The Undergraduate Training in Genomics (UTRIG) Initiative: Early & Active Training for Physicians in the Genomic Medicine Era

Genomic medicine is transforming patient care. However, the speed of development has left a knowledge gap between discovery and effective implementation into clinical practice. Since 2010, the Training Residents in Genomics (TRIG) Working Group has found success in building a rigorous genomics curriculum with implementation tools aimed at pathology residents in postgraduate training years 1-4. Based on the TRIG model, the interprofessional Undergraduate Training in Genomics (UTRIG) Working Group was formed. Under the aegis of the Undergraduate Medical Educators Section of the Association of Pathology Chairs and representation from nine additional professional societies, UTRIG\u27s collaborative goal is building medical student genomic literacy through development of a ready-to-use genomics curriculum. Key elements to the UTRIG curriculum are expert consensus-driven objectives, active learning methods, rigorous assessment and integration

Character Mirrors: Creating Identity - Text-to-Self, Text-to-Text, Text-to-Technology

Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR of PHILOSOPHY in CURRICULUM & INSTRUCTIONThe focus of this doctoral research study was to present a qualitative narrative on how curriculum design and the formation of literary awareness within the ELA classroom is an embedded process that occurs during reading comprehension, literary analysis, and the narrative construction process. The development of students into critical readers and writers is a complicated process of self-discovery, literary interpretation, and textual renderings that stem from traditional literary explication while merging student connections throughout the reading and writing process. The design of this study included a balanced curriculum for all students enrolled in the English IV course. The student population consisted of approximately 2,450 students with an ethnic distribution of 54.7% Hispanic, 37.2% White, 5.3% African American, 2.3% Asian/Pacific Islander, and 0.5% Native American. This site was used due to factors of accessibility to student participants. Student participants were randomly selected from 3 course sections of English IV. Proximity to student participants provided ample opportunity for curriculum design implementation, classroom observations and teacher field notes. The selection of two student participants was purposeful in that the narrative design was structured to present an in-depth look at how the curriculum design of "Character Mirrors" was integrated throughout reading and writing instruction. The integration of text-to-self, text-to-text, and text-to-technology applications during the process of reading, literary analysis, and narrative construction addressed (1) how curriculum design and content specific lesson design can contribute to literary awareness in both the reading and writing process, (2) how students make meaning during the reading process through the formation of literary awareness, (3) how students bridge literary awareness into the writing process in narrative construction, and (4) how students create narrative stories and literary analysis using a variety of mediums. Data was collected over the course of one academic year in one ELA English IV classroom in one South Texas High School. Data included teacher observations, student journals, student narrative artifacts, and student interviews. Data collected, reviewed, and interpreted were analyzed within the scope of narrative analysis methods. Analysis illustrated how students used and applied the lesson design of "Character Mirrors" throughout the reading and writing process maneuvering through literary texts in a way that supported individualized reading and writing instruction.Educational Leadership, Curriculum & InstructionCollege of Education and Human Developmen

Factors that identify survival after liver retransplantation for allograft failure caused by recurrent hepatitis C infection

Hepatitis C virus (HCV) is becoming the most common indication for liver retransplantation (ReLTx). This study was a retrospective review of the medical records of liver transplant patients at our institution to determine factors that would identify the best candidates for ReLTx resulting from allograft failure because of HCV recurrence. The patients were divided into 2 groups on the basis of indication for initial liver transplant. Group 1 included ReLTx patients whose initial indication for LTx was HCV. Group 2 included patients who received ReLTx who did not have a history of HCV. We defined chronic allograft dysfunction (AD) as patients with persistent jaundice (> 30 days) beginning 6 months after primary liver transplant in the absence of other reasons. HCV was the primary indication for initial orthotopic liver transplantation (OLT) in 491/1114 patients (44%) from July 1996 to February 2004. The number of patients with AD undergoing ReLTx in Groups 1 and 2 was 22 and 12, respectively. The overall patient and allograft survival at 1 year was 50% and 75% in Groups 1 and 2, respectively (P = .04). The rates of primary nonfunction and technical problems after ReLTx were not different between the groups. However, the incidence of recurrent AD was higher in Group 1 at 32% versus 17% in Group 2 (P = .04). Important factors that predicted a successful ReLTx included physical condition at the time of ReLTx (P = .002) and Child-Turcotte-Pugh score (P = .008). In conclusion, HCV is associated with an increased incidence of chronic graft destruction with a negative effect on long-term results after ReLTx. The optimum candidate for ReLTx is a patient who can maintain normal physical activity. As the allograft shortage continues, the optimal use of cadaveric livers continues to be of primary importance. The use of deceased donor livers in patients with allograft failure caused by HCV remains a highly controversial issue

Talleres presenciales y virtuales dirigidos a personas mayores: Resignificando hábitos alimenticios; ¡Vamos a crear! Taller de activación cognitiva y estimulación; Me nutro, Me cuido y Me Quiero; Yo y mis Emociones

En este documento se encontrará la información del desarrollo del PAP de Ciudades Globales Amigables con las Personas Mayores en el área metropolitana de Guadalajara correspondiente al periodo escolar de Verano 2022. El objetivo general del PAP que se identificó al inicio de la asignatura con ayuda de todos los integrantes del equipo fue prevenir el deterioro de la calidad de vida que experimentan las personas mayores a través de talleres intergeneracionales que promuevan hábitos saludables con relación a la salud física, social, mental y emocional encaminados a fortalecer su autonomía y autoaceptación. Este proyecto tiene distintos temas por abordar para diseñar, desarrollar y evaluar proyectos que generen alternativas para mejorar las condiciones de vida de las personas mayores que habitan en el AMG en cuanto a el autocuidado, la nutrición, la sociabilización y recreación, las emociones, la estimulación cognitiva, el hábitat, espacio público y espacio privado, comunidad en línea y hospitalidad en servicios. Para el logro del objetivo, se desarrollaron cuatro ejes distintos relacionados con la motricidad, las emociones y la nutrición, en donde cada uno trabajó en la elaboración de talleres diseñados para cuatro sesiones en la presencialidad en el Centro tapatío de atención al Adulto Mayor y en el Centro de Desarrollo Comunitario Reyes Heroles de DIF Guadalajara; una en modalidad virtual a través de WhatsApp y una más a través de Zoom para personas mayores que forman parte de los grupos del DIF Guadalajara, Tlaquepaque, Zapopan y Tlajomulco de Zúñiga.ITESO, A.C