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Udgivelsesdato: 2009-Aug, This article describes a preliminary OMERACT psoriatic arthritis magnetic resonance image scoring system (PsAMRIS) for evaluation of inflammatory and destructive changes in PsA hands, which was developed by the international OMERACT MRI in inflammatory arthritis group. MRI definitions of important pathologies in peripheral PsA and suggestions concerning appropriate MRI sequences for use in PsA hands are also provided.

OBJECTIVE: Magnetic resonance imaging (MRI) of the spine is increasingly important in the assessment of inflammatory activity in clinical trials with patients with ankylosing spondylitis (AS). We investigated feasibility, inter-reader reliability, sensitivity to change, and discriminatory ability of 3 different scoring methods for MRI activity and change in activity of the spine in patients with AS. METHODS: Thirty sets of spinal MRI at baseline and after 24 weeks of followup, derived from a randomized clinical trial comparing a tumor necrosis factor (TNF)-blocking drug (n = 20) with placebo (n = 10) and selected to cover a wide range of activity at baseline and change in activity, were presented electronically in a partial latin-square design to 9 experienced readers from different countries (Europe, Canada). Readers scored each set of MRI 3 times, using 3 different methods including the Ankylosing Spondylitis spine Magnetic Resonance Imaging-activity [ASspiMRI-a, grading activity (0-6) per vertebral unit in 23 units]; the Berlin modification of the ASspiMRI-a; and the Spondyloarthritis Research Consortium of Canada (SPARCC) scoring system, which scores the 6 vertebral units considered by the reader as the most abnormal, with additional scores for "depth" and "intensity." Both the order of the methods used by each reader and the timepoints (before/after treatment) were randomized. Feasibility of each scoring system was evaluated by measuring the mean time needed to score each set of MRI, and inter-reader reliability was evaluated by smallest detectable change (SDC) and by intraclass correlation coefficients (ICC) for all readers together and for all possible reader pairs separately. Sensitivity to change was investigated by calculating Guyatt's effect size on change scores. Discriminatory ability was assessed using Z-scores (Mann-Whitney test) comparing change in score between patients treated with TNF-blocking drug and placebo. RESULTS: The mean time to score one, OBJECTIVE: Magnetic resonance imaging (MRI) of the spine is increasingly important in the assessment of inflammatory activity in clinical trials with patients with ankylosing spondylitis (AS). We investigated feasibility, inter-reader reliability, sensitivity to change, and discriminatory ability of 3 different scoring methods for MRI activity and change in activity of the spine in patients with AS. METHODS: Thirty sets of spinal MRI at baseline and after 24 weeks of followup, derived from a randomized clinical trial comparing a tumor necrosis factor (TNF)-blocking drug (n = 20) with placebo (n = 10) and selected to cover a wide range of activity at baseline and change in activity, were presented electronically in a partial latin-square design to 9 experienced readers from different countries (Europe, Canada). Readers scored each set of MRI 3 times, using 3 different methods including the Ankylosing Spondylitis spine Magnetic Resonance Imaging-activity [ASspiMRI-a, grading activity (0-6) per vertebral unit in 23 units]; the Berlin modification of the ASspiMRI-a; and the Spondyloarthritis Research Consortium of Canada (SPARCC) scoring system, which scores the 6 vertebral units considered by the reader as the most abnormal, with additional scores for "depth" and "intensity." Both the order of the methods used by each reader and the timepoints (before/after treatment) were randomized. Feasibility of each scoring system was evaluated by measuring the mean time needed to score each set of MRI, and inter-reader reliability was evaluated by smallest detectable change (SDC) and by intraclass correlation coefficients (ICC) for all readers together and for all possible reader pairs separately. Sensitivity to change was investigated by calculating Guyatt's effect size on change scores. Discriminatory ability was assessed using Z-scores (Mann-Whitney test) comparing change in score between patients treated with TNF-blocking drug and placebo. RESULTS: The mean time to score one

This report summarizes the discussion during a module update at OMERACT 8 on scoring methods for activity in the spine on magnetic resonance imaging. The conclusion was that the 3 available scoring methods are all very good with respect to discrimination and feasibility: the Ankylosing Spondylitis spine MRI score for activity (ASspiMRI-a), the Berlin method (a modification of the ASspiMRI-a), and the Spondyloarthritis Research Consortium of Canada Magnetic Resonance Imaging Index for Assessment of Spinal Inflammation in AS (SPARCC). All 3 methods were judged to be similar with respect to responsiveness and discrimination, although the differences in between-reader intraclass correlation coefficients (ICC) were judged to be relevant (the SPARCC method provided consistently higher ICC). The Berlin and SPARCC methods were preferred most frequently. The development of a new method combining the best elements of all methods is an additional possibility. Udgivelsesdato: 2007-Apr, This report summarizes the discussion during a module update at OMERACT 8 on scoring methods for activity in the spine on magnetic resonance imaging. The conclusion was that the 3 available scoring methods are all very good with respect to discrimination and feasibility: the Ankylosing Spondylitis spine MRI score for activity (ASspiMRI-a), the Berlin method (a modification of the ASspiMRI-a), and the Spondyloarthritis Research Consortium of Canada Magnetic Resonance Imaging Index for Assessment of Spinal Inflammation in AS (SPARCC). All 3 methods were judged to be similar with respect to responsiveness and discrimination, although the differences in between-reader intraclass correlation coefficients (ICC) were judged to be relevant (the SPARCC method provided consistently higher ICC). The Berlin and SPARCC methods were preferred most frequently. The development of a new method combining the best elements of all methods is an additional possibility.

