University Of Medicine And Dentistry Of New Jersey Research Articles

HF02-11 PROFESSOR IGLESIAS - PHYSICIAN, INVENTOR, AND POLITICAL PRISONER

You have accessJournal of UrologyCME1 May 2022HF02-11 PROFESSOR IGLESIAS - PHYSICIAN, INVENTOR, AND POLITICAL PRISONER Janmejay Hingu, Matthew Davis, Mubashir Billah, and Hossein Sadeghi-Nejad Janmejay HinguJanmejay Hingu More articles by this author , Matthew DavisMatthew Davis More articles by this author , Mubashir BillahMubashir Billah More articles by this author , and Hossein Sadeghi-NejadHossein Sadeghi-Nejad More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002540.11AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: Even after many advances in the surgical management of benign prostatic hyperplasia, transurethral resection of the prostate remains the gold standard in no small part due to the Iglesias resectoscope, first invented by Dr. José Iglesias. We sought to bring an unpublished historical record detailing both the early development of the Iglesias resectoscope and also its political influence on Iglesias’s relationship with his native country of Cuba. METHODS: Various urologists who previously worked with Iglesias were interviewed in person or over telephone. Permission was obtained from the urologists who contributed to this project to publish these accounts. RESULTS: Although the Iglesias resectoscope can be found ubiquitously in modern urology practices, not many know that it facilitated Iglesias's escape from the Castro regime during the Cuban revolution. Iglesias’s passion for urology led him to develop the Iglesias resectoscope, which improved upon the previous, more cumbersome Stern-McCarthy resectoscope in several ways. Instead of requiring two hands to operate, the Iglesias resectoscope only required one hand by implementing a counter force steel spring against the resecting mechanism. He also engineered a continuous irrigation system, allowing the surgeon to resect tissue without intermittently stopping to empty the bladder. With these ingenious improvements, Iglesias naturally enlisted the help of American Cystoscope Manufacturing Inc. (ACMI) to market his product, leading to the widespread adoption we see today. Iglesias was also a physician well-regarded by the Batista government in Cuba. Unfortunately, he soon became entwined within the Cuban Revolution as the Castro regime imprisoned him and other allies of the Batistas. Soon after, the royalties that Iglesias had earned on his resectoscope were forcibly turned over to the Castro government in exchange for his release, leaving him almost penniless afterward. Resilient as ever, Iglesias then moved to New Jersey where he once again began as a urology professor at the University of Medicine and Dentistry of New Jersey (UMDNJ), now known as Rutgers New Jersey Medical School, and continued to engineer new scopes for the Karl Storz company. Residents who trained under Iglesias recount that “Boss was a superstar.” CONCLUSIONS: Iglesias made multiple contributions to the field of urology with the invention of the Iglesias resectoscope and its pioneering introduction of continuous flow irrigation. That same resectoscope would also save his life during the Cuban revolution. Source of Funding: None © 2022 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 207Issue Supplement 5May 2022Page: e209 Advertisement Copyright & Permissions© 2022 by American Urological Association Education and Research, Inc.MetricsAuthor Information Janmejay Hingu More articles by this author Matthew Davis More articles by this author Mubashir Billah More articles by this author Hossein Sadeghi-Nejad More articles by this author Expand All Advertisement PDF DownloadLoading ...

Professor Iglesias- Physician, Inventor and Political Prisoner

Introduction: The Iglesias resectoscope is used around the world as an important tool in the urologist’s surgical armamentarium. The biography of Iglesias himself, and how the resectoscope came to be, is less well known. We aimed to elucidate the background of the Iglesias instrument, its inventor, and his role in the development of modern transurethral resection techniques Sources and Methods: We conducted interviews with surviving colleagues and students of Jose Iglesius, referenced secondary texts, and contemporary medical publications. Results: Jose Iglesius was already a well-regarded urologist born in Havana Cuba having invented the instrument that bears his name in the 1950s. He was briefly imprisoned by the Castro regime after the Batista government was overthrown in 1959. His release through private funds brought him safely to the United States where he continued a long academic career at University of Medicine and Dentistry of New Jersey (UMDNJ). Conclusions: Jose Iglesius was a Cuban urologist who invented the resectoscope that bears his name, After his paid release from a Castro-regime jail, Iglesius had a successful career at UMDNJ teaching decades of grateful residents

