[휴실] 새벽벌도서관 2층 열람실(새벽별당 제외) 및 4층 쉼터 리모델링 안내 (공사기간: ~ 3. 31.)
[휴관] 천장 배관 교체 공사 기간 중앙도서관 '휴관' 실시 및 방문대출 서비스 안내 ( ~ 3. 2.)
[휴관] RFID 기반 도서관리시스템 전환 작업 기간 도서관 휴관·휴실 안내 (시범운영: 2. 2. ~ 3. 2.)
Submission of thesis (Feb 2026)
2026년 2월 학위논문(원문파일/인쇄본) 제출 안내_원문파일 제출 기한 연장 : ~2.27.(금)

부산대학교 도서관

교내접속OFF
영문 바로가기
Home
통합검색
학술논문

학술논문


EBSCO Discovery Service
o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
ㅏ あ
a		 ぁ か
ka		 が
ga		 さ
sa		 ざ
za		 た
ta		 だ
da		 な
na		 は
ha		 ば
ba		 ぱ
pa		 ま
ma		 や
ya		 ゃ
lya		 ら
ra		 わ
wa		 ゎ
lwa		 ん
n
l い
i		 ぃ き
ki		 ぎ
gi		 し
si		 じ
zi		 ち
ti		 ぢ
di		 に
ni		 ひ
hi		 び
bi		 ぴ
pi		 み
mi		 り
ri
ㅜ う
u		 ぅ く
ku		 ぐ
gu		 す
su		 ず
zu		 つ
tu		 づ
du		 っ ぬ
nu		 ふ
hu		 ぶ
bu		 ぷ
pu		 む
mu		 ゆ
yu		 ゅ
lyu		 る
ru
ㅔ え
e		 ぇ け
ke		 げ
ge		 せ
se		 ぜ
ze		 て
te		 で
de		 ね
ne		 へ
he		 べ
be		 ぺ
pe		 め
me		 れ
re
ㅗ お
o		 ぉ こ
ko		 ご
go		 そ
so		 ぞ
zo		 と
to		 ど
do		 の
no		 ほ
ho		 ぼ
bo		 ぽ
po		 も
mo		 よ
yo		 ょ
lyo		 ろ
ro		 を
wo
o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
ㅏ ア
a		 ァ カ
ka		 ガ
ga		 サ
sa		 ザ
za		 タ
ta		 ダ
da		 ナ
na		 ハ
ha		 バ
ba		 パ
pa		 マ
ma		 ヤ
ya		 ャ
lya 		ラ
ra		 ワ
wa		 ヮ
lwa 		ン
n
l イ
i		 ィ キ
ki		 ギ
gi		 シ
si		 ジ
zi		 チ
ti		 ヂ
di		 ニ
ni		 ヒ
hi		 ビ
bi		 ピ
pi		 ミ
mi		 リ
ri
ㅜ ウ
u		 ゥ ク
ku		 グ
gu		 ス
su		 ズ
zu		 ツ
tu		 ヅ
du		 ッ ヌ
nu		 フ
hu		 ブ
bu		 プ
pu		 ム
mu		 ユ
yu		 ュ
lyu 		ル
ru		 ヴ
vu
ㅔ エ
e		 ェ ケ
ke		 ゲ
ge		 セ
se		 ゼ
ze		 テ
te		 デ
de		 ネ
ne		 ヘ
he		 ベ
be		 ぺ
pe		 メ
me		 レ
re
ㅗ オ
o		 ォ コ
ko		 ゴ
go		 ソ
so		 ゾ
zo		 ト
to		 ド
do		 ノ
no		 ホ
ho		 ボ
bo		 ポ
po		 モ
mo		 ヨ
yo		 ョ
lyo 		ロ
ro		 ヲ
wo		 ー
ー
독일어
ä Ä ö Ö ü Ü ß                
프랑스어
á à Á À é è É È ç Ç ê        
스페인어
à á Á é É í Í Ó ó Ú ú Ñ ñ ä Ä
Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ  
Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω  
α β γ δ ε ζ η θ ι κ λ μ  
ν ξ ο π ρ ς σ τ υ φ χ ψ ω
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï
Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß  
à á â ã ä å æ ç è é ê ë ì í î ï
ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ  
А Б В Г Д Е Ё Ж З И Й К Л М Н О П
Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я  
а б в г д е ё ж з и й к л м н о п
р с т у ф х ц ч ш щ ъ ы ь э ю я  
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
ㅥ ㅦ ㅧ ㅨ ㅩ ㅪ ㅫ ㅬ ㅭ ㅮ ㅯ ㅰ ㅱ ㅲ ㅳ ㅴ ㅵ
ㅶ ㅷ ㅸ ㅹ ㅺ ㅻ ㅼ ㅽ ㅾ ㅿ ㆀ ㆁ ㆂ ㆃ ㆄ ㆅ ㆆ
ㆇ ㆈ ㆉ ㆊ ㆋ ㆌ ㆍ ㆎ                  
′ ″ ℃ Å ￠ ￡ ￥ ¤ ℉ ‰ ＄ ％ Ｆ ￦ ㎕ ㎖ ㎗ ℓ ㎘ ㏄
㎣ ㎤ ㎥ ㎦ ㎙ ㎚ ㎛ ㎜ ㎝ ㎞ ㎟ ㎠ ㎡ ㎢ ㏊ ㎍ ㎎ ㎏    
㏏ ㎈ ㎉ ㏈ ㎧ ㎨ ㎰ ㎱ ㎲ ㎳ ㎴ ㎵ ㎶ ㎷ ㎸ ㎹ ㎀ ㎁    
㎂ ㎃ ㎄ ㎺ ㎻ ㎽ ㎾ ㎿ ㎐ ㎑ ㎒ ㎓ ㎔ Ω ㏀ ㏁ ㎊ ㎋    
㎌ ㏖ ㏅ ㎭ ㎮ ㎯ ㏛ ㎩ ㎪ ㎫ ㎬ ㏝ ㏐ ㏓ ㏃ ㏉ ㏜ ㏆    
± × ÷ ≠ ≤ ≥ ∞ ∴ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒
≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧
∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞      
  ก ข ฃ ค ฅ ฆ ง จ ฉ ช ซ ฌ ญ ฎ ฏ
ฐ ฑ ฒ ณ ด ต ถ ท ธ น บ ป ผ ฝ พ ฟ
ภ ม ย ร ฤ ล ฦ ว ศ ษ ส ห ฬ อ ฮ ฯ
ะ ั า ำ ิ ี ึ ื ุ ู ฺ         ฿
เ แ โ ใ ไ ๅ ๆ ็ ่ ้ ๊ ๋ ์ ํ ๎ ๏
᠀ ᠁ ᠂ ᠃ ᠄ ᠅ ᠆ ᠇ ᠈ ᠉ ᠊          
᠐ ᠑ ᠒ ᠓ ᠔ ᠕ ᠖ ᠗ ᠘ ᠙            
ᠠ ᠡ ᠢ ᠣ ᠤ ᠥ ᠦ ᠧ ᠨ ᠩ ᠪ ᠫ ᠬ ᠭ ᠮ ᠯ
ᠰ ᠱ ᠲ ᠳ ᠴ ᠵ ᠶ ᠷ ᠸ ᠹ ᠺ ᠻ ᠼ ᠽ ᠾ ᠿ
ᡀ ᡁ ᡂ ᡃ ᡄ ᡅ ᡆ ᡇ ᡈ ᡉ ᡊ ᡋ ᡌ ᡍ ᡎ ᡏ
발행년
-
(예 : 2010-2015)
전자자료 공정이용 안내

우리 대학 도서관에서 구독·제공하는 모든 전자자료(데이터베이스, 전자저널, 전자책 등)는 국내외 저작권법과 출판사와의 라이선스 계약에 따라 엄격하게 보호를 받고 있습니다.
전자자료의 비정상적 이용은 출판사로부터의 경고, 서비스 차단, 손해배상 청구 등 학교 전체에 심각한 불이익을 초래할 수 있으므로, 아래의 공정이용 지침을 반드시 준수해 주시기 바랍니다.

공정이용 지침
  • 전자자료는 개인의 학습·교육·연구 목적의 비영리적 사용에 한하여 이용할 수 있습니다.
  • 합리적인 수준의 다운로드 및 출력만 허용됩니다. (일반적으로 동일 PC에서 동일 출판사의 논문을 1일 30건 이하 다운로드할 것을 권장하며, 출판사별 기준에 따라 다를 수 있습니다.)
