6 research outputs found

    Heart failure subtypes and thromboembolic risk in patients with atrial fibrillation::The PREFER in AF - HF substudy

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    BACKGROUND AND OBJECTIVES: To assess thromboembolic and bleeding risks in patients with heart failure (HF) and atrial fibrillation (AF) according to HF type. METHODS: We analyzed 6170 AF patients from the Prevention of thromboembolic events - European Registry in Atrial Fibrillation (PREFER in AF), and categorized patients into: HF with reduced left-ventricular ejection fraction (HFrEF; LVEF60%), and no HF. Outcomes were ischemic stroke, major adverse cardiovascular and cerebral events (MACCE) and major bleeding occurring within 1-year. RESULTS: The annual incidence of stroke was linearly and inversely related to LVEF, increasing by 0.054% per each 1% of LVEF decrease (95% CI: 0.013%-0.096%; p=0.031). Patients with HFHpEF had the highest CHA2DS2-VASc score, but significantly lower stroke incidence than other HF groups (0.65%, compared to HFLpEF 1.30%; HFmrEF 1.71%; HFrEF 1.75%; trend p=0.014). The incidence of MACCE was also lower in HFHpEF (2.0%) compared to other HF groups (range: 3.8-4.4%; p=0.001). Age, HF type, and NYHA class were independent predictors of thromboembolic events. Conversely, major bleeding did not significantly differ between groups (p=0.168). CONCLUSION: Our study in predominantly anticoagulated patients with AF shows that, reduction in LVEF is associated with higher thromboembolic, but not higher bleeding risk. HFHpEF is a distinct and puzzling group, featuring the highest CHA2DS2-VASc score but the lowest residual risk of thromboembolic events, which warrants further investigation

    A922 Sequential measurement of 1 hour creatinine clearance (1-CRCL) in critically ill patients at risk of acute kidney injury (AKI)

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    Global disparities in SARS-CoV-2 genomic surveillance

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    Genomic sequencing is essential to track the evolution and spread of SARS-CoV-2, optimize molecular tests, treatments, vaccines, and guide public health responses. To investigate the global SARS-CoV-2 genomic surveillance, we used sequences shared via GISAID to estimate the impact of sequencing intensity and turnaround times (TAT) on variant detection in 189 countries. In two years of pandemic, 78% of high income countries (HICs) sequenced >0.5% of their COVID-19 cases, while 42% of low (LICs) and middle income countries (MICs) reached that mark. Around 25% of the genomes from HICs were submitted within 21 days, a pattern observed in 5% of the genomes from LICs and MICs. We found that sequencing around 0.5% of the cases, with a TAT <21 days, could provide a benchmark for SARS-CoV-2 genomic surveillance. Socioeconomic inequalities undermine the global pandemic preparedness, and efforts must be made to support LICs and MICs improve their local sequencing capacity

    Verhaltens- und emotionale Störungen mit Beginn in der Kindheit und Jugend

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    Die Verhaltens- und emotionalen Störungen mit Beginn in der Kindheit und Jugend umfassen ein weites Spektrum verschiedener Störungen: Störungen der motorischen Aktivität und Aufmerksamkeit, Störungen des Sozialverhaltens, emotionale Störungen, Störungen sozialer Funktionen, Ticstörungen sowie Verhaltens- und emotionale Störungen mit Beginn in der Kindheit und Jugend. Einige der Störungen beschränken sich auf Kindheit und Jugend, andere können bis ins Erwachsenenalter hinein persistieren. Die Klassifikation der ICD-10, besonders bei den emotionalen Störungen, ist in einzelnen Punkten inkonsequent oder unlogisch. So kommen z. B. depressive Entwicklungen und Angststörungen auch schon im Kindes- und Jugendalter vor, werden aber andernorts klassifiziert. Ebenso werden potenzielle komorbide Störungen als Ausschlussgrund definiert, z. B. bei Autismus und ADHS, so dass die klinische Praxis häufig vom ICD-10 abweicht. Die Krankheitsursachen sind häufig multikausal. Demzufolge kann die Therapie u. U. auch multimodal von der Beratung der Eltern über Psycho- und Familientherapie bis hin zur Pharmakotherapie reichen. Manchmal ist auch die Beratung weiterer Bezugspersonen, z. B. der Lehrer, nötig

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