Collaborative Instruction for Information Retrieval and Appraisal Skills in Evidence-Based Practice Models for Dental Hygiene Students.

Objectives: 1. Collaborate with VCU Dental Hygiene Program faculty to develop and evaluate a model of evidence-based practice (EBP) for students in didactic and clinical settings. 2. Describe how a course was modified to emphasize evidence-based practice. 3. Analyze course evaluations and student scholarly output. Methods/Materials: Dental educators strive to develop graduates who practice evidence-based practice and whose clinical decisions are based on current scientific research. A medical librarian was invited to assist in integrating EBP into the dentistry curriculum in 2012. To gain a better understanding of EBP in dental settings, the librarian and dental hygiene faculty attended the Forsyth ADA Evidence-Based Dentistry training in Boston, Massachusetts that same year. The collaborators revised a course to take students through the mechanics of EBP, including demonstrating transfer into the clinic setting and developing a model of real-time information retrieval useful after graduation in the “real world.” Results: In didactic activities, students received instruction on information retrieval as well as critical appraisal skills to answer clinical questions, reinforcing the EBP model. This culminated in students creating improved literature reviews for capstone projects, posters and table clinic presentations, stronger clinical information retrieval skills, and increased publications in refereed professional journals. Interaction between students, the librarian and faculty resulted in positive outcomes in EBP concepts used for generation of decision making in clinic as well as peer presentations in local, regional and national settings. Conclusions: The collaborative effort was valuable as it strengthened the relationship between dental hygiene faculty, students and the librarian. Additionally, students’ experience was enhanced as they practiced retrieval strategies and critical appraisal of research literature. This enabled them to develop as “consumers” of current professional research literature, model evidence-based practice and publish their writing in professional journals

Lack of p62 Impairs Glycogen Aggregation and Exacerbates Pathology in a Mouse Model of Myoclonic Epilepsy of Lafora

Lafora disease (LD) is a fatal childhood-onset dementia characterized by the extensive accumulation of glycogen aggregates-the so-called Lafora Bodies (LBs)-in several organs. The accumulation of LBs in the brain underlies the neurological phenotype of the disease. LBs are composed of abnormal glycogen and various associated proteins, including p62, an autophagy adaptor that participates in the aggregation and clearance of misfolded proteins. To study the role of p62 in the formation of LBs and its participation in the pathology of LD, we generated a mouse model of the disease (malinKO) lacking p62. Deletion of p62 prevented LB accumulation in skeletal muscle and cardiac tissue. In the brain, the absence of p62 altered LB morphology and increased susceptibility to epilepsy. These results demonstrate that p62 participates in the formation of LBs and suggest that the sequestration of abnormal glycogen into LBs is a protective mechanism through which it reduces the deleterious consequences of its accumulation in the brain

Hyperoxemia and excess oxygen use in early acute respiratory distress syndrome : Insights from the LUNG SAFE study

Publisher Copyright: © 2020 The Author(s). Copyright: Copyright 2020 Elsevier B.V., All rights reserved.Background: Concerns exist regarding the prevalence and impact of unnecessary oxygen use in patients with acute respiratory distress syndrome (ARDS). We examined this issue in patients with ARDS enrolled in the Large observational study to UNderstand the Global impact of Severe Acute respiratory FailurE (LUNG SAFE) study. Methods: In this secondary analysis of the LUNG SAFE study, we wished to determine the prevalence and the outcomes associated with hyperoxemia on day 1, sustained hyperoxemia, and excessive oxygen use in patients with early ARDS. Patients who fulfilled criteria of ARDS on day 1 and day 2 of acute hypoxemic respiratory failure were categorized based on the presence of hyperoxemia (PaO2 > 100 mmHg) on day 1, sustained (i.e., present on day 1 and day 2) hyperoxemia, or excessive oxygen use (FIO2 ≥ 0.60 during hyperoxemia). Results: Of 2005 patients that met the inclusion criteria, 131 (6.5%) were hypoxemic (PaO2 < 55 mmHg), 607 (30%) had hyperoxemia on day 1, and 250 (12%) had sustained hyperoxemia. Excess FIO2 use occurred in 400 (66%) out of 607 patients with hyperoxemia. Excess FIO2 use decreased from day 1 to day 2 of ARDS, with most hyperoxemic patients on day 2 receiving relatively low FIO2. Multivariate analyses found no independent relationship between day 1 hyperoxemia, sustained hyperoxemia, or excess FIO2 use and adverse clinical outcomes. Mortality was 42% in patients with excess FIO2 use, compared to 39% in a propensity-matched sample of normoxemic (PaO2 55-100 mmHg) patients (P = 0.47). Conclusions: Hyperoxemia and excess oxygen use are both prevalent in early ARDS but are most often non-sustained. No relationship was found between hyperoxemia or excessive oxygen use and patient outcome in this cohort. Trial registration: LUNG-SAFE is registered with ClinicalTrials.gov, NCT02010073publishersversionPeer reviewe

A Collaboration Among Health Sciences Schools to Enhance Faculty Development in Teaching

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described