Robust model-based indicators of regional differences in food-web structure in the Southern Ocean

Efforts to model marine food-webs are generally undertaken by small teams working separately on specific regions (<106 km2) and making independent decisions about how to deal with data gaps and uncertainties. Differences in these largely arbitrary decisions (which we call ‘model personality’) can potentially obscure true differences between regional food-webs or lead to spurious differences. Here we explore the influence of model personality on a comparison of four Southern Ocean regional food-web models. We construct alternative model versions which sequentially remove aspects of personality (alternative model ‘currencies’, schemes for aggregating organisms into functional groups, and energetic parameter values). These alternative versions preserve regional differences in biomass and feeding relationships. Variation in a set of model metrics that are insensitive to absolute biomass and production identifies multiple regional contrasts, a subset of which are robust to differences in model personality. These contrasts imply real differences in ecosystem structure which, in conjunction with differences in primary production and consumer biomass (spanning two and four orders of magnitude respectively), underpin differences in function. Existing regional models are therefore a useful resource for comparing ecosystem structure, function and response to change if comparative studies assess and report the influence of model personality

Role of small Rhizaria and diatoms in the pelagic silica production of the Sourther Ocean

We examined biogenic silica production and elementary composition (biogenic Si, particulate organic carbon and particulate organic nitrogen) of Rhizaria and diatoms in the upper 200 m along a transect in the Southwest Pacific sector of the Southern Ocean during austral summer (January–February 2019). From incubations using the 32Si radioisotope, silicic acid uptake rates were measured at 15 stations distributed in the Polar Front Zone, the Southern Antarctic Circumpolar Current and the Ross Sea Gyre. Rhizaria cells are heavily silicified (up to 7.6 nmol Si cell−1), displaying higher biogenic Si content than similar size specimens found in other areas of the global ocean, suggesting a higher degree of silicification of these organisms in the silicic acid rich Southern Ocean. Despite their high biogenic Si and carbon content, the Si/C molar ratio (average of 0.05 ± 0.03) is quite low compared to that of diatoms and relatively constant regardless of the environmental conditions. The direct measurements of Rhizaria's biogenic Si production (0.8–36.8 μmol Si m−2 d−1) are of the same order of magnitude than previous indirect estimations, confirming the importance of the Southern Ocean for the global Rhizaria silica production. However, diatoms largely dominated the biogenic Si standing stock and production of the euphotic layer, with low rhizarians' abundances and biogenic Si production (no more than 1%). In this manuscript, we discuss the Antarctic paradox of Rhizaria, that is, the potential high accumulation rates of biogenic Si due to Rhizaria in siliceous sediments despite their low production rates in surface waters.Versión del editor3,38

Identifying an indoor air exposure limit for formaldehyde considering both irritation and cancer hazards

Formaldehyde is a well-studied chemical and effects from inhalation exposures have been extensively characterized in numerous controlled studies with human volunteers, including asthmatics and other sensitive individuals, which provide a rich database on exposure concentrations that can reliably produce the symptoms of sensory irritation. Although individuals can differ in their sensitivity to odor and eye irritation, the majority of authoritative reviews of the formaldehyde literature have concluded that an air concentration of 0.3 ppm will provide protection from eye irritation for virtually everyone. A weight of evidence-based formaldehyde exposure limit of 0.1 ppm (100 ppb) is recommended as an indoor air level for all individuals for odor detection and sensory irritation. It has recently been suggested by the International Agency for Research on Cancer (IARC), the National Toxicology Program (NTP), and the US Environmental Protection Agency (US EPA) that formaldehyde is causally associated with nasopharyngeal cancer (NPC) and leukemia. This has led US EPA to conclude that irritation is not the most sensitive toxic endpoint and that carcinogenicity should dictate how to establish exposure limits for formaldehyde. In this review, a number of lines of reasoning and substantial scientific evidence are described and discussed, which leads to a conclusion that neither point of contact nor systemic effects of any type, including NPC or leukemia, are causally associated with exposure to formaldehyde. This conclusion supports the view that the equivocal epidemiology studies that suggest otherwise are almost certainly flawed by identified or yet to be unidentified confounding variables. Thus, this assessment concludes that a formaldehyde indoor air limit of 0.1 ppm should protect even particularly susceptible individuals from both irritation effects and any potential cancer hazard

