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Immune Thrombocytopenic Purpura Association with Epstein-Barr Virus
No full textImmune thrombocytopenia (ITP), also referred to as idiopathic thrombocytopenic purpura, is an acquired form of thrombocytopenia caused by antibodies directed against platelet glycoproteins, particularly anti-GpIIb/IIIa antibodies. Epstein-Barr virus (EBV), a herpes virus infecting a large majority of the population before adulthood, has been implicated in various immune-mediated disorders, including ITP. In this report, we present a case of a young adult female with a history of thrombocytopenia who was found to have severe thrombocytopenia attributed to chronic EBV infection. Despite initial treatment with corticosteroids and intravenous immunoglobulin (IVIG), the patient\u27s condition necessitated second-line therapies, including rituximab and thrombopoietin receptor agonists. This case underscores the significance of EBV screening in refractory cases of ITP and highlights the need for tailored therapeutic approaches in chronic EBV-associated ITP
An educational interventional study to compare the effectiveness of Small Group Discussion versus Role Play as a teaching learning method in the subject of Pharmacology
No full textBACKGROUND: Teaching-learning methods include lectures, discussions, and small group activities. Small group discussions and role-plays enhance adult learning by promoting participation, reflection, communication, and teamwork. These methods improve knowledge retention and prepare students for real-life scenarios and professional challenges through experiential, interactive learning. Aim of the study was to compare the effectiveness of Small Group Discussion (SGD) vs Role play as a teaching learning (T/L) method among Phase II medical students.
METHODS. Out of 140 Phase II MBBS students, 88 participated in the pharmacology schedule and were included in the study. After randomization, 42 students (Group A) underwent SGD, and 46 (Group B) participated in Role Play. Both groups completed pre- and post-tests, prescription writing, reflection, and a perception questionnaire.
RESULTS. The primary objective of evaluating the effectiveness of SGD vs Role play as T/L method was performed by comparing the mean scores of post-tests and written prescriptions. Mean Score of post-test was 6.53±1.40 and 6.11±1.33 of Group A & B, respectively (p\u3e0.05). Mean score of prescriptions was 6.80±1.44 and 5.08±1.30 for Group A and Group B, respectively (p
CONCLUSION. Role play is effective for learning communication skills. SGD is better for understanding the clinical aspects of the topic. Both the methods hold their own importance as a teaching learning method
Chronic Immunosuppression May Increase the Risk of Coronary Artery Perforation in Patients Undergoing CTO-PCI
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Endovascular Management for Refractory Hepatic Encephalopathy After Transjugular Intrahepatic Portosystemic Shunt (TIPS) Creation
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The Effect of Travel Load on Minor League Baseball (MiLB) Injuries Part 2: Injury Frequency by Position
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Prolonged Dengue With Warning Signs, Bacteriemia, and Acute Renal Failure in a Renal Transplant Patient
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