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1,240 results on '"Hu, Deyu"'

34. Risk factors for recovery from oculomotor nerve palsy after aneurysm surgery: a meta-analysis.

Author

Li, Yuan, Zhao, Ming, Li, Xuemei, Liu, Tiejuan, Zheng, Lin, Hu, Deyu, Liu, Tongyan, and Zhou, Lingyun

Subjects
OCULOMOTOR nerve, SUBARACHNOID hemorrhage, PARALYSIS, ANEURYSMS, DATABASE searching
Abstract

Background: Risk factors for recovery from oculomotor nerve palsy (ONP) after aneurysm surgery explored by meta-analysis. Methods: The PubMed, Embase, web of science, Cochrane library, China Knowledge, Wan fang, and VIP databases were searched for case-control or cohort studies on risk factors of oculomotor nerve palsy recovery after aneurysm surgery, with a cut-off date of 14 February 2024, and data were analyzed using Stata 15. Result: A total of 12 articles involving 866 individuals were included, meta-analysis results suggesting that gender (OR = 0.75, 95% CI [0.51–1.10]), age (OR = 1.00, 95% CI [0.93–1.07]), aneurysm size (OR = 0.85, 95% CI [−0.71 to 1.01]), treatment time (OR = 1.01, 95% CI [0.91–1.13]) is not a risk factor for recovery of motor nerve palsy after aneurysm surgery. Preoperative complete ONP (OR = 2.27, 95% CI [1.07–4.81]), surgery (OR = 9.88, 95% CI [2.53–38.57]), subarachnoid hemorrhage (OR = 1.29, 95% CI [1.06–1.56]) is a risk factor for recovery of motor nerve palsy after aneurysm surgery. Conclusion: Based on the results of the studies we included, we found that complete ONP before surgery led to poorer recovery, but patients with post-operative and subarachnoid hemorrhage had better recovery. [ABSTRACT FROM AUTHOR]

Published
2024
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42. Educational Innovation in the Design of an Online Nuclear Engineering Curriculum

Author

Hall, Simin, Jones, Brett D., Amelink, Catherine, and Hu, Deyu

Abstract

The purpose of this paper is to describe the development and implementation phases of online graduate nuclear engineering courses that are part of the Graduate Nuclear Engineering Certificate program at Virginia Tech. Virginia Tech restarted its nuclear engineering program in the Fall of 2007 with 60 students, and by 2009, the enrollment had grown to three times its initial size. In this paper, we present the innovative ways we employed to differentiate the program from other programs nationwide. Starting in 2009, with education grants from the Nuclear Regulatory Commission (NRC), we began transforming the distance courses from video conferencing to an online format that uses asynchronous and synchronous technologies. We used design principles drawn from research and theories in disciplines such as adult learning, cognitive science, motivation, and education. During these phases we worked closely with the distance learning institute at Virginia Tech which employs a structured life cycle methodology for online course development. We discuss the instructional design approaches used to provide a meaningful learning experience for adults, particularly non-traditional students. In addition we examined observational data to indicate instances for experiential learning.

Published
2013

43. Scaling Large-Size Undergraduate Classes at a Top Research University via eLearning Strategies: A Facilitated Model of Instruction Using a Web 2.0 Paradigm

Author

Conn, Samuel S., Boyer, John D., Hu, Deyu, and Wilkinson, Thomas

Abstract

Faculty members who teach large-size undergraduate classes face unique and distinct issues and challenges. Examples of issues and challenges in teaching large, diverse undergraduate student populations include wide distribution of backgrounds and abilities, various majors versus students taking electives, lack of personal attention and student engagement, and determination of appropriate levels of instruction. This research involves collaboration between a Virginia Polytechnic Institute and State University undergraduate professor and the Virginia Polytechnic Institute and State University Institute for Distance and Distributed Learning to examine the use of information systems and eLearning strategies in concert with Web 2.0 technologies to increase the efficacy of instruction in large-size undergraduate classes. Developed as a case study, this investigation utilizes a mixed-method research approach where data were collected and analyzed from field notes, classroom observations, and student surveys. The initial results indicate a need for an increase in the overall effectiveness in instruction of large-size undergraduate classes via use of eLearning strategies. The researchers report the interim results of the work as a foundation for follow-on research to conduct a comparative analysis of a second case study of a large-size class taught by the same instructor, but enhanced by eLearning strategies and conducted in fall 2009.

Published
2010

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