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Epidemiology, ventilation management and outcomes of COVID–19 ARDS patients versus patients with ARDS due to pneumonia in the Pre–COVID era

Background: Ventilation management may differ between COVID–19 ARDS (COVID–ARDS) patients and patients with pre–COVID ARDS (CLASSIC–ARDS); it is uncertain whether associations of ventilation management with outcomes for CLASSIC–ARDS also exist in COVID–ARDS. Methods: Individual patient data analysis of COVID–ARDS and CLASSIC–ARDS patients in six observational studies of ventilation, four in the COVID–19 pandemic and two pre–pandemic. Descriptive statistics were used to compare epidemiology and ventilation characteristics. The primary endpoint were key ventilation parameters; other outcomes included mortality and ventilator–free days and alive (VFD–60) at day 60. Results: This analysis included 6702 COVID–ARDS patients and 1415 CLASSIC–ARDS patients. COVID–ARDS patients received lower median VT (6.6 [6.0 to 7.4] vs 7.3 [6.4 to 8.5] ml/kg PBW; p < 0.001) and higher median PEEP (12.0 [10.0 to 14.0] vs 8.0 [6.0 to 10.0] cm H2O; p < 0.001), at lower median ΔP (13.0 [10.0 to 15.0] vs 16.0 [IQR 12.0 to 20.0] cm H2O; p < 0.001) and higher median Crs (33.5 [26.6 to 42.1] vs 28.1 [21.6 to 38.4] mL/cm H2O; p < 0.001). Following multivariable adjustment, higher ΔP had an independent association with higher 60–day mortality and less VFD–60 in both groups. Higher PEEP had an association with less VFD–60, but only in COVID–ARDS patients. Conclusions: Our findings show important differences in key ventilation parameters and associations thereof with outcomes between COVID–ARDS and CLASSIC–ARDS. Trial registration: Clinicaltrials.gov (identifier NCT05650957), December 14, 2022.

The Role of Tensions and Quitting Intentions in Preservice Teachers’ Self-Efficacy

Graduation project supervision of undergraduate students in Higher Professional Education

Paperbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Universities of Applied Sciences (UAS) that offer Professional Studies (PS) are required to educate students to become starting professionals with research competence, that enable them to deal with challenging tasks that professionals face in a dynamic knowledge society (e.g. Heggen, Karseth, & Kyvik, 2010). To assess professional and research competence, students at UAS in the Netherlands mostly develop a professional product for an external bidder as their graduation project. The professional product is an artefact that is ideally representative for students’ future professions within a specific domain, e.g. a strategic advice within the economic domain (e.g. Losse, 2016). Due to the integrative and complex character of this task, supervision is essential and we thus need to understand what expertise supervisors need and which are good pedagogic strategies. However, little is known about graduation project supervision at UAS. This literature review aims at providing knowledge about graduation project supervision and at revealing what further inquiry on graduation project supervision should aim at, by answering the following questions: 1. What expertise do supervisors need and what is known about pedagogic strategies in graduation project supervision at UAS? 2. What should further inquiry after graduation project supervision at UAS aim at?