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There is limited data on the organisation of paediatric echocardiography laboratories in Europe.
Methods:
A structured and approved questionnaire was circulated across all 95 Association for European Paediatric and Congenital Cardiology affiliated centres. The aims were to evaluate: (1) facilities in paediatric echocardiography laboratories across Europe, (2) accredited laboratories, (3) medical/paramedical staff employed, (4) time for echocardiographic studies and reporting, and (5) training, teaching, quality improvement, and research programs.
Results:
Respondents from forty-three centres (45%) in 22 countries completed the survey. Thirty-six centres (84%) have a dedicated paediatric echocardiography laboratory, only five (12%) of which reported they were European Association of Cardiovascular Imaging accredited. The median number of echocardiography rooms was three (range 1–12), and echocardiography machines was four (range 1–12). Only half of all the centres have dedicated imaging physiologists and/or nursing staff, while the majority (79%) have specialist imaging cardiologist(s). The median (range) duration of time for a new examination was 45 (20–60) minutes, and for repeat examination was 20 (5–30) minutes. More than half of respondents (58%) have dedicated time for reporting. An organised training program was present in most centres (78%), 44% undertake quality assurance, and 79% perform research. Guidelines for performing echocardiography were available in 32 centres (74%).
Conclusion:
Facilities, staffing levels, study times, standards in teaching/training, and quality assurance vary widely across paediatric echocardiography laboratories in Europe. Greater support and investment to facilitate improvements in staffing levels, equipment, and governance would potentially improve European paediatric echocardiography laboratories.
One of the most remarkable aspects of Richard Rorty’s legacy is the sheer variety of the philosophical imprint from which has thought was formed. His thought not only ranged across Analytic, Continental, and of course Pragmatist philosophy but extended as well into engagements with history, literary criticism, and a wealth of novels. Rorty’s command of such a wide philosophical range is expressive of a kind of metaphilosophical pluralism that was largely missing in his own philosophical milieu and which continues to be sorely needed today. This essay characterizes Rorty’s metaphilosophical pluralism. It begins with an excavation of Rorty’s metaphilosophy in terms of his signature idea of vocabularies. With this in view, it then turns to a neglected source for Rorty’s metaphilosophical pluralism. This source is found in an unexpected branch within philosophical pragmatism, namely that of his onetime teacher, Richard McKeon. Like other pluralisms that preceded his, Rorty’s metaphilosophy will be of enormous value just so long as philosophy remains unsettled about how to account for its disagreements, which is to say just so long as philosophy generates needs for addressing metaphilosophical questions, which is effectively to say just so long as there is such a thing as philosophy.