Comparision of Cardiac Output Measured by Transthoracic Echocardiography with Continuous Cardiac Output Measured by Pressure Recording Analytical Method

Background: Low cardiac output is a common complication following cardiac surgery and it is associated with higher mortality in the pediatric population. A gold standard method for cardiac output (CO) monitoring in the pediatric population is lacking. The present study was conducted to validate cardiac output and cardiac index measured by transthoracic echocardiography and Pressure recording analytical method, a continuous pulse contour method, MostCare Up in postoperative pediatric cardiac surgical patients. Materials and Methods: This was a prospective observational clinical study conducted at a tertiary care hospital. A total of 23 pediatric patients weighed between 2 and 20 kg who had undergone elective cardiac surgery were included in the study. Results: Spearman抯 correlation coefficient of CO between transthoracic echocardiography (TTE) and Pressure Recording Analytical Method (PRAM) showed of positive correlation (r = 0.69, 95% Confidence interval 0.59?0.77, P < 0.0001) Linear regression equations for CO between TTE and PRAM were y = 0.55 + 0.88x (R2 = 0.46, P < 0.0001). (y = PRAM, x = TTE), respectively. Bland? Altman plot for CO between TTE and PRAM showed a bias of ?0.397 with limits of the agreement being ?2.01 to 1.22. Polar plot analysis showed an angular bias of 6.55� with radial limits of the agreement being ?21.46 to 34.58 for CO and angular bias of 6.22� with radial limits of the agreement being ?22.4 to 34.84 for CI. Conclusion: PRAM has shown good trending ability for cardiac output. However, values measured by PRAM are not interchangeable with the values measured by transthoracic echocardiography.

The past,present,and future of in vivo-implant-able recording microelectrodes:the neural interfaces / 中国药理学与毒理学杂志

Neural recording electrodes enable the acquisition and collection of electrical signals from neu-rons,and these recorded neural electrical signals are an important means of understanding neuronal activity.As a major component of the brain-machine interface,neu-ral recording electrodes serve as a bridge between the nervous system and external devices.The extracted information can be used to understand the state of the brain and acts as a feedback signal to regulate external devices,thus providing important information for the clini-cal treatment of neurological diseases.Moreover,the electrodes can be used as a vehicle for drug injection to directly treat diseases.Since the time that Strumwas-ser used microwires to achieve long-term recordings of neural activity in hibernating squirrels,implantable elec-trode technology has gradually improved over three gen-erations of development,and progress has been made in improving the biocompatibility,mechanical performance(size,shape,density,etc.),and signal-to-noise ratio.Implantable neural recording electrodes can acquire sig-nals from cortical and deep neural clusters,with the advantages of high signal-to-noise ratio,information con-tent,and spatial/temporal resolution.However,there is still a need to improve the structure and performance of these electrodes;for example,their high invasiveness and lack of biocompatibility pose technical difficulties in the process of translation to the clinic.This paper reviews the basic requirements for electrodes,main recording methods and signal types,common types of implant-able neural recording electrodes,and their challenges and future development directions.With the continuous development of electrode materials,equipment,systems,and neurotechnology,it should be possible to apply neu-ral recording electrodes in clinical practice,to promote safe and efficient treatment of human diseases.

Role of the anterior insular cortex microcircuits in observation fear of mice / 中国药理学与毒理学杂志

OBJECTIVE Fear can be learned indi-rectly,but excessive transmission of fear is essential for the development of mental illness.Previous research has indicated that the anterior insular cortex(AIC)may play a crucial role in the process of fear transmission,and abnormal AIC activity is a possible mechanism under-lying various affective disorders.Inhibitory neurons are crucial for maintaining local microcircuit homeostasis.With the support of novel specific neuroregulatory tech-niques,it is now possible to monitor and regulate differ-ent types of neurons in real-time.Therefore,investigating distinct subtypes of inhibitory neurons in the AIC that are involved in fear contagion may provide valuable insights into potential mechanisms underlying mental disorders.METHODS We established a modified observational fear(OF)model.A demonstrator(DM)mouse was placed in an acrylic cup at the center of the apparatus,and two observer(OB)mice were allowed to explore the DM mouse simultaneously from separate areas on either side.During the OF training,electric foot shocks were administered to the DM mouse and freezing,the side and corner time,and social interaction behavior were scored.Next,we characterized the activity patterns of distinct neuronal subtypes in the AIC using GCaMP-based calcium recording.Finally,we employed a Cre-dependent optogenetic approach to selectively modulate excitatory or inhibitory neurons in the AIC,and investigat-ed empathic fear behavior across different Cre transgenic mouse lines(CK2-Cre,PV-Cre,SOM-Cre,VIP-Cre).RESULTS During the training phase,the OB mice exhib-ited significantly higher levels of fear compared to the control group(which did not observe a traumatic event),as evidenced by increased freezing time,decreased interaction time,and increased corner zone time.Calcium fiber recording results suggested that CK2 neurons are involved in risk prediction,while PV and VIP neurons exert inhibitory control on this behavior.Optogenetic silencing of CK2-positive neurons in the AIC through injection of AAV-DIO-NpHR-mCherry in mice demon-strated a significant reduction in empathic fear.Similarly,activation of PV or VIP inhibitory neurons expressing ChR2-eYFP also resulted in a similar effect.However,activation of SOM neurons led to a significant increase in empathic fear.CONCLUSION Our study demonstrated that VIP and PV neuron activity in the AIC attenuates empathetic fear,while SOM and CK2 neuron activity enhances fear expression.These findings shed light on the distinct contributions of various inhibitory interneu-rons in the AIC to fear contagion,indicating their mutual interaction for maintaining local microcircuit homeostasis that regulates empathetic fear behaviors.

