Indirect decoherence in optical lattices and cold gases

The interaction of two--level atoms with a common heat bath leads to an effective interaction between the atoms, such that with time the internal degrees of the atoms become correlated or even entangled. If part of the atoms remain unobserved this creates additional indirect decoherence for the selected atoms, on top of the direct decoherence due to the interaction with the heat bath. I show that indirect decoherence can drastically increase and even dominate the decoherence for sufficiently large times. I investigate indirect decoherence through thermal black body radiation quantitatively for atoms trapped at regular positions in an optical lattice as well as for atoms at random positions in a cold gas, and show how indirect coherence can be controlled or even suppressed through experimentally accessible parameters.Comment: 12 pages, 1 figur

Kontroversielle aspekter i historieundervisningen 7.-9. klassetrin:Et etnografisk inspireret klasserumsstudie

Med denne antologiske ph.d.-afhandling undersøger jeg aspekter afhistoriske fortællinger,1 der opfattes og fortælles som kontroversielle aflærere og elever. Formålet er empirisk at belyse, hvilket indhold oghvilken funktion kontroversielle aspekter får og har ihistorieundervisningen, når de tager form som lærere og eleversmeningsgivende fortællinger om specifikke historiske hændelser,begivenheder og handlinger. Desuden ønsker jeg at belyse, hvilkenrelation der skabes til historie hos eleverne, når historiske handlinger ogaktører opfattes som kontroversielle og retrospektivt bedømmes ogfordømmes fra en senere tids perspektiv. Undersøgelsen bygger på etetnografisk inspireret klasserumsstudie og en narrativinteraktionsanalyse af de empiriske data. Udgangspunktet ergrundskolens overbygning i Danmark, og den består af et feltstudie afhistorieundervisningen indsamlet hos tre lærere og deres fem klasser iperioden fra efteråret 2019 til efteråret 2020.Jeg tager afsæt i en forståelse af fortællinger som sociokulturelleressourcer eller værktøjer. I et sociokulturelt perspektiv forståsfortællinger som kulturelt medieret. De er dynamiske og infiltreret isproglige handlinger og erkendelser. Det betyder, at aktørerne iklasserummet trækker på de kulturelt tilgængelige og kultureltlegitimerede værktøjer og ressourcer for at opnå mening (Haste &amp;Bermudez, 2017, s. 434). Dette har jeg udforsket ved at studereinteraktioner og dialoger i klasserummet som situationelle fortællinger,der remedieres i samspillet mellem det faglige indhold, læremidlerne ogaktørerne. I denne remedieringsproces kan de handlinger,fortællingerne omhandler i deres helhed eller i aspekter, fremstilles somkontroversielle eksempelvis af læreren, eller de kan mere eller mindreutilsigtet af eleverne opleves som kontroversielle og herefter indgå ifortællingerne som sådan.Gennem afhandlingen forstås ordet kontroversiel som opfattelser ogoplevelser af aspekter i historie ”som på afgørende punkter adskiller sigfra normen eller det almindeligt accepterede, og som derfor kan virkeprovokerende” (ordnet.dk, 2022) og ”upassende” (begrebsordbog, 2015 s. 917). Det kontroversielle berører herigennem aspekter af det faktiskeog opfattede uretfærdige i historie (Historical Association, 2007). Meddette udgangspunkt undersøger jeg, hvordan det, der opfattes somkontroversielt, kommunikativt produceres som aspekter i fortællingerog gøres aktuelle i klasserummet af lærere og elever i procesforholdetmellem indholdet – de historiske repræsentationer præsenteret iundervisningen, formen – fortællinger produceret i den kommunikativeinteraktion og funktionen – undervisningens formål og intentioner.Netop undervisningens sociale praksis har betydning for det, der føles,opleves og opfattes som kontroversielt af aktørerne i klasserummet.Afhandlingens overordnede forskningsspørgsmål er indbyrdesafhængige og lyder: - Hvad produceres som kontroversielle aspekter i fortællinger i historiefaget lærere og elever imellem? - Hvilken form antager disse fortællinger, når indholdet aktualiseres som kontroversielt og med hvilke didaktiske implikationer for elevernesmeningstilskrivninger i historiefaget? - Hvordan kan disse fortællinger være med til at forklare kontroversielle aspekters didaktiske og pædagogiske funktioner i historieundervisningen?For at besvare forskningsspørgsmålene har jeg struktureret afhandlingen i tre artikler, hvor hver artikel kan læses som et selvstændigt produkt, men de indgår også som delstudier i afhandlingen som helhed. Undervisningens processer mellem indhold, form og funktion behandles særskilt i de tre artikler, men der findes også overlap. Sidste spørgsmål diskuteres mere indgående i afhandlingens afsluttende kapitel. Artikel 1 har været igennem peer review og er udgivet, mens artikel 2 p.t. er i review og artikel 3 har været igennem peer review og er accepteret. Sidstnævnte artikel udgives i efteråret 2022. Artikel 2 og 3 vil derfor kunne fremstå i andre tilpassede og redigerede udgaver end dem, der optræder i afhandlingen. Formålet med delstudierne var at beskrive forskellige karakteristika udledt af empirien.Karakteristikaene udgør de enkelte temaer for artiklerne, men vægter alle tre elementer i processen mellem undervisningens indhold, form og funktion, hvorigennem det kontroversielle som aspekter i fortællingerne udvikler sig. Her følger en kort præsentation af de tre artikler: Artikel 1: Johannesen, H. J. (2021). Kontroversielle aspekter i historieundervisningen. Fortællinger og læremidler i brug i 7.