jueves, 12 de enero de 2017

Acute Treatment of Episodic Migraine in a Patient No Longer Responding to His Triptan

A 21-year-old college student has had migraine since he was 14 years old. He takes rizatriptan 5 mg as needed for headache, which was effective until approximately 3 years ago, when he began noticing that his response to treatment was inconsistent. At times, acute treatment with rizatriptan was completely ineffective, resulting in attacks that impaired his ability to attend class or study for 1 to 2 days. He continues to tolerate the medication well, but worries that he has become “immune” to rizatriptan.


The patient’s history is taken and an examination is performed.
A review of his previous history reveals that he has been experiencing recurrent headache since he was 12 years old. It was not until he was 14 years old that he was diagnosed with migraine by his pediatrician and started on rizatriptan for acute migraine treatment.
During his attacks, he experiences bilateral, severe, aching head pain accompanied by sensitivity to light and noise. The pain builds over several hours, lasts up to 2 days if untreated, and is worsened with activity. His attacks are not associated with nausea or vomiting, but he does report avoiding food and drink during a migraine. Drinking alcohol or eating food with monosodium glutamate will sometimes precipitate a migraine. Attacks occur once or twice per month and are not associated with aura.
The patient has had success with using rizatriptan until recently. He normally takes a 5-mg dose only when his pain intensity becomes severe, but his headaches have become less responsive to acute treatment over the last 3 years. If he is unable to obtain relief, he tries to lie down for several hours to “sleep it off.”

There have been no significant changes to the patient’s health history, and the characteristics of his migraine attacks remain essentially unchanged. The patient has no other medical problems and takes no other medication. The patient’s remaining review of systems is negative. His vital signs and general, musculoskeletal, and neurologic examinations are normal.





It is important to note that this patient has been treating his attacks with the same dose of rizatriptan that was prescribed to him in adolescence. Additionally, it was discovered that he typically delays treatment until his headache is severe. He also does not take a second dose of rizatriptan if his headache is partially or completely unresponsive to the initial dose.
Because the patient does not experience nausea or vomiting with his attacks, he does not suffer from migraine-related gastroparesis. Thus, his poor responsiveness to rizatriptan is not related to problems with administration and absorption of an oral medication, which can occur with gastroparesis.

In addition, because his headache pain builds over several hours, his attacks are relatively slow in their progression. Changing the route of administration in order to achieve more rapid headache relief can be considered, but is not absolutely necessary at this visit.

Evidence for Alternate Routes of Triptan Administration


Changing the route of triptan administration from oral to parenteral may be considered in order to achieve faster onset of action, since acute headache treatment is most effective if therapy is initiated while the pain is still mild, or to bypass the gastrointestinal tract in patients with nausea or vomiting. Sumatriptan may be administered via the subcutaneous and nasal routes (powder or liquid spray), and zolmitriptan is available as a liquid nasal spray

miércoles, 11 de enero de 2017

TEMARIO DEL CURSO Y EVALUACIÓN

EVALUACIÓN 

Al final del semestre se habrán practicado 3 exámenes parciales, además de presentar un examen final integrador.

Para obtener la calificación final del curso la ponderación de la evaluación será como sigue: 

  •   60 % corresponderá a la ponderación de las tres evaluaciones  parciales
  •   20% corresponderá a la participación en el aula ( se otorgará al final del curso)
  •   20 % corresponderá a la evaluación del examen final integrador de los contenidos de todo el curso.  
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1. Enlistar los principales síntomas del sistema nervioso y su semiología
2. Describir el mecanismo por el cual se presentan los principales síntomas del sistema nervioso.
3. Demostrar la técnica de exploración física neurológica:
a. Funciones corticales
b. Pares craneales
c. Reflejos osteotendinosos
d. Función cerebelosa
e. Sensibilidad
f. Marcha
3. Describir los principales signos a la exploración física neurológica
4. Describir el mecanismo por el cual se manifiestan los principales signos a la exploración física neurológica.
5. Construir un glosario de términos neurológicos y su significado


II.  TRASTORNOS PAROXISTICOS Y NO PAROXISTICOS/ENFERMEDAD VASCULAR CEREBRAL
Objetivos de aprendizaje
1. Catalogar los datos clínicos de los pacientes con trastornos paroxísticos y convulsivos de acuerdo a la clasificación de la ILAE
2. Describir los mecanismos   fisiopatológicos involucrados en los pacientes que tienen  epilepsia y las diferencias que existen con una crisis convulsiva.
3. Describir  la fisiopatologia de la descarga neuronal anormal así como los diferentes síndromes epilépticos.
4. Saber diferenciar los trastornos paroxisticos no epilepticos de acuerdo a su fisiopatologia.
5. Conocer el mecanismo por el cual los síndromes neurocutáneos producen epilepsia.
5. Explicar la etiologia de el síncope neurocardiogenico y la diferencia con una crisis convulsiva.
6. Explicar la fisiopatologia de la migraña, conocerá la clasificación internacional de cefalea.
7. Entenderá los mecanismos básicos que ocasionan los distintos dolores de cabeza así como dolor facial.
8. Describir la anatomía de irrigación cerebral y las áreas del sistema nervioso que son irrigadas por cada vaso sanguíneo.
9. Explicar los signos y síntomas así como los mecanismos fisiopatológicos que participan en:
  • Enfermedad cerebro vascular
    • Ataque isquémico transitorio
    • Infarto cerebral
    • Hemorragia cerebral
    • Hemorragia subaracnoidea
    • Principales síndromes vasculares
      • Carotídeo
      • Cerebral media
      • Tallo cerebral
10. Explicar la relación de la genética con la enfermedad vascular cerebral