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Principles for including or excluding 'mechanisms' of death when writing cause-of-death statements.

OBJECTIVE: To develop principles and refined definitions designed to improve the content of cause-of-death statements regarding inclusion or exclusion of so-called mechanisms of death. DATA SOURCES: Survey of readily available instruction manuals and other literature regarding mechanisms of death and instructions for death certificate completion. DATA SYNTHESIS: Definitions and principles contained in the information sources were reviewed, and a set of specific principles, criteria, and definitions were written. These principles are consistent with, but are more extensive and practically applicable than, those found in each of the information sources surveyed and may be used to decide which conditions to report in cause-of-death statements. CONCLUSIONS: Mechanisms of death include a defined list of terminal events (such as asystole) and a larger group of nonspecific physiologic derangements (such as portal hypertension) and are differentiated by definition from nonspecific anatomic processes (such as cirrhosis). Three principles may be applied in individual cases. Principle 1 states that terminal events are not reported in cause-of-death statements. Principle 2 states that a nonspecific physiologic derangement or a nonspecific anatomic process should be reported if (1) it is a recognized, potentially fatal complication of the underlying cause of death; (2) it constitutes part of the sequence of conditions that led to the death of the patient in question; (3) it is not a symptom or sign; (4) its existence in the patient would not be apparent unless included and explicitly stated in the cause-of-death statement; (5) its inclusion does not constitute an oversimplification of the facts; and (6) an etiologically specific underlying cause of death is also reported. Principle 3 states that if the existence of the complication is obvious based on the underlying cause of death or another reported complication, it need not be reported.

Autopsy↗

Some evaluation criteria for educational multimedia applications.

This article is a fragmented overview of my personal baggage and considerations of evaluation criteria for educational multimedia. So let me begin with the single most important evaluation criteria: Use you own common sense. Your first impression normally says a lot, and you will quite soon sense it if it is quality stuff you are dealing with. Having said that, of course a number of more or less explicit pedagogical and technical evaluation criteria can be formulated. For many years various bodies have produced checklists for the evaluation of educational software. Some are just headlines, others are more detailed. Notice that multimedia is not a new thing, only the word is. Ten years ago 'multi' meant text (and drawings). Now the technical communication tools have become more sophisticated, adding sound, photos and video to the scene, not forgetting improved and more easy interaction with the software. But it is still educational software. A number of previous evaluation studies have been excellently summarised and commented upon by Squires and McDougall [1]. Many others exist, e.g. back in 1985, 1987 helpful software evaluation guidelines were published by the Council of Ministers of Education, Canada [2], and The Toronto Board of Education. [3].

Computer-Assisted Instruction↗

Individual differences in gains from computer-assisted remedial reading.

Two hundred second- to fifth-grade students (aged approximately 7 to 11 years) spent 29 h in a computer-assisted remedial reading program that compared benefits from accurate, speech-supported reading in context, with and without explicit phonological training. Children in the "accurate-reading-in-context" condition spent 22 individualized computer hours reading stories and 7 small-group hours learning comprehension strategies. Children in the "phonological-analysis" condition learned phonological strategies in 7 small-group hours, and divided their computer time between phonological exercises and story reading. Phonologically trained children gained more in phonological skills and untimed word reading; children with more contextual reading gained more in time-limited word reading. Lower level readers gained more, and benefited more from phonological training, than higher level readers. In follow-up testing, most children maintained or improved their levels, but not their rates, of training gains. Phonologically trained children scored higher on phonological decoding, but children in both conditions scored equivalently on word reading.

Child↗

New bottles, old wine: hidden cultural assumptions in a computerized explanation system for migraine sufferers.

