Transitional Experiences of Physical Therapy Clinicians to Physical Therapy Faculty Members: A Phenomenological Study

In physical therapy education, there is a shortage of physical therapy faculty members. Considering this shortage, it is essential to understand new faculty’s experiences in order to recruit and retain qualified individuals. New faculty are often recruited directly from clinical practice for their expertise but lack training in teaching and learning. Using Schlossberg’s transition therapy as a framework, the lived experiences of physical therapy faculty members’ transition from clinical practice to academia was explored. The purpose of this study was to 1) explore the work-role transition of new faculty members in physical therapy education programs, 2) identify potential resources faculty members need to navigate the role change and identify deficits in resources needed to cope with the transition. In depth interviews with 9 faculty members who transitioned from clinical practice to academia were conducted. New faculty members make sense of their transition into higher education by comparing the clinical setting to the higher education setting. These faculty members further their understanding by engaging in ongoing learning, mentorship, and experience. Personal characteristics of assertiveness, lifelong learning, and an innate drive were found to be assets for new faculty members. Support systems that were an asset to individuals transitioning from clinical practice to academia were mentorship and support for developing educational practices. Participants also noted resources and support that were lacking including a thorough orientation and lack of mentorship. A lack of these resources contributed to faculty members feeling isolated and overwhelmed. The findings of this study provide a unique glimpse into new physical therapy faculty who transition from clinical practice. Knowing the transitional experiences of new faculty is beneficial for programs, institutions, and those interested in moving into academia. With a shortage of physical therapy faculty members, institutions and the greater physical therapy education community need to create strategies to aid individuals in coping with the transition into academia. Strategies include more opportunities for mentorship with other seasoned faculty members, faculty development activities that promote collaboration, and time management strategies to improve work life balance

Clinical practice: The diagnosis of imported malaria in children

The present paper reviews the diagnosis of imported malaria in children. Malaria is caused by a parasite called Plasmodium and occurs in over 100 countries worldwide. Children account for 10–15% of all patients with imported malaria and are at risk to develop severe and life-threatening complications especially when infected with Plasmodium falciparum. Case–fatality ratios vary between 0.2% and 0.4%. Children visiting friends and relatives in malaria endemic areas and immigrants and refugees account for the vast majority of cases. Symptoms are non-specific and delayed infections (more than 3 months after return from an endemic country) may occur. Microscopic analysis of the thick blood film is the cornerstone of laboratory diagnosis. For pragmatic reasons, EDTA-anticoagulated blood is accepted, provided that slides are prepared within 1 h after collection. Information about the Plasmodium species (in particular P. falciparum versus the non-falciparum species) and the parasite density is essential for patient management. Molecular methods in reference settings are an adjunct for species differentiation. Signals generated by automated hematology analyzers may trigger the diagnosis of malaria in non-suspected cases. Malaria rapid diagnostic tests are reliable in the diagnosis of P. falciparum but not for the detection of the non-falciparum species. They do not provide information about parasite density and should be used as an adjunct (and not a substitute) to microscopy. In case of persistent suspicion and negative microscopy results, repeat testing every 8–12 h for at least three consecutive samplings is recommended. A high index of suspicion and a close interaction with the laboratory may assure timely diagnosis of imported malaria

Provision of Telemedicine Services by Community Health Centers

The objective of this study was to assess the use of telemedicine services at community health centers. A national survey was distributed to all federally qualified health centers to gather data on their use of health information technology, including telemedicine services. Over a third of responding health centers (37%) provided some type of telemedicine service while 63% provided no telemedicine services. A further analysis that employed ANOVA and chi-square tests to assess differences by the provision of telemedicine services (provided no telemedicine services, provided one telemedicine service, and provided two or more telemedicine services) found that the groups differed by Meaningful Use compliance, location, percentage of elderly patients, mid-level provider, medical, and mental health staffing ratios, the percentage of patients with diabetes with good control, and state and local funds per patient and per uninsured patient. This article presents the first national estimate of the use of telemedicine services at community health centers. Further study is needed to determine how to address factors, such as reimbursement and provider shortages, that may serve as obstacles to further expansion of telemedicine services use by community health centers

Hijacking All The Courses: A Transdisciplinary Learning Experience for Undergraduate Students

The skills-based shift in focus of our post-secondary education system requires fundamental changes in our academic framework to facilitate transdisciplinary learning environments that can teach students about the innovation process. Here we describe the creation of ICON (IdeasCONgress), a truly transdisciplinary upper year undergraduate learning opportunity for students from all programs. We worked within the traditional framework, satisfying all of the requirements of the courses utilised, to allow students to participate in ICON while achieving credit value towards their degree majors. In this way we have created value, opportunity, and the potential for transdisciplinary innovation in our classroom

