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201. Endovascular Aortic Repair of Aneurysms Involving the Renal-Mesenteric Arteries (FEVAR) (Full text)

and total seal zone for complex endovascular repair. Note the location of target vessel origin should be described using clock position or angle. Image reproduced with permission of Mayo Foundation for Medical Education and Research. In addition to the distance measurements, circumferential positions of the target vessels and/or fenestrations must be determined and reported.( Oderich GS, Mendes BC. Sizing and Planning Fenestrated and Multibranched Endovascular Repair. Endovascular Aortic Repair (...) . large thoracoabdominal aneurysm), the IVD should not exceed the diameter of the graft at that segment. Image reproduced with permission of Mayo Foundation for Medical Education and Research. Renal artery tortuosity and angulation Renal artery angulation and tortuosity has been analyzed as an important factor associated with branch-related outcomes.( Conway B.D. Greenberg R.K. Mastracci T.M. Hernandez A.V. Coscas R. Renal artery implantation angles in thoracoabdominal aneurysms and their implications

2020 Society for Vascular Surgery PubMed abstract

202. Cardiorespiratory Fitness in Youth: An Important Marker of Health: A Scientific Statement From the American Heart Association (Full text)

practice. An explicit purpose of this statement is to explore valid, low-cost alternatives to traditional cardiopulmonary exercise tests (CPETs) to assess CRF in otherwise healthy youth in office settings with limited space that can be performed by personnel not formally trained in exercise physiology. This statement reviews current knowledge related to the association between CRF and health outcomes in youth, describes the added value of CRF to improve risk prediction, and highlights gaps for future (...) research with the following areas addressed: Physiological considerations Various tests that can be used to assess CRF in the field and office settings Key modifiable and nonmodifiable factors influencing CRF, including the effect of interventions The impact of CRF on cardiovascular, cerebrovascular, cognitive, and mental health Temporal trends in CRF in youth nationally and internationally Knowledge gaps and suggestions for future research This statement does not discuss special risk groups of youth

2020 American Heart Association PubMed abstract

203. Disorders of Ejaculation: An AUA/SMSNA Guideline

Disorders of Ejaculation: An AUA/SMSNA Guideline Disorders of Ejaculation: An AUA/SMSNA Guideline - American Urological Association advertisement Toggle navigation About Us AUA Governance Industry Relations Education AUAUniversity Education Products & Resources Normal Histology and Important Histo-anatomic Structures Urinary Bladder Prostate Kidney Renovascular Diseases Andrenal Gland Testis Paratesticular Tumors Penis Retroperitoneum Cytology Online Learning For Medical Students Exams/LLL (...) on members' clinical training, experience, knowledge, and judgment for which there is no evidence. TABLE 1: AUA Nomenclature Linking Statement Type to Level of Certainty, Magnitude of Benefit or Risk/Burden, and Body of Evidence Strength Evidence Strength A (High Certainty) Evidence Strength B (Moderate Certainty) Evidence Strength C (Low Certainty) Strong Recommendation (Net benefit or harm substantial) Benefits > Risks/Burdens (or vice versa) Net benefit (or net harm) is substantial Applies to most

2020 American Urological Association

204. Advanced Prostate Cancer: AUA/ASTRO/SUO Guideline

Advanced Prostate Cancer: AUA/ASTRO/SUO Guideline Advanced Prostate Cancer: AUA/ASTRO/SUO Guideline - American Urological Association advertisement Toggle navigation About Us AUA Governance Industry Relations Education AUAUniversity Education Products & Resources Normal Histology and Important Histo-anatomic Structures Urinary Bladder Prostate Kidney Renovascular Diseases Andrenal Gland Testis Paratesticular Tumors Penis Retroperitoneum Cytology Online Learning For Medical Students Exams/LLL (...) Principles or Expert Opinions with consensus achieved using a modified Delphi technique if differences of opinion emerged. 5 A Clinical Principle is a statement about a component of clinical care that is widely agreed upon by urologists or other clinicians for which there may or may not be evidence in the medical literature. Expert Opinion refers to a statement, achieved by consensus of the Panel, that is based on members' clinical training, experience, knowledge, and judgment for which there may or may

2020 American Urological Association

205. Nutrition screening and use of oral nutrition support for adults in the acute care setting

Technology (IT) Mr Kevin Thompson IT Support Officer, St. James’s HospitalName Job title and affiliation Administrative support Mr Niall Brady (2018 only) HSE Office of the National Clinical Advisor and Group Lead Consulting to the GDG - Hospital Manager Ms Lucy Nugent Chief Executive Officer, Tallaght University Hospital Consulting to the GDG - Training and education framework Ms Marian McBride Project Dietitian HSE Strategic Planning and Transformation Attribution and disclaimer statement concerning (...) . • Dietitian Managers and Dietetic Departments in Beaumont Hospital, St. Luke’s Radiation Oncology Network and University Hospital Limerick assisted with the BIA. • Ms Wendy McMahon assisted with the BIA. • Beaumont Hospital Supplies Department assisted with the BIA. • Guideline developers for the Food Nutrition and Hydration Policy for Adult Patients in Acute Hospitals assisted with the BIA. • Ms Marian McBride developed the training and education framework and assisted with the BIA. • The National Human

