Factors Associated with 30-Day Mortality in Patients after Percutaneous Endoscopic Gastrostomy.

INTRODUCTION: Percutaneous endoscopic gastrostomy (PEG) is the main accepted method for long-term tube feeding. The aim of this study is to investigate the risk factors associated with early mortality after PEG. METHODS: It is a retrospective survival analysis in a tertiary-level hospital. We reviewed the medical records of 277 patients with PEG placement. The data were analyzed by the Kaplan-Meier method. Multivariable Cox proportional regression models were also built to test the effects of PEG on mortality. RESULTS: A total of 277 patients who submitted to PEG were studied. One-hundred and sixty (58%) were female, mean age of 73.3 ± 15.7 years. Ninety-three patients (33.6%) had diabetes mellitus and 165 (59.6%) had blood hypertension. The indications for PEG placement were chronic neurologic dysphagia in 247 (89.5%) patients and tumors and other diseases in 29 (10.5%). The 30 days proportional mortality probability rate was 13%. In a multivariate Cox proportional regression model, preoperative ICU hospitalization (HR 1.79, 95% CI 1.36-2.36, P = 0.000) and hemoglobin (HR 0.91, 95% CI 0.85-0.98, P = 0.015) were predictors of early mortality. CONCLUSION: In patients who had underwent PEG tube insertion for long-term nutrition, anemia and previous ICU admission were predictors of mortality at four weeks. These factors may guide physicians to discourage the indication for PEG.

Radiological Imaging Interpretation Skills of Medical Interns / Habilidades em Diagnóstico Radiológico do Interno em Medicina

ABSTRACT Background Medical students' skills in radiographic image interpretation is neither known nor assessed in the case of most medical schools in Brazil. Objective The purpose of this study was to assess intern students' performance in the interpretation of radiographic images of the chest and abdomen. Methods A 10-item test was developed using non-contrasted radiological images from the chest and abdomen. Internship students from two public medical schools (Classroom Group, n=50) and doctors (Control Group, n=20) answered the test. A third group (Online Group, n=38) composed of students from different medical schools answered a web-based form with the same 10-item test. Results Doctors and students were able to accurately interpret only 30% of the radiographic images; 50% of the students and 30% of the doctors performed poorly. The rest produced average levels of performance. There were minimal differences between the Classroom and Online Groups. A point-by-point analysis of their answers has been presented and discussed. Conclusion Efforts must be made, including the framing of medical curricula interventions, to improve student interns' skills in radiological image interpretation.

RESUMO Introdução Habilidades de internos em medicina para interpretação de exames radiológicos não são avaliadas nem tampouco conhecidas pela maioria das escolas Médicas. Objetivo investigar o desempenho de estudantes do internato de medicina para interpretação de exames radiológicos de tórax e abdome. Métodos um teste com 10 radiografias não contrastadas de tórax e abdome com diagnósticos simples foi respondido por estudantes de internato (grupo Estudantes, n=50) e médicos (grupo Controle, n=20) e enviado a estudantes de internato por via eletrônica (Grupo Online, n=38). As respostas do grupo Estudantes foram comparadas ao Controle e ao Grupo Online separadamente. Resultados Em apenas 20% casos tanto médicos e estudantes tiveram um rendimento satisfatório, 40% dos casos dos médicos e em 50% dos estudantes o desempenho foi realmente ruim (menos e 40% de respostas corretas) e no restante das respostas o desempenho foi apenas mediano. Os estudantes do grupo Online obtiveram desempenho próximo aos estudantes do grupo Estudantes em 80% das questões. Uma análise ponto a ponto das respostas é cuidadosamente apresentada. Conclusões O desenvolvimento da competência em diagnóstico radiológico deve ser aprimorado. As escolas médicas devem se preocupar em desenvolver intervenções curriculares efetivas para aperfeiçoá-las.