RESUMO
Background: Diabetic peripheral neuropathy (DPN) is the most common complication of diabetes mellitus (DM). Approximately 50% of diabetic patients are estimated to develop DPN, depending on disease duration and diabetic control. Early diagnosis of DPN will avoid complications, including non-traumatic lower limb amputation, which is considered the most debilitating complication, as well as significant psychological, social, and economical problems. There is a paucity of literature on DPN from rural Uganda. This study aimed to deliver the prevalence and grade of DPN among DM patients in rural Uganda. Methods: A cross-sectional study that recruited 319 known DM patients was conducted in an outpatient clinic and a diabetic clinic at Kampala International University-Teaching Hospital (KIU-TH), Bushenyi, Uganda, between December 2019 and March 2020. Questionnaires were used to obtain clinical and sociodemographic data, a neurological examination was carried out to assess the DPN, and a blood sample was collected from each participant (for random/fasting blood glucose and glycosylated hemoglobin analyses). Data were analyzed using Stata version 15.0. Results: The sample size was 319 participants. The mean age of study participants was 59.4 ± 14.6 years and there were 197 (61.8%) females. The prevalence of DPN was 65.8% (210/319) (95% CI 60.4% to 70.9%), and 44.8% of participants had mild DPN, 42.4% had moderate DPN, and 12.8% had severe DPN. Conclusion: The prevalence of DPN at KIU-TH was higher among DM patients and its stage might have a negative impact on the progression of Diabetes Mellitus. Therefore, clinicians should consider neurological examination as a routine during assessment of all DM patients especially in rural areas where resources and facilities are often limited so that complications related to Diabetic mellitus will be prevented.
RESUMO
Background :Portfolios have been recommended for the assessment of professional development. To stimulate engagement and assess professional development during laboratory training; portfolio assessment was proposed for the final year BMLS and DMLT programmes in Kampala International University.Work Done The students undergoing clinical laboratory training in teaching hospitals; and engaged in routine laboratory services under supervision of qualified Medical Laboratory Scientists; composed a portfolio detailing their daily experiences; work done; and lessons learned. Their supervisors and facilitators provided daily feedback and endorsed their entries. The portfolios were examined at the end of training by faculty staff and external examiner through oral presentation and interviews. Rating rubric considered quality of presentation; portfolio content; demonstration of progressive development; and ability to make professional judgment. Students' and assessors' acceptance of this instrument was determined with questionnaire. Results 72of the students and assessors accepted the method. Many students reported that it improved commitment to training; encouraged reflection; and allowed for frequent feedback. Many believed that it was a rational assessment; but it was time consuming. 88of the participants would welcome it as a supplement to the standard tests.Conclusions:The portfolio assessment was well accepted; rational; and provided a valid assessment of student engagement and progression during professional training.Take Home Message The inclusion of portfolio assessment in Medical Laboratory Sciences Education provided valid assessment of students' engagement in training and professional development over time
Assuntos
Educação em Saúde/métodos , Laboratórios , Competência Profissional , UgandaRESUMO
Background:Portfolios have been recommended for the assessment of professional development. To stimulate engagement and assess professional development during laboratory training; portfolio assessment was proposed for the final year BMLS and DMLT programmes in Kampala International University. Work Done The students undergoing clinical laboratory training in teaching hospitals; and engaged in routine laboratory services under supervision of qualified Medical Laboratory Scientists; composed a portfolio detailing their daily experiences; work done; and lessons learned. Their supervisors and facilitators provided daily feedback and endorsed their entries. The portfolios were examined at the end of training by faculty staff and external examiner through oral presentation and interviews. Rating rubric considered quality of presentation; portfolio content; demonstration of progressive development; and ability to make professional judgment. Students' and assessors' acceptance of this instrument was determined with questionnaire. Results 72of the students and assessors accepted the method. Many students reported that it improved commitment to training; encouraged reflection; and allowed for frequent feedback. Many believed that it was a rational assessment; but it was time consuming. 88of the participants would welcome it as a supplement to the standard tests.Conclusions:The portfolio assessment was well accepted; rational; and provided a valid assessment of student engagement and progression during professional training.Take Home Message The inclusion of portfolio assessment in Medical Laboratory Sciences Education provided valid assessment of students' engagement in training and professional development over time