An Evaluation of Day Reporting Centers for Parolees

Criminology & Public PolicyVolume 12, Issue 1 p. 119-143 RESEARCH ARTICLE An Evaluation of Day Reporting Centers for Parolees Outcomes of a Randomized Trial Douglas J. Boyle, Corresponding Author Douglas J. Boyle The Violence Institute at Rutgers, the State University of New JerseyDirect all correspondence to Douglas J. Boyle, The Violence Institute at Rutgers University, BHSB E1530, 183 South Orange Avenue, PO Box 1709, Newark, NJ 07103-1709 (email: Douglas.Boyle@Rutgers.edu).Search for more papers by this authorLaura M. Ragusa-Salerno, Laura M. Ragusa-Salerno The Violence Institute at Rutgers, the State University of New JerseySearch for more papers by this authorJennifer L. Lanterman, Jennifer L. Lanterman University of Nevada-RenoSearch for more papers by this authorAndrea Fleisch Marcus, Andrea Fleisch Marcus The Violence Institute at Rutgers, the State University of New JerseySearch for more papers by this author Douglas J. Boyle, Corresponding Author Douglas J. Boyle The Violence Institute at Rutgers, the State University of New JerseyDirect all correspondence to Douglas J. Boyle, The Violence Institute at Rutgers University, BHSB E1530, 183 South Orange Avenue, PO Box 1709, Newark, NJ 07103-1709 (email: Douglas.Boyle@Rutgers.edu).Search for more papers by this authorLaura M. Ragusa-Salerno, Laura M. Ragusa-Salerno The Violence Institute at Rutgers, the State University of New JerseySearch for more papers by this authorJennifer L. Lanterman, Jennifer L. Lanterman University of Nevada-RenoSearch for more papers by this authorAndrea Fleisch Marcus, Andrea Fleisch Marcus The Violence Institute at Rutgers, the State University of New JerseySearch for more papers by this author First published: 23 July 2013 https://doi.org/10.1111/1745-9133.12010Citations: 24 This project was supported by Award 2006-IJ-CX-0036 granted by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. The opinions, findings, and conclusions or recommendations expressed are those of the authors and do not necessarily reflect the views of the Department of Justice. The authors are grateful for the comments of Beth Huebner, who served as senior editor, and the four anonymous reviewers. We would also like to acknowledge the New Jersey State Parole Board for allowing us to conduct an experimental evaluation of its programming. Please note that the Violence Institute of New Jersey was previously part of the University of Medicine and Dentistry of New Jersey (UMDNJ). Effective July 1, 2013, UMDNJ will be integrated with Rutgers, the State University of New Jersey. Read the full textAboutPDF ToolsExport 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 Citing Literature Volume12, Issue1February 2013Pages 119-143 RelatedInformation

Type 1 Inositol (1,4,5)-Trisphosphate Receptor Activates Ryanodine Receptor 1 to Mediate Calcium Spark Signaling in Adult Mammalian Skeletal Muscle