Effectiveness of Student Facilitation in Motivational Interviewing Education

Objectives: To determine the impact of student or faculty facilitation on student (1)self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills, (2)actual competence, and (3)evaluation of facilitator performance. Method: Pharmacy students are often utilized in educational settings to facilitate or assist with courses, but little is known how this impacts outcomes. Four third-year pharmacy students underwent a two-day MI training course as well as small group facilitation training. After IRB approval, second-year pharmacy (P2) students in a Cardiology Module were randomly assigned to a student- or faculty-facilitator for practicing MI skills in small groups over 4 hours. Then, P2s participated in a simulated patient encounter where they had to utilize MI and assessed with the MITI (modified). P2s completed a pre-post, 6-point, Likert-type survey assessing their attitudes and perceived competence (4 and 12 items, agreement), confidence (18 items), and facilitator performance (12 items, post-test only, quality). Differences between student and faculty facilitators were assessed using a Mann-Whitney-U test. Results: Of the 44 P2s (100% response rate), there were no significant differences in (1) attitudes, confidence, or competence, (2)actual competence, and (3)evaluations of facilitator performance between faculty- and student-facilitated groups post-experience (p\u3e0.05). Implications: The use of upper-level pharmacy students as small group facilitators did not impact student perceived and actual performance; they were viewed as equally favorable as faculty members. By using pharmacy students as facilitators, it can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice

Student Self-assessment of Motivational Interviewing Skills

Objectives: ACPE standards emphasize developing student ability to accurately self-examine knowledge and skills. This study aimed to determine if students accurately assess motivational interviewing (MI) skills by comparing student 1) perceived baseline competence before and after educational sessions, and 2) self-assessment and faculty evaluation of MI skills. Method: During a secondyear Cardiology module, students reviewed MI concepts previously introduced, practiced skills with a trained facilitator, and completed a videotaped standardized patient encounter. A pre- and retrospective post-test survey (13 items, 6 point Likert-type, agreement) assessed student-perceived ease of performing MI skills. Students and faculty evaluated the videotaped encounter using the modified Motivational Interviewing Treatment Integrity (mMITI) instrument. Students were divided into quartiles based on overall faculty mMITI score. Data was analyzed usingWilcoxon signed-rank test and Spearman’s correlation, as appropriate. Results: Students’ (N532, 100% response rate) retrospective assessment significantly declined on 5 items (showing interest p50.007, reflective listening p50.030, permission to share p50.011, patient control p50.002, and open-ended questions p50.001). Students in the upper quartile rated themselves significantly lower on mMITI total score (p50.024) and the empathy/understanding subscale (p50.026). The lower quartile rated themselves significantly higher on every mMITI measure (Total: p50.012, Empathy/Understanding: American Journal of Pharmaceutical Education 2016; 80 (5) Article S2. 109 p50.033, Spirit and MI Adherence: p50.024) except the open-ended questions subscale. Implications: Pharmacy students may have dif- ficulty self-assessing their MI skills. Students with better skills viewed themselves as less competent than faculty did, whereas students with poorer skills viewed themselves as more MI competent than they actually were. This suggests that self-assessment training should be improve

