Louisville School Research Articles

Dr. Manuel Martinez-Maldonado: A Pioneer in Renal Therapeutics and Mentor to a Generation of Minority Physician-Scientists.

Dr. Manuel Martinez-Maldonado is a distinguished Puerto Rican internist, nephrologist, physician-scientist, mentor, and prolific writer whose leadership in academic and clinical settings has significantly advanced the fields of nephrology, renal physiology and pharmacology, fluids and electrolyte metabolism, calcium metabolism, hypertension research, and medical education. His research on electrolyte imbalances has led to innovative hypercalcemia treatments, notably furosemide withIV fluid therapy. This is an approach that, combined with pharmacotherapy using calcitonin and bisphosphonates, became the standard practice for managing hypercalcemia until specific therapies became available. His nephrology research team and laboratory in the San Juan VA (Veterans Affairs) Medical Center and the Medical School of the University of Puerto Rico were internationally renowned. Throughout his career, he fostered a culture of mentorship while spearheading superb clinical teaching and research initiatives. His transformative tenures at several institutions, including Baylor College of Medicine; the University of Puerto Rico-Medical Sciences Campus; the VA medical centers in Atlanta, Houston, and San Juan; Emory University; Oregon Health Sciences University; Ponce School of Medicine; and the University of Louisville School of Medicine demonstrate his lasting contributions to medical science and education. His interdisciplinary approach, advocacy for kidney and clinical research, and contributions to understanding the renin-angiotensin system and the role of sodium-potassium-activated adenosine triphosphatase in renal concentration mechanisms illustrate his enduring impact on renal physiology and human health.

SARS-CoV2 Decreases Human Beta-Defensin-1 and FoxI1 in the Oral Cavity Without Affecting CFTR

Abstract The ionocyte is a newly characterized cell, first identified in the airway, that is hypothesized to play a role in innate immunity. Single cell RNA seq analysis showed that ionocytes (FoxI1 and CFTR-expressing cells) are also found in the oral cavity, and highly express human beta-defensin-1 (hBD-1). We showed that hBD-1 expression is upregulated by influenza, Herpes simplex virus and Sendai virus infection of monocytes and plasmacytoid dendritic cells but is downregulated in epithelial cells. The role of hBD1 in oral ionocytes in relation to SARS-CoV-2 infection is unknown. We tested the hypothesis that SARS-CoV2 virus modulates the expression of hBD-1, and this is associated with CFTR and FoxI1 expression in ionocytes in the oral cavity. Buccal swabs from patients with Covid19 and without Covid19 (recovered from Covid19 and non-Covid19) were analyzed for gene expression via quantitative RT-PCR of hBD-1, FoxI1, and CFTR. HBD-1 and FoxI1 mRNA levels (relative to beta-actin) were significantly decreased, but CFTR mRNA remained unchanged in the Covid19 patient cohort compared with the non-Covid19 and recovered patients. This supported the in vitro observation that enveloped viruses decrease hBD-1 in epithelial cells that make up most of the buccal swab sample. Immunohistochemistry on normal minor salivary gland sections revealed that FoxI1, CFTR and hBD-1 are all associated in proximity in the duct of the minor salivary gland. However, crosslinking studies, followed by Western blot analysis, indicated that hBD-1 and CFTR were not interacting. In conclusion, SARS-CoV2 modulates innate immunity in the oral cavity, as indicated by the decrease in hBD-1, and affects ionocytes, possibly affecting pH and osmolality in salivary glands. Research supported by a grant from NIH / NIDCR R01 DE031928 and the University of Louisville School of Dentistry Summer Research Scholar Program

Evaluation and Management of Supralevator Abscess.