Functional coupling between inositol (1,4,5)-trisphosphate receptor (IP(3)R) and ryanodine receptor (RyR) represents a critical component of intracellular Ca(2+) signaling in many excitable cells; however, the role of this mechanism in skeletal muscle remains elusive. In skeletal muscle, RyR-mediated Ca(2+) sparks are suppressed in resting conditions, whereas application of transient osmotic stress can trigger activation of Ca(2+) sparks that are restricted to the periphery of the fiber. Here we show that onset of these spatially confined Ca(2+) sparks involves interaction between activation of IP(3)R and RyR near the sarcolemmal membrane. Pharmacological prevention of IP(3) production or inhibition of IP(3)R channel activity abolishes stress-induced Ca(2+) sparks in skeletal muscle. Although genetic ablation of the type 2 IP(3)R does not appear to affect Ca(2+) sparks in skeletal muscle, specific silencing of the type 1 IP(3)R leads to ablation of stress-induced Ca(2+) sparks. Our data indicate that membrane-delimited signaling involving cross-talk between IP(3)R1 and RyR1 contributes to Ca(2+) spark activation in skeletal muscle.

ED Nurses as Business Developers: Creating a Community, Part 2

ED Nurses as Business Developers: Creating a Community, Part 2

University of Medicine and Dentistry of New Jersey (UMDNJ)—New Jersey Medical School

The Dean is the chief academic officer of the medical school. Management of the educational programs is a shared responsibility of the academic departments and the Office of Education reporting to the Vice Dean. The faculty organization solicits and provides input to the Committee on Committees, which selects members for the nine standing committees that are approved by the Faculty Council (Figure 1). The Committee on Academic Programs and Policies (CAP2), a standing committee of Faculty Council, is charged with the design, evaluation, revision, approval, and oversight of the curriculum and overall educational program. CAP2 also makes recommendations to the Dean and to the Faculty Council regarding implementation of various programs. CAP2 represented by faculty, students, and administrators (ex officio) is a surrogate for the faculty at large. Members on the CAP2 are not representational of the various departments. The Dean or his designee, the Vice Dean, in concert with the CAP2 provides the strategic leadership in managing the educational programs and developing policies and procedures. The Vice Dean works closely with the academic departmental chairs, course and clerkship directors, and faculty to implement innovations in education, assessment, and evaluation as they pertain to undergraduate medical education. Two subcommittees report to the CAP2—the Preclinical and Clinical advisory subcommittees, which consist of course and clerkship directors, respectively. Subcommittees assist in achieving horizontal and vertical integration of the curriculum. A major curriculum revision was rolled out in 2004-05 (see Curriculum Renewal Process). Interdepartmental and interdisciplinary courses are managed jointly by departments and the Office of Education (OE). Office of Education

Medical Education in the United States and Canada, 2010

The authors present an overview of the educational programs, infrastructure to support them, and the assessment strategies of 128 medical schools in the United States and Canada, based on reports submitted by those schools and published in this supplement to Academic Medicine. The authors explore many important changes that have occurred since the publication of the Flexner Report in 1910 as well as the progress that is evident since a similar collection of medical school reports was published in September 2000, also as a supplement to Academic Medicine. Drawing on the reports, the authors summarize, among other topics, the advances that have taken place in the support for faculty, the funding of medical student education, changes in pedagogy and assessment, and the expansion of medical education to distributed models and regional campuses.The authors observe that the reports from the 128 schools illustrate that medical student education has undergone and continues to undergo substantive change, has advanced markedly since the reforms stimulated by the Flexner Report, and has continued to evolve during the past decade. The reports illustrate the strength of support for the educational programs, even in a time of financial constraints, and the increasing recognition of the scholarly contributions of faculty through teaching. The authors provide examples of the changes in pedagogy and new topics in the required curriculum in the past decade and describe selected highlights of the 128 educational programs.

