Foremanclarke0372

To investigate the multifaceted factors affecting empathy in medical students.

1293 medical students from 15 South Korean medical schools participated in an online survey. Affective empathy was measured with the 'empathy concern' and 'personal distress' dimensions from the Interpersonal Reactivity Index for Medical Students (IRI-MS). Cognitive empathy was assessed with IRI-MS' 'perspective taking' and Jefferson Scales for Physician Empathy for Student (JSPE-S). Maslach Burnout Inventory for Medical Students (MBI-MS) assessed the burnout levels of the participants.

A significant gender difference in affective and cognitive empathy was found using JSPE-S. Different patterns were seen in the empathy dimensions between the study years and genders. Burnout scores showed no gender differences, while exhaustion and cynicism increased, and academic efficacy decreased with seniority. Academic efficacy was a consistently influential factor for both affective and cognitive empathy in both genders, all study years and the three domains of burnout.

Academic efficacy was a significant factor influencing both affective and cognitive empathy.

The comprehensive nature of empathy in medical students may be better investigated by applying multi-dimensional empathy measurement tools and by analyzing multiple factors such as gender, study year and burnout.

The comprehensive nature of empathy in medical students may be better investigated by applying multi-dimensional empathy measurement tools and by analyzing multiple factors such as gender, study year and burnout.

To understand military veterans' and healthcare providers' experiences identifying veterans' personal histories of combat-related mild traumatic brain injury (mTBI) months or years after the injury.

Patients and clinical staff of a Veterans Health Administration (VA) Polytrauma/TBI clinic participated in a seven-month ethnographic study, which combined direct observation and interviews with veterans (n=12) and VA clinicians (n=11). Data were analyzed thematically.

Veterans and staff have different understandings of the value of neuroimaging in care for patients with post-acute mTBI, and different understandings of the role of diagnostic certainty in clinical care. Veterans sought to understand the relationship between their past head injuries and their current symptoms. Clinicians educated veterans that their symptoms could be caused by multiple factors and embraced ambiguity as part of treating this patient population.

Patient-provider communication may be enhanced by conversations about common norms of diagnosis and why evaluating mTBI histories departs from these norms.

Clinicians should anticipate that patients may expect a diagnostic process that entails neuroimaging and resolves their uncertainty. In the case of post-acute mTBI, patients would likely benefit from education about the diagnostic process, itself.

Clinicians should anticipate that patients may expect a diagnostic process that entails neuroimaging and resolves their uncertainty. In the case of post-acute mTBI, patients would likely benefit from education about the diagnostic process, itself.Our aim was to investigate the correlations between the findings of two-dimensional shear-wave elastography (2D-SWE) and the histopathologic results of microcalcifications (MCs) visualized using ultrasonography (USG). Fifty people with suspicious MCs without accompanying mass were evaluated. They underwent USG and 2D-SWE before USG-guided tru-cut biopsy. SWE values and histopathologic features were compared statistically. The variables between groups were analyzed using the Mann-Whitney U test. Receiver operating characteristic analysis was performed and cut-off values determined to discriminate malignancy, invasiveness and high grade. selleck inhibitor Pathology confirmed 27 malignant lesions (18 invasive ductal carcinomas, one invasive lobular and eight ductal carcinomas in situ) and 23 benign ones. There was a statistically significant difference between the SWE values of malignant and benign MCs (p less then 0.001). The diagnostic performance of SWE for malignancy, invasiveness and high grade were as follows, repectively sensitivity (93%, 83%, 88%), specificity (91%, 88%, 53%), positive predictive value (93%, 94%, 44%), negative predictive value (91%, 70%, 90%) and area under the curve (0.952, 0.885, 0.776). Cut-off values were determined as 57 kPa for malignancy, 124 kPa for invasiveness and 124.5 kPa for high grade. In conclusion, SWE is a useful method in clinical practice for characterizing MCs that can be visualized with USG.

To verify the effectiveness of a blended-learning voice assistance program for elementary school teachers.

Nonrandomized and comparative interventional clinical trial.

A total of 59 teachers participated; 33 of the 59 teachers participated in face-to-face learning (control group-CG), and 26 of the 59 teachers participated in blended learning (experimental group-EG). The Voice Assistance Program included the following for both groups preintervention assessment, four voice workshops and postintervention assessment. The instruments used were the Vocal Production Condition - Teacher (VPC-T) questionnaire, the Screening Index for Voice Disorder (SIVD), the Vocal Health and Hygiene Questionnaire (VHHQ) and the Voice-Related Quality of Life (V-RQOL) measure. Additionally, voice samples were collected for auditory-perceptual analysis of voice quality. The workshops included theoretical and practical content for both groups. All the workshops for the CG were conducted face-to-face, while the workshops for the EG consisted of two online workshops and two face-to-face workshops. A descriptive analysis of the data was performed, and paired Wilcoxon and Mann-Whitney tests were performed using R software, with a significance level of 0.05.

Both groups showed improved acquisition of knowledge regarding vocal health and improved voice quality, but the improvement was greater for the EG. There was a significant decrease in the risk of voice disorder in the EG. Only the CG showed significant improvement in voice-related quality of life.

The voice assistance program with blended learning is effective for increasing knowledge about vocal health, reducing the risk of voice disorder and improving the voice quality of teachers.

The voice assistance program with blended learning is effective for increasing knowledge about vocal health, reducing the risk of voice disorder and improving the voice quality of teachers.