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At least 1,117 records · Page 62Linked to original sources

PubMed2005

What is the learning curve for carotid artery stenting with neuroprotection? Analysis of 200 consecutive cases at an academic institution.

Carotid artery stenting (CAS) has emerged as an acceptable treatment alternative in high-risk patients with carotid stenosis. This study assessed the effect of the learning curve on treatment complications and clinical outcome of CAS. Clinical variables and treatment outcomes of 200 consecutive CAS procedures in 182 patients (mean age, 72 years) with carotid stenosis of 70% or greater during a 40-month period were analyzed. Technical success, periprocedural complications, and treatment outcomes were compared in four sequential groups (group I, II, III, and IV) of 50 consecutive interventions. Treatment indications and relevant risk factors were similar among the four groups. The overall technical success was 98%, and the combined 30-day stroke and death rates was 2.5%. An increase in the technical success rate was noted in the latter three groups compared with group I (P < .05). Total procedural time and contrast volume were significantly higher in group I compared with the latter three groups (P < .05). The intraoperative anticoagulation regimen was changed from an intravenous heparin combination to bivalirudin after the first 54 cases, resulting in reduced bleeding complications in groups III and IV (P = .03) compared with group I. The 30-day stroke and death rate in groups I and II was 8% and 2%, which was reduced significantly to 0% in groups III and IV (P < .05). A Cox regression model identified procedural volume (P = .03) as a predictor of a reduced complication rate. Carotid artery stenting with neuroprotection can provide excellent treatment outcome. Our experience demonstrates a procedural-associated learning curve, as evidenced by the reduced procedural-related complications, fluoroscopic time, and contrast volume that occurred with an increase in physician experience. The procedural success is also enhanced partly by endovascular device refinement and improved anticoagulation regimen. Successful outcome of CAS can be achieved once physicians overcome the initial procedural-related learning curve.

Aged↗

PubMed2001

Validation of the RTOG recursive partitioning classification for head and neck tumors.

BACKGROUND: We previously demonstrated that a mathematical technique called recursive partitioning analysis (RPA), when applied to the Radiation Therapy Oncology Group Head and Neck Cancer database, created rules that formed subgroups ("classes") having unique outcomes. We sought to learn if the application of RPA-derived rules to a new head and neck database would create classes that were similarly associated with outcome and thereby validate this technique. METHODS: The rules derived from recursive partitioning analysis of the previous database were used to subgroup an independent, new head and neck cancer database (RTOG 85-27), created as part of a phase III trial of the hypoxic-cell radiosensitizer, Etanidazole. The resulting classes were compared with each other and with the classes formed from the previous database. RESULTS: The rules derived by RPA from our previous database correctly grouped the tumors in the new database into unique classes of similar outcome. RPA could successfully use either survival or local-regional control of disease as the measure of outcome. As judged by comparison of the 95% confidence intervals, the outcome of the classes in the new database is essentially indistinguishable from the outcome of the classes in the previous database. CONCLUSION: RPA-derived rules provide a reliable method to assort head and neck tumors into unique classes that are predictive of outcome. These rules can be successfully applied to new databases that were not used in the creation of the rules and thereby validate the methodology.

Antineoplastic Agents↗

PubMed2004

Facilitation of probabilistic classification learning by transcranial direct current stimulation of the prefrontal cortex in the human.

The aim of our study was to test if the electrical stimulation of the prefrontal cortex (PFC) could modify probabilistic classification learning (PCL). Transcranial direct current stimulation (tDCS) was administered to the left prefrontal and to the primary visual cortex of 22 healthy subjects while they performed a PCL task. In this task subjects learned which of two outcomes would occur on each trial after presentation of a particular combination of cues. Ten minutes of anodal, but not cathodal, stimulation improved implicit learning only when the left PFC was stimulated. Our results show that implicit PLC can be modified by weak anodal tDCS, which probably increases neural excitability, as has been shown in the motor and visual cortices previously. Our results suggest that further studies on the facilitation of learning and memory processes by tDCS are warranted.

Adult↗

PubMed1996

What can artificial neural networks teach us about neurodegenerative disorders with extrapyramidal features?

