Effect of Medical Education on Empathy in Osteopathic Medical Students

Empathy is an integral component of the physician-patient relationship and involves a cognitive and emotional ability to connect with others in a meaningful fashion. To date, only two studies exist using osteopathic medical student samples while multiple studies have shown that allopathic student empathy declines significantly during year 3. Similar results were not found in the osteopathic samples; however, the designs used were cross-sectional, while allopathic studies were longitudinal. The current study utilized a mixed methods approach that included cross-sectional and longitudinal analyses, the first to do so within an osteopathic medical student population. The present study investigated empathy levels of osteopathic medical students during years 1 through 3 (n = 717) to determine if empathy declines during education; if self-reported empathy relates to patient perceived empathy, if empathy predicts career choice, and if demographics influence self-reported empathy. The Jefferson Scale of Physician Empathy-Student Version was used to assess self-reported empathy; the Jefferson Scale of Perceived Physician Empathy was used to assess patient perceived empathy; and the Professionalism Assessment Ratings Scale was used to assess patient perceived interpersonal skills of the students. Results of cross-sectional analysis indicate that empathy levels decline significantly during years of education (M = 111.3, M = 112.4, M = 108.8, respectively) and longitudinal analyses of year 3 indicate the same (M = 111.2 and M = 108.7). Self-reported empathy was not found to correlate with patient perceived empathy nor predict career choice; female students scored higher than males (M = 112.3 and M = 109.3). Future research is suggested to continue to explore this topic

Environmental and social determinants of human risk during a West Nile virus outbreak in the greater Chicago area, 2002

BACKGROUND: The outbreak of West Nile Virus (WNV) in and around Chicago in 2002 included over 680 cases of human illness caused by the virus within this region. The notable clustering of the cases in two well-defined areas suggests the existence of specific environmental and social factors that increase the risk for WNV infection and/or illness in these locations. This investigation sought to create an empirically based model to account for these factors and to assess their importance in explaining the possible processes that may have led to this pattern. RESULTS: The cluster pattern of high incidence of cases was statistically significant. The risk factors that were found to be important included the presence of vegetation, age, income, and race of the human population, distance to a WNV positive dead bird specimen, age of housing, mosquito abatement and geological factors. The effect of different mosquito abatement efforts was particularly notable. About 53 percent of the variation of the location of WNV clusters was explained by these factors. CONCLUSION: The models developed indicate that differential mosquito abatement efforts are especially important risk factors, even when controlling for key environmental factors. Human population characteristics play a role in risk that is measurable in this ecological study but would require further research to associate causality with risk. The analysis of spatial clusters of case incidence indicates that this approach provides more insight into the focal nature of differential risk factors that tend to be associated with WNV than an analysis of all individual cases

Bedrock Topography of Maple Park Quadrangle, Kane and DeKalb Counties, Illinois

Relief shown by contours and spot heights"This research was supported in part by the U.S. Geological Survey, National Cooperative Geologic Mapping Program under USGS award number 98HQAG2050."Includes disclaimer, index to adjoining quadrangles, and location mapIncludes bibliographical reference

The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map I: General Chemistry

To provide tools for programmatic assessment related to the use of ACS Exams in undergraduate chemistry courses, the ACS Exams Institute has built a content map that applies to the entire undergraduate curriculum. At the top two levels, the grain size of the content classification is large and spans the entire undergraduate curriculum. At the bottom two levels, the grain size of the content is more fine and tuned to specific course levels of the curriculum. This paper presents all four levels of the map as identified for first-year general chemistry

False recognition in a mouse model of Alzheimer's disease: rescue with sensory restriction and memantine.

Alzheimer's disease is commonly regarded as a loss of memory for past events. However, patients with Alzheimer's disease seem not only to forget events but also to express false confidence in remembering events that have never happened. How and why false recognition occurs in such patients is currently unknown, and treatments targeting this specific mnemonic abnormality have not been attempted. Here, we used a modified object recognition paradigm to show that the tgCRND8 mouse-which overexpresses amyloid β and develops amyloid plaques similar to those in the brains of patients with Alzheimer's disease-exhibits false recognition. Furthermore, we found that false recognition did not occur when tgCRND8 mice were kept in a dark, quiet chamber during the delay, paralleling previous findings in patients with mild cognitive impairment, which is often considered to be prodromal Alzheimer's disease. Additionally, false recognition did not occur when mice were treated with the partial N-methyl-d-aspartic acid receptor antagonist memantine. In a subsequent experiment, we found abnormally enhanced N-methyl-d-aspartic acid receptor-dependent long-term depression in these mice, which could be normalized by treatment with memantine. We suggest that Alzheimer's disease typical amyloid β pathology leads to aberrant synaptic plasticity, thereby making memory representations more susceptible to interfering sensory input, thus increasing the likelihood of false recognition. Parallels between these findings and those from the literature on Alzheimer's disease and mild cognitive impairment suggest a mechanism underlying false recognition in these patients. The false recognition phenomenon may provide a novel paradigm for the discovery of potential therapies to treat the mnemonic dysfunction characteristic of this disease

Student midwives perspectives on the efficacy of feedback after objective structured clinical examination

