Hands-on Laboratory Sessions Research Articles

A framework to integrate artificial intelligence training into radiology residency programs: preparing the future radiologist

ObjectivesTo present a framework to develop and implement a fast-track artificial intelligence (AI) curriculum into an existing radiology residency program, with the potential to prepare a new generation of AI conscious radiologists.MethodsThe AI-curriculum framework comprises five sequential steps: (1) forming a team of AI experts, (2) assessing the residents’ knowledge level and needs, (3) defining learning objectives, (4) matching these objectives with effective teaching strategies, and finally (5) implementing and evaluating the pilot. Following these steps, a multidisciplinary team of AI engineers, radiologists, and radiology residents designed a 3-day program, including didactic lectures, hands-on laboratory sessions, and group discussions with experts to enhance AI understanding. Pre- and post-curriculum surveys were conducted to assess participants’ expectations and progress and were analyzed using a Wilcoxon rank-sum test.ResultsThere was 100% response rate to the pre- and post-curriculum survey (17 and 12 respondents, respectively). Participants’ confidence in their knowledge and understanding of AI in radiology significantly increased after completing the program (pre-curriculum means 3.25 ± 1.48 (SD), post-curriculum means 6.5 ± 0.90 (SD), p-value = 0.002). A total of 75% confirmed that the course addressed topics that were applicable to their work in radiology. Lectures on the fundamentals of AI and group discussions with experts were deemed most useful.ConclusionDesigning an AI curriculum for radiology residents and implementing it into a radiology residency program is feasible using the framework presented. The 3-day AI curriculum effectively increased participants’ perception of knowledge and skills about AI in radiology and can serve as a starting point for further customization.Critical relevance statementThe framework provides guidance for developing and implementing an AI curriculum in radiology residency programs, educating residents on the application of AI in radiology and ultimately contributing to future high-quality, safe, and effective patient care.Key points• AI education is necessary to prepare a new generation of AI-conscious radiologists.• The AI curriculum increased participants’ perception of AI knowledge and skills in radiology.• This five-step framework can assist integrating AI education into radiology residency programs.Graphical

Establishing a One Health AMR Community of Practice in Nigeria

Abstract To support the objectives set out in Nigeria’s national action plan for Antimicrobial Resistance (AMR), we established a One Health AMR Community of Practice comprised of Fleming Fund Fellows and their mentors. This community is a multi-disciplinary team dedicated to addressing AMR in human and animal health sectors, with members from Nigeria, Denmark, and the United Kingdom. We undertook gap analyses of the systems in Fleming Fellows’ laboratories and institutions to identify areas for support. Tailor-made capacity support programmes were developed for each Fellow. Fellows visited their mentors’ institutes for in-person coaching, and subsequently implemented strengthened processes at their home institutes. The community has trained 178 Nigerian scientists from Government, academic, and private laboratories, by delivering courses comprising classroom teaching and hands-on laboratory sessions. This up-skilling of Nigerian laboratory staff, through the ‘train-the-trainer’ approach, has enhanced capacity to produce high-quality microbiological data. The community has completed One Health collaborative projects investigating AMR in livestock, in-contact humans, the farm environment, and hospital submissions. We have held feedback sessions with stakeholders to raise awareness of AMR and provided advice on measures such as biosecurity, which can help to prevent disease and therefore reduce the need for antimicrobial use. The establishment of this community has helped to strengthen personal and institutional capacities in Nigeria, Denmark, and the United Kingdom and created a network of scientists working together to tackle AMR. This community has contributed to One Health AMR surveillance systems and supported the implementation of Nigeria’s national action plan for AMR. Information © The Authors 2023

Developing Future Biologists: developmental biology for undergraduates from underserved communities.

Developing Future Biologists (DFB) is an inclusive, trainee-run organization that strives to excite and engage the next generation of biologists, regardless of race, gender or socioeconomic status, in the field of developmental biology. DFB offers a week-long course consisting of active lectures, hands-on laboratory sessions, and professional development opportunities through interactions with scientists from a variety of backgrounds and careers. A major goal of DFB is to propel undergraduate students from underserved communities to pursue biomedical research opportunities and advanced degrees in science. To achieve this goal, we provide DFB participants with continuing access to a diverse network of scientists that students can utilize to secure opportunities and foster success throughout multiple stages of their research careers. Here, we describe the flourishing DFB program at the University of Michigan to encourage other institutions to create their own DFB programs.

