Femoral fracture following knee ligament reconstruction surgery due to an unpredictable complication of bioabsorbable screw fixation: a case report and review of literature

We report an unusual case of femoral fracture from minimal trauma, due to the rapid disappearance of a bioabsorbable interference screw used for reconstruction of the posterolateral corner of the knee. The literature on bone tunnel fractures following knee ligament reconstruction surgery is also reviewed

Efflux in Fungi: La Pièce de Résistance

Pathogens must be able to overcome both host defenses and antimicrobial treatment in order to successfully infect and maintain colonization of the host. One way fungi accomplish this feat and overcome intercellular toxin accumulation is efflux pumps, in particular ATP-binding cassette transporters and transporters of the major facilitator superfamily. Members of these two superfamilies remove many toxic compounds by coupling transport with ATP hydrolysis or a proton gradient, respectively. Fungal genomes encode a plethora of members of these families of transporters compared to other organisms. In this review we discuss the role these two fungal superfamilies of transporters play in virulence and resistance to antifungal agents. These efflux transporters are responsible not only for export of compounds involved in pathogenesis such as secondary metabolites, but also export of host-derived antimicrobial compounds. In addition, we examine the current knowledge of these transporters in resistance of pathogens to clinically relevant antifungal agents

A Renewed Vision for Higher Education in Public Health

We are transforming the educational strategy at the Harvard T. H. Chan School of Public Health guided by 5 principles: (1) development of T-shaped competencies (breadth across fields, depth in primary fields), (2) flexible and modular design accommodating different needs through the lifecycle, (3) greater experiential learning, (4) 3 levels of education (informative, formative, and transformative learning), and (5) integrated instructional design (online, in person, and in the field). We aim to create an arc of education resulting in continuous learning. We seek to bridge the research versus education dichotomy and create research–teaching congruence, adapting the values of peer review and quality assessment that we routinely accept for grant and article review to education