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Objetivo: Evaluar si existe asociación entre la prevalencia de secuelas por COVID-19 y diabetes mellitus tipo 2. Material y métodos: Diseño analítico trasversal. Se aplicó por teléfono un cuestionario estructurado, validado por expertos, a pacientes con al menos tres meses de alta y se obtuvieron datos clínicos de sus historias clínicas. Se aplicó un consentimiento informado. Resultados: El 52% fueron varones (p=0,5); la mediana de edad 57 años(RIC:21), y el tiempo entre alta y entrevista fue 9 meses. La severidad de COVID-19 fue: moderado 51%, grave 38%, critico 9%; diabéticos 23,75% (p<0,05). Se halló asociación entre secuelas generales y diabetes (OR=3,04, IC95%: 1,51-6,13, p:0,001, RPa:2,4), seguida por secuelas cardiovasculares (OR=2,91, IC95%: 1,57-5,38, p:0,000, RPa:2,1). De los 57 diabéticos, 85,9% hicieron secuelas por COVID-19; y de los 183 no diabéticos, el 68,3% (p: 0,009, OR:2,84, IC95%:1,26-6,38, RPc:2,32). Conclusiones: La prevalencia de secuelas por COVID-19 fue mayor en pacientes diabéticos que en los no diabéticos; el tipo de secuelas más frecuente fue fatiga.

Opportunities to learn (OTL) are considered important variables to enable equitable educational standards in teaching. The main objective of this work was to test a five-level hierarchical model to explain the general achievement and science competencies of Peruvian students in the Program for International Student Assessment (PISA) 2015, controlling for the student’s age and gender, and the economic, social, and cultural status, both for the student (ESCS) and the school (MESCS). The Peru database was taken from PISA 2015 and was based on the results of 6,971 Peruvian students from 281 schools. The 10 plausible values of performance in science reported by PISA 2015 were used, and each of the four sub-competencies was evaluated. The values weighted likelihood estimate (WLE) of the following composite variables were standardized: (1) In teaching-learning activities, the disciplinary environment in science classes, teaching support in science classes at the students’ choice, and inquiry-based science teaching-learning practices; teacher-directed science instruction were considered. (2) For the formative evaluation factor, feedback, student perception about the evaluation, and adaptation of the instruction to the formative evaluation were considered. (3) The control variables were as follows: the age and gender of the students, the index of social, economic, and cultural status (ESCS) at the student level, and the average of the index of the social, economic, and cultural status of each school (MESCS), as well as the interaction of OTL variables with ESCS. The results of the linear hierarchical analysis showed that the achievement of Peruvian students in science in PISA 2015 (general competence) is mainly due to feedback perceived, adaptive instruction, teacher-directed science instruction, and inquiry-based science teaching-learning practices. The feedback perceived and the inquiry-based science teaching predicted negatively and significantly to science performances. The effect of inquiry-based science teaching-learning on science achievement decreased as hierarchical analysis models became more complex and decreased substantially when simultaneously interacting with perceived feedback, the student gender, and ESCS. The results also showed that the gender, the ESCS of the students, and the MESCS of the school were significant and positive predictors of academic performance. When considering each of the scientific competencies evaluated, the models are like the general score. Mainly, the MESCS of the school controls or diminishes the effect that the instructional variables have on science performance, except for the negative effect of feedback on academic performance, even when the ESCS is controlled by the school level.

Objetivo: Establecer si hay asociación entre la sobrecarga del cuidador y el apoyo social percibido en cuidadores de adultos mayores. Material y métodos: Se realizó un estudio correlacional, transversal, en una muestra de 138 cuidadores de adultos mayores a quienes se les aplicó la Escala de Zarit y la Escala Multidimensional Apoyo Social Percibido. Resultados: La mayoría de los cuidadores (84,8%) soportan sobrecarga; el apoyo social predomina en un nivel bajo (69,9%). Conclusiones: Existe correlación inversa media (- 0,240) entre la sobrecarga del cuidador y el apoyo social percibido en los cuidadores de adultos mayores; se ha determinado que la mayoría de los cuidadores (84,8%) soportan una sobrecarga; en todas las dimensiones de apoyo social predomina el nivel bajo, por lo que la mayoría de los cuidadores perciben un bajo nivel de apoyo social; existe correlación inversa entre la variable sobrecarga y la dimensión apoyo familiar; no existe correlación entre la sobrecarga y apoyo de amigos; y existe correlación inversa entre la sobrecarga y apoyo de otros significativos.

Aspectos complementarios sobre "artículos de revisión" Complementary aspects on "review articles"

Objective:The objective of the study was to describe the use of scientific evidence in the clinical practice of resident physicians. Materials and methods: A total of 284 physicians were interviewed at hospitals in Trujillo, Peru. Results: Resident doctors attend an average of 22 cases/day; they asked 0.35 questions per case and sought answers at a rate of 0.4 per question. The main reason for not looking for answers was a lack of time; the internet was the main source of information, and the main obstacle was payment for selected information. The participants consider that their clinical practice and that of their teachers are evidence based no more than 50% of the time. Conclusions: Resident physicians participating in the study practice evidence-based medicine; however, they find it difficult to perform correctly due to economic factors related to access to information and workload.