Test Yourself Research Articles

Test yourself: the 2022 CPD and Learning quiz

It has been another busy year for The Pharmaceutical Journal, from the publication of the ‘pharmacogenomics’ digital special to our continued focus on green pharmacy and minimising the impact of medicines on the environment; we continue to publish forward-facing resources that support pharmacists in their learning and development. Our end-of-year quiz is broken down by […]

Test yourself answer to question: atraumatic fracture of an abnormal humerus

Test yourself answer to question: atraumatic fracture of an abnormal humerus

Immunophenotyping for Haematologists – Principles and Practice, by Barbara J Bain and Mike Leach, Wiley Blackwell, 2021; ISBN 9781119606116

This is a deceptively slim volume. The experienced authorship team has skilfully and succinctly distilled a comprehensive wealth of information into four well organised and extensively referenced sections. An introductory chapter outlines the principles behind the methods of flow cytometric immunophenotyping of liquid specimens and immunohistochemical investigation of tissue sections. It reviews the uses of flow cytometry beyond the diagnosis and monitoring of haematological neoplasms, including the investigation of inherited and acquired red cell, platelet and immune function/dysregulation disorders, as well as differential cell counting and enumeration. There follows a useful reference chapter listing all of the individual antibodies in routine laboratory use for diagnosis and monitoring, in the order of their cluster designation (CD) number for those that have them, followed in a logical order by those which do not. A brief description for each is given of their expression in normal and neoplastic cells. The third chapter reviews the patterns of expected cellular antigen expression in haematological neoplasms, systematically following the order of the WHO classification of tumours of haematopoietic and lymphoid tissues (2017). It includes a section on the immunophenotypic assessment of ‘minimal residual disease’ (MRD) – perhaps, as the authors suggest, more appropriately termed ‘measurable residual disease’. Finally a ‘test yourself’ chapter uses a mixture of different types of multiple-choice questions and clinic-pathological cases which covers the whole field comprehensively and enables the identification of gaps in knowledge. This book is a superb resource for medical and scientific staff in training, especially those who are taking FRCPath or equivalent examinations, and for those of us who teach them, as well as for practising haematologists involved in the interpretation of immunophenotyping results.

Test yourself: the 2021 CPD and learning quiz

Test yourself: the 2021 CPD and learning quiz

Anatomy: learning the language

This article is the first in a series that focuses on anatomy and physiology. Human anatomy, just like any other technical subject, has its own vocabulary. When learning anatomy for the first time, it can sometimes feel like you are learning a new language. This article provides the reader with an understanding of the language used when discussing various anatomical concepts. The healthcare assistant and assistant practitioner (HCA and AP) will need to understand anatomical terminology accurately, so as to provide care that is safe and effective. The article addresses roots, prefixes and suffixes, anatomical position, regional terms, directional terms, body planes and body cavities. Each article in the series ends with a glossary of terms helping readers understand some of the terminology that has been used. A series of ‘test yourself’ questions is also provided.

Test yourself

Kate Sherry of Axiom Laboratory, invites Companion readers to answer some difficult squamous cell questions.

Test yourself: the 2020 CPD and learning quiz

Test yourself: the 2020 CPD and learning quiz

Test yourself…

  Ian Wright of Mount Vets and Head of ESCCAP UK & Ireland, sets a diagnostic challenge for Companion readers. Answers are available in the BSAVA Library (bsavalibrary.com) and in e-Companion.