2020 National Clinical Guidelines (Ireland)

206. Stratification of clinical risk in pregnancy

, clinical risk, quality assurance, Clinical Indemnity Scheme, education, the National Women and Infants Programme and representatives of maternity service users (Table 1). Please see Appendix 1 for the terms of reference. Table 1. Members of the Childbirth GDG Name Job title and affiliation Prof Michael Turner, Chair Lead, Clinical Programme Obstetrics & Gynaecology (until December 2019) Dr Peter Boylan Institute of Obstetricians and Gynaecologists Ms Triona Cowman Director, Centre for Midwifery (...) Education Ms Anna Deasy Clinical Risk Manager, Coombe Women and Infants University Hospital Ms Angela Dunne Midwifery Director, NWIHP Ms Mary Flynn Assistant Director of Midwifery, Cork University Maternity Hospital Dr Jennifer Hogan Specialist Registrar Obstetrics and Gynaecology Prof Joan Lalor Professor of Midwifery, Trinity College Dublin Ms Connie McDonagh Director of Midwifery, St Luke’s General Hospital, Kilkenny Ms Niamh McGoldrick Service User Mr Kilian McGrane Director, NWIHP Ms Elaine McGrath

2020 National Clinical Guidelines (Ireland)

207. Society of Gynecologic Oncology Genetics Toolkit

: ? Breast self-exam training and education ? Clinical breast exam every 12 months ? Starting at age 45 years: ? Recommend prostate cancer screening for BRCA2 mutation carriers ? Consider prostate cancer screening for BRCA1 mutation carriers The above recommendations constitute a change from usual medical care and provide justification for testing men for BRCA1 and BRCA2 mutations. In addition, male mutation carriers have a 50% chance of passing the mutation on to their children, whether they are boys (...) and cannot be passed through the family (unlike germline mutations). Knowledge of either germline or somatic mutations may help direct treatment. How might the genetic test results affect Janet’s treatment? Would they affect her eligibility for clinical trials? Janet’s treatment might be affected in several ways if genetic testing shows a gene mutation. Survival from ovarian cancer is higher for women who have a BRCA1 or BRCA2 mutation compared with those who do not have a mutation, at least partially

2020 Society of Gynecologic Oncology

208. Management of Bleeding in Patients on Oral Anticoagulants

to the ACC’s strategic plan is the generation of “actionable knowledge”—a concept that places emphasis on making clinical informationeasiertoconsume,share, integrate, and update. To this end, the ACC has evolved from developing isolated documents to the development of integrated “solution sets.” Solution sets are groups of closely related activities, policy, mobile applications, de- cision support, and other tools necessary to transform care and/or improve heart health. Solution sets address key questions (...) occurred at a critical site (see Table 1) ? Patient is at high risk of rebleeding or of death/disability with rebleeding ? Source of bleed has not yet been identi?ed ? Surgical or invasive procedures are planned ? Patient does not wish to restart OAC at this time (see Table 7) YES YES YES NO NO YES NO YES NO NO YES NO DOAC¼ direct-acting oral anticoagulant; OAC¼ oral anticoagulant, including DOACs and VKAs; PCC¼ prothrombin complex concentrate; RBC¼ red blood cell; VKA¼ vitamin K antagonist *Reversal

2020 American College of Cardiology

209. Contraception - assessment

should be assured that the consultation is confidential and informed of the circumstances in which confidentiality may need to be breached (for example, suspected child protection issues, exploitation, or coercion). Women with learning and/or physical disabilities should be supported in making their own decisions about contraception. © .

2020 NICE Clinical Knowledge Summaries

210. Contraception - assessment: Scenario: Issues to discuss and consider

thromboembolism (VTE). Concurrent medication — liver enzyme-inducing drugs (such as medicines used to treat epilepsy, anti-retrovirals and St John’s Wort) can affect some forms of contraception. Avoid less effective methods of contraception (such as fertility awareness-based methods) if the woman is taking teratogenic drugs (for example lithium or warfarin). Age of the woman — approaching the menopause or under 18 years. Consider any relevant ethical and legal issues if the woman has a learning disability (...) on what CKS considers to be good clinical practice. What ethical and legal issues do I need to consider when arranging contraception for someone with a learning disability? Support women with learning and/or physical disabilities to make their own decisions about contraception. Assess a woman's competence to consent to treatment by her ability to: Understand the information provided, and Weigh up the risks and benefits, and Express her own wishes. When a woman with a learning disability cannot

