bluuebunny/crossref_metadata_2025_split huggingface dataset:
Experimental techniques for imaging and measuring transient vapor
nanobubbles
Authors: Lukianova-Hleb E. Y. , Lapotko D. O. 
Published: December 2012

Imaging and measuring transient vapor bubbles at nanoscale pose certain experimental challenges due to their reduced dimensions and lifetimes, especially in a single event experiment. Here, we analyze three techniques that employ optical scattering and acoustic detection in identifying and quantifying individual photothermally induced vapor nanobubbles (NBs) at a wide range of excitation energies. In optically transparent media, the best quantitative detection can be achieved by measuring the duration of the optical scattering time-response, while in an opaque media, the amplitude of the acoustic time-response well describes NBs in the absence of stress waves.
At the request of the authors, this article is being retracted effective 20 March 2017.
The physicochemical and microbiological quality of the Sudanese yoghurt Mish produced by traditional and modernised methods
Authors: Abdel‐Gader Mustafa K H , El‐bakri Jafar M , El Zubeir Ibtisam E M 
Published: December 2012

The traditional and modernised processing of Mish were assessed by comparing samples from modernised process with the traditional process: in each case, six batches were evaluated, with six samples per batch. The results indicated highly significant (P ≤ 0.001) differences in protein, ash and fat content, the viscosity and all microbiological parameters tested between the traditional and modern produced Mish. However, the storage period showed significant variations only for the microbiological parameters, as some contaminants were found for samples processed by the traditional procedure. Hence, the study recommended that Mish processing should be carried out following the modernised procedure to ensure better hygienic quality.
Review article: Paramedic education opportunities and challenges in Australia
Authors: Hou Xiang‐Yu , Rego Joanna , Service Melinda 
Published: December 2012

AbstractParamedic education has been undergoing major development in Australia in the past 20 years, with many different educational programmes being developed across all Australian jurisdictions. This paper aims to review the current paramedic education programmes in Australia to identify the similarities and differences between the programmes, and the strengths and challenges in these programmes. A literature search was performed using six scientific databases to identify any systematic reviews, literature reviews or relevant articles on the topic. Additional searches included journal articles and text references from 1995 to 2011. The search was conducted during December 2010 and November 2011. Included in this review are a total of 28 articles, which are focused around five major issues in paramedic education: (i) principle on paramedic programmes and the involvement of industry partners; (ii) clinical placements; (iii) contemporary methods of education; (iv) needs for specific programmes within paramedic education; and (v) articles related to the accreditation process for paramedic programmes. Paramedic programmes across Australian universities vary with many different practices, especially relating to clinical placements in the field. The further advances of the paramedic education programmes should aim to respond to population change and industry development, which would enhance the paramedic profession across Australia.
Transplantation of granulocytic myeloid‐derived suppressor cells (G‐MDSCs) could reduce colitis in experimental murine models
Authors: Su Hui , Cong Xu , Liu Yu Lan 
Published: December 2012

ObjectiveMyeloid‐derived suppressor cells (MDSCs) are a group of myeloid cells expressing CD11b and Gr‐1 marker in mice and comprise at least two subsets: granulocytic MDSCs (G‐MDSCs) and monocytic MDSCs (M‐MDSCs). This study aimed to evaluate the therapeutic efficacy of transplantation of G‐MDSC subsets from normal mice to colitis mice.MethodsMurine colitis model was induced by the intrarectal administration of 2,4,6‐trinitrobenzenesulfonic acid (TNBS). The mice were divided into four groups: control group, TNBS‐induced colitis, TNBS‐induced colitis plus normal saline injection and TNBS‐induced colitis plus bone marrow‐derived G‐MDSCs injection (transplantation group). G‐MDSCs were sorted and enriched via magnetic‐activated cell sorting (MACS) program, the purity of the sorted cells was then identified using flow cytometry analysis. Sex cross‐transplantation of dominant G‐MDSCs was applied from normal mice to colitis models using i.v. injection. Changes of body weight, survival rate, myeloperoxidase (MPO) activity were monitored and macroscopic and microscopic injury scores are calculated. Donor cell Y chromosomes were assessed by in situ hybridization to assess reconstitutions.ResultsAfter the transplantation of bone marrow‐derived G‐MDSCs from normal mice to colitis models, recipient mice showed increased survival rate, decreased macroscopic and microscopic injury scores and MPO activity, as well as lowered concentration of serum interleukin‐6. Y chromosomes staining displayed colonization of donor cells of liver, spleen and colon tissues.ConclusionBone marrow‐derived G‐MDSCs are effective in the improvement of murine colitis, but its effect in human needs further investigation.
Impact of extended cervical mediastinoscopy in staging of left lung carcinoma
Authors: Sayar Adnan , Çitak Necati , Büyükkale Songül , Metin Muzaffer , Kök Abdulaziz , Yurt Sibel , Çelikten Alper , Gürses Atilla 
Published: December 2012