  • 출판사에서 제공한 논문의 URL을 수업 관련 웹사이트에 게재할 수 있으나, 출판사 원문 파일 자체를 복제·배포해서는 안 됩니다.
  • 본인의 ID/PW를 타인에게 제공하지 말고, 도용되지 않도록 철저히 관리해 주시기 바랍니다.
불공정 이용 사례
  • 전자적·기계적 수단(다운로딩 프로그램, 웹 크롤러, 로봇, 매크로, RPA 등)을 이용한 대량 다운로드
  • 동일 컴퓨터 또는 동일 IP에서 단시간 내 다수의 원문을 집중적으로 다운로드하거나, 전권(whole issue) 다운로드
  • 저장·출력한 자료를 타인에게 배포하거나 개인 블로그·웹하드 등에 업로드
  • 상업적·영리적 목적으로 자료를 전송·복제·활용
  • ID/PW를 타인에게 양도하거나 타인 계정을 도용하여 이용
  • EndNote, Mendeley 등 서지관리 프로그램의 Find Full Text 기능을 이용한 대량 다운로드
  • 출판사 콘텐츠를 생성형 AI 시스템에서 활용하는 행위(업로드, 개발, 학습, 프로그래밍, 개선 또는 강화 등)
위반 시 제재
  • 출판사에 의한 해당 IP 또는 기관 전체 접속 차단
  • 출판사 배상 요구 시 위반자 개인이 배상 책임 부담
전자자료의 공정한 이용은 모든 이용자의 권익을 보호하고 안정적인 서비스 제공을 위한 필수 조건입니다. 모든 구성원 여러분의 적극적인 협조를 부탁드립니다.
'학술논문' 에서 검색결과 123,516건 | 목록 1~20
Efficacy and Safety of Early Supported Discharge for Post-Acute Stroke Patients in Korea (KOMPACT)
Report
Chungnam National University Hospital; Pusan National University Yangsan Hospital
A Pragmatic Multicenter Randomized Controlled Study on Early Supported Discharge: KOrean Model of Post-Acute Comprehensive rehabiliTation(KOMPACT)
Chang WK, Jung YS, Choi JS, Kim WS, Sohn MK, Jee S, Shin YI, Ko SH, Ock M, Kim HJ, Paik NJ. Pragmatic multicenter randomized controlled study on early supported discharge after stroke in Korea: the KOMPACT study. Ann Phys Rehabil Med. 2025 Nov;68(8):102025. doi: 10.1016/j.rehab.2025.102025. Epub 2025 Sep 18.
Chang WK, Kim WS, Sohn MK, Jee S, Shin YI, Ko SH, Ock M, Kim HJ, Paik NJ. Korean Model for Post-acute Comprehensive rehabilitation (KOMPACT): The Study Protocol for a Pragmatic Multicenter Randomized Controlled Study on Early Supported Discharge. Front Neurol. 2021 Sep 8;12:710640. doi: 10.3389/fneur.2021.710640. eCollection 2021.
