Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program.

INTRODUCTION: In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening. METHOD: A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated. RESULTS: Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience. CONCLUSION: The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice.

Critical Thinking: A Program Review of Doctor of Audiology Students.

PURPOSE: Critical thinking is a crucial component of health care, and its importance has been recognized in training medical professionals. This study reports critical thinking skills for entering doctor of audiology (AuD) students and the trajectory of the change in critical thinking skills measured 2 times over a period of 3 years. METHOD: This longitudinal, descriptive, and exploratory design was implemented for programmatic review. Critical thinking skills were measured using the Health Sciences Reasoning Test (HSRT; Insight Assessment) upon entering the program and compared to measurements during the final month of academic coursework. Descriptive statistics, exploratory analyses of the HSRT scores among cohorts, the relationship of the HSRT to the graduate record examinations (GREs), and changes in the HSRT over time using a repeated measures multivariate analysis of variance were conducted. RESULTS: There were no significant differences in critical thinking skills between any of the cohort years. There was a significant correlation between the GRE verbal scores and OVERALL HSRT. Improvements in critical thinking skills were found between the time the students entered the graduate program and their final academic semester. Greater gains were reported for students who initially scored below the 50th percentile on the OVERALL HSRT. CONCLUSIONS: This program review showed improvement in the critical thinking skills of AuD students during their academic training program. Information regarding critical thinking skills may be useful for programs to monitor students' clinical thinking skills and possibly include clinical and didactical activities to promote critical thinking skills.

A Program Review of Head Start and Elementary School Hearing Screenings.

Purpose The purpose of this study was to review quality benchmarks from hearing screening programs conducted at local Head Start centers and preschool and elementary schools associated with our university training programs. Method Hearing screening results from 6,043 children were reviewed. Hearing screening was accomplished using either distortion product otoacoustic emissions (DPOAEs) at Head Start centers, pure-tone audiometry at preschool and elementary schools, and tympanometry at all settings. All children who did not pass the initial screening were screened a second time. Referrals were made if a child did not pass the automated DPOAE pass criteria for one ear, failed at least one pure-tone frequency for one ear, or had abnormal tympanometry in one ear. Results Refer rates were 10.9% for DPOAEs and 11.4% for pure-tone audiometry and tympanometry, with an overall refer rate of 11%. Conclusions Our hearing screening program review yielded refer rates that are similar to other published reports for this population. Presently, there are no published target refer rates for hearing screening programs in preschool and elementary schools. Although we were not able to complete other program quality benchmark indicators including sensitivity and specificity, these data may support benchmarks for other hearing screening programs.

Draft Genome Sequence of Novel Coastal Bacterium LSUCC0115 from the MWH-UniPo Clade, Order Burkholderiales, Class Betaproteobacteria.

Here, we present the draft genome of LSUCC0115, a novel coastal Gulf of Mexico bacterioplankton isolate within the order Burkholderiales LSUCC0115 has the metabolic potential for aerobic heterotrophy, phototrophy, and lithoautotrophy, as well as genes for flagellar assembly and quorum sensing.

Insights From Computational Modeling Into the Contribution of Mechano-Calcium Feedback on the Cardiac End-Systolic Force-Length Relationship.

In experimental studies on cardiac tissue, the end-systolic force-length relation (ESFLR) has been shown to depend on the mode of contraction: isometric or isotonic. The isometric ESFLR is derived from isometric contractions spanning a range of muscle lengths while the isotonic ESFLR is derived from shortening contractions across a range of afterloads. The ESFLR of isotonic contractions consistently lies below its isometric counterpart. Despite the passing of over a hundred years since the first insight by Otto Frank, the mechanism(s) underlying this protocol-dependent difference in the ESFLR remain incompletely explained. Here, we investigate the role of mechano-calcium feedback in accounting for the difference between these two ESFLRs. Previous studies have compared the dynamics of isotonic contractions to those of a single isometric contraction at a length that produces maximum force, without considering isometric contractions at shorter muscle lengths. We used a mathematical model of cardiac excitation-contraction to simulate isometric and force-length work-loop contractions (the latter being the 1D equivalent of the whole-heart pressure-volume loop), and compared Ca2+ transients produced under equivalent force conditions. We found that the duration of the simulated Ca2+ transient increases with decreasing sarcomere length for isometric contractions, and increases with decreasing afterload for work-loop contractions. At any given force, the Ca2+ transient for an isometric contraction is wider than that during a work-loop contraction. By driving simulated work-loops with wider Ca2+ transients generated from isometric contractions, we show that the duration of muscle shortening was prolonged, thereby shifting the work-loop ESFLR toward the isometric ESFLR. These observations are explained by an increase in the rate of binding of Ca2+ to troponin-C with increasing force. However, the leftward shift of the work-loop ESFLR does not superimpose on the isometric ESFLR, leading us to conclude that while mechano-calcium feedback does indeed contribute to the difference between the two ESFLRs, it does not completely account for it.