bluuebunny/crossref_metadata_2025_split huggingface dataset:
Pregabalin: A New Neuromodulator with Broad Therapeutic Indications
Authors: Shneker Bassel F , McAuley James W 
Published: November 2005

OBJECTIVE To review pregabalin's pharmacology, pharmacokinetics, efficacy, and adverse effects in the treatment of neuropathic pain, epilepsy, and anxiety. DATA SOURCES A MEDLINE search (1993–October 2005) for peer-reviewed English-language publications was performed. Abstracts from professional meetings were also included. Key terms were anxiety, diabetic neuropathy, epilepsy, neuropathic pain, postherpetic neuralgia, pregabalin, and seizures. STUDY SELECTION AND DATA EXTRACTION Basic pharmacology data were extracted from animal studies; pharmacokinetic data were extracted from human studies. Multicenter, double-blind, placebo-controlled, parallel-group studies were included to describe the efficacy and adverse effects of pregabalin. DATA SYNTHESIS Pregabalin is a new agent that exerts its pharmacodynamic effect by modulating voltage-gated calcium channels. Pregabalin has a linear pharmacokinetic profile. It is completely absorbed, not bound to plasma proteins, not metabolized, and eliminated unchanged through the kidneys. Doses must be adjusted in patients with renal insufficiency. Clinical trials showed that pregabalin is effective in neuropathic pain associated with postherpetic neuralgia, diabetic peripheral neuropathy, in partial epilepsy as adjunctive therapy, and in generalized and social anxiety disorders. The most common adverse effects were dizziness and somnolence. Few serious adverse effects were reported. Pregabalin should not be discontinued rapidly. CONCLUSIONS Pregabalin is an effective and safe analgesic, antiepileptic, and anxiolytic medicine. It will provide a new treatment option for patients with neuropathic pain and partial epilepsy.
Acute Renal Failure Secondary to Imatinib Mesylate Treatment in Prostate Cancer
Authors: Foringer John R , Verani Regina R , Tjia Vincent M , Finkel Kevin W , Samuels Joshua A , Guntupalli Jayarama S 
Published: November 2005

OBJECTIVE To report a case of acute renal failure associated with the administration of imatinib mesylate. CASE SUMMARY A 64-year-old man diagnosed with prostate cancer was enrolled in a Phase I trial of imatinib mesylate plus taxotere on a protocol that required a run-in period of imatinib mesylate alone. During therapy with imatinib mesylate, the patient developed acute renal failure, requiring hemodialysis. A renal biopsy revealed tubular vacuolization. Renal failure resolved with cessation of imatinib mesylate. DISCUSSION Imatinib mesylate is a protein tyrosine kinase inhibitor that inhibits the BCR-ABL tyrosine kinase, the receptor tyrosine kinases for platelet-derived growth factor, and stem cell factor c-kit. Prostate cancer has been identified as a target for therapy with imatinib mesylate. This patient had no other confounding factors for the cause of the renal failure. An objective causality assessment determined that imatinib mesylate was the probable cause of the acute renal failure. The presence of a primary glomerular disease was excluded by biopsy. CONCLUSIONS Imatinib mesylate–induced acute renal failure has now been linked to toxic effects on renal tubular cells in 3 cases. Renal function should be closely monitored during imatinib mesylate therapy.
Acute Hyperammonemic Coma with Chronic Valproic Acid Therapy
Authors: Cuturic Miroslav , Abramson Ruth K 
Published: November 2005

OBJECTIVE To report a case of dose-related hyperammonemic coma without liver failure in a patient receiving chronic valproate therapy. CASE SUMMARY A 56-year-old woman with poorly controlled epilepsy, receiving valproate at subtherapeutic levels for 6 years, developed a life-threatening hyperammonemic coma following a moderate dosage increase. DISCUSSION Hyperammonemic coma without associated liver failure is an extremely rare complication of valproate therapy, described primarily in patients with inborn errors of metabolism and occurring idiosyncratically during initial stages of therapy. In our case, family history was suggestive of an X-linked disorder, raising the possibility that our patient may have been an asymptomatic carrier of a urea cycle enzyme deficiency unmasked by valproate therapy. To our knowledge, as of October 24, 2005, only one prior case of hyperammonemic coma in the context of chronic valproate monotherapy has been described. Application of the Naranjo probability scale score suggests that a causal relationship between valproic acid and hyperammonemic coma was probable. CONCLUSIONS The widespread use of valproic acid emphasizes the need to maintain a high degree of suspicion with respect to this rare but potentially fatal adverse effect at all times, regardless of therapy duration.
Vitamin E Supplementation in Alzheimer's Disease, Parkinson's Disease, Tardive Dyskinesia, and Cataract: Part 2
Authors: Pham David Q , Plakogiannis Roda 
Published: November 2005

