482 results on '"Brosnan, C"'
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2. Central Airways Resistance Increases in Pregnant Women With Obstructive Sleep Apnea and Asthma
- Author
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Theroux, C.D., primary, Sanapo, L., additional, Raker, C., additional, Has, P., additional, Aldana, A., additional, Brosnan, C., additional, Avelos, A., additional, Guillen, M., additional, McCool, D., additional, and Bourjeily, G.R., additional
- Published
- 2023
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3. The salutogenic gaze: Theorising the practitioner role in complementary and alternative medicine consultations.
- Author
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Brosnan, C, Tickner, C, Davies, K, Heinsch, M, Steel, A, Vuolanto, P, Brosnan, C, Tickner, C, Davies, K, Heinsch, M, Steel, A, and Vuolanto, P
- Abstract
Research on why people use complementary and alternative medicine (CAM) shows clients value the CAM consultation, where they feel listened to and empowered to control their own health. Such 'empowerment' through CAM use is often theorised as reflecting wider neoliberal imperatives of self-responsibility. CAM users' perspectives are well studied, but there has been little sociological analysis of interactions within the CAM consultation. Specifically, it is unclear how user empowerment/self-knowledge relates to the CAM practitioner's power and expert knowledge. We address this using audio-recorded consultations and interviews with CAM practitioners to explore knowledge use in client-practitioner interactions and its meaning for practitioners. Based on our analysis and drawing on Foucault (1973), The Birth of the Clinic: an archaeology of medical perception and Antonovsky (1979), Health, Stress and Coping, we theorise the operation of power/knowledge in the CAM practitioner-client dyad by introducing the concept of the 'salutogenic gaze'. This gaze operates in the CAM consultation with disciplining and productive effects that are oriented towards health promotion. Practitioners listen to and value clients' stories, but their gaze also incorporates surveillance and normalisation, aided by technologies that may or may not be shared with clients. Because the salutogenic gaze is ultimately transferred from practitioner to client, it empowers CAM users while simultaneously reinforcing the practitioner's power as a health expert.
- Published
- 2023
4. BJS commission on surgery and perioperative care post-COVID-19
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Abahuje, E, Abbas, A, Abd El Aziz Abd El Maksoud, M, Abdelhady, A, Abdelhamid, S, Abdelkarem Ahmed Faraj, H, Abdelqader, B, Abdelrahman, T, Abdou, H, Abdullah, A, Abedua Harrison, M, Abem Owusu, E, Aboalazayem, A, Aboulhosn, R, Abu Oda, S, Abubakar, A, Abutaka, A, Acevedo Fontalvo, D, Acuna, S, Adefemi, A, Adegbola, S, Adenuga, T, Adeyeye, A, Adil Hilmi, A, Adisa, A, Aditya, K, Adjeso, T, Aftab, R, Afzal, A, Aggarwal, V, Aggarwal, A, Aguilera, R, Aguilera-Arevalo, M, Aguirre Salamanca, E, Aguirre-Allende, I, Ahari, D, Ahmad, H, Ahmad Rauf, F, Ahmad Zartasht Khan, A, Ahmed, S, Ahmed Fieturi, N, Ahmed Mohamed, S, Ahmed-Bakhsh, Z, Ahsan Javed, M, Akano, L, Akbar, A, Akhbari, M, Akhmedov, P, Aksit, G, Akula, Y, Alagaratnam, A, Al Majid, S, Al Mukhtar, O, Al Omran, H, Alasali, N, Al-Azzawi, M, Al-Habsi, R, Al-Iraqi, H, Al-Naggar, H, Alameer, E, Albirnawi, H, Alderson, D, Aldulaijan, F, Alejandro Miranda Ojeda, R, Alhasan, A, Ali, S, Ali, A, Ali Khan, M, Alimova, Y, Aljanadi, F, Aljubure, R, Allopi, N, Almedbal, H, Almubarak, M, Alqaidoom, Z, Alselaim, N, Alshaar, M, Alshammari, R, Altaf, K, Altiner, S, Altunpak, B, Alvarez Lozada, L, Amal Nahal, E, Amer, A, Amin, K, Aminu, U, Amisi Numbi, N, Amjad, T, Amoah, R, An, Y, Anastasopoulos, N, Andres Urrutia, J, Angarita, F, Angarita, K, Angel Freiria Eiras, M, Antypas, A, Anwar, M, Anwar, H, Apampa, T, Apostolou, K, Aquina, C, Arachchige Adithi Himika Randeni, R, Archila Godinez, M, Arez, O, Arezzo, A, Armonis, P, Arshad, S, Arshad Salman, M, Arshid, A, Arteaga Asensio, P, Arthur, T, Arumuga Jothi, A, Aryo Damara, F, Asensio Gomez, L, Ashcroft, J, Ashraf, S, Asif, A, Atif, M, Attaullah Khan, M, Avellaneda, N, Awad, S, Awadh, M, Axiaq, A, Ayad Mohammed Shuwayyah, A, Ayalew, D, Aytac, E, Azam, F, Azevedo, J, Azhar, B, Aziz, J, Aziz, A, Azzam, A, Baba Ndajiwo, A, Baig, M, Baker, D, Bakko, F, Balachandran, R, Balachandran, G, Balagizi Mudekereza, J, Balai, E, Balci, B, Balduzzi, A, Balhareth, A, Bandyopadhyay, S, Banerjee, D, Bangalore Mahalinga, D, Bankhead-Kendall, B, Bankole, N, Banwell, V, Baris Bengur, F, Baris Ozmen, B, Barnard, M, Barnett, R, Barreras Espinoza, J, Barrios, A, Bass, G, Bass, M, Bausys, A, Bavikatte, A, Bayram, J, Belousov, M, Berardi, A, Beamish, A, Beattie, C, Belia, F, Bellato, V, Bellikatti, S, Benjamens, S, Benlice, C, Bennedsgaard, S, Bennett, S, Bentounsi, Z, Bergenfeldt, H, Bergenfelz, A, Besselink, M, Bhandoria, G, Bhangu, E, Bhatia, M, Bhatti, M, Bilgili, Z, Bislenghi, G, Bisset, C, Biswas, S, Blake, J, Blanco, R, Boccalatte, L, Boden, R, Bojanic, C, Boland, M, Boland, P, Bollen, E, Bonci, E, Boni, L, Booth, A, Booth, R, Borakati, A, Borunda Escudero, G, Bosco, S, Bostrom, P, Botelho De Alencar Ferreira Cruz, P, Bouchagier, K, Bouhuwaish, A, Boutros, M, Boyce, K, Boyle, C, Bradshaw, L, Brandl, A, Brar, A, Brat, G, Brenkman, H, Brennan, C, Brines, C, Brookmyre, A, Brosnan, C, Brouwers, L, Brown, A, Brown, L, Brown, C, Brown, J, Bs, V, Buksh, M, Bunani Emmanuel, M, Burbano, D, Burelli, A, Burke, A, Burke, J, Burlov, N, Burns, A, Burton, O, Butt, A, Buzra Ozkan, B, Cabrera Silva, L, Caicedo, E, Calderbank, T, Cambridge, W, Campelo, G, Can Tatar, O, Carbone, F, Carrano, F, Casallas, D, Casanova Portoles, D, Casciani, F, Cassimjee, I, Castaneda Ramirez, O, Catalan, V, Caviedes, J, Cayetano, L, Ceresoli, M, Chan, M, Chan, V, Chandrasinghe, P, Chapman, S, Chaturvedi, A, Chaudhry, D, Chaudry, H, Chen, H, Cheng, A, Chernykh, M, Cherrie, A, Cheruiyot, I, Cheung, J, Chia, C, Chica, J, Chinai, N, Chirwa, A, Chiwaligo, J, Choi, A, Choi, J, Chowdhury, M, Christopher, E, Christou, N, Chu, T, Chua, D, Chua, H, Chung, C, Cihat Yildirim, A, Cillo, M, Cioffi, S, Claireaux, H, Clermonts, S, Clifford, R, Climent, M, Clynch, A, Coelen, R, Colas-Ruiz, E, Collar, A, Collard, M, Conlon, K, Connelly, T, Connor, K, Cook, J, Correia De Sa, T, Cosgun Acar, N, Costa, T, Couch, D, Cowper, S, Creavin, B, Crook, B, Curell, A, D'Alessio, R, Dale, J, Damgaard Eriksen, J, Dario Martin Gonzalez, I, Darwish, A, Das, M, Das, R, Das, K, Dave, R, David, S, Davies, T, Davis, C, Davison, S, Davletshina, V, Dawidziuk, A, Dawson, A, De Andres Crespo, M, De Berker, H, De Dieu Ngo, P, Dekker, E, De La Caridad Espinosa Luis, R, De Lacy, B, Demartines, N, De Montserrat Medina Sifuentes, A, De Silva, S, Del Rio, C, Delaune, V, Dell, A, Demirbas, I, Demirli Atici, S, Deniz Tepe, M, Derebey, M, Desai, G, Desai, M, Devarakonda, S, Deveras, N, Di Franco, G, Di Martino, M, Di Marzo, F, Diaz, A, Diaz Del Gobbo, G, Diazcastrillon, C, Dick, L, Dickinson, K, Diego, E, Dimasi, I, Ding, A, Dingemans, S, Dixon, L, Dixon, B, Doherty, W, Dooreemeah, D, Donohue, C, Dornseifer, M, Dossa, F, Dossou, W, Drake, T, Drami, I, Drevin, G, Du Plessis, M, Dudi-Venkata, N, Dudley, R, Duffy, S, Duklas, D, Dumbrava, B, Duygu Avlar, F, Dworzynska, A, Ebrahim, W, Ebrahim, A, Efren Lozada Hernandez, E, Ehigie, N, El Boghdady, M, El Hasnaoui, C, El Sheikh, M, El-Hussuna, A, Eldurssi, O, Elfeki, H, Elhadi, M, Elhassan, M, Elhissi, A, Elliot, B, Elsenbroek, C, Elsolh, B, Elson, N, Eltyeb, H, Emerson, H, Emile, S, Endalle, G, English, W, Ercisli, C, Espinosa, G, Essam Abdelraheem, M, Essangri, H, Etienne, P, Evans, M, Evans, T, Ezeme, C, Ezzahraa, F, Fadalla, T, Fagan, J, Fahmy, M, Fairfield, C, Falade, O, Famularo, S, Faqar-Uz-Zaman, F, Farid, Y, Farooq, A, Farooq, H, Farooqui, F, Farquharson, B, Faruqi, A, Faulder, R, Faut, M, Fechner, K, Feenstra, T, Fehervari, M, Fernandez, L, Fernandez Alberti, J, Ferrario, L, Field, D, Fiore, L, Fingerhut, S, Finlayson, S, Fleming, N, Fleming, C, Florial, E, Fok, M, Fokin, D, Foley, M, Forero, M, Forgan, T, Fornasiero, M, Fowler, H, Fowler, G, Franchi, E, Franklin, L, Fredriksson, A, Fruhling, P, Fuentes Navarrette, G, Fulop, A, Furtado, M, Gaarder, T, Galbraith, N, Gallagher, I, Gallo, G, Gana, T, Gaskin, E, Gasparini, M, Gatan, R, Geary, E, Gelaye Wudineh, K, Gemenetzis, G, Georgi, M, Ghalige, H, Ghareeb, W, Ghatwary Tantawy, T, Ghomsi, C, Ghuman, A, Giannakis, P, Giron, F, Gjengedal, K, Gkotsis, E, Glasbey, J, Godahewa, S, Godula, D, Goffredo, P, Goh, S, Golriz, M, Gomez, L, Gomez Gomez, D, Gonzalez, R, Gonzalez, D, Gonzalez