Training in Professional Pharmacy Services through Educational Videos

The authors express thanks to Faculty of Pharmacy, University of Granada, Spain; to the actors and actresses who played the role in each video; and to the professional technicians who produced and edited the videos.Objectives: Pharmaceutical Care is a subject within the Pharmacy degree that can not only be taught using theoretical frameworks but also requires new teaching tools, like a simulated educational video. The objective of this study is to produce simulated patientbased videos as a supplementary teaching tool to deepen the understanding and knowledge of Professional Pharmacy Services. Design: Several videos based on simulated patient cases of the most prevalent Professional Pharmacy Services (medication adherence, medication review with follow-up, dispensing and minor ailment service) were produced and used as a teaching tool within a theoretical lesson in undergraduate and professional training. Methods: A prospective study was performed in two groups: undergraduate students and professional pharmacist. Their opinion about these Educational Videos was evaluated through a questionnaire on a 1-10 scale. Frequencies mean ± standard deviation, median and internal consistency of the survey were analyzed. Values of p<0.05 were considered significant. Results: Undergraduate students (n=90) and professional pharmacists from Master classes (n=59) completed the questionnaire (Cronbach’s α coefficient was 0.8). Statistically significant differences were found in some relevant items between both groups of students, related to the content’s clarity (9.12±1.11 vs 9.72±0.57; p=0.003), simulation of reality (6.60±2.26 vs 8.47±1.23; p<0.001) and correspondence with theory (9.23±1.07 vs 9.64±0.68; p=0.037). General score and most items were rated higher by professional pharmacists than undergraduate students (8.19±0.96 vs 8.84±1.10; p=0.001). Conclusion: Educational videos are an adequate tool for teaching Pharmaceutical Care, adding new layers of learning to Professional Pharmacy Services

Intervention model for detection, prevention and control of COVID-19 in community pharmacy

The announcement by the WHO of the characterization of the new Coronavirus 2019 disease (COVID-19) as a pandemic, entails an adaptation by the community pharmacy in carrying out its care activity in general, with particular emphasis on ”Minor Ailments Service” in particular. The measures taken by the different health administrations in which patient telephone care by primary care offices is prioritized have left more consultations on symptoms in the community pharmacist health-related problems as pharmacies are the closest health facilities to the patient. The similarity between the symptomatology caused by the new Coronavirus with that of some Enteroviruses that cause mild respiratory and gastrointestinal tables (dry cough, fever, sore throat, vomiting, diarrhoea, etc.) makes community pharmacies highly capable places for contagion detection and prevention. A model of protocolized intervention is needed to facilitate the pharmacist’s work in discriminating during the indication between minor symptoms and symptoms of referral for possible cases of COVID-19 so that in conjunction with the rest of the staff we help control the disease and make better use of primary care consultations

Stability and Thermal Properties Study of Metal Chalcogenide-Based Nanofluids for Concentrating Solar Power

Nanofluids are colloidal suspensions of nanomaterials in a fluid which exhibit enhanced thermophysical properties compared to conventional fluids. The addition of nanomaterials to a fluid can increase the thermal conductivity, isobaric-specific heat, diffusivity, and the convective heat transfer coefficient of the original fluid. For this reason, nanofluids have been studied over the last decades in many fields such as biomedicine, industrial cooling, nuclear reactors, and also in solar thermal applications. In this paper, we report the preparation and characterization of nanofluids based on one-dimensional MoS2 and WS2 nanosheets to improve the thermal properties of the heat transfer fluid currently used in concentrating solar plants (CSP). A comparative study of both types of nanofluids was performed for explaining the influence of nanostructure morphologies on nanofluid stability and thermal properties. The nanofluids prepared in this work present a high stability over time and thermal conductivity enhancements of up to 46% for MoS2-based nanofluid and up to 35% for WS2-based nanofluid. These results led to an increase in the efficiency of the solar collectors of 21.3% and 16.8% when the nanofluids based on MoS2 nanowires or WS2 nanosheets were used instead of the typical thermal oil

Copper nitride: a versatile semiconductor with great potential for next-generation photovoltaics

