N. Kevin Krane

Persistent lupus activity in end-stage renal disease

Clinical and serological activity of systemic lupus erythematosus (SLE) has been reported to dramatically improve in patients who develop end-stage renal disease (ESRD). At Tulane University Medical Center, most patients with SLE and ESRD continue to have evidence of disease activity. A retrospective study of lupus activity was therefore performed in 19 patients with SLE, who were either undergoing dialysis or had undergone transplantation between 1988 and 1994, to determine disease activity before and a mean follow-up of 3 years after ESRD. There were seven hemodialysis patients, five peritoneal dialysis patients, and seven transplant recipients in the study population. Clinical events recorded to evaluate disease activity as indicators of serological activity were malar rash, ulcers, alopecia, arthritis, myositis, pleuritis, pericarditis, fever, cerebritis, and vasculitis. The following studies were recorded as measures of serological activity: leukocyte count, platelet count, serum complement 3 level, and anti-double-stranded DNA level. Disease activity was measured by using the SLE Disease Activity Index and the requirement for immunosuppressive medications. Clinical event rates for alopecia, arthritis, myositis, pleuritis, pericarditis, fever, and vasculitis were greater after ESRD but not to statistical significance. Serological studies showed little change in the dialysis patients before and after ESRD; however, there was a tendency for lupus serological results to improve after transplantation. When all event rates were combined, there was a statistically significant greater incidence of lupus activity after both hemodialysis and peritoneal dialysis (P < 0.01) but not after renal transplantation. Fifty-eight percent of the patients undergoing dialysis died, either during the study period or within a 5-year follow-up, all of whom had clinically active lupus. This study therefore shows that lupus activity may persist in patients with ESRD. It is speculated that the study population, 84% of whom were black women, may represent a subgroup of patients with lupus in whom the disease remains active, even after they have developed ESRD.

Renal disease and syphilis: a report of nephrotic syndrome with minimal change disease.

A case of nephrotic syndrome and acute renal failure in a 74-year-old man with latent syphilis is described. A renal biopsy demonstrated focal global sclerosis in three of nine glomeruli, however, the remaining glomeruli revealed typical lesions of minimal change disease. Previous reports of renal involvement in syphilis have described membranous glomerulonephritis, mesangial and endothelial cell proliferative glomerulonephritis, and, recently, rapidly progressive glomerulonephritis. The proteinuria and renal failure resolved after penicillin therapy alone. This response strongly suggested that there was a causal relationship between the syphilis and the nephrotic syndrome. This is the first report of such a relationship.

Intracranial Pressure Measurement in a Patient Undergoing Hemodialysis and Peritoneal Dialysis

Control of changes in the intracranial pressure in patients who have suffered brain injury is essential in preventing further neurological deterioration. In a patient requiring dialysis with intracerebral bleeding, intracranial pressure was measured directly during hemodialysis and peritoneal dialysis. This provided the opportunity to provide therapeutic maneuvers to control the increases in intracranial pressure occurring during hemodialysis. Dialytic changes in intracranial pressure were best prevented by peritoneal dialysis. When hemodialysis is necessary, therapy with osmotic agents to minimize the osmotic gradient between the CSF and plasma urea was most effective in preventing directly measured changes in the intracranial pressure.

Dialysis Services in the Hurricane-Affected Areas in 2005: Lessons Learned

Background:Hurricane Katrina resulted in partial or complete devastation of dialysis services throughout the Gulf Coast, including the New Orleans metropolitan area. In the immediate aftermath, dialysis had to be provided to patients by surrounding communities in Louisiana, and ultimately by dialysis programs throughout the nation. Peritoneal dialysis patients, though typically more independent, also endured challenges in continuing dialysis following Hurricane Katrina. Hurricane Rita caused similar damage to the western Gulf Coast at Lake Charles, Louisiana and Beaumont, Texas and further delayed recovery of dialysis services in the New Orleans metropolitan area. Setting:A review of the problems created by the disaster provided many opportunities to improve healthcare delivery and to prepare for recovery from the event. Understanding what happened to the delivery of dialysis and chronic kidney disease services allows the opportunity to develop better systems to support this particularly vulnerable population of patients. Conclusion:Many lessons can be learned from these events to minimize future interruption of dialysis services in the face of natural disasters such as hurricanes.

Azathioprine and Hypersensitivity Vasculitis

Excerpt To the Editor:We report hypersensitivity vasculitis in two patients with end-stage renal disease receiving azathioprine as part of a pretransplant transfusion protocol. The relationship of ...

Physician Practice Behavior and Practice Guidelines: Using Unannounced Standardized Patients to Gather Data

BackgroundMeasuring actual practice behaviors of physicians, particularly as they relate to established clinical guidelines, is challenging. Standardized patients provide one method of collecting such data.ObjectiveTo demonstrate the use of unannounced standardized patients in gathering data that may address adherence to guidelines in an office setting.DesignUnannounced standardized patients (SPs) simulating an initial type 2 diabetic visit presented to community offices of 32 internists as “real” patients to record physicians’ evaluation and management.ParticipantsUnannounced SPs presented to the office of 32 internists as “real” patients.MeasurementsUnannounced SPs, simulating type 2 diabetics, completed a standardized assessment sheet, based on ADA guidelines to record physicians’ evaluation and management following an initial visit. Patient charts were also reviewed to determine if evaluation adhered to the guidelines.ResultsUnannounced SPs recorded 56 visits with 32 community internists; all SPs remained undetected. All physicians asked SPs about medications. At least 50% of physicians asked about home blood sugar monitoring, last eye exam, smoking, edema, and told patients to stop smoking. Less than 50% of physicians asked about parasthesias, performed fundoscopy, examined feet, referred the patient to a diabetic educator or ophthalmologist, or gave patients suggestions regarding glucose monitoring or exercise. HbA1c was ordered in 78%, metabolic profiles in 86%, and urinalysis/microalbumin in 41% of patients.ConclusionsUnannounced standardized patients can successfully collect important data regarding physician practices in community settings. This method may be helpful in assessing physician adherence to established clinical practice guidelines.

