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Objetivo: Explorar la frecuencia de la presencia de síntomas de trastornos de conducta alimentaria y de la ingesta de alimentos en mujeres solicitantes de procedimientos de contorno corporal, en un centro de estética de Medellín-Colombia. Metodología: Estudio transversal, con 107 mujeres de 18 a 50 años. Se tomaron datos antropométricos, se implementó la versión en español del Eating Disorders Examination Questionnaire. Los datos se analizaron mediante frecuencias relativas y medidas de resumen y se realizó un análisis bivariado. Se construyeron modelos de regresión logística, con la significancia global como variable dependiente. Resultados: Hubo significancia clínica para riesgo de trastornos de conducta alimentaria y trastornos de la ingesta de alimentos en 6,5 % de las mujeres y en cada subescala del cuestionario (restricción: 3,7 %; preocupación por la comida: 4,7 %; por la figura: 36,4 %; y por el peso: 20,6 %). El 98 % reportó al menos un síntoma relacionado con los trastornos de conducta alimentaria y trastornos de la ingesta de alimentos. Se halló significación estadística entre la edad, el índice de masa corporal y la significancia clínica global del cuestionario. Al considerar la preocupación por la figura como variable dependiente, se identificó significación estadística en el perímetro de cintura rp = 1,14 (1,07-1,21). Conclusión: Hay presencia de síntomas y casos probables de trastornos de conducta alimentaria y trastornos de la ingesta de alimentos en mujeres solicitantes de procedimientos de contorno corporal, encontrando preocupación por su figura y realización de conductas que pueden afectar la salud. Se sugiere implementar protocolos de tamizaje para confirmar la posible aparición de estos trastornos y atenderlos oportunamente

La enfermedad de Hailey-Hailey es una enfermedad minoritaria dermatológica de origen genético. Cursa con la aparición de lesiones ampollosas, especialmente en áreas de fricción y pliegues cutáneos, como la región inguinal, axilar y el cuello. Se presenta el caso de una mujer refractaria a diversos fármacos inmunosupresores. El Servicio de Dermatología solicita al Servicio de Farmacia la elaboración de una fórmula tópica de gentamicina para el manejo de las lesiones. Desde el Servicio de Farmacia se elabora una pomada de gentamicina sulfato al 0,5%. Tras 4 semanas de tratamiento, se observó la resolución total de las lesiones submamarias y una disminución en el tamaño de las lesiones axilares, antecubitales y poplíteas. A los 3 meses, todas las lesiones se resolvieron completamente, permitiendo reducir la dosis de apremilast. A los 6 meses, la respuesta clínica se mantuvo sin reacciones adversas.

The Boston Keratoprosthesis (BKPro) serves as a medical solution for restoring vision in complex cases of corneal blindness. Comprising a front plate made of polymethylmethacrylate (PMMA) and a back plate of titanium (Ti), this device utilizes the beneficial biomaterial properties of Ti. While BKPro demonstrates promising retention rates, infection emerges as a significant concern that impacts its long-term efficacy. However, limited research exists on enhancement of BKPros through intrinsic infection-preventing mechanisms. In this regard, metal ions, especially the well-known Ag+ ions, are a promising alternative to obtain implants with innate antibacterial properties. However, little information is available about the effects of Ag in corneal tissue, especially within human corneal keratocytes (HCKs). In this work, an electrodeposition treatment using a constant pulse is proposed to attach Ag complexes onto rough Ti surfaces, thus providing antibacterial properties without inducing cytotoxicity. Complete physicochemical characterization and ion release studies were carried out with both control and Ag-treated samples. The possible cytotoxic effects in the short and long term were evaluated in vitro with HCKs. Moreover, the antibacterial properties of the silver-treated surfaces were tested against the gram-negative bacterial strain Pseudomonas aeruginosa and the gram-positive strain Staphylococcus epidermidis, that are common contributors to infections in BKPros. Physicochemical characterization confirmed the presence of silver, predominantly in oxide form, with low release of Ag+ ions. Ag-treated surfaces demonstrated no cytotoxicity and promoted long-term proliferation of HCKs. Furthermore, the silver-treated surfaces exhibited a potent antibacterial effect, causing a reduction in bacterial adhesion and evident damage to the bacterial cell walls of P. aeruginosa and S. epidermidis. The low release of Ag+ ions suggested reactive oxygen species (ROS)-mediated oxidative stress imbalance as the bactericidal mechanism of the silver deposits. In conclusion, the proposed electrodeposition technique confers antibacterial protection to the Ti backplate of BKPro, mitigating implant-threatening infections while ensuring non-cytotoxicity within the corneal tissue.

