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Human Anatomy and Physiology courses are "gateway" courses that students must pass with high grades in order to proceed through their program of study. However, student pass rates are often low, resulting in students attempting the course multiple times and delaying their graduation. Supplemental instruction performed by peer leaders is one mechanism that has been used to increase student success. The goal of this study was to evaluate the effectiveness of peer-led supplemental instruction by comparing predicted and actual course grades. We learned that students predicted to earn a C achieved higher grades when they utilized supplemental instruction. While those students performed better than predicted, supplemental instruction did not improve ABC rates for the class. We conclude that supplemental instruction can be of benefit for some students.

This paper aims to further explore the impact of need and culture as they relate to orientation, training, development, and administrative policies on regional university adjunct faculty. The use of adjunct faculty has risen considerably over recent years making their university experience more relevant in today's higher education climate. Adjunct faculty express the desire for orientation, training, and professional development. In addition, adjunct faculty find administrative policies extremely isolating in nature as they struggle to develop more meaningful relationships with other faculty, administrators, and students. While adjunct faculty have vast industry experience, they often lack extensive experience in higher education. Considering that adjunct faculty have such a tremendous impact on college students, how they feel about their higher education experience is of great concern. Adjunct faculty effectiveness suffers when they do not receive adequate orientation, training, and development. When adjunct faculty are isolated from the university due to the structure of administrative policy, they become less committed to the overarching goals of the organization and thus less committed to students.

Beginning in the summer of 2019, the College of St. Scholastica endeavored to build a flexible, adaptable EdD program grounded in the guiding principles of CPED. This meant establishing a welcoming and safe program dedicated to cultivating justice-minded change makers. It also meant constructing a curriculum that would accommodate differing student backgrounds, be responsive to fluctuating consumer demands, and function as context-inclusive in an ever-evolving and intersecting space. While this alone was certainly a challenge, we did not anticipate that a global pandemic would present the most significant test of what we had created. To accomplish the aforementioned goals, the program architecture was dependent on the following structural considerations: a broadening of the target participant profile to include students across various social sectors; the use of design thinking as an asset in supporting innovation, creativity and flexibility; the inclusion of credit-bearing "third-place" courses intended to provide open-ended space and place for community building and reflective, intentional action; and an approach to course design that encouraged risk-taking by students with a focus on cultivating mindsets and skills around equity and social justice. None of these attributes on their own provided total protection from seismic societal, cultural or market shifts. Collectively, however, they offered a unique environment for the culturing of a particular type of doctoral experience, unique in its elasticity compared to more traditional, inflexible designs. This essay details the ways in which we attempted to create an inclusive, innovative, flexible structure, as validated (and challenged) by the COVID-19 pandemic.

Objective: To determine if treatment of co-occurring adult ADHD and Cannabis Use Disorder (CUD) with extended-release mixed amphetamine salts (MAS-ER) would be effective at improving ADHD symptoms and promoting abstinence. Method: A 12-week randomized, double-blind, two-arm pilot feasibility trial of adults with comorbid ADHD and CUD (n = 28) comparing MAS-ER (80 mg) to placebo. Main outcomes: ADHD: [greater than or equal to] 30% symptom reduction, measured by the Adult ADHD Investigator Symptom Rating Scale (AISRS). CUD: Abstinence during last 2 observed weeks of maintenance phase. Results: Overall, medication was well-tolerated. There was no significant difference in ADHD symptom reduction (MAS-ER: 83.3%; placebo: 71.4%; p = 0.65) or cannabis abstinence (MAS-ER: 15.4%; placebo: 0%; p = 0.27). MAS-ER group showed a significant decrease in weekly cannabis use days over time compared to placebo (p < 0.0001). Conclusions: MAS-ER was generally well-tolerated. The small sample size precluded a determination of MAS-ER's superiority reducing ADHD symptoms or promoting abstinence. Notably, MAS-ER significantly reduced weekly days of use over time.

This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children (M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children's psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion.

Successful translation of medical devices requires a clear pathway through the business environment, including regulatory obligations and the protection of intellectual property. Introducing these topics can be challenging for biomedical engineering programs, as students prefer hands-on activities and retain concepts best when directly applied to projects or research. To address this challenge, 10 years ago, we created a two-semester course sequence covering these topics, primarily intended for MS students focused on medical device design. Course content is delivered with a "just-in-time" approach to align with ongoing year-long design projects. In the fall semester, our course covers IP and regulatory topics relevant to the selection of an unmet clinical need for further development. The spring course covers topics related to implementation of a business model for a new product, such as licensing, clinical trials, quality systems, and submission of material to the FDA. Over 10 years, we have added numerous special features, including a regulatory science competition, a mock Pre-Submission Project reviewed by regulatory experts, and an IP presentation modeled after industry practices. In this manuscript, we review course content, structure, and outcomes. A survey was used to obtain feedback from graduates now in widely varying positions in the medical innovation space. In addition, we obtained feedback from a sample of external reviewers. With a response rate of [approximately]50%, the survey identified strong support for the courses and identified chosen career paths. The mock Pre-Submission Project was highly valued by students and their employers, as were other assignments that aligned with ongoing design or research activities. Several opportunities for improvement and possible expansion of the course were identified to further enhance this valuable part of our curriculum.

