Retos de la Educación a Distancia Durante el Período Pandémico (Covid-19)

The purpose of this study is to reveal the perceptions of the teachers, administrators, and academics who had to continue distance education during COVID-19 epidemic disease period, about the problems they experienced and the strategies to cope with the challenges. The working group of the current study consists of 65 teachers. The data were collected via an open-endedwritten interview. Content analysis was applied for analysis of the data gathered. Various important results regarding the use of distance education were obtained during the pandemic period and yielded significant findings. The first and the most important finding is that theachers have difficulties in internet access and lack of infrastructure, classroom management and human resources. Another challenge that participants reported was about teachers’ and students’ behaviours. The last theme stated by the participants is the distance education process itself. The findings reveal that the participants determined their strategies to deal with these problems with new arrangements regarding the classroom management, getting help from colleagues, family members and experts and communicating with students and parents. It can be certainly suggested that the participants are not ready for the distance education process and there is a lack of application in this regard; such as technology support and distance education training, and moreover, the participants do not have sufficient knowledge and experience about distance education.El propósito de este estudio es revelar las percepciones de los profesores, administradores y académicos que tuvieron que continuar con la educación a distancia durante el período de la enfermedad epidémica COVID-19, acerca de los problemas que experimentaron y las estrategias para hacer frente a los desafíos. El grupo de trabajo del presente estudio está formado por 65 profesores. Los datos se recogieron mediante una entrevista abierta. Se aplicó un análisis de contenido para analizar los datos reunidos. Durante el período de la pandemia se obtuvieron varios resultados importantes en relación con el uso de la educación a distancia, que arrojaron resultados significativos. La primera y más importante conclusión es que los profesores tienen dificultades de acceso a Internet y carecen de infraestructura, gestión de las aulas y recursos humanos. Otro desafío que los participantes informaron se refería al comportamiento de los profesores y los estudiantes. El último tema señalado por los participantes es el proceso de educación a distancia en sí mismo. Las conclusiones revelan que los participantes determinaron sus estrategias para hacer frente a esos problemas con nuevas disposiciones relativas a la gestión del aula, la obtención de ayuda de colegas, familiares y expertos y la comunicación con los estudiantes y los padres. Ciertamente se puede sugerir que los participantes no están preparados para el proceso de educación a distancia y que hay una falta de aplicación a este respecto; por ejemplo, el apoyo tecnológico y la capacitación en educación a distancia, y además, los participantes no tienen suficientes conocimientos y experiencia sobre la educación a distancia

Challenges in distance education during the (Covid-19) pandemic period

The purpose of this study is to reveal the perceptions of the teachers, administrators, and academics who had to continue distance education during COVID-19 epidemic disease period, about the problems they experienced and the strategies to cope with the challenges. The working group of the current study consists of 65 teachers. The data were collected via an open-endedwritten interview. Content analysis was applied for analysis of the data gathered. Various important results regarding the use of distance education were obtained during the pandemic period and yielded significant findings. The first and the most important finding is that theachers have difficulties in internet access and lack of infrastructure, classroom management and human resources. Another challenge that participants reported was about teachers’ and students’ behaviours. The last theme stated by the participants is the distance education process itself. The findings reveal that the participants determined their strategies to deal with these problems with new arrangements regarding the classroom management, getting help from colleagues, family members and experts and communicating with students and parents. It can be certainly suggested that the participants are not ready for the distance education process and there is a lack of application in this regard; such as technology support and distance education training, and moreover, the participants do not have sufficient knowledge and experience about distance education.El propósito de este estudio es revelar las percepciones de los profesores, administradores y académicos que tuvieron que continuar con la educación a distancia durante el período de la enfermedad epidémica COVID-19, acerca de los problemas que experimentaron y las estrategias para hacer frente a los desafíos. El grupo de trabajo del presente estudio está formado por 65 profesores. Los datos se recogieron mediante una entrevista abierta. Se aplicó un análisis de contenido para analizar los datos reunidos. Durante el período de la pandemia se obtuvieron varios resultados importantes en relación con el uso de la educación a distancia, que arrojaron resultados significativos. La primera y más importante conclusión es que los profesores tienen dificultades de acceso a Internet y carecen de infraestructura, gestión de las aulas y recursos humanos. Otro desafío que los participantes informaron se refería al comportamiento de los profesores y los estudiantes. El último tema señalado por los participantes es el proceso de educación a distancia en sí mismo. Las conclusiones revelan que los participantes determinaron sus estrategias para hacer frente a esos problemas con nuevas disposiciones relativas a la gestión del aula, la obtención de ayuda de colegas, familiares y expertos y la comunicación con los estudiantes y los padres. Ciertamente se puede sugerir que los participantes no están preparados para el proceso de educación a distancia y que hay una falta de aplicación a este respecto; por ejemplo, el apoyo tecnológico y la capacitación en educación a distancia, y además, los participantes no tienen suficientes conocimientos y experiencia sobre la educación a distancia

Skin tags associated with obesity and diabetes mellitus in patients with chronic kidney disease

Introduction/Objective. Both chronic kidney disease and skin tags are associated with similar cardiovascular risk factors such as obesity, diabetes mellitus, dyslipidemia, hypertension, etc. The aim of this study was to determine the prevalence of skin tags in patients with chronic kidney disease, and to assess the relationship between skin tags and cardiovascular risk factors such as diabetes, hypertension, dyslipidemia, obesity, and metabolic syndrome. Methods. We evaluated 358 patients [149 (41.6%) female and 209 (58.1%) male, 197 (55%) predialytic and 161 (45%) dialytic] with chronic kidney disease. All the patients were examined for skin tags by the same clinician, and evaluated for body mass index, diabetes mellitus, hypertension, and dyslipidemia. Results. Skin tags were detected in 199 (55%) patients. Prevalence of skin tags was higher in males than in females (p = 0.041) and was also higher in diabetic patients than in nondiabetic ones (p = 0.013). Body mass index was higher in patients with skin tags when compared to patients without skin tags (p = 0.047). Skin tags were detected in 48.3% of normal, in 58% of overweight, and in 66% of obese patients (p = 0.029). Conclusion. The presence of skin tags is merely related to male sex, obesity, and diabetes mellitus in patients with chronic kidney disease

Diagnosis and management of vulvar Darier disease: A case report

Darier disease is an autosomal dominant disorder with hyperkeratotic papules affecting primarily seborrheic areas of the upper chest, back, forehead, scalp, nasolabial folds, ears, and, less frequently, the oral mucosa. A typical eruption consists of keratotic and crusted skin-colored papules and plaques. Pruritus occurs in 80% of patients, and pain is rare. Lesions can be triggered by exposure to ultraviolet light, heat, or stress. Secondary infections of the lesions are a common complication. A definitive diagnosis is obtained by a biopsy showing histological features such as acantholysis, suprabasal clefts, and “corps rond and grains”. Here we present a 37-year-old woman admitted to the gynecology department with pruritic lesions she had noticed on her vulva and perineum for three months. A vulvar biopsy led to the diagnosis of Darier disease. She was referred to the dermatology department and treated with oral acitretin since systemic retinoids are offered as the first-line treatment of the disease