Applying for Research Electives

Undertaking a summer research elective is a great way to assess whether academic research is something you would be interested in incorporating into your future training or career. It can also add something different to your CV when applying for more academically oriented specialisation training programmes. Despite this, very few people take advantage of the opportunities available to them and many that are interested in summer research simply don’t know where to start looking. This article will give a brief overview of where to start when considering a research elective, followed by first-hand accounts from students who have previously completed research electives

Uso de WhatsApp para crear un espacio de lenguaje y contenido para estudiantes de Relaciones Internacionales

For language learners of this generation, the smart phone represents a key cul- tural artefact that complements the learning process. Instant messaging applications such as WhatsApp are widely used in personal, professional and, increasingly, academic circles to maintain constant contact among friends, colleagues, or classmates. This study seeks to analyze how a group of 19 International Relations students and their teacher utilized a WhatsApp chat group throughout their semester-long English class. The group was conceived of as being an extension to a Community of Practice. On a basic level, the chat group was to be used as a shared space in which learners could practice their use of new phrases or vocabulary learned within the class in relation to real life issues connected to themes associated with International Relations. The space could also be interpreted as a virtual ZPD (Zone of Proximal Development) in which learners were scaffolded by their teacher as well as their classmates. Finally, the group provided a space in which learners could engage dialogically and more openly in a truly collective, recip- rocal, supportive, cumulative, and purposeful manner. This qualitative study analyzed both in- teractions within the group and student re ections on its effectiveness, which served to indicate that such a group space can lead to effective learner scaffolding, increased learner participation, and the formation of an advantageous community of learners.  doi: 10.5294/laclil.2017.10.1.4Para la generación actual, el teléfono inteligente representa un elemento cultural que complementa el proceso de aprendizaje. Los mensajes instantáneos de la aplicación de WhatsApp se usan masivamente en círculos sociales, profesionales, y su uso ha crecido en círcu- los académicos con el n de mantener contacto permanente entre amigos, colegas o compañeros de clase. Este estudio busca analizar cómo 19 estudiantes de Relaciones Internacionales y sus profesores utilizaron un grupo de chat de WhatsApp durante un semestre en clase de inglés. El grupo se concibió como una extensión de una comunidad de práctica. Básicamente, el grupo de chat se usó como un espacio compartido para que los estudiantes practicaran el uso de vocabu- lario nuevo aprendido en clase de inglés, acerca de eventos de la cotidianidad en temas asociados a relaciones internacionales. La práctica también se interpretó como zona de desarrollo próximo (ZPD-Zone of Proximal Development) por medio de la cual los estudiantes recibieron apoyo del profesor y de sus compañeros. Finalmente, el grupo de chat proporcionó un espacio para que los estudiantes pudieran relacionarse dialógicamente y de una forma más abiertamente colectiva, recíproca, enfocada y apoyada mutuamente. Este estudio cualitativo analizó en su efectividad las interacciones de parte y parte al interior de las re exiones de los estudiantes, lo cual sirvió para indicar que este espacio grupal puede conducir a un apoyo de aprendizaje efectivo, incre- mentar la participación del estudiante y formar una provechosa comunidad de estudiantes.

Closed‐loop parameter optimisation for patient‐specific phrenic nerve stimulation

