DOCSLIB.ORG

Clinical Pharmacists' Role in Paediatric Patients' Medical Care

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Clinical Pharmacists' Role in Paediatric Patients' Medical Care International Journal of Contemporary Pediatrics Balakrishnan RP et al. Int J Contemp Pediatr. 2020 Dec;7(12):2416-2420 http://www.ijpediatrics.com pISSN 2349-3283 | eISSN 2349-3291 DOI: https://dx.doi.org/10.18203/2349-3291.ijcp20205110 Review Article Clinical pharmacists’ role in paediatric patients’ medical care Raveena Pachal Balakrishnan1*, Rajganesh Ravichandran1, Jaya Shree Dillibatcha1, Abrana Lakshmi Ravi1, Nikhil Cherian Sam1, Ramya Nuthalapati2 1Department of Pharmacy Practice, C. L. Baid Metha college of Pharmacy, The Tamil Nadu Dr. M. G. R. Medical University, Chennai, Tamil Nadu, India 2Clinical Pharmacist, Gleneagles Global Health City, Perumbakkam, Chennai Tamil Nadu, India Received: 11 October 2020 Accepted: 13 November 2020 *Correspondence: Dr, Raveena Pachal Balakrishnan, E-mail: [email protected] Copyright: © the author(s), publisher and licensee Medip Academy. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. ABSTRACT Clinical pharmacists give valuable administrations to adult patients, however, their advantages for pediatric and neonatal patients are less characterized. Many studies state that medication errors in children are more common than in adults with a greater risk of death.Clinical Pharmacists are accepted as the primary source for providing evidence-based information and advice, to ensure the delivery of correct, safest, and most effective medication to patients. This paper presents a review of the role of clinical pharmacists in the pediatric unit and emphasis the importance of clinical pharmacists for all patients, especially in the pediatric age group. Keywords: Pediatric clinical pharmacist, Patient education, Health care quality, Medication misadventure INTRODUCTION based information and advice, to ensure the delivery of correct, safest, and most effective medication to patients.6 Pediatrics is a branch of medicine dealing with the development, diseases, and disorders of children. Each age This review was conducted to outline the roles of clinical groups have their own physiological, pharmacological, pharmacists in pediatric department. pathological, and therapeutic characteristics which need to be considered while handling respective age groups in METHODS clinical situations.1 The risky population to be affected easily by Drug related problem (DRP) comes under the The online search engine was used to obtain scientific pediatric group of the population, as the articles related to the role of clinical pharmacist in pharmacodynamics and pharmacokinetic behavior of Pediatric units, thereby articles were obtained through drugs in this population are usually different than adults.2 Google scholar, Pub med. About 50 articles were obtained Most of the studies state that medication errors in children of which 41 were included for this review. are more common than in adults with a greater risk of death.3 Recently in 2019, the American academy of SERVICES AND ACTIVITIES OF CP pediatrics supported the involvement of pharmacists in all settings.4 Clinical pharmacists (CP) give valuable A clinical pharmacist has become a crucial element of the administrations to adult patients, however, their healthcare team and has up-to-date knowledge about the advantages for pediatric and neonatal patients are less drugs and continuous interaction with the physicians can characterized.5 In some countries, Clinical pharmacists are help them to bridge the gap between patients and accepted as the primary source for providing evidence- physicians.7 The connection between the clinical International Journal of Contemporary Pediatrics | December 2020 | Vol 7 | Issue 12 Page 2416 Balakrishnan RP et al. Int J Contemp Pediatr. 