Exploring Standardized Patients’ Perspectives on Working with Medical Students

Little is known about how working with emerging medical professionals affects Standardized Patients’ (SPs’) professional identities, yet understanding the SP-medical student interaction could be useful for screening SPs, supporting SP professional identity formation, and bridging the SP and medical student cultures. This project provides the unique perspective of SPs involved in the growth of medical students into physicians. Qualitative methods were used to understand the SPs’ perspectives. Two researchers, without evaluative relationships with the SPs, conducted 2 one-hour focus group interviews (n=3; n=9) using a semi-structured interview protocol. Interviews were audio-recorded and transcribed verbatim. Three researchers independently analyzed the transcripts to identify clusters of meaning and codes. Codes identified by consensus and analysis continued until saturation was reached, followed by identification of categories and themes. To ensure credibility and trustworthiness of the results, investigators used triangulation of methods and researchers, prolonged engagement with the data, and presentation of thick rich descriptions as evidence of each theme. A number of themes were identified in these focus group interviews. SPs experienced a transformation of purpose and the emergence of a new professional identity, including genuine professional, guide, teacher, counselor and surrogate parent. They discovered personal meaning and mutuality in their relationships with students, like the satisfaction of helping others, benefiting society, and growing personally. SPs found themselves reacting to student behaviors in a variety of ways including admiration, dislike, surprise, and discomfort. Finally, SPs confronted challenges in moving between their simulated and real selves. This analysis provided insights into transformations SPs underwent as a result their work. It revealed a self-actualization process in which SPs experienced an emergence of new roles and a discovery of new meaning in their relationships similar to the professional identity formation process of students. Understanding this process may prove useful to SP educators in knowing how to best nurture identity, train SPS, reinforce job meaningfulness and increase SP recruitment and retention. SP perspectives about their students’ behaviors may be useful to SP educators in acclimatizing them to the simulation process

Interaction of fluoride complexes derived from glass-ionomer cements with hydroxyapatite

A study has been undertaken of the interaction of complexed fluoride extracted from glass-ionomer dental cements with synthetic hydroxyapatite powder. Extracts were prepared from two commercial glass-ionomers (Fuji IX and ChemFlex) under both neutral and acidic conditions. They were analysed by ICP-OES and by fluoride-ion selective electrode with and without added TISAB to decomplex the fluoride. The pH of the acid extracts was 4, conditions under which fluoride complexes with protons as HF or HF2-, it also complexes with aluminium, which was found to be present in higher amounts in the acid extracts. Fluoride was found to be almost completely complexed in acid extracts, but not in neutral extracts, which contained free fluoride ions. Exposure of these extracts to synthetic hydroxyapatite powder showed that fluoride was taken up rapidly (within 5 minutes), whether or not it was complexed SEM (EDAX) study of recovered hydroxyapatite showed only minute traces of aluminium taken up under all conditions. This showed that aluminium interacts hardly at all with hydroxyapatite, and hence is probably not involved in the remineralisation process

Relationship of Head Circumference and Age in the Prediction of the Real-Ear-to-Coupler Difference (RECD)

Background Pediatric hearing instrument fitting is optimally performed with individually obtained real-ear-to-coupler difference (RECD) measurements. If these measurements cannot be obtained, predicted values based on age are used. Recent evidence obtained from children aged 3-11 years suggests that head circumference (HC) may be a viable alternative or addition to age for use in RECD prediction. Purpose The purpose of the present study was to determine if HC can be used to predict RECDs in infants, children, and adults. Research Design A correlational design was used. HC and RECD values were measured in all participants. Study Sample Participants were 278 North American infants and children (136 males and 142 females) aged 1.6 months to 11 years and 109 adults (42 males and 67 females) aged 18 years to 83 years. Data Collection and Analysis After otoscopic inspection and immittance measurements were performed to assess candidacy for inclusion in the study, HC was measured twice for all participants and a single RECD measure was obtained for each participant at twelve frequencies (250 through 12500 Hz). The reliability of HC measurements was assessed with an intraclass correlation analysis. Linear regression analyses were performed with age and HC as predictor variables and RECDs as the dependent variable. Results Analysis indicated good reliability of the HC measurement. The relationships between RECD and HC were comparable with the relationships between RECD and age. Combining HC and age did not improve predictive accuracy. Conclusions HC can be used in children and adults as an alternative metric in the prediction of RECDs when individual RECDs cannot be obtained

Uncovering Shakespeare\u27s Sisters in Special Collections and College Archives, Musselman Library

Foreword by Professor Suzanne J. Flynn I have taught the first-year seminar, Shakespeare’s Sisters, several times, and over the years I have brought the seminar’s students to the Folger Shakespeare Library in Washington, D.C. There, the wonderful librarians have treated the students to a special exhibit of early women’s manuscripts and first editions, beginning with letters written by Elizabeth I and proceeding through important works by seventeen and eighteenth-century women authors such as Aemelia Lanyer, Anne Finch, Aphra Behn, and Mary Wollstonecraft. This year I worked with Carolyn Sautter, the Director of Special Collections and College Archives, to give my 2018 seminar students the opportunity to produce a sequel to the Folger exhibit of early modern women writers. Special Collections houses an impressive array of first editions from the nineteenth and twentieth centuries, many of them acquired from Thomas Y. Cooper, the former editor of the Hanover Evening Sun newspaper, who donated over 1600 items to Musselman Library in 1965. Working with Kerri Odess-Harnish, we chose first editions of eight significant works of literature written by American and British women from the mid-nineteenth through the mid-twentieth centuries. The students worked in pairs, researching a single book and producing a report that outlines important biographical facts about the author, the book’s publication and reception history, and finally the significance of the book in the years since its publication. We hope that our project will draw attention to the wealth of literary treasures housed in Special Collections at Musselman Library, but especially to these works by eight of “Shakespeare’s Sisters.