AbstractBackgroundExtended cervical mediastinoscopy (ECM) is a method for staging lung carcinoma. We aimed to demonstrate the impact of ECM in the staging of lung carcinoma.MethodsBetween 1998 and 2011, 159 patients with left lung carcinoma who underwent ECM simultaneously with standard cervical mediastinoscopy (SCM), were retrospectively analyzed. Until 2006, ECM had been performed routinely (n = 90, routine ECM), however, after 2006 ECM was performed only in patients selected based on computed tomography and positron emission tomography scans (n = 69, selective ECM).ResultsMediastinal lymph node metastasis was present in 36 patients by mediastinoscopy. Aortopulmonary window (APW) lymph node metastasis was present in 26 patients (10 in the routine group, 16 in the selective group), whereas the 10 patients who had mediastinal lymph node metastasis that could only be accessed by SCM, but had no APW lymph node metastasis, were excluded. The remaining 123 patients (72 in the routine group, 51 in the selective group) were identified as cN0/N1 by SCM/ECM, and lobectomy, pneumonectomy, and exploratory thoracotomy were performed on 64, 43, and 16 of these patients, respectively. According to the lymphadenectomy, APW lymph node metastasis was determined in 11 patients (seven in the routine group, four in the selective group). Sensitivity, negative predictive value (NPV), and accuracy of ECM were calculated as 0.70, 0.90, and 0.92, respectively. Staging values of routine/selective ECM protocols were 0.58/0.80, 0.89/0.91 and 0.91/0.94, respectively. The complication rate was 5% (n = 8).ConclusionsECM has an adequate NPV and accuracy in determining metastasis to the APW lymph nodes in patients with left lung carcinoma.
Keynote Address: The Focus on Competencies and Individual Learner Assessment as Emerging Themes in Medical Education Research
Authors: Hamstra Stanley J. 
Published: December 2012

AbstractThis article describes opportunities for scholarship in medical education, based on a brief overview of recent changes in medical education. The implications arising from these changes are discussed, with recommendations for focus, and suggestions and examples for making progress in this field. The author discusses 1) the historical context of the current shift toward competency‐based medical education, 2) the potential contribution of social and behavioral sciences to medical education scholarship, 3) methods and approaches for supporting scholarship in medical education, and very briefly 4) trends in simulation. The author concludes with a call for quality in medical education scholarship and argues that the most promising and fruitful area of medical education scholarship for the future lies in the field of assessment of individual competence.
Evaluating Educational Interventions in Emergency Medicine
Authors: Deiorio Nicole M. , Fitch Michael T. , Jung Julianna , Promes Susan B. , Thibodeau Lorraine G. , Woolley Wendy L. , Gisondi Michael A. , Gruppen Larry D. 
Published: December 2012

AbstractThis article presents the proceedings of the 2012 Academic Emergency Medicine consensus conference breakout group charged with identifying areas necessary for future research regarding effectiveness of educational interventions for teaching emergency medicine (EM) knowledge, skills, and attitudes outside of the clinical setting. The objective was to summarize both medical and nonmedical education literature and report the consensus formation methods and results. The authors present final statements to guide future research aimed at evaluating the best methods for understanding and developing successful EM curricula using all types of educational interventions.
The Current State of Core Competency Assessment in Emergency Medicine and a Future Research Agenda: Recommendations of the Working Group on Assessment of Observable Learner Performance
Authors: Kessler Chad S. , Leone Katrina A. 
Published: December 2012

