Relevant bibliographies by topics / Clinical assessment

Academic literature on the topic 'Clinical assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Clinical assessment"

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Kunal, Pranaya, Sushant Kumar, Priyanka Priyanka, and Ahsan Ulla. "Posterior urethral valve clinical assessment and outcome." Asian Pacific Journal of Health Sciences 6, no. 2 (June 2019): 58–65. http://dx.doi.org/10.21276/apjhs.2019.6.2.7.

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Wood, James M., Howard N. Garb, Scott O. Lilienfeld, and M. Teresa Nezworski. "Clinical Assessment." Annual Review of Psychology 53, no. 1 (February 2002): 519–43. http://dx.doi.org/10.1146/annurev.psych.53.100901.135136.

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McCord, J. F., and A. A. Grant. "Clinical assessment." British Dental Journal 188, no. 7 (April 2000): 375–80. http://dx.doi.org/10.1038/sj.bdj.4800485.

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McCord, J., and J. McCord. "Clinical assessment." British Dental Journal 188, no. 07 (April 8, 2000): 375–80. http://dx.doi.org/10.1038/sj.bdj.4800485a.

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Challacombe, S. J., and G. B. Proctor. "Clinical assessment." British Dental Journal 217, no. 9 (November 2014): 486. http://dx.doi.org/10.1038/sj.bdj.2014.959.

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Frishman, William H., Anthony N. DeMaria, and Gordon A. Ewy. "Clinical assessment." Journal of the American College of Cardiology 10, no. 2 (August 1987): 48A—51A. http://dx.doi.org/10.1016/s0735-1097(87)80448-5.

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Tessitore, Nicola, Valeria Bedogna, Giuseppe Verlato, and Albino Poli. "Clinical Access Assessment." Journal of Vascular Access 15, no. 7_suppl (May 2014): 20–27. http://dx.doi.org/10.5301/jva.5000242.

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Schroeder, Knut, Wai-Sun Chan, and Tom Fahey. "Focused Clinical Assessment." InnovAiT: Education and inspiration for general practice 4, no. 1 (November 18, 2010): 41–48. http://dx.doi.org/10.1093/innovait/inq142.

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Blowey, R. W. "Clinical: Self Assessment." Livestock 11, no. 1 (January 2006): 25–27. http://dx.doi.org/10.1111/j.2044-3870.2006.tb00002.x.

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Breen, James. "Clinical: Self Assessment." Livestock 13, no. 1 (January 2008): 37–41. http://dx.doi.org/10.1111/j.2044-3870.2008.tb00145.x.

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Dissertations / Theses on the topic "Clinical assessment"

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Claridge, Martin Walton Charles. "Clinical assessment of arterial stiffness." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/638/.

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Increased arterial stiffness is associated with ageing, cardiovascular disease diabetes and renal failure. The aims of this thesis were to investigate the reproducibility of a tissue Doppler imaging (TDI) based ultrasound system to calculate indices of arterial stiffness, and to investigate changes in arterial wall stiffness in subjects with increased age, peripheral arterial disease (PAD), chronic kidney disease (CKD) and angiotensin converting enzyme inhibitors (ACE-Is). A reproducibility study demonstrated good reproducibility. A study of healthy subjects demonstrated a stronger relationship with age for arterial stiffness than intima media thickness (IMT). Case control studies investigating changes in subjects with PAD and CKD demonstrated a greater increase in arterial stiffness than IMT when compared to healthy controls. An epidemiological study, investigating the effect of antihypertensives on collagen turnover, suggested an association between increased collagen turnover and ACE-Is. Investigating the effect of ACE-I administration on arterial stiffness in subjects with PAD, we demonstrated an increase in collagen turnover and a decrease in arterial stiffness. We have demonstrated that the TDI-based system is a reproducible method of measuring arterial stiffness. We suggest that arterial stiffness increases more than IMT with ageing, PAD and CKD and that it may increase before cardiovascular disease develops.
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Lillie, Patrick. "Influenza vaccinology and clinical assessment." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6949/.