Copper nitride (Cu3N) has gained significant attention recently due to its potential in several scientific and technological applications. This study focuses on using Cu3N as a solar absorber in photovoltaic technology. Cu3N thin films were deposited on glass substrates and silicon wafers by radio-frequency magnetron sputtering at different nitrogen flow ratios with total pressures ranging from 1.0 to 5.0 Pa. The thin films' structural, morphology and chemical properties were determined by XRD, Raman, AFM and SEM/EDS techniques. The results revealed that the Cu3N films exhibited a polycrystalline structure, with the preferred orientation varying from (100) to (111) depending on the working pressure employed. Raman spectroscopy confirmed the presence of Cu-N bonds through characteristic peaks observed in the 618-627 cm-1 range. While SEM and AFM images confirmed the presence of uniform and smooth surface morphologies. The optical properties of the films were investigated using UV-VIS-NIR spectroscopy and photothermal de-flection spectroscopy (PDS). The obtained band gap, refractive index, and Urbach energy values demonstrated promising optical properties for Cu3N, indicating their potential as solar absorbers in photovoltaic technology. This study highlights the favorable properties of Cu3N films deposited by the RF sputtering method, paving the way for their implementation in thin-film photovoltaic technologies. These findings contribute to the progress and optimisation of Cu3N-based materials for efficient solar energy conversion

Power effect on the properties of copper nitride films as solar absorber deposited in pure nitrogen atmosphere

Nowadays, the copper nitride (Cu3N) is of great interest as a new solar absorber material, flexible and lightweight thin film solar cells. This material is a metastable semiconductor, non-toxic, composed of earth-abundant elements, and its band gap energy can be easily tunable in the range 1.4 to 1.8 eV. For this reason, it has been proposed for many applications in the solar energy conversion field. The main aim of this work is to evaluate the properties of the Cu3N thin films fabricated by reactive radio-frequency (RF) magnetron sputtering at different RF power values to determine its potential as light absorber. The Cu3N films were fabricated at room temperature (RT) from a Cu metallic target at the RF power ranged from 25 to 200 W onto different substrates (silicon and glass). The pure nitrogen flux was set to 20 sccm, and the working pressures were set to 3.5 Pa and 5 Pa. The XRD results showed a transition from (100) to (111) preferred orientations when RF power increased; the AFM images revealed a granular morphology, while FTIR and Raman spectra exhibited the characteristics peaks related to Cu-N bonds, which became narrower when the RF power increased. Finally, to stablish the suitability of these films as absorber, the band gap energy was calculated from transmission spectra

Ivermectin reduces secretion of meloxicam into milk by inhibition of ABCG2 transporter in sheep

[EN] The ATP-binding cassette transporter G2 (ABCG2) is an efflux protein involved in the bioavailability and secretion into milk of several compounds including anti- inflammatory drugs. The aim of this work was to determine the effect in sheep of an ABCG2 inhibitor, such as the macrocyclic lactone ivermectin, on the secretion into milk of meloxicam, a non-steroidal anti-inflammatory drug widely used in veterinary medicine, and recently reported as an ABCG2 substrate in mice. In vitro meloxicam transport assays in ovine ABCG2-transduced cells have shown that meloxicam is a substrate of ovine ABCG2 and that ivermectin is an efficient inhibitor of in vitro transport of meloxicam mediated by ovine ABCG2. In addition, the role of ovine ABCG2 in secretion into milk of meloxicam was corroborated using Assaf lactating sheep coadministered with ivermectin. Animals were administered subcutaneously with meloxicam (0.5 mg/kg) with or without ivermectin (0.2 mg/kg). A significantly lower concentration of meloxicam in milk was detected when ivermectin was coadministered, revealing a major role of ABCG2 in the secretion into milk of meloxicam and a relevant drug-drug interaction affecting this process. These results will contribute to the understanding of the potential factors that modulate the transfer of anti-inflammatory drugs into milk, opening their potential use in lactating ruminants, and the effect of drug coadministration on the presence of milk residues of these compounds.S

