Camille DiLullo

Cytoskeletal Components of an Invasion Machine—The Apical Complex of Toxoplasma gondii

The apical complex of Toxoplasma gondii is widely believed to serve essential functions in both invasion of its host cells (including human cells), and in replication of the parasite. The understanding of apical complex function, the basis for its novel structure, and the mechanism for its motility are greatly impeded by lack of knowledge of its molecular composition. We have partially purified the conoid/apical complex, identified ~200 proteins that represent 70% of its cytoskeletal protein components, characterized seven novel proteins, and determined the sequence of recruitment of five of these proteins into the cytoskeleton during cell division. Our results provide new markers for the different subcompartments within the apical complex, and revealed previously unknown cellular compartments, which facilitate our understanding of how the invasion machinery is built. Surprisingly, the extreme apical and extreme basal structures of this highly polarized cell originate in the same location and at the same time very early during parasite replication.

Demystifying the Millennial student: a reassessment in measures of character and engagement in professional education.

The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners. Anat Sci Educ 4: 214‐226.

Anatomy in a New Curriculum: Facilitating the Learning of Gross Anatomy Using Web Access Streaming Dissection Videos

As anatomy course hours have decreased, it has become increasingly important to provide tools that facilitate laboratory task efficiency. Digital video clips were created to present dissection guidance to medical students. The video clips communicate challenging aspects of the dissection process with succinct visual demonstrations easily accessed via an online course site. Students were asked to complete a survey designed to assess the quality and utility of the videos. Survey respondents indicated that the videos enhanced the quality of the anatomy course as well as their individual performances. This teaching tool enhances student competencies in human gross anatomy.

Clinical Competencies and the Basic Sciences: An Online Case Tutorial Paradigm for Delivery of Integrated Clinical and Basic Science Content

Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem‐based learning (PBL). The faculty facilitated small group discussion format traditionally used for PBL is a significant challenge for faculty and facilities with a large class. To provide inductive learning to a large class early in the preclerkship curriculum, a series of online, case‐based tutorials was created using the method of inquiry‐based learning. The tutorial paradigm is designed to challenge students through a guided inquiry process in which clinical skills and basic science information are seamlessly joined. The psychosocial dimension of patient care is added to the documented case presentation of the tutorials in the form of patient/physician history taking and physical examination videos. These videos augment the written case with additional information providing the student with visual exposure in methods of patient communication and appropriate professional patient/physician interactions that address competencies of patient care, communication, and professionalism. The tutorials were made available via learning management system course sites. The study tracked usage of the tutorials by 270 first‐year medical students. Anat Sci Educ 2:238–243, 2009.

Learners of a New Generation

To identify educational practices that will best facilitate the development of expertise, we must first understand the learner. Student cohorts in post K-12 education are generally composed of learners from multiple generations. Learning cohorts from previous generations who were accustomed to a limited range of educational resources acclimated to learning through primarily aural and read/write modalities. The educational environment for millennial generation learners has been dominated by technology. As a result a variety of learning styles, not apparent in previous generations, have become common. These learning styles are incidental to novel resources to which learners now have access. Strategies designed to promote successful knowledge acquisition for learners of any style should incorporate a variety of the ever-increasing array of available innovative educational paradigms and digital resources. In addition to resources, other factors that should be considered in the design of strategies which can influence the success of next generation learning include their (1) tendency to learn via real-world applications, (2) unfamiliarity with educational technology, (3) weakness in information literacy, (4) need for frequent feedback, and (5) predilection to work in teams. A multifactorial approach to facilitate the development of expertise will best support individual scholarly effort and preparation for lifelong learning.

A novel way to engage medical students in learning gross anatomy at the Philadelphia College of Osteopathic Medicine.

Sexually transmitted diseases, acquired immunodeficiency syndrome and pregnancy are growing threats to the health of adolescents today. Therefore, effective strategies are needed to reduce sexual risks in this population. School sex education provides a key opportunity for primary prevention and to date it has been delivered by teachers, external experts such as nurses or medical doctors, and even older students. In 1999, Jobanputra et al. reported that 93% of pupils were in favour of medical student involvement in schools for the purpose of sex education. Inspired by their pilot study, we organized a programme to train fourth-year medical students at Université Claude Bernard (Lyon, France) as peer educators for sex education of adolescents. They were given support in communications, including role playing, and conceptualized ‘scenarios’ recounting the experiences of adolescent couples, with an emphasis on protection as well as abstinence. Teachers also participated in the training and explained difficulties in different classrooms. From three volunteer schools (18 classrooms), 423 adolescents aged 14.7 years were recruited and completed a first questionnaire testing their knowledge one week before the session. During the session, the emphasis was placed on maximum adolescent interaction, participation and dynamic learning. At the end of the session, a second questionnaire was filled out by the adolescents, and their satisfaction was estimated on a visual analogue scale. The responses with medical students as sex educators were compared with those of adolescents who underwent health professional intervention. Two major results appeared: (1) a single education session by medical students improved sex knowledge and was as efficient as a session with a health professional; (2) medical student sessions were associated with greater adolescent satisfaction than health professional sessions. This study was the first to evaluate medical student intervention in school sex education, and the results were encouraging. In this project, medical students were presented as experts, and for most of them it was their first experience as professionals. It would also be interesting to evaluate medical students enrolled in this project to determine whether they are better at communicating with patients during their medical studies and their careers as doctors.