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Influenza virus infection is a global health problem, causing both seasonal epidemics and episodic pandemics of influenza A which are associated with significant mortality and morbidity. The development of influenza vaccines stimulating protection against both antigenically drifted seasonal virus as well as new pandemic antigenically shifted virus would be a major advance. A vaccine that stimulates cellular immunity to conserved viral antigens is a potential area of interest, and could generate heterosubtypic immunity. I have been the lead clinician for both phase I and II studies of thenovel viral vectored vaccine MVA-NP+M1 (modified vaccinia virus Ankarra, expressing nucleoprotein and matrix protein 1), designed to induce cellular immunity to influenza A virus. In this role I have been involved in the design, ethical and regulatory approval of phase I studies of safety and immunogenicity of MVA-NP+M1, as well as recruiting and vaccinating volunteers. The phase I studies showed that the vaccine was safe and immunogenic in both young and elderly volunteers. In addition to my clinical role in the phase I studies, I performed laboratory based immunological assays of immunogenicity (ELISPOT testing) in both phase I and II studies. For the phase II study, I lead the safety challenge study as well as collecting, analysing and writing up the data from the quarantine challenge study. This phase II study showed that MVA-NP+M1 is partially protective against influenza challenge in healthy volunteers, that the challenge model to assess protection is safe and that further challenge studies are warranted. I have also initiated two separate clinical studies on influenza, one comparing early clinical features of influenza with those of malaria, both from volunteer challenge studies, while the other study was of the clinical assessment of severity of influenza during a busy winter influenza season, with particular reference to those patients requiring critical care. For both studies I conceived the idea, organised the data collection and analysed the data. These data are of use in pandemic settings in allowing the assessment of patients with influenza and in determining the appropriate setting for their care.
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Akin, Faith W. "Best Practice: Clinical Vestibular Assessment." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2441.

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Maart, Ronel. "Aligning the clinical assessment practices with the assessment practices." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17888.

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Thesis (MPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark.
AFRIKAANSE OPSOMMING: "Removable Prosthetic Dentistry (PRO400)" is 'n vierdejaar-module in die voorgraadse tandheelkundeprogram wat 'n groot kliniese komponent bevat. Na 'n oorsig gedoen is van die relevante literatuur, en nadat die module-evaluering afgehandel is, is kliniese toetse in 2008 ingevoer en geimplementeer as 'n bykomende metode van kliniese assessering. Die kliniese toetse is ingestel in 'n poging om te verseker dat studente se teoretiese kennis en hul vermoe om dit klinies toe te pas op . regverdige wyse geassesseer word en om terugvoer te kan gee oor die studente se kliniese prestasie. Die doel van hierdie studie, waarin gelyktydige gemengde metodes gebruik is, was om die verband tussen die studente se prestasie in die kliniese toetse, asook hul daaglikse kliniese punte en hul teoretiese prestasie in die PRO400-module vas te stel. Die tweede deel van die studie het ondersoek ingestel na die akademiese personeel se persepsies van die kliniese toets as 'n instrument vir kliniese assessering in die PRO400-module. 'n Dwarssnit-gevallestudie-ontwerp is gebruik en 'n gemengdemetode-benadering was nuttig om sowel kwalitatiewe as kwantitatiewe data in te samel. Vir die kwantitatiewe data-insamelingverslae is die uitslae van 109 vierdejaar-tandeheelkundestudente in die PRO400-module aan die einde van 2007 gebruik. Vir die kwalitatiewe data-insameling is onderhoude gevoer met drie voltydse dosente in die Prostetiese Tandheelkunde-departement. Die kliniese toetspunte en die kliniese sessiepunte van al die studente (n=109) in die PRO400-module is met hul teoriepunte van daardie jaar vergelyk. Die toetspunte is op 'n sigblad in Microsoft Excel ingevoer en die data-analise is met die hulp van 'n statistikus gedoen. Die analitiese abstraksiemetode is vir die analise van die kwalitatiewe data gebruik. Die basiese vlak van data-analise in die narratiewe vorm is eerste gedoen. Dit is gevolg deur 'n tweede, hoervlak-data-analise. Die basiese en hoer vlakke van analise is onder die volgende temas bespreek: kliniese toetse, studenteprestasie, ooreenstemming van teorie en kliniese assessering, en persoonlike invloed op studieleiers se assesseringspraktyke en houding. Rol-aanneming en die studieleiers se persepsies, asook kwessies rakende die studente is as ontluikende temas ondersoek. Die resultate van hierdie studie het aangetoon dat die kliniese punte van 45 studente 10% hoër was as hul teoriepunte, en dat slegs agt studente se teoriepunte 10% hoër as hul kliniese toetspunte was. Dit het geblyk dat daar feitlik geen verband was tussen die studente se kliniese daaglikse assesseringspunte en hul teoriepunte nie. Die gemiddelde teoriepunt was 47%, die gemiddelde kliniese toetspunt was 55% en die gemiddelde daaglikse kliniese punt was 63%. Al die studieleiers het die kliniese toets as assesseringsinstrument goed aanvaar en hulle het saamgestem dat dit meer betroubaar en akkuraat is as die daaglikse kliniese assesseringsmetode. Die kwantitatiewe bevindings hou goed verband met dié van soortgelyke studies waarin daar bevind is dat die daaglikse prestasie swak gekorreleer het met die bevoegdheidseksamen (ʼn soortgelyke beginsel as die kliniese toets van die Pro400). Dit het ook uit die bevindings van hierdie navorsing geblyk dat daar ʼn beter korrelasie is tussen die kliniese toetspunt en die teoriepunt as tussen die daaglikse kliniese punt en die teoriepunt. Hierdie bevinding het ʼn duidelike verband getoon met die dosente se siening dat die kliniese toetse as ʼn kliniese assesseringsinstrument meer betroubaar is as die daaglikse kliniese punt in die PRO400-module in die Tandheelkunde-program.
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Verhagen, Arianne Petra. "Quality assessment of randomised clinical trials." [Maastricht] : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1999. http://arno.unimaas.nl/show.cgi?fid=6863.