Contribution: This study aimed to improve understanding of context-based affordances and barriers to adoption of evidence-based instructional practices (EBIPs) among faculty in electrical and computer engineering (ECE). Context-based influences, including motives, constraints, and feedback mechanisms impacting EBIP adoption across six ECE faculty participants were documented using qualitative analysis. Background: Recent engineering education literature notes that the adoption of EBIPs by engineering faculty is lagging despite increased faculty awareness of EBIPs, belief in their effectiveness, and interest in integrating them. While researchers continue to investigate barriers to faculty adoption of EBIPs in science, technology, engineering, and mathematics education settings, few studies have dedicated examinations within a specific disciplinary context, particularly among ECE faculty members. Research Question: What context-based barriers and affordances influence adoption of EBIPs by ECE faculty members? Methodology: This study qualitatively analyzed data from in-depth interviews with six ECE faculty members from engineering programs throughout the United States. The study applied an iterative combination of case study and thematic analysis techniques to identify context-relevant and unique factors relevant to each individual participant and synthesize the process of decision making when incorporating EBIPs using a systems perspective. Findings: Overall, the approach identified drivers, constraints, and feedback mechanisms in regard to four emergent categories of EBIP adoption cases: (1) no use; (2) discontinued use; (3) in development; and (4) continued use. The study reports examples of context-based influences among the six participants in relation to their level of EBIP adoption, highlighting the substantial variation in faculty experiences with incorporating EBIPs.

As most academic libraries closed in March 2020 to help slow the spread of COVID-19, practitioners started working from home for the first time. After observing impacts on their own work, the authors sought to study the broader effects of remote work on practitioners' professional and personal life by conducting a longitudinal study between July 2020 and June 2021. The authors identified successful and unsuccessful practices and, based on this data, developed recommendations for how employers can support their employees as whole persons to ensure more productive professional performance and healthier personal lives.

This case examines the complex partnership between the university teacher education program and the host school district. Many factors contribute to the expectations and requirements of both institutions, which can at times, conflict in fundamental ways. The theoretical and research-based methods of early childhood coursework are often different than the reality of those classrooms. Furthermore, the adoption of initiatives like, Culturally Responsive Teaching and Leading standards by university teacher education programs must translate to the fieldwork. School and district-wide mandates often overrule best pedagogical and developmentally appropriate practices. With these opposing perspectives how can supervisors bridge the gap between the university classroom and the primary classroom? How can supervisors support teacher candidates and mentor teachers in negotiating rigid curricular programming, and maintain professional partnerships?

Creating Compassion is an empathy-focused creative arts curriculum designed to provide short-term, low-cost, high-quality social-emotional learning (SEL) to communities and settings with limited resources. The present study sought to determine whether Creating Compassion was effective for increasing displays of prosocial behaviors and broad SEL skills for early elementary school students (n = 9) through a multiple baseline single-case design, as empathy has previously been posited as a core factor in global social-emotional skill development. Results from this study confirmed the hypothesis that Creating Compassion would increase observed prosocial behaviors with moderate effectiveness for children in first, second, and third grades, including those with identified social-emotional skill deficits. Participant scores on a pre/post assessment of global SEL competence also increased after intervention. Ultimately, findings from this study suggest the Creating Compassion intervention might be used by school psychologists and other group interventionists to expose their school communities to arts programming and engage them in a fun and creative approach to accessible early SEL intervention.

Theories of student engagement for dropout and school completion are proposed to begin as early as age five. Student engagement in elementary-age students has been linked to school completion, post-secondary education, and achievement. However, there is little research examining patterns and profiles of student engagement in this population. In an effort to provide more individualized support and intervention, work in the field of student engagement has begun to examine profiles of student engagement and disengagement or disaffection. This study explored the identification of distinguishable groups based on student engagement in a sample of third-grade students and those groups' associations with demographic and outcome variables. Consistent with findings of research with older students, four distinct profiles of student engagement were found for males and females: Engaged, Cognitively/Affectively Disengaged, Behaviorally Disengaged, Disaffected. An additional class characterized by high absences was found for males. Demographic characteristics were associated with cluster attributes for males (Free or Reduced Lunch, special education, English Learner, and race-ethnicity) and female (El status). Cluster affiliation was significantly associated with seventh grade Math and Language Arts grades for both males and females and absences for males. Implications and future directions for research are discussed. The findings from the current study indicate there are discernible classes of student engagement and disengagement that can be identified as early as the third grade. These results may aid in the early identification of those at risk for dropping out of school and more effectively link students to targeted early interventions.