Cefepime: An underrecognized cause of nonconvulsive status epilepticus

Journal of Hospital MedicineVolume 5, Issue 3 p. E18-E19 Case Report Cefepime: An underrecognized cause of nonconvulsive status epilepticus† Hady Lichaa MD, Hady Lichaa MD Department of Medicine, University of Medicine and Dentistry of New Jersey (UMDNJ)–Robert Wood Johnson (RWJ) Medical School, Cooper University Hospital, Camden, New JerseySearch for more papers by this authorJean-Sebastien Rachoin MD, Corresponding Author Jean-Sebastien Rachoin MD rachoin-jean@cooperhealth.edu Department of Medicine, University of Medicine and Dentistry of New Jersey (UMDNJ)–Robert Wood Johnson (RWJ) Medical School, Cooper University Hospital, Camden, New Jersey Telephone: 856-757-7844; Fax: 856-757-7778UMDNJ-RWJ Medical School Cooper University Hospital, Medicine, One Cooper Plaza, Camden, NJ 08103Search for more papers by this authorElizabeth Cerceo MD, Elizabeth Cerceo MD Department of Medicine, Hospital of the University of Pennsylvania, Philadelphia, PennsylvaniaSearch for more papers by this authorVijay Rajput MD, Vijay Rajput MD Department of Medicine, University of Medicine and Dentistry of New Jersey (UMDNJ)–Robert Wood Johnson (RWJ) Medical School, Cooper University Hospital, Camden, New JerseySearch for more papers by this authorWilliam Surkis MD, William Surkis MD Department of Medicine, Lankenau Hospital, Wynnewood, PennsylvaniaSearch for more papers by this author Hady Lichaa MD, Hady Lichaa MD Department of Medicine, University of Medicine and Dentistry of New Jersey (UMDNJ)–Robert Wood Johnson (RWJ) Medical School, Cooper University Hospital, Camden, New JerseySearch for more papers by this authorJean-Sebastien Rachoin MD, Corresponding Author Jean-Sebastien Rachoin MD rachoin-jean@cooperhealth.edu Department of Medicine, University of Medicine and Dentistry of New Jersey (UMDNJ)–Robert Wood Johnson (RWJ) Medical School, Cooper University Hospital, Camden, New Jersey Telephone: 856-757-7844; Fax: 856-757-7778UMDNJ-RWJ Medical School Cooper University Hospital, Medicine, One Cooper Plaza, Camden, NJ 08103Search for more papers by this authorElizabeth Cerceo MD, Elizabeth Cerceo MD Department of Medicine, Hospital of the University of Pennsylvania, Philadelphia, PennsylvaniaSearch for more papers by this authorVijay Rajput MD, Vijay Rajput MD Department of Medicine, University of Medicine and Dentistry of New Jersey (UMDNJ)–Robert Wood Johnson (RWJ) Medical School, Cooper University Hospital, Camden, New JerseySearch for more papers by this authorWilliam Surkis MD, William Surkis MD Department of Medicine, Lankenau Hospital, Wynnewood, PennsylvaniaSearch for more papers by this author First published: 16 March 2010 https://doi.org/10.1002/jhm.408Citations: 1 † Disclosure: Nothing to report. Read 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 onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume5, Issue3March 2010Pages E18-E19 RelatedInformation

Proteasome Assembly Influences Interaction with Ubiquitinated Proteins and Shuttle Factors

A major fraction of intracellular protein degradation is mediated by the proteasome. Successful degradation of these substrates requires ubiquitination and delivery to the proteasome followed by protein unfolding and disassembly of the multiubiquitin chain. Enzymes, such as Rpn11, dismantle multiubiquitin chains, and mutations can affect proteasome assembly and activity. We report that different rpn11 mutations can affect proteasome interaction with ubiquitinated proteins. Moreover, proteasomes are unstable in rpn11-1 and do not form productive interactions with multiubiquitinated proteins despite high levels in cell extracts. However, increased levels of ubiquitinated proteins were found associated with shuttle factors. In contrast to rpn11-1, proteasomes expressing a catalytically inactive mutant (rpn11(AXA)) were more stable and bound very high amounts of ubiquitinated substrates. Expression of the carboxyl-terminal domain of Rpn11 partially suppressed the growth and proteasome stability defects of rpn11-1. These results indicate that ubiquitinated substrates are preferentially delivered to intact proteasome.

