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1.
Pediatr Int ; 2019 Dec 13.
Artículo en Inglés | MEDLINE | ID: mdl-31834972

RESUMEN

BACKGROUND: While it is well known that the cognitive apprenticeship is an effective workplace-based teaching approach for clinical teachers, the effects of faculty development (FD) have not been analyzed from that perspective. The purpose of this study was to investigate the self-assessment by clinical teachers of their educational perceptions and behaviors after FD using the cognitive apprenticeship model. METHODS: Board-certified pediatricians participated in a 3-day FD program on practical clinical teaching were asked to fill out the questionnaires. Fifty participants completed two questionnaires prior to and three and six months after the FD program: the first on the participants' general perceptions and behaviors in relation to their own clinical education and the second as a self-assessment using the Maastricht Clinical Teaching Questionnaire (MCTQ), which was developed based on the cognitive apprenticeship theory. RESULTS: A general survey demonstrated that 78% of the participants felt positive changes in their educational perceptions six months after FD. Self-assessment using the MCTQ showed that the scores in the categories of "articulation", "exploration", and "safe learning environment" remained significantly improved six months after FD. CONCLUSION: The participants' self-perceived improvement in behaviors was sustainable for six months after the participation of the FD program. The results of the MCTQ show that through their experiences in the FD program, the participants seemingly transformed their clinical teaching to become contemporary facilitators encouraging self-directed learning. Our results also suggest that the MCTQ can be used for the self-assessment of clinical teachers and to enhance the effectiveness of the FD program.

2.
Pediatr Int ; 2019 Dec 28.
Artículo en Inglés | MEDLINE | ID: mdl-31883414

RESUMEN

BACKGROUND: The purpose of this study is to identify the attributes of good clinical teachers in pediatrics (CTPs) in Japan and to clarify pediatricians and pediatric trainees' perceptions of these attributes. METHODS: The attributes of good CTPs were identified qualitatively by conducting thematic analysis of questionnaires answered by board-certified pediatricians and pediatric trainees. The attributes obtained were rated quantitatively by a large number of participants in both groups. RESULTS: Forty-eight individual attributes of good CTPs, which were classified into three domains, namely, personal, pediatrician, and teacher domains, were identified. The three domains and most of the attributes were consistent with previous studies. However, a few additional attributes, including "is kind/thoughtful toward others" and "defends trainees", which may be unique for pediatricians in Japan, were identified. Significant differences in the pediatricians' and trainees' perceptions of these attributes were elucidated: The differences were most noticeable for teacher attributes and least for personal attributes. CONCLUSION: Although most of the identified attributes of good CTPs in our study appear to be universal, there were significant differences in the pediatricians' and trainees' perceptions of good CTPs, especially in relation to teacher attributes. Our study provides additional bases for good CTPs and future faculty development for enhanced pediatric clinical education.

3.
J Contin Educ Health Prof ; 39(2): 144-151, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31045986

RESUMEN

INTRODUCTION: Local faculty development programs may not suffice for physicians to learn about global standards in clinical teaching. This report describes the evaluation of a 1-week international faculty development program in Canada, incorporating on-site observations of clinical teaching with guided reflection, for Japanese clinical teachers. Participants' perceptions of learning processes and outcomes are described. METHODS: Twenty-nine Japanese clinical teachers from 9 different teaching hospitals located in the Gifu province participated in this program from 2014 to 2017. The program evaluation consisted of end-of-program reflection reports and semistructured interviews conducted 3 months after the visit, which were thematically analyzed. RESULTS: Three themes related to learning processes emerged: the benefits of observing clinical teaching in a familiar specialty but unfamiliar context; the value of reflection in linking previous experiences with observations; and the role of group interaction and verbalization in creating a sense of community. Three additional themes related to learning outcomes emerged: enhanced knowledge about teaching, with a renewed emphasis on the value of learner respect and trust; increased confidence in teaching competence; and a sense of frustration related to difficulty in changing the status quo. DISCUSSION: An international faculty development program incorporating on-site observational learning in hospital settings with guided reflections can be effective in learning about clinical teaching; follow-up activities in the home country are also recommended. The key elements of this program, including international experiences, on-site observational learning, and guided reflections, should be considered more frequently in faculty development programs in medicine.

