Set Of Slides Research Articles

The World Hypertension League: where now and where to in salt reduction.

High dietary salt is a leading risk for death and disability largely by causing increased blood pressure. Other associated health risks include gastric and renal cell cancers, osteoporosis, renal stones, and increased disease activity in multiple sclerosis, headache, increased body fat and Meniere's disease. The World Hypertension League (WHL) has prioritized advocacy for salt reduction. WHL resources and actions include a non-governmental organization policy statement, dietary salt fact sheet, development of standardized nomenclature, call for quality research, collaboration in a weekly salt science update, development of a process to set recommended dietary salt research standards and regular literature reviews, development of adoptable power point slide sets to support WHL positions and resources, and critic of weak research studies on dietary salt. The WHL plans to continue to work with multiple governmental and non-governmental organizations to promote dietary salt reduction towards the World Health Organization (WHO) recommendations.

Neurosarcoidosis

Sarcoidosis is an inflammatory disorder of unclear cause characterized by nonnecrotizing (noncaseating) granulomatous inflammation. Neurosarcoidosis—involvement of the nervous system by the granulomatous inflammatory process of sarcoidosis—affects approximately 5 to 15% of people with sarcoidosis and is a major cause of morbidity from the disease. Neurosarcoidosis is often invoked in the differential diagnosis of suspected inflammatory neurologic syndromes. This chapter discusses the epidemiology, etiology, genetics, pathophysiology and pathogenesis, diagnosis and differential diagnosis, treatment, complications, and prognosis of neurosarcoidosis. Figures show magnetic resonance imaging features of neurosarcoidosis. Tables outline a clinical framework for categorizing neurosarcoidosis and neurologic organ system involvement by sarcoidosis. This chapter contains 1 highly rendered figure, 2 tables, 124 references, 1 teaching slide set, and 5 MCQs.

Acute Bacterial Meningitis

Acute bacterial meningitis is a life-threatening infection. By definition, meningitis is an infection of the meninges and the subarachnoid space. Bacterial meningitis is associated with an inflammatory response that involves the meninges, the subarachnoid space, the brain parenchyma, and the cerebral arteries and veins. As such, bacterial meningoencephalitis is the more accurate descriptive term. This chapter discusses the epidemiology, etiology, pathophysiology and pathogenesis, diagnosis, differential diagnosis, treatment, complications, and prognosis of the disease. The discussion of diagnosis covers clinical manifestations, physical examination findings, laboratory tests, and imaging studies. The discussion of treatment covers empirical therapy, specific antimicrobial therapy, and dexamethasone therapy. Graphs compare causative organisms and clinical manifestations of community-acquired meningitis. Illustrations depict proper patient positioning for detecting nuchal rigidity, Kernig sign, Brudzinski sign, and lumbar puncture, as well as a sagittal view of a lumbar puncture needle as it is advanced into the subarachnoid space. An algorithm delineates the approach to the patient with symptoms and signs of bacterial meningitis. Tables outline bacterial pathogens based on predisposing and associated conditions, cerebrospinal fluid diagnostic studies for meningitis, the appearance of the organism on a Gram stain, empirical antimicrobial therapy based on predisposing and associated conditions, recommendations for specific antibiotic therapy in bacterial meningitis, and recommended doses for antibiotics commonly used in the treatment of bacterial meningitis. This chapter contains 8 highly rendered figures, 6 tables, 75 references, 1 teaching slide set, and 5 MCQs.

Multiple Sclerosis and Related Disorders

Multiple sclerosis (MS) is a relatively common cause of neurologic symptoms and disability in young adults. The distinguishing pathologic features of MS are loss of myelin and inflammation in the central nervous system (CNS). The myelin sheath is essential for rapid conduction of nerve signals along large-diameter axons. Oligodendrocytes produce and maintain myelin in the CNS, and Schwann cells produce and maintain myelin in the peripheral nerves. In addition to MS, there are a number of related disorders causing demyelination, inflammation, or both in the CNS. This chapter discusses MS and related disorders, including neuromyelitis optica, optic neuritis, acute disseminated encephalomyelitis, transverse myelitis, Behçet syndrome, neurosarcoidosis, inherited demyelinating diseases (leukodystrophies, cerebral autosomal dominant arteriopathy with subcortical infarcts and leukoencephalopathy [CADASIL]), and virus-induced demyelination (progressive multifocal leukoencephalopathy, subacute sclerosing panencephalitis). The section on MS covers epidemiology, etiology/genetics, pathogenesis, diagnosis, differential diagnosis, management, and prognosis. Figures include organization of the microenvironment of larger-diameter axons, typical magnetic resonance imaging findings in MS and neuromyelitis optica, postgadolinium images of the cervical spine in MS, and an approach to treatment of relapsing-remitting MS. Tables list MS and related disorders, distribution of neurologic deficits at the onset of MS, differential diagnosis of MS, disease-modifying therapies for relapsing-remitting MS, and selected leukodystrophies, as well as diagnostic criteria and selected symptomatic therapies for MS. This chapter contains 3 highly rendered figures, 7 tables, 82 references, 1 teaching slide set, and 5 MCQs.