Department of Surgery, University of Louisville School of Medicine, Louisville, Kentucky Earn Continuing Education (CME) credit online at cme.lww.com. This activity has been approved for AMA PRA Category 1 credit. Funding/Support: None reported. Financial Disclosure: None reported. Correspondence: Sandra Kavalukas, M.D., Department of Surgery, University of Louisville School of Medicine, ACB 2nd Floor, UofL, 550 S Jackson St, Louisville, KY 40292. E-mail: [email protected]

1083. Clinical Features and Long-Term Follow-up of Children Evaluated for Persistent Unwellness Following Acute COVID-19

Abstract Background Few data exist on the clinical features and outcome of pediatric patients with persistent unwellness following acute COVID. Methods Norton Children’s and the University of Louisville School of Medicine opened a Post-COVID Clinic (PCC) in Oct 2020. The study cohort included all 104 patients referred to the PCC through Dec 2021. Clinical data were collected using a standardized template during routine care. Diagnostic tests and subspecialty referrals were ordered at the discretion of clinic physicians. A telephone interview in 2022 assessed long-term outcomes. Results The median age at first visit was 14 y (IQR=12,16); the age distribution of PCC patients was different from that of Pediatric Infectious Diseases Clinic (PIDC) patients in that there were few patients under 10 y. Males and females were equally represented. The racial distribution was similar to that of PIDC, but patients were more often from mid/upper socioeconomic status (using commercial insurance as a surrogate; p=0.001). The median interval from onset of COVID to the first PCC visit was 2 mo (IQR=1.5,4.4), and an increase in referrals was seen 2 mo after each COVID wave in the community (Figure 1). Most PCC patients reported good health prior to COVID. Fifty-four percent of patients experienced moderate or severe disability according to Modified Functional Disability Inventory scores at the first PCC visit (Figure 2; median score 14, IQR=6,19). Common symptoms were fatigue or lethargy (73%), headache (60%), shortness of breath or difficulty breathing (48%), exercise intolerance (47%), and chest pain (39%). Few abnormalities were found on routine diagnostic tests. Common subspecialty referrals were to Neurology, Cardiology, Pulmonology, Physical Therapy, and Psychiatry; the total number and types of referrals varied widely among patients. Most patients did not receive a specific diagnosis other than post-COVID syndrome. Sixty-three follow-up interviews were completed a median of 6 mo after the initial PCC visit; 79% of patients were improved or back to normal. Figure 1Reported COVID-19 cases in persons <20 years of age in Jefferson County, KY and number of new patients seen in Norton Children’s Infectious Diseases Post-COVID Clinic, by 2-week intervals. Figure 2 Box and whisker plot of Modified Functional Disability Inventory scores at first visit to Post-COVID Clinic. Upper and lower quartiles are marked by the top and bottom of the boxes. The median is marked by a horizontal line inside the box and the mean is shown by the “x.” Top whiskers indicate the largest value ≤ the 3rd quartile plus 1.5 times the interquartile range; bottom whiskers indicate the smallest value ≥ the 1st quartile minus 1.5 times the interquartile range. Open circles extending beyond the whiskers represent outliers. Disability categories are from Kashikar-Zuck S, et al. Pain 2011;152:1600-1607. Conclusion This large experience with a PCC established early in the pandemic demonstrates that symptoms of post-COVID unwellness are non-specific and varied, routine tests are seldom diagnostic, and the natural history is one of gradual recovery. Disclosures Shanna M. Barton, M.D., M.Sc., Sanofi Pasteur: Grant/Research Support Victoria A. Statler, M.D., M.Sc., Astellas: University Research Support|Gilead: University Research Support|Pfizer: Advisor/Consultant|Sanofi: University Research Support|Seqirus: Advisor/Consultant Gary S. Marshall, MD, GlaxoSmithKline: Advisor/Consultant|GlaxoSmithKline: Grant/Research Support|GlaxoSmithKline: Honoraria|Merck: Advisor/Consultant|Merck: Grant/Research Support|Merck: Honoraria|Pfizer: Advisor/Consultant|Pfizer: Grant/Research Support|Pfizer: Honoraria|Sanofi: Advisor/Consultant|Sanofi: Grant/Research Support|Sanofi: Honoraria|Seqirus: Advisor/Consultant|Seqirus: Grant/Research Support|Seqirus: Honoraria.

