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Abstract Background Historically, Indigenous voices have been silent in health research, reflective of colonial academic institutions that privilege Western ways of knowing. However, Indigenous methodologies and methods with an emphasis on the active involvement of Indigenous peoples and centering Indigenous voices are gaining traction in health education and research. In this paper, we map each phase of our scoping review process and weave Indigenous research methodologies into Arksey and O’Malley’s (2005) framework for conducting scoping reviews. Methods Guided by an advisory circle consisting of Indigenous Knowledge Keepers and allied scholars, we utilized both Indigenous and Western methods to conduct a scoping review. As such, a circle of Knowledge Keepers provided guidance and informed our work, while our methods of searching and scoping the literature remained consistent with PRISMA-ScR guidelines. In keeping with an Indigenous methodology, the scoping review protocol was not registered allowing for an organic development of the research process. Results We built upon Arksey and O’Malley’s 5-stages and added an additional 3 steps for a combined 8-stage model to guide our research: (1) Exploration and Listening, (2) Doing the Groundwork, (3) Identifying and Refining the Research Question, (4) Identifying Relevant Studies, (5) Study Selection, (6) Mapping Data, (7) Collating, Summarizing and Synthesizing the Data, and lastly, (8) Sharing and Making Meaning. Engagement and listening, corresponding to Arksey and O’Malley (2005)’s optional “consultation stage,” was embedded throughout, but with greater intensity in stages 1 and 8. Conclusion An Indigenous approach to conducting a scoping review includes forming a team with a wide array of experience in both Indigenous and Western methodologies, meaningful Indigenous representation, and inclusion of Indigenous perspectives to shape the analysis and presentation of findings. Engaging Indigenous peoples throughout the entire research process, listening, and including Indigenous voices and perspectives is vital in reconciliation research, producing both credible and useable information for both Indigenous communities and academia. Our Indigenous methodology for conducting a scoping review can serve as a valuable framework for summarizing Indigenous health-related research.

The major histocompatibility complex (MHC) is a genetic region in jawed vertebrates that contains key genes involved in the immune response. Associations between the MHC and avian malaria infections in wild birds have been observed and mainly explored in the Northern Hemisphere, while a general lack of information remains in the Southern Hemisphere. Here, we investigated the associations between the MHC genes and infections with Plasmodium and Haemoproteus blood parasites along a latitudinal gradient in South America. We sampled 93 rufous-collared sparrows (Zonotrichia capensis) individuals from four countries, Colombia, Ecuador, Peru, and Chile, and estimated MHC-I and MHC-II allele diversity. We detected between 1-4 (MHC-I) and 1-6 (MHC-II) amino acidic alleles per individual, with signs of positive selection. We obtained generalized additive mixed models to explore the associations between MHC-I and MHC-II diversity and latitude. We also explored the relationship between infection status and latitude/biome. We found a non-linear association between the MHC-II amino acidic allele diversity and latitude. Individuals from north Chile presented a lower MHC genetic diversity than those from other locations. We also found an association between deserts and xeric shrublands and a lower prevalence of Haemoproteus parasites. Our results support a lower MHC genetic in arid or semi-arid habitats in the region with the lower prevalence of Haemoproteus parasites.

In recent years, computing education researchers have investigated the impact of problem context on students' learning and programming performance. This work continues the investigation motivated, in part, by cognitive load theory and educational research in computer science and other disciplines. The results of this study could help inform computing assessment design. If the context and authenticity of a programming problem aid student performance then, instructors' time in creating appropriately contextualized programming problem descriptions is time well-spent. On the other hand, if the context of a programming problem hinders performance, then instructors should leave it out of programming problems. Recent studies investigating the impact of programming problem context on student success have arrived at different conclusions. Presented here is a series of experiments, conducted over 3 years, investigating the impact of context on novice programmers' success in algorithmic programming assignments using three contextualized tasks and their generic counterparts. This experiment series also looked into the possibility of "authenticity" as a factor affecting performance. Common sense would suggest that a student would perform better on a problem if they understood or cared about it. Contextualization could provide authenticity and authenticity could provide interest. Research suggests that perceiving a problem as authentic has a positive effect on engagement and learning. Alternatively, if a problem is "just an abstract set of numbers", it may be harder to make sense of the details and the lack of context could consequently contribute additional cognitive load to an already challenging assignment. The results of this study show that assignment context and problem context authenticity have no effect on the performance of novice programmers. We think, however, that contextualization could be worth investing in to support students' interest in computing. Additional implications of the results suggest that instructors can assign equivalent versions of the same problem in varied contexts to suit their students' interests without worrying if the context will hinder performance.

