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Objective: To describe changes in a competency‐based orthodontics course in response to the COVID‐19 pandemic, and compare outcomes before and after these adaptations. Methods: Exempted by NYU IRB (#FY2021‐4795, #FY2021‐5748). At NYU College of Dentistry, assessments and surveys for D3 course groups were compared: 2018 (N = 89, in‐person) and 2022 (N = 109, hybrid; remote synchronous with cold‐calling). Assessments were identical and proctored. Pass rates, mean scores, and score distributions were compared using t‐tests and Z‐scores. Internal consistency of surveys was evaluated with Cronbach's alpha. Six paired Likert items were categorized into Positive, Neutral, and Negative and compared using Fisher's exact test and phi coefficients. Four items were added to the 2022 survey to assess students' responses to "cold‐calling" and were evaluated using descriptive statistical methods. Results: No significant differences in pass rates or mean assessment scores were found between 2018 (79.8%, 1.45 ± 1.11) and 2022 (80.7%, 1.50 ± 0.97) groups. Surveys demonstrated high internal consistency (Cronbach's alpha: 0.95 and 0.81). Response rates were 79% and 80% for both groups with a median score of 4 (Agree) or higher, indicating positive confidence and motivation. Fisher's exact test and phi coefficients did not find significant differences across surveys (p ≤ 0.05). The four additional Likert items in the 2022 group survey suggested that cold‐calling increased preparedness and anxiety. The median score for cold‐call items = 4 (Agree). Conclusions: The null hypothesis was upheld. Assessment and survey outcomes for 2018 and 2022 were similar. Students displayed increased confidence and motivation. "Cold‐calling" was associated with increased preparedness, engagement, and anxiety. [ABSTRACT FROM AUTHOR]

IMPORTANCE: With an aging population, it is necessary to systematically examine variation in costs and use of Medicare services by dementia subtype. We provide the first national estimates for dementia by subtype, and the respective Medicare costs and use. METHODS: We analyzed Medicare fee‐for‐service (FFS) claims from 2017 through 2019. The sample included 41 million beneficiaries: 727,700 beneficiaries with a new dementia diagnosis in 2017. We calculated descriptive statistics and conducted generalized linear regression models by subtype of dementia. RESULTS: Annual Medicare costs for beneficiaries with dementia ranged from $22,840 for frontotemporal dementia to $44,896 for vascular dementia compared to $9,034 for beneficiaries without dementia. Comparing beneficiaries across dementia subtypes, the greatest differences were in the use of home health and hospice care. CONCLUSIONS: These analyses demonstrate substantial heterogeneity across dementia subtypes, which will be important in developing models of care that improve value for people with dementia. [ABSTRACT FROM AUTHOR]

Objectives: Dealodontics is a card game developed at New York University College of Dentistry for dental students to reinforce and apply basic orthodontic concepts.Dealodontics incorporates clinical photographs and questions to assess students' skills in diagnosis and patientmanagement. The game was designed to be an enjoyable, interactive, and collaborative learning experience, supplementing competency-based instruction. The purpose of this project was to present this novel educational method and to evaluate dental students' engagement and game-playing experience. Methods: The survey was modeled after the "Game Experience Questionnaire" and followed the same methodology collapsing 16 survey questions into eight categories. The 5-point Likert scale was collapsed into a 3-point graduated scale (negative, neutral, and positive). Results were tabulated and scored using methods developed by IJsselsteijn et.al. Comparisons were made between two years: 2019 (N = 385) and 2021 (N = 245). Additionally, students were asked an open-ended question, to list threewords to describe the game-playing experience. Results: Response rates declined from 72% in 2019 to 50.2% in 2021. Response trends were similar: Positive gameplay experiences (competence, positive affect, immersion, challenge, and learning) and lack of negative experiences (tension/ annoyance, negative affect). In the category of flow, 2021 responses were more positive (42.68%) when compared to the responses in 2019 (38.3%). Openended responses were similar with "fun" being the most commonly occurring word. Conclusions: Dealodontics is an effective and engaging tool for learning which can be used to supplement traditional methods. [ABSTRACT FROM AUTHOR]

