Medial temporal lobe (MTL) lesions typically produce retrograde amnesia characterized by the disproportionate loss of recently acquired memories. Temporally graded memory loss is interpreted traditionally as evidence for a consolidation process guided by the MTL. Here, using functional magnetic resonance imaging (fMRI), we show temporally graded changes in MTL activity in healthy older adults taking a famous faces remote memory test. Evidence for temporally graded change in the hippocampal formation was mixed, suggesting it may participate only in consolidation processes lasting a few years. Entorhinal cortex was associated with temporally graded changes extending up to 20 years. These findings support the basic tenets of consolidation theory and suggest that the entorhinal cortex, rather than the hippocampal formation, participates in memory consolidation over decades.

As the population aged 65 and older grows, it becomes imperative for health care providers to expand their knowledge regarding geriatric conditions and concerns. Dementia is a devastating degenerative disease process that is affecting millions of individuals in the United States, with significant economic and emotional burden on family and caregivers. The need for further dementia education in physical therapy school is essential to improve attitudes and treatment that affect patient outcomes and quality of care. This physical therapy program implemented a 12-hour multimodal experiential learning module designed to educate their students on the challenges associated with dementia to increase knowledge and confidence when treating these patients. The results of this study showed statistically significant improvements in overall confidence and knowledge of treating patients with dementia. The study finds the addition of experiential learning to traditional didactic coursework improves students' reported confidence in working with patients with dementia and understanding the challenges associated with treating patients with dementia.

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Both groups reported that the PAL strategy was successful in achieving the intended goals of improved interprofessional understanding.

Introduction. Personal technology devices are now a primary method of notetaking in graduate learning. is study compared student learning outcomes using laptops for digital note-taking compared with handwritten notes. Review of Literature. Various results were reported in the literature of which notetaking method in undergraduate and graduate levels of learning results in best learning outcomes. Subjects. Subjects were 117 first-year doctoral physical therapy students enrolled in a 3-week wound care course. e study was completed over 3 consecutive years. Methods. Subjects volunteered to either use their laptop for digital note-taking or take handwritten notes on slide handouts. After course completion, course grades were compared between the 2 different note-taking method groups. Results. A 1-way analysis of variance yielded no significant difference due to the method of note-taking on overall course grade F(1, 115) = .048 (P = .827). A 2-way analysis of variance yielded no significant interaction between the method of note-taking and gender, but the main effect of gender was significant, with female subjects scoring higher than male subjects. Another 2-way analysis of variance yielded a significant interaction between the method of note-taking and the age of the student F(1, 113) = 9.402 (P = .003), and a simple main effects analysis for age found a significant difference in course grade between the 2 notetaking methods for older students F(1, 113) = 8.923 (P = .003) but not for younger students. is indicates that the effect of note-taking method on the course grade depended on the age group, specifically the older group tended to perform better with handwritten notes. Discussion and Conclusion.With our findings focusing on graduate physical therapy students, we found that handwritten note-takers tended toward having higher course grades, but they did not significantly outperform the digital notetaking group. Our findings found that the age of student and handwritten notetaking resulted in significantly higher course grades. Female gender was also found to be a significant factor for improved classroom performance in this study.Important and Relevance of Work. Results from this study indicated that modality of note-taking may not matter for most students, but it may matter for older students. Older students performed better in the handwritten notes group, and these findings are important to share with course instructors and with older students who may be struggling in graduate coursework.