Theoretical accounts of medial temporal lobe (MTL) function ascribe different functions to subregions of the MTL including perirhinal, entorhinal, parahippocampal cortices and the hippocampus. Some have suggested that the functional roles of these subregions vary in terms of their category specificity, showing preferential coding for certain stimulus types, but the evidence for this functional organization is mixed. In this systematic review, we evaluate existing evidence for regional specialization in the MTL for three categories of visual stimuli: faces, objects and scenes. We review and synthesize across univariate and multivariate neuroimaging studies, as well as neuropsychological studies of cases with lesions to the MTL. Neuroimaging evidence suggests that faces activate the perirhinal cortex, entorhinal cortex and the anterior hippocampus, while scenes engage the parahippocampal cortex and both the anterior and posterior hippocampus, depending on the contrast condition. There is some evidence for object-related activity in anterior MTL regions when compared to scenes, and in posterior MTL regions when compared to faces, suggesting that aspects of object representations may share similarities with face and scene representations. While neuroimaging evidence suggests some hippocampal specialization for faces and scenes, neuropsychological evidence shows that hippocampal damage leads to impairments in scene memory and perception, but does not entail equivalent impairments for faces in cases where the perirhinal cortex remains intact. Regional specialization based on stimulus categories has implications for understanding the mechanisms of MTL subregions, and highlights the need for the development of theoretical models of MTL function that can accommodate the differential patterns of specificity observed in the MTL. This article is protected by copyright. All rights reserved.

Medical schools provide the foundation for a physician’s growth and lifelong learning. They also require a large share of government resources. As such, they should seek opportunities to maintain trust from the public, their students, faculty, universities, regulatory colleges, and each other. The accreditation of medical schools attempts to assure stakeholders that the educational process conforms to appropriate standards and thus can be trusted. However, accreditation processes are poorly understood and the basis for accrediting authorities’ decisions are often opaque.  We propose that increasing transparency in accreditation could enhance trust in the institutions that produce society’s physicians. While public reporting of accreditation results has been established in other jurisdictions, such as Australia and the United Kingdom, North American accrediting bodies have not yet embraced this more transparent approach. Public reporting can enhance public trust and engagement, hold medical schools accountable for continuous quality improvement, and can catalyze a culture of collaboration within the broader medical education ecosystem. Inviting patients and the public to peer into one of the most formative and fundamental parts of their physicians’ professional training is a powerful tool for stakeholder and public engagement that the North American medical education community at large has yet to use.

Aim: To assess the effects of intravenously administered meperidine, fentanyl and tramadol in reducing the incidence, onset time and severity of the shivering response in parturients during cesarean delivery under spinal anesthesia. Secondary outcomes included patient satisfaction and sedation scores. Methods: After Ethics board approval and informed written consent, 350 parturients (ASA physical status I or II), between 20 and 40 years of age, undergoing emergency or elective cesarean delivery under spinal anesthesia were recruited. Parturients were then randomly allocated to seven study groups: normal saline (control), low-dose meperidine (0.5 mg/kg), high-dose meperidine (0.75 mg/kg), low-dose fentanyl (0.5 mcg/kg), high-dose fentanyl (0.75 mcg/kg), low-dose tramadol (0.5 mg/kg) and high-dose tramadol (0.75 mg/kg). The incidence, onset time and severity of shivering, along with patient satisfaction and sedation scores were measured. Results: All study drugs showed significant reduction in incidence, onset time and severity of shivering and greater satisfaction scores compared to the control group (P < 0.01). Within each drug class, no significant differences in shivering were found between the high-dose and low-dose groups. Among study drugs, lowdose tramadol was superior due to shivering prevention and significantly reduced sedation. Conclusion: Intravenously administered meperidine, fentanyl and tramadol reduce shivering incidence, onset time and severity in parturients undergoing cesarean delivery following spinal anesthesia. Importantly, low-dose intravenous tramadol (0.5 mg/kg) allowed shivering prevention and low sedation scores, thereby offering greater parturient satisfaction and better maternal-newborn bonding.

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Background: Surveys are being increasingly used to gather feedback and study data in healthcare professions. However, it may be challenging to achieve high response rates in surveys administered to healthcare professionals. The aim of this paper is to report six strategies that contributed to a high response rate on the Independent Student Analysis at the University of Toronto (U of T), which can be applied to other surveys to achieve strong response rates amongst healthcare professionals. Methods: In 2019, as part of accreditation for the U of T MD Program, we conducted the Independent Student Analysis, a student-led survey examining a medical student’s experience. We review and critically evaluate the factors that contributed to a robust response rate amongst one of the largest cohorts of medical students in Canada. Results: Among 1080 students in the MD program, we achieved an unprecedented response rate of 87.2%. Six factors were identified that most contributed to our high response rate, including: faculty support, student representation, eliciting participant feedback, creating protected time for completion, offering incentives, and generating awareness. Conclusions: Eliciting high survey response rates from medical learners can be challenging. However, with careful consideration of learner feedback and effective employment of the strategies discussed in this paper, medical school faculty may better engage students in survey completion, achieving higher response rates and gathering richer insight, which can be used to more effectively enact meaningful change amongst healthcare professionals.