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BackgroundUsing virtual patients, facilitated by natural language processing, provides a valuable educational experience for learners. Generating a large, varied sample of realistic and appropriate responses for virtual patients is challenging. Artificial intelligence (AI) programs can be a viable source for these responses, but their utility for this purpose has not been explored. ObjectiveIn this study, we explored the effectiveness of generative AI (ChatGPT) in developing realistic virtual standardized patient dialogues to teach prenatal counseling skills. MethodsChatGPT was prompted to generate a list of common areas of concern and questions that families expecting preterm delivery at 24 weeks gestation might ask during prenatal counseling. ChatGPT was then prompted to generate 2 role-plays with dialogues between a parent expecting a potential preterm delivery at 24 weeks and their counseling physician using each of the example questions. The prompt was repeated for 2 unique role-plays: one parent was characterized as anxious and the other as having low trust in the medical system. Role-play scripts were exported verbatim and independently reviewed by 2 neonatologists with experience in prenatal counseling, using a scale of 1-5 on realism, appropriateness, and utility for virtual standardized patient responses. ResultsChatGPT generated 7 areas of concern, with 35 example questions used to generate role-plays. The 35 role-play transcripts generated 176 unique parent responses (median 5, IQR 4-6, per role-play) with 268 unique sentences. Expert review identified 117 (65%) of the 176 responses as indicating an emotion, either directly or indirectly. Approximately half (98/176, 56%) of the responses had 2 or more sentences, and half (88/176, 50%) included at least 1 question. More than half (104/176, 58%) of the responses from role-played parent characters described a feeling, such as being scared, worried, or concerned. The role-plays of parents with low trust in the medical system generated many unique sentences (n=50). Most of the sentences in the responses were found to be reasonably realistic (214/268, 80%), appropriate for variable prenatal counseling conversation paths (233/268, 87%), and usable without more than a minimal modification in a virtual patient program (169/268, 63%). ConclusionsGenerative AI programs, such as ChatGPT, may provide a viable source of training materials to expand virtual patient programs, with careful attention to the concerns and questions of patients and families. Given the potential for unrealistic or inappropriate statements and questions, an expert should review AI chat outputs before deploying them in an educational program.

The importance of hip extensor and abductor muscles for sport performance and injury reduction is well-documented. To target these muscle groups, the barbell hip thrust and barbell glute bridge are used to load the posterior kinetic chain while band-resisted abduction exercises, like band-resisted side stepping, target the lateral kinetic chain. However, combining band-resisted hip abduction with barbell hip-extension dominant exercises has not yet been investigated. In this study, ten male subjects underwent a two-part research protocol with surface electromyography (sEMG) measured during a 5-repetition maximum (5-RM) load performance to determine differences in peak and mean muscular activity between band-resisted barbell hip thrust (BBHT) and barbell hip thrust (BHT), and between band-resisted barbell glute bridge (BBGB) and barbell glute bridge (BGB). The results indicated three significant differences between the pairs, with both banded conditions eliciting greater sEMG activity in the Upper Gluteus Maximus compared to non-banded conditions. However, BGB unexpectedly elicited greater sEMG activity in the Gluteus Medius compared to BBGB. The differences in muscle activity could potentially be explained by reciprocal inhibition and synergistic dominance. Further research is needed to make definitive statements on the superiority of band-resisted barbell exercises over non-banded barbell exercises and transferability to sport performance.

