Radicalisation studies: An emerging interdisciplinary field.

This research note provides an overview of Radicalisation Studies as an emerging interdisciplinary field aimed at developing more holistic understandings of how and why individuals and groups turn to extreme ideologies and political violence. It traces the evolution of radicalisation research across core social science disciplines, including sociology, psychology, anthropology, and political science. While this burgeoning scholarship has expanded knowledge, persistent gaps remain due to studying radicalisation in disciplinary silos. To address this fragmentation, the research note proposes an integrated Radicalisation Studies approach grounded in critical social theory and reflexivity. This paradigm synthesises concepts and mechanisms from across disciplines to investigate the complex interplay between individual vulnerabilities, group dynamics, and broader socio-political contexts in generating radicalisation. The note outlines theoretical foundations, guiding research questions, and methodological strategies for this new field focused on mixed-methods, multi-level analysis. Radicalisation Studies holds promise for advancing theoretical integration, contextualised explanations, critical perspectives on radicalisation discourse, and evidence-based preventative policies. While challenges remain in institutionalising this emerging field, Radicalisation Studies has the potential to steer research towards greater interdisciplinarity and the nuanced understandings necessary to elucidate this complex phenomenon. The research note aims to spur debate on constructing Radicalisation Studies as a viable scholarly enterprise.

Entering aesthetic concept into the field of patient education: A protocol for an interdisciplinary study to develop a conceptual model.

BACKGROUND: According to the significance of patient education, new conceptual models are constantly required to promote pedagogical competences of health educators. In the field of educational sciences, aesthetic-based education is known as one of the effective types of curriculum planning which has shown many positive pedagogical outcomes. Thus, the researcher's assumption is that, the concept of "aesthetic education" could be transposed from educational sciences to health sciences in order to develop a new formula in the patient education process. The purpose of this study is to explain methods in detail, to develop an aesthetic-based patient education conceptual model through the concept derivation strategy. MATERIALS AND METHODS: 1. Scoping review and inductive data analysis using Walker and Avant's approach to achieve conceptual categories of the concept "aesthetic education." 2. Semi-structured qualitative interviews and directed content analysis to extract the main categories of the concept "aesthetics in the patient education process." 3. Drawing an aesthetic-based patient education conceptual model by allocating new conceptual components to each general step of the patient education process, including needs assessment, goal setting, implementation, and evaluation. 4. Modified Delphi technique to validate the final conceptual model. RESULTS: The first phase will represent the main categories and subcategories of attributes, antecedents, and consequences of "aesthetic education." The second phase will show the main categories and subcategories of attributes, antecedents, and consequences of the new concept named "aesthetic-based patient education." In the third phase, it is expected to achieve a new conceptual model representing the components of aesthetics in the general steps of the patient education process. The fourth phase will propose the final validated conceptual model. CONCLUSIONS: The provided study protocol can be a road map to developing derivative models through concept derivation strategy in health sciences.

Fostering interdisciplinary colorectal and gynaecology surgery networks during training is crucial to maximise expertise and innovate patient care.

The importance of interdisciplinary collaboration between specialties has gained significant recognition in recent years, and rightly so with notable benefits to skills acquisition and patient outcomes. Due to the scope of overlapping procedures and clinical scenarios, developing trustable networks between colorectal and gynaecology surgeons must be encouraged as a focus of trainee education. This article highlights the benefits, challenges, and recommendations for fostering such networks.

"No one can hate you more than I do": The perverse interplay of life and death drives in Roman Polanski's film Bitter Moon.

In this paper, the authors explore the depiction of perversion and the associated interplay of life and death drives in Roman Polanski's 1992 film Bitter Moon. To begin with, a theoretical discussion is presented regarding perverse organizations of mastery and sadomasochism. Perversion is viewed as an expression of the death drive under erotic disguise, in which the destructive fingerprint of the death drive is revealed at every stage, having as its ultimate purpose the destruction of the other. Based on these theoretical insights a dialogue is developed with Polanski's film, which brings to life the theory of sadomasochistic relations through the multidimensional aesthetic medium of cinema. It is shown how Polanski's cinematic oeuvre conveys the essence of the difficult and complex experience of perverse relations, where the life and death drives and their transformations are manifested. The portrayal of the sadomasochistic relations in this film contributes to the experiential knowledge with which the authors promote insight that would potentially enrich the clinical work with patients with perverse organizations.