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Wright, Mark P. J. "The clinical assessment of laser prostatectomy." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341512.

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Eager, Rachel A. "Clinical pain assessment in the horse." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29743.

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Male thoroughbred horses (n=10/group) underwent castration or sham castration (control) performed under either standing surgical sedation (SS) or general anaesthesia (GA). Undisturbed behaviour was monitored for 24 hours pre-operatively and 48 hours post-operatively. Additionally, seven acute laminitic horses and paired age, sex and breed-matched controls were monitored for up to five days. Assessments were made using time-lapse video recording/direct observation of undisturbed spontaneous behaviour and video recording of evoked behaviour during a standardised human interaction test. Data were acquired using The Observer and analysed using generalised mixed effects (GME) and discriminant analysis (DA). GA and SS castrates spent more time with their ears back and displayed a higher frequency of stepping away than controls in interactive tests (P<0.017, GME). Head level with withers increased post-operatively in SS castrate, but not control horses (P<0.001, GME). Additionally, sham GA resulted in increased inattentive behaviour and hindlimb resting and reduced ‘head up’ and recumbency (P<0.039, GME). Laminitic horses showed reduced hindlimb resting and walking with increased lying, ‘head level’ and forelimb lifting compared to controls (P<0.046, GME). Accuracy of discrimination (DA) between ‘painful’ and ‘pain-free’ horses was >78.6% in acute and chronic pain. This study identified behavioural parameters indicative of pain and discomfort in acute and chronic pain states. Acute pain may be most accurately identified through the examination of evoked behaviour, whilst changes in spontaneous behaviour appear more altered in chronic pain. Behavioural changes general to both acute and chronic pain were also identified.
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Murnane, Owen D. "Clinical Assessment of Otolith Organ Function." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1930.

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Jackson, Bridgett Alveta. "Nursing Students' and Novice Clinical Instructors' Experiences With Clinical Instruction and Assessment." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1264.

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Adjunct faculty members make up a growing proportion of nursing school clinical faculty in the United States due to a nurse educator shortage in higher education. Many of the nurses hired as clinical faculty members have years of experience providing patient care, but they lack experience in clinical instruction and assessment. At a state community college in the southeastern United States, nursing students have expressed dissatisfaction in their course evaluations with inexperienced faculty in clinical programs. The experiences of both nursing students under the guidance of novice clinical instructors and clinical faculty were examined in this case study. The National League for Nursing's (NLN) standards for practice for academic nurse educators served as the conceptual framework for this study and was used to develop research questions related to clinical practice and assessment. Data were collected from 9 students and 6 clinical nursing faculty members who participated in anonymous, open-ended electronic questionnaires regarding use of the standards in instruction and assessment. Student clinical experience collective evaluations from 3nursing programs across the state were also used for data collection and analysis. Data were coded and themes were identified and verified through triangulation. Themes were inconsistent with the NLN standards and included no formal orientation, no preparation for the clinical instructor role, use of subjective instructor evaluations, and lack of instructor feedback. Results were used to develop a professional development program to prepare novice clinical instructors for the clinical environment according to the NLN standards. This study may result in positive social change by improving clinical experiences for nursing students in community colleges, resulting in better patient care as they assume their roles in the larger medical community.
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KUSIAK, ROBERT, and PETER L. PELMEAR. "CLINICAL ASSESSMENT OF HAND-ARM VIBRATION SYNDROME." Nagoya University School of Medicine, 1994. http://hdl.handle.net/2237/16052.

