Recovery effects of hyperoxic gas inhalation or contrast water immersion on the postexercise cytokine response, perceptual recovery, and next day exercise performance

The effect of different recovery modalities on the postexercise cytokine response, perceptual recovery, and subsequent day athletic performance were investigated. Eight highly trained athletes completed 3 swimming sessions consisting of 20 × 200 m efforts, in a counterbalanced repeated-measures design. At the conclusion of each session, athletes undertook a 30-minute recovery intervention of contrast water therapy (CWT), supplemental oxygen (HYP), or passive rest (CON). Venous blood samples were analyzed for levels of interleukin-6 (IL-6) at the pre-, post-, and 30-minute postswim time points, and a rating of perceived recovery was recorded at the conclusion of the 30-minute intervention and upon returning to the pool 12 hour later. Finally, a 200-m swim time trial was completed as a measure of next day performance. The results showed that there was a significant increase in IL-6 at the completion of exercise, which persisted after 30 minutes of recovery (p < 0.05), with no differences evident between the groups. Additionally, the perception of recovery after the 30-minute intervention was significantly lower in the CON when compared with the CWI and HYP (p < 0.05). However, there were no differences in the 12-hour postrecovery time trial performances. These results suggest that a 30-minute recovery intervention using CWT or HYP has limited influence on the acute-phase response or on improving subsequent day athletic performance. However, strength and conditioning specialists should encourage the use of a structured postexercise recovery procedure because the evidence suggests that the acute perception of recovery is much greater when some form of intervention is implemented in comparison with no recovery procedure at all.     

Effect of two different rest period lengths on the number of repetitions performed during resistance training

The purpose of this study was to compare the effects of 2 different rest period lengths during a resistance training session with the number of repetitions completed per set of each exercise, the volume completed over 3 sets of each exercise, and the total volume during a training session. Fourteen experienced, weight-trained men volunteered to participate in the study. All subjects completed 2 experimental training sessions. Both sessions consisted of 3 sets of 8 repetitions with an 8 repetition maximum resistance of 6 upper body exercises performed in a set manner (wide grip lat pull-down, close grip pull-down, machine seated row, barbell row lying on a bench, dumbbell seated arm curl, and machine seated arm curl). The 2 experimental sessions differed only in the length of the rest period between sets and exercises: 1 session with a 1-minute and the other with a 3-minute rest period. For all exercises, results demonstrate a significantly lower total number of repetitions for all 3 sets of an exercise when 1-minute rest periods were used (p < or = 0.05). The 3- and 1-minute protocols both resulted in a significant decrease from set 1 to set 3 in 4 of the 6 exercises (p < or = 0.05), whereas the 1-minute protocol also demonstrated a significant decrease from set 1 to set 2 in 2 of the 6 exercises (p < or = 0.05). The results indicate that, during a resistance training session composed of all upper body exercises, 1-minute rest periods result in a decrease in the total number of repetitions performed compared with 3-minute rest periods between sets and exercises.     

Latent effect of passive static stretching on driver clubhead speed, distance, accuracy, and consistent ball contact in young male competitive golfers

This investigation was conducted to determine the effect of 2 different warm-up treatments over time on driver clubhead speed, distance, accuracy, and consistent ball contact in young male competitive golfers. Two supervised warm-up treatments, an active dynamic warm-up with golf clubs (AD) and a 20-minute total body passive static stretching routine plus an identical AD warm-up (PSS), were applied before each performance testing session using a counterbalanced design on nonconsecutive days. Immediately after the AD treatment, subjects were instructed to hit 3 full swing golf shots with their driver with 1-minute rest between trials. Immediately after the PSS treatment, subjects were instructed to hit 3 full-swing golf shots with their driver at t0 and thereafter at t15, t30, t45, and t60 minutes with 1-minute rest between swing trials to determine any latent effects of PSS on golf driver performance measures. Results of paired t-tests revealed significant (p < 0.05) decreases in clubhead speed at t0 (-4.92%), t15 (-2.59%), and t30 (-2.19%) but not at t45 (-0.95) or t60 (-0.99). Significant differences were also observed in distance at t0 (-7.26%), t15 (-5.19%), t30 (-5.47%), t45 (-3.30%), and t60 (-3.53%). Accuracy was significantly impaired at t0 (61.99%), t15 (58.78%), t30 (59.46%), and t45 (61.32%) but not at t60 (36.82%). Finally, consistent ball contact was significantly reduced at t0 (-31.29%), t15 (-31.29%), t30 (-23.56%), t45 (-27.49%), and t60 (-15.70%). Plausible explanations for observed performance decrements include a more compliant muscle-tendon unit (MTU) and an altered neurological state because of the PSS treatment. Further, the findings of this study provide evidence supporting the theory that the mechanical properties of the MTU may recover at a faster rate than any associated neurological changes. The results of this inquiry strongly suggest that a total-body passive static stretching routine should be avoided before practice or competition in favor of a gradual AD. Athletes with poor mechanics because of lack of flexibility should perform these exercises after a conditioning session, practice, or competition.     

