ADVANCES CHRONIC KIDNEY DISEASE 的目的是提供有关早期肾病和肾衰竭患者以及有肾病风险的人的护理和管理的深入的学术评论文章。重点是与肾脏疾病早期识别相关的文章；预防或延缓肾脏疾病的进展

The purpose of Advances in Chronic Kidney Disease is to provide in-depth academic review articles on the care and management of patients with early kidney disease and kidney failure, as well as those at risk for kidney disease. The focus is on articles related to the early identification of kidney diseases and strategies to prevent or delay the progression of kidney disease.

《Advances in Chronic Kidney Disease》旨在提供关于早期肾病、肾衰竭患者及有肾病风险人群的护理与管理的深入学术评论。期刊重点关注与肾脏疾病早期识别相关的研究，以及预防或延缓肾脏疾病进展的策略。

Advances in Chronic Kidney Disease

Jessica R. Weinstein

Sharon Anderson

The Aging Kidney: Physiological Changes

衰老的肾脏：生理变化

Nupur S. Mistry

Jay L. Koyner

Artificial Intelligence in Acute Kidney Injury: From Static to Dynamic Models

急性肾损伤中的人工智能：从静态到动态模型

Health care transition (HCT) from pediatric to adult-focused services is a longitudinal process driven by the collaboration and interactions of adolescent/young adult patients, their families, providers, health care agencies, and environment. Health care providers in both pediatric and adult-focused settings must collaborate, as patients' health self-management skills are acquired in the mid-20s, after they have transferred to adult-focused care. Our manuscript discusses the individual and family support systems as they relate to adolescents and young adults with chronic or end-stage kidney disease. In the individual domain, we discuss demographic/socioeconomic characteristics, disease complexity/course, cognitive capabilities, and self-management/self-advocacy. In the family domain, we discuss family composition/culture factors, family function, parenting style, and family unit factors. We provide a section dedicated to patients with cognitive and developmental disability. Furthermore, we discuss barriers for HCT preparation and offer solutions as well as activities for HCT preparation.

Cozumel S. Pruette

Daniel Ranch

Weiwen Vivian Shih

Maria Diaz-Gonzalez Ferris

Health Care Transition in Adolescents and Young Adults With Chronic Kidney Disease: Focus on the Individual and Family Support Systems

青少年和年轻成人慢性肾病患者的医疗过渡：聚焦个体与家庭支持系统

Common causes of pediatric ESRD are distinct from those seen in the adult population. In the pediatric population, the most common are congenital anomalies of the kidney and urinary tract (CAKUT), affecting approximately 30% of children with CKD. These structural anomalies often require coordinated care with the pediatric urology team to address voiding issues, bladder involvement, and the potential need for surgical intervention. For pediatric nephrologists and urologists, common CAKUT that are encountered include antenatal hydronephrosis, obstructive uropathies (eg, posterior urethral valves), and vesicoureteral reflux. As more pediatric patients with CAKUT, CKD, and ESRD transition to adult care, it is important for receiving adult nephrologists to understand the clinical presentation, natural history, and prognosis for these diagnoses. This review outlines the diagnosis and potential interventions for these conditions, including strategies to address bladder dysfunction that is often seen in children with CAKUT. A discussion of these management decisions (including surgical intervention) for CAKUT, which are quite common to pediatric nephrology and urology practices, may provide unique learning opportunities for adult nephrologists who lack familiarity with these pediatric conditions.

Rebecca M. Lombel

Paul R. Brakeman

Bryan S. Sack

Lavjay Butani

Urologic Considerations in Pediatric Chronic Kidney Disease

儿童慢性肾病中的泌尿学考量

Adolescent obesity and CKD are both significant public health issues independently. When seen as comorbid conditions, they can cause deleterious health outcomes that put them on the fast track to necessitate dialysis or transplantation. This paper analyzes the effects of various biomarkers and comorbidities seen in the intersection of obesity and CKD in the adolescent population. We illustrate the estimated prevalence of these biomarkers and comorbidities through a review of the literature, available treatment, and obesity-related glomerulopathies. We found significant prevalence of the biomarkers, microalbuminuria (9.42% ± 9.31% and interquartile range [IQR] of 9.5%), hypertension (23.60% ± 22.5% and IQR of 9.5%), low high-density lipoprotein (14.34% ± 5.46% and IQR of 5%), hyperfiltration (3.12% ± 5.16% and IQR of 4%), and lower estimated glomerular filtration rate 4.59 ± 2.75 and IQR of 3%. Identification of prevalent biomarkers and their manifestations can serve to inform clinicians what to look for in daily setting and help elucidate the magnitude of this growing issue. Additionally, pertinent treatment options from pharmacotherapy to bariatric surgery are outlined to provide care providers with the full spectrum of treatment options for obesity in adolescent populations.

