scholarly journals Post-COVID-19 assessment in a specialist clinical service: a 12-month, single-centre, prospective study in 1325 individuals

2021 ◽  
Vol 8 (1) ◽  
pp. e001041
Author(s):  
Melissa Heightman ◽  
Jai Prashar ◽  
Toby E Hillman ◽  
Michael Marks ◽  
Rebecca Livingston ◽  
...  
Keyword(s):  
Return To Work ◽  
Clinical Service ◽  
Full Time ◽  
Single Centre ◽  
Healthcare Needs ◽  
Specialist Referral ◽  
Hospitalised Patients ◽  
Optimal Health ◽  
University College London ◽  
The University

IntroductionPost-COVID-19 complications require simultaneous characterisation and management to plan policy and health system responses. We describe the 12-month experience of the first UK dedicated post-COVID-19 clinical service to include hospitalised and non-hospitalised patients.MethodsIn a single-centre, observational analysis, we report the demographics, symptoms, comorbidities, investigations, treatments, functional recovery, specialist referral and rehabilitation of 1325 individuals assessed at the University College London Hospitals post-COVID-19 service between April 2020 and April 2021, comparing by referral route: posthospitalised (PH), non-hospitalised (NH) and post emergency department (PED). Symptoms associated with poor recovery or inability to return to work full time were assessed using multivariable logistic regression.Results1325 individuals were assessed (PH: 547, 41.3%; PED: 212, 16%; NH: 566, 42.7%). Compared with the PH and PED groups, the NH group were younger (median 44.6 (35.6–52.8) years vs 58.3 (47.0–67.7) years and 48.5 (39.4–55.7) years), more likely to be female (68.2%, 43.0% and 59.9%), less likely to be of ethnic minority (30.9%, 52.7% and 41.0%) or seen later after symptom onset (median (IQR): 194 (118–298) days, 69 (51–111) days and 76 (55–128) days; all p<0.0001). All groups had similar rates of onward specialist referral (NH 18.7%, PH 16.1% and PED 18.9%, p=0.452) and were more likely to require support for breathlessness (23.7%, 5.5% and 15.1%, p<0.001) and fatigue (17.8%, 4.8% and 8.0%, p<0.001). Hospitalised patients had higher rates of pulmonary emboli, persistent lung interstitial abnormalities and other organ impairment. 716 (54.0%) individuals reported <75% optimal health (median 70%, IQR 55%–85%). Less than half of employed individuals could return to work full time at first assessment.ConclusionPost-COVID-19 symptoms were significant in PH and NH patients, with significant ongoing healthcare needs and utilisation. Trials of interventions and patient-centred pathways for diagnostic and treatment approaches are urgently required.

scholarly journals Post-COVID assessment in a specialist clinical service: a 12-month, single-centre analysis of symptoms and healthcare needs in 1325 individuals.

2021 ◽  
Author(s):  
Melissa Heightman ◽  
Jai Prashar ◽  
Toby Hillman ◽  
Michael Marks ◽  
Rebecca Livingston ◽  
...  
Keyword(s):  
Return To Work ◽  
Clinical Service ◽  
Full Time ◽  
Single Centre ◽  
Healthcare Needs ◽  
Specialist Referral ◽  
Hospitalised Patients ◽  
Optimal Health ◽  
University College London ◽  
The University

