Surging Liver Transplantation for Nonalcoholic Steatohepatitis from 2000-2022: A National Database Study.

OBJECTIVES: Our aim was to provide an up-to-date, large-scale overview of the trends and clinicodemographics for NASH LTs performed in the United States compared with all other LT indications between 2000 and 2022. We also examined the demographic factors that will predict future demand for NASH LT. METHODS: Our analysis of NASH LT from the Organ Procurement & Transplantation Network database spanning 2000-2022 consisted primarily of descriptive statistics and hypothesis testing with corrections for multiple testing when necessary. Trend lines and linear correlations were also explored. RESULTS: NASH LTs have experienced a remarkable surge, escalating from 0.12% of all LTs in 2000 to a substantial 14.7% in 2022, marking a 100-fold increase. Examining demographic trends, a significant proportion of NASH LTs recipients fall within the 50- to 64-year-old age group. Moreover, 52% of these recipients concurrently exhibit type 2 diabetes mellitus, a notably higher percentage than the 19% observed in all LT recipients. Type 2 diabetes mellitus emerges as a prominent risk factor for NASH progressing to end-stage liver disease. The phenomenon of repeat transplantation is noteworthy; although 6% of all LTs necessitate repeat procedures, this figure dramatically drops to 0.6% for NASH LTs. Ethnic disparities are apparent, with African Americans representing a mere 2% of NASH LT recipients, significantly lower than their representation in the overall population. Regionally, the East Coast has a higher proportion of NASH LT recipients compared with waitlist additions. This trend holds true across demographics. CONCLUSIONS: Our findings underscore the need for increased resources, particularly for minority, uninsured, or noncitizen individuals requiring LT for NASH. This analysis provides valuable insights into the dynamic landscape of LTs in the context of NASH, shaping the trajectory of medical interventions in the 21st century.

Associations of pedometer-measured ambulatory activity with incidence of atherosclerotic cardiovascular diseases: Strong heart family study.

OBJECTIVE: Coronary heart disease has several risk factors that require a multifactorial community intervention approach in prevention efforts. Prevalence of coronary heart disease and its risk factors have been disproportionately high among American Indians. The objective of this study is to evaluate the impact of ambulatory activity levels on the development of coronary heart disease in this population. METHODS: Using pedometer data and other lifestyle and clinical factors from 2492 participants in the Strong Heart Family Study, we examined the associations of average daily step counts with incident coronary heart disease during an 18 to 20 year follow-up. RESULTS: After adjusting for potential confounders, participants with daily step counts in the 4th quartile (>7282 steps per day) had significantly lower odds of developing coronary heart disease compared to those in the 1st quartile (<3010 steps per day) (p = 0.035). CONCLUSIONS: Higher daily step count (over 7282 steps per day) is significantly associated with lower incidence of coronary heart disease among American Indian participants of the Strong Heart Family Study in a 20-year follow-up period.

Metacognitive awareness of the pretesting effect improves with self-regulation support.

The pretesting or prequestion effect refers to the counterintuitive finding that taking tests on information that one has yet to learn, during which many erroneous responses typically occur, can benefit learning relative to nontesting methods (e.g., reading) if the correct answers are studied afterwards. Using a knowledge updating approach that entailed two or three cycles of pretesting versus reading followed by a criterial test, we investigated (a) the extent to which learners develop metacognitive awareness of the pretesting effect through experience (as evidenced by predictions of criterial test performance) and (b) three forms of external support-namely, performance feedback (displaying criterial test performance for pretested versus read items), prediction reminders (displaying learners' predictions alongside performance feedback), and recall prompts (asking learners to remember criterial test performance during the first cycle prior to making predictions for the second cycle)-that might improve, or provide insights into, such awareness. Across five experiments, we found that learners generally lack awareness of the memorial benefits of pretesting, are predisposed to believing that reading is more effective even after repeatedly experiencing both techniques, and need support before they recognize that pretesting is more beneficial. Overall, these results underscore the challenge of, and highlight several means of dislodging, learners' inaccurate beliefs about the efficacy of pretesting.

Prior episodic learning and the efficacy of retrieval practice.

