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Teaching Modules (teaching + module)
Selected AbstractsTeaching crystallography to undergraduate physical chemistry studentsJOURNAL OF APPLIED CRYSTALLOGRAPHY, Issue 5-2 2010Virginia B. Pett Teaching goals, laboratory experiments and homework assignments are described for teaching crystallography as part of two undergraduate physical chemistry courses. A two-week teaching module is suggested for introductory physical chemistry, including six to eight classroom sessions, several laboratory experiences and a 3,h computer-based session, to acquaint undergraduate physical chemistry students with crystals, diffraction patterns, the mathematics of structure determination by X-ray diffraction, data collection, structure solution and the chemical insights available from crystal structure information. Student projects and laboratory work for three to four weeks of an advanced physical chemistry course are presented. Topics such as symmetry operators, space groups, systematic extinctions, methods of solving the phase problem, the Patterson map, anomalous scattering, synchrotron radiation, crystallographic refinement, hydrogen bonding and neutron diffraction all lead to the goal of understanding and evaluating a crystallographic journal article. Many of the ideas presented here could also be adapted for inorganic chemistry courses. [source] A teaching module on cellular control of small intestinal motilityNEUROGASTROENTEROLOGY & MOTILITY, Issue 2005the varenna group First page of article [source] A hospitalist postgraduate training program for physician assistants,JOURNAL OF HOSPITAL MEDICINE, Issue 2 2010Kristen K. Will MHPE PA-C Abstract Many hospitalist groups are hiring physician assistants (PAs) to augment their physician services. Finding PAs with hospitalist experience is difficult. Employers often have to recruit PAs from other specialties or hire new graduates who have limited hospital experience. Furthermore, entry-level PA training focuses on primary care, with more clinical rotations centered in the outpatient setting. In light of these challenges, our institution created a 12-month postgraduate training program in Hospital Medicine for 1 PA per year. It is the first reported postgraduate PA hospitalist fellowship to offer a certificate of completion. The program's curriculum is based on the Society of Hospital Medicine (SHM) "Core Competencies," and is comprised of 12 one-month rotations in different aspects of hospital medicine supplemented by formal didactic instruction. In addition, the PA fellow completes "teaching modules" on various topics not directly covered in their rotations. Furthermore, this postgraduate physician assistant training program represents a model that can be utilized at almost any institution, academic or community-based. As the need for hospitalists increases, so will the need for trained physician assistants in hospital medicine. Journal of Hospital Medicine 2010;5:94,98. © 2010 Society of Hospital Medicine. [source] Retention of drug administration skills after intensive teachingANAESTHESIA, Issue 4 2008D. W. Wheeler Summary We have identified deficiencies in medical students' drug administration skills, and we attempted to address them with interactive online teaching modules and simulated critical incident scenarios. Short-term improvements have been evident with this intensive effort, but medium-term retention of skills has not been measured. A drug administration lecture, an online module and a simulated emergency scenario were offered to final year clinical students. None of the teaching was compulsory but participation was recorded, along with students' simulator performances and marks in an objective structured practical examination 9 months later. A poor simulator score predicted a poor performance in the later examination. Participation in the simulated scenario only significantly improved examination scores when supplemented by online teaching (p = 0.002). Intensive drug administration teaching using an online module and high fidelity simulation improves drug administration skills in the medium term. Students found simulation much more engaging than online teaching. [source] Three-dimensional reconstruction of the ankle by means of ultrathin slice plastinationCLINICAL ANATOMY, Issue 2 2007Mircea-Constantin Sora Abstract Computerized reconstruction of anatomical structures is becoming very useful for developing anatomical teaching modules and animations. Although databases exist consisting of serial sections derived from frozen cadaver material, plastination represents an alternate method for developing anatomical data useful for computerized reconstruction. Plastination is used as an excellent tool for studying different anatomical and clinical questions. The sheet plastination technique is unique because it offers the possibility to produce transparent slices series, which can easily be processed morphometrically. The purpose of this study was to describe a method for developing a computerized model of the human ankle using plastinated slices. This method could be applied to reconstruct any desired region of the human body. A human ankle was obtained, plastinated, sectioned, and subjected to 3D computerized reconstruction using WinSURF modeling system (SURFdriver Software). Qualitative observations revealed that the morphological features of the model were consistent with those displayed by typical cadaveric specimens. Morphometric analysis indicated that the model did not significantly differ from a sample of cadaveric specimens. These data support the use of plastinates for generating tissues sections useful for 3D computerized modeling. Clin. Anat. 20:196,200, 2007. © 2006 Wiley-Liss, Inc. [source] | ||||||||||