A Method for Providing High-volume Interprofessional Simulation Encounters in Physical and Occupational Therapy Education Programs

With an increasing emphasis on interprofessional education within the allied health professions, simulation has potential for being a useful teaching modality for providing collaborative learning experiences for occupational and physical therapist students. However, there are many challenges associated with conducting simulations with large numbers of students. We describe the design, planning, cost, and support staff time required for conducting an interprofessional simulation of the intensive care setting, including a methodology for maximizing resources and student opportunities for participation for 64 physical and occupational therapy students over a 4-hour time period. Qualitative analyses of student experiences are also presented

Protein profiling of the dimorphic, pathogenic fungus, Penicillium marneffei

<p>Abstract</p> <p>Background</p> <p><it>Penicillium marneffei </it>is a pathogenic fungus that afflicts immunocompromised individuals having lived or traveled in Southeast Asia. This species is unique in that it is the only dimorphic member of the genus. Dimorphism results from a process, termed phase transition, which is regulated by temperature of incubation. At room temperature, the fungus grows filamentously (mould phase), but at body temperature (37°C), a uninucleate yeast form develops that reproduces by fission. Formation of the yeast phase appears to be a requisite for pathogenicity. To date, no genes have been identified in <it>P. marneffei </it>that strictly induce mould-to-yeast phase conversion. In an effort to help identify potential gene products associated with morphogenesis, protein profiles were generated from the yeast and mould phases of <it>P. marneffei</it>.</p> <p>Results</p> <p>Whole cell proteins from the early stages of mould and yeast development in <it>P. marneffei </it>were resolved by two-dimensional gel electrophoresis. Selected proteins were recovered and sequenced by capillary-liquid chromatography-nanospray tandem mass spectrometry. Putative identifications were derived by searching available databases for homologous fungal sequences. Proteins found common to both mould and yeast phases included the signal transduction proteins cyclophilin and a RACK1-like ortholog, as well as those related to general metabolism, energy production, and protection from oxygen radicals. Many of the mould-specific proteins identified possessed similar functions. By comparison, proteins exhibiting increased expression during development of the parasitic yeast phase comprised those involved in heat-shock responses, general metabolism, and cell-wall biosynthesis, as well as a small GTPase that regulates nuclear membrane transport and mitotic processes in fungi. The cognate gene encoding the latter protein, designated <it>RanA</it>, was subsequently cloned and characterized. The <it>P. marneffei </it>RanA protein sequence, which contained the signature motif of Ran-GTPases, exhibited 90% homology to homologous <it>Aspergillus </it>proteins.</p> <p>Conclusion</p> <p>This study clearly demonstrates the utility of proteomic approaches to studying dimorphism in <it>P. marneffei</it>. Moreover, this strategy complements and extends current genetic methodologies directed towards understanding the molecular mechanisms of phase transition. Finally, the documented increased levels of RanA expression suggest that cellular development in this fungus involves additional signaling mechanisms than have been previously described in <it>P. marneffei</it>.</p

A Method for Providing High-Volume Interprofessional Simulation Encounters in Physical and Occupational Therapy Education Programs

Background: With an increasing emphasis on interprofessional education within the allied health professions, simulation has potential for being a useful teaching modality for providing collaborative learning experiences for occupational and physical therapist students. However, there are many challenges associated with conducting simulations with large numbers of students. Methodology: The present paper describes the design, planning, cost, and support staff time required for conducting an interprofessional simulation of the intensive care setting, including a methodology for maximizing resources and opportunities for 64 physical and occupational therapy students over a four hour time period. Qualitative analyses of student experiences are also presented. Results: Students were able to participate in a simulated intensive care unit for individuals with severe burns as both direct participants ( clinicians ) as well as by viewing their peers via a live video stream ( observers ). Debriefings allowed for feedback from peers, faculty, and standardized patients. Qualitative analysis of the self- and peer-evaluations and the final group debriefing revealed themes regarding range of motion measurement, patient-centered care, role delineation and teamwork, and simulation logistics. Conclusions: Simulation-based learning is highly-valued and well-liked by students, but requires considerable staff and monetary resources beyond the time the primary faculty member might spend developing a new laboratory or learning activity. The actual cost of a simulation could vary considerably between institutions depending on the level of fidelity and technology available or desired, the salary of the staff that are utilized to plan and conduct a simulation, and the availability and quality of technological infrastructure (e.g., video servers, cameras). Interprofessional simUlation experiences provide an opportunity for health professions students to learn with and from students in other disciplines. This high-volume method maximized the use of resources, including space, personnel, student time, and standardized patient time