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- Del Chiaro, M, et al.
(author)
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European evidence-based guidelines on pancreatic cystic neoplasms
- 2018
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In: Gut. - : BMJ. - 1468-3288 .- 0017-5749. ; 67:5, s. 789-804
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Journal article (peer-reviewed)abstract
- Evidence-based guidelines on the management of pancreatic cystic neoplasms (PCN) are lacking. This guideline is a joint initiative of the European Study Group on Cystic Tumours of the Pancreas, United European Gastroenterology, European Pancreatic Club, European-African Hepato-Pancreato-Biliary Association, European Digestive Surgery, and the European Society of Gastrointestinal Endoscopy. It replaces the 2013 European consensus statement guidelines on PCN. European and non-European experts performed systematic reviews and used GRADE methodology to answer relevant clinical questions on nine topics (biomarkers, radiology, endoscopy, intraductal papillary mucinous neoplasm (IPMN), mucinous cystic neoplasm (MCN), serous cystic neoplasm, rare cysts, (neo)adjuvant treatment, and pathology). Recommendations include conservative management, relative and absolute indications for surgery. A conservative approach is recommended for asymptomatic MCN and IPMN measuring <40 mm without an enhancing nodule. Relative indications for surgery in IPMN include a main pancreatic duct (MPD) diameter between 5 and 9.9 mm or a cyst diameter ≥40 mm. Absolute indications for surgery in IPMN, due to the high-risk of malignant transformation, include jaundice, an enhancing mural nodule >5 mm, and MPD diameter >10 mm. Lifelong follow-up of IPMN is recommended in patients who are fit for surgery. The European evidence-based guidelines on PCN aim to improve the diagnosis and management of PCN.
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- Hauge, J. M. Baalsrud, et al.
(author)
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Game Mechanics Supporting Pervasive Learning and Experience in Games, Serious Games, and Interactive & Social Media
- 2015
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In: ENTERTAINMENT COMPUTING (ICEC 2015). - Cham : Springer. - 9783319245898 - 9783319245881 ; , s. 560-565
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Conference paper (peer-reviewed)abstract
- This workshop investigates the mechanisms for behaviour change and influence, focusing on the definition of requirements for pervasive gameplay and interaction mechanics, procedures, actions, mechanisms, systems, story, etc.) with the purpose of informing, educating, reflecting and raising awareness. By connecting various experts such as designers, educators, developers, evaluators and researchers from both industry and academia, this workshop aims to enable participants share, discuss and learn about existing relevant mechanisms for pervasive learning in a Serious Game (SG) context. Research in SG, as a whole, faces two main challenges in understanding: the transition between the instructional design and actual game design implementation [1] and documenting an evidence-based mapping of game design patterns onto relevant pedagogical patterns [2]. From a practical perspective, this transition lacks methodology and requires a leap of faith from a prospective customer to the ability of a SG developer to deliver a game that will achieve the desired learning outcomes. This workshop aims to present and apply a preliminary exposition though a purpose-processing methodology to probe, from various SG design aspects, how SG design patterns map with pedagogical practices
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- Haraldsson, Erik, 1972, et al.
(author)
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Macroscopic appearance of the major duodenal papilla influences bile duct cannulation: a prospective multicenter study by the Scandinavian Association for Digestive Endoscopy Study Group for ERCP
- 2019
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In: Gastrointestinal Endoscopy. - : Elsevier BV. - 0016-5107 .- 1097-6779. ; 90:6, s. 957-963
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Journal article (peer-reviewed)abstract
- Background and Aims: Certain appearances of the major duodenal papilla have been claimed to make cannulation more difficult during ERCP. This study uses a validated classification of the endoscopic appearance of the major duodenal papilla to determine if certain types of papilla predispose to difficult cannulation. Methods: Patients with a naïve papilla scheduled for ERCP were included. The papilla was classified into 1 of 4 papilla types before cannulation started. Time to successful bile duct cannulation, attempts, and number of pancreatic duct passages were recorded. Difficult cannulation was defined as after 5 minutes, 5 attempts, or 2 pancreatic guidewire passages. Results: A total of 1401 patients were included from 9 different centers in the Nordic countries. The overall frequency of difficult cannulation was 42% (95% confidence interval [CI], 39%-44%). Type 2 small papilla (52%; 95% CI, 45%-59%) and type 3 protruding or pendulous papilla (48%; 95% CI, 42%-53%) were more frequently difficult to cannulate compared with type 1 regular papilla (36%; 95% CI, 33%-40%; both P <.001). If an inexperienced endoscopist started cannulation, the frequency of failed cannulation increased from 1.9% to 6.3% (P <.0001), even though they were replaced by a senior endoscopist after 5 minutes. Conclusions: The endoscopic appearance of the major duodenal papilla influences bile duct cannulation. Small type 2 and protruding or pendulous type 3 papillae are more frequently difficult to cannulate. In addition, cannulation might even fail more frequently if a beginner starts cannulation. These findings should be taken into consideration when performing studies regarding bile duct cannulation and in training future generations of endoscopists. © 2019 American Society for Gastrointestinal Endoscopy
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| 10. |
- Hauge, Jannicke, 1969-, et al.
(author)
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Exploring context-aware activities to enhance the learning experience
- 2017
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In: 6th International Conference on Games and Learning Alliance, GALA 2017. - Cham : Springer Verlag. - 9783319719399 ; , s. 238-247
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Conference paper (peer-reviewed)abstract
- Mobile geolocation applications have been growing in popularity in the last decade. The ability to run a service on a mobile device that provides facts or recreational information to users opens up new opportunities to create engaging learning contexts. However, the potential of such services has not been fully exploited within educational settings, as compiling functional, student-friendly, context-aware learning journeys required advanced programming skills. The authors discuss this challenge and present tools that facilitate the construction of gamified learning paths, which integrate context-aware activities and minigames as motivational drivers for learning. The paper reports on the user testing feedback obtained in workshop settings.
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