2020 Dec;7(12):2416-2420 pharmacist and the physician can provide a good patient pharmacist process of care is more standardized and serves care.8 as the model for pharmacy. The main goal of a clinical pharmacist is to check for drug Pharmacist’s patient care process therapy to ensure whether the patient is Forreceiving the appropriate dose, dosage, dosage form, duration of therapy Pharmacists use a patient-centered approach in for their medical condition. better patient care, clinical collaboration with other providers on the health care team pharmacists match up the followings -signs, and symptoms to optimize patient health and medication outcomes. of the patient, laboratory results, medical diagnosis, and 9 therapeutic goals with the medication history. •The pharmacist assures the collection of the necessary subjective and Ward rounds objective information about the patient in order to understand the As a member of the healthcare team, clinical pharmacists Collect relevant medical/medication history actively participate in the ward rounds. They provide and clinical status of the patient. suggestions to the physicians by understanding patient's history to provide quality low-cost medicines, optimize the • The pharmacist assesses the information quality of patient care and clinical outcomes, and also collected and analyzes the clinical effects ensures that the medicines suggested are as per formulary of the patient's therapy in the context of and local guidelines.9 the patient's overall health goals in order Acess to identify and prioritize problems and Patient counselling achieve optimal care Generally, patients have many questions regarding their •The pharmacist develops an disease, medication, lifestyle modification, diet, duration indivualized patient-centered care of therapy. Hence clinical pharmacists provide education plan, in collaboration with other to the patients regarding these areas and most importantly health care professionals and the patient counseling is considered as the major role of a Plan patient or caregiver that is evidence- Clinical pharmacist. The points covered during based and cost-effective. counseling/educating to the patients and their caretakers include: the generic name, the brand name of the drug, dosage, indications, storage, how to take the medication?, •The pharmacist implements the care when and how long to take medication?, special plan in collabration with other health precautions about the drug, what to do when the dose is care proessionals and the patient or missed? And foods to be avoided.9,10 Implement caregivers. It is also recognized that patient counseling before 11,12 discharge has improved compliance of patients. •The pharmacist monitors and Clinical pharmacists use patient counseling aids like evaluates the effectiveness of the care leaflets, oral, pictograms, and it was also found that plan and modifies the plan in pictograms provides a better understanding and are more Follow-up: collaboration with other health care effective to the patients and their caretakers before monitor and professionals and the patient or discharge.9 Evaluate caregiver as needed. PHARMACISTS’ PATIENT CARE PROCESS Clinical pharmacists have licensed practitioners with advanced education and training who practice in all types Figure 1: Principles of evidence-based practice. of patient care settings with a focus on comprehensive medication management. These pharmacists are focused A clinical pharmacist with pediatric training is responsible on achieving optimal use of medications, emphasizing for providing other healthcare professionals about dosing, monitoring, identification of adverse effects, and information regarding new and investigational drugs, economic efficiency to achieve optimal patient outcomes. adverse effects and contraindications of drug therapy, The pharmacist process of care published in 2015, include stability information, drug interaction, multiple steps in the medication therapy sequence. The pharmacogenomics, the pharmacokinetics of pediatric steps are shown in figure 1 and include the collection of population, helps in dose calculation, dosage form pertinent patient care data, assessment of data, modification, pediatric formulary and also provides development of patient-centered pal, implementation of a counseling to parents regarding medication and care plan for therapy and monitoring, and final revision of immunization.7,14 the plan in collaboration with the care team. The International Journal of Contemporary Pediatrics | December 2020 | Vol 7 | Issue 12 Page 2417 Balakrishnan RP et al. Int J Contemp Pediatr. 2020 Dec;7(12):2416-2420 CLINICAL PHARMACISTS ROLE IN VARIOUS ROLE OF CLINICAL PHARMACIST IN DEPARTMENTS PREVENTING ADVERSE DRUG REACTION Clinical pharmacist's services are not limited to the below- Adverse drug reaction (ADR) are considered as “an effect mentioned activities. They work together with other health that is noxious and unintended which occurs at doses used care professionals to support lifestyle changes to improve in an individual for prophylaxis, diagnosis, or therapy.26 the outcome of the patient. ADRs are also known as unpleasant or harmful reactions that result from the interference of medication use.27 A Pulmonology study states that ADRs are common in the pediatric as well as in the geriatric population.28 During the last three A study was conducted by Chan et al which described the decades, several clinical pharmacology studies have pharmacist's role in an inter-professional program for shown the age-mediated changes of absorption, children with asthma at US Army Medical Center. In this distribution, metabolism, and
