Electrophysiological and Behavioral Markers of Hyperdopaminergia in DAT-KO Rats.

Background/Objectives: Dopamine dysfunction (DA) is a hallmark of many neurological disorders. In this case, the mechanism of changes in dopamine transmission on behavior remains unclear. This study is a look into the intricate link between disrupted DA signaling, neuronal activity patterns, and behavioral abnormalities in a hyperdopaminergic animal model. Methods: To study the relationship between altered DA levels, neuronal activity, and behavioral deficits, local field potentials (LFPs) were recorded during four different behaviors in dopamine transporter knockout rats (DAT-KO). At the same time, local field potentials were recorded in the striatum and prefrontal cortex. Correlates of LFP and accompanying behavioral patterns in genetically modified (DAT-KO) and control animals were studied. Results: DAT-KO rats exhibited desynchronization between LFPs of the striatum and prefrontal cortex, particularly during exploratory behavior. A suppressive effect of high dopamine levels on the striatum was also observed. Wild-type rats showed greater variability in LFP patterns across certain behaviors, while DAT-KO rats showed more uniform patterns. Conclusions: The decisive role of the synchrony of STR and PFC neurons in the organization of motor acts has been revealed. The greater variability of control animals in certain forms of behavior probably suggests greater adaptability. More uniform patterns in DAT-KO rats, indicating a loss of striatal flexibility when adapting to specific motor tasks. It is likely that hyperdopaminergy in the DAT-KO rat reduces the efficiency of information processing due to less synchronized activity during active behavior.

Online Cognitive Stimulation Therapy for Dementia in Brazil and India: Acceptability, Feasibility, and Lessons for Implementation.

BACKGROUND: Cognitive stimulation therapy (CST) is an evidence-based, group psychosocial intervention for people with dementia, and it has a positive impact on cognition and quality of life. CST has been culturally adapted for use globally. It was developed as a face-to-face intervention but has recently been adapted for online delivery. OBJECTIVE: In this study, we aimed to explore the feasibility and acceptability of online or virtual CST (vCST) delivery in India and Brazil, emphasizing barriers and facilitators to implementation. METHODS: A single-group, multisite, mixed methods, feasibility study was conducted, with nested qualitative interviews. Primary feasibility outcomes were recruitment rate, attendance, attrition, acceptability, and outcome measure completion. Exploratory pre- and postintervention measures, including cognition and quality of life, were assessed. Qualitative interviews were conducted with people with dementia, family caregivers, and group and organizational leaders following intervention delivery, and the data were analyzed using the Consolidated Framework for Implementation Research. RESULTS: A total of 17 vCST group sessions with 59 participants were conducted for 7 weeks, with 53% (31/59) of participants attending all 14 sessions. Attrition rate was 7% (4/59), and outcome measure completion rate at follow-up was 68% (40/59). Interviews took place with 36 stakeholders. vCST was acceptable to participants and group leaders and enabled vital access to services during pandemic restrictions. While online services broadened geographic access, challenges emerged concerning inadequate computer literacy, poor technology access, and establishing interpersonal connections online. Exploratory, uncontrolled analyses indicated positive trends in quality of life but negative trends in cognition and activities of daily living, but these results were not statistically significant. CONCLUSIONS: vCST demonstrated feasibility and acceptability, serving as a crucial resource during the pandemic but raised challenges related to technology access, computer literacy, and long-term implementation. The study highlights the potential of vCST while emphasizing ongoing development and solutions to address implementation challenges.

Interprofessional education in undergraduate dental curricula: A systematic review.

INTRODUCTION: Health professionals who effectively communicate and coordinate their work increase patient safety and quality of care. Therefore, an interprofessional education (IPE) program may be a valuable addition to the curriculum of health science courses. This study aims to verify how IPE has been implemented in undergraduate dental program curricula. METHODS: This is a qualitative systematic review performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines with qualitative and qualitative-quantitative studies selected in the period between 2011 and 2021. The guiding question was as follows: how has IPE been implemented in undergraduate dentistry curricula around the world? The quality of the included articles was assessed using the CASP Qualitative Checklist (2018). RESULTS: After the review, 22 studies were selected and data were extracted following the acronym PICo (Population, phenomenon of Interest, and COntext). The majority of studies in which IPE is included in Dentistry come from North American universities. Regarding the IPE teaching methodology, the use of active methodologies was observed and the interprofessional skills most common were role clarity, teamwork, and communication. CONCLUSION: This systematic review indicated that Dentistry is included in interprofessional activities in many studies around the world, and primarily with colleagues in medicine, nursing, and pharmacy programs. IPE teaching takes place through the use of active methodologies and develops important skills for interprofessional work.