OBJECTIVE To review clinical trials evaluating the safety and efficacy of vitamin E supplementation in Alzheimer's disease, Parkinson's disease, tardive dyskinesia, and cataract. DATA SOURCES Using the MeSH terms alpha-tocopherol, tocopherols, vitamin E, Parkinson disease, tardive dyskinesia, Alzheimer disease, cataract, and clinical trials, a literature review was conducted to identify peer-reviewed articles in MEDLINE (1966–July 2005). STUDY SELECTION AND DATA EXTRACTION Published materials including original research, review articles, and meta-analyses were reviewed. Only English-language articles and trials that included vitamin E alone or in combination with other vitamins or minerals were reviewed. Emphasis was placed on prospective, randomized, double-blind, placebo-controlled clinical trials. DATA SYNTHESIS The clinical studies demonstrated contradicting results regarding the benefits of vitamin E in Parkinson's disease, tardive dyskinesia, and cataract. The study reviewed for Alzheimer's disease seemed to show benefit when vitamin E was used; however, the statistical methods employed are questionable. There is enough evidence from large, well-designed studies to discourage the use of vitamin E in Parkinson's disease, cataract, and Alzheimer's disease. We recommend that vitamin E be considered a treatment option in patients with tardive dyskinesia only if they are newly diagnosed. CONCLUSIONS We encourage patients to supplement with vitamin E–rich foods. The use of a daily multivitamin, which usually contains 30 IU of alpha-tocopherol, may be beneficial; however, we discourage individual vitamin E supplements that usually contain 400 IU of alpha-tocopherol.
The Lifestyle Challenge Program: A Multidisciplinary Approach to Weight Management
Authors: Malone Margaret , Alger-Mayer Sharon A , Anderson Drew A 
Published: November 2005

BACKGROUND The increasing prevalence of overweight and obesity in the US has received widespread attention and is highlighted in recent government-issued health priorities. While there are many weight loss programs in different settings, few include pharmacist involvement in spite of pharmacists’ recognized easy accessibility to the public. OBJECTIVE To provide insight into a successful, collaborative, multidisciplinary approach to weight management and to encourage pharmacists and other healthcare professionals to adopt a similar approach to patient management. METHODS Adult patients >18 years of age were recruited from an outpatient university-based setting to participate in a weight management program. The principles of the program included diet, exercise, and behavior modification. The program was conducted through weekly one-hour group sessions held over a 20-week period. Faculty involved in the program included an attending physician specializing in nutrition, a pharmacist, and a behavioral psychologist. All data are expressed as mean ± SD unless otherwise specified. RESULTS Ninety participants (74 female, mean age 48 ± 10 y) entered the program between April 2001 and April 2004. Participants had multiple obesity-related comorbid diseases. The weight of completers (n = 59) decreased from 100.9 ± 20 kg at baseline to 97.3 ± 19.5 kg at 10 weeks and 95.9 ± 20 kg at 20 weeks. Thirty-nine patients completed both baseline and final assessments, which showed improvement in health-related quality of life, binge-eating behavior, and depressive symptoms (p < 0.05). CONCLUSIONS This program is a successful multidisciplinary model for the management of overweight and obese patients in an outpatient-based hospital setting.
Penicillin-Induced Jarisch–Herxheimer Reaction
Authors: See Sharon , Scott Emilie K , Levin Marc W 
Published: November 2005

OBJECTIVE To report a case of Jarisch–Herxheimer reaction (JHR) in a patient with presumed neurosyphilis and HIV. CASE SUMMARY A 45-year-old HIV-positive man (CD4+ count 450 cells/mm3 and history of AIDS-defining illness) presented with JHR after an initial intravenous dose of penicillin G for presumed neurosyphilis. The patient described feeling cold with worsening headache and chills approximately one hour after infusion of the first dose of penicillin. On examination, rigors, shallow inspirations, and chills were noted. He was afebrile, tachycardic, and tachypneic and had an oxygen saturation of 94% while breathing room air. His symptoms resolved within 10 minutes. Initially, this reaction was thought to be a result of a drug allergy, but upon further review, we determined that it was JHR. DISCUSSION It is not uncommon to confuse drug allergy with JHR. An objective causality assessment suggests that the JHR in our patient was probably related to penicillin. JHR is a self-limiting condition that warrants the continuation of antibiotic treatment in syphilis patients. CONCLUSIONS JHR should be an anticipated reaction to early doses of antibiotic treatment for treponemal diseases, such as syphilis. Treatment of JHR is largely supportive, such as administering antipyretic and antiinflammatory agents. Antibiotic treatment should be continued.
Children's friendships and learning in school: Cognitive enhancement through social interaction?
Authors: Kutnick Peter , Kington Alison 
Published: November 2005

