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The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

A small subset of education studies analyzes school data collected seasonally (separating the summer from the school year). At first, this work was primarily known for documenting learning loss in the summers, but scholars have since recognized that observing how inequality changes between summer and school periods provides leverage for understanding how schools influence inequality. Results based on this analytic technique confirm current views in some ways, but in other ways the patterns challenge existing wisdom. For example, Black/White gaps in math and reading skills often grow faster when school is in versus out, consistent with the view that schools exacerbate racial inequality. But socioeconomic gaps produce the opposite pattern, suggesting that schools are compensatory across this dimension. In this review, I consider the logic behind seasonal research, the empirical patterns it has produced, and the kinds of new questions it motivates.

Transportation is a necessity in adult life. Qualitative literature regarding the usability of transportation to travel freely within the community (e.g., school, work, leisure activities) is widely circulated; however, information regarding transportation needs and barriers specifically faced by individuals with an intellectual and developmental disabilities (IDD) is limited. This study discusses the accessibility and usability of transportation avenues for individuals with IDD. Young adults with IDD (n = 9) explored their transportation experiences of accessing specialized public transportation (paratransit), ride-share, and personal vehicles independently. Researchers used a multiple-case study design to analyze interviews, observations, and document reviews. Results indicated the importance of teaching, maintaining, and generalizing transportation skills. Limitations and implications for research and practice are discussed.

We report on a cross-disciplinary collaboration between sociology and mathematics education to more effectively cultivate quantitative literacy (QL) in the introductory sociology course. Focusing on an instructional unit presenting the Gini coefficient (the most commonly used summary measure of income inequality), we engaged in iterative cycles of presentation, assessment, and redesign across four semester-long courses. Assessments were guided by insights from mathematics education--such as the procedural/conceptual distinction, student misconceptions, and student noticing--and characterized by extensive informal discussion and analysis of patterns in student exam responses. Assessments were formalized via coding of specific response elements and used to identify strategic foci for revision and redesign (including creating a brief instructional video series and an active learning exercise). In this article, we highlight the value of cross-disciplinary collaboration in QL pedagogy, demonstrate the effectiveness of analyzing specific elements and patterns of student comprehension to revise pedagogical presentation, and advocate for the strategic utility of the Gini coefficient for cultivating QL in introductory sociology.

Background: The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. Objective: This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Method: Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Results: Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Conclusion: Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Teaching Implications: Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed.

School staff increasingly seek to implement evidence-based school mental health services to promote student mental health. However, barriers to accessing programming and support mean that implementing these programs is difficult. Popular strategies to address these challenges, like one time professional development, often fail to be effective or sustainable. This study used mixed methods to evaluate how a set of training activities--sequential online learning modules combined with interprofessional telementoring, following the extension for community healthcare outcomes (ECHO) model--influenced provision of school mental health services. School counselors, nurses, psychologists, and social workers (n = 46) participated in training activities, which included nine, cohort-based ECHO sessions and 12 modules. We used a concurrent mixed methods design in which quantitative (implementation data and pre-post surveys) and qualitative (posttraining focus groups with a subset of participants, n = 11) data were used to evaluate training. Quantitative results indicated statistically significant pre-post improvements in participants' clinical self-efficacy (d = 0.83) and knowledge of evidence-based practices (d = 0.37). Qualitative data corroborated quantitative results. Post training, focus groups described positive reactions, learning, and behavior change, particularly with respect to equitable service provision and interprofessional teaming. ECHO appeared to facilitate the application of evidence-based strategies to real-life practice and improved participants' understanding of effective coordination of services. Taken together, findings suggest that group-based telementoring may be a high-impact strategy for supporting the implementation of effective, culturally specific, and collaborative school mental health services.

