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In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors' awareness and use of OERs.

As the surgical education paradigm transitions to entrustable professional activities, a better understanding of the factors associated with resident entrustability are needed. Previous work has demonstrated intraoperative faculty entrustment to be associated with resident entrustability. However, larger studies are needed to understand if this association is present across various surgical training programs. To assess intraoperative faculty-resident behaviors and determine if faculty entrustment is associated with resident entrustability across 4 university-based surgical training programs. This cross-sectional study was conducted at 4 university-based surgical training programs from October 2018 to May 2022. OpTrust, a validated tool designed to assess both intraoperative faculty entrustment and resident entrustability behaviors independently, was used to assess faculty-resident interactions. A total of 94 faculty and 129 residents were observed. Purposeful sampling was used to create variation in type of operation performed, case difficulty, faculty-resident pairings, faculty experience, and resident training level. Observed resident entrustability scores (scale 1-4, with 4 indicating full entrustability) were compared with reported measures (faculty level, case difficulty, resident postgraduate year [PGY], resident gender, observation month) and observed faculty entrustment scores (scale 1-4, with 4 indicating full entrustment). Path analysis was used to explore direct and indirect effects of the predictors. Associations between resident entrustability and faculty entrustment scores were assessed by pairwise Pearson correlation coefficients. A total of 338 cases were observed. Cases observed were evenly distributed by faculty experience (1-5 years' experience: 67 [20.9%]; 6-14 years' experience: 186 [58%]; ≥15 years' experience: 67 [20.9%]), resident PGY (PGY 1: 28 [8%]; PGY 2: 74 [22%]; PGY 3: 64 [19%]; PGY 4: 40 [12%]; PGY 5: 97 [29%]; ≥PGY 6: 36 [11%]), and resident gender (female: 183 [54%]; male: 154 [46%]). At the univariate level, PGY (mean [SD] resident entrustability score range, 1.44 [0.46] for PGY 1 to 3.24 [0.65] for PGY 6; F = 38.92; P

Abstract Background Adverse events in early life can have impact lasting into adulthood. We investigated the long-term effects of systemic inflammation during postnatal development on adult microglial responses to lipopolysaccharide (LPS) in two CNS regions (cortex, cervical spinal cord) in male and female rats. Methods Inflammation was induced in Sprague-Dawley rats by LPS (1 mg/kg) administered intraperitoneally during postnatal development at P7, P12 or P18. As adults (12 weeks of age), the rats received a second LPS dose (1 mg/kg). Control rats received saline. Microglia were isolated 3 h post-LPS followed by gene expression analysis via qRT-PCR for pro-inflammatory (IL-6, iNOS, Ptgs2, C/EBPb, CD14, CXCL10), anti-inflammatory (CD68, Arg-1), and homeostatic genes (P2Y12, Tmemm119). CSF-1 and CX3CL1 mRNAs were analyzed in microglia-free homogenates. Results Basal gene expression in adult microglia was largely unaffected by postnatal inflammation. Adult cortical microglial pro-inflammatory gene responses to LPS were either unchanged or attenuated in rats exposed to LPS during postnatal development. Ptgs2, C/EBPb, CXCL10 and Arg-1 were the most affected genes, with expression significantly downregulated vs. rats without postnatal LPS. Spinal microglia were affected most by LPS at P18, with mixed and sometimes opposing effects on proinflammatory genes in males vs. females. Overall, male cortical vs. spinal microglia were more affected by postnatal LPS. Females were affected in both cortex and spinal cord, but the effect was dependent on timing of postnatal LPS. Overall, inflammatory challenge at P18 had greater effect on adult microglia vs. challenge at P12 or P7. Conclusions Long-lasting effects of postnatal inflammation on adult microglia depend on postnatal timing, CNS region and sex.

In this study, we have explored the effectiveness of two instructional approaches in the context of the motion of objects falling at terminal speed in the presence of air resistance. We ground these instructional approaches in dual-process theories of reasoning, which assert that human cognition relies on two thinking processes. Dual-process theories suggest multiple possible avenues by which instruction might impact student reasoning. In this paper, we compare two possible instructional approaches: one designed to reinforce the normative approach (improving the outputs of the intuitive process) and another that guides students to reflect on and analyze their initial ideas (supporting the analytic process). The results suggest that for students who have already demonstrated a minimum level of requisite knowledge, instruction that supports analysis of their likely intuitive mental model leads to greater learning benefits in the short term than instruction that focuses solely on providing practice with the normative mindware. These results have implications for the design of instructional materials and help to demonstrate how dual-process theories can be leveraged to explain the success of existing research-based materials.

