Association Between Medication Adherence and Oxidative Stress in Patients With First-Episode Mania

Poor adherence is a major problem in patients with manic episodes that impairs functionality and has unknown effects on oxidative stress. The objective of this study was to analyze the relationship between adherence to medication, severity of symptoms and oxidative stress in a sample of patients with a first episode of mania. A longitudinal, 6-month study was performed in 60 patients, who were classified as adherent and non-adherent to medication (mainly antipsychotics). Blood levels of oxidative stress parameters and expression of the antioxidant nuclear transcription factor NRF2 in mononuclear cells of peripheral blood were assessed at baseline and at the end of follow-up. In addition, clinical symptoms and functioning were evaluated. Linear multivariate regression was used to determine the relationship between adherence, oxidative stress, and clinical symptoms. Finally, 44 patients completed follow-up. The results of this study showed that at 6-month follow-up, adherence was significantly associated with better functioning and reduced clinical symptoms. Additionally, more severe symptoms were associated with increased levels of oxidative stress and antioxidant parameters. At study completion, non-adherents exhibited greater levels of antioxidants than adherent patients. In conclusion, poor adherence to medication is associated with a poorer prognosis in the medium term and causes increased antioxidant response.This study has been funded by Instituto de Salud Carlos III through the projects PI12/02077, PI16/01164, PI14/01900 (Co-funded by European Regional Development Fund/European Social Fund. Investing in your future); the Basque Foundation for Health Innovation and Research (BIOEF); Networking Center for Biomedical Research in Mental Health (CIBERSAM) and the University of the Basque Country (GIC12/84). The psychiatric research department in University Hospital Araba is supported by the Stanley Research Foundation (03-RC-003). SG has a PhD fellowship from the University of the Basque Country

Suicidal behaviour and cognition: A systematic review with special focus on prefrontal deficits

BACKGROUND: Suicide is a major health concern worldwide, thus, identifying risk factors would enable a more comprehensive understanding and prevention of this behaviour. Neuropsychological alterations could lead to difficulties in interpreting and managing life events resulting in a higher risk of suicide. METHOD: A systematic literature search from 2000 to 2020 was performed in Medline (Pubmed), Web of Science, SciELO Citation Index, PsycInfo, PsycArticles and Cochrane Library databases regarding studies comparing cognition of attempters versus non-attempters that share same psychiatric diagnosis. RESULTS: 1.885 patients diagnosed with an Affective Disorder (n=1512) and Schizophrenia/ Schizoaffective Disorder (n=373) were included. In general comparison, attention was found to be clearly dysfunctional. Regarding diagnosis, patients with Schizophrenia and previous history of suicidal behaviour showed a poorer performance in executive function. Patients with current symptoms of an Affective Disorder and a previous history of suicidal attempt had poorer performance in attention and executive function. Similarly, euthymic affective patients with history of suicidal behaviour had worse decision-making, attention and executive function performance compared to euthymic non-attempters. LIMITATIONS: The number of papers included in this review is limited to the few studies using non-attempter clinically-matched control group and therefore results regarding diagnosis, symptomatology and time of the attempt are modest and contradictory. CONCLUSIONS: Patients who have attempted suicide have a poorer neuropsychological functioning than non-attempters with a similar psychiatric disorder in attention and executive function. These alterations increase vulnerability for suicide.This work was supported by Carlos III Health Research Institute[grant numbers PI14/02029, PI15/00793, PI15/00789, PI16/01164,PI17/01433 and PI18/01055 (co-financed by the European RegionalDevelopment Fund(FEDER/ERDF)/European Social Fund‘Investing inyour future’ and the Government of the Principality of Asturias PCTI-2018–2022 IDI/2018/235)], Foundation for Health Innovation andResearch (BIOEF); Bioaraba Research Institute; Networking Center forBiomedical Research in Mental Health (CIBERSAM), the BasqueGovernment [grant numbers 2015111024, 2017111104] and theUniversity of the Basque Country [grant number 321212ELBY]. Thepsychiatric research department in Araba University Hospital is sup-portedbytheStanleyResearchFoundation[grantnumber03-RC-003

Desigualdad en educación y desarrollo profesional de los docentes que trabajan con alumnos, centros y zonas en riesgo de sufrir procesos de exclusión

