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In this study, we introduce a framework designed to help educators assess the effectiveness of popular generative artificial intelligence (AI) tools in solving authentic assessments. We employed Bloom's taxonomy as a guiding principle to create authentic assessments that evaluate the capabilities of generative AI tools. We applied this framework to assess the abilities of ChatGPT-4, ChatGPT-3.5, Google Bard and Microsoft Bing in solving authentic assessments in economics. We found that generative AI tools perform very well at the lower levels of Bloom's taxonomy while still maintaining a decent level of performance at the higher levels, with "create" being the weakest level of performance. Interestingly, these tools are better able to address numeric-based questions than text-based ones. Moreover, all the generative AI tools exhibit weaknesses in building arguments based on theoretical frameworks, maintaining the coherence of different arguments and providing appropriate references. Our study provides educators with a framework to assess the capabilities of generative AI tools, enabling them to make more informed decisions regarding assessments and learning activities. Our findings demand a strategic reimagining of educational goals and assessments, emphasising higher cognitive skills and calling for a concerted effort to enhance the capabilities of educators in preparing students for a rapidly transforming professional environment.

Summary:. We present an original technique for reconstruction of the right forefoot after Chopart’s amputation. The case report was of a 20-year-old man who was a nonsmoker without comorbidities. He was referred to our department because of equinus deformity, pain, and prominence of the cuboid under the skin, leading to chronic ulceration at the stump. We performed flow through free latissimus dorsi flap including the eighth and tenth ribs to reconstruct the stump. Results were assessed at 18 months after operation, showing good stability and normal functional outcome of the foot. The patient is satisfied with the results achieved.

Introduction: Medical students often describe the gross anatomy course as both stressful and a rite of passage. Research differs as to whether the stress it engenders is significant or transitory. This qualitative study of first year anatomy student reports on the use of optional creative projects to promote reflection and reduce stress. Methods: Over a three year period, 115 students, or 38.72% of all eligible students, opted to complete 1-2 arts or written creative projects during the anatomy course. Of these, 34 students gave us permission to analyze their projects, while 12 project completers and 12 project noncompleters were interviewed to determine their views about the projects. Researchers developed coding schema and interview schedules that were used to assess and interpret the data. Findings: On average, over a three year period, a little less than 40% of students selected the creative project option, with approximately equal numbers of male and female students represented. Comparing types of projects, art works were more celebratory and less reflective than written works. Comparing phases of projects, initial projects appeared more conflicted, while later projects showed more desensitization, appreciation, and satisfaction. Students expressed anxiety and ambivalence about anatomy and employed various defense mechanisms to resolve their feelings. Students completing projects reported that they both reduced stress and caused them to develop a richer appreciation for both anatomy and medicine as a whole, while noncompleters acknowledged that viewing the projects helped them to better understand their own experience of anatomy. Conclusions: For some students, creative projects may offer a more reflective and introspective way of wrestling with the ambivalent emotions anatomy raises than simple desensitization strategies of exposure.

The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students.Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers.Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project). Differences between groups on individual exams after both the first and second creative project were nonsignificant.For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.

Sponsors: Dean Cesario’s Office, The Office of Educational Affairs, The Office of Advancement/Alumni, The Office of Admissions and Outreach, The Associated Graduate Students,The California Medical Association FoundationEditor-in-Chief: Meghann KaiserSenior EditorsAudio: Nicholas AthanassiouCreative Writing: Meghann KaiserLayout & Design: C. Gail RyanMarketing & Outreach: Lena ShultzVisual Art: Mary WangAssociate EditorsAudio: Jeanette WallerMarketing & Outreach: Ken LamCreative Writing: Brian McMichaelLayout & Design: Randy WeiFaculty Advisors: Johanna Shapiro, Ph.D.; Lloyd Rucker, M.D.Selection Editors: Christine Chan; Salina Lee; Glen Moore; Troy PulasThe PLEXUS staff wishes to recognize the hard work and support of the following individuals:Nathan L. Bruce, Warren Wiechmann, Al Stoffel at Shoreline Press, Dr. Alberto Manetta, Manoj Kesarwani, Carroll Rudy, Bob Hammer, Marcida Dodson, Christine Stoffel, Darren Raphael, Dr. Marianne Ross, Amy Shulz, Alice Parsons, Judith Frank, Barbara Lutz, Mark Sellick, and Lora SimmonsWelcome to Plexus Audio, the newest addition to the Plexus Journal of Arts and HumanitiesPublication. The concept behind Plexus Audio is to provide a medium for audio artists to showcase their talents in anything from music to poetry to plays. All art is created by affiliates of the UC Irvine College of Medicine and Medical Center and can be downloaded from our website at http://www.plexusaudio.com. So please check out the variety of innovative an interesting audio art we have to offer and stay tuned for future developments from Plexus and Plexus Audio.Enjoy,Audio Editor: Nick AthanasiouAssistant Audio Editor: Jeanette WallerPlexus Audio  www.plexusaudio.com

Summary:. The case report involved a 36-year-old man. He was injured in a road traffic accident and had extensive third- and fourth-degree facial burns over the right side of his face, with complete loss of his right auricle. We performed a free flap coverage of the right face with the anterolateral thigh (ALT) flap. The reconstruction of his auricle was performed by culturing a cartilage framework on the forearm and transferring it straight to the original location to rebuild the new ear as free flap. Results were assessed 12 months after surgery. The follow-up is still short, but the patient is satisfied with the results achieved.

Since the penetration level of wind energy is continuously increasing, the negative impact caused by the fluctuation of wind power output needs to be carefully managed. This paper proposes a novel real-time coordinated control algorithm based on a wavelet transform to mitigate both short-term and long-term fluctuations by using a hybrid energy storage system (HESS). The short-term fluctuation is eliminated by using an electric double-layer capacitor (EDLC), while the wind-HESS system output is kept constant during each 10-min period by a Ni-MH battery (NB). State-of-charge (SOC) control strategies for both EDLC and NB are proposed to maintain the SOC level of storage within safe operating limits. A ramp rate limitation (RRL) requirement is also considered in the proposed algorithm. The effectiveness of the proposed algorithm has been tested by using real time simulation. The simulation model of the wind-HESS system is developed in the real-time digital simulator (RTDS)/RSCAD environment. The proposed algorithm is also implemented as a user defined model of the RSCAD. The simulation results demonstrate that the HESS with the proposed control algorithm can indeed assist in dealing with the variation of wind power generation. Moreover, the proposed method shows better performance in smoothing out the fluctuation and managing the SOC of battery and EDLC than the simple moving average (SMA) based method.

Abstract Background The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students. Methods Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers. Results Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project). Differences between groups on individual exams after both the first and second creative project were nonsignificant. Conclusion For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.