Infective Native Aortic Aneurysms : A Delphi Consensus Document on Terminology, Definition, Classification, Diagnosis, and Reporting Standards

Publisher Copyright: © 2022 The Author(s)Objective: There is no consensus regarding the terminology, definition, classification, diagnostic criteria, and algorithm, or reporting standards for the disease of infective native aortic aneurysm (INAA), previously known as mycotic aneurysm. The aim of this study was to establish this by performing a consensus study. Methods: The Delphi methodology was used. Thirty-seven international experts were invited via mail to participate. Four two week Delphi rounds were performed, using an online questionnaire, initially with 22 statements and nine reporting items. The panellists rated the statements on a five point Likert scale. Comments on statements were analysed, statements revised, and results presented in iterative rounds. Consensus was defined as ≥ 75% of the panel selecting “strongly agree” or “agree” on the Likert scale, and consensus on the final assessment was defined as Cronbach's alpha coefficient > .80. Results: All 38 panellists completed all four rounds, resulting in 100% participation and agreement that this study was necessary, and the term INAA was agreed to be optimal. Three more statements were added based on the results and comments of the panel, resulting in a final 25 statements and nine reporting items. All 25 statements reached an agreement of ≥ 87%, and all nine reporting items reached an agreement of 100%. The Cronbach's alpha increased for each consecutive round (round 1 = .84, round 2 = .87, round 3 = .90, and round 4 = .92). Thus, consensus was reached for all statements and reporting items. Conclusion: This Delphi study established the first consensus document on INAA regarding terminology, definition, classification, diagnostic criteria, and algorithm, as well as reporting standards. The results of this study create essential conditions for scientific research on this disease. The presented consensus will need future amendments in accordance with newly acquired knowledge.Peer reviewe

Developing an Anti-Racist Approach to Teaching

Mike Watts (2020), while discussing strategies for teachers and mentors to cope with contingent questions, proclaims: The ‘bottom line’ here is that complex learning is complex, not just because we derive learning from a multitude of sources, but because it is a-synchronous, serendipitous, and happens as small ‘nudges of knowledge’ ‘(Salehjee & Watts, 2020, p.178) throughout life.’ Although this statement is directed to science teachers and mentors, we believe that it invites any teacher/tutor/mentor/ practitioner teaching in any educational setting to self-reflect on their own pre-assumptions and recognise that students as learners bring and accumulate knowledge as small nudges over their lifetime. Therefore, their viewpoints of similar and/or different life experiences/events are unique and self-perceived. Inspired by Watts’ (2020) proclamation on ‘contingent questioning’, we offer four fictionalised case studies below, each of which we analyse through four main features: 1. Addressing unexpected questions from the students on gender, race, religion and social class or a combination of these socially-ascribed characteristics; 2. Anticipating possibility in the differing perceptions of the students; 3. Self-reflecting on your teaching practices based on the accumulative ‘nudges of knowledge’ that a student can bring in the classroom; 4. Supporting/mentoring colleagues to deal with contingency questions