Sophisticated computer programs known as "intelligent systems" have been developed for use in medical settings for over two decades. Such systems explicitly encode information about task domains, problem attributes, and problem-solving strategies. They also embody tacit assumptions held by those who build them, reflecting meanings taken for granted in particular cultural and disciplinary arenas. This article examines assumptions built into the design of a patient education system for migraine sufferers, drawing upon extended participant-observation of the development process. Its designers view the system as neutral, but observation reveals that it embodies a physician's point of view. While intended to support migraine patients by offering useful information not given them by physicians, the system in fact offers information characterized by the same assumptions and deletions as that provided by neurologists. Thus, although intended to empower migraine patients, this system may actually reinforce rather than reduce the power differential between doctor and patient.

Attitude to Health↗

Peer learning, lectures and online learning--putting it all together.

INTRODUCTION: This paper evaluates usage of discussion forums forming part of an integrated online learning environment that supplements a face to face general practice registrar training program. METHOD: Basic general practice registrars were given training in the use of the online learning environment, which was explicitly linked to their other educational activities. A group of advanced registrars was given access to the online environment without any formal training or support and without specific curriculum linkage. Usage data were in the form of quantitative analysis of site logs, posts to discussion forums before and after a website redesign, and qualitative feedback from focus groups. RESULTS: The majority of basic registrars accessed forums to read messages. Only one third posted messages. The number of registrars to access forums was similar before and after site redesign. Log data indicated greater exploration of resources in the redesigned environment. The group of advanced registrars used the online resources significantly less than the basic registrars. DISCUSSION: These data underscore the importance of linking curriculum to online learning resources, and of providing adequate information technology training and support.

Australia↗

Advance preparation and stimulus-induced interference in cued task switching: further insights from BOLD fMRI.

To switch from one cognitive task to another is thought to rely on additional control effort being indicated by performance costs relative to repeating the same task. This switch cost can be reduced by advance task preparation. In the present experiment the nature of advance preparation was investigated by comparing a situation where an explicit task cue was presented 2000 ms in advance of the target stimulus (CTI-2000) with a situation where cue and target were presented in close succession (CTI-100). We mapped the blood-oxygenation-level-dependent (BOLD) activation correlates of switch-related control effort and advance task preparation to test alternative explanations why advance preparation is reducing switch costs. A previously reported control-related cortical network of frontal and parietal brain areas emerged that was more strongly activated for switching between tasks. However, this was true exclusively for CTI-100 where no advance task preparation was possible. At CTI-2000 these same brain areas were equally engaged in both switch and repeat trials. For some of these areas, this common activation was time-locked to the presentation of both the cue as well as the target. Other areas were exclusively associated with target processing. The overall pattern of results suggests that advance task preparation is a common process of pre-activating (cue-locked activation) the currently relevant task set which does not face interference from a persisting N - 1 task set. During target processing the same brain areas are re-engaged (subsequent target-locked activation) to apply the pre-activated task set. Though being common to repeat and switch trials, advance preparation has a differential benefit for switch trials. This is because the instructed task set has time to settle into a stable state, thus becoming resistant against disruption from the previous task set, which is retrieved by the current target stimulus.

Adult↗

Recognizing through feeling. A physical and computer simulation based on educational theory.

This article focuses on the educational theory underpinning computer-based simulation in professional education. An innovative computer-based physical simulation to facilitate student learning of assessment and palpation skills in midwifery has been developed to prototype stage and preliminary evaluations conducted. The learning experience explicitly builds on the learning and teaching theory--a "conversational framework"--developed by Laurillard. A template incorporating all the dimensions of the Laurillard framework in the learning experience is presented and discussed. It is argued that this template could have wider application especially in clinically based health science courses. The case-based learning environment allows the students to solve problems and make valid clinical judgments. Throughout the learning experiences, students effectively examine a pregnant woman while interrelating their experiences with the academic knowledge of the teacher (a world of "descriptions"). The structure for learning relies on a mechanism for identifying and addressing the misunderstandings students initially hold. The creation of situations of cognitive conflict in the student's world of action (Laurillard's concept of intrinsic feedback) is seen as central to the learning experience. Finally, the article will canvass the issues faced by a project team designing and developing a technology-based educational package around an educational theory.