The United States along with the rest of the world has experienced an unprecedented disruption in daily life due to the COVID-19 pandemic. Almost everyone has experienced some sort of stay at home order resulting in an economic catastrophe greater than the Great Recession of 2008 and on par with the Great Depression almost a century ago. Educational institutions at both the K-12 and post-secondary levels have not been immune from the shutdown, with many schools closed from mid-March through the end of the 2020 school year. Many schools moved classes to remote, distance delivery platforms. Career and Technical Education (CTE) teachers were tasked with creative engaging learning activities online for curricula which is taught in a hands-on contextual learning environment. This paper will present preliminary results from research conducted by a collaborative group of nine researchers from across the United States with collectively over 200 years of career and technical education experience. The conceptual framework used for this study was Danielson's Framework for Teaching and Enhancing Professional Practice and Foundations of Career and Technical Education including Constructivism. 3,267 participants representing all 50 states responded to the 37-item survey. The research objectives included description of participants and identified challenges to planning and delivery of CTE content when schools were closed, and instruction was moved to remote/distance/online platforms. Participants ranked their challenges as instructors and their perceptions of challenges that were experienced by their students. CTE teachers ranked replicating classroom or lab environments online and lack of experience teaching online as their biggest challenges. The perceptions of the participants concerning challenges for their students included motivation to guide and manage their own learning and students' access to reliable internet connection. The emergence and prevalence of the COVID-19 pandemic added a layer of complexity to educational practice that was not foreseen and for which no intentional preparation had occurred. Understanding how CTE teachers and instructors responded to this call, and the challenges they and their students encountered, is important to efforts to improve practice in the future and to be in a better position should another crisis occur that forces learning to be delivered in alternative formats from that of the traditional face-to-face classroom. [Note: The page range (177-194) shown on the PDF is incorrect. The correct page range is 177-193.]

This qualitative narrative inquiry study explores lived experiences of seven working adult part-time online students, mostly community college transfers, in a Research 1 institution's online degree-completion program. Using in-depth interviews, four key themes are identified: access, engagement, inclusion, and university pride in students' interactions with student services. Access covers service availability, engagement the interaction quality, inclusion the feeling of being valued, and university pride the overall perception of their educational journey. Engagement further divides into positive connections and negative disconnections. Findings suggest positive experiences with student services, recommending enhanced service provisions for similar students to foster accessibility, engagement, inclusivity, and a positive institutional perception.

Zika virus infection during pregnancy can lead to congenital Zika syndrome. Implementation of screening programs and interpretation of test results can be particularly challenging during ongoing local mosquitoborne transmission. We conducted a retrospective chart review of 2,327 pregnant women screened for Zika virus in Miami–Dade County, Florida, USA, during 2016. Of these, 86 had laboratory evidence of Zika virus infection; we describe 2 infants with probable congenital Zika syndrome. Delays in receipt of laboratory test results (median 42 days) occurred during the first month of local transmission. Odds of screening positive for Zika virus were higher for women without health insurance or who did not speak English. Our findings indicate the increase in screening for Zika virus can overwhelm hospital and public health systems, resulting in delayed receipt of results of screening and confirmatory tests and the potential to miss cases or delay diagnoses.

A qualitative case study research design provided an in-depth perspective of the participants in relation to understanding the holistic impact technology has on the incivility of student-tostudent and student-to-faculty interactions in higher education. The conceptual framework by Twale and Deluca (2008), based upon Salin’s (2003) proposed model for bullying, is detailed. Participants were doctoral students (n=17) who are full-time professionals in higher education. The participants were given open-ended questions regarding technology and incivility. Access and ethical considerations are detailed. Participants’ detailed written responses were analyzed as outlined by Yin (2003). Four themes emerged from the data analysis; reported causes, reported outcomes, relationship types of participants, and ways to reduce technology’s impact on incivility. Technology use and incivility in higher education are both increasing. This study is important in understanding the views of students and perceptions of the causes, impact, and ways to decrease incivility.

This article explores instructional designers' perceptions of changes to instructional design practice in a post-pandemic workplace. A thematic analysis of interviews conducted with 33 instructional designers revealed that instructional designers believe that the profession is profoundly altered post-pandemic. Findings around post-pandemic instructional design practice include adopting agile instructional design practices, increasing collaborations with others within a context of empathy, recognizing the importance of accessibility, and increasing reliance on technology to deliver both instruction and training within the context of an expanded portfolio of how instruction will be delivered in the future.