Methcathinone Increases Visually-evoked Neuronal Activity and Enhances Sensory Processing Efficiency in Mice / 神经科学通报·英文版

Methcathinone (MCAT) belongs to the designer drugs called synthetic cathinones, which are abused worldwide for recreational purposes. It has strong stimulant effects, including enhanced euphoria, sensation, alertness, and empathy. However, little is known about how MCAT modulates neuronal activity in vivo. Here, we evaluated the effect of MCAT on neuronal activity with a series of functional approaches. C-Fos immunostaining showed that MCAT increased the number of activated neurons by 6-fold, especially in sensory and motor cortices, striatum, and midbrain motor nuclei. In vivo single-unit recording and two-photon Ca2+ imaging revealed that a large proportion of neurons increased spiking activity upon MCAT administration. Notably, MCAT induced a strong de-correlation of population activity and increased trial-to-trial reliability, specifically during a natural movie stimulus. It improved the information-processing efficiency by enhancing the single-neuron coding capacity, suggesting a cortical network mechanism of the enhanced perception produced by psychoactive stimulants.

Videoconferencias para residentes de Histología en la Universidad de Ciencias Médicas de Sancti Spíritus / Videoconferences to Histology residents at the Sancti Spíritus University of Medical Sciences

Fundamento: No se conoce cómo aceptan los residentes de Histología la inclusión de un sistema de videoconferencias sobre la estructura microscópica del cuerpo humano en su estrategia de autoaprendizaje. Objetivo: Explorar en profundidad la experiencia de los residentes de Histología de la Universidad de Ciencias Médicas de Sancti Spíritus que utilizaron un sistema de videoconferencias para su formación profesional. Metodología: Estudio cualitativo en el que se realizó una entrevista a profundidad con los especialistas y residentes de Histología que han utilizado el sistema de videoconferencias en la Universidad de Ciencias Médicas de Sancti Spíritus. Se transcribieron las entrevistas, se codificaron y se seleccionaron los principales temas abordados. Resultados: Se entrevistaron 5 usuarios del sistema de videoconferencias; de la entrevista surgieron 5 temas: 1) Como los residentes insertan las videoconferencias en su estrategia de autoaprendizaje, 2) Preferencia de las videoconferencias sobre los libros de texto, 3) Aciertos y desaciertos de las videoconferencias, 4) ¿Qué aportan las videoconferencias a la formación del residente, ventajas y desventajas? y 5) Sugerencias para mejorar las videoconferencias. Conclusiones: Un sistema de videoconferencias sobre la estructura microscópica del cuerpo humano puede ocupar un papel protagónico en la estrategia de aprendizaje de residentes de Histología. La preferencia que muestran los residentes por las videoconferencias sobre otros medios didácticos puede estar asociada a la capacidad de la multimedia para disminuir la carga cognitiva y facilitar el aprendizaje cuando se siguen los principios de Mayer al elaborar estos medios. La presencia de imágenes digitales en estas videoconferencias fue clave para su aceptación.

Background: It is not known how Histology residents accept the inclusion of a videoconferencing system on the microscopic structure of the human body in their self-learning strategy. Objective: To explore to depth the experience of Histology residents at the Sancti Spíritus University of Medical Sciences who used a videoconferencing system for their professional training. Methodology: Qualitative study with in-depth interview was conducted with Histology specialists and residents who have used the videoconferencing system at the Sancti Spíritus University of Medical Sciences. The interviews were transcribed, coded and the main topics addressed were selected. Results: 5 users of the videoconferencing system were interviewed; 5 themes emerged from the interview: 1) How residents insert videoconferences into their self-learning strategy, 2) Preference for videoconferences over textbooks, 3) Successes and failures of videoconferences, 4) What do videoconferences contribute to the training of the resident, advantages and disadvantages?, 5) Suggestions to improve videoconferences. Conclusions: A videoconferencing system on the microscopic structure of the human body can play a leading role in the learning strategy of Histology residents. The preference shown by residents for videoconferencing over other teaching media may be associated with the ability of multimedia to reduce cognitive load and facilitate learning when Mayer's principles are followed to developing these media. The presence of digital images in these videoconferences was essential to their acceptance.

Cuantificación de la extrasistolía supraventricular y ventricular en el Holter de 24 horas: significación pronóstica en estudios actuales

En la actualidad existen diferencias en la interpretación y cuantificación de los extrasístoles supraventriculares y ventriculares en el Holter de ritmo cardíaco y no existe siempre una misma definición e interpretación de lo que se denomina como "escaso", "ocasional", "frecuente" o "muy frecuente". El objetivo del presente trabajo ha sido revisar las evidencias actuales y sus fundamentos en relación a la cuantificación o carga de la extrasistolía supraventricular y ventricular en un Holter de ritmo cardíaco, lo que debiera contribuir a una mayor precisión y mejor interpretación de la información cuantitativa en la práctica clínica diaria con este examen. Se revisa en la literatura el concepto de carga de extrasístoles supraventriculares y ventriculares y su relación con eventos clínicos: fibrilación auricular y accidente cerebrovascular en el caso de la extrasistolía supraventricular y mortalidad post infarto y deterioro de la función ventricular en el caso de la extrasistolía ventricular. De esta manera se cuantifica en base a la evidencia la extrasistolía supraventricular y ventricular.

Considerable differences exist in the quantification and clinical significance of both supraventricular and ventricular extrasystoles found in Holter recordings. Usually extrasystoles were classified as rare, occasional, frequent and very frequent. Current publications were analyzed regarding the frequency and clinical significance or these arrhythmias, especially in in relation to prior myocardial infarction, ventricular dysfunction, atrial fibrillation and cerebro vascular events. Tables showing limits to define the severity of supraventricular and ventricular extrasystoles are included.

