scholarly journals Education of microsurgical technique for young surgeons by International Society for Experimental Microsurgery West Japan and future prospects

2021 ◽  
Vol 24 (1) ◽  
pp. 56-60
Author(s):  
Gabata Ryosuke ◽  
Yagi Shintaro ◽  
Kobayashi Eiji
Keyword(s):  
Gastrointestinal Surgery ◽  
Future Prospects ◽  
Surgical Experience ◽  
Improve Technique ◽  
Microsurgical Technique ◽  
Artificial Blood ◽  
Young Surgeon ◽  
Hands On ◽  
Arterial Anastomosis ◽  
Experimental Microsurgery

The need for microscopic vascular anastomosis has increased in the field of gastrointestinal surgery. Herein we report the activities for microsurgical training by ISEM West Japan.Since 2015, we have held the Hands-on seminar twice a year using artificial blood vessel. The participants sutured it with 9-0 polypropylene suture under bench microscopes. Competitions for microsurgical arterial anastomosis were held in the seminar, in which we evaluated the anastomosis regarding the leakage and patency.Totally 208 participants attended the hands-on seminar. No relation was seen between the years of surgical experience and the score. However, there was a relation between the number of participation and the score.Through our hands-on seminar, young surgeon could improve technique and motivation for the microsurgery.

scholarly journals The Impact of the European Working Time Regulations on Orthopaedic Trainee Operative Experience

2012 ◽  
Vol 94 (5) ◽  
pp. 156-158 ◽  
Author(s):  
PJ Wraighte ◽  
DP Forward ◽  
P Manning
Keyword(s):  
Medical Officer ◽  
Surgical Experience ◽  
Surgical Specialty ◽  
European Working ◽  
Hands On ◽  
Apprenticeship Model ◽  
Set Up ◽  
The Uk ◽  
The Impact ◽  
Orthopaedic Trainee

Trauma and orthopaedic surgery (T&O) has the largest number of trainees of any individual surgical specialty in the UK. It is a craft-based specialty, with 'hands-on' training, based on an apprenticeship model involving operative and procedural skills. In 1992 Kenneth Calman, then Chief Medical Officer, set up a working group to reform the specialist curriculum, placing more emphasis on structured teaching, supervised learning and surgical experience.

Sinusoidal Cells in Bone Marrow Take Up BSA-Au Conjugates in the Presence of an Artificial Blood Substitute

1985 ◽  
Vol 43 ◽  
pp. 700-701
Author(s):  
J.S. Geoffroy ◽  
R.P. Becker
Keyword(s):  
Bone Marrow ◽  
Los Angeles ◽  
Iliac Artery ◽  
Blood Substitute ◽  
Sprague Dawley ◽  
Coated Pits ◽  
Sinusoidal Cells ◽  
Artificial Blood ◽  
Left Common Iliac Artery

The pattern of BSA-Au uptake in vivo by endothelial cells of the venous sinuses (sinusoidal cells) of rat bone marrow has been described previously. BSA-Au conjugates are taken up exclusively in coated pits and vesicles, enter and pass through an “endosomal” compartment comprised of smooth-membraned tubules and vacuoles and cup-like bodies, and subsequently reside in multivesicular and dense bodies. The process is very rapid, with BSA-Au reaching secondary lysosmes one minute after presentation. (Figure 1)In further investigations of this process an isolated limb perfusion method using an artificial blood substitute, Oxypherol-ET (O-ET; Alpha Therapeutics, Los Angeles, CA) was developed. Under nembutal anesthesia, male Sprague-Dawley rats were laparotomized. The left common iliac artery and vein were ligated and the right iliac artery was cannulated via the aorta with a small vein catheter. Pump tubing, preprimed with oxygenated 0-ET at 37°C, was connected to the cannula.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

A ’Hands-On’ Approach

ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  
Hands On

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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