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Abstract Capmatinib is a potent selective mesenchymal-epithelial transition inhibitor approved in 2020 for the treatment of metastatic non-small cell lung cancer. As real-world evidence is very limited, this study evaluated capmatinib-induced adverse events through data mining of the FDA Adverse Event Reporting System database. Four disproportionality analysis methods were employed to quantify the signals of capmatinib-related adverse events. The difference in capmatinib-associated adverse event signals was further investigated with respect to sex, age, weight, dose, onset time, continent, and concomitant drug. A total of 1518 reports and 4278 adverse events induced by capmatinib were identified. New significant adverse event signals emerged, such as dysphagia, dehydration, deafness, vocal cord paralysis, muscle disorder, and oesophageal stenosis. Notably, higher risk of alanine aminotransferase and aspartate aminotransferase increases were observed in females, especially when capmatinib was combined with immune checkpoint inhibitors. Compared with Europeans and Asians, Americans were more likely to experience peripheral swelling, especially in people > 65 years of age. Renal impairment and increased blood creatinine were more likely to occur with single doses above 400 mg and in Asians. This study improves the understanding of safety profile of capmatinib.

IntroductionBaloxavir Marboxil is a per oral small-molecule antiviral for the treatment of influenza. While the efficacy and safety of Baloxavir Marboxil have been thoroughly characterized across an extensive clinical trial, studies on the effectiveness of Baloxavir Marboxil in a real-world setting are still scarce.MethodsWe conducted an ambispective, observational, multi-center study that enrolled uncomplicated in-fluenza outpatients treated with Baloxavir Marboxil or Oseltamivir in East China. The primary endpoint was time from treatment to alleviation of all influenza symptoms (TTAIS). The secondary endpoints included time from treatment to alleviation of fever (TTAF) and household transmission during the duration of influenza.ResultsA total of 509 patients were enrolled. The median TTAIS in the Baloxavir Marboxil group and the Oseltamivir group was 28.0 h (IQR, 20.0 to 50.0) and 48.0 h (IQR, 30.0 to 67.0), respectively. The median TTAF in the Baloxavir Marboxil group and the Oseltamivir group was 18 h (IQR, 10.0–24.0) and 30.0 h (IQR, 19.0–48.0). In the COX multivariable analysis, Baloxavir Marboxil reduced the duration of influenza symptoms (HR = 1.36 [95%CI:1.12–1.64], p = 0.002) and the duration of fever (HR = 1.93 [95%CI:1.48–2.52], p

Background: Cefuroxime has played a crucial role in the prevention and treatment of bacterial infections. However, the differences in adverse events across formulations and routes remain unclear. Objectives: This study aimed to investigate the post-marketing safety of cefuroxime, particularly concerning formulations and routes. Design: A retrospective pharmacovigilance study of cefuroxime was conducted using the data from Food and Drug Administration Adverse Event Reporting System database. Methods: The clinical characteristics and concomitant drugs reported with cefuroxime were investigated. Adverse event signals of cefuroxime were identified based on four disproportionality algorithms. The signal differences of cefuroxime across formulations and routes were further examined. Results: A total of 1810 adverse event reports associated with cefuroxime were identified, and 181 cefuroxime-associated signals were detected. Compared with tablets, injections were more likely to cause preferred terms ‘blood pressure decreased’ and ‘anaphylactic shock’. In addition, system organ class ‘eye disorders’ significantly increased when cefuroxime was administered intraocularly, underscoring the importance of exercising caution regarding ocular toxicity. Conclusion: The adverse events associated with cefuroxime were significantly different across formulations and routes, which deserve special attention in clinical use.

Language instructors worldwide use various types and strategies for providing feedback on the learners’ written production. Written corrective feedback (WCF) plays a vital role in systematically learning second or other languages. Additionally, students’ perception of feedback and its delivery has a specific value. Therefore, the current study examined perceptions and preferences of the WCF of EFL students they received in high school back in their home countries. However, the data was collected when they were studying in China as international students. To achieve these objectives, the researchers utilized a self-administered questionnaire and collected data from 91 international students at Chinese University, China. The results showed that most students supported positive statements (in the first part of the questionnaire) regarding WCF perceptions. The most preferred types were direct and unfocused WCF. Also, in order to establish a statistical basis on whether there are differences among various nationalities in terms of their perception, One-way ANOVA was performed. The findings displayed that all nationalities have difference in positive perceptions, and same tendency toward negative perceptions about WCF and focused feedback. Overall, according to their answers, WCF helps them to know what to avoid and adapt to compose an effective writing piece.