Open Access (ClinicalTrials.gov) Find it@PNU
Treatment of Pediatric Very High-risk Acute Lymphoblastic Leukemia in Korea (VHR ALL)
Report
Asan Medical Center; Samsung Medical Center; Severance Hospital; Pusan National University Yangsan Hospital; Seoul St. Mary's Hospital
Multi-center Clinical Trial for Optimal Treatment of Pediatric Very High-risk Acute Lymphoblastic Leukemia in Korea
Open Access (ClinicalTrials.gov) Find it@PNU
Clinical Trial on the Safety and Efficacy of Optimized Transcranial Direct Current Stimulation for the Swallowing Function in Patients With Post-Stroke Dysphagia
Report
Bucheon St. Mary's Hospital; Saint Vincent's Hospital, Korea; National Traffic Injury Rehabilitation Hospital; Pusan National University Yangsan Hospital
A Multi-center, Randomized, Double-blind, Pilot Study to Evaluate the Safety and Efficacy of Optimized Transcranial Direct Current Stimulation for the Transitory Improvement of Swallowing Function in Patients With Post-stroke Dysphagia
Open Access (ClinicalTrials.gov) Find it@PNU
Patent
Open Access (USPTO) Find it@PNU
Effectiveness of ERAS on Postoperative Recovery After Minimally Invasive Gastrectomy
Report
Seoul National University Bundang Hospital; Seoul National University Boramae Hospital; Severance Hospital; Chungnam National University Hospital; Keimyung University Dongsan Medical Center; National Cancer Center, Korea; The Catholic University of Korea; Ajou University School of Medicine; Pusan National University Hospital
Effectiveness of Enhanced Recovery After Surgery (ERAS) on Postoperative Recovery After Minimally Invasive Gastrectomy: A Multi-center Open-labeled Randomized Controlled Study
Lee HJ, Kim J, Koo BW, Suh YS, Lee JM, Han DS, Hong SH, Lee HH, Yoo YC, Kim HI, Rho JY, Yoon HM, Kim HY, Hur H, Kim HJ, Choi CI, Hong B, Lee SI, Park K, Ryu SW, Park DJ. Survey of Perioperative Practices in Gastric Cancer Surgery for Establishing an Enhanced Recovery After Surgery Program Across 10 Tertiary Hospitals in South Korea. J Gastric Cancer. 2025 Jul;25(3):424-436. doi: 10.5230/jgc.2025.25.e27.
Lee HJ, Kim J, Yoon SH, Kong SH, Kim WH, Park DJ, Lee HJ, Yang HK. Effectiveness of ERAS program on postoperative recovery after gastric cancer surgery: a randomized clinical trial. Int J Surg. 2025 May 1;111(5):3306-3313. doi: 10.1097/JS9.0000000000002328.
Open Access (ClinicalTrials.gov) Find it@PNU
Patent
Open Access (USPTO) Find it@PNU
사회지표에 의한 복지불균형의 공간적 연구 ( A Study on the Spatial Analysis of Walfare in Pusan , Korea )
Academic Journal
배미애
대한지리학회지. 1997-03 32(1):91-112
Full Text (DBPIA)
How can be put 'learner- oriented assessment' in practice?: 197 Summarizing the findings regarding the literature review it can be clear that the vast majority of scientists, specifically, such scientists as Daniel Krieger, Timothy Stewart, Shinji Fucuda support the idea that conducting debates during the class leads to the pure development of speaking and argumenting skills; furthermore, A.U. Chamot and J.M. O'Malley, as well as Makiko Ebata consider debates to be one of the effective methods to develop the overall academic success of a learner, whereas by some other specialists as Richard Nesbett, and E. Allen it is mainly emphasized that, basically, debates enhance the student‘s critical thinking skills followed by strong argumentation and persuasive speaking. REFERENCES: 1. Allén E., Domínguez T., de Carlos P. University students perceptions of the use of academic debates as a teaching methodology. Journal of Hospitality, Leisure, Sport & Tourism Education. 16(Complete). 2015. pp. 15-21. 2. Chamot A.U., J.M. O‘Malley. The CALLA handbook. New York: Addison-Wesley. 1994. 3. Davidson B. Critical thinking education faces the challenge of Japan. Inquiry: Critical Thinking Across the Disciplines. 17(3). 1995. pp. 33-42. Ebada M. Effectiveness of debate in EFL classes. Japan: JALT Publications. 2009. 4. Ferris D. Students' views of academic aural/oral skills: A comparative needs analysis. TESOL Quarterly. 32. 1998. pp. 289-318. 5. Fukuda Sh. Attitudes toward argumentation in college EFL classes in Japan. Proceedings of the First Asia TEFL International Conference Pusan, Korea. 2003. pp. 417-418. 6. Krieger D. Teaching debate to ESL students: A six-class unit. The Internet TESL Journal. 11(2). 2005. 7. Nesbett R.E. The geography of thought. New York: The Free Press. 2003. 8. Stewart T. Debate for ESOL students. TESOL Journal. 12(1). 