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Jennifer A. Flegg

Researcher at University of Melbourne

Publications -  75
Citations -  4037

Jennifer A. Flegg is an academic researcher from University of Melbourne. The author has contributed to research in topics: Malaria & Medicine. The author has an hindex of 24, co-authored 60 publications receiving 3445 citations. Previous affiliations of Jennifer A. Flegg include Monash University & University of Oxford.

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A Multiscale Mathematical Model of Plasmodium Vivax Transmission

TL;DR: In this paper , a multiscale model for P. vivax infection was developed, which involves a minimal set of equations at the population scale, with an embedded within-host model that can capture the dynamics of the hypnozoite reservoir.
Posted Content

Hypnozoite dynamics for Plasmodium vivax malaria: the epidemiological effects of radical cure

TL;DR: In this article, a stochastic, within-host model is proposed to jointly characterize hypnozoite and infection dynamics for an individual in a general transmission setting, allowing for radical cure.
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Bayesian Hierarchical Regression on Clearance Rates in the Presence of "Lag" and "Tail" Phases with an Application to Malaria Parasites

TL;DR: This work presents a principled technique for estimating the effect of covariates on malaria parasite clearance rates in the presence of “lag” and “tail” phases through the use of a Bayesian hierarchical linear model and shows that it possesses desirable frequentist properties for conducting inference.
Dissertation

Mathematical modelling of chronic wound healing

TL;DR: Several mathematical models of wound healing are used to investigate the use of hyperbaric oxygen therapy to assist the healing process and derive constraints for the range of HBOT protocols that will stimulate healing, which enables to predict which patients are more likely to have a positive response to HBOT and thus has the potential to assist in improving both the success rate and the cost-effectiveness of this therapy.
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Students' approaches to learning a new mathematical model

TL;DR: It is found that the students appreciate mathematical models that have a real world application and that this can be used to engage students in higher level learning approaches.