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading and gap-fill task, reading and sentence-making task, and reading and translation task, with corresponding involvement load (IL) indices of 2, 3, and 4, respectively. Two time-on-task conditions were implemented: uncontrolled time on task, where participants in different groups completed tasks with varied durations, and controlled time on task, where participants in different groups completed tasks with roughly equal durations. Five intact classes comprising 256 Chinese middle school students participated and were randomly assigned to one of five designed tasks aimed at learning 10 carefully selected target words. The results of a three-way repeated measures ANOVA indicate a significant three-way interaction effect among task-induced involvement, time on task, and post-test time, as well as a significant two-way interaction effect between task-induced involvement and time on task. These findings demonstrate that task-induced involvement and time on task interact to significantly influence both initial acquisition and retention of incidental L2 vocabulary. Specifically, under uncontrolled time conditions, tasks with higher ILs and longer durations yield better initial vocabulary gains and retention, partially supporting the ILH. Conversely, under controlled time conditions, tasks with lower ILs exhibit superior initial vocabulary gains and retention, contradicting the predictions of the ILH. Relevant implications are also discussed.

Abstract Pitolisant, a novel histamine H3‐receptor antagonist, holds significant promise for treating narcolepsy. However, a petition, which highlighted that pitolisant was associated with deaths during clinical trials, has propelled it into the spotlight of widespread societal attention on April 3, 2023. Till now, the clinical safety of pitolisant remains a heatedly debated topic. This study aimed to offer a comprehensive assessment of the safety profile of pitolisant in real‐world clinical settings. Adverse event reports where pitolisant was the primary suspect drug were extracted from the FDA Adverse Event Reporting System database. The clinical characteristics and concomitant drugs of the pitolisant‐associated adverse events were analyzed. The potential adverse event signals of pitolisant were explored using four disproportionality analysis methods. Furthermore, the difference in pitolisant‐associated adverse event signals was investigated concerning sex, age, weight, and dose. A total of 526 reports and 1695 adverse events with pitolisant as the primary suspected drug were identified. The most significant adverse event signals were generally mild and of short duration. The concomitant drugs of pitolisant were highly intricate, mainly included drugs for treating narcolepsy as well as antidepressants. Seven new significant adverse event signals emerged. The safety profile of pitolisant exhibited no significant differences across age and dose groups, although slight variations were observed in relation to sex and weight. The findings from reports of death and life‐threatening outcomes underscore the importance of enhanced monitoring for cardiac and respiratory adverse reactions when utilizing pitolisant. This study provided a broader understanding of the safety profile of pitolisant.

Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students’ perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret written corrective feedback and which WCF tactics they favor in writing classrooms. To examine these objectives empirically, the researchers employed a self-administered questionnaire to collect data from 180 participants from a high secondary school in Multan, Pakistan. At the same time, 40 participants were interviewed for their opinions about written corrective feedback (WCF). Some participants expressed concerns about ambiguous feedback that confuses them about their errors, whereas most participants favored the feedback process as beneficial. The most preferred strategies were meta-linguistic explanation and direct written corrective feedback that facilitated writing proficiency and language knowledge. Overall, WCF guides errors to avoid and how to adapt their writing style for composing compelling manuscripts.

Researchers have been striving to investigate the causes and consequences associated with writing anxiety experienced by students of foreign languages. This study aimed to investigate the level and nature of writing anxiety experienced by learners of foreign languages, considering gender as a variable. The study's second goal was to uncover the learners' perspectives on writing anxiety and the factors that contribute to it. The convenience sample method was used to choose seventy-six students to participate in the English language teacher training course. Second Language Writing Anxiety Reasons Inventory (SLWARI) and Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004; Kara, 2013) [1,2] were used in order to determine the levels and types of anxiety that are associated with learners' foreign language writing. Both inventories were used to determine what causes learners' foreign language writing. In order to gain a comprehensive understanding of how students perceive the level of anxiety they feel when writing, a semi-structured interview was conducted with each participant. The data showed that there was no difference when taking into account learners' gender concerning their anxiety levels and kinds. The vast majority of individuals reported feeling a significant amount of anxiety. The subjects exhibited cognitive anxiety symptoms, although there were no indications of gender effect. The responses to the interview questions highlighted a deficiency in both writing practice and linguistic expertise as critical contributors to anxious sentiments.

