3D printing exposure and perception in radiology residency: Survey results of radiology chief residents

RATIONALE AND OBJECTIVES: The purpose of this study is to summarize a survey of radiology chief residents focused on 3D printing in radiology. MATERIALS AND METHODS: An online survey was distributed to chief residents in North American radiology residencies by subgroups of the Association of University Radiologists. The survey included a subset of questions focused on the clinical use of 3D printing and perceptions of the role of 3D printing and radiology. Respondents were asked to define the role of 3D printing at their institution and asked about the potential role of clinical 3D printing in radiology and radiology residencies. RESULTS: 152 individual responses from 90 programs were provided, with a 46% overall program response rate (n = 90/194 radiology residencies). Most programs had 3D printing at their institution (60%; n = 54/90 programs). Among the institutions that perform 3D printing, 33% (n = 18/54) have structured opportunities for resident contribution. Most residents (60%; n = 91/152 respondents) feel they would benefit from 3D printing exposure or educational material. 56% of residents (n = 84/151) believed clinical 3D printing should be centered in radiology departments. 22% of residents (n = 34/151) believed it would increase communication and improve relationships between radiology and surgery colleagues. A minority (5%; 7/151) believe 3D printing is too costly, time-consuming, or outside a radiologist\u27s scope of practice. CONCLUSIONS: A majority of surveyed chief residents in accredited radiology residencies believe they would benefit from exposure to 3D printing in residency. 3D printing education and integration would be a valuable addition to current radiology residency program curricula

Determining crystal structures through crowdsourcing and coursework

We show here that computer game players can build high-quality crystal structures. Introduction of a new feature into the computer game Foldit allows players to build and real-space refine structures into electron density maps. To assess the usefulness of this feature, we held a crystallographic model-building competition between trained crystallographers, undergraduate students, Foldit players and automatic model-building algorithms. After removal of disordered residues, a team of Foldit players achieved the most accurate structure. Analysing the target protein of the competition, YPL067C, uncovered a new family of histidine triad proteins apparently involved in the prevention of amyloid toxicity. From this study, we conclude that crystallographers can utilize crowdsourcing to interpret electron density information and to produce structure solutions of the highest quality

Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science

It is well documented that the majority of adults, children and families in need of evidence-based behavioral health interventionsi do not receive them [1, 2] and that few robust empirically supported methods for implementing evidence-based practices (EBPs) exist. The Society for Implementation Research Collaboration (SIRC) represents a burgeoning effort to advance the innovation and rigor of implementation research and is uniquely focused on bringing together researchers and stakeholders committed to evaluating the implementation of complex evidence-based behavioral health interventions. Through its diverse activities and membership, SIRC aims to foster the promise of implementation research to better serve the behavioral health needs of the population by identifying rigorous, relevant, and efficient strategies that successfully transfer scientific evidence to clinical knowledge for use in real world settings [3]. SIRC began as a National Institute of Mental Health (NIMH)-funded conference series in 2010 (previously titled the “Seattle Implementation Research Conference”; $150,000 USD for 3 conferences in 2011, 2013, and 2015) with the recognition that there were multiple researchers and stakeholdersi working in parallel on innovative implementation science projects in behavioral health, but that formal channels for communicating and collaborating with one another were relatively unavailable. There was a significant need for a forum within which implementation researchers and stakeholders could learn from one another, refine approaches to science and practice, and develop an implementation research agenda using common measures, methods, and research principles to improve both the frequency and quality with which behavioral health treatment implementation is evaluated. SIRC’s membership growth is a testament to this identified need with more than 1000 members from 2011 to the present.ii SIRC’s primary objectives are to: (1) foster communication and collaboration across diverse groups, including implementation researchers, intermediariesi, as well as community stakeholders (SIRC uses the term “EBP champions” for these groups) – and to do so across multiple career levels (e.g., students, early career faculty, established investigators); and (2) enhance and disseminate rigorous measures and methodologies for implementing EBPs and evaluating EBP implementation efforts. These objectives are well aligned with Glasgow and colleagues’ [4] five core tenets deemed critical for advancing implementation science: collaboration, efficiency and speed, rigor and relevance, improved capacity, and cumulative knowledge. SIRC advances these objectives and tenets through in-person conferences, which bring together multidisciplinary implementation researchers and those implementing evidence-based behavioral health interventions in the community to share their work and create professional connections and collaborations