Disciplinary Roots of 300 Top-Ranked Scientific Contributors to Gerontology: From Legacy to Enriching Our Discovery.

Gerontology is viewed by many as a multidisciplinary field of inquiry, but which disciplines have had the greatest impact on research in the field? Combining data from a composite score incorporating multiple citation indicators with information on the highest degree, we examine the disciplinary origins of the 300 top-ranked scholars in gerontology. Despite efforts for gerontology to be distinct from geriatrics, more than 30 percent of the most influential scholars in gerontology during the past 6 decades hold a degree in medicine. Other fields of the leading contributors to gerontology include psychology, sociology, biology, biochemistry, and genetics. Although the disciplinary origins of gerontology will likely shift in the coming decades, we conclude that biomedical sciences are likely to remain core to the development of gerontology. To build on the scientific contributions of leading scholars in gerontology, future research should reflect conceptual precision and scientific innovation while prioritizing methodological rigor and transparency.

Evidence in public health: An integrated, multidisciplinary concept.

AIMS: Traditionally, evidence in public health has been founded in health sciences using the hierarchy of evidence. In this Commentary, we argue that we need a combination of evidence based on a broad range of scientific disciplines and methodologies to best translate research into improved public health. METHODS: Using existing concepts of evidence such as the hierarchy of evidence and the evidence typology, we discuss their pitfalls in public health science and suggest a way forward. We use the case of the MAMAACT intervention to exemplify our claims. RESULTS: Public health does not apply an either/or perspective, but an integrated, theoretically informed approach based on mixed and multiple methods to understand complex health problems and how to tackle them. Ideally, public health decisions should always incorporate scientific evidence, although we need to fully acknowledge that the quality of evidence is defined by more than just being placed highest in the hierarchy of evidence. No method or study design is superior in obtaining evidence, but we need the combined and supplemented contributions from a range of scientific approaches to form a whole. Thus, we propose an integrated, multidisciplinary concept of evidence in the form of cogwheels, where the public health problem followed by the research question(s) will guide the components to be studied and the use of method(s) in an interplay with the decisions of the scientific perspective(s) that include choice of theories. CONCLUSIONS: We cannot understand or solve public health challenges without multidisciplinary approaches in a complimentary formation.

A hapless mathematical contribution to biology : Chromosome inversions in Drosophila, 1937-1941.

This is the story, told in the light of a new analysis of historical data, of a mathematical biology problem that was explored in the 1930s in Thomas Morgan's laboratory at the California Institute of Technology. It is one of the early developments of evolutionary genetics and quantitative phylogeny, and deals with the identification and counting of chromosomal inversions in Drosophila species from comparisons of genetic maps. A re-analysis of the data produced in the 1930s using current mathematics and computational technologies reveals how a team of biologists, with the help of a renowned mathematician and against their first intuition, came to an erroneous conclusion regarding the presence of phylogenetic signals in gene arrangements. This example illustrates two different aspects of a same piece: (1) the appearance of a mathematical in biology problem solved with the development of a combinatorial algorithm, which was unusual at the time, and (2) the role of errors in scientific activity. Also underlying is the possible influence of computational complexity in understanding the directions of research in biology.

Pharmacists as members of an interdisciplinary pulmonary embolism response team.

Introduction: Pulmonary embolism response teams (PERTs) were developed to assist with diagnosis, risk stratification, and management of intermediate and high-risk pulmonary embolism (PE) and have been shown to reduce 90-day mortality. The pharmacist's role on the PERT is not well defined. Objectives: Describe the pharmacist's role as a PERT member and determine if pharmacists can improve time to anticoagulation and promote use of low molecular weight heparin (LMWH) instead of unfractionated heparin (UFH). Methods: A retrospective, observational study of adult patients with massive or submassive PE between January 2014 and May 2020. Patient demographics, clinical variables, anticoagulation treatment/timing, and pharmacist activities during PERT response were evaluated. Patients were divided into three groups for comparisons (pre-PERT vs post-PERT with a pharmacist vs post-PERT without a pharmacist). Wilcoxon rank-sum or Kruskal-Wallis test and chi-squared analysis were used for continuous and categorical data, respectively. Results: A total of 573 patients were included (mean age 63.2 ± 15.6 years, 54% male, 78% submassive PE); 137 in the pre-PERT and 436 in the post-PERT groups. Within the post-PERT group, 305 patients (70%) had a pharmacist as a member of the PERT, of which 222 (73%) had a documented pharmacotherapy-related intervention/activity. Most (n = 178, 58%) involved a pharmacist facilitating ordering/administration of an anticoagulant/thrombolytic. Median time from diagnosis to anticoagulation was significantly reduced in the post-PERT groups (pre-PERT: 104 minutes [IQR 124.5], post-PERT with a pharmacist: 63 minutes [IQR 84], post-PERT without a pharmacist: 75.5 minutes [IQR 113], P = .0001). More patients in the post-PERT groups received LMWH compared to UFH when a pharmacist was involved vs without a pharmacist (69.5% vs 53.3%, P = .0019) and major bleeding events were reduced (pre-PERT: 14.6%, post-PERT with a pharmacist: 4.6%, and post-PERT without a pharmacist: 9.9%, P = .0013). Conclusion: Pharmacists have an active role on the PERT and their involvement was associated with a shorter diagnosis to anticoagulation time, increased LMWH use, and fewer major bleeding events.