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Books on the topic "Clinical assessment"

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Lapworth, Tracy. Clinical assessment. Harlow, England: Pearson, 2013.

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Mapou, Robert L., and Jack Spector, eds. Clinical Neuropsychological Assessment. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-9709-1.

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Cme clinical assessment wrkbk. [Place of publication not identified]: Thomson Learning, 2002.

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Neuropsychological assessment. 5th ed. Oxford: Oxford University Press, 2012.

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Psychological assessment. Los Angeles: SAGE, 2012.

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Bowers, Arden C. Clinical manual of health assessment. 4th ed. St. Louis: Mosby-Year Book, 1992.

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Jones, Krider Susan, and Sheldon Richard L, eds. Clinical assessment in respiratory care. 3rd ed. St. Louis, Mo: Mosby, 1995.

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1966-, Bell Stephania, and Johnston Jane 1943-, eds. The clinical orthopedic assessment guide. Champaign, IL: Human Kinetics, 1998.

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Pulmonary assessment: A clinical guide. Philadelphia: Lippincott, 1985.

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1973-, Swift Marcie, and Bell Stephania 1966-, eds. The clinical orthopedic assessment guide. 2nd ed. Champaign, IL: Human Kinetics, 2008.

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Book chapters on the topic "Clinical assessment"

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Frick, Paul J. "Clinical Assessment." In Conduct Disorders and Severe Antisocial Behavior, 67–92. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5343-4_5.

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Ludlow, Helen. "Clinical Assessment." In Inflammatory Bowel Disease Nursing Manual, 27–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-75022-4_4.

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Simpson, Neill. "Clinical Assessment." In Intellectual Disability Psychiatry, 21–36. Chichester, UK: John Wiley & Sons, Ltd, 2009. http://dx.doi.org/10.1002/9780470682968.ch3.

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Swash, Michael, and Martin Schwartz. "Clinical Assessment." In Neuromuscular Diseases, 3–14. London: Springer London, 1988. http://dx.doi.org/10.1007/978-1-4471-3526-5_1.

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Filho, Roberto Rabello, and Thiago Domingos Corrêa. "Clinical Assessment." In Monitoring Tissue Perfusion in Shock, 145–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-43130-7_10.

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Kroupa, Steve, and Colleen Quinn. "Clinical Assessment." In Encyclopedia of Autism Spectrum Disorders, 1–10. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_924-3.

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Kroupa, Steven E., and Colleen Quinn. "Clinical Assessment." In Encyclopedia of Autism Spectrum Disorders, 652–61. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_924.

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Zhang, Jihui. "Clinical Assessment." In Paediatric Sleep Disorders, 27–34. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5791-8_4.

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Kretschmer, Thomas, Christian Heinen, and Jakob Kraschl. "Clinical Assessment." In Diagnostic Assessment and Treatment of Peripheral Nerve Tumors, 43–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77633-6_4.

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Berry, Miles G. "Clinical Assessment." In In Clinical Practice, 65–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80671-2_5.

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Conference papers on the topic "Clinical assessment"

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Bailey, Ian L. "Glare: Clinical Assessment and Applications." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1991. http://dx.doi.org/10.1364/navs.1991.me2.

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Gutiérrez, José A., Eusebio Real, Arturo Pardo, José M. López-Higuera, and Olga M. Conde. "Fusion of OCT and hyperspectral imaging for tissue diagnosis and assessment." In Clinical Biophotonics, edited by Daniel S. Elson, Sylvain Gioux, and Brian W. Pogue. SPIE, 2020. http://dx.doi.org/10.1117/12.2555058.

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Fendick, M. "The Clinical Measurement of Vernier Acuity." In Noninvasive Assessment of Visual Function. Washington, D.C.: Optica Publishing Group, 1985. http://dx.doi.org/10.1364/navf.1985.wb7.

