We studied the temperature dependence of the structural relaxation in poly(vinyl acetate) near the glass transition temperature with single molecule spectroscopy from Tg-1 K to Tg+12 K. The temperature dependence of the observed relaxation times matches results from bulk experiments; the observed relaxation times are, however, 80-fold slower than those from bulk experiments at the same temperature. We attribute this factor to the size of the probe molecule. The individual relaxation times of the single molecule environments are distributed normally on a logarithmic time scale, confirming that the dynamics in poly(vinyl acetate) is heterogeneous. The width of the distribution of individual relaxation times is essentially independent of temperature. The observed full width at half maximum (FWHM) on a logarithmic time axis is approximately 0.7, corresponding to a factor of about 5-fold, significantly narrower than the dielectric spectrum of the same material with a FWHM of about 2.0 on a logarithmic time axis, corresponding to a factor of about 100-fold. We explain this narrow width as the effect of temporal averaging of single molecule fluorescence signals over numerous environments due to a limited lifetime of the probed heterogeneities, indicating that heterogeneities are dynamic. We determine a loose upper limit for the ratio of the structural relaxation time to the lifetime of the heterogeneities (the rate memory parameter) of Q<80 for the range of investigated temperatures.

Objective The authors sought to demonstrate the feasibility of integrating small private online course (SPOC) technology with flipped classroom techniques in order to improve neuroscience education across diverse training sites. Methods Post-graduate medical educators used SPOC web conferencing software and video technology to implement an integrated case conference and in-depth neuroscience discussion. Results Ten psychiatry training programs from across the USA and from two international sites took part in the conference. Feedback from participants was largely positive. Conclusion This pilot demonstrated the feasibility of such a program and provided a diverse audience with the opportunity to engage in an interactive learning experience with expert faculty discussants. This may be a useful model for programs with limited local expertise to expand their teaching efforts in a wide range of topics.

Background: Opioid overdose deaths constitute a public health crisis in the United States. Strategies for reducing opioid-related harm are underutilized due in part to clinicians' low knowledge about harm reduction theory and limited preparedness to prescribe naloxone. Educational interventions are needed to improve knowledge and attitudes about, and preparedness to address, opioid overdoses among medical students. Methods: Informed by the Department of Veterans Affairs' Overdose Education and Naloxone Distribution (OEND) program and narrative medicine, we developed and led a mandatory workshop on harm reduction for clerkship medical students. Using validated scales, we assessed students' knowledge and attitudes about, and preparedness to address, opioid overdoses before the workshop and 6 weeks after. Results: Of 75 participating students from February through December 2017, 55 (73%) completed pre-workshop and 38 (51%) completed both pre-and post-workshop surveys. At baseline, 40 (73%) encountered patients with perceived at-risk opioid use in the previous 6 weeks, but only 11 (20%) recalled their teams prescribing naloxone for overdose prevention. Among those completing both surveys, knowledge about and preparedness to prevent overdose showed large improvement (Cohen's d ¼ 0.85, P < .001; Cohen's d ¼ 1.24, P < .001, respectively) and attitudes showed moderate improvement (Cohen's d ¼ 0.32, P ¼ .04). Discussion: Educational interventions grounded in harm reduction theory can increase students' knowledge and attitudes about, and preparedness to address, opioid overdoses.

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