Modeling HTLV-lymphomagenesis: immune activation induces immortalization and leukemogenicity of HTLV-1 LTR-Tax transgenic CD4+T-cells

Address: 1Child Health Institute of New Jersey, University of Medicine and Dentistry of New Jersey (UMDNJ), Robert Wood Johnson Medical, School (RWJMS), 89 French Street, New Brunswick, New Jersey 08901, USA, 2Department of Molecular Genetics, Microbiology, and Immunology UMDNJ-RWJMS, 661 Hoes Lane, Piscataway, New Jersey 08854, USA and 3Cancer Institute of New Jersey UMDNJ-RWJMS, 179 Little Albany Street, New Brunswick, NJ 08903, USA * Corresponding author

Academic-State Hospital Collaboration for a Rehabilitative Model of Care

Academic-State Hospital Collaboration for a Rehabilitative Model of Care

Professor in Residence Program: A Nursing Faculty Practice

The Interdisciplinary Health Research Consultant-Professor in Residence Program is a partnership between the University of Medicine and Dentistry of New Jersey (UMDNJ) School of Nursing (SN), the New Jersey Joanna Briggs Institute (JBI) Center for Evidence Based Practice, and Morristown Memorial Hospital/Atlantic Health (MMH/AH). It provides MMH with the expert research and evidence-based practice (EBP) consultation and affiliation of a UMDNJ-SN faculty member and the resources of the New Jersey JBI Center for Evidence Based Practice. For the participating SN faculty member, it provides a clinical laboratory to pursue an individualized program of scientific research and scholarly publication. This research scholar works closely with the MMH/AH to (a) identify and evaluate existing mechanisms to support interdisciplinary health research and EBP at MMH; (b) develop and implement new mechanisms to support interdisciplinary health research and EBP; (c) implement the findings of published research using EBP strategies; (d) replicate interdisciplinary research studies; (e) conduct original interdisciplinary research studies; (f) seek intra- or extramural funding to support interdisciplinary research studies; and (g) support requirements for American Nurses' Credentialing Center accreditation for Magnet designation. The program has been successful in its first year of implementation.

Psychiatrist Ensures Field Has International Focus

Psychiatrist Ensures Field Has International Focus

A Predental School Experience to Expose Potential Applicants to Dental School and the Dental Profession

In June 2000, during a period of declining applications to dental school both locally and nationally, the University of Medicine and Dentistry of New Jersey (UMDNJ)-New Jersey Dental School (NJDS) initiated the Gateway to Dentistry (GTD) program. Its overall goal was to increase applications from qualified applicants interested in the health professions but uncertain of dentistry as their ultimate choice. Participants learned about dental school and the profession during a two-week internship that provided hands-on experiences; exposure to various disciplines and career options within dentistry; a glimpse of student life through interactions with a dental student mentor; an understanding of the application process; and individualized assistance in educational and career planning. As the overall applicant pool increased nationally and at NJDS, the program proved valuable in attracting a diverse and highly qualified student body. The program is currently offered twice per year to thirty students per session from a pool of approximately 300 applicants from throughout the country. Close to 40 percent of the program participants have been accepted to NJDS, and one-fourth of current incoming classes are GTD participants. Program participants' evaluations have been consistently positive, citing the value of hands-on activities and interactions with enthusiastic faculty volunteers.

Reducing stigma by meeting and learning from people with mental illness.

This study examines the effects of a public education program, developed in large part by consumers of mental health services, on the attitudes of high school students toward people with mental illnesses. Four hundred and twenty-six students were provided an informational session delivered by consumers and a faculty member from the University of Medicine and Dentistry of New Jersey (UMDNJ). The content of these sessions included facts about mental illness, characteristic symptoms, recovery strategies, and personal stories told by the consumer presenters. The students' attitudes were assessed pre- and post-session using the Attribution Questionnaire-Short Form for Children. Independent samples t-tests were used to assess changes in attitudes from pre- to post-assessment. After viewing these presentations, students reported less stigmatizing views toward people with mental illness on seven of the nine factors and the total scale score. A 1-hour informational session developed and facilitated by consumers of mental health services can significantly affect the attitudes of adolescents toward people with major mental illnesses. Future studies will evaluate the sustainability of attitude changes as the result of these presentations, as well as the effects of demographic and socioeconomic differences on attitude change.