AbstractIn 2012, the Accreditation Council for Graduate Medical Education (ACGME) introduced the Next Accreditation System (NAS) for residency program accreditation. With implementation of the NAS, residents are assessed according to a series of new emergency medicine (EM)‐specific performance milestones, and the frequency of assessment reporting is increased. These changes are driving the development of new assessment tools for the NAS that can be feasibly implemented by EM residency programs and that produce valid and reliable assessment data. This article summarizes the recommendations of the writing group on assessment of observable learner performance at the 2012 Academic Emergency Medicine consensus conference on education research in EM that took place on May 9, 2012, in Chicago, Illinois. The authors define an agenda for future assessment tool research and development that was arrived at by consensus during the conference.
Assessing Practice‐based Learning and Improvement
Authors: Salzman David H. , Franzen Douglas S. , Leone Katrina A. , Kessler Chad S. 
Published: December 2012

AbstractAssessment of practice‐based learning and improvement (PBLI) is a core concept identified in several competency frameworks. This paper summarizes the current state of PBLI assessment as presented at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine. Based on these findings and consensus achieved at the conference, seven recommendations have been identified for future research.
Assessing Interpersonal and Communication Skills in Emergency Medicine
Authors: Chan Teresa M. , Wallner Clare , Swoboda Thomas K. , Leone Katrina A. , Kessler Chad 
Published: December 2012

AbstractInterpersonal and communication skills (ICS) are a key component of several competency‐based schemata and key competency in the set of six Accreditation Council for Graduate Medical Education (ACGME) core competencies. With the shift toward a competency‐based educational framework, the importance of robust learner assessment becomes paramount. The journal Academic Emergency Medicine (AEM) hosted a consensus conference to discuss education research in emergency medicine (EM). This article summarizes the initial preparatory research that was conducted to brief consensus conference attendees and reports the results of the consensus conference breakout session as it pertains to ICS assessment of learners. The goals of this consensus conference session were to twofold: 1) to determine the state of assessment of observable learner performance and 2) to determine a research agenda within the ICS field for medical educators. The working group identified six key recommendations for medical educators and researchers.
Assessing Professionalism: Summary of the Working Group on Assessment of Observable Learner Performance
Authors: Rodriguez Elliot , Siegelman Jeffrey , Leone Katrina , Kessler Chad 
Published: December 2012

AbstractProfessionalism is one of the six Accreditation Council on Graduate Medical Education (ACGME) core competencies on which emergency medicine (EM) residents are assessed. However, very few assessment tools exist that have been rigorously evaluated in this population. One goal of the 2012 Academic Emergency Medicine consensus conference on education research in EM was to develop a research agenda for testing and developing tools to assess professionalism in EM residents. A literature review was performed to identify existing assessment tools. Recommendations on future research directions were presented at the consensus conference, and an agenda was developed.
A Suggested Core Content for Education Scholarship Fellowships in Emergency Medicine
Authors: Yarris Lalena M. , Coates Wendy C. , Lin Michelle , Lind Karen , Jordan Jaime , Clarke Sam , Guth Todd A. , Santen Sally A. , Hamstra Stanley J. 
Published: December 2012

AbstractA working group at the 2012 Academic Emergency Medicine consensus conference on education research in emergency medicine (EM) convened to develop a curriculum for dedicated postgraduate fellowships in EM education scholarship. This fellowship is intended to create future education scholars, equipped with the skills to thrive in academic careers. This proceedings article reports on the consensus of a breakout session subgroup tasked with defining a common core content for education scholarship fellowships. The authors propose that the core content of an EM education scholarship fellowship can be categorized in four distinct areas: career development, theories of learning and teaching methods, education research methods, and educational program administration. This core content can be incorporated into curricula for education scholarship fellowships in EM or other fields and can also be adapted for use in general medical education fellowships.
Assessing Diagnostic Reasoning: A Consensus Statement Summarizing Theory, Practice, and Future Needs
Authors: Ilgen Jonathan S. , Humbert Aloysius J. , Kuhn Gloria , Hansen Matthew L. , Norman Geoffrey R. , Eva Kevin W. , Charlin Bernard , Sherbino Jonathan 
Published: December 2012