Nikhil Nair

Riti Kalra

Girish Chandra Bhatt

Aarushi Narang

Gurinder Kumar

Rupesh Raina

The Effect and Prevalence of Comorbidities in Adolescents With CKD and Obesity

青少年慢性肾病与肥胖共病的影响及流行情况

Amy A. Yau

Priscilla Cortez

Bourne L. Auguste

The Physician Leader: Teaching Leadership in Medicine

医生领导者：医学中的领导力教学

Evaluations serve as the backbone of any educational program and can be broadly divided into formative and summative evaluations. Formative evaluations are "just in time" evaluations focused on informing the learning process, whereas summative evaluations compare fellows to a preset standard to determine their readiness for unsupervised practice. In the nephrology fellowship programs, evaluations assess competence in the framework of ACGME Milestones 2.0. A variety of learning venues, evaluators, and tools should be incorporated into the measurement process. It is important to determine which milestones can be best assessed in each education venue to decrease the burden of assessment fatigue. Additionally, programs can diversify the evaluators to include nurses, medical students, peers, and program coordinators in addition to faculty to provide a well-rounded assessment of the fellows and share the assessment burden. Lastly, the evaluation data should be presented to fellows in a format where it can inform goal setting. The evaluation system needs to evolve along with the changes being made in curriculum design. This will help to make fellowship learning effective and efficient. Evaluations serve as the backbone of any educational program and can be broadly divided into formative and summative evaluations. Formative evaluations are "just in time" evaluations focused on informing the learning process, whereas summative evaluations compare fellows to a preset standard to determine their readiness for unsupervised practice. In the nephrology fellowship programs, evaluations assess competence in the framework of ACGME Milestones 2.0. A variety of learning venues, evaluators, and tools should be incorporated into the measurement process. It is important to determine which milestones can be best assessed in each education venue to decrease the burden of assessment fatigue. Additionally, programs can diversify the evaluators to include nurses, medical students, peers, and program coordinators in addition to faculty to provide a well-rounded assessment of the fellows and share the assessment burden. Lastly, the evaluation data should be presented to fellows in a format where it can inform goal setting. The evaluation system needs to evolve along with the changes being made in curriculum design. This will help to make fellowship learning effective and efficient.

Sana Waheed

Laura Maursetter

Evaluation Evolution: Designing Optimal Evaluations to Enhance Learning in Nephrology Fellowship

评估演变：设计最佳评估以增强肾病学研究员的学习效果

Nephrologists have a significant role in educating and mentoring trainees. They are considered role models and a major reason for fellows to be attracted to the specialty. Nephrology training programs not only support fellows in their teaching endeavors but also provide them with the necessary knowledge and skills required for advancing their careers as clinician educators. However, such career development tracks are limited in number and most focus on early career faculty. Here we present an overview of the various teaching opportunities for fellows at the University of North Carolina (UNC) Nephrology fellowship program and the development of a fellow-oriented clinician educator track. Our goal as part of the nephrology community is to empower the current nephrology fellows to develop fulfilling careers as nephrology clinician educators. Nephrologists have a significant role in educating and mentoring trainees. They are considered role models and a major reason for fellows to be attracted to the specialty. Nephrology training programs not only support fellows in their teaching endeavors but also provide them with the necessary knowledge and skills required for advancing their careers as clinician educators. However, such career development tracks are limited in number and most focus on early career faculty. Here we present an overview of the various teaching opportunities for fellows at the University of North Carolina (UNC) Nephrology fellowship program and the development of a fellow-oriented clinician educator track. Our goal as part of the nephrology community is to empower the current nephrology fellows to develop fulfilling careers as nephrology clinician educators.

