Is the study prospective or retrospective? Blinded? Placebo-controlled? Randomized? Were the inclusion/exclusion criteria clearly stated? Will these affect the results?

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Journal Club 2

Requirements for APPE Journal Club

The purpose of the journal club is to educate the student to critically evaluate the literature. The article to be reviewed will be approved by the preceptor. The article should be distributed to the
students and preceptors 3-4 days prior to the presentation.
Below is a helpful checklist for critique of a journal article (this list is not complete and students are urged to identify other weaknesses or strengths of the study in addition to those listed here):

Objectives/Introduction
• Are the objective(s) clearly stated? What questions are to be answered?
• Is there a brief review of previous work and background on why the study was done?

Methodology
• Is the study prospective or retrospective? Blinded? Placebo-controlled? Randomized?
• Were the inclusion/exclusion criteria clearly stated? Will these affect the results?
• Were doses, schedules, and duration of drug treatment adequate and comparable?
• Were washouts used? Were they of sufficient length?
• Was concurrent therapy allowed? Was it controlled and detailed in the article?
• Were the outcome measures subjective or objective? Were they appropriate for the desired endpoint(s)?
• How long were the subjects followed? Was it long enough?
• Was the number of subjects adequate? Are the groups comparable?

Statistics
• What is considered statistically significant?
• What is the power of the study?
• Are the methods appropriate for the source and nature of the data?

Results
• Were the results clearly, accurately, and adequately presented?
• Were all of the findings presented?
• Were the dropouts accounted for?
• Were the results relevant to the study objective?
• What do the tables/figures show?

Discussions/Conclusions
• Does a statistically significant difference imply clinical significance?
• Were valid conclusions drawn based upon the results presented? You should critique the authors’ conclusions, not just list them (ie. do you think they were appropriate and supported
by the results of the study).
• Do the authors place the results into perspective with previous trials, comparing and

• Does the discussion outline the shortcomings of the study? You should identify any additional shortcomings AND critique the validity of the authors’ discussion of their studies limitations (is their discussion unbiased and rigorous?).

• What is the place of the findings in current therapy? What population (if any) do they apply? You should both critique the author’s conclusion (do you agree or disagree with it) and provide your own conclusion (i.e., an overview of the impact of the article on pharmacy practice and if there are any fatal flaws in the study (A fatal flaw is one that causes you not to accept the outcome of the study (i.e., a serious problem with methodology, clear bias, etc.)

Define the differences between Micro-level and Macro-level theories in ageing. Include an example of each type. Which type do you believe best describes the issues in aging?

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STUDYING AGING

Define the differences between Micro-level and Macro-level theories in ageing. Include an example of each type. Which type do you believe best describes the issues in aging? Must use one citation/source from text book.

Is the study prospective or retrospective? Blinded? Placebo-controlled? Randomized? Were the inclusion/exclusion criteria clearly stated? Will these affect the results? Were doses, schedules, and duration of drug treatment adequate and comparable?

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Requirements for APPE Journal Club

The purpose of the journal club is to educate the student to critically evaluate the literature. The article to be reviewed will be approved by the preceptor. The article should be distributed to the students and preceptors 3-4 days prior to the presentation.
Below is a helpful checklist for critique of a journal article (this list is not complete and students are urged to identify other weaknesses or strengths of the study in addition to those listed here):

Objectives/Introduction
• Are the objective(s) clearly stated? What questions are to be answered?
• Is there a brief review of previous work and background on why the study was done?

Methodology
• Is the study prospective or retrospective? Blinded? Placebo-controlled? Randomized?
• Were the inclusion/exclusion criteria clearly stated? Will these affect the results?
• Were doses, schedules, and duration of drug treatment adequate and comparable?
• Were washouts used? Were they of sufficient length?
• Was concurrent therapy allowed? Was it controlled and detailed in the article?
• Were the outcome measures subjective or objective? Were they appropriate for the desired endpoint(s)?
• How long were the subjects followed? Was it long enough?
• Was the number of subjects adequate? Are the groups comparable?

Statistics
• What is considered statistically significant?
• What is the power of the study?
• Are the methods appropriate for the source and nature of the data?

Results
• Were the results clearly, accurately, and adequately presented?
• Were all of the findings presented?
• Were the dropouts accounted for?
• Were the results relevant to the study objective?
• What do the tables/figures show?