AbstractAssessment of an emergency physician (EP)'s diagnostic reasoning skills is essential for effective training and patient safety. This article summarizes the findings of the diagnostic reasoning assessment track of the 2012 Academic Emergency Medicine consensus conference “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success.” Existing theories of diagnostic reasoning, as they relate to emergency medicine (EM), are outlined. Existing strategies for the assessment of diagnostic reasoning are described. Based on a review of the literature, expert thematic analysis, and iterative consensus agreement during the conference, this article summarizes current assessment gaps and prioritizes future research questions concerning the assessment of diagnostic reasoning in EM.
Defining A Core Curriculum for Education Scholarship Fellowships in Emergency Medicine
Authors: Coates Wendy C. , Lin Michelle , Clarke Samuel , Jordan Jaime , Guth Todd , Santen Sally A. , Yarris Lalena M. 
Published: December 2012

AbstractA trained cadre of medical education scholars with a focus on methodologically sound research techniques is needed to ensure development of innovations that can be translated to educational practice, rigorous evaluation of instructional strategies, and progress toward improving patient care outcomes. Most established educational programs are aimed at existing faculty members and focus primarily on the development of teaching and leadership skills. At the 2012 Academic Emergency Medicine (AEM) consensus conference, “Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success,” a breakout session was convened to develop training recommendations for postgraduate fellowship programs in medical education scholarship that would enable residency graduates to join academic faculties armed with the skills needed to perform research in medical education. Additionally, these graduates would enjoy the benefits of established mentorships. A group of 23 medical education experts collaborated to address the following objectives: 1) construct a formal needs assessment for fellowship training in medical education scholarship in emergency medicine (EM), 2) compare and contrast current education scholarship programs in both EM and non‐EM specialties, and 3) develop a set of core curriculum guidelines for specialized fellowship training in medical education scholarship in EM. Fellowship‐trained faculty need to be proficient in learner instruction and assessment, organizational leadership, curriculum development, educational methodology, and conducting generalizable hypothesis‐driven research to improve patient care.
Faculty Development in Medical Education Research
Authors: LaMantia Joseph , Hamstra Stanley J. , Martin Daniel R. , Searle Nancy , Love Jeffrey , Castaneda Jill , Aziz‐Bose Rahela , Smith Michael , Griswold‐Therodorson Sharon , Leuck JoAnna 
Published: December 2012

AbstractThis 2012 Academic Emergency Medicine consensus conference breakout session was devoted to the task of identifying the history and current state of faculty development in education research in emergency medicine (EM). The participants set a future agenda for successful faculty development in education research. A number of education research and content experts collaborated during the session. This article summarizes existing academic and medical literature, expert opinions, and audience consensus to report our agreement and findings related to the promotion of faculty development.
Assessing Patient Care: Summary of the Breakout Group on Assessment of Observable Learner Performance
Authors: Takayesu James Kimo , Kulstad Christine , Wallenstein Joshua , Gallahue Fiona , Gordon David , Leone Katrina , Kessler Chad 
Published: December 2012

AbstractThere is an established expectation that physicians in training demonstrate competence in all aspects of clinical care prior to entering professional practice. Multiple methods have been used to assess competence in patient care, including direct observation, simulation‐based assessments, objective structured clinical examinations (OSCEs), global faculty evaluations, 360‐degree evaluations, portfolios, self‐reflection, clinical performance metrics, and procedure logs. A thorough assessment of competence in patient care requires a mixture of methods, taking into account each method's costs, benefits, and current level of evidence. At the 2012Academic Emergency Medicine(AEM) consensus conference on educational research, one breakout group reviewed and discussed the evidence supporting various methods of assessing patient care and defined a research agenda for the continued development of specific assessment methods based on current best practices. In this article, the authors review each method's supporting reliability and validity evidence and make specific recommendations for future educational research.
Medical Education Research in the Context of Translational Science
Authors: Santen Sally A. , Deiorio Nicole M. , Gruppen Larry D. 
Published: December 2012

