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Accelerators in concrete serve as admixtures to speed up the hardening process, enabling the concrete to achieve early strength faster. Although accelerators do not necessarily impact the time it takes concrete to set, they reduce this time in practice. A common accelerator is calcium chloride, which is particularly useful for hastening early strength development in cold weather or for rapid repair jobs that require quick heat generation after mixing.
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Portland blast-furnace cement is made by blending Portland cement clinker with granulated blast-furnace slag, which accounts for 25 to 65 percent of the cement's weight. Despite its similarities to ordinary Portland (Type I) cement in terms of fineness and setting times, its early strength is lower, though it achieves comparable strength later on. It's particularly suited for mass concrete structures and marine environments due to its lower heat of hydration and superior sulfate...
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Bricks, a fundamental building material, are crafted from fired clay and exhibit a range of shapes, sizes, and colors. The production process starts with extracting local clay or shale, which is then crushed, ground, and screened for a fine texture. The refined material is blended with water, creating a pliable mixture that can be formed into bricks using one of three processes: soft mud, dry press, or stiff mud methods.
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A Primer for Developing Chalk Talks.

Morgan Sehdev1, Jeremy B Richards2

  • 1Department of Emergency Medicine, Massachusetts General Hospital/Brigham and Women's Hospital, Boston, Massachusetts; and.

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|October 5, 2023
PubMed
Summary
This summary is machine-generated.

Chalk talks are an underutilized teaching method in medical education. This primer offers guidance on designing, preparing, and delivering effective chalk talks for trainees and faculty.

Keywords:
chalk talkgraduate medical educationon shift teachingteaching skillsundergraduate medical education

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Area of Science:

  • Medical Education
  • Pulmonary Medicine
  • Critical Care Medicine
  • Sleep Medicine

Background:

  • Chalk talks are a common teaching strategy in medical fields, yet formal training on their delivery is lacking for trainees and early-career faculty.
  • The skills developed through chalk talks are transferable to various clinical and educational settings, including bedside teaching and virtual classrooms.
  • Chalk talks enhance learning by engaging multiple trainee levels, promoting practical knowledge, self-assessment, differential diagnosis generation, and interactive environments.

Purpose of the Study:

  • To highlight best practices for effectively using the chalk talk format in medical education.
  • To provide a resource for residents, fellows, and early-career attendings on how to design, develop, and deliver chalk talks.
  • To address the understudied nature of chalk talks as a ubiquitous teaching strategy.

Main Methods:

  • Review of existing literature on chalk talks in medical education.
  • Development of a primer outlining best practices for chalk talk design, preparation, and delivery.
  • Focus on practical application for trainees and faculty in pulmonary, critical care, and sleep medicine.

Main Results:

  • Chalk talks are versatile, suitable for both formal and informal learning, and can be prepared in advance or delivered spontaneously.
  • The format is effective for "teaching the team" during clinical rounds, a common responsibility for trainees.
  • Guidance for creating and presenting chalk talks is currently limited in medical education.

Conclusions:

  • Effective chalk talk delivery requires specific skills that can be taught and refined.
  • This primer serves as a foundational resource for medical educators and trainees to enhance their chalk talk capabilities.
  • Standardizing chalk talk instruction can improve its effectiveness as a widespread medical teaching strategy.