Waddellmortensen4908

The emergence of COVID-19 highlighted the critical importance of appropriate use of personal protective equipment (PPE) for the safety of patients and health care personnel. However, previously published survey data indicated that formal instruction on the correct utilization of PPE is uncommon in medical school curricula, and there is no published guidance about optimal instruction methods. The infectious disease (ID) simulation lab at Oregon Health & Science University filled this need.

Second- through fourth-year medical students participated in the infection intersession, a 2-week didactic session that students were required to enroll in once during their clinical rotations. As part of the course, students completed the ID simulation lab, during which they were presented with common ID syndromes (suspected tuberculosis,

colitis, and neutropenic fever) and asked to select the proper PPE prior to interacting with standardized patients. ID physicians acted as the patients and then conducted feedback sessions, which focused on PPE choice, donning and doffing techniques, and ID diagnosis and management principles.

More than 500 medical students participated between 2016 and 2020, demonstrating the feasibility of the experience. The average exam scores were above 80%, and the average student evaluation score of the session was 8.9 out of 10, demonstrating acceptability.

The ID simulation lab allowed students to reinforce didactic teaching about PPE, dispel common misconceptions, and receive real-time feedback from ID clinicians. Availability of the lab and facilitators were limiting factors. Future work will focus on better understanding the efficacy of the sessions.

The ID simulation lab allowed students to reinforce didactic teaching about PPE, dispel common misconceptions, and receive real-time feedback from ID clinicians. Availability of the lab and facilitators were limiting factors. Future work will focus on better understanding the efficacy of the sessions.

Evidence-based medicine (EBM) is pivotal in shaping patient care, yet it is challenging to incorporate into undergraduate medical education (UME) due to a lack of dedicated resources within the preclinical curriculum. To address this challenge, we used a peer-led approach to explain difficult concepts through language that students can understand at their shared level of understanding.

Four second-year medical students trained in EBM over 18 months by facilitating monthly journal clubs, ultimately leading to their involvement as peer-instructors. With input from a faculty expert, peer-instructors designed integrative PowerPoint modules and interactive problem sets on basic biostatistics and EBM principles. Assessment included formative quizzes with multiple attempts to achieve at least 80% to demonstrate mastery of core learning objectives. Afterwards, students were invited to provide feedback using a 5-point Likert scale survey.

Of second-year students who participated, all 151 demonstrated 80% competency on each quiz. Eighty-seven (58%) students completed the survey on which, 77% agreed/strongly agreed that their level of understanding of EBM improved after the peer-led sessions, 76% agreed/strongly agreed that the sessions were more conducive to learning compared to traditional lectures, and 94% agreed/strongly agreed that the material covered was relevant to the USMLE Step 1.

This peer-led approach has been rated as effective by learners, improving their ability to critically appraise and apply clinical evidence. To promote integration of EBM into UME, we have prepared modules, problem sets, quizzes, and an outline of the problem-solving sessions for universal adoption.

This peer-led approach has been rated as effective by learners, improving their ability to critically appraise and apply clinical evidence. To promote integration of EBM into UME, we have prepared modules, problem sets, quizzes, and an outline of the problem-solving sessions for universal adoption.

Ophthalmology education during medical school is often very limited. To provide exposure to areas beyond its standard curriculum, the University of Pittsburgh School of Medicine offers mini-elective courses in various disciplines. We developed such a course to provide instruction in the basics of clinical ophthalmology to interested preclinical medical students.

First- and second-year medical students electively enrolled in our course (mean number of students per year = 12), which included four sessions combining didactics and hands-on learning. Additionally, each student individually spent time with an ophthalmologist in the operating room. Our course was held each year from 2015 to 2019.

Participants completed pre- (

= 25) and postsurveys (

= 20), reflecting increased comfort with the ophthalmologic history and physical examination. In 2019, participants also completed pre- and posttests, demonstrating increased knowledge of ophthalmology.

The Ophthalmology Mini-Elective is a unique educational tool that introduces the principles of ophthalmology to preclinical medical students, addressing an area of medicine that is generally minimally included in the required curriculum.

The Ophthalmology Mini-Elective is a unique educational tool that introduces the principles of ophthalmology to preclinical medical students, addressing an area of medicine that is generally minimally included in the required curriculum.

Encouraging trainee engagement with the Office of Admissions can be an effective method of training for a future career in academic medicine and allow trainees to develop critical leadership skills.

This workshop consisted of a short didactic presentation, a large-group activity, and case discussions in an effort to address four objectives describing the functions of the Office of Admissions, as well as identifying opportunities for involvement and leadership skills fostered through engaging in admissions activities. The module was administered to diverse students and residents at three regional conferences at US medical schools between September and December 2019. Pre- and postworkshop surveys were used to analyze the efficacy of the workshop.

