La furosemida es un fármaco poco soluble en agua (0,01825 mg/mL). Debido a su bajasolubilidad y baja permeabilidad, se ubica en la clase IV del Sistema de ClasificaciónBiofarmacéutica (BCS, por sus siglas en inglés). Se absorbe rápida pero incompletamenteen el tracto gastrointestinal (GI). Actualmente, este fármaco se comercializa entabletas, las que para su obtención deben ser sometidas a un proceso de compresión.La fuerza aplicada en dicha compresión puede influenciar algunas de las característicasde calidad del producto; por ello, la presente investigación estudia el efecto de lafuerza de compresión sobre los atributos críticos de calidad en el proceso de fabricación(dureza, friabilidad y desintegración) y en el producto terminado (uniformidadde dosificación y disolución) de comprimidos de furosemida. El efecto sobre la disoluciónse determinó por los factores de diferencia (f1) y de similitud (f2) de los perfilesde disolución y los parámetros de eficiencia de la disolución (ED) y tiempo medio dedisolución (TMD), los cuales se calcularon con el software académico kinetDS. Losresultados obtenidos permitieron definir el rango de la fuerza de compresión para elcual se obtuvo una ED superior al 85% y un TMD inferior a 7,5 min.

Background Cultural safety training is not yet standard in Colombian medical education. If incorporated, it could address currently adversarial interactions between health professionals and the 40% of people who use traditional medicine practices. In 2019, a randomised controlled trial tested the impact of cultural safety training for medical students using participatory serious game design. The quantitative evaluation showed improved cultural safety intentions of Colombian medical trainees. We report here a qualitative evaluation of the most significant change perceived by trial participants. Methods This qualitative descriptive study used the most significant change technique. We invited the trial participants engaged in clinical settings to describe stories of change in their supervised clinical practice that they attributed to the intervention. Using a deductive thematic analysis based on a modified theory of planned behaviour, two independent reviewers coded the stories and, by consensus, created themes and sub-themes. Results From 27 stories of change, we identified seven themes and 15 subthemes: (a) Conscious knowledge: benefits of cultural safety training, consequences of culturally unsafe behaviour, cultural diversity and cultural practices; (b) Attitudes: respect and appreciation for cultural diversity, openness, and self-awareness; (c) Subjective norms: positive perception of cultural practices and less ethnocentrism; (d) Intention to Change; (e) Agency to accept cultural diversity and to prevent culturally unsafe actions; (f) Discussion; and (g) Action: better communication and relationship with patients and peers, improved outcomes for patients, physicians, and society, investigation about cultural health practices, and efforts to integrate modern medicine and cultural health practices. Conclusion The narratives illustrated the transformative impact of cultural safety training on a results chain from conscious knowledge through to action. Our results encourage medical educators to report other cultural safety training experiences, ideally using patient-related outcomes or direct observation of medical trainees in clinical practice. Trial registration Registered on ISRCTN registry on 18/07/2019. Registration number: ISRCTN14261595.

Background Cultural safety training, whereby health professionals learn to reflect on their own culture and to respect the cultural identity of patients, could address intercultural tensions in health care. Given the context of their medical education, however, medical students might perceive such training to be dull or even unnecessary. Game jams, collaborative workshops to create and play games, are a potentially engaging learning environment for medical students today. How medical students learn while making games is poorly documented. This study describes the characteristics of educational games created by participants in a cultural safety game jam and the concepts they used to create games. Methods As part of a trial, 268 Colombian medical students divided into 48 groups participated in an eight-hour game jam to create a prototype of an educational game on cultural safety. In this qualitative descriptive study, we reviewed the description of the games uploaded by participants, including the name, objective, game narrative, rules, rewards, penalties, and pictures. An inductive thematic analysis collated their descriptions. Results The game descriptions illustrated the characteristics of the educational games and the aspects of the cultural safety concept that the students used to create games. Medical students situated cultural safety within a continuum with culturally unsafe actions at one end and cultural safety at the other end. Although not familiar with game design, the students designed prototypes of basic educational games including game dynamics, game scenarios, learning objectives, and pedagogical strategies. Conclusion The findings of this study could help researchers and educators to understand how medical students learn from game design and the kind of games that game jam participants can create without previous game design skills.