scholarly journals Editor's Note

2018 ◽  
Vol 1 (3) ◽  
Author(s):  
Alan Johns
Keyword(s):  
Lessons Learned ◽  
Washington Dc ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Regional Campuses ◽  
Regional Medical ◽  
Regional Campus ◽  
The University

We are happy to publish our third issue of the Journal of Regional Medical Campuses. The response we have received has been excellent, both in numbers and quality of submissions. Our editorial board continues to meet regularly to discuss suggestions from our readers and future plans. Please continue to pass the word of our journal to your colleagues on our regional campuses.   I would like to acknowledge the article “Lessons learned through a partnership with Marshallese faith-based organizations to screen for hypertension and diabetes” by Dr. Pearl McElfish from the University of Arkansas for Medical Sciences Northwest Regional Campus. The program she describes was the winner of the 2017 AAMC Regional Medical Campus Star of Community Achievement Award. This award was presented at the GRMC Spring meeting in Washington, DC.   Alan Johns, MD, MEd Co-Editor, Journal of Regional Medical Campuses

scholarly journals Learning During COVID-19: Rapid E-Learning Transition at a Regional Medical School Campus

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Ramey Moore ◽  
Rachel Purvis ◽  
Cari Bogulski ◽  
Tina Maddox ◽  
Lauren Haggard-Duff ◽  
...  
Keyword(s):  
Descriptive Analysis ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Learning Modalities ◽  
Learning Success ◽  
Regional Medical ◽  
Northwest Arkansas ◽  
E Learning ◽  
Qualitative Descriptive ◽  
The University

COVID-19 has changed the day-to-day landscape of education for students, faculty, and staff worldwide, and this is especially true for students in health sciences and medical education programs. This paper explores the effects of the rapid shift to e-learning modalities for students at the University of Arkansas for Medical Sciences Northwest, a regional medical campus located in Northwest Arkansas. A survey and open-ended written interview questions was conducted with a total of 144 student respondents and in-depth follow up interviews were conducted with 29 of those students. Utilizing descriptive statistics and qualitative descriptive analysis, the survey and interviews explored the effects of COVID-19 on the lived experiences of students as part of the transition to e-learning.  We found that 64.5% students reported satisfaction with the transition to e-learning as good or very good and the primary themes that influenced e-learning success for students were: Communication, technology, pedagogy, and community.

scholarly journals Novel Clinical Needs Finding Course Brings Biomedical Engineering Students Together with Regional Medical Campus Students, Residents, and Faculty to Solve Real-World Problems

2018 ◽  
Vol 1 (4) ◽  
Author(s):  
Raj Raghavendra Rao ◽  
Hanna Jensen ◽  
Thomas Schulz ◽  
Pearl McElfish
Keyword(s):  
Biomedical Engineering ◽  
Healthcare Professionals ◽  
The State ◽  
Land Grant ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Land Grant University ◽  
Regional Medical ◽  
College Of Engineering ◽  
The University