Over the course of the introductory calculus-based physics course, students are often expected to build conceptual understanding and develop and refine skills in problem solving and qualitative inferential reasoning. Many of the research-based materials developed over the past 30 years by the physics education research community use sequences of scaffolded questions to step students through a qualitative inferential reasoning chain. It is often tacitly assumed that, in addition to building conceptual understanding, such materials improve qualitative reasoning skills. However, clear documentation of the impact of such materials on qualitative reasoning skills is critical. New methodologies are needed to better study reasoning processes and to disentangle, to the extent possible, processes related to physics content from processes general to all human reasoning. As a result, we have employed network analysis methodologies to examine student responses to reasoning-related tasks in order to gain deeper insight into the nature of student reasoning in physics. In this paper, we show that network analysis metrics are both interpretable and valuable when applied to student reasoning data generated from "reasoning chain construction tasks." We also demonstrate that documentation of improvements in the articulation of specific lines of reasoning can be obtained from a network analysis of responses to reasoning chain construction tasks.

IntroductionIndoor tanning beds cause more than 450,000 new skin cancers each year, yet their use remains common, with a global indoor tanning prevalence of 10.4%. Social media provides an opportunity for cost-effective, targeted public health messaging. We sought to direct Instagram users at high risk of indoor tanning to accurate health information about the risks of indoor tanning and to reduce indoor tanning bed use.MethodsWe disseminated a public health campaign on Instagram on April 6-27, 2022 with 34 video and still-image advertisements. We had 2 target audiences at high risk of indoor tanning: women aged 18-30 years in Kentucky, Nebraska, Ohio, or Tennessee interested in indoor tanning and men aged 18-45 years in California interested in indoor tanning. To evaluate the impact of the campaign, we tracked online metrics, including website visits, and conducted an interrupted time-series analysis of foot traffic data in our target states for all tanning salons documented on SafeGraph from January 1, 2018 to 3 months after the campaign.ResultsOur indoor tanning health information advertisements appeared on Instagram feeds 9.1 million times, reaching 1.06 million individuals. We received 7,004 views of our indoor tanning health information landing page (Average Time on Page of 56 seconds). We did not identify a significant impact on foot traffic data on tanning salons.ConclusionsWe show the successful use of social media advertising to direct high-risk groups to online health information about indoor tanning. Future research quantifying tanning visits before and after indoor tanning interventions is needed to guide future public health efforts.

IntroductionOpen educational resources (OERs) provide instructors access to no-cost lesson materials they can incorporate into their courses. OER lessons can promote the use of innovative and evidence-based educational practices in biology education. Prior research suggests that teaching strategies are often implemented in different ways which can impact student learning. However, few studies have explored how OER lessons are modified to fit their local context.MethodsWe used the teacher-curriculum framework to understand how and why instructors modify these materials. Additionally, we explored how these materials supported instructors in enacting national priorities from Vision and Change. We surveyed 139 instructors who implemented lessons published in CourseSource, a peer-reviewed journal specifically designed to share OERs.ResultsWe found that the majority of instructors who used the lesson materials (e.g., slides, worksheets, assessments, protocols) did so without making substantial modifications, in contrast with prior research. Furthermore, we found that these materials were particularly helpful in incorporating student-centered teaching practices, like group work or discussions, sometimes for the first time.DiscussionThese insights into what instructors value in lesson materials can inform OER publishing guidelines so that these materials best meet instructional needs.

IntroductionIndividuals' memories are assessed in multiple contexts; however, depending on the context, how an individual is questioned may impact the quantity and quality of the details reported. One goal of this study is to investigate how the modality of questioning (individuals talk or write about an event) impacts memory reports. Additionally, being tested on previously learned information improves memory for that information compared to re-studying it. Consequently, another goal is to examine how questioning impacts memory reports compared to a second exposure. We utilized open-ended and pointed questions (true and false).MethodParticipants watched a short video and were questioned (Experiment 1: In-Person; Experiment 2: Virtual) about its contents immediately, 1 week, and 1 month later.ResultsThe current study found that writing leads to better quality memory reports than speaking, and the benefit is present 1 week later. Additionally, we found that writing mitigates an anticipated testing benefit, although this depended on whether a pointed or open-ended question was asked. Restudying (vs. immediate testing) led to better performance for the false pointed questions. However, the better performance operated differently depending on whether participants wrote or spoke following restudying, perhaps due to a differential criterion shift between the Restudy-Written and the Restudy-Spoken conditions.DiscussionWe conclude that the impact of the modality of questioning is influenced in several ways by the types of questions asked, which bears significance for many domains because one modality (or a combination) may be more suitable for producing more accurate memory reports as a function of different domains.