2020 NICE Clinical Knowledge Summaries

211. Contraception - assessment: Scenario: Assessment for specific contraceptive methods

for the person . Assess the person's: M ental capacity to make the decision. If there is any doubt about their mental capacity, seek advice from appropriately experienced colleagues (such as a specialist in learning disabilities). Level of understanding of the advantages, disadvantages, procedures involved, and relative failure rates of a vasectomy or tubal occlusion. Offer alternative long-term reversible methods of contraception such as hormonal methods (combined hormonal contraceptives, progestogen-only

2020 NICE Clinical Knowledge Summaries

212. Autism in adults: Scenario: Managing confirmed autism

: A structured and predictable training programme based on behavioural principles. For adults with ASD without a learning disability or with a mild to moderate learning disability, who are socially isolated or have restricted social contact: A group-based structured leisure activity programme, or An individually delivered structured leisure activity programme for people who find group-based activities difficult. For adults with ASD without a learning disability or with a mild to moderate learning disability (...) are coping well with the current support they are receiving and are well informed on how to access additional support if needed. Ensure that the person with ASD has access to appropriate psychosocial interventions, such as social learning programmes to improve social interaction, anger management interventions, and an individual supported employment programme for those with ASD without a learning disability or with a mild learning disability, who are having difficulty obtaining or maintaining employment

2020 NICE Clinical Knowledge Summaries

213. Autism in children

and communication, combined with restricted interests and rigid and repetitive behaviours. ASD is strongly associated with a number of coexisting conditions that may significantly impact on the wellbeing of the child or young person and their family and/or carers. Mental health or behavioural disorders associated with ASD include anxiety, attention deficit hyperactivity disorder, oppositional defiant disorder, behaviour that challenges, and learning (intellectual) disability. Functional problems associated (...) . The prognosis of ASD can be improved by early diagnosis and assessment because this aids understanding of why the child or young person is different from their peers. Early diagnosis also ensures that the child or young person and their family and/or carers have prompt access to support and services in education, health services, and social care; a route into voluntary organizations; and contact with other children and families with similar experiences. All of these can improve the lives of the child

2020 NICE Clinical Knowledge Summaries

214. Autism in adults: Scenario: Managing suspected autism

learning disability: Consider a brief assessment to ascertain whether the following behaviours are present (if necessary using information from a family member, partner, or carer): Difficulties in reciprocal social interaction, including limited interaction with others (for example, being aloof, indifferent, or unusual); interaction to fulfil needs only; and interaction that is naive or one-sided. Lack of responsiveness to others. Little or no change in behaviour in response to different social (...) to make these recommendations, see the . Adults with possible autism spectrum disorder (ASD) who do not have a moderate or severe learning disability The NICE guideline development group (GDG) considered the sensitivity and specificity of the five versions of the Autism-Spectrum Quotient (AQ) questionnaire: the 50-item (AQ-50), the 21-item (AQ-21), the 20-item (AQ-20), and two versions of a 10-item questionnaire (AQ-10 [British] and AQ-10 [Japanese]). The GDG judged that there were no important

2020 NICE Clinical Knowledge Summaries

215. Self-harm: Scenario: Acute management following an act of self-harm

be assessed by mental health professionals experienced in the assessment of older people who self-harm. People with a moderate or severe learning disability should be referred to a specialist learning disabilities service. Examine any physical injuries. Assess the person's emotional and mental state, and for the presence of features that may increase the person's risk, such as : Features of depression. For further information, see the CKS topic on . Features that suggest suicidal intent. Consider history (...) for children about self-harm. Support for adults and young people affected by self-harm. Harmless ( ) — provides support and information to people who self-harm, their friends, and families; and training for healthcare professionals. Mind ( ) — provides information and support, helplines, local support groups, and publications aimed at anyone who self-harms, and their friends and family. National Self Harm Network ( ) — aims to support, empower, and educate people who self-harm and their families

2020 NICE Clinical Knowledge Summaries

216. Restless legs syndrome: How do I assess a person with restless legs syndrome?

mildly annoying to disabling. The IRLSSG therefore stated that, for clinical significance, the symptoms of RLS should cause significant distress or impairment in social, occupational, educational or other important areas of functioning by their impact on sleep, energy, daily activities, behaviour, cognition or mood. Consider using the validated symptom rating scale of the IRLSSG (which can be obtained from ). This is completed by the person with RLS, and then graded by the healthcare professional