Morphometry and skeletopy of kidneys and renal vessels in Alouatta guariba clamitans (Primates: Atelidae): case reports.

Various animal models are used for research; however, non-human primates are well suited for biomedical research owing to their genetic homology with humans. The objective of this research was the anatomical characterization of red howler's kidneys in view of the scarcity of information in the literature. Protocols were approved by the Committee for Ethics in the Use of Animals at the Federal Rural University of Rio de Janeiro (number 018/2017). The study was conducted at the Laboratory of Teaching and Research in Domestic and Wild Animal Morphology, Federal Rural University of Rio de Janeiro. Specimens of Alouatta guariba clamitans were collected from the Serra dos Órgãos National Park road in Rio de Janeiro and subsequently frozen. Four adult cadavers (two males and two females) were used, identified, and injected with a 10% formaldehyde solution. Later, the specimens were dissected, and measurements and topography of the kidneys and renal vessels were recorded. The kidneys of A. g. clamitans resemble a "bean seed," with a smooth surface. The longitudinal section shows two distinct regions, cortical and medullary; in addition, the kidneys are unipyramidal. The renal arteries emerged from the abdominal aorta as a single vessel posterior to the renal veins. The renal veins drained directly into the caudal vena cava as a single vessel in all specimens.

Vários modelos animais são usados para pesquisa, no entanto, primatas não humanos são adequados para pesquisas biomédicas devido à sua homologia genética com humanos. O objetivo desta pesquisa foi a caracterização anatômica dos rins do Bugio, tendo em vista a escassez de informações na literatura. Os protocolos foram aprovados pelo Comitê de Ética no Uso de Animais da Universidade Federal Rural do Rio de Janeiro (número 018/ 2017). O estudo foi realizado no Laboratório de Ensino e Pesquisa em Morfologia de Animais Domésticos e Silvestres da Universidade Federal Rural do Rio de Janeiro. Espécimes de Alouatta guariba clamitans foram coletados da estrada para o Parque Nacional da Serra dos Órgãos no Rio de Janeiro, e posteriormente congelados. Foram utilizados quatro cadáveres adultos (dois machos e duas fêmeas), identificados e injetados com solução de formaldeído a 10%. Os rins de A. g. clamitans assemelham-se a uma "semente de feijão", com superfície lisa. Ao corte longitudinal apresenta duas regiões distintas, cortical e medular, além disso, apresenta-se unipiramidal. As artérias renais emergiram da aorta abdominal como um único vaso, posteriormente às veias renais. As veias renais drenaram diretamente para a veia cava caudal como um único vaso em todos os espécimes.

The Joint Initiative for Teaching and Learning on Global Health Challenges and One Health experience on implementing an online collaborative course.

The "Joint Initiative for Teaching and Learning on Global Health Challenges and One Health" piloted the online course "Global Health Challenges and One Health in 2021. The present work documents this experience, lessons learned, and the future outlook of the course. A descriptive study was conducted based on the evaluations performed with the enrolled students and course coordinators. Of 30 enrolled students from graduate programs of six institutions from Brazil, Germany, Mozambique, and Kosovo, two unenrolled, and nine failed for not completing the activities. Therefore, 19 (63%) students completed the course. Some challenges identified were language and technology access barriers, difficulty scheduling group meetings due to different time zones, and high workload per credit in some institutions. Activities in groups conducted synchronously, such as debates, journal clubs, and case studies, were highlighted as those with higher impact in the learning process, having more participation of students when carried in small groups. Some students reported the establishment of research and work partnerships with other participants from partner institutions. The experience reinforces the importance of international exchange to improve collaboration between institutions and the impact of working in small interprofessional groups to develop technical, intercultural, and interdisciplinarity competencies necessary to human resources working with the One Health approach. The success of such international educational initiatives depends on overcoming barriers to implementation, which can be detected in institutional and course levels. Therefore, continuing evaluation of the course and improvements must be performed and involve all participants.