Comparing In-person vs. Live-streamed Osteopathic Manual Medicine Lab Instruction

Abstract Context Practicing osteopathic manual medicine (OMM) requires medical students to learn a unique psychomotor skill. OMM techniques are taught during hands-on laboratory sessions in osteopathic medical schools across the country. Determining the optimal delivery of OMM training in the first and second years of medical school is instrumental in maximizing student engagement and confidence for future use in practice. In the academic year of 2020–2021, public health guidelines for COVID-19 forced Des Moines University College of Osteopathic Medicine to restructure their OMM laboratory sessions to include in-person and live-stream demonstrations of somatic dysfunction diagnoses and treatments. Objective(s) To determine if there was a difference in students’ perception of the learning experience and exam performance between in-person and live-streamed osteopathic manual medicine (OMM) laboratory instruction. Methods An online 8-question survey was sent to 225 first year medical students from Des Moines University at the end of their first year. The survey contained a combination of Likert scale, dichotomous, and open-ended questions. Statistical analysis for the Likert scale questions included paired-t test given the nature of correlated responses by the same cohort of students. A non-parametric permutation test was used to compare Fall 2020 practical exam grades due to the heavy skewness and ties of the exam score distributions. All computations were also made using the statistical computing software R. Free text was qualitatively analyzed for recurrent themes. Results The survey response rate was 67.1% with 151 respondents. When students were asked to rate their learning experience (engagement, comfort asking questions, understanding of material, ability to retain and recall lab material) between in-person vs. live-stream delivery of OMM lab material on a 5-point Likert Scale, there was a statistically significant mean difference for all of the responses, indicating a preference for in-person delivery method. Comparisons of the mean practical exam scores revealed no statistically significant differences. When asked to choose between in-person vs. live-stream, 83% of students reported a preference for in-person OMM laboratory demonstrations. Conclusion The students’ perceptions suggest that in-person delivery of OMM was superior to live-stream instruction based on higher rankings of engagement, comfort in asking questions, understanding material to practice, and recall of material in preparation of practical exams.

Development of an EMG based SVM supported control solution for the PlatypOUs education mobile robot using MindRove headset

Abstract This paper describes the development of PlatypOUs - an open-source electromyography (EMG)-controlled mobile robot platform that uses the MindRove Brain Computer Interface (BCI) headset as signal acquisition unit, implementing remote control. Simultaneously with the physical mobile robot, simulation environment is also prepared using Gazebo, within the Robot Operating System (ROS) framework, with the same capabilities as the physical device, from the point of view of the ROS. The purpose of the PlatypOUs project is to create a tool for STEM-based education, and it involves two major disciplines: mobile robotics and machine learning, with several sub-areas included in each. The use of the platform and the simulation environment exposes students to hands-on laboratory sessions, which contribute to their progression as engineers. An important feature of our project is that the platform is made up of open-source and easily available commercial hardware and software components. In this paper, an electromyography (EMG) based controller has been developed using support vector machine (SVM) based classification for robot control purposes.

Tu1046 EFFECT OF AN EDUCATIONAL POLYPECTOMY WORKSHOP ON CHOICE OF TOOL UTILIZED BY GENERAL ENDOSCOPIST DURING COLONOSCOPY

Optimal removal of diminutive (<5mm) polyps (DP) has been evaluated in multiple studies. Studies have compared and shown that polyp removal via cold snare polypectomy (CSP) is superior to removal via jumbo biopsy forceps (JBF), especially for DP measuring 4-5mm. Despite this, many general endoscopists still utilize JBF as the standard approach for DP removal. Our study sought to determine if a polypectomy educational session would increase the rate of CSP among general endoscopists. General endoscopists at a tertiary care center underwent an educational session discussing the optimal methods of polyp removal, followed by a hands-on laboratory session. Participants underwent surveys analyzing comfort regarding removal of polyps before and immediately after the session. Changes in polypectomy practice was analyzed by looking at random 2 week intervals of all colonoscopies performed by general endoscopists prior to, immediately after, and 6 months after the educational session was completed. Endoscopy notes were retroactively analyzed to gather data on number of polyps removed, polyp size, method of removal, and patient characteristics. Chi Square analysis was utilized to compare the change in polypectomy method across the three time points. 17 general endoscopists underwent the education session. Surveyed participants experienced a small subjective improvement in comfort using CS for removal of polyps and with removal of flat polyps less than 10mm. 218 colonoscopy patients (54.9% female) were evaluated before (n=97), immediately after (n=83), and 6 months after (n=88) the polypectomy seminar. There was no significant difference between age, BMI, prep quality, and polyp size amongst groups. There was a significant increase in CS compared to JBF use for the removal of ≥ 4mm polyps immediately after the session (p=0.0008 using Bonferroni-adjusted p-value). There was an insignificant decline in the proportion of CS use at 6 months post intervention compared to immediately-after the workshop (p=0.108). When broken down further, the proportion of 4mm polyps removed with a CS rather than JBF significantly increased immediately after the educational session and was sustained at 6 months post intervention (p=0.0004). There was no significant change in rates of CS use for 5mm polyps, although data showed it was used >90% of the time prior to the educational intervention (p=0.1420). An educational session with didactic and hands-on components appears to be an effective way to increase proportion of CS use for DP removal at a tertiary care center, thereby likely improving resection margins. Further studies will evaluate if these results remain sustained and if this session would be of benefit to endoscopists in a community setting.Proportion of cold snare compared to jumbo biopsy forceps utilization in polypectomy for polyps 4-5mm in size.View Large Image Figure ViewerDownload Hi-res image Download (PPT)

