Publications by authors named "A Kuper"

This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors provide advice to junior researchers who wish to become- and to be seen as- members of the health professions education (HPER) community.

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Purpose: PSMA-PET is a reference standard examination for patients with prostate cancer, but even using recently introduced digital PET detectors image acquisition with standard field-of-view scanners is still in the range of 20 min. This may cause limited access to examination slots because of the growing demand for PSMA-PET. Ultra-fast PSMA-PET may enhance throughput but comes at the cost of poor image quality.

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Article Synopsis
  • 124-iodine (I) is essential for PET diagnostics and therapy in differentiated thyroid cancer (DTC), but detecting small lesions (<10 mm) poses significant challenges due to low iodine uptake.
  • The study aimed to evaluate the effectiveness of non-time-of-flight (TOF) PET/MRI in identifying and quantifying small DTC lymph node lesions under difficult imaging conditions.
  • Results indicated that longer acquisition times, higher activity concentrations, and advanced reconstruction algorithms improved lesion visibility, with the smallest detectable size of 3.7 mm only visible under optimal settings.
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Adv Health Sci Educ Theory Pract

November 2024

This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, we address the dilemma of engaging with foundational works versus depending on summary articles. We argue that an over-dependence on secondary sources can lead to prejudices and unquestioned assumptions, and limit the constructive development of our field.

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Background/objective: In implementing competence-based medical education (CBME), some Canadian residency programmes recruit clinicians to function as Academic Advisors (AAs). AAs are expected to help monitor residents' progress, coach them longitudinally, and serve as sources of co-regulated learning (Co-RL) to support their developing self-regulated learning (SRL) abilities. Implementing the AA role is optional, meaning each residency programme must decide whether and how to implement it, which could generate uncertainty and heterogeneity in how effectively AAs will "monitor and advise" residents.

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