University of Tennessee Institute of Agriculture
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Free Code-Based Software Music Classes as an Invitation to Fuel Students\u27 Sonic Creativity, Problem Solving, and Community Building
No full textThis workshop proposes the integration of free code-based programming software into music classes to expand students\u27 sonic creativity, problem-solving skills, and community-building opportunities
What a Pain: The Use of Intravenous Lidocaine Infusions to Improve Postoperative Pain in Adults Undergoing Colorectal Surgery
No full textBACKGROUND: Veterans face significant health disparities such as delayed care, limited access, and higher rates of chronic pain and opioid prescriptions, which all contribute to increased addiction risks and healthcare costs. Intravenous lidocaine has been shown to reduce intraoperative opioid use and improve outcomes under Enhanced Recovery After Surgery (ERAS) protocols. Implementing a computer-based algorithm (CBA) is linked to improved compliance with ERAS protocols.
LOCAL PROBLEM: The project site has seen an increase in postoperative pain among patients, resulting in more frequent requests for pain management consultations and longer hospital stays. The issue has been linked to decreased compliance with ERAS protocols, specifically the use of intravenous lidocaine infusions. The purpose of the project was to increase compliance with lidocaine infusions by 25% for adults undergoing colorectal surgery. Project participants were veterans undergoing colorectal surgery.
METHODS: The Evidence-Based Practice Improvement (EBPI) model guided this project’s development, implementation, and evaluation. Colorectal cases were defined as open or laparoscopic cases that involved resection and/or anastomosis of the colon. Pre- and post-implementation data measured pain scores, PACU length of stay, and process compliance.
INTERVENTIONS: A CBA was introduced to prompt providers to initiate lidocaine infusions on appropriate patients. Education was provided to anesthesia and post-anesthesia care unit (PACU) staff to explain the purpose and use of the protocol.
RESULTS: Following implementation, compliance with intravenous lidocaine infusions reached 100%. Pre- and post-implementation data analysis revealed a clinical reduction in PACU pain by 3.7% and a statistically significant reduction in PACU length of stay of 46.5% (p \u3c 0.05), meeting our aim.
CONCLUSIONS: The findings demonstrate that incorporating intravenous lidocaine as part of a standardized ERAS CBA enhances postoperative recovery and pain control. Sustainability plans include integrating ERAS and lidocaine education into new hire orientation, providing ongoing staff training, and maintaining active stakeholder involvement through regular multidisciplinary committee meetings
Build Your Own Chatbot for Any Music Course – It’s Easier Than You Think!
No full textImagine a teaching assistant available 24/7 to answer students’ questions and support their learning—now, with custom GPT chatbots, that vision is a reality. This session demonstrates two AI tools created for music history courses: an Informational Chatbot for course policies, assignments and deadlines; and a Tutor Chatbot for mastering course content. These tools enhance learning, accommodate diverse schedules, and improve efficiency by automating routine tasks. Attendees will learn to create their own custom AI chatbots while exploring practical insights and best practices, inspiring them to integrate AI into their classrooms
Don’t Do-It-Yourself: The Exquisite Corpse and Collaborative Play in Undergraduate Electronic Music Pedagogy
No full textIn this demonstration, I focus on the Exquisite Corpse as a pedagogical tool for undergraduate electronic music production courses, and more broadly argue for the practical and theoretical value of integrating collaborative and iterative improvisational tools in undergraduate electronic music curricula. I share a four-week module that applies the Exquisite Corpse method as a way to reduce student overwhelm and to encourage community-oriented learning and making, while introducing simple subtractive synthesis and MIDI composition in the DAW. The audience will benefit both from the specificity of the teaching methods I outline as well as the motivating premise that electronic music pedagogy both rewards and is rewarded by an emphasis on open, procedural, and cooperative creativity