Health emergency management in Aotearoa New Zealand: Making sense of professional development

To explore how health emergency management (HEM) personnel make sense of professional development, such as education and training, in their everyday roles and responsibilities within an increasingly complex emergency management and disaster field. This in-depth qualitative study comprised of semistructured interviews with 10 Aotearoa New Zealand HEM personnel from a range of healthcare professions, including emergency managers, nurses, clinical support, and paramedics. The thematic, data-driven approach was exploratory. The research identified inductively significant thematic concepts relating to professional development from the health emergency personnel's talk about their roles and responsibilities. The authors identified four themes relating to professional development in the participants' talk: test yourself under pressure; selling what we do; under the pump; and real stuff that actually makes a difference. These themes represent shared sense-making about how the participants negotiated their professional development needs and the needs of others while performing their everyday roles and responsibilities. Our findings support the production of local and contextually driven knowledge that highlights how HEM personnel discuss professional development as strengths, tensions, challenges, and knowledge gaps. These insights contribute to a broader understanding of what needs to be taken into account when developing competencies, skill sets, and training programs to promote professional development in an increasingly complex emergency management and disaster field.

Test yourself: question and answer question: painful knee swelling

Test yourself: question and answer question: painful knee swelling

HIV-1 self-testing to improve the efficiency of pre-exposure prophylaxis delivery: a randomized trial in Kenya

BackgroundThe introduction of pre-exposure prophylaxis (PrEP) for human immunodeficiency virus-1 (HIV-1) prevention in Africa presents new challenges for health systems that are already overburdened because PrEP delivery requires frequent clinic visits (generally every 3 months) for HIV-1 testing and PrEP refills. HIV-1 self-testing (HIVST) has the potential to improve the efficiency of PrEP delivery by decreasing the number of clinic visits. Here, we describe the rationale and design of a randomized, noninferiority trial designed to test the effectiveness and safety of using HIVST to support PrEP delivery in Kenya.MethodsThe JiPime-JiPrEP (Kiswahili for ‘Test Yourself, PrEP Yourself’) study is a three-arm randomized trial taking place in Thika, Kenya. Participants (n = 495) are eligible for enrollment if they are at least 18 years old, HIV-1 seronegative, and have been taking PrEP for 1 month. Three distinct participant types will be enrolled: men (n = 165) and women (n = 165) who are in mutually disclosed HIV-1 serodiscordant relationships, and women (n = 165) who are at HIV-1 risk and not in a known serodiscordant relationship. Participants in each of these subpopulations will be 1:1:1 randomized to: 1) the standard of care, with quarterly clinic visits; 2) oral HIVST, with biannual clinic visits plus oral HIVSTs to use at the quarters between those visits; or 3) blood-based HIVST, with biannual clinic visits plus blood-based HIVSTs. All participants will complete quantitative surveys and provide blood samples for the objective measurement of PrEP adherence at baseline, 6 months, and 12 months. The primary outcomes are PrEP adherence, PrEP continuation, and HIV-1 testing, measured at 6 months and secondarily at 12 months.DiscussionThe findings from this trial can help to understand how HIVST—a new HIV-1 testing technology—can support health systems in sub-Saharan Africa. Additionally, the findings can inform policy aimed at improving the efficiency of PrEP implementation and scale-up in Kenya.Trial registrationClinicalTrials.gov, NCT03593629. Retrospectively registered on 20 July 2018.

KONSTRUKSI MAKNA BAKUPUKUL MANYAPU BAGI MASYARAKAT MAMALA MALUKU

Bakupukul manyapu is a ritual whipping each other's limbs to hurt and bleed with healing oils Mamala as nonverbal communication. The purpose of this study is to find and explain the motives, meaning and experience of Mamala society do bakupukul manyapu ritual communication. The research method using the phenomenological method that focuses on the study of meaning bakupukul manyapu ritual communication the perspective Mamala community who experience it. The research uses a qualitative approach based on constructivist paradigm with the technique of collecting data through in-depth interviews, participatory observation, study, library and documentation with supporting data based on Phenomenology perspective, symbolic interaction and social construction theory. The subject is Mamala society the perpetrator bakupukul manyapu with the purposive sampling technique. The result that Mamala society the bakupukul manyapu have a motive "because" that is the motive proud, call, test yourself, and prove, and the motive "for" attention, self-status, self-publication, and self-identity. Bakupukul manyapu experience the pain early, bloody body lashes, whip instead of the mayhem, physical appearance, the blood is dirty, self-confidence, and oil treatment. Bakupukul manyapu meaning is the offering, solicitation, hope, and social solidarity. Meaning construction that bakupukul manyapu is interesting tradition, whipping each other, challenging the local wisdom, confidence, and trust in the conduct of treatment the indigenous Mamala Moluccas of tradition ritual communication.

