ABSTRACT
Remote learning replaced for almost a year the traditional face-to-face education to maintain and ensure the continuity of the teaching-learning process during the Covid-19 pandemic. This article reports the results of an exploratory and descriptive-transversal study that exposes primary and secondary school students' perceptions about their experience with remote learning during 2020. Though the research study was also aimed at finding out potential teaching and learning issues inherent to remote education, we only focus on reporting the main findings on the determining factors that hindered or enhanced students' learning during their remote education experience. Data were collected through two different surveys addressed to 101 secondary and primary school students from Neiva and Pitalito, the two most populated towns in the state of Huila, Colombia. The findings showed that the Maria Fernanda Jaime-Osorio, Maria Alejandra Campos-Perdomo, Gilber Ignacio Rodriguez-Artunduaga students' learning was both positively and negatively influenced by several factors affecting interaction inside and outside of the classroom setting.
ABSTRACT
Background: Allergic reactions to vaccines are rare, occurring at 1 per 1'000.000 to 30 per 100.000;BNT162b2 vaccine excipients include polyethylene glycol/macrogol (PEG), rarely cause of allergy. Contact sensitivity to PEG is more frequent than anaphylaxis. CDC reported an estimated rate of 11.1 cases of anaphylaxis per million doses administered in patients with a history of allergies. Method: We prospectively assessed the early allergic reactions of Phase 0 COVID-19 vaccination plan in Guayaquil, Ecuador. Participants received two 30-μg doses, administered intramuscularly 21 days apart. Phase 0 included first line health care workers who were healthy or had stable chronic medical conditions. Participants were observed for 30 minutes after vaccination for any acute reactions;we used Brighton scale for anaphylaxis definition criteria. The primary endpoint was to measure any allergic reaction, anaphylaxis and use of medication within 14 days after the receipt of each dose of vaccine;day 1 referred to the vaccination day. Participants reported their symptoms on weekly telephonic follow-up made by the pollsters team. Results: 187 subjects were enrolled, the mean age was 41.11 ± 17.78, 61% were female and 27.3% patients presented with an allergic past history, 15% had allergic rhinitis (Table 1). Allergic symptom onset was 2.2 ± 3.63 minutes compared to 30 minutes of another study. We did not report any anaphylaxis case. On the first day, 5.35% presented an allergic reaction including generalized rash, injection site rash and petechiae. On second dose, 3.7% presented injection site rash, generalized pruritus and petechiae (Figure 1). Conclusion: Our study found a similar prevalence of allergic reaction according to previous reports. The majority of patients, 94.65%, did not report any allergic symptoms after BNT162b2, similar to previous studies (98%). Anaphylaxis with COVID-19 vaccination is extremely rare, we did not find any case similarly to other reports (0.027%). To our knowledge, this is the first study to report acute allergic reactions in South America. Further studies are needed in order to prove the allergic reactions differences with other populations. (Table Presented).
ABSTRACT
The crisis in the education system generated by the appearance of covid-19 revealed the multiple gaps that exist due to the diversity of contexts to which students and teachers belong. This article reports on a case study which explored the challenges English teacher educators (tes) at a public university in Neiva, Colombia faced during the pandemic due to the imposition of emergency remote teaching (ert), the pedagogical strategies they used to respond to these challenges, and the ones that remain. To do this, data were collected from a questionnaire and a focus group with tes and pre-service teachers (psts) from the language teacher education program. The main findings show that the transition from classroom teaching to ert brought some challenges for tes and their trainees related to the social realities existing in the context of the latter. To respond to these challenges, tes had to adjust their teaching strategies and learn to use some technologies such as videoconferencing software and educational apps. Still some challenges remain for the future, such as enhancing pst's motivation, autonomy and classroom interaction. The study suggests the need to continue training language tes on the use of ert technologies and to find more and better ways to promote autonomous learning processes to adapt teaching practices to current times. © 2021 Universidad de Antioquia. All Rights Reserved.
ABSTRACT
On December 30, 2019, the first reports of a group of patients with unknown etiology pneumonia appeared in Wuhan city, Hubei province, China. Taking into consideration the large amount of similar nucleotide sequences between severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and the past epidemic coronavirus, it will be appropriate to expect that such pathogens share the same cell line tropism and systemic pathology. Although several studies have, so far, identified the clinical characteristics of COVID-19 cases, there is very little knowledge on the extrapulmonary affection of SARS-CoV-2. In this review, we summarize reports of the main affected organs besides the pulmonary system such as the liver and kidneys, as well as the cardiovascular and nervous system. The mechanisms of lesion remain largely unclear. The approach of this investigation is to suggest multisystemic work-up in patients with SARS-CoV-2 infection, aside from its respiratory management.