Your doctor may suggest to test your tears..
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http://onlinelibrary.wiley.com/doi/10.1002/prca.201300053/abstract
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Links to 9018 Journals
436 providers, 9018 journals
Click on a Provider Name to go to its website.
Click on a Journal Title to go to its catalog record and, if any, its web site.
Click on Years to see the PubMed citations for the years and journal selected.
http://www.ncbi.nlm.nih.gov/projects/linkout/journals/jourlists.fcgi?type=journals&typeid=1&format=html&show=ALL&operation=Show
Hair Loss Video from Medline Plus
http://www.nlm.nih.gov/medlineplus/tutorials/alopecia/htm/_no_50_no_0.htm
Find Journal HomePage links from the link mentioned below:
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If you hate the idea of hitting the gym, a new ‘hulk’ protein can help you achieve a toned and muscular look, scientists claim. Scientists in Australia say they have discovered one of the molecular keys to a protein that promotes weight and muscle mass gain, without any exercise involved. Researchers found that by blocking the function of Grb10, nicknamed the ‘Hulk’ protein, while mice were in the womb, they were considerably stronger and more muscular at birth than normal mice.
The study, published in the journal ‘FASEB’, has important implications for a wide range of conditions such as muscular dystrophy, Type 2 diabetes, and problems produced by muscle inflammation. Grb10 seems to have a significant role in promoting muscle growth without any change in activity, diet, or adverse health effects, the researchers said. “By identifying a novel mechanism regulating muscle development, our work has revealed potential new strategies to increase muscle mass,” said Lowenna J Holt from the diabetes and obesity research programme at the Garvan Institute of Medical Research in Sydney.
Holt and her colleagues compared two groups of mice, one with the Grb10 gene and the other where it was blocked.
Researchers examined the properties of the muscles in both adult and newborn mice and discovered that the increase caused by the loss of Grb10 had mainly occurred during prenatal development. These results suggested that it may in future be possible to alter muscle growth and help faster healing, as the processes involved in muscle regeneration and repair are similar to those for the initial formation of muscle.
DOI: http://dx.doi.org/10.1096/fj.11-199349
The FASEB Journal September 2012, vol. 26 No. 9, 3658-3669
Source: http://epaper.timesofindia.com/Default/Scripting/ArticleWin.asp?From=Archive&Source=Page&Skin=TOINEW&BaseHref=TOICH/2012/09/03&PageLabel=13&EntityId=Ar01300&ViewMode=HTML
Creating a Research Poster
Jennifer Springsteen
Create_a_poster.ppt
Creating a Research Poster
Creating a Research Poster.ppt
Characteristics of a Good Scientific Poster
Dr. Gail P. Taylor
Characteristics of a Good Scientific Poster.ppt
The Art of Scientific Posters
The Art of Scientific Posters.ppt
Designing a Research Poster: Telling the story
Andre Louis
Creating_a_poster.ppt
Tips for Making Scientific Posters
B. DeMarco
ScientificPosterTips_
Creating a Poster Presentation
Janine Overcash
creating_a_poster_
Preparing An Effective Scientific Poster
Preparing An Effective Scientific Poster.ppt
Developing Poster Presentations in the Natural Sciences
Poster-
How to make a Poster Presentation in PowerPoint
By Gericke Sommerville
Poster_
Characteristics of a Good Scientific Poster
Dr. Gail P. Taylor
Characteristics of a Good Scientific Poster.ppt
Poster Presentation Procedure
Poster_Presentations_
Postpartum Nursing
postpartum.
Assisting With Perineal Care
Assisting With Perineal Care.ppt
Hygiene
Hygiene.ppt
Hygiene
Hygiene.ppt
Complications of Labor and Delivery
Jeanie Ward
Complications.ppt
Hygiene Schedule In Acute Care
Hygiene.ppt
Hygiene Module
Dr. Anita Catlin
hygiene.ppt
Bathing, Personal Hygiene, Feeding
Joanne Armenia RN MSN ANP-C
Bathing, Personal Hygiene, Feeding.ppt
Nursing Management of Clients with Stressors that Affect
K. Burger, MSED, MSN, RN, CNE
Nursing Management.ppt
Post Partum
Post Partum.ppt
Natural Delivery, Family Practice Style
Samantha Maplethorpe, M.D., M.P.H.