Uroneurology

The function of the pelvic organs, including the lower urinary tract (LUT), is controlled by a complex network of nerves. This leaves patients with neurologic disease vulnerable to LUT and pelvic organ dysfunction. Physicians often come across urogenital complaints in their patients with neurologic disease, the symptoms of which can result in significant distress and loss of dignity and quality of life. Due to the health and economic burden that accompanies neurogenic pelvic organ dysfunction, it is important for clinicians to understand the common forms of dysfunction, essential investigations, and modes of management. This chapter covers bladder dysfunction from a physician’s perspective. Topics include neurologic control of the LUT, large bowel, and sexual functions; male and female sexual response; neurogenic bladder dysfunction and its management; diagnostic evaluation; management of neurogenic sexual dysfunction; management of erectile dysfunction; ejaculatory dysfunction; sexual dysfunction in women; and fecal incontinence. Figures illustrate efferent innervation of the LUT, neurologic detrusor overactivity, a urethral pressure profile in a patient with Fowler syndrome, an example bladder diary, an example bladder scan, and normal and obstructed flow patterns. Tables list common causes of injury at the suprapontine, suprasacral, and infrasacral levels and storage and voiding systems. This chapter contains 6 highly rendered figures, 2 tables, 53 references, 1 teaching slide set, and 5 MCQs.

Implement Safety Measures to Avoid Resident Elopements

Implement Safety Measures to Avoid Resident Elopements

Multiple Sclerosis and Related Disorders

Multiple sclerosis (MS) is a relatively common cause of neurologic symptoms and disability in young adults. The distinguishing pathologic features of MS are loss of myelin and inflammation in the central nervous system (CNS). The myelin sheath is essential for rapid conduction of nerve signals along large-diameter axons. Oligodendrocytes produce and maintain myelin in the CNS, and Schwann cells produce and maintain myelin in the peripheral nerves. In addition to MS, there are a number of related disorders causing demyelination, inflammation, or both in the CNS. This chapter discusses MS and related disorders, including neuromyelitis optica, optic neuritis, acute disseminated encephalomyelitis, transverse myelitis, Behçet syndrome, neurosarcoidosis, inherited demyelinating diseases (leukodystrophies, cerebral autosomal dominant arteriopathy with subcortical infarcts and leukoencephalopathy [CADASIL]), and virus-induced demyelination (progressive multifocal leukoencephalopathy, subacute sclerosing panencephalitis). The section on MS covers epidemiology, etiology/genetics, pathogenesis, diagnosis, differential diagnosis, management, and prognosis. Figures include organization of the microenvironment of larger-diameter axons, typical magnetic resonance imaging findings in MS and neuromyelitis optica, postgadolinium images of the cervical spine in MS, and an approach to treatment of relapsing-remitting MS. Tables list MS and related disorders, distribution of neurologic deficits at the onset of MS, differential diagnosis of MS, disease-modifying therapies for relapsing-remitting MS, and selected leukodystrophies, as well as diagnostic criteria and selected symptomatic therapies for MS. This chapter contains 3 highly rendered figures, 7 tables, 82 references, 1 teaching slide set, and 5 MCQs.

Three-dimensional digital projection in neurosurgical education: technical note.