Artificial neural networks (ANNs), computer paradigms that can learn, excel in pattern recognition tasks such as disease diagnosis. Artificial neural networks operate in two different learning modes: supervised, in which a known diagnostic outcome is presented to the ANN, and unsupervised, in which the diagnostic outcome is not presented. A supervised learning ANN could emulate human expert diagnostic performance and identify relevant predictive markers in the diagnostic task, while an unsupervised learning ANN could suggest reasonable alternative diagnostic classification criteria. In the present study, we used ANN methodology to try to overcome the neuropathological difficulties in differentiating the subtypes of progressive supranuclear palsy (PSP), and in differentiating PSP from postencephalitic parkinsonism (PEP) and corticobasal degeneration, or Pick's disease from corticobasal degeneration. First, we applied supervised learning ANN to classify 62 cases of these disorders and to identify diagnostic markers that distinguish them. In a second experiment, we used unsupervised learning ANN to investigate possible alternative nosological classifications. Artificial neural networks input data for each case consisted of values representing histological features, including neurofibrillary tangles, neuronal loss and gliosis found in multiple brain sampling areas. The supervised learning ANN achieved excellent accuracy in classifying PSP but had difficulty classifying the other disorders. This method identified a few features that might help to differentiate PEP, supported currently proposed criteria for Pick's disease, corticobasal degeneration and typical PSP, but detected no features to characterize the atypical subtype of PSP. In general, unsupervised learning ANN supported the present nosological classification for PSP, PEP, Pick's disease and corticobasal degeneration, although it overlapped some groups. Artificial neural networks methodology appears promising for studying neurodegenerative disorders.

Basal Ganglia Diseases↗

PubMed2006

The utilization of systematic outcome mapping to improve performance management in health care.

Performance management is an important mechanism for ensuring accountability and improving the quality of health-care services. The last decade has witnessed a proliferation in the development of performance measurement systems for assessing health-care processes and outcomes at the program, hospital, district, system and national level. This has allowed for comparison and benchmarking between similar aspects of care at each of these levels. Unfortunately, most performance systems are devoid of clear mechanisms for translating feedback from measures into strategies for action, thus leaving largely unfulfilled the quality and management aspect necessary to improve health-care services. Therefore, the thinking that goes into designing these systems must change. This article outlines a management framework called systematic outcome mapping that provides for performance management rather than just performance measurement by allowing for quality improvement to be built into performance indicator development. It utilizes evidence-based medicine and expert consensus opinion to establish linkages between processes of care and their outcomes with the clear intent that feedback from information provided by performance indicators can be used to modify health-care activities so as to improve health outcomes. This fulfils the quality improvement aspect of performance measurement and makes it an integral part of a performance management framework that reinforces organizational learning through feedback from outcomes and the assessment of organizational routines.

Delivery of Health Care↗

PubMed2004

A controlled trial of active versus passive learning strategies in a large group setting.

OBJECTIVE: To compare the effects of active and didactic teaching strategies on learning- and process-oriented outcomes. DESIGN: Controlled trial. SETTING: After-hours residents' teaching session. PARTICIPANTS: Family and Community Medicine, Internal Medicine, and Pediatrics residents at two academic medical institutions. INTERVENTIONS: We randomly assigned residents to two groups. One group received a didactic lecture on effective use of diagnostic tests; during this session, the teacher spent a full hour delivering content. The other group received the same content in a session structured to foster resident-to-resident interactions. In the latter session, the teacher spent only 30 minutes directly delivering content to residents. MEASURES AND MAIN RESULTS: We measured residents' knowledge about and attitudes toward the session content before, immediately after, and one month after each session. We measured residents' perceptions of engagement and session value immediately after each session. We employed blinded observers who used a structured instrument to observe residents' activities during each session. Both teaching methods led to improvements in residents' scores on both knowledge and attitude assessments. The amount of improvement was not statistically different between groups. Residents in the active learning session perceived themselves, and were observed to be, more engaged with the session content and each other than residents in the didactic session. Residents in the didactic session perceived greater educational value from the session compared to residents in the active session. CONCLUSIONS: We reduced the amount of time spent in teacher-driven content delivery by 50 percent and covered the same amount of content with no detrimental effects on knowledge acquisition or attitude enhancement. Teaching strategies that foster learner-to-learner interactions will lead to more active engagement among learners, however, these learners may value the session less. Further research is needed to explore learner perceptions of the teaching process and other outcomes of active learning in medical education.

Adult↗

PubMedDate not supplied

[Teaching the aging process and old age in nursing graduation courses].

