bluuebunny/crossref_metadata_2025_split huggingface dataset:
Peripheral nerve crushing to relieve chronic pain in diabetic and ischaemic foot ulcers
Authors: Nagasaki K. , Obara H. , Tanaka K. , Koyano K. , Asamia A. , Kitagawa Y. 
Published: August 2016

Objective: We retrospectively assessed the effectiveness of peripheral nerve crushing (Smithwick operation) in relieving intractable chronic pain associated with foot ulcers caused by diabetes mellitus (DM) or atherosclerosis. Method: From April 2009 to April 2012, patients underwent peripheral nerve crushing in the leg affected by foot ulceration. The cause of ulceration was either DM alone, atherosclerosis alone, or both DM and atherosclerosis. Because sensation in the foot is associated with five nerves: the tibial, deep peroneal, superficial peroneal, sural, and saphenous, one or more of these nerves were crushed over a length of 1.5cm by using a ‘pean’ in the distal third of leg the where there are no major motor nerves. Results: There were 36 patients recruited with ulcers grade 3–5 according to the Wagner ulcer classification system that affected the toes, dorsum pedis, or any part of the plantar surface or the heel. The mean duration of foot ulcerations before the nerve crushing was 22.3±9.7 weeks. In all 36 patients, the nerve crushing was performed successfully without any perioperative surgical complication. Of the 36 patients, 34 (94.4%) had substantial pain relief immediately after nerve crushing. While the mean pain level before the procedure was 86.6±0.51mm on visual analogue scale (VAS), pain level dropped significantly after the operation to 18.6 ± 5.4mm at one week, 14.8±4.8mm at one month, 13.7±4.1mm at two months, 9.8±4.1mm at three months, 11.8±5.7mm at four months, 10.1±4.7mm at five months and 8.8±3.3mm at six months. The time to regeneration of the sensory nerves was 121±6.5 days (range: 80–181 days). The surgical complications were wound infection (6 patients) and temporary toe paralysis (three patients). The foot ulcers in 20 of the 36 patients (55.6%) were resolved by debridement or minor amputation. In seven patients (19.4%), a major amputation (five below and two above the knee) was required because of ischemia or infection. No patient died within 30 days of the operation, while nine patients died during the observation period because of comorbid conditions. Conclusion: Peripheral nerve crushing could be the alternative procedure for achieving analgesia in patients with intractable chronic pain from foot ulcers caused by DM or atherosclerosis.
A comparative study of negative pressure wound therapy with and without instillation of saline on wound healing
Authors: Omar M. , Gathen M. , Liodakis E. , Suero E.M. , Krettek C. , Zeckey C. , Petri M. 
Published: August 2016

Objective: Negative pressure wound therapy (NPWT) has become an established treatment of traumatic and infected wounds. Negative pressure wound therapy with instillation (NPWTi) is a further development that combines the conventional NPWT with instillation of different fluids which continuously administer therapeutic reagents to the wound. The aim of this study was to compare the impact of additional saline instillation in NPWTi to NPWT alone. Method: Between January and July 2014, consecutive patients with acute wounds of the lower limb were treated with NPWTi with saline instillation. The number of revision surgeries, length of hospital stay, and duration of treatment until final healing were recorded and compared with matched patients undergoing NPWT without instillation. Results: There were 10 patients recruited with 10 matched controls examined restrospectivley. Patients who received NPWTi were found to have decreased time of hospitalisation (21.5 versus 26.5 days, p=0.43), and accelerated wound healing (9.0 versus 12.5 days, p=0.36) than patients who received NPWT. However, the difference in the outcomes of the patients who received NPWTi and patients who received NPWT was not found to be statisticallly significant. Conclusion: NPWTi with instillation of saline is a promising method and its effectiveness needs to be tested in a randomised controlled trial compared with NPWT alone. Declaration of interest: This study obtained support by KCI (Wiebsaden, Germany) for the surgical material.
Antimicrobial resistance among aerobic biofilm producing bacteria isolated from chronic wounds in the tertiary care hospitals of Peshawar, Pakistan
Authors: Rahim K. , Qasim M. , Rahman H. , Khan T. A. , Ahmad I. , Khan N. , Ullah A. , Basit A. , Saleha S. 
Published: August 2016