Computer Simulation↗

Cognitive representations, control, and understanding of complex systems: a field study focusing on components of users' mental models and expert/novice differences.

Users' mental models of systems are frequently asserted to be important in their interactions with those systems. Although there are few explicit definitions of mental models in the literature, mental models are assumed to be important and researchers have seemed to accept and understand the concept intuitively. In our research, we have extracted three themes from the definitions of mental models including: (1) the relations among features or components of a system; (2) the capability of the mental model to aid in the control of the system; and (3) the capability of the mental model to enhance the user's understanding of the system. The relationships among the components of users' mental models, including procedural and declarative knowledge, perceptions of the use of system features, and the relations among the similarity of use of system features, were investigated in a field study. Trained and untrained novice users of a new business phone system rated the similarity of use of nine standard features on the phone. These ratings were used to derive cognitive representations of the relations among the system features. Users' ratings of features on univariate scales about the use of the features and scores obtained on a test of procedural knowledge were related to these representations. The two novice groups' mental models were similar except for the perception of one feature; it was more accurately depicted in the trained users' representation than those who did not attend a training programme. Two types of experts' similarity of use ratings were evaluated to determine an 'appropriate' representation of the use of the system features; this was then compared to the novices'. This comparison suggested that there were deficiencies in the mental models of novices. Designing training programmes and instructional aids for systems using the discrepancies between novices' and experts' mental models are discussed.

Adult↗

Teaching clinical skills in developing countries: are clinical skills centres the answer?

CONTEXT: There is growing international interest in teaching clinical skills in a variety of contexts, one of which is Clinical Skills Centres. The drivers for change making Skills Centres an important adjunct to ward and ambulatory teaching come both from within and outside medical education. Educationally, self-directed learning is becoming the accepted norm, encouraging students to seek and maximize learning opportunities. There are global changes in health care practice, increased consumerism and increasing student numbers. In some countries, professional recommendations influence what is taught. Increasingly, core skills curricula and outcome objectives are being defined. This explicit definition encourages assessment of the core skills. In turn, all students require equal opportunities to learn how to practise the skills safely and competently. The moves towards interprofessional education make joint learning in a"neutral" setting, like a Clinical Skills Centre, appear particularly attractive. OBJECTIVE: To discuss the potential role of Clinical Skills Centres in skills training in developing countries and to consider alternative options. DISCUSSION: Many developing countries seek to establish Clinical Skills Centres to ensure effective and reliable skills teaching. However, the model may not be appropriate,because fully equipped Clinical Skills Centres are expensive to set up, staff; and run. They are not the only way to achieve high quality clinical teaching. Suggested options are based on the philosophy and teaching methods successfully developed in Clinical Skills Centres that may fulfil the local needs to achieve low cost and high quality clinical teaching which is reflective of the local health needs and cultural expectations.

Clinical Competence↗

Guidance for industry: patient-reported outcome measures: use in medical product development to support labeling claims: draft guidance.