Applying Kern's Six Steps to the Development of a Community-Engaged, Just-in-Time, Interdisciplinary COVID-19 Curriculum.

Universities and medical schools often work towards operationalizing their shared mission of facilitating community-engaged work independently. Based on their experience teaching the COVID-19 Elective course at Stanford University School of Medicine, the authors proposed a novel solution for universities and medical schools to achieve an interdisciplinary collaboration within a diverse student population by creating targeted, project-based, and community-engaged courses for addressing emergent health needs. In this article, the authors discuss their curriculum, which was created using Kern's six-step approach for curriculum development, to address emergent health needs related to the novel coronavirus pandemic. The curriculum provides an opportunity for universities and medical schools to advance community health, educate students across the medical and non-medical education continuum, and foster interdisciplinary cooperation.

Integrating time into stigma and health research.

Stigma changes over time: it waxes and wanes through history, is manifested within humans who develop over time and is tied to statuses (such as attributes, illnesses and identities) that have varying courses. Despite the inherent fluidity of stigma, theories, research and interventions typically treat associations between stigma and health as stagnant. Consequently, the literature provides little insight into when experiences of stigma are most harmful to health and when stigma interventions should be implemented. In this Perspective, we argue that integrating time into stigma research can accelerate progress towards understanding and intervening in associations between stigma and health inequities. We situate time in relation to key concepts in stigma research, identify three timescales that are relevant for understanding stigma (historical context, human development and status course), and outline a time-based research agenda to improve scientists' ability to understand and address stigma to improve health.

The principles of pedestrian route choice.

Pedestrian route choice, the process by which individuals decide on their walking path between two locations, is a fundamental problem across disciplines. Because this behaviour is investigated from different conceptual and methodological angles, and because it strongly depends on the environmental context, it is challenging to establish a systematic framework for research. Here, by reviewing previous work, we identify four principles for pedestrian route choice that are relevant across disciplines. First, 'information perception' deals with how pedestrians can perceive information selectively and purposely, given the limited available information. Second, 'information integration' considers how pedestrians subjectively integrate environmental spatial information into mental representations. Third, 'responding to information' is concerned with how pedestrians tend to be attracted and repelled by specific attributes individually and how this can lead to positive or negative feedback loops across many individuals. Fourth 'decision-making mechanisms' describe how pedestrians trade off the evidence provided by different attributes. How pedestrians perceive, integrate, respond to, and act upon information is not fixed but varies with the context. We give examples for each principle and explain how these principles shape pedestrian choice behaviours. We hope this contribution provides a systematic overview of the field and helps to spark inspiration among specialists.

Do learners implement what they learn? Commitment-to-change following an interprofessional palliative care course.

BACKGROUND: Palliative care educators should incorporate strategies that enhance application into practice by learners. Commitment-to-change is an approach to reinforce learning and encourage application into practice; immediately post-course learners commit to making changes in their practices as a result of participating in the course ("statements") and then several weeks or months later are prompted to reflect on their commitments ("reflections"). AIM: Explore if and how learners implemented into practice what they learned in a palliative care course, using commitment-to-change reflections. DESIGN: Secondary analysis of post-course commitment statements and 4-months post-course commitment reflections submitted online by learners who participated in Pallium Canada's interprofessional, 2-day, Learning Essential Approaches to Palliative Care (LEAP) Core courses. SETTING/PARTICIPANTS: Primary care providers from across Canada and different profession who attended LEAP Core courses from 1 April 2015 to 31 March 2017. RESULTS: About 1063 of 4636 learners (22.9%) who participated in the 244 courses delivered during the study period submitted a total of 4250 reflections 4 months post-course. Of these commitments, 3081 (72.5%) were implemented. The most common implemented commitments related to initiating palliative care early across diseases, pain and symptom management, use of clinical instruments, advance care planning, and interprofessional collaboration. Impact extended to patients, services, and colleagues. Barriers to implementation into practice included lack of time, and system-level factors such as lack of support by managers and untrained colleagues. CONCLUSIONS: Examples of benefits to patients, families, services, colleagues, and themselves were described as a result of participating in the courses.