We aimed to explore the differences in immune checkpoint inhibitor (ICI) immunotherapy utilization for advanced melanoma by examining patient and neighborhood characteristics. We performed a retrospective cohort study using a deidentified, random sample of SEER-Medicare beneficiaries aged ≥65 years with stage III or stage IV melanoma (2011–2017). Our primary outcome was initiation of ICI immunotherapy (ipilimumab, pembrolizumab, nivolumab, or atezolizumab) after stage III or stage IV melanoma diagnosis. We analyzed ICI usage with multivariable logistic regression. After analyzing the entire 2011–2017 cohort, we conducted a secondary analysis in which we separately analyzed the 2011–2014 and 2015–2017 cohorts to assess possible differences over time. We included 3531 beneficiaries, with mean follow-up of 2.1 (SD = 2.0) years. Higher likelihood of ICI usage was associated with male sex (OR = 1.21, 95% confidence interval = 1.04–1.42) and higher density of medical oncologists (OR = 1.02, 95% confidence interval = 1.01–1.04). Lower likelihood of ICI usage was associated with older age group and Charlson comorbidity score (score ≥2; OR = 0.72, 95% confidence interval = 0.60–0.86). These associations were diminished in more recent years (no association with sex, medical oncologist density, Charlson comorbidity score, and association with only the oldest age group in years 2015–2017). We found significant sex- and age-related differences in initiation among SEER-Medicare beneficiaries with stage III or stage IV melanoma, which appear to be improving over time.

In this paper, we seek to evaluate the extent to which students can follow a deductive reasoning chain when it is presented to them. A great deal of instruction in introductory physics courses is centered on presenting students with a logical argument that starts from first principles and systematically leads to a particular conclusion. This approach to instruction may conflict with current models of how students reason, including dual-process theories of reasoning and decision making. We investigated student ability to follow reasoning chains at several different institutions, across multiple topics that span introductory mechanics and electricity and magnetism. (For the purposes of this study, we operationally define "following" a reasoning chain--either a correct chain or an incorrect chain--as selecting the appropriate conclusion to a given chain.) To accomplish this, we asked students to answer a physics question and provide an explanation for their answer. We then presented them with a reasoning chain generated by a fictitious student and asked them to select the appropriate concluding statement for that chain. Some of these fictitious chains were fully correct, while others contained a conceptual or logical error. We intentionally used tasks for which students would be unlikely to generate correct reasoning chains on their own. We found that for most tasks, students were generally successful at following chains based on common incorrect reasoning. Students who themselves generated the correct reasoning, however, were much more successful at following correct reasoning chains. Connections between this work and dual-process theories, as well as implications for instruction, are discussed.

In the University Classroom Observation Program (UCOP), middle and high school teachers spend time on campus observing science, technology, engineering, and mathematics (STEM) classes and engaging in discussions with colleagues and college instructors. The program provides a unique and reciprocal professional learning opportunity. Middle and high school teachers learn to use an observation protocol to collect data in STEM classrooms. These data serve as feedback for individual college instructors; help provide an aggregate snapshot of teaching throughout the university; and contribute to faculty professional learning opportunities, new teaching and learning initiatives, and the larger discipline-based education research (DBER) literature. UCOP offers middle and high school teachers discussion and networking opportunities to reflect on their own teaching and on ways to better prepare their students for college. Here we describe the program, articulate the benefits for stakeholders, reflect on lessons learned, and discuss important considerations for the development of similar programs. [Note: The print ISSN (1534-6104) shown on the PDF is incorrect. The correct ISSN is 1534-6102.]

