PubMed Health⌕ Search

Biomedical subjects

V A Catanzarite

Publications and source records attributed to V A Catanzarite.

17 recordsLinked to original sources
PubMed1990

Prophylactic intramyometrial carboprost tromethamine does not substantially reduce blood loss relative to intramyometrial oxytocin at routine cesarean section.

The influence of intramyometrial injection of 125 micrograms of 15-s-15-methyl prostaglandin F2 alpha (carboprost tromethamine, Prostin/15M) versus 20 U of oxytocin immediately after delivery of placenta on blood loss at cesarean section was investigated by means of a double-blinded, randomized trial. Hematocrit decrease from the day before operation to the third postoperative day was used as an index of blood loss. Decreases in hematocrit were comparable for the oxytocin and carboprost tromethamine groups. Excess blood loss (hematocrit decrease more than 6 vol. %) was significantly associated with the indication for cesarean section (three of four for cephalopelvic disproportion versus 9 of 42 others, p less than 0.01), but not with age, parity, number of prior cesarean sections, or birthweight. Carboprost tromethamine does not appear to be more effective than oxytocin when given by intramyometrial injection at this dose for routine cesarean section; its prophylactic utility in higher doses or in cases at risk for hemorrhage from uterine atony remains to be investigated.

Adult↗
PubMed1987

FMTUTOR: a computer-aided instructional system for teaching fetal monitor interpretation.

FMTUTOR is a computer program for instruction in the interpretation of fetal monitor recordings. The system runs on IBM-PC-compatible microcomputers and uses text and computer graphics to illustrate and reinforce important concepts. By means of a 2-hour introductory tutorial session and generation and guided interpretation of an unlimited variety of tracings, it simulates one-on-one instructor-student interactions and allows rapid accumulation of a store of information and experience in monitor tracing interpretation. FMTUTOR is currently used to teach third- and fourth-year medical students at the University of New Mexico. Acceptance has been enthusiastic, and development of more advanced instructional systems targeting nurses, residents, and obstetricians is underway.

Computer-Assisted Instruction↗
PubMed1987

Computer applications in obstetrics.

The potential impact of the computer on the practice of obstetrics has long been recognized and is slowly being realized. Computers are already essential in many administrative aspects of obstetrics and indispensable in data storage and analysis for clinical research. Emerging applications include computer systems for taking the perinatal history, storage and on-line interpretation of fetal monitor tracings, information retrieval for case management and research purposes, and computer-assisted instruction. Future applications offer possibilities of computerized consulting for support of obstetric decisions and sophisticated case simulations for continuing education.

Computer-Assisted Instruction↗
PubMed1987

Ultrasound in obstetric decision making. How accurate are late ultrasound scans in gestational age and fetal weight assessment?

Gestational age determination based on obstetric dating criteria, early pregnancy ultrasound scans, Dubowitz examinations, and ultrasound scans performed shortly before delivery were reviewed for 69 preterm infants requiring neonatal intensive care. The last ultrasound scans underestimated gestational age by a median of 8 days, and by 2 weeks or more in 20 of the 69 cases, as opposed to best dating criteria. Ultrasonic fetal weight estimation was more accurate, but erred by more than 20% in 10% of cases. When obstetric decisions regarding preterm neonates must be made without prior information regarding gestational age, late ultrasound findings must be applied with extreme care.

Female↗
PubMed1986

Common variable hypogammaglobulinemia in pregnancy: treatment with high-dose immunoglobulin infusions.

Pregnancy outcomes when the mother has common variable hypogammaglobulinemia are poor unless immunoglobulin levels are returned to normal or near-normal range. Intravenous immunoglobulin infusions are the favored mode of therapy. Here, we report the fifth patient so treated. Weekly doses of 200 mg/kg during the third trimester were required. A healthy term baby was delivered and the postpartum course was uncomplicated.

Adolescent↗
PubMed1986

Preterm labor in the quadriplegic parturient.

The occurrence of preterm labor is not uncommon in the pregnant quadriplegic. Early diagnosis is hampered by the inability of most quadriplegics to sense uterine contractions in the usual way. A patient we recently treated for preterm labor learned to recognize contractions by the associated symptoms of autonomic hyper-reflexia: flushing, headache, and piloerection. Tocolytic therapy was successful and a favorable neonatal outcome occurred. Increased awareness by the physician and the pregnant quadriplegic patient is encouraged so that symptoms of autonomic hyper-reflexia may be recognized as potentially indicative of uterine contractions.

Adult↗
PubMed1986

New approaches to the management of acute puerperal uterine inversion.

Six cases of acute puerperal inversion of the uterus are reported. In four of these, tocolytic agents were used to facilitate replacement of the inverted uterus; and in five, Prostin-15M was given after replacement. The use of tocolytics may obviate the need for general anesthesia for uterine replacement in some patients with uterine inversion. Prostin-15M serves to minimize bleeding and to maintain uterine position after replacement.

Adult↗
PubMed1985

Total parenteral nutrition in obstetrics.

Total parenteral nutrition was provided to ten patients during pregnancy. No obstetrical or fetal complications attributable to the nutrition therapy occurred. All infants were at or above the tenth percentile in weight for gestational age. Total parenteral nutrition appears to be safe for the mother and fetus when given after the first trimester; the safety of total parenteral nutrition in the first trimester requires further study.

Catheterization↗
PubMedDate not supplied

Learning theory and knowledge structures in computer-aided instruction.

The development of computer-aided instructional (CAI) systems suffers from a lack of a cohesive theory of learning--how do students acquire and store knowledge? From studies of computer systems that learn and tutor, we can infer generic activities that appear to be integral parts of the learning process, such as aggregation, clustering, characterization, and storage for later retrieval. Learning is faster and more efficient if the goal of a task is made explicit. Hints should be given with the correct timing in relation to an objective so that students can advance in their own problem-solving strategies with the prerequisites in mind. The general form of a rule should usually be taught first, followed by exceptions and special instances. We review theories of learning associated with CAI that illustrate the classification of different types of knowledge. Rule-based (if-then) knowledge forms are represented in these theories, as are declarative and causal knowledge structures. Extracting the common themes from different classifications of knowledge may help us create better CAI.

Artificial Intelligence↗
PubMedDate not supplied

Application of teaching and learning principles to computer-aided instruction.

Many authors of software providing computer-aided instruction (CAI) have no background in educational theories. This paper reviews teaching theories and ways in which instructional principles can be applied to CAI. While the lecture form of teaching has often been maligned, there are techniques for enhancing lectures that can also apply to CAI. Effective communication methods, both verbal and audiovisual, are as important in computer modules as they are in face-to-face teaching. The quality of interactive questioning and the nature and timing of feedback are critical to the success of instruction by computer. Appropriate feedback can improve retention, as can the use of proper distractors in multiple-choice questions. We present steps for developing a CAI learning module based on established principles of teaching and learning, as well as proper identification of educational goals.

Computer-Assisted Instruction↗