This guidance describes how the FDA evaluates patient-reported outcome (PRO) instruments used as effectiveness endpoints in clinical trials. It also describes our current thinking on how sponsors can develop and use study results measured by PRO instruments to support claims in approved product labeling (see appendix point 1). It does not address the use of PRO instruments for purposes beyond evaluation of claims made about a drug or medical product in its labeling. By explicitly addressing the review issues identified in this guidance, sponsors can increase the efficiency of their endpoint discussions with the FDA during the product development process, streamline the FDA's review of PRO endpoint adequacy, and provide optimal information about the patient's perspective of treatment benefit at the time of product approval. A PRO is a measurement of any aspect of a patient's health status that comes directly from the patient (i.e., without the interpretation of the patient's responses by a physician or anyone else). In clinical trials, a PRO instrument can be used to measure the impact of an intervention on one or more aspects of patients' health status, hereafter referred to as PRO concepts, ranging from the purely symptomatic (response of a headache) to more complex concepts (e.g., ability to carry out activities of daily living), to extremely complex concepts such as quality of life, which is widely understood to be a multidomain concept with physical, psychological, and social components. Data generated by a PRO instrument can provide evidence of a treatment benefit from the patient perspective. For this data to be meaningful, however, there should be evidence that the PRO instrument effectively measures the particular concept that is studied. Generally, findings measured by PRO instruments may be used to support claims in approved product labeling if the claims are derived from adequate and well-controlled investigations that use PRO instruments that reliably and validly measure the specific concepts at issue. The glossary defines many of the terms used in this guidance. In particular, the term instrument refers to the actual questions or items contained in a questionnaire or interview schedule along with all the additional information and documentation that supports the use of these items in producing a PRO measure (e.g., interviewer training and instructions, scoring and interpretation manual). The term conceptual framework refers to how items are grouped according to subconcepts or domains (e.g., the item walking without help may be grouped with another item, walking with difficulty, within the domain of ambulation, and ambulation may be further grouped into the concept of physical ability). FDA's guidance documents, including this guidance, do not establish legally enforceable responsibilities. Instead, guidance documents describe the Agency's current thinking on a topic and should be viewed only as recommendations, unless specific regulatory or statutory requirements are cited. The use of the word should in Agency guidance documents means that something is suggested or recommended but not required. First publication of the Draft Guidance by the Food and Drug Administration--February 2006.

Clinical Trials as Topic↗

Putting post-registration nursing students on-line: important lessons learned.

A web site and discussion forum to support a part time degree course for nurses was introduced not only to support student learning but also to encourage students to use and develop their IT skills. Previous cohorts had identified that health informatics skills needed to be addressed more explicitly throughout the programme. The aims of the project were to: (i) evaluate the use of the web site and discussion forum; (ii) determine the barriers to using the web site and discussion forum; (iii) identify ways of overcoming any barriers. The first aim was addressed by analysing web page hits and contributions to the discussion forum. Students' experiences of using the web site and the discussion forum were collected using a questionnaire and followed up by a focus group made up of high and low users of the discussion forum. Students who had accessed the web site most often felt they had been able to communicate with their peers (Spearman's rho, p < 0.01) and had gained peer support by accessing the web site (Spearman's rho, p > 0.05). None of the participants in this study had used a discussion forum before and whilst some students had the skills and confidence to contribute to the on-line discussions, others 'lurked' and some did not access the discussion facility at all. Strategies for improving the engagement and quality of on-line learning are proposed from the lessons learned during this study.

Attitude of Health Personnel↗

Computer-enhanced laparoscopic training system (CELTS): bridging the gap.

BACKGROUND: There is a large and growing gap between the need for better surgical training methodologies and the systems currently available for such training. In an effort to bridge this gap and overcome the disadvantages of the training simulators now in use, we developed the Computer-Enhanced Laparoscopic Training System (CELTS). METHODS: CELTS is a computer-based system capable of tracking the motion of laparoscopic instruments and providing feedback about performance in real time. CELTS consists of a mechanical interface, a customizable set of tasks, and an Internet-based software interface. The special cognitive and psychomotor skills a laparoscopic surgeon should master were explicitly defined and transformed into quantitative metrics based on kinematics analysis theory. A single global standardized and task-independent scoring system utilizing a z-score statistic was developed. Validation exercises were performed. RESULTS: The scoring system clearly revealed a gap between experts and trainees, irrespective of the task performed; none of the trainees obtained a score above the threshold that distinguishes the two groups. Moreover, CELTS provided educational feedback by identifying the key factors that contributed to the overall score. Among the defined metrics, depth perception, smoothness of motion, instrument orientation, and the outcome of the task are major indicators of performance and key parameters that distinguish experts from trainees. Time and path length alone, which are the most commonly used metrics in currently available systems, are not considered good indicators of performance. CONCLUSION: CELTS is a novel and standardized skills trainer that combines the advantages of computer simulation with the features of the traditional and popular training boxes. CELTS can easily be used with a wide array of tasks and ensures comparability across different training conditions. This report further shows that a set of appropriate and clinically relevant performance metrics can be defined and a standardized scoring system can be designed.

