scholarly journals The Wright table of the cardiac cycle: a stand-alone supplement to the Wiggers diagram

2020 ◽  
Vol 44 (4) ◽  
pp. 554-563
Author(s):  
Bruce E. Wright ◽  
Gretchen LeFever Watson ◽  
Nancy J. Selfridge
Keyword(s):  
Aortic Stenosis ◽  
Clinical Training ◽  
Teaching And Learning ◽  
Cardiac Cycle ◽  
Student Survey ◽  
Bundle Branch Block ◽  
Training And Research ◽  
Health And Disease ◽  
Subsequent Phase ◽  
Ventricular Filling

The Wright table is introduced as a novel tool for teaching and learning the cardiac cycle. It supplements the nearly 100-yr-old Wiggers diagram, which is information rich but difficult for many students to learn. The Wright table offers a compact presentation of information, viewable both in terms of how 1) each compartment’s pressures and flows change over time; and 2) the heart works as a pump, first filling and then emptying the ventricles, thereby moving blood from low-pressure venous to high-pressure arterial compartments. This new four-by-four display of interrelated aspects of cardiac cycle events offers a more integrated view of the phases of ventricular filling and emptying than can be easily observed in the Wiggers diagram. It also shows how ECG-related waves of depolarization and repolarization drive the events of each subsequent phase. The Wright table is a stand-alone teaching aid; however, it is designed such that weaknesses of the Wiggers diagram are complemented by strengths of the Wright table, and vice versa. Results of an anonymous student survey support the utility of the Wright table in medical education. Three modifications of the Wright table, each modeling specific cardiac conditions (i.e., paradoxical split S2 in left bundle branch block, mild aortic stenosis, and moderate aortic stenosis), are included to illustrate how the Wright table might be used in clinical training and research. In summary, the Wright table of the cardiac cycle provides new perspectives for visualization of the cardiac cycle in health and disease.

scholarly journals The contribution of the Italian residents in neurology to the COVID-19 crisis: admirable generosity but neurological training remains their priority

2021 ◽  
Author(s):  
Cristina Tassorelli ◽  
Vincenzo Silani ◽  
Alessandro Padovani ◽  
Paolo Barone ◽  
Paolo Calabresi ◽  
...  
Keyword(s):  
Clinical Training ◽  
Real Life ◽  
Healthcare Management ◽  
Point Of View ◽  
Research Activity ◽  
High Quality ◽  
Research Activities ◽  
Italian Regions ◽  
Training And Research

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has severely impacted the Italian healthcare system, underscoring a dramatic shortage of specialized doctors in many disciplines. The situation affected the activity of the residents in neurology, who were also offered the possibility of being formally hired before their training completion. Aims (1) To showcase examples of clinical and research activity of residents in neurology during the COVID-19 pandemic in Italy and (2) to illustrate the point of view of Italian residents in neurology about the possibility of being hired before the completion of their residency program. Results Real-life reports from several areas in Lombardia—one of the Italian regions more affected by COVID-19—show that residents in neurology gave an outstanding demonstration of generosity, collaboration, reliability, and adaptation to the changing environment, while continuing their clinical training and research activities. A very small minority of the residents participated in the dedicated selections for being hired before completion of their training program. The large majority of them prioritized their training over the option of earlier employment. Conclusions Italian residents in neurology generously contributed to the healthcare management of the COVID-19 pandemic in many ways, while remaining determined to pursue their training. Neurology is a rapidly evolving clinical field due to continuous diagnostic and therapeutic progress. Stakeholders need to listen to the strong message conveyed by our residents in neurology and endeavor to provide them with the most adequate training, to ensure high quality of care and excellence in research in the future.