Celebrado en Granada los días 25, 26 y 27 de septiembre de 2003.Hablar de formación del profesor en contextos de desigualdad –dado que ésta profesionalización es un proceso continuo a lo largo de toda su trayectoria profesional–, supone invariablemente hablar de un modelo de profesor, de interacción didáctica, de educación... De partida, nos plateábamos que existía un modelo de profesor, de socialización en la zona y de desarrollo profesional en estas circunstancias muy particulares. Por lo que parece relevante comprender cómo sienten los profesores el ejercicio de su profesión en estos contextos, cómo varían sus necesidades y orientaciones vitales y qué opinan ellos como fundamental para ajustarse a y transformar la realidad en la que trabajan; pero también contextualizar y atemperar sus opiniones y relatos de experiencia con las de otros agentes de la comunidad

Psychoeducational preventive treatment for women at risk of postpartum depression: study protocol for a randomized controlled trial, PROGEA

Background: Postpartum depression is a disease with a prevalence of 20% that has deleterious consequences not only for the mother but also for the baby and can cause delays in physical, social and cognitive development. In this context, the European Union Committee on Public Health has declared it essential that preventative measures are taken by centres providing care for women with a multidisciplinary approach. PROGEA is a multicentre, single-blind randomized, 3-year, longitudinal clinical trial aiming to evaluate the efficacy of a psychoeducational programme in preventing postpartum depression in at-risk women, based on a range of clinical variables, and explore prognostic factors. This paper describes the methods and rationale behind the study. Methods: We will study women receiving treatment as usual plus a psychoeducation cognitive behavioural therapy (CBT)-based intervention and a control group receiving only treatment as usual. The sample will be recruited from an incidental sampling of pregnant women in two health regions. We will recruit 600 women in the third trimester of pregnancy who consent to take part in the study. Almost half of the women, about 280, would be expected to have some risk factors for postpartum depression. All those found to have risk factors will be evaluated, and we estimate that a quarter will be classified as at-risk of developing postpartum depression as measured with the Edinburgh Postnatal Depression Scale. This subset will be randomly allocated to receive treatment as usual with or without the CBT intervention. Six sessions of CBT (1 individual and 5 group) will be offered by a psychologist. Discussion: Findings from this study will be used to design a definitive study that will examine the clinical and cost-effectiveness of the CBT-based intervention in improving the mood of women in the postpartum period.This work was supported by local grants from the Department of Education, Linguistic Policy and Culture of the Basque Country Government (2011111110)

Empoderamiento del alumnado adulto y de las personas mayores para una ciudadanía activa

Esta obra reúne iniciativas y experiencias de sensibilización y formación del profesorado y del alumnado adulto y mayor hacia una educación en competencias que contribuya a desarrollar la práctica de una ciudadanía activa compartiendo el tiempo libre, los conocimientos y las experiencias en proyectos sociales que consoliden y mejoren el entramado social de la ciudad, de las personas que la habitan y de la atención a sus necesidades. Su origen fue el proyecto CiudAct cofinanciado por el Programa Erasmus+ de la Unión Europea y en su desarrollo ha intervenido un equipo interinstitucional liderado por el Aula de Mayores+55 de la Universidad de Málaga y participado por el Centro de Profesorado «José Rodríguez Galán» de Antequera, la Asociación Cívica para la Prevención (ACP), la Asociación de Igualdad de Género Universitario (AIGU), y el Ayuntamiento de Faraján (Málaga). Con ellos, y con otras tantas instituciones y sus respectivos consorcios locales en toda Europa, se participa en la red supranacional Ciudades en Crecimiento.Programa Erasmus+ de la Unión Europea (referencia de proyecto 2015-1-ES01-KA104-014944

Angiotensin-Converting Enzyme Inhibitors and Angiotensin Receptor Blockers Withdrawal Is Associated with Higher Mortality in Hospitalized Patients with COVID-19

Our main aim was to describe the effect on the severity of ACEI (angiotensin-converting enzyme inhibitor) and ARB (angiotensin II receptor blocker) during COVID-19 hospitalization. A retrospective, observational, multicenter study evaluating hospitalized patients with COVID-19 treated with ACEI/ARB. The primary endpoint was the incidence of the composite outcome of prognosis (IMV (invasive mechanical ventilation), NIMV (non-invasive mechanical ventilation), ICU admission (intensive care unit), and/or all-cause mortality). We evaluated both outcomes in patients whose treatment with ACEI/ARB was continued or withdrawn. Between February and June 2020, 11,205 patients were included, mean age 67 years (SD = 16.3) and 43.1% female; 2162 patients received ACEI/ARB treatment. ACEI/ARB treatment showed lower all-cause mortality (p < 0.0001). Hypertensive patients in the ACEI/ARB group had better results in IMV, ICU admission, and the composite outcome of prognosis (p < 0.0001 for all). No differences were found in the incidence of major adverse cardiovascular events. Patients previously treated with ACEI/ARB continuing treatment during hospitalization had a lower incidence of the composite outcome of prognosis than those whose treatment was withdrawn (RR 0.67, 95%CI 0.63-0.76). ARB was associated with better survival than ACEI (HR 0.77, 95%CI 0.62-0.96). ACEI/ARB treatment during COVID-19 hospitalization was associated with protection on mortality. The benefits were greater in hypertensive, those who continue