Association studies have linked alterations of blood‐derived microRNAs (miRNAs) with colorectal cancer (CRC). Here, we performed a microarray‐based comparison of the profiles of 2549 miRNAs in 80 blood samples from healthy donors and patients with colorectal adenomas, colorectal diverticulitis and CRC at different stages. Confirmation by quantitative real‐time PCR (RT‐PCR) was complemented by validation of identified molecules in another 36 blood samples. No variations in miRNA levels were observed in samples from patients with colorectal adenomas and diverticulitis or from healthy donors. However, there were 179 CRC‐associated miRNAs of differential abundance compared to healthy controls. Only three – miR‐1225‐5p, miR‐1207‐5p and miR‐4459 – exhibited increased levels at all CRC stages. Most deregulated miRNAs (128/179, 71%) specifically predicted metastatic CRC. Pathway analysis found several cancer‐related pathways to which the miRNAs contribute in various ways. In conclusion, miRNA levels in blood vary throughout CRC progression and affect cellular functions relevant to haematogenous CRC progression and dissemination. The identified biomarker and therapeutic candidates require further confirmation of their clinical relevance. [ABSTRACT FROM AUTHOR]

The success of poultry litter reuse in U.S. poultry production can be attributed to the efficient treatment methods used by producers during downtimes (the time lapse between consecutive flocks, during which the broiler house is empty). During this period, reused litter may be decaked, tilled/windrowed, or treated with acid‐based amendments to reduce ammonia and bacteria levels. Competitive exclusion, pH, and temperature are proposed factors that influence the level of pathogens and the overall litter microbiome during downtimes. We previously reported on the bacterial genetic factors associated with the fitness of two strains of Salmonella enterica serovar Heidelberg (SH) incubated for 14 d in reused litter. Here, we investigated the physicochemical parameters and the microbiome of the litter correlating with SH abundance during this period. We used 16S ribosomal RNA gene sequencing to determine the litter microbiome and whole genome sequencing to characterize bacteria with competitive exclusion potential against SH. The β diversity of the litter microbiome was significantly affected by the duration of incubation, microcosm, and microcosm plus Heidelberg strain combinations. In addition, β diversity was significantly affected by litter parameters, including NH4, pH, moisture, water activity, and aluminum. The major phyla observed in the reused litter throughout the 14‐d incubation experiment were Firmicutes and Actinobacteria, although their abundance differed by microcosm and time. Amplicon‐specific variants homologous to the members of the genera Nocardiopsis and Lentibacillus and the family Bacillaceae_2 were found to significantly correlate with the abundance of Salmonella. A consortium of Bacillus subtilis strains isolated from the litter microcosms reduced the growth of SH in vitro. [ABSTRACT FROM AUTHOR]

Feedback can exert a powerful influence on learning and achievement although its effect varies. The aim of this study was to investigate the effects of three types of feedback on dental students' attitudes and confidence in a competency-based course in predoctoral orthodontics at New York University College of Dentistry. In 2013-14, all 253 third-year students in a course using test-enhanced instructional methods received written feedback on formative assessments. The type of feedback varied across three groups: pass/fail grades (PF) N=77, emoticons (EM) N=90, or written comments (WC) N=86. At the end of the course, students completed surveys that included four statements addressing their attitudes toward course instruction and confidence in their abilities. The survey response rate ranged from 75% to 100% among groups. The lowest response rate (75%) was in the PF group. In attitudes toward course instruction and confidence in their abilities, the WC group trended to more positive responses than the other groups, while the PF group trended to negative responses. On two of the four statements, the trend for the WC group was significant (95% CI). In both statements concerning attitudes toward instruction, the PF group trended to negative responses that were significant (95% CI). These results support the effectiveness of descriptive written comments over pass/fail grades or emoticons in improving dental students' confidence in their abilities and their attitudes toward instruction. [ABSTRACT FROM AUTHOR]