Three-dimensional images have become an important tool in teaching surgical anatomy, and its didactic power is enhanced when combined with 3D surgical images and videos. This paper describes the method used by the last author (G.C.R.) since 2002 to project 3D anatomical and surgical images using a computer source. Projecting 3D images requires the superposition of 2 similar but slightly different images of the same object. The set of images, one mimicking the view of the left eye and the other mimicking the view of the right eye, constitute the stereoscopic pair and can be processed using anaglyphic or horizontal-vertical polarization of light for individual use or presentation to larger audiences. Classically, 3D projection could be obtained by using a double set of slides, projected through 2 slide projectors, each of them equipped with complementary filters, shooting over a medium that keeps light polarized (a silver screen) and having the audience wear appropriate glasses. More recently, a digital method of 3D projection has been perfected. In this method, a personal computer is used as the source of the images, which are arranged in a Microsoft PowerPoint presentation. A beam splitter device is used to connect the computer source to 2 digital, portable projectors. Filters, a silver screen, and glasses are used, similar to the classic method. Among other advantages, this method brings flexibility to 3D presentations by allowing the combination of 3D anatomical and surgical still images and videos. It eliminates the need for using film and film developing, lowering the costs of the process. In using small, powerful digital projectors, this method substitutes for the previous technology, without incurring a loss of quality, and enhances portability.

The World Hypertension League challenges hypertension and cardiovascular organizations to develop strategic plans for the prevention and control of hypertension.

The World Hypertension League challenges hypertension and cardiovascular organizations to develop strategic plans for the prevention and control of hypertension.

Stress Response and Endocrine Deregulation during Critical Illness

The stress system receives and integrates a diversity of cognitive, emotional, neurosensory, and peripheral somatic signals that arrive through distinct pathways. Activation of the stress system leads to behavioral and physical changes that are remarkably consistent in their qualitative presentation. The stress response is mediated largely by the hypothalamic-pituitary-adrenal (HPA) axis and the sympathoadrenal system, which includes the sympathetic nervous system and the adrenal medulla. The stress response is normally adaptive and time limited and improves the chances of the individual for survival. The time-limited nature of this process renders its accompanying antigrowth, antireproductive, catabolic, and immunosuppressive effects temporarily beneficial and/or of no adverse consequence to the individual. However, chronic activation of the stress system as occurs in critically ill patients may lead to a number of disorders, including stress hyperglycemia, dysfunction of the HPA and hypothalamic-pituitary-thyroid (HPT) axes, and hypothalamic-pituitary growth hormone (GH) dysfunction. These disorders are reviewed in this chapter. Diagnosis of adrenal insufficiency/critical illness–related corticosteroid insufficiency and who to treat with steroids are also covered in depth. The author emphasizes the controversial management of these deregulated hormonal axes with only limited data supporting an improvement in outcome with hormonal replacement therapy. This review contains 3 Figures, 1 Table, 39 References, 5 Board-Styled MCQs, and a Teaching Slide Set for teaching and reference purposes.

Stress Response and Endocrine Deregulation during Critical Illness

The stress system receives and integrates a diversity of cognitive, emotional, neurosensory, and peripheral somatic signals that arrive through distinct pathways. Activation of the stress system leads to behavioral and physical changes that are remarkably consistent in their qualitative presentation. The stress response is mediated largely by the hypothalamic-pituitary-adrenal (HPA) axis and the sympathoadrenal system, which includes the sympathetic nervous system and the adrenal medulla. The stress response is normally adaptive and time limited and improves the chances of the individual for survival. The time-limited nature of this process renders its accompanying antigrowth, antireproductive, catabolic, and immunosuppressive effects temporarily beneficial and/or of no adverse consequence to the individual. However, chronic activation of the stress system as occurs in critically ill patients may lead to a number of disorders, including stress hyperglycemia, dysfunction of the HPA and hypothalamic-pituitary-thyroid (HPT) axes, and hypothalamic-pituitary growth hormone (GH) dysfunction. These disorders are reviewed in this chapter. Diagnosis of adrenal insufficiency/critical illness–related corticosteroid insufficiency and who to treat with steroids are also covered in depth. The author emphasizes the controversial management of these deregulated hormonal axes with only limited data supporting an improvement in outcome with hormonal replacement therapy. This review contains 3 Figures, 1 Table, 39 References, 5 Board-Styled MCQs, and a Teaching Slide Set for teaching and reference purposes.