Gutierrez, E, Gopar, D, Gordini, L, Gori, A, Gortazar, S, Gousy, N, Gowda, R, Gowda, M, Gqada, J, Grechenig, M, Greer, J, Gregorio, L, Grigorova, A, Grimes, H, Groot, V, Grossman, R, Gruber, R, Gruter, A, Guest, R, Gujjuri, R, Gulcek, E, Gulcu, B, Gull, K, Gulmez, M, Gupta, V, Gutlic, A, Guven, T, Gwatirisa, T, Gwini, G, Gwodog, P, Gysling, S, Habib, M, Hafeez Bhatti, A, Hallesmith, J, Halloran, S, Hamza Sadiq, M, Haney, C, Hanna, N, Hanna, L, Hannington, M, Harbjerg, J, Haribaskaran, D, Harran, N, Harrington, B, Harrison, E, Hasan, R, Hashmi, S, Hassan, M, Hassan, A, Haverkamp, L, Hazen, S, Heer, B, Heil, J, Helliwell, J, Henriksen, N, Henshall, D, Hermanson, M, Hermena, S, Hettiarachchi, D, Hextall, C, Hidalgo, M, Hidayat, H, Hider, A, Higgins, P, Hinchliffe, R, Hirani, D, Hirpara, D, Hisham, I, Hite, M, Hoh, S, Holmberg, C, Holmich, E, Holst, F, Hossam, A, Hossam Elfallal, A, Howard, P, Huaman, E, Huang, Y, Huang, L, Huang, D, Huber, T, Hugh, J, Hughes, J, Huttner, F, Huynh, R, Hylands, A, Iannuzzi, J, Ielpo, B, Iftikhar Talib, A, Ignacio, J, Ignatavicius, P, Ike, S, Ikwu, C, Inama, M, Ing, A, Ingels, A, Isik, A, Islam, N, Ives, I, Al-Hasan, A, Perez Rivera, C, Jacome, F, Jaffer, T, Jagiella-Lodise, O, Jain, M, Jain, K, Jakubauskas, M, Jalal, M, James, H, Jang, Y, Janssen, B, Jansson, H, Jariod-Ferrer, U, Javanmard, H, Javed, S, Jayarajah, U, Jayasuriya, I, Je, J, Jessop, Z, Jia Lin Tang, E, Jiang, H, Jiayan, Y, Jih Huei, T, Jimenez-Rodriguez, R, Joh, D, Johnson, A, Jones, N, Jones, C, Jordan, C, Jose Nunez Ju, J, Jose Pizarro, M, Jose Salazar, C, Joseph, J, Justiniano, C, Kabir, T, Kadhum, M, Kalfountzos, C, Kalogiannaki, E, Kalyanasundaram, K, Kamarajah, S, Kamil Quraishi, M, Kanemitsu, Y, Kapila, A, Kapila, V, Karagiannidis, G, Kashif, M, Kathiravelupillai, S, Kathiravelupillai, A, Katsogridakis, E, Kaur, K, Kaur Sekhon Inderjit Singh, H, Kausur, N, Kawka, M, Keehan, G, Kehlet Watt, S, Kelly, M, Kelvin Egbuchulem, I, Kembuan, G, Khajeh, E, Khaled Elfaitur, A, Khan, M, Khan, S, Khan, D, Khan, H, Khatkar, H, Khatkov, E, Khaw, R, Kim, B, Kishore Siddiraju, K, Kitua, D, Kirimtay, B, Kmezic, S, Knight, S, Koeter, T, Koh, A, Koh Hong Xiang, F, Kojo Anyomih, T, Kok, A, Kokelaar, R, Koliarakis, I, Kolli, S, Kong, J, Konig, D, Koshy, M, Kotze, P, Kourdouli, A, Kowal, M, Kraima, A, Kramer, F, Kryzauskas, M, Kuchynskyi, I, Kuemmerli, C, Kuiper, S, Kumar, S, Kumar, A, Kumar, L, Kumar, H, Kumar, N, Kumar Bandyopadhyay, S, Kumar Garg, P, Kumar Venkatappa, S, Kung, J, Kural, S, Kushairi, A, Kuuzie, E, Kvietkauskas, M, Kwek, I, La, J, Lai, L, Lakpriya, S, Lam, K, Lami, M, Lansdorp-Vogelaar, I, Lapolla, P, Larsen, H, Latif, J, Laudari, U, Laurnezi, A, Lawal, A, Lawday, S, Lederhuber, H, Lednev, A, Lee, R, Van Leerdam, M, Lefevbre, G, Lesmus, M, Leyva Moraga, F, Leyva Moraga, E, Li, H, Li, A, Li, Z, Licardie, E, Light, A, Lightner, A, Lin, A, Lincango, E, Litta, F, Liu, H, Lofthouse, B, Londono, M, Lopes, R, Lopes De Freitas, R, Lopez, L, Lopez, A, Lopez-Gomez, J, Lopez-Pena, G, Lowe, R, Lowe, D, Lowey, M, Loy, G, Lozanovski, V, Luzon, J, Lynn, P, Maccabe, T, Machielsen, A, Mafla Herreria, C, Maggino, L, Mahawar, K, Mahmood, D, Mahmoud, M, Mahtani, K, Maitra, I, Maji, S, Majiet, I, Mal, L, Malherbe, J, Malhotra, K, Malkomes, P, Man, E, Manan Sheikh, A, Manjunath, S, Manzano Nunez, R, Manzoor, S, Maqsood, R, Marchegiani, G, Marchegiani, F, Marin, D, Marin, A, Marks, I, Marson, E, Martensen, A, Martin, D, Martin Martin, G, Martin-Perez, B, Martinez, P, Marwaha, P, Mashauri, C, Mashbari, H, Masior, L, Masri, R, Masud, L, Masudi, S, Mateu Calabuig, G, Math, S, Matrachisia, A, Mayol, J, Mazingi, D, Mazzotta, A, Mcalinden, J, Mccabe, G, Mccolm, L, Mcelvaney, H, Mcgivern, K, Mcgovern, J, Mcguinness, E, Mcinerney, N, Mckay, S, Mckee, C, Mckenna, M, Mckenna, N, Mclean, K, Mediratta, S, Medkova, Y, Medzhidov, O, Mehraj, A, Mekhael, M, Mekinde, O, Mellenthin, C, Melucci, A, Mentor, K, Merchant, J, Messias, H, Messeha, M, Meza, C, Mhango, P, Miladinov, M, Milagros Niquen Jimenez, M, Miller, P, Mills, E, Milton, A, Minayeva, O, MinHua Zheng, Z, Mischlinger, H, Mockli, B, Modi, R, Mohamed, H, Mohamed, M, Mohamed Abulghasm, T, Mohammad, S, Mohammed, T, Mohammed, A, Mohan, H, Mohan, M, Moin, I, Mok, V, Molina, G, Moloney, J, Moneim, J, Monfort Mira, M, Montcusi Ventura, B, Montouri, M, Moossdorff, M, Mora-Guzman, I, Moran, B, Moran, R, Moreno-Ordaz, S, Morera, A, Morgan, R, Morley, R, Moro-Valdezate, D, Moros, S, Moss, J, Morven, A, Morton, D, Moynihan, A, Moyon, M, Muduli, N, Mugla, N, Mugla, W, Muller, P, Mun, G, Mundhada, R, Munir, I, Munoz, F, Munoz, E, Munoz, A, Munoz Balderas, D, Murgitroyd, E, Murray, V, Murthy, S, Mushiwokufa, W, Mustafa, H, Mustakimov, B, Mutambanengwe, P, Myint, P, Nadkarni, S, Naess, P, Nahar, S, Naidoo, P, Nam, R, Nandhra, S, Nanjappa, N, Narasimhan, V, Nardi, W, Nasir, M, Naughton, A, Naumann, D, Navarro, S, Nawaaz Karimbocus, M, Nazir, A, Ndereya, S, Ndong, A, Negoi, I, Nel, D, Nelson, D, Nepal, S, Nugent, T, Nepogodiev, D, Neufeld, J, Ng, J, Ng, D, Ng, C, Ngaserin, S, Ngu, L, Ngwenya, E, Fhearaigh, R, Nikolousakis, T, Ninkovic, M, Nita, G, Nitschke, C, Noren, E, Noton, T, Novikova, A, Nowinka, Z, Nyakunengwa, T, Nyalundja, A, Nzenwa, I, Kristensen, H, O'Brien, C, O'Brien, L, O'Brien, S, O'Reilly, J, O'Rourke, S, O'Sullivan, M, O'Dwyer, M, Ochieng, L, Oderoha, E, Oh, K, Ohlberger, L, Olcum, M, Olkina, A, Omkumar, M, Omnitel, B, Oncel Yakar, D, Ong, K, Ong Wei Lin, L, Ooi, R, Ooi, S, Oomman, A, Oon Tyjet, D, Opiyo, S, Oscullo Yepez, J, Osei-Kuffour, N, Osunronbi, T, Ottlakan, A, Oussama Kacimi, S, Ovaere, S, Ozair, A, Pachler, F, Pai Oo, S, Paiella, S, Panaiotti, L, Panda, N, Pandarinath, S, Pandey, D, Pandrowala, S, Papa Mamadou, F, Paranathala, M, Park, J, Parmar, C, Parvez, A, Pasovic, L, Pasquer, A, Pasumarthy, N, Pata, F, Patel, T, Patel, P, Patel, N, Patel, M, Patron Uriburu, N, Patrone, R, Paul, A, Pavan Kumar, O, Pavithran, A, Pedraza Ciro, M, Pellino, G, Peloso, A, Pena Gallardo, M, Pena Velazquez, A, Perea, J, Perez-Sanchez, L, Perra, T, Perrotta, G, Petersson, P, Petra, G, Petrucciani, N, Pickin, C, Pino, V, Pinotti, E, Pinto, F, Plum, P, Podesta, F, Pollini, T, Pompeu Sa, M, Ponce Leon, F, Ponniah, H, Ponte De Sousa, X, Ponton, J, Pontula, A, Popa, M, Portilla, A, Posner, F, Post, S, Potolicchio, A, Pouwels, S, Povo, A, Prasad, P, Preciado, S, Preece, R, Proud, D, Pulido Segura, J, Puliyath, N, Qui, M, Quimbaya Rodriguez, A, Raby-Smith, W, Racovita, A, Rad, A, Radwan, R, Rafaih Iqbal, M, Rafik, A, Raguan, B, Rahi, M, Rahiri, J, Rahme, J, Rai, L, Raj, A, Raj Saksena, A, Raja, M, Ramirez, J, Ramzi, J, Ranstam, J, Rao, C, Rashid, A, Ratnayake, B, Rattanasirivilai, K, Raubenheimer, K, Ravikumar, N, Ravn, S, Razoz, N, Rea, W, Regan, A, Rela, M, Remme, A, Rey Chaves, C, Reyes, A, Riad, A, Rice, D, Rios Quintana, K, Ritter, A, Roalso, M, Robinson, D, Rodriguez, J, Rodriguez, F, Rodriguez, M, Rogers, A, Rohila, J, Romanyuc, D, Romic, I, Rommaneh, M, Rompianesi, G, Rosa, F, Roscio, F, Rose, A, Rotimi, T, Ruiz, H, Ruiz Yucuma, J, Ruiz-Ucar, E, Ruslan, M, Rutegard, M, Ryan Harper, E, Ryckx, A, Rydbeck, D, Sa-Marta, E, Sadien, I, Safari Nteranya, D, Sagoo, K, Sakata, S, Saladino, E, Saleem, A, Saleem, S, Salehi, M, Salih, S, Sallinen, V, Salvans, S, Sam, Z, Samadov, E, Sampaio Alves, M, Sanad, A, Sanchez Fonseca, S, Sanchez Teran, A, Sanchez Ussa, S, Sandli, O, Sanfey, H, Sanghera, J, Sani, I, Santafe Guerrero, M, Sante Fornasiero, M, Santes Jasso, O, Santos Pereira, I, Santos Sousa, H, Saratzis, A, Sarmiento Alarcon, A, Saumtally, T, Sayyed, R, Schettino, M, Schleimer, L, Schmidt, T, Schondffelt, K, Schwab, M, Scott, A, Searle, H, Sebopelo, L, Seeglier, B, Seishima, R, Semenvov, D, Senent-Boza, A, Sepulveda, J, Serenari, M, Serrano Navidad, M, Sert, I, Sewart, E, 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Aziz Abd El Maksoud M., Abdelhady A., Abdelhamid S., Abdelkarem Ahmed Faraj H., Abdelqader B., Abdelrahman T., Abdou H., Abdullah A., Abedua Harrison M., Abem Owusu E., Aboalazayem A., Aboulhosn R., Abu Oda S., Abubakar A., Abutaka A., Acevedo Fontalvo D., Acuna S., Adefemi A., Adegbola S., Adenuga T., Adeyeye A., Adil Hilmi A., Adisa A., Aditya K., Adjeso T., Aftab R., Afzal A., Aggarwal V., Aggarwal A., Aguilera R., Aguilera-Arevalo M. -L., Aguirre Salamanca E. J., Aguirre-Allende I., Ahari D., Ahmad H., Ahmad Rauf F., Ahmad Zartasht Khan A., Ahmed S., Ahmed Fieturi N., Ahmed Mohamed S., Ahmed-Bakhsh Z., Ahsan Javed M., Akano L., Akbar A., Akhbari M., Akhmedov P., Aksit G., Akula Y., Alagaratnam A. S., Al Majid S., Al Mukhtar O., Al Omran H., AlAsali N., Al-Azzawi M., Al-Habsi R., Al-Iraqi H., Al-Naggar H., Alameer E., Albirnawi H., Alderson D., Aldulaijan F., Alejandro Miranda Ojeda R., AlHasan A., Ali S., Ali A., Ali Khan M., Alimova