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BackgroundOral pre-exposure prophylaxis (PrEP) with emtricitabine/tenofovir disoproxil fumarate (F/TDF) has high efficacy against HIV-1 acquisition. Seventy-two prospective studies of daily oral F/TDF PrEP were conducted to evaluate HIV-1 incidence, drug resistance, adherence, and bone and renal safety in diverse settings.MethodsHIV-1 incidence was calculated from incident HIV-1 diagnoses after PrEP initiation and within 60 days of discontinuation. Tenofovir concentrations in dried blood spots (DBS), drug resistance, and bone/renal safety indicators were evaluated in a subset of studies.ResultsAmong 17 274 participants, there were 101 cases with new HIV-1 diagnosis (.77 per 100 person-years; 95% confidence interval [CI]: .63-.94). In 78 cases with resistance data, 18 (23%) had M184I or V, 1 (1.3%) had K65R, and 3 (3.8%) had both mutations. In 54 cases with tenofovir concentration data from DBS, 45 (83.3%), 2 (3.7%), 6 (11.1%), and 1 (1.9%) had average adherence of

Balance between metabolic and reproductive processes is important for survival, particularly in mammals that gestate their young. How the nervous system coordinates this balance is an active area of study. Herein, we demonstrate that somatostatin (SST) neurons of the tuberal hypothalamus alter feeding in a manner sensitive to metabolic and reproductive states in mice. Whereas chemogenetic activation of SST neurons increased food intake across sexes, ablation decreased food intake only in female mice during proestrus. This ablation effect was only apparent in animals with low body mass. Fat transplantation and bioinformatics analysis of SST neuronal transcriptomes revealed white adipose as a key modulator of these effects. These studies indicate that SST hypothalamic neurons integrate metabolic and reproductive cues by responding to varying levels of circulating estrogens to modulate feeding differentially based on energy stores. Thus, gonadal steroid modulation of neuronal circuits can be context dependent and gated by metabolic status.

This paper reports the results of a pilot project conducted Spring 2021 in which Milner Library licensed seventy-five assigned texts to fifty-two courses at Illinois State University. The authors used the pilot as a springboard to explore faculty perspectives on textbook selection, textbook affordability, and the role of the academic library in addressing the rising cost of textbooks. The results highlight the strong and often deeply personal beliefs faculty hold about textbook selection and textbook affordability, reveal several obstacles to achieving affordable access to course readings, and demonstrate the willingness of some faculty to partner with librarians and other institutional stakeholders to explore more affordable access to assigned resources.

In a 2010 article, Traci Sylva, Pauline Chinn, and Charles Kinoshita note that Indigenous communities of practice generate solutions to “highly valued, real-world problems'” by connecting “science to culture, place, and community.” To provide Native American communities a collaborative space to address COVID-19, we developed Gathering Grounds, an Indigenous community of practice, or I-CP. Over one hundred individuals from Native communities nationwide participated in Gathering Grounds. We started with reviewing existing literature to identify existing approaches that honor Indigenous ways of building and maintaining relationships as well as best practices. This article discusses the I-CP’s development, shares community responses to COVID-19, and describes how the I-CP facilitates resource-sharing and growth opportunities.

This usability study investigates how instructors in a university setting integrate resources into their Learning Management System (LMS) course shells and explores barriers and incentives for doing so. Findings suggest that obstacles encountered while appropriately incorporating licensed library resources in a D2L LMS are substantial. Although many instructors articulate a desire to adhere to copyright guidelines and support the work of librarian colleagues, their methods for providing students access to assigned and recommended readings are influenced by convenience. These findings highlight the need for clear and easily implemented guidelines for providing access to licensed resources, as well as online platforms that are easily navigated for both students and instructors.

