Frailty has been associated with increased incidence of postoperative delirium and mortality. We hypothesised that postoperative delirium mediates a clinically significant (≥1%) percentage of the effect of frailty on mortality in older orthopaedic trauma patients.
 
  This was a single-centre, retrospective observational study including 558 adults 65 yr and older, who presented with an extremity fracture requiring hospitalisation without initial ICU admission. We used causal statistical inference methods to estimate the relationships between frailty, postoperative delirium, and mortality.
 
  In the cohort, 180-day mortality rate was 6.5% (36/558). Frail and prefrail patients comprised 23% and 39%, respectively, of the study cohort. Frailty was associated with increased 180 day mortality from 1.4% to 12.2% (11% difference; 95% confidence interval [CI], 8.4-13.6), which translated statistically into an 88.7% (79.9-94.3%) direct effect and an 11.3% (5.7-20.1%) postoperative delirium mediated effect. Prefrailty was also associated with increased 180 day mortality from 1.4% to 4.4% (2.9% difference; 2.4-3.4), which was translated into a 92.5% (83.8-99.9%) direct effect and a 7.5% (0.1-16.2%) postoperative delirium mediated effect.
 
  Frailty is associated with increased postoperative mortality, and delirium might mediate a clinically significant, but small percentage of this effect. Studies should assess whether, in patients with frailty, attempts to mitigate delirium might decrease postoperative mortality.
 Frailty is associated with increased postoperative mortality, and delirium might mediate a clinically significant, but small percentage of this effect. Studies should assess whether, in patients with frailty, attempts to mitigate delirium might decrease postoperative mortality.
  Attention to equity, diversity, and inclusion (EDI) is on the rise in Canada, the United States, and the world. While there are evolving efforts across various sectors, post-secondary institutions, in particular, are growing in EDI efforts. For health professional programs, including pharmacy, health disparities are addressed and improvements in health care are realized when faculty are committed to EDI in hiring, admissions, and teaching and learning. To inform the direction and highlight the importance of further EDI research, programming, and evaluation, this paper analyzes the existing literature in pharmacy education and the education of diverse groups.
 
  Several databases were searched, resulting in 17 articles of varying scopes (e.g., reviews, commentaries, reports) that capture principles of pharmacy education for diverse or marginalized students. While other articles were screened for inclusion, the concepts of culture, equity, diversity, and inclusion were presented as part of classroom and curricular topics (e.g., learning about the topics) and did not contain mention or evaluation of the education of diverse or marginalized students in pharmacy.
 
  Pharmacy education literature for diverse and/or marginalized student groups is limited. While significant publications exist regarding pharmacy education about EDI, little attention has been given to how pharmacy programs and educators may adapt their teaching and learning practices, policies, procedures, and admission processes to move beyond the status quo.
 
  Findings from this review will better inform pharmacy education programs to engage in the research and practice of conscious continuous improvement of safe spaces for diverse pharmacy students.
 Findings from this review will better inform pharmacy education programs to engage in the research and practice of conscious continuous improvement of safe spaces for diverse pharmacy students.
  There are a variety of designs and implementation strategies reported for interprofessional education (IPE); however, most of these descriptions lack robust evaluations of interprofessional (IP) outcomes.
 
  An IPE Workshop Series was implemented for preclinical and prelicensure students in eight health professions, consisting of four sessions health professionals' roles and responsibilities (1A); introduction to patient safety (1B); IP diabetes management (2A); and IP pain management in the opioid epidemic (2B). For Workshops 2A and 2B, student perceptions of IPE were measured using the validated Students Perceptions of Interprofessional Clinical Education Revised Version 2 and IP team care plans were assessed with a rubric. Five hundred twenty-seven students attended all four workshops and completed all surveys. Student perceptions of IPE and collaboration were significantly increased after completing the IPE Workshop Series. Most teams met or exceeded expectations on the diabetes team care plans for collaboration, addressing patient concerns, and gaps in care; however, most teams needed improvement on addressing additional workup and management. The pain management team care plans were below expectations for most teams.
 
  Student perceptions of IP collaboration increased and were maintained longitudinally indicating a positive impact on this IPE outcome; however, performance on team care plans did not meet faculty expectations suggesting areas for improvement in the design and evaluation for this outcome.
 
  These findings reinforce the importance of evaluation to ensure IPE curricula are achieving IP outcomes, notably, utilizing validated instruments and incorporating faculty assessments that are appropriately leveled for learners.
 These findings reinforce the importance of evaluation to ensure IPE curricula are achieving IP outcomes, notably, utilizing validated instruments and incorporating faculty assessments that are appropriately leveled for learners.
  The purpose of this reflection or wisdom of experience article is to describe and reflect on the impacts of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on experiential education (EE) leadership and teams. Additionally, this reflection will shift the focus from the spring 2020 environment of SARS-CoV-2 to what EE teams and college administration can learn from those experiences.  https://www.selleckchem.com/products/cb-839.html  Moving forward, EE teams and administrators can be better equipped to proactively plan for future emergencies.
 
  Using the "What? So What? Now What?" model of reflection, this manuscript will broadly describe the experiences of three EE administrators and their teams during the SARS-CoV-2 pandemic. Proposed lessons learned as well as future planning strategies will be presented.
 
  The world of education was unprepared for the SARS-CoV-2 pandemic, and most sectors were left scrambling to adjust to new models very quickly with no planning or preparation. In the realm of pharmacy education, SARS-CoV-2 caused complete disruption for pharmacy students on rotations, clinical sites, preceptors, and EE teams.