The Experts below are selected from a list of 94161 Experts worldwide ranked by ideXlab platform
Judy H. Squires - One of the best experts on this subject based on the ideXlab platform.
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Comparison of Traditional and Web-Based Medical Student Teaching by Radiology Residents.
Journal of The American College of Radiology, 2019Co-Authors: Fariha Kamal, C. Lynn Cabral, Judy H. SquiresAbstract:Abstract Purpose Web-based learning tools are increasingly available for use and have been described in the pedagogical literature. However, rigorous comparisons between traditional learning methods and newer collaborative online tools have not been performed. Herein, we describe a web-based curriculum hosted on the collaborative Radiopaedia.org website. This curriculum was compared with traditional learning tools in a randomized, controlled fashion. Materials and Methods Medical students rotating through inpatient pediatrics were offered a 1-hour case-based learning session led by radiology residents. Students were randomized to receive online ( Radiopaedia.org ) versus traditional supplemental educational Materials (Reading Material covering the same content) for review before the in-class session. A 15-point questionnaire was administered at two different points during the rotation: at the beginning of the clinical rotation and at the end of the classroom session. Results Fifty-eight students were approached for enrollment and a total of 47 (81%) consented to participation and completed the study requirements. Students who completed the web-based module had higher mean knowledge scores (74%) compared with those who were provided the traditional learning Material (68%) (P = .06). Specifically, they demonstrated increased knowledge of the ACR Appropriateness Criteria and the “silhouette sign.” Conclusions A randomized, controlled, nonblinded evaluation of a novel radiology curriculum intervention hosted on Radiopaedia.org demonstrates improved test scores compared with traditional teaching methods.
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Comparison of Traditional and Web-Based Medical Student Teaching by Radiology Residents.
Journal of the American College of Radiology : JACR, 2018Co-Authors: Fariha Kamal, C. Lynn Cabral, Judy H. SquiresAbstract:Web-based learning tools are increasingly available for use and have been described in the pedagogical literature. However, rigorous comparisons between traditional learning methods and newer collaborative online tools have not been performed. Herein, we describe a web-based curriculum hosted on the collaborative Radiopaedia.org website. This curriculum was compared with traditional learning tools in a randomized, controlled fashion. Medical students rotating through inpatient pediatrics were offered a 1-hour case-based learning session led by radiology residents. Students were randomized to receive online (Radiopaedia.org) versus traditional supplemental educational Materials (Reading Material covering the same content) for review before the in-class session. A 15-point questionnaire was administered at two different points during the rotation: at the beginning of the clinical rotation and at the end of the classroom session. Fifty-eight students were approached for enrollment and a total of 47 (81%) consented to participation and completed the study requirements. Students who completed the web-based module had higher mean knowledge scores (74%) compared with those who were provided the traditional learning Material (68%) (P = .06). Specifically, they demonstrated increased knowledge of the ACR Appropriateness Criteria and the "silhouette sign." A randomized, controlled, nonblinded evaluation of a novel radiology curriculum intervention hosted on Radiopaedia.org demonstrates improved test scores compared with traditional teaching methods. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.
Fariha Kamal - One of the best experts on this subject based on the ideXlab platform.
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Comparison of Traditional and Web-Based Medical Student Teaching by Radiology Residents.
Journal of The American College of Radiology, 2019Co-Authors: Fariha Kamal, C. Lynn Cabral, Judy H. SquiresAbstract:Abstract Purpose Web-based learning tools are increasingly available for use and have been described in the pedagogical literature. However, rigorous comparisons between traditional learning methods and newer collaborative online tools have not been performed. Herein, we describe a web-based curriculum hosted on the collaborative Radiopaedia.org website. This curriculum was compared with traditional learning tools in a randomized, controlled fashion. Materials and Methods Medical students rotating through inpatient pediatrics were offered a 1-hour case-based learning session led by radiology residents. Students were randomized to receive online ( Radiopaedia.org ) versus traditional supplemental educational Materials (Reading Material covering the same content) for review before the in-class session. A 15-point questionnaire was administered at two different points during the rotation: at the beginning of the clinical rotation and at the end of the classroom session. Results Fifty-eight students were approached for enrollment and a total of 47 (81%) consented to participation and completed the study requirements. Students who completed the web-based module had higher mean knowledge scores (74%) compared with those who were provided the traditional learning Material (68%) (P = .06). Specifically, they demonstrated increased knowledge of the ACR Appropriateness Criteria and the “silhouette sign.” Conclusions A randomized, controlled, nonblinded evaluation of a novel radiology curriculum intervention hosted on Radiopaedia.org demonstrates improved test scores compared with traditional teaching methods.
