Faculty Publications and Creative Works 2002

Introduction One of the ways in which we recognize our faculty at the University of New Mexico is through Faculty Publications & Creative Works. An annual publication, it highlights our faculty\u27s scholarly and creative activities and achievements and serves as a compendium of UNM faculty efforts during the 2001 calendar year. Faculty Publications & Creative Works strives to illustrate the depth and breadth of research activities performed throughout our University\u27s laboratories, studios and classrooms. We believe that the communication of individual research is a significant method of sharing concepts and thoughts and ultimately inspiring the birth of new ideas. In support of this, UNM faculty during 2002 produced over 2,278 works, including 1,735 scholarly papers and articles, 64 books, 195 book chapters, 174 reviews, 84 creative works and 26 patented works. We are proud of the accomplishments of our faculty which are in part reflected in this book, which illustrates the diversity of intellectual pursuits in support of research and education at the University of New Mexico. Terry Yates Vice Provost for Researc

Pediatric Acute Promyelocytic Leukemia and Fanconi Anemia: Case report and literature review

peer reviewe

Germline mutations in DDX41 in a childhood cancer cohort: Prevalence and case report.

peer reviewe

Online courses for healthcare professionals: is there a role for social learning?

Background: All UK postgraduate medical trainees receive supervision from trained supervisors. Training has traditionally been delivered via face to face courses, but with increasing time pressures and complex shift patterns, access to these is difficult. To meet this challenge, we developed a two-week massive open online course (MOOC) for faculty development of clinical supervisors. Summary of Work: The MOOC was developed by a group of experienced medical educators and delivered via the FutureLearn (FL) platform which promotes social learning through interaction. This facilitates building of communities of practice, learner interaction and collaboration. We explored learner perceptions of the course, in particular the value of social learning in the context of busy healthcare professionals. We analysed responses to pre- and post-course surveys for each run of the MOOC in 2015, FL course statistics, and learner discussion board comments. Summary of Results: Over 2015, 7,225 learners registered for the course, though 6% left the course without starting. Of the 3,055 learners who began the course, 35% (1073/3055) were social learners who interacted with other participants. Around 31% (960/3055) learners participated fully in the course; this is significantly higher than the FL average of 22%. Survey responses suggest that 68% learners worked full-time, with over 75% accessing the course at home or while commuting, using laptops, smart phones and tablet devices. Discussion: Learners found the course very accessible due to the bite-sized videos, animations, etc which were manageable at the end of a busy working day. Inter-professional discussions and social learning made the learning environment more engaging. Discussion were rated as high quality as they facilitated sharing of narratives and personal reflections, as well as relevant resources. Conclusion: Social learning added value to the course by promoting sharing of resources and improved interaction between learners within the online environment. Take Home Messages: 1) MOOCs can provide faculty development efficiently with a few caveats. 2) Social learning added a new dimension to the online environment

1997-1999-UNM CATALOG

Course catalog for 1997-1999https://digitalrepository.unm.edu/course_catalogs/1097/thumbnail.jp

La Salle University Undergraduate Catalog 2004-2005

https://digitalcommons.lasalle.edu/course_catalogs/1179/thumbnail.jp

La Salle University Undergraduate Catalog 2003-2004

Issued for La Salle University 2003-2004https://digitalcommons.lasalle.edu/course_catalogs/1178/thumbnail.jp

Digital assessment in the clinical workplace : Design, implementation, opportunities, challenges

Peer reviewe