Better prognostic models can be achieved by adopting low cost and real-time intermediate outcomes rather than static data.

Adverse events, taken from bedside monitored data, are important intermediate outcomes, contributing to a timely recognition of organ dysfunction and failure during ICU length of stay. The obtained results show that it is possible to use DM methods to get knowledge from easy obtainable data, thus making room for the development of intelligent clinical alarm monitoring.

ABSTRACT. This paper introduces the

Preservation of the Scarpa fascia during an abdominoplasty had a beneficial effect on patient recovery, as it reduced the total drain output, time to drain removal, and seroma rate without compromising the aesthetic result.

No abstract

Eagle syndrome, also known as elongated styloid process, is a condition first described by Watt Eagle in 1937. It occurs when an elongated styloid process or calcified stylohyoid ligament causes recurrent throat pain or foreign body sensation, dysphagia, or facial pain. Additional symptoms may include neck or throat pain with radiation to the ipsilateral ear. It is usually hard to diagnose because the symptoms related to this condition can be confused with those attributed to a wide variety of facial neuralgias. In this article, a case of Eagle syndrome exhibiting unilateral symptoms with bilateral elongation of styloid process is reported.

Microsurgical hand reconstruction can be the first option to consider in some particular and complex clinical situations. An algorithm based on anatomical considerations and functional outcomes, may be useful for the plastic surgeon that deals with these challenging cases.

RESUMOIntrodução: A transição do ensino secundário para o ensino superior é um desafio para o estudante de medicina. Gerir o tempo de estudo e promover as competências de autorregulação da aprendizagem torna-se fundamental para lidar com o exponencial do conhecimento na educação médica. Este estudo pretende avaliar as competências de autorregulação da aprendizagem e o tempo de estudo na transição do secundário para o ensino superior, e explorar o seu efeito no burnout académico no primeiro ano do curso de medicina. Material e Métodos: Foram recolhidos dados de 102 (43%) estudantes do primeiro ano do curso de medicina acerca das competên-cias de autorregulação da aprendizagem, desempenho académico e tempo de estudo/semana no início do ano letivo (relativos ao último ano do secundário) e no final do mesmo (relativos ao primeiro ano do curso) -nesta fase foi também avaliado o burnout. Resultados: A exposição ao burnout ocorreu em 12% dos estudantes. A aprendizagem auto-direcionada no ensino secundário e superior e adoção de estratégias de aprendizagem e de avaliação no ensino superior apresentaram efeito protetor de burnout. Contudo, a aprendizagem auto-direcionada no ensino secundário teve efeito indireto no burnout académico através da aprendizagem autodirecionada no ensino superior. Conclusão: Os estudantes de medicina experienciam problemas de saúde no primeiro ano do curso. Capacitá-los a desenvolver estratégias de aprendizagem e de avaliação e direcionarem autonomamente as suas aprendizagens terá impacto no seu bem-estar. Não é o desempenho académico que influencia o burnout mas o tempo de estudo. Palavras-chave: Aprendizagem; Autocontrolo; Educação Médica Pré-Graduada; Escolaridade; Estudantes de Medicina/psicologia; Motivação; Portugal. ABSTRACT Introduction:The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondaryhigher education transition and to explore its effect on academic burnout in the first year of medical school. Material and Methods:We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year.Results: Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during clas...