[InoPro trial: collaboration between urologists and primary care physicians in the treatment of osteoporosis in prostate cancer patients].

INTRODUCTION: Osteoporosis is more common in elderly men than previously suspected. Prostate cancer patients may have an increased rate of osteopenia and osteoporosis independent of therapy. Osteopenia and fracture risk are accelerated in men receiving androgen deprivation therapy. Nevertheless, little is done by primary care physicians and urologists to diagnose and treat osteoporosis in men. AIMS: (1) Assess prostate cancer patients' compliance and adherence to bisphosphonate therapy; (2) Increase awareness for osteoporosis in men diagnosed with prostate cancer among urologists and primary care physicians and to evaluate collaboration between the two disciplines. METHODS: We included patients with confirmed diagnosis of prostate cancer who fulfilled one or more of the following criteria: (1) age 70 and above; (2) age 60 and above with androgen deprivation therapy or (3) prior diagnosis of osteopenia and osteoporosis. Qualified patients were referred to DXA bone density test. Patients with osteopenia or osteoporosis, who were naïve to bisphosphonates, received recommendations for oral bisphosphonates. Follow-up lasted 6 months and included 2 office visits to ensure patients' compliance and adherence to recommended therapy. RESULTS: A total of 28 community-based urologists recruited 180 patients. Of the 180 prostate cancer patients, 87 (48%) had osteoporosis and 93 (52%) osteopenia, all were naïve to bisphosphonates. Of the 180 patients, 153 (85%) patients started treatment with bisphosphonates after inclusion; 147/180 (82%) and 136/180 (76%) patients stayed on bisphosphonates for 3 and 6 months respectively. Primary care physicians adopted recommendations for bisphosphonate in 123/180 (68%). CONCLUSIONS: This study showed high compliance and adherence of prostate cancer patients for bisphosphonate recommendation.

Resilience, Satisfaction with Life and Anxiety in the Israeli Population after Mass Vaccination for COVID-19.

OBJECTIVES: The current study aimed to examine the relationships between resilience and personal characteristics such as socio-economic status, employment, satisfaction with life, and anxiety, during the period of returning to routine life after mass vaccination for COVID-19. METHOD: 993 Israeli participants, 52% female and 48% male, with a mean age of 40 years (18 to 89 years old) responded to an online questionnaire during March 2021. We hypothesized that (1) unemployed individuals and those with a low SES would have lower resilience, lower satisfaction with life and higher anxiety, (2) individuals who were ill with COVID-19 would have lower resilience and satisfaction with life and a higher level of anxiety, and (3) a higher resilience would be related to a lower level of anxiety. RESULTS: The findings showed that unemployed individuals had lower levels of resilience and satisfaction with life and higher levels of anxiety than employed individuals. Specifically, those who experience a large gap between their socio-economic and employment statuses are at a greater risk than others. In addition, differences were found between people who had experienced COVID-19 illness and those who had not, but only with their satisfaction with life. People who had been ill were more satisfied than those who had not been ill. Eventually, as expected, a higher resilience was related to a lower level of anxiety, specifically at the lower levels of resilience. CONCLUSIONS: The findings of this study can provide additional perspectives on the day after a crisis (COVID-19) and the need for the development of intervention programs to strengthen the resilience of individuals who experience a gap between their SES and employment statuses when returning to their routine life after a crisis. The study also shed light on the unique correlation between anxiety and resilience, implying that following a crisis, high-resilience individuals face their anxiety better than low-resilience individuals.

Students with learning disabilities/attention-deficit/hyperactivity disorder in higher education dealing with remote learning: lessons learned from COVID-19 era.

Introduction: The current study aimed to examine how students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) adjusted to higher education during the transition to remote learning (RL) in Israel during the COVID-19 pandemic. Methods: The study involved 621 undergraduate students, 330 of whom participated during the COVID-19 pandemic and 291 before the pandemic. Among these students, 198 had been diagnosed with LD and/or ADHD, while 423 had no reported disabilities (control group). Results: Students with LD/ADHD generally had lower adjustment scores during face-to-face learning and RL than the control group. In-depth analyses of four subgroups revealed that students with LD + ADHD reported lower academic, emotional, and institutional adjustments as well as reported lower satisfaction with life during RL than the control group members. ADHD was found to directly predict low satisfaction with life through the mediation of adjustment scores. Discussion: In conclusion, it is recommended that support be provided to high-risk LD/ADHD populations during a crisis. Furthermore, the implication of this study can inform intervention during emergency times.

Patient's evaluations and expectations of primary care medicine in Israel revisited after two decades - Health Service Research.

BACKGROUND: The European Task Force on Patient Evaluations of General Practice's (EUROPEP) internationally-validated questionnaire measures patients' satisfaction with their primary care physicians. A study published in 1999 showed positive evaluations of primary care among patients across Europe and included 1603 Israeli patients. Major changes have taken place during the past 20 years, in Israel's society, in the healthcare system, and particularly in primary care clinics. OBJECTIVES: The study aims to reevaluate patients' satisfaction with their primary care physicians and care clinics in Israel and compares the results to the 1999 survey. METHODS: A survey based on the EUROPEP questionnaire was conducted among 1617 people. Data collection was carried out by an internet panel for the Hebrew speaking population and by a phone questionnaire for the Arabic speaking population. RESULTS: The study's results show a significant reduction in satisfaction. Notably, patients' satisfaction with physicians' support relating to emotional problems and physicians' explanations about referrals and workup plans have dramatically deteriorated. CONCLUSIONS: The decrease in patients' satisfaction with primary care physicians and clinics found in the current study is concerning and requires recognition and further exploration. PRACTICE IMPLICATIONS: The results may be used as a baseline for future assessments of trends in patients' satisfaction.

Academic Achievements of College Graduates With Learning Disabilities Vis-a-Vis Admission Criteria and Academic Support.

Postsecondary entrance examination scores are generally low predictors of college achievement (grade point average [GPA]) for students with learning disabilities (LD). The difficulties with meeting academic requirements have raised the awareness of the needs of students with LD for support services. The present study examined the adequacy of entrance criteria to academic studies for students with LD and the effectiveness of three support levels during their academic studies in increasing their academic gains. Data were collected for 315 college graduates with LD and 955 graduates who do not have LD (NLD) who completed their BA studies in a college in Israel. Although the admission scores of graduates with LD were lower than those of NLD graduates, their GPA was higher than the GPA of NLD graduates. The psychometric score had a low correlation with final college GPA of graduates with LD. There was no difference in the final GPA of the graduates with LD in the different support programs. The findings suggest that academic support can be an effective way to help students with LD to eliminate or close the gap between them and NLD students and to earn an academic degree, regardless of what if any admission criteria were applied to them.

Adjustment to Higher Education: A Comparison of Students With and Without Disabilities.

The present study examined adjustment to higher education among students with disabilities from a multifaceted perspective (academic, social, emotional, institutional) immediately following their first year of study and onward, with three primary objectives. First, we examined whether students with no disabilities adjust better to higher education than do students with disabilities (mental, physical, sensory, ADHD/LD). Second, we examined differences among the specific disability groups in adjustment to higher education overall and in specific subscales. Finally, we examined the unique pattern of adjustment in each disability group, and sought to determine whether the groups differed with respect to this pattern. Of the 469 students who participated in the study, 234 had disabilities (mental disabilities, sensory, ADHD/LD, physical) and 235 were matched controls. The results indicated that students with disabilities as a whole reported lower adjustment than did controls. A close examination of the differences between the disability groups in the four subscales demonstrated unique adjustment challenges for each of them. The findings demonstrate the importance of specifically examining each disability group, to learn about needs and support.