Training medical professionals_in_virtual_worl
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This document discusses using virtual worlds to train medical professionals through interactive simulations and collaborations. Key points include: - Medical professionals can be trained in virtual worlds through hospital simulations that promote decision making skills and lessons with interactive 3D objects. - Support groups for various medical conditions exist in virtual worlds to provide peer support. - Collaboration between subject matter experts and content developers is important to create effective medical training in virtual worlds. Examples of collaborations are provided. - Funding collaborative virtual world training and addressing legal/infrastructure challenges are discussed.
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University Students Perceptions of PlagiarismAuthor(s).docx
University Students' Perceptions of Plagiarism
Author(s): Lori G. Power
Source: The Journal of Higher Education, Vol. 80, No. 6 (Nov. - Dec., 2009), pp. 643-662
Published by: Ohio State University Press
Stable URL: http://www.jstor.org/stable/27750755
Accessed: 16-02-2017 14:36 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Ohio State University Press is collaborating with JSTOR to digitize, preserve and extend access to The
Journal of Higher Education
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http://about.jstor.org/terms
Lori G. Power
University Students' Perceptions of
Plagiarism
Students who engage in plagiarism present a prob
lem for all educators, especially those at the secondary and post-sec
ondary levels. To those teaching at the university level, the ever-increas
ing availability of electronic material must certainly be making
plagiarism easier for students and may also be contributing to its preva
lence. A large body of research has been conducted on cheating behav
iors across all disciplines. There has been a significant amount of inquiry
at the college level, particularly in the fields of English, Business Man
agement, and Psychology. Fewer studies have focused specifically on
plagiarism as a separate issue from other cheating behaviors, however.
Of the studies that assess trends in plagiarism alone, most utilize self
reporting of plagiarism by students (see McCabe, 1999; O'Connor,
2003; Scanlon & Neumann, 2002, and many others for examples). As
we shall see, students have such a confused notion of what actually con
stitutes plagiarism that such self-reporting cannot be taken as entirely
reliable. To complicate the issue, some studies have found that students
tend to under report plagiarism or cheating behavior (Genereux &
McLeod, 1995), while others suggest that students over report it (Brown
& Emmit, 2001; Karlins, Michaels, & Podlager, 1988).
There is no doubt that plagiarism is a problem at our universities.
Why do students do it? Is the number actually increasing? Why are stu
dents still apparently confused about the subject, despite all of our ef
forts to educate them?
Lori G. Power is the Coordinator of the Department of Learning Assistance at the
University of New England in Portland, Maine.
The Journal of Higher Education, Vol. 80, No. 6 (November/December 2009)
Copyright ? 2009 by The Ohio State University
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http: ...
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University Students' Perceptions of Plagiarism
Author(s): Lori G. Power
Source: The Journal of Higher Education, Vol. 80, No. 6 (Nov. - Dec., 2009), pp. 643-662
Published by: Ohio State University Press
Stable URL: http://www.jstor.org/stable/27750755
Accessed: 16-02-2017 14:36 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Ohio State University Press is collaborating with JSTOR to digitize, preserve and extend access to The
Journal of Higher Education
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http://about.jstor.org/terms
Lori G. Power
University Students' Perceptions of
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lem for all educators, especially those at the secondary and post-sec
ondary levels. To those teaching at the university level, the ever-increas
ing availability of electronic material must certainly be making
plagiarism easier for students and may also be contributing to its preva
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plagiarism as a separate issue from other cheating behaviors, however.
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reporting of plagiarism by students (see McCabe, 1999; O'Connor,
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stitutes plagiarism that such self-reporting cannot be taken as entirely
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tend to under report plagiarism or cheating behavior (Genereux &
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forts to educate them?
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Copyright ? 2009 by The Ohio State University
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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Osteoporosis - Definition , Evaluation and Management .pdf
Osteoporosis is an increasing cause of morbidity among the elderly.
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Cell Therapy Expansion and Challenges in Autoimmune Disease
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
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- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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- 1. Training Medical Professionals in Virtual Worlds SLED Community Conference Tampa, FL September 6, 2008
- 2. Presenters Geoff Cain, M.S., sl: Dante Arbusto instructional designer, English faculty, Tacoma Community College gcain@tacomacc.edu, Skype: geoffcain John Miller, RN, MN, sl: JS Vavoom, MUVErs, LLC and nursing faculty, Tacoma Community College MUVErsllc@gmail.com, Skype: jsvavoom
- 3. Support groups Ouchies, chronic pain GimpGirl, mobility issues Multiple sclerosis Ability Commons, sl Gentle Heron Alcoholics anonymous, sl Coughran Mayo
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- 7. Collaboration Play2Train(TM) Our experience developing a knowledge network around the Play2Train emergency preparedness training effort example: Play2Train.org Collaboration between subject matter experts and content developers Best case scenario Worst case scenario Examples Scott Merrick, sl: Scottmerrick, Vanderbilt U, Nashville, TN, MUVErsLLC@gmail.com, Skype: Scott Merrick Dr. Rameshsharma (Ramesh) Ramloll, sl: Moriz Gupte Research Assistant Professor, Idaho State University, r.ramloll@gmail.com, Skype: Ramesharma Ramloll Cathy Walker, sl: padlurowncanoe Dibou, St. Vincent de Paul School, Bentonville, AR MUVErsLLC@gmail.com, Skype: padlurowncanoe
- 8. More collaboration How to fund your collaborative efforts? Challenges Solutions Reality checks Perceived low barrier to entrance Infrastructure challenges/ Federal Information Security Management Act/ State laws as barriers to international collaborations