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3,033 results on '"Sacks, David"'

152. Multisociety Consensus Quality Improvement Guidelines for Intraarterial Catheter-directed Treatment of Acute Ischemic Stroke, from the American Society of Neuroradiology, Canadian Interventional Radiological Association, Cardiovascular and Interventional Radiological Society of Europe, Society of Cardiac Angiography and Interventions, Society of Interventional Radiology, Society of NeuroInterventional Surgery, European Society of Minimally Invasive Neurological Therapy, and Society of Vascular and Interventional Neurology

Author

Sacks, David, Black, Carl M., Cognard, Christophe, Connors, John J., III, Frei, Donald, Gupta, Rishi, Jovin, Tudor G., Kluck, Bryan, Meyers, Philip M., Murphy, Kieran J., Ramee, Stephen, Rüfenacht, Daniel A., Bernadette Stallmeyer, M.J., and Vorwerk, Dierk

Published
2013
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153. Controversies Around the Measurement of Blood Ketones to Diagnose and Manage Diabetic Ketoacidosis

Author

Kilpatrick, Eric S. S., Butler, Alexandra E. E., Östlundh, Linda, Atkin, Stephen L. L., Sacks, David B. B., Kilpatrick, Eric S. S., Butler, Alexandra E. E., Östlundh, Linda, Atkin, Stephen L. L., and Sacks, David B. B.

Abstract

The measurement of blood ketones in preference to urine ketones has become a well-established tool in the diagnosis and management of diabetic ketoacidosis (DKA). However, there remains considerable disparity between diabetes guidelines regarding if, how, and when this test should be used. While recent guidelines now mainly emphasize blood measurement, several issues nonetheless remain. Many laboratories still measure blood ketones using a semiquantitative test that does not measure the predominant ketone, beta-hydroxybutyrate (BOHB), which may hinder patient management. Even when BOHB is measured, the evidence for cutoffs used in DKA diagnosis or exclusion is limited, while its use in gauging severity, treatment progress, and resolution is not fully clear. Lastly, although employing point-of-care meters instead of a laboratory for BOHB measurement brings undoubted benefits, this approach has its own challenges. This article provides a perspective on these topics to complement current recommendations and to suggest how future research may improve its use in the DKA context., Correction:Controversies Around the Measurement of Blood Ketones to Diagnose and Manage Diabetic Ketoacidosis (vol 45, pg 267, 2022)Diabetes Care. Volume: 45, Issue: 6, Page: 1490-1490DOI: 10.2337/dc22-er06aWOS: 000886431800031Scopus: 2-s2.0-85131270352PubMed ID: 35239959

Published
2022
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156. Where in Time?

Author

Pecore, John and Sacks, David

Abstract

In this article, the authors describe an activity developed to assist students with constructing their own understanding of Earth's history and provide questions to help teach the geologic time scale. The lesson is aligned to the following National Science Education Standards: Science as Inquiry, Earth's History, and Nature of Science. While working through the activity, students learn science concepts related to geologic time and the value of cooperation and effective communication. The lesson begins by placing students into small groups of three or four and handing out a card to each student. Heterogeneous groups work well for this activity. One side of the card is labeled with a role (facilitator-keeps track of time, recorder-writes group answers, communicator-speaks for the group, materials manager-gathers and returns supplies). For a group of three, the tasks of facilitator and communicator are combines. A different numbered task is written on the back of each card, as follows: (1) List some big events that you have heard occurred last year; (2) List some big events that have occurred in the United States since 1776; (3) List some big events that you have heard occurred more than one million years ago; and (4) Three different types of measurements for time are calendar, historical, and geologic. How is a "big event" in geologic time different than a big event in calendar or historical time? Students are given about 12 minutes to work cooperatively in completing all four tasks. The facilitator should give each student three minutes to read their task, solicit information from the group, and record responses. A resource list is provided at the end of this article. (Contains 4 figures)

Published
2005

157. Joint Practice Guideline for Sterile Technique during Vascular and Interventional Radiology Procedures: From the Society of Interventional Radiology, Association of periOperative Registered Nurses, and Association for Radiologic and Imaging Nursing, for the Society of Interventional Radiology (Wael Saad, MD, Chair), Standards of Practice Committee, and Endorsed by the Cardiovascular Interventional Radiological Society of Europe and the Canadian Interventional Radiology Association

Author

Chan, Danny, Downing, Denise, Keough, Christine E., Saad, Wael A., Annamalai, Ganesh, d'Othee, B. Janne, Ganguli, Suvranu, Itkin, Maxim, Kalva, Sanjeeva P., Khan, Arshad Ahmed, Krishnamurthy, Venkataramu, Nikolic, Boris, Owens, Charles A., Postoak, Darren, Roberts, Anne C., Rose, Steven C., Sacks, David, Siddiqi, Nasir H., Swan, Timothy L., Thornton, Raymond H., Towbin, Richard, Wallace, Michael J., Walker, T. Gregory, Wojak, Joan C., Wardrope, Ronald R., and Cardella, John F.