Optimal Elbow Angle for Sonographic Visualization of the Ulnar Collateral Ligament

ObjectiveTo formally examine the sonographic appearance of the elbow ulnar collateral ligament (UCL) at 30° versus 70° of elbow flexion in asymptomatic baseball pitchers. DesignA prospective, cross-sectional design. SettingSports medicine clinic in a tertiary academic medical center. ParticipantsThirty asymptomatic adolescent baseball pitchers 13-18 years of age (mean 15.8 years), with at least 3 years of continuous pitching experience and no significant history of elbow pain or injury. MethodsStatic sonographic images of the bilateral UCLs were obtained at 30° and 70° of elbow flexion by a single experienced examiner. Images were anonymized and randomized into a slide set. Three clinicians with different levels of ultrasound experience reviewed the static 30° and 70° images for each elbow and chose their preferred image based on UCL conspicuity. The clinicians reviewed a re-randomized slide set 1 week later. A different study co-investigator measured UCL cross-sectional area (CSA) on all images using ultrasound machine electronic calipers. Main Outcome MeasuresPreference for the sonographic conspicuity of the UCL at 30° versus 70° of elbow flexion, and UCL CSA at 30° versus 70° of flexion. ResultsEach clinician demonstrated a significant preference for UCL images obtained at 70° of flexion when compared to those obtained at 30° (80.3% overall preference for 70°, P < .001). There was no statistically significant effect of clinician experience or arm dominance on image preference. The sonographically determined CSA of the UCLs were on average 1.4 mm2 greater at 70° than at 30° of flexion (P < .001) when combining dominant and nondominant arms. ConclusionsStatic sonographic evaluation of the UCL at 70° of elbow flexion should be integrated into UCL imaging protocols. Furthermore, when performing sonographically guided procedures targeting the UCL, clinicians should consider positioning the elbow at >30° of flexion to optimize UCL conspicuity and CSA.

Celebrate World Hypertension Day (WHD) on May 17, 2015, and Contribute to Improving Awareness of Hypertension

TheWorld Hypertension League (WHL), in partnership with the International Society of Hypertension (ISH) and other organizations, annually promotes World Hypertension Day (WHD). For the period 2013–2018, the theme of WHD is Know Your Numbers with the goal of increasing high blood pressure (BP) awareness in all populations around the world. This decision was based on global statistics, indicating that only 50% of individuals with hypertension were aware that they actually had high BP and that only a few populations have an awareness rate of more than 75%. Furthermore, in some populations, awareness is very low, at <10%. To increase awareness of hypertension diagnosis, there are two critical components: (1) establish high-capacity community screening programs for BP in those at risk, and (2) promote routine measurement of BP by health-care professionals at all clinical encounters. Moreover, an important initial step to control hypertension and help achieve the UnitedNations 2025 goal of a 25% reduction in uncontrolled hypertension is to improve hypertension diagnosis. Enhanced BP screenings through activities of WHD-2015 will contribute to achieving this goal. The WHL and ISH, with their member organizations and partners for national programs, will work to implement WHD screenings globally. In addition, the WHL is developing a partnership with the American Society of Hypertension (ASH) to develop a model for enhanced global WHD activities. In 2014, the inaugural WHD campaign encouraged WHL members and partners to screen and submit BP readings for more than 100,000 people. The 2014 goal was not only achieved but far-surpassed, with more than 300,000 being screened in more than 30 nations (http://www.whleague.org/index.php/features/worldhypertension-day-report-draft). Importantly, much of the 2014 WHL WHD program was based on the efforts of the ASH. Encouraged by the 2014 success, the WHD2015 challenge is to screen more than 1 million adults in alliance with heightened awareness of noncommunicable diseases (NCDs). Working together, the WHL and ISH are already partnering to meet this challenge. Plans for an even greater screening challenge are under way for 2016. The WHL and ISH encourage all members and affiliated organizations to contribute reports on BP screenings recorded between April 17 and May 17, 2015. An autofill template included as a supplement to the online version of this article for reporting WHD BP screening data will be sent to members and partners and will be made available on the WHL Web site (www.whleague.org). For the WHD-2015 screening reporting form, participants will be asked to provide general information on their team, location, number screened, and NCD education provided. Where or when feasible, participants may also report on proportion of known treated hypertensive people screened whose BPs are “controlled” (<140 mmHg systolic and <90 mmHg diastolic). Ultimately, a formal report onWHD-2015will be issued highlighting all contributors and key indicators. Together with the screening program, a student art competition will be launched in coordination with WHD-2015. Details will follow. Further information can be obtained by e-mailing the WHL office and Kimbree Redburn (kimbree.redburn@gmail.com) or the ISH office (secretariat@ish-world.com). Reports can also be submitted via e-mail to CEO@whleague.org. Furthermore, WHL and ISH encourage use of the WHD promotional posters produced by the ISH in 2014 in English and Spanish (http://ish-world.com/news/a/ World-Hypertension-Day-ISH-Posters/). Additional versions will be made available in advance of WHD 2015. Short videos compiled by the ISH New Investigator Committee (NIC) highlight Healthy Blood Pressure Tips and How to Maintain a Healthy Blood Pressure and can be viewed on the ISH Web site (http://ish-world.com/ news/a/ISH-World-Hypertension-Day-videos/). Further video coverage will follow for 2015. To assist sites in screenings, the WHL has developed a series of resources to aid community-based BP screening. These are available to all (http://www.whleague.org/index.php/j-stuff/blood-pressure-assessmenttrain-the-trainer). In addition to screening protocols, a Train the Trainer module for establishing an evidencebased BP screening site, supporting PowerPoint slide sets and YouTube videos, are available. The WHL has also developed a policy statement to strongly encourage the use of automated BP devices rather than manual BP readings in nearly all screening and clinical settings. These screening approaches are already in use in Cameroon, Republic of Congo, Nigeria, Haiti, Brazil, and Canada, with enhanced versions expected in 2016. The Web-based resources are currently being translated into Spanish, French and Portuguese. Address for correspondence: Mark Niebylski, PhD, MBA, MS, World Hypertension League, 415 Bass Lane, Corvallis, MT 59828 E-mail: mniebylski@yahoo.com

