A Comprehensive Summary of Services and Resources Provided by Librarians in support of CODA Accredited Predoctoral (DDS/DMD) Dental Education Programs in the United States and Canada

Objective The objective of this study is to provide a summary of library services and resources that support dental education and research. This summary will demonstrate trends in dental librarianship as well as services and resources that can be adopted to serve the needs of dental related education programs. To date, there has not been a comprehensive summary of these services. Methods An environmental scan was carried out to take inventory of services that dental librarians (1) provide. The study population consisted of librarians who work in dental libraries or college / university libraries that serve dental programs. The librarians surveyed were from institutions with a CODA accredited DMD/DDS pre-doctoral program (2). Currently, there are 76 such programs within the United States and Canada, of which 71 responded. Conclusion Our data demonstrates that the majority of dental programs have a dedicated librarian or library liaison providing clinical, educational, and research support through a variety of approaches. Increasing awareness and utilization of available services and resources within the dental community can facilitate research and complement dental education. The service models cited here can be adapted in dental related education programs across North America

Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience

Objective: The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Methods: Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students’ competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students’ learning after the in-person session. Results: A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (p=0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Conclusions: Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial

Protein Kinase A-Independent Inhibition of Proliferation and Induction of Apoptosis in Human Thyroid Cancer Cells by 8-Cl-Adenosine

Purpose: Protein kinase A (PKA) affects cell proliferation in many cell types and is a potential target for cancer treatment. PKA activity is stimulated by cAMP and cAMP analogs. One such substance, 8-Cl-cAMP, and its metabolite 8-Cl-adenosine (8-Cl-ADO) are known inhibitors of cancer cell proliferation; however, their mechanism of action is controversial. We have investigated the antiproliferative effects of 8-Cl-cAMP and 8-CL-ADO on human thyroid cancer cells and determined PKA’s involvement

Erratum to: Guidelines for the use and interpretation of assays for monitoring autophagy (3rd edition) (Autophagy, 12, 1, 1-222, 10.1080/15548627.2015.1100356

non present