Natural Delivery.PPT
Postpartal Family
ppneeds.ppt
Personal hygiene
Shurouq Qadose
Hygiene.ppt
Nursing Care in the Postpartum Period
Chris Hicks
Nursing Care in the Postpartum.ppt
Urinary Elimination Questions
UrinaryEliminationQuestions.ppt
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Computers in Medical Education
Roles of computers in medical education
* Provide facts and information
* Teach strategies for applying knowledge appropriately in medical situations
* Encourage the development of lifelong learning skills
Goals
* Students must learn about physiological processes
* Must understand the relationship between observed illnesses and underlying processes
* Must learn to perform medical procedures
* Must understand the effects of interventions on health outcomes
Basic curriculum
* Premedical requirements
* Medical school
o Basic
+ Physiology
+ Pathophysiology
o Clinical
* Residency
* CME
Teaching strategies
* Lecture
* Interactive
Process
* Presentation of a situation or body of facts containing core knowledge
* Explanation of important concepts and relationships
* How does one derive the concepts
* Why they are important
* Strategy for guiding interaction with the patient
Weaknesses of traditional approach
* Rapid knowledge growth
* Reliance on memorization rather than problem solving
* Reliance on lecture method
Terms
* Computer assisted learning
* Computer based education
* Computer assisted instruction
Advantages of computers in medical education
* Computer can augment, enhance or replace traditional teaching methods
o Rapid access to body of information
+ Data
+ Images
+ Immersive interfaces
o Any time, any place, any pace
o Simulated clinical situation
Advantages
* Interactive learning
o Active vs. passive solving
* Immediate student specific feedback
o Correct vs. incorrect, tailored response
* Tailored instruction
o Focus on areas of weakness
o Request help in interpretation
* Objective testing
o Permits standardized testing
o Self-evaluation
* Fun!
Experimentation
* Safe exploration of what-if in a well done scenario
o You can do things with simulated patients you can’t do with real ones
Case variety
* The ability to experience disease scenarios one otherwise wouldn’t see
o Simple: diabetes
o Complex: multiple disease, multiple medications
Time
* Manage diseases as they evolve over time
o Rapidly evolving problems
o Chronic diseases
Problem-solving competency
* Book smart vs. real-world
* Memorization vs. thinking
* Testing
* Right answer vs. cost-effective vs. safest vs.quickest (fewest steps)
Board examinations
* USMLE test
* CME testing
History of CAI
* Pioneering research in the 1960’s
o Ohio State
+ Tutorial evaluation system
# Constructed choice, T/F, multiple choice, matching or ranking questions
# Immediate response evaluation
# Positive feedback
# Corrective rerouting
+ Authoring language
History
* Barnett MGH 1970
o Simulated patient encounters
+ 30 simulated cases
o Mathematical modeling of physiology
+ Warfarin, insulin, Marshall
o Dxplain
* University of Illinois
o Computer aided simulation of the patient encounter
+ Computer as patient
+ Natural language encounter
* Illinois 1970’s
o Programmed logic for automated teaching (PLATO)
+ Plasma display (required specialized equipment)
+ Combination of text, graphics and photos
o TUTOR authoring language
* University of Wisconsin
o Used simulated case scenarios and estimated the efficiency of the student in arriving at a diagnosis (cost-effectiveness)
* Initial installations site limited
* Subsequent modem dial-up
* Proliferation of medical CAI, CME development entities
* Development of the internet
o Initial material bandwidth limited
o Increasing use of streaming video
Modes of CAI
* Drill and practice
* Didactic
Modes
* Discrimination learning
* Exploration vs. structures interaction
o Hyperlink analogy
o Requires feedback/guidance
* Constrained vs. unconstrained response
o Student may have a pre-selected set of possible response (learn to answer questions)
o Student may be able to probe system using natural language
* Constructive
o Put the body together from pieces of anatomy
Simulation
* Static vs. dynamic
Static simulation
Dynamic simulation
Feedback and guidance
* Feedback
o Correct vs. incorrect
o Summaries
o References
* Guidance
o Tailored feedback
o Hints
o Interactive help
