Titre : Prise de décision

Prise de décision : Questions médicales fréquentes

Termes MeSH sélectionnés :

Language Disorders
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les options." } }, { "@type": "Question", "name": "Comment prioriser les symptômes du patient ?", "position": 6, "acceptedAnswer": { "@type": "Answer", "text": "Évaluer la gravité, la durée et l'impact sur la qualité de vie du patient." } }, { "@type": "Question", "name": "Quels symptômes nécessitent une attention immédiate ?", "position": 7, "acceptedAnswer": { "@type": "Answer", "text": "Les symptômes graves comme la douleur thoracique ou la difficulté respiratoire." } }, { "@type": "Question", "name": "Comment les symptômes influencent-ils la décision thérapeutique ?", "position": 8, "acceptedAnswer": { "@type": "Answer", "text": "Ils orientent le choix du traitement en fonction de leur nature et de leur gravité." } }, { "@type": "Question", "name": "Quelle est l'importance de l'historique des symptômes ?", "position": 9, "acceptedAnswer": { "@type": "Answer", "text": "Il aide à établir un diagnostic précis et à choisir le traitement approprié." } }, { "@type": "Question", "name": "Comment évaluer l'évolution des symptômes ?", "position": 10, "acceptedAnswer": { "@type": "Answer", "text": "Suivre les changements dans le temps et leur réponse aux traitements administrés." } }, { "@type": "Question", "name": "Comment intégrer la prévention dans la prise de décision ?", "position": 11, "acceptedAnswer": { "@type": "Answer", "text": "Évaluer les risques et recommander des mesures préventives adaptées au patient." } }, { "@type": "Question", "name": "Quels sont les principaux types de prévention ?", "position": 12, "acceptedAnswer": { "@type": "Answer", "text": "Prévention primaire, secondaire et tertiaire, chacune ciblant différents stades." } }, { "@type": "Question", "name": "Comment évaluer l'adhésion aux mesures préventives ?", "position": 13, "acceptedAnswer": { "@type": "Answer", "text": "Utiliser des questionnaires et des suivis réguliers pour mesurer l'engagement." } }, { "@type": "Question", "name": "Quel rôle joue l'éducation du patient en prévention ?", "position": 14, "acceptedAnswer": { "@type": "Answer", "text": "Elle augmente la sensibilisation et encourage des comportements sains." } }, { "@type": "Question", "name": "Comment évaluer l'impact des interventions préventives ?", "position": 15, "acceptedAnswer": { "@type": "Answer", "text": "Analyser les données de santé et les résultats cliniques sur le long terme." } }, { "@type": "Question", "name": "Comment choisir un traitement approprié ?", "position": 16, "acceptedAnswer": { "@type": "Answer", "text": "Évaluer l'efficacité, les effets secondaires et les préférences du patient." } }, { "@type": "Question", "name": "Quel rôle joue le consentement éclairé ?", "position": 17, "acceptedAnswer": { "@type": "Answer", "text": "Il assure que le patient comprend les options et les risques avant de décider." } }, { "@type": "Question", "name": "Comment évaluer l'efficacité d'un traitement ?", "position": 18, "acceptedAnswer": { "@type": "Answer", "text": "Surveiller les résultats cliniques et les effets secondaires au fil du temps." } }, { "@type": "Question", "name": "Quels facteurs influencent le choix du traitement ?", "position": 19, "acceptedAnswer": { "@type": "Answer", "text": "Les comorbidités, les préférences du patient et les lignes directrices cliniques." } }, { "@type": "Question", "name": "Comment gérer les échecs de traitement ?", "position": 20, "acceptedAnswer": { "@type": "Answer", "text": "Réévaluer le diagnostic et envisager des alternatives thérapeutiques." } }, { "@type": "Question", "name": "Comment anticiper les complications d'un traitement ?", "position": 21, "acceptedAnswer": { "@type": "Answer", "text": "Évaluer les risques associés et surveiller les signes précoces de complications." } }, { "@type": "Question", "name": "Quels sont les signes de complications à surveiller ?", "position": 22, "acceptedAnswer": { "@type": "Answer", "text": "Les symptômes inhabituels, l'aggravation de l'état et les effets secondaires." } }, { "@type": "Question", "name": "Comment gérer les complications post-traitement ?", "position": 23, "acceptedAnswer": { "@type": "Answer", "text": "Établir un plan de suivi et ajuster le traitement en fonction des complications." } }, { "@type": "Question", "name": "Quel est l'impact des complications sur la prise de décision ?", "position": 24, "acceptedAnswer": { "@type": "Answer", "text": "Elles peuvent nécessiter des ajustements dans le traitement et la gestion du patient." } }, { "@type": "Question", "name": "Comment évaluer le risque de complications ?", "position": 25, "acceptedAnswer": { "@type": "Answer", "text": "Utiliser des outils d'évaluation des risques et des antécédents médicaux." } }, { "@type": "Question", "name": "Comment identifier les facteurs de risque d'une maladie ?", "position": 26, "acceptedAnswer": { "@type": "Answer", "text": "Analyser les antécédents familiaux, le mode de vie et les conditions médicales." } }, { "@type": "Question", "name": "Quel rôle jouent les facteurs de risque dans la prévention ?", "position": 27, "acceptedAnswer": { "@type": "Answer", "text": "Ils aident à cibler les interventions préventives pour les populations à risque." } }, { "@type": "Question", "name": "Comment évaluer l'impact des facteurs de risque ?", "position": 28, "acceptedAnswer": { "@type": "Answer", "text": "Utiliser des études épidémiologiques et des données cliniques pour quantifier l'impact." } }, { "@type": "Question", "name": "Quels sont les facteurs de risque modifiables ?", "position": 29, "acceptedAnswer": { "@type": "Answer", "text": "Le tabagisme, l'alimentation, l'activité physique et la consommation d'alcool." } }, { "@type": "Question", "name": "Comment intégrer les facteurs de risque dans la prise de décision ?", "position": 30, "acceptedAnswer": { "@type": "Answer", "text": "Évaluer les risques individuels et discuter des options de gestion avec le patient." } } ] } ] }