Load more

Recommended publications
  • Pediatric Clerkship Manual Se Campus-Fargo
    PEDIATRIC CLERKSHIP MANUAL SE CAMPUS-FARGO 1 | P a g e Table of Contents Curriculum and Objectives 3 Introduction-Inpatient, Outpatient, Subsp. Clinic, NNN, CTC 4 Pediatric Clerkship Requirements 9 Inpatient H&P Outline 10 Inpatient Progress Note Outline 17 Outpatient Write-Up Outline 19 Oral Case Primer 21 Oral Case Template 33 Professor Rounds – OPCRS Rating For m 35 Midclerkship Feedback 39 Aquifer Pediatrics/Radiology (CLIPP/CORE) Cases 40 Pediatric Grand Rounds 40 Grading Policy and Honors Designation Guidelines 42 2 | P a g e PEDIATRIC CLERKSHIP UND SCHOOL OF MEDICINE AND HEALTH SCIENCES SOUTHEAST CAMPUS – FARGO Welcome to the 3rd year Pediatric Clerkship where “The care of children is the finest privilege!” We hope that your eight-week experience in Pediatrics will provide you with a broad and exciting introduction to the care of infants, children, and adolescents. While rotating through Pediatrics, you will have the opportunity to work as part of a team comprised of community attending physicians, nurses, and paramedical personnel. Our commitment to you: The faculty of the Southeast Campus is composed of volunteer faculty pediatricians under the leadership of Dr. Chris DeCock, pediatric clerkship director. You will be provided prompt feedback to ensure you to optimize your learning experience on Pediatrics. We expect that as third year medical students you come to the Pediatric Clerkship prepared to give 100% to each patient encounter. We also expect you will conduct yourself in a professional manner. If you have any concerns or problems during your rotation feel free to contact Dr. Chris DeCock, pediatric clerkship director or Kathy Kraft, clerkship coordinator.
    [Show full text]
  • Pediatrics Community About the Residency Recruitment Process May 19, 2021
    APPD/COMSEP/AMSPDC/FuturePedsRes/NextGenPediatricians Letter to Our Pediatrics Community About the Residency Recruitment Process May 19, 2021 The leadership of APPD, COMSEP, AMSPDC, FuturePedsRes, and NextGenPediatricians have been working collaboratively with Undergraduate Medical Education (UME) and Graduate Medical Education (GME) leaders and learners to optimize the recruitment process for applicants and programs. Through this process, we have sought substantial input from applicants, program leaders, chairs, and the greater community including other subspecialties. In addition, we have reviewed and appreciate the recommendations from the Coalition for Physician Accountability. Our primary goal is to optimize the recruitment process for both learners and programs by: (1) Helping learners find programs that match their career goals while providing an atmosphere conducive to their learning styles. (2) Creating a fair and equitable application process for both learners and programs. This past interview season has opened our eyes to ways of improving equity in our processes. In addition, there continues to be uncertainty due to the COVID‐19 pandemic, with some regions still experiencing surges and travel restrictions. Given that many are most focused on the types of interviews we will be doing this coming year, we present that recommendation up front, and then go into the additional recommendations below. Following many conversations and surveys with each of our organizations, we strongly recommend only offering virtual interviews for the 2021‐2022 recruitment cycle for several reasons: (1) Effective assessment: The majority of applicants and programs highlighted that they thought the assessment of applicants was sufficient using virtual interviews in the 2020‐ 2021 cycle. (2) Equity: Virtual interviews are more equitable for applicants and programs, both in terms of cost savings and in terms of any remaining restrictions from the COVID‐19 pandemic.