Background. Complications following SARS-CoV-2 infection require simultaneous characterisation and management to plan policy and health system responses. We describe the 12-month experience of the first UK dedicated Post-COVID clinical service to include both hospitalised and non-hospitalised patients. Methods. In a single-centre, observational analysis, we report outcomes for 1325 individuals assessed in the University College London Hospitals NHS Foundation Trust Post-COVID service between April 2020 and April 2021. Demography, symptoms, comorbidities, investigations, treatments, functional recovery, specialist referral and rehabilitation were compared by referral route ('post hospitalisation', PH; 'non-hospitalised', NH; and 'post emergency department', PED). Symptoms associated with poor recovery or inability to return to work full-time were assessed using multivariable logistic regression. Findings. 1325 individuals were assessed (PH 547 [41.3%], PED 212 [16%], NH 566 [42.7%]. Compared with PH and PED groups, NH were younger (median 44.6 [35.6-52.8] vs 58.3 [47.0-67.7] and 48.5 [39.4-55.7] years), more likely to be female (68.2%, 43.0% and 59.9%), less likely to be from an ethnic minority (30.9%, 52.7% and 41.0%) and seen later after symptom onset (median [IQR]:194 [118-298], 69 [51-111] and 76 [55-128] days) (all p<0.0001). NH patients had similar rates of onward specialist referral as PH and PED groups (18.7%, 16.1% and 18.9%, p=0.452), and were more likely to require support for breathlessness (23.7%, 5.5% and 15.1%, p<0.001) and fatigue (17.8%, 4.8%, 8.0%, p<0.001). Hospitalised patients had higher rates of pulmonary emboli, persistent lung interstitial abnormalities, and other organ impairment. 716 (54.0%) individuals reported <75% of optimal health (median [IQR] 70% [55%-85%]). Overall, less than half of employed individuals felt able to return to work full-time at first assessment. Interpretation. Symptoms following SARS-CoV-2 infection were significant in both post- and non-hospitalised patients, with significant ongoing healthcare needs and utilisation. Trials of interventions and patient-centred pathways for diagnostic and treatment approaches are urgently required.

scholarly journals The Brady Medal

2008 ◽  
Vol 27 (1) ◽  
pp. 1-4 ◽  
Author(s):  
David J. Siveter
Keyword(s):  
Natural History ◽  
General Meeting ◽  
Medical Doctor ◽  
Full Time ◽  
History Of ◽  
University College London ◽  
Quaker Schools ◽  
Adult Lives ◽  
Micro Organisms ◽  
The University

Abstract. In 2007 The Micropalaeontological Society commissioned and awarded the Brady Medal, the first medal in the history of the Society. This report records the various stages in that process. The inaugural recipient of the medal, Professor John Murray of the University of Southampton, was presented with the award at the Annual General Meeting of the Society, held at University College London on 7 November 2007.THE NAMEThere was no shortage of ‘possibles’ when TMS committee had the nice but tricky task of deciding the name of the medal. The final choice of the name met with strong approval by all at the Committee meeting on 14 March 2007, at which the criteria and mechanism for awarding the medal were also agreed. The medal is named in honour of George Stewardson Brady (1832–1921) and his younger brother Henry Bowman Brady (1835–1891), in recognition of their pioneering studies in micropalaeontology and natural history. Their father was a medical Doctor and they received their early education at Quaker schools in the northeast of England. George Brady went on to become Professor of Natural History at Newcastle College of Physical Science and a Fellow of the Royal Society, and is best known for his work on ostracods. Henry Brady made his way as a successful pharmacist before turning full time to the study of micro-organisms, especially foraminifera; he also received the accolade of FRS. Over their entire adult lives they published what are now deemed fundamental contributions to the then emerging . . .

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

scholarly journals Challenges and solutions to returning to clinical training after research: a multidisciplinary survey of integrated academic trainees in West Yorkshire, United Kingdom

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
C. L. Downey ◽  
J. Bentley ◽  
H. Pandit
Keyword(s):  
United Kingdom ◽  
Clinical Training ◽  
Clinical Work ◽  
Survey Study ◽  
Full Time ◽  
Clinical Supervisors ◽  
Research Activities ◽  
Time Out ◽  
Rapid Transition ◽  
The University

Abstract Background Time out of clinical training can impact medical trainees’ skills, competence and confidence. Periods of Out of Programme for Research (OOPR) are often much longer than other approved mechanisms for time of out training. The aim of this survey study was to explore the challenges of returning to clinical training following OOPR, and determine potential solutions. Methods All current integrated academic training (IAT) doctors at the University of Leeds (United Kingdom) and previous IAT trainees undertaking OOPR in the local region (West Yorkshire, United Kingdom)(n = 53) were invited to complete a multidisciplinary survey. Results The survey was completed by 33 participants (62% response rate). The most relevant challenges identified were completing the thesis whilst transitioning back to clinical work, the rapid transition between full-time research and clinical practice, a diminished confidence in clinical abilities and isolation from colleagues. Potential solutions included dedicated funds allocated for the renewal of lapsed skills, adequate notice of the clinical rotation to which trainees return, informing clinical supervisors about the OOPR trainee returning to practice and a mandatory return to standard clinical days. Conclusions Addressing these issues has the potential to improve the trainee experience and encourage future trainees to take time out of training for research activities.

