Safety and Efficacy of 12-Month Intra-gastric Balloon-Series of over 1100 Patients.

BACKGROUND: Intra-gastric balloons (IGB) are a mainstay of endoscopic treatment of overweight and obesity. In recent years, an IGB which can remain in situ for 12 months has been developed. The current study aimed to analyse the safety and efficacy of this 12-month IGB. METHODS: Consecutive patients receiving the Orbera 365TM IGB (Apollo Endosurgery, TX, USA) between September 2017 and August 2021 were included in a prospective database. Patients received regular follow-up consultations followed by endoscopic removal at 12 months. Demographic data along with weight loss data were collected. All adverse events were recorded. RESULTS: In total, 1149 patients were included in the study. A majority of the patients were female (87.13%). Median body mass index (BMI) prior to insertion was 36.30 kg/m2 (IQR 32.60-40.00 kg/m2). Median absolute weight loss for all patients was 11.36 kg (IQR 6.70-16.82 kg). There was ongoing sustained weight loss until device removal at week 52. For patients with a weight recording at point of IGB removal, median weight loss was greater (15.88 kg, IQR 10.43-21.72) with percentage total body weight loss of 15.38% (IQR 10.99-21.77) and excess weight loss of 53.99% (IQR 32.44-76.30). Increased patient engagement with post-procedural follow-up was associated with increased weight loss (p<0.001). There were 60 total complications (5.22%). Fifty patients required balloon removal due to intolerance. There were eight cases of balloon rupture. There were only two severe complications (0.17%). CONCLUSION: The current study has confirmed safety of this IGB at 12 months with adverse events comparable to published literature. Weight loss increased up until the point of removal at 12 months.

Automated vehicles and older drivers in Canada.

INTRODUCTION: As seniors represent a growing proportion of the driving population, research about how automated vehicles can help improve older driver safety and mobility is highly relevant. This paper examines the knowledge, attitudes and perceptions of older drivers towards limited self-driving vehicles (LSDVs), and how these variables can influence the likelihood that they will rely on this technology. METHOD: The study includes data from a previous national survey (N = 2662) about automated vehicle technology, with new analyses to test hypothetical models using structural equation modeling. Results of the first model were confirmed and built upon with a second more complex model that incorporated the construct "behavioral adaptation." Focus groups with older drivers were also conducted (N = 38) to help reveal nuances in older drivers' knowledge, attitudes, perceptions, and behaviors regarding this technology. RESULTS: Survey results demonstrated that feelings of safety and knowledge about LSDVs are positively related to perceived ease of use and adoption of the technology. The positive association between safety and perceived ease of use was further highlighted when comparing responses of older drivers to those of younger age groups, as older drivers were significantly less likely to agree that LSDVs were easy to use and were significantly less agreeable about feeling safe using them. Focus groups results confirmed that safety and knowledge of LSDVs are essential to the likelihood of adopting this technology, and revealed a high receptivity among older drivers to educational strategies and tools to increase their knowledge of LSDVs. Implications for educational strategies and safety benefits for older drivers are discussed. Practical applications: Results provide insight into strategies to encourage the early adoption of automated vehicles by older drivers and facilitate a safer transition towards automated vehicles that is lead by a cohort of safety-conscious drivers.

Effects of Magnification on Emotion Perception in Patients With Age-Related Macular Degeneration.

Purpose: Individuals with low vision often experience difficulties in performing tasks of daily living, such as face perception. This leads them to having difficulties with social interactions, as they can no longer correctly perceive the emotion of others. The present study investigated the effects of magnification on face perception in participants with age-related macular degeneration (AMD), and their ability to detect and categorize emotions. It was hypothesized that patients with AMD would be less accurate in comparison to healthy controls, but that magnification would improve their performance to that of controls. Methods: Faces containing happy, angry, or neutral emotion were both doubled (equivalent of arm's length distance) and decreased by half in size (equivalent of across the street). The ability to detect and to discriminate emotional content was compared between 20 AMD patients and 7 age-matched controls. Eye movements were recorded while conducting both tasks. Results: Regardless of stimulus size, when compared to controls, we observed that individuals with AMD consistently performed with lower accuracy in both emotion detection and categorization tasks. Moreover, having images undergo a 2-fold increase in size did improve performance, but did not equate AMD participants' performance to that of the controls in either the emotion detection or categorization task. Eye movements in AMD participants were highly variable in position compared to controls. Conclusions: The data suggest that magnification alone does not appear to be the answer for improving emotion perception within individuals with low vision. Next steps should include an evaluation of the effects of viewing strategy.

A brief peripheral motion contrast threshold test predicts older drivers' hazardous behaviors in simulated driving.