Published
2012
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164. Contributors

Author

Ahmed, Rafi, primary, Anderson, Roy M., additional, Bakken, Daniel, additional, Bethony, Jeffrey M., additional, Bloom, Barry R., additional, Blomke, Christoph J., additional, Bottomley, Matthew J., additional, Boyce, Donna, additional, Carter, Michael J., additional, Chen, Wilbur H., additional, Coler, Rhea N., additional, DeZure, Adam, additional, Dougan, Gordon, additional, Dubé, Eve, additional, Ellebedy, Ali H., additional, Englund, Janet A., additional, Finco, Oretta, additional, Finn, Adam, additional, Goldman, Michel, additional, Graham, Barney S., additional, Halperin, Scott A., additional, Halsey, Neal A., additional, Hanekom, Willem A., additional, Honjo, Tasuku, additional, Jodar, Luis, additional, June, Carl H., additional, Lambert, Paul-Henri, additional, Larson, Heidi J., additional, Laxminarayan, Ramanan, additional, Levine, Myron M., additional, Lim, Stephen S., additional, MacDonald, Noni E., additional, MacLennan, Calman A., additional, Maletic Neuzil, Kathleen, additional, Malley, Richard, additional, Miller, Mark A., additional, Minato, Nagahiro, additional, Mnookin, Seth, additional, Murray, Christopher J.L., additional, Mutreja, Ankur, additional, O'Brien, Katherine L., additional, Orr, Mark T., additional, Ortiz, Justin R., additional, Parashar, Umesh D., additional, Peters, Nathan C., additional, Pollard, Andrew J., additional, Ramakrishnan, Meena, additional, Rappuoli, Rino, additional, Reed, Steven G., additional, Robinson, James M., additional, Sacks, David L., additional, Salmon, Daniel A., additional, Siegrist, Claire-Anne, additional, Slack, Catherine M., additional, Stanley, Margaret, additional, Vekemans, Johan, additional, and Walker, Bruce D., additional

Published
2016
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168. A Practical Manual of Diabetes in Pregnancy

Author

David McCance, Michael Maresh, David A. Sacks, David McCance, Michael Maresh, David A. Sacks and David McCance, Michael Maresh, David A. Sacks, David McCance, Michael Maresh, David A. Sacks

Published
2013

176. Perinatal outcomes after bariatric surgery

Author

Getahun, Darios, primary, Fassett, Michael J., additional, Jacobsen, Steven J., additional, Sacks, David A., additional, Murali, Sameer B., additional, Peltier, Morgan R., additional, Mulugeta, Wudeneh, additional, Chiu, Vicki Y., additional, Wing, Deborah A., additional, and Coleman, Karen J., additional

Published
2022
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181. The Diversity Myth: Multiculturalism and Political Intolerance on Campus. [Second Edition].

Author

Independent Inst., Oakland, CA., Sacks, David O., Thiel, Peter A., Sacks, David O., Thiel, Peter A., and Independent Inst., Oakland, CA.

Abstract

The "diversity myth" is the myth that universities are doing a good job promoting diversity on campus. Universities in America have promoted this "diversity myth" which belies the actual state of affairs in the nation's schools. Instead, universities have fostered conformity on campus, and stifled true diversity. This document, sponsored by the Independent Institute, uses Stanford University as a case study, and addresses the need for universities to rethink their methods of promoting diversity. It describes examples from both inside college and university campuses and in the outside world that suggest that economic diversity, political diversity, racial diversity, and intellectual diversity has decreased in recent years. Curriculum changes brought about to embrace multiculturalism have in fact eroded traditional academic standards, as they have sought to question traditional academia's focus on Western works and embrace multiculturalism. The authors suggest that only on an individual basis can the problems that have developed as a result of excessive political correctness in academia be solved. Elizabeth Fox-Genovese provides the foreword for this, the second edition. (AB)

Published
1998

185. Joint Quality Improvement Guidelines for Pediatric Arterial Access and Arteriography: From the Societies of Interventional Radiology and Pediatric Radiology

Author

Heran, Manraj K.S., Marshalleck, Francis, Temple, Michael, Grassi, Clement J., Connolly, Bairbre, Towbin, Richard B., Baskin, Kevin M., Dubois, Josee, Hogan, Mark J., Kundu, Sanjoy, Miller, Donald L., Roebuck, Derek J., Rose, Steven C., Sacks, David, Sidhu, Manrita, Wallace, Michael J., Zuckerman, Darryl A., and Cardella, John F.

