Role of tipranavir in treatment of patients with multidrug-resistant HIV

The worldwide emergence of multidrug-resistant human immunodeficiency virus (HIV)-1 strains has the driven the development of new antiretroviral (ARV) agents. Over the past 5 years, HIV-entry and integrase inhibitor ARVs, as well as improved non-nucleoside reverse transcriptase inhibitors (NRTIs) and protease inhibitors (PIs), have become available for treatment. It is important to assess how these new ARVs might be most judiciously used, paying close attention to viral susceptibility patterns, pharmacodynamic parameters, and the likelihood that patients will adhere to their therapy. Herein we review published material in Medline, EMBASE, and ISI for each antiretroviral agent/classes currently approved and summarize the available data on their efficacy, safety, and pharmacologic parameters. We focus on the role of tipranavir, a recently approved nonpeptidic PI, for treating HIV-infected children, adolescents, and adults with a history of multidrug-resistant HIV

Index of Learning Styles in a U.S. School of Pharmacy

Objetivo: El objetivo de este estudio fue evaluar la predominancia de los estilos de aprendizaje entre los estudiantes de farmacia en una facultad de farmacia acreditada en los Estados Unidos. Métodos: Después e la aprobación de la Junta de Revisión Institucional, se administró el Index of Learning Styles© a 210 estudiantes de farmacia. El cuestionario proporciona resultados en 4 dominios: percepción, entradas, procesamiento, y comprensión. Se realizaron análisis para determinar las tendencias en los estilos de aprendizaje de los alumnos. Resultados: En los 4 dominios, el 84% de los estudiantes mostró preferencias hacia la percepción sensorial, el 66% hacia las entradas visuales, y el 74% hacia la comprensión secuencial. Los estudiantes no mostraron preferencias significativas hacia el procesamiento activo o reflexivo. Las preferencias fueron de intensidad moderada hacia los estilos de aprendizaje sensorial, visual y secuencial. Conclusión: Los estudiantes mostraron preferencias por los estilos de aprendizaje sensorial, visual y secuencial, con el género jugando un papel en las preferencias de estilo de aprendizaje. Los académicos deberían ser conscientes, a pesar de algunas preferencias, que existe una mezcla de estilos de aprendizaje. Para centrarse en las preferencias encontradas, los docentes deberían centrar la enseñanza en una progresión lógica, a medida que van aumentando las ayudas visuales. Para tener en cuenta los otros tipos de estilos de aprendizaje, los docentes pueden ofrecer otros abordajes y proporcionar actividades suplementarias para los que se puedan beneficiar de ellas. Se necesita más investigación para comparar estos estilos de aprendizaje con los estilos docentes de los tutores y profesores en las facultades de farmacia.Objective: The goal of this study was to assess for a predominance of learning styles among pharmacy students at an accredited U.S. school of pharmacy. Methods: Following approval by the Institutional Review Board, the Index of Learning Styles© was administered to 210 pharmacy students. The survey provides results within 4 domains: perception, input, processing, and understanding. Analyses were conducted to determine trends in student learning styles. Results: Within the four domains, 84% of students showed a preference toward sensory perception, 66% toward visual input, and 74% toward sequential understanding. Students showed no significant preference for active or reflective processing. Preferences were of moderate strength for the sensing, visual, and sequential learning styles. Conclusions: Students showed preferences for sensing, visual, and sequential learning styles with gender playing a role in learning style preferences. Faculty should be aware, despite some preferences, a mix of learning styles exists. To focus on the preferences found, instructors should focus teaching in a logical progression while adding visual aids. To account for other types of learning styles found, the instructors can offer other approaches and provide supplemental activities for those who would benefit from them. Further research is necessary to compare these learning styles to the teaching styles of pharmacy preceptors and faculty at schools of pharmacy

Major publications in the critical care pharmacotherapy literature in 2015

PURPOSE: Recently published practice guidelines and research reports on pharmacotherapy in critical care patient populations are summarized. SUMMARY: The Critical Care Pharmacotherapy Literature Update (CCPLU) Group is composed of over 50 experienced critical care pharmacists who evaluate 31 peer-reviewed journals monthly to identify literature pertaining to pharmacotherapy in critical care populations. Articles are chosen for summarization in a monthly CCPLU Group publication on the basis of applicability and relevance to clinical practice and strength of study design. From January to December 2015, a total of 121 articles were summarized; of these, 3 articles presenting clinical practice guidelines and 12 articles presenting original research findings were objectively selected for inclusion in this review based on their potential to change or reinforce current evidence-based practice. The reviewed guidelines address the management of intracranial hemorrhage (ICH), adult advanced cardiac life support (ACLS) and post-cardiac arrest care, and the management of supraventricular tachycardia (SVT). The reviewed research reports address topics such as nutrition in critically ill adults, administration of β-lactams for severe sepsis, anticoagulant selection in the context of continuous renal replacement therapy, early goal-directed therapy in septic shock, magnesium use for neuroprotection in acute stroke, and progesterone use in patients with traumatic brain injury. CONCLUSION: Important recent additions to the critical care pharmacy literature include updated joint clinical practice guidelines on the management of spontaneous ICH, ACLS, and SVT