Impact of Parenteral Prostanoids in Pulmonary Arterial Hypertension: The Relevance of Timing.

Parenteral prostanoids are being recommended in pulmonary arterial hypertension (PAH) treatment, but the prognostic relevance of delayed treatment initiation is still debated. This study assessed the impact of the timing of prostacyclin treatment initiation on reducing PVR and achieving a low-risk profile in PAH patients. The study enrolled 151 patients who started on parenteral prostanoids with different treatment strategies. All patients underwent right heart catheterization, clinical evaluation, and risk assessments at baseline and after 1-year follow-up. Patients with an upfront strategy including parenteral prostanoid plus one oral drug had -5.3 ± 6.2 WU (-50 ± 19%) reduction in PVR, patients with an upfront strategy including parenteral prostanoid plus double oral drug had -12.8 ± 5.9 WU (-68 ± 17%) reduction in PVR, while patients with an add-on strategy including parenteral prostanoid after oral drugs had -3.9 ± 3.5 WU (-23 ± 19%) reduction in PVR. An upfront strategy including parenteral prostanoids was independently associated with an increased likelihood of achieving the greater reduction of PVR compared with an add-on strategy. Additionally, the greater the severity of PH at the time of diagnosis, in terms of PVR and RV reverse remodeling, the higher the probability of treatment failure. An upfront strategy including a parenteral prostanoid is associated with the highest likelihood of achieving a low-risk profile and a greater reduction of PVR compared with parenteral prostanoid as an add-on to oral treatment.

Supporting the well-being of new university teachers through teacher professional development.

Over the last decades, changes within higher education have created increased pressure and uncertainty for academics, increasing their risk for cognitive, behavioral, physical, as well as psychological issues due to high job demands. Specifically, for new academics in teaching roles, their lack of knowledge and skills can contribute to a negative effect of these job demands on their well-being. This study therefore explored how teaching-related professional development programs can enhance new university teachers' well-being, through semi-structured interviews with 10 university teachers participating in such a program at a mid-sized Dutch university. We pay special attention to the relationship between specific learning activities integrated in the program (such as learning communities, formal workshops, and reflecting) and various dimensions of the psychological model of well-being by Ryff and Keyes (such as self-acceptance, autonomy, environmental mastery, and positive relationships). Using co-occurrence analysis and content analysis, we found that different learning activities had distinct relationships with different well-being facets. For example, formal workshops were mainly related to environmental mastery, a purpose in life and personal growth, while reflecting seemed to be especially connected to teachers' self-acceptance, and participating in a learning community was mainly related to positive relations with others and personal growth. Our findings have implications for research on teacher well-being as well as for the design of professional development programs for higher education teaching staff.