The effect of rest interval length on multi and single-joint exercise performance and perceived exertion

The purpose of this study was to compare repetition performance and rating of perceived exertion (RPE) with 1-, 3-, or 5-minute rest intervals between sets of multi and single-joint resistance exercises. Fifteen resistance trained men (23.6 ± 2.64 years, 76.46 ± 7.53 kg, 177 ± 6.98 cm, bench press [BP] relative strength: 1.53 ± 0.25 kg·kg(-1) body mass) completed 12 sessions (4 exercises × 3 rest intervals), with each session involving 5 sets with 10 repetition maximum loads for the free weight BP, machine leg press (LP), machine chest fly (MCF), and machine leg extension (LE) exercises with 1-, 3-, 5-minute rest intervals between sets. The results indicated significantly greater BP repetitions with 3 or 5 minutes vs. 1 minute between sets (p ≤ 0.05); no significant difference was evident between the 3- and 5-minute rest conditions. For the other exercises (i.e., LP, MCF, and LE), significant differences were evident between all rest conditions (1 < 3 < 5; p ≤ 0.05). For all exercises, consistent declines in repetition performance (relative to the first set) were observed for all rest conditions, starting with the second set for the 1-minute condition and the third set for the 3- and 5-minute conditions. Furthermore, significant increases in RPE were evident over successive sets for both the multi and single-joint exercises, with significantly greater values for the 1-minute condition. In conclusion, both multi and single-joint exercises exhibited similar repetition performance patterns and RPE, independent of the rest interval length between sets.     

Toward a consensus on radiobiology teaching to radiation oncology residents

There are approximately 82 radiation oncology residency programs in the United States, which provide training opportunities for about 400 residents. All accredited radiation oncology residency programs must have at least one basic scientist on the faculty, and it is these individuals who often assume, wholly or in part, the responsibility of teaching radiation and cancer biology to radiation oncology residents in preparation for the American College of Radiology (ACR) In-Training Examination in Radiation Oncology and the American Board of Radiology (ABR) written examinations. In response to a perceived lack of uniformity in radiation and cancer biology curricula currently being taught to residents and a perceived lack of guidance for instructors in formulating course content for this population, a special session was presented at the Forty-eighth Annual Radiation Research Society meeting on April 23, 2001. The session, entitled "Toward a Consensus on Radiobiology Teaching to Radiation Oncology Residents", was focused on issues related to teaching radiobiology to radiation oncology residents and targeted for individuals who actively teach radiation and cancer biology as well as coordinators of residency training programs. The speakers addressed current challenges and future problems facing instructors and programs. Among these were lack of feedback on resident performance on ABR and ACR written examinations and on course content, uncertainty about what topics residents must know to pass the ABR examination, and, in the near future, a reduction (due to retirement) of instructors qualified to teach radiobiology. This article provides a synopsis of the information that was presented during that session, offers a glimpse into how the ABR and ACR examinations are prepared and details of the content of past and future examinations, and summarizes the activities of the Joint Working Group on Radiobiology Teaching which was formed to educate instructors, to establish a consensus for course curricula, and to improve the overall quality of resident teaching.     