Background: Ventilator-induced diaphragm dysfunction occurs rapidly following the onset of mechanical ventilation and has significant clinical consequences. Phrenic nerve stimulation has shown promise in maintaining diaphragm function by inducing diaphragm contractions. Non-invasive stimulation is an attractive option as it minimizes the procedural risks associated with invasive approaches. However, this method is limited by sensitivity to electrode position and inter-individual variability in stimulation thresholds. This makes clinical application challenging due to potentially time-consuming calibration processes to achieve reliable stimulation. Methods: We applied non-invasive electrical stimulation to the phrenic nerve in the neck in healthy volunteers. A closed-loop system recorded the respiratory flow produced by stimulation and automatically adjusted the electrode position and stimulation amplitude based on the respiratory response. By iterating over electrodes, the optimal electrode was selected. A binary search method over stimulation amplitudes was then employed to determine an individualized stimulation threshold. Pulse trains above this threshold were delivered to produce diaphragm contraction. Results: Nine healthy volunteers were recruited. Mean threshold stimulation amplitude was 36.17 ± 14.34 mA (range 19.38–59.06 mA). The threshold amplitude for reliable nerve capture was moderately correlated with BMI (Pearson's r = 0.66, p = 0.049). Repeating threshold measurements within subjects demonstrated low intra-subject variability of 2.15 ± 1.61 mA between maximum and minimum thresholds on repeated trials. Bilateral stimulation with individually optimized parameters generated reliable diaphragm contraction, resulting in significant inhaled volumes following stimulation. Conclusion: We demonstrate the feasibility of a system for automatic optimization of electrode position and stimulation parameters using a closed-loop system. This opens the possibility of easily deployable individualized stimulation in the intensive care setting to reduce ventilator-induced diaphragm dysfunction

Spatial and temporal distribution of information processing in the human dorsal anterior cingulate cortex

The dorsal anterior cingulate cortex (dACC) is a key node in the human salience network. It has been ascribed motor, pain-processing and affective functions. However, the dynamics of information flow in this complex region and how it responds to inputs remain unclear and are difficult to study using non-invasive electrophysiology. The area is targeted by neurosurgery to treat neuropathic pain. During deep brain stimulation surgery, we recorded local field potentials from this region in humans during a decision-making task requiring motor output. We investigated the spatial and temporal distribution of information flow within the dACC. We demonstrate the existence of a distributed network within the anterior cingulate cortex where discrete nodes demonstrate directed communication following inputs. We show that this network anticipates and responds to the valence of feedback to actions. We further show that these network dynamics adapt following learning. Our results provide evidence for the integration of learning and the response to feedback in a key cognitive region

Practice patterns and clinical outcomes in acute appendicitis differ in the elderly patient

Background: Appendicitis is the most frequent global abdominal surgical emergency. An ageing population, who often exhibit atypical symptoms and delayed presentations, challenge conventional diagnostic and treatment paradigms. Objectives: This study aims to delineate disparities in presentation, management, and outcomes between elderly patients and younger adults suffering from acute appendicitis. Methods: This subgroup analysis forms part of ESTES SnapAppy, a time-bound multi-center prospective, observational cohort study. It includes patients aged 15 years and above who underwent laparoscopic appendectomy during a defined 90-day observational period across multiple centers. Statistical comparisons were performed using appropriate tests with significance set at p < 0.05. Results: The study cohort comprised 521 elderly patients (≥65 years) and 4,092 younger adults (18–64 years). Elderly patients presented later (mean duration of symptoms: 7.88 vs. 3.56 days; p < 0.001) and frequently required computed tomography (CT) scans for diagnosis (86.1% vs. 54.0%; p < 0.001). The incidence of complicated appendicitis was higher in the elderly (46.7% vs. 20.7%; p < 0.001). Delays in surgical intervention were notable in the elderly (85.0% operated within 24 h vs. 88.7%; p = 0.018), with longer operative times (71.1 vs. 60.3 min; p < 0.001). Postoperative complications were significantly higher in the elderly (27.9% vs. 12.9%; p < 0.001), including severe complications (6.9% vs. 2.4%; p < 0.001) and prolonged hospital stays (7.9 vs. 3.6 days; p < 0.001). Conclusions: Our findings highlight significant differences in the clinical course and outcomes of acute appendicitis in the elderly compared to younger patients, suggesting a need for age-adapted diagnostic pathways and treatment strategies to improve outcomes in this vulnerable population

The development and validation of a scoring tool to predict the operative duration of elective laparoscopic cholecystectomy.

