1,923 research outputs found
Neck atonia with a focal stimulation-induced seizure arising from the SMA: pathophysiological considerations.
A 28-year-old patient with pharmacoresistant non-lesional right frontal epilepsy underwent extra-operative intracranial EEG recordings and electrical cortical stimulation (ECS) to map eloquent cortex. Right supplementary motor area (SMA) ECS induced a brief seizure with habitual symptoms involving neck tingling followed by asymmetric tonic posturing. An additional feature was neck atonia. During atonia and sensory aura, discharges were seen in the mesial frontal electrodes and precentral gyrus. Besides motor signs, atonia, although rare and not described in the neck muscles, and sensations have been reported with SMA stimulation. The mechanisms underlying neck atonia in seizures arising from the SMA can be explained by supplementary negative motor area (SNMA) - though this was not mapped in electrodes overlying the ictal onset zone in our patient - or primary sensorimotor cortex activation through rapid propagation. Given the broad spectrum of signs elicited by SMA stimulation and rapid spread of seizures arising from the SMA, caution should be taken to not diagnose these as non-epileptic, as had previously occurred in this patient
Cancer in Alaska Natives 1969-2003: 35-Year Report
Cancer incidence rates for all Alaska Natives (Eskimo, Indian, Aleut) were first reported in 1976. Since then numerous publications have documented the unusual cancer patterns in this population. These are the latest statistics for which there is complete data statewide, and provide the best estimates of cancer incidence in the Alaska Native population. Numbers of new (incident) cases and rates are given for all cancers and for specific sites. These numbers are presented by age, sex, ethnicity, geographic region, and service unit. Data have been collected, tabulated, and analyzed in accordance with procedures established by the National Cancer Institute Surveillance, Epidemiology, and End Results (SEER) program
Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET)
Abstract
Background
The majority of reporting guidelines assist researchers to report consistent information concerning study design, however, they contain limited information for describing study interventions. Using a three-stage development process, the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET) checklist and accompanying explanatory paper were developed to provide guidance for the reporting of educational interventions for evidence-based practice (EBP). The aim of this study was to complete the final development for the GREET checklist, incorporating psychometric testing to determine inter-rater reliability and criterion validity.
Methods
The final development for the GREET checklist incorporated the results of a prior systematic review and Delphi survey. Thirty-nine items, including all items from the prior systematic review, were proposed for inclusion in the GREET checklist. These 39 items were considered over a series of consensus discussions to determine the inclusion of items in the GREET checklist. The GREET checklist and explanatory paper were then developed and underwent psychometric testing with tertiary health professional students who evaluated the completeness of the reporting in a published study using the GREET checklist. For each GREET checklist item, consistency (%) of agreement both between participants and the consensus criterion reference measure were calculated. Criterion validity and inter-rater reliability were analysed using intra-class correlation coefficients (ICC).
Results
Three consensus discussions were undertaken, with 14 items identified for inclusion in the GREET checklist. Following further expert review by the Delphi panelists, three items were added and minor wording changes were completed, resulting in 17 checklist items. Psychometric testing for the updated GREET checklist was completed by 31 participants (n = 11 undergraduate, n = 20 postgraduate). The consistency of agreement between the participant ratings for completeness of reporting with the consensus criterion ratings ranged from 19 % for item 4 Steps of EBP, to 94 % for item 16 Planned delivery. The overall consistency of agreement, for criterion validity (ICC 0.73) and inter-rater reliability (ICC 0.96), was good to almost perfect.
