Relevant bibliographies by topics / Degree Name: Master of Biomedical Science

Academic literature on the topic 'Degree Name: Master of Biomedical Science'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Degree Name: Master of Biomedical Science"

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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.

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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Hovorka, Christopher F., Donald G. Shurr, and Daniel S. Bozik. "The Concept of an Entry-Level Interdisciplinary Graduate Degree Preparing Orthotists for the New Millennium Part 2: Master of Orthotic Science." JPO Journal of Prosthetics and Orthotics 14, no. 2 (June 2002): 59–70. http://dx.doi.org/10.1097/00008526-200206000-00007.

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Alcalay, Myriam, Barbara Alicja Jereczek-Fossa, Matteo Pepa, Stefania Volpe, Mattia Zaffaroni, Francesca Fiore, Giulia Marvaso, et al. "Biomedical omics: first insights of a new MSc degree of the University of Milan." Tumori Journal 108, no. 1 (September 29, 2021): 6–11. http://dx.doi.org/10.1177/03008916211047268.

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The advent of technologies allowing the global analysis of biological phenomena, referred to as "omics" (genomics, epigenomics, proteomics, metabolomics, microbiomics, radiomics, and radiogenomics), has revolutionized the study of human diseases and traced the path for quantitative personalized medicine. The newly inaugurated Master of Science Program in Biomedical Omics of the University of Milan, Italy, aims at addressing the unmet need to create professionals with a broad understanding of omics disciplines. The course is structured over 2 years and admits students with a bachelor’s degree in biotechnology, biology, chemistry, or pharmaceutical sciences. All teaching activities are fully held in English. A total of nine students enrolled in the first academic year and attended the courses of radiomics, genomics and epigenomics, proteomics, and high-throughput screenings, and their feedback was evaluated by means of an online questionnaire. Faculty with different backgrounds were recruited according to the subject. Due to restrictions imposed by the coronavirus disease 2019 (COVID-19) pandemic, laboratory activities were temporarily suspended, while lectures, journal clubs, and examinations were mainly held online. After the end of the first semester, despite the difficulties brought on by the COVID-19 pandemic, the course overall met the expectations of the students, specifically regarding teaching effectiveness, interpersonal interactions with the lecturers, and courses organization. Future efforts will be undertaken to better calibrate the overall workload of the course and to implement the most relevant suggestions from the students together with omics science evolution in order to guarantee state-of-the-art omics teaching and to prepare future omics specialists.
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Khalil, Muhammad Saqib, Muhammad Shakeel, Naila Gulfam, Syed Umair Ahmad, Aamir Aziz, Junaid Ahmad, Shabana Bibi, et al. "Fabrication of Silver Nanoparticles from Ziziphus nummularia Fruit Extract: Effect on Hair Growth Rate and Activity against Selected Bacterial and Fungal Strains." Journal of Nanomaterials 2022 (June 25, 2022): 1–14. http://dx.doi.org/10.1155/2022/3164951.

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Nanoparticles are extensively used in biomedical and biotechnological research. Their large surface area, excellent physical properties, high permeability, and retention effect make them ideal for biomedical applications including diagnosis and treatment. Silver nanoparticles proved to be the safest for therapeutic uses. In the present study, silver nanoparticles (AgNPs) were prepared using various ratios of Ziziphus nummularia fruit extract and silver nitrate solution. The nanoparticles were investigated for hair growth and antibacterial and antifungal activities. Characterization of AgNPs was done by using UV-spectrophotometer, scanning electron microscope (SEM), X-ray diffractometer (XRD), thermogravimeter (TG), energy dispersive X-ray (EDX), Fourier transform infrared spectroscopy (FTIR), and master sizer. UV-spectrophotometer results showed the best ratio 10 : 10 of Z. nummularia fruit aqueous extract to silver solution for nanoparticle production at 400 to 430 nm wavelength. The size of AgNPs was 40 nm as measured by SEM. Characterization of AgNPs through EDX resulted in a silver peak at 3 keV. In contrast, differential scanning calorimetry (DSC) spectra show that the AgNPs are stable up to 160°C. The XED spectra gave 12 nm size of crystallite at 2 theta degree angle. FTIR bands for the metal oxides were recorded at 665 cm-1. Weight loss of the prepared nanoparticles was observed due to moisture loss when subjected to TGA, whereas particle size distribution 0.1 μm to 0.17 μm was recorded by the master seizer. The Z. nummularia fruit aqueous extract-mediated AgNPs were noted highly effective against Gram-positive bacteria compared to ethanolic, methanolic, chloroform, and ethyl acetate extracts of Z. nummularia fruit. The Gram-negative bacteria fungal species showed less sensitivity to AgNPs. The hair growth activity was observed to be higher for AgNPs followed by minoxidil than ethanolic and methanolic extracts of Z. nummularia fruit. These findings have concluded that Z. nummularia-AgNPs have an effective hair growth activity and exhibit several applications in distinctive biomedical and pharmaceutical industries.
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Troy, Jesse D., Josh Granek, Gregory P. Samsa, Gina-Maria Pomann, Sharon Updike, Steven C. Grambow, and Megan L. Neely. "A Course in Biology and Communication Skills for Master of Biostatistics Students." Journal of Curriculum and Teaching 11, no. 4 (April 21, 2022): 120. http://dx.doi.org/10.5430/jct.v11n4p120.