Comprehensive sexuality education (CSE) has been shown to have a wide range of positive impacts for K-12 students. Despite its demonstrated benefits, many K-12 students in the USA do not receive CSE. Because of this, college may be an opportune time to teach this information. However, little is known about the impact of CSE in institutions of higher education. To synthesise knowledge about the impacts of college-level sexual health courses in the USA, a review of the topic was conducted. A review searching Ebscohost, ProQuest, PubMed, and Google Scholar was undertaken. Following the search, a second coder reviewed the articles to confirm eligibility. 13 articles, published between 2001 and 2020, met the inclusion criteria and were included in the review. A wide range of outcomes were reported. These included increased health promoting behaviours, less homophobic and judgemental attitudes around sexuality, improved communication and relationships, and increased understanding of sexual violence. College sexual health courses have high potential efficacy to provide CSE and fill gaps in US students' sexual health knowledge. Future research should corroborate the existing outcomes using randomisation and more diverse samples, and examine whether these courses are effective in preventing sexual assault.

Data from the National Survey of Children's Health 2016-2019 was used to examine the co-occurrence of autism and ADHD and the impact on anxiety and depression among adolescents age 12-17. Rates of anxiety and depression were up to ten-fold the prevalence of adolescents not diagnosed with autism or ADHD. Over half of autistic females (57%) and nearly half of autistic males (49%) are also diagnosed with ADHD. Autistic females with ADHD had the highest co-occurrence of anxiety at 72% followed by autistic males with ADHD at 69%. The prevalence of depression was highest among autistic adolescents with ADHD yet was consistent across genders (male/female) at 38-39%. Adolescents diagnosed with autism and/or ADHD are at heightened risk for anxiety and depression.

This qualitative study examined a group of aspiring teachers who completed a pre-collegiate Grow Your Own (GYO) teacher program. The goals of the GYO program were to recruit and introduce high school students to the teaching profession and facilitate their transition to a teacher education program and eventually back to teaching in their communities. Findings showed that learning foundational knowledge about teaching and engaging in teaching activities in the GYO program provided early opportunities for participants to experience various aspects of being a teacher and begin constructing identities as teachers. Participants also developed an increased awareness of diversity and equity issues related to education in their communities and started accumulating knowledge and strategies as culturally responsive, community-oriented teachers. Mentorship from their teachers further fostered their sense of belonging to the teaching profession and ongoing teacher identity development. Research implications and recommendations for teacher education programs and policy makers to strengthen and sustain GYOs and district-university-community partnerships in teacher preparation were discussed.

This article explores the implementation of Radically Open Dialectical Behavior Therapy (RO DBT) in a University or College Counseling Setting (UCCS). The authors review the rationale for including RO DBT in a UCCS and the process of implementing the treatment at their center. This paper evaluates this newly implemented treatment by examining clinician experience, feasibility, and adaptability of RO DBT including Words of Wisdom regarding future implementations of RO DBT in a UCCS.

Systemic institutional racism in schools engenders different and difficult educational experiences for students of Color. Relatedly, there is an enduring divide between home and school that often influences school curricula, teachers' pedagogies, and students' educational progress. Considering this preclusion to learning, this case study gleans insight from a K-5 urban elementary school that partnered families and educators in an antiracist curriculum collaboration. Utilizing tenets of critical race theory and community cultural wealth, three salient themes emerged: (1) centering family voices and experiences, (2) calling for more antiracist practices and curricula, and (3) moving beyond the racist/not racist binary. We conclude with recommendations for schools engaging in antiracist work with family members.

