scholarly journals Prescription and Non-Prescription Drug Classification Systems Across Countries: Lessons Learned for Thailand

2020 ◽  
Vol Volume 13 ◽  
pp. 2753-2768
Author(s):  
Doungporn Leelavanich ◽  
Noppadon Adjimatera ◽  
Lawanworn Broese Van Groenou ◽  
Puree Anantachoti
Keyword(s):  
Prescription Drug ◽  
Lessons Learned ◽  
Classification Systems ◽  
Drug Classification

scholarly journals Optimizing Antihypertensive Medication Classification in Electronic Health Record-Based Data: Classification System Development and Methodological Comparison

10.2196/14777 ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e14777 ◽  
Author(s):  
Caitrin W McDonough ◽  
Steven M Smith ◽  
Rhonda M Cooper-DeHoff ◽  
William R Hogan
Keyword(s):  
Electronic Health Record ◽  
Prescription Drug ◽  
Antihypertensive Drug ◽  
Classification System ◽  
Drug Information ◽  
Classification Systems ◽  
Health Record ◽  
Drug Products ◽  
Drug Classification ◽  
Electronic Health

Background Computable phenotypes have the ability to utilize data within the electronic health record (EHR) to identify patients with certain characteristics. Many computable phenotypes rely on multiple types of data within the EHR including prescription drug information. Hypertension (HTN)-related computable phenotypes are particularly dependent on the correct classification of antihypertensive prescription drug information, as well as corresponding diagnoses and blood pressure information. Objective This study aimed to create an antihypertensive drug classification system to be utilized with EHR-based data as part of HTN-related computable phenotypes. Methods We compared 4 different antihypertensive drug classification systems based off of 4 different methodologies and terminologies, including 3 RxNorm Concept Unique Identifier (RxCUI)–based classifications and 1 medication name–based classification. The RxCUI-based classifications utilized data from (1) the Drug Ontology, (2) the new Medication Reference Terminology, and (3) the Anatomical Therapeutic Chemical Classification System and DrugBank, whereas the medication name–based classification relied on antihypertensive drug names. Each classification system was applied to EHR-based prescription drug data from hypertensive patients in the OneFlorida Data Trust. Results There were 13,627 unique RxCUIs and 8025 unique medication names from the 13,879,046 prescriptions. We observed a broad overlap between the 4 methods, with 84.1% (691/822) to 95.3% (695/729) of terms overlapping pairwise between the different classification methods. Key differences arose from drug products with multiple dosage forms, drug products with an indication of benign prostatic hyperplasia, drug products that contain more than 1 ingredient (combination products), and terms within the classification systems corresponding to retired or obsolete RxCUIs. Conclusions In total, 2 antihypertensive drug classifications were constructed, one based on RxCUIs and one based on medication name, that can be used in future computable phenotypes that require antihypertensive drug classifications.

scholarly journals Optimizing Antihypertensive Medication Classification in Electronic Health Record-Based Data: Classification System Development and Methodological Comparison (Preprint)

2019 ◽  
Author(s):  
Caitrin W McDonough ◽  
Steven M Smith ◽  
Rhonda M Cooper-DeHoff ◽  
William R Hogan
Keyword(s):  
Electronic Health Record ◽  
Prescription Drug ◽  
Antihypertensive Drug ◽  
Classification System ◽  
Drug Information ◽  
Classification Systems ◽  
Health Record ◽  
Drug Products ◽  
Drug Classification ◽  
Electronic Health

