ABSTRACT
BIM can be complex to teach during a regular class schedule, and the COVID-19 pandemic made it even more challenging. However, the need for social distancing brought to attention students' needs other than academic: It was possible notice the importance of students' emotional well-being. This research demonstrates this through three main stages: first by looking into the structure of the classes. Then, a classroom activity elicited from the students revealed important points that either they perceived as challenges our positive points of the lessons. Some of their suggestions were applied and then in a final state, the points elicited by the students were turned into a survey. The survey identified difficulties related to technical problems such as to Wi-Fi network or slow computers, which can be quite challenging for BIM lessons. The paper also describes the actions taken to undermine these issues. One important point that the research showed was that students appreciated the processes of peer-evaluation. This is important since peer evaluation can be quite valuable for BIM learners, since the skill to correct other professionals' models is highly important on a BIM oriented engineering processes. Finally, students showed that empathy and a closer relationship with the professor and colleague helped them cope with the feelings of isolation during the pandemic.
ABSTRACT
Background: Only between 1% and 10% of patients labelled of penicillin allergy are allergic. The negative events associated with this condition include risk of antimicrobial treatment failure, antimicrobial resistance, side-effects from use of a broader spectrum antibiotic, and increased healthcare costs. Our objective was to know the clinical profile of hospitalized allergic patients to estimate the future need for an allergy study. Method(s): We collected data from 15 Spanish hospitals about hospitalized patients labelled as allergic to antibiotics in February 2020 and October 2020 (one-month sample) outside the peak of the Covid-19 pandemic. Result(s): 620 patients were collected, 59% women. Mean age 70.6 years (3-103). 416 patients were labelled as allergic to beta-lactams (105 aminopenicillins, 18 cephalosporins, 4 carbapenems). 41 to aminoglycosides, 26 to macrolides, 55 to quinolones and 4 to glycopeptides. The causes of hospitalization were: Respiratory infection 221 (35.6%), abdominal infection 95 (15.3%), orthopaedic surgery 58 (9.4%), urine infections 57 (9.2%), skin infections 51 (8.2%), gynaecological/ obstetric pathology 21 (3.4%) Only 163 patients (26%) had previously received a clinical allergy work-up. 70 confirmed allergy to antibiotics, however the rest 93 (74%) were not delabelled. Patients received alone or combined alternative antibiotics: 79 glycopeptides, 49 aminoglycosides, 28 macrolides, 254 quinolones, 205 beta-lactams (102 cephalosporins, 41 carbapenems and 57 aminopenicillins). 74 patients (12%) would need an immediate allergic study in order to receive first-line antibiotic, but it was only really done in 38 (6.1%). The studied antibiotics were: 15 carbapenems, 10 ceftriaxone, and others not specified. Of the 416 patients labeled as allergic to beta-lactams, 150 (36%) received beta-lactam antibiotics despite the warning in their clinical reports. Conclusion(s): Allergy to beta-lactams remains the most frequent diagnosis of allergy to antibiotics and implies treatment with second-line antibiotics. Respiratory, trauma, digestive and urinary infections are the main causes of the use of antibiotics in hospitalized patients. The underlying diseases could be a risk factor for antibiotic requirements. Some patients received beta-Lactams despite the alert with a potential risk of an allergic reaction and legal implications. The promptly allergological study would imply an improvement in the use of more specific antibiotics with a good level of security.
ABSTRACT
BIM can be complex to teach during a regular class schedule, and the COVID-19 pandemic made it even more challenging. However, the need for social distancing brought to attention students' needs other than academic: It was possible notice the importance of students' emotional well-being. This research demonstrates this through three main stages: first by looking into the structure of the classes. Then, a classroom activity elicited from the students revealed important points that either they perceived as challenges our positive points of the lessons. Some of their suggestions were applied and then in a final state, the points elicited by the students were turned into a survey. The survey identified difficulties related to technical problems such as to Wi-Fi network or slow computers, which can be quite challenging for BIM lessons. The paper also describes the actions taken to undermine these issues. One important point that the research showed was that students appreciated the processes of peer-evaluation. This is important since peer evaluation can be quite valuable for BIM learners, since the skill to correct other professionals' models is highly important on a BIM oriented engineering processes. Finally, students showed that empathy and a closer relationship with the professor and colleague helped them cope with the feelings of isolation during the pandemic. © 2021 Computing in Civil Engineering 2021 - Selected Papers from the ASCE International Conference on Computing in Civil Engineering 2021. All rights reserved.