The recent emergence of innovative learning spaces, Future Classroom Lab (FCL), provides educators the use of physical learning spaces (to research, interact, exchange, develop, create, and present) and diverse technological tools to work according to active methodologies. Learners become more active in the learning process with the introduction of innovative learning environments that enable the application of interdisciplinary STEAM methodology and foster the development of 21st century competences. This study aims to uncover the probable link between application active and gamified STEAM educational interventions in the FCL and Pre-Service Teachers’ (PSTs) affective domain. The findings obtained showed statistically significant variations and, therefore, positive effects on the PSTs’ affective domain (self-efficacy, attitude, and emotion) after performing the intervention. The sample consisted of a total of 54 PSTs enrolled in the second year of Primary Education. Limited studies regarding the affective domain in the FCL were found, which restricted the comparison with prior research. This study has several implications, such as the introduction of innovative educational proposals to PSTs at the university level and, consequently, the implementation of similar interventions in elementary schools. This research intended to reveal how the different variables work as a support system for students’ learning process in mathematics and science disciplines.

Foundation: premalignant lesions are those that present cellular alterations, generate abnormal blood cells and can affect the patient's oral tissues. They usually manifest initially in the oral cavity, or after spreading from other parts of the body through lymphatic and blood systems.Objective: to characterize premalignant oral lesions present in adult patients.Methods: descriptive, cross-sectional study, in patients belonging to the Luis Augusto Turcios Lima University Teaching Polyclinic, in the Pinar del Río municipality, from January to December 2022. From the universe made up of 5,259 patients treated in the Basic Stomatological Services consultation, a sample of 53 was taken, selected through simple random sampling. The results were represented in absolute frequencies and percentages charts, as summary measures.Results: the majority of patients with premalignant oral lesions belonged to the male sex (78.5%) and to the group aged 60 and over (58.5%). The most frequent risk factor was smoking (86.8%). Leukoplakia prevailed (69.8%), with a greater frequency of location on the lips (43.4%). The most used treatment was medication-surgical (58.5%).Conclusions: premalignant lesions of the oral cavity in the series of patients under study were characterized by their predominance in males, over 60 years of age, and smokers. Leukoplakia was the most common lesion, and the lips were the most affected site. Medication-surgical treatment was the most used.

Background Hemodialysis patients are frequently colonized by Staphylococcus aureus, leading to severe infections with high mortality rates. However, little is known about transition from non-colonization to colonization or bacteremia over time. The aim was to analyze the behavior of S. aureus colonization, identifying the probability of transition from non-colonized to colonized state or bacteremia, and the influence of some covariates. Methods The study was conducted in a dialysis unit associated with a high complexity hospital in Medellín between October 2017 and October 2019. An initial measurement was taken to evaluate S. aureus colonization, and follow-up measurements were performed 2 and 6 months later. Bacteremia evolution was monitored for 12 months. A two-state recurrent continuous-time Markov model was constructed to model transition dynamics from non-colonization to S. aureus colonization in hemodialysis patients. Subsequently, the model was applied to a third state of bacteremia. Results Of 178 patients on hemodialysis, 30.3% were colonized by S. aureus. Transition intensity from non-colonization to colonization was three times higher (0.21; CI: 0.14-0.29) than from colonization to non-colonization (0.07; CI: 0.05-0.11). The colonization risk increased in patients with previous infections (HR: 2.28; CI: 0.78-6.68), hospitalization (HR: 1.29; CI: 0.56-2.99) and antibiotics consumption (HR: 1.17; CI: 0.53-2.58). Mean non-colonized state duration was 10.9 months, while in the colonized state was 5.2 months. In the 3-state model, it was found that patients colonized were more likely to develop S. aureus infection (13.9%). Conclusion A more likely transition from non-colonization to colonization was found, which increases with factors such as previous infection. In addition, the development of bacteremia was more likely in colonized than in non-colonized patients. These results underline the importance of surveillance and proper management of S. aureus colonization to prevent serious complications, such as bacteremia, and improve prognosis in this vulnerable population.

