HEMOGLOBIN STATUS OF FEMALE MEDICOS IN URBAN AREA AND FACTORS AFFECTING IT: AN OBSERVATIONAL CROSS-SECTIONAL STUDY

ABSTRACTObjectives: Estimating the hemoglobin (Hb) status in female medicos through prospective cross-sectional study and assessment of influencing ofcofactors were objectives.Methods: Women medicos who volunteered, consented and met selection criteria were enrolled. Hb level was estimated to diagnose anemia.Relationship with influencing factors was assessed statistically.Result: A total of 100 eligible students were enrolled. Mean age±standard deviation (SD) age of the participants' was 20.9±3.1 years (17-25 years).Mean±SD Hb was 12.25±1.0189 g% (9.0-16.0 g%). 33 were anemic, and mild anemia (32%) was frequent. There was a history of worm infestation inthree students (3%), who were treated adequately. Nine were on iron supplements of which five were still anemic and were continuing the treatmentby the end of the study. 28 (84.84%) anemic students were not on any iron or hematinic treatment. There was no association between the anemiaand nature of diet, consumption of green leafy vegetables, consumption of coffee/tea after food, smoking/tobacco or alcohol consumption, mother'seducation, socioeconomic status, menstrual factors, and physical exercise. The prevalence of anemia was found to be higher in underweight andoverweight students in comparison to students with normal body mass index.Asymptomatic participants (n=78) outnumbered symptomatic ones(n=22), but without any statistical significance. Easy fatigability (14%), pallor (7%), breathlessness (6%), weakness (9%), and easy bruising (1%)were frequent complaints.Conclusion: Anemia is frequent among women medicos, often underdiagnosed, under-reported, many remaining asymptomatic. Negligence ofmedical students toward their anemic status despite the awareness of consequences of low Hb level is a serious cause of concern.Keywords: Awareness, Hemoglobin, Nutritional anemia, Women medical students

A cross sectional knowledge attitude practice study on therapeutic drug monitoring among health care professionals in a tertiary care hospital

Background: Therapeutic drug monitoring (TDM) is used to optimize drug’s therapeutic effect. Aim of this study is to assess the knowledge, attitude and practice of TDM in health care professionals.Methods: This was a questionnaire-based cross-sectional study. Questionnaires were distributed to 610 nursing staff and 20 lab technicians. Questionnaires had queries on demography, knowledge, attitude and practice. Descriptive statistics and Pearson correlation were used to analyse the data.Results: Among nurses, 7% had good, 60.9% had   fair and 32.2% had poor knowledge of TDM. Among lab technicians 18.2% had good and 81.8% had fair knowledge on TDM. 79.3% of nurses and all lab technicians had favourable attitude towards TDM. Weak positive correlation is seen between knowledge and attitude among nurses. 15.9% of nurses have sent request for TDM on phenytoin, sodium valproate, carbamazepine, methotrexate, lithium, clozapine, risperidone, tigecycline, vancomycin, gentamicin, digoxin and amiodarone. 100% lab technicians have estimated levels of methotrexate and lithium drug sample during the last one year.Conclusions: Though knowledge on indication and pharmacological basis of TDM is lacking among participants, their knowledge on sample collection and sample type is good. They have a positive attitude towards TDM. Nurses have requested TDM for only 12 drugs. TDM of only two drugs was done by lab technicians. Future training should focus on pharmacological basis, selection of appropriate drug candidate and indication for TDM service. TDM service should be made available in all tertiary care institutions

Method of producing parts and molds using composite ceramic powders

A method and apparatus for selectively sintering a layer of powder to produce a part comprising a plurality of sintered layers. The apparatus includes a computer controlling a laser to direct the laser energy onto the powder to produce a sintered mass. The computer either determines or is programmed with the boundaries of the desired cross-sectional regions of the part. For each cross-section, the aim of the laser beam is scanned over a layer of powder and the beam is switched on to sinter only the powder within the boundaries of the cross-section. Powder is applied and successive layers sintered until a completed part is formed. Preferably, the powder comprises a plurality of materials having different dissociation or bonding temperatures. The powder preferably comprises blended or coated materials, including precursor materials which are formed into a mass at the irradiated locations, and which either react due to the laser thermal energy or in a later heat treatment to form a compound with properties different than the precursors. Examples are disclosed wherein a compound is formed which has a significantly higher melting point than that of one or more of the precursor powders. A ceramic part, such as a mold for investment casting, may be formed according to the method, where a first material (e.g., ammonium dihydrogen phosphate) has a melting point sufficiently low that it is melted so as to bind the second material (e.g., alumina). Subsequent heat treatment enables chemical reaction of the two materials to form a ceramic (e.g., aluminum phosphate) capable of withstanding high temperatures.Board of Regents, University of Texas Syste

Simulation based learning methodology in pharmacology: knowledge and perception among second year medical under-graduate students

Background: Simulation-based learning (SBL) enhances problem-solving, improves skills in health care professionals. Authors assessed its use in teaching and learning pharmacology among medical undergraduates exposed to METIman, human patient simulator.Methods: Medical undergraduate students exposed to SBL for over a year (8 clinical pharmacology related scenarios) were asked to fill a validated questionnaire at the end of the academic year.Results: Of 145 students who underwent SBL, the data of 84 were analysed. The overall satisfaction score with SBL was highly significant in 79 (94%) with a score of 26-35. Participants opined that it increases the depth of experience (91.6%), provides a no risk learning and immediate feedback opportunity (93.4%), a good opportunity to come across rare scenarios (86.2%), enhances decision making, communication, teamwork and skill development (92%); opportunity of repeated learning and enhanced patient safety at hospitals (89.28%), reduces the dependency on patients (72.8%), good opportunity for crisis training (88.0%) were other factors favouring the use of SBL. Preference for an increase in the number of classes allotted to simulation (27.4%) and reducing the duration of class (9.6%) were the major suggestions. It is an excellent method to teach and make it interesting to learn pharmacology (80.0%)Total score varied between 23-35 with a mean±SD of 35±30.64. None had a score of 7-15.Conclusions: SBL is an effective teaching and learning methodology with adequate participant satisfaction. It can be of immense utility as a learning tool with better outcome in learning, retention and recall