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Join our community by creating a free and safe PubPub Account:
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Academic Entrepreneurship for Medical and Health Scientists, is a free open education resource that can be used asynchronously in courses, workshops, pilot grant programs, and by individuals.

Who is an academic entrepreneur?
Faculty, staff, or students turning observations in the laboratory, clinic, and community into interventions that improve the health of individuals and the public and seeking to:

- patent and/or license their work
- spin-out or spin-in ventures based on evidence
- collaborate with industry to realize impact

5 Primary Domains: Over 500 pages of content

- Academia
- People
- Ideation
- IP/Regulation
- Finance

How do I use this book at my institution?
If you identify faculty teaching biomedical entrepreneurship at your institution (classes, workshops, etc.), we can reach out, assist with suggesting chapters relevant to their syllabus if interested, and provide optional tracking data so they can view their students’ access/use of the material. Contact us! https://www.med.upenn.edu/apps/faculty/index.php/g275/p12240

I want to contribute!
This is a living e-book which is publicly available and licensed with creative commons. It has potential for frequent updates and we welcome contributions from new authors. Contact us! https://www.med.upenn.edu/apps/faculty/index.php/g275/p12240

Other Formats:
Are you a visual learner? Try our interactive Prezi: https://www.bit.ly/AcadEnt

Academic Journal of Surgery (AJS) is the official scientific journal of Research Center for Improvement of Surgical Outcomes & Procedures (RCISOP) affiliated to Tehran University of Medical Sciences. AJS is an open access, peer-reviewed, and quarterly journal that considers for publication articles in all fields and specialties of surgery in English language. This journal has both online and print versions and no charges are levied for publication.

Currently, AJS is indexed and abstracted in: Citefactor, UlrichsWeb, Index Copernicus (IC), Directory of Research Journal Indexing (DRJI), Google Scholar, International Committee of Medical Journal Editors (ICMJE), Open Academic Journals Index (OAJI), Advanced Science Index (ASI), Unversal Impact Factor (UIF), Directory of Abstract Indexing for Journals (DAJI), JournalTOCs, Electronic Journal Library (EZB), Scientific Indexing Services (SIS), AcademicKeys, Research Bible, InfoBase Index, Cosmoc Impacr Factor, Scholar Steer, Magiran, and IranMedex.

AJS focuses on all fields and specialties of surgery including General Surgery, Orthopedic Surgery, Pediatric Surgery, Neurosurgery, Plastic Surgery, Cardiothoracic Surgery, Vascular Surgery, Endocrine Surgery, GI Surgery, Colorectal Surgery, Urology, Surgical Oncology, Radiology, Anaesthesia, Trauma Services, ENT, particularly about surgical practice and research. Content includes Original Articles, Systematic Review or Meta-Analysis, Review Articles, Case Reports, Letters to the Editor, Clinical Trials and Health Policy Challenge.

This lesson is designed to help students learn to access health care on their own.

This lesson is designed to help students learn to access health care on their own.

Training for Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions

Short Description:
A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Accountability and Repairing Relationships is a series of four 90-minute workshops for individuals who have been informed that they have caused harm in the context of sexual violence. Designed for one-on-one or small group facilitation, learners are guided through information and reflection activities that help them recognize the harm they have caused, learn how to be accountable, and develop the skills needed to build better relationships and support a safe and healthy campus. (The slide deck that accompanies this resource can be downloaded from the Introduction).

Long Description:
A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Accountability and Repairing Relationships is a series of four 90-minute workshops for individuals who have been informed that they have caused harm in the context of sexual violence. Designed for one-on-one or small group facilitation, learners are guided through information and reflection activities that help them recognize the harm they have caused, learn how to be accountable, and develop the skills needed to build better relationships and support a safe and healthy campus. (The slide deck that accompanies this resource can be downloaded from the Introduction).