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The variability normal human subjects exhibit in repeatedly adjusting the position of one spatially discrete visual stimulus so as to place it in apparently perfect horizontal or vertical alignment with another is referred to as their vernier acuity. The magnitude of this variability corresponds to a visual angle of about one-fourth that subtended by the eye’s smallest photoreceptors. The mean error of a subject’s vernier alignment settings reflects any directional bias of his judgements of relative stimulus location and this may vary independently of one’s vernier acuity (see Baker & Bryan, 1912; Guild, 1930; and Fendick, 1984). Vernier acuity is a member of the class of human visual capabilities referred to as the hyperacuities (see Westheimer, 1981 for a review). Like other hyperacuities, it is remarkably robust to various stimulus parameters, including luminance (Baker, 1949 and Leibowitz, 1955), duration (Westheimer & McKee, 1977), and blur (Stigmar, 1971). This, as well the obvious fact that such fine spatial discrimination must necessarily require post-receptor neural processing of one form or another makes vernier acuity a superb candidate for clinically assessing spatial visual function. Although normal subjects viewing nearly abutting stimulus elements demonstrate directional biases that are small relative to their vernier acuity, the same is not true for patients exhibiting clinical disorders in which the retina is stretched or otherwise distorted (Fendick, unpublished data). Alignment biases in such cases are consistent with perceptual spatial distortions evidenced by the Amsler Grid test.
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Barnett, Alina J., Vaibhav Sharma, Neel Gajjar, Jerry D. Fang, Fides Schwartz, Chaofan Chen, Joseph Y. Lo, and Cynthia Rudin. "Interpretable deep learning models for better clinician-AI communication in clinical mammography." In Image Perception, Observer Performance, and Technology Assessment, edited by Claudia R. Mello-Thoms and Sian Taylor-Phillips. SPIE, 2022. http://dx.doi.org/10.1117/12.2612372.

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Bullimore, Mark A., and Ian L. Bailey. "Clinical Grading: Can We Do Better?" In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1990. http://dx.doi.org/10.1364/navs.1990.ma1.

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Clinicians have a need to grade the magnitude or the severity of the functions and qualities they assess in their examinations. They do this to record the stage of the disease or condition of interest. The grade provides a reference to which any future grading may be compared and the grade may also be used in deciding deviations from normality. The clinicians questions are "is there or is there not a deviation from normality?" or "has there or has there not been a change in this condition?" The decision is whether the 'observed' finding differs from the 'expected' value. The expected value may be either a grade recorded previously or the 'normal' value. For all systems used for grading a continuous variable, there is a statistical probability that there will be a difference in the assigned grades when there is actually no difference in the two conditions being compared. Similarly, there will be times when the assigned grades remain the same even though the condition has changed.
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Davis, Gary A. "Indirect Clinical Evidence of Driver Inattention as a Cause of Crashes." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2007. http://dx.doi.org/10.17077/drivingassessment.1240.

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Ginsburg, Arthur P., and David W. Evans. "Initial Results of Rapid Clinical Screening Using a New Contrast Sensitivity Vision Test Chart." In Noninvasive Assessment of Visual Function. Washington, D.C.: Optica Publishing Group, 1985. http://dx.doi.org/10.1364/navf.1985.wb6.

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Contrast sensitivity measurement is becoming increasingly important in diagnosising visual health and assessing task-related visual performance (1). Typically, only computer controlled video devices are generally available to measure contrast sensitivity. However, a new contrast sensitivity vision test chart was recently developed. That contrast sensitivity test chart can provide contrast sensitivity functions (CSF) similar to the video systems', but it is as quick and simple to use as present letter acuity charts (2). Normal population data has been obtained from this chart from 149 observers. Further, this chart has been tested in clinical settings and the resulting CFS's show characteristic losses for amblyopia, multiple sclerosis, cataracts, and glaucoma that are similar to those obtained using video systems. These initial results support the usability of the contrast sensitivity chart as a clinically valuable diagnostic tool.
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Zhang, Yao, Austin J. Moy, Xu Feng, Hieu T. M. Nguyen, Jason S. Reichenberg, Mia K. Markey, and James W. Tunnell. "Diffuse Reflectance Spectroscopy for Skin Tumor Margin Assessment." In Clinical and Translational Biophotonics. Washington, D.C.: OSA, 2020. http://dx.doi.org/10.1364/translational.2020.tm3b.3.

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Haegerstrom-Portnoy, G., N. Friedman, A. J. Adams, M. Schneck, and S. Hewlett. "Vision Function of Rod Monochromats: I. Advanced Clinical Measures." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1988. http://dx.doi.org/10.1364/navs.1988.tua4.