Skin Color Matters in the Latinx Community: A Call for Action in Research, Training, and Practice

2021 ◽  
pp. 073998632199591
Author(s):  
Milton A. Fuentes ◽  
Jazmin A. Reyes-Portillo ◽  
Petty Tineo ◽  
Kenny Gonzalez ◽  
Mamona Butt
Keyword(s):  
Cultural Diversity ◽  
Random Effects ◽  
Undergraduate Students ◽  
Skin Color ◽  
Clinical Training ◽  
Research Training ◽  
Random Effects Model ◽  
Concerted Effort ◽  
Training And Research

While skin color is relevant and important in the Latinx community, as it is associated with colorism, little is known about how often it is measured or the best way to measure it. This article presents results from two studies examining these key concerns in three prominent journals, where Latinx research is typically published (i.e., the Hispanic Journal of Behavioral Sciences, the Journal of Latinx Psychology, and Cultural Diversity and Ethnic Minority Psychology). Study one examined whether skin color was measured as a variable, and if so, what measures and methodologies were used. A review of articles ( n = 1,137) showed few studies measured skin color in these three journals, with studies that did so relying on various approaches. Study two aimed to assess the reliability of a widely used skin color measure, the Massey-Martin scale, also known as the New Immigrant Survey (NIS) Skin Scale. Using a sample of 169 undergraduate students, self-ratings, coder ratings, and in vivo ratings were obtained and compared. One-way random effects model analyses indicated excellent reliability with minimal variability across the various ratings. Our findings suggest a critical need to engage in a more concerted effort to assess and discuss the relevance and importance of skin color within the Latinx community. The authors offer some suggestions on how to facilitate these efforts in clinical, training, and research arenas.

Clinical training and research in the EC

The Lancet ◽  
1992 ◽  
Vol 339 (8805) ◽  
pp. 1361 ◽  
Author(s):  
L.H. Breimer ◽  
D.P. Mikhailidis
Keyword(s):  
Clinical Training ◽  
Training And Research

Left ventricular filling pressure and survival following aortic valve replacement for severe aortic stenosis

Heart ◽  
2020 ◽  
Vol 106 (11) ◽  
pp. 830-837 ◽  
Author(s):  
Jeremy J Thaden ◽  
Mahesh Balakrishnan ◽  
Jose Sanchez ◽  
Rosalyn Adigun ◽  
Vuyisile T Nkomo ◽  
...  
Keyword(s):  
Aortic Valve ◽  
Aortic Stenosis ◽  
Aortic Valve Replacement ◽  
Severe Aortic Stenosis ◽  
Left Ventricular ◽  
Filling Pressure ◽  
Left Ventricular Filling ◽  
Left Ventricular Filling Pressure ◽  
Ventricular Filling Pressure ◽  
Ventricular Filling

ObjectiveTo determine whether echocardiography-derived left ventricular filling pressure influences survival in patients with severe aortic stenosis (AS) undergoing aortic valve replacement (AVR).MethodsWe retrospectively reviewed 1383 consecutive patients with severe AS, normal ejection fraction and interpretable filling pressure undergoing AVR. Left ventricular filling pressure was determined according to current guidelines using mitral inflow, mitral annular tissue Doppler, estimated right ventricular systolic pressure and left atrial volume index. Cox proportional hazards regression was used to assess the influence of various parameters on mortality.ResultsAge was 75±10 years and 552 (40%) were female. Left ventricular filling pressure was normal in 325 (23%), indeterminate in 463 (33%) and increased in 595 (43%). Mean follow-up was 7.3±3.7 years, and mortality was 1.2%, 4.2% and 18.9% at 30 days and 1 and 5 years, respectively. Compared with patients with normal filling pressure, patients with increased filling pressure were older (78±9 vs 70±12, p<0.001), more often female (45% vs 35%, p=0.002) and were more likely to have New York Heart Association class III–IV symptoms (35% vs 24%, p=0.004), coronary artery disease (55% vs 42%, p<0.001) and concentric left ventricular hypertrophy (63% vs 37%, p<0.001). After correction for other factors, increased left ventricular filling pressure remained an independent predictor of mortality after successful AVR (adjusted HR 1.45 (95% CI 1.16 to 1.81), p=0.005).ConclusionsPreoperative increased left ventricular filling pressure is common in patients with AS undergoing AVR and has important prognostic implications, regardless of symptom status. Future prospective studies should consider whether patients with increased filling pressure would benefit from earlier operation.

