A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States.

Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how those practices are evaluated is warranted. This scoping literature review identified 78 journal articles investigating teaching practices, and we charted their research methods, student outcomes, and institutional contexts. Content analysis found the teaching practices described most frequently in A&P education research literature involved multiple aligned changes across the curriculum, including student activities, course delivery, and assessments. Critical appraisal of study methodologies revealed that most studies in undergraduate A&P were longitudinal, included comparison groups, and used simple inferential statistics. In contrast, few studies listed limitations of their research, collected data from multiple institutions, or reported student demographic data. We believe these factors pose notable limitations to the interpretation of A&P education studies across institutional contexts. The results of this review identify future lines of inquiry to enrich existing evidence about pedagogical interventions in A&P courses.

Bodies and Bites: a medical school program that teaches anatomy, physiology, and nutrition to elementary school kids.

Undergraduate medical students who participate in community outreach programs gain a multitude of benefits that impact not only their professional development but also the well-being of the communities they serve. At the Virginia Tech Carilion School of Medicine (VTCSOM), students have the opportunity to volunteer in the "Bodies and Bites" program at the West End Center for Youth, an after-school educational center that serves K-12 children in Roanoke, Virginia. The purpose of Bodies and Bites is to teach elementary school children in 2nd to 5th grade how their bodies work and how to keep them healthy through good nutrition and exercise. All sessions are led by VTCSOM medical students and graduate students from our partnering academic institution, the Fralin Biomedical Research Institute (FBRI). Each week, the children and Health Professions students explore a different topic related to human anatomy and physiology using anatomical models, small group discussions, and hands-on activities. At the end of each session, the participants create a healthy snack related to the day's topic. The overall goal of the present study was to assess the perception of the Bodies and Bites program from the view of our student volunteers, and the 4th and 5th graders who attend the West End Center. Now in its 6th year, Bodies and Bites continues to be popular as a voluntary program among our Health Professions students, and is well received by the West End Center and the elementary school children they serve. Our students and community mutually benefit from this program, with the former having an opportunity to briefly disengage from the rigors of their studies while gaining valuable skills in science communication and inspiring children to pursue fields in Science, Technology, Engineering, Math, and Medicine (STEMM), and the latter having fun while learning about their bodies and discovering ways to improve their health.

Probing the basis of disease heterogeneity in multiple sclerosis using genetically diverse mice.

Multiple sclerosis (MS) is a complex disease with significant heterogeneity in disease course and progression. Genetic studies have identified numerous loci associated with MS risk, but the genetic basis of disease progression remains elusive. To address this, we leveraged the Collaborative Cross (CC), a genetically diverse mouse strain panel, and experimental autoimmune encephalomyelitis (EAE). The thirty-two CC strains studied captured a wide spectrum of EAE severity, trajectory, and presentation, including severe-progressive, monophasic, relapsing remitting, and axial rotary (AR)-EAE, accompanied by distinct immunopathology. Sex differences in EAE severity were observed in six strains. Quantitative trait locus analysis revealed distinct genetic linkage patterns for different EAE phenotypes, including EAE severity and incidence of AR-EAE. Machine learning-based approaches prioritized candidate genes for loci underlying EAE severity ( Abcc4 and Gpc6 ) and AR-EAE ( Yap1 and Dync2h1 ). This work expands the EAE phenotypic repertoire and identifies novel loci controlling unique EAE phenotypes, supporting the hypothesis that heterogeneity in MS disease course is driven by genetic variation. Summary: The genetic basis of disease heterogeneity in multiple sclerosis (MS) remains elusive. We leveraged the Collaborative Cross to expand the phenotypic repertoire of the experimental autoimmune encephalomyelitis (EAE) model of MS and identify loci controlling EAE severity, trajectory, and presentation.

Place-based climate change: lowering students' psychological distance through a classroom activity.

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

Host Genetic Variation Has a Profound Impact on Immune Responses Mediating Control of Viral Load in Chronic Gammaherpesvirus Infection.