Biomedical engineering is the fastest growing engineering field in the United States, preparing a generation of skilled problem-solvers who, together with healthcare professionals, drive the momentum of novel technologies for prevention, detection, treatment, and monitoring of disease. It is important to the education of biomedical engineers that the dialogue between healthcare professionals and schools of engineering is seamless, constant, and interactive. Lack of sustainable discourse between those who produce technologies and those who use them could reduce the applicability and relevance of the biomedical engineering education1,2. Reciprocally, for healthcare professionals to optimally harness the expertise of their engineering colleagues, a direct interaction is required. The department of Biomedical Engineering (BMEG) is one of the largest departments within the College of Engineering at the University of Arkansas, with approximately 70 students graduating annually. Established in 2012, as the first and only biomedical engineering program in the state of Arkansas, the department is establishing itself as one of the premier research departments on campus. The department prides itself in its commitment to diversity and has been successful in attracting diverse groups of students to enter the field of science and engineering.  In the spring of 2018, the BMEG undergraduate student body had the highest percentage of female and underrepresented minorities within the college of engineering—53% female and 37% minority. The University of Arkansas for Medical Sciences (UAMS) is the only allopathic medical school in the state of Arkansas. In 2007, UAMS established UAMS-Northwest as a regional campus in Fayetteville. UAMS-Northwest extends UAMS’ medical education, research, and clinical mission. UAMS-Northwest has ~250 students in the colleges of medicine, nursing, pharmacy, and health professions, as well as 48 family medicine and internal medicine residents. UAMS-Northwest is located more than 200 miles from the main UAMS campus in Little Rock but is only one mile from Arkansas’ land grant university, the University of Arkansas. This proximity of the regional medical campus to the land grant university provides opportunities for collaboration that can benefit the students of both institutions. This article provides an overview of the implementation and preliminary assessment of a novel Clinical Needs Finding course that was recently instituted as a collaboration between the Department of Biomedical Engineering and the University of Arkansas for Medical Sciences– Northwest Campus.

scholarly journals Enhance Portable Radiograph for Fast and High Accurate COVID-19 Monitoring

Diagnostics ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. 1080
Author(s):  
Ngan Le ◽  
James Sorensen ◽  
Toan Bui ◽  
Arabinda Choudhary ◽  
Khoa Luu ◽  
...  
Keyword(s):  
Deep Learning ◽  
Treatment Process ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
The Subject ◽  
Subject Pair ◽  
The University ◽  
Learning Frameworks ◽  
Speed And Accuracy

This work aimed to assist physicians by improving their speed and diagnostic accuracy when interpreting portable CXRs as well as monitoring the treatment process to see whether a patient is improving or deteriorating with treatment. These objectives are in especially high demand in the setting of the ongoing COVID-19 pandemic. With the recent progress in the development of artificial intelligence (AI), we introduce new deep learning frameworks to align and enhance the quality of portable CXRs to be more consistent, and to more closely match higher quality conventional CXRs. These enhanced portable CXRs can then help the doctors provide faster and more accurate diagnosis and treatment planning. The contributions of this work are four-fold. Firstly, a new database collection of subject-pair radiographs is introduced. For each subject, we collected a pair of samples from both portable and conventional machines. Secondly, a new deep learning approach is presented to align the subject-pairs dataset to obtain a pixel-pairs dataset. Thirdly, a new PairFlow approach is presented, an end-to-end invertible transfer deep learning method, to enhance the degraded quality of portable CXRs. Finally, the performance of the proposed system is evaluated by UAMS doctors in terms of both image quality and topological properties. This work was undertaken in collaboration with the Department of Radiology at the University of Arkansas for Medical Sciences (UAMS) to enhance portable/mobile COVID-19 CXRs, to improve the speed and accuracy of portable CXR images and aid in urgent COVID-19 diagnosis, monitoring and treatment.

PROFESSORS' PERCEPTION OF SCIENTIFIC ACTIVITY IN THE FACULTY OF MEDICAL SCIENCES OF THE UNIVERSITY OF GUAYAQUIL

2020 ◽  
Vol 8 (10) ◽  
pp. 70-76
Author(s):  
Jorge Daher Nader ◽  
Amelia Patricia Panunzio ◽  
Marlene Hernández Navarro
Keyword(s):  
Scientific Research ◽  
Scientific Activity ◽  
Medical Sciences ◽  
Research Activity ◽  
University Environment ◽  
Empirical Level ◽  
Teachers And Students ◽  
Scientific Nature ◽  
The University