    [Show full text]
  • Former General Pediatrics Fellows
    Former General Pediatrics Fellows Alumni, 2007–2017 2007 Name: Copeland-Linder, Nikeea Prior Training: PhD (Psychology), University of Michigan Years In Program: 2005-2007 Mentors: Tina Cheng, Nick Lalongo Research Area: Youth violence prevention, child stress and mental health Current Position: Child psychologist, Ellicott City 2008 Name: Garg, Arvin Prior Training: MD: Boston University School of Medicine; MPH: Boston University School of Public Health; Pediatric Residency: Univ. of Connecticut School of Medicine Years In Program: 2004-2008 Mentors: Janet Serwint, Arlene Butz Research Area: Addressing social determinants of health within pediatric primary care Associate Professor, Boston University School of Medicine; Associate Director Current Position: of Medical Student Education for Pediatrics Name: Kuo, Dennis Prior Training: MD: University of Pennsylvania; Pediatric Residency, University of North Years In Program: Carolina Degrees Earned: 2005-2008 Mentors: MHS, Johns Hopkins University Bloomberg School of Public Health Research Area: Cynthia Minkovitz Current Position: Associate Professor and Chief, General Pediatrics, University at Buffalo, and Medical Director of Primary Care Services at Women & Children‘s Hospital of Buffalo 2009 Name: Dodge, Rachel Prior Training: MD: University of Maryland; Pediatric Residency: Rainbow Babies and Children’s Hospital, Cleveland, OH Years In Program: 2005-2009 Degrees Earned: MPH: Johns Hopkins University Bloomberg School of Public Health Mentors: Anne Duggan, Tina Cheng, Tracy King, Megan Bair-Merritt Research Area: Primary care based interventions to promote positive parenting Current Position: Pediatrician, Dundalk Pediatric Association (Johns Hopkins Medicine) Name: Murray, Kantahyaneee Prior Training: PhD (Public Health): University of Maryland Years In Program: 2007-9 Mentors: Tina Cheng, Megan Bair-Merritt Research Area: Role of primary care in youth violence prevention Current Position: Senior Research Associate, Annie E.
    [Show full text]
  • A Pediatric Role in Enhancing Development in Young Children
    CLINICAL REPORT Guidance for the Clinician in Rendering Pediatric Care The Power of Play: A Pediatric Michael Yogman, MD, FAAP,a Andrew Garner, MD, PhD, FAAP, b Jeffrey Hutchinson, MD, FAAP, c RoleKathy Hirsh-Pasek, in PhD, Enhancing d Roberta Michnick Golinkoff, PhD, Development e COMMITTEE ON PSYCHOSOCIAL inASPECTS Young OF CHILD AND FAMILY Children HEALTH, COUNCIL ON COMMUNICATIONS AND MEDIA Children need to develop a variety of skill sets to optimize their development abstract and manage toxic stress. Research demonstrates that developmentally appropriate play with parents and peers is a singular opportunity to promote the social-emotional, cognitive, language, and self-regulation skills that build executive function and a prosocial brain. Furthermore, play aDepartment of Pediatrics, Harvard Medical School, Harvard University and Mount Auburn Hospital, Cambridge, Massachusetts; bDepartment supports the formation of the safe, stable, and nurturing relationships with of Pediatrics, School of Medicine, Case Western Reserve University and University Hospitals Medical Practices, Cleveland, Ohio; cDepartment all caregivers that children need to thrive. of Pediatrics, F. Edward Hebert School of Medicine, Uniformed Services University, Bethesda, Maryland; dDepartment of Psychology, Brookings Play is not frivolous: it enhances brain structure and function and promotes Institution and Temple University, Philadelphia, Pennsylvania; and executive function (ie, the process of learning, rather than the content), eSchool of Education, University
    [Show full text]
  • 36 Dept .Of Pediatrics, "Obstetrics and Phillpps -University ,355 Marburg/L. ,FRG &I. KIM C M (9) 11
    T.M.Strom*, J. Weil*, A. Timnic*, D. Knorr, C.G.D.Brook F..A.~ivese~': F. Bidlingmaier 38 The Middlesex Hospit~l,Mortimer Street, London W1. Depart. of Paediatrics, University of Munich and CROW'LII AND CROWD1 IIOIIMONE (CII) TRMTMENT FOI.I.OIIING IUUlOTIICIL$PY 35 Institute of Clinical Biochemistry, University of Bonn OF BRAIN TUEIOURS. FRGl EIND~NCSITES FOR ATRIAL NATRlURETlC PEPTIDE Of a cohort of 132 children .,live and well following treatment of brain (ANP) ON PLATELETS IN PATIENTS WITH HIGH tumours renlote from the hypothalasus or pituitaly with radrotherapy, 96% tiad PLASMA ANP LEVELS. evidence of GI1 abnornwlity. 32 had campleLctl their Growth. 14 who had received craniospinal irradiation, had final height SDS -2.03 (range, -3.7 to +O.O9), In our first study we found binding sites for ANP on human sitting height (SH) SbS -3.22 and subischinl leg letlgtl; (SILL) SDS -0.61. 18 platelets. Binding studies on these easily accessible cells could treated with cranial irradiation aloac liad final height SDS -0.93 (range, -7.6 be a useful model to investigate receptor-status in patients with to +2.07), SH SUS -1.24 and ST1.L SDS -0.53. llius the crfect of spin.il elevated ANP plasma levels. We reported high ANP levels in irradiation on final height was considerable. neonates and in patients with heartfailure. Therefore we studied 40 children were treated with GH for periods of 1-4 years. 32 had the number of binding sites on platelets in venous umbilical blood received craniospinal irradiation and 8 cranial irradiation alone.