Online learning anxiety might be related to how university students perceived their learning and performance during the COVID-19 pandemic, and in course modules with mathematical content, math anxiety may also have come into play. The aim of this study was to examine the relationships between these types of anxiety, as well as to explore other possible factors associated with students’ experience of sudden transition to online learning in a module with high mathematical content. Participants were 125 psychology undergraduates enrolled in a Research Design module. The main results showed that students reporting greater online learning anxiety found online materials less useful and suffered from greater math anxiety; their self-perceived performance was also worse. In the year following lockdown, online learning anxiety was lower and the perceived usefulness of online material was greater than during lockdown. Finally, analysis of the association between psychological state in the use of e-learning tools during COVID-19 and online learning anxiety revealed that online learning readiness played a mediating role in this relationship. The paper concludes with a series of recommendations regarding how universities might better prepare for future unforeseen disruptions to face-to-face teaching. In particular, there is a need to improve students’ readiness for online learning and to ensure that online materials are perceived as useful.

Objective To assess the predictive value of four cardiovascular (CV) risk algorithms for identifying high-risk psoriatic arthritis (PsA) patients.Methods Evaluation of patients with PsA enrolled in the Spanish prospective project CARdiovascular in RheuMAtology. Baseline data of 669 PsA patients with no history of CV events at the baseline visit, who were followed in rheumatology outpatient clinics at tertiary centres for 7.5 years, were retrospectively analysed to test the performance of the Systematic Coronary Risk Assessment (SCORE), the modified version (mSCORE) European Alliance of Rheumatology Associations (EULAR) 2015/2016, the SCORE2 algorithm (the updated and improved version of SCORE) and the QRESEARCH risk estimator version 3 (QRISK3).Results Over 4790 years of follow-up, there were 34 CV events, resulting in a linearised rate of 7.10 per 1000 person-years (95% CI 4.92 to 9.92). The four CV risk scales showed strong correlations and all showed significant associations with CV events (p

The position of universities is of great importance in climate change education (CCE) if the scientific, environmental, social, and political challenges the world confronts are to be met. It is, therefore, crucial to comprehend the CCE being engaged in globally by higher education institutions (HEIs). It is also important to discover and analyze the ways that HEIs can better address this challenge. Consistent with the requirements of research, this study offers an analysis of climate change awareness-raising of preservice teachers (PSTs) in a university science classroom with a flipped class intervention. A total of 109 students participated in this research: 55 students in the control group (Group 1) and 54 students in the experimental group (Group 2). A questionnaire was used to detect any significant difference in the students' awareness of climate change for the two groups and before and after course completion. The analyzed results exposed the improved awareness of climate change in PSTs after a flipped class intervention, and, therefore, PSTs were more willing to engage in climate change teaching. Hence, the results of this study will contribute significantly to reducing existing drawbacks, which will be vital to comprehend the professional teaching developments of preservice teachers. Thus, this research can offer various instances of clarifying how climate change education may be placed in a higher science education context with certain adaptations.

In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide range of gamification methodologies, we find educational Escape Rooms. Due to the current situation generated by COVID-19, many of the lessons have had to be adapted to a virtual format through various online platforms. In this study, in a preliminary manner, we aim to analyze the effects on the affective domain produced by a virtual Escape Room used in a STEM course as an instructional tool to teach contents about the Universe to teachers in training. According to the results obtained, the positive emotions of "happiness", "satisfaction" and "fun" are significantly increased after the intervention. At the same time, some negative emotions, such as "nervousness", "frustration" and "worry" also increase, partly due to the components typically found in this type of games. Based on these results, it is concluded that, despite the existence of both positive and negative emotions, the results are promising and the intervention is motivating and stimulating for the students.

