Table 4. Selected Neonatal Outcomes According to Treatment Group Outcome Congenital malformations 1-min Apgar score 5 5-min Apgar score 7 Umbilical artery pH Transient tachypnea Persistent pulmonary hypertension Culture-proven sepsis Pneumonia Necrotizing enterocolitis Grade III or IV intraventricular hemorrhage Respiratory distress syndrome Days of ventilator support Days of supplemental oxygen Bronchopulmonary dysplasia Patent ductus arteriosus Seizures Retinopathy of prematurity Fetal death Infant death.
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Ochs & Clinical Investigators, 1 Ann Gardulf, 2 Michaela Praus, 3 Peter Kiessling.4 1Department of Pediatrics, University of Washington, Seattle, WA, USA; 2Department of Laboratory Medicine, Section of Clinical Immunology, Karolinska Intitutet at Karolinska University Hospital, Stockholm, Sweden; 3Biostatistics, Accovion GmbH, Marburg, Germany; 4ZLB Behring GmbH, Marburg, Germany and labetalol, for example, tim mcgraw lyrics. We moved from the town of Razgrad to the countryside because of the difficult life. Not only is it full of economic hardships but morality is on the edge of extinction. We learned from the newspaper about the possibility of ordering Samento through the editors' office and we started doing so. We are grateful to you for the big discount and your personal involvement too. We receive both Rooibos and Samento by mail without problems and we wish everyone who helps us health and joy. My husband is 82. We sent a discount coupon and postal order for Samento once again on Monday, for it makes him feel much better. He suffers from poor irrigation of the brain and moves with difficulty, staggering but with Samento he's all right. The problems with his blood pressure, prostate and kidneys fade as well. He has undergone. PROGRAM ENRICHMENT PROFESSIONALISM: SHOULD WE? TEACHING AUTHORS: T. E. Carter1, P. Arciaga1, J. S. Jahr1, J. Tetzlaff2, S. Steen1; AFFILIATION: 1King Drew Medical Center, Los Angeles, CA, 2 Cleveland Clinic Foundation, Cleveland, OH. INTRODUCTION: The Accreditation Council for Graduate Medical Education and the American Board of Anesthesiology ABA ; requires compliance with six core competencies -- professionalism is one of them 1, 2 ; . The ABA 2003 manual states: "Residents must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles and sensitivity to a diverse patient population 3 ; ." We evaluated a teaching module that included a pre- and post-test and a didactic lecture assessing improvement. METHODS: As part of the resident education curriculum, a 30 minute presentation was scheduled to present a didactic lecture on Professionalism. No specific cases or tutorials were presented. Ten relevant questions, which were not directly addressed in the lecture, were administered as a pre- and post-test to members of the Anesthesiology Department of King Drew Medical Center, including faculty, residents, and rotating students from UCLA. Feedback from the presentation and descriptive statistics were used to evaluate the results. RESULTS: The faculty and Dean of the Medical School, residents, and students, on validated feedback, commented favorably on the lecture, including presentation, slides, and style. However, focus and additional time allotment was suggested, including specific question-matched case examples, and interactive tutorials. Specifically, of the 6 faculty members who were pre-tested, 2 of 3 which were post-tested, demonstrated a 10% improvement. Of 11 residents who were pretested, 9 of them completed the post-test and only one showed 10% improvement. One who scored 100% on the pre-test, did not take the post-test. Of the 3 medical students who took the pre-test, one significantly improved his performance by 30%. No individuals' scores decreased. DISCUSSION: It is important to note that the lecture did not specifically cover the questions asked. Based on these initial findings, it is clear that the lecture should include specifics to cover relevant topical aspects of professionalism included in the tests. For this to occur, educational modalities must be designed, which may include simulation of conditions relevant to anesthesiology and medicine in general. In conclusion, as a result of these findings, we are developing: a. Relevant, test questions to administer in a non-biased method, for which we provide a pre- and post-test following a didactic presentation of compelling topics in professionalism. b. Teaching modules with examples in interactive sessions. c. A published residency manual that documents clearly expected behaviors and actions punctuality, honesty, politeness, team cooperation ; as the patient's advocate. d. The above permits performance evaluations, which may document improvement based on personal observations by faculty, colleagues, and support teams members. REFERENCES: 1. : acgme acgme ACGME Outcomes Project; Program Requirements for Residency Education in Anesthesiology ; . 2. AAMC Core Curriculum Working Group: Graduate medical education core curriculum. AAMC, 2000. 3. The American Board of Anesthesiology, Booklet of Information, January 2002, abanes and lercanidipine.

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