Efficacy of the Team Solutions Program for Educating Patients About Illness Management and Treatment

Despite the demonstrated efficacy of psychosocial approaches to schizophrenia treatment that include a psychoeducational component, such as illness management, the implementation of these approaches into routine mental health treatment has been slow. The authors sought to examine the efficacy of a comprehensive, modularized, psychoeducational program called Team Solutions, which was designed to educate patients with major mental illnesses about their illness and how to manage it. Team Solutions was chosen for study because it is available over the Internet and other venues at no cost and is used by mental health agencies across the United States and Canada. Seventy-one persons with schizophrenia or schizoaffective disorder from three day treatment settings participated in this randomized, single-blind study. Participants were randomly assigned to attend one of two interventions: the Team Solutions intervention, which consisted of participating in a 24-week psychoeducational group focused on illness management, or treatment as usual. For participants who attended the experimental group, significant improvement was observed in knowledge about schizophrenia. In addition, client satisfaction was high. However, no changes were observed in symptoms or functioning. Results indicated that participation in the Team Solutions psychoeducational group improved participants' knowledge. However, participation in the program did not demonstrate superiority over treatment as usual with respect to secondary and tertiary outcomes, such as symptom severity, treatment adherence, and global functioning.

What I Learned In Quebec

As the new medical director for the University of Medicine and Dentistry of New Jersey (UMDNJ) Physician Assistant (PA) program in Piscataway, I was not sure what to expect from attending my first PAEA Annual Education Forum. I knew I would not be lonely because I was fortunate to be able to go with nine of my PA faculty colleagues. I was also looking forward to getting to know a city with a lot of history. My major concern was how I, a physician, would “fit in” at a conference about PA education. In a sense, this theme of being “the MD” in a PA world has been something I have struggled with since I took on the role of medical director in July. Unlike most medical directors at PA programs, I was hired as a full-time medical director. I jumped at the opportunity to work with my local PA program, one that I have known very well since I was a student 30 years ago. (Yes, I am one of those doctors who trained as a PA first.) I had kept close ties with the program and my classmate Ruth Fixelle, who is now the program’s director. Two of the faculty had worked at my office for many years, and students had rotated through since the office opened in 1986. All of this made for an easier transition as health reasons forced me to leave my family practice group with two other physicians and two PAs. I eagerly awaited the medical director’s retreat on the first day of the conference. My main responsibility since I’ve been at the program has been for the first-year didactic teaching. As the meeting convened and I listened to the other physicians describe their work, I discovered that the other medical directors’ job descriptions were as diverse as the 15 attendees. What we shared was a strong commitment to the concept of MD-PA teamwork and the importance of the PA profession. We all agreed that not having a “mentor” makes the transition into teaching more difficult for physicians. We felt that there was a pressing need to reach out more to the medical directors who were not able to attend the forum. John Houchins, of the University of Utah PA Program, our worthy moderator, agreed to follow-up on the suggestion to create a new electronic forum specifically for medical directors, to foster the communication that we felt has been lacking. Gail Cohan (Stony Brook University PA Program) led a group charged to formulate a “Statement of Purpose,” which she presented at the end of the meeting: “The mission of the PAEA medical directors is to serve as a resource for medical directors and a forum for discussion of PAEA issues among the medical directors in support of the mission and goals of the PAEA.” I have been fortunate to work with some excellent PA clinicians and have helped train dozens of students rotating through my office over the past 20 years. During this time, I never had problems with my role. It came naturally. I was the “supervisor” and they were the “assistants.” Another reason we worked so well together is that I am not possessive by nature. I This feature is intended to provide a forum for the sharing of ideas on the role of medical directors in PA programs. Authors desiring to contribute to Medical Director Dialogue should forward submissions to:

