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Teachers hope that students will take what they have learned and apply it to other contexts. Teachers also assume that students bring to the classroom, prior learning skills and conceptual understanding that form the foundation of new learning. Educational scholars call this import to and export from different learning experiences "transfer of learning." Perhaps transfer of learning seems like an obvious goal that any faculty member would--and perhaps should--pursue. After all, should students not utilize what they have learned in courses in their subsequent education, careers, and perhaps personal lives? And yet, many faculty members are unaware of what transfer of learning is. Few faculty members are actually trained in best practices for making learning transferable. That students apply what they have learned in one context to new challenges is often assumed but not always documented in research studies. This suggests the need to design curricula to better foster transfer of learning. For the past three years, the authors have explored how they might use a transfer of learning approach to create a better art and design curriculum for their students. Here they share their experience with looking for ways to maximize the potential for learning transfer, focusing on how they expanded their faculty learning community by fostering faculty conversations about transfer.

Abstract Intra luminal gallbladder bleeding is a rare cause of hemobilia that results in upper gastro-intestinal bleeding. In this case report we present a patient who presented with melena and eventually was diagnosed as bleeding from an ulcer in the gallbladder which was induced by gallstones and eroded into the cystic artery. Surgery revealed perforation of gallbladder which was the result of a pressure sore induced by a second gallstone.

Background: Discharge summaries after hospitalization provide the most reliable description and implications of the hospitalization. A concise discharge summary is crucial for maintaining continuity of care through the transition from inpatient to ambulatory care. Discharge summaries often lack information and are imprecise. Errors and insufficient recommendations regarding changes in the medical regimen may harm the patient's health and may result in readmission., Objectives: To evaluate a quality improvement model and training program for writing postoperative discharge summaries for three surgical procedures., Methods: Medical records and surgical discharge summaries were reviewed and scored. Essential points for communication between surgeons and family physicians were included in automated forms. Staff was briefed twice regarding required summary contents with an interim evaluation. Changes in quality were evaluated., Results: Summaries from 61 cholecystectomies, 42 hernioplasties and 45 colectomies were reviewed. The average quality score of all discharge summaries increased from 72.1 to 78.3 after the first intervention (P < 0.0005) to 81.0 following the second intervention. As the discharge summary's quality improved, its length decreased significantly., Conclusions: Discharge summaries lack important information and are too long. Developing a model for discharge summaries and instructing surgical staff regarding their contents resulted in measurable improvement. Frequent interventions and supervision are needed to maintain the quality of the surgical discharge summary.