Large-scale, multidecade monitoring data from kelp forest ecosystems in California and Oregon (USA).

Kelp forests are among the most productive ecosystems on Earth. In combination with their close proximity to the shore, the productivity and biodiversity of these ecosystems generate a wide range of ecosystem services including supporting (e.g., primary production, habitat), regulating (e.g., water flow, coastal erosion), provisioning (e.g., commercial and recreational fisheries), and cultural (e.g., recreational, artisanal) services. For these reasons, kelp forests have long been the target of ecological studies. However, with few exceptions, these studies have been localized and short term (<5 years). In 1999, recognizing the importance of large-scale, long-term studies for understanding the structure, functioning, and dynamics of coastal marine ecosystems, and for informing policy, the Partnership for Interdisciplinary Studies of Coastal Oceans (PISCO) designed and initiated a large-scale, long-term monitoring study of kelp forest ecosystems along 1400 km of coast stretching from southern California to southern Oregon, USA. The purpose of the study has been to characterize the spatial and temporal patterns of kelp forest ecosystem structure and evaluate the relative contributions of biological and environmental variables derived from external sources (e.g., sea otter density, Chl-a concentration, sea surface temperature, wave energy) in explaining observed spatial and temporal patterns. For this purpose, the ecological community (i.e., density, percent cover, or biomass of conspicuous fishes, invertebrates, and macroalgae) and geomorphological attributes (bottom depth, substratum type, and vertical relief) of kelp forest ecosystems have been surveyed annually using SCUBA divers trained in both scientific diving and data collection techniques and the identification of kelp forest species. The study region spans distinct ecological and biogeographic provinces, which enables investigations of how variation in environmental drivers and distinctive species compositions influence community structure, and its response to climate-related environmental change across a portion of the California Current Large Marine Ecosystem. These data have been used to inform fisheries management, design and evaluate California's state-wide network of marine protected areas (MPAs), and assess the ecological consequences of climate change (e.g., marine heatwaves). Over time, the spatial and temporal design of the monitoring program was adapted to fill its role in evaluating the ecological responses to the establishment of MPAs. There are no copyright restrictions; please cite this paper when data are used.

Authorship in the Medical Humanities: Breaking Cross-field Boundaries or Maintaining Disciplinary Divides?

PURPOSE: Medical humanities is a field which implies collaborative work across disciplines although the degree to which this actually occurs is unknown. Our purpose was to determine the degree of joint work in medical humanities through analysis of authorship and acknowledgements in the two main medical humanities journals. METHODS: Observational survey of authorship. We studied authorship data in all papers published in the two major general medical humanities journals between 2009 and 2018 (n=595). RESULTS: Two-thirds of papers (67.4%) had single authors, of whom a majority declared a single disciplinary affiliation (70.3%). The titles of 60.8% of papers explicitly suggested collaborative content of which 19.9% had multiple authors from more than one discipline (not within the same school); of the remainder, almost half (48.1%) had a single, single-disciplinary author (although 8.5% demonstrated interdisciplinarity in the acknowledgements). One-third of papers (193/595;33%) referenced one or more people in the acknowledgements. Among papers whose titles suggested humanities or medical content only, authorship lists of 10.2% and 17.9% respectively demonstrated collaborative scholarship. CONCLUSIONS: Despite considerable involvement from both humanities and medical practitioners, there is still substantial scope for enhanced emphasis on collaborative (multi-, inter- and trans-disciplinary) seminars and exchanges in the medical humanities and editorial policies to promote transparency of the nature of collaborative work among disciplines. Journal editors and editorial boards should reflect on the opportunity to promote enhanced visibility of joint work in scholarship in the medical humanities through reflection and review of current editorial policies.