Frontoplastia endoscópica subperiostal com fixação temporal por fios de sutura / Subperiosteal endoscopic frontoplasty with temporal suture threads fixation

Introdução: O envelhecimento do terço superior da face se caracteriza por ptose da sobrancelha, rugas glabelares e rugas transversais frontais. O tratamento pode ser realizado através da frontoplastia coronal, da frontoplastia temporal com incisões limitadas e da frontoplastia endoscópica. O objetivo deste estudo é descrever a técnica de frontoplastia endoscópica subperiostal com miotomia dos músculos da região glabelar e fixação do retalho na fáscia temporal profunda, avaliando sua aplicabilidade e eficácia. Métodos: Foram avaliadas 24 pacientes, do sexo feminino, submetidas a frontoplastia endoscópica associada a blefaroplastia superior, com idade variando entre 37 e 72 anos, em um período de 10 anos. Medidas entre a distância da linha interpupilar e a porção superior da sobrancelha foram realizadas através de análise fotográfica com uso do sistema digital de imagem Mirror 6,0, na região medial, central e lateral de cada lado, no pré-operatório, e no pós-operatório de 6 meses. Resultados: A média de idade foi de 52 anos. Houve significância estatística (p<0,05) em todas as áreas da sobrancelha avaliadas, a média de foi de 0,3 cm mais alta. As complicações foram: 1 caso de extrusão fio, 1 caso de assimetria, 2 casos de correção insuficiente da sobrancelha e 2 casos de recidiva de rugas glabelares. Conclusão: A frontoplastia endoscópica subperiostal com miotomia dos músculos da região glabelar e flxação do retalho na fáscia temporal profunda com pontos demonstrou ser efetiva no tratamento do envelhecimento do terço superior da face, com resultados estatisticamente comprovados, baixa morbidade e bons resultados estéticos.

Introduction: The aging of the upper third of the face is characterized by ptosis of the eyebrow, glabellar wrinkles and frontal transverse wrinkles. Treatment can be performed through coronal frontoplasty, temporal frontoplasty with limited incisions and endoscopic frontoplasty. The aim of this study is to describe the technique of subperiosteal endoscopic frontoplasty with myotomy of the muscles of the glabellar region and fixation of the flap in the deep temporal fascia, evaluating its applicability and effectiveness. Methods: Twenty-four female patients who underwent endoscopic frontoplasty associated with upper blepharoplasty, aged between 37 and 72 years old, over a 10-year period were evaluated. Measurements between the distance from the inter-pupillary line and the upper portion of the eyebrow were performed through photographic analysis using the Mirror 6.0 digital image system, in the medial, central and lateral regions on each side, in the preoperative period, and in the 6 month postoperative period. Results: The average age was 52 years. There was statistical significance (p<0.05) in all evaluated eyebrow areas, the mean was 0.3 cm higher. Complications were: 1 case of wire extrusion, 1 case of asymmetry, 2 cases of insufficient correction of the eyebrow and 2 cases of recurrence of glabellar wrinkles. Conclusion: Subperiosteal endoscopic frontoplasty with myotomy of the muscles of the glabellar region and fixation of the flap in the deep temporal fascia with stitches, proved to be effective in the treatment of aging of the upper third of the face, with statistically proven results, low morbidity and good aesthetic results.

MouseVenue3D: A Markerless Three-Dimension Behavioral Tracking System for Matching Two-Photon Brain Imaging in Free-Moving Mice / 神经科学通报·英文版

Understanding the connection between brain and behavior in animals requires precise monitoring of their behaviors in three-dimensional (3-D) space. However, there is no available three-dimensional behavior capture system that focuses on rodents. Here, we present MouseVenue3D, an automated and low-cost system for the efficient capture of 3-D skeleton trajectories in markerless rodents. We improved the most time-consuming step in 3-D behavior capturing by developing an automatic calibration module. Then, we validated this process in behavior recognition tasks, and showed that 3-D behavioral data achieved higher accuracy than 2-D data. Subsequently, MouseVenue3D was combined with fast high-resolution miniature two-photon microscopy for synchronous neural recording and behavioral tracking in the freely-moving mouse. Finally, we successfully decoded spontaneous neuronal activity from the 3-D behavior of mice. Our findings reveal that subtle, spontaneous behavior modules are strongly correlated with spontaneous neuronal activity patterns.

Application of reflective teaching combined with the framework of ICF-CY in rehabilitation therapy practice / 中华医学教育探索杂志

Objective:To explore the effects of SOAP (subjective objective assessment plan) case recording method by reflective teaching combined with the framework of International Classification of Functioning-Children and Youth Version (ICF-CY) in rehabilitation therapy practice.Methods:Interns of rehabilitation therapywere randomly divided into ICF-CY record group taking the case recording method of reflective teaching combined with the framework of ICF-CY and traditional record group taking traditional SOAP case recording method for children with cerebral palsy. After the internship, examination based on the clinical analysis and assessment of cases records and questionnaire survey were conducted among the two groups of interns. SPSS 20.0 was used to conduct t test and chi-square test. Results:The scores based on the clinical analysis and assessment of the ICF-CY record group were higher than those of the traditional record group. The questionnaire showed that interns' satisfaction of the SOAP case recording method by reflective teaching combined with the framework of ICF-CY was superior to the traditional SOAP case recording method ( P<0.001). Conclusion:The SOAP case recording method by reflective teaching combined with the framework of ICF-CY can improve interns' abilities of clinical case analysis, stimulate their self-learning abilities, and help to cultivate their thinking of clinical diagnosis and treatment.