Undergraduate research is one of the most valuable activities an undergraduate can engage in because of its benefits, and studies have shown that longer experiences are more beneficial. However, prior research has illuminated that undergraduates encounter challenges that may cause them to exit research prematurely. These studies have been almost exclusively conducted at research-intensive (R1) institutions, and it is unclear whether such challenges are generalizable to other institution types. To address this, we extended a study previously conducted at public R1 institutions. In the current study, we analyze data from 1262 students across 25 public R1s, 12 private R1s, 30 master's-granting institutions, and 20 primarily undergraduate institutions (PUIs) to assess: (1) to what extent institution type predicts students' decisions to persist in undergraduate research; and (2) what factors affect students' decisions to either stay in or consider leaving their undergraduate research experiences (UREs) at different institution types. We found students at public R1s are more likely to leave their UREs compared with students at master's-granting institutions and PUIs. However, there are few differences in why students enrolled at different institution types consider leaving or choose to stay in their UREs. This work highlights the importance of studying undergraduate research across institutions.

Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to what extent there were differences in the presence or absence of certain syllabus elements based on course level and course size. We found that instructors are most likely to include content about course expectations and least likely to include content about creating positive classroom climate on their course syllabi. Despite university requirements, many instructors did not include the university-mandated criteria and they did not include elements that could increase how inclusive students perceive the course to be. However, instructors more often included inclusive content when it was required by the university. We also found that students enrolled in upper level courses and small enrollment courses are provided with less content on their syllabi, which we would then interpret as a less inclusive syllabus. We discuss the implications of how these results may differentially impact students in these courses and how the syllabus can be a tool for creating more inclusive college biology courses.

In this exploratory study the authors ask students enrolled in a credit-bearing undergraduate research methods course to rank and evaluate the troublesome, transformative, and integrative nature of the six frames currently comprising the "Framework for Information Literacy for Higher Education." The results indicate that students have valid insights into threshold concept-based instruction, but may confuse the application with the theory. If practitioners are to embrace not only the frames, but also the spirit of the Framework, we must directly involve students in our teaching and research practices.

Background: On‐call simulation has been shown to improve the confidence of prospective junior doctors in undertaking on‐call shifts. Despite this, it is not mandated in UK medical school curricula, leading to variations in provision. Barriers to widespread implementation may include doubts surrounding effectiveness, feasibility of delivering on‐call simulation across multiple sites and unknown costs. To address these gaps in the literature, we designed and implemented a multi‐site on‐call simulation programme. We aimed to evaluate it both educationally, using student preparedness to complete on‐call shifts as our outcome, and economically, by performing a cost‐outcome description. Approach: An on‐call simulation programme, 'Bleep 101', was developed and implemented at eight hospitals. Students were 'bleeped' around a circuit of written scenarios including clinical emergencies, prescribing and distractor tasks. Students could escalate to their facilitator on the phone for advice at any time. Sessions concluded with a 30‐minute debrief focusing on prioritisation and communication skills. Evaluation: Between 2018 and 2023, 217 students took part and completed feedback forms. Post‐session feedback using Likert scales demonstrated a significant increase in preparedness to complete an on‐call shift (pre‐4/10, post‐7/10, p < 0.01) with outcomes consistent across sites. A cohort of 20 students completed paired pre‐ and post‐session feedback to evaluate the impact of the session on specific skills. This demonstrated increased confidence in using a bleep, prioritisation, gathering information and handing over. The costs of implementation at one site were reported, demonstrating a cost of £1.99/student/year or £99.48/student/year excluding costs saved by volunteers and room hire. Implications: This study indicates that on‐call simulation can be delivered at a low cost using existing medical education infrastructure within hospitals. Results suggested an improvement in medical students' preparedness for on‐call practice. We therefore recommend on‐call simulation be available to all medical students as part of medical school curricula. [ABSTRACT FROM AUTHOR]

This paper presents the results of focus groups conducted with student-parents at the University of Memphis. The objective of this study was to explore the research services and library spaces student-parents need to thrive in higher education settings. The results identify several ways in which academic librarians can support student-parents' research needs and contribute directly to their academic success.

Librarians are frequently asked to teach several databases in a one-shot session, despite findings suggesting that such database demonstrations do not lead to optimal student outcomes. The "ACRL Framework for Information Literacy for Higher Education" highlights the concepts of metaliteracy and metacognition. This paper investigates ways in which the author leveraged both of these concepts to reconcile her pedagogical ideals with an attempt to honor a faculty member's request. By demonstrating question-posing and making her own metacognitive processes transparent to students, the author found that she could honor a faculty request for specific database demonstration while helping learners comprehend and see beyond the constructs of platform and format.