University of Toronto

About: University of Toronto is a education organization based out in Toronto, Ontario, Canada. It is known for research contribution in the topics: Population & Health care. The organization has 126067 authors who have published 294940 publications receiving 13536856 citations. The organization is also known as: UToronto & U of T.

An intelligent emergency response system: preliminary development and testing of automated fall detection.

Abstract: We have designed an intelligent emergency response system to detect falls in the home. It uses image-based sensors. A pilot study was conducted using 21 subjects to evaluate the efficacy and performance of the fall-detection component of the system. Trials were conducted in a mock-up bedroom setting, with a bed, a chair and other typical bedroom furnishings. A small digital videocamera was installed in the ceiling at a height of approximately 2.6 m. The digital camera covered an area of approximately 5.0 m x 3.8 m. The subjects were asked to assume a series of postures, namely walking/standing, sitting/lying down in an inactive zone, stooping, lying down in a 'stretched' position, and lying down in a 'tucked' position. These five scenarios were repeated three times by each subject in a random order. These test positions totalled 315 tasks with 126 fall-simulated tasks and 189 non-fall-simulated tasks. The system detected a fall on 77% of occasions and missed a fall on 23%. False alarms occurred on only 5% of occasions. The results encourage the potential use of a vision-based system to provide safety and security in the homes of the elderly.

Toward Defining the Foundation of the MD Degree: Core Entrustable Professional Activities for Entering Residency

Abstract: Currently, no standard defines the clinical skills that medical students must demonstrate upon graduation. The Liaison Committee on Medical Education bases its standards on required subject matter and student experiences rather than on observable educational outcomes. The absence of such established outcomes for MD graduates contributes to the gap between program directors' expectations and new residents' performance.In response, in 2013, the Association of American Medical Colleges convened a panel of experts from undergraduate and graduate medical education to define the professional activities that every resident should be able to do without direct supervision on day one of residency, regardless of specialty. Using a conceptual framework of entrustable professional activities (EPAs), this Drafting Panel reviewed the literature and sought input from the health professions education community. The result of this process was the publication of 13 core EPAs for entering residency in 2014. Each EPA includes a description, a list of key functions, links to critical competencies and milestones, and narrative descriptions of expected behaviors and clinical vignettes for both novice learners and learners ready for entrustment.The medical education community has already begun to develop the curricula, assessment tools, faculty development resources, and pathways to entrustment for each of the 13 EPAs. Adoption of these core EPAs could significantly narrow the gap between program directors' expectations and new residents' performance, enhancing patient safety and increasing residents', educators', and patients' confidence in the care these learners provide in the first months of their residency training.