-9. klasse. Learning Tech -Tidsskrift for læremidler, didaktik og teknologi, (5), 151-178. doi: 10.7146/lt.v6i9.124780  Artiklen undersøger, hvordan kontroversielle aspekter i historieundervisningen er forbundet med de fortællinger, der produceres i spændingsfeltet mellem læremidler og aktørerne i klasserummet samt deres tolkninger og relationer til historie. Artiklen viser, at kontroversielle aspekter er bundet i tid og sted og udvikles gennem de producerede fortællinger i klasserummet, når lærere og elever forholder sig moralsk til den fortalte fortid, som den blandt andet er repræsenteret i læremidlerne. Kontroversielle aspekter optræder som på- og afmonteringsprocesser i praksisfortolkningerne af læremidlerne. Vekselvirkningen kan ses som led i en kommunikativ forhandlingsproces, der indeholder didaktiske appeller fra lærernes side til elevernes moralske stillingtagen og elevernes egne moralske sondringer og argumentation. Artikel 2: Johannesen, H. J. (2022).”Det er ondt, sådan var det. Det var bare ondt alt sammen”. Kontroversielle aspekter i historieundervisningen 7.-9. klassetrin. Indsendt til tidsskriftet Acta Didactica Norden (ADNO)I artiklen hævder jeg, at lærere og elevers fortællinger om det kontroversielle er vigtige for at forstå elevers fortolkninger i faget samt betydningen af lærernes didaktiske valg. Artiklen viser, at kontroversielle aspekter i læreres og elevers fortællinger udspringer af et nutidsperspektiv på de fortidige hændelser. Det, der opfattes som kontroversielt hos lærere og elever har sit afsæt i moralske skemaer2 og værdier i nutid. Artiklen viser, at historie i flere tilfælde blev baggrundstæppe for aktuelle problemstillinger i samfundet i dag i diskussionerne. Fortidsfortolkninger3 blev brugt til at forklare eller retfærdiggøre handlinger i mere eller mindre grad. Generelt viste artiklens analyse, at den moralske dimension spillede en væsentlig rolle i lærernes didaktisk appel til eleverne og i elevernes egen brug af moralske vurderinger, hvilket kan få indflydelse på elevernes historiebevidsthed. Artikel 3: Johannesen, H. J. (2022).”Difficult knowledge og folkedrab i historieundervisningen i et elevperspektiv”. Accepteret og indsendt til tidsskriftet Nordidactica – Journal of Humanities and Social Science Education  Artiklen stiller skarpt på undervisning i folkedrab gennem to caseforløb fra afhandlingens samlede empiri. Artiklen plæderer for, at når elever møder forbrydelser mod menneskeheden, eksempelvis folkedrab, kan den viden opfattes som vanskelig og kontroversiel, fordi den er emotionel og kognitiv vanskelig at bearbejde, og fordi den står i kontrast til elevers moralske skemaer og værdier. I øjeblikket, hvor eleverne møder vanskelig viden, kan det vise sig, at eleverne ikke ved, hvordan de følelsesmæssigt og kognitivt skal håndtere denne form for viden. Jeg argumenterer desuden for, at vanskelig viden også kan indeholde kontroversiel viden, fordi den provokerer og virker upassende i relation til elevers normer og værdier. Kontroversiel viden får en vigtig funktion i elevernes meningstilskrivninger, når de går fra at opleve det første chok til at kunne reflektere over den viden, der er blevet præsenteret for. Afhandlingens analyser er blevet til på baggrund af et etnografisk inspireret studie, hvor jeg undersøgte undervisningens mikrosituationer, men også hvilken indvirkning de sociokulturelle, kontekstuelle rammebetingelser havde for situationerne. Historiske fortællinger, forstået som sociokulturelle værktøjer benyttet i den sociale praksis, blev en vigtig grundsten i måden at undersøge kontroversielle aspekters tilblivelse på. Jeg var udover den etnografiske tilgang inspireret af casestudiets fokus på kontekst og det partikulære i situationer. En anden inspirationskilde var at betragte fortællinger i interaktioner, og på den baggrund har jeg i det analytiske arbejde konstrueret kernefortællinger, som udgør tematiske overlap i empirien. I afhandlingens afsluttende kapitel diskuterer jeg de tre forskningsspørgsmål i relation til mulige implikationer for elevernes historiebevidsthed. Da analysen har fokus på at forstå og skabe resonans hos læseren i relation til afhandlingens analyser, udmønter diskussionerne sig i højere grad i erkendelser, nye spørgsmål og udpegning af dilemmaer for undervisning fremfor håndfaste resultater. Ikke alle erkendelser i afhandlingen lader sig besvare med entydige svar. Alligevel påkalder de en opmærksomhed på kontroversielle aspekters funktioner i historieundervisningen. En opmærksomhed, der er vigtig for at forstå eventuelle implikationer og dilemmaer på baggrund heraf. En grundlæggende erkendelse i afhandlingen er, at kontroversielle aspekter i læreres og elevers fortællinger primært knytter sig til den moralske og eksistentielle brug i faget. Historiebrug skal i den henseende betragtes som kommunikative handlinger, hvori kontroversielle aspekter viser sig som på- og afmonteringer i læreres og elevers løbende forhandlinger i fortællingerne. I afhandlingens analyser var opfattelser af det kontroversielle i historiske sammenhænge nært forbundet med læreres og elevers normbilleder og værdier. Historiske handlinger blev bedømt og fordømt retrospektivt fra en senere tids perspektiv og fortidsfortolkninger blev primært brugt til at supplere et nutidsperspektiv ud fra et ønske om at forstå, begrunde eller retfærdiggøre historiske handlinger og historiske aktører. Hvad der potentielt kunne være kontroversielt i en anden tid og kontekst, blev i sjældne tilfælde adresseret. At elever blev berørt og provokeret af voldelige og traumatiske elementer i historiefaget, fik indflydelse på elevernes møde med historiske andre og nødvendigvis også elevernes historiebevidsthed. I mødet med de ofte meningsløse og brutale handlinger begået i historie brugte eleverne deres moralske skemaer til at give eksistentiel mening til indholdet, men der opstod også væsentlige faglige erkendelser undervejs. Empati såvel som antipati spillede en væsentlig rolle i empirien, som Deldén (2017) også peger på i sin ph.d.