ABSTRACT
Background: Due to the contradictory results of the effects of Vitamin B6 in reducing the hematotoxic effects of linezolid, the present study aimed to investigate the possible role of Vitamin B6 administration in reducing linezolid-related hematological toxicities in patients with chronic osteomyelitis. Materials and Methods: In a randomized double-blind placebo-controlled clinical trial, patients with chronic osteomyelitis were randomly divided into two groups (n = 40 each): the intervention group received Vitamin B640 mg twice daily from the beginning of treatment with linezolid and the control group received placebo with linezolid, both for 21 days. Blood variables including hemoglobin (Hb), white blood cells (WBC), and platelets (PLT) were measured at baseline and at the end of the 1st, 2nd, and 3rd weeks (days 7, 14, and 21) of the intervention. Results: There was no significant difference between the groups regarding the count of WBC and PLT and level of Hb at evaluated time points. Furthermore, there was a significant decreasing trend in all parameters within both groups; however, the decreasing trend of both PLT and WBC was slower in the intervention (Vitamin B6) group compared to the placebo group. Conclusion: Vitamin B6 has no significant effect in the reduction of hematological adverse effects of linezolid in chronic osteomyelitis patients. However, it could retard the decreasing trend of WBC and PLT counts.
ABSTRACT
BACKGROUND: The tendency and motivation to progress and achieve the ideal position have always encouraged people towards acquiring the required education. OBJECTIVES: The present research aimed to investigate the association of mental-social climate and social anxiety with self-efficiency and also predict the academic self-efficiency of first grade high school students based on social anxiety and the mental-social climate of the classroom. MATERIALS AND METHODS: A total of 350 subjects (172 girls and 178 boys) have been chosen by a random clustering sampling form the first grade high school students of Qaemshahr, Iran. The academic self-efficiency questionnaire, the social anxiety scale for teenagers and the classroom mental climate scale were used to collect the required data. For data analysis, the statistical method of correlation analysis, independent t test, and multivariate regression have been used. RESULTS: The research findings showed that there was a significant negative relationship between mental-social climate of the classroom and students' self-efficiency. In addition, social anxiety has been a significant negative relationship with self-efficiency. Furthermore, a significant positive relationship exists between mental-social climate and social anxiety. CONCLUSIONS: In order to develop students' self-efficacy, there should be appropriate psychosocial climate. Therefore, teachers and administrators of education must provide all necessary arrangements to improve psychosocial climate classes.
