Aim: Chlorella vulgaris is a unicellular green microalga with several pharmacological activities including anti‐hyperlipidemic effects. In spite of interesting preclinical findings, the clinical efficacy of C. vulgaris in dyslipidemia—whether alone or in combination with statins—has not been clarified. The present study aimed to investigate the impact of supplementation with C. vulgaris as an adjunctive therapy to atorvastatin in dyslipidemic subjects. Methods: In a randomised, open‐label clinical trial, 100 dyslipidemic subjects were randomly assigned to: (i) Chlorella group (n = 50, dropouts = 24), receiving C. vulgaris (600 mg/day) + atorvastatin (20 mg/day) for 8 weeks; or (ii) atorvastatin group (n = 50, dropouts = 13), receiving only atorvastatin (20 mg/day) for 8 weeks. Lipid profile and biomarkers of muscular, hepatic and renal injury were determined at baseline and at the end of the trial. Results: There were significant reductions in serum total cholesterol (P < 0.001), low‐density lipoprotein cholesterol (P < 0.001) and triglycerides (P= 0.006 in Chlorella and P= 0.004 in atorvastatin group) in both groups. No significant change in serum high‐density lipoprotein cholesterol levels was observed in any of the groups. Serum aspartate aminotransferase levels were raised in both Chlorella (P= 0.034) and atorvastatin (P= 0.002) groups, whereas alkaline phosphatase was only elevated in the Chlorella group (P= 0.028). In comparison with baseline values, no significant change was observed in serum levels of alanine aminotransferase, creatine phosphokinase, creatinine, blood urea nitrogen and fasting blood sugar. Conclusion: Based on the results, addition of C. vulgaris to atorvastatin therapy for 8 weeks does not appear to be associated with an improved control of serum lipid profile.
Background Role modeling has been significantly considered in medical education in recent decades. In the clinical course, students learn necessary skills and accordingly their professional identity is formed by observing and working among clinical educators. Given the importance of the role modeling in medical education, in the present study, it was attempted to explore the clinical teachers’ perceptions of being a role model for medical students using a qualitative method. Methods A qualitative design, based on the content analysis approach, was used to analyze the perspectives of 15 clinical teachers. Participants were chosen by purposeful sampling. Data were collected using reflection paper writing. Results During the data analysis, five main categories emerged: influencing others, developing different dimensions of student, situational self-awareness, feedback and continuous effort. Conclusions This study will be useful to form role modeling educational programs. Encouraging clinical teachers to make continuous efforts to improve role modeling and educating time management and self-control skills can help reduce the challenges of role modeling for clinical teachers.
Background: Clinical reasoning plays an important role in the accurate diagnosis and treatment of diseases. Script Concordance test (SCT) is one of the tools that assess clinical reasoning skill. This study was conducted to determine the reliability and concurrent and predictive validity of SCT in assessing final lessons and gynecology exams of undergraduate midwifery students. Methods: At first, 20 clinical scenarios followed by 3 questions were designed by 2 experienced midwives. Then, after examining the content validity, 15 scenarios were selected. The test was used for 55 midwifery students. The correlation of SCT results with grade point average (GPA) was measured. To evaluate the concurrent validity of SCT, the correlation between SCT scores and the final exam of the gynecology course was measured. To measure predictive validity, the correlation of SCT scores with comprehensive exams of midwifery was calculated. Data were analyzed using SPSS software. Descriptive statistics, Pearson correlation, and coefficient Cronbach's alpha were used for analysis. The test’s item difficulty level (IDL) and item discriminative index (IDI) were determined using Whitney and Sabers’ method. Results: The internal reliability of the test (calculated using Cronbach’s alpha coefficient) was 0.74. All questions were positively correlated with the total score. The highest correlation coefficient was related to GPA and comprehensive test with the score of 0.91. The correlation coefficient between SCT and the final test (concurrent validity) was 0.654, and the correlation coefficient between SCT and comprehensive test (predictive validity) was 0.721. The range of item discriminative index and item difficulty level in this exam was 0.39-0.59 and 0.32-0.66, respectively. Conclusion: SCT shows a relatively high internal validity and can predict the success rate of students in the comprehensive exams of midwifery. Also, it showed a high concurrent validity in the final test of gynecology course. This test could be a good alternative for formative and summative tests of clinical courses.
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