5 Skills Every Preceptor Needs

This infographic is a quick view of a published and referenced tool to support efficient and effective precepting in a busy clinical environment. The tool helps the preceptor to organize their constructive feedback and close the loop with the student on learning moments.https://digitalcommons.unmc.edu/iae_inforgraphic/1000/thumbnail.jp

Building a Robust E-Learning Module Scorecard: The Nebraska E-Learning Scorecard (NEscore)

Teaching during a pandemic has compelled educators to transform traditional strategies towards more innovative solutions. These innovative solutions use a variety of educational technologies, and often, shift delivery modalities to an online or blended approach to learning. A key strategy in online teaching is the development of quality e-learning modules based on the core tenets of e-learning. E-learning modules aim to enhance knowledge, performance, and retention through interactive and engaging strategies. While the value of a quality e-learning module is well-supported in the literature, there are limited resources available for developers to assess if the module adheres to the core tenets of e-learning. The University of Nebraska Medical Center created a scorecard (Nebraska E-Learning Scorecard, NEscore) based on established core tenets for e-learning that was both useable and reliable in evaluating quality e-learning modules. To determine the usability and reliability of NEscore, we conducted a pilot study and six experts and six novice participants evaluated five e-learning modules utilizing NEscore. Reliability was calculated with Cronbach’s alpha and intra-class correlation coefficients. We also gathered data on demographic information and the perceived satisfaction of participants in using the NEscore. The findings showed strong internal consistency among scores with overall high reliability, and high consistency among participants, showing no significant difference between the two groups of experts and novices. Overall, participants were satisfied with the usability of NEscore. The NEscore offers institutions an established set of criteria to evaluate existing e-learning modules and also serves as a guide for the development of new e-learning modules

Building a Robust E-Learning Module Scorecard: The Nebraska E-Learning Scorecard (NEscore)

Teaching during a pandemic has compelled educators to transform traditional strategies towards more innovative solutions. These innovative solutions use a variety of educational technologies, and often, shift delivery modalities to an online or blended approach to learning. A key strategy in online teaching is the development of quality e-learning modules based on the core tenets of e-learning. E-learning modules aim to enhance knowledge, performance, and retention through interactive and engaging strategies. While the value of a quality e-learning module is well-supported in the literature, there are limited resources available for developers to assess if the module adheres to the core tenets of e-learning. The University of Nebraska Medical Center created a scorecard (Nebraska E-Learning Scorecard, NEscore) based on established core tenets for e-learning that was both useable and reliable in evaluating quality e-learning modules. To determine the usability and reliability of NEscore, we conducted a pilot study and six experts and six novice participants evaluated five e-learning modules utilizing NEscore. Reliability was calculated with Cronbach’s alpha and intra-class correlation coefficients. We also gathered data on demographic information and the perceived satisfaction of participants in using the NEscore. The findings showed strong internal consistency among scores with overall high reliability, and high consistency among participants, showing no significant difference between the two groups of experts and novices. Overall, participants were satisfied with the usability of NEscore. The NEscore offers institutions an established set of criteria to evaluate existing e-learning modules and also serves as a guide for the development of new e-learning modules

Comparison of Teen Driver Fatality Rates by Vehicle Type in the United States

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/74622/1/j.aem.2007.06.038.pd

Plastic Laminate Pulsed Power Development

The desire to move high-energy Pulsed Power systems from the laboratory to practical field systems requires the development of compact lightweight drivers. This paper concerns an effort to develop such a system based on a plastic laminate strip Blumlein as the final pulseshaping stage for a 600 kV, 50ns, 5-ohm driver. A lifetime and breakdown study conducted with small-area samples identified Kapton sheet impregnated with Propylene Carbonate as the best material combination of those evaluated. The program has successfully demonstrated techniques for folding large area systems into compact geometry's and vacuum impregnating the laminate in the folded systems. The major operational challenges encountered revolve around edge grading and low inductance, low impedance switching. The design iterations and lessons learned are discussed. A multistage prototype testing program has demonstrated 600kV operation on a short 6ns line. Full-scale prototypes are currently undergoing development and testing

Impact load method for structural assessment of piers and bridges

M.S.Kenneth M. Wil

Dengue hemorrhagic fever is associated with polymorphisms in JAK1

To identify genes associated with the clinical presentation of dengue, 50 cases of probable or possible dengue hemorrhagic fever (DHF), 236 dengue fever (DF), and 236 asymptomatic infections were genotyped for 593 single-nucleotide polymorphisms (SNPs) in 56 genes across the type 1 interferon (IFN) response pathway as well as other important candidate genes. By single locus analysis comparing DHF with DF, 11 of the 51 markers with P<0.05 were in the JAK1 gene. Five markers were significantly associated by false discovery rate criteria (q<0.20 when P<6 × 10−4). The JAK1 SNPs showed differential distribution by ethnicity and ancestry consistent with epidemiologic observations in the Americas. The association remained significant after controlling for ancestry and income. No association was observed with markers in the gene encoding CD209 (DC-SIGN). An association between DHF and JAK1 polymorphisms is in agreement with expression profiles showing generalized decreased type 1 IFN-stimulated gene expression in these patients