Evaluación de una estrategia educativa para el aprendizajede los derechos y deberes de los niños y adolescentes / Evaluation of an educational strategy for learning the rights

Objetivo: Probar una metodología de enseñanza-aprendizaje constructivista, denominada C3 (Concientización,Conceptualización y Contextualización) utilizando una cartilla ilustrada en una poblaciónescolarizada de 5º y 9ª grado, para medir el conocimiento adquirido sobre la Ley de infancia yadolescencia.MetodologíaEstudio de tipo cuasi-experimental. Se conformaron dos grupos de 5° y 9° grado de una institucióneducativa pública: uno al cual se le aplicó la estrategia educativa a probar y un grupo control alcual se le aplicó la estrategia de clase magistral tradicional. Los resultados se evaluaron mediante laaplicación de una prueba antes y después de la intervención educativa.ResultadosEn el grupo de niños, no se observó una mejoría estadísticamente significativa (P>0,05) entre el prey el postest cuando se utilizó la clase magistral tradicional y si la hubo (P<0,05) cuando se intervinomediante la metodología C3 utilizando la cartilla. En el grupo de adolescentes se observaron mejoríasestadísticamente significativas entre el pre y el postest en ambas intervenciones educativas.ConclusionesSe evidenció que la metodología C3 es aplicable a los niños por su forma lúdica de descubrir conocimientoa partir de situaciones. La metodología magistral fue una buena opción para los adolescentes, debido aque en su etapa evolutiva necesitan de una enseñanza analítica y específica para lograr el aprendizaje.La diversidad de aprendizajes de los niños y adolescentes está en construcción social y debe seranalizada desde diferentes enfoques para lograr el objetivo de la metodología.

Objective: To test a constructivist teaching-learning methodology, called C3 (Awareness, Concept and Context)using an illustrated booklet in a school population of 5th and 9th graders, to measure the knowledgegained on the Law of childhood and adolescence.MethodologyThis is a quasi-experimental type of study. Two groups from 5th and 9th graders from a public schoolwere chosen. One of them was applied the educational strategy; and the control group was given thetraditional whole class teaching strategy. The results were evaluated by applying a test before andafter the educational intervention.ResultsIn the group of children, there was not a statistically significant improvement (P> 0.05) betweenthe pre and posttest when using the traditional whole class teaching; but there was significantimprovement (P <0.05) when they stepped through the methodology C3 using the booklet. In theadolescent group statistically significant improvements were observed between pre-and posttest inboth educational interventions.ConclusionsIt was demonstrated that the C3 Methodology is applicable to children for its playful nature ofdiscovering knowledge from given situations. The Whole Class teaching methodology was agood choice for adolescents, because in their current developmental stage they need specific andanalytical teaching to achieve learning. The diversity of learning of children and adolescents is insocial construction and should be analyzed from different approaches to achieve the objective of themethodology.

Pathophysiologic basis for vasodepressor syncope.

The current knowledge regarding the pathophysiologic basis of the vasodepressor response was reviewed. The balance of evidence indicates that the mechanoreceptor hypothesis seems unlikely to be the sole afferent alteration that leads to the vasodepressor response. Alternative afferent mechanisms should include neurohumoral mediated sympathoinhibition triggered by opioid mechanisms as well as impaired endothelial and NO responses to orthostatic stress in susceptible individuals. It is possible that impaired cardiovagal and sympathetic outflow control of arterial baroreceptors is enhanced by the aforementioned mechanisms. The role of central sympathoinhibition and vagal excitation triggered directly from pathways within the temporal lobe or triggered by alterations in regional cerebral blood flow should be considered as potential alternative mechanisms. Efferent autonomic outflow during vasodepressor syncope include sympathetic neural outflow withdrawal in addition to activation of parasympathetic outflow to the heart and abdominal viscera. Further human research is needed to understand the underlying mechanisms that result in the described neural and vascular responses.

Radiofrequency catheter ablation of atriofascicular accessory pathways guided by discrete electrical potentials recorded at the tricuspid annulus.

BACKGROUND: The purpose of this study was to test the feasibility of using the recording of discrete electrical potentials to guide radiofrequency catheter ablation of atriofascicular accessory pathways with Mahaim-like properties. METHODS AND RESULTS: Four patients (3 females, 1 male) who fulfilled criteria for having atriofascicular accessory pathways with Mahaim-like properties and preexcited reciprocating tachycardia underwent radiofrequency catheter ablation. The mean age was 35 years (range 27-47). Symptoms were present for a mean of 10.5 years (range 6-18). Recording of discrete electrical potentials of the atriofascicular pathway was attempted by mapping the tricuspid annulus in sinus rhythm, during atrial pacing, and during reciprocating tachycardia. During atrial pacing, a mean of seven radiofrequency pulses (range 1-14), delivered to the tricuspid annulus at the area where electrical potentials were recorded, eliminated conduction through the atriofascicular accessory pathway in all patients. No complications occurred. Tachycardia did not reoccur during a mean follow-up of 5 months (range 3-9). CONCLUSIONS: Recording of discrete electrical potentials at the tricuspid annulus identifies an optimal ablation site where radiofrequency current can safely eliminate conduction through atriofascicular accessory pathways with Mahaim-like properties.