Effects of open board lecture videos on anatomy / Efectos de los videos de conferencias de tablero abierto sobre anatomía

SUMMARY: COVID-19 has forced anatomists to perform non-face-to-face education using lecture videos. A Korean anatomist has given (white and black) board lectures and distributed lecture videos to the public for many years. This study was to verify the effects of open board lecture videos in the anatomy field. A questionnaire survey was carried out with the help of medical students who were exposed to the board lecture videos. The video provider uploaded the lecture videos on YouTube, where the viewing numbers were counted. At a medical school where the video provider belonged, the students mainly watched the lecture videos before the anatomy class. The watching hours of the lecture videos were related to the written examination scores. Students gave positive and negative comments on the board lectures. At the other two medical schools, students partly watched the lecture videos regardless of the teacher who delivered the lectures. The results suggested that students understood the board lectures themselves. On YouTube, the lecture videos were viewed by approximately 1,000 students. This paper introduces the desirable aspects of open board lecture videos on anatomy. The videos could enhance the quality of both students and teacher.

RESUMEN: COVID-19 ha obligado a los anatomistas a realizar una enseñanza no presencial mediante videos de conferencias. Un anatomista coreano ha impartido conferencias (en blanco y negro) y ha distribuido videos de conferencias al público durante muchos años. El objetivo de este estudio fue verificar los efectos de los videos de conferencias de pizarra abierta en el campo de la anatomía. Se llevó a cabo una encuesta con la ayuda de estudiantes de medicina que habían sido expuestos a los videos de conferencias de la pizarra. El proveedor de videos subió los videos de las conferencias a YouTube, donde se contabilizó el número de visualizaciones. En una facultad de medicina a la que pertenecía el proveedor de videos, los estudiantes vieron principalmente los videos de conferencias antes de la clase de anatomía. Las horas de revisión de los vídeos de las conferencias se relacionaron con las puntuaciones de los exámenes escritos. Los estudiantes dieron comentarios positivos y negativos sobre las conferencias de la pizarra. En las otras dos facultades de medicina, los estudiantes vieron parcialmente los videos de las clases, independientemente del profesor que las impartiera. Los resultados sugerían que los estudiantes entendieron las conferencias de la pizarra por sí mismos. En YouTube, los videos de las conferencias fueron vistos por aproximadamente 1000 estudiantes. Este artículo presenta los aspectos deseables de los videos de conferencias abiertas sobre anatomía. Los videos podrían mejorar la calidad tanto de los estudiantes como del profesor.

Videogravação e videofeedback no ensino-aprendizagem de habilidades de exame físico / Video recording and videofeedback in teaching-learning of physical examination skills

Resumo: Introdução: O ensino de habilidades de exame físico, parte integrante e obrigatória dos currículos de escolas médicas, ocorre, tradicionalmente, com uma abordagem baseada na "demonstração e prática", e, embora existam outros modelos, não há, até o momento, nenhuma evidência de que um seja superior ao outro. Inovações nessa área são apontadas como caminho para suprir as deficiências de ensino-aprendizagem. Objetivo: Este estudo teve como objetivos descrever a incorporação da videogravação e do videofeedback no ensino-aprendizagem de habilidades de exame físico e avaliar a eficácia desses recursos. Método: Foi realizado um estudo historicamente controlado antes e depois da intervenção com alunos do primeiro ano de um curso de Medicina. O grupo de intervenção, em que se aplicaram a videogravação e o videofeedback, foi constituído de 91 alunos do semestre 2019.2, e o grupo controle contou com 72 alunos do semestre 2018.1. Ambas as turmas realizaram duas avaliações teóricas somativas (T1 e T2) e duas práticas, no formato de um exame clínico objetivo estruturado (OSCE). Na análise estatística comparativa das notas de ambas as turmas, utilizaram-se os testes não paramétricos da soma de postos de Wilcoxon-Mann-Whitney. Resultado: A mediana das notas das avaliações práticas (primeiro e segundo OSCEs) de 2019 foram maiores do que as de 2018. Constatou-se ainda que a turma de 2019 teve uma evolução positiva das suas notas práticas passando de uma mediana de 11,6 no primeiro OSCE para 13,85 no segundo OSCE, o que também ocorreu com as provas teóricas (p < 0,05). Já na turma de 2018, houve queda da mediana das notas da T1 para T2 e do primeiro OSCE para o segundo OSCE, mas sem significância estatística. Conclusão: A incorporação da videogravação e videofeedback no ensino-aprendizagem de habilidades de exame físico entre graduandos do primeiro ano do curso de Medicina, em ambientes simulados, mostrou-se efetiva na melhora do desempenho dos discentes em avaliações teóricas e práticas. Essa abordagem se mostra ainda como meio de desenvolvimento e aplicação de uma aprendizagem motora observacional, reflexiva, experiencial e da metacognição no ensino-aprendizagem de habilidades de exame físico entre estudantes de Medicina.