Neurosurgery Training Camp for Sub-Internship Preparation: Lessons From the Inaugural Course

Historically, medical student education in neurological surgery has generally limited student involvement to assisting in research projects with minimal formal clinical exposure before starting sub-internships and application for the neurosurgery match. Consequently, students have generally had little opportunity to acquire exposure to clinical neurosurgery and attain minimal proficiency. A medical student training camp was created to improve the preparation of medical students for the involvement in neurological surgery activities and sub-internships. A 1-day course was held at Weill Cornell Medicine, which consisted of a series of morning lectures, an interactive resident lunch panel, and afternoon hands-on laboratory sessions. Students completed self-assessment questionnaires regarding their confidence in several areas of clinical neurosurgery before the start of the course and again at its end. A significant increase in self-assessed confidence was observed in all skill areas surveyed. Overall, rising fourth year students who were starting sub-internships in the subsequent weeks reported a substantial increase in their preparedness for the elective rotations in neurosurgery. The preparation of medical students for clinical neurosurgery can be improved. Single-day courses such as the described training camp are an effective method for improving knowledge and skill gaps in medical students entering neurosurgical careers. Initiatives should be developed, in addition to this annual program, to increase the clinical and research skills throughout medical student education.

Peritoneal Dialysis University for Surgeons: A Peritoneal Access Training Program.

♦ A functioning catheter is vital to the success of peritoneal dialysis (PD). Catheter complications related to the insertion procedure remain a major hindrance to PD utilization. Most catheters are placed by surgeons. Suboptimal catheter outcomes appear to be related to inadequate training and experience during surgical residency and the absence of educational opportunities to remedy this deficit once the surgeon is in practice. ♦ The aim of this report is to describe a 1-day comprehensive surgeon training program in PD access surgery and to convey the results of the first 7 courses. ♦ Needs assessment data served as the foundation for formulating course objectives and content. A disease-based approach to PD was taken to provide both didactic instruction and laboratory exercises. Surgical simulators permitted skills development for each key task in catheter placement. Educational outcomes were measured with pre- and post-tests, course evaluation, and follow-up survey. ♦ Seven courses were attended by 134 surgeons with an average faculty to participant ratio of 1:4 during hands-on laboratory sessions. Pre- and post-testing demonstrated a class-average normalized educational gain of 50%. On a 5-point Likert scale, the course was scored highly on 14 areas of evaluation with average responses ranging from 4.4 to 4.9. A follow-up survey conducted a mean of 28 months after the programs revealed significantly increased utilization of all 10 course-targeted PD access skills. Participants gave mean scores of 4.6 for improved confidence in case management and 4.4 for better catheter outcomes. ♦ A comprehensive 1-day peritoneal access training course can produce long-term self-assessed improvement in surgical management and PD catheter outcomes.

Curricular response to increase recall and transfer of anatomical knowledge into the obstetrics/gynecology clerkship.

Deficits in retention of anatomy knowledge from the preclinical years to clinical application on the wards have been well documented in the medical education literature. We developed and evaluated a web and laboratory-based curriculum to address deficits in anatomy knowledge retention and to increase anatomy knowledge recall through repetition and application of clinical concepts during the obstetrics and gynecology (Ob/Gyn) core clinical clerkship. Using principles of adult learning and instructional design, a curriculum was designed consisting of (1) interactive, case-based e-modules reviewing clinically relevant anatomical topics and (2) a hands-on laboratory session reinforcing the content of the e-modules, with the practice of clinical techniques using anatomical cadaveric dissections. The curriculum's effectiveness was evaluated by using multiple choice testing and comparing baseline and final test scores. For questions testing content directly covered in this curriculum, mean final scores increased by 14.3% (P < 0.001). In contrast, for questions not directly addressed in this curriculum, mean final scores did not increase significantly, only by 6.0% (P = 0.31). Questions related to the uterus showed the greatest gains in final scores (30.3% improvement, P = 0.002). A curriculum with web-based preparatory material and a hands-on gross anatomy laboratory session effectively addresses deficits in anatomy retention and improves anatomical knowledge recall for medical students on a clinical clerkship. In the future, the authors plan to conduct a multicenter study to further evaluate the ability of this curriculum to improve clinically relevant anatomical knowledge. Anat Sci Educ 9: 337-343. © 2015 American Association of Anatomists.