Clinical Competence↗

The perceived likelihood of dental hygienists to report abuse before and after a training program.

PURPOSE: The rise of abuse, mandatory reporting, and penalties for not reporting abuse make this study significant for oral health care personnel. The purpose of this research was to determine survey results pertaining to the likelihood of dental hygienists reporting abuse before and after a training program, in order to influence and encourage similar training programs in other locations and to impact dental hygiene curricula. METHODS: Exempt status was obtained from the University of New England Institutional Review Board for the Protection of Human Subjects. A convenience sample was taken of registered dental hygienists who attended a training program and who volunteered to complete a 10-item statement form. A three-category ordinal Likert-type scale was employed. The statement form was filled out before and after a tested training program for the recognition and reporting of abuse (violence) and neglect. The terms family violence, child abuse, and elder abuse were defined as umbrella terms to encompass all abuse, except where explicit. This study explores two research questions: Do dental hygienists perceive the likelihood to make a report if confronted with suspected abuse, and would training make a difference in the perceived likelihood to report? The 10 statements were grouped into three sets for analysis: 1) training and experience in reporting, 2) knowledge of responsibilities, signs, symptoms, and interviewing, and 3) likelihood of making a report. Data were analyzed using descriptive statistics to explain the population's knowledge characteristics and the likelihood of reporting abuse. RESULTS: Twenty-six surveys were administered and 25 surveys were returned for a 96% response rate (n=25). Survey results supported training to increase compliance with mandatory reporting. Of the subgroup having experience with reporting (n=5; 20%), over half (n=3) knew all aspects of abuse. The entire group knew more about child abuse than elder abuse. Prior to training, 40% definitely knew that they would likely report abuse, 40% somewhat knew that they would likely report it, and 20% didn't know or said it would be unlikely that they would report. Only 5% stated that they definitely knew how to make a report before the training. After training, 100% reported that they would be likely to make a report, an overall increase of 60%. In the pre-survey, 60% said they did not know how to make a report, compared to 96% indicating in the post-survey that they knew how to make a report after training. CONCLUSION: Evidence from the dental hygienists attending a continuing education program supports that training increases the self-perceived likelihood to report abuse. This study also acknowledged areas for investigation of curricular augmentation, such as providing more information on elder abuse and presenting a guide for filing a report of abuse to the appropriate agencies. It is imperative for educators to include adequate information in dental and dental hygiene curricula for training in reporting abuse. It is also incumbent upon dental hygiene clinicians to identify their own educational needs and to seek out appropriate continuing education. These identified outcomes are an important reinforcement to providing adequate instruction in dental hygiene curricula.

Curriculum↗

Visuomotor processing as reflected in the directional discharge of premotor and primary motor cortex neurons.