Effectiveness of an intervention for improving drug prescription in primary care patients with multimorbidity and polypharmacy:Study protocol of a cluster randomized clinical trial (Multi-PAP project)

This study was funded by the Fondo de Investigaciones Sanitarias ISCIII (Grant Numbers PI15/00276, PI15/00572, PI15/00996), REDISSEC (Project Numbers RD12/0001/0012, RD16/0001/0005), and the European Regional Development Fund ("A way to build Europe").Background: Multimorbidity is associated with negative effects both on people's health and on healthcare systems. A key problem linked to multimorbidity is polypharmacy, which in turn is associated with increased risk of partly preventable adverse effects, including mortality. The Ariadne principles describe a model of care based on a thorough assessment of diseases, treatments (and potential interactions), clinical status, context and preferences of patients with multimorbidity, with the aim of prioritizing and sharing realistic treatment goals that guide an individualized management. The aim of this study is to evaluate the effectiveness of a complex intervention that implements the Ariadne principles in a population of young-old patients with multimorbidity and polypharmacy. The intervention seeks to improve the appropriateness of prescribing in primary care (PC), as measured by the medication appropriateness index (MAI) score at 6 and 12months, as compared with usual care. Methods/Design: Design:pragmatic cluster randomized clinical trial. Unit of randomization: family physician (FP). Unit of analysis: patient. Scope: PC health centres in three autonomous communities: Aragon, Madrid, and Andalusia (Spain). Population: patients aged 65-74years with multimorbidity (≥3 chronic diseases) and polypharmacy (≥5 drugs prescribed in ≥3months). Sample size: n=400 (200 per study arm). Intervention: complex intervention based on the implementation of the Ariadne principles with two components: (1) FP training and (2) FP-patient interview. Outcomes: MAI score, health services use, quality of life (Euroqol 5D-5L), pharmacotherapy and adherence to treatment (Morisky-Green, Haynes-Sackett), and clinical and socio-demographic variables. Statistical analysis: primary outcome is the difference in MAI score between T0 and T1 and corresponding 95% confidence interval. Adjustment for confounding factors will be performed by multilevel analysis. All analyses will be carried out in accordance with the intention-to-treat principle. Discussion: It is essential to provide evidence concerning interventions on PC patients with polypharmacy and multimorbidity, conducted in the context of routine clinical practice, and involving young-old patients with significant potential for preventing negative health outcomes. Trial registration: Clinicaltrials.gov, NCT02866799Publisher PDFPeer reviewe

Innovación en las enseñanzas universitarias: experiencias presentadas en las III Jornadas de Innovación Educativa de la ULL

En este libro se recoge un conjunto de experiencias de innovación educativa desarrolladas en la ULL en el curso 2011-12. Se abordan distintos ámbitos y ramas del conocimiento, y ocupan temáticas variadas que han sido desarrolladas con rigor, y con un claro potencial para su extrapolación a efectos de la mejora educativa en el ámbito universitario. Esta publicación constituye una primera edición de una serie que irá recogiendo las experiencias de innovación educativa de la ULL. Este es un paso relevante para su impulso en nuestra institución, como lo es el de su vinculación con la investigación educativa, para potenciar su publicación en las revistas científicas en este ámbito cada vez más pujante y relevante para las universidades. Sobre todo representan el deseo y el compromiso del profesorado de la ULL para la mejora del proceso educativo mediante la investigación, la evaluación y la reflexión compartida de nuestras prácticas y planteamientos docentes

Construcción y validación de un modelo de evaluación de la formación permanente del profesorado, fundado en el conocimiento, la colaboración y la reflexión

