Table Facilitators' Reflections Regarding their Interprofessional Core Competencies

Background: Providing students and practitioners opportunities to learn from other disciplines in a supportive environment has the potential to improve patient outcomes and practitioner job satisfaction. Purpose: The purpose of this study was to describe an annual Interprofessional Education Event offered in a university setting and explore participant views regarding their competencies based on the Interprofessional Education Collaborative’s four core competency domains: Values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams and teamwork. Method: Twenty-six faculty and students participated in preparatory activities and served as table facilitators for a large case study event. After the session, twenty submitted survey responses reflecting on changes in their interprofessional competencies. Discussion: Table facilitators reported that their core competencies in all areas remained stable or improved as a result of their participation in the pre-planning stages and case study workshop. Participant comments indicated the importance of initiating interprofessional education during academic training and to continue it throughout an individual’s career. Future directions include pre-event competency assessments and longer-term follow-up with participants

Leveraging Online Learning to Promote Systems Thinking for Sustainable Food Systems Training in Dietetics Education

Educating and training a multisectoral food systems workforce is a critical part of developing sustainable, resilient, and healthy food and water systems. This paper shares perspectives from a working group of educators, learners, and food systems subject matter experts that collaborated over the course of a year to develop, pilot test, and evaluate two interactive webinar series with a multi-site cohort of dietetics interns and graduate students. The three-part webinar series format included a training webinar, a practice activity, and a synthesis webinar. In reflecting on the effectiveness of this format, we provide direct assessments of student learning from subject matter experts alongside indirect assessments from pre- and post-surveys fielded with learners. Learners who participated in an interactive webinar series demonstrated skills in several dimensions of systems thinking and gained confidence in food systems learning outcomes. Learners also shared valuable feedback on the opportunities and challenges of using online platforms for this experience. As online learning opportunities become more common, it will become increasingly important for educators to prioritize strategies that effectively equip students with the higher-order thinking skills, such as systems thinking, needed to address the complexities of sustainable food systems. The interactive webinar series format described here provides an opportunity to leverage didactic webinars in combination with interactive experiences that enable learners to deepen their knowledge through practice with peers and subject matter experts. Though this format was piloted within dietetics education programs, many of the lessons learned are transferable to other food systems educational contexts

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Radiocarbon age, geochemical and physical parameters of sediment core GeoB16204-2

This entry contains two datasets from marine sediment core GeoB16204-2. While one dataset hosts geochemical (i.e., iron, titanium, calcium, ln(Fe/Ca), ln(Ti/Ca), calcium carbonate, total organic carbon, total nitrogen, stable hydrogen isotopic composition of C29 long-chain n-alkanes) and physical (i.e., porosity, wet bulk density, dry bulk density, fragmentation index, mass accumulation rate of the siliciclastic fraction and mass accumulation rate of the calcium carbonate fraction) data, the other hosts radiocarbon data