Research is considered a function aimed at obtaining new knowledge and its application for the solution to problems or questions of a scientific nature, The universities framed in the fulfillment of their social function have a complex task given by training a competent professional who assumes research as part of their training and who learns to ask questions that they are able to solve through scientific research.  Scientific research is an indicator of the quality of processes in the university environment, so it must be increased by virtue of the results of the work carried out by research teachers and students the objective of this work is to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Objective: to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Methods: theoretical and empirical level were used, a questionnaire with closed questions aimed at knowing the opinions on the research activity in this institution was applied. Result: that of the sample analyzed 309 (39.3%) said they agreed with the training for the writing of scientific articles. 38.6% said they agree with the training on research projects. Conclusion: that teacher’s research should be enhanced to ensure the formation and development of research skills in students.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

Scientific journal in the educational space of the university

2021 ◽  
pp. 137-145
Author(s):  
Akhurbek А. Magometov ◽  
Boris A. Takhokhov
Keyword(s):  
Scientific Journal ◽  
Scientific Publication ◽  
Educational Process ◽  
Teaching Staff ◽  
Perspective View ◽  
Research Activities ◽  
The University ◽  
The Impact

The article presents the authors ‘view on the activities of the scientific journal” Bulletin of the North Ossetian State University named after K. L. Khetagurov”. The relevance of the article is due to a significant increase in the role of research work of teachers and students of universities and the requirements for their publication activity; the importance for the university of having highly rated scientific journals and the increasing importance of the scientific publication of the university for improving the training of students. At the scientific and theoretical level, the changes that were determined by the modernization of education in the country and the need to improve the quality of scientific publications in accordance with the vector of development of international high-ranking publications and the desire of the university management and the editorial board to keep the journal in the trend of modern science are understood. Attention is paid to the problem of evaluating and reviewing scientific articles, the idea of the impact of reviews on the development of scientific knowledge is justified; the systematic work of the editorial board on the introduction of scientific research into the educational process of the university is shown. The new tasks of the editorial board are considered, the solution of which will contribute to improving the quality of the publication and the research activities of the teaching staff and students of the university. The purpose of the work is to substantiate the author’s approach to the current state, functioning and perspective view of the development of the university scientific publication and to determine its place in the modern scientific and educational space. The research methodology is based on systematic, activity-based and culturological approaches using such methods as systematization, generalization, analysis, description and comparison.

scholarly journals A Project-Centric Curriculum Design

2011 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dennis Drinka ◽  
Minnie Yi-Miin Yen
Keyword(s):  
Student Success ◽  
Learning Community ◽  
Curriculum Design ◽  
Lessons Learned ◽  
Team Projects ◽  
Individual Project ◽  
The University ◽  
And Control ◽  
Small Team

Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the core of a redesign of the entire program curriculum focused on project and student success. Currently, the department is in the process of introducing the measurement of project success as a tool for assessment and control of the departments learning objectives. An overview of the design of this curriculum, lessons learned from developing it, and benefits of this type of curriculum in quality of student learning, community engagement, and reputation of the university, will be discussed.

Commentary: An African Perspective on the Doha Round Negotiations

2005 ◽  
Vol 5 (4) ◽  
pp. 1850076
Author(s):  
Kwame Bawuah-Edusei
Keyword(s):  
Medical Center ◽  
The United States ◽  
University Hospital ◽  
Community Leader ◽  
Washington Dc ◽  
Medical Sciences ◽  
Energy Company ◽  
Army Hospital ◽  
Howard University ◽  
The University

An African commentary on the Doha Development Round. Kwame Bawuah-Edusei is Ambassador of Ghana to Switzerland and Austria and Permanent Representative of Ghana to the UN offices and international organizations in Geneva, including the WTO. He obtained his MD degree in 1982 at the University of Science and Technology, School of Medical Sciences, Kumasi Ghana, worked in Ghana for two years, and later studied in the United States. He specialized in Family Medicine at Howard University Hospital, Washington DC, and worked as a physician for the Dewitt Army Hospital in Fort Belvoir, Virginia. He subsequently practiced at Educe Medical Center in Alexandria, Virginia. During this period he was active in promoting business in his native Ghana and extensively involved in humanitarian work in the deprived Northern part of his country. He became a community leader in North America and was instrumental in institutionalizing democracy in Ghana. He became a Director of the EO group, an energy Company, and President of Educe Incorporated in Ghana.