Y., Aljanadi F., Aljubure R., Allopi N., Almedbal H., Almubarak M., Alqaidoom Z., Alselaim N., Alshaar M., Alshammari R., Altaf K., Altiner S., Altunpak B., Alvarez Lozada L. A., Amal Nahal E., Amer A., Amin K., Aminu U., Amisi Numbi N., Amjad T., Amoah R., An Y., Anastasopoulos N. -A., Andres Urrutia J., Angarita F., Angarita K. -L., Angel Freiria Eiras M., Antypas A., Anwar M. A., Anwar H., Apampa T. O., Apostolou K., Aquina C., Arachchige Adithi Himika Randeni R., Archila Godinez M. I., Arez O., Arezzo A. A., Armonis P., Arshad S., Arshad Salman M., Arshid A., Arteaga Asensio P. C., Arthur T., Arumuga Jothi A., Aryo Damara F., Asensio Gomez L., Ashcroft J., Ashraf S., Asif A., Atif M., Attaullah Khan M., Avellaneda N., Awad S., Awadh M., Axiaq A., Ayad Mohammed Shuwayyah A., Ayalew D., Aytac E., Azam F., Azevedo J., Azhar B., Aziz J., Aziz A., Azzam A., Baba Ndajiwo A., Baig M., Baker D., Bakko F., Balachandran R., Balachandran G., Balagizi Mudekereza J., Balai E., Balci B., Balduzzi A., Balhareth A., Bandyopadhyay S., Banerjee D., Bangalore Mahalinga D., Bankhead-Kendall B., Bankole N. D. A., Banwell V., Baris Bengur F., Baris Ozmen B., Barnard M., Barnett R., Barreras Espinoza J. A., Barrios A., Bass G., Bass M., Bausys A., Bavikatte A., Bayram J., Belousov M., Berardi A. G., Beamish A., Beattie C., Belia F., Bellato V., Bellikatti S., Benjamens S., Benlice C., Bennedsgaard S., Bennett S., Bentounsi Z., Bergenfeldt H., Bergenfelz A., Besselink M., Bhandoria G., Bhangu E., Bhatia M., Bhatti M. T., Bilgili Z., Bislenghi G., Bisset C., Biswas S., Blake J., Blanco R., Boccalatte L., Boden R., Bojanic C., Boland M., Boland P., Bollen E., Bonci E. -A., Boni L., Booth A., Booth R., Borakati A., Borunda Escudero G. E., Bosco S. J., Bostrom P., Botelho De Alencar Ferreira Cruz P., Bouchagier K., Bouhuwaish A., Boutros M., Boyce K., Boyle C., Bradshaw L., Brandl A., Brar A., Brat G., Brenkman H., Brennan C., Brines C., Brookmyre A., Brosnan C., Brouwers L., Brown A., Brown L., Brown C., Brown J., Bs V., Buksh M., Bunani Emmanuel M., Burbano D., Burelli A., Burke A., Burke J., Burlov N., Burns A., Burton O., Butt A., Buzra Ozkan B., Cabrera Silva L., Caicedo E. Y., Calderbank T., Cambridge W., Campelo G., Can Tatar O., Carbone F., Carrano F., Casallas D., Casanova Portoles D., Casciani F., Cassimjee I., Castaneda Ramirez O. A., Catalan V., Caviedes J., Cayetano L., Ceresoli M., Chan M., Chan V., Chandrasinghe P., Chapman S., Chaturvedi A., Chaudhry D., Chaudry H., Chen H. W., Cheng A., Chernykh M., Cherrie A. M., Cheruiyot I., Cheung J., Chia C., Chica J., Chinai N., Chirwa A., Chiwaligo J., Choi A., Choi J., Chowdhury M. R., Christopher E., Christou N., Chu T., Chua D., Chua H. W., Chung C., Cihat Yildirim A., Cillo M., Cioffi S., Claireaux H., Clermonts S., Clifford R., Climent M., Clynch A., Coelen R. -J., Colas-Ruiz E., Collar A., Collard M., Conlon K. C., Connelly T., Connor K., Cook J. A., Correia De Sa T., Cosgun Acar N., Costa T., Couch D., Cowper S., Creavin B., Crook B., Curell A., D'Alessio R., Dale J., Damgaard Eriksen J., Dario Martin Gonzalez I., Darwish A., Das M., Das R., Das K., Dave R., David S. O., Davies T., Davis C., Davison S., Davletshina V., Dawidziuk A., Dawson A., De Andres Crespo M., De Berker H., De Dieu Ngo P., Dekker E., De La Caridad Espinosa Luis R., De Lacy B., Demartines N., De Montserrat Medina Sifuentes A., De Silva S., Del Rio C., Delaune V., Dell A., Demirbas I., Demirli Atici S., Deniz Tepe M., Derebey M., Desai G., Desai M., Devarakonda S., Deveras N., Di Franco G., Di Martino M., Di Marzo F., Diaz A., Diaz Del Gobbo G., DiazCastrillon C., Dick L., Dickinson K., Diego E., Dimasi I., Ding A., Dingemans S., Dixon L., Dixon B., Doherty W., Dooreemeah D., Donohue C., Dornseifer M., Dossa F., Dossou W., Drake T., Drami I., Drevin G., Du Plessis M. C., Dudi-Venkata N., Dudley R., Duffy S., Duklas D., Dumbrava B. -D., Duygu Avlar F., Dworzynska A., Ebrahim W., Ebrahim A., Efren Lozada Hernandez E., Ehigie N., El Boghdady M., El Hasnaoui C., El Sheikh M., El-Hussuna A., Eldurssi O., Elfeki H., Elhadi M., Elhassan M., Elhissi A., Elliot B., Elsenbroek C., Elsolh B., Elson N., Eltyeb H., Emerson H., Emile S. H., Endalle G., English W., Ercisli C., Espinosa G., Essam Abdelraheem M., Essangri H., Etienne P., Evans M. D., Evans T., Ezeme C., Ezzahraa F., Fadalla T., Fagan J., Fahmy M., Fairfield C., Falade O., Famularo S., Faqar-Uz-Zaman F., Farid Y., Farooq A., Farooq H., Farooqui F., Farquharson B., Faruqi A., Faulder R., Faut M., Fechner K., Feenstra T., Fehervari M., Fernandez L., Fernandez Alberti J., Ferrario L., Field D., Fiore L., Fingerhut S., Finlayson S., Fleming N., Fleming C., Florial E., Fok M., Fokin D., Foley M., Forero M. P., Forgan T., Fornasiero M., Fowler H., Fowler G., Franchi E., Franklin L., Fredriksson A., Fruhling P., Fuentes Navarrette G., Fulop A., Furtado M., Gaarder T., Galbraith N., Gallagher I. T. K., Gallo G., Gana T., Gaskin E., Gasparini M., Gatan R. G., Geary E., Gelaye Wudineh K., Gemenetzis G., Georgi M., Ghalige H., Ghareeb W., Ghatwary Tantawy T., Ghomsi C., Ghuman A., Giannakis P., Giron F., Gjengedal K., Gkotsis E., Glasbey J., Godahewa S., Godula D., Goffredo P., Goh S., Golriz M., Gomez L., Gomez Gomez D., Gonzalez R., Gonzalez D., Gonzalez Gutierrez E., Gopar D., Gordini L., Gori A., Gortazar S., Gousy N., Gowda R., Gowda M., Gqada J., Grechenig M., Greer J., Gregorio L., Grigorova A., Grimes H., Groot V., Grossman R. C., Gruber R., Gruter A., Guest R., Gujjuri R., Gulcek E., Gulcu B., Gull K., Gulmez M., Gupta V., Gutlic A., Guven T., Gwatirisa T., Gwini G., Gwodog P., Gysling S., Habib M., Hafeez Bhatti A. B., Hallesmith J., Halloran S., Hamza Sadiq M., Haney C., Hanna N., Hanna L., Hannington M., Harbjerg J., Haribaskaran D., Harran N., Harrington B., Harrison E., Hasan R., Hashmi S., Hassan M., Hassan A., Haverkamp L., Hazen S., Heer B., Heil J., Helliwell J., Henriksen N., Henshall D., Hermanson M., Hermena S., Hettiarachchi D., Hextall C., Hidalgo M., Hidayat H., Hider A., Higgins P., Hinchliffe R., Hirani D., Hirpara D., Hisham I., Hite M., Hoh S. M., Holmberg C., Holmich E., Holst F., Hossam A., Hossam Elfallal A., Howard P., Huaman E., Huang Y., Huang L., Huang D., Huber T., Hugh J., Hughes J., Huttner F., Huynh R., Hylands A., Iannuzzi J., Ielpo B., Iftikhar Talib A., Ignacio J., Ignatavicius P., Ike S., Ikwu C., Inama M., Ing A., Ingels A., Isik A., Islam N., Ives I. J., Al-Hasan A. J. M. S., Perez Rivera C. J., Jacome F., Jaffer T., Jagiella-Lodise O., Jain M., Jain K., Jakubauskas M., Jalal M., James H., Jang Y., Janssen B., Jansson H., Jariod-Ferrer U., Javanmard H., Javed S., Jayarajah U., Jayasuriya I., Je J., Jessop Z., Jia Lin Tang E., Jiang H., Jiayan Y., Jih Huei T., Jimenez-Rodriguez R., Joh D., Johnson A., Jones N., Jones C., Jordan C., Jose Nunez Ju J., Jose Pizarro M., Jose Salazar C., Joseph J., Justiniano C., Kabir T., Kadhum M., Kalfountzos C., Kalogiannaki E., Kalyanasundaram K., Kamarajah S., Kamil Quraishi M., Kanemitsu Y., Kapila A., Kapila V., Karagiannidis G., Kashif M., Kathiravelupillai S., Kathiravelupillai A., Katsogridakis E., Kaur K., Kaur Sekhon Inderjit Singh H., Kausur N., Kawka M., Keehan G., Kehlet Watt S., Kelly M., Kelly M. E., Kelvin Egbuchulem I., Kembuan G., Khajeh E., Khaled Elfaitur A., Khan M. F., Khan S., Khan M., Khan D., Khan H., Khatkar H., Khatkov E., Khaw R., Kim B., Kishore Siddiraju K., Kitua D., Kirimtay B., Kmezic S., Knight S., Koeter T., Koh A., Koh Hong Xiang F., Kojo Anyomih T., Kok A. I. N., Kokelaar R., Koliarakis I., Kolli S., Kong J., Konig D., Koshy M., Kotze P., Kourdouli A., Kowal M., Kraima A., Kramer F., Kryzauskas M., Kuchynskyi I., Kuemmerli C., Kuiper S., Kumar S., Kumar A., Kumar L., Kumar H., Kumar N., Kumar Bandyopadhyay S., Kumar Garg P., Kumar Venkatappa S., Kung J., Kural S., Kushairi A., Kuuzie E., Kvietkauskas M., Kwek I., La J., Lai L., Lakpriya S., Lam K., Lami M., Lansdorp-Vogelaar I., Lapolla P., Larsen H., Latif J., Laudari U., Laurnezi A., Lawal A., Lawday S., Lederhuber H., Lednev A., Lee R., Van Leerdam M. E., Lefevbre G., Lesmus M., Leyva Moraga F. A., Leyva Moraga E., Leyva Moraga F., Li H. L., Li A., Li Z., Licardie E., Light A., Lightner A. L., Lin A., Lincango E., Litta F., Liu H., Lofthouse B., Londono M. A., Lopes R., Lopes De Freitas R., Lopez L., Lopez A. I., Lopez-Gomez J., Lopez-Pena G., Lowe R., Lowe D., Lowey M., Loy G., Lozanovski V., Luzon J., Lynn P., MacCabe T., MacHielsen A., Mafla Herreria C. A., Maggino L., Mahawar K., Mahmood D., Mahmoud M., Mahtani K., Maitra I., Maji S., Majiet I., Mal L., Malherbe J., Malhotra K., Malkomes P., Man E., Manan Sheikh A., Manjunath S., Manzano Nunez R., Manzoor S., Maqsood R., Marchegiani G., Marchegiani