Trained immunity or tolerance : opposing functional programs induced in human monocytes after engagement of various pattern recognition receptors

Article Accepted Date: 29 January 2014. ACKNOWLEDGMENTS D.C.I. received funding from the European Union's Seventh Framework Programme (FP7/2007-2013) under grant agreement HEALTH-2010-260338 (“Fungi in the setting of inflammation, allergy and autoimmune diseases: translating basic science into clinical practices” [ALLFUN]) (awarded to M.G.N.). M.G.N. and J.Q. were supported by a Vici grant of the Netherlands Organization of Scientific Research (awarded to M.G.N.). This work was supported, in part, by National Institutes of Health grant GM53522 to D.L.W. N.A.R.G. was supported by the Wellcome Trust.Peer reviewedPublisher PD

Massachusetts Health Passport Project Evaluation Final Report

Adapted from the Executive Summary: The Massachusetts Health Passport Project (MHPP) began in April 2004, as a pilot program of the Juvenile Rights Advocacy Project at Boston College Law School under the direction of Francine Sherman, Esq. The program was originally called the Girls’ Health Passport Project (GHPP) and was designed to address the unmet health needs and gaps in health care services for girls committed to the Massachusetts Department of Youth Services (DYS) and re-entering their communities from DYS assessment and treatment facilities. An advisory board of health, juvenile justice, philanthropy, and evaluation professionals assisted the program in its early development

Weaving Indigenous and Western Science Knowledges Through a Land-Based Field Course at Bkejwanong Territory (Laurentian Great Lakes)

In response to a growing interest in building Indigenous-led educational experiences, we codeveloped a land-based field course that wove Indigenous ways of knowing together with Western ecological concepts. The spirit of the course was the one rooted in varied ways of knowing nature, on the land, the water, and the culture—to see the Great Lakes from an Anishinaabe perspective. Situated in the heart of the Laurentian Great Lakes Basin at Bkejwanong Territory (Walpole Island First Nation), in the Traditional Territory of the Three Fires Confederacy of First Nations (Ojibwe, Odawa, and Potawatomi) on Turtle Island (North America), this inaugural undergraduate university course was led by an Indigenous instructor with contributions from non-Indigenous science faculty from the university and local community knowledge keepers. Here, we describe our journey in cocreating land-based teaching modules with Indigenous scholars and scholars at the University of Windsor, Ontario, Canada. We focused on experiences that exposed students to traditional ways of knowing nature, and reflections were used as the main teaching pedagogy. The course offered daily perspectives and activities across land and water and examined dimensions of biodiversity as sacred beings and medicine. Outcomes and indicators of success were driven by the individual’s reflection and evaluation on their own growth, as expressed through a final project aimed at bridging knowledges, supporting community initiatives or both. This case is designed to offer an example that has potential for application to many other contexts where community-faculty partnerships and land-based learning opportunities are availabl

Stereotype Susceptibility Narrows the Gender Gap in Imagined Self-Rotation Performance

Three studies examined the impact of stereotype messages on men\u27s and women\u27s performance of a mental rotation task involving imagined self-rotations. Experiment 1 established baseline differences between men and women; women made 12% more errors than did men. Experiment 2 found that exposure to a positive stereotype message enhanced women\u27s performance in comparison with that of another group of women who received neutral information. In Experiment 3, men who were exposed to the same stereotype message emphasizing a female advantage made more errors than did male controls, and the magnitude of error was similar to that for women from Experiment 1. The results suggest that the gender gap in mental rotation performance is partially caused by experiential factors, particularly those induced by sociocultural stereotypes

Quantifying the Reconfiguration of Intrinsic Networks during Working Memory

Rapid, flexible reconfiguration of connections across brain regions is thought to underlie successful cognitive control. Two intrinsic networks in particular, the cingulo-opercular (CO) and fronto-parietal (FP), are thought to underlie two operations critical for cognitive control: task-set maintenance/tonic alertness and adaptive, trial-by-trial updating. Using functional magnetic resonance imaging, we directly tested whether the functional connectivity of the CO and FP networks was related to cognitive demands and behavior. We focused on working memory because of evidence that during working memory tasks the entire brain becomes more integrated. When specifically probing the CO and FP cognitive control networks, we found that individual regions of both intrinsic networks were active during working memory and, as expected, integration across the two networks increased during task blocks that required cognitive control. Crucially, increased integration between each of the cognitive control networks and a task-related, non-cognitive control network (the hand somatosensory-motor network; SM) was related to increased accuracy. This implies that dynamic reconfiguration of the CO and FP networks so as to increase their inter-network communication underlies successful working memory