Quality of DNA extracted from formalin-fixed, paraffin-embedded canine tissues.

Veterinary pathology tissue banks are valuable resources for genetic studies. However, limited data exist as to whether quality DNA can be extracted from these tissues for use in canine genotyping studies. We extracted DNA from 44 formalin-fixed, paraffin-embedded (FFPE) tissue blocks from dogs; 9 of these dogs had DNA available from whole blood samples that had been banked. We genotyped DNA from 30 of 44 tissue blocks and 9 whole blood samples on the Illumina CanineHD BeadChip; DNA quality was insufficient in 14 of 44 samples from tissue blocks. There was significant correlation between the 260/280 ratio and single-nucleotide variation (SNV) call rate (p = 0.0276; r2 = 0.162); 23 of 30 samples from FFPE were genotyped with > 65% call rates. Median pairwise identical-by-state (IBS) analysis was 0.99 in 8 pairs of dogs with call rates > 65%. Neither age of tissue block nor specific tissue types were associated with significant differences in DNA concentration, 260/280 ratio, or SNV call rate. DNA extracted from tissue blocks can have variable quality, although comparable levels of homozygosity suggest that extracts from FFPE with call rates > 65% might provide similar results to samples from whole blood when analyzed on the Illumina CanineHD BeadChip

Critical health literacy: conceptualization and settings-based development

Background Health literacy is conceptualized as a continuum of social practices spanning functional, interactive and critical domains. Critical health literacy enables individuals and communities to reflect on the wider health determinants and engage in social and political processes towards health equity. This project introduces the Oxford Bibliographies (OB) entry and illustrates through an empirical case study of critical health literacy in a community-based setting. Methods The OB entry provides a literature review of critical health literacy conceptualization, measurement and interventions. An institutional ethnography of critical health literacy in libraries, models a settings-based approach to critical health literacy development in children. Results Barriers to critical health literacy development include the lack of validated instruments and evaluation of interventions. Common settings for development with children are schools, but institutional settings face challenges in developing the political action element of critical health literacy. There is a need to move beyond single settings to consider multiple settings working in partnership where children can learn, live, and play. A coordinated supersetting approach leverages the strengths of different settings to promote critical health literacy. A model proposes four antecedents to a supersetting in which sub-settings collectively support (1) a determinants-based perspective, (2) open access to information and resources, (3) involvement of community stakeholders and (4) informed action on health. Conclusions Although conceptualized over two decades ago, it is only recently that research on critical health literacy has normalized the consolidation of both its cognitive and social dimensions into a joint strategy of critical thinking and empowerment. A supersetting approach can combine community-based and school-based support to embed critical health literacy development opportunities early in the life course