ABSTRACT
Resumen Desde su concepción, el enfoque del curso de vida se ha utilizado ampliamente en la investigación sociodemográfica y en los estudios sociológicos. El empleo de esta perspectiva se ha difundido desde hace algunos años en la investigación en salud. Sin embargo, su uso ha sido muy limitado en pediatría. Este trabajo presenta una exposición de los principales conceptos del enfoque del curso de vida y algunos principios metodológicos para el desarrollo de investigaciones desde esta perspectiva. Además, se incluyen una serie de proyectos de investigación que se han valido de este enfoque como fundamentación conceptual en su diseño e implementación y algunas fuentes de información que pueden ser utilizadas para el desarrollo de investigaciones desde esta conceptualización en México.
Abstract Since its inception, the life course approach has been widely used in the socio-demographic research and sociological studies. The use of this perspective in health research has spread for some years, although its use in pediatrics has been limited. This work presents the main concepts of the life course approach and some methodological principles for the development of research from this perspective. In addition, a series of research projects that have used this approach as a conceptual basis in their design and implementation are included, as well as some sources of information that can be used for the development of research since this conceptualization in Mexico.
Subject(s)
Humans , Pediatrics/organization & administration , Biomedical Research/organization & administration , Life Change Events , MexicoABSTRACT
@#Introduction: Malaysia is a multiethnic country that allows freedom of religion with Islam being the most professed religion. Under the Islamic teachings, premarital sex is forbidden. Nonetheless, at present, there is an increasing number of teenage pregnancies among the Malay Muslims as a consequence of premarital sex. The objective was to obtain a detailed understanding of how pregnant teenagers make sense of their experience with unwanted pregnancy from a psycho-emotional perspective. Methods: Purposive sampling through the application of Interpretative Phenomenological Analysis (IPA) was employed. Face to face interviews were conducted with 10 participants that were 17 years old. Results: Three themes emerged from the present research (a) transformation of self, (b) transition to motherhood and; (c) spiritual strengthening. Conclusion: All participants experienced turning points in their lives in which they made sense of their experience resulting in positive changes.
Subject(s)
AdolescentABSTRACT
OBJECTIVE: Total laparoscopic hysterectomy (TLH) is becoming more commonly used as an alternative to traditional abdominal hysterectomy and Analyzing the turning point of a learning curve can be useful in planning training programs. This study was to define the average turning point of a learning curve of TLH by comparing three separate gynecologists in one institute. METHODS: Retrospective analysis of the first 140 consecutive cases of TLH performed by three separate gynecologists A, B, and C. Patients of each gynecologist were divided into 7 equal groups of 20 operations classed chronologically. Patient's age, uterus weight, operation time and pre-post operative hemoglobin difference of the three gynecologists were compared. Operation time and pre-post operative hemoglobin difference were evaluated to build learning curves for each gynecologist. RESULTS: Learning curve built by operation time showed turning point after 80~100 cases in all three gynecologists. Learning curve built by pre-post operative hemoglobin difference did not show a decreasing pattern. There were no statistical differences in patient's age and pre-post operative hemoglobin difference between the three gynecologists. However, mean uterine weight of gynecologist C was significantly lighter than that of gynecologist A and B. Operation time was significantly longer in cases by gynecologist C than in cases by A and B. CONCLUSION: At least 80~100 cases of experience in TLH is needed for a gynecologist to reach the turning point of the learning curve. This result can be used as a guide to the training program of TLH.
Subject(s)
Humans , Hemoglobins , Hysterectomy , Learning , Learning Curve , Retrospective Studies , UterusABSTRACT
The present study examined the recruitment threshold of motor units (MUs) and the cold reflex activation of the cutaneous receptors at the first turning point (TP1) and the second turning point (TP2) of decreasing skin temperature. The skin temperatures of the biceps brachii were continuously reduced using a cooling chamber fixed at -10°C. TP1 and TP2 appeared at 25.5±0.5°C and 18.5±2.21°C, respectively. The data were collected at±1°C of TP1 and TP2 (TP1-B, TP1-A, TP2-B and TP2-A) . The MUs was collected during a slow ramp contraction for 3 sec to 20% maximal voluntary contraction (20%MVC) at the each measure points (TE) . The rates of decrease in skin temperature were 1.242±0.349°C min at slope-1 (TP1-B), 0.627±0.284°C rain at slope-2 (TP1-A and TP2-B), and 0.201±0.045°C/min at slope-3 (TP2-A) . The difference of the threshold force value (ΔTF= TE-control value) of LT-MUs were positive value, on the other hand, ΔF of HT-MUs were negative value at TP1-B, TP1-A, TP2-B and TP2-A. The changes of ΔTF of LT-MUs were a little at TP1-B, TP1-A, TP2-B, and increased markedly more at TP2-A than at TP1-B (p<0.05) . On the other hand, the ΔTF of HT-MUs decreased significantly more at TP1-B than at TP1-A and TP2-B (p<0.05), however, it did not significantly differ at TP2-A. These results suggested that the threshold force of HT-MUs depend on skin temperature and LT-MUs depend on decrease speed of skin temperature.