Forestomach acidosis in six New World camelids

Forestomach acidosis was diagnosed in 2 llamas and 4 alpacas. All were young, group-housed, sexually intact males. Clinical signs included forestomach atony, lethargy, ataxia, diarrhea, and tachycardia. Forestomach distention was observed in only 1 llama. Clinicopathologic abnormalities included low forestomach fluid pH, hyperchloremia, hypokalemia, and metabolic acidosis. Although camelids differ from domestic ruminants in typical management practices and behavioral, anatomic, and physiologic characteristics, they are, nonetheless, susceptible to forestomach acidosis. Gastric fluid analysis was essential for an accurate diagnosis. Four of 6 camelids recovered after PO and IV treatment with alkalinizing agents and fluids, antibiotics, and thiamine.     

Problems found in the isolation of mycelial fungi (Fusarium solani) from blood culture (Bacter NR-860)

BACKGROUND: F. solani fungemia is unusual. Patients at risk are immunosuppressed, have underlying malignancy or severe debilitating diseases. METHODS: We report two cases of F. solani fungemia in two non neutropenic patients who had been treated with wide-spectrum antibiotics an/or systemic corticosteroids, parenteral nutrition and intravenous lines. Bactec NR-860 (Becton-Dickinson) system was used, and growth was detected in aerobic conditions (between 3-7 days of incubation). RESULTS: Removal of the catheters with or without i.v. amphotericin B were used successfully. CONCLUSION: The spectrum of Fusarium sp. fungemia is discussed. Current available antifungal therapy is also reviewed.     

Influence of the number of questions on the student''s achievement in tests of anatomy

The authors compare student's achievement in tests with low and moderately high number of questions requiring short answers. Five groups of Medical School students underwent their regular Anatomy evaluation tests, which consisted of 13 questions (one group), 15 (two groups) and 25 (two groups). In each group five questions were chosen at random, average scores being calculated from their marks. These scores were statistically compared to the ones calculated from the marks given to the full-length evaluation tests; it became quite evidente that averages go up when the number of questions is increased. Putting the averages in terms of A, B, C and D scores (very good, good, regular and insufficient), it was noted that failure to reach at least the C score is inversely proportional to the number of questions. The results are discussed in terms of determining the most proper number of questions to be given in a test.