In three experiments we investigated how the level of study-based, episodic knowledge influences the efficacy of subsequent retrieval practice (testing) as a learning event. Possibilities are that the efficacy of a test, relative to a restudy control, decreases, increases, or is independent of the degree of prior study-based learning. The degree of study-based learning was manipulated by varying the number of item repetitions in the initial study phase between one and eight. Predictions of the dual-memory model of test-enhanced learning for the case of one study-phase repetition were used as a reference. Results support the hypothesis that the advantage of testing over restudy is independent of the degree of prior episodic learning, and they suggest that educators can apply cued-recall testing with the expectation that its efficacy is similar across varying levels of prior content learning. Implications for testing effect theory are discussed.

How do college students use digital flashcards during self-regulated learning?

Over the past two decades, digital flashcards - that is, computer programmes, smartphone apps, and online services that mimic, and potentially improve upon, the capabilities of traditional paper flashcards - have grown in variety and popularity. Many digital flashcard platforms allow learners to make or use flashcards from a variety of sources and customise the way in which flashcards are used. Yet relatively little is known about why and how students actually use digital flashcards during self-regulated learning, and whether such uses are supported by research from the science of learning. To address these questions, we conducted a large survey of undergraduate students (n = 901) at a major U.S. university. The survey revealed insights into the popularity, acquisition, and usage of digital flashcards, beliefs about how digital flashcards are to be used during self-regulated learning, and differences in uses of paper versus digital flashcards, all of which have implications for the optimisation of student learning. Overall, our results suggest that college students commonly use digital flashcards in a manner that only partially reflects evidence-based learning principles, and as such, the pedagogical potential of digital flashcards remains to be fully realised.

Test-enhanced learning for pairs and triplets: When and why does transfer occur?

In four experiments, we explored conditions under which learning due to retrieval practice (i.e., testing) transfers to the case in which the cue and response words are rearranged (e.g., a training test on gift, rose, ?, wherein the target is wine, and a final test on gift, ?, wine, wherein the answer is rose). In both Experiment 1 and a supplementary experiment, we observed divergent results for pairs and triplets: Relative to a restudy control condition, strong transfer was observed for pairs, but none for triplets. In Experiments 2 and 3, the theoretical basis of the specificity of learning for triplets was explored. The results rule out the possibilities that transfer is wholly absent for triplets and that transfer occurs only for the case of exact cue-response reversal on the final test. Rather, it appears that, for both pairs and triplets, transfer will occur unless both of the following conditions hold: (1) two or more independent cues are presented on the training test, and (2) the correct responses on the training and final tests are different. We show that the majority of the results can be explained by combining the dual-memory theory of the testing effect with an inclusive-OR representation that forms when two or more cues are presented on the training test. Follow-up analyses that were conditionalized on training test accuracy suggest that specificity of learning is greater on a correct than on an incorrect training test trial, although selection confounds and contradictory experimental results preclude a strong conclusion.

Learning from errors: students' and instructors' practices, attitudes, and beliefs.

In some educational contexts, such as during assessments, it is essential to avoid errors. In other contexts, however, generating an error can foster valuable learning opportunities. For instance, generating errors can improve memory for correct answers. In two surveys conducted at three large public universities in North America, we investigated undergraduate students' and instructors' awareness of the pedagogical benefits of generating errors, as well as related practices, attitudes, and beliefs. Surveyed topics included the incorporation of errors into learning activities, opinions about the consequences of studying errors, and approaches to feedback. Many students had an aversion towards making errors during learning and did not use opportunities to engage in errorful generation, yet studied or analysed errors when they occurred. Many instructors had a welcoming attitude towards errors that occur during learning, yet varied in providing students with resources that facilitate errorful generation. Overall, these findings reveal the prevalence of an ambivalent approach to errors: Students and instructors avoid generating errors but prioritise learning from them when they occur. These results have important implications for the implementation of pretesting, productive failure, and other error-focused learning techniques in educational contexts.

Performance of PROMIS Global-10 compared with legacy instruments in patients with shoulder arthritis.

