La déficience peut-elle entraîner des infections fréquentes ?
Oui, une déficience en glucan 1,3-beta-glucosidase peut augmenter le risque d'infections.
InfectionsDéficience immunitaire
#3
Y a-t-il des risques de complications à long terme ?
Des complications à long terme peuvent inclure des troubles digestifs chroniques et des infections récurrentes.
Complications à long termeTroubles digestifs chroniques
#4
Les complications peuvent-elles être évitées ?
Certaines complications peuvent être évitées par une gestion proactive des symptômes.
Prévention des complicationsGestion des symptômes
#5
Les complications affectent-elles la qualité de vie ?
Oui, les complications peuvent significativement affecter la qualité de vie des patients.
Qualité de vieComplications
Facteurs de risque
5
#1
Quels sont les facteurs de risque pour cette déficience ?
Les facteurs de risque incluent des antécédents familiaux et des mutations génétiques spécifiques.
Facteurs de risqueAntécédents familiaux
#2
L'âge joue-t-il un rôle dans le risque de déficience ?
L'âge peut influencer l'apparition des symptômes, mais la déficience est généralement génétique.
ÂgeGénétique
#3
Les facteurs environnementaux influencent-ils le risque ?
Actuellement, il n'y a pas de preuves solides que les facteurs environnementaux influencent ce risque.
Facteurs environnementauxRisque
#4
Les antécédents médicaux augmentent-ils le risque ?
Des antécédents médicaux de troubles digestifs peuvent augmenter la suspicion de déficience.
Antécédents médicauxTroubles digestifs
#5
Les facteurs socio-économiques influencent-ils le risque ?
Les facteurs socio-économiques peuvent affecter l'accès aux soins, mais pas directement le risque génétique.
Facteurs socio-économiquesAccès aux soins
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"@type": "Question",
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"@type": "Question",
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"position": 18,
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"@type": "Question",
"name": "La diététique joue-t-elle un rôle dans le traitement ?",
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"@type": "Question",
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"@type": "Question",
"name": "La déficience peut-elle entraîner des infections fréquentes ?",
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"position": 23,
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"@type": "Question",
"name": "Les complications peuvent-elles être évitées ?",
"position": 24,
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"position": 25,
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"@type": "Question",
"name": "Quels sont les facteurs de risque pour cette déficience ?",
"position": 26,
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"@type": "Question",
"name": "L'âge joue-t-il un rôle dans le risque de déficience ?",
"position": 27,
"acceptedAnswer": {
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"@type": "Question",
"name": "Les facteurs environnementaux influencent-ils le risque ?",
"position": 28,
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{
"@type": "Question",
"name": "Les antécédents médicaux augmentent-ils le risque ?",
"position": 29,
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"@type": "Answer",
"text": "Des antécédents médicaux de troubles digestifs peuvent augmenter la suspicion de déficience."
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{
"@type": "Question",
"name": "Les facteurs socio-économiques influencent-ils le risque ?",
"position": 30,
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"@type": "Answer",
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Division of Infectious Diseases, Department of Health Sciences (DISSAL), University of Genova, Genova, Italy; IRCCS Ospedale Policlinico San Martino, Genova, Italy.
College of Animal Science and Veterinary Medicine, Shandong Agricultural University, Tai'an City 271018, China; Shandong Provincial Key Laboratory of Animal Biotechnology and Disease Control and Prevention, Shandong Agricultural University, Tai'an City 271018, China; Shandong Provincial Engineering Technology Research Center of Animal Disease Control and Prevention, Shandong Agricultural University, Tai'an City 271018, China.
College of Animal Science and Veterinary Medicine, Shandong Agricultural University, Tai'an City 271018, China; Shandong Provincial Key Laboratory of Animal Biotechnology and Disease Control and Prevention, Shandong Agricultural University, Tai'an City 271018, China; Shandong Provincial Engineering Technology Research Center of Animal Disease Control and Prevention, Shandong Agricultural University, Tai'an City 271018, China.
College of Animal Science and Veterinary Medicine, Shandong Agricultural University, Tai'an City 271018, China; Shandong Provincial Key Laboratory of Animal Biotechnology and Disease Control and Prevention, Shandong Agricultural University, Tai'an City 271018, China; Shandong Provincial Engineering Technology Research Center of Animal Disease Control and Prevention, Shandong Agricultural University, Tai'an City 271018, China.
College of Animal Science and Veterinary Medicine, Shandong Agricultural University, Tai'an City 271018, China; Shandong Provincial Key Laboratory of Animal Biotechnology and Disease Control and Prevention, Shandong Agricultural University, Tai'an City 271018, China; Shandong Provincial Engineering Technology Research Center of Animal Disease Control and Prevention, Shandong Agricultural University, Tai'an City 271018, China. Electronic address: wzy@sdau.edu.cn.
Winogradsky Institute of Microbiology, Research Centre of Biotechnology, Russian Academy of Sciences, Moscow, Russia; Department of Biotechnology, Delft University of Technology, Delft, The Netherlands. Electronic address: soroc@inmi.ru.
Center for Medical Mycology, Case Western Reserve University and University Hospitals Cleveland Medical Center, Cleveland, OH Mahmoud.ghannoum@case.edu.
Human instructors fluidly communicate with hand gestures, head and body movements, and facial expressions, but robots rarely leverage these complementary cues. A minimally supervised social robot with...
The characteristics of quality feedback from the neurosurgery resident's perspective are not fully elucidated. The Surgical Autonomy Program is an intraoperative assessment tool based on Vygotsky's Zo...
The goal of this study was twofold: to identify themes from the written feedback of SAP operative assessments and to examine if these themes influenced the neurosurgery residents' perception of feedba...