BACKGROUND Computable phenotypes have the ability to utilize data within the electronic health record (EHR) to identify patients with certain characteristics. Many computable phenotypes rely on multiple types of data within the EHR including prescription drug information. Hypertension (HTN)-related computable phenotypes are particularly dependent on the correct classification of antihypertensive prescription drug information, as well as corresponding diagnoses and blood pressure information. OBJECTIVE This study aimed to create an antihypertensive drug classification system to be utilized with EHR-based data as part of HTN-related computable phenotypes. METHODS We compared 4 different antihypertensive drug classification systems based off of 4 different methodologies and terminologies, including 3 RxNorm Concept Unique Identifier (RxCUI)–based classifications and 1 medication name–based classification. The RxCUI-based classifications utilized data from (1) the Drug Ontology, (2) the new Medication Reference Terminology, and (3) the Anatomical Therapeutic Chemical Classification System and DrugBank, whereas the medication name–based classification relied on antihypertensive drug names. Each classification system was applied to EHR-based prescription drug data from hypertensive patients in the OneFlorida Data Trust. RESULTS There were 13,627 unique RxCUIs and 8025 unique medication names from the 13,879,046 prescriptions. We observed a broad overlap between the 4 methods, with 84.1% (691/822) to 95.3% (695/729) of terms overlapping pairwise between the different classification methods. Key differences arose from drug products with multiple dosage forms, drug products with an indication of benign prostatic hyperplasia, drug products that contain more than 1 ingredient (combination products), and terms within the classification systems corresponding to retired or obsolete RxCUIs. CONCLUSIONS In total, 2 antihypertensive drug classifications were constructed, one based on RxCUIs and one based on medication name, that can be used in future computable phenotypes that require antihypertensive drug classifications.

scholarly journals International Society of Nephrology 0 by 25 Project: Lessons Learned

2019 ◽  
Vol 74 (Suppl. 3) ◽  
pp. 45-50 ◽  
Author(s):  
Etienne Macedo ◽  
Guillermo Garcia-Garcia ◽  
Ravindra L. Mehta ◽  
Michael V. Rocco
Keyword(s):  
International Society ◽  
Low Income ◽  
Meta Analysis ◽  
Kidney Injury ◽  
Pilot Project ◽  
Lessons Learned ◽  
Classification Systems ◽  
Low Resource ◽  
Low Middle Income Countries ◽  
Increased Risk

Acute kidney injury (AKI) is a common disorder with a high risk of mortality and development of chronic kidney disease. With the validation of the recent classification systems, RIFLE in 2004 and KDIGO, in use today, our understanding of AKI has evolved. We now know that community-acquired AKI is also associated with an increased risk of worse outcomes. In addition, several epidemiological studies, including cohorts from low-income and low-middle income countries, have confirmed common risk factors for community-acquired AKI. In 2013, the International Society of Nephrology launched the 0 by 25 campaign with the goal that no patient should die from preventable or untreated AKI in low-resource areas by 2025 [Mehta et al.: Lancet 2015;385:2616–43]. The initial effort of the initiative was a meta-analysis of AKI epidemiology around the world. The second project of the 0 by 25 initiative, the Global AKI Snapshot (GSN) study, provided insights into the recognition, treatment, and outcomes of AKI worldwide [Mehta et al.: Lancet 2016;387:2017–25]. Following the GSN, a Pilot Project was designed to test whether education and a simple protocol-based approach can improve outcomes in patients at risk of community-acquired AKI in low-resource settings [Macedo: J Am Soc Nephrol 2017]. In this review, we will comment on the main findings and lessons learned from the 0 by 25 initiative.

A Skills Taxonomy for LAC: Lessons Learned and a Roadmap for Future Users

2020 ◽  
Author(s):  
Álvaro Altamirano ◽  
Nicole Amaral
Keyword(s):  
Decision Making ◽  
Latin America ◽  
Labor Markets ◽  
Lessons Learned ◽  
Classification Systems ◽  
Data Sources ◽  
Starting Point ◽  
Level Information ◽  
The Caribbean

