Bystander signals from low- and high-dose irradiated human primary fibroblasts and keratinocytes modulate the inflammatory response of peripheral blood mononuclear cells.

Irradiated cells can propagate signals to neighboring cells. Manifestations of these so-called bystander effects (BEs) are thought to be relatively more important after exposure to low- vs high-dose radiation and can be mediated via the release of secreted molecules, including inflammatory cytokines, from irradiated cells. Thus, BEs can potentially modify the inflammatory environment of irradiated cells. To determine whether these modifications could affect the functionality of bystander immune cells and their inflammatory response, we analyzed and compared the in vitro response of primary human fibroblasts and keratinocytes to low and high doses of radiation and assessed their ability to modulate the inflammatory activation of peripheral blood mononuclear cells (PBMCs). Only high-dose exposure resulted in either up- or down-regulation of selected inflammatory genes. In conditioned culture media transfer experiments, radiation-induced bystander signals elicited from irradiated fibroblasts and keratinocytes were found to modulate the transcription of inflammatory mediator genes in resting PBMCs, and after activation of PBMCs stimulated with lipopolysaccharide (LPS), a strong inflammatory agent. Radiation-induced BEs induced from skin cells can therefore act as a modifier of the inflammatory response of bystander immune cells and affect their functionality.

Outcome evaluation of the Dental Health Outreach Mobile Experience (HOME) Coach Program.

BACKGROUND: The Ohio Department of Health identified dental care as the number one unmet health need for Ohio's children. The Dental Health Outreach Mobile Experience (HOME) Coach is a pediatric mobile dental unit that seeks to meet the dental needs of underserved children in the Columbus City Schools. PURPOSE: The purpose was to conduct an outcome evaluation of the Dental HOME Coach Program and to compare the outcomes before (2010-2014) and after (2015-2019) the incorporation of the new Dental HOME Coach. METHODS: Using a longitudinal outcome evaluation research design, the data were analyzed from 10 years of the Dental HOME Coach Program at the Ohio State University (OSU) College of Dentistry during the academic years ending in 2010-2019. RESULTS: A total of 1063 dental students provided dental care to 26469 children in the Columbus City Schools. The top 3 performed procedures were sealants, prophylaxis, and resin composite fillings. Despite significant increases in the number of dental students providing oral health care, there were significant decreases in the number of amalgam fillings and stainless-steel crowns from before to after the incorporation of the new Dental HOME Coach. CONCLUSION: The outcome evaluation revealed the Dental HOME Coach Program has been providing underserved children with oral health care that offers them a dental "home," giving dental students an array of hands-on learning experiences that include pediatric dentistry treatments performed under the supervision of OSU faculty members, and positively impacting the problems of access to oral health care for Ohio's families.

Experiences and attitudes of dental hygiene faculty regarding the mentorship of undergraduate student research.

PURPOSE: Research remains a strong emphasis in entry-level dental hygiene programs as mandated by the Commission on Dental Accreditation. However, more exploration is needed to understand the faculty mentor and student research mentee relationship specific to undergraduate dental hygiene students. The purpose of the study was to identify factors and attitudes of undergraduate faculty influencing their level of interest in mentoring undergraduate student research. METHODS: Using a cross-sectional survey research design, a non-probability sample of dental hygiene faculty from U.S. dental hygiene programs were asked questions about their experiences and attitudes about mentoring undergraduate student research. RESULTS: From the 248 survey invitations sent to dental hygiene program directors, 68 of the 75 responses received were analyzed. Fifty-six percent (n = 38) of respondents mentored undergraduate research and 77% (n = 52) of respondents expressed interest in mentoring undergraduate research. Full-time faculty (>75% FTE), mid-career faculty (7-20 years) and late-career faculty (>20 years) were more likely to have mentored undergraduate research. Mentors of undergraduate research were more likely to enjoy teaching students about research more than faculty without mentorship experience. Faculty members with interest in research mentorship were more likely to enjoy teaching students about research and help students become better prepared for graduate studies than faculty not interested in research mentorship. Experience with mentoring student research, early-career status (<7 years), and mid-career status (7-20 years) were significant predictors of interest in mentoring student research. CONCLUSION: Efforts should be directed to identifying and providing support for faculty mentors of undergraduate student research.

Evaluation of an e-book assignment using Fink's Taxonomy of Significant Learning among undergraduate dental hygiene students.

CONTEXT: With significant learning experiences, students undergo positive, substantial, and lasting influences on their personal and professional lives. With grant support from The Ohio State University's Affordable Learning Exchange Program, students created e-book chapters for a Current Concepts in Dental Hygiene as a significant learning experience. OBJECTIVE: The purpose of this study was to evaluate the impact of an e-book chapter creation project on the learning of undergraduate dental hygiene students using Fink's Taxonomy of Significant Learning. DESIGN: Upon IRB exemption, this study involved a mixed-methods, cross-sectional research design involving a survey of attitudinal and reflective questions. The data were analyzed using descriptive statistics and thematic analysis. RESULTS: The data from 100% (n = 41) of the dental hygiene students enrolled in the Current Concepts in Dental Hygiene course were analyzed. Most students recognized the alignment of the 6 scaffolded assignments with the 6 domains of Fink's Taxonomy of Significant Learning. Most students agreed the project focused on foundational knowledge (68.8%, n = 27), promoted active learning (73.2%, n = 30), applied to real life problems (63.4%, n = 26), and provided life lessons (56.1%, n = 23). Thematic analysis revealed students appreciated the teamwork involved and the scaffolding of assignments, recognized the challenges of inconsistent feedback and technical issues with the software, and felt that more faculty guidance and technical support would have improved their experiences. CONCLUSION: Future research should evaluate the impact of using Fink's Taxonomy of Significant Learning with the design of courses or course-long projects on the education of dental and dental hygiene students.