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AbstractObjective:To assess the efficacy, safety, and tolerability of a combination of 10  mg ezetimibe and 20  mg simvastatin in Taiwanese patients with hypercholesterolemia.Research design and methods:A prospective, open-label, multi-center, hospital-based cohort study was conducted to evaluate the efficacy, safety, and tolerability of a single tablet combination of ezetimibe/simvastatin for the treatment of hypercholesterolemia. Taiwanese adults without low-density lipoprotein cholesterol (LDL-C) goal achievement, based on the National Cholesterol Education Program Adult Treatment Panel III guidelines, were treated with ezetimibe/simvastatin once daily for 6 weeks. The primary endpoint was the percentage of patients achieving LDL-C treatment goals after 6 weeks of treatment. Secondary endpoints included percentage change from baseline of LDL-C, total cholesterol, high-density lipoprotein cholesterol, and triglyceride. Safety and tolerability were assessed via clinical and laboratory examinations. The clinicaltrial.gov identifier of this study was NCT00654628.Results:In total, 173 patients with a mean age of 57.9  ±±  10.4 years were included. Of these, 57.8% were female and the average body mass index was 25.5  ±±  3.4  kg/m2. After 6 weeks of treatment, the great majority of the patients had reached their treatment goals (90.4% for LDL-C; 87% for TC; and 59% for TG). LDL-C levels were significantly reduced from 156.8  ±±  30.8  mg/dL at baseline to 75.9  ±±  25.4  mg/dL (51.4%, P  <  0.0001) after only 6 weeks of therapy. Forty-nine adverse events (AEs), including one non-drug related serious AE, were reported. For non-serious AEs, the most common reported AEs during the entire study period were myalgia and upper respiratory infection (both n  =  7). Nine patients dropped out of the study, reportedly due to AEs.Conclusions:A single tablet combination of 10  mg ezetimibe and 20  mg simvastatin in Taiwanese patients with hypercholesterolemia provided high LDL-C goal attainment rates and resulted in significant reductions in LDL-C. [ABSTRACT FROM AUTHOR]

Previous studies have pointed out that computer games could improve students’ motivation to learn, but these studies have mostly targeted teachers or students in elementary and secondary education and are without user adoption models. Because business and management institutions in higher education have been increasingly using educational simulation games in recent years, factors influencing the continuing use of business simulation games by higher-education students are worth probing into. This research adopted the technology acceptance model, expectation confirmation theory, and agency theory as its theoretical base. Moreover, learning motivation and classroom climate from the perspective of learning, as well as perceived attractiveness and perceived playfulness from the perspective of playfulness and attractiveness were also added to the final research model. A total of 185 valid student respondents in Taiwan’s higher education who have used business simulation games in their classes participated in the survey. The results show that perceived playfulness and learning performance positively influence students’ satisfaction, which further influence the intention to use computer simulation games. Furthermore, perceived ease of use and perceived attraction play a critical role in determining perceived playfulness. Perceived ease of use was also positively influenced by perceived attraction. The research results on the students’ perspective provide a strong support for the teachers to adopt or continue using computer simulation games in classrooms. However, the agency theory failed to be sustained as a useful tool in motivating students’ learning activities, which is worthy of further research. [Copyright &y& Elsevier]

Abstract: Recently, e-learning in Taiwan’s higher education faces new challenges as the Ministry of Education begins to loosen its control over degree-awarding programs. Studies on stakeholder perceptions toward important e-learning issues become critical at this juncture for policy makers to make viable investment decisions toward e-learning programs. Although a typology of teacher perception with corresponding strategies in e-learning has been studied, the student perspective is missing in the teacher–student dynamics. To comprehend the teacher’s and student’s perceptions on institutional concerns toward e-learning issues, this study thus develops a student typology based on the methodology and questionnaire items used in a previous study on teachers. Two totally distinct groups of students, namely the skeptics and the optimists, are identified in the cluster analysis using four higher-level issue constructs emerging from a factor analysis of 30 variables. The findings on student typology and comparisons with teacher typology are then summarized along with strategies in the discussion and implications. This study should provide school policy makers a comprehensive insight on stakeholder perceptions for better e-learning decisions. [Copyright &y& Elsevier]