Grow502: Centering Community in Medical Education via a Student-Created Organization Focused on Cultivating a Healthy Community.

The COVID-19 pandemic continues to disproportionately impact communities of color and expose health inequities. Minoritized communities experience disparities in chronic diseases, premature death, and cancer, and gaps continue to widen; systemic injustice in housing, nutrition, and environment are major contributors. At the height of the COVID-19 pandemic and racial justice movement, students at the University of Louisville School of Medicine created Grow502 to speak truth to the challenges of health disparities in Louisville, Kentucky. The goal was to pursue a healthier community by raising awareness. Community leaders and health professionals provided expert consultation. This partnership led to the co-creation of a curriculum focused on education, advocacy, community engagement, and creative media. Grow502 sought to support communities impacted by injustices due to racism, limited health literacy, redlining, and limited green space by creating programming centered on education and empowerment. Effective strategies to reduce disparities involve creating interventions with authentic engagement and context. Grow502 involves community stakeholders as active partners. We continue to intentionally seek effective collaborations and interventions that merge our mission and our diverse communities impacted by health disparities.

Very High Cholesterol Mimicking Homozygous Familial Hypercholesterolemia.

HomeCirculationVol. 146, No. 15Very High Cholesterol Mimicking Homozygous Familial Hypercholesterolemia No AccessCase ReportRequest AccessFull TextAboutView Full TextView PDFView EPUBSections ToolsAdd to favoritesDownload citationsTrack citationsPermissions ShareShare onFacebookTwitterLinked InMendeleyReddit Jump toNo AccessCase ReportRequest AccessFull TextVery High Cholesterol Mimicking Homozygous Familial Hypercholesterolemia Matthew K. Shotwell, Mounica Vorla and Dinesh K. Kalra Matthew K. ShotwellMatthew K. Shotwell Division of Cardiology, University of Louisville, KY. Search for more papers by this author , Mounica VorlaMounica Vorla Division of Cardiology, University of Louisville, KY. Search for more papers by this author and Dinesh K. KalraDinesh K. Kalra Correspondence to: Dinesh K. Kalra, MD, Division of Cardiovascular Medicine, University of Louisville School of Medicine, Rudd Heart & Lung Center, 201 Abraham Flexner Way, Suite 600, Louisville, KY 40202. Email E-mail Address: [email protected] https://orcid.org/0000-0001-5254-4067 Division of Cardiology, University of Louisville, KY. Search for more papers by this author Originally published10 Oct 2022https://doi.org/10.1161/CIRCULATIONAHA.122.061578Circulation. 2022;146:1182–1188FootnotesCirculation is available at www.ahajournals.org/journal/circFor Sources of Funding and Disclosures, see page 1187–1188.Correspondence to: Dinesh K. Kalra, MD, Division of Cardiovascular Medicine, University of Louisville School of Medicine, Rudd Heart & Lung Center, 201 Abraham Flexner Way, Suite 600, Louisville, KY 40202. Email dinesh.[email protected]edu

A Shared History: Writing in the High School, College, and University, 1856–1886 by Amy J. Lueck

