Clinical Outcome Using Different Catheter Interventional Treatment Modalities in High-Risk Pulmonary Artery Embolism
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Background: For patients with high-risk pulmonary artery embolism (PE), catheter-directed therapies pose a viable alternative treatment option to systemic thrombolysis or anticoagulation. Right now, there are multiple devices available which have been proven to be safe and effective in lower-risk settings. There is, however, little data comparing their efficacies in high-risk PE. Methods: We performed a retrospective, single-center study on patients with high-risk PE undergoing catheter interventional treatment. Patients receiving large-bore catheter thrombectomy were compared to patients receiving alternative treatment forms. Results: Of the 20 patients included, 9 received large-bore thrombectomy, and 11 received alternative interventional treatments. While the baseline characteristics were comparable between the two groups, periprocedural and in-hospital mortality tended to be significantly lower with large-bore thrombectomy when compared to other treatment forms (0 vs. 55% and 33 vs. 82%, p = 0.07 and 0.01, respectively). Conclusions: In this small, retrospective study, large-bore thrombectomy was associated with lower mortality as compared to alternative treatment forms. Future prospective research is needed to corroborate these findings.Keywords:
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The effect of 48 h of fasting in C57B1/6J-ob/ob and +/+ mice on body weight (BW), blood glucose (BG), serum immunreactive insulin (IRI), plasma immunoreactive glucagon (IRG) and on tissue levels of cyclic adenosine monophosphate (cAMP) were studied. Both groups of mice lost weight and demonstrated a decrease in BG and IRI with fasting. However, the BG and IRI of the ob/ob animals were initially highter and remained higher than those of the 2% of their initial weight while the +/+ lost 14 %. The +/+ mice exhibited an increase in cAMP levels in skeletal muscle, fat and liver with fasting, while the ob/ob mice had increased levels of cAMP in fat, but not in muscle. They also had a paradoxical decrease in liver cAMP levels with fasting, and associated with this was the lack of stimulation of glycogenolysis. Glycogenolysis was significant in the livers of fasted +/+ mice. The plasma IRG levels of the fed ob/ob mice were significantly higher (1.8) times) than those of the fed +/+ mice. Islet cAMP levels were decreased with fasting in ob/ob mice. However, the levels were significantly higher in 48-h faster ob/ob mice compared to the fasted +/+ group. The apparent paradoxical response to fasting observed in the livers of the ob/ob mice remains unexplained.
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There are increasing needs in communication between an autonomous car and a pedestrian. Some conceptual solutions have been proposed to solve this issue, such as using various communication modalities (eyes, smile, text, light and projector) on a car to communicate with pedestrians. However, there is no detailed study in comparing these communication modalities. In this study, we compare five modalities in a pedestrian street-crossing situation via a video experiment. The results show that a text is better than other modalities to express car's intention to pedestrians. In addition, we compare the modalities in different scenarios and environments as well as pedestrian's perception of the modalities.
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Overdiagnosis
Pulmonary angiography
Interventional radiology
Neuroradiology
Computed Tomography Angiography
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Methods A national survey of 1,000 practicing ID physicians in the United States was conducted in 2010. The IM modalities studied were mind-body based modalities (MBM), biologically based modalities (BBM), manipulative and bodybased modalities (MBBM), energy based modalities (EBM) and whole medical systems (WMS). Participants were asked to indicate their familiarity of each modality. If they were familiar with the modality they were then asked to indicate whether they recommended it to patients.
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As deep learning advances, there is an ever-growing demand for models capable of synthesizing information from multi-modal resources to address the complex tasks raised from real-life applications. Recently, many large multi-modal datasets have been collected, on which researchers actively explore different methods of fusing multi-modal information. However, little attention has been paid to quantifying the contribution of different modalities within the proposed models. In this paper, we propose the {\bf SH}apley v{\bf A}lue-based {\bf PE}rceptual (SHAPE) scores that measure the marginal contribution of individual modalities and the degree of cooperation across modalities. Using these scores, we systematically evaluate different fusion methods on different multi-modal datasets for different tasks. Our experiments suggest that for some tasks where different modalities are complementary, the multi-modal models still tend to use the dominant modality alone and ignore the cooperation across modalities. On the other hand, models learn to exploit cross-modal cooperation when different modalities are indispensable for the task. In this case, the scores indicate it is better to fuse different modalities at relatively early stages. We hope our scores can help improve the understanding of how the present multi-modal models operate on different modalities and encourage more sophisticated methods of integrating multiple modalities.
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ABSTRACT In this study, graduate students in counseling at various levels of training were surveyed regarding their preferences for and use of various modalities of supervision, and their views of the strengths and weaknesses of these modalities. Findings revealed differences in use of supervision modalities for beginning, intermediate, and advanced trainees, but no differences in preferences, and low usage of supervisory modalities that are rated by students as having the most strengths. Implications for developmental theories of supervision and for counselor preparation programs are discussed.
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In the article the authors analyze the theoretical approaches to the concept of "emotional modality" in the psychological and pedagogical literature; highlight the features of the manifestation of the emotional modalities of the teacher, methods and techniques for correcting the emotional modalities of the teacher. The results of the study on the implementation of the program of correction of emotional modalities of the modern teacher are presented.
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Introduction: Physical modalities are performed by physiotherapists based on physiatrists’ orders, so the residents pay less attention to the need and importance of learning the practical modalities. The aim of this study was to determine the effect of teaching the practical aspects of modalities to residents of Physical Medicine and Rehabilitation in order to improve their skills and attitudes toward ordering and doing physical modalities. Methods: In an interventional, before after study, all residents of physical medicine and rehabilitation, took the medical history of the patients willingly participatedand performed physical examinationand ordered physical modalities. They were also assessed by performing the modalities on the patient. Following the primary assessment, an experienced physiotherapist taught the residents how to do physical modalities. After the practical education, residents were assessed by ordering the modalities and performing them on simulated patients. Their satisfaction of the educational program was evaluated after the intervention. Results: The mean scores of using modalities before and after the education were 23.08± 5.50 and 52±10.18 respectively (p=0.0001). The mean scores of ordering the modalities before and after the education were 1 and 1.66 (p=0.038). The mean score of satisfaction was 91.66±8.74 out of 100. Conclusion: Since physical medicine and rehabilitation residents and specialists who order physical modalities for patients do not perform it on their own patients, teaching the practical physical modalities can improve their skills. The satisfaction rate of residents with the course was very high.
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