OER-Enabled Pedagogy Practicalities

Open Pedagogy encourages development of 21st century skills, and it can increase learner engagement. However, some structure and careful thought is needed in designing open learning experiences. This session will address practical concerns for teachers integrating OP into educational practice. OBJECTIVES: Open pedagogy matters in the field of education, because it is one way to both provide low-cost options to students, and to encourage newer and more engaging pedagogy. However, open pedagogy only works if instructors have worked out practical issues, like explaining open licensing to students or how to assess student work. This session provides a hands-on opportunity for participants to design an open pedagogy experience, and consider all of the practical issues related to that lesson. Participants will explore their own ideas around how the 5Rs can change student experiences, and then they will engage in problem solving for how to address practical concerns. At the end, participants should walk away with an idea for implementing open pedagogy in their own teaching, and some tools for addressing overall practical issues. While this session is largely hands-on, and speaks mostly to people who have some basic knowledge in using OER, it is appropriate for people at any level of familiarity with open pedagogy

Impact of an Interactive On-line Tool on Therapeutic Decision-Making for Patients with Advanced Non-Small-Cell Lung Cancer

Background:Treatment guidelines provide recommendations but cannot account for the wide variability in patient-tumor characteristics in individual patients. We developed an on-line interactive decision tool to provide expert recommendations for specific patient scenarios in the first-line and maintenance settings for advanced non–small-cell lung cancer. We sought to determine how providing expert feedback would influence clinical decision-making.Method:Five lung cancer experts selected treatment for 96 different patient cases based on patient and/or tumor-specific features. These data were used to develop an on-line decision tool. Participant physicians entered variables for their patient scenario with treatment choices, and then received expert treatment recommendations for that scenario. To determine the impact on decision-making, users were asked whether the expert feedback impacted their original plan.Results:A total of 442 individual physicians, of which 88% were from outside the United States, entered 653 cases, with report on impact in 389 cases. Expert feedback affected treatment choice in 73% of cases (23% changed and 50% confirmed decisions). For cases with epidermal growth factor receptor (EGFR) mutation or anaplastic lymphoma kinase (ALK) fusion, all experts selected targeted therapy whereas 51% and 58% of participants did not. Greater variability was seen between experts and participants for cases involving EGFR or ALK wild-type tumors. Participants were 2.5-fold more likely to change to expert recommended therapy for ALK fusions than for EGFR mutations (p = 0.017).Conclusion:This online tool for treatment decision-making resulted in a positive influence on clinician's decisions. This approach offers opportunities for improving quality of care and meets an educational need in application of new therapeutic paradigms

A Career in Surgical Oncology: Finding Meaning, Balance, and Personal Satisfaction

The practice of surgical oncology provides opportunities for both personal distress as well as personal satisfaction. While many surgical oncologists experience career burnout, others derive great meaning and satisfaction from their work. In this article, we review the literature on surgeon burnout, discuss potential personal and professional consequences, and consider steps individual surgeons can take to promote personal and professional satisfaction

Evaluation of appendicitis risk prediction models in adults with suspected appendicitis

Background Appendicitis is the most common general surgical emergency worldwide, but its diagnosis remains challenging. The aim of this study was to determine whether existing risk prediction models can reliably identify patients presenting to hospital in the UK with acute right iliac fossa (RIF) pain who are at low risk of appendicitis. Methods A systematic search was completed to identify all existing appendicitis risk prediction models. Models were validated using UK data from an international prospective cohort study that captured consecutive patients aged 16–45 years presenting to hospital with acute RIF in March to June 2017. The main outcome was best achievable model specificity (proportion of patients who did not have appendicitis correctly classified as low risk) whilst maintaining a failure rate below 5 per cent (proportion of patients identified as low risk who actually had appendicitis). Results Some 5345 patients across 154 UK hospitals were identified, of which two‐thirds (3613 of 5345, 67·6 per cent) were women. Women were more than twice as likely to undergo surgery with removal of a histologically normal appendix (272 of 964, 28·2 per cent) than men (120 of 993, 12·1 per cent) (relative risk 2·33, 95 per cent c.i. 1·92 to 2·84; P < 0·001). Of 15 validated risk prediction models, the Adult Appendicitis Score performed best (cut‐off score 8 or less, specificity 63·1 per cent, failure rate 3·7 per cent). The Appendicitis Inflammatory Response Score performed best for men (cut‐off score 2 or less, specificity 24·7 per cent, failure rate 2·4 per cent). Conclusion Women in the UK had a disproportionate risk of admission without surgical intervention and had high rates of normal appendicectomy. Risk prediction models to support shared decision‐making by identifying adults in the UK at low risk of appendicitis were identified

Librarians as Open Education Leaders: Responsibilities and Possibilities

A common claim in open education is that librarians are effective supporters in open education work because their talents for research, organization, and working with students make them natural supporters of faculty designing OER courses. This study seeks to understand how librarians and faculty interacted with one another in an deliberate cooperation in course design. Seventeen faculty-librarian partnerships were awarded $3000 stipends to cooperate in designing open courses. Each participant kept a weekly journal describing current contributions to the course project. Early findings from analysis of the journals shows that librarians are effective supporters, but careful planning and organization of the projects was very necessary for the collaborations to be successful