Magnetic resonance imaging (MRI) of the sacroiliac (SI) joints and the spine is increasingly important in the assessment of inflammatory activity and structural damage in clinical trials with patients with ankylosing spondylitis (AS). We investigated inter-reader reliability and sensitivity to change of several scoring systems to assess disease activity and change in disease activity in patients with AS. Twenty sets of consecutive MRI, derived from a randomized clinical trial comparing an active drug with placebo and selected on the basis of the presence of activity at baseline, were presented electronically to 7 experienced readers from different countries (Europe, Canada). Readers scored the MRI by 3 different methods including: a global score (grading activity per SI joint); a more comprehensive global score (grading activity per SI joint per quadrant); and a detailed scoring system [Spondyloarthritis Research Consortium of Canada (SPARCC) scoring system], which scores 6 images, divided into quadrants, with additional scores for 'depth' and 'intensity.' A fourth and a fifth scoring system were constructed afterwards. The fourth method included the SPARCC score minus the additional scores for 'depth' and 'intensity,' and the fifth method included the SPARCC slice with the maximum score. Inter-reader reliability was investigated by calculating intraclass correlation coefficients (ICC) for all readers together and for all possible reader pairs. Sensitivity to change was investigated by calculating standardized response means (SRM) on change scores that were made positive. Overall inter-reader ICC per method were between 0.47 and 0.58 for scoring status, and between 0.40 and 0.53 for scoring change. ICC per possible reader pairs showed much more fluctuation per method, with lowest observed values close to zero (no agreement) and highest observed values over 0.80 (excellent agreement). In general, agreement of status scores was somewhat better than agreement of change

Multimedia - Wort des Jahres 1995 - taucht als populärer Begriff in allen Bereichen unserer Gesellschaft auf. Auch an Universitäten erhofft man sich durch die Einführung von computerunterstützten Lernformen eine höhere Qualität der Lehre sowie Kosteneinsparungen. Nach ersten Versuchen in den 60er Jahren war das Neue in den 90ern die realitätsnahe, multimediale Simulation von Entscheidungssituationen. Auf dem Gebiet der Rheumatologie ist derzeit jedoch noch ein Mangel an deutschsprachigen Softwaretiteln zu erkennen. Ziel war die Erstellung eines multimedialen Kompendiums über die rheumatoide Arthritis für den Einsatz in der universitären und postgraduierten Lehre. Das System soll als elektronisches Nachschlagewerk und als Basis für interaktive Diashows geeignet sein. Mit Hilfe eines Apple Macintosh und der Autorensoftware Macromedia Director wurde eine CD-ROM entwickelt, die sowohl für Macintosh- als auch für Windows-Computer geeignet ist. Die Beschreibung der Symptome der rheumatoiden Arthritis und der erforderlichen Untersuchungstechniken nimmt mit 31% der Bildschirmseiten den größten Teil des vorliegenden Multimedia-Kompendiums ein. Weitere Schwerpunkte wurden auf Pathogenese (19%), bildgebende Verfahren (14%), Differentialdiagnosen (11%), Therapie (10%) und Laboruntersuchungen (7%) gelegt. Videos und Animationen dienen der Illustration zellulärer Vorgänge und der Zusammenfassung klinischer Untersuchungstechniken. Etablierte Kriterienkataloge für elektronische Medien dienten der Qualitätssicherung im Entwicklungsprozeß. Eine parallel durchgeführte formative Evaluation lieferte erste Erkenntnisse über Praxistauglichkeit und Stabilität des Programmes, ohne jedoch eine fundierte summative Evaluation ersetzen zu können. Multimedia-Lehrbücher wie das vorliegende Kompendium stellen für den konventionellen Unterricht eine ideale Ergänzung zum klassischen Lehrbuch dar und dienen für die problemorientierte Ausbildung als schnell zur Verfügung stehende Wissensbasis. Jedoch, Multimedia - word of the year 1995 in Germany - is a popular term cropping up in all areas of society. Universities, too, hope to improve the quality of teaching and to cut costs by introducing computer-based forms of learning. Following initial attempts in the sixties, a new aspect introduced in the nineties was the life-like multimedia simulation of decision-making situations. In medicine, there still is a lack of German-language software packages in rheumatology. The aim of the present project was to develop a multimedia compendium on rheumatoid arthritis for teaching at the university and postgraduate level. The system was intended to serve both as an electronic work of reference and as a basis for interactive slide presentations. Using the authoring tool Macromedia Director on an Apple Macintosh computer, a CD-ROM was developed that can be run on Macintosh and Windows computers alike. The largest part of the multimedia compendium now available (31% of the screen pages) is dedicated to the description of the symptoms of rheumatoid arthritis and examination techniques. Other main areas are pathogenesis (19%), imaging modalities (14%), differential diagnoses (11%), therapy (10%), and laboratory tests (7%). Videos and animations serve to illustrate cellular processes and to summarize the clinical examination techniques. Catalogues of established criteria for electronic media were adhered to during development to assure quality. A simultaneously performed formative evaluation yielded initial results about the practicability and stability of the program but cannot replace a thorough summative evaluation. Multimedia textbooks such as the compendium presented here are ideal supplements to classical textbooks in conventional teaching, providing a rapidly accessible knowledge base for problem-oriented training. However, the results achieved with computer-based learning tools available for optional use at teaching centers have so far lagged behind expectations. It remains