Chronic infection with the gammaherpesvirus EBV is a risk factor for several autoimmune diseases, and poor control of EBV viral load and enhanced anti-EBV responses elevate this risk further. However, the role of host genetic variation in the regulation of immune responses to chronic gammaherpesvirus infection and control of viral replication remains unclear. To address this question, we infected C57BL/6J (B6) and genetically divergent wild-derived inbred PWD/PhJ (PWD) mice with murine gammaherpesvirus-68 (MHV-68), a gammaherpesvirus similar to EBV, and determined the effect of latent gammaherpesvirus infection on the CD4 T cell transcriptome. Chronic MHV-68 infection of B6 mice resulted in a dramatic upregulation of genes characteristic of a cytotoxic Th cell phenotype, including Gzmb, Cx3cr1, Klrg1, and Nkg7, a response that was highly muted in PWD mice. Flow cytometric analyses revealed an expansion of CX3CR1+KLRG1+ cytotoxic Th cell-like cells in B6 but not PWD mice. Analysis of MHV-68 replication demonstrated that in spite of muted adaptive responses, PWD mice had superior control of viral load in lymphoid tissue, despite an absence of a defect in MHV-68 in vitro replication in PWD macrophages. Depletion of NK cells in PWD mice, but not B6 mice, resulted in elevated viral load, suggesting genotype-dependent NK cell involvement in MHV-68 control. Taken together, our findings demonstrate that host genetic variation can regulate control of gammaherpesvirus replication through disparate immunological mechanisms, resulting in divergent long-term immunological sequelae during chronic infection.

Synthesis and characterisation of novel composite sunscreens containing both avobenzone and octocrylene motifs.

Avobenzone and octocrylene are popular sunscreen active ingredients. Experiments that probe the stability of avobenzone in binary mixtures with octocrylene are presented, together with the synthesis of a class of novel composite sunscreens that were designed by covalently linking avobenzone and octocrylene groups. Spectroscopy, both steady-state and time-resolved, of the fused molecules was performed to investigate the stability of the new molecules and their potential function as ultraviolet filters. Computational results are detailed for truncated versions of a subset of the molecules to reveal the energy states underlying the absorption processes of this new class of sunscreen. The results indicate that the combination of elements of the two sunscreen molecules into one molecule creates a derivative with good stability to UV light in ethanol and in which the main degradation pathway of the avobenzone component in acetonitrile is reduced. Derivatives containing p-chloro substituents are particularly stable to UV light.

A Simple and Sustainable Exercise to Enhance Student Self-Reflection on Error-Making, Focus Support, and Guide Curricular Design.

Problem: Self-reflection is a critical component of professional development and clinical practice, but medical students' ability to self-reflect is typically limited. While inadequate self-reflection impacts future clinical decision-making, it may also adversely impact current learning through an inability to identify learning-behavior deficits. This may be exacerbated by common use of multiple-choice questions (MCQ) where incorrect responses provide less insight than other measures for students, faculty, or academic support. To address this, an Error Reflection Method (ERM) was developed to help students focus on 'why' they got an MCQ wrong rather than 'what' they got wrong, thereby promoting self-reflection and a learning-focus on assessment. Understanding students' learning-behavior deficits could also enrich engagement with academic support services and guide curricular design. Intervention: The ERM is a list of 10 common types of exam errors that were either 'test-taking' (unwitting) errors or 'learning-behavior' errors that reflected learning deficits. The ERM is simple, transferable, and sustainable, allowing longitudinal and regular monitoring of individual and collective error-making to focus support and guide curricular development. Context: Undergraduate medical students at the Virginia Tech Carilion School of Medicine, USA, used the ERM in formative assessment review sessions in pre-clinical years to select an error type that best described the cause of each incorrect response. Impact: Initial findings suggest the ERM is robust and associated with improved student performance and curricular development. Analysis of 3,775 student-identified errors showed the error types in the ERM described 96% of errors students made. Learning-behavior errors were more common (76%), but surprisingly, 19% were test-taking errors, allowing academic support to focus on test-taking skills in a population previously thought of as consummate test-takers. The most common error type reported was 'the content looked familiar but I couldn't answer the question' (32%); which we suggest is consistent with shallow learning. This finding has helped steer recent curricular development toward active and applied learning techniques. Lessons Learned: By formally and regularly identifying learning deficits, students may be more capable of addressing them and improve summative exam performance. As well as focusing academic support, understanding common student errors has been useful in guiding curricular design and content delivery. Further potential of the ERM may be realized in faculty development and directing assessment culture toward a learning focus.