    [Show full text]
  • Medical Terminology Abbreviations Medical Terminology Abbreviations
    34 MEDICAL TERMINOLOGY ABBREVIATIONS MEDICAL TERMINOLOGY ABBREVIATIONS The following list contains some of the most common abbreviations found in medical records. Please note that in medical terminology, the capitalization of letters bears significance as to the meaning of certain terms, and is often used to distinguish terms with similar acronyms. @—at A & P—anatomy and physiology ab—abortion abd—abdominal ABG—arterial blood gas a.c.—before meals ac & cl—acetest and clinitest ACLS—advanced cardiac life support AD—right ear ADL—activities of daily living ad lib—as desired adm—admission afeb—afebrile, no fever AFB—acid-fast bacillus AKA—above the knee alb—albumin alt dieb—alternate days (every other day) am—morning AMA—against medical advice amal—amalgam amb—ambulate, walk AMI—acute myocardial infarction amt—amount ANS—automatic nervous system ant—anterior AOx3—alert and oriented to person, time, and place Ap—apical AP—apical pulse approx—approximately aq—aqueous ARDS—acute respiratory distress syndrome AS—left ear ASA—aspirin asap (ASAP)—as soon as possible as tol—as tolerated ATD—admission, transfer, discharge AU—both ears Ax—axillary BE—barium enema bid—twice a day bil, bilateral—both sides BK—below knee BKA—below the knee amputation bl—blood bl wk—blood work BLS—basic life support BM—bowel movement BOW—bag of waters B/P—blood pressure bpm—beats per minute BR—bed rest MEDICAL TERMINOLOGY ABBREVIATIONS 35 BRP—bathroom privileges BS—breath sounds BSI—body substance isolation BSO—bilateral salpingo-oophorectomy BUN—blood, urea, nitrogen
    [Show full text]
  • ACT Early Milestone Moments
    Milestone Moments Learn the Signs. Act Early. Learn the Signs. Act Early. www.cdc.gov/milestones 1-800-CDC-INFO Adapted from CARING FOR YOUR BABY AND YOUNG CHILD: BIRTH TO AGE 5, Fifth Edition, edited by Steven Shelov and Tanya Remer Altmann © 1991, 1993, 1998, 2004, 2009 by the American Academy of Pediatrics and You can follow your child’s development by watching how he or BRIGHT FUTURES: GUIDELINES FOR HEALTH SUPERVISION OF INFANTS, CHILDREN, AND ADOLESCENTS, Third she plays, learns, speaks, and acts. Edition, edited by Joseph Hagan, Jr., Judith S. Shaw, and Paula M. Duncan, 2008, Elk Grove Village, IL: American Academy of Pediatrics. Special acknowledgements to Susan P. Berger, PhD; Jenny Burt, PhD; Margaret Greco, MD; Katie Green, MPH, Look inside for milestones to watch for in your child and how you CHES; Georgina Peacock, MD, MPH; Lara Robinson, PhD, MPH; Camille Smith, MS, EdS; Julia Whitney, BS; and can help your child learn and grow. Rebecca Wolf, MA. Centers for Disease Centers for Disease Control and Prevention Control and Prevention www.cdc.gov/milestones www.cdc.gov/milestones 1-800-CDC-INFO 1-800-CDC-INFO 220788 Milestone Moments How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. The lists that follow have milestones to look for when your child is: 2 Months ............................................................... page 3 – 6 Check the milestones your child has reached at each age. 4 Months ............................................................... page 7 –10 Take this with you and talk with your child’s doctor at every visit about the milestones your child has reached and what to 6 Months ..............................................................
