Design: Cross-sectional

study

Setting: Provin

Design: Cross-sectional

study.

Setting: Province of Saskatchewan, Canada, in February 2009.

Participants: 143 community pharmacists.

Intervention: Questionnaire was faxed to target group.

Main outcome measures: Estimates of product use in children aged 2 years to younger than 6 years, pharmacist satisfaction with the new guidelines, and potential Selleckchem Oligomycin A plans when the new labels reach the market.

Results: 143 pharmacists returned a completed questionnaire by fax. Pharmacists currently recommend products for head colds for children aged 2 years to younger than 6 years more often than antitussives for coughs. More pharmacists were dissatisfied with the new ruling compared with those who were satisfied, with a main concern being that it went too far. Respondents indicated that when the new labels are implemented, they would be more likely

to recommend use of the products among close family members than among the public.

Conclusion: These results suggest some support for product efficacy but possible concern over potential liability. Pharmacists are also concerned that removing dosing guidelines from packaging may not fully deter parental use of such products.”
“Background: Multiple laboratories now offer clinical whole genome sequencing (WGS). We anticipate WGS becoming routinely used in research and clinical practice. Many institutions are exploring how best to educate geneticists and other professionals about WGS. Providing students in WGS courses with the option to analyze their

own genome sequence is one LY2606368 Cell Cycle inhibitor strategy that might enhance students’ engagement and motivation to learn about personal genomics. However, if this option is presented to students, it is vital they make informed decisions, do not feel pressured into analyzing their own genomes by their course directors or peers, and feel free to analyze a third-party genome if they prefer. We therefore developed a 26-hour introductory genomics course in part to help students make informed decisions about whether to receive personal WGS data in a subsequent advanced genomics course. In the advanced course, they had the option to receive Epigenetic Reader Do inhibitor their own personal genome data, or an anonymous genome, at no financial cost to them. Our primary aims were to examine whether students made informed decisions regarding analyzing their personal genomes, and whether there was evidence that the introductory course enabled the students to make a more informed decision.

Methods: This was a longitudinal cohort study in which students (N = 19) completed questionnaires assessing their intentions, informed decision-making, attitudes and knowledge before (T1) and after (T2) the introductory course, and before the advanced course (T3). Informed decision-making was assessed using the Decisional Conflict Scale.

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