4.
Clin J Am Soc Nephrol ; 14(3): 354-363, 2019 03 07.
Artículo en Inglés | MEDLINE | ID: mdl-30755452

RESUMEN

BACKGROUND AND OBJECTIVES: Imarikiren is a novel, potent, and selective direct renin inhibitor that has shown high oral availability during clinical development for the treatment of diabetic nephropathy. We evaluated the efficacy and safety of imarikiren in patients with type 2 diabetes mellitus and microalbuminuria. DESIGN, SETTING, PARTICIPANTS, & MEASUREMENTS: This was a randomized, multicenter, placebo-controlled, double-blind, phase 2, dose-finding trial. A total of 415 patients were randomized to imarikiren 5, 20, 40, or 80 mg; placebo; or candesartan cilexetil 8 mg treatment for 12 weeks. The primary end point was change in log-transformed urine albumin-to-creatinine ratio from baseline to the end of treatment analyzed using analysis of covariance and a fixed sequence testing procedure. Secondary efficacy end points included urine albumin-to-creatinine ratio at each assessment point and remission and progression rates. Exploratory efficacy end points included eGFR and sitting BP before dosing. RESULTS: Changes in the urine albumin-to-creatinine ratio from baseline to the end of treatment were 16% (placebo), -16% (imarikiren 5 mg), -27% (imarikiren 20 mg), -38% (imarikiren 40 mg), -39% (imarikiren 80 mg), and -31% (candesartan cilexetil 8 mg). Urine albumin-to-creatinine ratio reductions from baseline were statistically significant in all imarikiren groups versus placebo (P<0.001 each) as well as for candesartan cilexetil 8 mg versus placebo (P<0.001). Remission rates (urine albumin-to-creatinine ratio <30 mg/g creatinine and decreased ≥30% from baseline) were higher in all imarikiren groups versus the placebo group. Incidence of adverse events was higher in the imarikiren 80-mg group (52%) versus placebo (42%) and candesartan cilexetil (43%) groups. Incidence of adverse events for the other imarikiren groups ranged from 33% to 42%. Adverse events were mild or moderate in severity. All imarikiren doses were well tolerated. CONCLUSIONS: Imarikiren resulted in a dose-dependent improvement in albuminuria compared with placebo, and it was well tolerated in patients with type 2 diabetes mellitus and microalbuminuria.

5.
BMC Med Educ ; 18(1): 229, 2018 Oct 03.
Artículo en Inglés | MEDLINE | ID: mdl-30285712

RESUMEN

BACKGROUND: Understanding patients' narratives has been associated with methods of improving care that go beyond what may be regarded as a "narrow" view of scientific medicine. Medical interview training in which medical students develop understanding of the importance of patients' narratives is receiving increased attention. However, students generally receive education on patients' narratives that does not distinguish inpatients and outpatients. No studies exploring the characteristics of outpatients' narratives have been reported. We developed an educational program combining ambulatory clerkship and peer role-play using actual narratives from outpatients that students had encountered during their clerkship. These narratives were used as peer role-play scenarios in which the students acted as outpatients. This study explored what and how medical students learned about the characteristics of outpatients' narratives through this original educational program. METHODS: Participants were 70 fifth-year medical students from Nagoya University, Japan. We conducted 13 focus groups, based on a convenience sample of 11 groups in 2012, one group in 2013, and one group in 2017 (from 17 clinical groups in each year). Focus group transcripts were analyzed using the "Steps for Coding and Theorization" qualitative data analysis method. We assessed medical anthropological findings regarding narratives in a conceptual framework. RESULTS: Patients' narratives as perceived by medical students were divided into four quadrants by two axes: medical versus lived content, and objective versus subjective structure. Students recognized that outpatients' narratives mainly used a subjective structure, but were mixed and crossed each quadrant. This was described as "irreproducibility." Students also recognized that narratives of simulated patients and inpatients were mainly limited to a medical-lived content with an objective structure. These differences in narrative characteristics were recognized through students' previous interactions with simulated patients and inpatients. CONCLUSIONS: Despite some limitations, medical students learn about patients' narratives in our original educational program in a way that would be difficult to achieve through training using simulated patients or inpatients.