This study aimed at unfolding how the teaching on the aging process and old age takes place in nursing undergraduate programs. Data were obtained by means of a questionnaire, which was completed by coordinators of the five existing nursing programs in the state of Ceará. Its theme is the content of a specific course in the program. Different techniques and strategies were used in order to learn what students' interests were and so to reach a better outcome in the teaching-learning situation. Students found such discussions relevant because these made them better prepared for entering a promising labor field; they stressed the high importance the discussions on that theme would have in other courses as well, aiming at providing a sound knowledge basis and at reaching excellence in patient care. We found that the courses surveyed try to raise interest in this knowledge field, promoting several opportunities for study and practice, and providing a new way to make opinions meet about growing old and old age.

Aging↗

PubMedDate not supplied

Outcomes and effectiveness research: capacity building for nurse researchers at the Agency for Healthcare Research and Quality.

Several of AHRQ's priority areas including disease prevention, health promotion, primary care, quality of care, service delivery, and patient safety are particularly relevant to nurse researchers. With much national attention focused on nursing-related issues such as staff shortages, training, mandatory overtime, working conditions, and autonomy, it is mandatory that nursing research be conducted to inform healthcare delivery and policy. Nurses also need to contribute to the health services literature so that an even balance of discipline perspective is represented. AHRQ's mandate is represented by the slogan "quality research for quality health care." Although our understanding has expanded of contributors to and determinants of evidence-based practice and the relationship between clinical care and improved outcomes, we have much to learn. Appreciating how and which components of nursing care influence patient outcomes represents an essential area of research in need of development. While clarifying nursing contributions to improved outcomes is not the sole purview of nurse researchers, it is plausible to assume that a clinical background in nursing combined with strong methodological skills can help policy makers and health system leaders understand how nurses can most effectively contribute to outcomes and quality improvement. AHRQ is clearly interested in capacity building of researchers from all relevant disciplines. Nurses, the largest provider of healthcare, need to build capacity and develop a much stronger presence in the health services research community of scholars.

Health Priorities↗

PubMed1999

Stroke rehabilitation. 4. Stroke outcome and psychosocial consequences.

This self-directed learning module highlights recent research in assessment of stroke outcomes and management of the psychosocial consequences of stroke. It is a part of the chapter on stroke rehabilitation in the Self-Directed Physiatric Education Program for practitioners and trainees in physical medicine and rehabilitation. This article discusses predictive factors for mortality and functional recovery; proposed case mix adjustment and prospective payment systems for stroke rehabilitation; continuum of care and utilization of acute, nursing home, outpatient and home health rehabilitation programs; reintegration and socialization after stroke; vocational rehabilitation of stroke patients; and management of the psychosocial effects of stroke on patients and families.

Aged↗

PubMed2006

Laparoscopic colon resection early in the learning curve: what is the appropriate setting?

INTRODUCTION: Laparoscopic colon resection (LCR) is a safe and effective treatment of benign and malignant colonic lesions. There is little question that a steep learning curve exists for surgeons to become skilled and proficient at LCR. Because of this steep learning curve, debate exists regarding the appropriate hospital setting for LCR. We hypothesize that outcomes of LCR performed early in the learning curve at a regional medical center (New Hanover Regional Medical Center; NHRMC) and a university medical center (Baylor College of Medicine; BCM) would not be significantly different. METHODS: The first 50 consecutive LCRs performed at each institution between August 2001 and December 2003 were reviewed. Age, mean body mass index (BMI), gender, history of previous abdominal surgery (PAS), operative approach [laparoscopic (LAP) versus hand/laparoscopic assisted (HAL)], conversions (Conv), operative time (OR time), pathology (benign vs. malignant), lymph nodes (LN) harvested in malignant cases, length of stay (LOS), morbidity and mortality were obtained. Continuous data were expressed as mean +/- SD. Data were analyzed by chi, Fisher exact test, or t test. RESULTS: NHRMC patients were on average older females with a higher incidence of PAS. A LAP approach was more frequently performed at BCM (86%), whereas HAL was used more frequently at NHRMC (24%). Conversions to open were similar at both institutions (12%). Benign disease accounted for the majority of operations at both institutions. In cases of malignancy, more LN were harvested at BCM. OR time and LOS were shorter at NHRMC. Complication rates were similar between institutions. There were no anastomotic leaks or deaths. CONCLUSIONS: LCR can be performed safely and with acceptable outcomes early in the learning curve at regional medical centers and university medical centers. Outcomes depend more on surgeons possessing advanced laparoscopic skills and adhering to accepted oncologic surgical principles in cases of malignancy, than on the size or location of the healthcare institution.

