Most new drug approvals are based on data from large randomized clinical trials (RCTs). However, there are sometimes contradictory conclusions from seemingly similar trials and generalizability of conclusions from these trials is limited. These considerations explain, in part, the gap between conclusions from data of RCTs and those from registries termed real world data (RWD). Recently, real-world evidence (RWE) from RWD processed by artificial intelligence has received increasing attention. We describe the potential of using RWD in haematology concluding RWE from RWD may complement data from RCTs to support regulatory decisions.
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http://dx.doi.org/10.1016/j.beha.2024.101536 | DOI Listing |
EClinicalMedicine
August 2024
Department of Psychology, University of Cambridge, Cambridge, CB2 3EB, United Kingdom.
Background: Predicting dementia early has major implications for clinical management and patient outcomes. Yet, we still lack sensitive tools for stratifying patients early, resulting in patients being undiagnosed or wrongly diagnosed. Despite rapid expansion in machine learning models for dementia prediction, limited model interpretability and generalizability impede translation to the clinic.
View Article and Find Full Text PDFAntidepressants exhibit a considerable variation in efficacy, and increasing evidence suggests that individual genetics contribute to antidepressant treatment response. Here, we combined data on antidepressant non-response measured using rating scales for depressive symptoms, questionnaires of treatment effect, and data from electronic health records, to increase statistical power to detect genomic loci associated with non-response to antidepressants in a total sample of 135,471 individuals prescribed antidepressants (25,255 non-responders and 110,216 responders). We performed genome-wide association meta-analyses, genetic correlation analyses, leave-one-out polygenic prediction, and bioinformatics analyses for genetically informed drug prioritization.
View Article and Find Full Text PDFHealth Sci Rep
January 2025
Department of Microbiology Dr D. Y. Patil Medical College, Hospital and Research Centre, Dr D. Y. Patil Vidyapeeth (Deemed-to-be-University) Pune Maharashtra India.
Background And Aims: Artificial Intelligence (AI) beginning to integrate in healthcare, is ushering in a transformative era, impacting diagnostics, altering personalized treatment, and significantly improving operational efficiency. The study aims to describe AI in healthcare, including important technologies like robotics, machine learning (ML), deep learning (DL), and natural language processing (NLP), and to investigate how these technologies are used in patient interaction, predictive analytics, and remote monitoring. The goal of this review is to present a thorough analysis of AI's effects on healthcare while providing stakeholders with a road map for navigating this changing environment.
View Article and Find Full Text PDFCan J Psychiatry
January 2025
Department of Psychiatry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada.
Background: Mental health and substance use disorders typically onset during youth and commonly co-occur. Integrated treatment of two or more co-existing mental health and substance use disorders (i.e.
View Article and Find Full Text PDFJ Phys Ther Educ
January 2025
Jeff Hartman is an assistant professor in the Doctor of Physical Therapy Program, Department of Family Medicine and Community Health at the University of Wisconsin School of Medicine and Public Health, 5110 Medical Sciences Center, 1300 University Ave. Madison, WI 53706 Please address all correspondence to Jeff Hartman.
Background And Purpose: Team-based learning (TBL) allows students to safely struggle with the complexity of clinical practice, yet there are few reports describing implementation in United States Doctor of Physical Therapy (DPT) education. The purpose of this paper is to report the implementation of TBL in a first-year clinical decision-making course within a DPT Program and compare the learning outcomes to a lecture-based teaching model.
Model/method Description And Evaluation: Team-based learning is an evidence-based, active learning technique whereby students complete clearly communicated, preclass assignments and come to class prepared to apply acquired knowledge and solve real-world scenarios in permanent, predetermined work teams.
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