2003. HOW CAN BE PUT “LEARNER- ORIENTED ASSESSMENT” IN PRACTICE? Bayimbetova M.B. Trainee-teacher, English Language and Literature Department, KarSU named after Berdakh, Nukus, Uzbekistan e-mail: bayimbetovam@mail.ru Traditionally, assessment plays a large role in the world of studying and directs learners towards what is important and what they should be doing in order to further progress [Boud, 2006: 22]. There is more to assessment than test scores. By assessing students' passions, learning styles, success skills, and levels of rigor, teachers can create a student-centered classroom. One key way to create a more student-centered classroom is by assessing students for their passions and interests. All of our students come with powerful experiences that have driven their lives, such as family stories, favorite books, hobbies, and trips. We can use a variety of assessment tools like one-on-one conversations, journals, and graphic organizers to learn more about our students and what drives them to learn [Carless, 2007: 57-66]. In Learning Oriented Assessment (LOA), the learner is actively involved in their own assessment, whether in class activities, formative assessment tasks, written progress tests or external summative exams. The teacher and student use the evidence of such assessments to refer back to the learning objectives for the stage of the course – be it a section of a lesson or a larger chunk of teaching – to decide whether effective learning has taken place and to plan further. This enables learners to develop into more autonomous learners with good reflective awareness and strategies for lifelong learning. It encourages learners to be active agents in the learning and assessment processes by making choices and monitoring and evaluating their activity and progress. As Assessment and Education consultant Margaret Cooze describes, LOA draws on the valuable information all forms of assessment can provide, whether considered summative or formative, whether formal or informal and whether classroom based or external. As Norris [Norris, 2014: 83] discussed, although all assessments implemented in the classroom have the potential to be learning-oriented and provide valuable information for distinct purposes, LOA seeks to maximize learning through careful planning and implementation of assessment tasks in alignment with learning objectives, cognitive processes, the agents involved, and the characteristics of a given educational context. Test data lets us know how students are progressing toward learning content and skills from the standards. However, these standardized tests may only assess the bare minimum (if that) of the level of rigor that we want and expect from our students. Also, these assessments do not provide us with just-in- 198 time data that we can truly use. What we get from them often comes too late for our purposes. While we can look at the data for trends, we may not be able to use this information in the immediate moment to meet the needs of individual students. Teachers instead should use low-stakes formative assessments to assess students' content knowledge and skills. This way, we can learn which concepts and skills need to be retaught, and which ones students have mastered. These assessments are not graded. Instead, we can use them to create a learning environment that is more student-centered [Boud, 2006: 57-66]. Assessment allows both instructor and student to monitor progress towards achieving learning objectives, and can be approached in a variety of ways. Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It includes effective tools for helping to shape learning, and can even bolster students‘ abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks [Trumbull, E., & Lash, A.,2013]. It can include students assessing themselves, peers, or even the instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs [Theall, and Franklin, 2010: 151]. In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). Summative assessment can be used to great effect in conjunction and alignment with formative assessment, and instructors can consider a variety of ways to combine these approaches. Learning Oriented Assessment provides a clear structure for integrating in-course tests, public examinations and less qualitative observations of learners. It helps plan course objectives and to ensure that lessons and study outside the classroom directly contribute to the achievement of each learner‘s personal objectives [6, 1]. Passing tests and exams is widely thought of as being the gateway to opportunity, for example, going up to the next level, changing readers, or winning a place at university. This means that the underlying value of assessment can easily be forgotten, which is that assessment can be used to:  identify learning needs  evaluate progress  help make decisions to promote continued learning. Learning Oriented Assessment aims to deliver measurably better results for learners, while