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Oral surgery‐associated postoperative bleeding in haemophilia patients – a tertiary centre's two decade experience

Oral surgery-associated postoperative bleeding in haemophilia patients – a tertiary centre's two decade experience - Givol - 2014 - Haemophilia - Wiley Online Library Skip to Main Content Log in / Register Log In E-Mail Address Password Forgotten Password?

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Oral surgery-associated postoperative bleeding in haemophilia patients – a tertiary centre's two decade experienceN. Givol1,†, A. Hirschhorn2,3,†, A. Lubetsky3,4, D. Bashari3,4 andG. Kenet3,4,*Article first published online: 4 DEC 2014

DOI: 10.1111/hae.12573

© 2014 John Wiley & Sons Ltd

Issue

HaemophiliaEarly View (Online Version of Record published before inclusion in an issue)

Additional Information

How to CiteGivol, N., Hirschhorn, A., Lubetsky, A., Bashari, D. and Kenet, G. (2014), Oral surgery-associated postoperative bleeding in haemophilia patients – a tertiary centre's two decade experience. Haemophilia. doi: 10.1111/hae.12573

Author Information1

Unit of Oral and Maxillofacial Surgery, Soroka University Medical Center, Beer Sheva, Israel

2

Department of Oral and Maxillofacial Surgery, Sheba Medical Center, Ramat Gan, Israel

3

Sackler Medical School, Tel Aviv University, Ramat Gan, Israel

4

National Hemophilia Center, Sheba Medical Center, Ramat Gan, Israel

†

Equal contribution to the paper as first authors.

* Correspondence: Gili Kenet, The National Hemophilia Center, Sheba Medical Center, Sackler Faculty of Medicine, Tel Aviv University, Ramat Gan, Israel.
Tel.: +972 3 5302120; fax: +972 3 5351806;
e-mail: gili.kenet@sheba.health.gov.il

Publication HistoryArticle first published online: 4 DEC 2014 SEARCH Search Scope All contentPublication titlesIn this journalIn this issue Search String Advanced >Saved Searches > SEARCH BY CITATION Volume: Issue: Page: ARTICLE TOOLSGet PDF (244K)Save to My ProfileE-mail Link to this ArticleExport Citation for this ArticleGet Citation AlertsRequest Permissions AbstractArticleReferencesCited By View Full Article (HTML) Enhanced Article (HTML) Get PDF (244K) Keywords:dental;factor;haemophilia;haemostasis;surgicalSummary

Our goal in this research was to evaluate potential and targeted therapy, correlated with haemophilia severity and dental procedural risk, to reduce postoperative bleeding risk. Patients with haemophilia who were treated at the Oral and Maxillofacial Surgery Clinic at Sheba Medical Center between 1996 and 2012 comprised the study cohort. Data collected included disease history and severity, perioperative factor concentrate therapy, local haemostatic agent application, systemic tranexamic acid use and outcome. Bleeding was defined as excessive bleeding during or within 20 days following procedure. Dental procedures (n = 1968) of 125 patients were studied. Patients’ bleeding risk score was evaluated according to the severity of haemophilia with or without the presence of an inhibitor, presence of comorbid coagulopathy and the type of dental procedure. Thirty-four patients undergoing a total of 880 high-risk and 1088 low-risk procedures suffered 40 postoperative bleeding events that necessitated further dental and/or haematological intervention. Among risk factors for delayed bleeding, the use of fibrin glue was significantly (P = 0.027) associated with the risk of postprocedural bleed probably as it was applied to high-risk patients and procedures. Earlier treatment period (P = 0.055), postprocedure hospitalization (P = 0.039) and dental “high-risk” procedures (P < 0.0001) also increased bleeding risk. Patients with haemophilia may be safely treated if meticulous haemostasis is applied, along with fibrin glue and systemic therapy as required. Factor transfusions are not mandatory and should be applied considering the procedure-related risk and the patient's calculated haematological risk for bleeding.

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Research and teacher self-inquiry reawaken learning

Research and teacher self-inquiry reawaken learning Sign In to gain access to subscriptions and/or My Tools. Sign In | My Tools | Contact Us | HELP Search all journals Advanced Search Search History Browse Journals Skip to main page content

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Research and teacher self-inquiry reawaken learning Megan Blumenreich Beverly Falk Abstract This article reports on a study of teachers who have engaged in systematic research about their practice. It describes the inquiries of two urban teachers into challenges and dilemmas common to many who work with diverse groups of students. The accounts presented reveal how teachers are able to construct new knowledge about teaching when they engage as inquirers about their work; they invent new solutions to nagging problems, identify new challenges that need to be addressed, and respond to the unique contexts and needs of the children and families of the communities in which they teach.

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« Previous | Next Article » Table of Contents This Article doi: 10.1177/0031721715569470 Phi Delta Kappan February 2015 vol. 96 no. 5 47-51 » AbstractFree Full Text Full Text (PDF) Services Email this article to a colleague Alert me when this article is cited Alert me if a correction is posted Similar articles in this journal Download to citation manager Request Permissions Request Reprints Load patientINFORMation Citing Articles Load citing article information Citing articles via Scopus Citing articles via Web of Science Google Scholar Articles by Blumenreich, M. Articles by Falk, B. Related Content Load related web page information Share CiteULike Connotea Delicious Digg Facebook Google+ LinkedIn Mendeley Reddit StumbleUpon Twitter What's this?