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Achromatopsia -- the absence of color vision -- is a relatively rare condition which can result from a variety of congenital and acquired ocular disorders. The most common form of achromatopsia is complete (typical) rod monochromatism, which is inherited as an autosomal recessive trait and is characterized by severely reduced visual acuity, pendular nystagmus and photophobia. X-linked recessive incomplete (blue cone) monochromatism, in which the patient has both rod and blue cone function, has a very similar presentation clinically, and is often confused with complete rod monochromatism. Less common etiologies include autosomal recessive incomplete achromatopsia (red or green cone function only) and a number of acquired cone and rod-cone dystrophies and degenerations; any of these conditions may present with varying degees of color vision loss, acuity loss, photophobia and nystagmus. From a clinical standpoint, the correct diagnosis of an achromat is necessary for appropriate patient managment and, with hereditary forms, genetic counseling. Yet most practitioners base their diagnosis of rod monochromacy on a minimal amount of information.
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Chang, Shuang, Theodore Leng, Sylvia L. Groth, and Audrey K. Bowden. "Comparison of Optical Attenuation Extraction Methods for Glaucoma Assessment." In Clinical and Translational Biophotonics. Washington, D.C.: Optica Publishing Group, 2022. http://dx.doi.org/10.1364/translational.2022.ttu2b.6.

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Reports on the topic "Clinical assessment"

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Verdecchia, Paolo, Fabio Angeli, and Salvatore Repaci. Comparative assessment of angiotensin receptor blockers in different clinical settings. Dove Press, November 2009. http://dx.doi.org/10.2147/vhrm.2.139.214.3699.

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Tien, Allen Y., and Travis Threats. A Health Science Process Framework for Comprehensive Clinical Functional Assessment. Fort Belvoir, VA: Defense Technical Information Center, February 2014. http://dx.doi.org/10.21236/ada613766.

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Cho, Timothy H., Amanda M. Kelley, Josh Simmons, Steven J. Gaydos, and Art Estrada. Assessment of the Noise Immune Stethoscope in a Clinical Environment. Fort Belvoir, VA: Defense Technical Information Center, March 2014. http://dx.doi.org/10.21236/ada601353.

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Taylor, Paul A., Candice Frances Cooper, Andrei A. Vakhtin, and Corey C. Ford. Correlation of Injury Simulation with Clinical Assessment of Traumatic Brain Injury. Office of Scientific and Technical Information (OSTI), June 2018. http://dx.doi.org/10.2172/1529057.

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Taylor, Paul, Candice Cooper, Andrei Vakhtin, and Corey Ford. Correlation of Injury Simulation with Clinical Assessment of Traumatic Brain Injury. Office of Scientific and Technical Information (OSTI), April 2022. http://dx.doi.org/10.2172/1865722.

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Wan Brown, Jackie, Katherine Rogers, and Alys Young. What is the evidence underpinning clinical assessment of mental health of deaf adults with learning disabilities: A scoping review protocol. INPLASY - INPLASY International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0007.

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Review question / Objective: This scoping review aims to explore the literature to identify the types, scope and quality of evidence underpinning clinical assessment of deaf adults with learning disabilities, with or without autism, with mental health issues and/or challenging behaviour. Deaf adults are included in the review regardless of their communication modality, e.g. signed or spoken language, or other methods. The results of this review will inform considerations for future research and inform clinical practice. As an experiential type review, the PICO framework (Richardson et al. 1995) guides the question formulation. The review question is: what are the types, quality and extent of evidence that underpin clinical assessment of the mental health of deaf adults with learning disabilities?
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Jobes, David A., Katherine Comtois, Peter Gutierrez, Lisa Brenner, Bruce Crow, and Keith Jennings. A Randomized Clinical Trial of the Collaborative Assessment and Management of Suicidality vs. Enhanced Care as Usual for Suicidal Soldiers. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada562326.

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Jobes, David A., Katherine Comtois, Peter Gutierrez, Lisa Brenner, Bruce Crow, Bradley Singer, and Keith Jennings. A Randomized Clinical Trial of the Collaborative Assessment and Management of Suicidality vs. Enhanced Care as Usual for Suicidal Soldiers. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada580001.

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Jobes, David A., Katherine Comtois, Peter Gutierrez, Lisa Brenner, Bruce Crow, Bradley Singer, Keith Jennings, and Jennifer Crumlish. A Randomized Clinical Trial of the Collaborative Assessment and Management of Suicidality vs. Enhanced Care as Usual for Suicidal Soldiers. Fort Belvoir, VA: Defense Technical Information Center, April 2014. http://dx.doi.org/10.21236/ada599270.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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