A Strategy for Teaching Health Literacy to Physician Assistant Students.

This brief report presents a model that incorporates an analogous "see-one," "do-one," "teach-one" pedagogical strategy and experiential learning for mastery of health literacy principles by first-year Master of Science in Physician Assistant Studies students. Students completed a series of health literacy activities including classroom-based lecture (see-one), hands-on application of health literacy activities (do-one), and application and peer-instruction of health literacy best practices with other health science students (teach-one) as part of a two-semester hands-on learning experience. A health literacy knowledge examination, qualitative student feedback, and faculty review of content application were used to assess for effectiveness. Students demonstrated a significant and sustained positive change in knowledge examination scores complemented by positive faculty poster review. Physician Assistant student health literacy knowledge is increased and sustained after application of see-one, do-one, teach-one strategy with students demonstrating health literacy considerations in real-client application during experiential learning. Education programs seeking to meet the call for health professionals prepared to address gaps in health literacy should consider a see-one, do-one, teach-one and experiential learning approach over multiple semesters. [HLRP: Health Literacy Research and Practice. 2021;5(1):e70-e77.].

Students' Knowledge and Self-Perceptions Regarding Integrative Medicine and Health Following Training in First-Year Graduate PA, PT, and OT Programs.

Integrative medicine and health (IMH) content and pedagogy for health professional education best practices are not established. Physician assistant (PA), physical therapy (PT), and occupational therapy (OT) students' knowledge and self-perception of integrative health, lifestyle behavior change, and professional well-being were assessed pre- and post- participation in IMH online modules. Students demonstrated significant increases in knowledge and self-perception scores from pre- to post-test. Pre- and post-test knowledge score means varied by discipline. Pre-test self-perception score means did not vary across disciplines, while the post-test self-perception score mean was significantly higher for PA students compared to other disciplines. Online integration of IMH content does not require significant curricular revisions and is a promising pedagogy for increasing PA, PT, and OT students' understanding of the IMH approach.

Direct observation of the preference of hole transfer over electron transfer for radical ion pair recombination in donor-bridge-acceptor molecules.

Understanding how the electronic structures of electron donor-bridge-acceptor (D-B-A) molecules influence the lifetimes of radical ion pairs (RPs) photogenerated within them (D+*-B-A-*) is critical to designing and developing molecular systems for solar energy conversion. A general question that often arises is whether the HOMOs or LUMOs of D, B, and A within D+*-B-A-* are primarily involved in charge recombination. We have developed a new series of D-B-A molecules consisting of a 3,5-dimethyl-4-(9-anthracenyl)julolidine (DMJ-An) electron donor linked to a naphthalene-1,8:4,5-bis(dicarboximide) (NI) acceptor via a series of Phn oligomers, where n = 1-4, to give DMJ-An-Phn-NI. The photoexcited charge transfer state of DMJ-An acts as a high-potential photoreductant to rapidly and nearly quantitatively transfer an electron across the Phn bridge to produce a spin-coherent singlet RP 1(DMJ+*-An-Phn-NI-*). Subsequent radical pair intersystem crossing yields 3(DMJ+*-An-Phn-NI-*). Charge recombination within the triplet RP then gives the neutral triplet state. Time-resolved EPR spectroscopy shows directly that charge recombination of the RP initially produces a spin-polarized triplet state, DMJ-An-Phn-3*NI, that can only be produced by hole transfer involving the HOMOs of D, B, and A within the D-B-A system. After the initial formation of DMJ-An-Phn-3*NI, triplet-triplet energy transfer occurs to produce DMJ-3*An-Phn-NI with rate constants that show a distance dependence consistent with those determined for charge separation and recombination.

Controlling electron transfer dynamics in donor-bridge-acceptor molecules by increasing unpaired spin density on the bridge.

A t-butylphenylnitroxide (BPNO*) stable radical is attached to an electron donor-bridge-acceptor (D-B-A) system having well-defined distances between the components: MeOAn-6ANI-Ph(BPNO*)-NI, where MeOAn=p-methoxyaniline, 6ANI=4-(N-piperidinyl)naphthalene-1,8-dicarboximide, Ph=phenyl, and NI=naphthalene-1,8:4,5-bis(dicarboximide). MeOAn-6ANI, BPNO*, and NI are attached to the 1, 3, and 5 positions of the Ph bridge, respectively. Time-resolved optical and EPR spectroscopy show that BPNO* influences the spin dynamics of the photogenerated triradical states 2,4(MeOAn+*-6ANI-Ph(BPNO*)-NI-*), resulting in slower charge recombination within the triradical, as compared to the corresponding biradical lacking BPNO*. The observed spin-spin exchange interaction between the photogenerated radicals MeOAn+* and NI-* is not altered by the presence of BPNO*. However, the increased spin density on the bridge greatly increases radical pair (RP) intersystem crossing from the photogenerated singlet RP to the triplet RP. Rapid formation of the triplet RP makes it possible to observe a biexponential decay of the total RP population with components of tau=740 ps (0.75) and 104 ns (0.25). Kinetic modeling shows that the faster decay rate is due to rapid establishment of an equilibrium between the triplet RP and the neutral triplet state resulting from charge recombination, whereas the slower rate monitors recombination of the singlet RP to ground state.