Artificial intelligence in the workplace is becoming increasingly common. These tools are sometimes used to aid users in performing their task, for example, when an artificial intelligence tool assists a radiologist in their search for abnormalities in radiographic images. The use of artificial intelligence brings a wealth of benefits, such as increasing the efficiency and efficacy of performance. However, little research has been conducted to determine how the use of artificial intelligence assistants might affect the user's cognitive skills. In this theoretical perspective, we discuss how artificial intelligence assistants might accelerate skill decay among experts and hinder skill acquisition among learners. Further, we discuss how AI assistants might also prevent experts and learners from recognizing these deleterious effects. We then discuss the types of questions: use-inspired basic cognitive researchers, applied researchers, and computer science researchers should seek to answer. We conclude that multidisciplinary research from use-inspired basic cognitive research, domain-specific applied research, and technical research (e.g., human factors research, computer science research) is needed to (a) understand these potential consequences, (b) design artificial intelligence systems to mitigate these impacts, and (c) develop training and use protocols to prevent negative impacts on users' cognitive skills. Only by answering these questions from multidisciplinary perspectives can we harness the benefits of artificial intelligence in the workplace while preventing negative impacts on users' cognitive skills.

Influenza A viruses (IAV) of avian and swine origin have caused 5 pandemics in the previous 2 centuries (1). Aquatic avian populations, the primary reservoir for IAV, harbor numerous virus [...]

Abstract Background In recent studies, receipt of chiropractic care has been associated with lower odds of receiving prescription opioids and, among those already prescribed, reduced doses of opioids among patients with non-cancer spine pain. These findings suggest that access to chiropractic services may reduce reliance on opioids for musculoskeletal pain. Objective To assess the impact of chiropractic care on initiation, or continued use, of prescription opioids among patients with non-cancer spine pain. Methods We will search for eligible randomized controlled trials (RCTs) and observational studies indexed in MEDLINE, Embase, AMED, CINAHL, Web of Science, and the Index to Chiropractic Literature from database inception to June 2024. Article screening, data extraction, and risk-of-bias assessment will be conducted independently by pairs of reviewers. We will conduct separate analyses for RCTs and observational studies and pool binary outcomes (e.g. prescribed opioid receipt, long-term opioid use, and higher versus lower opioid dose) as odds ratios (ORs) with associated 95% confidence intervals (CIs). When studies provide hazard ratios (HRs) or relative risks (RRs) for time-to-event data (e.g. time-to-first opioid prescription) or incidence rates (number of opioid prescriptions over time), we will first convert them to an OR before pooling. Continuous outcomes such as pain intensity, sleep quality, or morphine equivalent dose will be pooled as weighted mean differences with associated 95% CIs. We will conduct meta-analyses using random-effects models and explore sources of heterogeneity using subgroup analyses and meta-regression. We will evaluate the certainty of evidence of all outcomes using the GRADE approach and the credibility of all subgroup effects with ICEMAN criteria. Our systematic review will follow the PRISMA statement and MOOSE guidelines. Discussion Our review will establish the current evidence informing the impact of chiropractic care on new or continued prescription opioid use for non-cancer spine pain. We will disseminate our results through peer-reviewed publication and conference presentations. The findings of our review will be of interest to patients, health care providers, and policy-makers. Trial registration Systematic review registration: PROSPERO CRD42023432277.

Background: Throughout the SARS-CoV-2 pandemic, policymakers have had to navigate between recommending voluntary behaviour change and policy-driven behaviour change to mitigate the impact of the virus. While individuals will voluntarily engage in self-protective behaviour when there is an increasing infectious disease risk, the extent to which this occurs and its impact on an epidemic is not known. Methods: This paper describes a deterministic disease transmission model exploring the impact of individual avoidance behaviour and policy-mediated avoidance behaviour on epidemic outcomes during the second wave of SARS-CoV-2 infections in Ontario, Canada (September 1, 2020 to February 28, 2021). The model incorporates an information feedback function based on empirically derived behaviour data describing the degree to which avoidance behaviour changed in response to the number of new daily cases COVID-19. Results: Voluntary avoidance behaviour alone was estimated to reduce the final attack rate by 23.1%, the total number of hospitalizations by 26.2%, and cumulative deaths by 27.5% over 6 months compared to a counterfactual scenario in which there were no interventions or avoidance behaviour. A provincial shutdown order issued on December 26, 2020 was estimated to reduce the final attack rate by 66.7%, the total number of hospitalizations by 66.8%, and the total number of deaths by 67.2% compared to the counterfactual scenario. Conclusion: Given the dynamics of SARS-CoV-2 in a pre-vaccine era, individual avoidance behaviour in the absence of government action would have resulted in a moderate reduction in disease however, it would not have been sufficient to entirely mitigate transmission and the associated risk to the population in Ontario. Government action during the second wave of the COVID-19 pandemic in Ontario reduced infections, protected hospital capacity, and saved lives.