Background. Recent literature has identified that children's performance on cognitive (or problem‐solving) tasks can be enhanced when undertaken as a joint activity among pairs of pupils. Performance on this ‘social’ activity will require quality relationships between pupils, leading some researchers to argue that friendships are characterized by these quality relationships and, therefore, that friendship grouping should be used more frequently within classrooms.Aims. Children's friendship grouping may appear to be a reasonable basis for cognitive development in classrooms, although there is only inconsistent evidence to support this argument. The inconsistency may be explained by the various bases for friendship, and how friendship is affected by cultural contexts of gender and schooling. This study questions whether classroom‐based friendship pairings will perform consistently better on a cognitive task than acquaintance pairings, taking into account gender, age, and ability level of children. The study also explores the nature of school‐based friendship described by young children.Sample. 72 children were paired to undertake science reasoning tasks (SRTs). Pairings represented friendship (versus acquaintance), sex (male and female pairings), ability (teacher‐assessed high, medium, and low), and age (children in Years 1, 3, and 5 in a primary school).Method. A small‐scale quasi‐experimental design was used to assess (friendship‐ or acquaintance‐based) paired performance on SRTs. Friendship pairs were later interviewed about qualities and activities that characterized their friendships.Results. Girls' friendship pairings were found to perform at the highest SRT levels and boys' friendship pairing performed at the lowest levels. Both boy and girl acquaintance pairings performed at mid‐SRT levels. These findings were consistent across Year (in school) levels and ability levels. Interviews revealed that male and female friendship pairs were likely to participate in different types of activity, with girls being school‐inclusive and boys being school‐exclusive.Conclusion. Recommendations to use friendship as a basis for classroom grouping for cognitive tasks may facilitate performance of some pairings, but may also inhibit the performance of others. This is shown very clearly with regard to gender. Some of the difference in cognitive task performance may be explained by distinct, cultural (and social capital) orientations to friendship activities, with girls integrating school and educational considerations into friendship, and boys excluding school and educational considerations.
Perceiving classroom aggression: The influence of setting, intervention style and group perceptions
Authors: Lawrence Claire , Green Karen 
Published: November 2005

Background. Violence and aggression in the classroom are often cited as a major concern within the teaching community. Teachers' perceptions of the appropriateness of intervention behaviours during aggressive incidents, however, are less often examined (Meyer, Astor, & Behre, 2002), nor how they compare to the perceptions of training teachers (John, 2002).Aims. This paper examines differences in the perceptions of practising and training teachers after exposure to an account of a violent incident where a school teacher is assaulted. The paper also investigates the relative and combined influence of classroom condition and teacher intervention on perceptions of classroom violence.Sample(s). Participants included 48 practising teachers, and 48 students undertaking a Postgraduate Certificate in Education (PGCE) also took part in the study.Methods. The study utilized a 2 × 2×2 between‐subjects factorial design, manipulating the impact of classroom condition, teacher intervention, and observer status on evaluations of the teacher, assailant and school following an incident of violence against the teacher.Results. Classroom environment, teacher intervention, and observer status influenced evaluations of the teacher and school, but not the assailant.Conclusions. Implications of these findings and the applied importance of these results are discussed in relation to school policy, teacher training, and classroom maintenance.
The relationship between epistemological beliefs, implicit theories of intelligence, and self‐regulated learning among Norwegian postsecondary students
Authors: Bråten Ivar , Strømsø Helge I. 
Published: November 2005

Background. More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self‐regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self‐regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence.Aims. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self‐regulated learning in different academic contexts within that culture.Samples. The first sample included 178 business administration students in a traditional transmission‐oriented instructional context; the second, 108 student teachers in an innovative pedagogical context.Methods. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self‐efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self‐regulatory strategy use) components of self‐regulated learning with epistemological beliefs and implicit theories of intelligence.Results. Considerable cross‐cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of intelligence. Differences in the predictability of the epistemological dimensions were found for the two samples. For the student teachers, belief about knowledge construction and modification was a better predictor of self‐regulated learning. For the business administration students, belief about the certainty of knowledge played a more important role in self‐regulated learning.Conclusions. Epistemological beliefs predict self‐regulated learning among Norwegian postsecondary students and play more important roles than implicit theories of intelligence. Relations between epistemological beliefs and self‐regulated learning may vary with academic context.
Parent versus professional views of the developmental impact of a multi‐faceted condition at school age: Otitis media with effusion (glue ear)
Authors: Higson Josephine , Haggard Mark 
Published: November 2005