Proporcionar un modelo de evaluación aplicable a las modalidades de formación permanente del profesorado. 460 profesores-as de Educación Infantil, Primaria y Secundaria Obligatoria de centros concertados de la provincia de Granada. Miembros del proyecto 'Visita al museo' del Colegio Dulce Nombre de María-Escolapios de Granada. Se elabora y aplica un cuestionario validado según la técnica Delfos, al que se calcula, para la consistencia interna, la theta de Carmines. Se realiza un análisis descriptivo, factorial, cluster de variables y cluster de sujetos de los datos obtenidos, empleando el programa BMDB. El modelo formativo se valida aplicándolo al proyecto 'Visita al museo' y, para la obtención de datos, se realizan entrevistas colectivas a los miembros del proyecto, observación participante y grabación en audio y vídeo de las sesiones. Los datos cualitativos se analizan empleando el programa AQUAD FIVE. Cuestionario de indicadores para la evaluación de la formación permanente del profesorado. Técnica Delfos, Theta de Carmines. A través del análisis factorial se obtienen siete conglomerados en los que se agrupan los indicadores que establecen las líneas esenciales para la construcción y aplicación de un modelo formativo. Se destaca la importancia que el profesorado otorga al diseño del programa formativo, concretamente a las características del programa, los participantes, el contexto y el entorno. Se detectan cuatro grupos de sujetos que deben recibir atención diferenciada en su desarrollo profesional: ponentes, coordinadores, participantes en cursos formativos y componentes de grupos de trabajo. Se afirma que la estructura del modelo de evaluación puede llevarse a cabo estableciendo criterios de autoevaluación basados en la reflexión colaborativa, la descripción de formas de acción encaminadas a la evaluación por colegas y procedimientos colectivos de análisis de datos para la emisión de juicios.Ministerio Educación CIDEBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; Fax +34917748026; [email protected]

Elementos para la evaluación de Programas de Desarrollo Profesional del Docente

[ES] En este artículo informamos los resultados de una investigación que pretendía: a) detectar criterios considerados por el profesorado como esenciales para la construcción de sistemas de evaluación de programas de desarrollo profesional de los profesores, b) reducir estos indicadores a un número finito de factores que los representen y c) encontrar perfiles profesionales entre las personas que participan en programas formativos. Un cuestionario de indicadores para la evaluación de la formación permanente del profesorado fue aplicado a 460 profesores de educación infantil, educación primaria y educación secundaria obligatoria de centros concertados de la provincia de Granada. Los datos se sometieron a un análisis descriptivo (BMDP2D), otro factorial (BMDP4M) y un cluster de sujetos (BMDPKM). Se han encontrado 131 indicadores apropiados para la evaluación de programas formativos y siete factores que, en opinión de los profesores consultados, son representativos de esos elementos o criterios considerados esenciales. Igualmente se han descubierto cuatro perfiles característicos de las personas que intervienen en los programas formativos: coordinadores de grupos de trabajo, ponentes, participantes en cursos formativos e integrantes de grupos de trabajo.[EN] In this article we report the results of an investigation which tried to: a) detect criteria that teachers consider essential to shape evaluation sistems of teacher professional development programs, b) reduce this indicators to finite number of factors that stand for it, and c) find professional traits through the participants in teacher education programs. Four hundred and sixty teachers of nursery education, primary education, and secondary education, belonging to private schools of the province of Granada (Spain), were applied a questionnaire of indicators for teacher professional development program evaluation. Data were analyse using the Biomedical Computer Programmes: BMDP2D (descriptive analysis), BMDP4M (factorial analysis), and BMDPKM (K-Means clustering of cases). One hundred and thirty one indicators appropriate for evaluation of teacher education programs, and seven factors representing these criteria considered essential by teachers answered had been found. Four typical traits of the participants in teacher education programs had also been found: work group coordinators, educators, participants in training courses, and work group integrants.[FR] Dans cet article, nous donnons une information sur une recherche qui prétendait: a) détecter les critères que les professeurs considèrent essentiels pour construire systèmes qui permettent d'évaluer programmes de perfectionnement du professorat, b) réduire ces indicateurs à un nombre défini de facteurs qui les représentent et c) trouver les formes professionnelles entre les sujets qui participent aux programmes de formation. Un questionnaire d'indicateurs pour l'évaluation de la formation permanente des enseignants a été appliqué à professeurs de l'éducation infantile, de l'éducation primaire et de l'éducation secondaire obligatoire, des centres concertés de la province de Granada. Les données ont été soumises à une analyse descriptive (BMDP2D), autre factorielle (BMDP4M) et un cluster de sujets (BMDPKM). On a rencontré cent trente un indicateurs appropriés pour l'évaluation de programmes de formation et sept facteurs qui, selon les professeurs contactés, représentent ces éléments ou critères considérés essentiels. On a découvert pareillement quatre formes caractéristiques des personnes qui interviennent dans les programmes de formation: coordonnateurs de groupes de travail, rapporteurs, participants des courses de formation et ceux qui font partie de groupes de travail