The Relationship Between Decision-making Capacity and the Domains of Awareness in Alzheimer Disease.

People with Alzheimer dementia (PwAD) who are aware of their overall cognitive function and diagnosis are more likely to be judged competent in decision-making capacity. Therefore, we aimed to investigate the relationship between decision-making capacity and the different domains of awareness and the relationship between decision-making capacity and the cognitive and clinical impairment of the PwAD. Using a cross-sectional design, we included 121 PwAD and their caregivers. Awareness was assessed across domains, including cognitive functioning and health condition, functional activity impairments, emotional state, social functioning, and interpersonal relationships. The MacArthur Competence Assessment Tool for Treatment was adopted to gather information about decision-making abilities. We found that decision-making capacity is related to the cognitive and functional domains of awareness and relatively independent of the emotional functioning and the relationship domains. Our finding highlighted that PwAD who are unaware of the disease or the cognitive and functional impairments might be unlikely to appreciate the personal benefits of a proposed health treatment or to understand and judge the personal consequences of a decision accurately.

Deficits in emotion processing in Alzheimer's disease: a systematic review.

Emotional processing involves the ability of the individual to infer emotional information. There is no consensus about how Alzheimer's disease (AD) affects emotional processing. Objective: Our aim is to systematically review the impact of AD on emotion processing. METHODS: We conducted a search based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The literature search was performed using the electronic databases MEDLINE (PubMed) and Science Citation Index (Institute for Scientific Information [ISI]). The following descriptors were used in the review process: emotion or emotional processing, cognition or cognitive functions, and Alzheimer disease or Alzheimer's disease. This systematic review was recorded in the International Prospective Register of Systematic Reviews (PROSPERO) under the number CRD42018115891. RESULTS: We identified 425 articles, 19 of which met our criteria. Visual emotional stimuli were the most used among studies. Most studies used tasks of emotional naming, discrimination, identification, and correspondence. The results were contradictory. Many studies reported that individuals with AD were impaired on emotional perception tasks, while other results reported preserved skills. The relationship between emotional processing and cognition is also unclear. Some studies suggested that general cognitive performance affects performance in emotional perception tasks among people with AD, but other studies have shown deficits in recognizing emotion, regardless of cognitive performance. CONCLUSIONS: Studies are scarce, present contradictory results, and report impairment in emotional processing in relation to cognition. Moreover, the analyses of the correlation between emotion processing and cognitive functioning failed to reveal clear relationships.

O processamento emocional é a habilidade de indivíduos inferirem informação emocional. Não há consenso sobre como a doença de Alzheimer (DA) afeta o processamento emocional. OBJETIVO: Este artigo visa revisar sistematicamente o impacto da DA no processamento emocional. MÉTODOS: Realizamos uma pesquisa com base no Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A pesquisa bibliográfica foi realizada nas bases de dados eletrônicas MEDLINE (Pubmed) e Science Citation Index (ISI). Os seguintes descritores foram utilizados no processo de revisão: processamento emocional ou emoção, cognição ou funções cognitivas e doença de Alzheimer. A revisão sistemática foi registrada no Registro Prospectivo Internacional de Revisões Sistemáticas (PROSPERO), sob o número CRD42018115891. RESULTADOS: Foram identificados 425 artigos, 19 dos quais atendiam aos critérios de inclusão. Os estímulos visuais emocionais foram os mais utilizados entre os estudos. A maioria dos estudos usou tarefas de nomeação emocional, discriminação, identificação e correspondência. Os resultados foram contraditórios. Muitos estudos relataram que indivíduos com DA apresentavam comprometimento em tarefas de percepção emocional, outros resultados apontam para habilidades preservadas. A relação entre o processamento emocional e a cognição também não está clara. Alguns estudos sugerem que o desempenho cognitivo geral afeta o desempenho nas tarefas de percepção emocional na DA, outros estudos demonstraram déficits no reconhecimento da emoção, independentemente do desempenho cognitivo. CONCLUSÕES: Os estudos são escassos, apresentam resultados contraditórios e relatam comprometimento no processamento emocional em relação à cognição. Além disso, análises de correlação entre processamento emocional e funcionamento cognitivo não conseguiram revelar relações claras.

