Brief digital sleep questionnaire powered by machine learning prediction models identifies common sleep disorders

IntroductionWe developed and validated an abbreviated Digital Sleep Questionnaire (DSQ) to identify common societal sleep disturbances including insomnia, delayed sleep phase syndrome (DSPS), insufficient sleep syndrome (ISS), and risk for obstructive sleep apnea (OSA).MethodsThe DSQ was administered to 3799 community volunteers, of which 2113 were eligible and consented to the study. Of those, 247 were interviewed by expert sleep physicians, who diagnosed ≤2 sleep disorders. Machine Learning (ML) trained and validated separate models for each diagnosis. Regularized linear models generated 15–200 features to optimize diagnostic prediction. Models were trained with five-fold cross-validation (repeated five times), followed by robust validation testing. ElasticNet models were used to classify true positives and negatives; bootstrapping optimized probability thresholds to generate sensitivities, specificities, accuracies, and area under the receiver operating curve (AUC).ResultsCompared to reference subgroups, physician-diagnosed sleep disorders were marked by DSQ evidence of sleeplessness (insomnia, DSPS, OSA), sleep debt (DSPS, ISS), airway obstruction during sleep (OSA), blunted circadian variability in alertness (DSPS), sleepiness (DSPS and ISS), increased alertness (insomnia) and global impairment in sleep-related quality of life (all sleep disorders). ElasticNet models validated each diagnosis with high sensitivity (80–83%), acceptable specificity (63–69%), high AUC (0.80–0.85) and good accuracy (agreement with physician diagnoses, 68–73%).DiscussionA brief DSQ readily engaged and efficiently screened a large population for common sleep disorders. Powered by ML, the DSQ can accurately classify sleep disturbances, demonstrating the potential for improving the sleep, health, productivity and safety of populations.     

多模式教学在消化系统教学中的应用

目的 探讨多模式教学在消化系统教学中的教学效果.方法 选取学校五年制临床本科学生,随机抽取两个班级作为研究对象:实验组(多模式教学班),对照组(传统教学班),每组24人,随机分成3个小组,每小组8人,分组上课.实验组:在消化病学临床课间实习期间利用标准化病人和病例讨论平台、社会实践教学等多种教学模式教学.对照组:按传统教学方式授课.每组学生实习结束后进行理论考试和知识应用考试,最后对两组考试成绩进行比较分析.结果 多模式教学班的考试成绩明显优于传统教学班,结果 具有统计学意义(P<0.05).结论 多模式教学方法 对于提高学生对消化病学的理解和掌握具有重大意义.     

三轨教学模式在肿瘤内科临床教学中的应用价值

目的分析肿瘤内科临床教学中三轨教学模式的应用价值。方法采用分层抽样法抽选2018年1月-2018年12月在本院实习的学生共68名纳入本次实验,并用均等双盲划分法将其中34例纳入对照组(采取传统教学法),剩余34例纳入观察组(采取三轨教学模式),观察两组教学效果。结果观察组理论及技能操作考核成绩比对照组更高,同时在提升学习积极性、掌握理论知识、培养临床能力、培养思维能力、培养自学能力、提升文献查阅能力、提升团队协作力、提升分析解决问题能力方面评分均高于对照组(P<0.05)。结论肿瘤内科的临床教学中采取三轨教学模式效果显著,能调动学生的主观能动性,提升其理论知识及技能操作水平,培养其临床实践能力及临床思维能力,值得采用。     

侧卧位直接前方入路全髋关节置换的可行性和效果

目的探讨侧卧位直接前方入路(DAA)全髋关节置换术的可行性和临床效果。方法对307例患者(332髋)行侧卧位DAA全髋关节置换术,评估临床功能,观察影像学结果和并发症。结果单侧髋关节置换手术时间41~73(52.0±5.6)min,术中失血量60~210(94.0±37.4)ml。患者均随访1年。髋关节Harris评分术后1、3、12个月均较术前明显改善(F=237.2,P<0.001)。术后第2天,髋臼假体前倾角为7°~22°(14.4°±6.0°),外展角为26°~57°(43.8°±4.4°)。双下肢长度的差异由术前0~2.5 cm纠正为术后0~1.5 cm(Z=-14.71,P<0.001)。18髋发生股外侧皮神经损伤,3髋发生术中股骨近端骨折,2髋术后早期出现髋关节脱位,1髋髋臼杯未完全打入臼窝,该24例经对症治疗后均愈合、复位良好。术后1年未发生假体周围骨折,无菌性假体松动。结论侧卧位DAA全髋关节置换术安全可行,临床效果良好。     

Learning,Memory, and Syntactic Bootstrapping: A Meditation

Lila Gleitman's body of work on word learning raises an apparent paradox. Whereas work on syntactic bootstrapping depends on learners retaining information about the set of distributional contexts that a word occurs in, work on identifying a word's referent suggests that learners do not retain information about the set of extralinguistic contexts that a word occurs in. I argue that this asymmetry derives from the architecture of the language faculty. Learners expect words with similar meanings to have similar distributions, and so learning depends on a memory for syntactic environments. The referential context in which a word is used is less constrained and hence contributes less to the memories that drive word learning.     

BrainAGE and regional volumetric analysis of a Buddhist monk: a longitudinal MRI case study

ABSTRACT

Yongey Mingyur Rinpoche (YMR) is a Tibetan Buddhist monk, and renowned meditation practitioner and teacher who has spent an extraordinary number of hours of his life meditating. The brain-aging profile of this expert meditator in comparison to a control population was examined using a machine learning framework, which estimates “brain-age” from brain imaging. YMR’s brain-aging rate appeared slower than that of controls suggesting early maturation and delayed aging. At 41 years, his brain resembled that of a 33-year-old. Specific regional changes did not differentiate YMR from controls, suggesting that the brain-aging differences may arise from coordinated changes spread throughout the gray matter.     