Psychologically complicated by nature, anxiety refers to feelings of worry, fear, or apprehension. Several research studies have been devoted to exploring anxiety's effects on language skills, including writing. Since foreign language anxiety directly influences a learner's motivation and determination to learn that language, it is imperative to study the findings and reasons behind these anxious feelings. One-third of foreign language learners have been experiencing at least a moderate level of anxiety. Researchers have attempted to investigate the causes of anxiety among foreign language pre-service teachers. The present study objectifies two goals to determine the extent of writing anxiety, followed by reasons and references to the role of gender. Seventy-two pre-service teachers of the English language training department from the University of Education, Multan, Pakistan, were selected for the study using convenience sampling. Second language writing anxiety inventory (SLWAI) and second language writing anxiety reasons inventory (SLWARI) were used to collect data, and semi-structured interviews were taken with students. The findings presented no difference in anxiety levels between genders, whereas cognitive anxiety type was distinctive in results. Most of the participants experienced high and medium levels of anxiety.

Language instructors worldwide use various types and strategies for providing feedback on the learners' written production. Written corrective feedback (WCF) plays a vital role in systematically learning second or other languages. Additionally, students' perception of feedback and its delivery has a specific value. Therefore, the current study examined perceptions and preferences of the WCF of EFL students they received in high school back in their home countries. However, the data was collected when they were studying in China as international students. To achieve these objectives, the researchers utilized a self-administered questionnaire and collected data from 91 international students at Chinese University, China. The results showed that most students supported positive statements (in the first part of the questionnaire) regarding WCF perceptions. The most preferred types were direct and unfocused WCF. Also, in order to establish a statistical basis on whether there are differences among various nationalities in terms of their perception, One-way ANOVA was performed. The findings displayed that all nationalities have difference in positive perceptions, and same tendency toward negative perceptions about WCF and focused feedback. Overall, according to their answers, WCF helps them to know what to avoid and adapt to compose an effective writing piece. [ABSTRACT FROM AUTHOR]

Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret written corrective feedback and which WCF tactics they favor in writing classrooms. To examine these objectives empirically, the researchers employed a selfadministered questionnaire to collect data from 180 participants from a high secondary school in Multan, Pakistan. At the same time, 40 participants were interviewed for their opinions about written corrective feedback (WCF). Some participants expressed concerns about ambiguous feedback that confuses them about their errors, whereas most participants favored the feedback process as beneficial. The most preferred strategies were meta-linguistic explanation and direct written corrective feedback that facilitated writing proficiency and language knowledge. Overall, WCF guides errors to avoid and how to adapt their writing style for composing compelling manuscripts. [ABSTRACT FROM AUTHOR]

Psychologically complicated by nature, anxiety refers to feelings of worry, fear, or apprehension. Several research studies have been devoted to exploring anxiety's effects on language skills, including writing. Since foreign language anxiety directly influences a learner's motivation and determination to learn that language, it is imperative to study the findings and reasons behind these anxious feelings. One-third of foreign language learners have been experiencing at least a moderate level of anxiety. Researchers have attempted to investigate the causes of anxiety among foreign language pre-service teachers. The present study objectifies two goals to determine the extent of writing anxiety, followed by reasons and references to the role of gender. Seventy-two pre-service teachers of the English language training department from the University of Education, Multan, Pakistan, were selected for the study using convenience sampling. Second language writing anxiety inventory (SLWAI) and second language writing anxiety reasons inventory (SLWARI) were used to collect data, and semi-structured interviews were taken with students. The findings presented no difference in anxiety levels between genders, whereas cognitive anxiety type was distinctive in results. Most of the participants experienced high and medium levels of anxiety. [ABSTRACT FROM AUTHOR]

This study focuses on online supervisory written feedback on PhD supervisees' performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students' academic lives. This scenario has influenced both students' and teachers' mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors' perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students' production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19. [ABSTRACT FROM AUTHOR]