Reviewed by: A Shared History: Writing in the High School, College, and University, 1856–1886 by Amy J. Lueck Jason Maxwell Amy J. Lueck. A Shared History: Writing in the High School, College, and University, 1856–1886. Writing Research, Pedagogy, and Policy. Carbondale, IL: Southern Illinois University Press, 2019. 272 pp. ISBN 978-0-8093-3742-2 Historians of composition have long understood their work as a necessary corrective to reductive accounts of English Studies that focus solely on literary studies and critical theory. In their efforts to provide a more capacious understanding of the discipline, however, compositionists have themselves produced significant exclusions, offering a rather limited understanding of the history of college writing. As Amy J. Lueck explains, the field of Rhetoric and Composition, perhaps in an effort to fortify its standing within the research university, has tended to overlook the role that high schools have played in shaping college writing pedagogy. In A Shared History: Writing in the High School, College, and University, 1856–1886, Lueck does not merely seek to document points of overlap and contestation between high school and college writing curriculum. Instead, her work aims to call into question the very boundaries between designations like “high school” and “college.” These boundaries, Lueck maintains, are responsible for producing a standardized academic hierarchy that limits the range of pedagogical possibilities within any given level of the system. For instance, high school becomes conceived as little more than a preparatory vehicle for college, and its curriculum becomes defined negatively—that is, high school is understood as not providing college-level instruction. History has shown that this reification and subordination proves detrimental for both high schools and colleges. While we take these distinctions for granted today, Lueck turns to the nineteenth century, a point when the current academic system had not yet solidified (in this regard, her work shares much with Laurence Veysey’s [End Page 415] landmark The Emergence of the American University [Chicago, IL: University of Chicago Press, 1965], which similarly documents a period of intense fluidity and contestation). Prior to the establishment of research universities, which precipitated the creation of our broader contemporary hierarchy, the middle of the century boasted a landscape populated by a wide array of educational institutions whose relations to one another were anything but clear. Consider the name “high school.” While the term might suggest an institution that serves as a capstone to the “lower” primary schools, it just as easily might be read as belonging under the banner of “higher learning” that we usually reserve for colleges and universities. Much of the ambiguity surrounding various schools’ status and function can be attributed to the larger conversation about the role of education in American life during this time. For example, many were calling into question the hegemony of the traditional college’s “classical curriculum,” which privileged learning languages like Greek and Latin in order to produce distinguished gentlemen. Critics of this curriculum suggested replacing it with a “modem curriculum” that would better prepare students for the practical concerns of work and citizenship. Because the transition to this modern curriculum was uneven at best, many high schools adopted it long before their college counterparts, making them an attractive option for many in the community. Indeed, practically-oriented high schools were not merely viable alternatives to classically-minded colleges. They also constituted sites of pedagogical innovation that colleges and universities would later draw upon in their own reform efforts. Lueck grounds her analysis in A Shared History by studying the developments of a number of schools in Louisville, Kentucky during the second half of the 1800s. She dives into the archival record and finds a range of institutions, instructors, and students that challenge long-held assumptions about the educational system and the kinds of work students are expected to produce at any given site within that system. Admitting that it would be impossible to produce a comprehensive account of the changes unfolding during this time, Lueck argues that the city nevertheless engaged meaningfully with almost every larger educational trend of the era, and several educators who worked in Louisville went on to have an impact shaping educational policy at the national level. Moreover, her...

Transradial Versus Transfemoral Approach for Endovascular Thrombectomy of Left Anterior Circulation Stroke With Bovine Arch

Transradial Versus Transfemoral Approach for Endovascular Thrombectomy of Left Anterior Circulation Stroke With Bovine Arch

Diagnosis and treatment planning using the 2017 classification of periodontal diseases among three dental schools.

The American Academy of Periodontology and the European Federation of Periodontology developed a new classification system for periodontal diseases in 2017. The next step in its widespread implementation involves training dental students to improve consistency in clinical decisions. This study conducted in 2020-2021 aimed to evaluate knowledge in periodontal diagnosis and treatment planning using the new classification, among first, second, third- and fourth-year dental students at Indiana University School of Dentistry (IUSD), University of Texas School of Dentistry at Houston (UTSD), and University of Louisville School of Dentistry (ULSD). A minimum of 20 dental students per class year from each of the three schools participated. Ten HIPPA de-identified case records and a questionnaire with a fixed list of answer options, comprising two demographic questions and two questions on diagnosis and treatment planning of each case, were presented to the participants. A group of three board-certified periodontists established the answers for all cases which were used to score the appropriateness of diagnosis and treatment planning among the participants. A total of 263 students participated. Overall, 22.6% of IUSD responses, 25.2% of UTSD, and 27.6% of ULSD responses were correct for diagnosis (no statistically significant differences). For the treatment plan, 64.9% of IUSD responses, 66.2% of UTSD, and 68.9% of ULSD responses were correct (no statistically significant differences). Based on the findings from our study, we suggest that additional training be considered to improve the understanding of the 2017 classification of periodontal and peri-implant diseases among dental students.