F., Marin D., Marin A., Marks I., Marson E., Martensen A., Martin D., Martin Martin G., Martin-Perez B., Martinez P., Marwaha P., Mashauri C., Mashbari H., Masior L., Masri R., Masud L., Masudi S., Mateu Calabuig G., Math S., Matrachisia A., Mayol J., Mazingi D., Mazzotta A., McAlinden J., McCabe G., McColm L., McElvaney H., McGivern K., McGovern J., McGuinness E., McInerney N., McKay S., McKee C., McKenna M., McKenna N., McLean K., Mediratta S., Medkova Y., Medzhidov O., Mehraj A., Mekhael M., Mekinde O., Mellenthin C., Melucci A., Mentor K., Merchant J., Messias H., Messeha M., Meza C., Mhango P., Miladinov M., Milagros Niquen Jimenez M., Miller P., Mills E., Milton A., Minayeva O. A., MinHua Zheng Z., Mischlinger H., Mockli B., Modi R., Mohamed H. M., Mohamed M., Mohamed Abulghasm T., Mohammad S. A., Mohammed T. O., Mohammed A., Mohan H., Mohan M., Moin I., Mok V., Molina G., Moloney J., Moneim J., Monfort Mira M., Montcusi Ventura B., Montouri M., Moossdorff M., Mora-Guzman I., Moran B., Moran R. A. R., Moreno-Ordaz S., Morera A., Morgan R., Morley R., Moro-Valdezate D., Moros S., Moss J. -L., Morven A., Morton D., Moynihan A., Moyon M., Muduli N., Mugla N., Mugla W., Muller P., Mun G., Mundhada R., Munir I., Munoz F., Munoz E., Munoz A., Munoz Balderas D. C., Murgitroyd E., Murray V., Murthy S., Mushiwokufa W., Mustafa H., Mustakimov B., Mutambanengwe P., Myint P., Nadkarni S., Naess P. A., Nahar S., Naidoo P., Nam R., Nandhra S., Nanjappa N., Narasimhan V., Nardi W., Nasir M., Naughton A., Naumann D., Navarro S., Nawaaz Karimbocus M., Nazir A., Ndereya S., Ndong A., Negoi I., Nel D., Nelson D., Nepal S., Nugent T., Nepogodiev D., Neufeld J., Ng J., Ng D., Ng C. E., Ngaserin S., Ngu L., Ngwenya E., Fhearaigh R. N., Nikolousakis T. -K., Ninkovic M., Nita G., Nitschke C., Noren E., Noton T., Novikova A., Nowinka Z., Nyakunengwa T., Nyalundja A., Nzenwa I., Kristensen H. O., O'Brien C., O'Brien L., O'Brien S., O'Reilly J., O'Rourke S., O'Sullivan M., O'Dwyer M., Ochieng L., Oderoha E., Oh K. E., Ohlberger L., Olcum M., Olkina A., Omkumar M., Omnitel B., Oncel Yakar D., Ong K., Ong Wei Lin L., Ooi R., Ooi S., Oomman A., Oon Tyjet D., Opiyo S., Oscullo Yepez J. J., Osei-Kuffour N., Osunronbi T., Ottlakan A., Oussama Kacimi S., Ovaere S., Ozair A., Pachler F., Pai Oo S., Paiella S., Panaiotti L., Panda N., Pandarinath S., Pandey D., Pandrowala S., Papa Mamadou F., Paranathala M., Park J., Parmar C., Parvez A., Pasovic L., Pasquer A., Pasumarthy N., Pata F., Patel T., Patel P., Patel N., Patel M., Patron Uriburu N., Patrone R., Paul A., Pavan Kumar O. M., Pavithran A., Pedraza Ciro M., Pellino G., Peloso A., Pena Gallardo M. T., Pena Velazquez A., Perea J., Perez-Sanchez L. E., Perra T., Perrotta G., Petersson P., Petra G., Petrucciani N., Pickin C., Pino V., Pinotti E., Pinto F., Plum P., Podesta F., Pollini T., Pompeu Sa M., Ponce Leon F., Ponniah H. S., Ponte De Sousa X., Ponton J., Pontula A., Popa M., Portilla A. L., Posner F., Post S., Potolicchio A., Pouwels S., Povo A., Prasad P., Preciado S., Preece R., Proud D., Pulido Segura J. A., Puliyath N., Qui M., Quimbaya Rodriguez A. S., Raby-Smith W., Racovita A., Rad A., Radwan R., Rafaih Iqbal M., Rafik A., Raguan B., Rahi M., Rahiri J. -L., Rahme J., Rai L., Raj A., Raj Saksena A., Raja M., Ramirez J., Ramzi J., Ranstam J., Rao C., Rashid A., Ratnayake B., Rattanasirivilai K., Raubenheimer K., Ravikumar N., Ravn S., Razoz N., Rea W., Regan A., Rela M., Remme A., Rey Chaves C. E., Reyes A., Riad A., Rice D., Rios Quintana K., Ritter A., Roalso M., Robinson D., Rodriguez J., Rodriguez F., Rodriguez M. C., Rogers A., Rohila J., Romanyuc D., Romic I., Rommaneh M., Rompianesi G., Rosa F., Roscio F., Rose A., Rotimi T., Ruiz H., Ruiz Yucuma J., Ruiz-Ucar E., Ruslan M., Rutegard M., Ryan Harper E., Ryckx A., Rydbeck D., Sa-Marta E., Sadien I., Safari Nteranya D., Sagoo K., Sakata S., Saladino E., Saleem A., Saleem S., Salehi M., Salih S., Sallinen V., Salvans S., Sam Z. H., Samadov E., Sampaio Alves M., Sanad A., Sanchez Fonseca S., Sanchez Teran A., Sanchez Ussa S., Sandli O., Sanfey H., Sanghera J., Sani I., Santafe Guerrero M., Sante Fornasiero M., Santes Jasso O., Santos Pereira I., Santos Sousa H., Saratzis A., Sarmiento Alarcon A., Saumtally T., Sayyed R., Schettino M., Schleimer L., Schmidt T., Schondffelt K., Schwab M., Scott A., Searle H., Sebopelo L., Seeglier B., Seishima R., Semenvov D., Senent-Boza A., Sepulveda J., Serenari M., Serrano Navidad M., Sert I., Sewart E., Sgro A., Shadrina V., Shah K., Shahid F., Shalaby M., Shankar B., Shapiro J., Sharma L., Sheel A., Shenfine A., Shenoy S., Sherif A., Shetty N., Shetty R., Sia T. C., Sichimba D., Siddique H., Siddiqui I., Simkens G., Simoe J., Simon H., Sinan L., Singh T., Singh K., Singh Y., Sinha L., Siragusa L., Sluckin T., Smart Y. W., Smith H., Smith K., Smits L., Sneep-Van Kessel C., Sohrabi C., Solorzano Pineda O., Soma A., Sooriyapiragasam L., Soreide K., Sparavigna M., Spence R., Spencer N., Spiers H., Spinelli A., Sprakel J., Sravanam S., Srinivasan M., Srinivasan R., Staniszewska A., Stanworth S. J., Stasinos K., Steele R. J. C., Steinholt I., Steinruecke M., Stephen B. -J., Stijns J., Still M., Stupalkowska W., Subba S., Subbotin V. V., Sucharitkul P., Sudarsanam A., Sudhamsh Reddy D., Suhardja T., Suliman M., Sund M., Sunilkumar A., Suresh N., Sussmes S., Sutton P., Syltern J., Taha A., Takamizawa Y., Takoutsing Dongmo A. B., Tamas T., Tan L., Tan J. L., Tan K., Tan E., Tan Yong Hui A., Tanase A., Tariverdiev A., Tasnem A., Tatar C., Tay E., Tejedor P., Tesfaye G., Tetinou F., Thorpe C., Thyo A., Tlelo Amastal D., Tolani M., Tolga Saracoglu K., Tolgyes T., Tong J., Torrent Jansa L., Toscano Igartua S., Tovani Palone M. 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G., Beamish A., Beattie C., Belia F., Bellato V., Bellikatti S., Benjamens S., Benlice C., Bennedsgaard S., Bennett S., Bentounsi Z., Bergenfeldt H., Bergenfelz A., Besselink M., Bhandoria G., Bhangu E., Bhatia M., Bhatti M. T., Bilgili Z., Bislenghi G., Bisset C., Biswas S., Blake J., Blanco R., Boccalatte L., Boden R., Bojanic C., Boland M., Boland P., Bollen E., Bonci E. -A., Boni L., Booth A., Booth R., Borakati A., Borunda Escudero G. E., Bosco S. J., Bostrom P., Botelho De Alencar Ferreira Cruz P., Bouchagier K., Bouhuwaish A., Boutros M., Boyce K., Boyle C., Bradshaw L., Brandl A., Brar A., Brat G., Brenkman H., Brennan C., Brines C., Brookmyre A., Brosnan C., Brouwers L., Brown A., Brown L., Brown C., Brown J., Bs V., Buksh M., Bunani Emmanuel M., Burbano D., Burelli A., Burke A., Burke J., Burlov N., Burns A., Burton O., Butt A., Buzra Ozkan B., Cabrera Silva L., Caicedo E. 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P., Forgan T., Fornasiero M., Fowler H., Fowler G., Franchi E., Franklin L., Fredriksson A., Fruhling P., Fuentes Navarrette G., Fulop A., Furtado M., Gaarder T., Galbraith N., Gallagher I. T. K., Gallo G., Gana T., Gaskin E., Gasparini M., Gatan R. G., Geary E., Gelaye Wudineh K., Gemenetzis G., Georgi M., Ghalige H., Ghareeb W., Ghatwary Tantawy T., Ghomsi C., Ghuman A., Giannakis P., Giron F., Gjengedal K., Gkotsis E., Glasbey J., Godahewa S., Godula D., Goffredo P., Goh S., Golriz M., Gomez L., Gomez Gomez D., Gonzalez R., Gonzalez D., Gonzalez Gutierrez E., Gopar D., Gordini L., Gori A., Gortazar S., Gousy N., Gowda R., Gowda M., Gqada J., Grechenig M., Greer J., Gregorio L., Grigorova A., Grimes H., Groot V., Grossman R. C., Gruber R., Gruter A., Guest R., Gujjuri R., Gulcek E., Gulcu B., Gull K., Gulmez M., Gupta V., Gutlic A., Guven T., Gwatirisa T., Gwini G., Gwodog P., Gysling S., Habib M., Hafeez Bhatti A. B., Hallesmith J., Halloran S., Hamza Sadiq M., Haney C., Hanna N., Hanna L., Hannington M., Harbjerg J., Haribaskaran D., Harran N., Harrington B., Harrison E., Hasan R., Hashmi S., Hassan M., Hassan A., Haverkamp L., Hazen S., Heer B., Heil J., Helliwell J., Henriksen N., Henshall D., Hermanson M., Hermena S., Hettiarachchi D., Hextall C., Hidalgo M., Hidayat H., Hider A., Higgins P., Hinchliffe R., Hirani D., Hirpara D., Hisham I., Hite M., Hoh S. M., Holmberg C., Holmich E., Holst F., Hossam A., Hossam Elfallal A., Howard P., Huaman E., Huang Y., Huang L., Huang D., Huber T., Hugh J., Hughes J., Huttner F., Huynh R., Hylands A., Iannuzzi J., Ielpo B., Iftikhar Talib A., Ignacio J., Ignatavicius P., Ike S., Ikwu C., Inama M., Ing A., Ingels A., Isik A., Islam N., Ives I. J., Al-Hasan A. J. M. S., Perez Rivera C. 