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

Interdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents’ perceived benefits were related to: (a) becoming a better teacher; (b) social learning; and (c) that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs—specifically teaching development offered by educational development units—to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners. Les programmes interdisciplinaires (c’est-à-dire les programmes offerts à l’échelle de l’université) et disciplinaires (c’est-à-dire ceux qui sont ouverts aux participants d’un collège ou d’un département) de perfectionnement de l’enseignement pour étudiants de cycle supérieur existent depuis de nombreuses années en enseignement supérieur. À l’heure actuelle, la recherche sur les avantages de ces modèles d’enseignement reste très incomplète en matière de compréhension contextualisée et il y a grand besoin de mener des études empiriques. Le but de cette étude était de déterminer les perspectives des étudiants de cycle supérieur liées aux expériences d’enseignement et d’apprentissage interdisciplinaires et disciplinaires. Deux sondages en ligne ont été employés : un sondage quantitatif et un sondage de suivi qualitatif. Également, trois groupes de discussion participatifs ont été organisés afin d’explorer plus profondément les contextes des groupes interdisciplinaires et disciplinaires qui représentaient sept collèges distincts. Des analyses statistiques et thématiques ont été effectuées avec les réponses aux sondages et des analyses thématiques ont été effectuées sur les données recueillies des groupes de discussion. Des thèmes semblables se sont dégagés des sondages et des données recueillies des groupes de discussion. Ces thèmes identifiaient les avantages perçus de la participation dans le perfectionnement de l’enseignement tant interdisciplinaire que disciplinaire. Les répondants ont perçu les avantages suivants : (a) possibilité de devenir de meilleurs enseignants; (b) apprentissage social; et (c) bien que les avantages perçus de chaque modèle varient, les résultats des deux expériences sont semblables. Les expériences vécues de ces étudiants de cycle supérieur élargissent la caractérisation des programmes interdisciplinaires et disciplinaires. Cette étude souligne la nécessité que les programmes pour étudiants de cycle supérieur – spécifiquement les programmes de perfectionnement de l’enseignement offerts dans le cadre d’unités de pédagogie – doivent offrir des occasions de perfectionnement de l’enseignement à la fois interdisciplinaires et disciplinaires pour que les apprenants tirent des deux modèles un mélange d’avantages

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

Interdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents’ perceived benefits were related to: (a) becoming a better teacher; (b) social learning; and (c) that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs—specifically teaching development offered by educational development units—to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners. Les programmes interdisciplinaires (c’est-à-dire les programmes offerts à l’échelle de l’université) et disciplinaires (c’est-à-dire ceux qui sont ouverts aux participants d’un collège ou d’un département) de perfectionnement de l’enseignement pour étudiants de cycle supérieur existent depuis de nombreuses années en enseignement supérieur. À l’heure actuelle, la recherche sur les avantages de ces modèles d’enseignement reste très incomplète en matière de compréhension contextualisée et il y a grand besoin de mener des études empiriques. Le but de cette étude était de déterminer les perspectives des étudiants de cycle supérieur liées aux expériences d’enseignement et d’apprentissage interdisciplinaires et disciplinaires. Deux sondages en ligne ont été employés : un sondage quantitatif et un sondage de suivi qualitatif. Également, trois groupes de discussion participatifs ont été organisés afin d’explorer plus profondément les contextes des groupes interdisciplinaires et disciplinaires qui représentaient sept collèges distincts. Des analyses statistiques et thématiques ont été effectuées avec les réponses aux sondages et des analyses thématiques ont été effectuées sur les données recueillies des groupes de discussion. Des thèmes semblables se sont dégagés des sondages et des données recueillies des groupes de discussion. Ces thèmes identifiaient les avantages perçus de la participation dans le perfectionnement de l’enseignement tant interdisciplinaire que disciplinaire. Les répondants ont perçu les avantages suivants : (a) possibilité de devenir de meilleurs enseignants; (b) apprentissage social; et (c) bien que les avantages perçus de chaque modèle varient, les résultats des deux expériences sont semblables. Les expériences vécues de ces étudiants de cycle supérieur élargissent la caractérisation des programmes interdisciplinaires et disciplinaires. Cette étude souligne la nécessité que les programmes pour étudiants de cycle supérieur – spécifiquement les programmes de perfectionnement de l’enseignement offerts dans le cadre d’unités de pédagogie – doivent offrir des occasions de perfectionnement de l’enseignement à la fois interdisciplinaires et disciplinaires pour que les apprenants tirent des deux modèles un mélange d’avantages

Dynamic changes of the respiratory microbiota and its relationship to fecal and blood microbiota in healthy young cats.