What are the implications of implementation science for medical education

Background Derived from multiple disciplines and established in industries outside of medicine, Implementation Science (IS) seeks to move evidence-based approaches into widespread use to enable improved outcomes to be realized as quickly as possible by as many as possible. Methods This review highlights selected IS theories and models, chosen based on the experience of the authors, that could be used to plan and deliver medical education activities to help learners better implement and sustain new knowledge and skills in their work settings. Results IS models, theories and approaches can help medical educators promote and determine their success in achieving desired learner outcomes. We discuss the importance of incorporating IS into the training of individuals, teams, and organizations, and employing IS across the medical education continuum. Challenges and specific strategies for the application of IS in educational settings are also discussed. Conclusions Utilizing IS in medical education can help us better achieve changes in competence, performance, and patient outcomes. IS should be incorporated into curricula across disciplines and across the continuum of medical education to facilitate implementation of learning. Educators should start by selecting, applying, and evaluating the teaching and patient care impact one or two IS strategies in their work.Background Derived from multiple disciplines and established in industries outside of medicine, Implementation Science (IS) seeks to move evidence-based approaches into widespread use to enable improved outcomes to be realized as quickly as possible by as many as possible. Methods This review highlights selected IS theories and models, chosen based on the experience of the authors, that could be used to plan and deliver medical education activities to help learners better implement and sustain new knowledge and skills in their work settings. Results IS models, theories and approaches can help medical educators promote and determine their success in achieving desired learner outcomes. We discuss the importance of incorporating IS into the training of individuals, teams, and organizations, and employing IS across the medical education continuum. Challenges and specific strategies for the application of IS in educational settings are also discussed. Conclusions Utilizing IS in medical education can help us better achieve changes in competence, performance, and patient outcomes. IS should be incorporated into curricula across disciplines and across the continuum of medical education to facilitate implementation of learning. Educators should start by selecting, applying, and evaluating the teaching and patient care impact one or two IS strategies in their work.

A new approach to bridging content gaps in the clinical curriculum

Background: In 2004–05 Tulane University School of Medicine implemented a longitudinal Interdisciplinary Seminar Series composed of small-group interactive exercises to address topics that are often overlooked during the clinical education of medical students. The series utilizes five adult learning principles. Methods: Each of 13 seminars is offered at a fixed time slot, repeated two to six times per year. Students are required to attend a minimum of five seminars, of their choice, during years three and four. Students access an online pre-enrollment system that maximizes learning opportunities by limiting the number of participants. Seminars emphasize active learning with small-group problem-solving exercises and multiple interactive techniques. Clinical vignettes, standardized patients, journal articles, and case-based learning are among the learning methods. Results: Seminar evaluations showed strong support in program content and effectiveness (mean = 4.47 on a five-point scale), facilitators (4.63), and learning opportunities (4.51). Additionally, students strongly endorsed individual seminars to classmates (4.47). Twelve of 13 (92%) seminars received scores higher than 4.0 for program content and effectiveness, facilitators and learning opportunities. Conclusions: The Interdisciplinary Seminar Series has been a valuable addition to the Tulane clinical curriculum. Students report that the success of the series is due to: (a) their ability to select seminars based on their individualized interests and needs; and (b) faculty development of student-centered seminars with active learning opportunities. This Seminar Series differs from interclerkship initiatives at other medical schools where topics are offered less frequently and to a class as a whole. Tulanes program is a longitudinal intervention with multiple opportunities for student participation during their clinical education. Seminars are repeated to allow greater flexibility in student scheduling. Seminar discussions are rich in content since attendees include both third- and fourth-year students with variable levels of clinical skills and experiences.

Leptospirosis in New Orleans

Abstract:Leptospirosis is an unusual but reemerging zoonotic infectious disease in the United States where the diagnosis may not be suspected when patients initially present. The case report of a patient from New Orleans who presented with jaundice, hypotension and acute kidney injury is presented. In this patient, a broad differential diagnosis was considered on presentation and serologic testing for leptospirosis eventually confirmed the diagnosis. A review of the clinical manifestations, diagnostic studies and treatment are discussed so that leptospirosis will be considered more carefully in the initial evaluation and management of similar patients.

Impact of Hurricane Katrina on medical student academic performance: the Tulane experience.

Background:Hurricane Katrina forced the temporary closure of Tulane University School of Medicine requiring relocation to the Texas Medical Center in Houston, Texas. This required curricular restructuring, and resulted in faculty/student challenges. The effect of these stresses on student performance was studied. Methods:A pre-Katrina and post-Katrina comparative analysis of all Tulane medical students’ performance on standardized exams, internal examination and United States Medical Licensing Examination (USMLE) step exams was performed. A one-way analysis of variance was used to determine if mean examination scores differed from pre-Katrina to post-Katrina. Results:Internal examination scores did not differ significantly. National standardized examination grades significantly decreased pre-Katrina to post-Katrina in Biochemistry, Pharmacology, Pathology, Medicine, Pediatrics and Psychiatry (P < 0.05). There was no statistical change in USMLE scores. Conclusions:Tulane students had a statistically significant decline in performance on many course and clerkship examinations, though overall performance on licensing examinations was unchanged. Many stresses may have affected students’ ability to perform.