Asunto(s)
Prácticas Clínicas/normas , Competencia Clínica/normas , Educación de Pregrado en Medicina/normas , Medicina Familiar y Comunitaria/educación , Relaciones Profesional-Paciente , Estudiantes de Medicina/psicología , Prácticas Clínicas/métodos , Curriculum/normas , Educación de Pregrado en Medicina/métodos , Femenino , Humanos , Relaciones Interprofesionales , Japón , Masculino , Investigación Cualitativa
6.
Clin Drug Investig ; 38(11): 1041-1051, 2018 Nov.
Artículo en Inglés | MEDLINE | ID: mdl-30194585

RESUMEN

BACKGROUND AND OBJECTIVE: Imarikiren hydrochloride (TAK-272; SCO-272) is a novel direct renin inhibitor. The objective of this study was to determine the effects of renal impairment (RI) or hepatic impairment (HI) on the pharmacokinetics and safety of imarikiren. METHODS: This phase I, open-label, parallel-group comparative study evaluated the pharmacokinetics and safety of a single 40 mg oral dose of imarikiren in RI [mild, moderate, severe, or end-stage renal disease (ESRD), and on hemodialysis] or HI (mild or moderate) subjects compared with subjects with normal renal or hepatic function. RESULTS: Following administration of a single 40 mg oral imarikiren dose, the geometric mean imarikiren area under the plasma concentration-time curve from time zero to infinity (AUC∞) and maximum observed plasma concentration (Cmax) in subjects with mild, moderate, and severe RI (including non-hemodialysis and ESRD), and hemodialysis subjects compared with normal renal function subjects were approximately 0.5-, 1.2-, 2.7-, and 1.8-fold, respectively, for AUC∞; and approximately 0.6-, 0.8-, 2.1-, and 1.4-fold, respectively, for Cmax. The mean fraction of excretion of imarikiren in dialysate was ~ 3% during the 4 h dialysis period. The geometric mean imarikiren AUC∞ and Cmax in mild and moderate HI subjects compared with normal hepatic function subjects were approximately 1.0- and 1.4-fold, respectively, for AUC∞, and approximately 0.9- and 1.3-fold, respectively, for Cmax. No deaths or serious adverse events were observed; all adverse events were mild or moderate in intensity. CONCLUSIONS: RI and HI are associated with limited changes in imarikiren pharmacokinetics. Imarikiren was safe and well-tolerated, regardless of the severity of RI or HI. CLINICAL TRIAL REGISTRATION: ClinicalTrials.gov Identifier: NCT02367872.


Asunto(s)
Bencimidazoles/administración & dosificación , Bencimidazoles/farmacocinética , Fallo Renal Crónico/metabolismo , Hepatopatías/metabolismo , Morfolinas/administración & dosificación , Morfolinas/farmacocinética , Piperidinas/administración & dosificación , Piperidinas/farmacocinética , Adulto , Anciano , Área Bajo la Curva , Bencimidazoles/efectos adversos , Fármacos Cardiovasculares/administración & dosificación , Fármacos Cardiovasculares/efectos adversos , Fármacos Cardiovasculares/farmacocinética , Inhibidores Enzimáticos/administración & dosificación , Inhibidores Enzimáticos/efectos adversos , Inhibidores Enzimáticos/farmacocinética , Femenino , Humanos , Riñón/efectos de los fármacos , Riñón/metabolismo , Fallo Renal Crónico/tratamiento farmacológico , Hepatopatías/tratamiento farmacológico , Masculino , Persona de Mediana Edad , Morfolinas/efectos adversos , Piperidinas/efectos adversos , Diálisis Renal/tendencias
7.
J Palliat Med ; 2018 Jul 16.
Artículo en Inglés | MEDLINE | ID: mdl-30010464

