Browsing by Author "Gonzalez, Alejandro"

Now showing 1 - 6 of 6
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    A clinical teaching course for residents improves self-perception about preparation to teach
    (SOC MEDICA SANTIAGO, 2012) Reyes, Carlos; Florenzano, Pablo; Contreras, Alvaro; Gonzalez, Alejandro; Beltran, Daniela; Aravena, Carlos; Grassi Corrales, Bruno
    A clinical teaching course for residents improves self-perception about preparation to teach Background: Medical doctors need to be competent to teach patients, their families, students, and the health care team. In a previous study we determined that although the residents attach great importance to have teaching skills, they do not feel prepared to meet this role. Aim: To assess self-perception of learning in a formal course of training how to teach for residents. Material and Methods: In 2004 we implemented the course "Residents as Clinical Teachers", based on the Stanford Faculty Development Center for Medical Teachers Model (SFDC), for residents of a Medical School. Residents of all the post graduate programs were invited to take the course as an elective during the period 2004-2011. At the end of the course each resident completed the pre/post Seminar Series Housestaff/student Questionnaire; assessing perceptions of learning, expressed in a Likert scale from 1-5. Results: The implementation of the course in 111 residents significantly improved self-perception of general preparation for teaching and improved self-perception of preparedness in each educational category. The personal goals most commonly established by participants were on feedback (52,2%), control of session (44%) and communication of goals (40%). Barriers for teaching most frequently identified were lack of time to do clinical teaching (51,3%) and environmental limitations (16,2%). The main impact of the course reported by residents were acquisition of teaching skills or tools for teaching (39,6%), enhancing of motivation (14%), and a richer understanding of teaching principles (14%). Conclusions: A clinical teaching course for residents improves their self-perception of preparation to teach and enhances motivation for clinical teaching. (Rev Med Chile 2012; 140: 1431-1436).
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    Collapsing glomerulopathy
    (SOC MEDICA SANTIAGO, 2012) Carlos Said, Juan; Maria Letelier, Luz; Gonzalez, Alejandro; Escobillana, Cristobal; Pisano, Raul
    Collapsing glomerulopathy is a cause of nephrotic syndrome with massive proteinuria secondary to podocyte proliferation and glomerular collapse. It is characterized by an almost inevitable progression to end stage renal failure, poor response to treatment and high post-transplant recurrence. Its frequency has increased in recent years due to its common association with Human Immunodeficiency Virus (HIV) infection and the growing recognition of new etiologic agents such as drugs and parvovirus B19. Therefore, it is a disease of growing interest for clinicians. The aim of this review is to update the clinical presentation, diagnosis, pathogenesis and therapeutic alternatives of this disease. (Rev Med Chile 2012; 140: 1342-1346).
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    Difficult fiberoptic tracheal intubation in 1 month-old infant with Treacher Collins Syndrome
    (2018) Fuentes Henríquez, Ricardo Sergio; Carlos De la Cuadra, Juan; Lacassie Quiroga, Héctor; Gonzalez, Alejandro
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    INTESTINAL PERFORATION SECONDARY TO BLUNT INGUINAL TRAUMA IN A SOCCER PLAYER: A CASE REPORT
    (ELSEVIER SCIENCE INC, 2012) Vucetich, Nevenka; Andresen, Max; Hasbun, Pablo; Regueira, Tomas; Ibanez, Luis; Gonzalez, Alejandro
    Background: Intestinal perforation caused by blunt trauma to an inguinal hernia is a very uncommon event. Case Report: We present the case of a 55-year old man who suffered trauma to the inguinal area while playing soccer and later developed intense abdominal pain with no categorical signs of peritoneal irritation. Computed tomography scan at arrival showed a right inguinal hernia, with partial protrusion of the ileum, inflammatory changes of the mesenteric fat tissue inside the hernial sac, and free intraperitoneal fluid. Several hours later he developed hypotension and fever. An emergency laparotomy was performed, revealing ileum perforation with peritonitis. Intestinal perforation was repaired without intestinal resection. After surgery, the patient developed severe septic shock with multiple organ failure. He recovered without sequelae and was discharged 3 weeks later. Conclusion: This case emphasizes the potential clinical complications associated with this condition. (C) 2012 Elsevier Inc.
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    Libman-Sacks endocarditis associated with antiphospholipid syndrome. Report of one case
    (SOC MEDICA SANTIAGO, 2013) Gonzalez, Alejandro; Vergara, Maximiliano; Heredia, Ana; Llanos, Leonidas; Araos, Fernando
    Libman-Sacks endocarditis is a non-infectious valvular damage associated with autoimmune disorders such as Systemic Lupus Erythematosus and Antiphospholipid Syndrome. We report a 17-year-old female consulting in the emergency room due to a right hemiparesis and aphasia. A magnetic resonance imaging showed multiple infarctions in the territory of the left middle cerebral artery, presumably of embolic origin. A trans-esophageal echocardiogram showed a vegetation in the mitral valve. Blood cultures were negative. Antinuclear antibodies and serological tests for antiphospholipid syndrome were positive. Oral anticoagulation was started and the patient was discharged. After six months of follow up, antiphospholipid antibodies are still positive.
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    Módulos interactivos en línea de semiología médica. Una herramienta para estandarizar el aprendizaje clínico
    (2016) Gonzalez, Alejandro; Vargas, Bryan; Gonzalez, Vicente; Reyes, Ignacio; Sarfatis, Alberto
    Background: The learning process for medical semiology depends on multidisciplinary teaching activities, including simulation tools. These tools should achieve a standardization level aiming at a same level of basic knowledge in each student. Aim: To evaluate an interactive online semiology learning tool. Material and Methods: An interactive online learning method for medical semiology was developed. It focused mainly on physical examination and incorporated audiovisual and self-explanatory elements, to strengthen the acquisition of skills and basic knowledge for each standardized clinical learning simulation session. Subsequently, a satisfaction survey was conducted. Also the performance of students in a clinical examination was compared with that of students of the previous year. Results: Student satisfaction was outstanding, and there was a significant improvement in the performance on the final exam. Conclusions: The use of interactive self-learning online content for medical semiology provides an effective tool to improve student learning.