Dental educators intend to promote integration of knowledge, skills, and values toward professional competence. Studies report that retrieval, in the form of testing, results in better learning with retention than traditional studying. The aim of this study was to evaluate test-enhanced experiences on demonstrations of competence in diagnosis and management of malocclusion and skeletal problems. The study participants were all third-year dental students (2011 N=88, 2012 N=74, 2013 N=91, 2014 N=85) at New York University College of Dentistry. The 2013 and 2014 groups received the test-enhanced method emphasizing formative assessments with written and dialogic delayed feedback, while the 2011 and 2012 groups received the traditional approach emphasizing lectures and classroom exercises. The students received six two-hour sessions, spaced one week apart. At the final session, a summative assessment consisting of the same four cases was administered. Students constructed a problem list, treatment objectives, and a treatment plan for each case, scored according to the same criteria. Grades were based on the number of cases without critical errors: A=0 critical errors on four cases, A-=0 critical errors on three cases, B+=0 critical errors on two cases, B=0 critical errors on one case, F=critical errors on four cases. Performance grades were categorized as high quality (B+, A-, A) and low quality (F, B). The results showed that the test-enhanced groups demonstrated statistically significant benefits at 95% confidence intervals compared to the traditional groups when comparing low- and high-quality grades. These performance trends support the continued use of the test-enhanced approach. [ABSTRACT FROM AUTHOR]

Multiple myeloma (MM) is an aggressive incurable plasma cell malignancy with a median life expectancy of less than seven years. Antibody-based therapies have demonstrated substantial clinical benefit for patients with hematological malignancies, particular in B cell Non-Hodgkin's lymphoma. The lack of immunotherapies specifically targeting MM cells led us to develop a human-mouse chimeric antibody directed against the B cell maturation antigen (BCMA), which is almost exclusively expressed on plasma cells and multiple myeloma cells. The high affinity antibody blocks the binding of the native ligands APRIL and BAFF to BCMA. This finding is rationalized by the high resolution crystal structure of the Fab fragment in complex with the extracellular domain of BCMA. Most importantly, the antibody effectively depletes MM cells in vitro and in vivo and substantially prolongs tumor-free survival under therapeutic conditions in a xenograft mouse model. A BCMA-antibody-based therapy is therefore a promising option for the effective treatment of multiple myeloma and autoimmune diseases. [ABSTRACT FROM AUTHOR]

Introduction Numerous clinical studies related the plasma level of C-reactive protein ( CRP) to the erythrocyte sedimentation rate ( ESR) independent of the kind of disease. The molecular regulation of the process is unknown. Methods We performed a meta-analysis of 10 previous studies and experimentally probed for a direct action of CRP on red blood cells ( RBCs) by different methods including determination of a microscopic aggregation index, Ca2+ imaging and analysis of sedimentation experiments. Results The meta-analysis revealed a statistically significant correlation (Pearson coefficient of 0.37; P < 0.0001), but we could not find any experimental evidence for a direct CRP- RBC interaction. Instead, we could confirm a correlation between fibrinogen level and ESR. Conclusion Therefore, we concluded that CRP and ESR cannot account for nor replace each other as a diagnostic measure. The correlation between CRP level and ESR is most probably caused by fibrinogen, because its increase coincides with elevated CRP levels. [ABSTRACT FROM AUTHOR]

Patient-centered care involves an inseparable set of knowledge, abilities, and professional traits on the part of the health care provider. For practical reasons, health professions education is segmented into disciplines or domains like knowledge, technical skills, and critical thinking, and the culture of dental education is weighted toward knowledge and technical skills. Critical thinking, however, has become a growing presence in dental curricula. To guide student learning and assess perfor-mance in critical thinking, guidelines have been developed over the past several decades in the educational literature. Prominent among these guidelines are the following: engage the student in multiple situations/exercises reflecting critical thinking; for each exercise, emulate the intended activity for validity; gain agreement of faculty members across disciplines and curriculum years on the learning construct, application, and performance assessment protocol for reliability; and use the same instrument to guide learning and assess performance. The purposes of this article are 1) to offer a set of concepts from the education literature poten-tially helpful to guide program design or corroborate existing programs in dental education; 2) to offer an implementation model consolidating these concepts as a guide for program design and execution; 3) to cite specific examples of exercises and programs in critical thinking in the dental education literature analyzed against these concepts; and 4) to discuss opportunities and chal-lenges in guiding student learning and assessing performance in critical thinking for dentistry. [ABSTRACT FROM AUTHOR]