Platform for Teaching Mobile Robotics

This paper describes the development of a motivating and innovative multi-robot formation control platform for laboratory experiments with mobile robots. The platform is composed of two components: a simulator and an environment to experiment with low cost wheeled mobile robots. The environment constitutes a ready to use test tool that provides to engineering students the opportunity to simulate and test many different formation and cooperation control strategies with a real system. Currently the platform is used in the Systems and Control Engineering Master program offered by the National University of Distance Education (UNED) and the Complutense University of Madrid (UCM) in Spain. The use of the platform exposes students to hands-on laboratory sessions, contributing to their development as engineers.

Lessons learned from implementing a wet laboratory molecular training workshop for beach water quality monitoring.

Rapid molecular testing methods are poised to replace many of the conventional, culture-based tests currently used in fields such as water quality and food science. Rapid qPCR methods have the benefit of being faster than conventional methods and provide a means to more accurately protect public health. However, many scientists and technicians in water and food quality microbiology laboratories have limited experience using these molecular tests. To ensure that practitioners can use and implement qPCR techniques successfully, we developed a week long workshop to provide hands-on training and exposure to rapid molecular methods for water quality management. This workshop trained academic professors, government employees, private industry representatives, and graduate students in rapid qPCR methods for monitoring recreational water quality. Attendees were immersed in these new methods with hands-on laboratory sessions, lectures, and one-on-one training. Upon completion, the attendees gained sufficient knowledge and practice to teach and share these new molecular techniques with colleagues at their respective laboratories. Key findings from this workshop demonstrated: 1) participants with no prior experience could be effectively trained to conduct highly repeatable qPCR analysis in one week; 2) participants with different desirable outcomes required exposure to a range of different platforms and sample processing approaches; and 3) the collaborative interaction amongst newly trained practitioners, workshop leaders, and members of the water quality community helped foster a cohesive cohort of individuals which can advocate powerful cohort for proper implementation of molecular methods.

Evaluation of a training course in focused echocardiography for noncardiology house officers

To determine whether a training course in focused echocardiography can improve the proficiency of noncardiology house officers in accurately interpreting cardiovascular disease and echocardiography findings in dogs entering the emergency room setting. Prospective, blinded, educational study. University veterinary teaching hospital. House officers underwent training in focused echocardiography. Fifteen dogs, including normal dogs and dogs with stable congenital or acquired cardiac disease, were used as study subjects during the laboratory session. A 6-hour curriculum on focused echocardiography was developed that included didactic lectures, clinical cases, and hands-on echocardiography. Pre- and postcourse written examinations were administered to participants. House officers attended didactic lectures that were subsequently followed by a hands-on laboratory session and practical examination, which involved performing transthoracic echocardiography on dogs with and without cardiovascular disease. Twenty-one house officers completed the focused echocardiography training course. Written examination scores were 57 ± 12% before and 75 ± 10% after training (P < 0.001). Following the course, 97% of participants in the practical examination were able to obtain the correct right parasternal short- or long-axis view. Posttraining, most participants correctly identified pleural effusion (90%) and pericardial effusion (95%) and discriminated normal atrial size from atrial enlargement (86%). However, successful identification of a cardiac mass, volume status, and ability to recognize a poor quality study as nondiagnostic remained relatively low. Most trainees responded that the length of hands-on laboratory training was too abbreviated and that the course should be > 6 hours. A focused echocardiography training course improved knowledge and yielded acceptable proficiency in some echocardiographic findings commonly identified in the emergency room. This training course was not able to provide the skills needed for house officers to accurately assess fluid volume status, identify cardiac masses, ventricular enlargement or hypertrophy, and certain cardiac diseases.

