Search

The location of the patient's lesions, as well as her underlying conditions, pointed to the diagnosis.

A 31-year-old G2P1001 woman at a 30-week gestation presented with a recurrence of pinpoint right upper abdominal wall pain. She had been diagnosed with an anterior cutaneous nerve entrapment syndrome (ACNES) during her first pregnancy at a similar gestational age, a well-described but frequently under-recognised entity. The pain during that pregnancy resolved immediately and completely following normal spontaneous vaginal delivery, however,the pain was worse with this presenting pregnancy. She underwent an ultrasound-guided rectus sheath nerve block at 30 weeks with complete and immediate relief for the remainder of the pregnancy. During a third pregnancy, she suffered another recurrence; however, it was less severe than in the prior pregnancies and was managed conservatively. It again resolved completely and immediately with normal spontaneous vaginal delivery. The pattern of ACNES recurrence during the same gestational age in all three pregnancies with total relief following deliveries demonstrates a clear primary mechanical aetiology.

Physeal closure after slipped capital femoral epiphysis fixation can be difficult to assess on two-dimensional conventional radiographs. Radiostereometric analysis offers improved motion detection over conventional radiography, whereas the EOS biplanar imager provides a means for low radiation weight-bearing images. This phantom study assessed the reliability of measuring motion using radiostereometric analysis in the EOS using a slipped capital femoral epiphysis model. The accuracy and precision were better than 0.09±0.05 mm and 0.20°±0.36° when centered in the imaging space, were within the limits of clinical significance, and were not different from a standard uniplanar radiostereometric system.

A presentation to a NoWAL (North West Academic Libraries) event on research support. NoWAL invited the authors to deliver a variant on their recent CILIP Conference presentation, exploring ideas of how to engage research staff with their university library.

Jennifer Wilson and Laurence Morris explain how a simple\ud reminder about library resources at Leeds Beckett University\ud developed into a service aimed at improving employability amongst\ud students. Utilising existing resources and working in collaboration,\ud the library has created a new way for students to discover and\ud engage with employability skills and services.

A paper delivered to the 2016 annual conference of the Chartered Institute of Librarians and Information Professionals, outlining new projects and collaborations pertaining to employability and digital literacy and arising from a workshop run by Jennifer Wilson and Erin Nephin at last year’s Leeds Beckett DEAP conference. The paper also emphasised and explored how these projects and collaborations dovetailed with Libraries and Learning Innovation’s more general Academic Support work.

cademic Librarians at Leeds Beckett University were part of faculty teams, who successfully bid to be part of a University wide pilot giving a Nexus 7 tablet to staff and students. Teams attended an initial planning meeting; there was no pressure to use the tablet for any specific outcomes, rather the main aim was to enable staff and students to try them out, to feel comfortable using mobile devices as an educational tool, and assess the outcomes from a natural standpoint. Librarians used the tablet to evaluate how Library resources and teaching materials display on mobile devices, including documents and video; Libguides and Adobe Connect; and specialist apps like WestlawNext, FieldtripGB, and Blackboard. Librarians created apps pages for Libguides including generic study apps and subject specific apps. Flexible working opportunities included using the tablet in meetings to demonstrate resources, and using the tablet for drop-ins at less conventional places than the Library. Working with colleagues in Learning Resources and Technologies for Learning, Academic Librarians found new ways of using the tablets to support information literacy, including: using social media to promote key resources, conversations surrounding the ‘To App or Not to App’ debate and optimising the accessibility of our resources. This paper will concentrate on the experience of librarians from across the Service in learning to use new technologies and developing their own information skills, and how this technology unlocked opportunities to engage with our audience in the digital information literacy environment.

A collaborative project was undertaken in the academic year 2008-09 between Library and lecturing staff at Leeds Metropolitan University to embed information literacy skills within assessed module workbooks. Workbooks were delivered through a Virtual Learning Environment (VLE) alongside face-to-face sessions on specific resources. Although no mechanisms for measuring effectiveness were included in the project plan, the data from the software used (Intute: Informs) has provided an opportunity to discuss possible explanations for usage levels and improvements in future projects.

Differences in psychosocial functioning, symptoms, service use, and costs for 40 nonwhite consumers of mental health services and 92 white consumers were compared at baseline and six months in a controlled clinical trial of three dual diagnosis interventions. At six months nonwhite consumers had lower psychosocial functioning than white consumers as measured by self-report and clinicians' ratings. Nonwhite consumers received significantly less supportive treatment than white consumers. Qualitative data from staff interviews indicated that nonwhite consumers had inadequate community and family supports due to a variety of problems. Although the nonwhite consumers had outcomes similar to those of white consumers, the complex needs of the nonwhite consumers warrant additional staff resources and culturally sensitive services in dual diagnosis treatment programs.