4429 research outputs found
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Preparing Students and Faculty for Collaborative Research
No full textOne of the challenges of directing a Collaborative Undergraduate Research program is managing the complexities of the student-faculty relationship while providing opportunities for professional and scholarly development. Based on best practices and program evaluation, we developed three novel facilitator-directed workshops in our 10-week Summer Scholars Program to prepare both students and faculty members for the challenges of an intensive research experience. In this session, participants will engage in the three different activities – one student focused, one mentor focused, and one collaborative – in order to observe the facilitation model and become immersed in the process. The goal is to provide opportunities to discuss the effectiveness of the activities and determine how they might be incorporated into an existing or new program
Advancing Equity in Elementary Classroom Discussions
No full textThe purpose of this session draws on the teaching of five university professors as they worked toward the advancement of equity through the high-leverage practice of discussion. The session focuses on modeling the practice of leading group discussions for current teachers and discuss considerations for equity when planning group discussions in literacy
Healthcare Improv to Enhance Interprofessional Communication and Patient Care
No full textThis interactive seminar will address optimizing the interprofessional clinical learning environment, and clinical practice, through the principles of improvisational theatre. The skills utilized by improvisational actors demonstrate their ability to accept uncertainty and ambiguity. Health care providers require these same skills to effectively practice in an intrinsically unpredictable environment. Improvisational actors count on their fellow actors to expand on ideas as they create a scene on stage. They listen carefully while observing body language, paying attention not only to the words but also to the emotional context. They do all of this while focusing completely on the moment. These skills of listening, observing, and responding are also key skills utilized in clinical practice. Medical improv, an emerging field, is the adaptation of improvisational theater principles and exercises to enhance communication, teamwork, empathy, and resilience (Watson, 2011; Fu, 2018; Gao et al., 2019). This course will introduce select improvisational exercises that have a direct application to interprofessional and education collaborative practice. References: Fu, B. (2018). Common ground: Frameworks for teaching improvisational ability in medical education. Teaching and Learning in Medicine, 31(3), 342-355, https://doi.org/10.1080/10401334.2018.1537880Gao, L., Peranson, J., Nyhof-Young, J., Kapoor, E., Rezmovitz, J. (2019). The role of “improv” in health professional learning: A scoping review. Medical Teacher, 41 (5), 561-568 https://doi: 10.1080/0142159X.2018.1505033Watson, K. (2011). Perspective: Serious play: Teaching medical skills with improvisational theater techniques. Academic Medicine, 86 (10), 1260-1265. https://doi:10.1097/ACM.0b013e31822cf85
Total Artificial Heart: A Retrospective Descriptive Analysis of Functional Improvement Associated With Postsurgical Rehabilitation
No full textTherapeutic writing in occupation based practice
No full textPresentation accepted and planned for the 2020 American Occupational Therapy Association Annual Conference in Boston- conference cancelled 2 weeks prior due to Covid-1
Is Mobile Technology Effective in the Prevention and Treatment of Infectious Diseases in Low Middle Income Countries?: A Systematic Review
No full textBackground: Despite large efforts toward the eradication of infectious diseases around the world, many continue to be a major cause of global mortality. This is particularly true in low and middle-income countries (LMICs) where infectious diseases are responsible for more than 50% of all deaths. As mobile phone penetration has exceeded other infrastructure in LMICs, mobile technology has become a tool in the treatment and prevention of infectious diseases. Objective: The aim of this review is to document how mobile technology is used in LMICs in the treatment and prevention of infectious diseases and evaluate their effectiveness. Methods: Using Cochrane guidelines, we searched Pubmed and CINAHL databases to retrieve English language articles published in peer-reviewed journals from 2005 to 2019. Search terms were designed to capture articles that described using mHealth to treat or prevent an infectious disease in a LMIC. Interventions and prospective observational studies with pre and post test data were included in the review. Findings: In total, we identified 847 articles, and of those, 16 studies met the inclusion criteria and were included in the review. All of the studies used mobile phone technology with the majority (N=11) implementing short message service (SMS) notifications to aide in treatment or prevention. Most of the studies (N=10) focused on disease treatment versus prevention. Over half of the studies (N=10, 63%) reported no significant change in measured patient outcomes, (i.e. treatment success rates, cure proportions, reported knowledge) when comparing mobile technology interventions to the standard practice. However, some studies showed that SMS decreases loss to follow-up and more timely immunization. Many of those articles noted lack of network service in implementation areas as well as a small sample size limiting the power of the studies.Interpretation: Mobile phones are commonly used for health education, behavior change communication, treatment adherence and follow up in LMICs. However, using these interventions to treat or prevent infectious diseases do not always improve patient outcomes. Future interventions should be carefully designed. As technology and use of mobile phones becomes more widespread, there may be other advantages to using mobile technology
Prevalence, Characteristics, and Epidemiology of Microbial Hand Contamination Among Minnesota State Fair Attendees (2014)
No full textBackground: Many antimicrobial-resistant infections are community-acquired, yet community carriage of microorganisms by healthy individuals is poorly characterized. We assessed microorganism carriage on the hands of Minnesota State Fair attendees and explored associated factors.Methods: Minnesota State Fair attendees (in 2014) from households with ≥2 members (≥1 member being \u3c19 years old [a child]) were eligible to participate. Participants provided biological samples via a hand plating technique and completed a questionnaire on factors potentially related to microorganism carriage. Using presumptive taxonomic identifications and disk-diffusion-determined resistance phenotypes, hand-culture isolates were classified by microbial type; types were grouped into four broad categories based on inferred pathogenicity and consistency with the skin microbiota. Descriptive statistics, X2 tests, and generalized linear mixed-effects models were used to explore associations between survey and culture data.Results: We enrolled 206 participants from 82 households during 2 days; 50% of subjects were children. Overall, 99.5% (205/206) of hand samples yielded microorganisms. Most were non-pathogenic, whether skin microbiota (98.5% of participants) or non-skin microbiota (93.2% of participants). Only 2.4% (5/206) of samples yielded antibiotic-resistant bacteria. Children were more likely than adults to carry potentially pathogenic (OR = 3.63, 95% CI: 1.66–7.93) and presumably non-pathogenic (OR = 6.61, 95% CI: 1.67–26.15) non-skin microorganisms.Conclusions: Large community gatherings can serve as efficient sites for estimating the prevalence of microorganism carriage. A small proportion of participants carried antimicrobial-resistant pathogens on their hands; most carried non-pathogenic microorganisms, and no exposures specific to the state fair were associated with microorganism carriage