Submit a Manuscript Email Alerts RSS feed More about this journal About the Journal Editorial Board Manuscript Submission Abstracting/Indexing Subscribe Account Manager Recommend to Library Advertising Reprints Permissions Published by PDK International Most Most Read Improving mental health in schools Social-emotional learning is essential to classroom management The phantom collapse of student achievement in New York Interventions can salve unseen anxiety barriers Maryanne Wolf: Balance technology and deep reading to create biliterate children » View all Most Read articles Most Cited Assessment Crisis: The Absence of Assessment for Learning The District Role in Instructional Improvement Mapping Innovation in Leadership Preparation in Our Nation's Schools of Education What Makes Professional Development Effective? Thinking Carefully about Equity and Accountability » View all Most Cited articles HOME ALL ISSUES FEEDBACK SUBSCRIBE RSS EMAIL ALERTS HELP Copyright © 2015 by PDK International Print ISSN: 0031-7217 Online ISSN: 1940-6487

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The Common Core is a change for the better

The Common Core is a change for the better Skip to main page content

HOME CURRENT ISSUE PAST ISSUES FEEDBACK HELP Search PDK Submit Advanced Search User Name Password Sign In The Common Core is a change for the better Nancy S. Gardner and Rod Powell

NANCY S. GARDNER (nancygardner{at}mgsd.k12.nc.us) is an English teacher, and ROD POWELL (rodpowell{at}mgsd.k12.nc.us) is a social studies teacher, both at Mooresville High School, Mooresville, N.C. Abstract The authors, two high school teachers, endorse the Common Core State Standards saying they will improve teaching and learning. The Common Core, they say, not only help students acquire the skills for success in life after high school, but they offer consistency in a student’s educational journey and let employers know what to expect. Meanwhile, because the skills are carefully scaffolded, teachers have a framework for understanding what students learned or should have learned before arriving in new classrooms. Regardless of the grade level or content area and where teachers work, teachers can use a common language to help students know and understand what they are learning.

© 2013. « Previous | Next Article » Table of Contents This Article Phi Delta Kappan December 2013/January 2014 vol. 95 no. 4 49-53 » AbstractFree Full Text Full Text (PDF) Classifications MORE FEATURES Services Tell a colleague about this article Alert me when this article is cited Alert me if a correction is posted Alert me when eletters are published Similar articles in this journal Similar articles in Web of Science Download to citation manager Responses Submit a response No responses published Citing Articles Load citing article information Citing articles via Web of Science Google Scholar Articles by Gardner, N. S. Articles by Powell, R. PubMed Articles by Gardner, N. S. Articles by Powell, R. Related Content Load related web page information Current Issue April 2014, 95 (7) Alert me to new issues of Phi Delta Kappan ADVERTISE CONTACT US/PERMISSIONS EMAIL ALERTS INSTITUTIONAL SUBSCRIPTIONS PDK/GALLUP POLL PROFESSIONAL DEVELOPMENT GUIDES RSS FEEDS WRITE FOR KAPPAN Copyright © 2014 by PDK International

Print ISSN: 0031-7217 Online ISSN: 1940-6487

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Parents need access to education data -- and need to know it's secure

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Parents need access to education data — and need to know it’s secure Aimee Rogstad Guidera Abstract Everyone with a stake in education — especially parents — should understand the value of data and how they can benefit their children’s education. But most people aren’t hearing from their schools, districts, and states about how those data are being used and how their children’s and family’s privacy is being protected. Communicating clearly about what data are and how they’re used is essential to building the trust between parents and their school systems. And communicating about the full breadth of tools and resources that can be brought to life by data can go beyond trust and actually build demand for effective data use.

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« Previous | Next Article » Table of Contents This Article doi: 10.1177/0031721715569462 Phi Delta Kappan February 2015 vol. 96 no. 5 8-12 » AbstractFree Full Text Full Text (PDF) Services Email this article to a colleague Alert me when this article is cited Alert me if a correction is posted Similar articles in this journal Download to citation manager Request Permissions Request Reprints Load patientINFORMation Citing Articles Load citing article information Citing articles via Scopus Citing articles via Web of Science Google Scholar Articles by Guidera, A. R. Related Content Load related web page information Share CiteULike Connotea Delicious Digg Facebook Google+ LinkedIn Mendeley Reddit StumbleUpon Twitter What's this?

Submit a Manuscript Email Alerts RSS feed More about this journal About the Journal Editorial Board Manuscript Submission Abstracting/Indexing Subscribe Account Manager Recommend to Library Advertising Reprints Permissions Published by PDK International Most Most Read Improving mental health in schools Social-emotional learning is essential to classroom management The phantom collapse of student achievement in New York Interventions can salve unseen anxiety barriers Maryanne Wolf: Balance technology and deep reading to create biliterate children » View all Most Read articles Most Cited Assessment Crisis: The Absence of Assessment for Learning The District Role in Instructional Improvement Mapping Innovation in Leadership Preparation in Our Nation's Schools of Education What Makes Professional Development Effective? Thinking Carefully about Equity and Accountability » View all Most Cited articles HOME ALL ISSUES FEEDBACK SUBSCRIBE RSS EMAIL ALERTS HELP Copyright © 2015 by PDK International Print ISSN: 0031-7217 Online ISSN: 1940-6487

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