Benefits and barriers among volunteer teaching faculty: comparison between those who precept and those who do not in the core pediatrics clerkship

Background: Community-based outpatient experiences are a core component of the clinical years in medical school. Central to the success of this experience is the recruitment and retention of volunteer faculty from the community. Prior studies have identified reasons why some preceptors volunteer their time however, there is a paucity of data comparing those who volunteer from those who do not. Methods: A survey was developed following a review of previous studies addressing perceptions of community-based preceptors. A non-parametric, Mann–Whitney U test was used to compare active preceptors (APs) and inactive preceptors (IPs) and all data were analyzed in SPSS 20.0. Results: There was a 28% response rate. Preceptors showed similar demographic characteristics, valued intrinsic over extrinsic benefits, and appreciated Continuing Medical Education (CME)/Maintenance of Certification (MOC) opportunities as the highest extrinsic reward. APs were more likely to also precept at the M1/M2 level and value recognition and faculty development opportunities (p<0.05). IPs denoted time as the most significant barrier and, in comparison to APs, rated financial compensation as more important (p<0.05). Conclusions: Community preceptors are motivated by intrinsic benefits of teaching. Efforts to recruit should initially focus on promoting awareness of teaching opportunities and offering CME/MOC opportunities. Increasing the pool of preceptors may require financial compensation

Oxidation behavior of graphene-coated copper at intrinsic graphene defects of different origins

The development of ultrathin barrier films is vital to the advanced semiconductor industry. Graphene appears to hold promise as a protective coating; however, the polycrystalline and defective nature of engineered graphene hinders its practical applications. Here, we investigate the oxidation behavior of graphene-coated Cu foils at intrinsic graphene defects of different origins. Macro-scale information regarding the spatial distribution and oxidation resistance of various graphene defects is readily obtained using optical and electron microscopies after the hot-plate annealing. The controlled oxidation experiments reveal that the degree of structural deficiency is strongly dependent on the origins of the structural defects, the crystallographic orientations of the underlying Cu grains, the growth conditions of graphene, and the kinetics of the graphene growth. The obtained experimental and theoretical results show that oxygen radicals, decomposed from water molecules in ambient air, are effectively inverted at Stone-Wales defects into the graphene/Cu interface with the assistance of facilitators

Effects of UV photodegradation on subsequent microbial decomposition of Bromus diandrus litter

Aims: Photodegradation acts as a direct contributor to litter decomposition in arid and semi-arid ecosystems. However, its indirect effects are unclear. Does photodegradation condition litter for subsequent microbial decomposition? Methods: We conditioned litter of Bromus diandrus with ambient or reduced ultraviolet (UV) radiation and three periods of exposure (summer, summer-winter, and 1 year) in a California annual grassland. We then investigated how field UV exposure affected subsequent microbial decomposition of litter using a controlled laboratory incubation. Results: Surprisingly, microbial decomposition was decreased by UV radiation when the exposure occurred during summer but was unaffected by UV treatment for exposure longer than summer. Litter lignin concentrations did not explain these results, as they were not affected by UV radiation for any of the exposure periods. However, for the summer period exposure, UV radiation was associated with decreased litter N concentration, which corresponded with lowered subsequent microbial activity. Conclusions: Our results suggest a new mechanism through which photodegradation interacts with litter microbial decomposition: photodegradation may decrease microbial decomposition through inhibition of microbial N immobilization. Our results imply that solar radiation can interact with litter N cycling dynamics to influence litter decomposition processes

Improving public health through student-led interprofessional extracurricular education and collaboration: a conceptual framework

Lynn M VanderWielen,1 Allison A Vanderbilt,2 Erika K Dumke,3 Elizabeth K Do,4 Kim T Isringhausen,5 Marcie S Wright,2 Alexander S Enurah,6 Sallie D Mayer,7 Melissa Bradner81School of Allied Health Professions, Department of Health Administration, 2Center of Health Disparities, School of Medicine, 3Division for Health Sciences Diversity, 4Virginia Institute for Psychiatric and Behavioral Genetics, 5Department of Oral Health Promotion and Community Outreach, School of Dentistry, 6School of Medicine, 7Department of Pharmacotherapy and Outcomes Science, School of Pharmacy, 8Family Medicine and Population Health, School of Medicine, Virginia Commonwealth University, Richmond, VA, USAAbstract: In the US, health care professionals are trained predominantly in uniprofessional settings independent of interprofessional education and collaboration. Yet, these professionals are tasked to work collaboratively as part of an interprofessional team in the practice environment to provide comprehensive care to complex patient populations. Although many advantages of interprofessional education have been cited in the literature, interprofessional education and collaboration present unique barriers that have challenged educators and practitioners for years. In spite of these impediments, one student-led organization has successfully implemented interprofessional education and cross-disciplinary collaboration. The purpose of this paper is to provide a conceptual framework for successful implementation of interprofessional education and collaboration for other student organizations, as well as for faculty and administrators. Each member of the interprofessional team brings discipline-specific expertise, allowing for a diverse team to attend to the multidimensional health needs of individual patients. The interprofessional team must organize around a common goal and work collaboratively to optimize patient outcomes. Successful interdisciplinary endeavors must address issues related to role clarity and skills regarding teamwork, communication, and conflict resolution. This conceptual framework can serve as a guide for student and health care organizations, in addition to academic institutions to produce health care professionals equipped with interdisciplinary teamwork skills to meet the changing health care demands of the 21st century.Keywords: interprofessional education, conceptual framework, student organization, health care team