-afhandling om spillefilm i historieundervisningen. Det stiller lærerne overfor en række dilemmaer og didaktiske spørgsmål om, hvordan elever kan og måske bør lære af og gennem historie såvel som om historie.  This dissertation examines aspects of historical narratives that areperceived and presented as controversial by teachers and students inhistory class. The purpose is empirically to illuminate the content andfunction of controversial aspects in history teaching when they take theform of teachers' and students' narratives about concrete historicalevents. Furthermore, I want to shed light on the relationship thatstudents form with history when they perceive historical actions andpeople in history as controversial and retrospectively judge andcondemn from a contemporary perspective. This research involves anethnographic classroom study and a narrative interaction analysis of theempirical data. Specifically, it consists of a field study of historyteaching with three teachers and their five classes in lower secondaryschools (7th to 9th grade) from autumn 2019 to autumn 2020.The study is based on an understanding of narratives as sociocultural resources. From a socio-cultural perspective, narratives areunderstood as culturally mediated. They are dynamic and formedthrough linguistic actions and cognitions. Therefore, teachers andstudents draw on the culturally accessible and culturally legitimizedresources available to them in the moment to make sense of historicalcontent (Haste &amp; Bermudez, 2017, p. 434). I have explored this bystudying interactions and dialogues in the classroom as situationnarratives that are remediated in the interplay between the academiccontent, teaching ambitions and people involved in the interaction.Regarding this remediation process, the teacher may present the contentof entire narratives or aspects of them as controversial or students mayinadvertently perceive this as controversial and then interpret thenarratives as such.Controversial is understood as perceptions and experiences of aspects in history "which in crucial points differ from the norm or the generally accepted, and which can therefore seem provocative" (ordnet.dk, 2022) and "inappropriate" (Begrebsordbog, 2015, p. 917). The controversial thus touches on aspects of actual and perceived injustices in history(HistoricalAssociation, 2007). From this starting point, I investigate how what is perceived as controversial communicatively is made relevant through the narratives that teachers and students produce. The social practice of teaching affects what is felt, experienced and perceived as controversial by teachers and students in the classroom. It shapes therelationship between the content (the historical representations presented in the teaching), form (narratives produced in thecommunicative interaction) and function (the purpose and intentions of the teaching). The research questions are as follows:- What are produced as controversial aspects in teachers' and students' narratives in history lessons? - What form do these narratives take when the content is actualised as controversial and what didactic implications does this have for the students'meaning-making in the history lesson? - How can these narratives help to explain the didactic and pedagogical functions of controversial aspects of history teaching?To answer the questions above, I have structured the dissertation into three articles, each of which can be read as an independent product but is also a sub-study of the dissertation. The teaching processes between content, form and function are dealt with separately in the three articles, but there are also examples of overlap. The last research question is discussed in more detail in the last chapter of the dissertation. Article 1 has been peer reviewed and has been published, while Article 2 is under peer review and Article 3 has been peer reviewed and accepted. Articles 2 and 3 may, therefore, appear in edited editions and thus be slightly different from those that appear in the dissertation. The purpose of the three articles is to describe different characteristics derived from the empirical data. The characteristics form the individual themes of the articles, but all three articles highlight elements in the process between the content, form and function of the teaching, through which controversial aspects develop in the narratives produced in the classroom. Below is a brief introduction to the articles.Article 1: Johannesen, H. J. (2021). Controversial aspects in history lessons. The practice of narratives and teaching materials