Gargi S. Priamvada

Elizabeth S. Kotzen

Koyal Jain

Clinician Educator Pathway for Nephrology Fellows: The University of North Carolina Experience

肾病学研究员临床教育者路径：北卡罗来纳大学经验

With the ongoing workforce crisis in nephrology, it is critically important to engage medical students early in their educational arc with continued touch points throughout the curriculum. Ideally, this begins with the preclinical learning experience as nephrology is notoriously one of the most difficult subjects in medicine to master. Over the last decade, medical schools have made a significant push toward shortening the preclinical experience from 2 years to less than 18 months to allow students earlier exposure to clinical medicine and a more deliberate integration of basic science concepts into the third- and fourth-year curriculum. This design allows for more longitudinal revisiting of basic science concepts in a clinically relevant way as well as more opportunities for clinical application of the materials. In the traditional 2 + 2 model, year 1 typically reviewed normal physiology, anatomy, and histology, and year 2 focused on pathology, pathophysiology, and pharmacology. Year 2 is where nephrologists did the bulk of their teaching. Now in this shortened preclerkship model, schools are moving toward an integrated systems-based approach to learning the material with a focus on clinical relevance for all basic science material. As such, nephrology educators have been tasked with the integration and consolidation of their subject matter into 1 systems-based module to maximize efficiency of the preclinical experience. This requires collaboration with PhD colleagues from anatomy, physiology, embryology, and histology and a team effort to focus and integrate the basic science concepts around clinically relevant topics. However, rather than a 1-pass systems-based approach, many schools (including ours) are deliberately revisiting the material through integrated clinical cases later in the preclerkship and clerkship phases to reinforce and build upon concepts taught in the systems-based modules so students can integrate and apply what they are learning across systems. In nephrology, such concepts include acid-base disorders, hyponatremia and hypernatremia, selection of intravenous fluids, acute kidney injury, chronic kidney disease, complex multisystem autoimmune syndromes, and multisystem organ failure requiring more sporadic teaching for nephrology educators.

Lauren D. Stern

Karen Warburton

Tonia Kim

Molly Cohen-Osher

Challenges in Nephrology Education: Integration of the Preclinical Curriculum

肾脏病学教育中的挑战：整合基础医学课程

Although medical schools across the United States have updated their curricula to incorporate active learning techniques, there has been little discussion on the nature of the content presented to students. Here, we share detailed examples of our experience in using original experiments to lay the groundwork for foundational concepts in renal physiology and pathophysiology. We believe that this approach offers distinct advantages over standard case-based teaching by (1) starting with simple concepts, (2) analyzing memorable visuals, (3) increasing graphical literacy, (4) translating observations to “rules,” (5) encouraging critical thinking, and (6) providing historical perspective to the study of medicine. Although we developed this content for medical students, we have found that many of these lessons are also appropriate as foundational concepts for residents and fellows and serve as an excellent springboard for increasingly complex discussions of clinical applications of physiology. The use of original experiments for teaching and learning in renal physiology harnesses skills in critical thinking and provides a solid foundation that will help learners with subsequent case-based learning in the preclerkship curriculum and in the clinical arena. Although medical schools across the United States have updated their curricula to incorporate active learning techniques, there has been little discussion on the nature of the content presented to students. Here, we share detailed examples of our experience in using original experiments to lay the groundwork for foundational concepts in renal physiology and pathophysiology. We believe that this approach offers distinct advantages over standard case-based teaching by (1) starting with simple concepts, (2) analyzing memorable visuals, (3) increasing graphical literacy, (4) translating observations to “rules,” (5) encouraging critical thinking, and (6) providing historical perspective to the study of medicine. Although we developed this content for medical students, we have found that many of these lessons are also appropriate as foundational concepts for residents and fellows and serve as an excellent springboard for increasingly complex discussions of clinical applications of physiology. The use of original experiments for teaching and learning in renal physiology harnesses skills in critical thinking and provides a solid foundation that will help learners with subsequent case-based learning in the preclerkship curriculum and in the clinical arena.

Melanie P. Hoenig

Stewart H. Lecker

Jeffrey H. William

What's Old Is New Again: Harnessing the Power of Original Experiments to Learn Renal Physiology

旧瓶新酒：利用原始实验学习肾脏生理学

Abbreviation	Adv. Chronic. Kidney. Dis.
Journal Impact	2.14
Quartiles(Global)	UROLOGY & NEPHROLOGY(Q2)

ISSN	1548-5595, 1548-5609
h-index	83

Publication Information	Publisher: W.B. Saunders，Publishing cycle: Quarterly，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2004，Proportion of original research papers: 79.31%，Self Citation Rate:0.00%， Gold OA Rate: 8.26%
Average review cycle	网友分享经验：较慢,6-12周来源Elsevier官网：平均11.1周
Average recruitment ratio	网友分享经验：较易

Advances in Chronic Kidney Disease

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