BackgroundPediatric renal trauma is rare and lacks sufficient population-specific data to generate evidence-based management guidelines. A nonoperative approach is preferred and has been shown to be safe. However, bleeding risk assessment and management of collecting system injury are not well understood. We introduce the Multi-institutional Pediatric Acute Renal Trauma Study (Mi-PARTS), a retrospective cohort study designed to address these questions. This article describes the demographics and contemporary management of pediatric renal trauma at Level I trauma centers in the United States.MethodsRetrospective data were collected at 13 participating Level I trauma centers on pediatric patients presenting with renal trauma between 2010 and 2019. Data were gathered on demographics, injury characteristics, management, and short-term outcomes. Descriptive statistics were used to report on demographics, acute management, and outcomes.ResultsIn total, 1,216 cases were included in this study. Of all patients, 67.2% were male, and 93.8% had a blunt injury mechanism. In addition, 29.3% had isolated renal injuries, and 65.6% were high-grade (American Association for the Surgery of Trauma Grades III-V) injuries. The mean Injury Severity Score was 20.5. Most patients were managed nonoperatively (86.4%), and 3.9% had an open surgical intervention, including 2.7% having nephrectomy. Angioembolization was performed in 0.9%. Collecting system intervention was performed in 7.9%. Overall mortality was 3.3% and was only observed in patients with multiple injuries. The rate of avoidable transfer was 28.2%.ConclusionThe management and outcomes of pediatric renal trauma lack data to inform evidence-based guidelines. Nonoperative management of bleeding following renal injury is a well-established practice. Intervention for renal trauma is rare. Our findings reinforce differences from the adult population and highlights opportunities for further investigation. With data made available through Mi-PARTS, we aimed to answer pediatric specific questions, including a pediatric-specific bleeding risk nomogram, and better understanding indications for interventions for collecting system injuries.Level of evidencePrognostic and Epidemiological; Level IV.

Many autistic college students struggle with academics, mental health, and career development. Despite a proliferation of peer mentoring programs, there is little consensus as to what approaches are effective and even less published data on the impact of such programs on student outcomes. The purpose of this review is to describe peer mentoring programs for autistic college students and understand whether they are improving outcomes. The search identified 21 articles, with half reporting student outcomes data. Most programs provided weekly one-on-one mentoring individualized to student needs and offered additional supports (e.g., social skills group). Among them, three tracked academic outcomes, three reported non-academic outcomes, and one followed both academic and non-academic outcomes.

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are struggling writers. Yet no comprehensive model has been validated to explain their poor writing outcomes. This study aims to test whether an extended version of the Not-So-Simple View of Writing (NSVW) model can describe the effects of key abilities on writing performance in students with ADHD. The sample included students with and without ADHD who completed cognitive and academic measures in the Colorado Twin Project. A Multi-Group Structural Equation Model approach revealed that multiple broad cognitive abilities predicted student writing performance and basic writing skills predicted more advanced writing skills. Model fit was excellent both for a model with writing as a single latent variable (fully latent) and as interrelated manifest variables (partially latent). Furthermore, students with and without ADHD demonstrated comparable patterns of relationships among the variables in the model. Implications for the assessment of writing difficulties in students with ADHD are discussed.

In this article, we discuss the methodological implications of data and theory integration for Theory-Based Evaluation (TBE). TBE is a family of approaches to program evaluation that use program theories as instruments to answer questions about whether, how, and why a program works. Some of the groundwork about TBE has expressed the idea that a proper program theory should specify the intervening mechanisms underlying the program outcome. In the present article, we discuss in what way data and theory integration can help evaluators in constructing and refining mechanistic program theories. The paper argues that a mechanism is both a network of entities and activities and a network of counterfactual relations. Furthermore, we argue that although data integration typically provides information about different parts of a program, it is the integration of theory that provides the most important mechanistic insights.

Abstract Introduction The relationship between posture and temporomandibular disease (TMD) is unclear. The aim of our study was to determine the influence of manual therapy (MT) on posture in TMD patients compared with healthy subjects. Material/method After consideration of inclusion and exclusion criteria, 30 subjects were included. These were divided into two groups: group A comprised 15 healthy subjects and group B 15 patients with present proven TMD disease. Rasterstereographic images were taken at different times. Group A subjects were scanned twice within half a year and group B before initiation as well as after the first MT and after completion of the prescribed MT. The different posture variables were calculated using DIERS Formetric software. Results To illustrate the differences between the two groups, 10 different postural variables were examined. Significant differences between the two groups were observed in pelvic tilt, surface rotation, and kyphotic apex. Pelvic tilt: mean = 7.581, p-value = 0.029; surface rotation: mean = 3.098, p = 0.049; and mean kyphotic apex = 11.538 and 11.946, respectively, with p-values of 0.037 and 0.029, respectively. Conclusion MT leads to a change in posture in TMD patients. This could influence the course of TMD treatment.

Introduction: High-grade treatment-emergent neuroendocrine prostate cancer (T-NEPC) is a rare subtype of prostate cancer with limited therapeutic options and poor prognosis. Understanding biomarkers that influence the efficacy of immune checkpoint inhibitors (IO) is vital to form a better therapeutic arsenal for these patients. Case Presentation: We describe an impressive response to IO combination immunotherapy with ipilimumab plus nivolumab (Ipi/nivo) in a patient with T-NEPC who had failed standard treatment approaches. The patient was showing signs of a rapid decline in quality of life despite his prostate-specific antigen levels remaining undetectable and had no previous response to standard therapies. The results of the next-generation sequencing DNA analysis demonstrated the presence of intermediary tumor burden, an ATM mutation and a rare SF3B1 (G742D) mutation, and served as rational for IO therapy in this patient. Conclusions: This case highlights the genetic profile of tumor with a rare combination of ATM and SF3B1 mutations that could be further explored as biomarkers for IO therapy in T-NEPC and other tumor types.

Georgie M Massen,1 Olivia Blamires,2,* Megan Grainger,2,* Max Matta,2,* Rachel Monica Gyemfuah Twumasi,2,* Tanvi Joshi,2,* Alex Laity,2,* Elena Nakariakova,2,* Thilaksana Thavaranjan,2,* Aziz Sheikh,3 Jennifer K Quint1 1School of Public Health, Imperial College London, London, UK; 2Faculty of Medicine, Imperial College London, London, UK; 3Usher Institute, University of Edinburgh, Edinburgh, UK*These authors contributed equally to this workCorrespondence: Georgie M Massen, Imperial College, Level 9, Sir Michael Uren Hub, 86 Wood Lane, White City, W12 0BZ, London, UK, Tel +44 7447104872, Email g.massen21@imperial.ac.ukBackground: Routinely collected electronic healthcare records (EHRs) document many details of a person’s health, including demographics, preventive services, symptoms, tests, disease diagnoses and prescriptions. Although not collected for research purposes, these data provide a wealth of information which can be incorporated into epidemiological investigations, and records can be analysed to understand a range of important health questions. We aimed to understand the use of routinely collected health data in epidemiological studies relating to three of the most common chronic respiratory conditions, namely: asthma, chronic obstructive pulmonary disease (COPD) and interstitial lung disease (ILD). We also characterised studies using EHR data to investigate respiratory diseases more generally, relative to cardiovascular disease and COVID-19, to understand trends in the use of these data.Methods: We conducted a search of the Scopus database, to identify original research articles (irrespective of date) which used data from one of the following most frequently used UK EHR databases: Clinical Practice Research Datalink (including General Practice Research Database (CPRD’s predecessor)), The Health Improvement Network and QResearch, defined through the presence of keywords. These databases were selected as they had been previously included in the works of Vezyridis and Timmons.Findings: A total of 716 manuscripts were included in the analysis of the three chronic respiratory conditions. The majority investigated either asthma or COPD, whilst only 28 manuscripts investigated ILD. The number of publications has increased for respiratory conditions over the past 10 years (888% increase from 2000 to 2022) but not as much as for cardiovascular diseases (1105%). These data have been used to investigate comorbidities, off-target effects of medication, as well as assessing disease incidence and prevalence. Most papers published across all three domains were in journals with an impact factor less than 10.Plain Language Summary: When people go to healthcare services such as the GP or hospital, details of the encounter are recorded in electronic systems known as electronic healthcare records. Information which is recorded can include symptoms, diagnoses, tests performed and ordered and prescriptions. We looked to understand how these records were being used to conduct epidemiological research, specifically in three respiratory conditions (asthma, chronic obstructive pulmonary disease, and interstitial lung diseases). We analysed information from 716 research papers which investigated one of these three conditions, we also looked more broadly at papers using electronic healthcare records for respiratory, cardiovascular and COVID-19 research. We found that research (published within articles) into these conditions has significantly increased in the past decade, however more research has been published with respect to cardiovascular diseases. We have shown that throughout the COVID-19 pandemic, electronic healthcare records were used extensively to conduct research into this new virus. Research is regularly conducted using electronic healthcare records, to understand diseases as well as treatments, more research is published in cardiovascular diseases than respiratory diseases.Keywords: electronic health records, COPD, chronic obstructive pulmonary disease, asthma, interstitial lung disease, ILD

