Mechanisms of vascular dysfunction in the interleukin-10–deficient murine model of preeclampsia indicate nitric oxide dysregulation

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Los ingresos ectópicos y su relación con la aparición de complicaciones y estancias prolongadas

Objective

To analyze the relationship between the type of hospital admission (outlier and non-outlier admissions) and the appearance of clinical complications and the average stay.

SEOM clinical guideline thyroid cancer (2019)

Clinical and Translational Oncology - Thyroid carcinoma is the most frequent endocrine malignancy and accounts for around 3% of global cancer incidence. Different histologies and clinical scenarios...     

Potentially inappropriate prescriptions of anticholinergic medications in patients with closed-angle glaucoma

International Ophthalmology - Glaucoma is the leading cause for blindness after cataracts worldwide. The aim was to identify anticholinergic drugs prescribed to patients diagnosed with closed-angle...     

Value of robotic-assisted technique in redo gastrojejunostomy for severe stenosis after gastric bypass

Development of gastrojejunal stricture following Roux-en-Y gastric bypass (RYGB) leads to an increase in morbidity and adverse effects, such as abdominal p     

An online app platform enhances collaborative medical student group learning and classroom management

Purpose: The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School.

Methods used: The authors utilized the Google “Blogger”, “Forms”, “Flubaroo”, “Sheets”, “Docs”, and “Slides” apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded.

Results: Thirty-two (73%) of the students reported that “Blogger” was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the “Forms/Flubaroo” grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of “Slides” to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. “Docs” helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment.

Conclusions: The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.