Elastography is a simple, expedient and noninvasive technique that may be used to assess the elasticity or stiffness of a tissue, in conjunction with traditional B-mode ultrasonography. Quantitative assessment of tissue stiffness can be made which involves measurement of the shear wave velocity within the tissue of interest. The goal of this study was to assess the feasibility of elastography for clinical use in the abdomen of conscious small animals and to investigate factors that affect shear wave velocity measurement. Elastography was performed on the liver, spleen, and kidneys of 15 dogs at predefined depths within the parenchyma. Breed, age, gender, neuter status, and weight were documented for each animal. Depth at which measurements were taken had a significant negative relationship with the shear wave velocity value obtained. Individual dog effects, such as weight and gender, also appeared to have a significant effect on the shear wave velocity measurement for specific organs; weight had a significant positive effect on the shear wave velocity for each of the organs examined, whereas the effect of gender was inconsistent between organs (having a positive effect for the liver and a negative effect for the spleen). It is hoped that these results may act as a baseline to guide further work into the field of elastography in companion animals.

Previous lymphangiographic studies have investigated the use of computed tomography (CT) for characterizing the thoracic duct and its tributaries in dogs. However, there is limited published information on the appearance of the canine cisterna chyli using CT. The objective of this retrospective study was to describe the features of the canine cisterna chyli in pre- and post-contrast abdominal CT studies. The presence, location, shape, maximum width, size compared with the aortic diameter (Ao:cisterna chyli ratio) and mean attenuation of the cisterna chyli were recorded from archived abdominal CT scans of 30 dogs. Breed, age, sex and neutering status were also noted. A cisterna chyli was identified in 26 of the dogs (87%). In 22 cases a cisterna chyli could be reliably identified prior to intravenous contrast administration and in all 26 cases in postcontrast images. The cisterna chyli was most commonly located right dorsolateral to the abdominal aorta between L1 and L4. Shape varied on transverse images from crescent-like to globular and maximum diameters ranged from 5 to 9 mm. The Ao:cisterna chyli ratio varied between 0.29 and 0.71 (mean value-males: 0.32; females: 0.38). On pre-contrast images the mean Hounsfield units were 21.3HU (range: -3.8 to 64.25). Mild enhancement of the cisterna chyli post-contrast was observed in 24 dogs (80%). Findings supported the use of pre- and post-contrast abdominal CT as a non-invasive method for assessing qualitative and quantitative characteristics of the canine cisterna chyli.

Upon faculty request, information literacy instruction was fully integrated into an English for Academic Purposes course for non-native English speaking students pursuing a medical degree at a U.S. institution in the Gulf State of Qatar. Adopting the flipped classroom modality, librarians designed modules to meet the students' information literacy needs while adapting the content to the course syllabus. Content was uploaded to the learning management system, Canvas. Readings, online tutorials, quizzes and assignments were created to achieve the outcomes of each session. Completion of information literacy modules is factored in the overall grades of students in the English for Academic Purposes course. This paper will outline the design, implementation, and assessment of information literacy sessions and will highlight the importance of collaboration between faculty and librarians to set a common ground and reach expected outcomes. It will also share the students' perceptions of the effectiveness of integrating information literacy in an English for Academic Purposes course.

The medical humanities, a cross-disciplinary field of practice and research that includes medicine, literature, art, history, philosophy, and sociology, is being increasingly incorporated into medical school curricula internationally. Medical humanities courses in Writing, Literature, Medical Ethics and History can teach physicians-in-training communication skills, doctor-patient relations, and medical ethics, as well as empathy and cross-cultural understanding. In addition to providing educational breadth and variety, the medical humanities can also play a practical role in teaching critical/analytical skills. These skills are utilized in differential diagnosis and problem-based learning, as well as in developing written and oral communications. Communication skills are a required medical competency for passing medical board exams in the U.S., Canada, the UK and elsewhere. The medical library is an integral part of medical humanities training efforts. This contribution provides a case study of the Distributed eLibrary at the Weill Cornell Medical College in Qatar in Doha, and its collaboration with the Writing Program in the Premedical Program to teach and develop the medical humanities. Programs and initiatives of the DeLib library include: developing an information literacy course, course guides for specific courses, the 100 Classic Books Project, collection development of 'doctors' stories' related to the practice of medicine (including medically-oriented movies and TV programs), and workshops to teach the analytical and critical thinking skills that form the basis of humanistic approaches to knowledge. This paper outlines a 'best practices' approach to developing the medical humanities in collaboration among the medical library, faculty and administrative stakeholders.

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