RESUMEN

BACKGROUND: Toileting independence is considered to be important factors for achieving a "good death" for terminally ill patients. AIM: To clarify the period from loss of the ability to access toilets independently to death in end-stage cancer patients. DESIGN: Observational study. SETTING/PARTICIPANTS: The medical records of all end-stage cancer patients who had died while using home care services provided by Medical Corporation Kagayaki General Home Care Clinic between September 2011 and August 2017, were retrospectively reviewed. RESULTS: A total of 220 patients were included. The median time from total dependence in toileting to death was 6.0 (95% confidence interval: 5.0-7.0) days. When the duration was 7 days or shorter and 21 days or shorter, the cumulative death rate was 55.9% and 86.4% respectively. CONCLUSION: A large percentage of terminally ill cancer patients maintained the ability to access toilets independently until very close to the end of their lives, so the duration of total assistance needed was shorter. These findings may be useful to make a care plan to support achieving "good death" for patients.

9.
BMC Med Educ ; 17(1): 205, 2017 Nov 13.
Artículo en Inglés | MEDLINE | ID: mdl-29132340

RESUMEN

BACKGROUND: How medical residents' experiences with care for dying patients affect their emotional well-being, their learning outcomes, and the formation of their professional identities is not fully understood. We examine residents' emotional states and learning occurring during the provision of care to dying patients and specifically discuss the impact of providing end-of-life (EOL) care on professional identity formation. METHODS: Semi-structured interviews were conducted with 13 residents who had graduated in the last 3 to 5 years. Thematic theoretical analysis was applied, and key themes were developed based on Kolb's experiential learning cycle. RESULTS: Eight key themes emerged from the analysis. The residents experienced dilemmas in confronting the reality of medical uncertainty as well as a disruption of emotional state and self-efficacy. Although the residents felt a sense of helplessness and guilt, they were able to reflect on strategies for handling medical care that focused on patients and that required a truly sincere attitude. They also contemplated the importance of palliative care and communication with patients, patients' family members and medical staff. Building on these experiences, the residents rebuilt a sense of awareness that allowed them to directly engage with the type of medical care that they are likely to be called upon to perform in the future as the population continues to age. CONCLUSIONS: This study revealed Japanese residents' perceptions, emotions and learning processes in caring for dying patients by applying Kolb's experiential learning theory. The findings of this study may illuminate valuable pieces of knowledge for future education in EOL care.


Asunto(s)
Medicina Interna/educación , Médicos/psicología , Cuidado Terminal/psicología , Adulto , Actitud Frente a la Muerte , Emociones , Empatía/ética , Femenino , Humanos , Medicina Interna/ética , Internado y Residencia , Japón , Masculino , Relaciones Médico-Paciente/ética , Aprendizaje Basado en Problemas , Cuidado Terminal/ética , Cuidado Terminal/normas
10.
Med Teach ; 39(10): 1016-1022, 2017 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-28758830

RESUMEN

Japan is well known as a super-aging society, with a low birth rate, and has been ranked as one of the countries having the highest quality of healthcare system. Japan's society is currently approaching a major turning point with regard to societal and healthcare reforms, which are influenced by international trends and regional needs. Development of Japanese healthcare human resources, including medical students, is now expected to ride the wave of globalization, while resolving regional problems in the training and delivery of healthcare. Terms and global trends in medical education, such as outcome-based education, community-based education, reflective learning, international accreditation of medical education, and professionalization of educators are well translated into the Japanese language and embraced positively among the Japanese medical educators. However, these trends occasionally sit uncomfortably with cultural variations that are often a common approach in Japan; notably, "hansei" (introspection) and "kaizen" (change for the better). In the world facing a new era where people are unsettled between globalism and regionalism, Japan's future mission is to steer a balanced route that recognizes both global and regional influences and produce global health professionals educators.