Clinical Competence↗

PubMed2005

Learning curve: the surgeon as a prognostic factor in colorectal cancer surgery.

The individual surgeon is an independent prognostic factor for outcome in colorectal cancer surgery. The surgeon's learning curve is therefore directly related to the patient's outcome. The exact shape of the learning curve, however, is unknown. The present study reviewed supervision, training/teaching, specialization, surgeon's caseload, and hospital's caseload as the five main surgeon- and hospital-related confounding factors for outcome, and examined their influence on the learning curve as well as their interactions and prognostic significance. All five confounding factors were related to outcome. The highest degree of evidence, however, was found for training/teaching (introduction of total mesorectal excision), specialization in colorectal surgery (special interest, board-certification, specialized colorectal cancer units), and the surgeon's caseload. Five surgeon- and hospital-related factors directly influence the surgeon's learning curve and are therefore rightly considered predictors of outcome in colorectal cancer surgery. Improvements in supervision, training/teaching, specialization, the surgeon's caseload, and the hospital's caseload will therefore translate into enhanced patient outcome.

Certification↗

PubMed1995

Providing intensive community support to people with learning disabilities and challenging behaviour: a preliminary analysis of outcomes and costs.

The impact of a specialist community service on the lives of three people with challenging behaviour was assessed using single-case studies. The outcome measures employed recorded changes in adaptive behaviours, challenging behaviours and staff satisfaction with the interventions used. Improvements on the behavioural measures were observed for each client, and positive feedback was received from each of the staff groups concerned. The costs of providing these interventions in community settings were calculated and compared to the costs of alternative service options.

Adult↗

PubMed2003

Differential outcomes effect in children and adults with down syndrome.

In previous studies, researchers have demonstrated that learning of symbolic relations is facilitated when a particular outcome is associated with each relation to be learned. In the present study, we extend this differential outcomes procedure to children and adults with Down syndrome who had to learn a symbolic conditional discrimination task. Participants showed a better terminal accuracy and a faster learning of the task when the alternative correct responses were each followed by unique different outcomes than when nondifferential outcomes were arranged. These findings confirm that the differential outcomes procedure can be a useful tool to ameliorate discriminative learning deficits and demonstrate the benefits of this procedure for people with Down syndrome.

Adolescent↗

PubMed1980

Relating infant temperament to learning disabilities.

The role of infant temperament in the development of learning disabilities was at issue. As infants, boys with severe learning disabilities were found to be (1) lower in activity level, (2) more irregular, (3) less approaching, and (4) more negative in mood than "normal" boys. Discussion centered around conceptualizing learning disabilities as the outcome of a developmental process. Thus patterns of early parent-infant interaction are established, based in part upon the infant's temperament, that may evolve into a learning disability.

Child↗

PubMed2005

Endovascular repair of the thoracic aorta: lessons learned.

BACKGROUND: Available information on outcome and best strategies for thoracic endovascular repair is somewhat limited and unclear. We sought to gain a better understanding of these issues through a retrospective review of our 8-year clinical experience in the treatment of thoracic aortic aneurysms and dissections. METHODS: A retrospective chart review of 186 patients undergoing stent-graft repair of thoracic aortic lesions at our institution during the 92-month period ending on December 31, 2004 was performed. Patients were divided into two groups based on the indication for treatment; group A had thoracic aortic aneurysms (TAA) and group B had type B aortic dissections (TBAD). Both groups were analyzed for outcome variables including technical success, mortality, major morbidity, endoleak rate and type, secondary endovascular interventions, and long-term survival. Mean follow-up was 40 months (range, 1 to 92 months). RESULTS: Compared to group B, group A patients were older and had a higher incidence of peripheral vascular disease and chronic obstructive pulmonary disease. Sixty percent of all patients were American Society of Anesthesiologists class III and the remainder were class IV (38.3%) and V (1.7%). The procedure was completed in 180 patients (96.7%), with all 6 failures being access-related. The average procedure time was 149 minutes (range, 72 to 405). The 30-day mortality was 4.7% (9 patients), and serious morbidity was 19.9% (37 patients). Eight patients (4.3%) developed spinal cord ischemia, 4 immediately after the procedure and 4 delayed (1 to 3 days). Total hospital length of stay averaged 6.7 days. Secondary endovascular interventions were successful in 17 patients with angiographically confirmed endoleaks (type I and III). At an average follow-up of 40 months, freedom from all-cause mortality was 62.5% in group A and 58.1% in group B. CONCLUSIONS: Stent-graft repair for TAA and TBAD can be achieved with high technical success and comparatively low rates of morbidity and mortality. Midterm survival appears to be favorable. Further refinements in device technology and procedural techniques are needed.