Test yourself in eczema in primary immunodeficiency

Test yourself in eczema in primary immunodeficiency

Test yourself: the 2019 CPD and learning quiz

Test yourself: the 2019 CPD and learning quiz

Test Yourself-Avulsion Injury of Medial Head of Gastrocnemius.

Test Yourself-Avulsion Injury of Medial Head of Gastrocnemius.

Test Yourself—Avulsion Injury of Medial Head of Gastrocnemius

Test Yourself—Avulsion Injury of Medial Head of Gastrocnemius

Test yourself: weakness and wasting of forearm

Test yourself: weakness and wasting of forearm

Test yourself: the learning and CPD quiz for 2018

Test yourself: the learning and CPD quiz for 2018

The Linguistics of Sign Languages: An Introduction ed. by Anne Baker, et al.

The Linguistics of Sign Languages: An Introduction, edited by Anne Baker, Beppie van den Bogaerde, Roland Pfau, and Trude Schermer (Amsterdam: Benjamins, 2016, 378 pages, hardbound [$149; ISBN: 9789027212306] and paperback [$54; ISBN: 9789027212313])THIS BOOK and its companion volume (A Concise Lexicon for Sign Linguistics, by Nijen Twilhaar and Beppie van den Bogaerde [Amsterdam: Benjamins, 2016]) are designed to serve as introductory textbooks to the linguistic study of sign languages. The Linguistics of Sign Languages is intended primarily for students of linguistics or those with some background in the field. In that respect it is unique. Introductory linguistics textbooks often include only brief to sign languages (and sometimes with a focus on research on apes). Textbooks designed for students of specific sign languages, on the other hand, concentrate mainly on a single sign language, such as ASL. Thus this book differs from existing linguistics textbooks on sign languages, which are designed chiefly for students in the field.The Linguistics of Sign Languages focuses on typology: similarities and differences among sign languages and between signed and spoken language. Each chapter is written by one or more of the authors, together with other sign language researchers in the Netherlands. Each chapter is followed by a summary, a test yourself section (e.g., in chapter 1, What is the difference between a gesture and a sign?), an assignments section (e.g., in chapter 4, Construct some short conversations in a sign language that you know that violate the maxims of quantity, quality, and relevance. Present these conversations to others, if possible, in your group and have them work out which maxims are violated.), and a references and further reading section, which summarizes research related to the chapter topic. There is also an associated website (https://benjamins.com/sites/z.199), which provides brief answers to the assignments, video clips of signed examples, a list of Web resources, and a number of references. The test yourself and assignments sections will be useful to those who are teaching from this book. The website is a welcome innovation, but it contains some infelicities, which I address later.The book comprises fourteen chapters, which are arranged in a somewhat unusual order for an introductory text: Topics such as acquisition and psycholinguistic processing precede any detailed description of sign language structure. Chapter 1, Sign Languages as Natural Languages, introduces sign language, sign languages, and their communities of users. Chapter 2, Psycholinguistics, includes a brief discussion of sign language and the brain and reviews the research studies on sign language production and comprehension. Chapter 3 discusses sign language acquisition in children, and chapter 4 deals with interaction and discourse. The next seven chapters cover the major linguistic areas: Chapter 5, constituents and word classes; chapter 6 and chapter 7, the syntax of simple sentences and complex sentences, respectively; chapter 8, the lexicon (including iconicity and lexicography); chapter 9, morphology; chapter 10, phonetics; and chapter 11, phonology. The final three chapters deal with sign language in its contexts of use. Chapter 12 discusses language variation and standardization, including both linguistic variation and policy issues; and chapter 13 delves into language contact and change. …

Test yourself: Inability to squat

Test yourself: Inability to squat