Intelligent tutoring
* Sophisticated systems can
o Intervene if a student goes down an unproductive path
o Gets stuck
o Appears to misunderstand a detail
o Mixed initiative systems
o Coaching vs. tutoring
Graphics and Video
* Storage of images, video etc as part of a multimedia stream
o General appearance
o Skin lesions
o Xrays
o Sounds (cardiology, breath sounds)
Authoring systems
* Generic authoring systems
o McGraw Hill, Boeing
o Simple (constraints) vs. comprehensive (difficult to master)
Examples
* USMLE
* Lister Hill
* Stanford anatomy
* Digital anatomy
* Penn curriculum
* Medical matrix
Continuing medical education
* Echo
* PAC
* CME
Simulators
* ACLS
* Visible human
* Eye simulator
* Other simulators
Future
* Forces for change
* Impediments
o Cost
o Immaturity of authoring tools
o Bandwidth
o Barriers to sharing
+ Institutional jealousy
+ Copyright
* Lack of standard approach
o Authoring software
o Platform
* Explicit integration of CAI into curriculum
* Access to PC’s and LAN
Computers in Medical Education.ppt
Protect yourself and Protect others!
During this Flu Season…
This module has been designed to provide information to the Duke Employees on seasonal and H1N1 Flu. After completing this module, you will be able to:
* Identify important facts related to seasonal and H1N1 Flu
* Describe proper hygiene practices and control measures, including vaccination to prevent
o Seasonal Flu and
o H1N1 Flu
* Describe the impact of the seasonal flu and H1N1Flu on employees and on Duke as an organization
Why Should I Be Concerned?
+ Typically, the” Flu” comes around yearly during the fall and early winter. This is considered the “seasonal” Flu and a vaccine is developed each year to provide protection against the most common strains that are expected to cause the most illness.
* Seasonal Flu is a serious disease. In fact, 25,000 to 35,000 die annually in the U.S. due to the seasonal Flu. Those at the highest risk for developing complications are:
o The elderly
o The very young
o Those with chronic medical conditions, such as heart disease, lung disease, diabetes or conditions that effect the immune system
Why Is This Year’s Flu Season Different?
+ This year, there is a new and very different Flu virus spreading worldwide called the H1N1 Flu or formerly known as the “Swine Flu”. Though this new type of Flu is turning out to be milder than originally feared, it can lead to complications.
+ At this time, many are susceptible to the H1N1 and those infected experience symptoms similar to the seasonal Flu. Those at highest risk for complications seem to be:
# Pregnant women
# Children
# Youth and young adults up to age 24
# Those with chronic medical conditions between ages 24 and 64
What Does This Mean For DU/DUHS?
Based on the government’s current estimate, 30-50% of our employees could be infected with the Flu this season.
Since we work closely together in the Duke community, we have many opportunities for contact.
Duke is taking steps to slow the spread of illness in the workforce.
Protecting yourself, your co-workers and your patients is the best way to decrease the impact of either the seasonal Flu or the H1N1 Flu. You’ll find out how in the next slides.
Remember that we all are susceptible to BOTH kinds of Flu.
To Protect Yourself & Prevent Spread . . .
It is important to know that the Flu is highly contagious, and spreads when the virus is passed from one individual to another individual. This can happen when an infected individual:
o Coughs, sneezes, or has direct physical contact with another individual
o Indirectly contaminates objects such as door knobs, telephones or surfaces. This is not the most common route of infection.
Remember that the virus can spread from the hands to eyes, nose, and mouth; so good hand hygiene is critical.
Here’s What You Can Do To Prevent Spreading The Virus . . .
+ Wash your hands. Washing hands often with soap and water or an alcohol-based hand cleaner will help protect against germs.
+ Cover your nose and mouth with a tissue when you cough or sneeze. Throw the tissue in the trash immediately after use. Wash your hands immediately.
+ If a tissue is not available, cough or sneeze into your elbow or sleeve.
+ Avoid touching eyes, nose or mouth. Germs are often spread when you touch something contaminated with germs and then touch your eyes, nose or mouth.