Asunto(s)
Prestación de Atención de Salud , Educación Médica/métodos , Reforma de la Atención de Salud , Internacionalidad , Educación Médica/organización & administración , Humanos , Japón
11.
Med Teach ; 39(5): 458-462, 2017 May.
Artículo en Inglés | MEDLINE | ID: mdl-28440721

RESUMEN

Educators frequently learn together in cross cultural settings such as at international conferences. Cultural differences should influence how educational programs are designed and delivered to effectively support learning; cultural sensitivity and the competence to deal with such differences are important skills for health professions educators. Teaching without this approach may lead to lost learning opportunities. This article provides twelve tips for educators to consider when planning and delivering formal presentations (e.g. lectures and workshops) in cross cultural settings. The tips were constructed based on a literature review, the authors' experience, and interviews with international educators who frequently deliver and receive education in cross cultural settings. The tips are divided into three phases: (1) preparation for the session to optimize learners' experience (2) interaction when delivering the session and (3) reflection on the experience.


Asunto(s)
Competencia Cultural , Personal de Salud , Aprendizaje , Competencia Profesional , Comparación Transcultural , Diversidad Cultural , Humanos
12.
BMC Med Educ ; 15: 75, 2015 Apr 14.
Artículo en Inglés | MEDLINE | ID: mdl-25890189

RESUMEN

BACKGROUND: The Multiple Mini-Interview (MMI) mostly uses 'Situational' Questions (SQs) as an interview format within a station, rather than 'Past-Behavioural' Questions (PBQs), which are most frequently adopted in traditional single-station personal interviews (SSPIs) for non-medical and medical selection. This study investigated reliability and acceptability of the postgraduate admissions MMI with PBQ and SQ interview formats within MMI stations. METHODS: Twenty-six Japanese medical graduates, first completed the two-year national obligatory initial postgraduate clinical training programme and then applied to three specialty training programmes - internal medicine, general surgery, and emergency medicine - in a Japanese teaching hospital, where they underwent the Accreditation Council for Graduate Medical Education (ACGME)-competency-based MMI. This MMI contained five stations, with two examiners per station. In each station, a PBQ, and then an SQ were asked consecutively. PBQ and SQ interview formats were not separated into two different stations, or the order of questioning of PBQs and SQs in individual stations was not changed due to lack of space and experienced examiners. Reliability was analysed for the scores of these two MMI question types. Candidates and examiners were surveyed on this experience. RESULTS: The PBQ and SQ formats had generalisability coefficients of 0.822 and 0.821, respectively. With one examiner per station, seven stations could produce a reliability of more than 0.80 in both PBQ and SQ formats. More than 60% of both candidates and examiners felt positive about the overall candidates' ability. All participants liked the fairness of this MMI when compared with the previously experienced SSPI. SQs were perceived more favourable by candidates; in contrast, PBQs were perceived more relevant by examiners. CONCLUSIONS: Both PBQs and SQs are equally reliable and acceptable as station interview formats in the postgraduate admissions MMI. However, the use of the two formats within the same station, and with a fixed order, is not the best to maximise its utility as an admission test. Future studies are required to evaluate how best the SQs and PBQs should be combined as station interview formats to enhance reliability, feasibility, acceptability and predictive validity of the MMI.


