Technological tools for a virtuality in education

El objetivo del presente artículo es conocer las diferentes herramientas tecnológicas que permiten una virtualidad en la educación, ya que debido al contexto que nos tocó enfrentar por la COVID-19,  originó que los estudiantes busquen nuevas formas de aprender y los maestros nuevos desafíos que afrontar, por ello es necesario tener un soporte tecnológico para poder interactuar y aplicar las herramientas digitales haciendo de las aulas convencionales espacios virtuales, que permitan continuar con el aprendizaje, esto conlleva a los maestros a estar en constante aprendizaje y ver las mejores estrategias para sus estudiantes ya que esta modalidad también puede ser un elemento distractor para el estudiantes, por eso es necesario mantener la atención y motivación del estudiantes en todo momento, para lograr que sus aprendizajes sean similares o mejores a los obtenidos cuando la educación era de manera presencial. La metodología utilizada fue la revisión de variados artículos de investigaciones de las bases de datos de Google Académico, Scopus, EBSCO y ProQuest, obteniéndose 20 artículos publicados en revistas indexadas, realizadas en dos momentos específicos de búsqueda de acuerdo con las variables estudiadas entre los periodos de enero 2015 a diciembre 2020. Teniendo como resultado que son de vital importancia las herramientas tecnológicas en la virtualidad educativa, ya que genera espacios de aprendizajes colaborativos y fortalecen las capacidades cognitivas de los estudiantes.The objective of this article is to know the different technological tools that allow virtuality in education, since due to the context that we had to face due to COVID-19, it caused students to seek new ways of learning and teachers new challenges to face. Therefore, it is necessary to have technological support to be able to interact and apply digital tools, making conventional classrooms virtual spaces that allow learning to continue, this leads teachers to be constantly learning and see the best strategies for their students. since this modality can also be a distracting element for the students, that is why it is necessary to maintain the attention and motivation of the students at all times, to ensure that their learning is similar or better than that obtained when the education was face-to-face. The methodology used was the review of various research articles from the Google Scholar, Scopus, EBSCO and ProQuest databases, obtaining 20 articles published in indexed journals, carried out at two specific search times according to the variables studied between the periods. from January 2015 to December 2020. Having as a result that technological tools in educational virtuality are of vital importance, since it generates collaborative learning spaces and strengthens the cognitive abilities of students

Apolipoprotein B, Residual Cardiovascular Risk After Acute Coronary Syndrome, and Effects of Alirocumab.

Background: Apolipoprotein B (apoB) provides an integrated measure of atherogenic risk. Whether apoB levels and apoB lowering hold incremental predictive information on residual risk after acute coronary syndrome beyond that provided by low-density lipoprotein cholesterol is uncertain. Methods: The ODYSSEY OUTCOMES trial (Evaluation of Cardiovascular Outcomes After an Acute Coronary Syndrome During Treatment With Alirocumab) compared the proprotein convertase subtilisin/kexin type 9 inhibitor alirocumab with placebo in 18 924 patients with recent acute coronary syndrome and elevated atherogenic lipoproteins despite optimized statin therapy. Primary outcome was major adverse cardiovascular events (MACE; coronary heart disease death, nonfatal myocardial infarction, fatal/nonfatal ischemic stroke, hospitalization for unstable angina). Associations between baseline apoB or apoB at 4 months and MACE were assessed in adjusted Cox proportional hazards and propensity score–matched models. Results: Median follow-up was 2.8 years. In proportional hazards analysis in the placebo group, MACE incidence increased across increasing baseline apoB strata (3.2 [95% CI, 2.9–3.6], 4.0 [95% CI, 3.6–4.5], and 5.5 [95% CI, 5.0–6.1] events per 100 patient-years in strata 35–<50, and ≤35 mg/dL, respectively). Compared with propensity score–matched patients from the placebo group, treatment hazard ratios for alirocumab also decreased monotonically across achieved apoB strata. Achieved apoB was predictive of MACE after adjustment for achieved low-density lipoprotein cholesterol or non–high-density lipoprotein cholesterol but not vice versa. Conclusions: In patients with recent acute coronary syndrome and elevated atherogenic lipoproteins, MACE increased across baseline apoB strata. Alirocumab reduced MACE across all strata of baseline apoB, with larger absolute reductions in patients with higher baseline levels. Lower achieved apoB was associated with lower risk of MACE, even after accounting for achieved low-density lipoprotein cholesterol or non–high-density lipoprotein cholesterol, indicating that apoB provides incremental information. Achievement of apoB levels as low as ≤35 mg/dL may reduce lipoprotein-attributable residual risk after acute coronary syndrome. Registration: URL: https://www.clinicaltrials.gov ; Unique identifier: NCT01663402.gov; Unique identifier: NCT01663402.URL: https://www