Abstract: Introduction: Physical examination skills, an integral and mandatory part of medical school curricula, are traditionally taught through an approach based on "demonstration and practice", and although other models exist, there is, to date, no evidence that one is superior to the other. Innovations in this area are pointed out as a way to supply deficiencies in teaching and learning. Objectives: To describe the incorporation of video recording and video feedback in the teaching-learning of physical examination skills and to evaluate the effectiveness of such approach. Method: A historically controlled study was carried out before and after the intervention with students in the first year of a medical course. The intervention group, in which video recording and video feedback was applied, consisted of 91 students from semester 2019.2 and the control group had 72 students from semester 2018.1. Both classes underwent two summative theoretical (T1 and T2) and two practical assessments, in the format of an objective structured clinical examination (OSCE). In the comparative statistical analysis of the grades of both classes, the non-parametric Wilcoxon and Mann Whitney rank test was used. Results: The median of the marks of the practical evaluations (1st and 2nd OSCE) of the 2019 class were higher than those of 2018. It was also found that the class of 2019 showed a positive evolution in its practical marks, with the median score increasing from 11.6 in the 1st OSCE to 13.85 in the 2nd OSCE, which also happened with the theoretical tests (p <0.05). In the class of 2018, there was a drop in the median mark from T1 to T2 and from the 1st OSCE to the 2nd OSCE, but without statistical significance. Conclusion: The incorporation of video recording and video feedback in teaching-learning physical examination skills among first-year medical students, in simulated environments, proved to be effective in improving student performance in both theoretical and practical assessments. This approach is also shown as a means of developing and applying observational, reflective, experiential and metacognition motor learning in the teaching-learning of physical examination skills among medical students.

Percepción sobre uso de fisiología en el proceso enfermero / Perception of using physiology in the nursing process / Percepção sobre o uso de fisiologia no processo enfermeiro

Introducción: el ejercicio de la enfermería requiere conocimiento integral del funcionamiento del cuerpo humano, por lo cual es imprescindible el aprendizaje de fisiología humana dentro del proceso formativo de grado. El proceso enfermero, herramienta para la práctica profesional sistemática, dinámica y oportuna basado en el método científico, constituye el eje organizador del currículo de la Licenciatura en Enfermería en la Universidad Nacional del Nordeste (Corrientes, Argentina). Objetivo:Identificar la percepción que estudiantes y docentes de asignaturas troncales de Enfermería tenían sobre la aplicación o no de conocimientos fisiológicos desarrollados en los trabajos prácticos de la asignatura Fisiología en las distintas etapas del proceso enfermero. Metodología: Se realizó un estudio descriptivo, observacional y transversal, cuestionario anónimo distribuido al azar a estudiantes y docentes, consistente en una tabla de doble entrada que describe los contenidos de cada trabajo práctico, por un lado, y las fases del proceso enfermero, por el otro. Resultados: respondieron 24 docentes (39 %) y 38 estudiantes (61 %). Las fases en que más reconocieron aplicar conocimientos de fisiología en el proceso enfermero fueron, en ambos grupos, valoración y diagnóstico; en cada trabajo práctico fue percibido diferente por docentes y estudiantes, siendo mayor el reconocimiento del uso de fisiología en el proceso enfermero por parte de docentes. Conclusiones: vertebrar la actividad práctica de fisiología alrededor del proceso enfermero parece constituir una estrategia didáctica válida, dado que docentes y estudiantes perciben, en mayor o menor medida, que aplican conocimientos trabajados en la asignatura en las distintas etapas del proceso enfermero, particularmente en la valoración y el diagnóstico. La percepción fue mayor en herramienta para la práctica profesional sistemática, dinámica y oportuna basado en el método científico, constituye el eje organizador del currículo de la Licenciatura en Enfermería en la Universidad Nacional del Nordeste (Corrientes, Argentina). Objetivo: I d e n t i f i c a r l a percepción que estudiantes y docentes de asignaturas troncales de Enfermería tenían sobre la aplicación o no de conocimientos fisiológicos desarrollados en los trabajos prácticos de la asignatura Fisiología en lasdistintas etapas del proceso enfermero. Metodología: Se realizó un estudio descriptivo, observacional y transversal, cuestionario anónimo distribuido al azar a estudiantes y docentes, consistente en una tabla de doble entrada que describe los contenidos de cada trabajo práctico, por un lado, y las fases del proceso enfermero, por el otro. Resultados: respondieron 24 docentes (39 %) y 38 estudiantes (61 %). Las fases en que más reconocieron aplicar conocimientos de fisiología en el proceso enfermero fueron, en ambos grupos, valoración y diagnóstico; en cada trabajo práctico fue percibido diferente por docentes y estudiantes, siendo mayor el reconocimiento del uso de fisiología en el proceso enfermero por parte de docentes. Conclusiones: vertebrar la actividad práctica de fisiología alrededor del proceso enfermero parece constituir una estrategia didáctica válida, dado que docentes y estudiantes perciben, en mayor o menor medida, que aplican conocimientos trabajados en la asignatura en las distintas etapas del proceso enfermero, particularmente en la valoración y el diagnóstico. La percepción fue mayor en docentes, lo cual evidencia mejor manejo del proceso enfermero, por tener mayor nivel de conocimientos y práctica profesional.