Medial elbow dislocations: a case report on the complex simple dislocation

aLouisville Arm and Hand, University of Louisville Department of Orthopaedic Surgery, Louisville, KY bUniversity of Louisville School of Medicine, Louisville, KY Financial Disclosure: Dr. Robinson has a financial relationship with Arthrex/Alpha Orthop. The authors report no conflicts of interest. Correspondence to Neil J. Werthmann III, MS, University of Louisville School of Medicine, 9880 Angies Way, Suite 350, Louisville, KY 40241 Tel: +812-746-7475; fax: +502-629-4282; e-mail: [email protected].

The challenge of assuming clinical relevance from statistical significance.

Journal of Cardiac SurgeryVolume 36, Issue 11 p. 4139-4140 COMMENTARY The challenge of assuming clinical relevance from statistical significance Bahaaldin Alsoufi MD, Corresponding Author Bahaaldin Alsoufi MD balsoufi@hotmail.com orcid.org/0000-0001-6353-7874 Department of Cardiovascular and Thoracic Surgery, University of Louisville School of Medicine, Norton Children's Hospital, Louisville, Kentucky, USA Correspondence Bahaaldin Alsoufi, MD, Department of Cardiovascular and Thoracic Surgery, University of Louisville School of Medicine, Norton Children's Hospital, 201 Abraham Flexner Way, Suite 1200, Louisville, KY 40202, USA. Email: balsoufi@hotmail.comSearch for more papers by this author Bahaaldin Alsoufi MD, Corresponding Author Bahaaldin Alsoufi MD balsoufi@hotmail.com orcid.org/0000-0001-6353-7874 Department of Cardiovascular and Thoracic Surgery, University of Louisville School of Medicine, Norton Children's Hospital, Louisville, Kentucky, USA Correspondence Bahaaldin Alsoufi, MD, Department of Cardiovascular and Thoracic Surgery, University of Louisville School of Medicine, Norton Children's Hospital, 201 Abraham Flexner Way, Suite 1200, Louisville, KY 40202, USA. Email: balsoufi@hotmail.comSearch for more papers by this author First published: 27 August 2021 https://doi.org/10.1111/jocs.15930Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume36, Issue11November 2021Pages 4139-4140 RelatedInformation

Commentary: When Science Conflicts With the Agendas of the Powerful, People Die.

Department of Health Promotion & Behavioral Sciences, University of Louisville School of Public Health & Information Sciences, Louisville, Kentucky. Correspondence: Monica L. Wendel, DrPH, MA, Department of Health Promotion & Behavioral Sciences, University of Louisville School of Public Health & Information Sciences, 485 E. Gray St, Louisville, KY 40202 ([email protected]). The authors have nothing to disclose.

12 Weeks to Change a Life by Max Greenberg: Youth Violence Prevention as a Tool of Structural Violence

AffiliationsMonica L. Wendel is with the Department of Health Promotion & Behavioral Sciences, University of Louisville School of Public Health & Information Sciences, Louisville, KY.

University of Louisville School of Medicine.

University of Louisville School of Medicine.

Emergency Nursing Review Questions: September 2020

Benjamin E. Marett, Member, Palmetto Chapter, is the Chief Nursing Executive with Emergency Care Consultants of the Carolinas, Inc, Rock Hill, SC. Matt Pearson, Member, Kentucky Chapter 090, is a staff RN, Norton Healthcare, and on faculty at University of Louisville School of Nursing, Louisville, KY. Sarah Webb is an advanced practice RN in pediatric surgery/trauma at Johns Hopkins All Children’s Hospital, Baltimore, MD.

