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105 results on '"Song, H.S."'

1. Impact of antimicrobial treatment duration on outcome of Staphylococcus aureus bacteraemia: a cohort study

Author

Cho, J.E., Choi, Y.J., Park, J.I., Jung, S.-I., Kim, N.J., Park, W.B., Choe, P.G., Kim, N.-H., Lee, M.J., Kim, K.H., Kim, Y.K., Choi, H.K., Han, M.S., Kim, Y.-S., Cho, C.R., Song, H.S., Lee, Y.S., Kim, H.-I., Kiem, S.M., Kim, D.-K., Song, S.-A., Kang, M.J., Shin, J.G., Kim, C.-J., Song, K.-H., Park, K.-H., Kim, M., Oh, M.-d., Lee, S.H., Jang, H.-C., Kang, S.-J., Kim, H.Y., Cheon, S., Kwak, Y.G., Choi, H.J., Kwon, K.T., Jeon, J.H., Kim, E.S., and Kim, H.B.

Published
2019
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2. Comparative outcomes of cefazolin versus nafcillin for methicillin-susceptible Staphylococcus aureus bacteraemia: a prospective multicentre cohort study in Korea

Author

Choi, S.-M., Park, K.U., Kim, C.J., Cho, J.E., Choi, Y.J., In Park, J., Kim, T.S., Choe, P.G., Park, W.B., Kim, N.-H., Lee, M.J., Choi, S.J., Jeon, J.H., Kim, D.-K., Song, S.-A., Kang, M.J., Shin, J.G., Yi, J., Park, S., Choi, H.K., Han, M.S., Cho, C.R., Song, H.S., Lee, Y.S., Kang, S.-J., Hwang, H.-J., Cheon, S., Hwang, J.H., Yun, S.J., Kwon, K.T., Shin, S.M., Lee, S., Song, K.-H., Jung, S.-I., Lee, S.H., Kim, Y.-S., Kwak, Y.G., Kim, Y.K., Kiem, S.M., Kim, H.-I., Kim, E.S., Park, K.-H., Kim, N.J., Jang, H.-C., and Kim, H.B.

Published
2018
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3. Beam test performance of the SKIROC2 ASIC

Author

Amjad, M.S., Anduze, M., Augustin, J.-E., Bonis, J., Boudry, V., Bourgeois, C., Brient, J.-C., Callier, S., Cerutti, M., Chen, S., Cornat, R., Cornebise, P., Cuisy, D., David, J., de la Taille, C., Dulucq, F., Frisson, T., Frotin, M., Gastaldi, F., Ghislain, P., Giraud, J., Gonnin, A., Grondin, D., Guliyev, E., Hostachy, J.-Y., Jeans, D., Kamiya, Y., Kawagoe, K., Kozakai, C., Lacour, D., Lavergne, L., Lee, S.H., Magniette, F., Ono, H., Poeschl, R., Rouëné, J., Seguin-Moreau, N., Song, H.S., Sudo, Y., Thiebault, A., Tran, H., Ueno, H., van der Kolk, N., and Yoshioka, T.

Published
2015
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8. High-aspect-ratio aluminum borate nanowire bundles supported by sucrose

Author

Song, H.S., Elssfah, E.M., J. Zhang, J. Lin, J.J. Luo, S.J. Liu, Y. Huang, X.X. Ding, Gao, J.M., S.R. Qi, and Chengcun Tang

Subjects
Aluminum compounds -- Optical properties, Borates -- Optical properties, Polysaccharides -- Optical properties, Chemicals, plastics and rubber industries
Abstract

A novel approach for the growth of the ordered Al(sub 18)B(sub 4)O(sub 33) nanowire bundles is reported, which is synthesized by a sucrose-assisted growth method. Highly viscous polysaccharides of sucrose at high temperatures are responsible for the formation of the nanowire bundles.

Published
2006

28. In vivo time-sequential histological study focused on melanocytes: suggestion of golden time for intervention to prevent post-laser pigmentary changes.

Author

Song, H.S., Park, J. ‐ Y., Kim, S.J., and Kang, H.Y.

