Incidence and associated risk factors for systemic drug levels with inhaled aminoglycoside therapy.

Objectives: To characterize the incidence of and risk factors for a detectable drug level (DDL) in patients that received inhaled aminoglycoside therapy.

Methods: This retrospective, single-centre study included adult patients who received at least one dose of an inhaled aminoglycoside with a drug level during inpatient hospitalization. Patients were excluded if they received an aminoglycoside intravenously within 7 days or if the drug level was not drawn within 4 h of the next dose.

Experience with Scientific Teaching in Face-to-Face Settings Promoted Usage of Evidence-Based Practices during Emergency Remote Teaching.

During the Spring of 2020, instructors across the nation scrambled to transition their face-to-face courses to remote/online modalities. Necessarily, teaching practices adapted. This study investigated how the usage of evidence-based practices as defined by scientific teaching (ST) was impacted during this rapid transition.

Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies.

The Summer Institutes on Scientific Teaching (SI) is a faculty development workshop in which science, technology, engineering, and mathematics (STEM) instructors, particularly from biology, are trained in the Scientific Teaching (ST) pedagogy. While participants have generally reported positive experiences, we aimed to assess how the SI affected participants' teaching practices. Building on a previously developed taxonomy of ST practices, we surveyed SI participants from the 2004-2014 SI classes regarding specific ST practices.

Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO).

Background: The Scientific Teaching (ST) pedagogical framework encompasses many of the best practices recommended in the literature and highlighted in national reports. Understanding the growth and impact of ST requires instruments to accurately measure the extent to which practitioners implement ST in their courses. Researchers have typically relied on students, instructors, or observers to document course teaching practices, but it remains unclear whether and how these perspectives differ from each other.

Evidence of burnout in health-system pharmacists.

Purpose: Results of a study to determine levels of and risk factors for professional burnout among health-system pharmacists are reported.

Methods: The Maslach Burnout Inventory Human Services Survey (MBI-HSS) was distributed to a target population of health-system pharmacists to assess study participants for burnout, which is characterized by feelings of emotional exhaustion, depersonalization, and reduced personal accomplishment. Health-system pharmacists were solicited via email through a professional network listserver to complete an anonymous, electronic questionnaire regarding burnout.

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy.

Student Buy-In to Active Learning in a College Science Course.

The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students' course performance.

Review of the 2015 Drug Supply Chain Security Act.

The integrity of the pharmaceutical supply chain is threatened by medication counterfeiting, importation of unapproved and substandard drugs, and grey markets - all of which have the potential to distribute drug products with the potential for serious harm. On November 27, 2013, President Obama signed into law Title II of the Drug Quality and Security Act, now known as the Drug Supply Chain Security Act (DSCSA). Over the next 10 years, the DSCSA will require the pharmaceutical supply chain to implement medication tracking and tracing; serialization, verification, and detection of suspicious products; and strict guidelines for wholesaler licensing and reporting.

Work-family conflict, cardiometabolic risk, and sleep duration in nursing employees.

We investigated associations of work-family conflict and work and family conditions with objectively measured cardiometabolic risk and sleep. Multilevel analyses assessed cross-sectional associations between employee and job characteristics and health in analyses of 1,524 employees in 30 extended-care facilities in a single company. We examined work and family conditions in relation to: (a) validated, cardiometabolic risk score based on measured blood pressure, cholesterol, glycosylated hemoglobin, body mass index, and self-reported tobacco consumption and (b) wrist actigraphy-based sleep duration.

Genome-wide analysis in Drosophila reveals age-specific effects of SNPs on fitness traits.

Most organisms exhibit senescence; a decline in physiological function with age. In nature, rates of senescence vary extensively among individuals and this variation has a significant genetic component; however, we know little about the genes underlying senescence. Here we show the first evidence that individual alleles influence fecundity in an age-specific manner and so the genetic basis of natural variation in fecundity changes dramatically with age.

Developing a data infrastructure for a learning health system: the PORTAL network.

The Kaiser Permanente & Strategic Partners Patient Outcomes Research To Advance Learning (PORTAL) network engages four healthcare delivery systems (Kaiser Permanente, Group Health Cooperative, HealthPartners, and Denver Health) and their affiliated research centers to create a new national network infrastructure that builds on existing relationships among these institutions. PORTAL is enhancing its current capabilities by expanding the scope of the common data model, paying particular attention to incorporating patient-reported data more systematically, implementing new multi-site data governance procedures, and integrating the PCORnet PopMedNet platform across our research centers. PORTAL is partnering with clinical research and patient experts to create cohorts of patients with a common diagnosis (colorectal cancer), a rare diagnosis (adolescents and adults with severe congenital heart disease), and adults who are overweight or obese, including those with pre-diabetes or diabetes, to conduct large-scale observational comparative effectiveness research and pragmatic clinical trials across diverse clinical care settings.

Policy intervention.

This paper addresses market failure due to externalities, as well as information asymmetries and public policy problems that need to be solved to ensure high quality care for affective disorders. We delineate the problems in parity legislation, managed care, as well as Medicare and Medicaid that need to be addressed to reduce the burden of illness affective disorders. A research agenda is developed for formulating and implementing public policy.

Burden of illness.

The burden of affective disorders includes costs and the pain and suffering of affected individuls. Burden can be perceived from social and private perspectives. Although no ideal measure of burden exists, ample evidence documents the extensive cost and other negative impacts of affective disorders.

Overcoming barriers to reducing the burden of affective disorders.

Affective disorders impose a substantial individual and societal burden. Despite availability of efficacious treatments and practice guidelines, unmet need remains high. To reduce unmet need and the burden of affective disorders, information is needed on the distribution of burden across stakeholders, on barriers to reducing burden, and on interventions that effectively reduce burden at the levels of practice, community, and policy.