Neurophobia: Anxiety and Self‐Efficacy Related to Learning Neuroanatomy in a Medical Student Population

Neurophobia has been defined as a fear of neuroscience hindering one’s ability to learn and apply neuroanatomy clinically. Neurophobia has been described in the literature affecting medical students, general practitioners and neurologists worldwide and is a growing trend. Neuroanatomy self‐efficacy, one’s own confidence in their ability to complete neuroanatomy tasks, may reduce neurophobia levels. Neuroanatomy self‐efficacy has not previously been measured and correlated to neurophobia. An investigation of the relationship between neuroanatomy self‐efficacy and neurophobia will provide valuable information on developing educational tools to improve self‐efficacy and address neurophobia. This study addresses the existing literature gap on neurophobia and neuroanatomy self‐efficacy research in a medical student population.This project aims to assess the levels of medical student neurophobia and neuroanatomy self‐efficacy and investigate their relationship at the University of Louisville School of Medicine (ULSOM). These associations will assist researchers in gaining insight on how the relationship between these constructs can be optimized to develop educational tools that specifically address neurophobia.Instruments to measure neurophobia (NAS‐7) & neuroanatomy self‐efficacy (NSES) were developed and administered as surveys to first‐year (M1) (n=122) and upper‐class (M2‐M4) medical students (n=111). A t‐test was used to determine the difference between the score means and a Pearson’s correlation coefficient determined the relationship between neurophobia and neuroanatomy self‐efficacy levels. Differences between M1 and M2‐M4 medical students and gender were calculated. All statistical tests were performed at the p=0.05 level. IRB approval was obtained.Instrument development and administration showed medical students demonstrate a mild level of neurophobia (M= 5.03, SD= 4.54), with M2‐M4 students exhibiting higher levels of neurophobia than M1 students (t(231)=4.22, p<.001). Medical students displayed a moderate level of neuroanatomy self‐efficacy (M= 40.36, SD= 9.96) with no statistically significant difference between M1 and M2‐M4 students (t(231)=1.95, p=.053). A negative correlation between neurophobia and neuroanatomy self‐efficacy levels was found (R2=−.311, p<.001). Women showed higher neurophobia (t(230)=3.91, p<.001) and lower neuroanatomy self‐efficacy (t(230)=3.99, p<.001) than their male counterparts.Data analysis demonstrates the presence of neurophobia at the ULSOM. Neuroanatomy self‐efficacy and neurophobia demonstrate a negative correlation suggesting those students with higher neuroanatomy self‐efficacy have lower neurophobia. These data confirm the need for interventions that target neuroanatomy self‐efficacy to address neurophobia in medical education. Additionally, in our study population, female students demonstrate greater neurophobia and less neuroanatomy self‐efficacy than male students. These differing relationships demonstrate the need to develop educational tools that can be strategically implemented to improve neuroanatomy self‐efficacy and address neurophobia that target gender at multiple levels of medical education.Support or Funding InformationAcland Endowment

Dietary copper‐fructose interactions alter gut microbiome in a sex‐differential manner likely contributes to the sex differences in the metabolic phenotype