Clinical Competence of Graduates of Community‐Based and Traditional Curricula

As community-based dental education programs proliferate, so do concerns about the quality of education at extramural sites. While there have been some comparisons of the effects of community-based programs on attitudes and perceptions of competency, there is virtually no information about whether such programs can train students to carry out standard dental procedures as well as if they were prepared in the dental school proper. To address this gap in our knowledge about the educational outcomes of community-based programs, the following performance measures were retrospectively compared for 457 students in traditional senior year curricula and fifty seniors in a community-based program: scores and pass/fail rates on the Northeastern Regional Boards (NERB), clinical production, passage of competencies, and on-time graduation rates. Students in the CODE (Community-Oriented Dental Education) program at the University of Medicine and Dentistry of New Jersey (UMDNJ)-New Jersey Dental School (NJDS) demonstrated significantly higher scores on the restorative section of the NERB, but this did not translate into a better overall pass rate. CODE students passed the same competencies as graduates of the traditional program, yet demonstrated appreciably higher clinical productivity and on-time graduation rates. The additional clinical experiences for the CODE students may be a factor in their higher board scores. Based on these data, it is concluded that community-based dental educational programs can be at least as effective as intramural (school-based) educational experiences in providing students with a sound clinical education.

Multi-Discipline HIV Longitudinal Training

This article describes a multi-disciplinary HIV clinical training model developed and implemented by the Division of AIDS Education at the University of Medicine and Dentistry of New Jersey (UMDNJ)-Center for Continuing and Outreach Education (CCOE), the New Jersey Local Performance Site (LPS) of the New York/New Jersey AIDS Education and Training Center (AETC). The Longitudinal Training (LT) model combines AETC, Minority AIDS Initiative (MAI) and other available training resources into an adaptable framework that can be implemented by any clinical training entity (e.g., other AETCs, Public Health Training Centers, Center for Mental Health Services grantees, state health departments, STD/HIV Prevention Training Centers, etc.) to provide needs-based, multi-discipline longitudinal training of healthcare providers so as to enhance the HIV care capacity of community health centers serving predominantly minority populations. In addition to describing the AETC and MAI Programs, this paper will discuss the methods used in developing the Longitudinal Training model and will include styles of training, identification of program successes and barriers, a composite case study and continuous outcome measures.

HER-2/neu and p53 in Osteosarcoma: An Immunohistochemical and Fluorescence In Situ Hybridization Analysis

The overexpression of HER-2/neu and p53 has been associated with poor outcome in many neoplasms. Their role in patients with osteosarcoma is unclear. We studied the expression of HER-2/neu and p53 in 22 osteosarcoma samples (from 20 patients—2 had locally recurrent disease) biopsied at the University of Medicine and Dentistry of New Jersey (UMDNJ) from 1996–2000 using both immunohistochemical (IHC) and fluorescence in situ hybridization (FISH) analysis. Fourteen patients (14 samples) presented with Stage II and 6 patients (8 samples) presented with Stage III disease. Median follow-up is two years (range one year to five years). Four of 22 (18%) samples showed focal membranous or cytoplasmic positivity for HER-2/neu and six of 22 samples (27%) showed nuclear positivity for p53 by IHC analysis. In contrast, none of 22 tested samples showed gene amplification for HER-2/neu by FISH analysis. Seven of 13 HER-2/neu and p53 negative patients (54%) are currently disease free (between one year to five years). In this sample of patients, the HER-2/neu oncogene is not overexpressed or amplified in osteosarcoma; six of 22 samples (27%) showed overexpression of p53 by IHC analysis. By FISH, none of the samples demonstrated deletion of p53. Neither HER2/neu nor p53 expression was important for the biology of osteosarcoma in this population.