A study of cellular counting to determine minimum thresholds for adequacy for liquid-based cervical cytology using a survey and counting protocol.

Liquid-based cytology (LBC) for cervical screening would benefit from laboratory practice guidelines that define specimen adequacy for reporting of slides. The evidence base required to define cell adequacy should incorporate both ThinPrep™ (TP; Hologic, Inc., Bedford, MA, USA) and SurePath™ (SP; BD Diagnostics, Burlington, NC, USA), the two LBC systems used in the UK cervical screening programmes. The objectives of this study were to determine (1) current practice for reporting LBC in England, Wales and Scotland, (2) a reproducible method for cell counting, (3) the cellularity of slides classified as inadequate, negative or abnormal and (4) the impact of varying cellularity on the likelihood of detecting cytological abnormalities. The study involved four separate arms to pursue each of the four objectives. (1) A questionnaire survey of laboratories was conducted. (2) A standard counting protocol was developed and used by three experienced cytopathologists to determine a reliable and reproducible cell counting method. (3) Slide sets which included a range of cytological abnormalities were each sent to three laboratories for cell counting to study the correlation between cell counts and reported cytological outcomes. (4) Dilution of LBC samples by fluid only (unmixed) or by dilution with a sample containing normal cells (mixed) was performed to study the impact on reporting of reducing either the total cell count or the relative proportion of abnormal to normal cells. The study was conducted within the cervical screening programmes in England, Wales and Scotland, using routinely obtained cervical screening samples, and in 56 participating NHS cervical cytology laboratories. The study involved only routinely obtained cervical screening samples. There was no clinical intervention. The main outcome measures were (1) reliability of counting method, (2) correlation of reported cytology grades with cellularity and (3) levels of detection of abnormal cells in progressively diluted cervical samples. Laboratory practice varied in terms of threshold of cellular adequacy and of morphological markers of adequacy. While SP laboratories generally used a minimum acceptable cell count (MACC) of 15,000, the MACC employed by TP laboratories varied between 5000 and 15,000. The cell counting study showed that a standard protocol achieved moderate to strong inter-rater reproducibility. Analysis of slide reporting from laboratories revealed that a large proportion of the samples reported as inadequate had cell counts above a threshold of 15,000 for SP, and 5000 and 10,000 for TP. Inter-rater unanimity was greater among more cellular preparations. Dilution studies demonstrated greater detection of abnormalities in slides with counts above the MACC and among slides with more than 25 dyskaryotic cells. Variation in laboratory practice demonstrates a requirement for evidence-based standards for designating a MACC. This study has indicated that a MACC of 15,000 and 5000 for SP and TP, respectively, achieves a balance in terms of maintaining sensitivity and low inadequacy rates. The findings of this study should inform the development of laboratory practice guidelines. The National Institute for Health Research Health Technology Assessment programme.

