ABSTRACT
Cardiac lipomas are benign primary cardiac tumors that are most often asymptomatic and diagnosed incidentally. Cardiac magnetic resonance imaging (MRI) is the imaging modality of choice when aiming to characterize these tumors. A minority of cardiac lipomas are intramyocardial, which, when combined with the much more common post-infarction fatty metaplasia, makes diagnosing these lipomas very challenging. We review a case of intramyocardial lipoma in the distal interventricular septum that was initially detected on a low-dose computed tomography for lung cancer screening and the subsequent findings on cardiac MRI that made the diagnosis. Additionally, this case also helps to support the conservative management of intramyocardial lipomas that are more distal in the left ventricle and subsequently at lower risk for conduction arrhythmias.
ABSTRACT
Since 1998, educators at Wheeling Jesuit University's Challenger Learning Center and Center for Educational Technologies have created realistic live simulations of science and medical emergencies in which students act as astronauts, scientists or doctors to solve STEM problems such as diagnosing diseases, stopping epidemics, picking a safe spacecraft landing spot, and rescuing stranded astronauts. These 90 to 120-minute simulations, e-Missions, are video-conferenced into classrooms, with companion websites providing pre-mission preparation, supplemental resources and teacher tutorials. e-Missions have been used more than 11,000 times at schools in 50 states and 22 nations. More than 310,000 elementary, middle and high school students have role-played STEM experts, and 10,000 teachers were trained to use technology and problem-based learning. Shorter live missions, e-Labs, were created to demonstrate science topics in 3-9 grade classrooms, and e-Labs Jr do the same for K-3. The simulations and e-Labs are developed with funding from agencies, foundations and corporations, and are maintained through payments by schools of $400 to $550 for each e-Mission, and $200 for e-Labs, often year after year as culminating events for relevant curricula. More than $5 million dollars have been earned over the last 20 years, supporting the sustained delivery of these innovative STEM experiences, and software and hardware updates. Evaluations have identified positive changes in e-Mission student attitudes and perceptions toward science and science careers.
ABSTRACT
Pandem-Sim is a live, distance-learning simulation where 10th-12th grade students perform as epidemiologists to investigate infectious disease outbreaks. Prior to a mission, teachers review content and introduce students to the sim interfaces. During the mission students analyze data concerning demographics, symptoms and patient histories for a disease outbreak somewhere in the world. Student teams make initial diagnoses and order medical tests. If the tests do not confirm the diagnosis, the process is repeated. Following correct diagnosis, students identify the transmission method, prescribe treatments, recommend procedures to contain the outbreak, and issue a public health alert. During the 90 minute simulation the Chief Epidemiologist (a STEM educator at Wheeling Jesuit University) asks students critical thinking questions. Pilot tests were conducted at four schools (78 students) with data analyzed from pre-post surveys, classroom observations, interviews with Chief Epidemiologists and teachers, and detailed logs of student work. The first pilot test revealed needed revisions of procedures and teacher preparation, which were made before subsequent testing. Differences in students' pre and post surveys showed a small but statistically significant increase in content knowledge. Additionally, students reported that they enjoyed participating in the experience and it increased confidence in their abilities necessary to pursue a health related career.
