effect of exam stress on serum IL-6, cortisol, CRP and IgE levels

Stress has determining effects on the immune response. This study was undertaken to determine the effect of exam stress on serum IL-6, cortisol, CRP and IgE levels of medical students. Thirty five university medical students in Southern Iran were enrolled. Two blood samples were provided from each participant one month [first stage] and one hour [second stage] before the exam at 1.00 PM. The students completed the SpielBerger State-Trait Anxiety Inventory [STAI] questionnaire. IL-6, cortisol, CRP and IgE changes were determined in these students. The mean age of the students was 21 years. The exam stress resulted in a significant decrease in the IgE level and a significant increase in the cortisol level. The exam stress can result in a decrease in the IgE level and a significant increase in the cortisol level. So, these changes may indicate the alterations of immunological status and presence of stress in an immunosuppressed individual, affecting his/her health

Study on glutathione S-transferase inhibition assay by triclabendazole. III: nematodirus parasite and sheep liver tissue

The most important and widely prevalent nematodes of sheep are the trichostrongyle group parasites, including nematodirus parasite. Accidental infection of man by nematodirus has been reported in Iran. Glutathione S-Transferase enzymes [GSTs] are detoxification enzymes in parasites such as nematodirus. Therefore, GST enzymes of these parasites could be a target for evaluation of drugs effect as triclabendazole [C[14]H[9]CL[3]N[[2]OS]. For this reason, GST enzymes were purified from nematodirus parasite and sheep liver tissue by glutathione affinity chromatography and prepared their SDS-PAGE banding pattern for GST fraction separation. GST enzymes specific activity levels are also assayed in the whole extract and purified solutions with reduced glutathione [GSH] and l-chloro-2, 4-dinitrobenzen [CDNB] secondary substrate. Finally, GST inhibition assay was investigated in the solutions by powder and bolus forms of triclabendazole. The level of GST specific activity in purified solutions was detected 9.86 micromol / min/ mg protein for nematodirus parasite and 37.84 micromol/ min/ mg protein for liver tissue. Comparison of the effect of powder and bolus of triclabendazole on solutions revealed inhibition concentration [IC[50]] 5.54 and 6.01 microg/ml for nematodirus GST and 8.65 and 9.70 microg/ml for liver tissue GST, respectively. These findings revealed the possibility of isolation and inhibition of nematodirus GST by triclabendazole, and more tolerance of liver tissue than parasite against this drug in vitro situation

[Translation and validation of the Amsterdam preoperative anxiety and information scale [APAIS] for Iranian population]

Although anesthesia and surgery have become safer and more successful than ever before, preoperative anxiety is still a common problem. In this study, we translated and validated the Amsterdam Preoperative Anxiety and Information Scale [APAIS] for Iranian population. We first translated the English version into Farsi, then translated back into English. The translation to English was authorized by the correspondent author of English version [Tim Wysocki].The questionnaires were completed by 130 patients with A.S.A I and II scheduled for elective outpatient surgeries. They also completed 20-item Spielberger's State Anxiety Inventory [STAI-State] questionnaire concurrently as a gold standard for evaluation of preoperative state anxiety. Cronbach's alpha was 0.84 for the anxiety scale and 0.82 for the need-for-information scale. The correlation between the anxiety items of the APAIS and the STAI-State was high [0.68] and the correlation between the information items and the STAI-State were intermediate [0.50]. Factor analysis with oblique rotation revealed two factors which explained 72% of the total variance: anxiety and need-for-information. Female sex and need-for-information were independently associated with preoperative anxiety. Anxiety was significantly higher in females [9.30 +/- 4.12] than males [5.8 +/- 2.30] [P < 0.001]. Assuming APIAS for anxiety equal or more than 11 as cut-off point, 21% of our study patients were anxious and 68% of our patients had a positive-information attitude. Farsi version of APAIS is a valid and reliable instrument for evaluation of preoperative anxiety and information requirement. Gender and information requirement are independently associated with preoperative anxiety

comparison between teacher centered and student centered educational methods

Various approaches to learning are suggested and practiced. The traditional medical education were more teacher centered oriented. In this method the students' involvement in the process of learning is not remarkable, but the new approach to medical education supports the students involvement. This study evaluated the various method of lecturing considering students involvements. One hundred two first year medical and nursing students involved in this stuck and their opinion about these two methods of learning were obtained by filling of a questionnaire. The subject of the lectures was [general psychology] which was carried out 50% by the students and 50% by the teacher. The statistical analysis was carried out by SPSS program. Considering students opinion in student-centered method the various aspect of learning such as mutual understanding, use of text books and references were significantly increased, whereas other aspects of learning such as self esteem, study time, innovation, and study attitude though were improved, but were not significant as compared with teacher centered method. In teacher-centered method the understanding of the subjects was significantly increased. Other aspects of learning such as motivation and concentration were improved but not significantly as compared with student-centered method. As the result showed student centered method was favored in several aspects of learning while in teacher centered method only understanding of the subject was better. Careful choice of teaching method to provide a comprehensive learning experience should take into account these differences