Citations

Abstract A new mouse model for the classical subtype of human glioblastoma (GBM) has been bred using Cre-mediated EGFRvIII overexpression and homozygous p19-ARF deletion, the mouse homolog of human p14ARF/CDKN2A, in GFAP expressing cells. Transgenic mice develop intraparenchymal and/or leptomeningeal brain lesions with some spinal cord invasion as early as 1 month old and 95% of mice die by 6 months due to hydrocephalus and/or paralysis. Mice with high grade tumors have worse survival and similar features to human classical GBM such as necrosis, high levels of mitosis and infiltration of tumor cells into normal brain. Immunohistochemical analysis confirms EGFRvIII overexpression and p19-ARF loss in Cre-expressing cells, along with patchy positive GFAP and high proliferation by Ki67. Bulk RNA sequencing reveals GEC3 tumors cluster closely with human classical GBM and have significant upregulation of downstream markers in the JAK/STAT and P13K/AKT pathways. Adherent and neurosphere primary culture of dissociated tumors indicate that tumor cells maintain EGFRvIII expression in culture and generate xenograft tumors by 3 weeks after intracranial injections into NODSCID mice. Xenograft tumors are reminiscent of the primary tumor, with similar histopathological features and immunohistochemical staining. Our spontaneous glioma model is a powerful tool for future studies focused on the role of the immune microenvironment on glioma recurrence and resistance.

Background. Assessment tools in surgical education help identify improvement areas for trainees. We developed and present validity evidence for a novel Transplant Operative Assessment Tool to optimize technical feedback for surgical trainees in transplantation. Methods. The Transplant Operative Assessment Tool assesses learners on anatomy, technical skills, judgment, and communication. Performance is rated across 5 competency levels. Content validity evidence included a construct map using existing literature and expert cognitive interviews. Ratings were used to develop an item response theory calibration, which was then used to evaluate the tool and provide validity evidence. Results. Eighty-two assessments for 28 trainees (16 residents, 12 fellows) were completed by 25 faculty surgeons across 4 programs. Fifty-six kidney transplants, 13 liver transplants, and 13 donor nephrectomies were assessed. The mean assessment completion time was 4.1 ± 4.3 min. Internal structure validity was evaluated by calculating item infit (range, 0.86–1.15), indicating a strong model fit and confirming a high quality of items. Internal consistency was also high (Cronbach’s alpha = 0.94). There was a positive correlation between ratings and training level ( P < 0.01), indicating strong discriminatory power. Warm ischemia time for transplant operations did not correlate with performance ( P = 0.16). Conclusions. These data provide validity evidence for a novel operative assessment tool. This instrument can measure performance, monitor progress, document competency, and has the potential to provide valuable feedback.

Currently, no standard defines the clinical skills that medical students must demonstrate upon graduation. The Liaison Committee on Medical Education bases its standards on required subject matter and student experiences rather than on observable educational outcomes. The absence of such established outcomes for MD graduates contributes to the gap between program directors’ expectations and new residents’ performance. In response, in 2013, the Association of American Medical Colleges convened a panel of experts from undergraduate and graduate medical education to define the professional activities that every resident should be able to do without direct supervision on day one of residency, regardless of specialty. Using a conceptual framework of entrustable professional activities (EPAs), this Drafting Panel reviewed the literature and sought input from the health professions education community. The result of this process was the publication of 13 core EPAs for entering residency in 2014. Each EPA includes a description, a list of key functions, links to critical competencies and milestones, and narrative descriptions of expected behaviors and clinical vignettes for both novice learners and learners ready for entrustment. The medical education community has already begun to develop the curricula, assessment tools, faculty development resources, and pathways to entrustment for each of the 13 EPAs. Adoption of these core EPAs could significantly narrow the gap between program directors’ expectations and new residents’ performance, enhancing patient safety and increasing residents’, educators’, and patients’ confidence in the care these learners provide in the first months of their residency training.