Prevalence of visual snow and relation to attentional absorption

Visual snow is a condition of unclear prevalence characterized by tiny flickering dots throughout the entire visual field. It appears to result from visual cortex hyperactivity and possibly correlates with propensity to be engrossed in sensory and imaginary experiences (absorption). The prevalence and correlates of visual snow, and emotional reactions to it, were explored in the general Portuguese population with three studies with online surveys. In Study 1, 564 participants were shown an animated graphic simulation of visual snow and asked to rate how frequently they see it on a scale anchored by 0% and 100% of the time. They also reported their degree of distress and fascination resulting from visual snow. Absorption was measured with the Modified Tellegen Absorption Scale. 44% of respondents reported they see visual snow at least 10% of the time, and 20% reported seeing it between 80% and 100% of the time. Similar to findings in clinical samples, the frequency of visual snow correlated with tinnitus frequency, migraine, and entoptic phenomena, but not with ophthalmologic problems. It was confirmed that visual snow is related to absorption. Although distress caused by visual snow was generally absent or minimal, a substantial minority (28%) reported moderate to high levels of distress. High fascination with visual snow was reported by 9%. In Studies 2 and 3, visual snow was measured by means of verbal descriptions without graphic simulation (“visual field full of tiny dots of light” and “world seen with many dots of light”, respectively). The results were similar to those in Study 1, but seeing visual snow 80%-100% of the time was less frequent (6.5% in Study 2 and 3.6% in Study 3). Visual snow has been insufficiently investigated. More research is needed to uncover underlying neurophysiological mechanisms and psychological and behavioral correlates.

“Brought to life through imagery” – Animated graphic novels to promote empathic, patient-centred care in postgraduate medical learners

Background: Empathy levels decline through medical training. This has been associated with poor patient and physician outcomes, and strategies to combat this decline are increasingly recognized as critical aspects of medical education. The aim of this study was to qualitatively determine factors associated with empathy decline, and to assess the impact of a comics/graphic novel-based curriculum on enhancing empathy and a patient-centered approach to care in post-graduate medical learners. Methods: Fourth and fifth year residents in the Adult and Pediatric Endocrinology and Metabolism Program at the University of Toronto were recruited from the 2017 cohort of the Empathy, Humanism and Comics course. Participants completed a 12-month curriculum, viewing a total of four animated graphic novels over six sessions. At the end of the course participants were interviewed either individually or in a focus group. A coding framework of emerging themes was developed based on consensus between the three authors using a qualitative descriptive approach and the constant-comparison method. Results: Analysis of coded interview data revealed four themes. 1. The curriculum accurately reflected and addressed issues in real world medical practice; 2. The comics curriculum facilitated holistic development; 3. Participants appreciated the comics as an educational medium; 4. Participant feedback on the curriculum. The importance of empathy was noted, while participants acknowledged their own empathy decline and increased burnout. Stressors included increasing responsibility, long work hours, and competing work-life responsibilities. They felt the sessions developed resilience, an appreciation for the patient perspective, and communication skills. They appreciated the comics as a novel and engaging educational modality. Feedback on the effectiveness and relevancy of the curriculum was variable. Conclusions: Residents appreciated sharing difficult experiences and seeking support. They acknowledged the curriculum as a commitment to wellness and felt it reduced burnout and improved empathy. The comics were viewed as an effective reminder of the patient perspective. Variable curriculum feedback highlights the challenge in designing a course for adult learners. Future investigations may include the development and incorporation of similar curricula in other post-graduate residency training programs.

“Brought to life through imagery” – Animated graphic novels to promote empathic, patient-centred care in postgraduate medical learners

Background: Empathy levels decline through medical training. This has been associated with poor patient and physician outcomes, and strategies to combat this decline are increasingly recognized as critical aspects of medical education. The aim of this study was to qualitatively determine factors associated with empathy decline, and to assess the impact of a comics/graphic novel-based curriculum on enhancing empathy and a patient-centered approach to care in post-graduate medical learners. Methods: Fourth and fifth year residents in the Adult and Pediatric Endocrinology and Metabolism Program at the University of Toronto were recruited from the 2017 cohort of the Empathy, Humanism & Comics course. Participants completed a 12-month curriculum, viewing a total of four animated graphic novels over six sessions. At the end of the course participants were interviewed either individually or in a focus group. A coding framework of emerging themes was developed based on consensus between the three authors using a qualitative descriptive approach and the constant-comparison method.Results: Analysis of coded interview data revealed four themes. 1. The curriculum accurately reflected and addressed issues in real world medical practice; 2. The comics curriculum facilitated holistic development; 3. Participants appreciated the comics as an educational medium; 4. Participant feedback on the curriculum. The importance of empathy was noted, while participants acknowledged their own empathy decline and increased burnout. Stressors included increasing responsibility, long work hours, and competing work-life responsibilities. They felt the sessions developed resilience, an appreciation for the patient perspective, and communication skills. They appreciated the comics as a novel and engaging educational modality. Feedback on the effectiveness and relevancy of the curriculum was variable.Conclusions: Residents appreciated sharing difficult experiences and seeking support. They acknowledged the curriculum as a commitment to wellness and felt it reduced burnout and improved empathy. The comics were viewed as an effective reminder of the patient perspective. Variable curriculum feedback highlights the challenge in designing a course for adult learners. Future investigations may include the development and incorporation of similar curricula in other post-graduate residency training programs.

