ABSTRACT
Background: Preliminary research has shown that pulmonary ultrasonography (PU) has become a vital tool for quickly diagnosing the cause of acute respiratory failure (ARF), as well as monitoring therapy progress in critically sick patients. The aim of the present study is to examine the relationship between the PU grading system and clinical metrics to identify the etiology of ARF with assessment of treatment response. Patients and methods: A prospective cohort study of 50 ARF patients was recruited from Benha University Hospital's respiratory, general, and coronary critical care units. PU examinations were performed at 3 time points during a patient’s ICU stay at intubation, 48 hours after intubation and after extubation. Results: The research comprised 28 men and 22 women. The average age of participants was 58 years old. COVID-19 was the most common diagnosis (46%). Average intubation was 6.42 days, with a P/F ratio of 172.14 and average length of stay in the ICU 10.06 days. The average length of stay in the hospital was 12.6 days, with death rate 68%. Mean first US score was 18.1 and second US score 17.54. The first total US score had a substantial positive association with mortality rate. The initial total US score had also a substantial positive link with the length of ICU stay and ventilation days (p<0.001), whereas the P/F ratio had a negative correlation with the total lung score (p<0.001). Conclusion: First-to-total US score had positive connection with mortality, length of hospital stay, length of ICU stays, ventilation days, and negative connection with P/F ratio. © 2022, Ain Shams University Faculty of Medicine. All rights reserved.
ABSTRACT
Background: Coronavirus disease 2019 (COVID-19) has imposed a significant impact on populations and healthcare systems. Symptoms of post-COVID syndrome (PCS) persist for at least 12 months following COVID-19 infection leading to significant negative effects on these patients’ cognition, ability to work, physical activity, social interaction, and overall quality of life. Objective: This study aimed to investigate the relation between cognitive deficits, quality of life (QOL) and coping strategies in post COVID-19 survivors. Subjects and Methods: A hundred COVID-19 survivors from both genders participated in this study. Their cognition was evaluated using Montreal Cognitive Assessment (MoCA), the WHO Quality of Life Instrument-Short Form (WHOQOL-BREF) was employed to evaluate patients’ QOL and the Brief Coping Orientation to Problems Experienced (Brief-COPE) was used to assess their coping strategies. Results: A significant positive correlation was found between the scores of MoCA and all HRQOL domains (Physical health, Psychological, Social relationships, Environment, General health and General QOL). Also, a significant negative correlation was noted between scores of MoCA and Brief-COPE (Mal-Adaptive strategies) while no significant correlation was found between MoCA scores and Brief-COPE (Adaptive strategies). Conclusion: There is a relation between cognition deficits, QOL and non-adaptive coping strategies in post COVID-19 survivors, while, there is no relation between cognitive deficits and adaptive coping strategies in PCS patients.
ABSTRACT
Background: Due to COVID 19 pandemic, several universities have experienced a paradigm shift from classroom to online teaching/ learning. The digital transformation of learning management systems has become a necessity rather than a luxury. Especially baby boomers and generation x may struggle to cope with the challenging transformation; hence there is a dire need for a faculty development program to achieve the goal of that transformation and bridge the gaps in faculty’s technology skills and competencies. Objectives: The primary purpose of the virtual medical faculty development program (VFDP) is to equip educators with technology competencies shown to be conducive to remote online learning. Methodology: An interventional prospective study was held in a university setting. A need analysis was conducted to prioritize the critical technological skills of for faculty members. Based on this analysis, only the indispensable skills that participating faculty members were expected to acquire were included in the program. From each department, 3- 4 Faculty participants were recruited to join in the program with an overall 93 enrolled participants from 26 departments in the Medical School . The intervention comprised five sessions, a session every other day, and lasted for ten days. The Kirkpatrick model was utilized to evaluate the program. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). Conclusion: The virtual medical faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning.