During speech, how does the brain integrate information processed on different timescales and in separate brain areas so we can understand what is said? This is the language binding problem. Dynamic functional connectivity (brief periods of synchronization in the phase of EEG oscillations) may provide some answers. Here we investigate time and frequency characteristics of oscillatory power and phase synchrony (dynamic functional connectivity) during speech comprehension. Twenty adults listened to meaningful English sentences and non-sensical “Jabberwocky” sentences in which pseudo-words replaced all content words, while EEG was recorded. Results showed greater oscillatory power and global connectivity strength (mean phase lag index) in the gamma frequency range (30–80 Hz) for English compared to Jabberwocky. Increased power and connectivity relative to baseline was also seen in the theta frequency range (4–7 Hz), but was similar for English and Jabberwocky. High-frequency gamma oscillations may reflect a mechanism by which the brain transfers and integrates linguistic information so we can extract meaning and understand what is said. Slower frequency theta oscillations may support domain-general processing of the rhythmic features of speech. Our findings suggest that constructing a meaningful representation of speech involves dynamic interactions among distributed brain regions that communicate through frequency-specific functional networks.

Background Partnership programs between medical students and patients provide students with non-clinical experiences that enhance medical learning, especially with respect to humanistic care. We explored the perceptions and experiences of medical students in a pediatric oncology buddy program. Methods Using a basic interpretive qualitative approach, we conducted interviews with 15 medical students at three time points: before meeting his/her buddy (pre-interview), four months into the partnership (4-month interview), and at the end of the partnership (post interview). We then conducted a thematic analysis of the interview data. Results All students in the program who met the study criteria (N = 15/16) participated. The medical students highlighted that: (a) providing support to buddies and their families is important; (b) providing care to children with serious illnesses is emotionally difficult; (c) developing deep connections with buddies and their families is rewarding; and (d) gaining empathy and personal fulfillment from buddies and their families is inevitable. Conclusions This study provides an understanding of medical students’ perceptions and experiences in a pediatric oncology, non-clinical buddy program. Tailored one-on-one partnerships between medical students and pediatric oncology patients play an important role in medical education and contributes to the teaching of humanistic care.

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Her heart beats. She looks up at me, smiles. Or maybe it's a grimace. She's in pain, no doubt. More meds in store today. More pokes. More blood. More. Sips of water, bland food. Maybe a treat. No. She wants it all to end, she tells me. But she hasn't told them. Them. The doctors. She is scared. Not of dying. But of them. The doctors. Her heart beats. Another day. Still here. Still in pain. Still wanting to leave. She is brave today. Asks to go somewhere else. The doctors say palliative care. I cry. She smiles. We hold hands. We change rooms. Change roommates. Change smells. Change nurses. Change doctors. Change. We discuss our goals. Discuss our wishes. Discuss our future. Discuss. We stop daily blood work. Stop fluid drips. Stop chemo. Stop. Less poking. Less blood. Less. We start medication for her pain. For her stomach. For her nerves.