Notes

Tonsillectomy compared to tonsillotomy with regard to recurrent acute tonsillitis in youngsters along with older people (TOTO): examine standard protocol to get a randomized non-inferiority tryout.
Our study showed the safety and feasibility of endovascular cell delivery to the aortic wall in a pig model.
To evaluate the interobserver agreement between radiologists using the Ultrasound Liver Reporting And Data System (US LI-RADS) visualization score and assess association between visualization score and cause of liver disease, sex, and body mass index (BMI).

This retrospective, single institution, cross-sectional study evaluated 237 consecutive hepatocellular carcinoma surveillance US examinations between March 4, 2017 and September 4, 2017. Five abdominal radiologists independently assigned a US LI-RADS visualization score (A, no or minimal limitations; B, moderate limitations; C, severe limitations). Interobserver agreement was assessed with a weighted Kappa statistic. Association between US visualization score (A vs B or C) and cause of liver disease, sex, and BMI (< or ≥ 25 kg/m
) was evaluated using univariate and multivariate analyses.

The average weighted Kappa statistic for all raters was 0.51. A score of either B or C was assigned by the majority of radiologists in 148/237 cases and was significantly associated with cause of liver disease (
= 0.014) and elevated BMI (
< 0.001). Subjects with viral liver disease were 3.32 times (95% CI 1.44-8.38) more likely to have a score of A than those with non-alcoholic steatohepatitis (
= 0.007). The adjusted odds ratio of visualization score A was 0.249 (95% CI 0.13-0.48) among those whose BMI was ≥25 kg/m
vs. BMI < 25 kg/m
.

Interobserver agreement between radiologists using US LI-RADS score was moderate. The majority of US examinations were scored as having moderate or severe limitations, and this was significantly associated with non-alcoholic steatohepatitis and increased BMI.
Interobserver agreement between radiologists using US LI-RADS score was moderate. The majority of US examinations were scored as having moderate or severe limitations, and this was significantly associated with non-alcoholic steatohepatitis and increased BMI.The use of active learning in the undergraduate biology classroom improves student learning and classroom equity, but its use can lead to student anxiety. Instructors can reduce student anxiety through practices that convey supportiveness and valuing of students. We collected students' ratings of their classroom anxiety and perceptions of their instructors' supportiveness, as well as open-response reasons for their ratings, in six large introductory biology classes. These data confirmed a negative relationship between student anxiety and student perceptions of their instructors' support. We used qualitative analysis to identify themes of instructor support and how these themes varied between instructors rated as providing higher or lower support by their students. Two instructors with higher-support ratings and two with lower-support ratings were selected for analyses. Inductive qualitative coding identified five themes of instructor support relational (perception of caring/approachability), instrumental (offering resources), pedagogical (quality of teaching), personality, and uncertain (not sure of support). Higher-support instructors had more positive relational themes and fewer negative pedagogical themes compared with lower-support instructors. These results can be used to enhance supportive classroom practices, which may be one mechanism to reduce student anxiety.In addition to stimulating interest through experiential means, educators can support interest development through structured reflection. Our randomized controlled intervention study assessed the effectiveness of 10-minute written utility-value reflections designed to enhance the interest of introductory animal science students. During the Spring 2019 semester, we randomly assigned participating students into two blocks, utility-value reflection (n = 39) and control (n = 34), at the beginning of the course. In week 6 during the 16-week semester, students completed corresponding tasks either written reflections on the personal value of course laboratory material or a control picture-summarization task. Results showed that the utility-value reflection intervention tended to improve situational interest and was most effective for students with low pretest individual interest. Neither the intervention nor the interest variable predicted course performance. In utility-value reflection responses, we catalogued themes aligned with a range of task-value components beyond utility-value. Our results reinforce previous work indicating that utility-value reflections support low individual interest students in developing academic motivation.Underrepresented racial minority (URM) students in science, technology, engineering, and mathematics majors encounter educational, social, and structural challenges on the path toward their degrees and careers. An undergraduate research program grounded in critical race theory was developed and implemented to address this disparity. NIH BUILD PODER focuses on developing science identities in URM students through a culturally relevant and responsive research training environment, ultimately increasing their pursuit of biomedical-related research careers. Tanespimycin mouse The current study examines differences in science identities and the intention to pursue a science career among a sample of undergraduate Latinx seniors (N = 102) in biomedical science majors. Three groups were examined 1) BUILD PODER students, 2) non-BUILD PODER students who reported having a faculty mentor, and 3) non-BUILD PODER students who reported no faculty mentorship. Results revealed that BUILD PODER students reported the highest levels of science personal-identity and science social-identity upon graduation. Additionally, BUILD PODER students and non-BUILD PODER students with a mentor reported greater levels of science social-identity than those without a mentor. BUILD PODER students also reported the strongest intentions to pursue a science career after college. These results highlight the importance of identity processes in the success of Latinx college students in biomedical science majors.
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