ObjectiveInadequate copper intake and increased fructose consumption represent two important nutritional problems in the US. Dietary copper‐fructose interactions alter gut microbial activity and contribute to the development of metabolic phenotype. The aim of this study is to determine whether dietary copper‐fructose interactions alter gut microbiome in a sex‐differential manner, which may contribute to the sex differences in the metabolic phenotype.MethodsMale and female weanling Sprague‐Dawley (SD) rats were fed (ad lib) with a modified AIN‐93G purified rodent diet with defined copper content in the form of cupric carbonate for 8 weeks. The copper content is 6mg/kg and 1.6mg/kg in adequate copper diet (CuA) and marginal copper deficient diet (CuM), respectively. Animals had free access to either deionized water or deionized water containing 10% fructose (w/v) as the only drink during the experiment. Body weight gain, plasma ALT, AST and liver histology were evaluated. Fecal and cecal microbiome were analyzed by 16S rDNA sequencing. Fecal and cecal Short chain fatty acids were analyzed by GC‐MS.ResultsRats fed with CuA or CuM with or without fructose (CuAF or CuMF) did not gain body weight in both male and female. No obvious liver injury was observed in both male and female rats in terms of plasma ALT and AST. A few of female rats developed very mild steatosis, whereas no obvious steatosis was observed in male rats fed with CuAF or CuMF. 16S rDNA sequencing analysis of fecal and cecal DNA showed that Firmicutes was significantly decreased, whereas Bacteroidetes and Proteobacteria were significantly increased in CuAF and CuMF fed female rats compared to controls, suggesting gut microbiota dysbiosis. The significant alterations of gut microbiota composition in phylum level in female rats attribute to the effect of dietary fructose as shown by two‐way ANOVA. However, this effect was not obvious in male rats. In parallel, fecal and cecal short chain fatty acid, butyrate was significantly decreased in female rats fed with CuMF and to a less extent in male rats compared to controls. This effect was due to dietary factors of both copper and fructose in female rats, and copper in male rats.ConclusionFemale rats exhibit more sensitivity to dietary copper and fructose‐induced metabolic phenotypes and gut microbiota dysbiosis compared to male rats. The metabolic phenotypes are closely associated with the alterations of gut microbiome. These results are different with previous reports, likely due to the factors, such as the dose of copper and fructose as well as species and location.Support or Funding InformationThis study was supported in part by NIH Grants U01AA021901, U01AA022489, R01AA023681, P20GM113226, P50AA024337 and the Jewish Heritage Fund for Excellence Pilot Grant Program at the University of Louisville School of Medicine. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health (C.J.M.); the Veterans Administration (C.J.M.); and the Uof L Clinical and Translational Pilot Program (C.J.M.).

The In’s and Out’s of Science Outreach: Assessment of an Engaging New Program

Many professors are interested in providing science outreach to local K‐12 students, but may not have the time or resources needed to create an engaging presentation. The American Physiological Society supports outreach initiatives through programs such as the Physiology Understanding (PhUn) Week. Building upon these activities, it was desired to create and assess an immersive and engaging outreach program in a disadvantaged K‐12 student population. Three distinct modules were created on cardiovascular physiology, respiratory physiology, and oral health. All resources for these modules underwent peer‐review and publication, allowing other professors to easily execute their own outreach programming. The outreach modules were presented to 288 students in 3rd, 5th, 6th, and 7th grade classes. Implementation of the modules resulted in significant increases in student content knowledge, ranging from 32–57% improvement (P<0.001, dependent t‐test) with an average increase of 46%. K‐12 science teachers reported that the program was at an appropriate educational level, increased students’ enthusiasm for science, and increased students’ exposure to science careers. Additionally, the presenters of the outreach program were perceived to be enthusiastic, knowledgeable, and proficient at interacting with the students. On open‐response survey items, the science teachers indicated a high level of satisfaction with the program and an enthusiasm for continued collaborations. These results indicate the importance of organized and interactive science activities for the success of a new outreach program.Support or Funding InformationThis work was supported in part by a basic grant from the University of Louisville School of Medicine and a support grant from the Dean’s Office of the University of Louisville School of Dentistry.

Capitol Hill Briefing Highlights Telemedicine’s Benefits, Barriers, Solutions

Capitol Hill Briefing Highlights Telemedicine’s Benefits, Barriers, Solutions

Equity for Whom? The Example of Qualified Opportunity Zones

AffiliationsThe authors are with the Department of Health Promotion and Behavioral Sciences, University of Louisville School of Public Health and Information Sciences, Louisville, KY.