in lower secondary schools (7 th to 9 th grade). Learning Tech - Journal of Learning Materials, Didactics and Technology, (5), 151-178. doi: 10.7146/lt.v6i9.124780 The article examines how controversial aspects are produced as narratives between teaching materials and teachers and students in their interpretations of history and relationships to history. The article shows that controversial aspects are bound in time and place and develop through the narratives produced in the classroom when teachers and students relate morally to the past as it is represented in the teaching materials, among other things. Controversial aspects appear as assembly and disassembly processes in discussions regarding the teaching materials. The interaction can be seen as part of a communicative negotiation process that contains didactic appeals from the teachers to the students' moral stance and the students' own moral distinctions and argumentation.Article 2: Johannesen, H. J. (2022). "It is evil, that's how it was. It was just all evil”. Controversial aspects in history lessons in lower secondary school (7 th to 9 th grade). Submitted to Acta Didactica Norden (ADNO)In this article, I argue that teachers' and students' narratives about controversial aspects of history are important for understanding the students' interpretations of the subject and the significance of teachers' didactic choices. The article shows that controversial aspects in teachers' and students' narratives stem from a contemporary perspective on the past. What the teachers and students perceive as controversial is based on contemporary moral schemas and values. The article shows that history, in several cases, became less important as current issues in society today filled classroom discussions. Interpretations of the past were used to explain or justify acts committed in the past to a greater or lesser extent. In general, the analysis reveals that the moral dimension played a significant role in teachers' didactic appeal to students and in the students' use of moral values, which may affect the students' historical consciousness.Article 3: Johannesen, H. J. (2022). "Difficult knowledge and genocide in history teaching from a student perspective". Accepted and submitted to Nordidactica - Journal of Humanities and Social Science EducationThe article focuses on teaching genocide through two case studies from the overall empirical data of the dissertation. The article argues that when students encounter crimes against humanity, such as genocide, they can perceive this knowledge as difficult and controversial because it is emotionally and cognitively difficult to process and because it contrasts with their moral schemas and values. I further argue that difficult knowledge contains controversial knowledge because it provokes and seems inappropriate in relation to students' norms and values. Controversial knowledge plays an important role in students' meaning-making processes. The analyses in this dissertation stem from an ethnographically inspired study in which I examined the micro-situations of teaching but also the impact of the socio-cultural contextual framework on the microsituations. Historical narratives, understood as socio-cultural tools in social practice, became an important cornerstone in this research in the way of examining the emergence of controversial aspects. In addition to the ethnographic approach, I was inspired by the focus in the case studies on context and the uniqueness of situations. Another source of inspiration was analysing narratives in interactions. My analytical work has focused on constructing key narratives that represent thematic overlaps in the empirical data. An important result of the analyses is that controversial aspects in teachers' and students' narratives are primarily related to the moral and existential use of history. The use of history in this respect must be regarded as communicative acts where controversial aspects manifest as the attachment to and dismantling of what is considered controversial in history in the teachers' and students' ongoing negotiations in the narrative processes. The analyses show that perceptions of the controversial aspects of history were closely linked to teachers' and students' norms and values. Actions committed in the past were judged and condemned retrospectively from a contemporary perspective and past interpretations were primarily used to supplement a contemporary perspective based on a desire to understand and justify historical actions and historical others. What could be perceived as controversial in a different time and context was rarely addressed. That students were touched and provoked by violent and traumatic aspects in the history lessons influenced their encounter with historical others and necessarily also their historical consciousness. Faced with the often meaningless and brutal acts committed in the narratives, the students used their moral schemas to give the content existential meaning, but significant academic insights also emerged. Empathy and antipathy played significant roles in the empirical work, which Deldén (2017) also highlights in her PhD on the use of feature films in history teaching. It confronts teachers with a range of dilemmas and didactic questions about how students can and perhaps should learn from and through history as well as about history.<br/