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F., Khan S., Khan M., Khan D., Khan H., Khatkar H., Khatkov E., Khaw R., Kim B., Kishore Siddiraju K., Kitua D., Kirimtay B., Kmezic S., Knight S., Koeter T., Koh A., Koh Hong Xiang F., Kojo Anyomih T., Kok A. I. N., Kokelaar R., Koliarakis I., Kolli S., Kong J., Konig D., Koshy M., Kotze P., Kourdouli A., Kowal M., Kraima A., Kramer F., Kryzauskas M., Kuchynskyi I., Kuemmerli C., Kuiper S., Kumar S., Kumar A., Kumar L., Kumar H., Kumar N., Kumar Bandyopadhyay S., Kumar Garg P., Kumar Venkatappa S., Kung J., Kural S., Kushairi A., Kuuzie E., Kvietkauskas M., Kwek I., La J., Lai L., Lakpriya S., Lam K., Lami M., Lansdorp-Vogelaar I., Lapolla P., Larsen H., Latif J., Laudari U., Laurnezi A., Lawal A., Lawday S., Lederhuber H., Lednev A., Lee R., Van Leerdam M. E., Lefevbre G., Lesmus M., Leyva Moraga F. A., Leyva Moraga E., Leyva Moraga F., Li H. L., Li A., Li Z., Licardie E., Light A., Lightner A. L., Lin A., Lincango E., Litta F., Liu H., Lofthouse B., Londono M. A., Lopes R., Lopes De Freitas R., Lopez L., Lopez A. I., Lopez-Gomez J., Lopez-Pena G., Lowe R., Lowe D., Lowey M., Loy G., Lozanovski V., Luzon J., Lynn P., MacCabe T., MacHielsen A., Mafla Herreria C. A., Maggino L., Mahawar K., Mahmood D., Mahmoud M., Mahtani K., Maitra I., Maji S., Majiet I., Mal L., Malherbe J., Malhotra K., Malkomes P., Man E., Manan Sheikh A., Manjunath S., Manzano Nunez R., Manzoor S., Maqsood R., Marchegiani G., Marchegiani F., Marin D., Marin A., Marks I., Marson E., Martensen A., Martin D., Martin Martin G., Martin-Perez B., Martinez P., Marwaha P., Mashauri C., Mashbari H., Masior L., Masri R., Masud L., Masudi S., Mateu Calabuig G., Math S., Matrachisia A., Mayol J., Mazingi D., Mazzotta A., McAlinden J., McCabe G., McColm L., McElvaney H., McGivern K., McGovern J., McGuinness E., McInerney N., McKay S., McKee C., McKenna M., McKenna N., McLean K., Mediratta S., Medkova Y., Medzhidov O., Mehraj A., Mekhael M., Mekinde O., Mellenthin C., Melucci A., Mentor K., Merchant J., Messias H., Messeha M., Meza C., Mhango P., Miladinov M., Milagros Niquen Jimenez M., Miller P., Mills E., Milton A., Minayeva O. A., MinHua Zheng Z., Mischlinger H., Mockli B., Modi R., Mohamed H. M., Mohamed M., Mohamed Abulghasm T., Mohammad S. A., Mohammed T. O., Mohammed A., Mohan H., Mohan M., Moin I., Mok V., Molina G., Moloney J., Moneim J., Monfort Mira M., Montcusi Ventura B., Montouri M., Moossdorff M., Mora-Guzman I., Moran B., Moran R. A. R., Moreno-Ordaz S., Morera A., Morgan R., Morley R., Moro-Valdezate D., Moros S., Moss J. -L., Morven A., Morton D., Moynihan A., Moyon M., Muduli N., Mugla N., Mugla W., Muller P., Mun G., Mundhada R., Munir I., Munoz F., Munoz E., Munoz A., Munoz Balderas D. C., Murgitroyd E., Murray V., Murthy S., Mushiwokufa W., Mustafa H., Mustakimov B., Mutambanengwe P., Myint P., Nadkarni S., Naess P. A., Nahar S., Naidoo P., Nam R., Nandhra S., Nanjappa N., Narasimhan V., Nardi W., Nasir M., Naughton A., Naumann D., Navarro S., Nawaaz Karimbocus M., Nazir A., Ndereya S., Ndong A., Negoi I., Nel D., Nelson D., Nepal S., Nugent T., Nepogodiev D., Neufeld J., Ng J., Ng D., Ng C. E., Ngaserin S., Ngu L., Ngwenya E., Fhearaigh R. N., Nikolousakis T. -K., Ninkovic M., Nita G., Nitschke C., Noren E., Noton T., Novikova A., Nowinka Z., Nyakunengwa T., Nyalundja A., Nzenwa I., Kristensen H. O., O'Brien C., O'Brien L., O'Brien S., O'Reilly J., O'Rourke S., O'Sullivan M., O'Dwyer M., Ochieng L., Oderoha E., Oh K. E., Ohlberger L., Olcum M., Olkina A., Omkumar M., Omnitel B., Oncel Yakar D., Ong K., Ong Wei Lin L., Ooi R., Ooi S., Oomman A., Oon Tyjet D., Opiyo S., Oscullo Yepez J. J., Osei-Kuffour N., Osunronbi T., Ottlakan A., Oussama Kacimi S., Ovaere S., Ozair A., Pachler F., Pai Oo S., Paiella S., Panaiotti L., Panda N., Pandarinath S., Pandey D., Pandrowala S., Papa Mamadou F., Paranathala M., Park J., Parmar C., Parvez A., Pasovic L., Pasquer A., Pasumarthy N., Pata F., Patel T., Patel P., Patel N., Patel M., Patron Uriburu N., Patrone R., Paul A., Pavan Kumar O. M., Pavithran A., Pedraza Ciro M., Pellino G., Peloso A., Pena Gallardo M. T., Pena Velazquez A., Perea J., Perez-Sanchez L. E., Perra T., Perrotta G., Petersson P., Petra G., Petrucciani N., Pickin C., Pino V., Pinotti E., Pinto F., Plum P., Podesta F., Pollini T., Pompeu Sa M., Ponce Leon F., Ponniah H. S., Ponte De Sousa X., Ponton J., Pontula A., Popa M., Portilla A. L., Posner F., Post S., Potolicchio A., Pouwels S., Povo A., Prasad P., Preciado S., Preece R., Proud D., Pulido Segura J. A., Puliyath N., Qui M., Quimbaya Rodriguez A. S., Raby-Smith W., Racovita A., Rad A., Radwan R., Rafaih Iqbal M., Rafik A., Raguan B., Rahi M., Rahiri J. -L., Rahme J., Rai L., Raj A., Raj Saksena A., Raja M., Ramirez J., Ramzi J., Ranstam J., Rao C., Rashid A., Ratnayake B., Rattanasirivilai K., Raubenheimer K., Ravikumar N., Ravn S., Razoz N., Rea W., Regan A., Rela M., Remme A., Rey Chaves C. E., Reyes A., Riad A., Rice D., Rios Quintana K., Ritter A., Roalso M., Robinson D., Rodriguez J., Rodriguez F., Rodriguez M. C., Rogers A., Rohila J., Romanyuc D., Romic I., Rommaneh M., Rompianesi G., Rosa F., Roscio F., Rose A., Rotimi T., Ruiz H., Ruiz Yucuma J., Ruiz-Ucar E., Ruslan M., Rutegard M., Ryan Harper E., Ryckx A., Rydbeck D., Sa-Marta E., Sadien I., Safari Nteranya D., Sagoo K., Sakata S., Saladino E., Saleem A., Saleem S., Salehi M., Salih S., Sallinen V., Salvans S., Sam Z. H., Samadov E., Sampaio Alves M., Sanad A., Sanchez Fonseca S., Sanchez Teran A., Sanchez Ussa S., Sandli O., Sanfey H., Sanghera J., Sani I., Santafe Guerrero M., Sante Fornasiero M., Santes Jasso O., Santos Pereira I., Santos Sousa H., Saratzis A., Sarmiento Alarcon A., Saumtally T., Sayyed R., Schettino M., Schleimer L., Schmidt T., Schondffelt K., Schwab M., Scott A., Searle H., Sebopelo L., Seeglier B., Seishima R., Semenvov D., Senent-Boza A., Sepulveda J., Serenari M., Serrano Navidad M., Sert I., Sewart E., Sgro A., Shadrina V., Shah K., Shahid F., Shalaby M., Shankar B., Shapiro J., Sharma L., Sheel A., Shenfine A., Shenoy S., Sherif A., Shetty N., Shetty R., Sia T. C., Sichimba D., Siddique H., Siddiqui I., Simkens G., Simoe J., Simon H., Sinan L., Singh T., Singh K., Singh Y., Sinha L., Siragusa L., Sluckin T., Smart Y. W., Smith H., Smith K., Smits L., Sneep-Van Kessel C., Sohrabi C., Solorzano Pineda O., Soma A., Sooriyapiragasam L., Soreide K., Sparavigna M., Spence R., Spencer N., Spiers H., Spinelli A., Sprakel J., Sravanam S., Srinivasan M., Srinivasan R., Staniszewska A., Stanworth S. J., Stasinos K., Steele R. J. C., Steinholt I., Steinruecke M., Stephen B. -J., Stijns J., Still M., Stupalkowska W., Subba S., Subbotin V. V., Sucharitkul P., Sudarsanam A., Sudhamsh Reddy D., Suhardja T., Suliman M., Sund M., Sunilkumar A., Suresh N., Sussmes S., Sutton P., Syltern J., Taha A., Takamizawa Y., Takoutsing Dongmo A. B., Tamas T., Tan L., Tan J. L., Tan K., Tan E., Tan Yong Hui A., Tanase A., Tariverdiev A., Tasnem A., Tatar C., Tay E., Tejedor P., Tesfaye G., Tetinou F., Thorpe C., Thyo A., Tlelo Amastal D., Tolani M., Tolga Saracoglu K., Tolgyes T., Tong J., Torrent Jansa L., Toscano Igartua S., Tovani Palone M. R., Traff H., Trevis J., Tummers W., Tur A., Turchenko I., Uche V., Uddin A., Udonsak N., Ullah M., Urbonas T., Uwins C., Uy Magadia E., Uzair Qureshi A., Uzun K., Vadim P., Valarche G., Valdez Gonzalez R. A., Vallee M., Van Beek D. -J., Van Dalen A. S., Van Den Hondel D., Van Der Stok E., Van Dorp M., Van Oostendorp S., Van Praag E., Van Rees J., Van Silfhout L., Varga Z., Varghese S., Varghese C., Varghese J., Vasilica A. -M., Vasquez Ojeda X., Vega E., Vehler S., Venchiarutti R., Vengatesan S., Venn M., Verma D., Vianey Partida Nava G., Victoria D., Vieira P., Vilar Alvarez M. E., Vinci D., Viscasillas Pallas G., Viswanath M., Vivanco J., Vizcaya Rodriguez V., Vo J., Volchanski D., Voron T., Voronovskyi Y., Vu J., Wadhwa M., Wadhwa S., Wagner G., Wallace M., Wang Y. Y., Wang J., Wani A., Wanigasooriya K., Wanjara S., Wanjiku N., Warner C., Wei Leow T., Weiser T., Weisters M., Wellington M. J., Wells C., Wenzelberg C., Wettstein D., Wezel A., Wheldon L., Widmer L., Wilson M., Wigmore S., Wijayaratne T., Wijeyaratne M., Wijnhoven B. P. L., Wilkin R., Williams E., Willis F., Winter D., Wirsik M. M., Wishah B., Wong G., Wong W. J., Wong K., Wong K. -Y., Worku D., Wright E., Wright J., Wroe Wright O., Xenacki S., Xia W., Xu W., Xu Z., Yalcinkaya A., Yang W., Yang P. -C., Yanishev A., Yanzon De La Torre A., Yao H., Yaqoob E., Yen Ling Quake S., Yeo D., Yeom B., Yershov D., Yiasemidou M., Yildiz A., Yiu A., Yoav M., Yong E., Yoshimura R., Younis M. U., Younis Ringshawl Z., Youssef M., Yue Y., Yuen S., Yuldashev R., Yurttas C., Yves B., Zaborowski A., Zackeri R., Zafar A., Zahra W., Zaidi A., Zainudin S., Zakeri R., Zamora I., Zamora A. T., Zawistowski M., Zbikowska G., Zegers W., Zehra S., Zeyra A., Zhagniyev Z., Zhukova L. G., Zivanovic M., Zmuc J., Zope M., Zubayraeva A., and Zucker B.
