Detection of acute myocardial ischaemia using electrocardiographic methods is generally based on assessment of the ST segments in the standard 12-lead electrocardiogram (ECG). Several studies have also shown changes in high-frequency QRS components during acute ischaemia. The purpose of the present study was to determine the changes in high-frequency QRS components during prolonged percutaneous transluminal coronary angioplasty (PTCA) and to compare these changes with ST-segment deviations in the standard 12-lead ECG. The study population consisted of 19 patients receiving prolonged PTCA. Standard and high-resolution signal-averaged ECGs were recorded before and during balloon inflation. The high-resolution recordings were performed using bipolar X, Y and Z leads. The QRS complexes in the high-resolution signal-averaged ECGs were analysed within a bandwidth of 150-250 Hz. During inflation, significant reductions in high-frequency QRS components were observed (12-72%). Changes in the high-frequency QRS components were seen in four of the patients without ST-segments deviation in the standard ECG. The correlation between the ST-segment deviation and the reduction in high-frequency QRS components was weak (r = 0.27). Acute coronary artery occlusion produces changes in high-frequency QRS components, even in the absence of ST-segment deviation in the standard ECG. Further studies need to be carried out to evaluate whether analysis of high-frequency QRS components could provide a method for detecting myocardial ischaemia and give additional information to that available in the ST segment in the standard ECG.
Strong evidence has emerged that teacher educators (TEs) should be directly and actively engaged in the research process. Despite this, relatively low levels of research activity have been observed. In 2014, the British Educational Research Association (BERA) called for a national strategy to embed research-informed practice into teacher education. Previous research has revealed that TEs encounter several barriers to engaging in research. This study aimed to provide a current and detailed account of perceptions of control and ability to engage in research in a sample of TEs based at a new university in England, using the framework of the theory of planned behaviour. Semi-structured interviews were conducted with 16 TEs to elicit control beliefs underlying research engagement. Beliefs mentioned by at least 25% of the sample were defined as accessible beliefs and were retained for further qualitative analysis. Interpretative phenomenological analysis revealed seven higher-order control factors that influenced the motivation to engage in research. Specifically, these comprised a lack of time, insufficient mentoring, limited opportunities for collaboration, the nature of initial teacher education, changes in the faculty, various feelings (mostly negative) and inflexible research procedures. These accessible beliefs can be targeted by faculties of education to increase research engagement. In future research we will collect quantitative data about these beliefs from a larger sample of TEs. Empirical relationships between the control beliefs and intention to engage in research and actual research engagement will be investigated, which will allow evidence-based interventions, rooted in the qualitative data, to be developed.
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