Objective: Chronic wound infections impose major medical and economic costs on health-care systems, cause significant morbidity, mortality and prolonged hospitalisation. The presence of biofilm producing bacteria in these wounds is considered as an important virulence factor that leads to chronic implications including ulceration. The undertaken study aimed to isolate and identify the biofilm aerobic bacterial pathogens from patients with chronic wound infections, and determine their antibiotics resistance profiles Method: During this study, swab specimens were collected from patients with chronic wounds at teaching hospitals of Peshawar, Pakistan between May 2013 and June 2014. The isolated aerobic bacterial pathogens were identified on the basis of standard cultural characteristics and biochemical tests. Antibiotics resistance profiles of biofilm producing bacteria against selected antibiotics were then determined. Results: Among the chronic wound infections, diabetic foot ulcers were most common 37 (37%), followed by surgical ulcers 27 (27%). Chronic wounds were common in male patients older than 40 years. Among the total 163 isolated bacterial pathogens the most prevalent bacterial species were Pseudomonas aeruginosa 44 (27%), Klebsiella pneumoniae 26 (16%), Staphylococcus species 22 (14%) and Streptococcus spp. 21 (13%). The isolation rate of bacterial pathogens was high among patients with diabetic foot ulcers 83 (50.9%). Among bacterial isolates, 108 (66.2%) were observed as biofilm producers while 55 (33.8%) did not form biofilm in our model. The investigated biofilm producing bacterial isolates showed comparatively high resistance against tested antibiotics compared to non-biofilm producing bacterial isolates. The most effective antibiotics were amikacine and cefepime against all isolates. Conclusion: Increased multidrug resistance in biofilm producing bacteria associated with chronic wounds was observed in this study. Judicious use of antibiotics is needed to control the wound associated biofilm associated pathogens.
The effect of chitosan-based gel on second degree burn wounds
Authors: Honardar S. , Kordestani S. S. , Daliri M. , NayebHabib F. 
Published: August 2016

Objective: Chitosan has been widely used in wound healing, including burn wounds. ChitoHeal gel, a novel chitosan-based gel, is studied to assess the effectiveness and rate of wound healing in second degree burns compared with traditional wound dressings. Method: New Zealand rabbits were divided into two groups, control and treatment. Second degree burn wounds were created using a hot round aluminium stamp. It was heated up to 80°C and applied 14 seconds without additional pressure. Morphological, histological, and molecular parameters were used to evaluate the effects of the chitosan-based gel on burn healing. Results: The study exhibited that in the control group with an increase in the number of keratinocytes due to the papillary growth of the epidermis, melanocyte pigmentation increased, and some melanin was observed in the dermis. In the treatment group, however, there was no hyper pigmentation nor overgrowth of the epidermis. Transmission electron microscopy micrographs of healed epidermis in treatment group showed melanocyte with normal morphology. Conclusion: The result of the present study is likely to be important for the development of novel strategies for wound healing using chitosan gel.
Research roundup: August 2016
Authors: Greener Mark 
Published: August 2016

In brief Children born to women who take paracetamol during pregnancy are more likely to develop autism spectrum symptoms and show poor attention Oral antibiotics are routinely prescribed for acne for longer than the National Institute for Health and Care Excellence recommends, which increases the risk of resistance. People with acne also seem to experience delays accessing specialist care Zinc acetate lozenges could reduce the duration of the common cold by more than a third Recurrent diabetic ketoacidosis carries ‘a substantially elevated risk of death’
Investigating students’ use of lecture videos: Learning analytics vs. self-evaluation surveys
Authors: Kuo Ying-Ying , Luo Judy , Brielmaier Jennifer 
Published: August 2016

This presentation examines students’ use of lecture videos through two approaches -- (1) students’ real usages of lecture videos as collected from Blackboard, a learning management system which can track students’ activities and store every click in its backend database or in the web server log file, and (2) a self-evaluation of students’ study strategies in the course survey at the end of the semester. This study was conducted in a fully online psychology course taught in Fall 2014, Summer 2015, and Fall 2015. The course included 76 streaming lecture videos ranging from 3.5 to 30 minutes. A comparison between these two sets of data was examined and discussed in this presentation.The preliminary analysis revealed that most students’ study strategies reported on the survey were consistent with their real usages on the Blackboard course site. However, survey data could not explain which lecture videos students had watched and how frequently students watched videos. Learning analytics can support instructors in understanding how students used videos, when they watched, and which videos were watched most. The data also implied that students’ final grades and learning satisfaction associated with their usage of lecture videos. As compared to survey data, the evidence indicated that learning analytics can give more detailed and accurate descriptions about students’ learning behaviors. This presentation will share the limitations of either method. This presentation will benefit both undergraduate and graduate courses whose instructors plan to use surveys or learning analytics to understand their students’ learning behaviors and study strategies.
Universal Design: Strategies and Examples to Assist Educators in the Classroom
Authors: Jorgenson Linn , Singleton Korey , Mitchell Deborah 
Published: August 2016