This note brings together lessons from the IDBs and other institutions efforts to adapt a skills taxonomy for Latin America and the Caribbean countries. These efforts have focused primarily on the ability to gather and make use of labor market information on skills demand from non-traditional data sources like online job vacancies. Most of these efforts have used the European Skills, Competences, Qualifications and Occupations (ESCO) taxonomy to underpin the identification and classification of skills. This note is intended to be a starting point and set of considerations for policymakers who may be considering, or already embarking on, similar efforts to use ESCO or other taxonomical structures to help better analyze, understand and use skills-level information for decision making. It also seeks to motivate the need for additional classification systems that help governments take stock of its citizens skills in increasingly complex and rapidly changing labor markets.

scholarly journals Expanding the faculty capacity to help meet the increased national demand resulting from the addition of nursing informatics in the baccalaureate program: A Philippines experience

2021 ◽  
Vol 11 (11) ◽  
pp. 22
Author(s):  
Edmund J.Y. Pajarillo ◽  
Sheila R. Bonito ◽  
Jenniffer T. Paguio ◽  
Josephine E. Cariaso
Keyword(s):  
Distance Learning ◽  
Nursing Students ◽  
Point Of Care ◽  
Development Program ◽  
The Philippines ◽  
Lessons Learned ◽  
Classification Systems ◽  
Nursing Informatics ◽  
Program Outcomes ◽  
Design Data

With the increasing use of technology in health care and the inclusion of nursing informatics in the revised baccalaureate nursing program in the Philippines, there is a need to increase the number of faculty who can competently and confidently teach the course. This paper reports on the planning, development, implementation and evaluation of a professional development program, entitled “Teaching Nursing Informatics”, an eight-week course offered via distance learning using synchronous and asynchronous modes. Topics included concepts and theories that influenced the rise of nursing informatics, its metastructures, classification systems, system planning and design, data mining, population health and precision medicine, decision support, electronic medical records, point of care technologies, and other related topics. The course was taught using problem-based learning to help critically analyze real system and process issues that can be mitigated by nursing informatics concepts and technologies. Using project management principles, educator-participants developed group projects to integrate and demonstrate lessons learned in the program. The pedagogical approaches used were deemed effective and appropriate that course participants gave it high marks and positive feedback. Some challenges and opportunities in terms of content, pedagogy, and technology were also highlighted as factors that influence program outcomes. Teaching Nursing Informatics, offered through open and distance learning, can be replicated locally and globally. It is a viable and practical model that increases faculty capacity, confidence, and competence in educating nurses and nursing students in the fundamentals and applications of nursing informatics to enhance their professional practice and ability to provide safe patient care.

scholarly journals High-resolution hindcasts for U.S. wave energy resource characterization

2020 ◽  
Vol 3 (2) ◽  
pp. 65-71
Author(s):  
Zhaoqing Yang ◽  
Vincent S. Neary
Keyword(s):  
High Resolution ◽  
Wave Energy ◽  
Early Stage ◽  
Energy Resource ◽  
Pacific Northwest National Laboratory ◽  
Lessons Learned ◽  
Classification Systems ◽  
Ocean Current ◽  
Stage Of Development ◽  
The U.S

The marine and hydrokinetic (MHK) industry is at an early stage of development and has the potential to play a significant role in diversifying the U.S. energy portfolio and reducing the U.S. carbon footprint. Wave energy is the largest among all the U.S. MHK energy resources, which include wave energy, ocean current, tidal-instream, ocean thermal energy conversion, and river-instream. Wave resource characterization is an essential step for regional wave energy assessments, Wave Energy Converter (WEC) project development, site selection and WEC design. The present paper provides an overview of a joint modelling effort by the Pacific Northwest National Laboratory and Sandia National Laboratories on high-resolution wave hindcasts to support the U.S. Department of Energy’s Water Power Technologies Office’s program of wave resource characterization, assessment and classifications in all US coastal regions. Topics covered include the modelling approach, model input requirements, model validation strategies, high performance computing resource requirements, model outputs and data management strategies. Examples of model setup and validation for different regions are provided along with application to development of classification systems, and analysis of regional wave climates. Lessons learned and technical challenges of the long-term, high-resolution regional wave hindcast are discussed.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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