ABSTRACT
Background: Critically ill COVID-19 patients have an elevated risk of experiencing hypercoagulable conditions. Currently, many COVID-19 patients have been administered anticoagulation or antiplatelet therapies to lower the risk of systematic thrombosis. Iliopsoas hematoma is a potentially fatal and rare complication of bleeding disorders or anticoagulation therapy which sometimes grows to become clinically significant. The main purpose of this case review is to emphasize the importance of diagnosing iliopsoas hematomas and the possibility of antiplatelet contribution to its development. Case Presentation: We are reporting a rare presentation of non-traumatic iliopsoas hematoma in a non-anticoagulated patient. The patient is a 59-year-old male, with known type-2 diabetes, on oral hypoglycemic medications, 3-weeks post-COVID-19. He had started aspirin 81 mg orally, once daily, to prevent thrombotic events associated with COVID 19 infection, with no anticoagulant use and no other medications. He came in through the ED, presenting with two weeks history of progressive right lower limb weakness in which an iliopsoas hematoma diagnosis was confirmed based on radiological investigation. Conclusion: The possibility of iliopsoas hematoma should be considered in non-anticoagulated patients with no inherited or acquired coagulation disorders presenting with limb weakness. The link between antiplatelet use in a COVID-19 patient and the development of soft tissue bleeding (e.g., iliopsoas hematoma) must be studied further. © 2022 [The Author/The Authors]
ABSTRACT
Learning methods are transforming with the help of modern technology. The availability of versatile innovative technologies such as the audience response systems may assist in the transformation of learning and training methods in pharmacy education and consequently, increase student engagement and promote active learning. This review emphasises the audience response system as an assessment tool that can be emulated by pharmacy instructors. It can be implemented in the daily learning process to foster the wide engagement of students in the learning process. Furthermore, the shift in pharmacy education due to COVID-19 and the upsurge of online tools support the innovative role of audience response systems. The audience response system suits numerous interactive classroom purposes. A new generation of pharmacy students' transformational roles, future responsibilities, and emerging patient and societal needs dictate the need for interactive learning styles that encompasses the use of the current audience response system and other appropriate approved tools. The audience response system needs to be mapped with a revised version of Bloom's taxonomy to ensure the learning outcomes are achieved in appropriate levels.