Premotor and primary motor cortical neuronal firing was studied in two monkeys during an instructed delay, pursuit tracking task. The task included a premovement "cue period," during which the target was presented at the periphery of the workspace and moved to the center of the workspace along one of eight directions at one of four constant speeds. The "track period" consisted of a visually guided, error-constrained arm movement during which the animal tracked the target as it moved from the central start box along a line to the opposite periphery of the workspace. Behaviorally, the animals tracked the required directions and speeds with highly constrained trajectories. The eye movements consisted of saccades to the target at the onset of the cue period, followed by smooth pursuit intermingled with saccades throughout the cue and track periods. Initially, an analysis of variance (ANOVA) was used to test for direction and period effects in the firing. Subsequently, a linear regression analysis was used to fit the average firing from the cue and track periods to a cosine model. Directional tuning as determined by a significant fit to the cosine model was a prominent feature of the discharge during both the cue and track periods. However, the directional tuning of the firing of a single cell was not always constant across the cue and track periods. Approximately one-half of the neurons had differences in their preferred directions (PDs) of >45 degrees between cue and track periods. The PD in the cue or track period was not dependent on the target speed. A second linear regression analysis based on calculation of the preferred direction in 20-ms bins (i.e., the PD trajectory) was used to examine on a finer time scale the temporal evolution of this change in directional tuning. The PD trajectories in the cue period were not straight but instead rotated over the workspace to align with the track period PD. Both clockwise and counterclockwise rotations occurred. The PD trajectories were relatively straight during most of the track period. The rotation and eventual convergence of the PD trajectories in the cue period to the preferred direction of the track period may reflect the transformation of visual information into motor commands. The widely dispersed PD trajectories in the cue period would allow targets to be detected over a wide spatial aperture. The convergence of the PD trajectories occurring at the cue-track transition may serve as a "Go" signal to move that was not explicitly supplied by the paradigm. Furthermore, the rotation and convergence of the PD trajectories may provide a mechanism for nonstandard mapping. Standard mapping refers to a sensorimotor transformation in which the stimulus is the object of the reach. Nonstandard mapping is the mapping of an arbitrary stimulus into an arbitrary movement. The shifts in the PD may allow relevant visual information from any direction to be transformed into an appropriate movement direction, providing a neural substrate for nonstandard stimulus-response mappings.

Animals↗

Baby doe redux? The Department of Health and Human Services and the Born-Alive Infants Protection Act of 2002: a cautionary note on normative neonatal practice.