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Comparison of Traditional and Web-Based Medical Student Teaching by Radiology Residents.
Journal of the American College of Radiology : JACR, 2018Co-Authors: Fariha Kamal, C. Lynn Cabral, Judy H. SquiresAbstract:Web-based learning tools are increasingly available for use and have been described in the pedagogical literature. However, rigorous comparisons between traditional learning methods and newer collaborative online tools have not been performed. Herein, we describe a web-based curriculum hosted on the collaborative Radiopaedia.org website. This curriculum was compared with traditional learning tools in a randomized, controlled fashion. Medical students rotating through inpatient pediatrics were offered a 1-hour case-based learning session led by radiology residents. Students were randomized to receive online (Radiopaedia.org) versus traditional supplemental educational Materials (Reading Material covering the same content) for review before the in-class session. A 15-point questionnaire was administered at two different points during the rotation: at the beginning of the clinical rotation and at the end of the classroom session. Fifty-eight students were approached for enrollment and a total of 47 (81%) consented to participation and completed the study requirements. Students who completed the web-based module had higher mean knowledge scores (74%) compared with those who were provided the traditional learning Material (68%) (P = .06). Specifically, they demonstrated increased knowledge of the ACR Appropriateness Criteria and the "silhouette sign." A randomized, controlled, nonblinded evaluation of a novel radiology curriculum intervention hosted on Radiopaedia.org demonstrates improved test scores compared with traditional teaching methods. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.
C. Lynn Cabral - One of the best experts on this subject based on the ideXlab platform.
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Comparison of Traditional and Web-Based Medical Student Teaching by Radiology Residents.
Journal of The American College of Radiology, 2019Co-Authors: Fariha Kamal, C. Lynn Cabral, Judy H. SquiresAbstract:Abstract Purpose Web-based learning tools are increasingly available for use and have been described in the pedagogical literature. However, rigorous comparisons between traditional learning methods and newer collaborative online tools have not been performed. Herein, we describe a web-based curriculum hosted on the collaborative Radiopaedia.org website. This curriculum was compared with traditional learning tools in a randomized, controlled fashion. Materials and Methods Medical students rotating through inpatient pediatrics were offered a 1-hour case-based learning session led by radiology residents. Students were randomized to receive online ( Radiopaedia.org ) versus traditional supplemental educational Materials (Reading Material covering the same content) for review before the in-class session. A 15-point questionnaire was administered at two different points during the rotation: at the beginning of the clinical rotation and at the end of the classroom session. Results Fifty-eight students were approached for enrollment and a total of 47 (81%) consented to participation and completed the study requirements. Students who completed the web-based module had higher mean knowledge scores (74%) compared with those who were provided the traditional learning Material (68%) (P = .06). Specifically, they demonstrated increased knowledge of the ACR Appropriateness Criteria and the “silhouette sign.” Conclusions A randomized, controlled, nonblinded evaluation of a novel radiology curriculum intervention hosted on Radiopaedia.org demonstrates improved test scores compared with traditional teaching methods.
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Comparison of Traditional and Web-Based Medical Student Teaching by Radiology Residents.