The Fractured “I”: An Autoethnographic Account of a Part-Time Doctoral Student’s Experience With Scholarly Identity Formation

2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach
Keyword(s):  
Identity Formation ◽  
Lived Experience ◽  
Doctoral Students ◽  
Full Time ◽  
Doctoral Socialization ◽  
Scholarly Identity ◽  
Part Time ◽  
The University ◽  
Affective Dimensions ◽  
Poetry Collection

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.

The vaccination rate among children with nonprogressive neurodevelopmental disorders in Bosnia and Herzegovina: A single centre experience

2021 ◽  
pp. 1-8
Author(s):  
Helena Karlovic ◽  
Damir Franjic ◽  
Jurica Arapovic
Keyword(s):  
Bosnia And Herzegovina ◽  
Neurodevelopmental Disorders ◽  
Healthcare Professionals ◽  
Vaccination Rate ◽  
Common Source ◽  
Single Centre ◽  
Single Centre Experience ◽  
The Media ◽  
The University ◽  
Source Of Information

PURPOSE: The aim of this study is to determine the factors influencing the decrease of the vaccination rate among children with nonprogressive neurodevelopmental disorders in Bosnia and Herzegovina. METHODS: This study included 149 parents of children with nonprogressive neurodevelopmental disorders. The children were rehabilitated at the University Clinical Hospital Mostar, from October 2017 to February 2019. RESULTS: The vaccination rate of children with nonprogressive neurodevelopmental disorders was 34.9%(P <  0.001). Based on the results of this study, physicians were the most common source of information on vaccines and vaccination procedures for parents (70.3%), whereas the media was rarely used as the source of the information (33%) (P <  0.001). Of the cases, 58.4%accepted the opinion of the pediatrician (P = 0.041). The vaccination of children was postponed on the physician’s recommendation in 87.6%of the cases (P <  0.001). Among healthcare professionals, neuropediatricians or neurophysiatrists (P = 0.023), together with pediatricians (P <  0.001), most often suggested postponing the vaccination. CONCLUSION: Overall, this study showed that the majority of children with nonprogressive neurodevelopmental disorders were unvaccinated. The majority of the parents trusted the physicians’ opinion on vaccination. Neuropediatricians and neurophysiatrists most often postponed the regular vaccination of children.

Pathology Informatics Questions and Answers From the University of Pittsburgh Pathology Residency Informatics Rotation

2004 ◽  
Vol 128 (1) ◽  
pp. 71-83 ◽  
Author(s):  
James H. Harrison
Keyword(s):  
Residency Training ◽  
Slight Modification ◽  
Skill Level ◽  
Computer Applications ◽  
Full Time ◽  
Computer Skill ◽  
University Of Pittsburgh ◽  
Pathology Informatics ◽  
Internet In Education ◽  
The University

