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Maintenance of connective tissue integrity is fundamental to sustain function, requiring protein turnover to repair damaged tissue. However, connective tissue proteome dynamics remain largely undefined, as do differences in turnover rates of individual proteins in the collagen and glycoprotein phases of connective tissue extracellular matrix (ECM). Here, we investigate proteome dynamics in the collagen and glycoprotein phases of connective tissues by exploiting the spatially distinct fascicular (collagen-rich) and interfascicular (glycoprotein-rich) ECM phases of tendon. Using isotope labelling, mass spectrometry and bioinformatics, we calculate turnover rates of individual proteins within rat Achilles tendon and its ECM phases. Our results demonstrate complex proteome dynamics in tendon, with ~1000 fold differences in protein turnover rates, and overall faster protein turnover within the glycoprotein-rich interfascicular matrix compared to the collagen-rich fascicular matrix. These data provide insights into the complexity of proteome dynamics in tendon, likely required to maintain tissue homeostasis.

The Medical College of Wisconsin (MCW) and the Wisconsin Geriatric Education Center (WGEC) are committed to developing educational materials for primary care physicians in training. In response to the opportunity created by the Accreditation Council for Graduate Medical Education (ACGME) competency mandate, an MCW-led interdisciplinary working group has developed competency-linked video-based assessment tools for use in primary care residency training programs. Modeled after the Objective Structured Clinical Examinations (OSCE), used as part of the medical licensing examination process, we created geriatric-focused Objective Structured Video Examinations (OSVEs) as a strategy to infuse geriatrics into residency training. Each OSVE tool contains a 1-3 minute video trigger that is associated with a series of multiple choice and/or constructed response questions (e.g., fill in the blank). These questions assess residents' understanding of video-demonstrated ACGME competencies including professionalism, systems-based practice, communication, and practice-based learning. An instructor's guide and scoring key are provided for each tool. Response to the OSVEs has been overwhelmingly enthusiastic including greater than 90% commitment by statewide faculty to use the tools in residency training. (Contains 2 figures and 1 table.)

In this article, part of the "Exemplar" series in "Advances in Health Sciences Education," we profile the career of Christine McGuire, and capture her perspectives on the status of medical education practice and research. Her career was prototypical of other exemplars in the series--a pathway characterized by serendipity. As an exemplar, her contributions of leadership, scholarship, and innovations have changed the face of medical education. We describe our methods of data collection--literature reviews and in-depth interviews. We provide a portrayal of her career and accomplishments. Finally, we characterize her perspectives on medical education, including her views of significant innovations, contributions of professional educators, lessons learned, and needed future efforts.

It was the author's privilege to be awarded a Fulbright Grant as a lecturer to Estonia and Tartu University for the 2000 fall semester. His wife went with him, and she taught two English classes to advanced students at the university. The author taught Instructional Strategies for Secondary Teachers and Education and Social Issues in Education in the United States. They soon discovered that they were more learners than teachers. One of the goals of the Fulbright Program is to build a long-term relationship between institutions and individuals in the two countries. The relationship has been developed between Maryville College and Tartu University. This ongoing relationship between Maryville College and Tartu University has been beneficial to the schools, students, teachers, and professors in both countries. It has been a time for individuals from the East and the West to learn first hand from each other. Stereotypes have been removed, and misconceptions have been clarified. Out of this relationship has developed a new respect for the schools, teachers, students, and citizens in both countries.

Interviewed physician educators in family medicine to discover variables that draw them into education and sustain their vitality, and challenges that can support or derail their careers. Found that career decisions emanate from values associated with "making the world better"; that they seek challenging positions consistent with these values; and that they struggle to balance personal and professional lives. (EV)