Asunto(s)
Educación de Postgrado en Medicina , Entrevistas como Asunto/métodos , Criterios de Admisión Escolar , Adulto , Femenino , Hospitales de Enseñanza , Humanos , Entrevistas como Asunto/normas , Japón , Masculino , Análisis Multivariante , Reproducibilidad de los Resultados
13.
Int J Med Educ ; 6: 47-55, 2015 Apr 12.
Artículo en Inglés | MEDLINE | ID: mdl-25863495

RESUMEN

OBJECTIVE: This study aimed to examine how students' perceptions of research and learning change through participation in undergraduate research and to identify the factors that affect the process of their engagement in research projects. METHODS: This qualitative study has drawn on phenomenography as research methodology to explore third-year medical students' experiences of undergraduate research from participants' perspectives (n=14). Data included semi-structured individual interviews conducted as pre and post reflections. Thematic analysis of pre-course interviews combined with researcher-participant observations informed design of end-of-course interview questions. RESULTS: Phenomenographic data analysis demonstrated qualitative changes in students' perceptions of research. At the beginning of the course, the majority of students ex-pressed a relatively narrow definition of research, focusing on the content and outcomes of scientific research. End-of-course reflections indicated increased attention to research processes including researcher autonomy, collaboration and knowledge construction processes. Furthermore, acknowledgement of the linkage between research and learning processes indicated an epistemological change leading them to take a deep approach to learning in undergraduate research. Themes included: an inquiring mind, synthesis of knowledge, active participation, collaborative and reflective learning. However, they also encountered some difficulties in undertaking group research projects. These were attributed to their prior learning experiences, differences in valuing towards interpersonal communication, understanding of the research process, and social relationships with others. CONCLUSIONS: This study provided insights into the potential for undergraduate research in medical education. Medical students' awareness of the linkage between research and learning may be one of the most important outcomes in the undergraduate research process.


Asunto(s)
Educación de Pregrado en Medicina/métodos , Percepción , Investigación , Estudiantes de Medicina/psicología , Concienciación , Competencia Clínica , Educación Médica Continua , Femenino , Humanos , Entrevistas como Asunto , Conocimiento , Aprendizaje , Masculino
14.
Adv Health Sci Educ Theory Pract ; 18(4): 835-44, 2013 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-22886140

RESUMEN

Given medical education's longstanding emphasis on assessment, it seems prudent to evaluate whether our current research and development focus on testing makes sense. Since any intervention within medical education must ultimately be evaluated based upon its impact on student learning, this report seeks to provide a quantitative accounting of the learning gains attained through educational assessments. To approach this question, we estimate achieved learning within a medical school environment that optimally utilizes educational assessments. We compare this estimate to learning that might be expected in a medical school that employs no educational assessments. Effect sizes are used to estimate testing's total impact on learning by summarizing three effects; the direct effect, the indirect effect, and the selection effect. The literature is far from complete, but the available evidence strongly suggests that each of these effects is large and the net cumulative impact on learning in medical education is over two standard deviations. While additional evidence is required, the current literature shows that testing within medical education makes a strong positive contribution to learning.


Asunto(s)
Evaluación Educacional/métodos , Aprendizaje , Estudiantes de Medicina/psicología , Humanos
16.
Med Teach ; 33(2): e69-74, 2011.
Artículo en Inglés | MEDLINE | ID: mdl-21275536

RESUMEN

BACKGROUND: Students' perceptions of learner-centered methods for teaching medical interviewing skills have not been fully explored. AIM: To explore Japanese students' perceptions of learner-centered methods for teaching medical interviewing skills such as role play with student-created scenarios, peer-assisted video reviews, and student-led small group debriefing. METHODS: We conducted three focus groups with a total of 15 students who participated in the learner-centered seminars on medical interviewing skills at the Nagoya University School of Medicine. The transcripts were analyzed by two authors independently. Keywords and concepts were identified and a thematic framework was developed. RESULTS: Overall, students valued the experience of writing their own scenarios for role play, but some questioned their realism. Many students commented that peer-assisted video reviews provided them with more objective perspectives on their performance. However, some students expressed concerns about competitiveness during the video reviews. While students appreciated teachers' minimum involvement in the group debriefing, some criticized that teachers did not explain the objectives of the seminar clearly. Many students had difficulties in exchanging constructive feedback. CONCLUSION: We were able to gain new insights into positive and negative perceptions of students about learner-centered methods for teaching medical interviewing skills at one medical school in Japan.


