The Tech Sample Program

Abstract

Lifelong learning is integral to the practice of histopathology. Today's environment in the laboratory and classroom requires the use of educational tools that intrigue and benefit all learner groups. Students and staff alike have unique styles for gaining pertinent knowledge in the evolving field of histology. Multimedia tools can assist in identifying needs-based educational development and bridge opportunities for delivering content for quality-driven competency assessments. Learning styles most associated with adult learning are visual, auditory and kinesthetic. Since most individuals learn best by a combination of the three learning styles, multimedia tools can enhance any learning experience. From the novice student to the experienced technical staff seeking continuing education for certification maintenance and/or life-long learning, these multimedia tools can be vital to histology education in any setting. (The J Histotechnol 33(2):77–83, 2010)

Submitted March 26, 2009; accepted May 11, 2010.     

The case of Powhatan Correctional Center/Virginia Department of Corrections and Virginia Commonwealth University/Medical College of Virginia.

OBJECTIVE: To implement a cost/benefit analysis of telemedicine subspecialty care provided between the Powhatan Correctional Center (PCC) of the Virginia Department of Corrections (Corrections) and the Medical College of Virginia campus of Virginia Commonwealth University (MCV/VCU). METHODS: We evaluated the costs and benefits of the implementation of telemedicine for HIV-positive inmates. Benefits included dollar savings in transportation and medical reimbursement. Costs included those of operating the telemedicine system and of medical care. Non-dollar benefits included implementing more consistent and timely treatment of inmates and reducing security risk. RESULTS: Over the 7-month study period, the total number of HIV consults by telemedicine was 165. The Department of Corrections was able to achieve transportation and medical savings of $35,640 and $21,123, respectively. The operating costs for the telemedicine services totaled $42,277. The net benefit, which is the difference between cost savings and total operating costs, was $14,486. CONCLUSION: Telemedicine increased access to care for HIV-positive inmates and generated cost savings in transportation and care delivery.     

BioMEMS Education at Louisiana Tech University

A course in BioMEMS was recently taught at the senior undergraduate and graduate level at Louisiana Tech University and the Institute for Micromanufacturing. The course focused on the basic principles and applications of MEMS technology in the area of biomedical microsystems. The course was well received and had an enrollment well above that expected. Student feedback and a review of the course evaluations indicated that the course was effective in achieving its aims. A poster session involving the presentation of student design projects at the end of the course proved to be a highlight and a valuable experience for all involved. While the course proved successful, suggestions for improvement of the course are outlined and a summary of student responses is presented. An overview of a BioMEMS short course based on the University course is also presented.     

The Virginia Racial Integrity Act revisited: the Plecker-Laughlin correspondence: 1928-1930

Correspondence between Walter Ashby Plecker, Virginia State Registrar of Vital Statistics between 1912 and 1938, and Harry Hamilton Laughlin, Superintendent of the Eugenics Record Office at Cold Spring Harbor between 1910 and 1939, provides evidence of efforts to enforce the Virginia Racial Integrity Act of 1924. After antimiscegenation policy is placed in a historical context, excerpts from the letters are offered to demonstrate the zeal with which one state official pursued this "eugenic" policy.     

The Medical Academic Advancement Program at the University of Virginia School of Medicine.

Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.