Medical College of Georgia (MCG)http://hdl.handle.net/10675.2/942024-03-23T13:57:48Z2024-03-23T13:57:48ZPlos One Transient Plasma Membrane Disruption Induced Calcium Waves in Mouse and Human Corneal Epithelial Cells - Figure Data FilesZhong, ChenLu, XiaowenWatsky, Mitchellhttp://hdl.handle.net/10675.2/6251192024-03-08T01:57:20ZPlos One Transient Plasma Membrane Disruption Induced Calcium Waves in Mouse and Human Corneal Epithelial Cells - Figure Data Files
Zhong, Chen; Lu, Xiaowen; Watsky, Mitchell
Data Files for figures 2-6 in manuscript titled "Transient Plasma Membrane Disruption Induced Calcium Waves in Mouse and Human Corneal Epithelial Cells" published in PLOS ONE.
Winner of the Georgia Cancer Center's Unite in the Fight CompetitionSligh, Brookeyhttp://hdl.handle.net/10675.2/6248822024-02-20T16:34:57Z2023-10-15T00:00:00ZWinner of the Georgia Cancer Center's Unite in the Fight Competition
Sligh, Brookey
Skin Cancer Video Presentation: Winner of the Georgia Cancer Center's Unite in the Fight Competition
2023-10-15T00:00:00ZThe Effect of Buccal versus Vaginal Misoprostol on Time to Favorable Simplified Bishop ScoreRice Thompson, SonyaAllen, Jenniferhttp://hdl.handle.net/10675.2/6244372022-11-10T01:57:58Z2020-06-01T00:00:00ZThe Effect of Buccal versus Vaginal Misoprostol on Time to Favorable Simplified Bishop Score
Rice Thompson, Sonya; Allen, Jennifer
OBJECTIVE: To evaluate whether buccal or vaginal Misoprostol provides a statistically significant shorter time interval to a favorable simplified Bishop score, and to determine if there is a significant difference in time to delivery between these two modes of administration. DESIGN: Retrospective cohort study via chart review SETTING: Augusta University, Augusta, Georgia PATIENTS: Mothers who delivered full term singleton gestations after being admitted for induction of labor at Augusta University from January 1, 2015 to July 31, 2018 with an initially unfavorable simplified Bishop score on cervical exam. Exclusion criteria: (1) Favorable initial simplified Bishop score (>5) at the time of onset of induction of labor, (2) multiple gestation, (3), pre-term gestation and (4) use of multiple different modalities for cervical ripening. INTERVENTION: Medical records were reviewed to determine if mothers meeting the criteria above had a statistically significant difference in time to favorable simplified Bishop score using vaginal versus buccal Misoprostol and/or a statistically significant difference in time to delivery. MAIN OUTCOME MEASURE: The primary outcome was time to favorable simplified Bishop score (>5). The secondary outcome was time to delivery. RESULTS: • Primary outcome- no significant difference between the buccal and vaginal groups in median time from initial Misoprostol dose to time of favorable simplified Bishop score (p=0.371). • Secondary outcome- no significant difference between the buccal and vaginal groups in median time from initial Misoprostol dose to time of delivery (p=0.371). • No significant difference in complication rate between the buccal and vaginal groups (p=0.199).
bishop score; misoprostol
2020-06-01T00:00:00ZEctopic Pregnancy Interactive ModelFambrough, JAllen, JLatif, EEdmondson, Ahttp://hdl.handle.net/10675.2/6244282022-10-05T01:37:50Z2017-03-01T00:00:00ZEctopic Pregnancy Interactive Model
Fambrough, J; Allen, J; Latif, E; Edmondson, A
Ectopic pregnancy accounts for 2% of all first-trimester pregnancies, and it is the number one cause of maternal death in the first trimester. Women present with ectopic pregnancies across the nation, and it is imperative for future healthcare providers to identify these patients, rule out other diagnoses, and treat them in a time sensitive manner. Most educational materials regarding ectopic pregnancy are limited to textbooks and printed literature, yet the current generation of healthcare students is more responsive to interactive, feedback-driven, learning options. Studies regarding medical student education show that motivational processes are undervalued in curriculum development and stimulating motivation can influence outcomes of curriculum performance. It has been shown that intrinsic motivation (i.e., learning for the sake of learning and patients) leads to better performance and well being. Interactive modules enable students to make decisions without the repercussions of an incorrect answer, and they are encouraged to actively learn from mistakes and successes.
2017-03-01T00:00:00Z