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Misreporting of dietary intake affects the validity of data collected and conclusions drawn in studies exploring diet and health outcomes. One consequence of misreporting is biological implausibility. Little is known regarding how accounting for biological implausibility of reported intake affects nutrient intake estimates in Hispanics, a rapidly growing demographic in the United States. Our study explores the effect of accounting for plausibility on nutrient intake estimates in a sample of Mexican-American women in northern California in 2008. Nutrient intakes are compared with Dietary Reference Intake recommendations, and intakes of Mexican-American women in a national survey are presented as a reference. Eighty-two women provided three 24-hour recalls. Reported energy intakes were classified as biologically plausible or implausible using the reported energy intakes to total energy expenditure cutoff of 1.24, with low-active physical activity levels used to estimate total energy expenditure. Differences in the means of nutrient intakes between implausible (n=36) and plausible (n=46) reporters of energy intake were examined by bivariate linear regression. Estimated energy, protein, cholesterol, dietary fiber, and vitamin E intakes were significantly higher in plausible reporters than implausible. There was a significant difference between the proportions of plausible vs implausible reporters meeting recommendations for several nutrients, with a larger proportion of plausible reporters meeting recommendations. Further research related to misreporting in Hispanic populations is warranted to explore the causes and effects of misreporting in studies measuring dietary intake, as well as actions to be taken to prevent or account for this issue.

The present study used within-session transitions between two concurrent schedules to evaluate choice in transition. Eight female Long-Evans rats were trained to respond under concurrent schedules of reinforcement during experimental sessions that lasted 22 hr. The generalized matching equation was used to model steady-state behavior at the end of each session, while transitional behavior that emerged following the change in reinforcement schedules was modeled using a logistic equation. The generalized matching and logistic equations were appropriate models for behavior generated during single-session transitions. A local analysis of behavior on the two response alternatives during acquisition was used to determine the source of preference as revealed in response ratios. The number of "low-response" visits, those containing three to five responses, remained stable. Preference ratios largely reflected a sharp increase in the number of visits with long response bouts on the rich alternative and a decrease in the number of such visits to the leaner alternative. (Contains 2 tables and 8 figures.)

Artificial Intelligence (AI) has improved diagnostic accuracy, treatment planning, and patient care, revolutionizing several industries including dental radiology. Artificial Intelligence (AI) algorithms are used in oral radiology to help interpret radiographs and identify anomalies and lesions in oral and maxillofacial regions. AI tools, such as deep learning and machine learning, have demonstrated encouraging benefits in assisting oral radiologists in diagnosing patients more quickly and accurately while improving patient outcomes. The databases examined, keywords used, and selection criteria for review papers are described in this section. This methodology will ensure that the literature on AI applications in oral radiology is synthesized methodically and thoroughly. The field of AI in oral radiology explores the ramifications of incorporating AI technology into the diagnosis and interpretation of radiographic images in oral healthcare. Highlights the importance of artificial intelligence (AI) in oral radiology and how it may improve patient care and diagnostic accuracy. This study sheds light on the potential for advancement in the field of oral radiology and the direction that AI technologies are likely to take. [ABSTRACT FROM AUTHOR]

Patients with acute myocardial infarction (AMI) requiring invasive mechanical ventilation (IMV) have a high mortality. However, little is known regarding the impact of induction agents, used prior to IMV, on clinical outcomes in this population. We assessed for the association between induction agent and mortality in patients with AMI requiring IMV. We compared clinical outcomes between those receiving propofol compared to etomidate for induction among adults with AMI between October 2015 and December 2019 using the Vizient® Clinical Data Base, a multicenter, US national database. We used inverse probability treatment weighting (IPTW) to assess for the association between induction agent and in-hospital mortality. We identified 5,147 patients, 1,386 (26.9%) of received propofol and 3,761 (73.1%) received etomidate for IMV induction. The mean (SD) age was 66.1 (12.4) years, 33.0% were women, and 51.6% and 39.8% presented with STEMI and cardiogenic shock, respectively. Patients in the propofol group were more likely to require preintubation vasoactive medication and mechanical circulatory support (both, P <.05). Utilization of propofol was associated with lower mortality compared to etomidate (32.3% vs 36.1%, P =.01). After propensity weighting, propofol use remained associated with lower mortality (weighted mean difference −4.7%; 95% confidence interval: −7.6% to −1.8%, P =.002). Total cost, ventilator days, and length of stay were higher in the propofol group (all, P <.001). Induction with propofol, compared with etomidate, was associated with lower mortality for patients with AMI requiring IMV. Randomized trials are needed to determine the optimal induction agent for this critically ill patient population. [ABSTRACT FROM AUTHOR]

ObjectiveTo assess convergent validity, factorial validity, test-retest reliability and internal consistency of a diet quality food behaviour checklist (FBC) for low-literate, low-income Spanish speakers.DesignParticipants (n 90) completed three dietary recalls, the Spanish-language version of the US Department of Agriculture (USDA) Household Food Security Survey Module (HFSSM) and the Spanish-language FBC. Factor structure was examined using principal component analysis. Spearman correlation coefficients between FBC item responses and nutrient intakes from 24 h recalls were used to estimate convergent validity. Correlation coefficients were also calculated between FBC item responses at two time points in another group of participants (n 71) to examine test-retest reliability. Cronbach's α coefficient was determined for items within each sub-scale.SettingNon-profit community agencies serving low-income clients, migrant farm worker camps and low-income housing sites in four California counties.SubjectsSpanish-speaking women (n 161) who met income eligibility for the SNAP-Ed (Supplemental Nutrition Assistance Program-Education).ResultsFactor analysis resulted in six sub-scales. Responses to nineteen food behaviour items were significantly correlated with hypothesized 24 h recall data (with a maximum correlation of 0·44 for drinking milk and calcium) or the USDA HFSSM (0·42 with the food security item). Coefficients for test-retest reliability ranged from 0·35 to 0·79. Cronbach's α ranged from 0·49 for the diet quality sub-scale to 0·80 for the fruit and vegetable sub-scale.ConclusionsThe twenty-two-item FBC and instruction guide will be used to evaluate USDA community nutrition education interventions with low-literate Spanish speakers. This research contributes to the body of knowledge about this at-risk population in California.

• Nursing schools are committed to promoting Diversity, Equity, and Inclusion (DEI). • Educators seek to update their teaching modalities to reflect this commitment. • This paper provides strategies for integrating DEI in simulation and clinical training. Over the past few years, nursing schools have been challenged to demonstrate their commitment to promoting diversity, equity, and inclusion (DEI) to meet the diverse needs of various demographics across the United States. Consequently, most nursing educators have had to update their teaching modalities to align with this commitment. However, educators need support in initiating and implementing these changes, primarily occurring in simulation and clinical areas. This paper aims to showcase how nursing educators can effectively integrate DEI principles into their teaching practices within simulation and clinical settings. It also provides practical strategies for infusing DEI into students' learning experiences. The integration of DEI principles into nursing education is crucial for fostering culturally competent care, enhancing healthcare quality, and promoting health equity. The paper has outlined guidelines for nursing educators to embed DEI principles into simulations and clinical training, providing valuable strategies for advancing DEI initiatives within nursing education. [ABSTRACT FROM AUTHOR]