Peer reviewe

Perspectivas de estudiantes y docentes sobre materiales pertinentes para el AICLE creados en conjunto y centrados en el pensamiento crítico y la ciudadanía activa

The International Relations English program at a university in the north of Colombia is a CLIL-based program. Students share an interest in issues related to rights and politics, both locally and globally. Colombia arrived at a historical juncture with the signing of the peace accords between the government and FARC guerrillas in 2016. However, this coincided with an extreme polarisation of political discourse. This polarisation was evident throughout the 2016 plebiscite on the peace agreements and further intensified in the build-up to the 2018 presidential elections. In response, teachers and students created a web series where students outlined the candidates’ critical proposals without revealing the candidates’ identities. Students researched the proposals and worked with a teacher to prepare English transcripts of the proposals. Eight videos were created, shared via social media, and made available to local English teachers at secondary and university levels. The project’s purpose was to encourage active citizenship and foment a more critical analysis of the candidates’ proposals. To achieve this, students utilised the anonymity of the candidates and English as the chief medium of communication. This project allowed teachers to use authentic and relevant student-generated materials to encourage more critical discussion. The students involved in the project reported feelings of political efficacy and civic engagement. Teachers expressed satisfaction at having contextually rich language materials. This project indicates the potential for student-generated materials to provide contextually relevant and highly motivating educational materials.El programa de Inglés para las Relaciones Internacionales de una universidad en el norte de Colombia se fundamenta en el AICLE. Allí, los estudiantes comparten el interés en temas relacionados con los derechos y la política, tanto a nivel local como mundial. Colombia alcanzó una coyuntura histórica con la firma de los acuerdos de paz entre el gobierno y la guerrilla de las FARC en 2016, pero coincidió con una polarización extrema del discurso político, la cual se evidenció durante el plebiscito sobre los acuerdos de paz de 2016 y se intensificó aún más en la campaña para las elecciones presidenciales de 2018. En respuesta a esto, se creó una serie web en la que los estudiantes del programa investigaron y describieron las propuestas importantes de los candidatos sin revelar sus identidades; además, trabajaron con un docente para preparar las transcripciones en inglés. Se generaron ocho videos, los cuales se compartieron a través de las redes sociales y se pusieron a disposición de los profesores locales de inglés a nivel de bachillerato y educación superior. El proyecto tenía como objetivo fomentar la ciudadanía activa y un análisis más crítico de las propuestas de los candidatos. Para lograr esto, los estudiantes aprovecharon el anonimato de los candidatos y el inglés como principal medio de comunicación. Por otra parte, este proyecto permitió a los docentes usar materiales auténticos y pertinentes generados por los estudiantes para fomentar una discusión más crítica. Los estudiantes involucrados en el proyecto informaron sentimientos de eficacia política y de compromiso cívico, mientras que los docentes expresaron su satisfacción por contar con materiales lingüísticos ricos en contexto. Por lo tanto, este proyecto indica el potencial de que los estudiantes generen materiales educativos pertinentes para el contexto y altamente motivantes

Uso do WhatsApp para criar um espaço de linguagem e conteúdo para estudantes de Relações Internacionais

30 páginasFor language learners of this generation, the smart phone represents a key cul- tural artefact that complements the learning process. Instant messaging applications such as WhatsApp are widely used in personal, professional and, increasingly, academic circles to maintain constant contact among friends, colleagues, or classmates. This study seeks to analyze how a group of 19 International Relations students and their teacher utilized a WhatsApp chat group throughout their semester-long English class. The group was conceived of as being an extension to a Community of Practice. On a basic level, the chat group was to be used as a shared space in which learners could practice their use of new phrases or vocabulary learned within the class in relation to real life issues connected to themes associated with International Relations. The space could also be interpreted as a virtual ZPD (Zone of Proximal Development) in which learners were scaffolded by their teacher as well as their classmates. Finally, the group provided a space in which learners could engage dialogically and more openly in a truly collective, recip- rocal, supportive, cumulative, and purposeful manner. This qualitative study analyzed both in- teractions within the group and student re ections on its effectiveness, which served to indicate that such a group space can lead to effective learner scaffolding, increased learner participation, and the formation of an advantageous community of learners.Para la generación actual, el teléfono inteligente representa un elemento cultural que complementa el proceso de aprendizaje. Los mensajes instantáneos de la aplicación de WhatsApp se usan masivamente en círculos sociales, profesionales, y su uso ha crecido en círculos académicos con el fin de mantener contacto permanente entre amigos, colegas o compañeros de clase. Este estudio busca analizar cómo 19 estudiantes de Relaciones Internacionales y sus profesores utilizaron un grupo de chat de WhatsApp durante un semestre en clase de inglés. El grupo se concibió como una extensión de una comunidad de práctica. Básicamente, el grupo de chat se usó como un espacio compartido para que los estudiantes practicaran el uso de vocabulario nuevo aprendido en clase de inglés, acerca de eventos de la cotidianidad en temas asociados a relaciones internacionales. La práctica también se interpretó como zona de desarrollo próximo (ZPD-Zone of Proximal Development) por medio de la cual los estudiantes recibieron apoyo del profesor y de sus compañeros. Finalmente, el grupo de chat proporcionó un espacio para que los estudiantes pudieran relacionarse dialógicamente y de una forma más abiertamente colectiva, recíproca, enfocada y apoyada mutuamente. Este estudio cualitativo analizó en su efectividad las interacciones de parte y parte al interior de las reflexiones de los estudiantes, lo cual sirvió para indicar que este espacio grupal puede conducir a un apoyo de aprendizaje efectivo, incrementar la participación del estudiante y formar una provechosa comunidad de estudiantes

