Journals accepting case reports.

Background: Few resources exist to support finding journals that accept case reports by specialty. In 2016, Katherine Akers compiled a list of 160 journals that accepted case reports, which many librarians continue to use 7 years later. Because journals' editorial policies and submission guidelines evolve, finding publication venues for case reports poses a dynamic problem, consisting of reviewing a journal's author guidelines to determine if the journal accepts case report manuscripts. This project aimed to create a more up to date and extensive list of journals that currently accept case reports. Case Presentation: 1,874 journal titles were downloaded from PubMed. The team reviewed each journal and identified journal titles that accept case reports. Additional inclusion factors included being indexed in MEDLINE, accessible on the internet, and accepting and publishing English language submissions. Discussion: The new journal list includes 1,028 journals covering 129 specialties and is available on the Open Science Framework public page.

Patient Empowerment: A Partnership for Community Engagement in ThreePhases.

An academic medical center library and community outreach office partnered with community-based organizations and public libraries to deliver patient empowerment workshops within the community. The workshops included information on reliable sources for health information and how to engage your medical provider as a partner in improving your health. The initial project expanded to include the creation of professional development workshops for area public librarians. The final stage of the project was the redesign of the academic library's website page to incorporate the community workshop content, including the creation of patient_education videos.

Social Media and Online Professionalism Integrated into Year 3 OB/GYN Clerkship.

A curriculum-integrated course developed and taught by Library faculty was introduced into the Library's undergraduate medical education (UME) informatics longitudinal theme in 2014 to address growing concerns about the role of social media in medicine. Literature, social media content, and case-based discussion were used to meet educational objectives and facilitate interactivity. Most students indicated that their online behaviors would change as a result of the class. They became alert to potential negative and positive effects of social media use in their professional and personal lives. Since implementation, the curriculum has expanded within UME and graduate studies programs.

Feasibility of a Comprehensive Medical Knowledge Curriculum in Internal Medicine Using Team-Based Learning.

BACKGROUND: Team-based learning (TBL) is an active learning strategy with descriptions of its use in resident education limited to pilot studies. OBJECTIVE: We developed a comprehensive medical knowledge TBL curriculum for an internal medicine residency, and assessed feasibility. METHODS: We developed a 135-topic TBL curriculum to replace a noon conference lecture series, and implemented it over a 3-year period (2013-2016). In this article we describe the planning, curricular design, faculty recruitment and development, and lesson structure. We assessed feasibility in terms of faculty participation, resident preparedness, resident and faculty satisfaction, and costs. RESULTS: Most faculty initially were unfamiliar with TBL. Through faculty resource materials and flexible faculty development, participating faculty increased from 3 to 74. In a 2015 faculty survey (N = 64, 69% response rate), 73% (32 of 44) reported faculty development was adequate, 70% (31 of 44) indicated lesson preparation time reasonable, and 95% (42 of 44) reported preparation materials were helpful. A 2016 resident survey (N = 89, 72% response rate) revealed that most residents completed reading assignments in advance, 78% (50 of 64) found readings manageable, and 77% (49 of 64) felt they learned better from TBL compared to lectures. Costs included compensated time for 1 faculty TBL "champion" and an assistant. CONCLUSIONS: Implementing a comprehensive medical knowledge curriculum using TBL in an internal medicine residency was feasible, and resulted in high faculty acceptance and learner satisfaction. Departmental support of a TBL champion, flexible faculty development, and well-designed resource materials were determinants of success.

Dextran functionalized surfaces via reductive amination: morphology, wetting, and adhesion.

Dextran surface grafting density was systematically varied via a two-step process involving SiO(2) amination by aminopropyltriethoxy silane (APTES) followed by oxidized dextran (M(w) = 110 kDa) chemisorption. Dextran oxidation kinetics with sodium metaperiodate (NaIO(4)) were quantified by (1)H NMR and pH measurements. Aldehyde group formation increased with increasing oxidation time. For 0.5 h oxidation time, dried film ellipsometric thickness was constant for solution concentrations ranging from 1 to 4 mg/mL. Dextran layers with the lowest grafting density wetted fastest and displayed the lowest contact angle (theta(APTES) > theta(1 h) > theta(2,4 h) > theta(0.5 h)). Under aqueous conditions, AFM force versus displacement measurements on 0.5 and 4.0 h surfaces exhibited a single displacement jump upon retraction. The 1.0 and 2.0 h surfaces showed two jumps consistent with two populations of chains, namely, loosely and strongly bound dextran. Overall, film morphology and wetting behavior were relatively invariant with grafting density, confirming the method's robustness for preparing biomimetic coatings with consistent properties.