100 research outputs found

    Effetti della pandemia da covid-19 e della Didattica a Distanza (DAD) sulle abilitĂ  di lettura in bambini normo-lettori

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    Due to covid-19 pandemic, in February 2020 Italian government decided to take action in order to reduce physical contact and contain the spread of the virus; among the other measures, face-to-face teaching was suspended. All along 2020 and for the major part of 2021 online teaching replaced face-to-face teaching. Teachers and parents were unprepared for this kind of didactic activities and online modality varied during the lockdown months and among different schools.  Different studies analyzed the outcome of these online modalities, mostly on pathological samples (Baschenis et al., 2021).  We conducted a longitudinal study in order to investigate whether online teaching had a negative effect on reading skills development in Italian children typical readers. We recruited forty-nine children from a primary school in Alessandria (Piedmont, Italy) and assessed their reading skills before (T1) and after (T2) covid-19 pandemic. All children with learning disabilities, cognitive and sensory impairments were excluded from our sample. Children attended third grade at T1 and fifth grade at T2. We evaluated reading speed, accuracy and comprehension; data from existing literature has been used to confront our sample with the population of children typical readers. We compared the results obtained at T1 and T2; our findings show that our sample reached the expected improvement in reading fluency. The subjects obtained a significant improvement in reading comprehension as well, but existing data are insufficient to determine if the improvement reached by our sample is the same as expected. Therefore, we can state that online teaching has not worsened reading skills development in typical readers

    Dickkopf Homolog 3 (DKK3) as a Prognostic Marker in Lupus Nephritis: A Prospective Monocentric Experience

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    Background: The gold standard for diagnosis of lupus nephritis (LN) is still represented by renal biopsy, and serological prognostic biomarkers are still lacking. Dickkopf homolog-3 (DKK3) has been suggested as a marker of tissue fibrosis in different conditions; however, its role in autoimmune diseases needs to be elucidated. Here, we investigated the prognostic role of DKK3 in systemic lupus erythematosus (SLE) patients with and without LN, assessing its changes in relation to kidney function, flares, and interstitial fibrosis. Methods: Overall, 132 SLE patients (57 with LN) were included and prospectively followed up for at least 36 months. DKK3 was measured in serum at baseline. Biopsies were evaluated for glomerular involvement, interstitial fibrosis, and tubular atrophy. Results: Patients with biopsy-proven LN had significantly higher levels of DKK3 than those without (median [min–max]: 215 ng/mL [81–341] vs. 21.1 ng/mL [1–69], p < 0.01). DKK3 levels were associated with prevalent chronic kidney diseases (OR: 4.31 [C.I. 2.01–6.61] per DKK3 doubling, p < 0.01), higher chronicity index at biopsy (1.75 [1.51–2.77] per DKK3 doubling, p < 0.01), and flares rate (OR: 1.45 [C.I. 1.1–5.71] per DKK3 doubling, p < 0.044). Conclusions: While kidney biopsy still represents the gold standard for diagnostic and prognostic assessment in LN, DKK3 could represent an additional prognostic tool to monitor SLE patients and guide therapeutic choices

    Tailoring Tofacitinib Oral Therapy in Rheumatoid Arthritis: The TuTOR App

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    To support the management of rheumatoid arthritis (RA) patients treated with tofacitinib, we designed the TuTOR (tailoring tofacitinib oral therapy in rheumatoid arthritis) mobile app. The impact of the app on medical adherence was evaluated using a crossover design alternating a paper-diary and the TuTOR App. Twenty patients with RA (mean age at inclusion, 59 &plusmn; 13 years) were included in the study. A statistically significant decrease in DAS28 was observed since the first month of therapy (mean DAS28 at baseline, 3.9 &plusmn; 1 vs. 1&deg; month 3.1 &plusmn; 1, p = 0.0016). Similarly, the numerical rating scale (NRS) of perceived activity of disease and subjective fatigue progressively decreased. No differences were reported in DAS28 or NRS between the TuTOR app and the paper-diary groups. A significant decrease was observed in HAQ during the follow-up (baseline 1.38 &plusmn; 1.11 vs. six months 0.83 &plusmn; 0.9; p = 0.01). When filling out the self-reporting questionnaires, most of the patients (82%) preferred the TuTOR App helping them to remember to take the pills. Furthermore, 82% of patients used the app regularly (vs. 53% for the paper diary). Three patients suspended tofacitinib due to gastrointestinal intolerance. Both digital and paper devices can help maximize adherence to therapy; however, the TuTOR app was preferred by the patients for its simplicity and immediacy
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