The effect of static, ballistic, and proprioceptive neuromuscular facilitation stretching on vertical jump performance

The purpose of this study was to compare the acute effects of different modes of stretching on vertical jump performance. Eighteen male university students (age, 24.3 +/- 3.2 years; height, 181.5 +/- 11.4 cm; body mass, 78.1 +/- 6.4 kg; mean +/- SD) completed 4 different conditions in a randomized order, on different days, interspersed by a minimum of 72 hours of rest. Each session consisted of a standard 5-minute cycle warm-up, accompanied by one of the subsequent conditions: (a) control, (b) 10-minute static stretching, (c) 10-minute ballistic stretching, or (d) 10-minute proprioceptive neuromuscular facilitation (PNF) stretching. The subjects performed 3 trials of static and countermovement jumps prior to stretching and poststretching at 5, 15, 30, 45, and 60 minutes. Vertical jump height decreased after static and PNF stretching (4.0% and 5.1%, p < 0.05) and there was a smaller decrease after ballistic stretching (2.7%, p > 0.05). However, jumping performance had fully recovered 15 minutes after all stretching conditions. In conclusion, vertical jump performance is diminished for 15 minutes if performed after static or PNF stretching, whereas ballistic stretching has little effect on jumping performance. Consequently, PNF or static stretching should not be performed immediately prior to an explosive athletic movement.     

The Use of Global Rating Scales for OSCEs in Veterinary Medicine

OSCEs (Objective Structured Clinical Examinations) are widely used in health professions to assess clinical skills competence. Raters use standardized binary checklists (CL) or multi-dimensional global rating scales (GRS) to score candidates performing specific tasks. This study assessed the reliability of CL and GRS scores in the assessment of veterinary students, and is the first study to demonstrate the reliability of GRS within veterinary medical education. Twelve raters from two different schools (6 from University of Calgary [UCVM] and 6 from Royal (Dick) School of Veterinary Studies [R(D)SVS] were asked to score 12 students (6 from each school). All raters assessed all students (video recordings) during 4 OSCE stations (bovine haltering, gowning and gloving, equine bandaging and skin suturing). Raters scored students using a CL, followed by the GRS. Novice raters (6 R(D)SVS) were assessed independently of expert raters (6 UCVM). Generalizability theory (G theory), analysis of variance (ANOVA) and t-tests were used to determine the reliability of rater scores, assess any between school differences (by student, by rater), and determine if there were differences between CL and GRS scores. There was no significant difference in rater performance with use of the CL or the GRS. Scores from the CL were significantly higher than scores from the GRS. The reliability of checklist scores were .42 and .76 for novice and expert raters respectively. The reliability of the global rating scale scores were .7 and .86 for novice and expert raters respectively. A decision study (D-study) showed that once trained using CL, GRS could be utilized to reliably score clinical skills in veterinary medicine with both novice and experienced raters.     

The effect of rest interval length on the sustainability of squat and bench press repetitions

The purpose of this study was to compare the effect of 3 different rest intervals on the sustainability of squat and bench press repetitions over 5 consecutive sets performed with a 15 repetition maximum (RM)-load. Fifteen college-age men with previous resistance training experience were tested weekly over a period of 3 weeks. During each testing session, 5 consecutive sets of the squat and the bench press were performed with a 30-second, 1-minute, or 2-minute rest interval between sets. For each exercise, significant declines in repetitions occurred between the first and the fifth sets (p = 0.000). For the squat, a significant difference in the ability to sustain repetitions occurred between the 30-second and 2-minute rest condition (p = 0.003). However, differences were not significant between the 30-second and 1-minute rest conditions (p = 0.986) and between the 1-minute and 2-minute rest conditions (p = 0.042). For the bench press, significant differences in the ability to sustain repetitions occurred between the 30-second and 2-minute rest conditions (p = 0.000) and between the 1-minute and 2-minute rest conditions (p = 0.000). However, differences were not significant between the 30-second and 1-minute rest conditions (p = 0.019). For each exercise, the number of repetitions completed on the first set was not sustained over subsequent sets, irrespective of the rest condition. These results suggest that when short rest intervals are used to develop muscular endurance, the intensity should be lowered over subsequent sets to sustain repetitions within the range conducive to this training goal.     

