Curated Collections for Educators: Eight Key Papers about Feedback in Medical Education

Feedback is an essential part of learning, growth, and academic success. Junior faculty members are often unfamiliar with the grounding literature that defines feedback. Many times they receive little education on providing and receiving feedback, resulting in unhelpful "feedback" for both learners and program leadership alike. This article aims to summarize eight key papers on feedback, to outline relevant information for emerging clinician educators, and identify ways to use these resources for the faculty development. In order to generate a list of key papers that describes the importance and significance of feedback, the authors conducted a consensus-building process to identify the top papers. In August and September, 2018, the 2018-2019 Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program discussed the topic of feedback in medical education. A number of papers on the topic was highlighted. This list of papers was further augmented using the suggestions and expertise of guest experts who are leaders in the field of medical education and feedback. The authors also used social media to conduct an open call on Twitter for important papers regarding feedback (utilizing #meded, #Feedback hashtags). Via this process, a list of 88 key papers was identified on the topic of feedback in medical education. After compiling these papers, the authorship group engaged in a modified Delphi approach to build consensus on the top eight papers on feedback. These papers were deemed essential by the authors and have been summarized with respect to their relevance to junior faculty members and to faculty developers. In this manuscript, we present eight key papers addressing feedback in medical education with discussions and applications for junior faculty members and faculty developers. This list of articles that can serve to help junior clinician educators grow in their ability to give effective feedback and also serve as resources upon which senior faculty can design the faculty development sessions

DNA bending and orientation-dependent function of YY1 in the c-fos promoter

The assembly of multicomponent complexes at promoters, enhancers, and silencers likely entails perturbations in the path of the DNA helix. We present evidence that YY1, a ubiquitously expressed DNA-binding protein, regulates the activity of the c-fos promoter primarily through an effect on DNA structure. YY1 binds to and induces a phased DNA bend at three sites in this promoter. By use of a truncated c-fos promoter activity containing a single functional YY1 site, we show that YY1 represses promoter activity but that repression does not appear to be an intrinsic property of the protein in this context. Moreover, when the orientation of the YY1 site is reversed, YY1 activates the same promoter. Repression by YY1 is also alleviated by changing the relative phasing of factor-binding sites on either side of YY1. We conclude that the principal function of YY1 in this promoter is to bend DNA to regulate contact between other proteins. Thus, YY1 represents a new class of transcription factors that influences promoter function by affecting promoter structure rather than by directly contacting the transcriptional machinery. We provide evidence that the product of the male sex determination gene SRY may also belong to this class of structural factors

Host and pathogen specific biomarkers for melioidosis disease management

No abstract availabl

Curated Collections for Educators: Five Key Papers on Clinical Teaching

The ability to teach in the clinical setting is of paramount importance. Clinical teaching is at the heart of medical education, irrespective of the learner’s level of training. Learners desire and need effective, competent, and thoughtful clinical teaching from their instructors. However, many clinician-educators lack formal training on this important skill and thus may provide a variable experience to their learners. Although formal training of clinician-educators is standard and required in many other countries, the United States has yet to follow suit, leaving many faculty members to fend for themselves to learn these important skills. In September 2018, the Academic Life in Emergency Medicine (ALiEM) 2018-2019 Faculty Incubator program discussed the topic of clinical teaching techniques. We gathered the titles of papers that were cited, shared, and recommended within our online discussion forum and compiled the articles pertaining to the topic of clinical teaching techniques. To augment the list, the authors did a formal literature search using the search terms “teaching techniques", "clinical teaching", "medical education", "medical students", and "residents” on Google Scholar and PubMed. Finally, we posted a call for important papers on the topic of clinical teaching techniques on Twitter. Through this process, we identified 48 core articles on the topic of clinical teaching. We conducted a modified Delphi methodology to identify the key papers on the topic. In this paper, we present the five highest-rated articles based on the relevance to junior faculty and faculty developers. This article will review and summarize the articles we found to be the most impactful to improve one’s clinical teaching skills

Coastal Sediment Dynamics Around Netravati – Gurpur River Mouth Through Integrated Approach

Source: ICHE Conference Archive - https://mdi-de.baw.de/icheArchiv

Corrosion performance of advanced structural materials in sodium.

