Publications by authors named "L L Perry"
Background: Attending to patient-reported outcomes (PROs) using data visualisation dashboards could enhance shared decision-making (SDM) and care delivery for serious chronic illnesses. However, few studies have evaluated real-world strategies and resulting implementation outcomes of PRO dashboards.
Method: From June 2020 to January 2022, we implemented an electronic health record (EHR)-integrated PRO dashboard for advanced cancer and chronic kidney disease.
The active metabolite of vitamin D3, calcitriol (1,25D), is widely recognised for its direct anti-proliferative and pro-differentiation effects. However, 1,25D is calcaemic, which restricts its clinical use for cancer treatment. Non-calcaemic agonists of the vitamin D receptor (VDR) could be better candidates for cancer treatment.
View Article and Find Full Text PDFObjective(s): This study was designed to assess the relative association between adjunctive fresh frozen plasma (FFP) or adjunctive cryoprecipitate and morbidity and mortality in cardiac surgery patients receiving platelets for perioperative bleeding.
Design: Retrospective cohort study using inverse probability of treatment weighting with entropy balancing.
Setting: Multi-institutional study of 58 centers using the Australian and New Zealand Society of Cardiac and Thoracic Surgeons National Cardiac Surgery Database from January 1, 2005, to December 31, 2021.
Patients receiving palliative care experience stigma associated with their illness, personal identity, and healthcare utilization. These stigmas can occur at any stage of the disease process. Varying stigmas combine to cause palliative care patients to feel misunderstood, contribute to treatment barriers, and further negative stereotypes held by clinicians.
View Article and Find Full Text PDFArticle Synopsis
- Children with autism spectrum disorder (ASD) are less socially engaged with peers compared to typically developing (TD) children in inclusive preschool settings.
- A study tracking over 750 hours found that children with ASD approached teachers more quickly and spent less time socializing with peers than TD children did, but their time with teachers was similar to that of TD children.
- The findings indicate that children with ASD prefer engaging with teachers over peers, highlighting the importance of interventions to enhance peer interactions for these children.