- Abstract
Background: Coronavirus disease 2019 (COVID-19) was declared a pandemic by the WHO on 11 March 2020 and global surgical practice was compromised. This Commission aimed to document and reflect on the changes seen in the surgical environment during the pandemic, by reviewing colleagues experiences and published evidence. Methods: In late 2020, BJS contacted colleagues across the global surgical community and asked them to describe how severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) had affected their practice. In addition to this, the Commission undertook a literature review on the impact of COVID-19 on surgery and perioperative care. A thematic analysis was performed to identify the issues most frequently encountered by the correspondents, as well as the solutions and ideas suggested to address them. Results: BJS received communications for this Commission from leading clinicians and academics across a variety of surgical specialties in every inhabited continent. The responses from all over the world provided insights into multiple facets of surgical practice from a governmental level to individual clinical practice and training. Conclusion: The COVID-19 pandemic has uncovered a variety of problems in healthcare systems, including negative impacts on surgical practice. Global surgical multidisciplinary teams are working collaboratively to address research questions about the future of surgery in the post-COVID-19 era. The COVID-19 pandemic is severely damaging surgical training. The establishment of a multidisciplinary ethics committee should be encouraged at all surgical oncology centres. Innovative leadership and collaboration is vital in the post-COVID-19 era.
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- 2021
5. A LONGITUDINAL STUDY OF IMPULSE OSCILLOMETRY AND RESPIRATORY MECHANICS IN PREGNANCY: IMPLICATIONS FOR RESPIRATORY DISORDERS
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BOURJEILY, G., primary, SANAPO, L., additional, GUILLEN, M., additional, BROSNAN, C., additional, SEQUEIRA, T., additional, EL-ZARIF, T., additional, AVALOS, A., additional, ALDANA, A., additional, FELBER, C., additional, LAMBERT-MESSERLIAN, G., additional, and MCCOOL, F., additional
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- 2022
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6. Induction and Suppression of an Autoimmune Disease by Oligomerized T Cell Epitopes: Enhanced In Vivo Potency of Encephalitogenic Peptides
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Falk, K., Rötzschke, O., Santambrogio, L., Dorf, M. E., Brosnan, C., Strominger, J. L., Eibl, Martha, editor, Mayr, W. R., editor, and Thorbecke, G. J., editor
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- 2002
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7. Classifying knowledge used in complementary medicine consultations: A qualitative systematic review
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Davies, K, Heinsch, M, Tickner, C, Brosnan, C, Steel, A, Patel, G, Marsh, M, Davies, K, Heinsch, M, Tickner, C, Brosnan, C, Steel, A, Patel, G, and Marsh, M
- Abstract
Background Complementary Medicine (CM) is widely used internationally but there is limited understanding of the forms of knowledge CM practitioners use in their clinical practice and how they use this knowledge in interactions with patients. This review aims to synthesise the existing evidence on the forms of knowledge that are mobilised, and the role of this knowledge in the interactions between practitioners and patients during CM consultations. It considered a diverse range of CM practice areas to develop a classification of CM practitioners’ knowledge use in consultations. Methods Systematic searches of health and sociology databases were conducted using core concepts, including complementary and alternative medicine, practitioners, and knowledge. Articles were included where they reported on data from recorded CM practitioner and patient consultations and offered insights into the types and applications of knowledge used in these consultations. 16 unique studies were included in the review. Data were extracted, coded and analysed thematically. Results Results demonstrate that diverse sources of knowledge were mobilised by practitioners, predominantly derived from the patients themselves –their bodies and their narratives. This reflected principles of patient-centredness. The use of discipline specific forms of knowledge and references to biomedical sources illustrated ongoing efforts towards legitimacy for CM practice. Conclusion CM practitioners are navigating tensions between what some might see as competing, others as complementary, forms of knowledge. The classification system provides a useful tool for promoting critically reflective practice by CM practitioners, particularly in relation to self-assessment of knowledge translation and patient interactions.
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- 2022
8. Nuclear Gene Silencing Directs Reception of Long-Distance mRNA Silencing in Arabidopsis
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Brosnan, C. A., Mitter, N., Christie, M., Smith, N. A., Waterhouse, P. M., and Carroll, B. J.
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- 2007
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9. Safety of emergency, elective and day case operating during the winter period at East Suffolk and North Essex NHS Foundation Trust: lessons from the outcomes of 4,254 surgical patients from the first COVID-19 wave
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Parikh, S, primary, Cooper, L, additional, Matthews, W, additional, Khan, M, additional, Syed, S, additional, Vasudevan, SP, additional, Brosnan, C, additional, Barr, L, additional, and Loeffler, M, additional
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- 2021
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10. Naturopaths’ mobilisation of knowledge and information in clinical practice: an international cross-sectional survey
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Steel, A, Leach, M, Brosnan, C, Ward, V, Lloyd, I, Steel, A, Leach, M, Brosnan, C, Ward, V, and Lloyd, I
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Background The contemporary evidence-based practice model acknowledges the importance of patient preferences and clinician experience when applying evidence within a clinical setting. Knowledge mobilisation (KM) acknowledges the complexities of knowledge translation by recognising and respecting diversity in types of knowledge and how such diversity can influence health care and health care choices. While there has been considerable discussion on KM in health care, it has received little attention in the field of naturopathy. Despite naturopathy’s widespread international use, it is unclear how naturopathic practitioners (NPs) use and share knowledge and information in clinical practice. This study examines the mobilisation of knowledge amongst NPs internationally. Methods Online, international, cross-sectional survey of a self-selected sample of NPs from any country, that were either currently in clinical practice or had been in practice within the previous 12 months. The survey was administered in five languages (English, French, Portuguese, Spanish, German). Descriptive statistics were prepared for all survey items. Results The survey was completed by 478 NPs who reported using an average of seven (median = 7, SD = 2.6) information sources to inform patient care. NPs also drew on knowledge gained through patients sharing their perspectives of living with their health condition (Always/Most of the time: 89.3%). They mostly sought knowledge about how a treatment might benefit a patient, as well as knowledge about treatment safety and a better understanding of a patient’s health condition. NPs frequently reported sharing knowledge developed through consideration of the patient’s unique needs (83.3%), and primarily shared knowledge by producing information for the public (72.6%) and for patients (72.2%). Conclusions Based on these findings, it may be argued that NPs practice knowledge mobilisation; employing multiple forms and sources of knowledge, and mobilising kno
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- 2021
11. Addison's Disease
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Brosnan, C. M. and Gowing, N. F. C.
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- 1996
12. Expectations, challenges, and potential of learning from early clinical experience: a multiperspective qualitative study
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Yardley, S J, Brosnan, C J, and Hays, R B
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- 2010
13. Dead Real: The expectations, meanings and outcomes of ‘early experience’ post mortem placements
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Yardley, S J, Brosnan, C J, and Hays, RB
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- 2010
14. Primary colorectal linitis plastica presenting as rapid acute deterioration: a diagnostic dilemma
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Brosnan, C, primary, Hannan, E, additional, Duggan, W, additional, Mullen, D, additional, Buckley, M, additional, and Stafford, AT, additional
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- 2020
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15. Evolving healthcare; nurses’ attitudes towards complementary therapies
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Hall, H, primary, Leach, M, additional, Brosnan, C, additional, and Collins, M, additional
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- 2020
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16. Conservative management of complete traumatic pancreatic body transection; A case report
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Duggan, W., primary, Hannan, E., additional, Brosnan, C., additional, O'Sullivan, S., additional, and Conlon, K., additional
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- 2020
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17. The purpose, meaning, and added value of placement learning: a qualitative study
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Yardley, S J, Brosnan, C J, and Hays, R B
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- 2009
18. NOTCH1 SIGNALING REGULATES REMYELINATION IN THE ADULT CNS: W01-02
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John, G. R., Zhang, Y., Argaw, A. T., Gurfein, B. T., Zameer, A., Snyder, B. J., Rowitch, D. H., Ge, C., Raine, C. S., and Brosnan, C. F.
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- 2009
19. Professional identity and epistemic stress: complementary medicine in the academy
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Brosnan, C and Cribb, A
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ComputingMilieux_THECOMPUTINGPROFESSION - Abstract
Complementary and alternative medicine (CAM) degrees in Australian and British universities have come under attack from sceptics who argue that such courses teach only ‘pseudoscience’. Moreover, CAM academics have themselves been publicly labelled ‘quacks’. Comparatively little is known about this group of health professionals who span the two worlds of CAM practice and academia. How do they navigate between these domains, and how are their collective and individual professional identities constructed? Drawing on 47 semi-structured interviews, this paper explores the professional identities of academics working in three university-based CAM disciplines in Australia and the UK: osteopathy, chiropractic and Chinese medicine. By analysing these individuals’ accounts, and building on prior research on health professions in the academy, the paper contributes to understanding how contests about professionalism and professional knowledge take place against the academic-practice divide. By focussing on a domain where knowledge claims are conspicuously contested, it highlights the salience of navigating ‘epistemic stress’ for both group and individual professional identity.
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- 2019
20. Interleukin-11: a survival and maturation factor for human oligodendrocytes: C02-6
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JOHN, G. R., ZHANG, Y., RAINE, C. S., and BROSNAN, C. F.
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- 2006
21. In vitro and in vivo models to study the role of Axl in the CNS: C02-5
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SHAFIT-ZAGARDO, B., WEINGER, J., SHANKAR, S. L., and BROSNAN, C. F.
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- 2006
22. Incorrectly sited PEEP valve
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Brosnan, C. and Khoo, K.
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- 2005
23. Quantitative aspects of reactive gliosis: A review
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Norton, W. T., Aquino, D. A., Hozumi, I., Chiu, F. -C., and Brosnan, C. F.
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- 1992
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24. Does re-expression of Notch/Jagged prevent repair of MS lesions?: FW12-1
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Brosnan, C. F.
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- 2004
25. Olig function in CNS development and disease
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Rowitch, D., Ligon, K., Sun, T., Hafler, B., Fancy, S., Franklin, R., Raine, C., Brosnan, C., Arnet, H., and Stiles, C.
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- 2004
26. Purinergic receptor regulation of inflammatory gene expression in astrocytes
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Brosnan, C. F., John, G. R., and Lee, S. C.