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We describe an innovative, semester-long course in biology and communication skills for master’s degree students in biostatistics. The primary goal of the course is to make the connection between biological science and statistics more explicit. The secondary goals are to teach oral and written communication skills in an appropriate context for applied biostatisticians, and to teach a structured approach to thinking that enables students to become lifelong learners in biology, study design, and the application of statistics to biomedical research. Critical evaluation of medical literature is the method used to teach biology and communication. Exercises are constructivist in nature, designed to be hands-on and encourage reflection through writing and oral communication. A single disease area (cancer) provides a motivating example to: 1) introduce students to the most commonly used study designs in medical and public health research, 2) illustrate how study design is used to address questions about human biology and disease, 3) teach basic biological concepts necessary for a successful career in biostatistics, and 4) train students to read and critically evaluate publications in peer-reviewed journals. We describe the design and features of the course, the intended audience, and provide detailed examples for instructors interested in designing similar courses.
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Hart, Jack, and Caleb C. McKinney. "An institutional analysis of graduate outcomes reveals a contemporary workforce footprint for biomedical master’s degrees." PLOS ONE 15, no. 12 (December 7, 2020): e0243153. http://dx.doi.org/10.1371/journal.pone.0243153.

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There is continued growth in the number of master’s degrees awarded in the life sciences to address the evolving needs of the biomedical workforce. Academic medical centers leverage the expertise of their faculty and industry partners to develop one to two year intensive and multidisciplinary master’s programs that equip students with advanced scientific skills and practical training experiences. However, there is little data published on the outcomes of these graduates to evaluate the effectiveness of these programs and to inform the return on investment of students. Here, the authors show the first five-year career outlook for master of science graduates from programs housed at an academic medical center. Georgetown University Biomedical Graduate Education researchers analyzed the placement outcomes of 1,204 graduates from 2014–2018, and the two-year outcomes of 412 graduates from 2016 and 2017. From the 15 M.S. programs analyzed, they found that 69% of graduates entered the workforce, while 28% entered an advanced degree program such as a Ph.D., allopathic or osteopathic medicine (M.D. or D.O.), or health professions degree. International students who pursue advanced degrees largely pursued Ph.D. degrees, while domestic students represent the majority of students entering into medical programs. Researchers found that a majority of the alumni that entered the workforce pursue research-based work, with 59% of graduates conducting research-based job functions across industries. Forty-nine percent of employed graduates analyzed from 2016 and 2017 changed employment positions, while 15% entered advanced degree programs. Alumni that changed positions changed companies in the same job function, changed to a position of increasing responsibility in the same or different organization, or changed to a different job function in the same or different company. Overall, standalone master’s programs equip graduates with research skills, analytical prowess, and content expertise, strengthening the talent pipeline of the biomedical workforce.
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Ammenwerth, E., G. Demiris, A. Hasman, R. Haux, W. Hersh, E. Hovenga, K. C. Lun, et al. "Recommendations of the International Medical Informatics Association (IMIA) on Education in Biomedical and Health Informatics." Methods of Information in Medicine 49, no. 02 (2010): 105–20. http://dx.doi.org/10.3414/me5119.

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Summary Objective: The International Medical Informatics Association (IMIA) agreed on revising the existing international recommendations in health informatics /medical informatics education. These should help to establish courses, course tracks or even complete programs in this field, to further develop existing educational activities in the various nations and to support international initiatives concerning education in biomedical and health informatics (BMHI), particularly international activities in educating BMHI specialists and the sharing of courseware. Method: An IMIA task force, nominated in 2006, worked on updating the recommendations’ first version. These updates have been broadly discussed and refined by members of IMIA’s National Member Societies, IMIA’s Academic Institutional Members and by members of IMIA’s Working Group on Health and Medical Informatics Education. Results and Conclusions: The IMIA recommendations center on educational needs for health care professionals to acquire knowledge and skills in information processing and information and communication technology. The educational needs are described as a three-dimensional framework. The dimensions are: 1) professionals in health care (e.g. physicians, nurses, BMHI professionals), 2) type of specialization in BMHI (IT users, BMHI specialists), and 3) stage of career progression (bachelor, master, doctorate). Learning outcomes are defined in terms of knowledge and practical skills for health care professionals in their role a) as IT user and b) as BMHI specialist. Recommendations are given for courses /course tracks in BMHI as part of educational programs in medicine, nursing, health care management, dentistry, pharmacy, public health, health record administration, and informatics /computer science as well as for dedicated programs in BMHI (with bachelor, master or doctor degree).To support education in BMHI, IMIA offers to award a certificate for high-quality BMHI education. It supports information exchange on programs and courses in BMHI through its Working Group on Health and Medical Informatics Education.
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Bumgardner, Joel D., Linda C. Lucas, and Arabella B. Tilden. "Student research award in the undergraduate, master candidate, or health science degree candidate category, 15th annual meeting of the society for biomaterials, Lake Buena Vista, Florida, April 28-may 2, 1989. Toxicity of copper-based dental alloys in cell culture." Journal of Biomedical Materials Research 23, no. 10 (October 1989): 1103–14. http://dx.doi.org/10.1002/jbm.820231002.