Conclusion
The final GREET checklist comprises 17 items which are recommended for reporting EBP educational interventions. Further validation of the GREET checklist with experts in EBP research and education is recommended
Protocol for development of the guideline for reporting evidence based practice educational interventions and teaching (GREET) statement
BACKGROUND: There are an increasing number of studies reporting the efficacy of educational strategies to facilitate the development of knowledge and skills underpinning evidence based practice (EBP). To date there is no standardised guideline for describing the teaching, evaluation, context or content of EBP educational strategies. The heterogeneity in the reporting of EBP educational interventions makes comparisons between studies difficult. The aim of this program of research is to develop the Guideline for Reporting EBP Educational interventions and Teaching (GREET) statement and an accompanying explanation and elaboration (E&E) paper. METHODS/DESIGN: Three stages are planned for the development process. Stage one will comprise a systematic review to identify features commonly reported in descriptions of EBP educational interventions. In stage two, corresponding authors of articles included in the systematic review and the editors of the journals in which these studies were published will be invited to participate in a Delphi process to reach consensus on items to be considered when reporting EBP educational interventions. The final stage of the project will include the development and pilot testing of the GREET statement and E&E paper. OUTCOME: The final outcome will be the creation of a Guideline for Reporting EBP Educational interventions and Teaching (GREET) statement and E&E paper. DISCUSSION: The reporting of health research including EBP educational research interventions, have been criticised for a lack of transparency and completeness. The development of the GREET statement will enable the standardised reporting of EBP educational research. This will provide a guide for researchers, reviewers and publishers for reporting EBP educational interventions
A systematic review of how studies describe educational interventions for evidence-based practice:Stage 1 of the development of a reporting guideline
Abstract
Background
The aim of this systematic review was to identify which information is included when reporting educational interventions used to facilitate foundational skills and knowledge of evidence-based practice (EBP) training for health professionals. This systematic review comprised the first stage in the three stage development process for a reporting guideline for educational interventions for EBP.
Methods
The review question was ‘What information has been reported when describing educational interventions targeting foundational evidence-based practice knowledge and skills?’
MEDLINE, Academic Search Premier, ERIC, CINAHL, Scopus, Embase, Informit health, Cochrane Library and Web of Science databases were searched from inception until October - December 2011. Randomised and non-randomised controlled trials reporting original data on educational interventions specific to developing foundational knowledge and skills of evidence-based practice were included.
Studies were not appraised for methodological bias, however, reporting frequency and item commonality were compared between a random selection of studies included in the systematic review and a random selection of studies excluded as they were not controlled trials. Twenty-five data items were extracted by two independent reviewers (consistency > 90%).
Results
Sixty-one studies met the inclusion criteria (n = 29 randomised, n = 32 non-randomised). The most consistently reported items were the learner’s stage of training, professional discipline and the evaluation methods used (100%). The least consistently reported items were the instructor(s) previous teaching experience (n = 8, 13%), and student effort outside face to face contact (n = 1, 2%).
Conclusion
This systematic review demonstrates inconsistencies in describing educational interventions for EBP in randomised and non-randomised trials. To enable educational interventions to be replicable and comparable, improvements in the reporting for educational interventions for EBP are required. In the absence of a specific reporting guideline, there are a range of items which are reported with variable frequency. Identifying the important items for describing educational interventions for facilitating foundational knowledge and skills in EBP remains to be determined. The findings of this systematic review will be used to inform the next stage in the development of a reporting guideline for educational interventions for EBP
A Delphi survey to determine how educational interventions for evidence-based practice should be reported:Stage 2 of the development of a reporting guideline
