Los trastornos hipertensivos del embarazo (THE) ocurren en hasta el 10 % del embarazo y pueden afectar seriamente la salud materna y fetal. La preeclampsia y la eclampsia son las formas más graves de trastornos hipertensivos y se asocian con secuelas a corto y largo plazo. Objetivo: Analizar los factores asociados a los trastornos hipertensivos del embarazo en mujeres de la región Caribe Colombiana, 2015 al 2021. Metodología: Estudio de casos y controles con una relación 1:1 conformado por 227 casos y 227 controles y un porcentaje de confiabilidad del 95 %, utilizando una relación 1:1. Resultados: Se encontró correlación de posibles factores de riesgo con los THE para así identificar factores de exposición asociados al riesgo o a la protección.

Background: Burnout and suicide-related outcomes are major concerns in health professions education, but the relationship between them has been studied across heterogeneous professions, training stages, measures and educational settings. This scoping review mapped the extent and architecture of the evidence, distinguished direct associations from mediated, conditional and contextual pathways, and translated the findings into an educational safety pathway.The synthesis used four analytically distinct evidence lanes: (1) direct or predictive associations between burnout and suicide-related outcomes; (2) mediated, moderated or dimension-specific pathways; (3) null or attenuated associations after adjustment; and (4) co-occurrence or shared educational determinants without a direct effect estimate. This architecture prevented co-occurrence from being misrepresented as causation and maintained separation between burnout, psychological distress and suicide-related constructs. Owing to substantial heterogeneity in populations, measures, cut-points and effect metrics, statistical pooling was not undertaken.The searches identified 32,847 records. After removal of 5,605 duplicates, 27,242 unique records were screened; 533 progressed to detailed eligibility assessment and 159 reports were assessed in full text. Of these, 52 studies met the eligibility criteria. The final selection process and reasons for exclusion are shown in Fig. 1.Conclusions: Burnout should be treated as an educational-system safety signal, not as a stand-alone proxy for suicide risk. Health professions programmes should measure the constructs separately, protect confidentiality, provide non-punitive clinically governed support, and correct harmful conditions in learning environments. EDU-SAFE offers an implementation-ready framework for institutional adaptation and prospective evaluation.

Background: Surgical hand preparation, patient skin antisepsis, draping readiness and sterile-table set-up are often taught as separate rituals, although delays and failures arise at their interfaces. Evidence also spans microbiology, infection prevention, human factors and education, making it difficult to define what learners should time, observe, communicate and re-check. Methods: A rapid scoping review mapped global indexed evidence on three sterile-start processes: surgical hand preparation; the transition from skin antisepsis to draping or incision; and sterile-field or instrument-table set-up. Web of Science and Scopus were searched from inception to 2 August 2026. Records were deduplicated and subjected to a high-recall rule-assisted primary screen. All candidate records underwent eligibility verification, and the full text of every included source was confirmed, verified and analysed by the author team. Data were charted by domain, design, specialty, educational outcome and first indexed affiliation region. Findings were integrated into the proposed Surgical Timing and Aseptic Readiness Tool for the Operating Room (START-OR). Results: Of 5747 imported records, 298 duplicates were removed, 747 candidates underwent structured eligibility verification and 143 full-text evidence sources were included after author-team confirmation and analysis. The map comprised 30 education, assessment or implementation sources; 44 surgical hand-preparation sources; 61 skin-preparation sources; and eight sterile-field or table sources. Evidence did not support one universal minute value across products and contexts. Instead, hand preparation required product-specific technique, complete coverage, specified duration and drying; skin preparation required complete visible drying, absence of pooling and fire-risk control before draping; and sterile-field management required minimizing unnecessary open exposure and re-validating integrity after delay. Educational studies identified recurrent gaps in timing accuracy, coverage, feedback, monitoring and shared responsibility. START-OR therefore separates team, patient and field clocks, then reunites them at a voiced sterile-start pause and seven readiness gates. Conclusions: Perioperative education should replace memorized universal times with observable readiness criteria, interprofessional verification, simulation of delays and feedback linked to patient-safety outcomes. START-OR is a proposed, unvalidated curriculum and quality-improvement model that requires prospective multicentre testing before clinical adoption.

Introducción: La esterilización de dispositivos médicos es una práctica importante para prevenir infecciones asociadas a la atención en salud (IAAS) y contribuir a garantizar la seguridad del paciente, tanto dentro como fuera de las salas de cirugía. El Instrumentador Quirúrgico ha ampliado su campo de acción para cubrir funciones técnicas, administrativas y bioéticas dentro de la Central de Reprocesamiento de Dispositivos Médicos y Elementos Reutilizables (DMER). Objetivo: Analizar la evidencia científica disponible sobre el impacto del Instrumentador Quirúrgico en la DMER mediante una revisión exploratoria de la literatura.

El objetivo del artículo se orientó a analizar la influencia de la práctica del personal en esterilización del entorno quirúrgico sobre la seguridad del paciente desde una revisión exploratoria, bajo una metodología de enfoque mixto, de tipo descriptiva, bajo diseño documental - bibliográfico, ejecutando una revisión exploratoria bajo criterios de exclusión de palabras clave relacionados con esterilización, pero no desde la práctica del personal de salud, en criterios de inclusión de fuentes de rigor científico, menores a un periodo de antigüedad de 9 años, relacionadas directamente con la variable de estudio prácticas de esterilización y seguridad del paciente, arrojado como unidades de análisis de doce (12) estudios y artículos culminados tanto de carácter conceptual como empírico. Se concluyó que las principales fallas del personal de salud en el entorno quirúrgico con respecto a la esterilización son pérdida de piezas como pinza mosquito, permanencia de puertas abiertas y fallas en la recolección de los residuales y falta de aplicación de la lista de chequeo quirúrgica, sumadas a factores institucionales como falta de emuladores y filtros, problemas estructurales del hospital y equipos de esterilización con vida útil vencida. Las situaciones descritas conllevaron a un aumento de las IAAS, sin garantizar al 100% la seguridad del paciente quirúrgico, por lo cual se ameritan estudios constantes, y planes e implementación de manuales protocoles, seguimientos y auditorias para garantizar la seguridad de los pacientes.

Introduction. The training of Surgical Instrumentation students requires pedagogical strategies consistent with current dynamics of information, science, and technological innovation in health, in order to promote competency development and the achievement of expected learning outcomes. Objective. To analyze whether the pedagogical strategies used in a Surgical Instrumentation program at a private higher education institution in Barranquilla are aligned with current training trends. Methods. Qualitative, prospective study guided by the historical-hermeneutic paradigm and an ethnographic approach. Data were collected through a semi-structured group discussion conducted with 40 sixth-semester students enrolled in the Surgical Instrumentation program. Participants met the criteria of active enrollment in clinical practice and voluntary acceptance to participate. Information was organized in analytic matrices and examined through coding and thematic categorization. Results. The main categories identified were visual tools, auditory tools, didactic and relational strategies, humanization, teacher understanding, didactic resources, theory-practice articulation, practice settings, and the need for specialized bibliography in the field. Conclusion. Pedagogical strategies should be diversified to address different learning styles and strengthen the training of surgical instrumentation students. In addition, the findings showed the need for greater teacher humanization, better articulation between theory and practice, and specialized resources for the discipline.