Browsing by Author "Katta, Shilpa"

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    Pharmacokinetics of Antidepressants in Pregnancy
    (Wiley, 2023) Yue, Min; Kus, Lauren; Katta, Shilpa; Su, Isaac; Li, Lang; Haas, David M.; Quinney, Sara K.; Obstetrics and Gynecology, School of Medicine
    Depression is common in pregnant women. However, the rate of antidepressant treatment in pregnancy is significantly lower than in nonpregnant women. Although some antidepressants may cause potential risks to the fetus, not treating or withdrawing the treatment is associated with relapsing and adverse pregnancy outcomes such as preterm birth. Pregnancy-associated physiologic changes can alter pharmacokinetics (PK) and may impact dosing requirements during pregnancy. However, pregnant women are largely excluded from PK studies. Dose extrapolation from the nonpregnant population could lead to ineffective doses or increased risk of adverse events. To better understand PK changes during pregnancy and guide dosing decisions, we conducted a literature review to catalog PK studies of antidepressants in pregnancy, with a focus on maternal PK differences from the nonpregnant population and fetal exposure. We identified 40 studies on 15 drugs, with most data from patients taking selective serotonin reuptake inhibitors and venlafaxine. Most of the studies have relatively poor quality, with small sample sizes, reporting concentrations at delivery only, a large amount of missing data, and not including times and adequate dose information. Only four studies collected multiple samples following a dose and reported PK parameters. In general, there are limited data available regarding PK of antidepressants in pregnancy and deficiencies in data reporting. Future studies should provide accurate information on drug dosing and timing of dose, PK sample collection, and individual-level PK data.
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    Towards the Creation of a Novel Career-Based Health Informatics (HI) Curriculum Assessment: Mapping HI Job Competencies to HI Curriculum Competencies
    Kulanthaivel, Anand; Zhang, Enming; Katta, Shilpa; Jones, Josette
    In order to best determine what competencies and skills are required for various careers in Health Informatics (HI) and create appropriately matched academic curricula accreditation recommendations, it is important to inventory current HI industry job requirements and posted curricula outcomes with respect to existing curriculum assessment frameworks. For this study, a Clinical Informatics-related career competency list as published by the American Nursing Association (ANA) [l] is used as a guiding framework to establish the competencies required in HI-related careers. The Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM), in conjunction with the American Medical Informatics Association (AMIA), furthermore, have created a list of seven knowledge domains and skills relevant to HI curricula. [2] Anderson & Krathwohl [3] performed a review and revision of Bloom's classical taxonomy [4] of learning; it is thus possible to utilize the taxonomy's revision in tandem with the CAHIIM-AMIA knowledge domain to better merge concepts from academic education competencies with those required by real world HI-related careers.
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    What Do They Mean by "Health Informatics"? Health Informations Posts Compared to Program Standards
    (IOS Press, 2017) Jones, Josette F.; Zhang, Enming; Kulanthaivel, Anand; Katta, Shilpa; BioHealth Informatics, School of Informatics and Computing
    There is a lack of alignment between and within the competencies and skills required by health informatics (HI) related jobs and those present in academic curriculum frameworks. This study uses computational topic modeling for gap analysis of career needs vs. curriculum objectives. The seven AMIA-CAHIIM-accepted core knowledge domains were used to categorize a corpus of HI-related job postings (N = 475) from a major United States-based job posting website. Computational modeling-generated topics were created and then compared and matched to the seven core knowledge domains. The HI-defining core domain, representing the intersection of health, technology and social/behavioral sciences matched only 45.9% of job posting content. Therefore, the authors suggest that bidirectional communication between academia and industry is needed in order to better align educational objectives to the demands of the job market.