    [Show full text]
  • Glossary of Common MCH Terms and Acronyms
    Glossary of Common MCH Terms and Acronyms General Terms and Definitions Term/Acronym Definition Accountable Care Organizations that coordinate and provide the full range of health care services for Organization individuals. The ACA provides incentives for providers who join together to form such ACO organizations and who agree to be accountable for the quality, cost, and overall care of their patients. Adolescence Stage of physical and psychological development that occurs between puberty and adulthood. The age range associated with adolescence includes the teen age years but sometimes includes ages younger than 13 or older than 19 years of age. Antepartum fetal Fetal death occurring before the initiation of labor. death Authorization An act of a legislative body that establishes government programs, defines the scope of programs, and sets a ceiling for how much can be spent on them. Birth defect A structural abnormality present at birth, irrespective of whether the defect is caused by a genetic factor or by prenatal events that are not genetic. Cost Sharing The amount an individual pays for health services above and beyond the cost of the insurance coverage premium. This includes co-pays, co-insurance, and deductibles. Crude birth rate Number of live births per 1000 population in a given year. Birth spacing The time interval from one child’s birth until the next child’s birth. It is generally recommended that at least a two-year interval between births is important for maternal and child health and survival. BMI Body mass index (BMI) is a measure of body weight that takes into account height.
    [Show full text]
  • Hospital Medicine Content Outline
    Pediatric Hospital Medicine Content Outline In-Training, Initial Certification, and Maintenance of Certification Exams THE AMERICAN BOARD of PEDIATRICS Table of Contents Overview ................................................................................................................................................................................ 1 Development of the Pediatric Hospital Medicine Content Outline ................................................................................. 1 Content Domains ............................................................................................................................................................... 1 Universal Tasks .................................................................................................................................................................. 1 Development and Classification of Exam Questions ....................................................................................................... 2 Sample Question ................................................................................................................................................................ 2 Exam Weights ....................................................................................................................................................................... 3 Detailed Content Outline ................................................................................................................................................... 4 Domain
    [Show full text]
  • Evidence-Based Approaches to Care in Pediatrics and Obstetrics Texas Medical Center
    Evidence-Based Approaches to Care in Pediatrics and Obstetrics Conference Tracks: Pediatrics, Obstetrics & Professional Development/Leadership Texas Medical Center Pavilion for Women Conference Center, Level 4 7:00am – 8:00am Registration/Exhibitors/Posters Breakfast 8:00am – 8:15am Rooms D, E & F /Skype Welcome Mary Jo Andre, MSN, RN, NEA-BC Senior Vice President and Chief Nursing Officer, Texas Children’s Hospital 8:15am – 9:15am Rooms D, E & F/Skype Drug Diversion Panel Allison Bell, LCSW; Karen Lettre, MSN, RN; Jennifer Sanders, MSN, RN, NEA-BC; Karen Sripan, MSN, RN, CPN, CCRN-K & Jeffrey Wagner, Pharm D, RPh, MPH, BCPS 9:25am – 10:25am Taussig Auditorium Room A Room B Room C Cardiac Stress MRI Caring for the Deteriorating A Better Bedside Partnership: Beyond Morphine: Creating an Patient During a Rapid Response Re-evaluating the Nurse and Institutional Environment of Arlene B. De La Cruz, BSN, RN, Event Medical Resident Relationship Comfort for Children CCRN Experiencing Pain Laura L. Backus, BSN, RN Dionne Walker, MSN, RNC-OB Heidi Thompson, MSN, RN Tara Barrick, MSN, RNC-OB Monique Landor, RNC-NIC, IBCLC Lisa Davenport, MSN, BS, RN, RNC- NIC Melody Hellsten, DNP, APRN, PPCNP-BC, CHPPN 10:35am – 11:35am Room A Room B Room C Room D Rooms E & F/Skype Maximizing Your Keeping a Pulse on the 30 minute presentations Breakthrough Pawsitive Play Program Clinical Impact: Bedside: Ten Years of So You Want to Get Your Communication: Intellectual and Quality and Safety Master’s Degree But Don’t Enhancing the Provider- Sarah Herbek, Animal