In 2021, SAP data from 2019-2021 at two neurosurgery programs were reviewed. Feedback quality from the SAP was determined by the resident at the time of their assessment. Using a constant comparative ...
There were 2968 SAP entries evaluated. When the ZPD concept was fully used, residents reported high quality feedback 91.4% of the time compared to 58.6% when ZPD was not used (p < 0.001). Qualitative ...
Providing comments that discuss the resident's specific performance in the case, key learning points, or their progress towards independence, results in high quality feedback. Utilizing a theory-based...
Common bile duct exploration (CBDE) is safe and effective for managing choledocholithiasis, but most US general surgeons have limited experience with CBDE and are uncomfortable performing this procedu...
Resident and attending assessments of resident operative performance and autonomy were obtained for 189 laparoscopic or open CBDEs performed at 28 institutions. Performance and autonomy were graded al...
Compared with cases in which the resident had no prior CBDE case evaluations, cases with a prior evaluation had greater proportions of practice-ready or exceptional performance ratings according to bo...
Residents with at least one prior CBDE evaluation and formative feedback demonstrated better operative performance and received greater autonomy than residents without prior evaluations, underscoring ...
Formative feedback plays a critical role in guiding learners to gain competence, serving as an opportunity for reflection and feedback on their learning progress and needs. Medical education in Japan ...
The study is designed and analysed with a constructivist grounded theory lens. Medical students in Japan and the UK were interviewed on the topic of formative assessment and feedback they received dur...
Japanese students perceived feedback as a model answer provided by tutors which they should not critically question, which contrasted with the views of UK students. Japanese students viewed formative ...
The Japanese student experience of formative assessment and feedback supports the view that medical education and examination systems in Japan are focused on summative assessment, which operates along...
Safe and competent patient care depends on physicians recognizing and correcting performance deficiencies. Generating effective insight depends on feedback from credible sources. Unfortunately, physic...
Between October 2018 and May 2020, 30 physicians representing various specialties and career stages were interviewed about their experiences with peer review in the context of regulatory body-mandated...
Perceptions about the learning value of mandated peer review were mixed. Most saw value but felt anxiety about being selected due to being wary of regulatory bodies. Recognizing barriers such percepti...
This study establishes an intriguing and challenging paradox: feedback appears often to not be recognized as feedback when it poses no threat, yet feedback that carries such threat is known to be subo...
Very Short Answer Questions (VSAQs) reduce cueing and simulate better real-clinical practice compared with multiple-choice questions (MCQs). While integrating them into formative exams has potential, ...
Ninety-four third-year pre-clinical students took two ten-item ISF-VSAQ exams on cardiovascular drugs. Each question comprised two sections: (1) Questions with space for student responses and (2) a li...
Validity evidence included five sources: (1) Content: The expert reviewed the ISF-VSAQ format, and the question was aligned with a standard examination blueprint. (2) Response process: Before starting...
Electronic ISF-VSAQs enhanced understanding elevates learning outcomes, rendering them suitable for formative assessments with clinical scenarios. Increasing the number of occasions effectively enhanc...
Feedback from teachers to students plays an important role in informing students about the outcome of their assessments. It contributes to students' ongoing learning. The aim of this study was to inve...
An online questionnaire was completed by dental students throughout Europe in this quantitative study. Data were collected via Google Forms, transferred to an excel spreadsheet and analysed using SPSS...
234 students studying in 9 different European countries completed the questionnaire. These students were born in 36 different countries within and beyond Europe. 84% (n = 197) were undergraduate stude...
It would appear that there is some diversity in dental students' perceptions of: i) who delivers feedback, ii) when feedback is given, iii) the consistency of feedback received, and iv) the style of f...
Most European dental students prefer to receive constructive feedback. Feedback was seen to have a significant impact on future learning despite over one in five students not knowing who had delivered...
The R2C2 (relationship, reaction, content, coaching) model is an iterative, evidence-based, theory-informed approach to feedback and coaching that enables preceptors and learners to build relationship...
A qualitative study using framework analysis through the lens of experiential learning was undertaken with 15 trained preceptor-learner dyads. Data were collected during feedback sessions and follow-u...
Fifteen dyads were recruited from 8 disciplines (11 preceptors were paired with a single resident [n = 9] or a single medical student [n = 2]; 2 preceptors each had 2 residents). All dyads were able t...
The R2C2 model can be adapted to contexts where in-the-moment feedback conversations occur shortly after a clinical encounter. Experiential learning approaches applying the R2C2 model are critical. Sk...
Residents play a pivotal role in medical students' clinical education. From a feedback lens, the near-peer relationship between student and resident holds the potential to foster an educational allian...
Our methodology was qualitative interpretive description, informed by phenomenology. We conducted 24 semi-structured interviews with third and fourth year medical students at one institution. The inte...
From the students' perspectives, when residents contributed to building interpersonal relationships with students, this in turn influenced students' receptivity to both encouraging and constructive fe...
Residents are uniquely positioned to create a strong educational alliance with students in which feedback conversations can flourish. Focusing educational efforts on resident feedback conversations ha...
Whilst feedback is an essential component of clinical education, it is often lacking in clinical workplaces due to competing priorities. Peer feedback has been proposed as a potential solution but rem...
Following an Interpretative Phenomenological Analysis approach, the personal experiences of 12 paediatric trainees were explored using semi-structured interviews. Interpretive themes were developed be...
We found that peer feedback was influenced by three contextual factors, namely, prevalent feedback culture, interpersonal consent, and the quality of relationships. Peer feedback culture was lacking i...
Enabling peer feedback in clinical settings requires attention to cultural, relational, and consent barriers. Potential approaches should include helping clinicians to develop greater cultural reflexi...