Introdução: a prática da enfermagem requer conhecimento abrangente do funcionamento do corpo humano, razão pela qual é essencial o aprendizado da fisiologia humana na graduação. O processo de enfermagem, ferramenta para a prática profissional sistemática, dinâmica e oportuna baseada no método científico, é o eixo organizador do currículo da Licenciatura em Enfermagem da Universidade Nacional do Nordeste (Corrientes, Argentina). Objetivo: Identificar a percepção que alunos e professores das disciplinas nucleares de Enfermagem têm sobre a aplicação ou não dos conhecimentos fisiológicos desenvolvidos nos trabalhos práticos da disciplina de Fisiologia nas diferentes etapas do processo de enfermagem. Metodologia: Foi realizado um estudo descritivo, observacional e transversal, com questionário anônimo distribuído aleatoriamente aos alunos e professores, constituído por uma tabela de dupla entrada que descreve o conteúdo de cada trabalho prático, por um lado, e as fases do processo de enfermagem, de outro. Resultados: Responderam 24 professores (39%) e 38 alunos (61%). As fases em que mais reconheceram a aplicação dos conhecimentos da fisiologia no processo de enfermagem foram, nos dois grupos, avaliação e diagnóstico; em cada trabalho prático foi percebido de forma diferente por professores e alunos, havendo maior reconhecimento da utilização da fisiologia no processo de enfermagem pelos professores. Conclusões: estruturar a atividade prática da fisiologia em torno do processo de enfermagem parece constituir uma estratégia didática válida, uma vez que professores y alunos percebem, em maior ou menor grau, que aplicam os conhecimentos trabalhados na disciplina nas diferentes etapas do processo de enfermagem, particularmente no processo de enfermagem avaliação e diagnóstico. A percepção foi maior nos professores, o que evidencia melhor gerenciamento do processo de enfermagem, por possuírem maior nível de conhecimento e prática profissional.

Introduction: Nursing practice requires comprehensive knowledge of the human body's functioning, so learning human physiology is essential during the undergraduate educational process. The nursing process, a tool for systematic, dynamic, and timely professional practice, based on the scientific method, constitutes the organizing axis of the curriculum of the bachelor's degree in nursing at the Universidad Nacional del Nordeste (Corrientes, Argentina). Objective: To identify the perception that students and teachers of core nursing courses had about applying or not physiological knowledge gained during practical work in the Physiology class, in different stages of the nursing process. Method: A d e s c r i p t i ve , observational, cross-sectional study was conducted. An anonymous questionnaire was randomly administered to students and teachers, which consisted of a double-entry table describing the contents of each practical work, on the one hand, and the phases of the nursing process, on the other. Results: T h e questionnaire was answered by 24 teachers (39%) and 38 students (61%). The phases in which they most admitted applying physiology knowledge in the nursing process were assessment and diagnosis in both groups. In each practical work, the application of physiological knowledge was perceived differently by teachers and students, and teachers recognized more the use of physiology in the nursing process. Conclusions: Structuring practical physiology activities around the nursing process seems to be a valid didactic strategy, considering that teachers and students perceive, to a greater or lesser extent, that they apply the knowledge gained during the course in the different stages of the nursing process, particularly in the assessment and diagnosis stages. The perception was higher in teachers, which evidences a better management of the nursing process due to a higher level of knowledge and professional practice.

Analysis of problems with online teaching of ophthalmology for undergraduates during COVID-19 epidemic / 国际眼科杂志(Guoji Yanke Zazhi)

@#AIM: To analyze the problems faced by teachers and undergraduates online teaching. <p>METHODS:A self-designed questionnaire survey and result of examination comparison were used. The contents of the questionnaire include the time used before and after class, the confusion faced by online teaching and the self-evaluation of teaching effect. 63 students and all teachers were participants in the questionnaire survey. The survey is from May 2020 to June 2020.<p>RESULTS: The average time spent by students before class of online teaching had no difference with that of offline teaching, while the average time spent by teachers for online teaching before class was significantly longer than that for offline teaching. 63% of the undergraduates considered that online teaching takes much more time to review after class. 95% of the students admitted that online teaching was easier to lose concentration because of lack of interaction with teachers, and 73% of teachers though that for online teaching they had less passionate compared to off line teaching. Regarding to the questionnaire survey, 73% of the instructors expected that the effect of online teaching would be worse than that of offline teaching. Surprisingly, 95% of the students thought that there had no significant difference in knowledge mastering between online and offline teaching after reviewing of courseware. For the future teaching model, 91% of the teachers and 79% of the students preferred the combination of watching pre-recorded video and live broadcasting. <p>CONCLUSION: The lack of interaction is the primary issue of online teaching. Online teaching can achieve the same effect as offline teaching,whereas it needs more post-class time for students. The combination of watching pre-recorded video and live-broadcasting is the online teaching mode recommended by teachers and students.

Using Video Recording in Evaluating Skills of Medical Students in the Performance of the Orthopedic Examination

@#OBJECTIVE: The study aims to assess the similarity between the results of the evaluation of students during an Objective Structured Clinical Examination (OSCE) and a video recording of the same OSCE (VOSCE). METHODS: All Orthopedic surgeon preceptors in the actual OSCE were recruited to the study. Video recordings of the students taking the OSCE were collected and later reviewed and re-evaluated by the same preceptor after at least four weeks. The grades of actual OSCE and VOSCE were collected and analyzed using Cohen’s kappa coefficient. RESULTS: High variability of intra-rater reliability was observed in different preceptors and station (slight agreement to perfect agreement). Overall intra-rater reliability between actual and video OSCE showed moderate agreement with Cohen’s kappa coefficient equal to 0.43 (n-219). CONCLUSION: Video OSCE is a reliable tool in assessing student clinical skills and knowledge in the musculoskeletal examination. Some factors have been suggested to further improve reliability.