Kontroversielle aspekter i historieundervisningen: Fortællinger og læremidler i brug i 7.-9. klasse

Artiklen undersøger, hvordan kontroversielle aspekter indgår i historieundervisningen som fortællinger, der reproduceres i spændingsfeltet mellem læremidler, klasserummet og i relationen til historiens handlinger og aktører. Artiklens hovedpointe er, at kontroversielle aspekter er bundet i tid og sted og forholder sig moralsk til fortalt fortid. Praksisfortolkninger af læremidler i et sociokulturelt perspektiv informerer og styrer den teoretiske ramme. Dataene, der præsenteres, stammer fra et etnografisk klasserumsstudie af 3 lærere og 5 klasser i grundskolens overbygning. Resultatet viser, at kontroversielle aspekter optræder som på- og afmonteringsprocesser i praksisfortolkninger af læremidler og fungerer som didaktisk appel til elevernes moralske stillingtagen. Artiklen bidrager hermed med ny indsigt om kontroversielle aspekters funktion i historieundervisningen i grundskolens overbygning i Danmark.The article examines how controversial aspects are included in history teaching as narratives that are (re-)produced in the tension between teaching materials, in the classroom and in the relation to the past. Practical interpretations of teaching materials in a socio-cultural perspective inform and guide the theoretical framework. The data presented in the article derives from an ethnographic classroom study of 3 teachers and their 5 classes in lower secondary school (Schoolyear 7 to 9) in Denmark. The result shows that controversial aspects appear as assembly and disassembly processes in practical interpretations of teaching materials and function as a didactic appeal to the students' moral stance. The main point of the article is that controversial aspects are bound in time and place and relate morally to history. The article thus contributes with new insight to a larger field of research on controversial topics in teaching settings