More than 95% of the 70 learners agreed that all four objectives had been met. Additionally, trainees had a statistically significant increase (

< .001) in confidence in their ability to address new issues, such as Deferred Action for Childhood Arrivals or LGBT inclusion, through the admissions process and engage in discussion about admissions policies and practices.

This workshop was an effective tool for introducing trainees to leadership opportunities in academic medicine via involvement with the Office of Admissions. During the workshop, students expressed feedback about wanting more ways to become involved and more examples of student involvement. Attendees might also benefit from being encouraged to research the admissions processes and leadership structures at their respective institutions.

This workshop was an effective tool for introducing trainees to leadership opportunities in academic medicine via involvement with the Office of Admissions. During the workshop, students expressed feedback about wanting more ways to become involved and more examples of student involvement. Attendees might also benefit from being encouraged to research the admissions processes and leadership structures at their respective institutions.[This corrects the article DOI 10.1021/acscentsci.0c00680.].Gold nanostars (AuNSTs) are biocompatible, have large surface areas, and are characterized by high near-infrared extinction, making them ideal for integration with technologies targeting biological applications. We have developed a robust and simple microfluidic method for the direct growth of anisotropic AuNSTs on oxide substrates including indium tin oxide and glass. The synthesis was optimized to yield AuNSTs with high anisotropy, branching, uniformity, and density in batch and microfluidic systems for optimal light-to-heat conversion upon laser irradiation. Surface-enhanced Raman scattering spectra and mesoscale temperature measurements were combined with spatially correlated scanning electron microscopy to monitor nanostar and ligand stability and microbubble formation at different laser fluences. The capability of the platform for generating controlled localized heating was used to explore hyperthermia-assisted detachment of adherent glioblastoma cells (U87-GFP) grafted to the capillary walls. Both flow and laser fluence can be tuned to induce different biological responses, such as ablation, cell deformation, release of intracellular components, and the removal of intact cells. Ultimately, this platform has potential applications in biological and chemical sensing, hyperthermia-mediated drug delivery, and microfluidic soft-release of grafted cells with single-cell specificity.In nature, ultrafast signal transfer based on ion transport, which is the foundation of biological processes, commonly works in a hydrogel-water mixed mechanism. Inspired by organisms' hydrogel-based system, we introduce hydrogel into nanofluidics to prepare a hydrogel hybrid membrane. The introduction of a space charged hydrogel improves the ion selectivity evidently. Also, a power generator based on the hydrogel hybrid membrane shows an excellent energy conversion property; a maximum power density up to 11.72 W/m2 is achieved at a 500-fold salinity gradient. Furthermore, the membrane shows excellent mechanical properties. These values are achievable, which indicates our membrane's huge potential applications in osmotic energy conversion.Singlet fission has the potential to surpass current efficiency limits in next-generation photovoltaics and to find use in quantum information science. Despite the demonstration of singlet fission in various materials, there is still a great need for fundamental design principles that allow for tuning of photophysical parameters, including the rate of fission and triplet lifetimes. Here, we describe the synthesis and photophysical characterization of a novel bipentacene dipyridyl pyrrole (HDPP-Pent) and its Li- and K-coordinated derivatives. HDPP-Pent undergoes singlet fission at roughly 50% efficiency (τSF = 730 ps), whereas coordination in the Li complex induces significant structural changes to generate a dimer, resulting in a 7-fold rate increase (τSF = 100 ps) and more efficient singlet fission with virtually no sacrifice in triplet lifetime. We thus illustrate novel design principles to produce favorable singlet fission properties, wherein through-space control can be achieved via coordination chemistry-induced multipentacene assembly.Hydration is ubiquitous in any kind of water-substance interaction such as in various interfacial and biological processes. Despite substantial progress made to date, however, still less explored is the hydration behavior on complex heterogeneous surfaces, such as the water surrounding the protein, which requires a platform that enables systematic investigation at the atomic scale. Here, we realized a heterogeneous self-assembled monolayer system that allows both controllable mixing with hydrophobic or hydrophilic groups and precise distance control of the functional carboxyl groups from the surface by methylene spacer groups. Using surface-enhanced Raman spectroscopy (SERS), we first demonstrated the hydrophobic (or hydrophilic) mixing ratio-dependent pKa variation of the carboxyl group. Interestingly, we observed a counterintuitive, non-monotonic behavior that a fractionally mixed hydrophobic group can induce significant enhancement of dielectric strength of the interfacial water. In particular, such a fractional mixing substantially decreases the amide coupling efficiency at the surface, as manifested by the corresponding pKa decrease.