Cardiac Screening
October 31, 2014
Sudden death among 12 to 25-year-olds is “a low event rate occurrence.”
“There is insufficient information to support the view that ECGs in asymptomatic young people for cardiac disease is appropriate or possible on a national basis for the United States, in competitive athletics or in the general population.”
“At present, there is no mechanism available in the United States to effectively create national programs of such magnitude, whether limited to athletics or including the wider population of all young people.”
“There is insufficient evidence that particularly large-scale/mass screening initiatives are feasible or cost effective within the current US healthcare infrastructure . . .”
“The ECG . . . cannot be regarded as an ideal or effective test when applied to large healthy populations.”
“An additional, but unresolved, ethical issue concerns whether students who voluntarily engage in competitive athletic programs should have advantage of cardiovascular screening, while others who choose not to be involved in such activities (but may be at the same or similar risk) are in effect excluded from the same opportunity.”
The AHA’s Sept. 14 AHA writing group “does not believe the available data support significant public health benefit from using the 12-lead ECG as a universal screening tool. The writing group, however, does endorse the widespread dissemination of automated external defibrillators which are effective in saving young lives on the athletic field and elsewhere.”
Model Education
December 13, 2013
The athletic classroom is at least as pregnant with teachable moments as any other classroom of our comprehensive secondary schools.
I believe this so strongly that there is a tendency to overstate this truth; but if we include non-athletic activities like speech, music, debate and drama, I am even more certain it is true.
It is true in large part because nowhere in education will one find it to the degree we do in school activities that teachers are teaching what they want to teach to students who are learning what they want to learn, and both teachers and learners are willing to work hour after hour on their own time, even after the so-called “school day,” to make sure that everything that can be taught is taught and everything that can be learned is learned.
This is not a distraction from the educational mission of schools. It is a model of what more of education should be. And we shouldn’t hesitate to say so. Nor should we hesitate any longer to provide these model programs for younger grade levels.