Journal of the American College of Radiology : JACR, 2018Co-Authors: Fariha Kamal, C. Lynn Cabral, Judy H. SquiresAbstract:Web-based learning tools are increasingly available for use and have been described in the pedagogical literature. However, rigorous comparisons between traditional learning methods and newer collaborative online tools have not been performed. Herein, we describe a web-based curriculum hosted on the collaborative Radiopaedia.org website. This curriculum was compared with traditional learning tools in a randomized, controlled fashion. Medical students rotating through inpatient pediatrics were offered a 1-hour case-based learning session led by radiology residents. Students were randomized to receive online (Radiopaedia.org) versus traditional supplemental educational Materials (Reading Material covering the same content) for review before the in-class session. A 15-point questionnaire was administered at two different points during the rotation: at the beginning of the clinical rotation and at the end of the classroom session. Fifty-eight students were approached for enrollment and a total of 47 (81%) consented to participation and completed the study requirements. Students who completed the web-based module had higher mean knowledge scores (74%) compared with those who were provided the traditional learning Material (68%) (P = .06). Specifically, they demonstrated increased knowledge of the ACR Appropriateness Criteria and the "silhouette sign." A randomized, controlled, nonblinded evaluation of a novel radiology curriculum intervention hosted on Radiopaedia.org demonstrates improved test scores compared with traditional teaching methods. Copyright © 2018 American College of Radiology. Published by Elsevier Inc. All rights reserved.
Tara S Kent - One of the best experts on this subject based on the ideXlab platform.
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weekly e mailed teaching tips and Reading Material influence teaching among general surgery residents
American Journal of Surgery, 2017Co-Authors: Ammara A Watkins, Stephen Gondek, Kiran H Lagisetty, Manuel Castilloangeles, Sidharta P Gangadharan, Michael J Cahalane, Tara S KentAbstract:Abstract Background A nonintrusive e-mail reminder incorporating teaching tips and manuscripts was developed to supplement resident-as-teacher curricula. Methods Ten high-yield manuscripts and 10 teaching tips exemplifying the themes of mentorship or role modeling, teaching methods, adult learning theory, feedback, and the resident role of teaching were distributed to general surgery house staff through a weekly e-mail series. House staff completed surveys before and after the 20-week e-mail series. Results Thirty (43%) and 28 (40%) respondents completed the pre-e-mail and post-e-mail survey, respectively. Residents found teaching tips to be more helpful than manuscripts. Weekly e-mail reminders were “just right” in frequency according to 74% of respondents. Forty percent of residents felt the weekly e-mails helped them teach more often and 50% of residents changed their teaching style. Conclusions Weekly reminders are an easy way to encourage resident teaching without a significant resident time commitment. Residents typically find teaching tips to be more useful than manuscripts.
Tuhin Subhra Santra - One of the best experts on this subject based on the ideXlab platform.
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Essentials of Single-Cell Analysis - Essentials of Single-Cell Analysis
Series in BioEngineering, 2016Co-Authors: Fan-gang Tseng, Tuhin Subhra SantraAbstract:This book provides an overview of single-cell isolation, separation, injection, lysis and dynamics analysis as well as a study of their heterogeneity using different miniaturized devices. As an important part of single-cell analysis, different techniques including electroporation, microinjection, optical trapping, optoporation, rapid electrokinetic patterning and optoelectronic tweezers are described in detail. It presents different fluidic systems (e.g. continuous micro/nano-fluidic devices, microfluidic cytometry) and their integration with sensor technology, optical and hydrodynamic stretchers etc., and demonstrates the applications of single-cell analysis in systems biology, proteomics, genomics, epigenomics, cancer transcriptomics, metabolomics, biomedicine and drug delivery systems. It also discusses the future challenges for single-cell analysis, including the advantages and limitations. This book is enjoyable Reading Material while at the same time providing essential information to scientists in academia and professionals in industry working on different aspects of single-cell analysis. Dr. Fan-Gang Tseng is a Distinguished Professor of Engineering and System Science at the National Tsing Hua University, Taiwan. Dr. Tuhin Subhra Santra is a Research Associate at the California Nano Systems Institute, University of California at Los Angeles, USA