BACKGROUND: The Patient-Reported Outcomes Measurement Information System (PROMIS) Global-10 measures physical and mental health and provides an estimated EuroQol-5 Dimension (EQ-5D) score. The purpose of this study was to determine the correlation between the PROMIS Global-10 and several gold-standard legacy measures to validate its overall performance and usefulness in patients with shoulder arthritis. METHODS: The study prospectively enrolled 161 patients with shoulder arthritis before treatment. Each patient completed the PROMIS, EQ-5D, American Shoulder and Elbow Surgeons (ASES) Assessment Form, Single Assessment Numeric Evaluation (SANE), and Western Ontario Osteoarthritis of the Shoulder (WOOS) Index. Spearman correlations were calculated, and Bland-Altman agreement tests were conducted between estimated EQ-5D scores from the PROMIS and actual EQ-5D scores. Ceiling and floor effects were determined. RESULTS: Correlation between the PROMIS and EQ-5D was excellent (0.72, P < .001). However, agreement for estimated EQ-5D ranged from 0.37 below to 0.36 above actual EQ-5D scores. Correlation of the PROMIS physical score was good with the ASES score (0.57, P < .001) and poor with the SANE score (0.23, P = .0045) and WOOS score (0.11, P = .3743). Correlation of the PROMIS mental score was poor when compared with all patient-reported outcome instruments investigated (ASES score, 0.26 [P = .0012]; SANE score, 0.13 [P = .1004]; and WOOS score, 0.09 [P = .4311]). No floor or ceiling effects were observed. CONCLUSION: PROMIS Global-10 physical scores show excellent correlation with the EQ-5D. However, the PROMIS Global-10 cannot replace actual EQ-5D scores for cost-effectiveness assessment in this population because of the large variance in agreement between actual and PROMIS Global-10-estimated EQ-5D scores. PROMIS Global-10 physical scores showed good correlation with the ASES score but poor correlation with other gold-standard patient-reported outcome instruments, suggesting that it is an inappropriate instrument for outcome measurement in populations with shoulder arthritis.

Does test-enhanced learning transfer for triple associates?

Test-enhanced learning and transfer for triple-associate word stimuli was assessed in three experiments. In each experiment, training and final-test trials involved the presentation of two words per triple associate (triplet), with the third word having to be retrieved. In agreement with the prior literature on different stimuli, training through testing with feedback yielded markedly better final-test performance than did restudy. However, in contrast to the positive transfer reported for paired associate stimuli, minimal or no positive transfer was observed, relative to a restudy control, from a trained cue combination (e.g., A, B, ?) to other cue combinations from the same triplet that required a different response (e.g., B, C, ?). That result also held when two unique cue combinations per triplet were tested during training, and for triplets with low and high average associative strengths. Supplementary analyses provided insight into the overall transfer effect: An incorrect response during training appears to yield positive transfer relative to restudy, whereas a correct response appears to yield no, or even negative, transfer. Cross-experiment analyses indicated that test-enhanced learning is not diminished when two or three cue combinations are presented during training. Thus, even though learning through testing is highly specific, testing on all possible stimulus-response combinations remains the most efficient strategy for the learning of triple associates.

Empirical Comparison of Imputation Methods for Multivariate Missing Data in Public Health.

Sample estimates derived from data with missing values may be unreliable and may negatively impact the inferences that researchers make about the underlying population due to nonresponse bias. As a result, imputation is often preferred to listwise deletion in handling multivariate missing data. In this study, we compared three popular imputation methods: sequential multiple imputation, fractional hot-deck imputation, and generalized efficient regression-based imputation with latent processes for handling multivariate missingness under different missing patterns by conducting descriptive and regression analyses on the imputed data and seeing how the estimates differ from those generated from the full sample. Limited Monte Carlo simulation results by using the National Health Nutrition and Examination Survey and Behavioral Risk Factor Surveillance System are presented to demonstrate the effect of each imputation method on reducing bias and increasing efficiency for the parameter estimate of interest for that particular incomplete variable. Although these three methods did not always outperform listwise deletion in our simulated missing patterns, they improved many descriptive and regression estimates when used to impute all incomplete variables at once.

Severe publication bias contributes to illusory sleep consolidation in the motor sequence learning literature.

We explored the possibility of publication bias in the sleep and explicit motor sequence learning literature by applying precision effect test (PET) and precision effect test with standard errors (PEESE) weighted regression analyses to the 88 effect sizes from a recent comprehensive literature review (Pan & Rickard, 2015). Basic PET analysis indicated pronounced publication bias; that is, the effect sizes were strongly predicted by their standard error. When variables that have previously been shown to both moderate the sleep gain effect and substantially reduce unaccounted for effect size heterogeneity were included in that analysis, evidence for publication bias remained strong. The estimated postsleep gain was negative, suggesting forgetting rather than facilitation, and it was statistically indistinguishable from the estimated postwake gain. In a qualitative review of a smaller group of more recent studies we observed that (a) small sample sizes-a major factor behind the publication bias-are still the norm, (b) use of demonstrably flawed experimental design and analysis remains prevalent, and (c) when authors conclude in favor of sleep-dependent consolidation, they frequently do not cite the articles in which those methodological flaws have been demonstrated. We conclude that there is substantial publication bias, that there is no consolidation-based, absolute performance gain following sleep, and that strong conclusions regarding the hypothesis of less forgetting after sleep than after wakefulness should await further research. Recommendations are made for reducing publication bias in future work. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Interleaved practice enhances memory and problem-solving ability in undergraduate physics.

We investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over 8 weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally arranged with interleaved homework can (despite perceptions to the contrary) foster longer lasting and more generalizable learning.

Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice.

The use of practice tests to enhance learning, or test-enhanced learning, ranks among the most effective of all pedagogical techniques. We investigated the relative efficacy of pretesting (i.e., errorful generation) and posttesting (i.e., retrieval practice), two of the most prominent practice test types in the literature to date. Pretesting involves taking tests before to-be-learned information is studied, whereas posttesting involves taking tests after information is studied. In five experiments (combined n = 1,573), participants studied expository text passages, each paired with a pretest or a posttest. The tests involved multiple-choice (Experiments 1-5) or cued recall format (Experiments 2-4) and were administered with or without correct answer feedback (Experiments 3-4). On a criterial test administered 5 min or 48 hr later, both test types enhanced memory relative to a no-test control, but pretesting yielded higher overall scores. That advantage held across test formats, in the presence or absence of feedback, at different retention intervals, and appeared to stem from enhanced processing of text passage content (Experiment 5). Thus, although the benefits of posttesting are more well-established in the literature, pretesting is highly competitive with posttesting and can yield similar, if not greater, pedagogical benefits. These findings have important implications for the incorporation of practice tests in education and training contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Where and how to learn: The interactive benefits of contextual variation, restudying, and retrieval practice for learning.

Students are often advised to do all of their studying in one good place, but restudying to-be-learned material in a new context can enhance subsequent recall. We examined whether there are similar benefits for testing. In Experiment 1 (n = 106), participants studied a 36-word list and 48 hr later-when back in the same or a new context-either restudied or recalled the list without feedback. After another 48 hr, all participants free-recalled the list in a new context. Experiment 2 (n = 203) differed by having the testing-condition participants restudy the list before being tested. Across both experiments, testing in a new context reduced recall, which carried over to the final test, whereas restudying in a new context did not impair (and in Experiment 2, significantly enhanced) recall. These findings reveal critical interactions between contextual-variation and retrieval-practice effects, which we interpret as consistent with a distribution-of-memory-strengths framework.

Adjuvant Cannabinoid Receptor Type 2 Agonist Modulates the Polarization of Microglia Towards a Non-Inflammatory Phenotype in Experimental Pneumococcal Meningitis.

Background: Microglia initiates and sustains the inflammatory reaction that drives the pathogenesis of pneumococcal meningitis. The expression of the G-protein cannabinoid receptor type 2 (CB2) in the brain is low, but is upregulated in glial cells during infection. Its activation down-regulates pro-inflammatory processes, driving microglia towards an anti-inflammatory phenotype. CB2 agonists are therefore therapeutic candidates in inflammatory conditions like pneumococcal meningitis. We evaluated the effects of JWH-133, a specific CB2 agonist on microglial cells, inflammation, and damage driven by S. pneumoniaein vitro and in experimental pneumococcal meningitis. Materials/methods: Primary mixed glial cultures were stimulated with live or heat-inactivated S. pneumoniae, or lipopolysaccharide and treated with JWH-133 or vehicle. Nitric oxide and cytokines levels were measured in the supernatant. In vivo, pneumococcal meningitis was induced by intracisternal injection of live S. pneumoniae in 11 days old Wistar rats. Animals were treated with antibiotics (Ceftriaxone, 100 mg/kg, s.c. bid) and JWH-133 (1 mg/kg, i.p. daily) or vehicle (10% Ethanol in saline, 100 µl/25g body weight) at 18 h after infection. Brains were harvested at 24 and 42 h post infection (hpi) for histological assessment of hippocampal apoptosis and cortical damage and determination of cyto/chemokines in tissue homogenates. Microglia were characterized using Iba-1 immunostaining. Inflammation in brain homogenates was determined using membrane-based antibody arrays. Results: In vitro, nitric oxide and cytokines levels were significantly lowered by JWH-133 treatment. In vivo, clinical parameters were not affected by the treatment. JWH-133 significantly lowered microglia activation assessed by quantification of cell process length and endpoints per microglia. Animals treated with JWH-133 demonstrated significantly lower parenchymal levels of chemokines (CINC-1, CINC-2α/ß, and MIP-3α), TIMP-1, and IL-6 at 24 hpi, and CINC-1, MIP-1α, and IL-1α at 42 hpi. Quantitative analysis of brain damage did not reveal an effect of JWH-133. Conclusions: JWH-133 attenuates microglial activation and downregulates the concentrations of pro-inflammatory mediators in pneumococcal infection in vitro and in vivo. However, we didn't observe a reduction in cortical or hippocampal injury. This data provides evidence that inhibition of microglia by adjuvant CB2 agonists therapy effectively downmodulates neuroinflammation but does not reduce brain damage in experimental pneumococcal meningitis.