"College can be challenging for all students, and the challenges for students with visible and invisible disabilities are even greater. According to Taylor & Colvin in About Campus, the number of students with disabilities attending institutions of higher education has increased by 20% from 2003 to 2009 (2013). Technology can be used to transform course materials from inaccessible to accessible. Universal design (UD) was coined by architect Ronald Mace to design products and environments to be usable by all people, to the greatest extent possible (Vance, 2014). Universal instructional design (UID), a term used on college campuses, will potentially make it easier for students and faculty with different learning styles, students with disabilities, and international students to access course material and participate more fully in the classroom (Adams, 2013). The unspoken way an institution of higher education communicates with any underserved population is by offering a welcoming environment. Teaching and learning opportunities through universal design is an exciting new avenue through which more students will be able to participate and be successful as they pursue a agree in higher education. ReferencesAdams, M. (Eds.). (2013) Readings for diversity and social justice (3rd ed.). New York, NY: Routledge, 98._Taylor, C.M. & Colvin K.L. (2013). Universal design: A tool to help college students with Asperger's syndrome engage on campus. About Campus, 18(3), 9-15. doi:10.1002/abc.21118Vance, L.V. (Eds.). (2014). Beyond the Americans with disabilities act. Washington, DC: 37-8.
Reading and writing for complexity: Using key concepts and key terms to engage multilingual and other learners in scholarly conversations
Authors: Habib Anna Sophia , Mallett Karyn , Doetsch-Kidder Sharon , Savage James , Namubiru Esther 
Published: August 2016

Mason faculty across the curriculum have expressed concern about their multilingual students’ ability to understand and engage with complex course content (Zawacki and Habib, 2014). This interactive session by composition and language faculty in the INTO Mason undergraduate and graduate pathway programs is designed to respond to this faculty concern. The session will provide strategies for how to teach students to engage with complex course content through conscious attention to the key concepts in their course readings and the terms used to define, describe, expand, and limit those concepts. This approach serves as a foundation for reading comprehension, drawing connections between sources, building an object of study, limiting or shaping the scope of a research question, finding search terms, evaluating sources, and writing coherent academic paragraphs. Participants will learn tools for teaching deep reading that will allow students to confidently recognize the writing strategies of successful academic scholars. By drawing attention to the conventions and language patterns of academic writing, students can improve their comprehension of complex course content while developing skills for critical thinking, writing, and research.
Innovative resources and reflections on writing instruction at Mason
Authors: Polk Tom , Chambers Emily 
Published: August 2016

Reflecting this year’s conference proposal guidelines to highlight creative and reflective learning across the disciplines, the presenters seek to reflect upon the wealth of writing instruction available at Mason. Drawing on an innovative, yearlong review of Writing Intensive (WI) course syllabi by Mason’s Writing Across the Curriculum program, the presenters wish to highlight their findings from evaluating 109 of the most recent WI course syllabi. Further, the presenters wish to share writing assignments and syllabi from a proposed bank of the same, a digitized record of these rich resources. The presenters examined syllabi using Mason’s Writing Across the Curriculum’s course criteria, and they wish to present their main findings. This course evaluation highlights the tremendous innovation on George Mason’s campus and the possibility for further conversation about writing instruction. Instructors across multiple fields will be able to re-invigorate their writing instruction using these rich resources, even if they do not teach WI courses. The presenters propose that this presentation and associated resources will foreshadow future innovations in writing instruction.
Re-Imagine Texts, Highlight Identity
Authors: Hudson Seth Andrew 
Published: August 2016

Discussing the topic through experiences in the game writing and narrative design classroom, this talk addresses the effectiveness of incorporating multimedia projects into the revision process. Seeking revision techniques that embraced the best practices of the writing classroom while attempting to extend the work outside of class, the speaker augmented a traditional assignment with an audiovisual revision introduced after an initial text draft. Challenging students to re-imagine alphabetical texts as digital stories requires reflection to express their ideas in novel ways that engage a specific audience. The digital story revision also encourages students to highlight their individual personalities through their choices in voice and content delivery beyond the traditional syntax and tone of writing. Regardless of the specific content, students can more easily disseminate their work via video hosting sites and social media AND potential employers via a web portfolio. Additionally, this practice allows for a more practical and meaningful alternative to classroom presentations while developing skills in familiar software. The speaker will present a practical framework for implementing this technique into a course, how to avoid various pitfalls, and highlight some student successes. Takeaway: Instructors will find that this method is equally useful in online, hybrid, and face-to-face courses; utilizes technology familiar to almost all faculty and student; allows students to be creative and imaginative in addressing any topic; and provides skills that will help students and faculty in almost any future venture in the classroom.
Undergraduate scholarship: Local is global, and global is local
Authors: Usher Bethany 
Published: August 2016