Pathologists in a Teaching Institution Assess the Value of the Autopsy

2002 ◽  
Vol 126 (4) ◽  
pp. 442-447 ◽  
Author(s):  
Ilene B. Bayer-Garner ◽  
Louis M. Fink ◽  
Laura W. Lamps
Keyword(s):  
Technology Use ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Teaching Institution ◽  
Autopsy Report ◽  
Microscopic Evaluation ◽  
Diagnostic Technology ◽  
Clinical Questions ◽  
The University ◽  
Major Diagnosis

Abstract Context.—With the advent of modern diagnostic technology, use of the autopsy as a means of assessing diagnostic accuracy has declined precipitously. Interestingly, during the same period, the rate of misdiagnosis found at autopsy has not changed. Objectives.—To ascertain why an autopsy was requested, whether or not questions asked by clinicians were specifically addressed, and what types of misdiagnoses were found. Design.—One hundred forty-two consecutive autopsy records from the University of Arkansas for Medical Sciences Hospital were reviewed. In the same period, 715 deaths occurred, giving an overall autopsy rate of 20.14%. Results.—Of the 125 autopsies in which the problem-oriented autopsy request was available for review, a reason for the autopsy was given in only 69 cases (55%). One hundred three clinical questions were asked, and of these, 81 were specifically addressed in the final anatomic diagnosis, 10 were addressed in some part of the autopsy report but not in the final anatomic diagnosis, 10 were not addressed at all, and 2 could not be answered by the autopsy. Sixty-one autopsies revealed 81 misdiagnoses: 47 class I (missed major diagnosis that, if detected before death, could have led to a change in management that might have resulted in cure or prolonged survival) and 34 class II misdiagnoses (missed major diagnosis in which antemortem detection would have not led to a change in management). Conclusions.—The autopsy continues to be a vital part of medical education and quality assurance. It is important for the clinician to provide a clinical summary and specific clinical questions to be addressed or to speak directly with the pathologist and for the pathologist to provide answers that are easily accessible within the autopsy report. In this way, a problem-oriented autopsy can be performed based on questions raised by the clinician and the pathologist as a result of the gross dissection and microscopic evaluation.

scholarly journals Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review

2020 ◽  
Vol 7 ◽  
pp. 238212052093661
Author(s):  
Julie S Byerley ◽  
Johanna H Foster ◽  
Gary L Beck Dallaghan
Keyword(s):  
Medical Schools ◽  
Narrative Review ◽  
Building Relationships ◽  
Regional Campuses ◽  
Branch Campuses ◽  
Relevant Evidence ◽  
Regional Medical ◽  
Regional Campus ◽  
Full Text Review ◽  
Medical Librarian

Background: Given increasing class sizes and desires to keep costs down, many medical schools are developing regional clinical campuses. We found our regional campus system to be very successful in allowing class size expansion, inspiring a workforce for the state, and concurrently allowing our students to individualize their experience. We desire to articulate our experience, with a review of the relevant evidence, with the goal of assisting other medical schools in their efforts to develop regional medical campuses. Methods: We conducted a narrative literature review to identify considerations for developing regional campuses, taking into consideration our experiences in the process. A medical librarian undertook a literature search for the purposes of this narrative review. Results: Of the 61 articles identified, 14 were included for full-text review. Five facets on branch campus development were identified: relationships, infrastructure, curriculum, recruitment, and accreditation. Within each of these facets we provide further details based on findings from the literature complemented by our experience. Conclusions: Launching a regional campus requires building relationships with clinical partners, ensuring an infrastructure that supports student need and accreditation, comparable curriculum with the same objectives and assessment measures, and aspects of the experience that inspire a student desire to learn in that setting. We share our experience in building successful branch campuses, which have added significantly to our large public school of medicine and its service to our state.

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