BACKGROUND: This study introduces the curriculum of a discussion-based learning class for dental hygiene ethics education and evaluates the educational effect of discussion-based learning as applied to a dental hygiene ethics class.
METHODS: This study was conducted with 48 sophomores from the Department of Dental Hygiene who took dental hygiene ethics in the second semester of 2019. For the DBL class, the following steps were conducted: (1) a pre-class group activity (discussion); (2) a group presentation and team discussion; and (3) a discussion among all groups. To improve the ability to aggregate, organise, and prepare the learner\'s resources, data, information search skills, and opinions by the team and to improve communication skills by actively listening to other people\'s opinions, the presentation team\'s opinions were modified after the discussion, and the performance of rational opinions on topics was added. The professor provided feedback and summarised and ended the discussion. The survey was conducted before and after the DBL class.
RESULTS: Concerning critical thinking ability, critical objectivity increased significantly from 8.88 before to 9.38 after the DBL class, and critical confidence also increased significantly. The change in professional attitude significantly increased from 3.21 out of 5 points before the DBL class to 3.53 after the DBL class in the logical and critical thinking skills category and significantly increased from 3.27 to 3.66 in decision-making skills.
CONCLUSIONS: Teaching methods applied in DBL classes, not traditional lecture-style classes, consistent with changing educational paradigms, are very effective and should change gradually. These results will be particularly helpful to faculty members who are inexperienced in DBL courses and performance but interested in them.

Recently, it has been suggested that up to a third of the dementia cases might be preventable. While prevention is always better than cure, this is particularly important in the field of dementia, as current interventions are not able to modify the disease. This article revises the evidence \"for\" and \"against\" dementia primary prevention.
Evidence \"for\" is sustained by the Lancet Commission on Dementia Prevention, Intervention and Care that noted a reduction of age-related incidence of dementia in high-income countries. Based on results from large cohort studies and using population attributable risk, the commission concluded that up to 35% of dementia cases could be prevented by modifying nine risk factors: low education, midlife hearing loss, obesity, hypertension, late-life depression, smoking, physical inactivity, diabetes, and social isolation. In this life course conceptual framework, modifications of risk factors can influence dementia decades before clinical disease onset. However, evidence \"against\" is supported by large randomized controlled trials (RCT, > 250 participants per arm, minimum of 6 months follow-up), primarily set to prevent dementia using lifestyle interventions that have shown modest or negative results. The 2017 National Academy of Medicine report concluded that the current evidence is limited and there are no specific interventions to warrant a public health recommendation for dementia prevention. Multiple pathological pathways are involved in the development of dementia which are theoretically treatable by managing midlife hearing loss and hypertension, and with physical exercise and education, as suggested by robust observational studies. However, evidence from large clinical trials is not conclusive to support that a third of dementia cases might be prevented. Current initiatives testing the effect of lifestyle interventions in larger clinical trials may help to settle this debate.

BACKGROUND: Lesbian, gay, bisexual, and transgender (LGBT) adolescents frequently endure considerable adversity as they encounter identity-related stigma. As a result, LGBT adolescents are often at disproportionate risk for experiencing negative social and health outcomes.
METHODS: This four-module curriculum allows learners to explore challenges common to the clinical care of LGBT adolescents while also providing exposure to current trends and evidence in LGBT health. Through a combination of reflective exercises, didactic lectures, foundational readings, facilitated case discussion, and debate, the curriculum introduces learners to issues of assessment, treatment, and support as they relate to LGBT youth. The curriculum was written for use with learners in an interprofessional training program representing the disciplines of medicine, nursing, nutrition, social work, and psychology.
RESULTS: Four years of evaluation data indicate that the curriculum is particularly useful for exposing learners to the complexities of serving and supporting LGBT youth and identifying personal skills that may require additional development. Learners emerge with greater confidence in identifying local and national LGBT resources.
CONCLUSIONS: Incorporating cultural humility is key to fostering a commitment to lifelong learning and maintaining learners\' confidence when working with marginalized populations. Optimal discussion occurs when learners in all disciplines contribute, yet instructors can teach modules separately or modify them when learners from all disciplines are not present. In addition, learners emerge with greater confidence in connecting with outside resources, which assists both referrals for patients and self-directed learning.

Globally, tobacco kills more people than HIV-related conditions or AIDS, tuberculosis and malaria combined. In 1991, The World Bank, the world\'s largest lender, pledged that it would no longer support tobacco-related projects. It was expected that other financial investors would follow, but most did not respond to this call. As a result, several financial institutions continue to invest in tobacco and fuel an epidemic to an unprecedented scale. Using tobacco as a case in point, this review highlights the continuing investments among financial institutions which do not conform to \'socially responsible investments\' and calls for monitoring and reporting such unethical practices. The paper also underscores the need to harmonise the numerous criteria, principles and voluntary codes that govern socially responsible investing and ensure that financial institutions comply with them.