Background: The status of the regional lymph node basin is of prognostic importance in patients with melanoma, making the performance of sentinel lymph node biopsies (SLNBs) a key component of patient care management, particularly with the advent of immunotherapy for adjuvant treatment. The primary goal of our study was to assess the false-negative rate of SLNBs among patients with melanoma. Methods: We conducted a retrospective review of patients with melanoma undergoing SLNB by a single surgeon between Jan. 1, 2005, and Dec. 31, 2020. We extracted and cross-referenced patient demographic and pathologic information. Results: During the study period, 501 patients underwent an SLNB. Of these, 97 (19.4%) patients had pathologically positive sentinel lymph nodes and 404 (80.6%) patients had negative results. The latter were subject to further review; 84 (20.8%) patients subsequently developed recurrence, with 25 (6.2%) recurrences within the primary nodal basin. Isolated regional recurrence occurred in 11 (2.7%) patients and conjunction with a false-negative rate was 10.2%. Unadjusted recurrence rates were similar across each lymph node basin, including the axilla (2.7%), groin (3.6%), and neck (1.4%). Conclusion: The false-negative SLNB rate was 10.2% for isolated regional recurrences. These findings need to be considered in the era of using adjuvant systemic therapy for patients with melanoma. Contexte: L' tat du bassin ganglionnaire r gional rev t une importance pronostique chez les personnes atteintes de m lanome, ce qui rend les biopsies des ganglions sentinelles (BGS) essentielles la prise en charge de la maladie, particuli rement depuis l'av nement de l'immunoth rapie en traitement adjuvant. Le principal objectif de notre tude tait d' valuer le taux de r sultats faussement n gatifs des BGS dans les cas de m lanome. M thodes: Nous avons proc d une revue r trospective des cas de m lanome soumis des BGS effectu es par 1 seul membre de l' quipe de chirurgie entre le 1 (er) janvier 2005 et le 31 d cembre 2020. Nous avons extrait et recoup les donn es d mographiques et anatomopathologiques. R sultats: Pendant la dur e de l' tude, 501 personnes ont subi des BGS. Parmi elles, 97 (19,4%) pr sentaient des ganglions sentinelles positifs la biopsie et 404 (80,6%) avaient des r sultats n gatifs. Ce dernier groupe a t soumis un examen plus approfondi; 84 (20,8%) ont par la suite pr sent des r cidives, dont 25 (6,2%) l'int rieur du bassin ganglionnaire primitif. Des r cidives r gionales isol es sont survenues chez 11 (2,7%) personnes et le recoupement avec le taux de r sultats faussement n gatifs a t de 10,2%. Les taux de r cidives non ajust s ont t similaires peu importe les bassins ganglionnaires, y compris axillaires (2,7%), inguinaux (3,6%) et cervicaux (1,4%). Conclusion: Le taux de r sultats faussement n gatifs des BGS a t de 10,2% dans le cas des r cidives r gionales isol es. Il faut interpr ter ces r sultats en tenant compte du fait qu'ils ont t recueillis une poque o les malades atteints de m lanome taient trait s par chimioth rapie adjuvante., The status of the regional lymph node basin is of prognostic significance in patients with melanoma, making sentinel lymph node biopsy (SLNB) a key component of patient care management. Although [...]

BACKGROUND: Refeeding syndrome is the gravest possible medical complication in malnourished patients undergoing refeeding in the hospital. We previously reported that males with malnutrition secondary to eating disorders required more calories and had longer hospital stays than females; however, sex differences in electrolyte abnormalities indicating refeeding syndrome risk remain unknown. The objective of this study was to assess differences in electrolyte abnormalities indicating refeeding syndrome risk among male and female adolescents and young adults with eating disorders hospitalized for medical instability. METHODS: We retrospectively reviewed the electronic medical records of 558 patients aged 9-25 years admitted to the University of California, San Francisco Eating Disorders Program for medical instability between May 2012 and August 2020. Serum was drawn per standard of care between 5 and 7 am each morning and electrolyte abnormalities indicating refeeding syndrome risk were defined as: hypophosphatemia (

OBJECTIVE: The StRONG trial demonstrated the safety and efficacy of higher calorie refeeding (HCR) in hospitalized adolescents and young adults with malnutrition secondary to restrictive eating disorders. Here we compare refeeding outcomes in patients with atypical anorexia nervosa (atypical AN) versus anorexia nervosa (AN) and examine the impact of caloric dose. METHOD: Patients were enrolled upon admission and randomized to meal-based HCR, beginning 2000 kcal/day and advancing 200 kcal/day, or lower calorie refeeding (LCR), beginning 1400 kcal/day and advancing 200 kcal every other day. Atypical AN was defined as %median BMI (mBMI) > 85. Independent t-tests compared groups; multivariable linear and logistic regressions examined caloric dose (kcal/kg body weight). RESULTS: Among n = 111, mean ± SD age was 16.5 ± 2.5 yrs; 43% had atypical AN. Compared to AN, atypical AN had slower heart rate restoration (8.7 ± 4.0 days vs. 6.5 ± 3.9 days, p = .008, Cohens d = -.56), less weight gain (3.1 ± 5.9%mBMI vs. 5.4 ± 2.9%mBMI, p

This study assesses adults' perceptions of and predictors of intention to use prescription drug take-back boxes. This mixed methods study utilized focus groups and an online survey to examine factors related to intention to use a prescription drug take-back box. This study was conducted in [State] during the spring and summer of 2018. Themes identified in focus group data included the importance of take-back box location, benefits of take-back box use (such as reducing opportunities for medication misuse), and barriers to take-back box use (such as lack of awareness, stigma associated with law enforcement). Survey results indicate that pharmacies are the most preferred take-back box location and that attitudes, subjective norms, and perceived behavioral control are statistically significant predictors of intention to use a take-back box. Results suggest that individuals are open to using take-back boxes in secure, convenient locations, but many arsoe unaware of take-back boxes as an option for safe disposal. These findings have implications for health communication and policy efforts designed to increase the use of take-back boxes for prescription drug disposal.