Conditions of highly specific learning through cued recall.

After studying a stimulus (e.g., a word triplet such as gift, rose, wine), taking a cued recall test on that stimulus (e.g., gift, rose, ?) improves later recall of the retrieved term (e.g., wine) relative to a restudy control. That testing effect, however, is specific to the tested term: later recall of a previously untested term from the same stimulus (e.g., gift or rose) is not enhanced. In the present research, two possibilities for that highly specific learning were investigated: (a) learning through cued recall is always highly specific to the tested term, or, alternatively, (b) learning specificity is unique to the case of retrieving a term from an episodic memory of a study event. We addressed those possibilities by using the pretesting paradigm, in which there is no study opportunity prior to cued recall testing, and hence retrieval occurs through semantic memory. The results of two experiments supported the latter hypothesis. Thus, it is not the recall attempt per se that produces highly specific learning, but rather the attempt to recall the response by accessing an episodic memory of a particular study event. Theoretical and practical implications for learning through cued recall are discussed.

Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance.

Mastery of jargon terms is an important part of student learning in biology and other science, technology, engineering, and mathematics domains. In two experiments, we investigated whether prelecture quizzes enhance memory for jargon terms, and whether that enhanced familiarity can facilitate learning of related concepts that are encountered during subsequent lectures and readings. Undergraduate students enrolled in neuroanatomy and physiology courses completed 10-minute low-stakes quizzes with feedback on jargon terms either online (experiment 1) or using in-class clickers (experiment 2). Quizzes occurred before conventional course instruction in which the terms were used. On exams occurring up to 12 weeks later, we observed improved student performance on questions that targeted memory of previously quizzed jargon terms and their definitions relative to questions on terms that were not quizzed. This pattern occurred whether those questions were identical (experiment 1) or different (experiment 2) from those used during quizzing. Benefits of jargon quizzing did not consistently generalize, however, to exam questions that assessed conceptual knowledge but not necessarily jargon knowledge. Overall, this research demonstrates that a brief and easily implemented jargon-quizzing intervention, deliverable via Internet or in-class platforms, can yield substantial improvements in students' course-relevant scientific lexica, but does not necessarily impact conceptual learning.

A descriptive study of antithrombotic medication patterns in adult patients with recent venous thromboembolism.

OBJECTIVES: The objective of this study is to describe the most common self-reported antithrombotic therapy utilization patterns in a national cohort of patients with recent venous thromboembolism (VTE). METHODS: Extant data from a national online survey administered to 907 patients 18 years of age or older with VTE in the last two years were analyzed. Patients' self-reported antithrombotic usage patterns used during three phases of treatment for the most recent VTE episode were summarized using descriptive statistics. RESULTS: The following overall antithrombotic usage patterns were identified: warfarin (38.7%), direct oral anticoagulants (DOACs) (26.1%), switching between warfarin and DOACs (13.3%), aspirin only (8.7%), switching between different DOACs (4.5%), injectable anticoagulants only (3.9%), and no treatment (4.7%). Extended antithrombotic therapy beyond 90 days was reported by 65.7% of patients. Aspirin coadministration with anticoagulant therapy occurred for 33.7%. CONCLUSIONS: In this national sample of recent VTE sufferers warfarin therapy remains the most used anticoagulant followed closely by DOAC therapy. Switching between warfarin and DOACs and between different DOACs was common which could indicate adverse events or affordability issues. Aspirin coadministration with anticoagulant therapy was present in 1 of 3 patients and is a potential medication safety intervention for anticoagulation providers.