Creating visual aids with graphic organisers on an infinite canvas – the impact on the presenter

Instead of the traditional set of slides, the visual aids of a presentation can now be graphic organisers (concept maps, knowledge maps, mind maps) on an infinite canvas. Constructing graphic organisers has a beneficial impact on learning, but this topic has not been studied in the context of giving a presentation. The present study examined this issue by having 199 students prepare a presentation. The control sample created visual aids that are similar to a deck of slides with text and pictures. In the first experimental condition, graphic organisers were inserted in this deck of slides, and in the second experimental condition, visuals aids with interconnected graphic organisers were produced. There were no significant differences in self-reported self-efficacy related to giving a presentation and in motivational variables. To detect if the presentations met the principles set by the conditions, the participants’ products were coded qualitatively, but this analysis also yielded no differences in variables. Further research should therefore explore the interaction between software and presenter.Keywords: visual communication; teaching practices; presentation skills; self-efficacy; prezi(Published: 20 February 2015)Citation: Research in Learning Technology 2015, 23: 25161 - http://dx.doi.org/10.3402/rlt.v23.25161

The Variable Affordability of Law School -- How Geography and LSAT Profile Impact Tuition Costs

I have set forth here the PowerPoint slides I presented on January 5, 2015 at the AALS Conference session sponsored by the Section on Law School Administration and Finance. The presentation was entitled The Variable Affordability of Law School – How Geography and LSAT Impact Tuition Cost. (I am very grateful to my research assistant, Kate Jirik, and her husband, Sam, for awesome work on the spreadsheet that supported the data I presented.)The presentation begins with two slides summarizing data presented in my article Reflections on the Decreasing Affordability of Legal Education showing the extent to which average public school and private school tuition increased between 1985 and 2011 relative to law school graduate income. While many have observed that law school has become increasingly expensive over the last few decades, this "macro" discussion fails to highlight the extent to which differences in tuition exist at a “micro” level either based on geography or on LSAT score.Using 2012 tuition data, the first set of slides focuses on geographic differences – noting some states where legal education generally is very expensive, some states where legal education generally is very affordable and the balance of states in which tuition costs are in the middle or have a mix of affordable and expensive. Following those slides, there is a set of slides that describe the process I used to calculate net tuition costs after accounting for scholarships for all entering first-year students at the 195 fully accredited and ranked law schools in fall 2012 in an effort to allocate all students into a five-by-five grid with five LSAT categories (165, 160-164, 155-159, 150-154 and The concluding slide sets forth a couple of short observations about the data. There was a robust discussion with some great questions following the presentation of this data.

Virtual microscopy in the undergraduate teaching of pathology

Background: Little evidence is available concerning the impact of virtual microscopy (VM) in the undergraduate teaching of pathology. We aimed: (1) to determine the impact in student scores when moving from conventional microscopy (CM) to VM; (2) to assess the students’ impressions and changes in study habits regarding the impact of this tool. Methods: We evaluated two groups taking the discipline of pathology in the same course, one using CM and the other VM. The same set of slides used in the CM classes was digitized in a VENTANA iScan HT (Roche Diagnostics, Sant Cugat, Spain) at ×20 and observed by the students using the Virtuoso viewer (Roche Diagnostics). We evaluated the skill level reached by the students with an online test. A voluntary survey was undertaken by the VM group to assess the students’ impressions regarding the resource. The day and time of any accession to the viewer were registered. Results: There were no differences between the two groups in their marks in the online test (mean marks for the CM and the VM groups: 9.87 ± 0.34 and 9.86 ± 0.53, respectively; P = 0.880). 86.6% of the students found the software friendly, easy-to-use and effective. 71.6% of the students considered navigation easier with VM than with CM. The most appreciated feature of VM was the possibility to access the images anywhere and at any time (93.3%). 57.5% of the accesses were made on holidays and 41.9% later than 6:00 pm. Conclusions: Virtual microscopy can effectively replace the traditional methods of learning pathology, providing mobility and convenience to medical students.