Word Count: 22412

ISBN: 978-1-77420-104-6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This lesson explains how to accurately read a graduate that are used in healthcare settings.  This presentation introduces some beginning concepts on what is out put and what is the signficance of accurately measuring it when providing care.  Then the lesson continues into explaining how to accurately read 3 different types of graduates in ounces, ml, and cubic centimeters.  Then provides three practice problems with answers provided.

Short video on the bicarbonate ion buffer system for acid-base balance for anatomy and physiology.

The most important property of carboxylic acids, an the one that is responsible for naming them such, is their acidity. An acid is any compound that donates a hydrogen ion (H+, also called a proton) to another compound, termed a base. Carboxylic acids to this much more readily than most other classes of organic compounds, so they are said to be stronger acids, even though they are much weaker than the most important mineral acids -- sulfuric acid (H2SO4), nitric acid (HNO3), and hydrochloric acid (HCl).

The Acoustics of Speech and Hearing is an H-Level graduate course that reviews the physical processes involved in the production, propagation and reception of human speech. Particular attention is paid to how the acoustics and mechanics of the speech and auditory system define what sounds we are capable of producing and what sounds we can sense. Areas of discussion include:

the acoustic cues used in determining the direction of a sound source,

the acoustic and mechanical mechanisms involved in speech production and

the acoustic and mechanical mechanism used to transduce and analyze sounds in the ear.

This reading list is an example of curated readings using free and/or fair use resources.

Training for Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions

Short Description:
A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Active Bystander Intervention is a 90-minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training helps learners acquire the knowledge and skills needed to recognize and intervene in an incident of sexual violence as well as discuss strategies for creating a safer campus community. Uses the 4D’s (Direct, Distract, Delegate, Delay) Active Bystander Intervention Model. (The slide deck that accompanies this resource can be downloaded from the Introduction.)

Long Description:
A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Active Bystander Intervention is a 90-minute workshop for all members of the campus community: students, faculty, administrators, and staff.

This training helps learners acquire the knowledge and skills needed to recognize and intervene in an incident of sexual violence as well as discuss strategies for creating a safer campus community. Uses the 4D’s (Direct, Distract, Delegate, Delay) Active Bystander Intervention Model. (The slide deck that accompanies this resource can be downloaded from the Introduction.)

Word Count: 23063

ISBN: 978-1-77420-106-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Here is a weekly activity log template to help students record their weekly physical activity.

The following web linked module is an instructive learning interaction on Actue Mountain Sickness. Students will learn how to identify the signs and symptoms of altitude sickness, acclimatization and the importance of barometric pressure, and safety strategies to prevent AMS. A teacher guide for additional classroom interaction is also included. 

