Modelling the transient processes produced under heavy particle irradiation

A new model for the thermal spike produced by the nuclear energy loss, as source of transient processes, is derived analytically, for power law dependences of the diffusivity on temperature, as solution of the heat equation. The contribution of the ionizing energy loss to the spike is not included. The range of validity of the model is analysed, and the results are compared with numerical solutions obtained in the frame of the previous model of the authors, which takes into account both nuclear and ionization energy losses, as well as the coupling between the two subsystems in crystalline semiconductors. Particular solutions are discussed and the errors induced by these approximations are analysed.Comment: 13 page

Occurrence of an Ocean Sunfish (Mola mola) Larva in the Florida Current

During a yearlong ichthyoplankton survey conducted in the Florida Current, a single ocean sunfish, Mola mola, was found from the 284 samples and 1,454 identified specimens. This sunfish larva is one of only 17 on record from the Gulf of Mexico and northwest Atlantic

One Specialty’s Collaborative Approach to Competency-Based Curriculum Development

The authors describe a seven-step consensus development process used to create the two most recent editions of the Academic Pediatric Association’s (APA’s) educational guidelines for pediatric residency. The 1996 (printed) and 2004 (online) editions of the guidelines were designed as flexible tools to help residency programs meet changing accreditation requirements by providing lists of goals and objectives and objective-based evaluation tools. The guidelines were developed in seven steps: (1) centralized national leadership combined with coordinated, disseminated authorship, (2) clear definition of targeted users and repeated assessment of their needs, (3) incorporation of up-to-date information from the literature and national experts, (4) responsive consultation with the national Pediatric Residency Review Committee on the latest accreditation requirements, (5) wide distribution for prepublication review, to obtain broad organizational buy-in and end-user acceptance, (6) intensive dissemination and faculty development through multiple national workshops over several years, and (7) careful evaluation of utilization and user feedback. Representatives of all major organizations involved in pediatric education helped to refine the guidelines. User surveys conducted for the 1996 edition, and Web site user data collected for the 2004 edition, demonstrate that both editions have been used by most residency programs throughout the country. The authors believe that the multifaceted approach to consensus development and the customizable design of the curricular tools in the APA’s guidelines are directly associated with their broad national use. These methods may help to guide educators in other disciplines who are interested in developing and implementing educational products for national dissemination and use

Evaluation of the Use of an Interactive, Online Resource for Competency-Based Curriculum Development

Purpose To evaluate pediatric educators’ use of and satisfaction with the Academic Pediatric Association’s Educational Guidelines for Pediatric Residency. Method The authors used customized programming to document all registered users and downloaded files from the Guidelines Web site for a 30-month period after site completion. An online survey of volunteer users was conducted. Results Between July 2005 and December 2007, 1,747 individuals registered on the Web site, and 8,754 files were downloaded. Registrants who downloaded files (n = 1,239) represented 97% of the pediatric residency programs in 2008 that were approved by the Accreditation Council for Graduate Medical Education. During 30 months, the frequency of downloads remained robust, peaking each spring. Curriculum-building tools were downloaded by 97% of programs using the site; the majority chose predesigned formats rather than self-selected lists of goals and objectives. Resident evaluation forms and tutorials were downloaded less frequently. A survey was completed by 111 site users, who indicated that the Guidelines tools were useful for Residency Review Committee site visit preparation. Most respondents said that the curriculum-building tools were easy to use, adaptable, and helpful in integration of competencies into residency programs. Respondents rated tutorials highly for educational content and clarity

Identifying Gaps in the Performance of Pediatric Trainees Who Receive Marginal/Unsatisfactory Ratings