Discussions/Conclusions
• Does a statistically significant difference imply clinical significance?
• Were valid conclusions drawn based upon the results presented? You should critique the authors’ conclusions, not just list them (ie. do you think they were appropriate and supported by the results of the study).
• Do the authors place the results into perspective with previous trials, comparing and contrasting results?
• Does the discussion outline the shortcomings of the study? You should identify any additional shortcomings AND critique the validity of the authors’ discussion of their studies
limitations (is their discussion unbiased and rigorous?).
• What is the place of the findings in current therapy? What population (if any) do they apply?

You should both critique the author’s conclusion (do you agree or disagree with it) and provide your own conclusion (i.e., an overview of the impact of the article on pharmacy practice and if there are any fatal flaws in the study (A fatal flaw is one that causes you not to accept the outcome of the study (i.e., a serious problem with methodology, clear bias, etc.)

For each of these six sections, list two facts that you learned.

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Inside the Teenager Brain

After completing the online tutorial Inside the Teenage Brain at

  • http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/

By clicking on “View the Full Program online”. The page that will appear show one long video of six sections. The new section is indicated by a white dot. You will see the white dots once you press play.

1) Teenagers’ inexplicable behavior
2) The Wiring of the Brain
3) Mood Swings
4) You Just Don’t Understand
5) From Zzzzz’s to A’s
6) Are There Lessons for Parents?

For each of these six sections, list two facts that you learned. The format for your paper should be as follows: list the title of each section and then your facts. Submit your paper on the Module 2
Assignment link. Only source that should be cited is the video. *10 points

Link to video: https://www.pbs.org/wgbh/frontline/documentary/inside-the-teenage-brain/?

How is water soluble contrast media excreted from the body? What are the three (3) main injection routes for parenteral administration of contrast media?

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RADT 1020: Skeletal and Systems Radiography

Assignment 1 – Contrast Media = 30 points
1. Define each term and describe how it relates to radiographic contrast media. (7 points)

a) extravasation
b) urticaria
c) dysrhythmia
d) paramagnetic
e) carrier molecule
f) flocculation
g) hydrophilic

2. Draw a diagram that illustrates the following chemical configurations of iodine–based contrast agents. (4 points)
a) ionic monomer
b) ionic dimer
c) non–ionic monomer
d) non–ionic dimer

3. How is water soluble contrast media excreted from the body? (1 point)

4. What are the three (3) main injection routes for parenteral administration of contrast media? (3 points)

5. Why might an oil–based contrast agent be used? (1 point)

6. Compare the osmolality of water soluble contrast media to the body’s osmolality. (3 points)

7. Contrast media is known to cause vasodilation. Describe the processes that lead to this result. (2 points)

8. Why is barium contraindicated in the case of GI perforation? (2 points)

9. What risks does iodine based contrast media present for patients with renal disease? (2 points)

10. True or False? If false, provide a brief explanation. (5 points)
a) Positive contrast agents are radiopaque
b) Barium Sulphate is soluble in water.
c) The higher the iodine concentration in contrast media the greater the risk of an adverse reaction.
d) Heating iodine–based contrast media to body temperature decreases viscosity.
e) Patients can be pre–medicated with steroids and antihistamines to reduce allergic reactions to contrast media.

Develop and consolidate students’ knowledge and understanding of their role in public health, resilience and emergency preparedness.

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The Paramedic role in public health resilience and emergency preparedness

The summative assessment will be a 2,000-word report. You will review a major incident or public health issue and critically analyse and evaluate the role of the paramedic, recommendations from an incident or public health issue and consider the impact on your and future professional Paramedic practice

Module Aims:
 Develop and consolidate students’ knowledge and understanding of their role in public health, resilience and emergency preparedness.

Learning Outcomes: Personal & Transferable
 Report writing skills to provide a succinct analysis and implications for practice from a professional perspective.

Research, Knowledge & Cognitive Skills
 Critically engage and evaluate appropriate reports, literature, and policy from a range of sources to explore the skills, knowledge and professional issues for practice.

Professional Skills
 Engage and comment on appropriate evidence and report on implications for professional practice.

