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Background The role of robotic surgery in colorectal cancer remains contentious with most data arising from small, single-institution studies. Methods Stage I-III colorectal cancer resections from 2008 to 2014 were identified in New York State. Propensity score–adjusted negative binomial models were used to compare cost and utilization between robotic, laparoscopic, and open resections. Results A total of 12,218 patients were identified. For colectomy, the robotic-to-open conversion rate was 3%, and the laparoscopic-to-open conversion rate was 13%. For rectal resection, the robotic-to-open conversion rate was 7% and the laparoscopic-to-open conversion rate was 32%. In intention-to-treat analysis, there was no significant difference in cost across the surgical approaches, both in overall and stratified analyses. Both laparoscopic and robotic approaches were associated with decreased 90-d hospital utilization compared with open surgery in intention-to-treat analyses. Conclusions Robotic and laparoscopic colorectal cancer resections were not associated with a hospital cost benefit after 90 d compared with open but were associated with decreased hospital utilization. Conversion to open resection was common, and efforts should be made to prevent them. Future research should continue to measure how robotic and laparoscopic approaches can add value to the health care system.

SUMMARY To understand the cellular basis of behavior, it is necessary to know the cell types that exist in the nervous system and their contributions to function. Spinal networks are essential for sensory processing and motor behavior and provide a powerful system for identifying the cellular correlates of behavior. Here, we used massively parallel single nucleus RNA sequencing (snRNA-seq) to create an atlas of the adult mouse lumbar spinal cord. We identified and molecularly characterized 43 neuronal populations. Next, we leveraged the snRNA-seq approach to provide unbiased identification of neuronal populations that were active following a sensory and a motor behavior, using a transcriptional signature of neuronal activity. This approach can be used in the future to link single nucleus gene expression data with dynamic biological responses to behavior, injury, and disease., In Brief Sathyamurthy et al. use massively parallel single nucleus RNA-seq to probe spinal cord cell types and present an atlas of 43 neuronal populations. By using this approach after a sensory and a motor behavior, they were able to detect and molecularly identify activated neurons associated with each function.

Metal pollution is a long-standing concern and bioindicators are commonly used in ecotoxicological studies to monitor impacted wildlife populations for evidence of sublethal effects. Significant variation in the response of common biomarkers to metals is reported across taxa, thus necessitating careful characterization in model organisms. In this study, we describe the regulation of glutathione S-transferase (GST), glutathione (GSH), and metallothionein (MT) by zinc chloride (0.6, 0.9, 1.2, 2.4, 4.8, 9.6 μg g(−1)) and copper chloride (0.6, 0.9, 1.2 μg g(−1)) in signal crayfish (Pacifastacus leniusculus). Zinc chloride did not alter GST activity relative to controls in the hepatopancreas. Crayfish exposed to copper chloride exhibited decreased GST activity at the lowest dose tested (0.6 μg g(−1)) with no change observed at the higher doses. GSH did not change in response to either metal when sexes were grouped together. MT concentrations increased in response to zinc (2.4, 4.6, and 9.6 μg g(−1) doses) and copper (0.6, 0.9, and 1.2 μg g(−1) doses) in gill tissue. In tail tissue, MT increased at the 2.4 and 4.8 μg g(−1) zinc chloride doses and all the concentrations of copper tested. Sex-specific differences in endogenous antioxidant expression were also analyzed with no clear patterns emerging. We concluded that these endpoints are sensitive to zinc and copper in signal crayfish, although careful interpretation is needed when applying them in field studies given the variation in responses, non-monotonic dose responses, and differences in biotic and abiotic factors that inevitably exist in different aquatic ecosystems.

Objectives To describe the development of a team-taught academic-focused advanced pharmacy practice experience (APPE). Methods This APPE was developed as a way to expose students to academic pharmacy while accommodating increasing faculty APPE student teaching loads. The academic-focused APPE integrated weekly live didactic seminars with an online learning component. Using synchronous distance learning technology, the academic-focused APPE was simultaneously delivered between two separate education campuses. Results A total of 13 students and eight faculty participated during the first offering (Fall 2011) of this six-week academic-focused APPE. Surveys were administered to both the students and faculty at the completion of the APPE. Both, students and faculty rated many of the specific assignments and activities favorably and perceived the rotation favorably overall. Conclusions The combination of a shared pharmacy practice faculty workload and a positive learning experience for the students demonstrates that this team-taught approach is an effective means of offering an academic-focused APPE rotation.

Formal guidelines for mentoring faculty members in pharmacy practice divisions of colleges and schools of pharmacy do not exist in the literature. This paper addresses the background literature on mentoring programs, explores the current state of mentoring programs used in pharmacy practice departments, and provides guidelines for colleges and schools instituting formal mentoring programs. As the number of pharmacy colleges and schools has grown, the demand for quality pharmacy faculty members has dramatically increased. While some faculty members gain teaching experience during postgraduate residency training, new pharmacy practice faculty members often need professional development to meet the demands of their academic responsibilities. A mentoring program can be 1 means of improving faculty success and retention. Many US colleges and schools of pharmacy have developed formal mentoring programs, whereas several others have informal processes in place. This paper discusses those programs and the literature available, and makes recommendations on the structure of mentoring programs.