+ Stay home and away from others when you’re sick. You will help prevent others from getting sick.
And Take The Time To Get Vaccinated
* Too many employees unwisely continue to work while sick with the Flu.
* Unvaccinated workers who are not yet feeling sick can spread the virus.
* Infected individuals may be infectious the day before they become sick as well as after their fever is gone.
YOU maybe the source of Flu transmission!
Get Vaccinated for Seasonal Flu
The Center for Disease Control recommends a seasonal flu vaccine as the first and foremost important step in protecting against seasonal flu. Vaccination for seasonal Flu is vital for:
* Individuals at high-risk for serious Flu complications:
o The elderly
o The very young
o Those with chronic medical conditions, such as heart disease, lung disease, diabetes or conditions that effect the immune system
* Health care workers
* Individuals who live with or care for high-risk individuals
* All persons wishing to prevent seasonal flu
For more information, go to www.cdc.gov
Remember That DU/DUHS Offers Free
Seasonal Flu Vaccination
* Duke offers free seasonal flu vaccination to all employees.
* Times and locations of flu vaccination sites will be posted online at www.duke.edu/flu.
* Bring your Duke ID to receive the vaccination.
* If you have a fever, postpone your flu shot.
And Remember To Get Vaccinated for H1N1
* The seasonal Flu vaccine will not protect you against the H1N1 Flu.
* A separate vaccine is being developed for H1N1. It is expected to be available in late fall.
* The H1N1 vaccine will be distributed based on criteria as defined by the Centers for Disease Control (CDC).
How Do I Know If I Have The Flu?
Symptoms for both the Seasonal Flu and H1N1 Flu are similar . . .
o Fever of 100 degrees or more and any of these symptoms:
+ Cough
+ Sore throat
+ Runny or stuffy nose/sneezing
+ Body ache
+ Headache
+ Chills
+ Unusual fatigue
How Should I Care for Myself?
* Get Extra Rest
* Increase Fluid Intake
* Take Fever Lowering Medication (no aspirin for children)
* If you have severe illness or you are at high risk for flu complications, contact your health care provider or seek medical care.
Seek Urgent Medical Attention If You Experience . . .
Any of these emergency warning signs . . .
* Difficulty breathing or shortness of breath
* Pain or pressure in the chest or abdomen
* Sudden dizziness
* Confusion
* Severe or persistent vomiting
Protect yourself and Protect others!.ppt
From mice To Men
Jumpstarting A Laboratory Research Career
December 6, 2007
By: Elizabeth M. Jaffee, M.D.
The Dana and Albert “Cubby” Broccoli Professor of Oncology
Issues to Consider
* Stay where you trained or go elsewhere
* Identifying mentors
* Deciding on a research focus
* Leveraging small grants, getting the big one
* Building a team to work for you
* Balancing the work versus home life
Should you stay where you trained or should you take your first job at another institution?
* Pros for staying
o Implies you have a supportive mentor
o Implies you have a project of interest to others in your institution
o Experience with the institutional systems
o Experience with who might be good colleagues
* Start Up Time Is Shorter
* Pros for leaving
o Cuts the apron strings so that you are not in competition with your mentor at same place
o Likely to get more space and resources due to negotiations
o Likely able to get good students with less competition in your field
* No Identity Complex
Identify a mentor(s) for the most difficult stage in your career
* Cheer leader, promoter, encourager
* Sounding board for fine tuning ideas
* Devil’s advocate whose not afraid to give you the opposite view
* Editor of paper’s, grants, and presentations
* Guidance counselor to help you navigate through tough issues
* Referral Agent who sends you qualified student/postdoctoral fellow applicants
* Introduces you to leaders in your field
Your parent in the workplace
Develop A Five-Year Plan
Time interval goal between Assistant and Associate Professor
* What research questions do you want to focus on?
* What do you need to get you to where you want to be at 5-years
* Is it feasible now? At 1, 2, 3, and 4 years later?
* Revisit each year with your mentor to make sure you are on track
* How many grants and papers do you plan to submit?
Considerations in choosing how to focus your research
* Choose areas that make you want to come to work
o Desire, Desire, Desire!