Guía de Patología Autópsica

El trabajo que aquí se publica se trata de la Guía Clinica de Consenso redactada por el Club de Autopsias de la Sociedad Española de Anatomía Patológica para el Libro Blanco de la Anatomía Patológica presentado en el XXVIII Congreso Nacional de la SEAP-IAP, XXII Congreso Nacional Sociedad Española de Citología y III Congreso Nacional Sociedad Española de Patología Forense, en mayo de 2015 en la ciudad de Santander. En palabras de su presidente, el Dr. M.A. Piris, “el papel de estas guías docentes buscan optimizar la asistencia, consolidar el grado de conocimiento existente en un área precisa, defendiendo el derecho de los pacientes a recibir la mejor atención médica y protegiendo la práctica clínica responsable”. La Guía de Patología Autópsica que presentamos no pretende ser un manual al uso, sino un punto de partida para intentar unificar criterios en el procedimiento de la autopsia. Como quiera que hay muchos puntos en común con la patología forense, en la redacción de esta guía han participado patólogos clínicos y forenses. Hemos creído conveniente dividir este capítulo en varios apartados: autopsia clínica y autopsia médico legal, indicaciones de la autopsia clínica, requisitos para realizar una autopsia clínica, procedimientos normalizados de trabajo en la autopsia general y especial, la autopsia fetal y perinatal y, finalmente, requisitos del informe anatomopatológico de autopsia. Los temas de legislación y seguridad y salud laboral merecen un capítulo aparte, sin embargo recomendamos como punto de partida sendas revisiones publicadas en REA, y en el foro temático del Club de Autopsias de la SEAP. Cada apartado va acompañado de una bibliografía básica de referencia que hemos insertado al final del manuscrito donde se podrá encontrar amplia informa- ción, conceptual y técnica, incluída las revisiones comentadas sobre legislación y salud laboral en autopsias. Finalmente, hemos insertado varios anexos, que pueden servir de modelo para elaborar consentimientos informados, formularios y otros documentos utilizados en patología autópsica

Effectiveness of Mental Health Literacy Programs in Primary and Secondary Schools : a Systematic Review with Meta-Analysis

Altres ajuts: IDIAP: 7Z20/010- 2020; Generalitat de Catalunya (PERIS) SLT002/16/00202In recent years, there has been an increase in studies evaluating the effectiveness of mental health literacy programs within the context of education as a universal, preventive intervention. A systematic review and meta-analysis regarding the effectiveness of mental health literacy interventions in schools, from 2013 to the present, on mental health knowledge, stigma, and help-seeking is conducted. Of the 795 identified references, 15 studies met the inclusion criteria. Mental health knowledge increased after the interventions (standardized mean difference: SMD = 0.61; 95% CI (0.05, 0.74)), at two months (SMD = 0.60; 95% CI (0.4, 1.07)) and six months (SMD = 0.39; 95% CI (0.27, 0.51)). No significant differences were observed between stigma and improving help-seeking. Mental health literacy interventions are effective in augmenting mental health knowledge, but not in reducing stigma or improving help-seeking behavior

