RESUMEN
Objectives: A measure to increase the electroencephalogram [EEG] outcome includes a short period of nap sleep during a routine standard EEG with the aim of increasing its sensitivity to interictal abnormalities or provoking seizures. As part of an ongoing auditing of our EEG data, we aimed to investigate the contribution of nap sleep during routine outpatient department based EEGs requested for a variety of reasons
Methods: EEG data at the Department of Clinical Physiology at Sultan Qaboos University Hospital, Oman, from July 2006 to December 2007 and from January 2009 to December 2010 [total 42 months] were reviewed. The EEGs were for patients older than 13-years referred for possible epilepsy, blackouts, headache, head trauma, and other non-specified attacks. The recording period was between 20 to 40 minutes. Abnormalities were identified during waking and nap sleep periods
Results: A total of 2 547 EEGs were reviewed and 744 were abnormal [29.2%]. Of those abnormal EEGs, nap sleep was obtained in 258 [34.7%] EEGs, and 39 [15.1%] showed abnormalities during nap sleep. Nineteen out of the 39 [48.7%] EEGs were abnormal during awake and nap sleep; and 20 [51.3%] were abnormal during nap sleep, which represented only 2.7% of the total abnormal EEGs [n = 744]
Conclusions: The contribution of the short nap sleep to the pickup rate of interictal abnormalities in EEG was minimal. We recommend the EEG service to include one cycle of spontaneous sleep EEG directed at patients with a history suggestive of epilepsy if their awake EEGs are normal
RESUMEN
The College of Medicine at Sultan Qaboos University, Muscat, Oman has opted for the credit system that makes the designing of an integrated, multidisciplinary course a challenging proposition. The human nervous system course is no exception to that. The aim of the course is to guide students to understand the structure and function of the brain and to learn about the disorders afflicting it. There are 4 major problems encountered in this course. First, due to the relative weighting of different subjects in the course, the students tend to ignore the topics that have less credit hours and contribute fewer marks to the total marks. Secondly, students make minimal effort to analyze and synthesize information. Thirdly, poor knowledge of the English language hampers comprehension. Finally, it is felt that in its present form the course is too long. We are trying to evolve a version of hybrid problem-based learning that suits our local needs and resources