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Introduction: Suicide is a worldwide public health problem, and being the youth are among one of the most affected population groups. In Colombia there is no evidence available about the cost of suicide care or prevention. Or attention to those who make suicide attempts assistance or prevention of suicide. This type of analysis is necessary to guide decisions about resource distribution in mental health and to reduce suicideal rates amongst youths in our country. Thus, the purpose of this study is to estimate and compare the mean cost of in-patient care cost treatment cost of youth suicidal youth suicide attempts, with the mean cost of participation in a school-based suicide preventive prevention program in for adolescents. Materials and methods: Medical charts of adolescents hospitalized for suicideal attempts were reviewed, along with as well as registries from adolescent participants in a suicide preventive program in Bogotá in 2010. Resources used were identified and tariff costs were quantified. Results: The average in-patients cost of a teenage suicideal attempt was $1 814 000 Colombian pesos (cop) (n = 39) Colombian pesos, and of $10 307 000 cop (n = 5) Colombian pesos when intensive care was required. The average cost of participation in a prevention ve program was $113 000 cop (n = 24) Colombian pesos per high-risk teenager and of $47 000 cop (n = 101) Colombian pesos for teenagers without suicide such risk. Conclusion: With For the average in- patient cost of one suicidal suicide attempt, 16 high-risk teenagers could be enrolled in a suicide preventive prevention program.

Introducción. El polimorfismo 5-HTT se ha asociado con el trastorno de depresión mayor, aunque el planteamiento ha generado controversia. Objetivo. Determinar la asociación del polimorfismo 5-HTT con la depresión mayor en Bogotá, Colombia. Materiales y métodos. Se hizo un estudio de casos y controles pareado por sexo y edad (±5 años), con una razón de uno a uno (68:68). El trastorno de depresión mayor se diagnosticó con el cuestionario Mini-International Neuropsychiatric Interview, y, el polimorfismo 5-HTT, mediante reacción en cadena de la polimerasa (PCR). Resultados. Las mujeres predominaron entre los participantes (82,4 %). El alelo corto (short, S) predominó en los casos comparados con los controles (S: 72,1 % Vs. 63,2; L (long): 27,9 % Vs. 36,8 %), y el genotipo SL fue más frecuente en los casos (SL: 45,6 % Vs. 36,8 %; LL: 27,9 % Vs. 36,8 %; SS: 26,5 % Vs. 26,5 %), aunque no significativamente. Hubo diferencias significativas en menores de 37 años, con predominio del alelo S en los casos (p=0,0384; odds ratio - OR=2,75; IC95%: 0,88-8,64). El análisis multivariado ajustado por trastornos concomitantes de ansiedad mostró una asociación significativa de la depresión mayor con el genotipo SL (p=0,049; OR=3,20; IC95% 1,003-10,233); el alelo S estuvo cerca de la significación estadística (p=0,063; OR=2,94; IC95% 0,94-9,13), y fue estadísticamente significativo en los casos de menores de 37 años (p=0,026; OR=10,79; IC95% 1,32-80,36). Conclusiones. El genotipo SL se asoció con el trastorno de depresión mayor en pacientes de todas las edades. El alelo S se asoció significativamente con el trastorno de depresión mayor en pacientes menores de 37 años al ajustar por trastornos concomitantes de ansiedad.

Introdução: O abandonoe atrasonos cursosde educação superior naColômbia e no mundoconstituem um problema de grande magnitude que afeta cerca do 50 % de estudantes e leva um alto impacto pessoal, social e económico. Materiais e métodos: Descrever as características da deserção estudantil no curso de medicina da Universidad del Rosario e as variáveis associadas ao mesmo. Se realizou um estudo descritivo retrospectivo das coortes que ingressaram nos dois períodos acadêmicos do 2003 e da informação acadêmica das coortes de estudantes registrados no curso entre os anos 2003 e 2008. Os dados se analisaram desde as perspectivas longitudinal e transversal. Resultados: A desvinculação definitiva total nas coortes que ingressaram nos dois períodos acadêmicos de 2003 foi de 47 % e 36 %, a desvinculação temporal foi de 29 % e 36 %, e obtiveram o grau no tempo previsto o 22 % e 19 % dos estudantes respetivamente. A desvinculação média em cada período acadêmico entre 2003 e 2008 foi 7,1 %. A principal explicação para a deserção foi de índole acadêmica. Discussão: as percentagens de deserção e o atraso acadêmico no currículo tradicional de medicina entre 2003 e 2008 foram altos, similares aos da educação superior na Colômbia. Entre a complexidade que caracteriza este fenômeno, as estratégias pedagógicas e os aspetos acadêmicos ecurriculares parecem desempenhar um papel preponderante. Esta coorte histórica e seus indicadores de deserção servirão de base de comparação para o novo currículo do programa de Medicina recentemente instaurado.

Introduction: Comprehensive undergraduateeducation in clinical sciences is groundedon activities developed during clerkships. Toimplement the credits system we must knowhow these experiences take place.Objectives: to describe how students spendtime in clerkships, how they assess the educativevalue of activities and the enjoyment it provides.Method: We distributed a form to a randomclustered sample of a 100 students coursing clinicalsciences, designed to record the time spent,and to assess the educative value and the gradeof enjoyment of the activities in clerkship duringa week. Data were registered and analyzed onExcel® 98 and SPSS.Results: mean time spent by students inclerkship activities on a day were 10.8 hours. Ofthose, 7.3 hours (69%) were spent in formaleducation activities. Patient care activities withteachers occupied the major proportion of time(15.4%). Of the teaching and learning activitiesin a week, 28 hours (56%) were spent in patientcare activities and 22.4 hours (44.5%) were usedin independent academic work. The time spentin teaching and learning activities correspondto 19 credits of a semester of 18 weeks. Theactivities assessed as having the major educationalvalue were homework activities (4.6) andformal education activities (4.5). The graded asmost enjoyable were extracurricular activities,formal educational activities and independentacademic work.Conclusion: our students spend more time inactivities with patients than the reported in literature.The attending workload of our students isgreater than the one reported in similar studies.

Objective: to evaluate, with a preliminarystudy, the distribution of circadian rhythms, sleepschedule patterns and their relationship withacademic performance on medical students.Methodology: in this descriptive study, a 10 itemoriginal questionnaire about sleep rhythms andacademic performance was applied to medicalstudents from different semesters. Week (classtime) and weekend schedules, preferences,daytime somnolence and academic performancewere asked. Three chronotypes (morningness,intermediate and eveningness) were definedamong waking-sleeping preference, difficulty tosleep early, exam preparation preference hour and real sleep schedule. The sleep hour deficit perweek night was also calculated. Results: Of the318 medical students that answered the questionnaire,62.6% corresponded to intermediatechronotypes, 8.8% to evening-type and 28.7%to morning-type. Significant difference wasfound among the two chronotype tails (p=0.000,Chi-square 31.13). No correlation was foundbetween academic performance and age, sex,chronotype, week sleep deficit and sleep hours inweek and weekends. A 71.1% of the students slept6 or fewer hours during class time and 78% hada sleep deficit (more frequent in the eveningchronotype). Conclusions: No relation was foundbetween sleep chronotype and academic performance.Students tend to morningness. Fewstudies have been made on equatorial zones orwithout seasons.