iPads, iBooks, Apps! What\u27s all the iFuss about?

The iVolution is here. It is iThis and iThat every way you turn. Is this just another iFad, or is it truly revolutionizing education? In a recent survey conducted by EDUCAUSE Center for Analysis and Research on undergraduates and technology, 31% of students reported owning tablet technology a 15% increase from the previous year and 76% of students reported owning smart phones. This finding was a 14% increase from the previous year. Students also reported using smart devices in class to access material, participate in activities, look up information and photograph material as learning strategies. Thomas Jefferson University is riding the iWave and taking strides to better integrate technology at all levels of medical training; leading the forefront of the iVolution, syllabi, course materials, and textbooks are now delivered in some of our courses via iPads. In the past few years, the Jefferson Health Mentors Program has embraced the use of new technologies, including Wikis, online discussion boards, Google docs, and Skype platforms to facilitate asynchronous IPE interactions. These platforms have helped to promote IPE by easing scheduling logistics and by allowing students to collaborate electronically on team-based assignments. Over the past summer, JCIPE, the Jefferson Health Mentors Program (JHMP), faculty from Jefferson Medical College and the School of Health Professions, Academic & Instructional Support & Resources (AISR) and Jeff Information Technology (IT) assembled a working group and developed yet another innovative tool to better integrate technology into our IPE efforts – the product was a new iBook, entitled “Assessing Patient Safety.

Consistent Surgeon Evaluations of Three-Dimensional Rendering of PET/CT Scans of the Abdomen of a Patient with a Ductal Pancreatic Mass.

Two-dimensional (2D) positron emission tomography (PET) and computed tomography (CT) are used for diagnosis and evaluation of cancer patients, requiring surgeons to look through multiple planar images to comprehend the tumor and surrounding tissues. We hypothesized that experienced surgeons would consistently evaluate three-dimensional (3D) presentation of CT images overlaid with PET images when preparing for a procedure. We recruited six Jefferson surgeons to evaluate the accuracy, usefulness, and applicability of 3D renderings of the organs surrounding a malignant pancreas prior to surgery. PET/CT and contrast-enhanced CT abdominal scans of a patient with a ductal pancreatic mass were segmented into 3D surface renderings, followed by co-registration. Version A used only the PET/CT image, while version B used the contrast-enhanced CT scans co-registered with the PET images. The six surgeons answered 15 questions covering a) the ease of use and accuracy of models, b) how these models, with/without PET, changed their understanding of the tumor, and c) what are the best applications of the 3D visualization, on a scale of 1 to 5. The six evaluations revealed a statistically significant improvement from version A (score 3.6±0.5) to version B (score 4.4±0.4). A paired-samples t-test yielded t(14) = -8.964,

Contemporary Therapeutic Aquatics: Interprofessional Course

Aquatic therapy can meet the needs of individuals from childhood to older adulthood with a variety of health conditions, and, in certain situations, is preferable to land-based therapy. Information on this specialized area of practice is minimally covered in entry-level occupational and physical therapy curricula, yet aquatic therapy is a rapidly expanding area of practice

