Survey of both hepatitis B virus (HBsAg) and hepatitis C virus (HCV-Ab) coinfection among HIV positive patients

<p>Abstract</p> <p>Background</p> <p>HIV, HBVand HCV is major public health concerns. Because of shared routes of transmission, HIV-HCV coinfection and HIV-HBV coinfection are common. HIV-positive individuals are at risk of coinfection with HBV and HCV infections. The prevalence rates of coinfection with HBV and HCV in HIV-patients have been variable worldwide depending on the geographic regions, and the type of exposure.</p> <p>Aim</p> <p>This study aimed to examine HBV and HCV coinfection serologically and determine the shared and significant factors in the coinfection of HIV-positive patients.</p> <p>Methods</p> <p>This descriptive, cross-sectional study was carried out on 391 HIV-positive patients including 358 males and 33 females in Lorestan province, west Iran, to survey coinfection with HBsAg and anti-HCV. The retrospective demographic data of the subjects was collected and the patients' serums were analyzed by ELISA kits including HBsAg and anti-HCV. The collected data was analyzed with SPSS software (15) and Chi-square. Fisher's exact test with 5% error intervals was used to measure the correlation of variables and infection rates.</p> <p>Results</p> <p>The results of the study indicated that the prevalence of coinfection in HIV-positive patients with hepatitis viruses was 94.4% (370 in 391), out of whom 57 (14.5%) cases were HBsAg positive, 282 (72%) cases were anti-HCV positive, and 31 (7.9%) cases were both HBsAg and anti-HCV positive.</p> <p>Conclusion</p> <p>There was a significant correlation between coinfection with HCV and HBV and/or both among HIV-positive patients depending on different variables including sex, age, occupation, marital status, exposure to risk factors.(p < 0.001).</p

Evaluation of the quality of lesson plans provided by faculty members of Lorestan University of Medical Sciences in the academic year 2015-2016

Background : The lesson plan is one of effective and key factors in the process of education. The main purpose of the lesson plan design is to facilitate the learning of learners through the establishment of an appropriate communication platform. The purpose of this study was to evaluate the lesson plans offered by faculty members of Lorestan University of Medical Sciences during the academic year 2015-2016. Materials and Methods: In this descriptive cross-sectional study, 134 lesson plans provided by faculty members of Lorestan University of Medical Sciences during the first and second semesters of 2015-2016. Data collection was done using a checklist that included 13 domains. Descriptive statistics were used to analyze the data. Results: The most common weaknesses related to learning assist tools (85.6%), duties and assignments of students (64.9%), and general goals (39.6%). Also, the most important disadvantages were the planning areas for preparing students before the beginning of the class (62%), training and classification (45.6%), syllabus and behavioral goals (33.6%). The introduction of resources domains (64.9%), general information (43.3%), and policies and rules of the class (43.3%) had the highest score and the best situation in the lesson plans. Conclusion: According to the results, the content and writing of the lesson plans provided by the faculty members of Lorestan University of Medical Sciences were acceptable. Arranging training courses and drafting standard forms is suggested for better designing of the lesson plan among the faculty members

Investigation of the relation between University teacher’s assessments of Lorestan University of medical Sciences and medical student’s score of Basic Science for Medicine’s exams from 2005 until 2009

Background: The teacher’s evaluation is a common method to determine the educational situation of faculty members of most universities. Teacher’s evaluation system can reveal the strengths and weaknesses of the teacher’s educational status and provides the possibility for improvement of the quality of the teaching, and the educational improvement of students. It is believed that the quality of teaching through the basic science courses is one of the important causes affecting exam scores, not only in the semester’s exams, but also in the comprehensive basic science exams of students. Objective: The purpose of this study was to investigate the correlation between basic sciences teacher’s assessments and student’s scores of comprehensive basic science exam. Methods: This research was a descriptive- correlation study in which all the basic science’s teachers and medical students of Lorestan University of medical sciences that had passed their comprehensive basic science exam participated. The mean and SD of student’s scores for their comprehensive basic science exam and also the means score of teachers' assessments were determined. Then the standard score for each course was calculated. For this reason, university’s mean score of each course was subtracted from the country’s mean score of each course. Then, the result was divided by the standard deviation of each course. Also to determine the rank position of each course of university in the national scores, the university's rank divided by 100 was calculated. Then, the rank position of each course was divided by the number of the universities participating in the exam and multiplied by 100. The correlation between the teachers' score and student's scores in overall, and in each course was calculated with the spearman test. Findings: The trend of mean score of each course through 5 years of the study was not constant. The qualitative scores analysis, i.e. very good, good, median, weak, very weak had also the same trend. Moreover, the Spearman test indicated that there is no correlation between medical students’s score of comprehensive basic science exam and the total score, and score of teachers of the individual courses. Conclusion: According to the results of the present study, the situation of the medical student’s score of comprehensive basic science exam could be affected by some factors other than their teacher's evaluation scores. Keywords: Comprehensive basic science exam, Teacher's evaluation scores, Medicin

The effect of progressive muscle relaxation techniques on anxiety in Patients with myocardial infarction

Background : Coronary and artery diseases are amongst the most common existed diseases in human societies. Thus considering too much stress that is created after myocardial infarction and the effect which anxiety can have on the treatment process of myocardial infraction patients, This research was carried out to study the effect of applying progressive muscle relaxation of these patients. Materials and Methods: This clinical trail study was done on sixteen patients with myocardial infarction afflicted to the disease two weeks before the beginning of the research.After selecting qualified samples , the patients were divided into two groups of intervention and control. Both groups were matched from view points of age, sex, and the amount of anxiety. In the first day, for each group the cattle anxiety questionnaire was completed and their vital signs were recorded, and then for the intervention group the progressive muscle relaxation technique was done during 3 sequential days and on the whole in 6 sessions. And again after 3days variables were measured. The gathered data were analyzed by SPSS software. Results: In the intervention group anxiety, systolic and diastolic blood pressure had a significant decrease comparing to the control group (P<0.001),while decrease was not significant in the control group. Conclusion: progressive muscle relaxation can reduce the amount of anxiety, and systolic and diastolic blood pressure of the patients with myocardial infarction hospitalized in CCU ward, therefore it can play an effective role as a supplement non-medicinal, simple and cheap treatment for these patient