Abstract Cognitive studies on Parkinson’s disease (PD) reveal abnormal semantic processing. Most research, however, fails to indicate which conceptual properties are most affected and capture patients’ neurocognitive profiles. Here, we asked persons with PD, healthy controls, and individuals with behavioral variant frontotemporal dementia (bvFTD, as a disease control group) to read concepts (e.g., ‘sun’) and list their features (e.g., hot). Responses were analyzed in terms of ten word properties (including concreteness, imageability, and semantic variability), used for group-level comparisons, subject-level classification, and brain-behavior correlations. PD (but not bvFTD) patients produced more concrete and imageable words than controls, both patterns being associated with overall cognitive status. PD and bvFTD patients showed reduced semantic variability, an anomaly which predicted semantic inhibition outcomes. Word-property patterns robustly classified PD (but not bvFTD) patients and correlated with disease-specific hypoconnectivity along the sensorimotor and salience networks. Fine-grained semantic assessments, then, can reveal distinct neurocognitive signatures of PD.

Polyepicatechin (PEC) in a hydrogel has previously shown promise in enhancing physiological properties and scaffold preparation. However, it remains unclear whether PEC-based fibers can be applied in skin tissue engineering (STE). This study aimed to synthesize and characterize electrospun PEC physical gels and polylactic acid (PLA) scaffolds (PLAloadedPECsub) for potential use as constructs with human dermal fibroblasts (HDFs). PEC was produced through enzymatic polymerization, as confirmed by Fourier transform infrared (FTIR) spectroscopy. Scanning electron microscopy (SEM) demonstrated the feasibility of producing PLAloadedPECsub by electrospinning. The metabolic activity and viability of HDFs cocultured with the scaffolds indicate that PLAloadedPECsub is promising for the use of STE.

This work focuses on the development of a hybrid material based on SBA-15 silica with a molecularly imprinted polymer (MIP), using spiramycin (SPI) as a template, for use as sorbent in solid-phase extraction (SPE). Characterization techniques such as nitrogen gas adsorption–desorption isotherms, infrared spectroscopy and scanning electron microscopy confirmed the structure and properties of the SBA-15@MIP-SPI material. SPE conditions using SBA-15@MIP-SPI as sorbent were optimized, which allowed us to demonstrate the high selectivity and adsorption capacity of SPI on the synthesized material. The best conditions were 50 mg of sorbent, loading with 1 mL of standard solution or sample of cow milk previously extracted in acetonitrile and eluting with 3 mL of methanol with 1% acetic acid. After the optimization process, the material demonstrated recovery percentages of 81 ± 3% in SPI standard solutions and showed its potential in cow milk samples (71 ± 6%). The novelty of the research consists of the combination of MIPs with SBA-15, which could offer important advantages in terms of specific surface area and porous structure, thus improving performance and reducing the amount of sorbent compared to other traditional methods.

Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students' motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students' university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students' log records. The results of multiple tier analyses exposed positive effects about students' motivation and achievement. Based on usage measurements, students' intensity offers the positive effects about students' motivation and achievement. Furthermore, along with overall students' improved performance, the effects of high-performing students' achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs.

Sustainable science, technology, engineering, and mathematics (STEM) education involves lifelong education in various domains. Active learning strategies are receiving increased attention as an important tool, and particularly online-based formative assessment interfaces, although challenges to their use remain in sustainable and flipped STEM education. In this research, we observed pre-service teachers' (PSTs') performance and motivation in a university STEM course that was planned as a randomized examination of 71 students during a 2017/2018 course with an online interface for sustainable and flipped formative assessment. In terms of PSTs' standardized performance and the motivation effect survey, we gathered and examined the data to observe pre- and post-test results on adaptive assignments. Additionally, feedback from/to instructors and their log records were recorded by the proposed interface. The results demonstrate the PSTs' positive performance and motivation, and the feedback and log records reiterate its positive influence with 98.6% participation in the sustainable and flipped online formative assessment interface. Consequently, the foremost drawbacks and challenges that current and traditional STEM education are facing are meaningfully reflected by the results obtained. Thus, the platform allows PSTs to be more involved in experimental contexts and validates learning performance, and the motivations effect survey provides a sustainable and active learning methodology for their future profession.

The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher's reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.