PubMed · 11619556
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V Zimmermann. 1997. [Not Available].. https://pubmed.ncbi.nlm.nih.gov/11619556/
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Fungi are important and hyperdiverse organisms, yet chronically understudied. Most fungal clades have no reference genomes, impeding our understanding of their ecosystem functions and use as solutions in health and biotechnology. Also, opportunities for training in fungal biology and genomics are lacking, creating a bottleneck that hinders the recruitment and cultivation of a talented future mycological workforce. To address these issues, we developed Myco-Ed, an educational program offering training and scientific contributions through genome sequencing and analysis. Myco-Ed empowers students to pursue careers in fungal biology while improving fungal resources. Myco-Ed has been piloted at 12 institutions (15 classrooms) ranging from online e-Campuses to R1 universities, resulting in hundreds of fungal observations and many new high-quality reference genomes.
The quantity and quality of end-of-life-care (EOLC) information in commonly used pharmacy textbooks were studied. EOLC content in each of eight best-selling pharmacy textbooks was assigned to 1 of 13 domains; there were a total of 104 possible domains for all eight books. Every mention of EOLC was given a score of 2 for "helpful content present" or 1 for "minimal content present." The quantity of EOLC content was assessed by tabulating the raw number of entries. The average number of EOLC-related entries per book ranged from 1.0 (ethics) to 27.5 (natural history). Eighty-one domains (78%) had fewer than 10 entries, 66 (63%) had 5 or fewer entries, and 28 (27%) had 1 entry or none. The overall quality of content was low, especially in the domains of spiritual issues, ethics, and context of care. The results were consistent with findings for medicine and nursing textbooks. A review of eight commonly used pharmacy textbooks revealed inadequate coverage of EOLC.
Surgeons practice an intense form of applied ethics. The growing complexity of medical and surgical interventions combined with reduced opportunity to serve as ethical role models for trainees necessitates formal ethics curricula in surgery and the development of continued ethics education for surgeons through all stages of their careers. The Royal College of Physicians and Surgeons of Canada and the American College of Surgeons ethics curricula provide practical methods for dealing with the ethical issues that confront surgical residents each day. We can improve and expand upon curricula for surgical residents by taking into consideration the evolutionary stages of life of a surgeon: the pre-surgeon, the medical student, the beginning resident, the midlevel resident, the senior resident, the young to midlevel surgeon, and the advanced surgeon.