J Natl Med Assoc
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Nigeria, Africa's most populous nation, is experiencing a dire challenge in meeting the specialty care access needs for its people, with extremely limited capacity to deliver subspecialty healthcare. Telemedicine/telehealth has been offered as a part of the solution to resolve health inequities, maldistribution and "brain drain" for health care services. In this preliminary communication, we assessed the impact of a telehealth innovation, subspecialty clinician-to-clinician electronic consultations (eConsult), on general practitioners (GPs) serving a diverse patient population in Nigeria. ⋯ The most commonly used specialties were Obstetrics/Gynecology, Pediatric specialties and subspecialties, and Dermatology. Nigerian GPs spent more time generating and submitting their eConsults than American counterparts, but high levels of physician satisfaction and education from the eConsults. GPs reported the reduction in unnecessary services and improved care plans in the majority of cases, suggesting the tremendous potential for eConsults to build capacity for clinicians in nations where subspecialty care services are scarce.
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Assessment of how medical residents learn and the impact on standardized test performance is important for effective training. Kolb's learning study inventory categorizes learning into accommodating, assimilating, converging and diverging based on the four stages of learning: active experimentation, abstract conceptualization, concrete experience and reflective observation. The American College of Physicians (ACP) Internal Medicine In-Training Examination (IM-ITE) has been shown to positively correlate with successful performance on clinical assessments and board certification. We sought to evaluate the association between the individual learning styles of IM residents and performance on the ACP IM-ITE. ⋯ 53 residents in the IM Residency Program of Morehouse School of Medicine completed the questionnaire. The predominant learning style was assimilating (49%), followed by converging (26%). There was no significant difference between the learning styles of residents when compared across gender, age, race, and PGY levels. Residents with a diverging learning style had the highest mean IM-ITE percentage score followed by assimilating and converging respectively (P = 0.14) CONCLUSIONS: The predominant learning styles among our IM residents are assimilating and converging, which is consistent with previous studies. Residents with a diverging style of learning appeared to perform better on the IM-ITE. We suggest that future studies should evaluate the feasibility of integrating brainstorming and group work sessions into the IM residency teaching curriculum and the impact on academic performance.
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Infection by Primate erythroparvovirus 1, generally known Parvovirus B19, is highly prevalent worldwide. Although infection by this virus will not be clinically problematic in most cases, new infections during pregnancy could result in serious repercussions in the fetus. Serologic and PCR-based methods are among the available approaches for diagnosis of Parvovirus B19 infection. In this regard, the present study is aimed to investigate the frequency of Parvovirus B19 infection by these two techniques in pregnant women of Zanjan. ⋯ Based on the findings of this study, prevalence of acute Parvovirus B19 infection was 0 and 2% based on Real-Time PCR and IgM tests, respectively. About 40% of pregnant women had experienced infection with this virus before.
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In this study, our objective was to investigate whether video laryngoscopy has any advantage over direct laryngoscopy. ⋯ We showed on a simulator that there was no statistically significant difference between the duration of the intubation between direct laryngoscopy and video laryngoscopy both in the easy and difficult airway.
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Bias has been shown to influence the experience and mental health of healthcare professional trainees and faculty in academic medicine. The authors investigated the character and impact of self-reported bias experiences sustained in the academic medical arena that were submitted anonymously online to the website SystemicDisease.com. ⋯ Racial and gender bias constitute a considerable barrier for trainees and professionals in academic medicine. Institutional awareness of these impacts can inform interventions designed to foster a more inclusive professional climate.