* Choose a 5-year plan that will help you develop an identity separate from your mentor’s
* Consider several related areas - one high risk and and one or more low risk
* Choose areas that have more than one funding source
Grants: If only it were the 1990’s Again!
* Apply for more than one
o Can submit same grant to several funding agencies or similar ones that overlap
* Apply for career development grants first
* Pursue institutional grants and foundations if appropriate
* Spend 3 or more months writing your first grant
o Have a draft available 1-2 months before due date
o Ask mentor and other colleagues to review
o Have a scientist in a related but different field read the grant for clarity of presentation of ideas
* Go for the R01 by the end of the 5-year plan
Building a Team That Works For You, Literally!
* Learn to lead
o You will make mistakes - learn from them
o Take leadership development courses
o Listen to your team
o Show trust and faith in your team members!
o Mistakes are made by all of us. Be forgiving and continue to trust.
o Don’t let emotions or sense of insecurity get in the way of doing the right thing for your team (we all have this starting at all stages of our career).
* Lead by example
* Identify individuals you can influence
o Make sure they have the personality to take direction from you
o Make sure they have qualities you value
o Make sure you can lead them to be the best they can be
Get the right people on the bus!
Key Point
* There are no special deals when it comes to people resources. Make sure they have the right experience to contribute to your team
* People resources are the single most important ingredient to success
* Develop a healthy work environment
* If you can’t do it on your own, hire someone to be your lab ambassador
* Get as many references as possible
* Ask everyone in your group and others with successful labs to interview candidates
* Reward valued team members with lunches, meetings, etc.
* Provide career development to your valued team members.
Healthy environments attract more good people to help you build and maintain a productive team!
Develop a reputation for leadership and fairness early!
You Are Your Best Advocate
* Promote yourself
o Discuss ideas with others
o Let colleagues know about your successes
o Offer to participate in meetings, etc
o Let colleagues know you are willing and available
* Let your boss know of your important successes
o Grant awards
o Accepted papers
o Abstract acceptances of high impact
* Develop a national reputation
o Get invited to national meetings by telling colleagues of interesting work
o Offer to present locally and at national meetings for visibility
o Get introduced to prominent individuals in your field
Senior scientists delight in interacting with enthusiastic, intelligient, honest, and creative young scientists who are the next leaders!
Women still have special issues (I can tell some stories!)
* My graduate student’s experience
* Women in science (am I the only one?)
* Postdoctoral fellows and junior faculty I know who get taken in by charming individuals disguised as mentors
* Our generation of men and women are making a difference
Pearls of Advise On How To Succeed in A Man’s World (from The Godfather)
* Just when I thought I was out, they pulled me back in!!!
* Keep your friends close, and your enemies closer!!!
* It ain’t personal, just business!!!
If you are going to fight for something, pick the right battles!
You can’t possible win them all!
If you don’t like someone, nominate them for something important!
If someone does something bad to you, don’t allow your emotions
to get in the way of how you deal with the situation!
HARDWORK
FOCUS
DETERMINATION
Don’t forget about a home life!
Physician-Scientist, Wife, and Mom
* Roadmap to successful
Inspiration
Role Models or Mentors
Hardwork
Focus
Determination
A balancing act!
Integrating a successful career with a home life
The road to success in anything is easier when you have a supportive partner!
Kids are the ultimate reminders of what is important in life!
Animals can be less demanding but loving substitutes!
Jumpstarting A Laboratory Research Career.ppt
Hematology, CRCL, Dermatology, Diabetes, Disease Prediction, ICU, Infectious disease, Kinetic dosing, Nutrition, Oncology, Drug Comparisons, Drip rate, Dieting / Exercise, Fluids and Electrolytes calculators are available here.
Read more...MedCalc: Pregnancy Due-Dates Calculator
General, Cardiology, Drugs / Pharm, Fluids / Electrolytes, Pulmonary, Renal calculators are also available here.
http://www.medcalc.com/pregnancy.html
Common laboratory values, Therapeutic Drug levels, Interpretation of lab results, Urinalysis etc.
Values given at this site are realistic.
http://www.globalrph.com/labs_home.htm
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