The Born-Alive Infants Protection Act (BAIPA), passed by Congress in 2002, has attracted little publicity. Its purposes were, in part, "to repudiate the flawed notion that a child's entitlement to the protections of the law is dependent on whether that child's mother or others want him or her." Understood as antiabortion rhetoric, the bill raised little concern among physicians at the time of legislative hearings and passed in both Houses by overwhelming majorities, hardly suggesting contentious legislation. After its signing into law, the Neonatal Resuscitation Program (NRP) Steering Committee issued an opinion stating that "[BAIPA] should not in any way affect the approach that physicians currently follow with respect to the extremely premature infant." This interpretation of the law, however, may have been short sighted. In April 2005, the US Department of Health and Human Services (DHHS) brought life to the BAIPA, announcing: "As a matter of law and policy, [DHHS] will investigate all circumstances where individuals and entities are reported to be withholding medical care from an infant born alive in potential violation of federal statutes." The agency issued instructions to state officials on how the definitional provision within the BAIPA interacts with the Emergency Medical Treatment and Labor Act (EMTALA) and the Child Abuse Prevention and Treatment Act (CAPTA). These interagency memoranda potentially resurrect dormant governmental oversight of newborn-treatment decisions and thus may have influence over normative neonatal practice. Under the BAIPA, the DHHS interprets EMTALA to protect all "born-alive" infants; hospitals and physicians violating regulatory requirements face agency-sanctioned monetary penalties or a "private right of action by any individual harmed as a direct result." According to its memorandum, the DHHS will investigate allegations of EMTALA violations whenever it finds evidence that a newborn was not provided with at least a medical screening examination under circumstances in which a "prudent layperson observer" could conclude from the infant's "appearance or behavior" that it was "suffering from an emergency medical condition." The memorandum fails to clarify which observers qualify as prudent, what infant appearance or behavior is relevant, or what defines an emergency medical condition. Because these evaluative criteria are not constrained by reference to relevant standards of medical care, the agency arguably substitutes a nonprofessional's presumed sagacious assessment of survivability for reasonable medical judgment. Indeed, under a straightforward reading of the instruction, a family member could conceivably trigger an investigation after observing a relative deliver a 20-week fetus who maintains a heartbeat for an hour before its death. Most physicians would not consider this an emergency medical condition and, rather than perform a screening examination, would provide comfort for the newborn and support for the family. The guideline, however, does not state that professional acumen trumps the layperson's observations in these instances; thus, physicians are left unclear about whether screening examinations are required for all newborns regardless of a priori, reasoned considerations of survivability. In this context, the NRP Steering Committee opinion states that "at the time of delivery... the medical condition and prognosis of the newly born infant should be assessed. At that point decisions about withholding or discontinuing medical treatment that is considered futile may be considered by... providers in conjunction with the parents acting in the best interest of their child." However, most pediatricians skilled in screening and resuscitation are not currently called on to perform this function when the gestational age of a nonviable fetus is reasonably certain before delivery. If under the law screening is now required at any gestational age, professional procedure immediately after previable births may need modification. More worrisome, threatened aggressive investigations of alleged EMTALA violations at the soft edges of viability, where futility remains a matter of debate, jeopardize the normative ethical practice of offering discretionary palliative care. The DHHS sent its other instruction to state child protective services agencies responsible for implementing CAPTA regulations; it reiterates the limited situations in which physicians may withhold medical treatment from infants and reemphasizes the local role of "individuals within health care facilities" to notify authorities of suspected infractions. Its real import, however, is insistence on local execution of legal remedies to prevent nontreatment decisions deemed impermissible by the 1984 Baby Doe rules. Because this new directive encourages governmental oversight of treatment decisions involving imperiled newborns, a period of benign regulatory neglect seems to be over. The federal CAPTA rules arguably remove quality-of-life considerations from the decision-making calculus and therefore may conflict with the best-interests paradigm advocated by the American Academy of Pediatrics and NRP. How courts will respond to the DHHS interpretation of EMTALA and CAPTA under the BAIPA remains unclear. Federal courts have yet to authoritatively examine alleged EMTALA violations involving newborn treatment decisions at the limits of viability. The Wisconsin Supreme Court has permitted an EMTALA claim to go to trial where physicians allegedly did not screen or resuscitate a 22-week newborn delivered in an emergency department, and a lower appellate court has relied on CAPTA to hold that parents do not possess the right to choose against resuscitating an extremely premature newborn. The Texas Supreme Court recently granted physicians the paternalistic prerogative to resuscitate imperiled newborns without attention to parental preference under a common law doctrine of "emergent circumstances." These judicial decisions undermine the ethical discretion parents are typically afforded in decision-making before and after delivery in these morally complex situations. The DHHS interpretation of the BAIPA may encourage jurisdictional creep of these kinds of pronouncements as the agency seeks to expand legal protections for born-alive infants. The US Supreme Court has stated that "courts must presume that a legislature says in a statute what it means and means in a statute what it says there"; thus, judges interpret law by analyzing "concrete statutory language, not by reference to abstract notions of generalized legislative intent." The BAIPA indiscriminately defines "born alive" to include an infant "at any stage of development... regardless of whether the expulsion or extraction occurs as a result of natural or induced labor, cesarean section, or induced abortion," and it makes no reference to standards of care or best interests, nor does it specifically protect a parent's decision-making authority. Under the law's strict logic, an 18-week miscarried fetus with a detectable heart beat after delivery is entitled to the full protections of the law as determined by "any Act of Congress, or any ruling, regulation, or interpretation of the various administrative bureaus and agencies." Before concluding that the BAIPA would not affect normative neonatal practice, the NRP Steering Committee should have analyzed the act's actual statutory language and avoided relying heavily on imprecise legislative intent. The BAIPA's congressional sponsors did claim that the law "will not mandate medical treatment where none is currently indicated," but such political rhetoric is often not sufficient to render law innocuous years after separation from its legislative history. Besides, nowhere in the House record does the majority explicitly acknowledge that discretion to decide the fate of imperiled newborns invests in parents, in consultation with physicians; indeed, the bill's stated purpose was to repudiate that notion. At best, legislators recognized that physicians disagree about the efficacy of resuscitating at the limits of viability, and therefore the current standard of care permits doctors to deem resuscitation a futile endeavor. However, judges may resist characterizing resuscitation as futile, given its poor analytical fit, and substantial public-policy concerns regarding discrimination against future disabled individuals could easily tip a court to preserve incipient, at least, physiologic life under the BAIPA's all-encompassing definition of born alive.

Fetal Viability↗