The observed prevalence of PID was 0.81/100,000 inhabitants, suggesting considerable underdiagnosis and a need to increase awareness of these conditions in Morocco. The distribution of PIDs was different from that reported in Western countries, with a particularly high proportion of SCID, MHC II deficiencies, hyper-IgE syndrome and autosomal recessive agammaglobulinemia. However, we have now organized a national network, which should improve diagnosis rates in remote regions.

To determine the relation between developmental dysphasia and EEG anomalies during sleep, we compared 52 subjects with dysphasia with a control group of 20 children by using the ambulatory EEG method. Whereas 50% of the children with dysphasia experienced paroxysmal activity (PA), only two of the control group did. It is likely that paroxysmal abnormalities and language impairment are related to architectural dysplasia and neuron‐migration disturbances. PA is frequent in subjects with receptive developmental dysphasia and may be the cause of language deterioration. When the occurrence of paroxysmal abnormalities during sleep is higher than 8% of total sleep time, we suggest the use of antiepileptic drugs.

No abstract

Background. On the announcement of the COVID-19 health emergency, the Marrakesh School of Medicine accelerated the digitization and the establishment of courses available to students through the faculty platform. We aimed to describe the students’ perspectives toward the online educational approach implemented during the COVID-19 pandemic and to investigate the factors that might affect the implementation of online teaching in the future. Methods. This was a cross-sectional study among medical students in Marrakesh during June-July 2020. Data collection was based on a self-administered electronic questionnaire distributed via the student platform. We studied the knowledge and previous practices of virtual technologies and students’ appreciation of distance learning during the lockdown. Univariate and multivariate analyses were performed using SPSS16.0 software. Results. A total of 111 students participated. The female-to-male sex ratio was 2.2 with an average age of 20.6 ± 1.8. The majority of students felt that they had a good knowledge of virtual technologies (on a scale of 1 to 10, 81% ≥ 5/10), and two-thirds reported using them in medical studies. Before the COVID-19 lockdown, 16.2% of the students used the platform and 39.6% did not attend in-person courses (16.0% in 1st cycle versus 49.2% in 2nd cycle, p = 0.01 ). During the pandemic, 79% of the students appreciated the virtual learning (54.0% in 1st cycle versus 89.0% in 2nd cycle, p < 0.001 ) and 80.2% thought that the online courses were understandable. Regarding to student’s preferences, 41.4% preferred blended education and 68.5% of the students would recommend continuing distance learning after the pandemic. Regarding satisfaction, previous use of the educational platform (OR = 66.3, CI 95% [1.9; 2.2 ∗ 103]), improvement of learning during distance learning (OR = 22.6, IC 95% [4.1, 123.7]), and professor support (OR = 7, IC95% [1.3, 38]) seemed to be the most powerful factors in the multivariate analysis. Conclusion. Our results will contribute to the implementation of actions by taking advantage of the experience during the health crisis. The institutionalization of virtual learning with more interaction in addition to the in-person courses is the main recommendation of this study.