    [Show full text]
  • What You Need to Know About the New Guidelines for the Diagnosis and Management of Food Allergy in the U.S
    Allergy guidelines insert_Layout 1 9/26/11 1:36 PM Page 1 What you need to know about the new guidelines for the diagnosis and management of food allergy in the U.S. V OLUME 126, N O . 6 D ECEMBER 2010 • Tests for food-specific IgE are recom- Overview www.jacionline.org • The Guidelines, sponsored by the NIH Supplement to mended to assist in diagnosis, but should (NIAID), are based upon expert opinion THE JOURNAL OF not be relied upon as a sole means to di- Allergy ANDClinical and a comprehensive literature review. Immunology agnose food allergy. The medical history/ AAP had input on the document.1,2 exam are recommended to aid in diag- nosis. A medically monitored feeding Guidelines for the Diagnosis and Management Definitions of Food Allergy in the United States: Report of the (food challenge) is considered the most NIAID-Sponsored Expert Panel • Food allergy was defined as an adverse definitive test for food allergy. health effect arising from a specific im- • Food-specific IgE testing has numerous mune response. limitations; positive tests are not intrin- • Food allergies result in IgE-mediated sically diagnostic and reactions some- immediate reactions (e.g., anaphylaxis) OFFICIAL JOURNAL OF times occur with negative tests. These and several chronic diseases (e.g., ente- Supported by the Food Allergy Initiative issues are also reviewed in an AAP Clini - rocolitis syndromes, eosinophilic esopha - cal Report.3 Testing “food panels” with- gitis, etc), in which IgE may not play an important role. out considering history is often mis - leading. Tests selected to evaluate food allergy should be Epidemiology and Natural History based on the patient’s medical history and not comprise • Food allergy is more common in children than adults, large general panels of food allergens.
    [Show full text]
  • 1 Ministry of Health of Ukraine National O.O. Bogomolets Medical
    Ministry of Health of Ukraine National O.O. Bogomolets Medical University “APPROVED” At the staff meeting of the Department of pediatrics №4 Chief of the Department of Pediatrics №4 Academician, Professor, MD, PhD Maidannyk V.G. __________________________(Signature) “_____” ___________________ 2019 y. Methodological recommendations for students Subject Pediatrics Module 1 Pediatrics PERIODS OF CHILDHOOD Topic Course 3 Faculty Medical №2 Kyiv -2019 1 Authorship TEAM OF SPECIALISTS OF THE DEPARTMENT OF PEDIATRICS №4 NATIONAL MEDICAL O.O. Bogomolets UNIVERSITY HEAD OF THE DEPARTMENT - DOCTOR OF MEDICAL SCIENCES, MD, PhD, ACADEMICIAN of the NAMS of Ukraine PROFESSOR V.G. Maidannyk., MD, PhD, ASSOCIATE PROFESSOR Ie.A. Burlaka; MD, PhD, ASSOCIATE PROFESSOR R.V. Terletskiy, MD, PhD Assistamt T.D. Klec. PERIODS OF CHILDHOOD Topic relevance. Child's organism is constantly changing in the process of individual development, and different systems and organs formation takes place at definite time. Childhood periodization is the chronological basis for studying and un- derstanding the regularities of child's growing up and developing, as well as the peculiarities of their morbidity depending on their age. The aim of the lesson: to study the chronological structure of child's age, to study the peculiarities of children's growing, development and morbidity at different age. Follow-up questions: 1. Different childhood periods chronology, critical periods. 2. Peculiarities of all critical childhood periods. 3. Peculiarities of the newborn's organism and transitory states of the newborn period. 4. Morbidity peculiarities at different childhood periods. Having covered the topic, the student should be able to: 1. Define the periods of children's age.
    [Show full text]