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Diagnostic and prognostic potential of left atrial strain in cardiovascular disease: a narrative review.
J Echocardiogr
December 2024
Department of Cardiology, Lebanese American University Medical Center - Rizk Hospital, Beirut, Lebanon.
Left atrial strain (LAS) was recently introduced as a parameter that reflects on left atrial function. Consequently, changes in LAS can inform the development of cardiovascular diseases, hence providing a window for non-invasive and cost-effective testing of these diseases and their complications at early stages of development, potentially offering a segway towards preventive interventions. LAS has yet to be implemented into standard practice.
View Article and Find Full Text PDFDevelopment and evaluation of an implementation strategy to increase HPV vaccination among underserved youth across Texas: a protocol paper.
Implement Sci Commun
December 2024
Department of Health Promotion and Behavioral Sciences, School of Public Health, The University of Texas Health Science Center at Houston, 7000 Fannin Street, Houston, TX, 77030, USA.
Background: All for Them is a theory-based and evidence-informed multilevel, multicomponent program delivered through schools to increase HPV vaccination among medically underserved youth across Texas. Given the potential logistical challenges of program implementation, understanding how to best support the implementation and sustainment of the program is critical. The overall goals of this study are twofold: 1) develop a multifaceted implementation strategy, Implementing All for Them (IM-AFT); and 2) evaluate the impact of IM-AFT on implementation outcomes for schools and healthcare providers to successfully implement All for Them in their respective settings.
View Article and Find Full Text PDFStakeholder perceptions and experiences of competency-based training with entrustable professional activities (SPECTRE): protocol of a systematic review and thematic synthesis of qualitative research.
BMC Med Educ
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FRCPC Department of Medicine (Hematology), The Ottawa Hospital, MHPE, University of Ottawa, Ottawa, ON, Canada.
Background: Competency-Based Medical Education (CBME) aims to align educational outcomes with the demands of modern healthcare. Entrustable Professional Activities (EPAs) serve as key tools for feedback and professional development within CBME. With the growing body of literature on EPAs, there is a need to synthesize existing research on stakeholders' experiences and perceptions to enhance understanding of the implementation and impact of EPAs.
View Article and Find Full Text PDFAn opportunity to sleep well in hospital: development of a multi-level intervention to improve inpatient sleep (ASLEEP) using behaviour change theories.
BMC Psychol
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NIHR Bristol Biomedical Research Centre, University Hospitals Bristol and Weston NHS Foundation Trust and University of Bristol, Bristol, UK.
Background: Sleep is substantial issue for hospital inpatients and can negatively affect healing and recovery. There is a good evidence-base for interventions which can improve sleep, however currently they are not being implemented into NHS practice. To address the evidence-practice gap, we have conducted early-phase development for an inpatient sleep intervention (ASLEEP); a multi-level intervention to improve inpatient sleep in UK hospital wards.
View Article and Find Full Text PDFAn assessment of clinical reception training using standard patient and dental simulator in prosthodontic dentistry for dental undergraduates: a historical control trial.
BMC Med Educ
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Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, Guangzhou, China.
Background: Clinical reception training plays a crucial role in developing undergraduates' clinical thinking and competence. The study aimed to evaluate the effectiveness of clinical reception training conducted by standard patients (SPs) and dental simulators among undergraduate students.
Materials And Methods: In the first week of the internship, sixty-five 5-year undergraduate students were divided into two groups: SP group, which received traditional theoretical training along with clinical reception training, and control group that only received traditional theoretical training.
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