BACKGROUND: Undertaking a Delphi exercise is recommended during the second stage in the development process for a reporting guideline. To continue the development for the Guideline for Reporting Evidence-based practice Educational interventions and Teaching (GREET) a Delphi survey was undertaken to determine the consensus opinion of researchers, journal editors and educators in evidence-based practice (EBP) regarding the information items that should be reported when describing an educational intervention for EBP. METHODS: A four round online Delphi survey was conducted from October 2012 to March 2013. The Delphi panel comprised international researchers, educators and journal editors in EBP. Commencing with an open-ended question, participants were invited to volunteer information considered important when reporting educational interventions for EBP. Over three subsequent rounds participants were invited to rate the importance of each of the Delphi items using an 11 point Likert rating scale (low 0 to 4, moderate 5 to 6, high 7 to 8 and very high >8). Consensus agreement was set a priori as at least 80 per cent participant agreement. Consensus agreement was initially calculated within the four categories of importance (low to very high), prior to these four categories being merged into two (<7 and ≥7). Descriptive statistics for each item were computed including the mean Likert scores, standard deviation (SD), range and median participant scores. Mean absolute deviation from the median (MAD-M) was also calculated as a measure of participant disagreement. RESULTS: Thirty-six experts agreed to participate and 27 (79%) participants completed all four rounds. A total of 76 information items were generated across the four survey rounds. Thirty-nine items (51%) were specific to describing the intervention (as opposed to other elements of study design) and consensus agreement was achieved for two of these items (5%). When the four rating categories were merged into two (<7 and ≥7), 18 intervention items achieved consensus agreement. CONCLUSION: This Delphi survey has identified 39 items for describing an educational intervention for EBP. These Delphi intervention items will provide the groundwork for the subsequent consensus discussion to determine the final inclusion of items in the GREET, the first reporting guideline for educational interventions in EBP
Modularity measure of networks with overlapping communities
In this paper we introduce a non-fuzzy measure which has been designed to
rank the partitions of a network's nodes into overlapping communities. Such a
measure can be useful for both quantifying clusters detected by various methods
and during finding the overlapping community-structure by optimization methods.
The theoretical problem referring to the separation of overlapping modules is
discussed, and an example for possible applications is given as well
Spectral transitions in networks
We study the level spacing distribution p(s) in the spectrum of random
networks. According to our numerical results, the shape of p(s) in the
Erdos-Renyi (E-R) random graph is determined by the average degree , and
p(s) undergoes a dramatic change when is varied around the critical point
of the percolation transition, =1. When > 1, the p(s) is described by
the statistics of the Gaussian Orthogonal Ensemble (GOE), one of the major
statistical ensembles in Random Matrix Theory, whereas at =1 it follows the
Poisson level spacing distribution. Closely above the critical point, p(s) can
be described in terms of an intermediate distribution between Poisson and the
GOE, the Brody-distribution. Furthermore, below the critical point p(s) can be
given with the help of the regularised Gamma-function. Motivated by these
results, we analyse the behaviour of p(s) in real networks such as the
Internet, a word association network and a protein protein interaction network
as well. When the giant component of these networks is destroyed in a node
deletion process simulating the networks subjected to intentional attack, their
level spacing distribution undergoes a similar transition to that of the E-R
graph.Comment: 11 pages, 5 figure
The VLT-FLAMES Tarantula Survey X: Evidence for a bimodal distribution of rotational velocities for the single early B-type stars
Aims: Projected rotational velocities (\vsini) have been estimated for 334
targets in the VLT-FLAMES Tarantula survey that do not manifest significant
radial velocity variations and are not supergiants. They have spectral types
from approximately O9.5 to B3. The estimates have been analysed to infer the
underlying rotational velocity distribution, which is critical for
understanding the evolution of massive stars.
Methods: Projected rotational velocities were deduced from the Fourier
transforms of spectral lines, with upper limits also being obtained from
profile fitting. For the narrower lined stars, metal and non-diffuse helium
lines were adopted, and for the broader lined stars, both non-diffuse and
diffuse helium lines; the estimates obtained using the different sets of lines
are in good agreement. The uncertainty in the mean estimates is typically 4%
for most targets. The iterative deconvolution procedure of Lucy has been used
to deduce the probability density distribution of the rotational velocities.
Results: Projected rotational velocities range up to approximately 450 \kms
and show a bi-modal structure. This is also present in the inferred rotational
velocity distribution with 25% of the sample having \ve100\,\kms
and the high velocity component having \ve\,\kms. There is no
evidence from the spatial and radial velocity distributions of the two
components that they represent either field and cluster populations or
different episodes of star formation. Be-type stars have also been identified.
Conclusions: The bi-modal rotational velocity distribution in our sample
resembles that found for late-B and early-A type stars. While magnetic braking
appears to be a possible mechanism for producing the low-velocity component, we
can not rule out alternative explanations.Comment: to be publisged in A&
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