Abstract B044: Dosimetric association between critical brain structure dose and scholastic achievement in pediatric brain tumor survivors
Notice bibliographique
Résumé
Abstract Purpose: Radiotherapy (RT) causes cognitive deficits in pediatric brain tumor survivors (PBTS). Cognitive deficits have traditionally been measured using exams such as serial IQ tests administered after diagnosis. Scholastic data captures a student’s academic achievement before, during, and after their cancer diagnosis and treatment and is practical for patients and families. Poor educational performance is associated with worse health, higher risk of incarceration, and a higher risk of experiencing future poverty, and educational achievement disparities burdening Black and Hispanic American public school students are well documented. We sought to evaluate the association between dose to brain organs at risk (OARs) historically associated with cognitive decrement and scholastic achievement in PBTS pre- and post-RT.Materials/Methods: With Institutional Review Board approval, we retrospectively analyzed scholastic achievement in PBTS treated with RT at our institution for this pilot. Eligible PBTS all resided within the state of the institution and were treated from 2007-2021. The state’s Department of Education provided scholastic data for grade promotion, transcripts, accommodations, and state-mandated assessments of mathematics and reading in grades 3-11, which were merged with institutional clinical data. Dependent variables of interest were accommodations, grade promotion, and satisfactory performance on state mandated exams. A general linear mixed-effects model assessed the above scholastic dependent variables from the pre- and post-treatment phase and the independent variables of mean OAR dose to the hippocampus (H), corpus callosum (CC), and frontal lobe (FL), volume receiving X Gy dose to an OAR in 5 Gy increments (e.g., V5, V10) to V40 , and an interaction term of the independent variable and time (pre or post-radiotherapy) was the variable of interest, with α=0.1.Results: Fifty PBTS were included in the sample with a median age of 11.6 years at treatment and 7 years of follow-up. Overall, 52% were eligible for free or reduced lunch, and 56% received craniospinal irradiation. V5, V10, V15, and V20 to H. and FL were associated with math performance, and V25, V30, V35, and V40 to FL were associated with reading performance. For each of these models, the estimated change in scholastic outcome was calculated for post-treatment and a 1% increase in volume receiving the dose, all of which showed a decrease in scholastic outcome. There was no dosimetric association between dose and scholastic performance for CC. Conclusions: We present the first report evaluating associations between dosimetry and scholastic performance. Our work identifies an association between H. dose and reading performance and FL dose and math and reading performance on mandated annual state exams. Evaluating scholastic success is an unmet need for PBTS. We demonstrate a novel method using scholastic performance data as a patient-centered metric, leveraging prospectively collected scholastic outcomes already recorded by states. Citation Format: Raymond B. Mailhot Vega, Daniel J. Indelicato, Julie A. Bradley, Erin M. Mobley, Christopher G. Morris, Carla L. Fisher, Adeel Markatia, Yousef Ramahi, Nancy P. Mendenhall, Amy M. Crisp, M. David Miller. Dosimetric association between critical brain structure dose and scholastic achievement in pediatric brain tumor survivors [abstract]. In: Proceedings of the AACR Special Conference in Cancer Research: Advances in Pediatric Cancer Research; 2024 Sep 5-8; Toronto, Ontario, Canada. Philadelphia (PA): AACR; Cancer Res 2024;84(17 Suppl):Abstract nr B044.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».