Sources (10000 au total)

Establishing severity levels for patient-reported measures of functional communication, participation, and perceived cognitive function for adults with acquired cognitive and language disorders.

To empirically assign severity levels (e.g., mild, moderate) to four relatively new patient-reported outcome measures (PROMs) for adults with acquired cognitive/language disorders. They include the Co... We conducted 17 focus groups that comprised 22 adults with an acquired cognitive/language disorder from stroke, Parkinson's disease, or traumatic brain injury; 30 care partners of an adult with an acq... There was generally good agreement among the stakeholder groups about how to classify vignettes, particularly when they reflected very high or low functioning. People with aphasia described a larger r... Standardized, stakeholder-informed severity levels that aid interpretation of PROM scores can help clinicians and researchers derive better clinical meaning from those scores, for example, by identify...

Automation of Language Sample Analysis.

A major barrier to the wider use of language sample analysis (LSA) is the fact that transcription is very time intensive. Methods that can reduce the required time and effort could help in promoting t... This article describes an automated pipeline, called Batchalign, that takes raw audio and creates full transcripts in Codes for the Human Analysis of Talk (CHAT) transcription format, complete with ut... For work with recordings from adults with language disorders, six major results were obtained: (a) The word error rate was between 2.4% for controls and 3.4% for patients, (b) utterance tokenization a... The pipeline dramatically shortens the time gap between data collection and data analysis and provides an output superior to that typically generated by human transcribers....

Differences in Child Language Assessment Practices Between School-Based and Non-School-Based Speech-Language Pathologists: Results From a Nationwide Survey.

The purpose of this study was to compare child language assessment practices of speech-language pathologists (SLPs) working in school and nonschool settings to determine if their place of employment i... School-based SLPs (e.g., direct service providers employed in preschool and/or K-12 schools;... Both school-based and non-school-based SLPs reported using a combination of assessment tools when evaluating children with potential language disorders. School-based SLPs tended to rank the frequency ... SLPs practicing in school-based settings seem to handle more employment-based factors that impact independent diagnostic decision making than SLPs working in different employment settings when assessi...

Language patterns in Japanese patients with Alzheimer disease: A machine learning approach.

The authors applied natural language processing and machine learning to explore the disease-related language patterns that warrant objective measures for assessing language ability in Japanese patient... The authors obtained 276 speech samples from 42 patients with AD and 52 healthy controls, aged 50 years or older. A natural language processing library for Python was used, spaCy, with an add-on libra... The model resulted in an accuracy of 0.84 (SD = 0.06), and an area under the curve of 0.90 (SD = 0.03). Among the features that were important for such predictions, seven of the top 10 features were r... The current study demonstrated a promising level of accuracy for predicting AD and found the language patterns corresponding to the type of lexical-semantic decline known as 'empty speech', which is r...

Multidisciplinary Perspectives on Automatic Analysis of Children's Language Samples: Where Do We Go from Here?

Language sample analysis (LSA) is invaluable to describe and understand child language use and development for clinical purposes and research. Digital tools supporting LSA are available, but many of t... To better understand the complexity, challenges, and future needs of automatic LSA from a technological perspective, including the tasks of transcribing, annotating, and analysing natural child langua... Existing tools vary in their extent of automation provided across the process of LSA. Advances in machine learning for speech recognition and processing have potential to facilitate LSA, but the speci...

Syntactic Complexity Across Language Sampling Contexts in School-Age Children, Ages 8-11 Years.

Syntax has been called the structural foundation of language, as its development allows for more efficient and effective communication. Complex syntax production is known to lag in children and adoles... Conversational, narrative, and expository language samples were elicited from 85 children with typically developing language ages 8;0-11;11 (years;months). Samples were transcribed and analyzed for th... Syntactic measures differed significantly across the three sampling contexts. Namely, narrative and expository language samples elicited longer utterances and more syntactically complex language than ... Differences in syntactic measures between conversation and narrative samples and conversation and expository samples within children ages 8-11 years support use of narrative and expository contexts as...

Speech and Language Therapy for Acquired Central Dysgraphia in Neurological Patients: A Systematic Review to Describe and Identify Trainings for Clinical Practice.

Acquired central dysgraphia is a heterogeneous neurological disorder that usually co-occurs with other language disorders. Written language training is relevant to improve everyday skills and as a com... We performed a systematic review of speech and language therapies for acquired dysgraphia in studies of neurological diseases (PROSPERO: CRD42018084221), following the PRISMA (Preferred Reporting Item... Eleven studies of 43 patients in total were included. For each study, we collected data on type of population, type of impairment, experimental design, type of treatment, and measured outcomes. The st... Although there is a need for further experimental evidence, most treatments showed good applicability and improvement of written skills in patients with dysgraphia. Lexical treatments appear to be mor...