AbstractHealth care struggles to transfer recent discoveries into high‐quality medical care. Therefore, translational science seeks to improve the health of patients and communities by studying and promoting the translation of findings from bench research into clinical care. Similarly, medical education practice may be slow to adopt proven evidence of better learning and assessment. The Academic Emergency Medicine (AEM) consensus conference was designed to promote the dissemination of evidence‐based education research and practice. We will pull from the work developed by the consensus conference as a means to create a roadmap for future medical education research using the framework of translational science.
Does multi‐fetal pregnancy reduction adversely influence intra‐uterine growth?
Authors: Brown Richard , Shrim Alon , Mallozzi Angela 
Published: December 2012

AbstractMulti‐fetal pregnancy reduction (MFPR) is offered in the management of higher‐order multiple gestations to reduce the risks associated with such pregnancies. Pregnancy outcomes, including birthweight, following MFPR have been examined with variable findings. However, little attention has been paid to in utero growth in such pregnancies. This study examines whether the intra‐uterine growth performance of a twin pregnancy resulting from MFPR differs from that of an unreduced twin pregnancy. This was a retrospective analysis comparing the intrauterine growth of 20 higher order multiple pregnancies that underwent MFPR with resulting di‐chorionic twin gestations with 293 unreduced di‐chorionic twin gestations. Biometric nomograms were derived for the unreduced twin population and the biometric parameters for the reduced pregnancies were compared with these. There was a difference with respect to femur length in the period 20–28 weeks (p = 0.003) but no other significant differences were observed. MFPR does not itself adversely influence intra‐uterine fetal growth.
Osmotic demyelination syndrome associated with hypophosphataemia: 2 cases and a review of literature
Authors: Turnbull Jessica , Lumsden Daniel , Siddiqui Ata , Lin Jean‐Pierre , Lim Ming 
Published: December 2012

AbstractAimCentral and extrapontine myelinolysis are collectively known as osmotic demyelination syndrome. This encephalopathic illness has been well documented in the adult literature, occurring most commonly in the context of chronic alcoholism, correction of hyponatraemia and liver transplantation. Aetiology and outcome in the paediatric population are less well understood.MethodsTwo cases of osmotic demyelination syndrome occurring in children with transient severe hypophosphataemia during the course of their illness are presented. Both had very different neurological outcomes, but the changes of central and extrapontine myelinolysis were apparent on neuroimaging. Sixty‐one cases in the paediatric literature were then reviewed.ResultsWe summarize aetiology and outcome in paediatric cases of osmotic demyelination syndrome and postulate a role for hypophosphataemia as a contributing factor in the development of these sometimes devastating conditions.ConclusionHypophosphataemia may contribute to the risk of developing osmotic demyelination syndrome in at‐risk paediatric patients and further study of this association should be undertaken.
Newborn calf welfare: A review focusing on mortality rates
Authors: UETAKE Katsuji 
Published: December 2012

AbstractCalf mortality control is vitally important for farmers, not only to improve animal welfare, but also to increase productivity. High calf mortality rates can be related to larger numbers of calves in a herd, employee performance, severe weather, and the neonatal period covering the first 4 weeks of life. Although the basic premise of preventing newborn calf mortality is early detection and treatment of calves at risk for failure of passive transfer of immunoglobulins, calf mortality due to infectious diseases such as acute diarrhea increases in the presence of these physical and psychological stressors. This suggests that farmers should not ignore the effects of secondary environmental factors. For prevention rather than cure, the quality of the environment should be improved, which will improve not only animal welfare but also productivity. This paper presents a review of the literature on newborn calf mortality and discusses its productivity implications.