Float to grow: nurturing the roots of socially inclusive and just practice in occupational therapy students / Flutuar para crescer: nutrir as raízes da prática socialmente inclusiva e justa com estudantes de terapia ocupacional

Abstract Models of practice and theoretical frameworks that seek to deemphasize impairment and focus on the implications of societal attitudes, norms, and culture are significant and relevant to the practice of occupational therapy. As an underpinning of client-centered practice, there is a need to highlight and embrace the intersection of impairment-deemphasizing theories and move from conceptual understanding to true application of those theoretical models in practice. This article describes the inclusion of the Salamander Workshop; an experiential learning activity designed to facilitate the development of students' therapeutic self-awareness and initiate a starting point for incorporating social frameworks into authentic practice. Student reflections conceptualize the discussion about professional growth and development against the backdrop of disability experiences, social change, and empowerment. The article begins with an introduction to how the profession of occupational therapy and disability studies interconnect. This is followed by a description of both the occupational therapy education program where the experiential learning activity took place, and details of the workshop itself. The final two sections of the article articulate and discuss student reflections of the experiential learning exercise and conclude by framing the discussion within the larger context of occupational therapy pedagogy. The Salamander Workshop facilitated an opportunity for students to immerse themselves in the lived experience of others, while enhancing their own self-awareness, which in turn may translate to their growth and development as inclusive practitioners.

Resumo Modelos de prática e referenciais teóricos que buscam diminuir a ênfase e focar nas implicações de atitudes sociais, normas e cultura são significativos e relevantes para a prática da terapia ocupacional. Para aprofundamento na prática centrada no cliente, há uma necessidade de destacar e abordar a interseção de teorias que reduzem a ênfase na deficiência e passar da compreensão conceitual para a verdadeira aplicação desses modelos teóricos na prática. Este artigo descreve a inclusão da Workshop de Salamandra; uma atividade de aprendizagem experiencial projetada para facilitar o desenvolvimento da autoconsciência terapêutica dos estudantes e iniciar um ponto de partida para incorporar estruturas sociais no interior de práticas autênticas. As reflexões dos estudantes conceituam a discussão sobre crescimento e desenvolvimento profissional no contexto de experiências de deficiência, mudança social e empoderamento. O artigo inicia com uma introdução sobre como a profissão de terapia ocupacional e os estudos sobre deficiência se interligam. Isto é seguido por uma descrição do programa de educação em terapia ocupacional no qual a atividade de aprendizagem experiencial ocorreu e detalhes do próprio workshop. As duas seções finais do artigo articulam e discutem as reflexões dos estudantes sobre o exercício de aprendizagem experiencial e concluem analisando a discussão dentro do contexto mais amplo da pedagogia da terapia ocupacional. O Workshop Salamandra facilitou uma oportunidade para os estudantes mergulharem na experiência vivida pelos outros, ao mesmo tempo em que aprimoraram sua própria autoconsciência, o que, por sua vez, pode se traduzir em seu crescimento e desenvolvimento como profissionais inclusivos.

Public policy for social inclusion in higher education and extension practices with ethnic groups / Política pública para la inclusión social en la educación superior y prácticas de extensión con grupos étnicos / Política pública de inclusão social na educação superior e práticas extensionistas com grupos étnicos

ABSTRACT Objectives: to report the experience on the operationalization of a university extension project with and for training affirmative action students. Methods: an experience report with a descriptive approach on the operationalization of a university extension project for training affirmative action students, between 2020 and 2021, based on blended-learning and Activity Theory. Results: we carried out 103 activities, including actions for product development, media maintenance and targeted study of themes. They involved 13 students from two institutions, two leaders from ethnic groups and eight instructors. Final Considerations: collaborative relationships provided the exchange of knowledge about public health policies, educational technologies and social media, reducing deficits in the use of technological resources and application in health education. The activities promoted students' leading role coming from affirmative action, in a representative way, from their experiences and needs, being potential for equitable training.

RESUMEN Objetivos: relatar la experiencia sobre la operacionalización de un proyecto de extensión universitaria con y para la formación de estudiantes de acción afirmativa. Métodos: relato de experiencia con enfoque descriptivo sobre la operacionalización de un proyecto de extensión universitaria para formar estudiantes de acción afirmativa, entre 2020 y 2021, basado en la estrategia de aprendizaje semipresencial y Teoría de la Actividad. Resultados: se realizaron 103 actividades, entre acciones de desarrollo de productos, mantenimiento de medios y estudio focalizado de temas. En ellos participaron 13 estudiantes de dos instituciones, dos líderes de etnias y ocho instructores. Consideraciones Finales: las relaciones colaborativas facilitaron el intercambio de conocimientos sobre políticas públicas de salud, tecnologías educativas y redes sociales, reducir los déficits en el uso de los recursos tecnológicos y su aplicación en la educación para la salud. Las actividades promovieron el protagonismo de los estudiantes provenientes de la acción afirmativa, de forma representativa, a partir de sus experiencias y necesidades, siendo potencial para una formación equitativa.

