OBJECTIVE—To describe the use of oral antidiabetic drugs for management of type 2 diabetes in the U.S. from 1990 through 2001. RESEARCH DESIGN AND METHODS—Data on oral antidiabetic drugs were derived from two pharmaceutical marketing databases from IMS Health, the National Prescription Audit Plus and the National Disease and Therapeutic Index. RESULTS—In 1990, 23.4 million outpatient prescriptions of oral antidiabetic agents were dispensed. By 2001, this number had increased 3.9-fold, to 91.8 million prescriptions. Glipizide and glyburide, two sulfonylurea medications, accounted for ∼77% of prescriptions of oral antidiabetic drugs in 1990 and 35.5% of prescriptions in 2001. By 2001, the biguanide metformin (approved in 1995) had captured ∼33% of prescriptions, and the thiazolidinedione insulin sensitizers (rosiglitazone and pioglitazone marketed beginning in 1999) accounted for ∼17% of market share. Compared with patients treated in 1990, those in 2001 were proportionately younger and they more often used oral antidiabetic drugs and insulin in combination. Internists and general and family practitioners were the primary prescribers of this class of drugs. CONCLUSIONS—Consistent with the reported increase in the prevalence of type 2 diabetes, the number of dispensed outpatient prescriptions of oral antidiabetic drugs increased rapidly between 1990 and 2001. This period was marked by an increase in the treatment of younger people and the use of oral antidiabetic drugs in combination. With the approval in the last decade of several new types of oral antidiabetic medications with different mechanisms of action, options for management of type 2 diabetes have expanded.
Aplastic anemia may be associated with Epstein-Barr virus more commonly than suspected by history. Localization of the virus in the bone marrow supports a causative role for Epstein-Barr virus in bone marrow failure.
major groups of Herpesvirus saimiri (HVS)associated antigens [early antigens (EA), late antigens (LA), membrane antigens (MA)] in 10 owl monkeys infected with HVS were related to the clinical course of HVS-induced disease. Results are also presented which show that EA is produced 4-8 hours earlier than LA in HVSinfected cells providing further evidence that these were 2 distinct groups of antigens. In animals that developed neoplasms, antibodies against all 3 groups of antigens were found;
Executive SummaryClassroom instruction continues to change dramatically with new technology and pedagogy. Faculty aspire to develop innovative programs and creative education while seeking effective teaching strategies that capitalize on emerging technology and invoke student interest and involvement. Research shows that student involvement, hands-on projects, and teamwork are successful pedagogical approaches (Kayes, Kayes, & Kolb, 2005;McKeachie 1994;Passman 2001). This paper describes a creative project for students that showcases technology and student involvement. Additionally, the assignment is consistent with the seven principles for good practice in higher education (Chickering & Gamson, 1987) and provides desired outcomes to business education such as business fundamentals, critical thinking, teamwork, and technology skills.Students prepare a team-based research presentation on a topic that incorporates a student produced podcast. Students produce and share a podcast in which they interview an expert or knowledgeable individual in the research topic area. By producing podcasts, students have the opportunity to research and analyze information, communicate effectively, and incorporate the opinions of experts in a cutting-edge way. Producing and comparing their own work to that of others can give students a valuable perspective on their own abilities and inspire them to try new ideas or techniques.Software programs and computers make it easier to record and edit audio and video programs than in the past. During the course of the project, students are exposed to Audacity, Windows Movie Maker, Visio, FreeMind, new search engines, HTML and RSS code, FTP, and the operation of digital and audio recorders. The instructor has the option of providing access to the podcast to a course management system such as Blackboard; making each team's podcast available for campus consumption by uploading the podcast to a restricted website; or providing unrestricted access by posting the podcast to iTunes or similar podcast subscription service.We utilized an evaluation questionnaire to assess the effectiveness of the project. From the students' perspective, the project was very effective in meeting educational objectives. The design of the project utilizes the seven principles for good practice in higher education, and skills students need to produce the podcast are consistent with desired learning outcomes. Student produced podcasts Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requi...
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