Perspectivas de estudiantes y docentes sobre materiales pertinentes para el AICLE creados en conjunto y centrados en el pensamiento crítico y la ciudadanía activa

The International Relations English program at a university in the north of Colombia is a CLIL-based program. Students share an interest in issues related to rights and politics, both locally and globally. Colombia arrived at a historical juncture with the signing of the peace accords between the government and FARC guerrillas in 2016. However, this coincided with an extreme polarisation of political discourse. This polarisation was evident throughout the 2016 plebiscite on the peace agreements and further intensified in the build-up to the 2018 presidential elections. In response, teachers and students created a web series where students outlined the candidates’ critical proposals without revealing the candidates’ identities. Students researched the proposals and worked with a teacher to prepare English transcripts of the proposals. Eight videos were created, shared via social media, and made available to local English teachers at secondary and university levels. The project’s purpose was to encourage active citizenship and foment a more critical analysis of the candidates’ proposals. To achieve this, students utilised the anonymity of the candidates and English as the chief medium of communication. This project allowed teachers to use authentic and relevant student-generated materials to encourage more critical discussion. The students involved in the project reported feelings of political efficacy and civic engagement. Teachers expressed satisfaction at having contextually rich language materials. This project indicates the potential for student-generated materials to provide contextually relevant and highly motivating educational materials.El programa de Inglés para las Relaciones Internacionales de una universidad en el norte de Colombia se fundamenta en el AICLE. Allí, los estudiantes comparten el interés en temas relacionados con los derechos y la política, tanto a nivel local como mundial. Colombia alcanzó una coyuntura histórica con la firma de los acuerdos de paz entre el gobierno y la guerrilla de las FARC en 2016, pero coincidió con una polarización extrema del discurso político, la cual se evidenció durante el plebiscito sobre los acuerdos de paz de 2016 y se intensificó aún más en la campaña para las elecciones presidenciales de 2018. En respuesta a esto, se creó una serie web en la que los estudiantes del programa investigaron y describieron las propuestas importantes de los candidatos sin revelar sus identidades; además, trabajaron con un docente para preparar las transcripciones en inglés. Se generaron ocho videos, los cuales se compartieron a través de las redes sociales y se pusieron a disposición de los profesores locales de inglés a nivel de bachillerato y educación superior. El proyecto tenía como objetivo fomentar la ciudadanía activa y un análisis más crítico de las propuestas de los candidatos. Para lograr esto, los estudiantes aprovecharon el anonimato de los candidatos y el inglés como principal medio de comunicación. Por otra parte, este proyecto permitió a los docentes usar materiales auténticos y pertinentes generados por los estudiantes para fomentar una discusión más crítica. Los estudiantes involucrados en el proyecto informaron sentimientos de eficacia política y de compromiso cívico, mientras que los docentes expresaron su satisfacción por contar con materiales lingüísticos ricos en contexto. Por lo tanto, este proyecto indica el potencial de que los estudiantes generen materiales educativos pertinentes para el contexto y altamente motivantes