: The degree of skills maintained over time decreased, but not significantly (p=0.207, p=0.160). The scores of written tests decreased over time, but not significantly (p=0.082). The degree of CPR knowledge and skills main-tained was higher in the nurse group than in the healthcare professional group; this difference was statistically significant (p=0.02, <0.001, <0.001). However, regarding the degree of knowledge and skills for CPR maintained over time, there was no statistically significant difference between each group. CONCLUSION: After the AHA BLS course for healthcare providers, in-hospital healthcare professionals retain significantly less information after 3 months. We suggest that a skill review is needed within 3 months after CPR training.
Subject(s)
Humans , American Heart Association , Cardiopulmonary Resuscitation , Delivery of Health Care , Health Personnel , Hospitals, General , Retention, PsychologyABSTRACT
Normal kittens showed a gradual increase from 17.6% to 25.5% of BLS with aging from the fifth week to the ninth. Young kittens showed significantly less BLS than do adult ones (p < 0.1), There was significant difference of BLS between exotropic and normal kittens or alternating and non-alternating strabismic ones. However, there was a significant diftrence between esotropic and normal ones (p < 0.1). These results suggested that the BLS can be used as a index for the extent of total field from both eyes.