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While active learning strategies have been promoted by researchers as practices to increase performance and retention, some practices have been shown to have unintended negative effects on students such as increasing anxiety. Students often report the debilitating effect of test-taking anxiety on their performance. This study investigated the use of an exam preparation process utilizing clicker questions to help human anatomy students at a community college cope with test-taking anxiety by practicing answering timed questions and regularly confronting the specific impact of anxiety on their performance. Students completed early and late semester surveys which measured self-reported test-taking anxiety levels and social anxiety in response to various teaching practices. There was no difference in test-taking anxiety between students who received clicker questions and students who did not. However, when comparing test taking anxiety across a subset of students who took both the early and late surveys, independent of treatment, a significant decrease in test taking anxiety was observed from the start to the end of the semester. Students also reported a change in effectiveness of teaching practices, rating lectures as effective early in the semester, while emphasizing active learning more at the end of the semester.

First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However, these practices can also provoke anxiety in students. Given that anxiety can impair cognitive performance, we sought to understand how first-generation students perceive active learning practices and whether these perceptions affect the anticipated benefits of active learning. As part of a larger study on pedagogical practices in anatomy and physiology courses at the community college level, we asked students to rate various active learning techniques on how much each provoked anxiety and how much each contributed to their learning. All students (N = 186) rated some techniques as more anxiety-provoking than others (e.g., cold calling); however, compared to continuing-generation students, first-generation students’ ratings tended to be higher. First-generation students anticipated doing more poorly in a course and attained lower final grades. Notably, the use of active learning practices did not improve first-generation students’ academic self-efficacy: by the end of term, academic self-efficacy decreased in non-white first-generation students whereas other students showed little change. When introducing active learning strategies, instructors may need to proactively address underrepresented minority students’ emotional reactions and ensure that all students experience success with these practices early in a course as a way to bolster academic self-efficacy.

The increased prevalence and severity of academic-related distress is of significant concern on college campuses. Of particular relevance to instructors is the anxiety relating to classroom teaching and evaluation practices. Sources of evaluation anxiety include student uncertainty about the nature of the expected demands as well as their ability to meet these demands. This report presents work from a pilot study investigating correlations between evaluation anxiety and perceived evaluation fidelity for different evaluation techniques across four different disciplines. We also examined the potential mediating role of academic self-efficacy in the relationship between anxiety and expected grade. Our results provide insight into methods to reduce anxiety and increase performance: should instructors focus their efforts on modifying their evaluation tools or increasing academic self-efficacy? La prévalence et la gravité accrues de la détresse liée aux études sont une préoccupation importante sur les campus universitaires. L'angoisse liée aux pratiques d'enseignement et d'évaluation en classe est particulièrement importante pour les instructeurs. Les sources d'angoisse de l'évaluation comprennent l'incertitude des étudiants quant à la nature des demandes attendues ainsi que leur capacité à répondre à ces demandes. Ce rapport présente les résultats d'une étude pilote portant sur les corrélations entre l'anxiété de l'évaluation et la fidélité à l'évaluation perçue pour différentes techniques d'évaluation dans quatre disciplines différentes. Nous avons également examiné le rôle médiateur potentiel de l'auto-efficacité académique dans la relation entre l'anxiété et le grade attendu. Nos résultats donnent un aperçu des méthodes permettant de réduire l’anxiété et d’augmenter les performances: les instructeurs devraient-ils concentrer leurs efforts sur la modification de leurs outils d’évaluation ou sur l’amélioration de leur efficacité personnelle?