Abstract Dental materials are challenged by wear processes in the oral environment and should be evaluated in laboratory tests prior to clinical use. Many laboratory wear-testing devices are high-cost investments and not available for cross-centre comparisons. The ‘Rub&Roll’ wear machine enables controlled application of force, chemical and mechanical loading, but the initial design was not able to test against rigid antagonist materials. The current study aimed to probe the sensitivity of a new ‘Rub&Roll’ set-up by evaluating the effect of force and test solution parameters (deionized water; water + abrasive medium; acid + abrasive medium) on the wear behaviour of direct and indirect dental resin-based composites (RBCs) compared with human molars against 3D-printed rod antagonists. Molars exhibited greater height loss than RBCs in all test groups, with the largest differences recorded with acidic solutions. Direct RBCs showed significantly greater wear than indirect RBCs in the groups containing abrasive media. The acidic + abrasive medium did not result in increased wear of RBC materials. The developed method using the ‘Rub&Roll’ wear machine in the current investigation has provided a sensitive wear test method to allow initial screening of resin-based composite materials compared with extracted human molars under the influence of different mechanical and erosive challenges.

Abstract The healthy lifestyle index (HLI), defined as the unweighted sum of individual lifestyle components, was used to investigate the combined role of lifestyle factors on health-related outcomes. We introduced weighted outcome-specific versions of the HLI, where individual lifestyle components were weighted according to their associations with disease outcomes. Within the European Prospective Investigation into Cancer and Nutrition (EPIC), we examined the association between the standard and the outcome-specific HLIs and the risk of T2D, CVD, cancer, and all-cause premature mortality. Estimates of the hazard ratios (HRs), the Harrell’s C-index and the population attributable fractions (PAFs) were compared. For T2D, the HR for 1-SD increase of the standard and T2D-specific HLI were 0.66 (95% CI: 0.64, 0.67) and 0.43 (0.42, 0.44), respectively, and the C-index were 0.63 (0.62, 0.64) and 0.72 (0.72, 0.73). Similar, yet less pronounced differences in HR and C-index were observed for standard and outcome-specific estimates for cancer, CVD and all-cause mortality. PAF estimates for mortality before age 80 were 57% (55%, 58%) and 33% (32%, 34%) for standard and mortality-specific HLI, respectively. The use of outcome-specific HLI could improve the assessment of the role of lifestyle factors on disease outcomes, thus enhancing the definition of public health recommendations.

Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social, or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students' responses to these supports. The purpose of the current study was twofold: to (a) develop and validate teacher-completed brief rating scales for progress monitoring internalizing concerns in elementary-age students and (b) determine the reliability of the resultant measures. First, item content was generated and subjected to evaluation by two panels of school-based consumers and researchers. Within the second phase of development, exploratory and confirmatory factor analyses were used to reduce the initial number of items and ensure that the items were indicators of one latent factor. Teachers in Grades K-3 (N = 307) each completed ratings for one randomly selected student in their classroom. Results of factor analysis for each scale indicated one-factor solutions for the 4-item Anxious/Depressed ([omega] = 0.88) and 4-item Socially Withdrawn ([omega] = 0.87) scales. [For the corresponding grantee submission, see ED614791.]

The recent pandemic compelled educational institutions all over the world to shift to online instruction. And now institutions find themselves trying to answer questions like how should we proceed when we come back to normal? Which online instructional innovations should we keep? This research attempts to answer those questions by comparing three modes of instruction: in-class, synchronous, and asynchronous for the same course during a semester taught by one instructor. The research analyzes responses from students on the following instructional characteristics: instructor involvement, interaction amongst students, interaction with instructor, course design, student satisfaction and learning experience. Survey data is analyzed using a repeated measures design with pairwise comparisons to understand the differences in students' perceptions of instructional characteristics across these modes. The study also explores differences in actual learning outcomes. Results showed that students overwhelmingly perceived all instructional characteristics to be better facilitated with in-class instruction than with either of the online modes, except for course design which showed no significant differences. It is also seen that students perceive synchronous and asynchronous instruction to have many parallels. Commentary from students suggests that online instructional practice may need a shift, not just in technology improvement, but also in pedagogical design. Students noted that with the shift to online instructional modes, they would like to see increased flexibility, willingness to personalize support, and timely responses.