“Brought to Life through Imagery” – Animated Graphic Novels to Promote Empathic, Patient-Centred Care in Postgraduate Medical Learners

Background: Empathy levels decline through medical training. This has been associated with poor patient and physician outcomes, and strategies to combat this decline are increasingly recognized as critical aspects of medical education. The aim of this study was to qualitatively determine factors associated with empathy decline, and to assess the impact of a comics/graphic novel-based curriculum on enhancing empathy and a patient-centered approach to care in post-graduate medical learners. Methods: Fourth and fifth year residents in the Adult and Pediatric Endocrinology and Metabolism Program at the University of Toronto were recruited from the 2017 cohort of the Empathy, Humanism & Comics course. Participants completed a 12-month curriculum, viewing a total of four animated graphic novels over six sessions. At the end of the course participants were interviewed either individually or in a focus group. A coding framework of emerging themes was developed based on consensus between the three authors using a qualitative descriptive approach and the constant-comparison method.Results: Analysis of coded interview data revealed four themes. 1. The curriculum accurately reflected and addressed issues in real world medical practice; 2. The comics curriculum facilitated holistic development; 3. Participants appreciated the comics as an educational medium; 4. Participant feedback on the curriculum. The importance of empathy was noted, while participants acknowledged their own empathy decline and increased burnout. Stressors included increasing responsibility, long work hours, and competing work-life responsibilities. They felt the sessions developed resilience, an appreciation for the patient perspective, and communication skills. They appreciated the comics as a novel and engaging educational modality. Feedback on the effectiveness and relevancy of the curriculum was variable.Conclusions: Residents appreciated sharing difficult experiences and seeking support. They acknowledged the curriculum as a commitment to wellness and felt it reduced burnout and improved empathy. The comics were viewed as an effective reminder of the patient perspective. Variable curriculum feedback highlights the challenge in designing a course for adult learners. Future investigations may include the development and incorporation of similar curricula in other post-graduate residency training programs.

“Speculative” Memoir Fragments and Existential Dilemmas

In Chapter 3, we turn the tables from audiences back to journalists to examine how journalists are narrating their own professional identity through real-time “speculative” memoir fragments. This chapter explores how American and Canadian journalists are struggling with their own personal reckoning and existential crises with respect to issues of truth, subjectivity, and power and how to narrate oneself in a global journalism landscape with multiple colonial histories. Drawing on a range of memoir fragments from a series of behind-the-scenes, first-person animated graphic videos titled Correspondent Confidential that ran on Vice Media and exemplars of “quit lit” (where journalists publicly explain their rationale for leaving journalism or doing it differently), we argue that there is an emergent ethical meta genre concerning how journalists are dealing with the “view from nowhere” in a global journalism context that calls for increased location of identity and interests.

The Climate Spiral Demonstrates the Power of Sharing Creative Ideas

Graphical visualizations have the potential to engage diverse audiences in understanding the changes to our climate, especially when spread worldwide using both traditional and social media. The animated global temperature spiral was one of the first climate graphics to “go viral,” being viewed by millions of people online and by more than a billion people when it was used in the opening ceremony of the 2016 Rio Olympics. The idea, design, and communication aspects that led to the successes of this animated graphic are discussed, highlighting the benefits to scientists of engaging actively online and openly sharing their creative ideas.

Engaging Student Mothers Creatively: Animated Stories of Navigating University, Inner City, and Home Worlds

The article discusses a collaborative project undertaken in Saskatoon by Community Engagement and Outreach office at the University of Saskatchewan in partnership with undergraduate student mothers with lived experience of poverty. The results of the project were presented as an animated graphic narrative that seeks to make space for an under-represented student subpopulation, tracing strategies of survival among university, inner city and home worlds. The innovative animation format is intended to share with all citizens how community supports can be used to claim fairer health and education outcomes within system forces at play in society. This article discusses the project process, including the background stories of the students. The entire project, based at the University of Saskatchewan, Community Engagement and Outreach office at Station 20 West, in Saskatoon’s inner city, explores complex intersections of racialization, poverty and gender for the purpose of cultivating empathy and deeper understanding within the university to better support inner city students. amplifying community voices and emphasizing the social determinants of health in Saskatoon through animated stories.

MEMS design simplification with virtual prototyping

MEMS design requires a good understanding of interactions in complex processes and highly specialized interdisciplinary skills. Traditional prototyping is not easy or cheap due to typically needing very expensive manufacturing facilities for its implementation. Progress towards faster, cheaper prototyping has been achieved but, it cannot be applied to MEMS fabrication in general. This paper analyzes the benefits of Virtual Prototyping for a simplification and aid in MEMS design and proposes the continuation of MEMS Animated Graphic Design Aid (MAGDA) project. Its purpose is to simplify preliminary design stages and make MEMS design more accessible to a wider audience.