Purpose: To compare the clinical judgement of electroencephalogram (EEG)-naïve anesthesiologists with an EEG-based measurement of anesthetic depth (AD) using the Narcotrend® monitor.
Methods: In this prospective cohort study including 600 patients, AD during stable anesthesia was assessed by clinical judgement of the attending, EEG-blinded anesthesiologist (using a scale staging the AD as mid-adequate, adequate but fairly deep, or adequate but fairly light) and by simultaneously recorded Narcotrend measurements.
Results: In 42% of patients (n = 250), the anesthesiologist's clinical judgement was in agreement with anesthetic levels as measured by the Narcotrend monitor. In 46% of patients (n = 274), the anesthesiologist's judgement and the Narcotrend monitor differed by one AD level (minor discordance). Major discordance was observed in 76 (13%) measurements (judged deeper than measured, n = 29 [5%]; judged lighter than measured, n = 47 [8%]). In 7% of patients (n = 44), the Narcotrend index was outside the limits of adequate AD (too deep, n = 28 [5%]; too superficial, n = 16 [3%]). The overall level of agreement between the anesthesiologist's judgement and the Narcotrend monitor was not statistically significant (Cohen's kappa, -0.039; P = 0.17). Using a random forests algorithm, age, mean blood pressure, the American Society of Anesthesiologists classification, body mass index, and frailty were the variables with the highest relative feature importance to predict the level of agreement.
Conclusion: These results suggest that clinical judgement of AD during stable anesthesia was not in agreement with EEG-based assessment of anesthetic depth in 58% of cases. Nevertheless, this finding could be influenced by the lack of validated scales to clinically judge AD.
Trial Registration: www.clinicaltrials.gov (NCT02766894); registered 10 May, 2016.
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http://dx.doi.org/10.1007/s12630-020-01602-x | DOI Listing |
JMIR Med Educ
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Department of Medical Education, Center for Innovative Medical Education, Jagiellonian University Medical College, Kraków, Poland.
Background: Concept maps are a suitable method for teaching clinical reasoning (CR). For example, in a concept map, findings, tests, differential diagnoses, and treatment options can be documented and connected to each other. When combined with virtual patients, automated feedback can be provided to the students' concept maps.
View Article and Find Full Text PDFBMJ Nutr Prev Health
August 2024
Department of Nutrition, College of Agriculture and Life Sciences, Texas A&M University, College Station, Texas, USA.
Due to the challenges of conducting randomised controlled trials (randomised trials) of dietary interventions, evidence in nutrition often comes from non-randomised (observational) studies of nutritional exposures-called nutritional epidemiology studies. When using systematic reviews of such studies to advise patients or populations on optimal dietary habits, users of the evidence (eg, healthcare professionals such as clinicians, health service and policy workers) should first evaluate the rigour (validity) and utility (applicability) of the systematic review. Issues in making this judgement include whether the review addressed a sensible question; included an exhaustive literature search; was scrupulous in the selection of studies and the collection of data; and presented results in a useful manner.
View Article and Find Full Text PDFBMJ Nutr Prev Health
August 2024
Department of Nutrition, College of Agriculture and Life Sciences, Texas A&M University, College Station, Texas, USA.
The purpose of this article, part 1 of 2 on randomised controlled trials (RCTs), is to provide readers (eg, clinicians, patients, health service and policy decision-makers) of the nutrition literature structured guidance on interpreting RCTs. Evaluation of a given RCT involves several considerations, including the potential for risk of bias, the assessment of estimates of effect and their corresponding precision, and the applicability of the evidence to one's patient. Risk of bias refers to flaws in the design or conduct of a study that may lead to a deviation from measuring the underlying true effect of an intervention.
View Article and Find Full Text PDFCureus
December 2024
Department of Teaching and Research, The Second People's Hospital of Wuhu, Wuhu Hospital Affiliated to East China Normal University, Wuhu, CHN.
This narrative review assesses the effectiveness of hand gesture analogy teaching in clinical medical education, addressing the growing demand for innovative pedagogical strategies. Through a comprehensive analysis of existing literature, it evaluates the theoretical foundations, implementation strategies, and practical applications of this method across various domains of medical education. Hand gesture analogy teaching significantly enhances student learning by improving engagement, spatial reasoning, and procedural knowledge retention more effectively than conventional instructional methods.
View Article and Find Full Text PDFJMIR Cancer
January 2025
Department of Radiation Oncology, University of California, San Francisco, San Francisco, CA, United States.
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