The Quiet Feminism of Dr. Florence Sabin: Helping Women Achieve in Science and Medicine

This article recounts the quiet feminism of Dr. Florence Sabin (1871-1953), who took pride in women\u27s achievements and did her best to help women in various fields of medicine and the biomedical sciences. She gave advice to women who sought it, and worked to help them get fellowship and research funds, as well as opportunities for post-graduate training. She brought attention when possible both to the pioneers in medicine and women\u27s education as well as to the younger talented researchers. Her goals were modest but real: help the women who entered science receive the best education available; enable them to do research and publish in top journals; get them fellowships; make their accomplishments known to a broader public so that women\u27s achievements in science would be seen as a norm. She did not succeed in all of even these modest goals. The Depression doomed her plans for a women\u27s Hospital which would have given women post-internship training, and few journalists followed up sufficiently on her attempts to bring other scientists to the public eye. Nonetheless she remained optimistic about the improvements in possibilities since her graduate days.

Spermatogenesis in Branchipus Vernalis : Part III. Secondary Spermatocyte, Spermatid and Spermatozoon

Author Institution: Department of Anatomy, Ohio State Universit

Spermatogenesis in Branchipus Vernalis : Part I. The Testis and Spermatogonial Divisions

Author Institution: Department of Anatomy, Ohio State Universit

Decreasing the Peril of Antimicrobial Resistance Through Enhanced Health Literacy in Outpatient Settings: An Underrecognized Approach to Advance Antimicrobial Stewardship

© 2020, The Author(s). Globally, antimicrobial resistance (AMR) is a serious problem causing 700,000 deaths annually. By 2050, AMR is expected to cause approximately 10 million deaths globally each year if allowed to increase at the present rate. Many individuals have limited knowledge regarding appropriate antibiotic use and AMR. Most antibiotic use occurs in the outpatient setting, with approximately 30% of antibiotics prescribed deemed unnecessary. Antimicrobial stewardship (AMS) is a means to reduce inappropriate antibiotic use and AMR. While existing AMS efforts generally focus on the inpatient setting, a significant gap is present in the outpatient setting. A common theme across various national action plans to reduce AMR is the need for education and awareness. The importance of communicating information in a manner easily comprehended by the patient in addition to productive clinician–patient dialogue cannot be overestimated. Enhancing the public’s and patients’ AMS health literacy is an underrecognized approach to help address AMR. We describe Four Core Elements of Enhancing AMS Health Literacy in the Outpatient Setting, utilizing the Centers for Disease Control and Prevention’s framework: (1) leadership commitment, (2) intervention/action, (3) tracking/reporting, and (4) education/expertise. We call upon leaders in outpatient settings to embrace this approach to curb inappropriate antimicrobial use

Addressing Inequity: Expanding Access to College-Level Courses for High School Students

The opportunity to take college courses in high school (dual enrollment) is becoming increasingly prevalent, but access is not equitably distributed. Certain populations, such as economically disadvantaged students and students who are members of racial and ethnic groups historically underrepresented in college, are less likely to take dual enrollment courses. This paper presents findings from an evaluation of the College and Career Readiness Expansion Project, an effort to expand participation in dual enrollment courses within the context of broader changes in high schools. A quasi-experimental impact study showed that the project successfully expanded access, particularly for economically disadvantaged students. Implementation data showed that the schools participating in the project used a variety of strategies to expand access, including (1) understanding and using data; (2) increasing students’ awareness of college courses and their importance; (3) supporting students’ college readiness; (4) removing eligibility barriers; and (5) providing support for students taking college classes