RESUMO
OBJECTIVE: No studies have specifically evaluated the safety of peripherally inserted central catheter (PICC) placement in patients with profound thrombocytopaenia. We prospectively determined the frequency of haemorrhagic complications of PICC placement in cancer patients with uncorrected profound thrombocytopaenia. METHODS: Profound thrombocytopaenia was defined as a platelet count <50 × 10(9)/l. No patients received transfusions before or after the procedure. Three types of adverse effects were analysed: minor oozing, mild haematoma and major haemorrhage. RESULTS: One hundred and forty-three PICC implantations in 101 cancer patients were prospectively included in the study: seven patients (7 %) had a solid tumour and 94 (93 %) a haematological malignancy. Among these 143 procedures in thrombocytopaenic patients, 93 (65 %) were performed with a platelet count 20-50 × 10(9)/l and 50 (35 %) had lower than 20 × 10(9)/l. No major haemorrhage was observed. Minor oozing was observed in six implantations (4 %) and mild haematoma in two (1.5 %), for a total of eight minor haemorrhagic adverse events (5.5 %). In patients with a platelet count <20 × 10(9)/l, 1/50 (2 %) had minor oozing and none had minor haematoma. CONCLUSIONS: In cancer patients with uncorrected profound thrombocytopaenia, the incidence of adverse events after PICC implantation was low, and was limited to minor haemorrhagic adverse events. KEY POINTS: ⢠PICC placement has high technical success in profound thrombocytopaenic cancer patients. ⢠Few adverse events are encountered after PICC placement, limited to minor haemorrhage. ⢠PICC placement does not routinely require platelet transfusion in patients with thrombocytopaenia. ⢠Such PICC placement still seems safe when the platelet count is <20 × 10 (9) /l.
Assuntos
Cateterismo Venoso Central/métodos , Cateterismo Periférico/métodos , Neoplasias/terapia , Trombocitopenia/terapia , Adolescente , Adulto , Idoso , Idoso de 80 Anos ou mais , Cateterismo Venoso Central/efeitos adversos , Cateterismo Periférico/efeitos adversos , Cateteres de Demora/efeitos adversos , Cateteres Venosos Centrais/efeitos adversos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Neoplasias/complicações , Segurança do Paciente , Contagem de Plaquetas , Estudos Prospectivos , Trombocitopenia/complicações , Resultado do Tratamento , Adulto JovemRESUMO
La Evaluación del aprendizaje es actualmente centro de debate y preocupación de todos los actores de una Universidad. Sus connotaciones pedagógicas influyen en la conducta de docentes y estudiantes, vinculados con el currículo y la técnica, por lo que resulta necesario seleccionar los procedimientos e instrumentos más adecuados para su realización. Se realizó un diagnóstico a una muestra aleatoria simple de 25 profesores que laboran la asignatura de Pediatría; con el objetivo de poder identificar qué criterio tienen los profesores sobre el concepto evaluación, para qué está concebida y sus conocimientos sobre las actuales tendencias que debe poseer la actual evaluación del PDE. Se utilizan métodos empíricos de investigación científica tales como: encuesta (entrevista y guía de observación) y análisis documental, además métodos teóricos de investigación: lógico histórico, lógico dialéctico. Arribamos a los siguientes resultados: problemas en la forma de realización de la evaluación por los profesores de este departamento docente, desconocimiento sobre las nuevas tendencias pedagógicas qué debe tener la nueva evaluación del PDE, predominio de evaluaciones con marcado carácter reproductivo y memorístico. Son definidos una serie de indicadores metodológicos de desarrollo para la evaluación que permite: qué evaluar, en qué niveles del PDE se debe evaluar, cómo debe ser la nueva evaluación y cuáles son sus criterios y propósitos, cuál es su lógica; así como las características generales de sus nuevas alternativas, con sus procedimientos e instrumentos que pueden ser usados dentro del PDE de los Centros de Educación Médica Superior (AU)