Background.Several aspects of children's health and development are known from empirical studies to be associated with otitis media with effusion (OME; ‘glue ear’). The ‘diffuse image’ has been an obstacle to defining a core set of impacts about which inter‐profession and parent‐professional communication can be effective.Aims.The study quantifies similarities and differences in how the signs, symptoms, and developmental impact of OME are attributed and construed, between teachers, parents, and ear, nose, and throat (ENT)surgeons.Sample.Convenience samples were achieved of 118 teachers and 154 parents of affected children; 178 ENT surgeons from a professional sampling frame (association membership) responded.Method.Questionnaires elicited the perceived frequency and concern‐value of over 30 manifestations of OME ‐ the various signs, symptoms, and behaviours suggested by the literature. Factor scores derived on the combined sample were compared between respondent groups.Results.Teachers assign high importance to education and language problems but, relative to parents, they accord lower importance to continuing hearing problems. Teachers and parents weighted behaviour and balance problems similarly, placing behaviour higher, but balance lower, than the ENT specialists did.Conclusions.A four‐factor reduction of simple questionnaire items well defines the domains of impact of OME, and can express the ways in which views of impact differ between teachers, ENT specialists and parents.Considerable differences of perspective exist between the groups examined.In valuing a set of measured outcomes on actual children, or for other policy research, sets of weights are now available to represent the differing perspectives of parents and professionals (e.g. in testing robustness of a conclusion across differing stakeholder perspectives).The research and development need in respect of teachers' involvement with OME could profitably play to existing strengths. This implies the systematic and structured acquisition and evaluation of teacher‐provided impact information.
A longitudinal study of students' academic self‐concept in a streamed setting: The Singapore context
Authors: Liu W. C. , Wang C. K. J. , Parkins E. J. 
Published: November 2005

Background. Although several studies support the existence of a negative stream effect on lower‐ability stream students' academic self‐concept, there is not enough longitudinal research evidence to preclude the possibility that the stream effect may only be temporary. In addition, not much is known about the effect of streaming on changes in students' academic self‐concept over time.Aims. The main aims of the study were to examine the effect of streaming on (a) the students' academic self‐concept immediately after the streaming process, and at yearly intervals for 3 consecutive years, and (b) the changes in students' academic self‐concept over a 3 year period.Sample. The sample comprised 495 Secondary 1 students (approximate age 13) from three government coeducational schools in Singapore.Method. A longitudinal survey using a self‐reported questionnaire.Results. Results showed that the lower‐ability stream students had a more negative academic self‐concept than the higher‐ability stream students immediately after streaming, but they had a more positive academic self‐concept 3 years after being streamed. In addition, it was established that the students' academic self‐concept declined from Secondary 1 to Secondary 3. Nonetheless, the decline was more pronounced for the higher‐ability stream students than the lower‐ability stream students.Conclusions. Streaming may have a short‐term negative impact on lower‐ability stream students' academic self‐concept. However, in the long run, being in the lower‐ability stream may not be detrimental to their academic self‐concept.
Communication in collaborative discovery learning
Authors: Saab Nadira , van Joolingen Wouter R. , van Hout‐Wolters Bernadette H. A. M. 
Published: November 2005

Background. Constructivist approaches to learning focus on learning environments in which students have the opportunity to construct knowledge themselves, and negotiate this knowledge with others. Discovery learning and collaborative learning are examples of learning contexts that cater for knowledge construction processes. We introduce a computer‐based learning environment in which the two forms of learning are implemented simultaneously. We focus on the interaction between discovery learning and collaborative learning.Aim. We aim to investigate which communicative activities are frequently used in the discovery learning process and which communicative and discovery activities co‐occur.Sample. The study involved 21 pairs of 10th‐grade students enrolled in pre‐university education, ranging from 15 to 17 years of age.Method. Participants worked in dyads on separate screens in a shared discovery learning environment. They communicated using a chat box. In order to find a possible relationship between communicative activities and discovery learning processes, correlational analysis and principal component analysis were performed.Result. Significant relationships were found between communicative and discovery activities, as well as five factors combining the communicative process and the discovery learning processes. Communicative activities are performed most frequently during the activities in generating hypotheses, experimental design, and conclusion construction. Argumentation occurs less than expected, and is associated with the construction of conclusions, rather than generating hypotheses.Conclusion. Communicative activities co‐occur with discovery activities most of the time, as we expected. Further research should concentrate on means to augment communicative and discovery activities that are related to positive learning outcomes.