Growth Differentiation Factor-15 Produces Analgesia by Inhibiting Tetrodotoxin-Resistant Nav1.8 Sodium Channel Activity in Rat Primary Sensory Neurons / 神经科学通报·英文版

Growth differentiation factor 15 (GDF-15) is a member of the transforming growth factor-β superfamily. It is widely distributed in the central and peripheral nervous systems. Whether and how GDF-15 modulates nociceptive signaling remains unclear. Behaviorally, we found that peripheral GDF-15 significantly elevated nociceptive response thresholds to mechanical and thermal stimuli in naïve and arthritic rats. Electrophysiologically, we demonstrated that GDF-15 decreased the excitability of small-diameter dorsal root ganglia (DRG) neurons. Furthermore, GDF-15 concentration-dependently suppressed tetrodotoxin-resistant sodium channel Nav1.8 currents, and shifted the steady-state inactivation curves of Nav1.8 in a hyperpolarizing direction. GDF-15 also reduced window currents and slowed down the recovery rate of Nav1.8 channels, suggesting that GDF-15 accelerated inactivation and slowed recovery of the channel. Immunohistochemistry results showed that activin receptor-like kinase-2 (ALK2) was widely expressed in DRG medium- and small-diameter neurons, and some of them were Nav1.8-positive. Blockade of ALK2 prevented the GDF-15-induced inhibition of Nav1.8 currents and nociceptive behaviors. Inhibition of PKA and ERK, but not PKC, blocked the inhibitory effect of GDF-15 on Nav1.8 currents. These results suggest a functional link between GDF-15 and Nav1.8 in DRG neurons via ALK2 receptors and PKA associated with MEK/ERK, which mediate the peripheral analgesia of GDF-15.

Video-assisted debriefing technique for nursing simulation: how to proceed? / Técnica de debriefing asistida por video para la simulación de enfermería: cómo hacerlo? / Técnica de debriefing videoassistida para simulação em enfermagem: como proceder?

ABSTRACT Objective: To identify elements in scientific literature that make the video-assisted debriefing technique feasible in the teaching and learning process, in nursing simulation. Method: Integrative literature review, conducted from May to July of 2019. Primary studies, with no time frame, were selected in Portuguese, English or Spanish, in the PubMed®, Scopus®, CINAHL and LILACS databases, using the Rayyan application. Qualitative analysis was adopted. Results: 205 studies were initially identified, six of which were selected and categorized into: "Elements that make up the video-assisted debriefing technique"; "Benefits of using the video-assisted debriefing technique" and "Challenges of using the video-assisted debriefing technique". Conclusions: The elements that made the video-assisted debriefing technique feasible in the teaching and learning process in nursing were concept, objectives, material resources and procedure. The main benefit was the immediate recognition of behaviors, and the challenge was the risk that the video would make debriefing tiring and humiliating.

RESUMEN Objetivo: Identificar, en la literatura científica, los elementos que permiten la técnica de video debriefing asistida en el proceso de enseñanza y aprendizaje en la simulación de enfermería. Métodos: Revisión integral de la literatura, de mayo a julio de 2019. Estudios primarios, sin corte temporal, en portugués, inglés o español, en PubMed®, Scopus®, CINAHL y LILACS, con la solicitud de selección de Rayyan. El análisis cualitativo. Resultados: Se identificaron 205 estudios, seis de los cuales fueron categorizados como: "Elementos que componen la técnica de video debriefing asistida"; "Beneficios del uso de la técnica de video debriefing asistida" y "Retos de usar la técnica de video debriefing asistida". Conclusiones: Los elementos de la técnica de video debriefing asistida fueron: concepto, objetivos, recursos materiales y procedimiento. El benefício fue el reconocimiento inmediato de los comportamientos, y el desafío fue el riesgo de que el video genere informes agotadores y humillantes.

RESUMO Objetivo: Identificar, na literatura científica, elementos que viabilizam a técnica de debriefing videoassistida no processo de ensino e aprendizagem, na simulação em enfermagem. Métodos: Revisão integrativa da literatura, realizada de maio a julho de 2019. Selecionaram-se estudos primários, sem recorte temporal, em português, inglês ou espanhol, nas bases de dados PubMed®, Scopus®, CINAHL e LILACS, por meio do aplicativo Rayyan. Adotou-se a análise qualitativa. Resultados: Identificaram-se, inicialmente, 205 estudos, sendo seis deles selecionados e categorizados em: "Elementos que compõem a técnica de debriefing videoassistida"; "Benefícios da utilização da técnica de debriefing videoassistida" e "Desafios da utilização da técnica de debriefing videoassistida". Conclusões: Os elementos que viabilizaram a técnica de debriefing videoassistida, no processo de ensino e aprendizagem em enfermagem, foram: conceito, objetivos, recursos materiais e procedimento. O principal benefício foi o reconhecimento imediato de comportamentos, e o desafio foi o risco de o vídeo tornar o debriefing cansativo e humilhante.

Growth Differentiation Factor-15 Produces Analgesia by Inhibiting Tetrodotoxin-Resistant Nav1.8 Sodium Channel Activity in Rat Primary Sensory Neurons / 神经科学通报·英文版

Growth differentiation factor 15 (GDF-15) is a member of the transforming growth factor-β superfamily. It is widely distributed in the central and peripheral nervous systems. Whether and how GDF-15 modulates nociceptive signaling remains unclear. Behaviorally, we found that peripheral GDF-15 significantly elevated nociceptive response thresholds to mechanical and thermal stimuli in naïve and arthritic rats. Electrophysiologically, we demonstrated that GDF-15 decreased the excitability of small-diameter dorsal root ganglia (DRG) neurons. Furthermore, GDF-15 concentration-dependently suppressed tetrodotoxin-resistant sodium channel Nav1.8 currents, and shifted the steady-state inactivation curves of Nav1.8 in a hyperpolarizing direction. GDF-15 also reduced window currents and slowed down the recovery rate of Nav1.8 channels, suggesting that GDF-15 accelerated inactivation and slowed recovery of the channel. Immunohistochemistry results showed that activin receptor-like kinase-2 (ALK2) was widely expressed in DRG medium- and small-diameter neurons, and some of them were Nav1.8-positive. Blockade of ALK2 prevented the GDF-15-induced inhibition of Nav1.8 currents and nociceptive behaviors. Inhibition of PKA and ERK, but not PKC, blocked the inhibitory effect of GDF-15 on Nav1.8 currents. These results suggest a functional link between GDF-15 and Nav1.8 in DRG neurons via ALK2 receptors and PKA associated with MEK/ERK, which mediate the peripheral analgesia of GDF-15.