对工业工程实践进行的360度评估调查的多维度定量研究

عادة ما تكون مبادرة الطلاب واستباقيتهم أثناء تطوير فصول الهندسة محدودة للغاية. ومع ذلك, على عكس الفصول النظرية,  يُظهر الطلاب عادةً اهتمامًا أكبر بالممارسات المختبرية للموضوعات. نظرًا لأن الزيادة في عدد المتسربين من الدورات الهندسية ، فضلاً عن انخفاض الالتحاق, هي حقيقة يتم ملاحظتها أكثر فأكثر, تهدف هذه الدراسة إلى التحليل الكمي لتأثير أداة تقييم 360 درجةفي تقييم الممارسات, في مجموعات طلابية مختلفة لفرع الهندسة الصناعية. وبهذا, فإن الهدف من ذلك هو تحقيق العديد من الأهداف: من ناحية, إشراك الطالب في عملية التقييم, ومن ناحية أخرى, معرفة درجة رضاهم عن المجموعات المختلفة بالتقييم 360 درجة, وكذلك رأي حول الترجيح العادل لكل تقييم. لهذا, يتم تقديم منهجية تستند إلى تطبيق التقييم 360 درجة وتصميم المسح مع 23 سؤالا. كانت هناك ثلاث مراحل من عملية التقييم بزاوية 360 درجة: مشتركة( بين الطلاب)ذاتي( من قبل الطالب نفسه) وتقييم غير متجانسة( من قبل المعلم). في البداية ، تم تصميم استبيان ، والتحقق من صحته من خلال تحليل عامل التأكيد, وتم تحليل الردود على أساس 4 مجموعات مختارة: موضوعان من العامين الأول والأخير, وطريقة التقييم, والجنس( ذكر أو أنثى) والدورة( الدرجة أو الماجستير). تم أيضًا تحليل أفضل ترجيح في الدرجة النهائية لكل مقيِّم, واقتراح القيم المثلى من 50٪ -30٪ -20٪ للتقييم غير المتجانسة, والمشاركة, والتقييم الذاتي, على التوالي. بالإضافة إلى ذلك, أظهرت النتائج درجة عالية من الرضا من جانب المجموعات التي تم تحليلها من خلال الاستبيان وتعكس نضج الطالب.Initiative and proactiveness shown by students during engineering lectures is usually very limited. However, students usually show high levels of interest in practical laboratory sessions. In order to address increasing dropout from engineering courses, as well as decreased enrollment, the present study aims to quantitatively analyze the impact of a 360-degree feedback survey for evaluating practical sessions. Analysis was conducted overall and as a function of industrial engineering students. Several objectives are intended to be achieved. Firstly, the study aimed to engage students in the evaluation process and, secondly, identify satisfaction with 360-degree feedback as a function of different groupings, whilst, at the same time, gathering opinions about the fairness of evaluation. To this end, a methodology based on the application of 360-degree feedback was applied and a 23-question survey was administered. The following three stages were followed for the 360-degree feedback evaluation process: co- (between students), self- (the student themself) and hetero-evaluation (lecturer). Initially, a questionnaire was designed and validated using confirmatory factor analysis. Responses were analyzed as a function of 4 groups: module (one first- and one third-year module), evaluation type, sex (male or female) and degree level (BSc or MSc). The most appropriate weighting to be applied to each evaluation in order to produce a final overall score was also analysed. This suggested optimal values ​​of 50%, 30% and 20% for the hetero-, co- and self-evaluations, respectively. Additionally, outcomes revealed a high degree of satisfaction for all analysed groupings and high level of maturity in participating students.La iniciativa y la proactividad del alumnado de Ingeniería durante el desarrollo de las clases teóricas es normalmente muy limitada, al contrario que en las prácticas de laboratorio donde muestra más interés. Se constata un aumento del abandono en las carreras de ingeniería y una disminución de matriculados y este estudio tiene como finalidad analizar cuantitativamente el impacto de una herramienta de evaluación 360 grados encuestada en la evaluación de prácticas en estudiantes de ingeniería industrial. Se pretenden lograr varios objetivos: por un lado, implicar al estudiante en el proceso de evaluación y, por otro, conocer su grado de satisfacción con este tipo de evaluación, así como su opinión sobre la ponderación justa. Se Sigue una metodología basada en la aplicación de la evaluación 360 grados y un diseño de encuesta con 23 preguntas. Las etapas del proceso de evaluación 360 grados fueron tres: co- (entre estudiantes), auto- (por el propio estudiante) y hetero-evaluación (por el docente). Se diseñó un cuestionario, validado mediante análisis factorial confirmatorio, y se procedió al análisis de las respuestas en base a 4 agrupaciones seleccionadas: dos asignaturas de primeros y últimos cursos, modalidad de evaluación, sexo (hombre o mujer) y ciclo (Grado o Máster). También se ha analizado la mejor ponderación en la calificación final para cada evaluador, proponiéndose como óptimos los valores 50%-30%-20% para la hetero-, co- y autoevaluación, respectivamente. Los resultados muestran un elevado grado de satisfacción por parte de los grupos analizados a través de la encuesta y adecuada maduración del estudiante.A iniciativa e a proatividade dos alunos durante as aulas de engenharia são geralmente muito limitadas. No entanto, ao contrário os alunos tendem a mostrar mais interesse pelas práticas laboratoriais das disciplinas. Dado que o aumento de desistências nos cursos de engenharia, bem como a diminuição de matrículas, este estudo tem como objetivo analisar quantitativamente o impacto de uma ferramenta de avaliação de 360 graus inquirida na avaliação de aulas práticas, em estudantes da engenharia industrial. Pretende-se, assim, atingir vários objetivos: por um lado, envolver o estudante no processo de avaliação e, por outro, conhecer o seu grau de satisfação de diferentes grupos com avaliação, bem como a sua opinião sobre a ponderação justa de cada avaliação. Para isso, apresenta-se uma metodologia baseada na aplicação da avaliação de 360 graus e a elaboração de um questionário com 23 perguntas. As fases do processo de avaliação de 360 graus eram três: co- (entre estudantes), auto- (pelo próprio estudante) e heteroavaliação (pelo docente). Inicialmente, foi elaborado um questionário, validado por análise fatorial confirmatória, e procedeu-se à análise das respostas com base em 4 grupos selecionados: duas disciplinas dos primeiros e últimos anos, modo de avaliação, sexo (masculino ou feminino) e ciclo (Licenciatura ou Mestrado). Foi também analisada a melhor ponderação na nota final para cada avaliador, propondo-se como ótimos os valores 50%-30%-20% para a hetero-, co- e autoavaliação, respetivamente. Além disso, os resultados revelaram um elevado grau de satisfação por parte dos grupos analisados através, o que reflete a maturidade do estudante.A iniciativa e a proatividade dos alunos durante as aulas de engenharia são geralmente muito limitadas. No entanto, ao contrário os alunos tendem a mostrar mais interesse pelas práticas laboratoriais das disciplinas. Dado que o aumento de desistências nos cursos de engenharia, bem como a diminuição de matrículas, este estudo tem como objetivo analisar quantitativamente o impacto de uma ferramenta de avaliação de 360 graus inquirida na avaliação de aulas práticas, em estudantes da engenharia industrial. Pretende-se, assim, atingir vários objetivos: por um lado, envolver o estudante no processo de avaliação e, por outro, conhecer o seu grau de satisfação de diferentes grupos com avaliação, bem como a sua opinião sobre a ponderação justa de cada avaliação. Para isso, apresenta-se uma metodologia baseada na aplicação da avaliação de 360 graus e a elaboração de um questionário com 23 perguntas. As fases do processo de avaliação de 360 graus eram três: co- (entre estudantes), auto- (pelo próprio estudante) e heteroavaliação (pelo docente). Inicialmente, foi elaborado um questionário, validado por análise fatorial confirmatória, e procedeu-se à análise das respostas com base em 4 grupos selecionados: duas disciplinas dos primeiros e últimos anos, modo de avaliação, sexo (masculino ou feminino) e ciclo (Licenciatura ou Mestrado). Foi também analisada a melhor ponderação na nota final para cada avaliador, propondo-se como ótimos os valores 50%-30%-20% para a hetero-, co- e autoavaliação, respetivamente. Além disso, os resultados revelaram um elevado grau de satisfação por parte dos grupos analisados através, o que reflete a maturidade do estudante.在工程课上，学生表现出来的主动性和积极性往往不高。但跟理论课相反，在学科实验课上学生常常表现出更多的兴趣。考虑到工程专业逐年提升的弃学率，和逐年下降的注册率，该研究希望对一测量工具的影响进行定量分析。该工具可以在360度的范围内对工业工程专业的不同学生群体进行实践评估，以此来达成以下目标：一让学生参与到评估过程；二通过360度评估了解不同群体的满意度以及他们对每项评估权重的意见。为了实现上述目标，研究使用360度评估方法和包含23个问题的问卷调查。360度评估过程分为三个阶段：相互评估（学生与学生之间）、自我评估（由学生自己进行）和异体评估（由老师进行）。首先设计了一个通过验证性因素分析的问卷，然后对问卷答案进行分析。我们将答案分成四组：低年级和高年级的两门课程、评估类型、性别（男或女）以及学历周期（本科或研究生）。除此之外我们还对每项评估员最终打分的最优权重进行了分析，提出异体、相互和自我评估阶段的最佳值为50%、30%和20%。最后问卷结果还显示出不同分析群体的满意度都很高，这也一定程度上反映了学生的成熟度

