Notes

Feasibility regarding MR fingerprinting using a high-performance 0.Fifty five T MRI program.
A year ago, we began a project designed to align public messages from 10 organizations involved in advance care planning (ACP), palliative care (PC), and hospice to increase public engagement. By public messaging, we are referring to a well-established evidence-driven method of disseminating information at scale that enables the public to take action to protect their health. Our project plan was upended by the coronavirus disease 2019 (COVID-19) pandemic-but we used the opportunity to conduct focus groups during the pandemic that, compared with focus groups conducted before the pandemic, provide an important portrait of public perceptions of serious illness care that can be used to design for greater public engagement. Our findings can be summarized in three observations. First, misunderstanding of ACP, PC, and hospice is wide ranging and deep. Second, COVID-19 evokes its own brand of confusion and ambivalence that is distinct from other serious illnesses. And third, distrust of the health care system has become the new normal. Despite these findings, our focus group participants strongly endorsed five messaging principles (1) talk up the benefits, (2) present choices for every step, (3) use stories that are positive and aspirational, (4) invite dialogue-more than once, and (5) invoke a new team-of people who matter, clinicians, medical institutions, and community organizations who are ready to help. After listening to 100-word stories describing real patient experiences with ACP, PC, and hospice, our focus group participants expressed interest and appreciation. But to improve public engagement broadly, we need to explain our work to the general public in a way that makes them want to know more.Understanding metabolic function requires knowledge of the dynamics, interdependence, and regulation of metabolic networks. However, multiple professional societies have recognized that most undergraduate biochemistry students acquire only a surface-level understanding of metabolism. We hypothesized that guiding students through interactive computer simulations of metabolic systems would increase their ability to recognize how individual interactions between components affect the behavior of a system under different conditions. The computer simulations were designed with an interactive activity (i.e., module) that used the predict-observe-explain model of instruction to guide students through a process in which they iteratively predict outcomes, test their predictions, modify the interactions of the system, and then retest the outcomes. We found that biochemistry students using modules performed better on metabolism questions compared with students who did not use the modules. The average learning gain was 8% with modules and 0% without modules, a small to medium effect size. We also confirmed that the modules did not create or reinforce a gender bias. Our modules provide instructors with a dynamic, systems-driven approach to help students learn about metabolic regulation and equip students with important cognitive skills, such as interpreting and analyzing simulation results, and technical skills, such as building and simulating computer-based models.Maintaining your research team's productivity during the COVID-19 era can be a challenge. Developing new strategies to mentor your research trainees in remote work environments will not only support research productivity and progress toward degree, but also help to keep your mentees' academic and research careers on track. We describe a three-step process grounded in reflective practice that research mentors and mentees can use together to reassess, realign, and reimagine their mentoring relationships to enhance their effectiveness, both in the current circumstances and for the future. Drawing on evidence-based approaches, a series of questions for mentees around documented mentoring competencies provide structure for remote mentoring plans. Special consideration is given to how these plans must address the psychosocial needs and diverse backgrounds of mentors and mentees in the unique conditions that require remote interactions.A central focus in science education is to foster the success of students who identify as Black, Indigenous, and people of color (BIPOC). However, representation and achievement gaps relative to the majority still exist for minoritized students at all levels of science education and beyond. click here We suggest that majority groups defining the definitions and measures of success may exert "soft power" over minoritized student success. Using a hegemonic and critical race theory lens, we examined five years of research articles in CBE-Life Sciences Education to explore how success was defined and measured and what frameworks guided the definitions of student success. The majority of articles did not explicitly define success, inherently suggesting "everyone knows" its definition. The articles that did define success often used quantitative, academic outcomes like grade point average and exam scores, despite commonly cited frameworks with other metrics. When students defined success, they focused on different aspects, such as gaining leadership skills and building career networks, suggesting a need to integrate student voice into current success definitions. Using these results, we provide suggestions for research, policy, and practice regarding student success. We urge self-reflection and institutional change in our definitions of success, via consideration of a diversity of student voices.While student stress and anxiety are frequently cited as having negative effects on students' academic performance, the role that instructors can play in mitigating these challenges is often underappreciated. We provide summaries of different evidence-based strategies, ranging from changes in instructional strategies to specific classroom interventions, that instructors may employ to address and ameliorate student stress and anxiety. While we focus on students in science, technology, engineering, and mathematics, the strategies we delineate may be more broadly applicable. We begin by highlighting ways in which instructors can learn about and prepare to act to alleviate stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches may collectively reduce student stress and anxiety, as well as improve student performance. We then discuss the roles that instructors may play in empowering students with skills that improve their time management, studying, and approach toward learning, with an eye toward ensuring their success across all their academic endeavors.
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