Students’ experience of feedback is considered an indicator of the efficacy of the assessment process. Negative experiences of feedback are unproductive in terms of the likelihood that students will act upon and learn from assessment. To understand the impact of feedback on learning this study explored the experiences of student midwives after receiving feedback following Objective Structured Clinical Examination (OSCE). Data were collected from second year undergraduate student midwives who had recently completed OSCE, via a focus group. Students reported raised stress levels, concerns around legitimacy of feedback, and inconsistencies in the manner in which feedback was articulated. Assessment feedback in higher education should be used to empower students to become self-regulated learners. This is important for student midwives for whom a considerable amount of leaning is spent in practice. The study has implications for midwifery academics concerned with modes of assessment and quality of assessment feedback in midwifery education

Boosting Long-term Memory via Wakeful Rest: Intentional Rehearsal is not Necessary, Automatic Consolidation is Sufficient.

<div><p>People perform better on tests of delayed free recall if learning is followed immediately by a short wakeful rest than by a short period of sensory stimulation. Animal and human work suggests that wakeful resting provides optimal conditions for the consolidation of recently acquired memories. However, an alternative account cannot be ruled out, namely that wakeful resting provides optimal conditions for intentional rehearsal of recently acquired memories, thus driving superior memory. Here we utilised non-recallable words to examine whether wakeful rest boosts long-term memory, even when new memories could not be rehearsed intentionally during the wakeful rest delay. The probing of non-recallable words requires a recognition paradigm. Therefore, we first established, via Experiment 1, that the rest-induced boost in memory observed via free recall can be replicated in a recognition paradigm, using concrete nouns. In Experiment 2, participants heard 30 non-recallable non-words, presented as ‘foreign names in a bridge club abroad’ and then either rested wakefully or played a visual spot-the-difference game for 10 minutes. Retention was probed via recognition at two time points, 15 minutes and 7 days after presentation. As in Experiment 1, wakeful rest boosted recognition significantly, and this boost was maintained for at least 7 days. Our results indicate that the enhancement of memory via wakeful rest is <i>not</i> dependent upon intentional rehearsal of learned material during the rest period. We thus conclude that consolidation is <i>sufficient</i> for this rest-induced memory boost to emerge. We propose that wakeful resting allows for superior memory consolidation, resulting in stronger and/or more veridical representations of experienced events which can be detected via tests of free recall and recognition.</p></div

Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry

The ability to coherently assess content knowledge throughout an entire undergraduate career represents a significant advantage for programmatic assessment strategies. Chemistry, as a discipline, has an unusual tool in this regard because of the nationally standardized exams from the ACS Exams Institute. These exams are norm-referenced and allow chemistry departments to make comparisons between the performance of their own students relative to national samples; however, currently there appears to be no systematic means for noting students’ content knowledge growth over a four-year degree. The Exams Institute is undertaking the task of organizing content along an anchoring concept or “big ideas” framework to facilitate this type of analysis

Haploinsufficiency of EHMT1 improves pattern separation and increases hippocampal cell proliferation

Contains fulltext : 169681.pdf (publisher's version ) (Open Access)Heterozygous mutations or deletions of the human Euchromatin Histone Methyltransferase 1 (EHMT1) gene are the main causes of Kleefstra syndrome, a neurodevelopmental disorder that is characterized by impaired memory, autistic features and mostly severe intellectual disability. Previously, Ehmt1+/- heterozygous knockout mice were found to exhibit cranial abnormalities and decreased sociability, phenotypes similar to those observed in Kleefstra syndrome patients. In addition, Ehmt1+/- knockout mice were impaired at fear extinction and novel- and spatial object recognition. In this study, Ehmt1+/- and wild-type mice were tested on several cognitive tests in a touchscreen-equipped operant chamber to further investigate the nature of learning and memory changes. Performance of Ehmt1+/- mice in the Visual Discrimination &Reversal learning, object-location Paired-Associates learning- and Extinction learning tasks was found to be unimpaired. Remarkably, Ehmt1+/- mice showed enhanced performance on the Location Discrimination test of pattern separation. In line with improved Location Discrimination ability, an increase in BrdU-labelled cells in the subgranular zone of the dentate gyrus was observed. In conclusion, reduced levels of EHMT1 protein in Ehmt1+/- mice does not result in general learning deficits in a touchscreen-based battery, but leads to increased adult cell proliferation in the hippocampus and enhanced pattern separation ability

Automated operant assessments of Huntington's Disease mouse models

Huntington’s disease (HD) presents clinically with a triad of motor, cognitive, and psychiatric symptoms. Cognitive symptoms often occur early within the disease progression, prior to the onset of motor symptoms, and they are significantly burdensome to people who are affected by HD. In order to determine the suitability of mouse models of HD in recapitulating the human condition, these models must be behaviorally tested and characterized. Operant behavioral testing offers an automated and objective method of behaviorally profiling motor, cognitive, and psychiatric dysfunction in HD mice. Furthermore, operant testing can also be employed to determine any behavioral changes observed after any associated interventions or experimental therapeutics. We here present an overview of the most commonly used operant behavioral tests to dissociate motor, cognitive, and psychiatric aspects of mouse models of HD