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Otitis Media (OM) is an important global issue that can have a long-lasting impact on a child's life. There is no easy fix! For a family who has a child with OM, the ramifications can be short term and have minimal consequences, or they can be very complex and involve medical, educational, behavioural and wellbeing issues, and may even be life-threatening. Navigating diagnosis and then the combinations of interventions in all areas is just the start of a very daunting journey. As a preventable disease, we have the opportunity to make a difference. This paper presents the development and implementation of the Hear our Heart Ear Bus Project (HoHEBP) within a regional city in western New South Wales (NSW), Australia. The HoHEBP supports families of Australian Indigenous and non-Indigenous children with OM through a transdisciplinary approach incorporating health and education, in partnership with families and communities to ensure the best possible outcomes for children and young people. We present how the HoHEBP provides a unique vehicle for change in the way we approach OM as a transdisciplinary team. Longitudinal data from 2014 to 2019 shows that numbers of children and young people being tested and diagnosed with OM, and referred to medical and educational specialists through the HoHEBP have increased, with over one third identifying as Indigenous (in this paper Indigenous is used respectfully to refer to Australian Aboriginal and Torres Strait Islander peoples).

Globally, >100 million cases and >2.6 million deaths had been attributed to coronavirus disease (COVID-19) as of March 14, 2021 (2). Most cases have been reported in Europe and the [...]

Rapid advancements in genetics care requires responsive genetic counseling (GC) training capable of integrating new discoveries and practice into their curricula. The utilization of shared or standardized educational resources may address this need. Recognizing the potential of shared resources, the Pharmacogenetics (PGx) Working Group of the NSGC Precision Medicine Special Interest Group (SIG) launched a standardized education module using a flipped‐classroom format to provide all GC programs equal access to PGx expertise and alleviate the burden of curriculum development. Following the initial success of the program, we aimed to explore the utilization of shared and standardized education resources more broadly, and better understand the perspectives of GC program faculty regarding their use. Twenty‐nine program faculty representing at least 14 programs responded to an online survey. The majority (n = 21) reported sharing educational materials with another GC program, and 90% of those reported the shared materials to be beneficial as they promote collaboration, efficiency, address a gap in content, and provide access to experts. Similar benefits were described when using a standardized curriculum, which was defined as standardized lectures and activities created about a particular topic and made available to all genetic counseling programs; 16 participants indicated they would be very likely or likely to use a standardized curriculum. A secondary aim of the survey was to assess the existing PGx module that utilizes a flipped‐classroom format. Overall, the PGx module was well received, indicating that a standardized shared module is well‐suited for instruction on emerging and specialty topics. All participants believed the flipped‐classroom format to be very or somewhat beneficial. In summary, results indicate that shared educational materials, including standardized education modules, are a potential solution to challenges related to efficiency and access to content experts in GC education, and program leadership is receptive to using them. [ABSTRACT FROM AUTHOR]

Opportunities for genetic counselors to work in the laboratory have grown exponentially, yet the professional development needed to serve in these roles had not been previously explored. This study aimed to identify competencies required for entry‐level genetic counselors working in the laboratory, explore the perceived level of preparation of these competencies as noted by experts in the laboratories, and assess the perceived value of additional credentialing for genetic counselors practicing in these settings. Twenty genetic counselors working in the laboratory setting and five MD or PhD laboratory managers, identified through purposeful and snowball sampling and with at least 5 years of experience working in a laboratory, were interviewed using a semi‐structured protocol. Transcripts were analyzed thematically using deductive and inductive coding. Key findings included the distinction of laboratory and industry roles as involving nondirect patient care and differing from genetic counseling roles in the clinical setting. Genetic counselors working in the laboratory feel well prepared to transition into this setting and provide a unique patient‐focused perspective to laboratory roles, including variant interpretation, marketing, and product development. Practice‐based competencies (PBCs) were translatable to those used in the laboratory, yet variant interpretation, limitations of genomics‐based tests, and the business of health care were noted as important to these roles but not fully addressed in the PBCs. Additional skills were often developed through on‐the‐job training and interdisciplinary collaboration, but more exposure to diverse roles in genetic counseling programs' didactic and field training was recommended. The majority felt that requiring an additional post‐master's credential to work in the laboratory setting may restrict movement into these roles. Several questioned their identity as genetic counselors as they were no longer providing direct patient care and/or had been dissuaded by others from pursuing a laboratory position. Research focused on professional identity among genetic counselors working in nondirect patient care roles is warranted. [ABSTRACT FROM AUTHOR]

The Archives of Manitoba holds records that document virtually all aspects of the province's history. There are three main collection areas: records created by the Government of Manitoba; records of [...]

We conducted two studies to examine the psychometric properties of the Body Investment Scale (BLS; Orbach & Mikulincer, 1998) in U.S. adolescent samples. The BIS was designed to assess bodily experiences that are associated with suicide-related behaviors. In Study 1, confirmatory factor analysis (CFA) with data from a combined sample of 204 high school adolescents (83 boys, 121 girls) and 197 psychiatric inpatient (101 boys, 96 girls) adolescents provided moderate support for the oblique four-factor solution: Body Feelings ([rho] = .86, 95% CI = .83-.89), Body Touch ([rho] = .71, 95% CI = .65-.76), Body Care ([rho] = .78, 95% CI = .71-.81), and Body Protection ([rho] = .78, 95% CI = .73-.82); robust comparative fit index = .88 and the robust Tucker Lewis Index = .83. The second-order factor model also provided moderate fit to the data. In Study 2, results of the CFA with data from adolescent psychiatric inpatients (N = 205; 101 boys, 104 girls) provided additional support for the four-factor solution. In addition, results of the receiver operating characteristic and logistic regression analyses showed that scores on the Body Feelings and Body Protection scales were most useful in differentiating the responses of suicidal and nonsuicidal adolescents, all Cohen's d values >.30. The study also examined associations between scores on the BIS scales and the validation self-report measures of hopelessness, suicide-related behavior, and reasons for living. [c] 2009 Wiley Periodicals, Inc. J Clin Psychol 66: 259-276, 2010. Keywords: body investment; adolescents; suicide-related behavior; self-report measures DOI: 10.1002/jclp.20649