The evolution of the microscopy classroom

Microscopy, which is an important part of the education process for scientists, has been evolving over the years to allow the students to do more than simply observe an image. Originally, the Microscopy Lab for students consisted of microscopes installed in a class room, in which the Lab instructor distributed a set of microscope slides relevant to the topic. The Instructor then had the students view the slides and search for the areas of interest. Although the students were gaining experience using the equipment, the teacher was not properly aware of whether each student was observing the appropriate area of interest. The introduction of Video technology opened the door to allow the Teacher to share a live microscope image. The Teacher could connect his microscope to a video camera and the students could view the Teacher’s image and work to match this image with their own microscope. Digital Imaging technology get the image out of the microscope so it could be analyzed and annotated. The common availability of PC’s and laptops among students paved the way to have imaging stations in the Microscopy Lab so that the students could bring their samples to the imaging station to capture an image. Digital Imaging also provided a means for each student to have a camera with his microscope and connected to a controller so the Teacher could share the student’s images to other student’s workstations. This allowed the students images to become part of the coursework. WiFi technology provides an extreme level of interaction and sharing among the students and Instructor. The students are able to use their own mobile devices (Phones, Tablets, WiFi enabled PC) to view, capture, and annotate a live or saved image, then share it by email or other social networking methods. The use of WiFi microscopy cameras in the Microscopy Classroom also occupies the student’s mobile devices with the coursework, thus reducing distractions and improving focus on the topic. Over the history of teaching topics which require the study of Microstructures, the technology in the Microscopy Classroom has developed to create a Student Friendly environment which makes the work easier for the Student and the Instructor while making Microscopy exciting.

Faculty Development Series on Assessment in Graduate Medical Education: Patient Care Skills

OPEN ACCESSNovember 4, 2014Faculty Development Series on Assessment in Graduate Medical Education: Patient Care Skills Heather Burrows, MD, PhD, David Rappaport, MD Heather Burrows, MD, PhD University of Michigan Medical School Google Scholar More articles by this author , David Rappaport, MD Nemours/Alfred I. duPont Hospital for Children Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9959 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstractIntroduction: This resource is a set of PowerPoint slides that were designed for the purpose of faculty development. The slides are intended for presentation by a residency program director (or designee) in a didactic or workshop setting for the purpose of enhancing the faculty's ability to assess Patient Care Skills in trainees. This presentation is the third in a six-part series that was commissioned by the Program Directors Committee of the American Board of Pediatrics based on their publication entitled Assessment in Graduate Medical Education: A Primer for Pediatric Program Directors. All presentations in this series were developed through collaboration with the primary authors of the publication. Methods: This case-based presentation begins by defining the competency of Patient Care Skills, then explores various assessment tools available for evaluating learners in this competency. The presentation introduces the concept of The Pediatrics Milestone Project and demonstrates how milestones can be used to better assess Patient Care Skills. The presentation concludes with a series of case studies where the participants are asked to assess the performance of the learners in the case studies. Speaker's notes are provided at the bottom of the slides to enable the presenter to have a deeper understanding of the content. The presentation requires 45-60 minutes to present in its entirety, but can be abbreviated or expanded as needed. Results: This presentation has been presented by the two authors (Burrows and Rappaport) to their own faculty. The presentations were well received in each setting generating robust discussion. Faculty expressed improved understanding of the competency, assessment tools, and the Pediatric Milestones. Faculty participated in assessment of each of the case scenarios using traditional and Milestones-based tools. Faculty also made several suggestions regarding how the program can modify existing evaluation tools to better assess this competency. Discussion: These slides are the second in a series that was developed for use by Pediatric Program Directors for use in faculty development around milestone-based assessment. Educational Objectives By the end of this presentation, learners will be able to: Define the competency of Patient Care Skills.Describe the rationale for the robust assessment of this competency.Identify situations where Patient Care Skills can be assessed.Locate tools that can be used for assessment of Patient Care Skills.Apply assessment tools to a spectrum of case scenarios.Demonstrate the use of Pediatric Milestones in the assessment of Patient Care Skills. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.docx Faculty Development Series on Assessment- PCS.pptx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Related Faculty Development Series on Assessment in Graduate Medical Education: Interpersonal and Communication Skills Faculty Development Series on Assessment in Graduate Medical Education: The Milestone Project Faculty Development Series on Assessment in Graduate Medical Education: Patient Care Skills Faculty Development Series on Assessment in Graduate Medical Education: Practice-Based Learning and Improvement Faculty Development Series on Graduate Medical Education: Systems-Based Practice Copyright & Permissions© 2014 Burrows and Rappaport. This is an open-access article publication under the terms of the Creative Commons Attribution-No Derivatives license.KeywordsPediatricsEducationalPatient CareAssessment Disclosures None to report. Funding/Support None to report. Loading ...

Informatics and Computing.

Informatics and Computing.