Some antihypertensive medications are photosensitizing. The implications for skin cancer risk remain unclear because results from prior studies are inconsistent and as new evidence is published. We performed a systematic review and meta-analysis to evaluate the association between antihypertensives and common skin cancers (cutaneous squamous cell carcinoma, basal cell carcinoma, and melanoma) and to evaluate dose–response relationships. Forty-four articles met inclusion criteria, and 42 could be meta analyzed. Increased risks were seen for basal cell carcinoma with calcium channel blockers (relative risk [RR] = 1.17, 95% confidence interval [CI] = 1.11–1.22), diuretics (RR = 1.06, 95% CI = 1.03–1.10), and thiazides (RR = 1.10, 95% CI = 1.04–1.16); for squamous cell carcinoma with calcium channel blockers (RR = 1.08, 95% CI = 1.01–1.14), diuretics (RR = 1.29, 95% CI = 1.17–1.43), and thiazides (RR = 1.36, 95% CI = 1.15–1.61); and for melanoma in angiotensin-converting enzyme inhibitors (RR = 1.09, 95% CI = 1.03–1.14), calcium channel blockers (RR = 1.08, 95% CI = 1.03–1.12), and thiazides (RR = 1.09, 95% CI = 1.02–1.17). The quality of evidence was low or very low. We observed evidence for dose–response for thiazides with basal cell carcinoma; angiotensin-converting enzyme inhibitors, diuretics, and thiazides with squamous cell carcinoma; and angiotensin-converting enzyme inhibitors, diuretics, and thiazides with melanoma. Our meta-analysis supports a potential causal association between some antihypertensives, particularly diuretics, and skin cancer risk.

Clonal hematopoiesis (CH) mutations are common among individuals without known hematologic disease. CH mutations have been associated with numerous adverse clinical outcomes across many different studies. We systematically reviewed the available literature for clinical outcomes associated with CH mutations in patients without hematologic disease. We searched PubMed, EMBASE, and Scopus for eligible studies. Three investigators independently extracted the data, and each study was verified by a second author. Risk of bias was assessed using the Newcastle-Ottawa Scale. We identified 32 studies with 56 cohorts that examine the association between CH mutations and clinical outcomes. We conducted meta-analyses comparing outcomes among individuals with and without detectable CH mutations. We conducted meta-analyses for cardiovascular diseases (nine studies; HR = 1.61, 95% CI = 1.26-2.07, p = .0002), hematologic malignancies (seven studies; HR = 5.59, 95% CI = 3.31-9.45, p

BackgroundThe first day of class helps students learn about what to expect from their instructors and courses. Messaging used by instructors, which varies in content and approach on the first day, shapes classroom social dynamics and can affect subsequent learning in a course. Prior work established the non-content Instructor Talk Framework to describe the language that instructors use to create learning environments, but little is known about the extent to which students detect those messages. In this study, we paired first day classroom observation data with results from student surveys to measure how readily students in introductory STEM courses detect non-content Instructor Talk.ResultsTo learn more about the instructor and student first day experiences, we studied 11 introductory STEM courses at two different institutions. The classroom observation data were used to characterize course structure and use of non-content Instructor Talk. The data revealed that all instructors spent time discussing their instructional practices, building instructor/student relationships, and sharing strategies for success with their students. After class, we surveyed students about the messages their instructors shared during the first day of class and determined that the majority of students from within each course detected messaging that occurred at a higher frequency. For lower frequency messaging, we identified nuances in what students detected that may help instructors as they plan their first day of class.ConclusionsFor instructors who dedicate the first day of class to establishing positive learning environments, these findings provide support that students are detecting the messages. Additionally, this study highlights the importance of instructors prioritizing the messages they deem most important and giving them adequate attention to more effectively reach students. Setting a positive classroom environment on the first day may lead to long-term impacts on student motivation and course retention. These outcomes are relevant for all students, but in particular for students in introductory STEM courses which are often critical prerequisites for being in a major.Supplementary informationThe online version contains supplementary material available at 10.1186/s40594-021-00306-y.

Transient depletion of the transcription elongation factor SPT6 in the keratinocyte has been recently shown to inhibit epidermal differentiation and stratification; instead, they transdifferentiate into a gut-like lineage. We show here that this phenomenon of transdifferentiation recapitulates Barrett's metaplasia, the only human pathophysiologic condition in which a stratified squamous epithelium that is injured due to chronic acid reflux is trans-committed into an intestinal fate. The evidence we present here not only lend support to the notion that the keratinocytes are potentially the cell of origin of Barrett's metaplasia but also provide mechanistic insights linking transient acid exposure, downregulation of SPT6, stalled transcription of the master regulator of epidermal fate TP63, loss of epidermal fate, and metaplastic progression. Because Barrett's metaplasia in the esophagus is a pre-neoplastic condition with no preclinical human models, these findings have a profound impact on the modeling Barrett's metaplasia-in-a-dish.