Muddiest point and peer instruction are evidence-based instructional practices that can be used to address student learning gaps. The purpose of this study was to determine the impact of modality (face to face or online) on student perceptions of the effectiveness of combined muddiest point and peer instruction activities in community college anatomy and physiology courses. Data was collected through end of course surveys and included quantitative and qualitative results. While there was no significant difference in student perception of anxiety or contribution to learning among face-to-face and online students, anxiety levels were low and contribution to learning was high for both groups. Both groups generally provided positive qualitative responses, but online students were more likely to provide positive feedback on muddiest point and peer instruction activities than face-to-face students. Negative responses tended to focus on wanting to work alone and dissatisfaction with classmates' contributions. This study was supported as part of the Community College Anatomy and Physiology Education Research (CAPER) project (2111119). https://doi.org/10.21692/haps.2023.023

The body’s internal timekeeping system is an under-recognized but highly influential force in behaviors and emotions including anger and reactive aggression. Predictable cycles or rhythms in behavior are expressed on several different time scales such as circadian (circa diem, or approximately 24-h rhythms) and infradian (exceeding 24 h, such as monthly or seasonal cycles). The circadian timekeeping system underlying rhythmic behaviors in mammals is constituted by a network of clocks distributed throughout the brain and body, the activity of which synchronizes to a central pacemaker, or master clock. Our daily experiences with the external environment including social activity strongly influence the exact timing of this network. In the present review, we examine evidence from a number of species and propose that anger and reactive aggression interact in multiple ways with circadian clocks. Specifically, we argue that: (i) there are predictable rhythms in the expression of aggression and anger; (ii) disruptions of the normal functioning of the circadian system increase the likelihood of aggressive behaviors; and (iii) conversely, chronic expression of anger can disrupt normal rhythmic cycles of physiological activities and create conditions for pathologies such as cardiovascular disease to develop. Taken together, these observations suggest that a comprehensive perspective on anger and reactive aggression must incorporate an understanding of the role of the circadian timing system in these intense affective states.

Despite varied etiologies and symptoms, several neurodegenerative diseases—specifically, Alzheimer’s (AD), Parkinson’s (PD), and Huntington’s diseases (HDs)—share the common feature of abnormal circadian rhythms, such as those in behavior (e.g., disrupted sleep/wake cycles), physiological processes (e.g., diminished hormone release) and biochemical activities (e.g., antioxidant production). Circadian disturbances are among the earliest symptoms of these diseases, and the molecular mechanisms of the circadian system are suspected to play a pivotal, and possibly causal, role in their natural histories. Here, we review the common circadian abnormalities observed in ADs, PDs and HDs, and summarize the evidence that the molecular circadian clockwork directly influences the course of these disease states. On the basis of this research, we explore several circadian-oriented interventions proposed as treatments for these neurological disorders.

Food anticipatory activity (FAA) refers to a daily rhythm of locomotor activity that emerges under conditions of food restriction, whereby animals develop an intense, predictable period of activity in the few hours leading up to a predictable, daily delivery of food. The neural mechanisms by which FAA is regulated are not yet fully understood. Although a number of brain regions appear to be involved in regulating the development and expression of FAA, there is little evidence to date concerning the role of the anterior agranular insular cortex (AICa). The AICa plays a critical role in integrating the perception of visceral states with motivational behaviour such as feeding. We assessed the effect of bilateral electrolytic or ibotenic acid lesions of the AICa on FAA in male Wistar rats receiving food for varying lengths of time (2 h, 3 h, or 5 h) during the middle of the light phase (starting at either ZT4 or ZT6). Contrary to our initial expectations, we found that both electrolytic and ibotenic acid lesions significantly increased, rather than decreased, the amount of FAA expressed in lesioned rats. Despite increased FAA, lesioned rats did not eat significantly more during restricted feeding (RF) periods than control rats. Similar to controls, AlCa-lesioned rats showed negligible anticipatory activity to a restricted treat suggesting that the increased anticipatory activity in lesioned rats is associated with food restriction, rather than the appetitive value of the meal. Monitoring behaviour in an open field indicated that increased FAA in AlCa-lesioned rats was not explained by a general increase in locomotor activity. Together, these findings suggest that the AICa contributes to the network of brain regions involved in FAA.