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排序方式: 共有227条查询结果,搜索用时 31 毫秒
91.
Antonio Buo Soto Katell Peoch Tommaso Fasano Jorge Diaz-Garzon Bernardino Gonzlez de la Presa Valerie Chicha-Cattoir Simone Canovi Maria Sanz de Pedro Nayra Rico Tiphaine Robert Efrem Bonelli Pilar Fernndez Calle Aurea Mira Guillaume Lefevre Luigi Vecchia Jose Luis Bedini 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)
IntroductionThe Fourth Universal Definition of Myocardial Infarction Global Taskforce recommends the use of high sensitive troponin (hs-Tn) assays in the diagnosis of acute myocardial infarction. We evaluated the analytical performance of the Atellica IM High-sensitivity Troponin I Assay (hs-TnI) (Siemens Healthcare Diagnostics Inc., Tarrytown, USA) and compared its performance to other hs-TnI assays (Siemens Advia Centaur, Dimension Vista, Dimension EXL, and Abbott Architect (Wiesbaden, Germany)) at one or more sites across Europe.Materials and methodsPrecision, detection limit, linearity, method comparison, and interference studies were performed according to Clinical and Laboratory Standards Institute protocols. Values in 40 healthy individuals were compared to the manufacturer’s cut-offs. Sample turnaround time (TAT) was examined.ResultsImprecision repeatability CVs were 1.1–4.7% and within-lab imprecision were 1.8–7.6% (10.0–25,000 ng/L). The limit of blank (LoB), detection (LoD), and quantitation (LoQ) aligned with the manufacturer’s values of 0.5 ng/L, 1.6 ng/L, and 2.5 ng/L, respectively. Passing-Bablok regression demonstrated good correlations between Atellica IM analyser with other systems; some minor deviations were observed. All results in healthy volunteers fell below the 99th percentile URL, and greater than 50% of each sex demonstrated values above the LoD. No interference was observed for biotin (≤ 1500 µg/L), but a slight bias at 5.0 g/L haemoglobin and 50 ng/L Tn was observed. TAT from was fast (mean time = 10.9 minutes) and reproducible (6%CV).ConclusionsReal-world analytical and TAT performance of the hs-TnI assay on the Atellica IM analyser make this assay fit for routine use in clinical laboratories. 相似文献
92.
Juan Jose Criado‐Álvarez Jaime González González Carmen Romo Barrientos Isabel Ubeda‐Bañon Daniel Saiz‐Sanchez Alicia Flores‐Cuadrado Juan Carlos Albertos‐Marco Alino Martinez‐Marcos Alicia Mohedano‐Moriano 《Anatomical sciences education》2017,10(5):487-494
Human anatomy education often utilizes the essential practices of cadaver dissection and examination of prosected specimens. However, these exposures to human cadavers and confronting death can be stressful and anxiety‐inducing for students. This study aims to understand the attitudes, reactions, fears, and states of anxiety that speech therapy students experience in the dissection room. To that end, a before‐and‐after cross‐sectional analysis was conducted with speech therapy students undertaking a dissection course for the first time. An anonymous questionnaire was administered before and after the exercise to understand students' feelings and emotions. State‐Trait Anxiety Inventory questionnaires (STAI‐S and STAI‐T) were used to evaluate anxiety levels. The results of the study revealed that baseline anxiety levels measured using the STAI‐T remained stable and unchanged during the dissection room experience (P > 0.05). Levels of emotional anxiety measured using the STAI‐S decreased, from 15.3 to 11.1 points (P < 0.05). In the initial phase of the study, before any contact with the dissection room environment, 17% of students experienced anxiety, and this rate remained unchanged by end of the session (P > 0.05). A total of 63.4% of students described having thoughts about life and death. After the session, 100% of students recommended the dissection exercise, giving it a mean score of 9.1/10 points. Anatomy is an important subject for students in the health sciences, and dissection and prosection exercises frequently involve a series of uncomfortable and stressful experiences. Experiences in the dissection room may challenge some students' emotional equilibria. However, students consider the exercise to be very useful in their education and recommend it. Anat Sci Educ 10: 487–494. © 2017 American Association of Anatomists. 相似文献
93.