149 AN INEXPENSIVE LABORATORY PRACTICE TO TEACH EMBRYO COLLECTION AND TRANSFER

The objective of this work is to describe a hands-on laboratory session for surgical embryo collection and transfer using rabbits as a model. Rabbits are characterised for their low purchase price, easy handling, and low maintenance, thus allowing their use as a tool for embryo transfer teaching and for its potential application in other species, such as the bovine, ovine, and caprine. These are important reasons in countries where the use of low-cost techniques and animal models is a must. Two females of the New Zealand breed were used as donors and one female of the Chinchilla breed was used as recipient. All females were healthy and multiparous. Three days after receiving natural service by a male, the donors were anesthetized (by injection of xylazine hydrochloride, 1.1 mg kg–1 IM, then sodium pentobarbital, 30 mg kg–1 IV), and ovariohysterectomy surgery was performed on each one. Each uterine horn was flushed 3 times with Ringer’s lactate (Hartmann) solution. Using a stereoscopic microscope, we searched for embryos and then placed them in a Petri dish for evaluation and selection. Once selected, embryos were moved to a 6-well dish containing 0.5 mL of a commercially available holding solution and washed 3 times. Twenty-one grades 1, 2, and 3 embryos were recovered and evaluated, showing developmental stages 1 to 6, according to IETS. The recipient female was anesthetized, and by laparotomy, her uterine horns were exteriorized to transfer a total of 15 grade 1 embryos with development stages 4 to 6. Pregnancy diagnosis was performed by real-time ultrasound on Days 10 and 20 post-transfer, with positive results. The transferred embryos induced a 34-day pregnancy, including 3 days of embryo development within the donors. Parturition was normal and without problems; 2 live offspring were born, with normal weight and size. The technique, used for teaching purposes, was successfully performed by 3 graduate students directed by 2 professors. The use of rabbits as a teaching model was efficient and the total cost of the laboratory practice was low, as compared with the use of other domestic species. The handling of the females and their offspring was easy, the feeding costs were low, and the practical laboratory session was fulfilled. It is proposed that the rabbit species be used for teaching surgical embryo collection and transfer to graduate and undergraduate students in underdeveloped and developing countries, where low-cost teaching models are of the utmost importance.

Zebrafish Embryology and Cartilage Staining Protocols for High School Students

The Life Sciences-Howard Hughes Medical Institute Outreach Program at Harvard University supports high school science education by offering an on-campus program for students and their teachers to participate in investigative, hands-on laboratory sessions. The outreach program has recently designed and launched a successful zebrafish embryology protocol that we present here. The main objectives of this protocol are to introduce students to zebrafish as a model research organism and to provide students with direct experience with current techniques used in embryological research. The content of the lab is designed to generate discussions on embryology, genetics, fertilization, natural selection, and animal adaptation. The protocol produces reliable results in a time-efficient manner using a minimum of reagents. The protocol presented here consists of three sections: observations of live zebrafish larvae at different developmental stages, cartilage staining of zebrafish larvae, and a mutant hunt involving identification of two zebrafish mutants (nacre and chokh). Here, we describe the protocol, show the results obtained for each section, and suggest possible alternatives for different lab settings.

Neuroscience Teacher Training Workshops for Elementary School Teachers

A teacher training workshop was designed to instruct elementary school teachers regarding basic neuroscience content and provide guidelines for planning anatomical life science units for the classroom. This introduction of neuroanatomical sciences allows teachers to receive appropriate training in neuroanatomy, comply with the National Science Education standards, and create classroom activities that will encourage children to investigate topics regarding neuroscience.Two half day weekend workshops were implemented which included a neuroscience lecture. Following the lecture, teachers participated in a hands‐on laboratory session filled with activities and experiments that can be replicated in the elementary school classroom.To measure the impact and effectiveness of the workshop, participants were administered a pre and post test regarding key ideas presented in the workshop. Participants also filled out a survey rating the workshop's overall effectiveness, and course content. There was a statistically significant improvement from pretest to posttest (p&lt; 0.0001).These workshops provided necessary teacher instruction in the anatomical sciences which promotes student interest in neuroscience.Supported by AAA Education Outreach Grant

Designing mathematical-technological activities for teachers using the Technology Acceptance Model

The objective of this study was the design and development of mathematical technological activities. The guiding model in developing these activities was the Technology Acceptance Model (TAM). The two main issues to address, according to the model, are the “perceived ease of use” and the “perceived usefulness” of the software. The activities were used, refined and tested in a professional development programme which consisted of five hands-on laboratory sessions, lasting 2 hours each, spaced over a 3-month period. The study found that the approach of letting teachers experience technology while engaged in authentic mathematical tasks promotes the perceived usefulness of Geometer’s Sketchpad (GSP) by the teachers. At the end of the series of workshops, 91% of the teachers indicated in the summative evaluation that these workshops helped them to understand geometry better. This finding was supported by the 21.5% increase in the pre-test and post-test average score.