Advances in the field of metagenomics using culture-independent methods of microbial identification have allowed characterization of rich and diverse communities of bacteria in the lungs of healthy humans, mice, dogs, sheep and pigs. These data challenge the long held belief that the lungs are sterile and microbial colonization is synonymous with pathology. Studies in humans and animals demonstrate differences in the composition of airway microbiota in health versus disease suggesting respiratory dysbiosis occurs. Using 16S rRNA amplicon sequencing of DNA extracted from rectal and oropharyngeal (OP) swabs, bronchoalveolar lavage fluid (BALF), and blood, our objective was to characterize the fecal, OP, blood, and lower airway microbiota over time in healthy cats. This work in healthy cats, a species in which a respiratory microbiota has not yet been characterized, sets the stage for future studies in feline asthma in which cats serve as a comparative and translational model for humans. Fecal, OP and BALF samples were collected from six healthy research cats at day 0, week 2, and week 10; blood was collected at week 10. DNA was extracted, amplified via PCR, and sequenced using the Illumina MiSeq platform. Representative operational taxonomic units (OTUs) were identified and microbial richness and diversity were assessed. Principal component analysis (PCA) was used to visualize relatedness of samples and PERMANOVA was used to test for significant differences in microbial community composition. Fecal and OP swabs provided abundant DNA yielding a mean±SEM of 65,653±6,145 and 20,6323±4,360 sequences per sample, respectively while BALF and blood samples had lower coverage (1,489±430 and 269±18 sequences per sample, respectively). Oropharyngeal and fecal swabs were significantly richer than BALF (mean number OTUs 93, 88 and 36, respectively; p < 0.001) with no significant difference (p = 0.180) in richness between time points. PCA revealed site-specific microbial communities in the feces, and upper and lower airways. In comparison, blood had an apparent compositional similarity with BALF with regard to a few dominant taxa, but shared more OTUs with feces. Samples clustered more by time than by individual, with OP swabs having subjectively greater variation than other samples. In summary, healthy cats have a rich and distinct lower airway microbiome with dynamic bacterial populations. The microbiome is likely to be altered by factors such as age, environmental influences, and disease states. Further data are necessary to determine how the distinct feline microbiomes from the upper and lower airways, feces and blood are established and evolve. These data are relevant for comparisons between healthy cats and cats with respiratory disease

Evaluation of a Peroxide-Based Algaecide for Cyanobacteria Control: A Mesocosm Trial in Lake Okeechobee, FL, USA

A 72 h small-scale trial was conducted in enclosed mesocosms in the Lake Okeechobee waterway to evaluate the effectiveness of a USEPA-registered peroxide-based algaecide (formulated as sodium carbonate peroxyhydrate) for controlling a natural cyanobacteria population. Mesocosms were initially subjected to either no algaecide or the maximum label rate of 10 mg H2O2·L−1. A subset of mesocosms were then subjected to a sequential application of 5 mg H2O2·L−1 at 48 h after initial treatment. Following application, peroxide concentrations rapidly decreased and were undetectable by 48 h. At 24 h after treatment, significant decreases in all biomass indicators were observed (compared to untreated mesocosms), including extracted chlorophyll a, microscopic counts (total phytoplankton and total cyanobacteria), and cyanobacteria-specific 16S rRNA gene copies by over 71%. Although peroxide treatment reduced cyanobacteria biomass, there was no change in overall community structure and the remaining population was still dominated by cyanobacteria (>90%). After 48 h exposure, some biomass recovered in single application mesocosms resulting in only a 32–45% reduction in biomass. Repeated peroxide dosing resulted in the greatest efficacy, which had a sustained (60–91%) decrease in all biomass indicators for the entire study. While a single application of the peroxide was effective in the first 24 h, a sequential treatment is likely necessary to sustain efficacy when using this approach to manage cyanobacteria in the field. Results of this study support that this peroxide-based algaecide is a strong candidate to continue with scalable field trials to assess its potential future utility for operational management programs in the Lake Okeechobee waterway

Evaluation of a Peroxide-Based Algaecide for Cyanobacteria Control: A Mesocosm Trial in Lake Okeechobee, FL, USA

A 72 h small-scale trial was conducted in enclosed mesocosms in the Lake Okeechobee waterway to evaluate the effectiveness of a USEPA-registered peroxide-based algaecide (formulated as sodium carbonate peroxyhydrate) for controlling a natural cyanobacteria population. Mesocosms were initially subjected to either no algaecide or the maximum label rate of 10 mg H2O2&middot;L&minus;1. A subset of mesocosms were then subjected to a sequential application of 5 mg H2O2&middot;L&minus;1 at 48 h after initial treatment. Following application, peroxide concentrations rapidly decreased and were undetectable by 48 h. At 24 h after treatment, significant decreases in all biomass indicators were observed (compared to untreated mesocosms), including extracted chlorophyll a, microscopic counts (total phytoplankton and total cyanobacteria), and cyanobacteria-specific 16S rRNA gene copies by over 71%. Although peroxide treatment reduced cyanobacteria biomass, there was no change in overall community structure and the remaining population was still dominated by cyanobacteria (&gt;90%). After 48 h exposure, some biomass recovered in single application mesocosms resulting in only a 32&ndash;45% reduction in biomass. Repeated peroxide dosing resulted in the greatest efficacy, which had a sustained (60&ndash;91%) decrease in all biomass indicators for the entire study. While a single application of the peroxide was effective in the first 24 h, a sequential treatment is likely necessary to sustain efficacy when using this approach to manage cyanobacteria in the field. Results of this study support that this peroxide-based algaecide is a strong candidate to continue with scalable field trials to assess its potential future utility for operational management programs in the Lake Okeechobee waterway