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Some pain after a major operation is expected -- but some patients suffer more than others. More than 60% of surgical patients have moderate-to-severe postoperative pain, potentially predisposing them to persistent postsurgical pain. But who falls into which category? To better predict patients’ pain -- and thereby provide better treatment -- researchers at the University of Florida studied a large group of surgical patients to identify different pain trajectories. The team’s work published in _Anesthesiolog_y revealed five distinct patterns determined in large part by patient-specific factors such as age, sex, and psychologic features. The researchers monitored patents’ pain reports for 7 days in 360 patients recovering from a variety of different surgeries. Pain was evaluated using the [Brief Pain Inventory], which asks for a patient’s average, worst, and least pain in the last 24 hours on a scale from zero to 10..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Chelsey Loomis and Abby DepreyDate: January 28, 2018                                                   Grade Level: 6-8Concept: Basketball Shooting and PassingObjectives:Students will be able to demonstrate understanding of the concept of shooting a basketball by standing at a certain distance from a basketball hoop and shooting a ball in the direction of the hoop at least 5 times in a row. Students will be able to demonstrate understanding of the concept of passing a basketball to a partner by standing a certain distance from a partner and passing a ball in the direction of that person at least 5 times in a row. Students will be able to demonstrate an understanding of catching a basketball by attempting to catch a ball thrown at them at least 5 times in a row. Introduction:Two videos will be shown to the class prior to beginning the lesson. The first video is of a high school special needs basketball player who makes an incredible shot in his only game ever played. The second video is of a basketball game played entirely with students who have various disabilities. Both video links are provided and should provide motivation for the class to play basketball. https://www.youtube.com/watch?v=nUztRvfhDT8https://www.youtube.com/watch?v=oJFr5KVdEXA Vocabulary:Chest Pass- the basketball is passed directly from the passer 's chest to the receiver 's chest.Bounce Pass- the basketball bounces about two-thirds of the way from the passer to the receiver.Overhead Pass- the player holds the ball over their head with both hands and then tosses the ball to a teammate.Shooting form- Put the ball in your shooting hand make sure your body is square to the basket, and put your feet shoulder width apart, and also put your elbow in towards your body. Body of Lesson:After watching the introduction videos, students will come into the gym and partner up. One ball will be given to each set of partners. Students will stand 5-10 feet away from each other depending on the level of comfort felt by students to catch a ball. The instructor will demonstrate a chest pass and then have students practice this pass several times back and forth with their partner. The instructor will come around and help any students who are in need of assistance. When students are comfortable with this type of pass they may begin to back up and get farther away from their partner. These same steps will be repeated for the bounce pass and the overhead pass. Depending on student strength, they may begin these skills with a balloon or beach ball to gain confidence and correct form before moving on to the basketball.After the instructor is able to assess each student on each type of pass, the class will move on to shooting. The instructor will demonstrate the correct shooting form and then students will be allowed to go to a basket to practice this form. One student will shoot while their partner rebounds the ball for them, after ten shots the students will switch roles. Students will be instructed to start only a few feet away from the basket until they are able to make two shots in a row, afterwards they can move back another few feet until they are unable to make a shot. The instructor will walk around the gym and make any shooting corrections that are needed and assess each student on their ability to shoot a basketball at the hoop. Depending on disability, students may feel more comfortable and confident using a hula hoop for the basketball hoop and/or garbage can as a larger surface.Multiple Intelligences:Students will use the following multiple intelligences through participation in Adaptive PE:•Kinesthetic-Students who enjoy being on the go as much as possible. Learn best by doing—hands-on activities and incorporate body movement•Interpersonal-Those students who show good social skills and partake in group or team activities•Musical-Rhythmic-Students connect to an activity through familiar tunes of music.  Accommodations/Modifications: Multiple accommodations are made depending on the abilities of the students in the class. These are as follows:Deaf/Hearing Impairment 1. Brighter ball helps to make up for a player calling your name to pass you the ball. 2. Lights to signal a whistle. 3. Make hand signaled plays not verbal. 4. Give a written outline of the day’s events. Cognitive Impairments 1. Repeat instructions clearly and slowly. 2. Quick/simple instructions. 3. Use larger materials (beach balls and hula hoops) 4. Give motivation for small goals (catch a ball) then work higher (make a basket). 5. Enhance success rate by awarding points for passes and catches. 6. Many rules can be changed (allow double dribbling, no time limit in the lane, etc.). Visual Impairment 1. Orient player on the court and give an area to cover. 2. Brighter colored equipment. 3. Brighter boundary lines. 4. Beeper in the ball. 5. Lighted hoops. 6. In drills, use a ball retrieving device or set up in partners. 7. Catch the ball with arms extended to feel the ball and bring into the body. 8. Call the person’s name before passing to them. 9. Bounce passes are easier to track and slower pace. 10. Place a beeper behind the goal to help in aiming at the target. Orthopedic Impairment 1. Use the two-hand chest pass. 2. When shooting, do not go head on; easier to go slightly to the non-dominant side. 3. Adaptations to the game a. Travel if more than two pushes are taken with ball in lap. b. Can only dribble twice then must pass, shoot, or take two additional pushes. c. Remain seated at all times. d. Place all players in wheelchairs. One Arm Involvement 1. Trap the ball with the body to catch the ball. 2. Throw with one arm. 3. Overhead passes for long throws. 4. Stop dribble then place ball on the hand for a shot. One Leg Involvement 1. Bring the ball to the side of the body instead of towards the body to catch the ball. 2. Students who use crutches can use the one arm throw. 3. Students who use crutches are successful with the one arm shot. 4. One regular crutch and one Lofstrand crutch helps to free one arm quickly(Adaptation and modification information was compiled by Jenny Walter,  Adapted Physical Education student at Manchester College, Spring 2008).Assessment: Formative assessment: Observation will be used throughout the lesson to correct student form and give feedback. Students who are completing the passes and shooting correctly will be allowed to move farther distances away from their target to increase difficulty for those who are capable of performing the skills. Summative assessment: The instructor will have a checklist for each student to determine if they met the objectives for the day. The checklist is attached.  Materials: Computer, projector, internet access, several basketballs (beach balls, balloons, lighter basketballs), basketball hoops (hula hoops, garbage cans), beeper balls, beeper cones, whistles, specialized equipment lights, specialized brightly colored balls, boundaries, targets, etc. Standard(s): A physically educated individual:·         Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.·         Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.·         Participates regularly in physical activity.·         Exhibits responsible personal and social behavior that respects self and others in physical activity settings.·         Values physical activity for health enjoyment challenge, self-expression and/or social interaction.·         PE 8.1.2 Students demonstrate critical elements of specialized manipulative skills in modified team activities.·         PE 8.2.4 Students engage in a variety of physical activities that will enhance health-related fitness (inside and/or outside of school). 

