Mechanically Cloaked Multiphase Magnetic Elastomer Soft Composites for Wearable Wireless Power Transfer.

Wearable electronics allow for new and immersive experiences between technology and the human body, but conventional devices are made from rigid functional components that lack the necessary compliance to safely interact with human tissue. Recently, liquid inclusions have been incorporated into elastomer composites to produce functional materials with high extensibility and ultrasoft mechanical responses. While these materials have shown high thermal and electrical conductivity, there has been an absence of research into compliant magnetic materials through the incorporation of magnetic fluids.

Student preparedness characteristics important for clinical learning: perspectives of supervisors from medicine, pharmacy and nursing.

Background: Student perspectives of clinical preparedness have been studied in the literature, but the viewpoint of supervisors is limited. Hence, the aim was to examine the perspective of supervisors on the characteristics of health professional students important for preparedness for clinical learning.

Methods: This was a descriptive, questionnaire-based, cross-sectional study conducted at three higher education institutions in Malaysia.

Becoming a peer reviewer to medical education journals.

Background: Peer reviewing for medical education journals is an art, a privilege, a responsibility and a service to the profession. Writing a review report requires skills and commitment and takes time. Novice reviewers may be interested in participating in this service, but they might lack sufficient knowledge of their role as peer reviewers and the skills needed to conduct a comprehensive and fair review.

Twelve tips for constructing problem-based learning cases.

Background: One of the key elements for introducing a problem-based learning (PBL) programme is constructing good PBL cases. Good cases should reflect the educational principles of PBL including (a) integration of basic and clinical sciences together with professionalism and psychosocial components, (b) encouragement of discussion of cognitive domains such as identification of problems, generation of hypotheses, construction of an enquiry plan, weighing evidence for and against each hypothesis, interpretation of findings, construction of mechanisms, using evidence to refine the hypothesis and construction of a management plan, (c) encouragement of discussion of cases in small groups with an emphasis on student-centred learning, (d) promotion of collaborative learning and contribution of students to the case discussion and (e) encouragement of teamwork and self-directed learning strategies.

Aims And Methods: Despite the importance of construction of good PBL cases to the success of a PBL programme, the art of construction of these cases is understudied or described in the literature.

Distress levels and self-reported treatment rates for medicine, law, psychology and mechanical engineering tertiary students: cross-sectional study.

Objective: The aim of this research was to assess tertiary student distress levels with regards to (i) comparisons with normative population data, and (ii) the effects of discipline, year level, and student characteristics. Self-reported treatment rates and level of concern regarding perceived distress were also collected.

Method: Students from all six years of an undergraduate medical course were compared with samples from Psychology, Law and Mechanical Engineering courses at the University of Adelaide, Australia.

Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers' and students' satisfaction.

Introduction: The ability to deliver the traditional apprenticeship method of teaching clinical skills is becoming increasingly more difficult as a result of greater demands in health care delivery, increasing student numbers and changing medical curricula. Serious consequences globally include: students not covering all elements of clinical skills curricula; insufficient opportunity to practise clinical skills; and increasing reports of graduates' incompetence in some clinical skills.

Methods: A systematic Structured Clinical Coaching Program (SCCP) for a large cohort of Year 1 students was developed, providing explicit learning objectives for both students and paid generalist clinical tutors.

Students generating questions for their own written examinations.

Assessment partnerships between staff and students are considered a vital component of the student-centred educational process. To enhance the development of this partnership in a problem-based learning curriculum, all first-year students were involved in generating a bank of formative assessment questions with answers, some of which were included in their final written examination. Important principles to guide development of a sound methodology for such an assessment partnership have been described.

Clinical location and student learning: outcomes from the LCAP program in Queensland, Australia.

Background: Three students in the 3rd year of a graduate entry medical program self-selected to participate in a 1-year clinical placement, each with a rural general practitioner in central western Queensland, Australia.

Description: Students completed 32 weeks in a rural generalist community immersion medical program and were compared with matched students who completed their year in urban tertiary hospitals. Evaluations included teaching and learning opportunities, assessment of clinical competencies, and semistructured interviews.

The student voice: recognising the hidden and informal curriculum in medicine.

Background: While there has been broad-based recognition of the concepts of both the informal and the hidden curriculum, these elements have been poorly described in the medical education literature from the student perspective.

Methods: The Student Voice study used focus groups to explore student views of the informal and hidden curriculum, to establish the importance of this curriculum for the students, and to identify how students perceive the role of this curriculum in aiding their learning in medical school.

Results: Students recognised that the informal curriculum existed to a greater degree in Medicine than in other degree programs, and that it revolved around the processes of 'being' a doctor.

The assessment of student reasoning in the context of a clinically oriented PBL program.

Background: Doctors' clinical reasoning ability significantly impacts upon their level of clinical competence. Throughout medical training students are given the opportunity to develop their reasoning ability in order to become appropriately clinically competent by graduation.

Aim: To develop an instrument to assess students' reasoning ability on a written case-based question which was aligned to their learning in a PBL program.

Squamous cell carcinoma of the auricle and Mohs micrographic surgery.

Background: Squamous cell carcinoma (SCC) of the ear compared with SCC occurring at other skin sites has an increased incidence of recurrence following treatment.

Objective: To determine the following variables: patient age and gender, life status, tumor location, and recurrence rate following Mohs micrographic surgery (MMS).

Methods: The charts of 117 patients with 144 invasive SCCs of the auricle were reviewed.

The incidence of major complications from Mohs micrographic surgery performed in office-based and hospital-based settings.

Background: There has been significant interest in the safety of office-based surgery.

Objective: Our purpose was to compare the safety of Mohs micrographic surgery and related surgical repairs performed in office- and hospital-based settings.

Methods: The study included 3937 consecutive patients undergoing Mohs surgery.

Efficacy of narrow-margin excision of well-demarcated primary facial basal cell carcinomas.

Background: A 4-mm surgical margin of clinically normal skin is the current standard for elliptical excision of basal cell carcinomas (BCCs). However, a 4-mm surgical margin is often not feasible on the face because of cosmetic and functional concerns. As such, facial excisions of BCCs are typically performed with the appropriate margin determined by the surgeon based on clinical features of the tumor.

Surgical repair of temple defects after Mohs micrographic surgery.

Background: It is typically recommended that linear surgical closures follow a relaxed skin tension line (RSTL). In the temple, these lines generally run parallel to the orbital rim. However, closures parallel to RSTLs are not feasible for many medium and large surgical defects because of anatomic constraints.

Clinical appearance of full-thickness skin grafts of the nose.

Background: Full-thickness skin grafting (FTSG) is an option for reconstruction of nasal defects.

Objective: To correlate the clinical outcome of FTSG on the nose with donor site, location of the defect, and defect size.

Methods: Patients with FTSG on the nose following Mohs' micrographic surgery were enrolled.

Granular cell tumor of the heel treated with Mohs technique.

Background: Granular cell tumors, also known as granular cell myoblastomas, are uncommon neoplasms of unknown etiology. Most granular cell tumors are benign and present as solitary, painless dermal nodules of the head and neck. Few of these tumors are reported on the lower extremities and only eight cases of granular cell tumor of the foot have been reported.