International Consensus Statement on Rhinology and Allergy: Rhinosinusitis

Background: The 5 years since the publication of the first International Consensus Statement on Allergy and Rhinology: Rhinosinusitis (ICAR‐RS) has witnessed foundational progress in our understanding and treatment of rhinologic disease. These advances are reflected within the more than 40 new topics covered within the ICAR‐RS‐2021 as well as updates to the original 140 topics. This executive summary consolidates the evidence‐based findings of the document. Methods: ICAR‐RS presents over 180 topics in the forms of evidence‐based reviews with recommendations (EBRRs), evidence‐based reviews, and literature reviews. The highest grade structured recommendations of the EBRR sections are summarized in this executive summary. Results: ICAR‐RS‐2021 covers 22 topics regarding the medical management of RS, which are grade A/B and are presented in the executive summary. Additionally, 4 topics regarding the surgical management of RS are grade A/B and are presented in the executive summary. Finally, a comprehensive evidence‐based management algorithm is provided. Conclusion: This ICAR‐RS‐2021 executive summary provides a compilation of the evidence‐based recommendations for medical and surgical treatment of the most common forms of RS

Spectrum and treatment of bacterial infections in cancer patients with granulocytopenia

Bacterial infections remain a frequent cause of morbidity and mortality in cancer patients with granulocytopenia. In recent years the proportion of patients with gram-positive infections, caused mainly by coagulase-negative staphylococci and viridans streptococci, has increased markedly in many institutions. The precise reasons for this recent change in the epidemiology of infection in cancer patients are as yet not fully ascertained. Although less prevalent, gram-negative infections are still the major threat, since they are associated with higher mortality. What constitutes the optimal empirical antibiotic therapy remains a controversial issue. One should however recognize that the results of one particular study may not be relevant to other institutions where the predominant pathogens and the pattern of antibiotic resistance may be different. In addition, the results of studies using various antibiotic regimens should be compared with caution. However, with these limitations in mind, the results of the most recently published studies support the following recommendations: in patients with nonmicrobiologically documented infections, monotherapy with a third-generation cephalosporin or a carbapenem is a safe alternative to combination therapy. For gram-negative bacteremia, combined therapy with an extended-spectrum beta-lactam antibiotic and an aminoglycoside appears preferable. For gram-positive infections, a specific anti-gram-positive antibiotic is not needed in every patient and can safely be added upon identification of the pathogen in those patients not responding to empirical therapy

Examining pre-service teachers’ opinions about digital story design

Math is a subject in which students are generally not very interested and are unsuccessful compared to other courses. It has been suggested that digital stories designed for educational purposes could be used to prevent students’ lack of interest and failure in this subject. However, designing stories that are fit for purpose is important if the use of digital stories is to be successful. The purpose of this study is to investigate pre-service teachers’ opinions about how they utilized the steps of Gagne’s model while designing digital stories for math lessons. The participants in the study were 49 pre-service teachers studying at a Math Department at a tur state university in the spring term of the 2014–2015 academic year. The Pre-service Teachers’ Opinion Form and a Personal Information Form, both developed by the researchers, were used as data collection tools in the study, in which the qualitative method was adopted. Content analysis was utilized to analyze the data collected through open-ended questions. When the findings were examined it was seen that pre-service teachers had designed digital stories in which they often chose to attract attention by creating interesting characters in the “gaining students’ attention” step of Gagne’s teaching model, that the main character stated the objectives/topic in the story precisely in the “informing students of the objectives” step, and that the characters created repeated the previous topic in the “stimulating recall of prior learning” step. In the current study, the integration of digital story design into lesson plans in accordance with Gagne’s model was carried out and pre-service teachers’ opinions about their experiences of this process were investigated. © 2017, Springer Science+Business Media, LLC, part of Springer Nature

ESICM LIVES 2016: part two : Milan, Italy. 1-5 October 2016.

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