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- 2003
27. Advantages of the combined spinal epidural (CSE) technique
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Price, C., Lafreniere, L., Brosnan, C., and Findley, I.
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- 1999
28. Nurses’ communication regarding patients’ use of complementary and alternative medicine
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Hall, H, Brosnan, C, Frawley, J, Wardle, J, Collins, M, and Leach, M
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InformationSystems_GENERAL ,animal structures ,Nursing - Abstract
© 2017 Australian College of Nursing Ltd Background:: Many people integrate complementary and alternative medicine (CAM) into their health care. Nurses potentially play a significant role in communicating with patients about their CAM utilisation. Aim:: The study aimed to explore whether, how and why nurses working in Australia communicate about patients’ CAM use. Methods:: This paper reports on phase one of a mixed methods study. Qualitative data was obtained, via interviews, with nineteen registered nurses who work in a wide variety of clinical environments across all states of Australia. Findings:: Four themes related to nurses’ communication with patients about CAM, were developed from the qualitative data; engaging with patients about CAM, communication with doctors about patients’ use of CAM, connecting with CAM practitioners and barriers to CAM communication. Discussion:: Despite their positive attitudes, nurses are often not comfortable discussing or documenting patients’ CAM use. Furthermore, nurses perceive that patients may be apprehensive about disclosing their use. CAM communication with colleagues is moderated by the workplace culture and the perceived attitude of co-workers. There is very little evidence of nurses referring or collaborating with CAM practitioners. Professional expectation, time restraints and the nurses’ lack of relevant CAM knowledge all have a powerful effect on limiting CAM communication. Conclusion:: Communication about patients’ use of CAM is imperative to support safe therapeutic decisions. Currently, this is limited in the Australian healthcare workplace. The nursing professional needs to consider introducing basic CAM education and flexible guidelines to enable nurses’ to respond appropriately to the patient driven demand for CAM.
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- 2018
29. Registered Nurses’ communication about patients’ use of complementary therapies: A national survey
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Hall, H, Leach, MJ, Brosnan, C, Cant, R, and Collins, M
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Complementary Therapies ,Adult ,Male ,Health Knowledge, Attitudes, Practice ,Cross-Sectional Studies ,Patient Education as Topic ,Surveys and Questionnaires ,Australia ,Humans ,Female ,Public Health ,Middle Aged ,Nurse-Patient Relations - Abstract
© 2018 Elsevier B.V. Objective: To identify communication patterns of Registered Nurses regarding patients’ use of complementary therapies. Methods: A cross-sectional online survey conducted in 2017 recruited Australian Registered Nurses working in any area of nursing. Results: Responses of 614 Registered Nurses were analysed. Patient-initiated discussion of complementary therapies were common for 77% of nurses; nurse-initiated discussions were perceived by 73% (sometimes/almost always/always). Nurses’ personal use of complementary therapies predicted discussion with patients and education-based, oncology, or aged care/rehabilitation nurses were most likely to initiate dialogue. Many (55%) did not ‘recommend’ a particular therapy, although 12% ‘almost always/always’ did so. Four out of five nurses (84%) documented patients’ use and communicated with medical/nursing colleagues about this use. Conversely, 61% ‘never’ or ‘almost never’ communicated with a complementary therapy practitioner. Conclusion: Nurses working in Australia often discuss complementary therapies, however they rarely specifically recommend their use. Their workplace environment and clinical context influenced nurses’ willingness to communicate about complementary therapy use. Practice implications evidence: suggests the need for policy development to promote communication between mainstream healthcare providers and complementary therapy practitioners to support the delivery of safe, high quality patient care.
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- 2018
30. Nurses’ attitudes and behaviour towards patients’ use of complementary therapies: A mixed methods study
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Hall, H, Brosnan, C, Cant, R, Collins, M, and Leach, M
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Complementary Therapies ,Adult ,Male ,Health Knowledge, Attitudes, Practice ,Attitude of Health Personnel ,Australia ,Nurses ,Nursing ,Holistic Health ,Middle Aged ,Surveys and Questionnaires ,Humans ,Female ,Patient Safety ,Nurse-Patient Relations ,Aged - Abstract
© 2018 John Wiley & Sons Ltd Aim: To explore Registered Nurses’ attitudes and behaviour towards patients’ use of complementary therapies. Background: Despite high rates of use of complementary therapies by the general population, little is known of how nurses respond to patients’ use of these therapies. Design: A two-phase sequential exploratory mixed methods design. Methods: Nineteen Registered Nurses working in Australia participated in a semi-structured interview in 2015–2016 and emerging themes informed the development of a quantitative survey instrument administered online nationwide in 2016. Findings: Emerging key themes “Promoting safe care”; “Seeking complementary therapies knowledge”;” Supporting holistic health care”; and “Integrating complementary therapies in practice” were reflected in survey results. Survey responses (N = 614) revealed >90% agreement that complementary therapies align with a holistic view of health and that patients have the right to use them. Most nurses (77.5%) discussed complementary therapies with patients and 91.8% believed nurses should have some understanding of the area. One-third did not recommend complementary therapies and there was a lack of overall consensus as to whether these therapies should be integrated into nursing practice. Nurses with training in complementary therapies held more positive views than those without. Conclusion: Nurses were generally supportive of patients’ interest in complementary therapies, although their primary concern was safety of the patient. Despite broad acceptance that nurses should have a basic understanding of complementary therapies, there was a lack of consensus about recommendation, integration into nursing practice and referral. Further research should explore how nurses can maintain safe, patient-centred care in the evolving pluralistic healthcare system.
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- 2018
31. Regional analgesia in early active labour: combined spinal epidural vs. epidural
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Price, C., Lafreniere, L., Brosnan, C., and Findley, I.
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- 1998
32. The effect of a toothguard on the difficulty of intubation
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Brosnan, C. and Radford, P.
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- 1997
33. MAGNETIC RESONANCE MICROSCOPY OF TRANSGENIC MICE EXPRESSING A MYELIN BASIC PROTEIN-SPECIFIC T CELL RECEPTOR.
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Ahrens, E. T., Readhead, C., Laidlaw, D. H., Brosnan, C., Jacobs, R. E., and Fraser, S. E.
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- 1997
34. INVOLVEMENT OF γδ T CELLS DURING CHRONIC RELAPSING EXPERIMENTAL ALLERGIC ENCEPHALOMYELITIS
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Gao, Y. L., Rajan, A., Brosnan, C. F., and Raine, C. S.
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- 1996
35. Lesson of the Week: Addison's disease
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Brosnan, C. M. and Gowing, N. F. C.
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- 1996
36. ANALYSIS OF T CELLS BEARING THE λδ T CELL RECEPTOR (TCR) IN CHRONIC RELAPSING EXPERIMENTAL ALLERGIC ENCEPHALOMYELITIS (EAE): 215
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Gao, Y. L., Raine, C. S., Rajan, A., and Brosnan, C. F.
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- 1995
37. Qigong in Three Social Worlds: National Treasure, Social Signifier, or Breathing Exercise?
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Brosnan, Caragh, Vuolanto, Pia, Danell, Jenny-Ann Brodin, Brosnan, C ( Caragh ), Vuolanto, P ( Pia ), Danell, J B ( Jenny-Ann Brodin ), Winiger, Fabian, Brosnan, Caragh, Vuolanto, Pia, Danell, Jenny-Ann Brodin, Brosnan, C ( Caragh ), Vuolanto, P ( Pia ), Danell, J B ( Jenny-Ann Brodin ), and Winiger, Fabian
- Abstract
Chinese qigong practices provide an interesting case in point of the varying and often incommensurate production of alternative health modalities in the social worlds of practitioners, scholars, and medical scientists. Drawing on publications from each social world, this chapter argues that the term qigong, rather than referring to a set of internally consistent Chinese ‘meditation’ or ‘breathing exercises’, may be more usefully understood as a catch-all term which belies the cultural-nationalist production of such practices during the Chinese qigong movement, emphasises their social and political significance at the expense of their practical value—in particular with regard to the vitalistic notion of qi—and disregards the methodological issues pertaining to studying a perplexing diversity of practice styles, schools, and traditions.
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- 2018
38. Alternative futures: Fields, boundaries, and divergent professionalisation strategies within the Chiropractic profession
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Brosnan, C
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Complementary Therapies ,Universities ,Australia ,Workforce ,Humans ,Public Health ,Chiropractic ,United Kingdom ,Ethics, Professional - Abstract
© 2017 Elsevier Ltd Sociological studies of the complementary and alternative medicine (CAM) occupations have documented the professionalisation strategies these groups use to establish boundaries between themselves and their competitors, including seeking educational accreditation and statutory regulation/licensure. Chiropractic has been particularly successful at professionalising and in Australia and the UK it is taught within public universities. Recent events have threatened chiropractic's university foothold, however, showing that professionalisation needs to be understood as an ongoing process of negotiation. Based on interviews with chiropractors in Australia and the UK, this paper examines the professionalisation strategies deployed by chiropractors within and outside of the university. Highly divergent strategies are identified across different sectors of the profession, relating to defining the chiropractic paradigm, directing education and constructing professional identity. In each domain, chiropractic academics tended to prioritise building the evidence base and becoming more aligned with medicine and other allied health professions. Although some practitioners supported this agenda, others strove to preserve chiropractic's vitalistic philosophy and professional distinction. Following Bourdieu, these intra-professional struggles are interpreted as occurring within a field in which chiropractors compete for different forms of capital, pulled by two opposing poles. The differing orientations and strategies pursued at the two poles of the field point to a number of possible futures for this CAM profession, including a potential split within the profession itself.
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- 2017
39. Nurses’ attitudes towards complementary therapies: A systematic review and meta-synthesis
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Hall, H, Leach, M, Brosnan, C, and Collins, M
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Complementary Therapies ,Attitude of Health Personnel ,Power (Psychology) ,Patient-Centered Care ,Humans ,Nursing Staff ,Nursing ,Power, Psychological - Abstract
© 2017 Elsevier Ltd Background The use of complementary therapies is becoming, increasingly prevalent. This has important implications for nurses in, terms of patient care and safety. Objective The aim of this meta-synthesis is to review, critically, appraise and synthesize the existing qualitative research to develop a new, more substantial interpretation of nurses' attitudes regarding the, use of complementary therapies by patients. Data sources; A search of relevant articles published in English between, January 2000 and December 2015 was conducted using the following, electronic databases; MEDLINE, CINAHL and AMED. Reference lists of selected papers and grey literature were also interrogated for pertinent, studies. Design This review is reported according to the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines.Data were extracted and analysed using a thematic synthesis process. Results Fifteen articles were included in this review. Five analytical themes emerged from the data relating to nurses' attitude towards complementary therapies: the strengths and weaknesses of conventional medicine; Complementary therapies as a way to enhance nursing practice;patient empowerment and patient-centeredness; cultural barriers and enablers to integration; and structural barriers and enablers to integration. Discussion Nurses' support for complementary therapies is not an attempt to challenge mainstream medicine but rather an endeavour to improve the quality of care available to patients. There are, however, a number of barriers to nurses' support including institutional culture and clinical context, as well as time and knowledge limitations. Conclusion Some nurses promote complementary therapies as an opportunity to personalise care and practice in a humanistic way. Yet, nurses have very limited education in this field and a lack of professional frameworks to assist them. The nursing profession needs to consider how to address current deficiencies in meeting the growing use of complementary therapies by patients.
