Comparison of the cerebral function monitor with the EEG in determining brain death

McPeck, Michael; Seriff, Nathan S.; Wiener, Lewis M.

doi:10.1097/00003246-198106000-00005

Cited by 9 publications

(4 citation statements)

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“…Bu bağlamda değerlendirildiğinde geçmiş dönemde eleştirel düşünme becerisinin beceri veya konu temelli öğretilmesini gerektiğini savunan görüşlerin hâkim olduğu, fakat yapılan araştırma ile içerik temelli eleştirel düşünme becerisi öğretiminin de öğrencilerin eleştirel düşünmeyi öğrenmeleri üzerinde etkili olduğu belirlenmiştir. Benzer bir şekilde McPeck (1981), Pauker (1987), Resnick (1987) ve Elder (2001) eleştirel düşünme eğitiminin içerik temelli olmasına yaptıkları vurgu, yapılan araştırmanın sonuçları ile paralellik göstermektedir. Eleştirel düşünme öğretiminin beceri temelli yapılmasını savunan araştırmacılar, bu yaklaşımın kullanışlılığını da eleştirdikleri görülür.…”

Section: Discussionunclassified

İçerik Temelli Eleştirel Düşünme Öğretiminin 5. Sınıf Öğrencilerinin Eleştirel Düşünme Becerilerine Etkisi

Güzel¹,

Erdem²

2022

TurkishStudies

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In the research, it is aimed to determine the effect of content-based critical thinking teaching on students' critical thinking skills. For this purpose, explanatory sequential design was used in the research. Due to the nature of the explanatory sequential design, a quantitative research approach was adopted in the first stage and a qualitative research approach in the second stage. In the first stage of collecting quantitative data, quasi-experimental design with pre-test-post/test control group was preferred as a model, and phenomenology design was preferred for qualitative data. In the quantitative data collection process of the research, 50 students, 25 in the experimental group and 25 in the control group, who were studying in the 5th grade of Muş Province Şeker Secondary School, were determined by criterion sampling method. In the qualitative data collection process, 12 students who were determined by the maximum diversity sampling method, one of the purposive sampling methods, were included. "Critical Thinking Achievement Test" and "Semi-Structured Interview Form" were used to collect data in the research. The quantitative data of the study were analysed with parametric tests. The qualitative data of the research were analysed by content analysis. In the research, it was determined that there is a significant difference between the critical thinking skills of the 5th grade students before content-based critical thinking skills training and the critical thinking skills of 5th grade students after content-based critical thinking skills training. The significant difference identified was evaluated as contentbased critical thinking skills trainings were effective on students' critical thinking skills. In the study, it was determined that content-based critical thinking skills activities had a positive effect on students' critical thinking levels in many ways. These are listed as experiencing positive changes in their ability to make decisions, to think differently, to comprehend the plot of the events, to distinguish the cause-effect relationship in the events, to discover and make evaluations based on what they have discovered, and to reach the result.

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Section: Discussionunclassified

İçerik Temelli Eleştirel Düşünme Öğretiminin 5. Sınıf Öğrencilerinin Eleştirel Düşünme Becerilerine Etkisi

Güzel¹,

Erdem²

2022

TurkishStudies

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“…In a small group of patients, the correlation was perfect between absent signals on the function monitor, an isoelectric EEG, and clinical signs of brain death [51]. By filtering out interference from nearby electrical equipment, this device reportedly allows evaluation of the EEG signal when conventional EEG equipment cannot be used.…”

Section: Confirmatory Testsmentioning

confidence: 90%

Analytic Reviews : The Diagnosis of Brain Death in the Adult Patient

Powner

1987

J Intensive Care Med

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The biological tenet upon which brain death is founded is absolute. The brain's inability to undergo cellular division ensures that once individual neurons die they cannot be replaced. Extrapolating this to the total brain, once the entire brain is dead no recovery can occur, and the patient's family can be guaranteed of that fact. The clinician, therefore, is faced primarily with a diagnostic challenge in determining that brain death is indeed present. The components, procedures, and limitations of that diagnostic process in the adult patient are the subjects of this discussion. Natural HistoryA controlled trial incorporating a standardized treatment protocol and addressing the issue of cardiovascular survival after brairi death has never been published. Most earlier literature, however, has taught that spontaneous cardiac arrest usually occurs within 24 to 72 hours and always within two weeks [1-4] after brain death. With current cardiorespiratory support techniques, however, prolonged somatic survival is more common [5], although spontaneous cardiac arrests do occur. Early cardiac failure supports the urgency felt by many physicians to proceed quickly with the diagnosis of brain death, especially when organ removal for donation is a factor. _ Brain death, or coma depasse, has generally been defined as the irreversible cessation of the function of all parts of the brain above the foramen magnum. Cerebral death identifies the permanent loss of function of both cerebral hemispheres and is synonymous with neocortical death. Unfortunately, the terms brain death and cerebral death have.been used interchangeably, but they are not synonymous. Brainstem death has been identified primarily in the British literature as a vital component of brain death and also as a recognizable separate entity that may exist without cerebral death [6,7]. The philosophical and moral positions supporting termination of life support and initiation of organ removal when only cerebral or brainstem function has ceased, as proposed by some [8], are not discussed here. This article is based on the generally accepted medical, legal, and sociological definition of brain death as that requiring loss of all components of the brain. The interested reader is referred tQ the several review articles available regarding the ethical and legal issues surrounding this topic [9][10][11].

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“…Son intérêt est de renseigner sur la fonctionnalité corticale et d'être donc complémentaire des autres techniques disponibles (IRM, échographie-doppler). Il permet de détecter un tracé isoélectrique dans les suspicions de mort encéphalique et d'orienter rapidement vers les méthodes de diagnostic reconnues : EEG standard ou artériographie [8].…”

Section: Introductionunclassified

Nouvelles techniques de monitorage en réanimation pédiatrique — Monitorage cérébral par l’électroencéphalogramme d’amplitude (aEEG)

et al. 2010

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Comparison of the cerebral function monitor with the EEG in determining brain death

Cited by 9 publications

References 0 publications

İçerik Temelli Eleştirel Düşünme Öğretiminin 5. Sınıf Öğrencilerinin Eleştirel Düşünme Becerilerine Etkisi

İçerik Temelli Eleştirel Düşünme Öğretiminin 5. Sınıf Öğrencilerinin Eleştirel Düşünme Becerilerine Etkisi

Analytic Reviews : The Diagnosis of Brain Death in the Adult Patient

Nouvelles techniques de monitorage en réanimation pédiatrique — Monitorage cérébral par l’électroencéphalogramme d’amplitude (aEEG)

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