Welcome to ROUNDS!

This weekly e-newsletter goes out to all OU-COM and CORE personnel and students.

 

The ROUNDS archive is here.

 

NEWS

Grant expands OU-COM research on Chagas disease

A five-year, $750,000 National Institutes of Health (NIH) grant will significantly expand research efforts by OU-COM into the transmission, diagnosis and treatment of Chagas disease in Ecuador.

Mario Grijalva, Ph.D., associate professor of microbiology and director of the Tropical Disease Institute at OU-COM, said the grant will be used to expand the Ecuadoran research training center. The NIH funding will help researchers obtain biological and clinical information to improve current Chagas disease control efforts and implement a training program in infectious disease research.

Read more on the OU-COM web site at

http://www.oucom.ohiou.edu/News/press/Chagas10/index.htm.

 

NIH grant to fund research at OU-COM into possible causes, prevention of type 1 diabetes

Ohio University College of Osteopathic Medicine (OU-COM) announced today it was awarded a $221,250 grant from the National Institutes of Health (NIH) to study molecules related to the onset of type 1 diabetes and evaluate the effectiveness of a potentially novel new drug for the treatment and prevention of the disease.

Principal Investigator Kelly McCall, Ph.D., assistant professor of endocrinology, will head a team of investigators that include OU-COM researchers and faculty members  Frank Schwartz, M.D., professor of endocrinology; Calvin James, Ph.D., associate professor of virology; Ramiro Malgor, M.D., associate professor of pathology; and Fabian Benencia, Ph.D., assistant professor of immunology.

Read more on the OU-COM web site at

http://www.oucom.ohiou.edu/News/press/McCall/index.htm.

 

ANNOUNCEMENTS

New patient-oriented research training program seeking fellows

The Osteopathic Research Center (ORC) at the University of Texas Health Science Center is now accepting applications for a new clinical research fellowship program beginning in 2011 for osteopathic medical college physicians.

The first of its kind in the osteopathic profession, the Consortium for Collaborative Osteopathic Research and Development (CONCORD) Practice-Based Research Network (PBRN) fellowship will provide participants with patient-oriented research training in the field. The program is partially supported by a grant from the Osteopathic Heritage Foundations.

Participants will attend six bimonthly extended weekend seminars in Fort Worth, Texas, and receive 162 contact hours of instruction in patient-oriented research methodology. Upon completion of the program, participants will receive a certificate.

Applications are now being accepted for the 2011 CONCORD PBRN fellowship. The deadline for submitting applications is Dec. 17, and the first weekend of instruction will be February 24-27. Partial financial support provided by a grant from the Osteopathic Heritage Foundations will cover the training costs of admitted fellows.

The ORC will cover the costs for travel, lodging and meals, and book costs for the first eight fellows admitted to the program. 

The application form and more information is available at the ORC’s website at http://www.hsc.unt.edu/ORC/.

 

CALENDAR  

Business of Medicine series

            Jason Goodall will discuss the basics of financial planning.

• Event: Wednesday, Oct. 27, noon, Irvine 199

 

PROFESSIONAL DEVELOPMENT

Faculty Development Tidbit:  Socratic questions

            Socrates was one of the greatest educators who taught by asking questions and thus drawing out ('ex duco', meaning to 'lead out', which is the root of 'education') answers from his pupils. 

            During the next six weeks, the “Faculty Development Tidbit” will highlight the six types of questions that Socrates asked his pupils, often to their initial annoyance, but more often to their ultimate delight.

            The six types of questions include:

 

            Probing assumptions 

 

1. Conceptual clarification questions; 

2. Probing assumptions; 

3. Probing rationale, reasons and evidence; 

4. Questioning viewpoints and perspectives; 

5. Probing implications and consequences; 

6. Questions about the question. 

 

            The overall purpose is to challenge accuracy and completeness of thinking in a way that acts to move people towards their ultimate goal. This week, we look at type 2:

 

TYPE 2.  Probing assumptions

            Probing of assumptions makes students think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going!

·What else could we assume?

·You seem to be assuming ... ?

·How did you choose those assumptions?

·Please explain why/how ... ?

·How can you verify or disprove that assumption?

·What would happen if ... ?

·Do you agree or disagree with ... ?

 

Print this out and try these at your next teaching or facilitating venue.

 

http://changingminds.org/techniques/questioning/socratic_questions.htm

 

            Find more tips at your OU-COM & CORE faculty development web resources: www.oucom.ohiou.edu/fd/programs.htm  or www.ohiocore.org/cf/index.htm.  If you have a great strategy that seems to always work, please send it to me, and I’ll include it in a future Faculty Development Tidbit.  

Tidbits courtesy of your Office of Faculty Development withSteve Davis, Ph.D.; Robbin Kirkland, Ph.D.; and Olivia Sheehan, Ph.D.

 

OU-COM IN THE NEWS

Columbus Dispatch (10-24-10)

“Taller, faster, smarter: Flurry of research changes how we view long-lost dinosaurs”

http://www.dispatch.com/live/content/science/stories/2010/10/24/taller-faster-smarter.html?sid=101

 

Please send your news/announcements to rounds@oucom.ohiou.edu each week by Wednesday, 3 p.m. for consideration in the following ROUNDS. If you have questions, suggestions or corrections, please contact Richard Heck, writer/editor, at 593.0896 or heck@oucom.ohiou.edu.