Eighteen petroleum systems (PS) - particular combinations of source rock maturation and migration to reservoirs in a confined area of a sedimentary province - have been identified in Romania. Most hydrocarbons were expelled or re-migrated into the reservoirs after the Late Styrian orogenic phase , 12-14 Ma years ago. Hydrocarbons mostly accumulated in fields during the Late Sarmatian- Pliocene interval, after the Moldavian orogenic phase. Most gas in the Sarmatian-Pliocene reservoirs of the post-tectonic basins is biogenic. The thick Late Miocene-Pliocene sediments of the Carpathian foredeep and Transylvania Basin have not reached the stage of an effective thermogenic petroleum system. Evaluation of exploration history and fractal distribution laws of discovered hydrocarbons suggest future discoveries in the five major onshore PS analysed of 15 Mt of crude oil. These new discoveries will be in: foreland plays in little explored deep, central basin areas, structural, stratigraphic and combination traps of the subthrusted areas; structural traps of deeper duplexes of the Carpathian Palaeogene PS and in stratigraphic plays of biogenic PS.

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Results: 107 students were included (13 were excluded because they didn't complete one of the questionnaires). The average performance of the lecture's group was 8.30+/-2.48 points before, and 9.76+/-2.17 after the educational intervention. In the Web program group it was 8.39 +/-2.14 points initially, and 9.76 +/-2.8 after. The p was >0.10 comparing the lectures and the internet groups. Conclusion: Learning a therapeutic subject by Argentinean students was equally as effective with Web based learning as with traditional lectures.

Se considera que los estudiantes aprenden igual o mejor en la web que en clases tradicionales. Sin embargo no abundan ensayos randomizados que brinden evidencia al respecto, especialmente en Argentina. Objetivo: Comparar el aprendizaje sobre tratamiento de la diabetes(TD)entre dos grupos de estudiantes avanzados de medicina, uno con clase tradicional y otro utilizando Internet. Materiales y métodos: 120 estudiantes de una Cátedra de Medicina de la Universidad Nacional del Nordeste, Argentina, contestaron un cuestionario con 20 preguntas sobre TD. Tres meses después, fueron randomizados en 2 grupos para participar en una clase o en un foro de Internet sobre (TD). Los estudiantes no conocían el objetivo del estudio. Todos utilizaron la misma bibliografía. La clase tuvo una duración de 2 horas, conectándose al mismo tiempo el grupo de Internet a un foro habilitado durante 48 hs. 70 horas después de finalizada la actividad realizaron el mismo cuestionario inicial sobre TD. Resultados: Fueron incluidos 107 estudiantes (13 fueron excluidos por no completar alguno de los 2 cuestionarios). La puntuación promedio del grupo clase, antes, fue de 8.30 ± 2.48 y después de 9.76 ± 2.17. El grupo Internet obtuvo una puntuación antes de 8.39 ± 2.14 y después de 9.76 ±2.8, p >0.10 en la comparación de los grupos. Conclusión: Se demuestra que el aprendizaje de un tema de terapéutica para estudiantes de medicina argentinos fue igualmente efectivo por Internet que con una clase convencional. Palabras clave: Estudio comparativo-Educación de pregrado en Medicina/ Métodos-Instrucción por computaciónIt is not known if medical students can learn better or not with online methods than with traditional lectures. There are not many randomized studies that substantiate this belief, especially in Latin American settings. Purpose: To compare two different methods of learning diabetes' treatments (DT) in two groups of advanced medical students. One group used an online forum, the other group a traditional lecture. Method: We conducted surveys among 120 medical students of the Northeastern National University of Argentina. The first survey was a questionnaire of 20 items about DT. The students were then randomized to two groups: one assigned to traditional lecture, and another assigned to an online Forum about DT. The students were not aware of the study's purpose. The same guidelines were provided to both groups. Duration of the lecture was 2 hours. The group working online was connected at the same time to the Web forum for 48h. 70 hours after the lecture and the on line exposure all students repeated the initial questionnaire.Comparación del aprendizaje en internet con la clase convencional en estudiantes de medicina, en Argentina.

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