De-fuzzification of reflection in the education of health professionals

Our educational institutions are mandated to equip future physicians and other health care professionals with the scientific, craft, and inter-personal knowledge and skills to meet the demands of contemporary clinical practice. Clinicians must acquire advanced communication skills, develop the ability to manage complex situations, make appropriate use of medical knowledge and technology, and problem-solve through the exercise of refined judgment. The ability to reflect in and on situations of this nature is considered a necessary professional aptitude in order to ensure effective and compassionate whole person care. Notwithstanding the general acceptance of these premises, ‘reflection’ remains a fuzzy concept. It is a polysemous term that has proved difficult to define and has attracted to itself numerous false claims and unfulfilled promises. Excellence in reflective abilities is notoriously difficult to recognize in another individual and it may not be ‘teachable’. Furthermore, there have been recurring doubts as to the feasibility of meaningfully assessing reflection.We intend to explore these issues in this session. We will demonstrate how reflection can be role-modeled and inculcated. Instructional Methods This will be an interactive workshop. Learning Objectives     By the end of the workshop, participants will be able to:• clarify the concept of reflection and understand its application to the education of health professionals• discuss a framework, including specific methods, for the structuring and deployment of an educational program aimed at promoting reflection

Factors influencing mentors’ satisfaction: A study from medical schools in Norway and Canada

Phenomenon: The mentoring of undergraduate medical students has been shown to benefit the mentors; however, detailed information on the factors that influence the satisfaction and motivation of mentors remains unclear. Such knowledge can be useful in sustaining group mentorship programs. The aim of this study was to investigate the experiences and perspectives of mentors to ascertain the factors that contribute to satisfaction and motivation. Approach: As part of a larger research project, a survey was sent out to mentors at UiT the Arctic University of Norway, the University of Bergen and McGill University (N=461). Descriptive statistics, linear regression and factor analyses were used to examine the data in order to map factors associated with mentor satisfaction. Findings: The overall response rate was 59% (n=272/461). Mentors reported a high mean satisfaction score of 4.55 (±0.04, median 5.00) on a five-point Likert scale. Six out of nine statements describing how mentors approach group mentoring were strongly correlated with each other. Through factor analysis of the items, we found a dominating factor labeled “Student-centered mentoring approach” which was strongly associated with the level of satisfaction as a mentor. Additionally, highly satisfied mentors took a greater interest in patient-centered medicine and their students’ personal development. Their groups spent more time discussing students’ clinical experiences, societal poverty and health, and patients’ suffering and sickness. Insights: Our findings suggest that high mentor satisfaction, which is important for the pedagogical quality and sustainability of mentor programs, is related to the mentors’ student-centeredness and their interest in topics concerning professionalism. By preparing mentors for their roles and supporting them in developing strategies for establishing good mentoring relationships, the outcomes of group mentoring may be improved both for mentors and students. Interest in students’ personal development and the mentors’ own professional development seem to be indicators of mentors’ satisfaction and should be encouraged in mentorship programs

Simulating pump-probe photo-electron and absorption spectroscopy on the attosecond time-scale with time-dependent density-functional theory

Molecular absorption and photo-electron spectra can be efficiently predicted with real-time time-dependent density-functional theory (TDDFT). We show here how these techniques can be easily extended to study time-resolved pump-probe experiments in which a system response (absorption or electron emission) to a probe pulse, is measured in an excited state. This simulation tool helps to interpret the fast evolving attosecond time-resolved spectroscopic experiments, where the electronic motion must be followed at its natural time-scale. We show how the extra degrees of freedom (pump pulse duration, intensity, frequency, and time-delay), which are absent in a conventional steady state experiment, provide additional information about electronic structure and dynamics that improve a system characterization. As an extension of this approach, time-dependent 2D spectroscopies can also be simulated, in principle, for large-scale structures and extended systems.Comment: to appear on Chem. Phys. Che

Basics of Bose-Einstein Condensation

The review is devoted to the elucidation of the basic problems arising in the theoretical investigation of systems with Bose-Einstein condensate. Understanding these challenging problems is necessary for the correct description of Bose-condensed systems. The principal problems considered in the review are as follows: (i) What is the relation between Bose-Einstein condensation and global gauge symmetry breaking? (ii) How to resolve the Hohenberg-Martin dilemma of conserving versus gapless theories? (iii) How to describe Bose-condensed systems in strong spatially random potentials? (iv) Whether thermodynamically anomalous fluctuations in Bose systems are admissible? (v) How to create nonground-state condensates? Detailed answers to these questions are given in the review. As examples of nonequilibrium condensates, three cases are described: coherent modes, turbulent superfluids, and heterophase fluids.Comment: Review articl

Dark matter interpretations of ATLAS searches for the electroweak production of supersymmetric particles in s√=8 s=8 TeV proton-proton collisions

A selection of searches by the ATLAS experiment at the LHC for the electroweak production of SUSY particles are used to study their impact on the constraints on dark matter candidates. The searches use 20 fb−1 of proton-proton collision data at s √ =8 s=8 TeV. A likelihood-driven scan of a five-dimensional effective model focusing on the gaugino-higgsino and Higgs sector of the phenomenological minimal supersymmetric Standard Model is performed. This scan uses data from direct dark matter detection experiments, the relic dark matter density and precision flavour physics results. Further constraints from the ATLAS Higgs mass measurement and SUSY searches at LEP are also applied. A subset of models selected from this scan are used to assess the impact of the selected ATLAS searches in this five-dimensional parameter space. These ATLAS searches substantially impact those models for which the mass m(χ ~ 0 1 ) m(χ~10) of the lightest neutralino is less than 65 GeV, excluding 86% of such models. The searches have limited impact on models with larger m(χ ~ 0 1 ) m(χ~10) due to either heavy electroweakinos or compressed mass spectra where the mass splittings between the produced particles and the lightest supersymmetric particle is small

The Duty to Exclude: Excluding People at Undue Risk from Research

The clinical trial is the major investigational tool of clinical medicine. Two recent reports highlight the fact that the most often quoted mechanisms for the protection of research subjects, viz., research ethics board review and eligibility criteria, are insufficient to achieve this end. In this paper, we argue that the prime mechanism for the protection of persons in clinical trials should be the clinical judgement of the physician-investigator. The clinical investigator has a duty to protect subjects from both harm and undue risk. It is argued that the clinical investigator has a duty to screen for, and exclude, potential research subjects who may be unduly vulnerable to the risks of a particular clinical trial. In order to fulfill this obligation, the investigator should personally screen each potential research subject at the time of accrual. In larger trials in which this is not feasible, this task could be delegated to another appropriately qualified health care professional, with the principal investigator retaining personal responsibility. To reinforce and make explicit this legal and moral duty, we propose that the investigator sign a statement, appended to each subject\u27s consent form, to attest that this duty has been responsibly discharged