Published
2010
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186. The Diversity Myth. 'Multiculturalism' and the Politics of Intolerance at Stanford.

Author

Independent Inst., Oakland, CA., Sacks, David O., Thiel, Peter A., Sacks, David O., Thiel, Peter A., and Independent Inst., Oakland, CA.

Abstract

This book chronicles, from the point of view of students who are unwilling participants in the process, the transformation of Stanford University from an institution committed to preserving the values of Western civilization to one intent on engineering social change on campus to promote the dogmas of multiculturalism. The book is an insider's tour of the world of speech codes, the dumbing down of admissions standards and curricula, the campus witch hunts, and the anti-Western zealotry that masquerades as "multiculturalism." Part 1, "The New Academy", discusses the rejection of Western values; multiculturalism from the vantage points of student diversity, moral relativism, political and social ideology, and enforcement of conformity in behavior and attitudes; the education of Generation X, with details about grade inflation, curriculum content, courses characterizing Westerners as oppressors, and courses inculcating radicalism. Part 2, "The New Culture", discusses the stages of oppression, including "institutional racism,""homophobia,""sexism," and resentment compounded by frustration; campus similarities with the witch-hunting tendencies of colonial Salem, Massachusetts; the ethos of the egalitarian elite; and the culture of blame and other problems. Finally, the book details the changes necessary to reverse the disintegration of American colleges and universities and to restore academic excellence. (Individual chapters contain references.) (CK)

Published
1995

195. Teach students, Empower patients, Act collaboratively and Meet health goals: an early interprofessional clinical experience in transformed care

Author

Castro,Maria Gabriela, Dicks,Melanie, Fallin-Bennett,Keisa, Hustedde,Carol, Sacks,David, Hunter,Lynn Joyce, and Elder,William

Subjects
education, interprofessional education, ComputingMilieux_COMPUTERSANDEDUCATION, Methodology, Advances in Medical Education and Practice, medical education, practice transformation
Abstract

Maria Gabriela Castro,1 Melanie Dicks,2 Keisa Fallin-Bennett,1 Carol Hustedde,1 David Sacks,1 Lynn Joyce Hunter,3 William Elder1 1Department of Family and Community Medicine, University of Kentucky, Lexington, KY, USA; 2College of Pharmacy, University of Kentucky, Lexington, KY, USA; 3College of Social Work, University of Kentucky, Lexington, KY, USA Purpose: Transformation of care teaching is often didactic and conceptual instead of practical and operational. Clinical environments, slow to transform, limit student exposure to key experiences that characterize transformed care. We describe the design and implementation of TEAM Clinic (Teach students, Empower patients, Act collaboratively, Meet health goals) – an early clinical learning experience to address this gap. Methods: The TEAM Clinic curriculum was based on a review of existing curricula and best practice recommendations for the transformation of care. Three key elements were selected as the focus for a low-volume, high-service clinic: patient centeredness, interprofessional collaboration and team-based care. Learners and medically and socially complex patients were recruited for voluntary participation and completed anonymous surveys about the experience during and afterward. Results: Nine first-year medical students, two first-year social work students and one pharmacy resident were integrated into the interprofessional team. Students were assigned roles adapted to their level and skill set; deliberate interprofessional pairing was assigned to broaden perspectives on scope and role of team members. Upon completion of this two-semester experience, 11 of the 12 learners returned surveys; all rated the experience as positive (strongly agree or agree) on the Authentic Clinical Interprofessional Experience – Evaluation of Interprofessional Site tool. Patient surveys indicated satisfaction with multiple aspects of the visit. Conclusion: TEAM Clinic provided a practical example of transformation of care teaching in a not-yet-transformed environment. Logistical barriers included space, schedule and staffing. Facilitators included alignment with the goals of core curricula and faculty. Limitations included that this description of these curricula and this pilot come early in our longitudinal development of TEAM Clinic, constraining our ability to measure behavioral changes around interprofessional education, teamwork or patient centeredness. Next steps would examine the trajectory to these outcomes in the preclinical student group. Keywords: medical education, practice transformation, interprofessional education

Published
2019

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