Our research group has previously demonstrated that the peripheral motion contrast threshold (PMCT) test predicts older drivers' self-report accident risk, as well as simulated driving performance. However, the PMCT is too lengthy to be a part of a battery of tests to assess fitness to drive. Therefore, we have developed a new version of this test, which takes under two minutes to administer. We assessed the motion contrast thresholds of 24 younger drivers (19-32) and 25 older drivers (65-83) with both the PMCT-10min and the PMCT-2min test and investigated if thresholds were associated with measures of simulated driving performance. Younger participants had significantly lower motion contrast thresholds than older participants and there were no significant correlations between younger participants' thresholds and any measures of driving performance. The PMCT-10min and the PMCT-2min thresholds of older drivers' predicted simulated crash risk, as well as the minimum distance of approach to all hazards. This suggests that our tests of motion processing can help predict the risk of collision or near collision in older drivers. Thresholds were also correlated with the total lane deviation time, suggesting a deficiency in processing of peripheral flow and delayed detection of adjacent cars. The PMCT-2min is an improved version of a previously validated test, and it has the potential to help assess older drivers' fitness to drive.

Equipping surgeons as educators.

There is a developing interest in equipping surgeons as educators but a perceived lack of knowledge and evidence about how to do this effectively, or how to reward and recognize educational expertise within the surgical career structure. A brief consideration of the surgical educator role is offered. The findings and conclusions of a meta-analysis of the influence of faculty development in medical education are summarized. Various sources are drawn on to present an overview of master's level provision in medical education and a master's in surgical education is outlined. Issues relating to developing suitable curricula, educational accreditation, recognition, reward and career structure are raised and some UK approaches to these areas summarized. Evidence indicates the importance of context in training medical educators, the value of experiential learning, training that is spread over time and training that mixes theory, practice and reflection. A schema for recognizing educational expertise, created as an outcome of analysis of the evidence and current provision, is presented. The effect of a possible change from educational training being voluntary to the introduction of a compulsory regime is raised as an area requiring further discussion and evidence collection. Mechanisms by which to acknowledge, reward and recognize education expertise in surgeons do not generally exist; it is suggested their development would be timely.

Nursing students' and tutors' perceptions of learning and teaching in a clinical skills centre.

BACKGROUND: Clinical Skills Centres (CSCs) can ease pressure on clinical skills development and assessment in clinical areas; and provide added value through experiential learning and self-directed learning. Published accounts of innovation in CSCs tell part of this story but little is known about perceptions of students and tutors engaged in day-to-day learning and teaching in CSCs. METHODS: This paper reports one strand of a mixed methods study in a busy multidisciplinary CSC: a questionnaire survey of nursing students' and tutors' perceptions of learning and teaching. Questionnaires focused on items representing commonly espoused views regarding the use and usefulness of CSCs. RESULTS: Students and tutors enjoyed learning and teaching within the CSC, although senior students were slightly muted in their views. All groups valued the supported practice of clinical and communication skills. The CSC was seen as a learning environment that supports the linking of theory and practice. There was some ambivalence, particularly among tutors, about the relationship between performance in the CSC and in clinical areas. DISCUSSION: The favoured pedagogic approach of expert demonstration by tutors followed by supported practice necessitates attention to tutors' training. The muted responses of senior students may signal a need to review the CSC learning experiences offered to them.

Appraising and assessing reflection in students' writing on a structured worksheet.

BACKGROUND: A variety of teaching and learning techniques intended to engage students in reflection are either in use or are being developed in medical and dental education. In line with evidence-based practice in education, research is needed to appraise the utility and effectiveness of these techniques, so that they may be used with confidence. AIM: To assess whether students completing a 'reflective' learning activity based on a structured worksheet really were reflecting. METHOD: A qualitative, multi-method approach was taken. Worksheets completed by students were examined for evidence of reflection by researchers using two sets of criteria for the assessment of reflection derived from the literature, and by peer judges using their own criteria. The opinions of students completing the activity, regarding its acceptability and utility, were elicited by a questionnaire incorporating a 5-point Likert scale. RESULTS: Results from all methods suggest that students completing the activity were reflecting. Students' opinions of the activity were mainly positive. CONCLUSION: The methods employed may be of use to educators wishing to appraise reflective learning activities or, possibly, to assess student reflection.

Practice-based learning: emerging professional characteristics, self-concepts and patterns of knowing in dental training.

This paper reports on a content analysis of a reflective learning activity named "A Learning Experience". The study aimed to elucidate the reflections of dental undergraduates and dental therapy students with the purpose of analysing the meaning they attribute to their experiences in training. Thirty-one student-completed worksheets were analysed by drawing themes and patterns from the text. In addition, responses were categorised according to patterns of knowing: empirical, aesthetic, personal and ethical. Findings show that students focused mainly on negative experiences and problem situations. Student reflections showed all 4 patterns of knowing and highlighted emerging professional characteristics and students' own professional self-concepts. Findings are discussed in the light of a growing trend in higher and professional education to encourage reflection on learning and practice.