The evaluation of the learning is at present a center of discussion and concern of the actors of a university. Evaluating is assessing, it has ideological connotations, since it has to do with historical and social situations related to the promotion, withdrawal, postponed y with university students success; it pedagogical connotations influence the professors and students behavior, linked to the curriculum and the technique, therefore it is necessary to select the most appropriate procedures and tools for its performance. A diagnosis is carried out with a simple randomized sample of 25 professors who teach the subject of Pediatrics, aimed at being able to identify which opinion professors have on the evaluation concept, what it is intended for, and their knowledge on the current trends that the current evaluation of the ETP must have. Empirical scientific research methods are used such as: survey (interview and observation guide) and documentary analysis, besides theoretical research method: logical historical, logical dialectical. We obtained the following results: problems in way of performing the evaluation by the professors of the teaching department, lack of knowledge on the new pedagogical trends that the new evaluation of the ETP must have, predominance by the professors and officials of the subject of evaluations with marked reproductive and memoristical character. A series of methodological markers for the progress of the evaluation are defined, which allows: what to evaluate, in what levels of ETP to evaluate, how the new evaluation should be and which its criteria and purposes are, what its logics is; as well as the general characteristics of its new alternatives, with its procedures and tools which can be used within the ETP of the Medical Higher Education Institutions (AU)
Assuntos
Avaliação Educacional/métodos , Educação Médica , Aprendizagem , Universidades , Pediatria , Ensino , ComunicaçãoRESUMO
La Evaluación del aprendizaje es actualmente centro de debate y preocupación de todos los actores de una Universidad. Sus connotaciones pedagógicas influyen en la conducta de docentes y estudiantes, vinculados con el currículo y la técnica, por lo que resulta necesario seleccionar los procedimientos e instrumentos más adecuados para su realización. Se realizó un diagnóstico a una muestra aleatoria simple de 25 profesores que laboran la asignatura de Pediatría; con el objetivo de poder identificar qué criterio tienen los profesores sobre el concepto evaluación, para qué está concebida y sus conocimientos sobre las actuales tendencias que debe poseer la actual evaluación del PDE. Se utilizan métodos empíricos de investigación científica tales como: encuesta (entrevista y guía de observación) y análisis documental, además métodos teóricos de investigación: lógico histórico, lógico dialéctico. Arribamos a los siguientes resultados: problemas en la forma de realización de la evaluación por los profesores de este departamento docente, desconocimiento sobre las nuevas tendencias pedagógicas qué debe tener la nueva evaluación del PDE, predominio de evaluaciones con marcado carácter reproductivo y memorístico. Son definidos una serie de indicadores metodológicos de desarrollo para la evaluación que permite: qué evaluar, en qué niveles del PDE se debe evaluar, cómo debe ser la nueva evaluación y cuáles son sus criterios y propósitos, cuál es su lógica; así como las características generales de sus nuevas alternativas, con sus procedimientos e instrumentos que pueden ser usados dentro del PDE de los Centros de Educación Médica Superior.
The evaluation of the learning is at present a center of discussion and concern of the actors of a university. Evaluating is assessing, it has ideological connotations, since it has to do with historical and social situations related to the promotion, withdrawal, postponed y with university students' success; it pedagogical connotations influence the professors' and students' behavior, linked to the curriculum and the technique, therefore it is necessary to select the most appropriate procedures and tools for its performance. A diagnosis is carried out with a simple randomized sample of 25 professors who teach the subject of Pediatrics, aimed at being able to identify which opinion professors have on the evaluation concept, what it is intended for, and their knowledge on the current trends that the current evaluation of the ETP must have. Empirical scientific research methods are used such as: survey (interview and observation guide) and documentary analysis, besides theoretical research method: logical historical, logical dialectical. We obtained the following results: problems in way of performing the evaluation by the professors of the teaching department, lack of knowledge on the new pedagogical trends that the new evaluation of the ETP must have, predominance by the professors and officials of the subject of evaluations with marked reproductive and memoristical character. A series of methodological markers for the progress of the evaluation are defined, which allows: what to evaluate, in what levels of ETP to evaluate, how the new evaluation should be and which its criteria and purposes are, what its logics is; as well as the general characteristics of its new alternatives, with its procedures and tools which can be used within the ETP of the Medical Higher Education Institutions.