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- 2017
40. Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power, Knowledge and New Ontological Subjects
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Olson, RE, Brosnan, C, Olson, RE, and Brosnan, C
- Abstract
© 2017, Springer Science+Business Media Dordrecht. Interprofessional education (IPE) – students of different professions learning together, from and about each other – is increasingly common in health professional degrees. Despite its explicit aims of transforming identities, practices and relationships within/across health professions, IPE remains under-theorised sociologically, with most IPE scholarship focussed on evaluating specific interventions. In particular, the significance of a shared knowledge base for shaping professional power and subjectivity in IPE has been overlooked. In this paper we begin to develop a framework for theorising IPE in allied health, by drawing parallels with a cognate area in which there has already been fruitful conceptual development: interdisciplinarity. Specifically, we offer a worked example of how the two areas may be brought into dialogue, by deploying Barry, Born and Weszkalnys’ (2008) conceptualisation of interdisciplinarity as a lens for understanding IPE. Following Barry et al. (2008) we delineate a number of ‘modes’ and ‘logics’ of knowledge-production that emerge both in IPE literature and in our own empirical study of IPE. Our empirical data are drawn from 32 semi-structured interviews with 19 allied health students participating in an IPE curriculum at one Australian university. Findings point to the emergence of interprofessional practitioner identities among students that have the potential to undermine traditional epistemological boundaries and transcend role-based distinctions in future health profession(al)s. We argue that Barry et al.’s ‘logic of ontology’ sheds light on previously unidentified processes of transformation within IPE, and offers a theoretical framework that can explain the importance of a shared pan-professional knowledge base for the reflexive individual construction of new interprofessional ontological subjects.
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- 2017
41. Travels in extreme social mobility: how first-in-family students find their way into and through medical education
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Southgate, E, Brosnan, C, Lempp, H, Kelly, B, Wright, S, Outram, S, Bennett, A, Southgate, E, Brosnan, C, Lempp, H, Kelly, B, Wright, S, Outram, S, and Bennett, A
- Abstract
© 2016 Informa UK Limited, trading as Taylor & Francis Group. Higher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of social mobility itself–and its costs. Long-distance or ‘extreme’ social mobility journeys particularly require analysis. This paper examines journeys of first-in-family university students in the especially high-status degree of medicine, through interviews with 21 students at an Australian medical school. Three themes are discussed: (1) the roots of participants’ social mobility journeys; (2) how sociocultural difference is experienced and negotiated within medical school; and (3) how participants think about their professional identities and futures. Students described getting to medical school ‘the hard way’, and emphasised the different backgrounds and attitudes of themselves and their wealthier peers. Many felt like ‘imposters’, using self-deprecating language to highlight their lack of ‘fit’ in the privileged world of medicine. However, such language also reflected resistance to middle-class norms and served to create solidarity with community of origin, and, importantly, patients. Rather than narratives of loss, students’ stories reflect a tactical refinement of self and incorporation of certain middle-class attributes, alongside an appreciation of the worth their ‘difference’ brings to their new destination, the medical profession.
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- 2017
42. Myelin Antigens and Demyelination
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Brosnan, C. F., Cammer, W., Traugott, U., Norton, W. T., Raine, C. S., and Crescenzi, G. Serlupi, editor
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- 1987
- Full Text
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43. Regional Influences on Chinese Medicine Education: Comparing Australia and Hong Kong
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Brosnan, C, Chung, VCH, Zhang, AL, Adams, J, Brosnan, C, Chung, VCH, Zhang, AL, and Adams, J
- Abstract
© 2016 Caragh Brosnan et al. High quality education programs are essential for preparing the next generation of Chinese medicine (CM) practitioners. Currently, training in CM occurs within differing health and education policy contexts. There has been little analysis of the factors influencing the form and status of CM education in different regions. Such a task is important for understanding how CM is evolving internationally and predicting future workforce characteristics. This paper compares the status of CM education in Australia and Hong Kong across a range of dimensions: historical and current positions in the national higher education system, regulatory context and relationship to the health system, and public and professional legitimacy. The analysis highlights the different ways in which CM education is developing in these settings, with Hong Kong providing somewhat greater access to clinical training opportunities for CM students. However, common trends and challenges shape CM education in both regions, including marginalisation from mainstream health professions, a small but established presence in universities, and an emphasis on biomedical research. Three factors stand out as significant for the evolution of CM education in Australia and Hong Kong and may have international implications: continuing biomedical dominance, increased competition between universities, and strengthened links with mainland China.
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- 2016
44. Sociological perspectives on the politics of knowledge in health care: introduction to themed issue
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Brosnan, C, Kirby, E, Brosnan, C, and Kirby, E
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- 2016
45. Experiences of medical students who are first in family to attend university
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Brosnan, C, Southgate, E, Outram, S, Lempp, H, Wright, S, Saxby, T, Harris, G, Bennett, A, Kelly, B, Brosnan, C, Southgate, E, Outram, S, Lempp, H, Wright, S, Saxby, T, Harris, G, Bennett, A, and Kelly, B
- Abstract
© 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education. Context: Students from backgrounds of low socio-economic status (SES) or who are first in family to attend university (FiF) are under-represented in medicine. Research has focused on these students’ pre-admission perceptions of medicine, rather than on their lived experience as medical students. Such research is necessary to monitor and understand the potential perpetuation of disadvantage within medical schools. Objectives: This study drew on the theory of Bourdieu to explore FiF students’ experiences at one Australian medical school, aiming to identify any barriers faced and inform strategies for equity. Methods: Twenty-two FiF students were interviewed about their backgrounds, expectations and experiences of medical school. Interviews were recorded, transcribed and analysed thematically. Findings illustrate the influence and interaction of Bourdieu's principal forms of capital (social, economic and cultural) in FiF students’ experiences. Results: The absence of health professionals within participants’ networks (social capital) was experienced as a barrier to connecting with fellow students and accessing placements. Financial concerns were common among interviewees who juggled paid work with study and worried about expenses associated with the medical programme. Finally, participants’ ‘medical student’ status provided access to new forms of cultural capital, a transition that was received with some ambivalence by participants themselves and their existing social networks. Conclusions: This study revealed the gaps between the forms of capital valued in medical education and those accessible to FiF students. Admitting more students from diverse backgrounds is only one part of the solution; widening participation strategies need to address challenges for FiF students during medical school and should enable students to retain, rather than subdue, their existing, diverse forms of soci
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- 2016
46. Epistemic cultures in complementary medicine: knowledge-making in university departments of osteopathy and Chinese medicine
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Brosnan, C and Brosnan, C
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© 2016 Informa UK Limited, trading as Taylor & Francis Group. There is increasing pressure on complementary and alternative medicine (CAM) to follow the evidence-based approach promoted in allied health and medicine, in which the randomised control trial represents the evidence gold standard. However, many CAM advocates see these methods as undermining the holism of CAM practice. This paper explores how such tensions are managed in CAM university departments – settings in which particular forms of knowledge and evidence are given ‘official’ imprimatur by CAM educators and researchers. By comparing two types of CAM, the paper also unpacks differences within this broad category, asking whether CAM academic disciplines comprise different ‘epistemic cultures’ (Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press). Interviews were conducted with 20 lecturers in Chinese medicine and osteopathy, across five Australian universities, and augmented with observation in two degree programs. Findings reveal contrasting ontological and epistemological perspectives between the two academic fields. Chinese medicine lecturers had largely adopted bioscientific models of research, typically conducting laboratory work and trials, although teaching included traditional theories. Osteopathy academics were more critical of dominant approaches and were focused on reframing notions of evidence to account for experiences, with some advocating qualitative research. The study illustrates CAM’s ‘epistemic disunity’ while also highlighting the particular challenges facing academic CAM.
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- 2016
47. What happens when we do not operate? Survival following conservative bowel cancer management
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Bethune, R, primary, Sbaih, M, additional, Brosnan, C, additional, and Arulampalam, T, additional
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- 2016
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48. ‘Quackery’ in the Academy? Professional Knowledge, Autonomy and the Debate over Complementary Medicine Degrees
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Brosnan, C and Brosnan, C
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© 2015, © The Author(s) 2015. In 2012, the group ‘Friends of Science in Medicine’, mostly comprising academic doctors and scientists, lobbied to remove teaching in complementary and alternative medicine (CAM) from Australian universities. Seemingly inspired by an earlier UK-based campaign, the group approached vice-chancellors and the media, arguing that CAM degrees promoted ‘pseudo-science’ and ‘quackery’. Although epistemological disputes between biomedicine and CAM are well documented, their emergence in a higher education context is less familiar. This article explores the position-taking of those on each side of the debate, via a thematic analysis of stakeholders’ views as reported in news articles and other outlets. Bourdieu’s concepts of capital and autonomy are used to sketch out the stakes of the struggle. It is argued that the debate is significant not only for what it reveals about the current status of CAM professions in Australia, but for what it suggests more broadly about legitimate knowledge in the university.
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- 2015
49. The consequences of authentic early experience for medical students: Creation of mētis
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Yardley, S, Brosnan, C, and Richardson, J
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Evidence-Based Medicine ,Professional Competence ,Students, Medical ,Humans ,Workplace ,Medical Informatics ,United Kingdom ,Education, Medical, Undergraduate - Abstract
Context Authentic early experience (AEE) describes experiences provided to new medical students to undertake 'human contact' to enhance learning. Although the concept of AEE is not new, and was commonplace prior to the Flexner Report of 1910, little is known about how or why meaning and knowledge are constructed through early student placements in medical, social and voluntary workplaces. Variance among settings means AEE is a collection of non-uniform, complex educational interventions which require students to make repeated transitions between different workplaces and their university institution. The purpose of this paper is to develop theory in this context. Methods We report on a study undertaken in a UK medical school using interviews and discussion groups to generate data from students, workplace supervisors and school faculty staff. We used narrative analysis to access knowledge and meaning construction, in combination with analytic tools drawn from thematic and interpretative approaches to phenomena. We sought to refine theoretical understanding through the application of mētis, a socio-cultural theory novel to the field of medical education. Results Scott's concept of mētis provides a useful theoretical framework for understanding how AEE works for students in terms of their creation of meaning and how they choose to use it in relation to formally recognised knowledge. Knowledge and meaning, generated as a consequence of AEE, contained dichotomies and paradoxes. Students improvised, in the face of unpredictability and uncertainty, to create a form of mētis that allowed them to handle the perceived competing demands of AEE settings and the medical school. Discussion We demonstrate how meaning making can be conceived of as student mētis arising from social processes in students' learning interactions. We suggest that the development of collaborative working with students could potentiate positive forms of student mētis, thereby maximising desirable educational consequences. Further work is required to establish effective ways to do this. © 2013 Blackwell Publishing Ltd.
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- 2013
50. Some like it hot: Medical student views on choosing the emotional level of a simulation
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Lefroy, JE, Brosnan, C, and Creavin, S
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Male ,Physician-Patient Relations ,Students, Medical ,Communication ,education ,Emotions ,L1 ,Focus Groups ,R1 ,United Kingdom ,Patient Simulation ,Surveys and Questionnaires ,ComputingMilieux_COMPUTERSANDEDUCATION ,Humans ,Female ,Clinical Competence ,Physical Examination ,Medical Informatics ,Education, Medical, Undergraduate - Abstract
Objectives: This study aimed to determine the impact of giving junior medical students control over the level of emotion expressed by a simulated patient (SP) in a teaching session designed to prepare students to handle emotions when interviewing real patients on placements. Methods: Year 1 medical students at Keele University School of Medicine were allowed to set the degree of emotion to be displayed by the SP in their first 'emotional interview'. This innovation was evaluated by mixed methods in two consecutive academic years as part of an action research project, along with other developments in a new communications skills curriculum. Questionnaires were completed after the first and second iterations by students, tutors and SPs. Sixteen students also participated in evaluative focus group discussions at the end of Year 1. Results: Most students found the 'emotion-setting switch' helpful, both when interviewing the SP and when observing. Student-interviewers were helped by the perception that they had control over the difficulty of the task. Student-observers found it helpful to see the different levels of emotion and to think about how they might empathise with patients. By contrast, some students found the 'control switch' unnecessary or even unhelpful. These students felt that challenge was good for them and preferred not to be given the option of reducing it. Discussion: The emotional level control was a useful innovation for most students and may potentially be used in any first encounter with challenging simulation. We suggest that it addresses innate needs for competence and autonomy. The insights gained enable us to suggest ways of building the element of choice into such sessions. The disadvantages of choice highlighted by some students should be surmountable by tutor 'scaffolding' of the learning for both student-interviewers and student-observers. © Blackwell Publishing Ltd 2011.
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- 2011
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