Associations between anticoagulant treatment pathways and self-reported harms in patients recently diagnosed with venous thromboembolism.

INTRODUCTION: Understanding potential harms associated with common anticoagulation treatment patterns in patients with venous thromboembolism (VTE) is important for multiple stakeholders. The purpose of this study is to report associations between different anticoagulation patterns and bleeding and emotional harms based on patients' self-reported care experiences. METHODS: Patients at least 18 years of age who had experienced a VTE event in the past two years and completed a national online survey between May and July 2016 were analyzed. The survey assessed the prevalence of self-reported bleeding and emotional harms associated with self-reported anticoagulation treatment patterns and other variables. RESULTS: Patients mean age was 52.4 (standard deviation 14.4) years and most were female (56.7%) and Caucasian (88.6%). Anticoagulant treatment patterns included warfarin (38.7%), direct oral anticoagulants (26.1%), and those who switched between anticoagulants (17.9%). Self-reported bleeding and emotional harms occurred in 63.6% and 56.3% of patients, respectively. Younger age, experiencing VTE more recently, and a prior history of anxiety, depression, or stroke were associated with increased odds of experiencing bleeding or emotional harm. Compared to warfarin, switching between anticoagulant types was associated with approximately twice the odds of experiencing bleeding harm, while DOAC therapy was associated with lower odds of experiencing emotional harm. CONCLUSION: Self-reported bleeding and emotional harms occurred commonly during VTE treatment and were associated with identifiable clinical, demographic, and psychosocial characteristics such as younger age, history of depression and/or anxiety, and more recent VTE diagnosis. Switching between anticoagulants may be a marker for increased harm risk.

Performance of PROMIS Global-10 Compared With Legacy Instruments for Rotator Cuff Disease.

BACKGROUND: The Patient-Reported Outcomes Measurement Information System (PROMIS) Global-10 was recently developed to assess physical and mental health and provide an estimated EuroQol-5 Dimension (EQ-5D) score. This instrument needs to be validated for specific patient cohorts such as those with rotator cuff pathology. HYPOTHESIS: There is moderate to high correlation between the PROMIS Global-10 and legacy patient-reported outcome measures; PROMIS Global-10 will not show ceiling effects; and estimated EQ-5D scores will show good correlation and low variance with actual EQ-5D scores. STUDY DESIGN: Cohort study (diagnosis); Level of evidence, 2. METHODS: A total of 323 patients with rotator cuff disease were prospectively enrolled before treatment. Each patient completed the PROMIS Global-10, EQ-5D, American Shoulder and Elbow Surgeons (ASES) shoulder assessment form, and Single Assessment Numeric Evaluation (SANE), and those with known rotator cuff tears completed the Western Ontario Rotator Cuff Index (WORC). Spearman correlations were calculated. Bland-Altman agreement tests were conducted between estimated EQ-5D scores from the PROMIS and actual EQ-5D scores. Ceiling and floor effects were assessed, defined as ≥15% respondents with highest or lowest possible score. RESULTS: Correlation between the PROMIS Global-10 and EQ-5D was excellent (0.70, P < .0001). Correlation of the PROMIS physical scores was excellent-good with the ASES (0.62, P < .0001), good with the WORC (0.47, P < .0001), and good with the SANE (0.41, P < .0005). Correlation between the PROMIS mental scores was poor with the ASES (0.34, P < .0001), the WORC (0.32, P = .0016), and the SANE (0.24, P < .0001). No floor or ceiling effects were found. Agreement analysis showed substantial variance in individual scores, despite the overall similarity in mean scores between the estimated and actual EQ-5D scores, indicating poor agreement. Bland-Altman 95% limits of agreement for estimated EQ-5D scores ranged from 34% below to 31% above actual EQ-5D scores. CONCLUSION: Physical function scores of the PROMIS Global-10 show high correlation with legacy patient-reported outcome instruments, suggesting that it is a reliable tool for outcome assessment in a population with rotator cuff pathology. The large variability in 95% limit of agreement suggested that the estimated EQ-5D scores from the PROMIS Global-10 cannot replace traditional EQ-5D scores.