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Kenneth J Smith

Publications and source records attributed to Kenneth J Smith.

20 records · Page 2Linked to original sources

The role of nitric oxide in multiple sclerosis.

Nitric oxide (NO) is a free radical found at higher than normal concentrations within inflammatory multiple sclerosis (MS) lesions. These high concentrations are due to the appearance of the inducible form of nitric oxide synthase (iNOS) in cells such as macrophages and astrocytes. Indeed, the concentrations of markers of NO production (eg, nitrate and nitrite) are raised in the CSF, blood, and urine of patients with MS. Circumstantial evidence suggests that NO has a role in several features of the disease, including disruption of the blood-brain barrier, oligodendrocyte injury and demyelination, axonal degeneration, and that it contributes to the loss of function by impairment of axonal conduction. However, despite these considerations, the net effect of NO production in MS is not necessarily deleterious because it also has several beneficial immunomodulatory effects. These dual effects may help to explain why iNOS inhibition has not provided reliable and encouraging results in animal models of MS, but alternative approaches based on the inhibition of superoxide production, partial sodium-channel blockade, or the replacement of lost immunomodulatory function, may prove beneficial.

Free Radical Scavengers↗

Teaching medical decision modeling: a qualitative description of student errors and curriculum responses.

BACKGROUND: Novice medical decision modelers are prone to errors. The purpose of this article is to describe the common errors committed by decision modeling students and the changes made to a structured decision modeling project course in response. CURRICULUM: The decision modeling curriculum includes month-long segments in decision analysis, cost-effectiveness analyses, and a project course. In the project course, students solve a decision problem with prespecified assumptions and input variable values, with the expectation that all reach the same answer. At first, students worked in groups of 2 or 3 but more recently work individually; over time, there have been other changes in the course. Originally, the only assignment was an abstract and 10-minute presentation describing their solution, but now periodic homework monitors progress. OUTCOMES: Students' results frequently differed significantly from the expected answers. Errors were common in sensitivity analyses and model construction, among other areas. Defensible differences in structural programming decisions were rare. More recently, result ranges have narrowed as stepwise homework ensures progress and areas prone to error are emphasized. Student communication is timelier, facilitated by homework-related questions. Individual, rather than group, work avoids potential problems with weaker students being carried by the more advanced. Student satisfaction has increased, with more beginning their own projects afterward. CONCLUSION: Solving a common decision problem is an efficient teaching tool. Closer supervision leads to increased satisfaction and decreased frustration, facilitated by a more structured approach and the anticipation of common errors.

Biomedical Research↗