The validity and reliability of the CAMDEX-DS for assessing dementia in adults with Down syndrome in Brazil.

OBJECTIVE: Alzheimer's disease occurs at a higher prevalence and an earlier age in individuals with Down syndrome (DS) than typically developing individuals. However, diagnosing dementia in individuals with intellectual disability remains a challenge due to pre-existing cognitive deficits. The aim of this study was to investigate the validity and reliability of the Brazilian version of the Cambridge Examination for Mental Disorders of Older People with Down's syndrome and Others with Intellectual Disabilities (CAMDEX-DS) for individuals with DS. METHODS: Two psychiatrists, working independently, evaluated 92 adults with DS ≥ 30 years of age. The concurrent validity of the CAMDEX-DS was analyzed in relation to the gold standard of established international criteria. In a subgroup of 20 subjects, the concurrent validity of the CAMDEX-DS was analyzed in relation to an independent objective assessment of cognitive decline over three years. We analyzed the inter-rater reliability of cognitive assessment. RESULTS: The diagnostic accuracy of the CAMDEX-DS compared to the gold standard was 96.7%. CAMDEX-DS-based diagnosis was considered consistent with cognitive decline. The probability of a participant with dementia having cognitive decline was 83%. Inter-rater reliability for the participant assessment was good, with a kappa of > 0.8 for 93% of the CAMDEX-DS items. CONCLUSION: The CAMDEX-DS can be considered the first valid and reliable instrument for evaluating dementia in adults with DS in Brazil. Its use in such individuals could improve clinical practice and research

The validity and reliability of the CAMDEX-DS for assessing dementia in adults with Down syndrome in Brazil.

OBJECTIVE: Alzheimer's disease occurs at a higher prevalence and an earlier age in individuals with Down syndrome (DS) than typically developing individuals. However, diagnosing dementia in individuals with intellectual disability remains a challenge due to pre-existing cognitive deficits. The aim of this study was to investigate the validity and reliability of the Brazilian version of the Cambridge Examination for Mental Disorders of Older People with Down's syndrome and Others with Intellectual Disabilities (CAMDEX-DS) for individuals with DS. METHODS: Two psychiatrists, working independently, evaluated 92 adults with DS ≥ 30 years of age. The concurrent validity of the CAMDEX-DS was analyzed in relation to the gold standard of established international criteria. In a subgroup of 20 subjects, the concurrent validity of the CAMDEX-DS was analyzed in relation to an independent objective assessment of cognitive decline over three years. We analyzed the inter-rater reliability of cognitive assessment. RESULTS: The diagnostic accuracy of the CAMDEX-DS compared to the gold standard was 96.7%. CAMDEX-DS-based diagnosis was considered consistent with cognitive decline. The probability of a participant with dementia having cognitive decline was 83%. Inter-rater reliability for the participant assessment was good, with a kappa of > 0.8 for 93% of the CAMDEX-DS items. CONCLUSION: The CAMDEX-DS can be considered the first valid and reliable instrument for evaluating dementia in adults with DS in Brazil. Its use in such individuals could improve clinical practice and research

Puberdade precoce em tumor de sistema nervoso central Relato de um caso

Os autores apresentam um caso de puberdade precoce em um menino de sete anos, em que após investigação clínica, radiológica, tomográfica e laboratorial foi feita a hipótese diagnóstica de tumor da pineal. Após realização da cirurgia para ressecção tumoral, diagnosticou-se germinoma com áreas de coriocarcinoma em pineal. Os autores mostram a evolução, exames laboratoriais incluindo dosagens hormonais e marcadores biológicos, e também os tratamentos cirúrgico e quimioterápico

Psicología Y educación a distancia : una revisión de la literatura

O presente estudo investigou as contribuições da Psicologia para a educação a distância – EAD. Para isso, realizou-se revisão bibliográfica de publicações nacionais, entre 1999 e 2009, nas bases de dados SciELO, Lilacs, PsycINFO, BVS e Google Acadêmico. Foram selecionados 69 estudos, dos quais se excluíram 15, por não serem compatíveis com a pesquisa. Os resultados evidenciaram nove eixos temáticos: (1) tecnologia educacional a distância com fundamentos psicológicos, (2) afeição, (3) papel do tutor/professor, (4) teorias psicológicas, (5) interatividade, (6) evasão, (7) relatos de experiências, (8) avaliação de treinamento, desenvolvimento e educação a distância e (9) outros. Os temas tecnologia educacional a distância com fundamentos psicológicos e afeição obtiveram maior frequência nas publicações. Neste estudo, registrou-se, também, que, embora em ascensão desde 2006, os anos de maiores publicações da Psicologia na educação a distância foram 2008 e 2009. Sugere-se que estudos futuros ampliem esta pesquisa para incluir bases de dados internacionais.This study investigated the contributions of Psychology to Distance Learning. A literature review of national publications between 1999 to 2009 was made in the electronic databases SciELO, LILACS, PsycINFO, BVS and Google Scholar. From the 69 studies selected, 15 were excluded because they were not compatible with the research. The results showed nine themes: (1) the distance learning technology with psychological grounding, (2) affection, (3)the role of the tutor/professor, (4) psychological theories, (5) interactivity, (6) dropout, (7) reports of experiences, (8) assessment of distance training, development and education and (9) others. The topics distance education technology with psychological grounding and affection had a larger frequency in the publications. Since 2006, there was an increasing number of publications in psychology distance education, but the years of major publications were from 2008 to 2009. It is suggested that future studies expand this research including international databases.El presente estudio investigó las contribuciones de la Psicología para la Educación a Distancia – EAD. Para eso, fue realizada una revisión bibliográfica de publicaciones nacionales, entre 1999 y 2009 en las bases de datos SciELO, Lilacs, PsycINFO, BVS y Google Académico. Fueron seleccionados 69 estudios, de los cuales se excluyeron 15, por no ser compatibles con la pesquisa. Los resultados evidenciaron nueve ejes temáticos (1) tecnología educacional la distancia con fundamentos psicológicos; (2) afección; (3) papel del tutor/profesor; (4) teorías psicológicas; (5) interactividad; (6) evasión; (7) relatos de experiencias, (8) evaluación de entrenamiento, desarrollo y educación distancia y (9) otros. Los temas tecnología educacional a distancia con fundamentos psicológicos y afección obtuvieron mayor frecuencia en las publicaciones. En ese estudio se registró, también, que, aunque en ascensión desde 2006, los años de mayores publicaciones de la psicología en la educación a distancia, fueron 2008 y 2009. Se sugiere que estudios futuros amplíen esa pesquisa para incluir bases de datos internacionales

Additional file 1 of Management of early-stage triple-negative breast cancer: recommendations of a panel of experts from the Brazilian Society of Mastology

Additional file 1: Table S1. Profile of the panelists (n = 27) and of the SBM affiliated breast surgeons (n = 214) who participated in the survey

Additional file 5 of Management of early-stage triple-negative breast cancer: recommendations of a panel of experts from the Brazilian Society of Mastology

Additional file 5: Table S5. Summary of the consensus among the SBM affiliated breast surgeons