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The challenge of measuring collaborative teamwork among interprofessional students has been reported in the literature. Emphasis in evaluating teamwork has been on socialization and attitudes towards wanting to work with others and not on other aspects of teamwork such as collaboration in teamwork. To date, while the Assessment of the Interprofessional Team Collaboration Scale (AITCS) has been used generically to measure collaboration in both practitioner and student 'teams,' it has been suggested that there may be a need for a student-specific version of this measure. The purpose of this paper is to report on the psychometric properties of the AITCS-II for students. [https://www.selleckchem.com/products/crenolanib-cp-868596.html click here] Data sets from 316 student respondents completing pretest assessments of team collaboration were used for a descriptive analysis of the ATICS. Both exploratory (EFA) and confirmatory factor analyses (CFA) were carried out. Factors from the EFA were then used in the CFA to obtain a good model fit. The result was a 16-item AITCS-II for students that demonstrated a reasonable model fit related to four latent variables partnership (3 items), cooperation (6 items), team working (4 items) and coordination (3 items). In conclusion, the student version of the AITCS-II provides some evidence for its validity and reliability that can be used to assess collaboration in interprofessional student groups.<br /><br /> Dental caries (cavities) and anemia are among the most common chronic diseases seen by health professionals and experienced globally. However, the quality, and current evidence linking pediatric dental caries to anemia, is not well established. Moreover, it is not well known whether anemia seen with dental caries is due to iron deficiency or other causes.<br /><br /> This systematic literature review was designed to analyze the relationship between anemia and pediatric dental caries and examine the strength of evidence in current research.<br /><br /> Articles were sourced from PubMed, the American Dental Association database, American Dental Hygienist's Association database, Science Direct, Cochrane Library, CINAHL, Google Scholar, and Medline ProQuest. Outcomes were pooled for statistical effect size.<br /><br /> Nineteen articles were selected from 351 identified. There was a 4.5-fold incidence in anemia diagnosis among children with, compared to without, dental caries. While ferritin and mean corpuscular volume were not significantly different among children with and without dental caries, the average serum iron was nearly 30 ug/dL greater in caries-free children, suggesting that iron deficiency may be more common among children with caries. Studies in the future may benefit from methodological improvements and more specific study questions to further investigate this question.<br /><br />Nineteen articles were selected from 351 identified. There was a 4.5-fold incidence in anemia diagnosis among children with, compared to without, dental caries. While ferritin and mean corpuscular volume were not significantly different among children with and without dental caries, the average serum iron was nearly 30 ug/dL greater in caries-free children, suggesting that iron deficiency may be more common among children with caries. Studies in the future may benefit from methodological improvements and more specific study questions to further investigate this question.<br /><br /> MLS curricula often focus on factual theory and skills-based competencies. Evolving practitioners also need professional reflection skills to continually improve. The problem giving rise to the need for this intervention was that learners were not reflecting on their practicum experiences beyond thinking of tasks completed. The purpose of this qualitative case was to explore learner insight that arose from writing professional reflections across clinical practica during a university-based MLS program. Two elaborating research questions asked what metacognitive insights MLS learners described in their reflections and how learners perceived their clinical practica experiences.<br /><br /> The instrumental case is bounded by a 1-year MLS professional program in a Midwestern academic health science center that required the 2017-18 cohort of 43 students to complete graded, written reflections over clinical practicum experiences.<br /><br /> Data analyzed for this study included up to 21 reflections over an academic year for each of 25 learners, who were selected for analysis due to the richness of their written reflections.<br /><br /> Based on iterative categorization, themes derived from the data included academic pace, technical dislikes, frustration, nervousness, identifying weaknesses, critical thinking and identifying technical errors, comfort, and embracing challenges.<br /><br /> The study's practical implications for MLS educators are that learners need to be required to write reflections to promote deep learning.<br /><br />The study's practical implications for MLS educators are that learners need to be required to write reflections to promote deep learning.Volunteering as a peer tutor offers teaching experience to allied health students who will one day teach patients and colleagues. It also provides an opportunity for students to extend themselves personally and academically. Medical and nursing literature supports peer teaching, yet fewer publications describe the experience of allied health students. This study investigated the effects of cross-level peer tutoring in anatomy, for the peer tutors and their students. Peer tutors revealed their primary concern as lacking anatomical knowledge; however, students valued the currency of their student experience and the opportunity to discuss learning processes with a peer. Recommendations from peer tutors and students included recognition of the value of interactions between students and peer tutors; value of teaching how to learn, rather than content; and for academics to introduce peer tutors as peers, which clarifies the students' expectations of the peer tutor.Advanced practice providers (APPs) provide preventive services, continuity of care, and bridge health management gaps. Associations between perceptions of shared culture and utilization of APPs are not yet documented in the research literature. Nationally representative data from the 2017 National Health Interview Survey were analyzed using age-adjusted logistic regressions to compare associations between perceptions of cultural competence and utilization of APPs. A total of 11,954 males (mean age 50.0, SD 18.3) and 14,453 females (mean age 51.8, SD 18.8) from the US adult population were included in this study. Perceiving a shared culture with health care providers was significantly associated with utilization of APPs. Among males, perceived respect from providers was associated with an 11.4 percent¬age point increase in the probability of APP utilization (95% CI 2.7, 27.1). Among females, visiting providers with a shared culture was associated with a 9.4 percentage point increase in the probability of APP utilization (95% CI 4.