Summary: Microorganism communities can shape host phenotype evolution but are often comprised of thousands of taxa with varied impact on hosts. Identification of taxa influencing host evolution relies on first describing microorganism communities and acquisition routes. Keratinolytic (keratin-degrading) microorganisms are hypothesized to be abundant in saltmarsh sediments and to contribute to plumage evolution in saltmarsh-adapted sparrows. Metabarcoding was used to describe plumage bacterial (16S rRNA) and fungal (ITS) communities in three sparrow species endemic to North America’s Atlantic coast saltmarshes. Results describe limited within-species variability and moderate host species-level patterns in microorganism diversity and community composition. A small percentage of overall microorganism diversity was comprised of potentially keratinolytic microorganisms, warranting further functional studies. Distinctions between plumage and saltmarsh sediment bacteria, but not fungal, communities were detected, suggesting multiple bacterial acquisition routes and/or vertebrate host specialization. This research lays groundwork for future testing of causal links between microorganisms and avian host evolution.

Current research has identified poor post-school outcomes for individuals with intellectual and developmental disabilities; in fact, poorer than any other disability group. Employment support, such as vocational skill training, can improve outcomes and increase opportunities for paid employment. With recent advances in technology, a myriad of technology devices and programs offer relatively inexpensive and portable forms of support to vocational training programs. Moreover, today's ubiquitous use of technology allows for the use of technology supports in a way that may not be as stigmatizing in the work setting relative to more traditional forms of support. The purpose of this review is to summarize the literature regarding the use of technology in vocational skills training programs. Articles identified via a systematic search of the literature are summarized according to (a) participant characteristics, (b) vocational skills, (c) intervention characteristics and (d) outcome measures. Sixty studies were identified as providing vocational skills training through the utilization of a technological device and are discussed. Additionally, trends in intervention components, considerations for practitioners, and areas for future research are discussed.

Student impressions formed during the first day of class can impact course satisfaction and performance. Despite its potential importance, little is known about how instructors format the first day of class. Here, we report on observations of the first day of class in 23 introductory science, technology, engineering, and math (STEM) courses. We first described how introductory STEM instructors structure their class time by characterizing topics covered on the first day through inductive coding of class videos. We found that all instructors discussed policies and basic information. However, a cluster analysis revealed two groups of instructors who differed primarily in their level of STEM content coverage. We then coded the videos with the noncontent Instructor Talk framework, which organizes the statements instructors make unrelated to disciplinary content into several categories and subcategories. Instructors generally focused on building the instructor-student relationship and establishing classroom culture. Qualitative analysis indicated that instructors varied in the specificity of their noncontent statements and may have sent mixed messages by making negatively phrased statements with seemingly positive intentions. These results uncovered variation in instructor actions on the first day of class and can help instructors more effectively plan this day by providing messages that set students up for success.

PurposePrior studies have reported differing results regarding the association between endocrine therapy (ET) in the treatment of breast cancer and dementia risk. However, existing findings may be limited by common sources of bias and confounding. Here we investigate the association of ET utilized in the definitive setting to treat non-metastatic breast cancer with dementia risk accounting for multiple potential sources of bias and confounding.Patients and methodsWe conducted a retrospective study in SEER-Medicare of women aged ≥ 66 years with non-metastatic breast cancer. We examined the risk of all-cause dementia among ET users versus non-ET users using multivariable regression models, accounting for the competing risk of death, and using a start of the follow-up period as 12-months following breast cancer diagnosis for both groups to avoid immortal time bias.ResultsAmong 25,777 individuals there were 2,869 incident dementia cases. We found a statistically significantly decreased risk of any dementia among ET users in unadjusted and adjusted models that completely attenuated when accounting for the competing risk of death (hazard ratio, 0.98; 95% confidence interval, 0.90-1.07).ConclusionWhen accounting for common sources of bias and confounding we did not find evidence to support an association between ET in the definitive treatment of non-metastatic breast cancer and dementia risk. These results suggest that ET may not be associated with dementia risk.