Cephalopelvic disproportion as primary diagnosis for cesarean section: Role of neonatal birthweight in relation to maternal height at a Hospital in Merida, Mexico.

OBJECTIVE: To analyze the association between newborn and maternal characteristics and the risk for cesarean section (CS) due to cephalopelvic disproportion (CPD) and non-CPD causes compared to vaginal deliveries (VD) in a sample of infants and mothers from Merida, Yucatan, Mexico. METHODS: The final sample consisted of 3453 single, live, and term infants born between January 2016 and May 2017 at the Maternal-Infant Hospital in Merida and their mothers (aged ≥19 years). The mode of delivery was established as the dependent variables: (a) VD, (b) CS due to CPD, and (c) non-CPD CS. Independent variables were maternal height and weight, the number of previous VD, newborn weight, and neonatal birthweight (BW) index/maternal height index. A multinomial regression model was used to analyze the association between newborn and maternal characteristics and outcome variable. RESULTS: By mode of delivery, 2124 (62%) births corresponded to VD, 1042 (30%) to non-CPDCS, and 287 (8%) to CS due to CPD. Mothers who had CS due to CPD weighed more at the end of their pregnancy and were shorter. Maternal age and weight increased the risk for having CS due to CPD compared to VD and maternal height, and the number of previous VD reduces the risk for experiencing CS due to CPD compared to vaginal births. The relative risk ratio for higher neonatal BW/maternal height index was significant for CS due to CPD and non-CPD CS. CONCLUSION: According to our results from a public hospital in Merida, Mexico, CPD is a result of the interrelation of maternal and fetal size, rather than an independent result of maternal height or BW.

Undergraduate medical students. Simulation-based activity to conduct the informed consent process for health research studies / Desempeño de los estudiantes de pregrado de medicina en una actividad basada en simulación para el proceso de consentimiento informado en investigación en salud

INTRODUCTION: Training through medical simulation allows for continuous learning under controlled conditions. Simulation-based training activities can be used simultaneously with other educational strategies to strengthen the attitudinal skills needed to develop an informed consent process in the context of health research. OBJECTIVE: To facilitate learning in undergraduate medicine students, and to evaluate their competences to carry out an informed consent process in a scenario that resembles reality. MATERIALS AND METHODS: In this semi-longitudinal study, a simulation-based activity was conducted with 136 medical students of the fourth (Group A) and fifth year (Group B) of the Marist University of Mérida, in southern Mexico. RESULTS: The mean score for both groups was 72.48 ± 1.05 (95% CI = 70.4-74.5); 86.2 ± 0.96 (95% CI = 84.2-88.0); and 77.7 ± 0.72 (95% CI = 76.3-79.1), in the pre-test, the simulation and the post-test, respectively. The students of group A self-evaluated their performance with 3.93/5.00, and those of Group B, 4.04/5.00. DISCUSSION: This study showed that Group A students did not score lower on simulation-based activity when compared to students in Group B, suggesting that before the fifth year of undergraduate medical education, students could properly develop an informed consent-process for health research if they receive early education about medical ethics and research bioethics. Issues related to bioethics in human health research can be included as soon as medical students initiate research methodology courses

INTRODUCCIÓN: La capacitación mediante la simulación médica permite un aprendizaje continuo bajo condiciones controladas. Las actividades de capacitación basadas en simulación se pueden utilizar simultáneamente con otras estrategias educativas para fortalecer las habilidades actitudinales que se necesitan para desarrollar un proceso de consentimiento informado en el contexto de la investigación en salud. OBJETIVO: Facilitar un aprendizaje en estudiantes de medicina de pregrado y evaluar sus competencias para llevar a cabo un proceso de consentimiento informado en un escenario que semeje la realidad. MATERIALES Y MÉTODOS: En este estudio semilongitudinal desarrollamos una actividad basada en simulación con 136 estudiantes de medicina de cuarto (grupo A) y quinto año (grupo B) de la Universidad Marista de Mérida, al sur de México. RESULTADOS: El puntaje promedio para ambos grupos fue 72,48 ± 1,05 (IC 95% = 70,4-74,5); 86,2 ± 0,96 (IC 95% = 84,2-88,0), y 77,7 ± 0 72 (IC 95% = 76,3-79,1) en el pre-test, la simulación y el pos-test, respectivamente. Los estudiantes del grupo A se autoevaluaron con 3,93/5,00 y los del grupo B, 4,04/5,00. DISCUSIÓN: Nuestro estudio mostró que los estudiantes del grupo A no tenían puntajes más bajos en la actividad basada en simulación al compararlos con los estudiantes en el grupo B, sugiriendo que antes del quinto año de educación médica de pregrado los estudiantes podrían desarrollar adecuadamente un proceso de consentimiento siempre que reciban educación temprana sobre ética médica y bioética de investigación. Los temas relacionados con la bioética en la investigación en salud humana pueden incluirse tan pronto como los estudiantes de medicina inician los cursos de metodología de la investigación