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Background: Preeclampsia is a condition of unknown etiology of multiorgan disease and is distinguished by a raised blood pressure (B.P. >140/90 mmHg) and proteinuria (>300 mg per 24 h) and/or edema following 20 weeks of pregnancy. Aims and Objectives: The study was conducted to differentiate coagulation variables between normotensives and preeclamptic patients. Materials and Methods: Prior consent was obtained from Institutional Ethics Committee. Patients diagnosed with preeclampsia aged between 20 and 35 years were incorporated into the study. Patients with a previous history of hypertension, thyroid disease, and diabetes were excluded from the study. Age-matched controls were taken and analyzed. Data collection done by (i) BP measured in supine posture; (ii) bleeding time (B.T) estimation – by Duke’s method; (iii) clotting time (C.T) estimation – by Wright’s capillary tube method; (iv) platelet count (P.C) estimation – by automated hematology analyzer; and (v) prothrombin time (P.T) and activated partial thromboplastin time (APTT) – estimation by semi-automated analyzer. Results: The study revealed a significant interrelation between P.C and B.T when preeclampsia patients were correlated with normotensives patients while P.T, APTT, and C.T were insignificant statistically. Conclusion: A statistically significant change was observed proposing parameters derangement as the disease becomes more progressive.
RESUMO
Objectives: The present study aims to document the effectiveness of self-directed activity-based Autonomous Learning for Advanced Acquisition of Physiology (ALAAP) module for endocrine learning among undergraduate physical therapy students. Materials and Methods: Fifty-five second semester students (28 males and 27 females) of the physical therapy course of a private healthcare university were recruited and the traditional didactic method of teaching-learning was compared with that of the newly developed ALAAP module. Results: The triad approach employed to compare the scores of pre-test and post-test after the ALAAP module intervention showed P < 0.001 and Hedges’ g effect size of 0.75 with a 95% CI of –3.41 to –1.5 implying the effectiveness of the module to be strong. Furthermore, the feedback obtained was favourable toward this module and showed that there was an increase in both the affective and cognitive domains of learning. Conclusion: ALAAP module for endocrine physiology is effective and positively targeted all types of learners. It helped their transition from pedagogy to andragogy type of deep learning. The group work done by the students as a part of this module instilled collaborative and cooperative learning in them.