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Prevention of liver cancer in the era of next-generation antivirals and obesity epidemic.
Hepatology
January 2025
Division of Digestive and Liver Diseases, Department of Internal Medicine, University of Texas Southwestern Medical Center, Dallas, Texas, USA.
Preventive interventions are expected to substantially improve the prognosis of patients with primary liver cancer, predominantly hepatocellular carcinoma (HCC) and cholangiocarcinoma. HCC prevention is challenging in the face of the evolving etiological landscape, particularly the sharp increase in obesity-associated metabolic disorders, including metabolic dysfunction-associated steatotic liver disease (MASLD). Next-generation anti-HCV and HBV drugs have substantially reduced, but not eliminated, the risk of HCC and have given way to new challenges in identifying at-risk patients.
View Article and Find Full Text PDFA Typology of US Public Health Work-Education Programs.
J Public Health Manag Pract
November 2024
Author Affiliations: Department of Community Health Sciences, Boston University School of Public Health, Boston, Massachusetts (Drs White and Elliott, Ms Cunnington, and Dr Greece); Department of Medicine, Section of Infectious Diseases, Department of Medicine, Boston Medical Center and Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts (Dr Drainoni); Evans Center for Implementation and Improvement Sciences, Boston University Chobanian and Avedisian School of Medicine, Boston, Massachusetts (Dr Drainoni); Department of Health, Law, Policy and Management, Boston University School of Public Health, Boston, Massachusetts (Dr Drainoni); and Winthrop Department of Public Health & Clinical Services, Winthrop, Massachusetts (Ms Hurley).
Objective: A pipeline is required to build a qualified and diverse public health workforce. Work-education programs offer public health students experiential learning, training, and a pathway to public health professions. However, there is a gap in the literature to guide public health practice on the types of programs, their components, and their potential impact.
View Article and Find Full Text PDFIdentifying depression subtypes and investigating their consistency and transitions in a 1-year cohort analysis.
PLoS One
January 2025
King's College London-Institute of Psychiatry, Psychology & Neuroscience, London, United Kingdom.
Major depressive disorder (MDD) is defined by an array of symptoms that make it challenging to understand the condition at a population level. Subtyping offers a way to unpick this phenotypic diversity for improved disorder characterisation. We aimed to identify depression subtypes longitudinally using the Inventory of Depressive Symptomatology: Self-Report (IDS-SR).
View Article and Find Full Text PDFDCFE-YOLO: A novel fabric defect detection method.
PLoS One
January 2025
Faculty of Computer and Software Engineering, Huaiyin Institute of Technology, Huai'an, Jiangsu, China.
Accurate detection of fabric defects is crucial for quality control in the textile industry. However, the task of fabric defect detection remains highly challenging due to the complex textures and diverse defect patterns. To address the issues of inaccurate localization and false positives caused by complex textures and varying defect sizes, this paper proposes an improved YOLOv8-based fabric defect detection method.
View Article and Find Full Text PDFAnalysis of the social-epistemological dimensions of a Clinical Teaching Unit and Small Private Online Course compared to a traditional clerkship Internal Medicine.
PLoS One
January 2025
Department of Internal Medicine, Leiden University Medical Center, Leiden, The Netherlands.
Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions.
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