Purpose To perform a derivation study to determine in which subcompetencies marginal/unsatisfactory pediatric residents had the greatest deficits compared with their satisfactorily performing peers and which subcompetencies best discriminated between marginal/unsatisfactory and satisfactorily performing residents. Method Multi-institutional cohort study of all 21 milestones (rated on four or five levels) reported to the Accreditation Council for Graduate Medical Education, and global marginal/unsatisfactory versus satisfactory performance reported to the American Board of Pediatrics. Data were gathered in 2013–2014. For each level of training (postgraduate year [PGY] 1, 2, and 3), mean differences between milestone levels of residents with marginal/unsatisfactory and satisfactory performance adjusted for clustering by program and C-statistics (area under receiver operating characteristic curve) were calculated. A Bonferroni-corrected significance threshold of .0007963 was used to account for multiple comparisons. Results Milestone and overall performance evaluations for 1,704 pediatric residents in 41 programs were obtained. For PGY1s, two subcompetencies had almost a one-point difference in milestone levels between marginal/unsatisfactory and satisfactory trainees and outstanding discrimination (≥ 0.90): organize/prioritize (0.93; C-statistic: 0.91) and transfer of care (0.97; C-statistic: 0.90). The largest difference between marginal/unsatisfactory and satisfactory PGY2s was trustworthiness (0.78). The largest differences between marginal/unsatisfactory and satisfactory PGY3s were ethical behavior (1.17), incorporating feedback (1.03), and professionalization (0.96). For PGY2s and PGY3s, no subcompetencies had outstanding discrimination. Conclusions Marginal/unsatisfactory pediatric residents had different subcompetency gaps at different training levels. While PGY1s may have global deficits, senior residents may have different performance deficiencies requiring individualized counseling and targeted performance improvement plans

Competent for Unsupervised Practice: Use of Pediatric Residency Training Milestones to Assess Readiness

Purpose To describe clinical skills progression during pediatric residency using the distribution of pediatric milestone assessments by subcompetency and year of training and to determine reasonable milestone expectations at time of graduation. Method Multi-institutional cohort study of the milestones reported to the Accreditation Council for Graduate Medical Education for all 21 pediatric subcompetencies. Most subcompetencies were measured using five milestone levels (1 = novice, 2 = advanced beginner, 3 = competent, 4 = proficient, 5 = master); 3 subcompetencies had only four levels defined. Results Milestone assessments for 2,030 pediatric residents in 47 programs during academic year 2013–2014 were obtained. There was significant variation in end-of-year milestone ratings for residents within each level of training, which decreased as training level increased. Most (78.9%; 434/550) graduating third-year pediatric residents received a milestone rating of ≥ 3 in all 21 subcompetencies; fewer (21.1%; 116/550) received a rating of ≥ 4 in all subcompetencies. Across all training levels, professionalism and interpersonal communication skills were rated highest; quality improvement was rated lowest. Conclusions Trainees entered residency with a wide range of skills. As they advanced, skill variability within a training level decreased. Most graduating pediatric residents were still advancing on the milestone continuum toward proficiency and mastery, and an expectation of milestone ratings ≥ 4 in all categories upon graduation is unrealistic; milestone ratings ≥ 3 upon graduation may be more realistic. Understanding current pediatric residents’ and graduates’ skills can help to identify key areas that should be specifically targeted during training

Hydrogen and Carbon Nanotubes from Pyrolysis-Catalysis of Waste Plastics: A Review

More than 27 million tonnes of waste plastics are generated in Europe each year representing a considerable potential resource. There has been extensive research into the production of liquid fuels and aromatic chemicals from pyrolysis-catalysis of waste plastics. However, there is less work on the production of hydrogen from waste plastics via pyrolysis coupled with catalytic steam reforming. In this paper, the different reactor designs used for hydrogen production from waste plastics are considered and the influence of different catalysts and process parameters on the yield of hydrogen from different types of waste plastics are reviewed. Waste plastics have also been investigated as a source of hydrocarbons for the generation of carbon nanotubes via the chemical vapour deposition route. The influences on the yield and quality of carbon nanotubes derived from waste plastics are reviewed in relation to the reactor designs used for production, catalyst type used for carbon nanotube growth and the influence of operational parameters