Background: Frailty, rather than age, is associated with postoperative morbidity and mortality. We sought to determine whether preoperative frailty as defined by a novel scoring system could predict the outcomes among older patients undergoing esophagectomy. Methods: We identified patients 65 years or older who underwent esophagectomy between 2011 and 2021 at our institution. Frailty was assessed using the MSK-FI, which consists of 1 component related to functional status and 10 medical comorbidities. We used a multivariable logistic regression model to test for the associations between frailty and short-term outcomes, with continuous frailty score as the predictor and additionally adjusted for age and Eastern Cooperative Oncology Group performance status. Results: In total, 447 patients were included in the analysis (median age of 71 years [interquartile range, 68–75]). Most of the patients underwent neoadjuvant treatment (81%), an Ivor Lewis esophagectomy (86%), and minimally invasive surgery (55%). A total of 22 patients (4.9%) died within 90 days of surgery, 144 (32%) had a major complication, 81 (19%) were readmitted, and 31 (7.2%) were discharged to a facility. Of the patients who died within 90 days, 19 had a major complication, yielding a failure-to-rescue rate of 13%. The risk of 30-day major complications (OR, 1.24 [95% CI, 1.09–1.41]; p = 0.001), readmissions (OR, 1.31 [95% CI, 1.13–1.52]; p < 0.001), and discharge to a facility (OR, 1.86 [95% CI, 1.49–2.37]; p < 0.001) increased with increasing frailty. Frailty and 90-day mortality were not associated. Conclusions: Frailty assessment during surgery decision-making can identify patients with a high risk of morbidity.

Abstract The Iowa State University Veterinary Diagnostic Laboratory detected nineteen human-to-swine reverse zoonoses of the 2022–2023 human seasonal H3N2 between November 2022 and November 2023. Cases from seven U.S. locations were detected: 3 Colorado, 1 Illinois, 1 Indiana, 2 Missouri, 7 North Carolina, 1 Ohio, and 1 Pennsylvania. One additional case was detected in Mexico and two cases were identified from Chile. Case samples were comprised of 4 nasal swabs and 15 oral fluids. Virus was successfully isolated from two of four nasal swab samples, but isolation from oral fluids was unsuccessful. The swine detections of H3 human viruses were classified to one of two human-seasonal H3 clades, 3C.2a1b.2a.2b and 3C.2a1b.2a.2a.1. Phylogenetic inference indicated at minimum 7 reverse zoonotic events occurred, with possible swine-to-swine transmission following the initial spillover. Twelve neuraminidase genes were sequenced, and nine were classified as human-seasonal H3N2 lineage: the remaining were endemic swine IAV NA genes from the N2.2002B, N2.1998, or the N1.Classical lineage, suggesting reassortment. The two viral isolates obtained from nasal swab samples were sequenced and were entirely human-lineage viruses. Seven swine samples with human seasonal H3 were sequenced and revealed co-detections with H1 1A.3.3.3 (gamma), with internal gene segments from both the triple reassortant internal gene (TRIG) and pandemic 2009 lineages. Serologic investigation of samples from swine production systems provided evidence for infection with human seasonal H3N2. One farm in the United States and four farms in Mexico had concurrent virologic evidence. The swine-isolated 3C.2a1b.2a.2b H3N2 was antigenically distinct from endemic 1990.4.A, 2010.1, and 2010.2 swine H3N2 lineages, but retained antigenic similarity to a recent human seasonal H3N2 (A/Darwin/6/2021). Pigs experimentally inoculated with a representative isolate demonstrated replication in the nose and lungs and minimal to mild macroscopic and microscopic lung lesions, but primary pigs did not transmit the virus to indirect contacts. If sustained in the pig population, this human seasonal H3 would represent the first new lineage detected in pigs the 2020 decade and present an emerging threat to swine health and production.

Abstract Sequence-based genetic testing identifies causative variants in ~ 50% of individuals with developmental and epileptic encephalopathies (DEEs). Aberrant changes in DNA methylation are implicated in various neurodevelopmental disorders but remain unstudied in DEEs. We interrogate the diagnostic utility of genome-wide DNA methylation array analysis on peripheral blood samples from 582 individuals with genetically unsolved DEEs. We identify rare differentially methylated regions (DMRs) and explanatory episignatures to uncover causative and candidate genetic etiologies in 12 individuals. Using long-read sequencing, we identify DNA variants underlying rare DMRs, including one balanced translocation, three CG-rich repeat expansions, and four copy number variants. We also identify pathogenic variants associated with episignatures. Finally, we refine the CHD2 episignature using an 850 K methylation array and bisulfite sequencing to investigate potential insights into CHD2 pathophysiology. Our study demonstrates the diagnostic yield of genome-wide DNA methylation analysis to identify causal and candidate variants as 2% (12/582) for unsolved DEE cases.