Research and Travel Abroad are considered two important high impact practices for undergraduate students, but are seen as separate learning opportunities. However, we know that these experiences are connected: faculty often study and collaborate internationally, and employers are seeking students who can apply knowledge to real-world problems and have cultural competency (Hart Research Associates, 2015). In this conversation with faculty, I build on five years of Students as Scholars experience to promote a more nuanced and integrated view of “global” research. Students work on projects that usually fall into one of three categories: locally/regionally-focused, internationally-focused, and site-independent (with implicit global value). The location of the research can be at Mason, or in an international location. By framing the scholarly projects using this intersection of topic and location, we can create projects in and beyond the classroom in ways that intentionally teach about global issues through inquiry and research. During this session, after presenting the model, participants will brainstorm ways to integrate global perspectives in research courses, study abroad experiences, and scholarly projects that involve students. Hart Research Associates (2015) Falling Short? College Learning and Career Success. Washington, DC: Association of American Colleges and Universities. Retrieved from https://www.aacu.org/leap/public-opinion-research/2015-survey-falling-short
Embedding career readiness into your course curriculum
Authors: Timbers Raechel , Clay-Rooks Saskia 
Published: August 2016

The university's 10 year strategic plan charges us to produce 100,000 career-ready graduates. But, what does it mean to be career-ready? In 2015, the National Association of Colleges and Employers (NACE) released a comprehensive definition of career readiness and related competencies with the goal of providing higher education leaders, policy makers and employers shared language and understanding of the desired learning outcomes for today's college graduate. The NACE career readiness competencies are intentionally broad in order to be applied successfully by faculty across all disciplines to prepare students for entry into today's interdisciplinary workplace and academy. It is commonly accepted that students are more likely to be engaged in course content and achieve academic success necessary to graduate if they can identify and articulate the connection between what they are learning in the classroom and their desired post-graduate goal, whether to enter the workforce or go on for advanced study. In this presentation, representatives from University Career Services will provide an overview of the NACE career readiness competencies and ideas for how to more intentionally and explicitly tie them to classroom learning. Presentation attendees will be able to:1. Map existing course assignments to the career readiness competencies2. Identify low effort and high impact methods for adding or enhancing current assignments that map to the career readiness competencies3. Help students articulate the career readiness competencies gained through coursework
Learning through teaching: An online setting
Authors: Zoltek Stanley 
Published: August 2016

A powerful way for students to master a subject is to engage them in teaching it to someone. This is especially true for mastering concepts in mathematics. In a traditional classroom we can give markers to students and send them to the whiteboard to solve problems. In an online course the electronic whiteboard is not quite as friendly. Though recent innovations make it possible to "write mathematics" on the online electronic whiteboard, the process is quite time-consuming. In our online pre-calculus course we supply a student with a PDF file containing the solution to a problem and ask the student to create a YouTube video in which they play the role of instructor. They are required to explain the steps involved in solving the problem and why each particular step "makes sense." We then provide a critique of their video and require them, if needed, to supply a revised video. The revised videos are made available online for the entire class. In our poster session we present three student videos, the corresponding instructor feedback, and the revised videos.
Using predictive analytics in teaching and advising: Promising practices and practical considerations
Authors: Klein Carrie , Lester Jaime , Rangwala Huzefa , Johri Aditya 
Published: August 2016

Higher education institutions are facing increasing pressure to provide evidence of student learning; teaching pedagogical best practices are moving to an increasingly individualized and student-focused learning model; and innovative technologies are allowing for greater mining of student data. Within this environment, learning and advising management systems, based on educational big data, or learning analytics, are being developed to better measure, analyze, report and predict data related to student learning, retention and completion. These learning analytics-informed systems have the potential to generate new insight into courses and student learning by creating responsive feedback mechanisms that can shape data-informed decision making as it relates to teaching, learning and advising. Despite the benefits of using learning analytics-informed learning and advising management systems, there are barriers and challenges related to broad adoption and use of innovations like these systems in higher education.In the summer of 2015, we conducted an instrumental case study to learn more about the technological, institutional, and individual factors related to adoption and use of learning analytics-informed educational technology tools on campus. In this short lightning talk, we will present the findings from the study’s focus group interviews and observations. Further, we will share promising practices and practical considerations related to use of learning analytics tools to measure and predict academic performance.
Lessons learned by navigating the full circle of learning environments
Authors: Ericson Robin , Ericson Rebecca 
Published: August 2016

In this session, we will demonstrate how to apply learning theory, focused on stimulating self-motivated deep learning in a variety of learning environments from distance to face-to-face settings. As students and professors, we have experience with nearly every type of classroom at Mason, from traditional fixed chairs, tiered seating, and semicircular tables; to technology-enhanced distance courses and active learning classrooms; and to movable seating rooms. We have integrated technological tools and learning techniques from enhanced learning environments back into traditional classrooms, an approach we call flexible classroom teaching. Each environment supports learning in different ways; having gone full-circle, what are the best practices to transition and design for engaged learning in these spaces? With small changes in delivery technique, we have retained the best in what we have learned in our practices and from the literature on learning theory, while continually monitoring learning to improve our processes.