Non-criteria obstetric antiphospholipid syndrome: how different is from Sidney criteria? A single-center study

This study aims to compare the demographic characteristics, clinical features, serology, and fetal-maternal outcomes between women with obstetric antiphospholipid syndrome (APS) and those with non-criteria (NC)-APS and seronegative (SN)-APS. Two-hundred and sixty-three women with APS obstetric morbidity ever pregnant were included. Of those, 66 met the APS classification criteria, 140 were NC-APS, and 57 were SN-APS. Patients with other autoimmune diseases were excluded. Adverse pregnancy outcomes (APO) included early pregnancy loss, fetal death, preeclampsia, abruptio placentae, and preterm birth. The mean age of the study group was 33.6 ± 5.3 years, and patients were followed up for 129.5 ± 81.9 months. In the NC-APS group, 31 (22.1%) did not fulfill clinical and serological criteria (Subgroup A), 49 (35%) did meet clinical but not serologic criteria (Subgroup B), and 60 (42.9%) fulfilled the serologic criteria but not the clinical ones (Subgroup C). The cardiovascular risk burden was higher in the APS group, due to a higher proportion of smoking. Patients with criteria APS received more intensive treatment than patients in the other study groups. The addition of standard of care (SoC) treatment significantly improved live birth and decreased APO in all groups. Significant clinical differences were observed between the study groups. However, when treated with SoC, fetal-maternal outcomes were similar, with a significant improvement in live births and a decrease in APO. Risk stratification in patients with obstetric morbidity associated with APS can help individualize their treatment