RESUMO Objetivos: relatar a experiência sobre operacionalização de projeto de extensão universitária com e para formação de estudantes de ações afirmativas. Métodos: relato de experiência com abordagem descritiva sobre operacionalização de projeto de extensão universitária para formação de estudantes de ações afirmativas, entre 2020 e 2021, com base na estratégia de aprendizagem blended-learning e na Teoria da Atividade. Resultados: foram realizadas 103 atividades, incluindo ações para desenvolvimento de produtos, manutenções de mídias e estudo direcionado de temas. Envolveram 13 estudantes de duas instituições, duas lideranças de grupos étnicos e oito instrutores. Considerações Finais: as relações colaborativas proporcionaram trocas de saberes sobre políticas públicas de saúde, tecnologias educativas e mídias sociais, diminuindo os déficits sobre uso de recursos tecnológicos e aplicação na educação em saúde. As atividades promoveram o protagonismo de estudantes oriundos de ação afirmativa, de modo representativo, a partir de suas vivências e necessidades, sendo potencial para formação equânime.

Thinking outside the box: students positive about visionary elective curricula in medical school.

Objective: Space for personality development as well as for the development of critical, creative and interdisciplinary thinking is rarely found in medical curricula in Germany. To be prepared for the challenges of modern medicine, future physicians need a visionary mindset. The aim of this study is to determine the need for teaching such content among medical students in the context of visionary elective curricula and to examine these with regard to the desired topics and organizational structure. Methods: This is a cross-sectional study with 236 medical students from all semesters of the Ludwig-Maximilians-University Munich. The survey consists of 50 questions and includes single choice, multiple choice, matrix questions, open-ended questions and Likert scales. Responses were examined using descriptive statistics and compared parametrically in sub-aspects. Results: Three-quarters of respondents would like to see curricular content on interdisciplinary interfaces with other disciplines. A suitable framework for this is seen by 87% of the respondents in a visionary elective curriculum. Students would like to see a broad range of specific content such as global health, politics, business, and computer science. The majority of respondents would like to see 1 unit of instruction per week and would participate in an appropriate program. Such an offering would promote creative (53.6%), critical (63.7%), and interdisciplinary thinking (69.0%) and train to become better physicians (87%). Conclusion: Participants in this study are positive toward the introduction of visionary content in medical school. Faculties should build visionary elective curricula according to the graduate profile requirements of the new NKLM 2.0 to make medical education sustainable.

Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021.

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

Strategy for salvaging infected breast implants: lessons from the recovery of seven consecutive patients.

BACKGROUND: In recent years, implant-based breast reconstruction has been performed because of its simplicity, short operation time, and rapid recovery of patients. Several studies have reported treatment methods for implant surgery-related infection, which is a serious complication. The aim of this study was to introduce our strategy for salvaging infected implants and to evaluate its effectiveness. METHODS: The authors performed a retrospective study of 145 cases from 132 patients who underwent implant-based breast reconstruction from January 2012 to December 2018. Empirical antibiotics were immediately administered to patients with suspected infections. The patients then underwent salvage treatment including appropriate antibiotics, ultrasonography-guided aspiration, debridement, antibiotic lavage, and implant exchange through a multidisciplinary approach. Patient demographics, operative data, duration until drain removal, adjuvant treatment, and complications were analyzed. RESULTS: The total infection rate was 5.5% (8/145). A longer indwelling catheter period and adjuvant treatment were significantly associated with infection. The salvage treatment showed a success rate of 87.5% (7/8). Seven patients who received early aggressive salvage treatment recovered from infection. One patient with methicillin-resistant Staphylococcus aureus, who received salvage treatment 11 days after symptom onset, did not respond to drainage and antibiotic treatment. That patient subsequently underwent explantation. CONCLUSIONS: In implant-based breast reconstruction, prevention of infection is of the utmost importance. However, if an infection is suspected, proactive empirical antibiotic therapy and collaboration with the necessary departments are required. Through a multidisciplinary approach and proactive early management, swift and appropriate salvage should be performed.