Phenotyping of leukocytes in the lungs of potoroid marsupials

In this study, T and B lymphocytes were identified in the lungs of two potoroid marsupial species, the endangered Long-footed Potoroo (Potorous longipes) and the Long-nosed Potoroo (Potorous tridactylus). Using species cross-reactive antibodies, plasma cells, B cells and T cells were located in the alveolar septae and lymphocyte clusters were found adjacent to blood vessels and bronchioles. Bronchus-associated lymphoid tissue (BALT), resembling that of other mammals, was present within the bronchiolovascular bundles. Macrophages were occasionally visible in the alveoli, and areas of necrotic tissue in the Long-footed Potoroo contained collections of phagocytic cells, presumably macrophages, which contained acid-fast material and unidentifiable debris. This is the first report of BALT in Potoroo species and an important application of the only available antibodies that can reliably identify lymphocytes in marsupial species.     

Does heterogeneity of depression diagnosis harm those with severe mood disorders?

The range of symptoms and clinical syndromes subsumed under the rubric “depression” is remarkably large. It covers the lay use of the word to describe transient sad feelings on the one hand and a devastating biological illness on the other. In consequence, society has failed to grasp that severe mood disorders do, in fact, represent life-threatening medical illness. In the present article, we outline the major historical and contemporary contributors to the present misapprehension of this severe illness and discuss the serious consequences for diagnosis, treatment, and clinical research. We suggest potential categorical and terminological revisions to current formulations of the disease and emphasize that being severely ill involves much more than is subsumed by the term “depression”.     

Attention‐deficit hyperactivity disorder reduces automatic attention in young adults

Previous ERP studies have provided mixed information about ADHD, especially in adults and when conscious attention to stimuli is not required. We used the auditory N1 to assess automatic attention in adults with and without ADHD. While participants watched a silent video, trains of 5 tones (400‐ms onset‐to‐onset time) were presented with intertrain intervals (ITIs) of 1 or 5 s. The P1, N1, P2, and N2 were analyzed. Compared to controls, participants with ADHD had relatively little N1 attenuation after the 5‐s ITI, which was driven by uniformly small N1s to all tones. However, after the 1‐s ITI, the ADHD group had relatively large N2s to all 5 tones in the train. The reduced N1 in adults with ADHD indicated reduced automatic attention to salient sound stimuli, which may be due to reduced function of brain‐stem arousal mechanisms. However, the increased N2 in these participants suggests they had developed certain compensatory mechanisms.     

Youth Top Problems and Early Treatment Response to the Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents

Child Psychiatry & Human Development - The Top Problems assessment is an idiographic measure of client concerns that may allow clinicians to identify early treatment response. Few studies have...     

“PLEASE Complete Your Evaluations!” Strategies to Engage Faculty in Competency-Based Assessments

Competency-based assessments (CBAs) have gained traction in graduate medical education and inform important learner outcomes through the continuum of medical training. Active participation in new CBAs presents challenges to faculty working in a busy clinical environment. As such, the implementation of new CBAs can be approached with intention to foster acceptance and engagement with new evaluations. This paper describes strategies utilized to implement CBAs among clinician educators during a national assessment pilot. Our methods are grounded in educational, psychological, business, ecological, communication, and information technology theory. Our primary interventions included creating a multilevel vision, engaging a dedicated work group, incorporating quality improvement methodology, and integrating technology to successfully implement the assessments. These practical and effective interventions may also be applied to the implementation of other educational innovations.