Indicative Content:
 Triage systems at major incidents
 Role of the paramedic in a major incident
 Role of specialist teams in major incidents
 Communication during a major incident
 Business continuity, escalation, and resilience plans
 Role of the paramedic in public health
 Role of the paramedic in health promotion

Construct links between pathophysiology, etiology, risk factors, clinical manifestations, diagnosis and treatment which reflect the level of understanding you will be required to articulate clinically. You

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RHEUMATOID ARTHRITIS

Construct links between pathophysiology, etiology, risk factors, clinical manifestations, diagnosis and treatment which reflect the level of understanding you will be required to articulate clinically. You must be able to give evidence-based advice, within your scope of practice, which serves to educate the patient and close gaps in health care. Long story short, you need to read over the study case and answer the five questions linking the history of the patient with your own clinical knowledge.

Discuss 5 important facts you found interesting in “Preventing Drug Use in Children and Adolescents” by the National Institutes and Health”.

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Preventing Drug Use in Children and Adolescents

1) Discuss 5 important facts you found interesting in “Preventing Drug Use in Children and Adolescents” by the National Institutes and Health”.
2) Each fact should be discussed in a paragraph. Each paragraph should be a minimum of 4 sentences each.
3) Must use Microsoft Word

What determines the immunity of a person against coronavirus?

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DISCUSSION QUESTION

What determines the immunity of a person against coronavirus?

Perform complex scientific tests on patient samples while working in the medical field. Monitor patient outcomes, analyze biological specimens, and report results to physicians.

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Qualifications Summary

Dedicated, self-motivated and academically inclined individual with knowledge and desire to work in the medical field within a hospital or a laboratory setting. Possess excellent communication, time management, analytical, and organizational skills. Able to quickly learn and apply new skills, techniques, and technologies. Proficient in MS Word, Excel, Outlook and PowerPoint. Passionate about understanding scientific basis of traditional and modern diagnostic tests to undertake leading-edge research. Well prepared to excel in a challenging Medical Laboratory Scientist role.

Medical Laboratory Science
♦ Understanding of laboratory practices, safety standards, and regulatory compliance.
Research & Development
♦ Competent in conducting experiments, interpreting test data, and leading research projects in the capacity of teacher/facilitator.
Statistical Analysis
♦ Knowledge of building statistical models and providing valuable insights via data analytics.
Problem-Solving
♦ Skilled at identifying and resolving complex issues promptly.
Professional Experience
Rutgers School of Health Professions, Newark, NJ 2022 – Present

Medical Laboratory Science Student
Perform complex scientific tests on patient samples while working in the medical field. Monitor patient outcomes, analyze biological specimens, and report results to physicians. Read written materials, charts, graphs, and instrument scales. Identify objects macroscopically and microscopically. Utilize high-precision lab equipment, cell counters, and microscopes. Actively participate in professional society to the best of the ability.
● Successfully achieved a GPA of 4 in academic courses.
● Demonstrated passion for patient care and ethical considerations.
● Commended for the ability to do well in leadership roles by liaising with all lab members.

Supervised CAS (Creativity, Activity, Service) activities, labs and dissertations as part of the curriculum. Reviewed students’ essays, marked assessments and maintained tutoring records to adjust instructions. Arranged appointments with parents to discuss student progress and classroom behavior. Aided in grading and completing assignments, tests, and homework. Uploaded students’ grades and absence data into the computer system. Attended student associations.
● Identified lagging skills, corrected weaknesses, and led MYP “Personal Project”.
● Guided, motivated, mentored, and prepared senior students for examinations and tests.
● Developed clarity of purpose in students’ minds about professional choices and academic goals.

Created educational materials to structure biology curriculum while meeting the special needs of students. Prepared lectures, lesson plans, and experiments for optimum learning. Implemented laboratory activities and developed biological concepts. Fostered appreciation for biology and science. Built and maintained positive relations with students.
● Improved education curriculum using the latest instructional techniques, plans, and technologies.
● Designed high school curriculum for Biology and taught multiple subjects.
● Ran Science & Technology Club and worked with faculty to organize various student carnivals and music shows.

Instructed students in subject-specific classrooms using lectures, technologies, and learning experiences. Designed, developed, and delivered quality lesson plans and curricula that adhere to national and school guidelines. Modeled expected behavior to establish and maintain an orderly, disciplined classroom. Played a significant role in the annual school concerts, VIVA. Conducted several competitions, workshops, and debates for students.

● Engaged and motivated students by creating imaginative presentations, ensuring interesting delivery and providing meaningful feedback.
● Directed school plays such as State of Arts and Tale Spin.