This report gives a description of the activities in design, fabrication, construction, and assembling of a pumped sodium loop for the sodium compatibility studies on advanced structural materials. The work is the Argonne National Laboratory (ANL) portion of the effort on the work project entitled, 'Sodium Compatibility of Advanced Fast Reactor Materials,' and is a part of Advanced Materials Development within the Reactor Campaign. The objective of this project is to develop information on sodium corrosion compatibility of advanced materials being considered for sodium reactor applications. This report gives the status of the sodium pumped loop at Argonne National Laboratory, the specimen details, and the technical approach to evaluate the sodium compatibility of advanced structural alloys. This report is a deliverable from ANL in FY2010 (M2GAN10SF050302) under the work package G-AN10SF0503 'Sodium Compatibility of Advanced Fast Reactor Materials.' Two reports were issued in 2009 (Natesan and Meimei Li 2009, Natesan et al. 2009) which examined the thermodynamic and kinetic factors involved in the purity of liquid sodium coolant for sodium reactor applications as well as the design specifications for the ANL pumped loop for testing advanced structural materials. Available information was presented on solubility of several metallic and nonmetallic elements along with a discussion of the possible mechanisms for the accumulation of impurities in sodium. That report concluded that the solubility of many metals in sodium is low (<1 part per million) in the temperature range of interest in sodium reactors and such trace amounts would not impact the mechanical integrity of structural materials and components. The earlier report also analyzed the solubility and transport mechanisms of nonmetallic elements such as oxygen, nitrogen, carbon, and hydrogen in laboratory sodium loops and in reactor systems such as Experimental Breeder Reactor-II, Fast Flux Test Facility, and Clinch River Breeder Reactor. Among the nonmetallic elements discussed, oxygen is deemed controllable and its concentration in sodium can be maintained in sodium for long reactor life by using cold-trap method. It was concluded that among the cold-trap and getter-trap methods, the use of cold trap is sufficient to achieve oxygen concentration of the order of 1 part per million. Under these oxygen conditions in sodium, the corrosion performance of structural materials such as austenitic stainless steels and ferritic steels will be acceptable at a maximum core outlet sodium temperature of {approx}550 C. In the current sodium compatibility studies, the oxygen concentration in sodium will be controlled and maintained at {approx}1 ppm by controlling the cold trap temperature. The oxygen concentration in sodium in the forced convection sodium loop will be controlled and monitored by maintaining the cold trap temperature in the range of 120-150 C, which would result in oxygen concentration in the range of 1-2 ppm. Uniaxial tensile specimens are being exposed to flowing sodium and will be retrieved and analyzed for corrosion and post-exposure tensile properties. Advanced materials for sodium exposure include austenitic alloy HT-UPS and ferritic-martensitic steels modified 9Cr-1Mo and NF616. Among the nonmetallic elements in sodium, carbon was assessed to have the most influence on structural materials since carbon, as an impurity, is not amenable to control and maintenance by any of the simple purification methods. The dynamic equilibrium value for carbon in sodium systems is dependent on several factors, details of which were discussed in the earlier report. The current sodium compatibility studies will examine the role of carbon concentration in sodium on the carburization-decarburization of advanced structural materials at temperatures up to 650 C. Carbon will be added to the sodium by exposure of carbon-filled iron tubes, which over time will enable carbon to diffuse through iron and dissolve into sodium. The method enables addition of dissolved carbon (without carbon particulates) in sodium that is of interest for materials compatibility evaluation. The removal of carbon from the sodium will be accomplished by exposing carbon-gettering alloys such as refractory metals that have a high partitioning coefficient for carbon and also precipitate carbides, thereby decreasing the carbon concentration in sodium

Testing the Drosophila maternal haploid gene for functional divergence and a role in hybrid incompatibility

Crosses between Drosophila simulans females and Drosophila melanogaster males produce viable F1 sons and poorly viable F1 daughters. Unlike most hybrid incompatibilities, this hybrid incompatibility violates Haldane’s rule, the observation that incompatibilities preferentially affect the heterogametic sex. Furthermore, it has a different genetic basis than hybrid lethality in the reciprocal cross, with the causal allele in Drosophila melanogaster being a large species-specific block of complex satellite DNA on its X chromosome known as the 359-bp satellite, rather than a protein-coding locus. The causal allele(s) in Drosophila simulans are unknown but likely involve maternally expressed genes or factors since the F1 females die during early embryogenesis. The maternal haploid (mh) gene is an intriguing candidate because it is expressed maternally and its protein product localizes to the 359-bp repeat. We found that this gene has diverged extensively between Drosophila melanogaster and Drosophila simulans. This observation led to the hypothesis that Drosophila melanogaster mh may have coevolved with the 359-bp repeat and that hybrid incompatibility thus results from the absence of a coevolved mh allele in Drosophila simulans. We tested for the functional divergence of mh by creating matched transformants of Drosophila melanogaster and Drosophila simulans orthologs in both Drosophila melanogaster and Drosophila simulans strains. Surprisingly, we find that Drosophila simulans mh fully complements the female sterile phenotype of Drosophila melanogaster mh mutations. Contrary to our hypothesis, we find no evidence that adding a Drosophila melanogaster mh gene to Drosophila simulans increases hybrid viability

Curated Collections for Educators: Five Key Papers about Receiving Feedback in Medical Education

Introduction Feedback is a complex, multi-component interaction that is essential for academic development and advancement. Successful feedback requires active involvement from both the giver and receiver. However, research and guidance on the subject mostly center on the role of the provider of feedback. But the receiver of feedback holds the true power in this interaction, choosing how to interpret the information and deciding whether or not to incorporate the feedback to instill behavioral change. In this article, the authors aim to summarize five key papers related to receiving feedback, in order to outline both relevant information for emerging clinician-educators and discern ways to use this information for faculty development. Methods In order to generate a list of key papers that describe the importance of receiving feedback, the authors conducted a consensus-building process informed by social media sources. Key articles on receiving feedback were aggregated through a literature search. This list was further augmented via an open call on Twitter for important papers regarding receiving feedback. Through these processes, a list of 43 papers was created on the topic of receiving feedback in medical education. After compiling this preliminary list, the authorship group engaged in a modified Delphi approach to build consensus on selecting papers that best described the process of receiving feedback. Results We present the group's five most highly rated papers on the topic of receiving feedback in medical education. These papers were deemed essential and have also been summarized based on their relevance to junior faculty members and faculty developers. Conclusion While giving and receiving feedback are both vital for growth and development, much of the research focuses solely on giving feedback. However, receiving feedback is equally, if not more, important for instilling change in the learner. We explore the power of receiving feedback in medical education through five key papers that analyze the subject. We believe these papers can serve as great learning resources for both junior faculty members and faculty developers. They can assist the junior faculty to cultivate the ability to receive feedback and also serve as resources to aid senior faculty in building faculty-development sessions