Purpose To find out what is known from literature about Long COVID until January 30, 2021. Methods We undertook a four-step search with no language restriction. A preliminary search was made to identify the keywords. A search strategy of all electronic databases resulted in 66 eligible studies. A forward and backward search of the references and citations resulted in additional 54 publications. Non-English language articles were translated using Google Translate. We conducted our scoping review based on the PRISMA-ScR Checklist. Results Of 120 papers, we found only one randomized clinical trial. Of the 67 original studies, 22 were cohort, and 28 were cross-sectional studies. Of the total 120 publications, 49.1% focused on signs and symptoms, 23.3% on management, and 10.8% on pathophysiology. Ten publications focused on imaging studies. The results are also presented extensively in a narrative synthesis in separated sections (nomenclature, diagnosis, pathophysiology, risk factors, signs/symptoms, management). Conclusions The controversies in its definition have impaired proper recognition and management. The predominant symptoms were: fatigue, breathlessness, arthralgia, sleep difficulties, and chest pain. Recent reports also point to the risk of long-term sequela with cutaneous, respiratory, cardiovascular, musculoskeletal, mental health, neurologic, and renal involvement in those who survive the acute phase of the illness. Supplementary Information The online version contains supplementary material available at 10.1007/s15010-021-01666-x.
In patients with end-stage renal disease, PASP increases over time. Changes are moderately predictable. Higher PASP predicted development of right ventricular dysfunction.
Learner-centered experiential approaches such as adoption of vignettes focus on practical experiences and applications in teaching business ethics. Vignettes of different types provide scenarios of events that are logical in order to help learners develop an ethical sensitivity that would influence their decision-making skill. This study focused on adoption of narrative, illustrations, repertoires, documentaries or scripts used as instructional resources for instilling ethical sensitivity among business education students. The study adopted contingency framework for ethical decision-making and targeted 102 year-three business education students at University of Nairobi. Through random sampling 58 students provided information, which was descriptively analysed. Study findings indicated that 93.6% business education students agreed that narratives, 81.8% illustration, 78.6% repertoire, 90.9% documentaries and 97.0% scripts enhance decision-making. The study recommended that teachers be advised to adopted different types of vignettes in teaching, schools provide budgetary allocation for vignettes production and further research on to establish how much vignettes have been used in schools for business studies.
Vignette-based methodologies are frequently used to examine judgments, decision-making processes and ethical sensitivity of business education teachers and learners during the learning process in business ethics instruction. In this study, sources of knowledge content in construction of vignettes, was considered as a foundation on which ethical sensitivity can be inculcated through experiential learning. The study was focused at establishing the effect of vignettes derived from various content sources on ethical decision-making among business education students. A sample of 57 students from a target population provided information through filling questionnaires, which was then analyzed using descriptive statistics. The study adopted Moral Foundations theory (MFT), a social psychological model intended to explain the origins of and variation in human moral reasoning. The finding of the study indicated that vignettes derived from case studies (94.1%) influence ethical decision-making; interviews (75.4%) stories (66.7%), textbooks (80.7%) and personal experiences (91.2%). The study recommended that universities and institutions training teachers should consider developing and adopting vignettes particularly from the learners' personal experiences as an instructional approach in teaching business ethics; business education teachers could adopt vignettes from case studies, textbooks, stories or interviews with business people in business education methods and other subject areas. On practice, the study recommended vignettes as an instructional tool to enhance dialogue, exchange of ideas and critical thinking; and more studies on the extent to which business education teachers have adopted vignettes as an instructional method.
Since the pandemic began in December 2019, SARS-Cov2 has accentuated the wide gap and disparities in socioeconomic and healthcare access at individual, community, country, and regional levels. More than two years into the current pandemic, up to three-fourths of the patients are reporting continued signs and symptoms beyond the acute phase of COVID-19, and Long COVID portends to be a major challenge in the future ahead. With a comprehensive overview of the literature, we found that most studies concerning long COVID came from high and upper-middle income countries, and people of low-income and lower-and-middle income regions and vulnerable groups with comorbid conditions have been neglected. Apart from the level of income, there is a significant geographical heterogeneity in investigating the Post-Acute Sequelae of COVID-19 (PASC) or what we call now, long COVID. We believe that these recognizing health disparities is crucial from equity perspective and is the first step toward global health promotion.
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