reducing teachers‘ workload and their need to improvise methods for managing evidence of learners‘ progress; as a result, we can gain following results after LOA: a) Increase role of assessment throughout the course, giving ongoing and systematic feedback b) Frequent, timely, targeted feedback c) Promoting learner autonomy d) Clear evidence of progress towards learning objectives. Truly, assessment can be a powerful force for knowing our students and creating a classroom that can meet their needs. We simply have to move past the baggage that comes with the term assessment , and understand that it can mean a lot of things. We can assess for content and skills, yes, but we can also assess for passions, interests, success skills, and the like for the purposes of the right instruction at the right time. REFERENCES : 1. Boud, D (2006) Foreword in How Assessment Supports Learning: learning-oriented assessment in action by Carless, D; Joughlin, G; Liu N F, & Associates. Hong Kong University Press. 22:2. 2. David Carless ―Learning-oriented assessment: conceptual bases and practical implications‖ Innovations in Education and Teaching International Vol. 44, No. 1, February 2007, pp. 57–66 ISSN 1470–3297 (print)/ISSN 1470–3300 (online)/07/010057–10 © 2007 Taylor & Francis DOI: 10.1080/14703290601081332 3. Norris, J. M. (2014, October). Some reflections on learning-oriented assessment. Presentation at the Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Contexts, Teachers College, Columbia University, New York. 4. Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd. 5. Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA. 6. L earner-oriented-assessment https://www.cambridgeenglish.org/research-and-validation
Academic Journal
M Bayimbetova
Ренессанс в парадигме новаций образования и технологий в XXI веке. :198-199
Find it@PNU
Glass inclusions in quartz phenocrysts of rhyolites , Mt . Jang , Pusan , Korea
Academic Journal
Kyounghee Yang
General Science Journal. Mar 30, 1997 1(1):50
Full Text (KISS)
Adding Antiplatelet During Edoxaban Treatment in Stroke Patients With Non-valvular Atrial Fibrillation (ADD-ON) (ADD-ON)
Report
Samsung Medical Center; Myongji Hospital; Ewha Womans University; Chonbuk National University; Pusan National University Hospital; Korea University Ansan Hospital; Keimyung University Dongsan Medical Center; Chonnam National University Hospital; Korea University Guro Hospital; Chungnam National University Hospital; Chung-Ang University Hosptial, Chung-Ang University College of Medicine; Kyungpook National University Hospital; Dongtan Sacred Heart Hospital; Eulji University Hospital
The Role of Additional Antiplatelet Therapy in the Ischemic Stroke With Atrial Fibrillation and Co-morbiD Atherosclerosis During edOxaban treatmeNt. (ADD-ON) Study, Multicenter Registry-based Analysis
Ogilvie IM, Newton N, Welner SA, Cowell W, Lip GY. Underuse of oral anticoagulants in atrial fibrillation: a systematic review. Am J Med. 2010 Jul;123(7):638-645.e4. doi: 10.1016/j.amjmed.2009.11.025.
Willeit K, Pechlaner R, Egger G, Weger S, Oberhollenzer M, Willeit J, Kiechl S. Carotid atherosclerosis and incident atrial fibrillation. Arterioscler Thromb Vasc Biol. 2013 Nov;33(11):2660-5. doi: 10.1161/ATVBAHA.113.302272. Epub 2013 Sep 12.
Kanter MC, Tegeler CH, Pearce LA, Weinberger J, Feinberg WM, Anderson DC, Gomez CR, Rothrock JF, Helgason CM, Hart RG. Carotid stenosis in patients with atrial fibrillation. Prevalence, risk factors, and relationship to stroke in the Stroke Prevention in Atrial Fibrillation Study. Arch Intern Med. 1994 Jun 27;154(12):1372-7.
Chang YJ, Ryu SJ, Lin SK. Carotid artery stenosis in ischemic stroke patients with nonvalvular atrial fibrillation. Cerebrovasc Dis. 2002;13(1):16-20. doi: 10.1159/000047740.
Lehtola H, Airaksinen KEJ, Hartikainen P, Hartikainen JEK, Palomaki A, Nuotio I, Ylitalo A, Kiviniemi T, Mustonen P. Stroke recurrence in patients with atrial fibrillation: concomitant carotid artery stenosis doubles the risk. Eur J Neurol. 2017 May;24(5):719-725. doi: 10.1111/ene.13280. Epub 2017 Mar 20.
Hart RG, Pearce LA, Aguilar MI. Meta-analysis: antithrombotic therapy to prevent stroke in patients who have nonvalvular atrial fibrillation. Ann Intern Med. 2007 Jun 19;146(12):857-67. doi: 10.7326/0003-4819-146-12-200706190-00007.
Chimowitz MI, Lynn MJ, Howlett-Smith H, Stern BJ, Hertzberg VS, Frankel MR, Levine SR, Chaturvedi S, Kasner SE, Benesch CG, Sila CA, Jovin TG, Romano JG; Warfarin-Aspirin Symptomatic Intracranial Disease Trial Investigators. Comparison of warfarin and aspirin for symptomatic intracranial arterial stenosis. N Engl J Med. 2005 Mar 31;352(13):1305-16. doi: 10.1056/NEJMoa043033.