Creating a platform to enable collaborative learning in One Health: The Joint Initiative for Teaching and Learning on Global Health Challenges and One Health experience.

The "Joint Initiative for Teaching and Learning on Global Health Challenges and One Health" targets education and training in Global Health Challenges and One Health, focusing on surpassing issues that affect One Health training programs. The present work describes the planning, implementation, and challenges to develop an international educational initiative among six partner institutions from four different countries, to build a collaborative teaching and learning environment. The course applies collaborative online international learning principles and is addressed to graduate students of universities from Brazil, Germany, Mozambique, and Kosovo. A pilot curriculum was developed with modules on intercultural competence, interprofessional and collaborative practice in One Health; One Health; healthcare, surveillance, and One Health; bioethics in One Health and careers in Global Health. The course combines synchronous and asynchronous activities developed in groups by mixing students from different institutions and countries. Forty-four experts from 22 institutions of the Americas, Africa, Europe, and Asia collaborated with the course content. Some challenges to implementing the course were the different criteria to assign credits across institutions, the lack of bibliographic material across all partners, limited overlap hours and periods for synchronous activities, and short semester overlap across institutions. Despite the challenges for implementation, the entire process of planning and delivering the course involves intense international collaboration, contributing to the curriculum internationalization, benefiting all institutions involved, promoting exchange even in the challenging scenario of the pandemic of coronavirus disease 2019 (COVID-19).

Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students.

Background: The evidence for the conventional wisdom that debriefing quality determines the effectiveness of learning in simulation-based training is lacking. We investigated whether the quality of debriefing in using simulation-based training in team training correlated with the degree of learning of participants. Methods: Forty-two teams of medical and undergraduate nursing students participated in simulation-based training sessions using a two-scenario format with after-action debriefing. Observers rated team performance with an 11-item Teamwork Assessment Scales (TAS) instrument (three subscales, team-based behaviours (5-items), shared mental model (3-items), adaptive communication and response (3-items)). Two independent, blinded raters evaluated video-recorded facilitator team prebriefs and debriefs using the Objective Structured Assessment of Debriefing (OSAD) 8-item tool. Descriptive statistics were calculated, t-test comparisons made and multiple linear regression and univariate analysis used to compare OSAD item scores and changes in TAS scores. Results: Statistically significant improvements in all three TAS subscales occurred from scenario 1 to 2. Seven faculty teams taught learners with all scores ≥3.0 (except two) for prebriefs and all scores ≥ 3.5 (except one) for debriefs (OSAD rating 1=done poorly to 5=done well). Linear regression analysis revealed a single statistically significant correlation between debrief engagement and adaptive communication and response score without significance on univariate analysis. Conclusions: Quality of debriefing does not seem to increase the degree of learning in interprofessional education using simulation-based training of prelicensure student teams. Such a finding may be due to the relatively high quality of the prebrief and debrief of the faculty teams involved in the training.

Dental education and undue exposure of patients' image in social media: A literature review.

INTRODUCTION: The benefits of social media for health education and communication have been discussed in the literature. However, the indiscriminate utilisation by dental students and professionals, and the effects on patients' privacy and confidentiality are still little explored. OBJECTIVE: To investigate the exposure of patients' images in social media by dental students and professionals, as well as to explore how this issue is addressed in dental schools. MATERIALS AND METHODS: A literature review was performed. Search strategies were developed for the following bibliographic databases: PubMed/MEDLINE, Latin American and Caribbean Health Sciences (LILACS), Scientific Electronic Library Online (SciELO), and Scopus. There were no restrictions about the year of publication. RESULTS: 231 articles were identified through search strategies. After a two-phase process of selection, 7 studies were included. Articles mainly described how social media have been used by healthcare students and professionals and warned that this usage has often been unprofessional, risking patients' privacy and confidentiality. Thus, it is the faculty's role, as a whole, to instruct students about the wise social media usage. CONCLUSION: The undue exposure of patients' images by dental students and professionals in social media has often been observed. Educators should include social media awareness discussions on the undergraduate curriculum.