O oftalmologista e as uvas: Um modelo de treinamento microcirúrgico / The ophthalmologist and the grapes: A microsurgical training model

Resumo Objetivo: Desenvolver um modelo de treinamento de cirurgias corneanas utilizando uvas. Métodos: Foram empregadas uvas como estruturas que mimetizam o tamanho do globo ocular humano, recobertas com materiais de látex, simulando a pratica de cirurgias de córnea utilizando um sistema de videomagnificação. Foram realizados oito pontos simples. Foi avaliado o tempo de confecção do procedimento. Resultados: Foram realizadas 25 simulações como o modelo descrito. O tempo médio de realização da rafia foi de 34,56 ±5,79 minutos. A análise da correlação entre o tempo e a ordem das cirurgias mostrou uma redução no tempo de confecção. Conclusão: O modelo de treinamento oftalmológico utilizando uvas mostrou-se capaz de simular as etapas básicas do treinamento de suturas microcirúrgicas.

Abstract Objective: Develop a training model for corneal surgery using grapes. Methods: Grapes were used as structures that mimic the size of the human eyeball, covered with latex materials, simulating the practice of corneal surgery using a videomagnification system. Eight simple stitches were performed. The surgical time was evaluated. Results: 25 simulations were carried out as the model described. The mean time taken for the raffia was 34.56 ± 5.79 minutes. The analysis of the correlation between the time and the order of the surgeries showed a reduction in the confection time. Conclusion: The ophthalmic training model using grapes proved to be capable of simulating the basic stages of microsurgery suture training.

Saúde mental e visibilidade: efeitos de uma produção audiovisual / Mental health and visibility: effects of an audiovisual production

RESUMO O pensamento manicomial ainda está presente na sociedade atribuindo um lugar aos 'insanos' que, historicamente, propicia a exclusão e a desvalorização de seus saberes. Cabe aos profissionais da saúde mental trabalhar também com esses discursos buscando afirmar a humanidade das pessoas em sofrimento psíquico. Com isso, esta pesquisa investigou se o dispositivo de produção audiovisual contribui para a saúde e a visibilidade dos usuários de saúde mental. Os participantes são usuários do Grupo Viver do Centro de Atenção Psicossocial II Capilé (Caps II Capilé) que fazem parte do processo de elaboração e divulgação do documentário 'Retratos do cotidiano da saúde mental brasileira'. A pesquisa qualitativa utilizou o método de observação participante e entrevistas semiestruturadas, submetidas à Análise de Conteúdo, resultando nas seguintes categorias: 'encontro com o lugar da loucura', 'processo de produção do documentário', 'produção de visibilidade', 'ressignificação de si', 'ressignificação do lugar da loucura' e 'clínica e arte'. O documentário, enquanto um dispositivo clínico, contribui para a desinstitucionalização da loucura e do sofrimento ao desconstruir os lugares cristalizados, dando espaço ao agenciamento de novos modos de subjetivação e territórios compartilhados.

ABSTRACT The asylum thought is still present in society giving a place to the 'insane' which historically provides the exclusion and devaluation of their knowledge. It is up to mental health professionals to also work with those discourses to affirm the humanity of people in psychological distress. Therefore, this research sought to investigate whether the audiovisual production device contributes to the health and visibility of mental health patients. Participants are users of the Caps II Capilé (Psychosocial Care Centers) - which is a public service of mental health - and the Viver Group, who are part of the process of preparing and sharing the documentary 'Portrayal of daily Brazilian mental health'. The qualitative research used the participant observation method and semi-structured interviews, submitted to Content Analysis resulting in the following categories: 'encountering the place of madness', 'documentary production process', 'visibility production', 'resignification of the self', 'resignification of the place of madness' and 'clinic and art'. The documentary, as a clinical device, contributes to the deinstitutionalization of madness and suffering by deconstructing crystallized places for agency of new subjectivities.

Integrative analysis of in vivo recording with single-cell RNA-seq data reveals molecular properties of light-sensitive neurons in mouse V1

Vision formation is classically based on projections from retinal ganglion cells (RGC) to the lateral geniculate nucleus (LGN) and the primary visual cortex (V1). Neurons in the mouse V1 are tuned to light stimuli. Although the cellular information of the retina and the LGN has been widely studied, the transcriptome profiles of single light-stimulated neuron in V1 remain unknown. In our study, in vivo calcium imaging and whole-cell electrophysiological patch-clamp recording were utilized to identify 53 individual cells from layer 2/3 of V1 as light-sensitive (LS) or non-light-sensitive (NS) by single-cell light-evoked calcium evaluation and action potential spiking. The contents of each cell after functional tests were aspirated in vivo through a patch-clamp pipette for mRNA sequencing. Moreover, the three-dimensional (3-D) morphological characterizations of the neurons were reconstructed in a live mouse after the whole-cell recordings. Our sequencing results indicated that V1 neurons with a high expression of genes related to transmission regulation, such as Rtn4r and Rgs7, and genes involved in membrane transport, such as Na/K ATPase and NMDA-type glutamatergic receptors, preferentially responded to light stimulation. Furthermore, an antagonist that blocks Rtn4r signals could inactivate the neuronal responses to light stimulation in live mice. In conclusion, our findings of the vivo-seq analysis indicate the key role of the strength of synaptic transmission possesses neurons in V1 of light sensory.