Research Reference Document 84/17 : The Effects of an Increased Organic Load on Tidal Sediments with Special Attention to Glycera Dibranchiata

https://digitalmaine.com/dmr_research_reference_documents/1009/thumbnail.jp

Preparation, Characterization and Sensitive Gas Sensing of Conductive Core-sheath TiO2-PEDOT Nanocables

Conductive core-sheath TiO2-PEDOT nanocables were prepared using electrospun TiO2 nanofibers as template, followed by vapor phase polymerization of EDOT. Various techniques were employed to characterize the sample. The results reveal that the TiO2 core has an average diameter of ∼78 nm while the PEDOT sheath has a uniform thickness of ∼6 nm. The as-prepared TiO2-PEDOT nanocables display a fast and reversible response to gaseous NO2 and NH3 with a limit of detection as low as 7 ppb and 675 ppb (S/N=3), respectively. This study provides a route for the synthesis of conductive nanostructures which show excellent performance for sensing applications

Research Reference Document 83/15 : Age and Growth of Larval Atlantic Herring, Clupea Harengus Harengus Linnaeus 1958 (Osteichthyes; clupeidae), in the Sheepscot Estuary

https://digitalmaine.com/dmr_research_reference_documents/1008/thumbnail.jp

Research Reference Document 83/15 : Age and Growth of Larval Atlantic Herring, Clupea Harengus Harengus Linnaeus 1958 (Osteichthyes; clupeidae), in the Sheepscot Estuary

https://digitalmaine.com/dmr_research_reference_documents/1008/thumbnail.jp

Free Open Access Medical Education (FOAM) Resources in a Team-Based Learning Educational Series

Although Free Open Access Medical Education (FOAM) has become popular within emergency medicine, concerns exist regarding its role in resident education. We sought to develop an educational intervention whereby residents could review FOAM resources while maintaining faculty oversight. We created a novel curriculum pairing FOAM from the Academic Life in Emergence Medicine (ALiEM) Approved Instructional Resources (Air) series with a team-based learning (TBL) format. Residents have an opportunity to engage with FOAM in a structured setting with faculty input on possible practice changes. This series has been well-received by residents and appears to have increased engagement with core content material. Qualitative feedback from residents on this series has been positive and we believe this is the first described use of TBL in emergency medicine.

Free open access medical education (FOAM) resources in a team-based learning educational series.

Although Free Open Access Medical Education (FOAM) has become popular within emergency medicine, concerns exist regarding its role in resident education. We sought to develop an educational intervention whereby residents could review FOAM resources while maintaining faculty oversight. We created a novel curriculum pairing FOAM from the Academic Life in Emergence Medicine (ALiEM) Approved Instructional Resources (Air) series with a team-based learning (TBL) format. Residents have an opportunity to engage with FOAM in a structured setting with faculty input on possible practice changes. This series has been well-received by residents and appears to have increased engagement with core content material. Qualitative feedback from residents on this series has been positive and we believe this is the first described use of TBL in emergency medicine

Free Open Access Medical Education (FOAM) Resources in a Team-Based Learning Educational Series

Although Free Open Access Medical Education (FOAM) has become popular within emergency medicine, concerns exist regarding its role in resident education. We sought to develop an educational intervention whereby residents could review FOAM resources while maintaining faculty oversight. We created a novel curriculum pairing FOAM from the Academic Life in Emergence Medicine (ALiEM) Approved Instructional Resources (Air) series with a team-based learning (TBL) format. Residents have an opportunity to engage with FOAM in a structured setting with faculty input on possible practice changes. This series has been well-received by residents and appears to have increased engagement with core content material. Qualitative feedback from residents on this series has been positive and we believe this is the first described use of TBL in emergency medicine.

Research Reference Document 84/17 : The Effects of an Increased Organic Load on Tidal Sediments with Special Attention to Glycera Dibranchiata

https://digitalmaine.com/dmr_research_reference_documents/1009/thumbnail.jp

The Research Escape-Hunt: An Escape Room for Resident Education on Research Design and Evidence-Based Medicine

Learning Objectives: We sought to develop a research escape-hunt to teach EM residents: 1) predictive statistics and diagnostic test characteristics, 2) interpretation of data and statistical analysis, 3) study design, 4) informed consent for research, and 8) the ethical principles guiding research.Introduction: Research and evidence-based medicine are important parts of residency training and the ACGME identifies scholarly activity as a core requirement for EM. EM training programs take a variety of approaches to addressing these requirements and there is not a standard, widely accepted curriculum available.Curricular Design: We considered ways to incorporate active, participatory learning experiences that effectively engage adult learners. Within the CORD community, escape-hunts have demonstrated efficacy for other EM content. An escape-hunt was developed with each station focused on one topic and requiring participants to solve a series of puzzles. Prior to the event, participants reviewed materials covering the content including summary sheets and podcast links. The escape-hunt served as an opportunity to further explore and reinforce the asynchronous content. Faculty members were present to help guide teams through the stations and to answer questions about the content. Teams worked to solve each station with the first team to successfully complete all nine stations winning a prize. A subsequent COVID-impacted event was held the following year utilizing Zoom breakout rooms, demonstrating that this innovation can be successfully implemented both in-person and virtually.Impact: Participants reported high levels of satisfaction (100% (21/21)) and engagement (95% (20/21)) with the activity, increased comfort with the content (91% (19/21)), and demonstrated improvements in knowledge across content areas (91% (19/21)). Participants reported using skills relevant to clinical practice such as ‘working as a team,’ ‘task switching,’ ‘task delegation,’ ‘brainstorming,’ and ‘solving complex problems together.’ Challenges exist related to props cost and the time for development; however, we now have a materials bank that can be used in the future and we have successfully implemented a COVID-safe virtual event, demonstrating the adaptability of this format