Efficacy of methotrexate in management of peripheral psoriatic arthritis – a systematic review

INTRODUCTION: Psoriatic arthritis (PsA) is a chronic inflammatory joint disease associated with psoriasis. Treatment consists of disease-modifying antirheumatic drugs with methotrexate (MTX) as first choice, yet documentation of the efficacy of this treatment is limited. The objective of this review is to make an accessible overview of the existing evidence on the clinical effect of MTX in the treatment of peripheral PsA.METHODS: A systematic search for randomised controlled trials was conducted using the PubMed, Embase and Cochrane Library databases. Studies examining the effect of MTX on peripheral arthritis in adult patients with PsA were included. Only trials published in English were considered and for each study, the methodological quality was assessed.RESULTS: Seven studies qualified given the selected criteria. None of the two placebo-controlled trials included found a significant reduction in tender and swollen joint counts. Trials comparing MTX to combination therapy with TNF-alpha inhibitor or ciclosporin A demonstrated some clinical benefits of MTX; however, combination therapy was superior to MTX monotherapy. In a strategy trial, patients were able to reach minimal disease activity with MTX treatment alone, pointing towards some efficacy of MTX on clinical manifestations.CONCLUSIONS: Clinical benefits have been found in the treatment of PsA with MTX. MTX has demonstrated clinical efficacy in the treatment of psoriasis; however, the treatment of peripheral arthritis still lacks supportive evidence. More controlled trials need to be conducted to underpin evidence-based use of MTX

Efficacy of methotrexate in management of peripheral psoriatic arthritis – a systematic review

INTRODUCTION: Psoriatic arthritis (PsA) is a chronic inflammatory joint disease associated with psoriasis. Treatment consists of disease-modifying antirheumatic drugs with methotrexate (MTX) as first choice, yet documentation of the efficacy of this treatment is limited. The objective of this review is to make an accessible overview of the existing evidence on the clinical effect of MTX in the treatment of peripheral PsA.METHODS: A systematic search for randomised controlled trials was conducted using the PubMed, Embase and Cochrane Library databases. Studies examining the effect of MTX on peripheral arthritis in adult patients with PsA were included. Only trials published in English were considered and for each study, the methodological quality was assessed.RESULTS: Seven studies qualified given the selected criteria. None of the two placebo-controlled trials included found a significant reduction in tender and swollen joint counts. Trials comparing MTX to combination therapy with TNF-alpha inhibitor or ciclosporin A demonstrated some clinical benefits of MTX; however, combination therapy was superior to MTX monotherapy. In a strategy trial, patients were able to reach minimal disease activity with MTX treatment alone, pointing towards some efficacy of MTX on clinical manifestations.CONCLUSIONS: Clinical benefits have been found in the treatment of PsA with MTX. MTX has demonstrated clinical efficacy in the treatment of psoriasis; however, the treatment of peripheral arthritis still lacks supportive evidence. More controlled trials need to be conducted to underpin evidence-based use of MTX

Identification of new biomarkers to promote personalised treatment of patients with inflammatory rheumatic disease:protocol for an open cohort study

INTRODUCTION: The introduction of biological disease-modifying antirheumatic drugs (bDMARDs) has improved the treatment of inflammatory rheumatic diseases dramatically. However, bDMARD treatment failure occurs in 30%-40% of patients due to lack of effect or adverse events, and the tools to predict treatment outcomes in individual patients are currently limited. The objective of the present study is to identify diagnostic, prognostic and predictive biomarkers, which can be used to (1) diagnose inflammatory rheumatic diseases early in the disease course with high sensitivity and specificity, (2) improve prognostication or (3) predict and monitor treatment effectiveness and tolerability for the individual patient.METHODS AND ANALYSIS: The present study is an observational and translational open cohort study with prospective collection of clinical data and biological materials (primarily blood) in patients with inflammatory rheumatic diseases treated in routine care. Patients contribute with one cross-sectional blood sample and/or are enrolled for longitudinal follow-up on initiation of a new DMARD (blood sampling after 0, 3, 6, 12, 24, 36, 48, 60 months of treatment). Other biological materials will be collected when accessible and relevant. Demographics, disease characteristics, comorbidities and lifestyle factors are registered at inclusion; DMARD treatment and outcomes are collected repeatedly during follow-up. Currently (July 2017), &gt;5000 samples from approximately 3000 patients have been collected. Data will be analysed using appropriate statistical analyses.ETHICS AND DISSEMINATION: The protocol is approved by the Danish Ethics Committee and the Danish Data Protection Agency. Participants give written and oral informed consent. Biomarkers will be evaluated and published according to the Reporting Recommendations for Tumour Marker (REMARK) prognostic studies, Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) and the Standards for Reporting of Diagnostic Accuracy (STARD) guidelines. Results will be published in peer-reviewed scientific journals and presented at international conferences.TRIAL REGISTRATION NUMBER: NCT03214263.</p