Risk profiles and one-year outcomes of patients with newly diagnosed atrial fibrillation in India: Insights from the GARFIELD-AF Registry.

BACKGROUND: The Global Anticoagulant Registry in the FIELD-Atrial Fibrillation (GARFIELD-AF) is an ongoing prospective noninterventional registry, which is providing important information on the baseline characteristics, treatment patterns, and 1-year outcomes in patients with newly diagnosed non-valvular atrial fibrillation (NVAF). This report describes data from Indian patients recruited in this registry. METHODS AND RESULTS: A total of 52,014 patients with newly diagnosed AF were enrolled globally; of these, 1388 patients were recruited from 26 sites within India (2012-2016). In India, the mean age was 65.8 years at diagnosis of NVAF. Hypertension was the most prevalent risk factor for AF, present in 68.5% of patients from India and in 76.3% of patients globally (P < 0.001). Diabetes and coronary artery disease (CAD) were prevalent in 36.2% and 28.1% of patients as compared with global prevalence of 22.2% and 21.6%, respectively (P < 0.001 for both). Antiplatelet therapy was the most common antithrombotic treatment in India. With increasing stroke risk, however, patients were more likely to receive oral anticoagulant therapy [mainly vitamin K antagonist (VKA)], but average international normalized ratio (INR) was lower among Indian patients [median INR value 1.6 (interquartile range {IQR}: 1.3-2.3) versus 2.3 (IQR 1.8-2.8) (P < 0.001)]. Compared with other countries, patients from India had markedly higher rates of all-cause mortality [7.68 per 100 person-years (95% confidence interval 6.32-9.35) vs 4.34 (4.16-4.53), P < 0.0001], while rates of stroke/systemic embolism and major bleeding were lower after 1 year of follow-up. CONCLUSION: Compared to previously published registries from India, the GARFIELD-AF registry describes clinical profiles and outcomes in Indian patients with AF of a different etiology. The registry data show that compared to the rest of the world, Indian AF patients are younger in age and have more diabetes and CAD. Patients with a higher stroke risk are more likely to receive anticoagulation therapy with VKA but are underdosed compared with the global average in the GARFIELD-AF. CLINICAL TRIAL REGISTRATION-URL: http://www.clinicaltrials.gov. Unique identifier: NCT01090362

The Open Case as a setting for addressing challenges in small groups: Post-graduate computer science students’ perspectives

The Open Case is a collaborative, small group intervention which draws from the person-centred approach’s “intensive group experience”. It focuses on the identification and management of challenging job- or personal situations through a guided process of reflection and engagement within a small group setting and has been proven to be successful in various professional and academic contexts. The purpose of this chapter is to examine students’ experience of the Open Case setting when introduced as part of a Master level course on communication for computer science students, as well as the effect thereof on their professional- and private lives. Specific focus will also be given to international students’ reflections during this intervention. Methodologically, students’ written self-reflections and online reactions are analysed via qualitative content analysis and systematically discussed. An outlook on further research and applications of the Open Case setting in contexts such as management learning, online communication, evoking motivation for change, and social inclusion of diverse people conclude the chapter

Meningococcal disease at Tygerberg Hospital

ArticleThe original publication is available at http://www.samj.org.zaFrom June 1978 to November 1979, 298 patients with meningococcal disease were seen at Tygerberg Hospital, Parowvallei, CP. The manner of presentation, the diagnosis and some of the clinical features of these patients are reviewed and certain aspects discussed.Publishers’ versio

The Talent Development Centre as an integrated positive psychological leadership development and talent analytics framework

The purpose of this chapter is to explore the value of an integrated Talent Development Centre (TDC) approach as a dynamic, hybrid, positive psychological leadership development and talent analytics framework within organizations. Specifically, the chapter aims to explore the modern idea of the TDC, its theoretical underpinnings and its practical and procedural application to meet the development demands of inter-connected-, dynamic- and digital organisations. The chapter is structured through three core components: Firstly, an overview is provided on the evolution of the TDC as a hybrid assessment and development centre. The purpose-, function-, and differentiation between assessment—and development centres are presented. Secondly, an argument is made for the adoption of a developmental and learning orientation towards TDC’s—supporting a positive organisational intervention approach while expanding on the theoretical premise of competency-based learning and assessment design. Thirdly, key principles for the successful implementation of a contemporary TDC is put forward; responsive to the demands of a dynamic and expansive work context driven by a number of emerging trends. Recommendations are provided pertaining to the role of TDC’s in integrated succession planning, leader readiness, talent calibration and intervention mapping on both individual—and group level

#NoFilter: an online photographic meaningful-moments intervention

The search for and presence of meaning in life is an inherent human need which transcends cultural boundaries. The cultivation of meaning, which focuses on the discovery of what matters most in life and the pursuit of personal aspirations, has shown to have significant effects on lowering psychopathology, and enhancing individual well-being in various cross- and multi-cultural contexts. Finding meaning and purpose in life increases resilience and perseverance, even in extreme environments such as war-torn states and absolute poverty. Despite the various benefits of meaning, individuals have reported that finding meaning or purpose is ‘elusive’ and its sources difficult to pin-point. Although sources of meaning are abundant, individuals need opportunities to explore such in a structured manner. Photographs could be an interesting means through which to capture and explore meaningful moments. As such, the purpose of this paper is to develop, implement and preliminarily evaluate an online photographic meaningful-moments intervention to explore sources of meaning through the use of Instagram©. A mixed-method pre-experimental intervention design was employed to evaluate the effectiveness of this intervention. Data was obtained through (a) personal reflections on the sources of meaning after the intervention and (b) a pre-, post and post-post assessment with the Meaning in Life Questionnaire and the Satisfaction with Life Scale. Specific within-person changes on the subscales were evaluated and implications of the research described. The results showed that Instagram could be an interesting tool to consider when the aim is to enhance well-being in the short term. However, the results only showed significant changes in the presence of meaning, and life satisfaction between the Time 1 and Time 3 measures. Finally, the results showed that positive relationships with family and friends, savouring life’s joys, freedom and autonomy, a unison with nature, personal development, caring for or showing kindness to others, and purposeful work are important sources of meaning for individuals

Flourishing Interventions 2.0: a practical guide to student development

This chapter presents a practical guide for the development of flourishing students. Flourishing is defined as a positive psychological state characterised by positive emotions, engagement, positive relationships, meaning and accomplishments with various positive work/life outcomes. Within an academic setting, recent research has alluded to the relationship between flourishing students and academic performance. Similarly, flourishing students were less likely to procrastinate, had higher levels of self-control, adopted a mastery-approach towards their goals and reported higher levels of academic performance. Further, flourishing students has a higher probability to experience fruitful and rewarding careers. Therefore, it is imperative to equip students with the necessary skills to enhance flourishing early in their academic careers. This chapter aims to present the theoretical implications of flourishing as well as to provide a practical approach towards developing flourishing students