Adolescent Medicine: Attitudes,Training, and Experience Of Pediatric,Family Medicine,and Obstetric-Gynecology Residents

Purpose: Several studies have documented a deficiency in the delivery of preventive services to adolescents during physician visits in the United States. This study sought to assess and compare pediatric, family medicine (FM), and obstetrics and gynecology (OB/GYN) resident perceptions of their responsibility, training, and experience with providing comprehensive health care services to adolescents.Methods: A 57-item, close-ended survey was designed and administered to assess resident perceptions of the scope of their practice, training, and experience with providing adolescent health care across a series of health care categories.Results: Of the 87 respondents (31 OB/GYN, 29 FM, and 27 pediatric), most residents from all three fields felt that the full range of adolescent preventive and clinical services represented in the survey fell under their scope of practice. Residents from all three fields need more training and experience with mental health issues, referring teenagers to substance abuse treatment programs, and addressing physical and sexual abuse. In addition, OB-GYN residents reported deficiencies in training and experience regarding several preventive counseling and general health services, while pediatric residents reported deficiencies in training and experience regarding sexual health services.Conclusions: Our results indicate that at this time, residents from these three specialties are not optimally prepared to provide the full range of recommended preventive and clinical services to adolescents.     

Acute effects of heavy preloading on vertical and horizontal jump performance

The purpose of this study was to investigate the acute effects of a heavy dynamic preload, consisting of 1 set of 5 repetition maximum (5RM) back squats, on countermovement vertical jump (VJ) and horizontal jump (HJ) performance. The study also investigated the ability of subjects to learn to apply the effects of the preload over subsequent training sessions. Nineteen (N = 19) resistance-trained men (age = 25.0 +/- 4.8 years; weight = 79.3 +/- 6.6 kg) participated in the study. Each subject took part in 4 practice and 4 testing sessions. The 4 practice sessions were included to allow for any learning effects of VJ and HJ to stabilize and to establish a true 5RM back squat. The 4 testing sessions were included to see if subjects were able to capitalize on the repeat exposure to the protocol. One practice session consisted of a 10-minute warm-up (5 minutes of cycling and 5 minutes of stretching), 2 sets of VJ and HJ (each set of VJ and HJ consisted of 4 jump repetitions) with a 5-minute rest between sets, progressive 5RM back squat evaluation, and 2 final sets of VJ and HJ. Both VJ and HJ increased approximately 2% over the 4 practice sessions, and 5RM back squat strength improved from 164.2 +/- 25.1 kg to 196.9 +/- 23.0 kg (p < or = 0.05). The 4 testing sessions each consisted of the standardized warm-up, 1 set of 4 VJs and HJs, a 5-minute rest, 5RM back squat, a 5-minute rest, and the final set of VJs and HJs. Pre- and post-5RM VJ and HJ order was randomly assigned. The results indicated no significant differences occurred between the mean or maximal values for either VJ or HJ as a consequence of the dynamic preload exercise. In addition, the results reflected an inability of subjects to benefit from the repeated exposure to the heavy dynamic preload exercise protocol.     

互联网教育对超声住培教学的影响及思考

目的 分析互联网教育对超声专业住培医师教学的影响.方法 将我科接受超声专业住院医师规范化培训的50名住培医师为研究对象,其中以2019年1～4月的住培医师为对照组,以2020年1～4月的住培医师为实验组.对照组以传统教学方式教学,实验组以互联网教学为主要教学方式,两组住培医师通过考试成绩(笔试及技能)及问卷调查方法评估...     

Collected and neglected: are Oxford hostels for the homeless filling up with disabled psychiatric patients?

OBJECTIVE--To assess the severity of psychiatric symptoms among residents of hostels for homeless people. DESIGN--Survey of residents in two hostels in Oxford, comprising three weeks of background fieldwork, a demographic questionnaire, and rating behaviour over two weeks with a behavioural rating scale (REHAB) and mental state with the brief psychiatric rating scale. SETTING--Two hostels for homeless people in Oxford. SUBJECTS--146 Medium to long term residents, of whom 48 were selected by hostel workers by the following criteria: continuous residence for at least two months, signs of persistent severe mental disability, and difficulty in coping independently in the community. Two subjects died during the study; three (previously long term psychiatric inpatients) declined to be assessed on the psychiatric scale. MAIN OUTCOME MEASURE--Behavioural disturbance and mental state. RESULTS--Only a third of the total sample had been born in Oxfordshire. Subjects had been accepted into the hostel either by arrangement with the local psychiatric service (22) or straight off the streets (26); 43 had had a previous (non-drug related) psychiatric admission. Subjects were significantly more likely than other residents to have spent longer (greater than 80 weeks) in a hostel in the past three years (p less than 0.02). With reference to norms for deviant behaviour, the 46 subjects assessed showed considerable deviant behaviour (average weekly scores: 0 (11 subjects), 1 (14), 2-3 (16), and greater than or equal to 4 (5] not significantly different from that expected in moderately to severely handicapped psychiatric inpatients (chi 2 = 1.3, df = 3, p greater than 0.7); 22 had scores equivalent to those in most severely handicapped inpatients. Of the 43 subjects assessed with the psychiatric rating scale, 16 had symptoms of neurosis, 29 of florid psychosis, and 32 of a deficit state. Symptoms of deficit state were positively correlated with ratings of low social activity on the behavioural scale (Spearman''s rank correlation coefficient 0.30, p = 0.03). CONCLUSIONS--Hostels are having to care for long term severely affected psychiatric patients discharged into the community. The suitability of the services offered to such subjects should be assessed.     