2020 NICE Clinical Knowledge Summaries

217. Covid-19: Neurocritical Care

Scientific Corner December 19, 2019 COVID-19 May 13, 2020 COVID-19 May 5, 2020 COVID-19 May 5, 2020 Educational May 5, 2020 E-Brain May 1, 2020 E-Brain February 28, 2020 E-Brain April 1, 2019 E-Brain November 1, 2018 Grand Rounds October 2, 2017 Grand Rounds July 1, 2016 Grand Rounds July 1, 2016 Grand Rounds February 1, 2016 Continuing medical education June 3, 2019 Continuing medical education February 21, 2019 Continuing medical education October 1, 2018 Continuing medical education July 24, 2018 (...) Resident and Research Fellows May 13, 2020 Resident and Research Fellows May 5, 2020 Resident and Research Fellows April 27, 2020 Resident and Research Fellows April 27, 2020 Fellowship reports May 5, 2020 Fellowship reports April 27, 2020 Fellowship reports April 5, 2020 Fellowship reports March 2, 2020 Education corner May 5, 2020 Education corner April 27, 2020 Education corner January 24, 2020 Education corner January 17, 2020 EAN Congress news May 5, 2020 General interest May 5, 2020 COVID-19 May

2020 European Academy of Neurology

218. Covid-19: Stroke

COVID-19 May 13, 2020 COVID-19 May 5, 2020 COVID-19 May 5, 2020 Educational May 5, 2020 E-Brain May 1, 2020 E-Brain February 28, 2020 E-Brain April 1, 2019 E-Brain November 1, 2018 Grand Rounds October 2, 2017 Grand Rounds July 1, 2016 Grand Rounds July 1, 2016 Grand Rounds February 1, 2016 Continuing medical education June 3, 2019 Continuing medical education February 21, 2019 Continuing medical education October 1, 2018 Continuing medical education July 24, 2018 Resident and Research Fellows May (...) 13, 2020 Resident and Research Fellows May 5, 2020 Resident and Research Fellows April 27, 2020 Resident and Research Fellows April 27, 2020 Fellowship reports May 5, 2020 Fellowship reports April 27, 2020 Fellowship reports April 5, 2020 Fellowship reports March 2, 2020 Education corner May 5, 2020 Education corner April 27, 2020 Education corner January 24, 2020 Education corner January 17, 2020 EAN Congress news May 5, 2020 General interest May 5, 2020 COVID-19 May 5, 2020 COVID-19 May 2, 2020

2020 European Academy of Neurology

219. Covid-19: Child Neurology (Full text)

December 19, 2019 COVID-19 May 13, 2020 COVID-19 May 5, 2020 COVID-19 May 5, 2020 Educational May 5, 2020 E-Brain May 1, 2020 E-Brain February 28, 2020 E-Brain April 1, 2019 E-Brain November 1, 2018 Grand Rounds October 2, 2017 Grand Rounds July 1, 2016 Grand Rounds July 1, 2016 Grand Rounds February 1, 2016 Continuing medical education June 3, 2019 Continuing medical education February 21, 2019 Continuing medical education October 1, 2018 Continuing medical education July 24, 2018 Resident (...) and Research Fellows May 13, 2020 Resident and Research Fellows May 5, 2020 Resident and Research Fellows April 27, 2020 Resident and Research Fellows April 27, 2020 Fellowship reports May 5, 2020 Fellowship reports April 27, 2020 Fellowship reports April 5, 2020 Fellowship reports March 2, 2020 Education corner May 5, 2020 Education corner April 27, 2020 Education corner January 24, 2020 Education corner January 17, 2020 EAN Congress news May 5, 2020 General interest May 5, 2020 COVID-19 May 5, 2020 COVID

2020 European Academy of Neurology PubMed abstract

220. Covid-19: Neurorehabilitation

December 19, 2019 COVID-19 May 13, 2020 COVID-19 May 5, 2020 COVID-19 May 5, 2020 Educational May 5, 2020 E-Brain May 1, 2020 E-Brain February 28, 2020 E-Brain April 1, 2019 E-Brain November 1, 2018 Grand Rounds October 2, 2017 Grand Rounds July 1, 2016 Grand Rounds July 1, 2016 Grand Rounds February 1, 2016 Continuing medical education June 3, 2019 Continuing medical education February 21, 2019 Continuing medical education October 1, 2018 Continuing medical education July 24, 2018 Resident (...) and Research Fellows May 13, 2020 Resident and Research Fellows May 5, 2020 Resident and Research Fellows April 27, 2020 Resident and Research Fellows April 27, 2020 Fellowship reports May 5, 2020 Fellowship reports April 27, 2020 Fellowship reports April 5, 2020 Fellowship reports March 2, 2020 Education corner May 5, 2020 Education corner April 27, 2020 Education corner January 24, 2020 Education corner January 17, 2020 EAN Congress news May 5, 2020 General interest May 5, 2020 COVID-19 May 5, 2020 COVID

2020 European Academy of Neurology

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