Aged↗

PubMed1998

The role of nurse educators in the development of reflective practitioners: a selective case study of the Australian and UK experience.

The potential to improve patient/client care, stimulate the personal and professional growth of the practitioner and help close the theory practice gap has provoked much discussion in the nursing literature on the benefits of reflection on practice. In order to examine recent developments in this area, a study tour, supported by the Florence Nightingale Foundation, was conducted in Australia and the UK during the spring and summer of 1995. Using an illuminative case study approach, data collected demonstrated that although reflective practice was fully endorsed by the nursing profession in Australia, and there were excellent examples of reflective practice in use, the continued growth of the reflective practice movement appeared to be threatened by the rationalization of both clinical and theoretical education in the universities. Issues around methods of encouraging reflection in students focused on ethical use of journals, the levels of reflection developed and the outcome effectiveness of reflective learning. Although it is recommended that the nursing profession continue to endorse developments in reflective practice in the UK, it is also necessary to encourage both process and outcome evaluations of its effects on the development of the individual nurse and on the ensuing quality of health care delivery.

Australia↗

PubMed2005

Surgical treatment of advanced-stage carcinoid tumors: lessons learned.

OBJECTIVE: To evaluate clinical outcomes in a large group of advanced-stage carcinoid patients (stage IV) following multimodal surgical therapy. SUMMARY BACKGROUND DATA: Patients with advanced-stage carcinoid have traditionally experienced poor 5-year survival (18%-30%). Few recent series have evaluated a large number of patients treated with aggressive surgical rescue therapy. METHODS: This single-center retrospective review analyzes the records of 82 consecutive carcinoid patients treated by the same 2 surgeons, from August 1998 through August 2004 with a 3- to 72-month follow-up. RESULTS: Surprisingly, one third of 26 (32%) patients were found to have intestinal obstructions; 10 being moribund at presentation. Mesenteric encasement with intestinal ischemia was successfully relieved in 10 of 12 cases. Five of eighty-two "terminal" patients were rendered free of macroscopic disease. Karnofsky performance scores improved from 65 to 85 (P < 0.0001). Two- and four-year survival for patients with no or unilateral liver metastases (n = 23) was 89%, while 2- and 4-year survival for patients with bilateral liver disease (n = 59) was 68% and 52% (P = 0.072), respectively. CONCLUSION: We think that all patients with advanced-stage carcinoid should be evaluated for possible multimodal surgical therapy. Primary tumors should be resected, even in the presence of distant metastases to prevent future intestinal obstruction. The "wait and see" method of management of this slow-growing cancer no longer has merit. We offer an algorithm for the surgical evaluation and management of these patients.

Adolescent↗

PubMed2001

Does computer-assisted instruction really help to improve the learning process?

OBJECTIVES: We have developed both a computer-assisted instruction (CAI) multimedia program and a textbook on arterial blood gas interpretation with the same content as formal didactic instruction. A prospective, randomized study was designed to compare the outcomes of self-learning using the software and using the textbook. METHODS: 80 third-year medical students were randomly allocated to two groups: the CAI (n=40) and text group (n=40). A 30-item, type-K examination was administered as the pre-test. After the pre-test, the volunteers in the CAI group studied the software program, whereas those in the text group spent their time reading the textbook covering the same material. The post-test was held immediately at the end of a full day of study, and 3 weeks later, the final test was performed without prior notice. A P value of <0.05 was considered to be a statistically significant difference. RESULTS: Students in the text group seemed to fulfil their assignments and improved their scores post-test better than those in the CAI group. After 3 weeks, the final test scores of both groups demonstrated a significant decrease, but showed an insignificant difference between the two groups. CONCLUSION: Text-based learning seems to be a convenient method of education where time is limited. However, with more time available, use of software may be as good as the conventional learning method and can be an alternative tool. The computer-assisted instruction program seems to enhance the learning process.

Computer-Assisted Instruction↗