Affective expression among preterm infants of varying levels of biological risk

This investigation examines the association between risk status and the quality of emotional arousal and regulation among preterm infants in the second year of life. The behavior of 55 preterm infants stratified into three risk groups by severity and chronicity of respiratory illness was recorded during the procedures of the Strange Situation. Measures of emotional responsiveness included temporal and intensity features of facial and vocal expressions as well as concurrent activity with toys. Significant relationships between neonatal risk status and these expressive and regulatory features were observed. Infants in the High-Risk group (N = 16) differed from healthy Low-Risk infants (N = 23) and from those in the Moderate-Risk group (N = 16). The High-Risk infants showed a greater sensitivity to distress arousal at low levels of stress and less ability to modulate distress once aroused. High-Risk infants also demonstrated significantly less adaptive play with toys than the other preterm infants. In short, this study suggests that, when placed under stress, High-Risk preterm infants in their second year of life become more distressed and demonstrate less ability to recover from this distress and effectively re-engage their environment than preterm infants born at lower risk.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/26744/1/0000296.pd

Neonatal intervention

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68335/2/10.1177_027112148300300105.pd

ESMO / ASCO Recommendations for a Global Curriculum in Medical Oncology Edition 2016

The European Society for Medical Oncology (ESMO) and the American Society of Clinical Oncology (ASCO) are publishing a new edition of the ESMO/ASCO Global Curriculum (GC) thanks to contribution of 64 ESMO-appointed and 32 ASCO-appointed authors. First published in 2004 and updated in 2010, the GC edition 2016 answers to the need for updated recommendations for the training of physicians in medical oncology by defining the standard to be fulfilled to qualify as medical oncologists. At times of internationalisation of healthcare and increased mobility of patients and physicians, the GC aims to provide state-of-the-art cancer care to all patients wherever they live. Recent progress in the field of cancer research has indeed resulted in diagnostic and therapeutic innovations such as targeted therapies as a standard therapeutic approach or personalised cancer medicine apart from the revival of immunotherapy, requiring specialised training for medical oncology trainees. Thus, several new chapters on technical contents such as molecular pathology, translational research or molecular imaging and on conceptual attitudes towards human principles like genetic counselling or survivorship have been integrated in the GC. The GC edition 2016 consists of 12 sections with 17 subsections, 44 chapters and 35 subchapters, respectively. Besides renewal in its contents, the GC underwent a principal formal change taking into consideration modern didactic principles. It is presented in a template-based format that subcategorises the detailed outcome requirements into learning objectives, awareness, knowledge and skills. Consecutive steps will be those of harmonising and implementing teaching and assessment strategies

ESMO / ASCO Recommendations for a Global Curriculum in Medical Oncology Edition 2016

The European Society for Medical Oncology (ESMO) and the American Society of Clinical Oncology (ASCO) are publishing a new edition of the ESMO/ ASCO Global Curriculum (GC) thanks to contribution of 64 ESMOappointed and 32 ASCO-appointed authors. First published in 2004 and updated in 2010, the GC edition 2016 answers to the need for updated recommendations for the training of physicians in medical oncology by defining the standard to be fulfilled to qualify as medical oncologists. At times of internationalisation of healthcare and increased mobility of patients and physicians, the GC aims to provide state-of-the-art cancer care to all patients wherever they live. Recent progress in the field of cancer research has indeed resulted in diagnostic and therapeutic innovations such as targeted therapies as a standard therapeutic approach or personalised cancer medicine specialised training for medical oncology trainees. Thus, several new chapters on technical contents such as molecular pathology, translational research or molecular imaging and on conceptual attitudes towards human principles like genetic counselling or survivorship have been integrated in the GC. The GC edition 2016 consists of 12 sections with 17 subsections, 44 chapters and 35 subchapters, respectively. Besides renewal in its contents, the GC underwent a principal formal change taking into consideration modern didactic principles. It is presented in a template-based format that subcategorises the detailed outcome requirements into learning objectives, awareness, knowledge and skills. Consecutive steps will be those of harmonising and implementing teaching and assessment strategies