Asunto(s)
Comunicación , Educación Médica/métodos , Grupos Focales , Entrevistas como Asunto , Aprendizaje Basado en Problemas/métodos , Adulto , Femenino , Humanos , Japón , Masculino , Grabación de Cinta de Video
17.
Mol Med ; 14(9-10): 599-607, 2008.
Artículo en Inglés | MEDLINE | ID: mdl-18596870

RESUMEN

Chronic fatigue syndrome (CFS) is a clinically defined condition characterized by long-lasting disabling fatigue. Because of the unknown mechanism underlying this syndrome, there still is no specific biomarker for objective assessment of the pathological fatigue. We have compared gene expression profiles in peripheral blood between 11 drug-free patients with CFS and age- and sex-matched healthy subjects using a custom microarray carrying complementary DNA probes for 1,467 stress-responsive genes. We identified 12 genes whose mRNA levels were changed significantly in CFS patients. Of these 12 genes, quantitative real-time PCR validated the changes in 9 genes encoding granzyme in activated T or natural killer cells (GZMA), energy regulators (ATP5J2, COX5B, and DBI), proteasome subunits (PSMA3 and PSMA4), putative protein kinase c inhibitor (HINT ), GTPase (ARHC), and signal transducers and activators of transcription 5A (STAT5A). Next, we performed the same microarray analysis on 3 additional CFS patients and 20 other patients with the chief complaint of long-lasting fatigue related to other disorders (non-CFS patients) and found that the relative mRNA expression of 9 genes classified 79% (11/14) of CFS and 85% (17/20) of the non-CFS patients. Finally, real-time PCR measurements of the levels of the 9 involved mRNAs were done in another group of 18 CFS and 12 non-CFS patients. The expression pattern correctly classified 94% (17/18) of CFS and 92% (11/12) of non-CFS patients. Our results suggest that the defined gene cluster (9 genes) may be useful for detecting pathological responses in CFS patients and for differential diagnosis of this syndrome.


Asunto(s)
Diagnóstico Diferencial , Síndrome de Fatiga Crónica/diagnóstico , Síndrome de Fatiga Crónica/genética , Marcadores Genéticos , Adolescente , Adulto , Anciano , Síndrome de Fatiga Crónica/sangre , Síndrome de Fatiga Crónica/fisiopatología , Femenino , Perfilación de la Expresión Génica , Humanos , Masculino , Persona de Mediana Edad , Familia de Multigenes , Análisis de Secuencia por Matrices de Oligonucleótidos , Proteínas/genética , Proteínas/metabolismo
18.
Nihon Rinsho ; 65(6): 1011-5, 2007 Jun.
Artículo en Japonés | MEDLINE | ID: mdl-17561690

RESUMEN

Chronic fatigue syndrome (CFS) is a clinically defined condition characterized by long-lasting disabling fatigue, resulting in severe impairment in daily functioning and associated symptoms such as memory and concentration difficulties, muscle aches, sleep disturbances, and headache. Common symptoms encountered in CFS patients were reviewed and top 10 common symptoms were described in detail with special reference to the particular features of each symptom helpful to diagnose CFS.


Asunto(s)
Síndrome de Fatiga Crónica/fisiopatología , Síndrome de Fatiga Crónica/psicología , Ansiedad , Atención , Depresión , Fatiga , Fiebre , Cefalea , Humanos , Dolor , Trastornos del Sueño-Vigilia
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