Spreadsheets across the Curriculum Module. Students build a spreadsheet to calculate proper medicine dosages using the metric system.

This book provides a summary of adult immunizations with guidelines, indications, and contraindications. It was developed for Internal Medicine residents at The Ohio State University Wexner Medicine Center. The book is meant to be a simple read with high yield points to serve as a reference in the primary care clinic setting.

This is a clinically oriented course, which covers topics that were not included in the basic courses of both removable partial denture fabrication and complete denture fabrication. Topics including denture repairs, overdentures, implant supported dentures, single dentures, and combination case will be covered on the complete denture side of the course. Topics on the removable partial denture side of the course will include rotational path removable partial dentures, swing lock and precision attachment removable partial dentures, as well as repair and maintenance phase information.

Only around 0.2-2.0% of the patient population will have detectable RBC antibodies -- fewer still will have multiplePatients more frequently exposed to RBC antigens are more likely to have antibodies (multiply transfused sickle cell adult patients ~47%)So you've mastered the type & screen and antibody panels... but what do you do if an antibody panel is inconclusive?Selected Cell Panels - select cells with minimal overlap of antigens; helpful for patients with a known history of an antibodyEnzyme-treated panels - destroy certain antigens and enhance expression of others; modify RBC surface by removing sialic acid residues and by denaturing or removing glycoproteinsExamples: ficin, papain, bromelin, trypsinOne-step enzyme method: enzymes utilized in place of enhancement media (instead of LISS or PEG)Two-step enzyme method: panel RBCs are treated with an enzyme first, then the antibody ID panel is done with treated cells; should compare reactivity to antibody ID panel of same cells without enzyme treatmentA special case seen in blood banking: Daratumumab ("Dara") patientsDaratumumab is a drug used in treatment of Multiple MyelomaPlasmacytoma or plasma cell cancer - plasma cells express CD 38~30k new cases, ~12.5k deaths per yearAnemia is a key symptom (with calcium levels, renal insufficiency, bone lesions)CD 38 is a cyclic ADP ribose hydrolase - with roles in calcium signalling & NAD metabolismExpressed on all cell types: notably Plasma cells and RBCsOne option for treating Multiple Myeloma is the drug Daratumumab: a monoclonal antibody IgG1K anti-CD 38; kills myeloma cells through patient's own immune responseWhat does this have to do with blood bank?CD38 is found on RBCs -- including screen and panel cells, in crossmatchesDara patients show PANAGGLUTINATION in all AHG testing - positive screen, panel, crossmatch, variable/weak positive DAT (at IgG)Multiple myeloma patients need frequent transfusions - increased chance of developing alloAbEnzyme treated panel case studyDara patient case study