The Relationship between Social Cognition and Executive Functions in Alzheimer's Disease: A Systematic Review.

INTRODUCTION: Social Cognition (SC) is a complex construct that reflects a wide variety of implicit and explicit cognitive processes. Many neurocognitive domains are associated with SC and the Executive Function (EF) is the most representative one. We conducted a systematic review aiming at clarifying whether SC impairments are associated with dysfunction on EF in people with Alzheimer Disease (AD). METHODS: The search, based on the Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA), was undertaken between January 2007 and December 2019 using Pubmed, SciELO, BIREME and Thomson Reuters Web of Science electronic databases. The keywords were SC, AD, EF, Neuropsychological functioning and Executive Disorder. RESULTS: One hundred thirty-six articles were identified and fifteen were included. These studies are not in agreement about the extent of SC deficits in AD, mainly in the mild stage of the disease. EF deficits, specifically inhibition and the ability to manipulate verbal information, are associated with the impairment in SC in AD. SC decreases with the disease progression, a relationship explained by global cognition impairment and SC specific symptoms. CONCLUSION: SC impairment is associated with disease progression, mainly because of the decline in EF. Studies on SC components are unequal, contributing to a frequent generalization of Theory of Mind results, and often hampering the investigation of other components, mainly empathy. More precise knowledge about SC functioning in AD may contribute to a better understanding of the behavioral changes and interpersonal interactions.

Fe and Zn in vitro bioavailability in relation to antinutritional factors in biofortified beans subjected to different processes.

The present work evaluated the effect of different processes in relation to mineral content and its bioavailability, as well as the effect of phytate and oxalate contents in biofortified beans. The following treatments were evaluated: raw beans (RB), cooked and oven-dried soaked beans (BOS), cooked and freeze-dried soaked beans (BFS), cooked and oven-dried beans without soaking (BOWS) and cooked and freeze-dried beans without soaking (BFWS). The mineral contents (mg per 100 g) varied between 3.56 and 5.80 (iron), 20.26 and 89.32 (calcium) and 1.56 and 2.38 (zinc). The oxalate content varied from 3.74 to 10.54 mg per 100 g. The total phytate content ranged from 1803.23 to 2.301 mg per 100 g. Regarding mineral bioavailability in Caco-2 cells, iron retention ranged from 8.89 to 17.85% and uptake was from 12.07 to 13.74 µg. On the other hand, the zinc retention was from 92.27 to 98.6% and uptake ranged from 24.68 to 36.26 µg. The different forms of bean processing can contribute to the mineral profile of this legume, in addition to increasing the bioavailability of some minerals, such as iron and zinc.

Supporting health system transformation through an interprofessional education experience focused on population health.

The purpose of the study was to determine the impact of an interprofessional education (IPE) experience on first year students across all schools of a health sciences center on the topic of pediatric immunizations. The authors conducted a pre-/post-test at Louisiana State University Health Sciences Center-New Orleans with 731 first year students from 25 academic programs encompassing all six schools (Allied Health, Dentistry, Graduate Studies, Medicine, Nursing and Public Health). In the four questions related to the Interprofessional Education Collaborative (IPEC) sub-competencies and the three questions related to professional role regarding immunizations, there was a statistically significant difference in the pre-/post-test survey results (P < 0.0001). Student learning related to the collaboration needed to make a larger impact on patient outcomes was demonstrated through assessment of an open-ended question. IPE experiences can improve first-year students' perceptions of IPEC sub-competencies regarding the importance of population health and teamwork. By utilizing a population health focus with IPE activities, novice learners are equipped to learn and apply collaborative practice skills along with recognizing the importance of promoting overall health and well-being instead of just health care.

Facial expression recognition in Alzheimer's disease: A systematic review.

Introduction: It is well established that behavioral variant frontotemporal dementia can impair social and emotional function. However, there is no consensus regarding how Alzheimer's disease can affect facial expression recognition. We aim to systematically review all the literature addressing this issue over the last 10 years. Method: We conducted a search based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). The search for literature was undertaken on 19 September 2017, using Pubmed, SciELO, BIREME, and Thomson Reuters Web of Science electronic databases. The key terms for the search were: Alzheimer's disease, dementia, and facial expression recognition.Results: We screened 173 articles, and 22 of them were selected. The most common methodology involved showing participants photographs of people expressing the six basic emotions-fear, anger, sadness, disgust, surprise, and happiness. Results were ambiguous. Among people with mild Alzheimer's disease, happiness was easier to recognize than the other five basic emotions, with sadness and anger the most difficult to recognize. In addition, the intensity level of the emotions presented seems to be important, and facial expression recognition is related to specific cognitive capacities, including executive function and visuoperceptual abilities. Impairment in facial expression recognition does not appear to be a consistent neuropsychological finding in Alzheimer's disease. Conclusions: The lack of standardized assessment instruments and the heterogeneity of the methods and samples used across studies hamper comparisons. Future researches should investigate facial expression recognition through more ecological and standardized methods.

Metamemory monitoring in Alzheimer's disease A systematic review.

Metamemory is the awareness of one's own knowledge and control of memory, and refers to the online ability to gather information about the current state of the memory system. OBJECTIVE: Metamemory is one's own knowledge and control of memory. A systematic review was performed to identify the types of tasks used for evaluating metamemory monitoring, the stimuli used in these tasks, their limitations and the outcomes in people with Alzheimer's disease (PwAD). METHODS: This systematic review followed PRISMA methodology. A search of Pubmed, Scopus and Web of Science electronic databases was carried out in September, 2018, identifying experimental investigations of metamemory and dementia. RESULTS: We included 21 studies. The most common tasks used were judgement of learning, feeling of knowing, judgement of confidence and global prediction. The rates of discrepancy between PwAD and caregivers still need further research. The Rey Auditory Verbal Learning Test was the most used list of words. PwAD are able to accurately rate their memory functioning and performance, when the evaluation is done soon afterwards. PwAD tend to overestimate their functioning and performance when the judgement involves forward-looking vision. CONCLUSION: In the context of metamemory impairment, clinicians and caregivers should seek interventions aiming to identify compensatory styles of functioning. This systematic review provides initial evidence for the use of metamemory measures as part of broader assessments evaluating Alzheimer's disease.

Metamemoria é a consciência do próprio conhecimento e controle da memória, e refere-se à capacidade online de reunir informações sobre o estado atual do sistema de memória. OBJETIVO: Metamemória é a consciência sobre o próprio conhecimento e controle da memória. Nós conduzimos uma revisão sistemática para identificar os tipos de tarefa usadas para avaliar o monitoramento da metamemória, os estímulos usados nessas tarefas, suas limitações e resultados em pessoas com doenças de Alzheimer. MÉTODOS: Esta revisão sistemática usou a metodologia PRISMA. Uma busca nas bases Pubmed, Scopus e Web of Science foi feita em Setembro de 2018. Foram identificados estudos experimentais em metamória e demência. RESULTADOS: Foram incluídos 21 estudos que se enquadravam nos critérios de inclusão. As tarefas mais comuns foram "judgement of learning", "feeling of knowing", "judgement of confidence" and "global prediction". As discrepâncias, em termos de monitoramento de metamemória, ainda necessitam de pesquisas futuras. O Rey Auditory Verbal Learning Test foi a lista de palavras mais usada. Pessoas com doença de Alzheimer são capazes de avaliar de forma acurada o seu funcionamento da memória, quando a avaliação é feita em um momento posterior. Eles tendem a superestimar seu funcionamento quando o julgamento é feito em uma visão de futuro. CONCLUSÃO: No contexto do comprometimento da metamemória, é necessário que clínicos e cuidadores procurem intervenções com o objetivo de identificar estilos compensatórios de funcionamento. Assim, esta revisão sistemática fornece evidências iniciais sobre o uso de medidas de metamemória como parte de avaliações mais amplas na doença de Alzheimer.

eAssessment: development of an electronic version of the Objective Structured Assessment of Debriefing tool to streamline evaluation of video recorded debriefings.