Personality Traits Affect Teaching Performance of Attending Physicians: Results of a Multi-Center Observational Study

Background

Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians'' personality traits with their teaching performance across surgical and non-surgical specialties.

Method

We conducted a survey across surgical and non-surgical specialties in eighteen medical centers in the Netherlands. Residents evaluated attending physicians'' overall teaching performance, as well as the specific domains learning climate, professional attitude, communication, evaluation, and feedback, using the validated 21-item System for Evaluation of Teaching Qualities (SETQ). Attending physicians self-evaluated their personality traits on a 5-point scale using the validated 10-item Big Five Inventory (BFI), yielding the Five Factor model: extraversion, conscientiousness, neuroticism, agreeableness and openness.

Results

Overall, 622 (77%) attending physicians and 549 (68%) residents participated. Extraversion positively related to overall teaching performance (regression coefficient, B: 0.05, 95% CI: 0.01 to 0.10, P = 0.02). Openness was negatively associated with scores on feedback for surgical specialties only (B: −0.10, 95% CI: −0.15 to −0.05, P<0.001) and conscientiousness was positively related to evaluation of residents for non-surgical specialties only (B: 0.13, 95% CI: 0.03 to 0.22, p = 0.01).

Conclusions

Extraverted attending physicians were consistently evaluated as better supervisors. Surgical attending physicians who display high levels of openness were evaluated as less adequate feedback-givers. Non-surgical attending physicians who were conscientious seem to be good at evaluating residents. These insights could contribute to future work on development paths of attending physicians in medical education.     

Increasing the effectiveness of clinical supervision.

Effective use of preceptors in the clinical training and supervision of residents involves four essential steps: careful screening of the preceptor''s practice to ensure it reflects the goals of the residency program and teaching the preceptor about the goals; setting a realistic contract for learning between resident and preceptor; teaching the preceptor to use constructive feedback techniques in the day-to-day supervision of residents; and developing the preceptor''s skills in the reliable and valid evaluation of the resident''s performance. Clinical preceptors must be trained to become effective teachers and evaluators in residency programs.     

Specificity of finger pulse volume feedback during relaxation

The effect of biofeedback during brief periods of relaxation was examined. Two groups (10 subjects in each group) were asked to relax as completely as possible during a series of six 3-minute relaxation periods in each of two 1-hr sessions. One group received biofeedback based on finger pulse volume (FPV) during the relaxation trials, while the other group received no biofeedback. Measures of heart rate, respiration rate, skin conductance level, and FPV were recorded during the sessions, and subjective ratings concerning relaxation were obtained after each session. The results showed that FPV scores for the groups differed during the relaxation trials of the second session, but other measures failed to distinguish between the groups. The group that received FPV feedback revealed a significantly higher level of FPV (relative to baseline) than the group that received no feedback.     

