| 1. |
- Hjalmarson, Ola, 1941, et al.
(författare)
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Lung function at term reflects severity of bronchopulmonary dysplasia
- 2005
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Ingår i: The Journal of pediatrics. - : Elsevier BV. - 0022-3476. ; 146:1, s. 86-90
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To test whether infants with bronchopulmonary dysplasia (BPD) express the same functional impairments at term as healthy, preterm infants, and whether clinical severity of BPD is qualitatively or quantitatively related. STUDY DESIGN: Prospective measurements on a consecutive sample of 50 infants with BPD and 19 healthy preterm controls in a university hospital. BPD infants were classified as "severe," "moderate," or "mild," according to their need for oxygen. A multiple-breath nitrogen wash-out method was used to assess functional residual capacity (FRC) and gas mixing efficiency. Mechanical variables were estimated by the occlusion test. RESULTS: Infants with severe BPD had lower FRC, less efficient gas mixing, and higher specific conductance than those with mild and moderate BPD, and the preterm controls. Mild and moderate BPD did not differ in any property from each other but differed from controls in the same variables. The elastic properties of the respiratory system appeared unaffected by BPD. CONCLUSIONS: The ventilatory impairments in BPD were of the same nature as in healthy preterm infants when compared with term infants, but their magnitude was related to the clinical severity of the BPD. Gas mixing efficiency together with FRC appears to be useful to assess lung development in BPD.
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| 2. |
- Lagerkvist, Anna-Lena, 1956, et al.
(författare)
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Immediate changes in blood-gas tensions during chest physiotherapy with positive expiratory pressure and oscillating positive expiratory pressure in patients with cystic fibrosis.
- 2006
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Ingår i: Respiratory care. - 0020-1324. ; 51:10, s. 1154-61
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To assess and compare immediate effects of chest physiotherapy with positive expiratory pressure (PEP) versus oscillating PEP on transcutaneously measured blood-gas tensions in patients with cystic fibrosis. METHODS: Fifteen patients (mean age 12.5 y, range 6.9-21.5 y) participated. The treatments were randomized and performed on 2 separate occasions, 8 weeks apart. Spirometry was conducted before and after each treatment. We transcutaneously measured oxygen tension (P(tO2). RESULTS: There were no changes in spirometry values. During PEP, different trends in blood-gas tension were seen, and there were no consistent changes. During oscillating PEP, P(tO2) increased and P(tCO2) decreased. During oscillating PEP, P(tCO2) was lower and the intra-individual change in P(tCO2) was more pronounced than during PEP. The results obtained immediately after oscillating PEP showed a higher P(tO2) and a lower P(tCO2) than with PEP. CONCLUSION: PEP and oscillating PEP can both cause transitory effects on blood gases in patients with cystic fibrosis. However, oscillating PEP alters blood-gas tensions more than does PEP, and hyperventilation during oscillating PEP may reduce treatment time.
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| 3. |
- Swolin-Eide, Diana, 1968, et al.
(författare)
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Learning from consultations in pediatric ambulatory care: students’ and parents’ evaluations
- 2008
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Ingår i: AMEE Conference Programme Prague 2008.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Learning from consultations in pediatric ambulatory care: students’ and parents’ evaluations Diana Swolin-Eide1, Mats Wahlqvist2, Ola Hjalmarson1 1Dept of Pediatrics, Queen Silvia Childrens Hospital, 2 Dept of Community Medicine and Public Health/Primary Health Care, 1,2Sahlgrenska Academy at Gothenburg University, Sweden Background: Consultations represent rich learning sources in medical education. Aims of this study were to evaluate a structured learning model of consultations in pediatric ambulatory practice by studying final-year students’ and parents’ experiences. Work done: Forty students attending a final-year course in pediatrics in the spring 2007 and 40 parents participated. Prior to the consultation, a referral of an ordinary pediatric out-patient was sent to each student along with a structured tool for formative assessment. Students worked in pairs. A teacher and a peer student observed student’s performance, followed by feed-back, shared reflection and final clinical management. Each module comprised three hours. Participants answered a semi-structured questionnaire and all responded. Of the students, 95 % reported that they learned a lot, 85 % that their role as a physician was strengthened and 78 % appreciated the feedback. Students especially valued to check themselves in clinical practice and to train pediatric clinical examination skills; interaction with both children and parents. Among the parents, 100 % appreciated the safety of the model and no negative side-effects were reported. Conclusion: Although time-consuming, a structured model for students’ learning from ambulatory pediatric consultations was evaluated as very helpful by both students and parents.
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