Effectiveness of Student Facilitation in Motivational Interviewing Education

Objectives: To determine the impact of student or faculty facilitation on student (1)self-assessed attitudes, confidence, and competence in motivational interviewing (MI) skills, (2)actual competence, and (3)evaluation of facilitator performance. Method: Pharmacy students are often utilized in educational settings to facilitate or assist with courses, but little is known how this impacts outcomes. Four third-year pharmacy students underwent a two-day MI training course as well as small group facilitation training. After IRB approval, second-year pharmacy (P2) students in a Cardiology Module were randomly assigned to a student- or faculty-facilitator for practicing MI skills in small groups over 4 hours. Then, P2s participated in a simulated patient encounter where they had to utilize MI and assessed with the MITI (modified). P2s completed a pre-post, 6-point, Likert-type survey assessing their attitudes and perceived competence (4 and 12 items, agreement), confidence (18 items), and facilitator performance (12 items, post-test only, quality). Differences between student and faculty facilitators were assessed using a Mann-Whitney-U test. Results: Of the 44 P2s (100% response rate), there were no significant differences in (1) attitudes, confidence, or competence, (2)actual competence, and (3)evaluations of facilitator performance between faculty- and student-facilitated groups post-experience (p\u3e0.05). Implications: The use of upper-level pharmacy students as small group facilitators did not impact student perceived and actual performance; they were viewed as equally favorable as faculty members. By using pharmacy students as facilitators, it can lessen faculty workload and provide an outlet for students to develop communication and facilitation skills that will be needed in future practice

The Impact of Small Group Facilitation on Student Confidence in Motivational Interviewing Skills

Objectives: To determine if facilitating small group sessions impacts student facilitator confidence in utilizing motivational interviewing (MI) skills and perceived skills. Method: Pharmacy students are often utilized in educational settings to facilitate or assist with courses, but little is known how this impacts outcomes. Six P3 students underwent a two-day MI training course as well as small group facilitation training. After IRB approval, the students were randomly assigned to a small group of P2 pharmacy students in a Cardiology Module and asked to facilitate practice of MI skills over 4 hours. The student facilitators completed a pre-post instrument, which contained 6-point, Likert-type items assessing their confidence (19-items) and perceived (13-items) MI skills. Differences between pre- and post-surveys were assessed using a Wilcoxon test. Results: There were significant increases in facilitator confidence in using silence (p50.038), eliciting change talk (p50.039), helping patients set achievable goals (p50.023), assessing readiness to change (p50.014), and confidence in using MI skills in a case scenario involving hypertension (p50.039). Additionally, there was a statistically significant increase in facilitator assessed ability to use reflective listening (p50.046) and summarize what patients are saying (p50.038). The remaining 25 survey items showed no change between pre-and post-survey. Implications: Participation as a facilitator has a positive impact on student confidence and ability to use some aspects of MI skills. By using pharmacy students as facilitators, it can provide an outlet for students to develop communication and facilitation skills that will be needed in future practice

Impact of Small-Group Sessions on Motivational Interviewing Outcomes

Objectives: To assess the impact of integrating motivational interviewing (MI) training on student (1) attitudes, confidence, and perceived competence and (2) measured competence. Method: MI is a patient-centered approach that facilitates communication and health behavior change, essential skills for pharmacy practice. Students were introduced to MI during year 1 and reinforced in a second-year Cardiology module. IRB approval was obtained; students were broken into small groups (5-6 students) and for 4 hours to practice MI skills with a trained facilitator. Students then were assessed in a simulated MI patient encounter using the MITI (modified). Students completed a pre-post survey assessing their attitudes and perceived competence (4 items and 12 items, 6-point Likert-type, Strongly Disagree to Strongly Agree) and confidence (18 questions, 6-point Likert-type, Very Unconfident to Very Confident). The post-survey also contained retrospective pre-test items (i.e., before Cardiology, how confident ...). Changes were assessed using a Wilcoxon signed-rank test. Results: Students’ (N 5 44, 100% response rate) pre-post attitudes toward MI significantly improved on 1 item (effectiveness of MI in eliciting behavior changes, p 5 0.024), confidence on 9 items (p,0.05), and perceived competence on 3 items (p,0.05). Retrospective pre-post changes significantly improved on 3 attitude, all confidence, and 9 perceived competence items. The median MITI score was 22.5 (maximum 5 30). Implications: Incorporating additional content on MI was beneficial in reinforcing and improving student perceptions of their MI skills. However, pharmacy students believed that they were more competent in MI prior to the reinforcement than they actually were, indicating the importance of reinforcing curricular content