Subjects
*MELANOCYTES, *LASER beams, *INFLAMMATION, *ADRENOCORTICAL hormones, *IMMUNOHISTOCHEMISTRY, *HUMAN skin color
Abstract

Background Post-inflammatory pigmentary changes after laser treatments are challenging adverse effect. Objective To suggest an ideal time period with regard to intervention to prevent post-laser pigmentary changes, an in vivo time-sequential histological study focused on melanocytes was performed. Methods The back skin of four volunteers was irradiated with Q-switched alexandrite laser ( QSAL). In one subject (subject 4), topical corticosteroid was applied onto the irradiated skin from the time of irradiation to day 28. In all subjects, time-sequential skin biopsies were performed at baseline, an immediate time after irradiation, day 2, day 7, and day 28. Histological and immunohistochemical analyses were conducted. Results Q-switched alexandrite laser led to the successful removal of pigments and most melanocytes from the epidermis in all subjects. At day 28, there was increased epidermal pigmentation in the skin of the subjects 1-3. It was noted that numerous activated melanocytes appeared on day 7, continued to be observed until day 28. However, in the subject 4, the melanocyte activation and post-laser pigmentary changes were not observed. Conclusion In regard to intervene melanocyte activation, at least 1 week after laser treatment is suggested as a 'golden' time period to prevent pigmentary changes. [ABSTRACT FROM AUTHOR]

Published
2016
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29. Interplay of prior knowledge, self-regulation and motivation in complex multimedia learning environments.

Author

Song, H.S., Kalet, A.L., and Plass, J.L.

Subjects
*PRIOR learning, *COMPUTER assisted instruction, *MEDICAL education, *AUTODIDACTICISM, *ACADEMIC motivation, *SELF-efficacy in students, *HIGHER education, *ADULTS, *CAROTID artery diseases, *CHI-squared test, *CONFIDENCE intervals, *STATISTICAL correlation, *FACTOR analysis, *GOAL (Psychology), *INTELLECT, *LEARNING, *MEDICAL cooperation, *MEDICAL students, *MOTIVATION (Psychology), *MULTIMEDIA systems, *QUESTIONNAIRES, *RESEARCH, *RESEARCH funding, *SCHOOL environment, *SELF-management (Psychology), *T-test (Statistics), *STRUCTURAL equation modeling, *MAXIMUM likelihood statistics, *DATA analysis software, *DESCRIPTIVE statistics
Abstract

This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self-regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed that medical students' prior knowledge directly positively affected their learning outcome, selfefficacy and performance approach goal orientation. The learners' self-regulation had a significant positive direct effect on learning outcome. The learners' mastery goal orientation directly affected their learning outcome. Interestingly, inconsistent with our hypothesis, the learners' performance approach goal orientation showed a significant negative direct effect on learning outcome, and performance avoidance goal orientation had a significant positive effect on learning outcome. These findings help develop a more comprehensive understanding of the role of individual characteristics on learning performance of complex tasks in multimedia learning environments. [ABSTRACT FROM AUTHOR]

Published
2016
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31. Development of the multifunctional end-effector for interventional surgery robot.

Author

Kim, K.R., Song, H.S., Yim, H.S., and Jung, S.H.

Abstract

The end effector working at the end of robot wrist was newly designed to meet the needs of interventional surgery. The end effector has a compact size to be used in the small workspace restricted by the CT bore. Also, radioparent material was applied to the gripper for a better image acquisition. The end effector has the functions of needle insertion, rotation and hold/release for the effective operation. [ABSTRACT FROM PUBLISHER]

Published
2013
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37. Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module.

Author

Kalet, AL., Song, H.S., Sarpel, U., Schwartz, R., Brenner, J., Ark, T.K., and Plass, J.

Subjects
*ANALYSIS of covariance, *ANALYSIS of variance, *COMPUTER assisted instruction, *CONFIDENCE intervals, *STATISTICAL correlation, *EPIDEMIOLOGY, *HEALTH occupations students, *LEARNING strategies, *QUESTIONNAIRES, *RESEARCH funding, *SCALE analysis (Psychology), *STATISTICS, *RATING of students, *USER interfaces, *DATA analysis, *PRE-tests & post-tests, *EDUCATIONAL outcomes, *DATA analysis software, *DESCRIPTIVE statistics, STUDY & teaching of medicine
Abstract

Background: Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia module on the abdominal exam incorporating different types of interactivity. Methods: As part of their physical diagnosis course, 162 second-year medical students were randomly assigned (1:1:1) to Watch, Click or Drag versions of the abdominal exam module. First, students' prior knowledge, spatial ability, and prior experience with abdominal exams were assessed. After using the module, students took a posttest; demonstrated the abdominal exam on a standardized patient; and wrote structured notes of their findings. Results: Data from143 students were analyzed. Baseline measures showed no differences among groups regarding prior knowledge, experience, or spatial ability. Overall there was no difference in knowledge across groups. However, physical exam scores were significantly higher for students in the Click group. Conclusions: A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners' cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills. [ABSTRACT FROM AUTHOR]

Published
2012
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