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Leslie Anthony

Researcher at University of Pittsburgh

Publications -  11
Citations -  729

Leslie Anthony is an academic researcher from University of Pittsburgh. The author has contributed to research in topics: Digital pathology & Social relation. The author has an hindex of 10, co-authored 11 publications receiving 690 citations.

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Use of whole slide imaging in surgical pathology quality assurance: design and pilot validation studies.

TL;DR: A retrospective comparative study in which 24 full genitourinary cases were independently reviewed with traditional microscopy and whole slide digital images, it is agreed that automated WSI is a viable potential modality for surgical pathology QA, especially in multifacility health systems that would like to establish interfacility QA.
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Primary histologic diagnosis using automated whole slide imaging: a validation study

TL;DR: The results indicated that the image information contained in current whole slide images is sufficient for pathologists to make reliable diagnostic decisions and compose complex diagnostic reports, but this does not mean that WSI is as good as a microscope.
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Teaching Social Interaction Skills in the Integrated Preschool An Examination of Naturalistic Tactics

TL;DR: In this article, the purpose of the study was to increase the social interaction skills of four preschool children with autism, and four teachers in integrated preschool classrooms participated in four different experimental sessions.
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Evaluation of whole slide image immunohistochemistry interpretation in challenging prostate needle biopsies

TL;DR: This retrospective study evaluated the interpretation of IHC stains performed in difficult prostate biopsies using WSI technology and compared favorably with other efforts to quantify diagnostic variability in surgical pathology.
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Embedding and Distributing Constant Time Delay in Circle Time and Transitions

TL;DR: In this paper, the authors evaluate embedding and distributing constant-time delay instructional trials into circle time activities and transitions between activities and find that the teachers embedded and distributed the instruction accurately, the children acquired the behaviors they were taught, and the trials to criterion and percentage of errors were similar, in large part, with what occurs when constant time delay is used in structured instructional sessions.