Biofeedback training in frontalis muscle relaxation and enhancement of belief in personal control

The hypothesis that biofeedback training in frontalis muscle relaxation increases beliefs in internal (personal) locus of control was tested. Subjects were divided into two groups (internals and externals) based on Mirels' (1970) factor analyzedpersonal control subscale of Rotter's (1966) I-E Scale. Internal and external subjects were assigned randomly to one of three conditions: biofeedback (BF), false feedback (FF), or no feedback (NF). All subjects were measured on frontalis electromyographic (EMG) activity. Training consisted of three sessions spaced 1 week apart. Each session was comprised of a 5-minute baseline (nonfeedback) trial followed by a 20-minute experimental session. After each experimental session, subjects completed a questionnaire which assessed the extent to which they attributed their EMG performance to personal and environmental sources. After three sessions, subjects were posttested on the I-E Scale. Results indicated that subjects receiving BF reduced their EMG activity more than did subjects in either the FF or NF conditions, and this effect was maintained across all three sessions. Subjects who received BF shifted toward internal personal locus of control from pre- to posttesting, whereas no such change was found for either FF or NF subjects. Also, the relationship between BF training and change in personal locus of control was mediated by subjects attributing their EMG reduction more to personal effort than to properties of the task. Results are discussed in terms of the importance of contingent feedback as a determinant of cognitions of control.     

The diversity and distribution of the cetaceans of Costa Rica (Cetacea: Delphinidae, Physeteridae, Ziphiidae y Balaenopteridae)

The first complete checklist of Costa Rican cetaceans is presented with a total of 28 species (35% of the group's world diversity). Most of the species occur in the Pacific Ocean (89%) and most are considered oceanic (57%), common (54%) and resident (68%). The known distribution and status of each species are also provided.     

Quantitation of resistance training using the session rating of perceived exertion method

The purpose of this study was to apply the session rating of perceived exertion (RPE) method, which is known to work with aerobic training, to resistance training. Ten men (26.1 +/- 10.2 years) and 10 women (22.2 +/- 1.8 years), habituated to both aerobic and resistance training, performed 3 x 30 minutes aerobic training bouts on the cycle ergometer at intensities of 56%, 71%, and 83% Vo(2) peak and then rated the global intensity using the session RPE technique (e.g., 0-10) 30 minutes after the end of the session. They also performed 3 x 30 minutes resistance exercise bouts with 2 sets of 6 exercises at 50% (15 repetitions), 70% (10 repetitions), and 90% (4 repetitions) of 1 repetition maximum (1RM). After each set the exercisers rated the intensity of that exercise using the RPE scale. Thirty minutes after the end of the bout they rated the intensity of the whole session and of only the lifting components of the session, using the session RPE method. The rated intensity of exercise increased with the %Vo(2) peak and the %1RM. There was a general correspondence between the relative intensity (%Vo(2) peak and % 1RM) and the session RPE. Between different types of resistance exercise at the same relative intensity, the average RPE after each lift varied widely. The resistance training session RPE increased as the intensity increased despite a decrease in the total work performed (p < 0.05). Mean RPE and session RPE-lifting only also grew with increased intensity (p < 0.05). In many cases, the mean RPE, session RPE, and session RPE- lifting only measurements were different at given exercise intensities (p < 0.05). The session RPE appears to be a viable method for quantitating the intensity of resistance training, generally comparable to aerobic training. However, the session RPE may meaningfully underestimate the average intensity rated immediately after each set.     

An Internet-based symptom questionnaire that is reliable, valid, and available to psychiatrists, neurologists, and psychologists

The Neuropsych Questionnaire (NPQ) addresses 2 important clinical issues: how to screen patients for a wide range of neuropsychiatric disorders quickly and efficiently, and how to acquire independent verification of a patient's complaints. The NPQ is available over the Internet in adult and pediatric versions. The adult version of the NPQ consists of 207 simple questions about common symptoms of neuropsychiatric disorders. The NPQ scores patient and/or observer responses in terms of 20 symptom clusters: inattention, hyperactivity-impulsivity, learning problems, memory, anxiety, panic, agoraphobia, obsessions and compulsions, social anxiety, depression, mood instability, mania, aggression, psychosis, somatization, fatigue, sleep, suicide, pain, and substance abuse. The NPQ is reliable (patients tested twice, patient-observer pairs, 2 observers) and discriminates patients with different diagnoses. Scores generated by the NPQ correlate reasonably well with commonly used rating scales, and the test is sensitive to the effects of treatment. The NPQ is suitable for initial patient evaluations, and a short form is appropriate for follow-up assessment. The availability of a comprehensive computerized symptom checklist can help to make the day-to-day practice of psychiatry, neurology, and neuropsychology more objective.