Dynamic Assessment of Hematological Parameters as Predictive Biomarkers for Disease Severity and Prognosis in COVID-19 Patients: A Longitudinal Study. [PDF]
Patange AP +4 more
europepmc +1 more source
Impact of Asymptomatic Intracranial Hemorrhage on Outcome After Endovascular Stroke Treatment
ABSTRACT Background Endovascular treatment (EVT) achieves high rates of recanalization in acute large‐vessel occlusion (LVO) stroke, but functional recovery remains heterogeneous. While symptomatic intracranial hemorrhage (sICH) has been well studied, the prognostic impact of asymptomatic intracranial hemorrhage (aICH) after EVT is less certain ...
Shihai Yang +22 more
wiley +1 more source
Five‐Year Disease Progression in Synuclein Seeding Positive Sporadic Parkinson's Disease
ABSTRACT Objective To provide a comprehensive description of disease progression in synuclein seeding assay (SAA) positive sporadic Parkinson Disease participants, using Neuronal Synuclein Disease integrated biological and functional impairment staging framework.
Paulina Gonzalez‐Latapi +19 more
wiley +1 more source
The Biomechanics of Musculoskeletal Tissues during Activities of Daily Living: Dynamic Assessment Using Quantitative Transmission-Mode Ultrasound Techniques. [PDF]
Wearing SC +6 more
europepmc +1 more source
A paclitaxel-hyaluronan conjugate (ONCOFID-P-B™) in patients with BCG-unresponsive carcinoma in situ of the bladder: a dynamic assessment of the tumor microenvironment. [PDF]
Tosi A +4 more
europepmc +1 more source
Dynamic assessment of scapholunate ligament status by real-time magnetic resonance imaging: an exploratory clinical study. [PDF]
Wilms LM +9 more
europepmc +1 more source
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This article describes the dynamic assessment model, an alternative approach to the diagnostic assessment of young children. This model is adaptable for use by all members of the multidisciplinary team. Specific adaptation as a diagnostic measure for speech-language pathologists working with preschool Latino children has been successful in ...
Carol S. Lidz, Elizabeth D. Peña
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This article on teacher cognition explores the implementation of an interactionist Dynamic Assessment (DA) model for mediating and ascertaining in-service L2 teachers’ microgenetic conceptual development after being exposed to Concept- Based Instruction (CBI).
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