Home-Based Treatment with Immunoglobulins: an Evaluation from the Perspective of Patients and Healthcare Professionals.

PURPOSE: This study aims to evaluate home-based treatment with immunoglobulin (IgG) by assessing and comparing the experiences and perceived value of patients and healthcare professionals, and potential differences in experiences between subcutaneous (SCIg) and intravenous (IVIg) modes of administration. As choices on the location and type of treatment are determined in a shared decision-making process, we evaluated the home-based treatment from the perspectives of both patients and professionals. METHODS: A questionnaire study was conducted among 205 patients, 44 informal caregivers, 43 hospital professionals, and 21 nurses of the Sanquin Home Service (SHS) that provides home treatment with immunoglobulins in the Netherlands. Experiences, perceived benefits, and effects on the patients' quality of life and overall ratings were assessed. RESULTS: Both patients and professionals were predominantly positive about the home treatment, irrespective of the administration mode. The home-based treatment with Ig contributed to the patients' autonomy, participation, and perceived health. Patients and informal caregivers valued the treatment with a global rating of 8.84, and professionals with 8.32 (on a scale from 0 "worst" to 10 "best possible care"). SCIg and IVIg patient groups differed in their experiences regarding the accessibility and communication of the home treatment service. Furthermore, hospital professionals reported lower effects on quality of life than patients themselves. CONCLUSIONS: Home-based treatment with immunoglobulins is highly valued because of its personalized and effective character, meeting the needs and preferences of patients. Nonetheless, patients and professionals do have different perspectives on the value of this type of care.

Intravenous immunoglobulin in neonates with rhesus hemolytic disease: a randomized controlled trial.

BACKGROUND: Despite limited data, international guidelines recommend the use of intravenous immunoglobulin (IVIg) in neonates with rhesus hemolytic disease. OBJECTIVE: We tested whether prophylactic use of IVIg reduces the need for exchange transfusions in neonates with rhesus hemolytic disease. DESIGN AND SETTING: We performed a randomized, double-blind, placebo-controlled trial in neonates with rhesus hemolytic disease. After stratification for treatment with intrauterine transfusion, neonates were randomly assigned for IVIg (0.75 g/kg) or placebo (5% glucose). The primary outcome was the rate of exchange transfusions. Secondary outcomes were duration of phototherapy, maximum bilirubin levels, and the need of top-up red-cell transfusions. RESULTS: Eighty infants were included in the study, 53 of whom (66%) were treated with intrauterine transfusion(s). There was no difference in the rate of exchange transfusions between the IVIg and placebo groups (7 of 41 [17%] vs 6 of 39 [15%]; P = .99) and in the number of exchange transfusions per patient (median [range]: 0 [0-2] vs 0 [0-2]; P = .90) or in duration of phototherapy (4.7 [1.8] vs 5.1 [2.1] days; P = .34), maximum bilirubin levels (14.8 [4.7] vs 14.1 [4.9] mg/dL; P = .52), and proportion of neonates who required top-up red-cell transfusions (34 of 41 [83%] vs 34 of 39 [87%]; P = .76). CONCLUSIONS: Prophylactic IVIg does not reduce the need for exchange transfusion or the rates of other adverse neonatal outcomes. Our findings do not support the use of IVIg in neonates with rhesus hemolytic disease.

The efficacy of two modified proprioceptive neuromuscular facilitation stretching techniques in subjects with reduced hamstring muscle length.

Difference scores in knee extension angle and electromyographic (EMG) activity were quantified before and after modified proprioceptive neuromuscular facilitation (PNF) hold-relax (HR) and hold-relax-antagonist contraction (HR-AC) stretching procedures in 35 healthy individuals with reduced hamstring muscle length bilaterally (knee extension angle <160 degrees ). Participants were randomly assigned each PNF procedure to opposite lower extremities. Knee extension values were measured by using a goniometer. EMG data were collected for 10 seconds before and immediately after each PNF stretching technique and normalized to maximum voluntary isometric contraction (% MVIC). A significant time by stretch-type interaction was detected (F(1,34) = 21.1; p < 0.001). Angles of knee extension for HR and HR-AC were not different prior to stretching (p = 0.45). Poststretch knee extension angle was greater in the HR-AC condition than the HR condition (p < 0.007). The proportion of subjects who exceeded the minimal detectable change (MDC(95)) with the HR-AC stretch (97%) did not differ (p = 0.07) from the proportion who exceeded the MDC(95) with the HR stretch (80%). Because EMG activation increased (p < 0.013) after the HR-AC procedure, it is doubtful a relationship exists between range of motion improvement after stretching and inhibition of the hamstrings. On average the 10-second modified HR procedure produced an 11 degrees gain in knee extension angle within a single stretch session.

Peer teaching among physical therapy students during human gross anatomy: perceptions of peer teachers and students.

Despite nearly 200 accredited entry-level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized peer teaching method provided by four second-year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first-year DPT students. The unique feature of the weekly peer teaching sessions was a packet assembled by the second-year peer teachers, which contained diagrams, fill-in-the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first-year DPT students in response to a peer teaching method, using a structured 10-item questionnaire and a five-point Likert scale. Second-year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer-teaching experiences provided by four second-year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their teaching strategies for a class in gross human anatomy.