Utilizing transcranial direct current stimulation to enhance laparoscopic technical skills training: A randomized controlled trial

BackgroundTranscranial direct current stimulation (tDCS) is a non-invasive brain stimulation technique that delivers constant, low electrical current resulting in changes to cortical excitability. Prior work suggests it may enhance motor learning giving it the potential to augment surgical technical skill acquisition.ObjectivesThe aim of this study was to test the efficacy of tDCS, coupled with motor skill training, to accelerate laparoscopic skill acquisition in a pre-registered (NCT03083483), double-blind and placebo-controlled study. We hypothesized that relative to sham tDCS, active tDCS would accelerate the development of laparoscopic technical skills, as measured by the Fundamentals of Laparoscopic Surgery (FLS) Peg Transfer task quantitative metrics.MethodsIn this study, sixty subjects (mean age 22.7 years with 42 females) were randomized into sham or active tDCS in either bilateral primary motor cortex (bM1) or supplementary motor area (SMA) electrode configurations. All subjects practiced the FLS Peg Transfer Task during six 20-min training blocks, which were preceded and followed by a single trial pre-test and post-test. The primary outcome was changes in laparoscopic skill performance over time, quantified by group differences in completion time from pre-test to post-test and learning curves developed from a calculated score accounting for errors.ResultsLearning curves calculated over the six 20-min training blocks showed significantly greater improvement in performance for the bM1 group than the sham group (t = 2.07, p = 0.039), with the bM1 group achieving approximately the same amount of improvement in 4 blocks compared to the 6 blocks required of the sham group. The SMA group also showed greater mean improvement than sham, but exhibited more variable learning performance and differences relative to sham were not significant (t = 0.85, p = 0.400). A significant main effect was present for pre-test versus post-test times (F = 133.2, p < 0.001), with lower completion times at post-test, however these did not significantly differ for the training groups.ConclusionLaparoscopic skill training with active bilateral tDCS exhibited significantly greater learning relative to sham. The potential for tDCS to enhance the training of surgical skills, therefore, merits further investigation to determine if these preliminary results may be replicated and extended.     

六味地黄汤干预抑郁大鼠学习记忆的作用机制

目的:探讨六味地黄汤对慢性抑郁大鼠记忆障碍的改善作用,并探讨其可能的作用机制。方法:Wistar雌性大鼠随机分为正常组(生理盐水)、慢性不可预见性温和应激(CUMS)模型组(生理盐水)、六味地黄汤低、中、高剂量组(2. 60,7. 81,23. 50 g·kg~(-1)·d~(-1))。除正常组外,其余各组造成CUMS模型。每周称体质量,观察其行为学指标变化;实时荧光定量聚合酶链式反应(Real-time PCR)检测其海马G蛋白偶联雌激素受体(GPR30),胞内磷脂酰肌醇激酶(PI3K),环磷酸腺苷反应元件结合蛋白(CREB),脑源性神经营养因子(BDNF) mRNA的表达;酶联免疫吸附测定(ELISA)检测血清中雌激素含量。结果:与正常组比较,模型组体质量、活动能力、兴趣等明显降低(P 0. 05,P 0. 01);与模型组比较,六味地黄汤2. 60,7. 81,23. 50 g·kg~(-1)可明显提高CUMS大鼠糖水偏好度(P 0. 01)和旷场实验的站立次数(P 0. 01);7. 81,23. 50 g·kg~(-1)明显提高旷场实验的总距离(P 0. 05,P 0. 01);2. 60,7. 81 g·kg~(-1)可缩短水迷宫实验寻台潜伏期(P 0. 01);7. 81 g·kg~(-1)可增加血清中雌激素含量(P 0. 05);CUMS模型组大鼠海马组织内的GPR30,PI3K,CREB,BDNF mRNA表达明显下降(P 0. 05,P 0. 01),六味地黄汤2. 60 g·kg~(-1)显著增加海马组织内的GPR30,CREB mRNA表达(P 0. 05,P 0. 01),7. 81 g·kg~(-1)明显增加海马组织内的GPR30,PI3K,CREB,BDNF mRNA表达量(P 0. 05,P 0. 01)。结论:六味地黄汤具有抗抑郁作用,逆转CUMS大鼠抑郁样行为及学习记忆障碍,其中中剂量组药效最显著。其作用机制可能与增加血清中雌激素和提高大鼠海马GPR30,PI3K,CREB,BDNF mRNA表达有关。     

新型管理模式在护理实习教学管理中的应用探讨

目的探讨在进行护理实习教学管理期间新型管理模式应用可行性。方法选择我院2018年1月-2019年2月102例实习护生作为试验对象;数字奇偶法分组后探究每组教学管理模式;对照组(51名):选择传统护理教学管理模式展开;试验组(51名):选择新型护理教学管理模式展开;比较两组护实习护生行为规范合格率、平均业务学习出勤率以及教学满意度评分结果。结果试验组实习护生规范合格率(98.04%)高于对照组(64.71%)(P<0.05);试验组实习护生平均业务学习出勤率(98.04%)高于对照组(62.75%)(P<0.05);试验组实习护生各项教学满意度评分均高于对照组(P<0.05)。结论医院实习护生在接受新型护理实习教学管理后,对于规范合格率的提升,平均业务学习出勤率的提升以及教学满意度评分的提升,均获得显著效果,最终为医院实习护生的学习效率以及护理安全提升奠定了基础。