Comparison of the Postgraduate Orthodontics Curriculum in Mashhad Dental School with the Top Ten Dental Schools in the World

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Mostafa Abtahi ◽  
Negin Azizzadeh ◽  
Hossein Bagheri ◽  
Alireza Ghasemzadeh
Keyword(s):  
Clinical Training ◽  
Graduate Program ◽  
Dental School ◽  
Post Graduate ◽  
Graduate Curriculum ◽  
Number Of Patients ◽  
Significant Difference ◽  
The World ◽  
Training And Research ◽  
Dental Schools

Background: Recognizing and reviewing the educational curricula of the specialized fields of dentistry and comparing it with the curricula of the top universities in the world will help to provide the necessary changes and corrections in postgraduate dental education, leading to more skilled specialists. Objectives: The aim of this study was to compare the orthodontics post graduate curriculum of Mashhad dental school with the top 10 international dental schools. Methods: Twenty-two of the world's top universities (10 main and 12 reserve) that offer orthodontics postgraduate programs were selected. A checklist including eight key factors and some secondary variables was prepared. These factors were classified as quantitative and qualitative. The checklist was filled with information provided by university websites and contacting program directors using email. A sample t-test and descriptive-analytic approach were respectively used to analyze the quantitative and qualitative data. Results: Among the quantitative factors that were evaluated, only the “percentage of completely treated patients” was significantly lower in Mashhad dental school compared with that of the top 10 international dental schools. There was no significant difference regarding the length of study, the number of professors, and the number of patients visited by each resident. Among the qualitative factors, the most diversity was seen in certificates awarded to graduates. Conclusions: No significant difference was observed in didactic education, clinical training, and research project conduction between the orthodontics post graduate program of Mashhad dental school and top-tier international universities.

The paradox of student engagement and policy-led measures of teaching excellence

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Ian Pickup
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
National Policy ◽  
Teaching Quality ◽  
Education Student ◽  
Student Survey ◽  
Teaching Excellence ◽  
National Union ◽  
The Face ◽  
Constructivist Approaches

The level of student engagement is often seen as an indicator of quality in discourses concerning the higher-education student experience.  This opinion piece explores the inherent tensions in promoting and facilitating student engagement within the evolving Teaching Excellence Framework (TEF) landscape.  Many institutions expend energy - and in some cases significant resource - upon the development of student-engagement projects, whether through ‘partnership’, ‘change agent’ or ‘producer’ models.   But what happens when the level of student engagement is high, yet runs in direct opposition to the form of student engagement best suited to blunt measures of ‘quality’ within prevailing policy frameworks?    The TEF, with its reliance on National Student Survey (NSS) data, assumes that engaged students will comply with requirements to complete a survey without critiquing the principles on which the survey and its central link to the TEF-based judgement of teaching quality are founded. The present National Union of Students boycott of the NSS is provided as an example of student engagement that runs counter to the intentions of national policy and to some institutional necessities. In the face of such challenges, institutions could decide to eschew their commitment to student engagement. However, a strengthening of commitment to student engagement is called for, in keeping with constructivist approaches to teaching and learning and in valuing the worth of reflexive deliberations of all those involved – including those who express dissatisfaction. 

Introduction and Current Status of Technology in Teaching and Learning of Allied Healthcare Students

2018 ◽  
pp. 1-11
Author(s):  
Roselyn Rose'Meyer ◽  
Indu Singh
Keyword(s):  
Clinical Training ◽  
Teaching And Learning ◽  
Current Status ◽  
Healthcare Team ◽  
Allied Health Education ◽  
Student Centered ◽  
Technology In Teaching ◽  
Allied Healthcare ◽  
Work Integrated Learning ◽  
Healthcare Training

Allied healthcare professionals are an integral part of multidisciplinary healthcare teams requiring highly skilled and competent members from every discipline. Clinical and allied health education in Australia is challenged by increasing student numbers, changing healthcare practices, and service pressures impacting the clinical training of students. There is a need to optimise the effectiveness and efficiency of the way students develop their professional skills. New technological approaches deliver student-centered education involving work-integrated learning. This chapter covers different strategies developed and implemented over time, merging various technologies in an innovative manner providing better standardized skills and competencies to more students within limited resources to prepare them for a global inter-professional multidisciplinary healthcare team providing efficient service to society. It will also provide future directions to adapt technology from the non-healthcare industry to healthcare training and share some strategies of bringing the workplace to the classroom.

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