Faculty Bibliography

Fusions involving the oncogenic gene RET have been observed in thyroid and lung cancers. Here we report RET gene alterations, including amplification, missense mutations, known fusions, novel fusions, and rearrangements in breast cancer. Their frequency, oncogenic potential, and actionability in breast cancer are described. Two out of eight RET fusions (NCOA4-RET and a novel RASGEF1A-RET fusion) and RET amplification were functionally characterized and shown to activate RET kinase and drive signaling through MAPK and PI3K pathways. These fusions and RET amplification can induce transformation of non-tumorigenic cells, support xenograft tumor formation, and render sensitivity to RET inhibition. An index case of metastatic breast cancer progressing on HER2-targeted therapy was found to have the NCOA4-RET fusion. Subsequent treatment with the RET inhibitor cabozantinib led to a rapid clinical and radiographic response. RET alterations, identified by genomic profiling, are promising therapeutic targets and are present in a subset of breast cancers.

Dental school graduates have a choice of a variety of career paths after graduation. Besides private practice students can work in research, hospital care, and academia. The goal of dental students is not only to be competent clinicians, but also to be able to delineate the different career pathways beyond dental school. Our aim is to provide a framework for dental students to use so that they can explore variousopportunities after dental school. We have formulated a template that consists of a series of questions that show different alternatives that in turn will help students decide their path beyond graduation. Thisframework will provide dental students with an organized tool to weigh the pros and cons of where to establish themselves and it will expose them to different career paths after graduation

This article aims to find out how the dental students at New York University College of Dentistry (NYU CD) evaluate the balance between the amount of theory taught and practice time allotted in cavity preparation presented in General Dentistry Simulation I so that recommendations to improve the curriculum can be formulated. An IRB approved anonymous six-question survey questionnaire was distributed to the dental students in the second (D2), year at NYUCD over a 3 year period. The questionnaire consisted of scaled responses so as to gain insight into the undergraduate opinion and their perception of whether the amount of theory and practice of cavity preparation presen ted in General Dentistry Simulation I was sufficient. Overall, the majority of the dental students felt that there was enough theory and practice for cavity preparation. Each succeeding second year students wanted more practice time

Dental school graduates have many options following graduation. Many are pursuing additional