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Filiaggi, M. J., N. A. Coombs, and R. M. Pilliar. "Student research award in the undergraduate, Master candidate category, or health science degree candidate category, 17th annual meeting of the society for biomaterials, scottsdale, AZ may 1-5,1991. Characterization of the interface in the plasma-sprayed HA coating/Ti-6Al-4V implant system." Journal of Biomedical Materials Research 25, no. 10 (October 1991): 1211–29. http://dx.doi.org/10.1002/jbm.820251004.

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Deng, Jing, Quan Ming Ding, Wen Li, Jian Hui Wang, Dong Min Liu, Xiao Xi Zeng, Xue Ying Liu, et al. "Preparation of Nano-Silver-Containing Polyethylene Composite Film and Ag Ion Migration into Food-Simulants." Journal of Nanoscience and Nanotechnology 20, no. 3 (March 1, 2020): 1613–21. http://dx.doi.org/10.1166/jnn.2020.17346.

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Nano-composite films were developed between silver nanoparticles (Ag NPs) and a low-density polyethylene (LDPE) using master batches by melt extruding and melt compounding. The Ag/PE composite film showed decreased gas permeability, moisture permeability coefficient, the tear strength, the longitudinal and transverse elongation to that of commercial LDPE. Although stiffness increased at high Ag (40 ppm) concentration, but the longitudinal and transverse tensile strength enhance comparing with commercial PE. Light transmittance and haze were comparable. Both Nano-silver and composite films are effective against Escherichia coli (E. coli). Antibacterial activity of nano-silver for E. coli was determined by diameter of the inhibition zone and the minimum inhibitory concentration of nano-silver is detected by tube double dilution method reaching 15.63 ppm. The composite films are effective inhibition of E. coli at concentrations of 40 ppm Ag nanoparticles. Moreover, Nano-silver migration occurs in composite film. One-side migration was conducted to detect under three food simulants (3% acetic acid, 50% ethanol and distilled water) at three degree of temperature (25 °C, 40 °C and 70 °C) on different period of time (2, 4, 6, 8, 10 and 12 hours). These results indicated that the highest migration amount was obtained with 3% acetic acid following distilled water and finally 50% ethanol under same conditions. The migration level is dependent upon time and temperature and high migration time and temperature can enhance migration level. These findings demonstrate that nano-silver-containing polyethylene composite film may have a great potential for developing antibacterial and acid food packaging system.
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Dissertations / Theses on the topic "Degree Name: Master of Biomedical Science"

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Rahner, Nils. "Inorganic polymers (geopolymers) as potential bioactive materials : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Science in Chemistry /." ResearchArchive@Victoria e-thesis, 2009. http://researcharchive.vuw.ac.nz/handle/10063/952.

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Liu, Xiao. "The role of monocytes in gouty arthritis : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Science in Biomedical Science /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/984.

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Hanna, Reem. "Finding the binding site of peloruside A and its secondary effects in Saccharomyces cerevisiae using a chemical genetics approach : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Biomedical Science /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1264.

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Conference papers on the topic "Degree Name: Master of Biomedical Science"

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Alcalá, Luis, Juan M. García-Gómez, and Carlos Sáez. "Project based learning in Biomedical Data Science using the MIMIC III open dataset." In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11890.

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The subjects Health Information Systems and Telemedicine and Data Quality and Interoperability of the Degree and Master in Biomedical Engineering of the Universitat Politècnica de València, Spain, address learning outcomes related to managing and processing biomedical databases, using health information standards for data capture and exchange, data quality assessment, and developing machine-learning models from these data. These learning outcomes cover a large range of distinct activities in the biomedical data life-cycle, what may hinder the learning process in the limited time assigned for the subject. We propose a project based learning approach addressing the full life-cycle of biomedical data on the MIMIC-III (Medical Information Mart for Intensive Care III) Open Dataset, a freely accessible database comprising information relating to patients admitted to critical care units. By means of this active learning approach, students can achieve all the learning outcomes of the subject in an integrated manner: understanding the MIMIC-III data model, using health information standards such as International Classification of Diseases 9th Edition (ICD-9), mapping to interoperability standards, querying data, creating data tables and addressing data quality towards applying reliable statistical and machine learning analysis and, developing predictive models for several tasks such as predicting in-hospital mortality. MIMIC-III is widely used in the academia and science, with a large amount of publicly available resources and scientific articles to support the students learning. Additionally, the students will gain new competences in the use of Open Data and Research Ethics and Compliance Training.
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