Fisher M. Does the combination of warfarin and aspirin have a place in secondary stroke prevention? No. Stroke. 2009 May;40(5):1944-5. doi: 10.1161/STROKEAHA.108.537670. Epub 2009 Mar 19. No abstract available.
Kim BJ, Kim HJ, Do Y, Lee JH, Park KY, Cha JK, Kim HY, Kwon JH, Lee KB, Kim DE, Ha SW, Sohn SI, Kwon SU. The impact of prior antithrombotic status on cerebral infarction in patients with atrial fibrillation. J Stroke Cerebrovasc Dis. 2014 Sep;23(8):2054-2059. doi: 10.1016/j.jstrokecerebrovasdis.2014.03.011. Epub 2014 Aug 10.
Connolly SJ, Ezekowitz MD, Yusuf S, Eikelboom J, Oldgren J, Parekh A, Pogue J, Reilly PA, Themeles E, Varrone J, Wang S, Alings M, Xavier D, Zhu J, Diaz R, Lewis BS, Darius H, Diener HC, Joyner CD, Wallentin L; RE-LY Steering Committee and Investigators. Dabigatran versus warfarin in patients with atrial fibrillation. N Engl J Med. 2009 Sep 17;361(12):1139-51. doi: 10.1056/NEJMoa0905561. Epub 2009 Aug 30.
Kim BJ, Kang HG, Lee DH, Kang DW, Kim JS, Kwon SU. Ischemic stroke on optimal anticoagulation with novel-oral anticoagulants compared with warfarin. Int J Stroke. 2015 Aug;10(6):E68. doi: 10.1111/ijs.12587. No abstract available.
Giugliano RP, Ruff CT, Braunwald E, Murphy SA, Wiviott SD, Halperin JL, Waldo AL, Ezekowitz MD, Weitz JI, Spinar J, Ruzyllo W, Ruda M, Koretsune Y, Betcher J, Shi M, Grip LT, Patel SP, Patel I, Hanyok JJ, Mercuri M, Antman EM; ENGAGE AF-TIMI 48 Investigators. Edoxaban versus warfarin in patients with atrial fibrillation. N Engl J Med. 2013 Nov 28;369(22):2093-104. doi: 10.1056/NEJMoa1310907. Epub 2013 Nov 19.
Perez-Gomez F, Alegria E, Berjon J, Iriarte JA, Zumalde J, Salvador A, Mataix L; NASPEAF Investigators. Comparative effects of antiplatelet, anticoagulant, or combined therapy in patients with valvular and nonvalvular atrial fibrillation: a randomized multicenter study. J Am Coll Cardiol. 2004 Oct 19;44(8):1557-66. doi: 10.1016/j.jacc.2004.05.084.
Ois A, Cuadrado-Godia E, Rodriguez-Campello A, Giralt-Steinhauer E, Jimenez-Conde J, Lopez-Cuina M, Ley M, Soriano C, Roquer J. Relevance of stroke subtype in vascular risk prediction. Neurology. 2013 Aug 6;81(6):575-80. doi: 10.1212/WNL.0b013e31829e6f37. Epub 2013 Jul 3.
Kang K, Park TH, Kim N, Jang MU, Park SS, Park JM, Ko Y, Lee S, Lee KB, Lee J, Kim DE, Cho YJ, Kim JT, Kim DH, Cha JK, Han MK, Lee JS, Lee J, Oh MS, Choi JC, Lee BC, Hong KS, Bae HJ. Recurrent Stroke, Myocardial Infarction, and Major Vascular Events during the First Year after Acute Ischemic Stroke: The Multicenter Prospective Observational Study about Recurrence and Its Determinants after Acute Ischemic Stroke I. J Stroke Cerebrovasc Dis. 2016 Mar;25(3):656-64. doi: 10.1016/j.jstrokecerebrovasdis.2015.11.036. Epub 2015 Dec 29.
Open Access (ClinicalTrials.gov) Find it@PNU
Patent
Open Access (USPTO) Find it@PNU
검색 결과 제한하기
제한된 항목
[검색어] Pusan \(Korea\)
발행연도 제한
-
학술DB(Database Provider)
저널명(출판물, Title)
출판사(Publisher)
자료유형(Source Type)
주제어
언어

메일 발송

이메일

폴더 추가