Objective: The Objective Structured Assessment of Debriefing (OSAD) is an evidence-based, 8-item tool that uses a behaviorally anchored rating scale in paper-based form to evaluate the quality of debriefing in medical education. The objective of this project was twofold: 1) to create an easy-to-use electronic format of the OSAD (eOSAD) in order to streamline data entry; and 2) to pilot its use on videoed debriefings. Materials and Methods: The eOSAD was developed in collaboration with the LSU Health New Orleans Epidemiology Data Center using SurveyGizmo (Widgix Software, LLC, Boulder, CO, USA) software. The eOSAD was then piloted by 2 trained evaluators who rated 37 videos of faculty teams conducting pre-briefing and debriefing after a high-fidelity trauma simulation. Inter-rater reliability was assessed, and evaluators' qualitative feedback was obtained. Results: Inter-rater reliability was good [prebrief, intraclass correlation coefficient, ICC = 0.955 (95% CI, 0.912-0.977), P < .001; debrief, ICC = 0.853 (95% CI, 0.713-0.924), P < .001]. Qualitative feedback from evaluators found that the eOSAD was easy to complete, simple to read and add comments, and reliably stored data that were readily retrievable, enabling the smooth dissemination of information collected. Discussion: The eOSAD features a secure login, sharable internet access link for distant evaluators, and the immediate exporting of data into a secure database for future analysis. It provided convenience for end-users, produced reliable assessments among independent evaluators, and eliminated multiple sources of possible data corruption. Conclusion: The eOSAD tool format advances the post debriefing evaluation of videoed inter-professional team training in high-fidelity simulation.

Eimeria psittacarae n. sp. (Apicomplexa: Eimeiriidae) from white-eyed parakeets Psittacara leucophthalmus (Müller, 1776) (Psittaciformes: Psittacidae) kept for rehabilitation and reintroduction in the Parque Nacional da Serra dos Órgãos, Southeastern Brazil.

A new species of coccidia (Protozoa: Apicomplexa: Eimeriidae) found parasitizing the white-eyed parakeet Psittacara leucophthalmus (Müller, 1776) in Brazil is described. Eimeria psittacarae n. sp. has oocysts that are ellipsoidal, 34.8 × 24.3 µm, with smooth, bilayered wall, ~1.7 µm thick. Micropyle present. Oocyst residuum absent, but one or two polar granules are present. Sporocysts are elongate ellipsoidal, 19.2 × 9.7 µm. Stieda body knob-like and sub-Stieda body rounded. Sporocyst residuum is composed of granules that appear to be membrane-bounded. Sporozoites are vermiform with one refractile body and a nucleus. This is the sixth description of an eimeriid coccidium parasitizing a New World psittacine.

Developing Interprofessional Education at One U.S. Dental School: Establishing a Baseline and Moving Forward.

Dental schools across the U.S. are in the process of incorporating interprofessional education (IPE) into their curricula. At Louisiana State University Health Sciences Center-New Orleans (LSUHSC), the process of educating competent students fully prepared to maximize patient outcomes through interprofessional care is under way. The aim of this study was to establish baseline data on three years of LSU dental students' perceptions of IPE prior to and as a new two-year IPE curriculum was being introduced. A survey was conducted of dental students in all four years from 2015 to 2017 using the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2). In 2015, 120 students participated in the survey for a response rate of 46%, followed by 160 students in 2016 (62%) and 170 in 2017 (67%). The results showed that the first-year students in 2017 had a higher total SPICE-R2 mean score than the first-year students in 2015 and 2016; the difference was statistically significant. Even though the 2017 first-year students had only received an orientation to the curriculum at the time they completed the survey, this change in attitude suggests the new focus on IPE was already having an effect on students. There were no statistically significant differences between mean scores for the three cohorts of second-, third-, and fourth-year students, none of whom had experienced the new IPE curriculum. Data from this study will serve as a baseline from which to evaluate the impact of the new IPE curriculum that is now required of all first- and second-year dental students. Through continued IPE exposure in the curriculum and ongoing faculty development, further improvements in students' attitudes toward IPE can be anticipated.