Abstract Context.—Effective pathology practice increasingly requires familiarity with concepts in medical informatics that may cover a broad range of topics, for example, traditional clinical information systems, desktop and Internet computer applications, and effective protocols for computer security. To address this need, the University of Pittsburgh (Pittsburgh, Pa) includes a full-time, 3-week rotation in pathology informatics as a required component of pathology residency training. Objective.—To teach pathology residents general informatics concepts important in pathology practice. Design.—We assess the efficacy of the rotation in communicating these concepts using a short-answer examination administered at the end of the rotation. Because the increasing use of computers and the Internet in education and general communications prior to residency training has the potential to communicate key concepts that might not need additional coverage in the rotation, we have also evaluated incoming residents' informatics knowledge using a similar pretest. Data Sources.—This article lists 128 questions that cover a range of topics in pathology informatics at a level appropriate for residency training. These questions were used for pretests and posttests in the pathology informatics rotation in the Pathology Residency Program at the University of Pittsburgh for the years 2000 through 2002. With slight modification, the questions are organized here into 15 topic categories within pathology informatics. The answers provided are brief and are meant to orient the reader to the question and suggest the level of detail appropriate in an answer from a pathology resident. Results.—A previously published evaluation of the test results revealed that pretest scores did not increase during the 3-year evaluation period, and self-assessed computer skill level correlated with pretest scores, but all pretest scores were low. Posttest scores increased substantially, and posttest scores did not correlate with the self-assessed computer skill level recorded at pretest time. Conclusions.—Even residents who rated themselves high in computer skills lacked many concepts important in pathology informatics, and posttest scores showed that residents with both high and low self-assessed skill levels learned pathology informatics concepts effectively.

Anton Bruckner

Music ◽  
2021 ◽  
Author(s):  
Mario Aschauer
Keyword(s):  
Focal Point ◽  
Full Time ◽  
University Of Vienna ◽  
Upper Austria ◽  
Anton Bruckner ◽  
Critical Issues ◽  
The Many ◽  
Music Theorist ◽  
The University ◽  
Full Time Employment

Bruckner was born in Ansfelden (rural Upper Austria) in 1824 and was originally trained as a schoolmaster. He only left this career path in his early thirties when he assumed the organist position at the Linz cathedral, his first full-time employment as a musician. It was also in Linz that he completed six years of training in harmony and counterpoint with Simon Sechter (1855–1861) as well as lessons in form and orchestration with Otto Kitzler (1861–1863) after which he commenced work on his first symphony in 1865. Bruckner’s three large masses also date from his Linz period. Concert tours to France in 1869 and England in 1871 brought Bruckner major successes as organ improvisor. In 1868 Bruckner became professor of counterpoint and thoroughbass as well as professor of organ at the Vienna conservatory. Success as a composer did not follow suit as quickly. His passionate admiration of Wagner—to whom he dedicated his Third Symphony in 1873—rendered Bruckner the target of hostility from the supporters of Brahms in Vienna, especially of music critic Eduard Hanslick. The latter was also instrumental in obstructing Bruckner’s employment at the University of Vienna until 1875, when Bruckner finally became lecturer of harmony and counterpoint at the university. Despite his fame as an organist and music theorist, Bruckner saw himself, above all else, as a symphonic composer and it is the development of the symphony as a genre that occupied most of his compositional interest throughout his career. Accordingly, the multiple versions of Bruckner’s symphonies have long been a main focal point of Bruckner scholarship. These revisions were variously motivated. Earlier works, including the three masses and symphonies 1–5, underwent reworking during Bruckner’s “revision period” (1876–1880), largely as a result of the composer’s evolving notions of phrase and period structure. Later revisions were often the results of performances or were made to prepare the manuscripts for publication. Bruckner’s former students, most notably Franz and Josef Schalk and Ferdinand Löwe, were involved in these revisions, although the extent of this involvement has never been entirely revealed. Starting in the 1920s, scholars began to raise questions about the validity of the revisions made during the preparations of the editions published during the 1880s and 1890s. While some accepted the authenticity of these texts, other influential figures—among them Robert Haas, coeditor of the first Bruckner complete edition—claimed that Bruckner’s students had urged the composer, wearied by rejection in Vienna, into making ill-advised changes or, worse yet, altered his scores without his knowledge and permission. The resulting debate, the Bruckner Streit, involved serious source-critical issues, but eventually devolved on ideological claims more than factual analysis. The process led to the first Bruckner Gesamtausgabe, which published the manuscript versions of Bruckner’s works starting in 1934, first under the editorship of Robert Haas and later of Leopold Nowak. However, these editions are now largely outdated due to the many manuscript sources that have become available since the mid-20th century. Haas’s work has also been criticized in more recent years for rather subjectively mixing sources. Therefore, two new complete editions have recently been started. Another topic that has fascinated Bruckner scholarship for much of the last century is the unfinished finale of the 9th symphony and its possible completion.

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