There have been eloquent editorials written on the return-to-play topic from an adult cardiologist's perspective1-3 but no statements or articles addressing return to play from a pediatric cardiologist's perspective.
Perspective Presentation Web Moc
While most pediatric patients will be asymptomatic, there certainly are severe presentations. Severe disease would be defined as someone who required hospitalization, had abnormal cardiac testing during the acute infection, and/or had the recently described multisystem inflammatory syndrome in children (MIS-C). The impact on the heart in MIS-C seems similar to the presentation of other acute viral myocarditis in pediatric patients8 and therefore it would be reasonable to treat pediatric patients who have had MIS-C as if they had myocarditis. These patients will have likely had cardiac testing during the acute phase (echocardiograms, ECGs, etc.). Depending on the results of these, based on care of athletes with myocarditis, the patient should be restricted for 3-6 months and only resume activities when/if cardiac testing (ECG, echocardiogram, 24-hour Holter monitor, exercise stress test and possibly cardiac magnetic resonance imaging [CMRI]) have normalized.7 We must emphasize that nothing is known about the long term history of pediatric patients with MIS-C. Although complete or near complete recovery of cardiac function is often seen in this population, even prior to hospital discharge, more frequent and longer monitoring of this population may be warranted. In the absence of any data, a conservative approach for return to activity is probably indicated for this small sub-population of COVID-19 patients.
Developed by Professor Michael Porter and the staff and affiliates of the Institute for Strategy and Competitiveness, the MOC course on competitiveness and economic development addresses the subject from a bottom-up, microeconomic perspective. While sound macroeconomic factors affect the potential for competitiveness, wealth is actually created at the microeconomic level. The MOC course focuses on the sources of national or regional productivity, which are rooted in the strategies and operating practices of locally based firms, the vitality of clusters, and the quality of the business environment in which competition takes place.
Conferences vary widely in purpose and location, ranging from small conferences hosted within home institutions to large international conferences featuring experts from around the world. The time and money spent to host, attend, and present at conferences speaks to the value placed on engaging in these professional interactions. Despite the importance of conferences to professional life, there is rarely time to reflect on what presenters and other conference attendees learn from participating in conferences or how conferences promote engagement and equity in the field as a whole. A significant portion of most conference time is devoted to the delivery of oral presentations, which traditionally are delivered in a lecture style, with questions being initiated by a predictable few during question-and-answer sessions.
How can you get to know these important factors about your audience? Although it may not be possible to predict or know all aspects of your audience, identify sources of information you can access to learn more about them. Conference organizers, the website for the conference, and previous attendees may be good sources of information about who might be in attendance. Conference organizers may have demographic information about the institution types and career stages of the audience. The website for a conference or affiliated society often describes the mission of the organization or conference. Finally, speaking with individuals who have previously attended the conference may help you understand the culture and expectations of your audience. This information may enable you to tailor your talk and select strategies that will engage and resonate with audience members of diverse backgrounds. Most importantly, reflecting on the information you gather will allow you to evaluate and better define your presentation goals.
Presentation Goals: She has three goals she wants to accomplish with her presentation: 1) to introduce her colleagues to the self-efficacy framework, 2) to provide new members of her field opportunities to learn about where the field has been, and 3) to connect these new individuals with others in the field.
Presentation Goals: With a manuscript in preparation and his upcoming search for a faculty position, Antonio has the following three goals for his presentation: 1) to highlight the significance of his research in a memorable way; 2) to keep the audience engaged, because his presentation is the ninth out of 10 talks; and 3) to receive feedback that will prepare him to give professional job talks.
While a multitude of ways to execute active learning exist, we offer a few specific suggestions to quickly engage the audience during a conference presentation (Table 1). In the spirit of backward design, we encourage you to identify learning activities that support attainment of your presentation goals. Some examples can be found in Vignettes 1 and 2 (section 1), which illustrate hypothetical scenarios in which active learning is incorporated into presentations at professional conferences to help meet specific goals.
Though a lot of feedback at conferences occurs in informal settings, you can take the initiative to incorporate assessment strategies into your presentation. Many of the simple classroom techniques described in the preceding sections, like polling the audience and hearing from multiple voices, support quick assessment of presentation outcomes (Angelo and Cross, 1993 ). In Table 3, we elaborate on possible assessment strategies and provide tips for gathering effective feedback during presentations.
Ironically, the oral presentations are almost always presented as lectures, even when the topic of the talk is about how lecturing is not very effective! This illustrates how prevalent and influential the assumptions are about the expected norms of behavior and interaction at a scientific conference. Even biologists who have strong teaching identities and are well aware of more effective ways to present findings choose, for whatever reason (professional culture? professional identity?), not to employ evidence-based teaching and communication methods in the venue of a scientific conference. (Brownell and Tanner, 2012 , p. 344)
Balance between content delivery and active engagement presents another potential barrier. Some may be concerned that active learning takes time away from content delivery or that using inclusive practices compromises the clarity of a central message. Indeed, there is a trade-off between content and activity, and presenters have to balance presenting more results with time spent on active learning that allows the audience to interpret the results. We suggest that many of these difficulties can be solved by focusing on your goals and audience background, which will allow you to identify which content is critical and hone your presentation messaging to offer the maximum benefit to the audience. Remember that coverage of content does not ensure learning or understanding and that you can always refer the audience to additional content or clarifying materials by providing handouts or distributing weblinks to help them engage as independent learners.
Photographing in this case was a formality, because the format of this cooperation assumed that we all photograph our works against a possibly flat background, more in the form of a presentation than an artistic creation. But of course I will definitely make more creative and moody pictures this MOC!
Narrative Reviews on clinical topics provide an up-to-date review for clinicians on a topic of general common interest from the perspective of internationally recognized experts in these disciplines. The focus of Narrative Reviews will be an update on current understanding of the physiology of the disease or condition, diagnostic consideration, and treatment. These reviews should address a specific question or issue that is relevant for clinical practice. Narrative Reviews do not require (but may include) a systematic review of the literature search. Recommendations should be supported with evidence and should rely on recent systematic reviews and guidelines, if available, emphasizing factors such as cause, diagnosis, prognosis, therapy, or prevention.
All diagnostic and treatment recommendations should be supported by referencing recent authoritative texts or journal articles. Preferably, these recommendations should be supported by governmental or multisociety guidelines, clinical trials, meta-analyses, or systematic reviews. The text should have a maximum length of 850 words, consisting of no more than 250 words for the case presentation, question, and 4 one-sentence answers, followed by no more than 600 words that include the diagnosis and a brief discussion. There should be no more than 3 authors. At least 1 of the authors, ideally the corresponding author, should have sufficient expertise and experience with the topic. There should be no more than 10 references, and no more than 2 small figures totaling 3 image components (Figure 1, with no more than 2 components, for the case presentation; and Figure 2, with no more than 1 component, for the diagnosis and discussion).
Provide a short title that briefly describes the disease entity or case presentation and does not include the diagnosis. Do not include the patient's race, ethnicity, or country of origin in the title or the first line of the article. If this information is clinically relevant and necessary, it can be included in the case description.
Provide a short title that briefly describes the disease entity or case presentation and does not include the diagnosis. Do not include the patient's race, ethnicity, or country of origin in the title or first line of the article. If this information is clinically relevant and necessary, it can be included in the case description. 2ff7e9595c
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