Consensus on circulatory shock and hemodynamic monitoring. Task force of the European Society of Intensive Care Medicine.

OBJECTIVE: Circulatory shock is a life-threatening syndrome resulting in multiorgan failure and a high mortality rate. The aim of this consensus is to provide support to the bedside clinician regarding the diagnosis, management and monitoring of shock. METHODS: The European Society of Intensive Care Medicine invited 12 experts to form a Task Force to update a previous consensus (Antonelli et al.: Intensive Care Med 33:575-590, 2007). The same five questions addressed in the earlier consensus were used as the outline for the literature search and review, with the aim of the Task Force to produce statements based on the available literature and evidence. These questions were: (1) What are the epidemiologic and pathophysiologic features of shock in the intensive care unit ? (2) Should we monitor preload and fluid responsiveness in shock ? (3) How and when should we monitor stroke volume or cardiac output in shock ? (4) What markers of the regional and microcirculation can be monitored, and how can cellular function be assessed in shock ? (5) What is the evidence for using hemodynamic monitoring to direct therapy in shock ? Four types of statements were used: definition, recommendation, best practice and statement of fact. RESULTS: Forty-four statements were made. The main new statements include: (1) statements on individualizing blood pressure targets; (2) statements on the assessment and prediction of fluid responsiveness; (3) statements on the use of echocardiography and hemodynamic monitoring. CONCLUSIONS: This consensus provides 44 statements that can be used at the bedside to diagnose, treat and monitor patients with shock

Erratum to: 36th International Symposium on Intensive Care and Emergency Medicine

[This corrects the article DOI: 10.1186/s13054-016-1208-6.]

Webometrics benefitting from web mining? An investigation of methods and applications of two research fields

Webometrics and web mining are two fields where research is focused on quantitative analyses of the web. This literature review outlines definitions of the fields, and then focuses on their methods and applications. It also discusses the potential of closer contact and collaboration between them. A key difference between the fields is that webometrics has focused on exploratory studies, whereas web mining has been dominated by studies focusing on development of methods and algorithms. Differences in type of data can also be seen, with webometrics more focused on analyses of the structure of the web and web mining more focused on web content and usage, even though both fields have been embracing the possibilities of user generated content. It is concluded that research problems where big data is needed can benefit from collaboration between webometricians, with their tradition of exploratory studies, and web miners, with their tradition of developing methods and algorithms

The Reflective Learner: Perspectives of Engineering Faculty Engaged In Learning through Service

Over the past decade, Learning through Service (LTS) has proliferated in higher education as an effective teaching and learning method.&nbsp; LTS is an umbrella term that includes both curricular and extracurricular activities, recognizing that there are many models that exist currently for how faculty members use opportunities for students to learn while providing service to a community.&nbsp; Reflection by the students on their service activity provides rich opportunities for students to add meaning to their learning through engagement with community.&nbsp; While, many colleges and universities in the United States have increased the use of LTS in engineering programs, there has been limited study to evaluate engineering faculty perception of the purpose of reflection in support of facilitating and assessing the expected learning outcomes.&nbsp; In this research, twenty-six interviews were conducted with engineering LTS practitioners to explore how and why engineering faculty incorporate reflection in LTS efforts.&nbsp; The findings reveal that majority of engineering LTS faculty practitioners engage students in reflection to enhance the professional development skills of their students, with fewer of the faculty using reflection to develop students&rsquo; personal skills.</div