This paper describes the clinical orthodontic treatment of 2 cases that were successfully entered for the 2004 American Orthodontics MOrth Cases Prize. The first case is that of a patient presenting with a Class III malocclusion treated with rapid maxillary expansion and protraction headgear followed by fixed appliance therapy. The second case demonstrates the use of fixed appliances to correct a moderate Class II division I malocclusion. (+info)
Theodore E. Woodward Award: The devastating backlash of a dread disease: poliomyelitis.
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The paper is in three parts. 1) A description of acute anterior poliomyelitis; 2) A summary of the condition of post-polio syndrome; 3) A description of two small epidemics of poliomyelitis juxtaposed and related to one another. (+info)
Theodore E. Woodward Award: Global warming and the human stomach: microecology follows macroecology.
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Just as there have been 20th century changes in our "macroecology," including global warming, there have been alterations in our "microecology," involving the microbial populations that colonize the human body. Helicobacterpylori, an ancient inhabitant of the human stomach, has been disappearing over the course of the 20th century. As such, by comparing H. pylori+ and H. pylori- persons, the consequences of its colonization can be determined. The presence of H. pylori is associated with increased risk for development of gastric cancer and peptic ulceration, and with decreased risk for gastroesophageal reflux disease (GERD) and its sequelae, including esophageal adenocarcinoma. The disappearance of H. pylori (especially cag+ strains), possibly contributing to the risk of these esophageal diseases, may be an indicator for changing human microecology. (+info)
The Nutrition Academic Award: brief history, overview, and legacy.
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The Nutrition Academic Award (NAA) was developed by the National Heart, Lung, and Blood Institute with additional support from the National Institute of Diabetes and Digestive and Kidney Diseases. The purpose of the NAA was to formally integrate nutrition education within the medical school curriculum. Twenty-one medical schools were funded by the NAA in 2 waves of 5 y each, beginning in 1998 for the 10 vanguard schools and ending in 2005 for the second wave. The organizational structure, goals, objectives, and results of the NAA are summarized. The overall strengths, challenges, and recommendations for future medical nutrition education efforts are also provided. (+info)
Nutrition Academic Award: nutrition education in graduate medical education.
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The Nutrition Academic Award received by Tufts University School of Medicine strengthened our first-year Nutrition and Medicine course and clearly resulted in more nutrition in third-year clerkships and residency programs. Standardized patient cases in nutrition counseling for cardiovascular disease and weight loss were developed and incorporated into the clerkships and residency programs in internal medicine and family medicine. This was a value-added benefit that provided practice in initiating lifestyle changes and motivational skills, while expanding nutrition education. Eight standardized patient educators were trained in collaboration with physicians in internal and family medicine. Six slide shows on nutrition topics, 1-2 h each, were developed and included clinical cases, dietary analysis, and patient handouts. The Medicine Clerkship included 4 nutrition sessions and the standardized patient experience, whereas the Family Medicine Clerkship included 1 nutrition session and the standardized patient experience. Working with faculty in the Department of Family Medicine, we developed a nutrition mentoring program for the family medicine residents and used 3 nutrition messages that were a modification of the Dietary Approaches to Stop Hypertension (DASH) diet to teach diet evaluation, intervention strategies, feedback from nutrition referrals, and follow-up. Seven sessions on nutrition and chronic disease with cases were offered to the residents in family medicine, which concluded with a nutrition intervention session using standardized patient educators. This expanded nutrition program in internal and family medicine along with the standardized patient experience receives excellent ratings from physicians, residents, and medical students. (+info)
2005 Emil Thomas Kaiser Award.
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Collagen is the most abundant protein in animals. The conformational stability of the collagen triple helix is enhanced by the hydroxyl group of its prevalent (2S,4R)-4-hydroxyproline residues. For 25 years, the prevailing paradigm had been that this enhanced stability is due to hydrogen bonds mediated by bridging water molecules. We tested this hypothesis with synthetic collagen triple helices containing 4-fluoroproline residues. The results have unveiled a wealth of stereoelectronic effects that contribute markedly to the stability of collagen, as well as other proteins. This new understanding is leading to synthetic collagens for a variety of applications in biotechnology and biomedicine. (+info)
Students' perceptions of effective classroom and clinical teaching in dental and dental hygiene education.
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Effective teaching behaviors have been studied in various arenas in higher education. However, there is limited research documenting effective teaching behaviors in dentistry and dental hygiene. Our qualitative study attempts to define effective teaching in both the classroom and clinic for dentistry and dental hygiene students. A total of 175 dental and dental hygiene undergraduate students nominated a total of forty instructors for teaching awards, providing a total of 695 qualitative statements reflecting their teaching in two learning contexts: the classroom and the clinic. Seven categories of effective teaching qualities were identified: individual rapport, organization, enthusiasm, learning, group interaction, exams and assignments, and breadth. Based on the frequency of the themes, effective teaching in the classroom was best defined by organization and rapport, whereas in the clinic, rapport was the most frequently described behavior. Moreover, dentistry students perceived enthusiasm as an effective teaching quality more frequently than did dental hygiene students, whereas dental hygiene students provided more responses to learning. These findings can provide guidance in preparing undergraduate dental and dental hygiene educators to enter the teaching environment. The ultimate goal to be achieved from identification of effective teaching qualities, as determined in this study, is improvement in clinical and classroom teaching for dentistry and dental hygiene programs. (+info)
American orthodontics Maurice Berman Prize 2005.
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This paper describes the orthodontic treatment of two cases, which were awarded the 2005 Maurice Berman Prize. (+info)