ABSTRACT
Background: Patients with COVID-19 have a high incidence of acute kidney injury (AKI), which is associated with mortality. The objetive of our study is to know the factors associated with AKI, to manage the level of care and health resources according to risk. Method(s): We design an observational retrospective cohort study in 2 hospitals in Bogota, Colombia. Adults hospitalized for > 48 hours between March 2020 and March 2021, with confirmed SARS-CoV-2 infection. The main outcome was incidence of AKI during the first 28 days from admission. A descriptive analysis of the sociodemographic and clinical characteristics of the study population was performed. Univariate and bivariate analysis and multivariate logistic regression model was conducted for the outcome AKI. Result(s): We included 1584 patients, 60.4% male, 46.8% older than 65 years. The incidence of AKI was 46.5%, stage 1 in 60.7%, Stage 2 in 15.7%, and stage 3 in 23.6%. Renal replacement therapy was performed in 11.1% of patients with AKI. Table 1 summarizes cohort characteristics and the bivariate analysis. In the multivariate analysis, sex, age, hypertension, CKD, treatment with oral antidiabetics, diuretics, statins, qSOFA, platelet count, CRP, D-dimer, treatment with vancomycin, piperacillin tazobactam, requirement of vasopressor support were realated with AKI. The interactions antihypertensive /diuretics, PAFI /Requirement of invasive mechanical ventilation, Hypertension /antihypertensives, were associated with AKI (P value <0.5). Hospital crude mortality for AKI was 45.5% versus 11.7% without AKI (p<0.0001) Conclusion(s): AKI is frequent in patients hospitalized with COVID 19, conventional risk factors are the rule, we denote other known markers of severity for COVID-19 in association with AKI. These results allowed us to manage the hospital resource.
ABSTRACT
In Spanish-speaking settings, newly-emerged writing tutoring centers have seen the need to adapt to emergency remote education due to the health emergency brought about by covid-19. However, there is lack of evidence regarding how writing tutoring actually works under this education modality. Drawing on the above, this article aimed to analyse the didactic strategies used by two peer tutors in both face-to-face writing tutoring sessions that occurred before the pandemic and online sessions taking place during the pandemic, after having undergone a specific training program. Data were collected through a quantitative-qualitative approach, and the maxqda software was used to do a content analysis of 16 tutoring session (8 face-to-face and 8 online) transcriptions. Findings show a prevalence of cognitive approaches, mainly questioning;along with instructional approaches, such as suggestion and explanation. Nonetheless, differences are perceived between the various types of tutoring sessions, along with a trend toward a more student-centered approach in online tutoring sessions. These results suggest online tutoring sessions are a useful alternative when accompanying the writing process in university students. © 2021 Universidad de Antioquia. All Rights Reserved.
ABSTRACT
The CEIPA Business School is a Colombian higher education institution, characterized by providing different education models in the country since its inception. For this reason, CEIPA became the first university institution that created and offered virtual programs in the City of Medellín, and today, it has the largest ratio of the number of high-quality virtual programs in the country. From its first steps in virtual education, since 1996, CEIPA recognized the importance of developing together the virtual education and its own pedagogical model based on problem solving, which allow achieving the learning objectives of its students, understanding the educational process as a whole, in which didactics and teaching methodology cannot be separated. This chapter is aimed to show the case study of CEIPA in the transformation of its graduate and postgraduate programs into digital environments, which shows the changes that were necessary to develop in its academic and administrative process to respond to this new education model, which was a pioneer not only in its beginnings but also in times of the COVID-19 pandemic, spotlighting its success and positioning CEIPA as a leading institution in high educational Colombian´s sector. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.