Objective: The aim of this study was to investigate the perceptions of university students who served as outside facilitators for evidence-based nutrition education for elementary-age children. Design: Qualitative case study. Methods: Thirteen undergraduate university students facilitated four nutrition education sessions for elementary-age students in an after-school programme using the Choice, Control, Change model as part of service learning curriculum. University students completed pre- and post-participation surveys. Elementary-age participants completed surveys after each session. Results: University students saw the benefit of this type of experiential learning with the following themes: knowledge application, learning about diverse perspectives and having a positive impact. Before the first nutrition education session, the university students felt excited, nervous and/or enthusiastic, and during and immediately after the sessions reported they felt confident. Participant engagement was low/mixed and classroom management was challenging, which may be linked to the university students' perceptions that they were underprepared to work in a distracting social environment, and with behaviour typical to elementary-age children. The education session recipients reported they gained knowledge about healthy behaviours and believed that eating healthy foods is important. Conclusion: There are gaps in nutrition education programme theory and implementation by outside facilitators. These findings are relevant to those who provide health education services for surrounding communities. This study provides information about implementation barriers when outside facilitators lead nutrition education, alongside recommendations to improve these types of programmes in the future.

In this paper, I draw together myriad theoretical and philosophical sources to think through the intensification of emotion amid and emerging from the COVID-19 pandemic. I begin with three narratives from my own teaching and learning, which ground the subsequent conversation. I then characterize the current movement in educational theorizing known as the affective turn. The affective turn, I suggest, attunes educational inquiry to small, yet vital, moments of classroom interaction often taken for granted in public education. Toward considering those vital moments in more nuance, I discuss psychoanalyst Wilfred R. Bion's notion of the alpha function -- a nonconscious digestion of emotion we perform for others when they are overwhelmed. When coupled with Nel Noddings' evocation of the ethics of care in education, the alpha function offers an understanding of the hidden emotional labour in teaching. This hidden dimension of the teacher's task, the portion of the job that deals in regulating our own emotions and in helping students make sense of theirs, I suggest, is becoming more difficult amid the affective situation of the COVID-19 pandemic. I conclude the paper by gesturing toward a threefold response to be taken up more fully elsewhere: humility before the task of teaching, a reverence for the work of feeling, and a willingness to organize toward a more caring school system.

Community-Based Research (CBR) presents a wide range of benefits in higher education to students, community partners, and universities. Yet on our campus (and many others), CBR remains less common than other high-impact practices (HIPs) such as service learning and undergraduate research due to lack of effective institutionalization. Moreover, when CBR projects are undertaken, they result in a level of engagement with CBR that produces fewer of the expected benefits than is ideal. Here we detail our efforts to institutionalize CBR on our campus to appropriately expand the practice and its resulting benefits. These efforts focus on three initiatives: raising the visibility of CBR, diffusing expertise to implement CBR, and providing critical support for designing and implementing CBR. We also include our assessment plan which had to be postponed due to the COVID-19 pandemic. This plan utilizes a mixed-methods approach and will explore how our initiatives have made an impact on faculty and community partners involved with CBR, as well as assess interest and knowledge about CBR among faculty and community partners who are currently involved in service learning but not yet involved in CBR. We present our efforts as a model for other universities seeking to increase implementation of CBR.

The purpose of this paper is to describe a state-wide process used to determine which Teaching Works High Leverage Practices (Ball, 2016) pre-service teachers could be expected to implement at a proficient level by the completion of their preparation program (Initial HLPs), followed by two sets of high leverage practices novice teachers could master during their induction years (Induction and Expert HLPs) (Ball & Forzani, 2011; McLeskey & Brownell, 2015). Data were collected from a wide variety of stakeholders, including K-12 teachers, administrators, and educator preparation program faculty from across the state (N=203). Findings identified five High Leverage Practices that the majority of stakeholders indicated should be a priority for educator preparation programs in the state.