我们错在哪里?英国某地区心脏中心意外 SAVR 的发生率和原因。

IF 3.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Metacognition and Learning Pub Date : 2023-09-05 eCollection Date: 2023-01-01 DOI:10.5837/bjc.2023.026
Montasir H Ali, Amir Mushtaq, Abdul R A Bakhsh, Ahmed Salem, Kawan Abdulwahid, Adrian Ionescu
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引用次数: 0

摘要

手术主动脉瓣置换术(SAVR)可延长重度主动脉瓣狭窄(AS)患者的寿命并改善其生活质量。非计划性主动脉瓣置换术是主动脉瓣狭窄筛查和随访计划的失败之处。我们确定了威尔士一家三级心脏病中心在 2019 年 1 月 1 日至 12 月 31 日期间实施的所有择期、首次、孤立 SAVR,并记录了临床和超声心动图变量以及非计划 SAVR 的原因。在 140 例孤立 SAVR 中,37 例(26%)为计划外手术(16 名女性,平均年龄为 72.3 ± 8.4 岁)。其中 20 人曾在 SAVR 候诊名单上,因担心 AS 的严重性(12 名患者)或因急性(4 名患者)或慢性(4 名患者)左心室功能衰竭(LVF)而加快了手术进程。在不在候诊名单上的 17 名患者中,有 7 名患者已知有 AS:3 名患者在接受 "中度 AS "随访时出现急性肺水肿,1 名患者已被转诊,但在等待门诊手术预约时出现肺水肿,1 名患者拒绝 SAVR,但随后因急性肺水肿入院并接受了 SAVR,1 名患者因担心 AS 恶化而直接从家中入院,1 名患者患有感染性心内膜炎并伴有严重的主动脉瓣反流。在10名新诊断为AS的患者中,5人出现左心室积水,4人出现心绞痛,3人有晕厥史(与已知AS相比,P=0.003;多种症状)。计划进行与未计划进行SAVR手术的患者、已知或新确诊AS的患者,在存活率、年龄、加拿大心血管协会(CCS)和纽约心脏协会(NYHA)分级、风险因素数量、主动脉瓣(AV)梯度峰值和平均值、AV面积和卒中容积指数方面均无差异。新诊断为 AS 的患者术前等待时间更长(22.3 ± 9.3 天 vs. 6.0 ± 10.3 天,P
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Where are we getting it wrong? Prevalence and causes of unplanned SAVR in a UK regional cardiac centre.

Surgical aortic valve replacement (SAVR) prolongs life and improves its quality in patients with severe aortic stenosis (AS). Unplanned SAVR is a failure of AS screening and follow-up programmes. We identified all elective, first, isolated SAVRs performed between 1 January and 31 December 2019 in a Welsh tertiary cardiac centre, and documented the clinical and echocardiographic variables, and reasons for unplanned SAVR. Of 140 isolated SAVR, 37 (26%) were unplanned (16 female, mean age 72.3 ± 8.4 years). Twenty had been on the SAVR waiting list and had expedited operations because of concerns about the severity of the AS (12 patients), or because of acute (four patients) or chronic (four patients) left ventricular failure (LVF). Of the 17 not on the waiting list, AS was known in seven: three had acute pulmonary oedema while under follow-up with 'moderate AS', one had been referred but developed pulmonary oedema while waiting for a surgical outpatient appointment, one refused SAVR but was subsequently admitted with acute pulmonary oedema and accepted SAVR, one was admitted directly from home because concerns about worsening AS, and one had infective endocarditis with severe aortic regurgitation. Of 10 patients with a new diagnosis of AS, five presented with LVF, four with angina and in three there was a history of syncope (p=0.003 vs. known AS; multiple symptoms). Survival, age, Canadian Cardiovascular Society (CCS) and New York Heart Association (NYHA) class, number of risk factors, peak and mean aortic valve (AV) gradients, AV area, and stroke volume index were not different between patients who had planned versus unplanned SAVR, or with known or new AS. Patients with a new diagnosis of AS had longer pre-operative wait (22.3 ± 9.3 vs. 6.0 ± 10.3 days, p<0.001). In conclusion, a quarter of SAVRs are unplanned and half are in patients without a prior diagnosis of AS. Unplanned SAVR is associated with prolonged length of hospital stay and with a history of syncope, but other conventional clinical and echocardiographic parameters do not differ between patients undergoing planned versus unplanned SAVR.

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来源期刊
CiteScore
6.20
自引率
15.20%
发文量
39
期刊介绍: The journal "Metacognition and Learning" addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) are considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training. Studies highlighting the role of metacognition in self- or co-regulated learning as well as its relations with motivation and affect are also welcomed. Submitted papers are judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal aims for a high academic standard with relevance to the field of educational practices. One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
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