Personnel at an ambulatory surgery center in Franklin, Wisconsin, used the nationwide emphasis on minimizing health care-associated infections as the impetus to set up an investigation to determine the effectiveness of cleaning procedures for the OR and stationary OR equipment. During the course of one week, we examined areas that we considered to be high touch (ie, with the greatest frequency of multiple hand contacts) for effective cleaning and decontamination in one OR by using a commercial cleaning verification system commonly used in the food service industry and standard culture methods. As a result of this project, we determined that the cleaning and disinfection at our facility was effective. In the process, we gained insight into the dynamics of the cleaning procedure under actual conditions. This project reports a simple method of maintaining or improving cleaning protocols in a cost-effective manner. [ABSTRACT FROM AUTHOR]

A process for the development of assessments and supporting instructional components in competency-based dental education is described. This process is illustrated using the example of an educational module in the management of malocclusion and skeletal problems at New York University College of Dentistry. The process begins with identifying the final outcome of the skill to be assessed and constructing an assessment that represents a relevant clinical situation. Such an assessment requires students to employ key enabling or foundational knowledge, specified subskills, and evaluative criteria. Once the components essential to mastering the assessment are identified, an instructional module that facilitates attainment of competence can be developed. This module is complemented by a companion piece that is content-specific and directs teachers and students to reach instructional targets. Assessments, supported by the components described in this process, increase the cognizance of the dental educator and provide mechanisms to evaluate student achievement and instructional effectiveness. [ABSTRACT FROM AUTHOR]

A course developed at the New York University College of Dentistry provides third-year predoctoral students with instruction and formative experiences leading toward competence in the management of malocclusion and skeletal problems. Based on clearly defined evaluation criteria that can be objectively assessed, faculty and students share a common standardized language to evaluate malocclusion and skeletal problems. The course incorporates clinical simulation cases reflecting a variety of malocclusions and dentofacial conditions at different developmental stages. Formative experiences including interviewing techniques and cephalometric, facial, and study cast analyses build skills that are applied to diagnosis and treatment planning. Objectified competency evaluation criteria facilitate student instruction, faculty standardization, and assessment. Elements of this course may be used to create a more uniform competency-based approach to predoctoral orthodontic curricula across dental schools, while also providing a model for the development of courses in other areas of education, especially with regard to credentialing health providers. [ABSTRACT FROM AUTHOR]

• THIS ARTICLE DETAILS advantages of using systematic reviews (ie, meta-analyses) to determine evidence-based best practices. • A NUMBER OF SYSTEMATIC REVIEWS relevant to the OR and produced under the auspices of the Cochrane Collaboration are explored with the aim of encouraging perioperative nurses to become familiar with, if not part of, the process of systematic review development. INSET: The Cochrane Collection. [ABSTRACT FROM AUTHOR]

Reports on the use of systematic reviews to gather information from a variety of sources and distill information based on best evidence synthesis while also excluding poor quality studies via validity checks. Identification and review of all randomized controlled trials by evaluating disposable surgical face masks worn by surgical team members during clean surgery to prevent postoperative surgical wound infection.

Presents a letter to the editor about the use of systematic reviews for evidence-based medicine practice.

Coordinated release of calcium (Ca(2+) ) from the sarcoplasmic reticulum (SR) through cardiac ryanodine receptor (RYR2) channels is essential for cardiomyocyte function. In catecholaminergic polymorphic ventricular tachycardia (CPVT), an inherited disease characterized by stress-induced ventricular arrhythmias in young patients with structurally normal hearts, autosomal dominant mutations in RYR2 or recessive mutations in calsequestrin lead to aberrant diastolic Ca(2+) release from the SR causing arrhythmogenic delayed after depolarizations (DADs). Here, we report the generation of induced pluripotent stem cells (iPSCs) from a CPVT patient carrying a novel RYR2 S406L mutation. In patient iPSC-derived cardiomyocytes, catecholaminergic stress led to elevated diastolic Ca(2+) concentrations, a reduced SR Ca(2+) content and an increased susceptibility to DADs and arrhythmia as compared to control myocytes. This was due to increased frequency and duration of elementary Ca(2+) release events (Ca(2+) sparks). Dantrolene, a drug effective on malignant hyperthermia, restored normal Ca(2+) spark properties and rescued the arrhythmogenic phenotype. This suggests defective inter-domain interactions within the RYR2 channel as the pathomechanism of the S406L mutation. Our work provides a new in vitro model to study the pathogenesis of human cardiac arrhythmias and develop novel therapies for CPVT., (Copyright © 2012 EMBO Molecular Medicine.)