Contemporary Therapeutic Aquatics: Interprofessional Course

Purpose: This course is designed to provide training in aquatic therapy theory, evaluation and intervention. Participants will learn about qualities of therapeutic pools, water safety, and practice management. Students will attain entry-level competencies in therapeutic aquatics upon graduation. Background: Aquatic therapy can meet the needs of individuals from childhood to older adulthood with varieties of health conditions. In certain situations it is preferable to land-based therapy. This specialized area of practice is minimally covered in entry-level occupational and physical therapy curricula, yet aquatic therapy is a rapidly expanding area of practice. Presently therapists work in sites with pools but have no specific training. Therefore this course will fill a great need. Description of Program: Contemporary Therapeutic Aquatics is an interprofessional course for occupational and physical therapy students, consisting of 10 weekly classes, including didactic and in-pool learning activities. Students will learn about water safety, affective issues, and evaluation and treatment for a variety of health conditions, including neurologic, musculoskeletal, pediatrics, wellness/cardio, and special cases. Several speakers will teach, according to their specialty. Results: The first session begins Spring semester, 2012, with 11 PT and OT students registered. Performance results including an interprofessional project, final exam and practical with standardized patients are forthcoming after implementation. Conclusion: Students will provide evidence-based and skilled practice to a variety of patients/clients in an aquatic environment. With a successful pilot year, the course will be opened to clinicians for CEU’s. Thus the course will become self-sustaining financially. Relevance to interprofessional education and practice: Multiple professions engage in pool therapy. IPE principles enhance practical experience while promoting team-work. Aquatic therapy includes treatment, rehabilitation, prevention, health, wellness, and fitness in an aquatic environment across the age span with musculoskeletal, neuromotor, and cardiovascular/pulmonary and or other conditions. Students will participate in an interprofessional project. Learning Objectives: 1. Demonstrate the construction of an IPE course from idea to implementation with external (JCIPE’s) encouragement and support. 2. Identify specific strategies in curriculum to develop students’ interprofessional team functioning in the unique context of therapeutic aquatics. 3. Apply IPE principles to connect academicians and clinicians

3D rendering of the abdomen with organs stripped away to display the pancreatic tumor.

<p>The liver, stomach, and intestines were not visualized for a clearer view of the pancreas. Organs displayed in this rendering include <b>a)</b> rib cage, <b>b)</b> spine, <b>c)</b> spleen, <b>d)</b> pancreas, <b>e)</b> duodenum, <b>f)</b> right kidney, <b>g)</b>, left kidney <b>h)</b> aorta, <b>i)</b> vena cava, <b>j)</b> portal vein, <b>k)</b> right gastroepiploic vein, <b>l)</b> superior mesenteric vein, <b>m)</b> celiac artery, <b>n)</b> superior mesenteric and intestinal arteries <b>o)</b> left common iliac artery, <b>p)</b> right common iliac artery, and <b>q)</b> pancreatic tumor.</p

Average surgeon evaluation scores for version A and version B of the 3D visualization.

<p>Average scores, with error bars, are shown for questions on <b>a)</b> the ease of use and accuracy of models, <b>b)</b> how these models, with/without PET, changed their understanding of the tumor, and <b>c)</b> what are the best applications of the 3D visualization.</p

3D rendering of an anonymized patient’s abdomen with a ductal pancreatic mass, version A.

<p>Organs displayed in this rendering include <b>a)</b> rib cage, <b>b)</b> liver, <b>c)</b> intestines, <b>d)</b> stomach, <b>e)</b> pancreas, and <b>f)</b> aorta.</p

Score distribution on the ease of use and accuracy of models.

<p>Percentages of surgeons who assigned a particular score for both Version A (solid colors with hatch marks) and Version B (solid colors) [Q1: The display hardware is easy/comfortable to use, Q2: I found it easy to manipulate/re-position the image, Q3: The organs/structures are accurately represented (accuracy of segmentation), Q4: Colors/textures are appropriate (accuracy of rendering), Q5: I am satisfied with the level of detail that is presented, Q6: The model provides me with adequate reference to surrounding structures, Q7: The overall 3D image appears realistic (matches what I expect to see in the OR)].</p

Score distribution on what are the best applications of the 3D visualization.

<p>Percentages of surgeons who assigned a particular score for both Version A (solid colors with hatch marks) and Version B (solid colors) [Q12: I would want to use this 3D image to plan an operation for a patient with a specific tumor, Q13: I would want to use this 3D image with PET overlay to plan an operation for a patient with a specific tumor, Q14: I would want to have this system available to me in the OR, for the reference during an actual operation, Q15: I believe that this system would help residents/assistant better prepare for the operation].</p

3D rendering of an anonymized patient’s abdomen with a ductal pancreatic mass, version B.

<p>Organs displayed in this rendering include <b>a)</b> rib cage, <b>b)</b> spine, <b>c)</b> liver, <b>d)</b> intestines, <b>e)</b> stomach, <b>f)</b> right gastroepiploic vein, and <b>g)</b> superior mesenteric vein, <b>h)</b> superior mesenteric artery, <b>i)</b> left common iliac artery, and <b>j)</b> right common iliac artery.</p