Amanda L. March Jose M. Castillo Julie G. Daye Lisa P. Bateman Cheryl D. Gelley 《Journal of educational and psychological consultation》2020,30(2):210-250
ABSTRACTSystems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention (RtI). However, the roles, responsibilities, and supports required by systems coaches, and how the work of those tasked with facilitating capacity for RtI implementation manifests within complex and multifaceted school environments remains unclear. The purpose of the current exploratory study was to investigate coaches’ perspectives and experiences related to RtI implementation to illustrate systems coaching in context. Ten coaches providing job-embedded support for RtI implementation across 34 schools in one state participated in semi-structured interviews. A constant-comparative and matrix analysis approach was used to generate codes and themes. Results indicated systems coaches experience a number of systemic and contextually dependent facilitators and barriers to their work, providing implications for RtI coaches’ preparation, ongoing support, and current practices, as well as directions for future research. 相似文献
94.
M. Teresa Lechuga Santiago Pelegrina Jose L. Pelaez M. Eva Martin-Puga M. Jose Justicia 《教育心理学》2016,36(4):675-690
There is growing evidence supporting the importance of executive functions, and specifically working memory updating (WMU), for children’s academic achievement. This study aimed to assess the specific contribution of updating to the prediction of academic performance. Two updating tasks, which included different updating components, were administered to 97 fourth-grade children. The keeping track task involves retrieval and substitution of information, while the numerical updating task also includes a transformation component. Academic attainment was assessed through standardised tests of verbal comprehension, arithmetic operations, mathematical problems and an assessment made by the teacher. The relative contribution to academic attainment, of the updating measures and measures related to intelligence, was compared. Results showed that both updating tasks are predictive measures of academic attainment, although the numerical updating task appeared to be a more consistent predictor of children’s performance. The relationship between updating and academic attainment is discussed, and possible educational implications are considered. The role of the transformation component of WMU is highlighted. This component could make a distinct and independent contribution to performance and, by extension, could be particularly relevant to the prediction of academic achievement. 相似文献
95.
Erina L. MacGeorge Emily P. Caldes Rachel A. Smith Nicole M. Hackman Alyssa San Jose 《Journal of Applied Communication Research》2017,45(3):333-345
‘Watchful waiting’ (WW) involves prescribing antibiotics but advising against use unless the illness fails to improve in a set time. For childhood ear infections, WW can reduce unnecessary antibiotic use, but parents do not necessarily comply with WW advice. This study examines how physician explanation and instruction is related to parental compliance. A national sample of parents (N?=?134) who received WW advice reported what they remembered physicians saying. These responses were coded for explanatory and instructional elements indicated by relevant clinical guidelines. Parents also reported whether they complied with the WW advice or administered the antibiotic immediately. Parental compliance was predicted by explanation of the nature of ear infections, instruction on monitoring, and instruction on managing pain. Few parents reported any explanation about antibiotics’ adverse effects. Findings suggest physicians can improve parent compliance with WW by improving the quality of the explanation and instruction they provide. 相似文献
96.
97.
Jerold S. Touger Robert J. Dufresne William J. Gerace Pamela T. Hardiman Jose P. Mestre 《International Journal of Science Education》2013,35(2):255-269
An extensive study was conducted of students’ explanations written in response to ‘what if...?’ questions in elementary mechanics. The study showed that the structure of students’ explanations yields roughly the same ranking of students as do problem‐solving tests, but in addition provides a wealth of insights into (1) context dependence and categorization in students’ use of concepts, (2) the effect of misconceptions on context dependence, and (3) the types of explanations that students tend to produce. A follow‐up study, in which students were presented with pairs of pre‐written explanations to ‘what if...?’ questions and asked to indicate a preference, showed that students do not necessarily prefer the types of explanations they write, and have greater difficulty assessing the correctness of explanations that are counter to preference type. Evidence is presented that, for many students, the links between physics thinking and real‐world thinking are all too tenuous. 相似文献
98.
99.
100.
Jose M. Coronel Llamas 《Innovative Higher Education》2011,36(3):177-187
This article describes the experience in Spain of a specific collaboration between university teachers and school counselors,
which used case-based approaches in a teacher training program. The collaboration ran for four years and involved 300 graduate
students, two university teachers, and six school counselors. Three basic features enabled this collaboration: a) horizontal
relationships, b) a spirit of mutual help and confidence, and c) autonomy. The outcome of the experience can be evaluated
in terms of both the case-based teaching process itself and its impact on student learning and the professional development
of teachers and counselors involved. 相似文献