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom.

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students' performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

Design, Discover, and Decipher: Student-Developed Escape Rooms in the Virtual Ecology Classroom.

There has always been a need for engaging assessments in online learning environments, though the COVID-19 pandemic further emphasized this need. Instructors across science, technology, engineering, and mathematics (STEM) disciplines have begun to implement escape room activities as effective and engaging learning tools in their classrooms. For our virtual introductory ecology course in spring 2021, we developed a student-designed escape room assessment which aligned with several course goals and covered a broad range of ecology concepts. The learning objectives of this assignment asked students to (i) create a themed "room" filled with ecology-based riddles and puzzles that represented a novel virtual escape room for their peers based on an important ecological topic, (ii) summarize and synthesize primary literature into clues and locks to educate their peers about an ecological topic, and (iii) use critical thinking and discussion of ecological topics with peers to solve their peers' escape rooms. We found that while students generated distinct escape room activities and focused on various ecological topics, student scores on this assessment, as well as student feedback, indicated that the escape rooms were conducive to learning, novel, and accessible in the virtual learning environment. We suggest that student-designed escape room assessments are an effective way for students to learn course material in a fun, engaging, and creative manner, and our spring 2021 implementation suggests that this activity may be an effective assessment for online settings.

Determining the photostability of avobenzone in sunscreen formulation models using ultrafast spectroscopy.

Avobenzone is an ultraviolet (UV) filter that is often included in sunscreen formulations despite its lack of photostability. Its inclusion is necessary due to few existing alternatives for photoprotection in the UVA region (320-400 nm). To better understand and predict the photostability of avobenzone, ultrafast transient electronic absorption spectroscopy (TEAS) has been used to study the effects of solvent (including emollients), concentration and skin surface temperature on its excited-state relaxation mechanism, following photoexcitation with UVA radiation (∼350 nm). Subtle differences between the excited-state lifetimes were found between the systems, but the TEAS spectral features were qualitatively the same for all solution and temperature combinations. Alongside TEAS measurements, UV filter/emollient blends containing avobenzone were irradiated using simulated solar light and their degradation tracked using steady-state UV-visible spectroscopy. Sun protection factor (SPF) and UVA protection factor (UVA-PF) assessments were also carried out on representative oil phases (higher concentration blends), which could be used to formulate oil-in-water sunscreens. It was found that there was an apparent concentration dependence on the long-term photoprotective efficacy of these mixtures, which could be linked to the ultrafast photodynamics by the presence of a ground-state bleach offset. This combination of techniques shows potential for correlating long-term behaviours (minutes to hours) of avobenzone with its ultrafast photophysics (femtoseconds to nanoseconds), bridging the gap between fundamental photophysics/photochemistry and commercial sunscreen design.

Instructional Communities of Practice during COVID-19: Social Networks and Their Implications for Resilience.

In response to the COVID-19 pandemic, most spring 2020 university courses were abruptly transitioned mid-semester to remote learning. The current study was an exploratory investigation into the interactions among individuals within a single biology department during this transition. Our goal was to describe the patterns of interactions among members of this community, including with whom they gave advice on instruction, shared materials, co-constructed materials, and shared emotions, during the rapid online transition. We explored how instructional teams (i.e., the instructor of record and graduate teaching assistants, or GTAs, assigned to a single course) organized themselves, and what interactions exist outside of these instructional teams. Using social network analysis, we found that the flow of resources and support among instructional staff within this department suggest a collaborative and resilient community of practice. Most interactions took place between instructional staff teaching in the same course. While faculty members tended to have more connections than GTAs, GTAs remained highly interactive in this community. We consider how the observed networks might reflect a mobilization of social resources that are important for individual and departmental resilience in a time of crisis. Actively promoting supportive networks and network structures may be important as higher education continues to cope and adapt to the changing landscape brought on by COVID-19.

From Bored Games to Board Games: Student-Driven Game Design in the Virtual Classroom.

Classroom assessments needed to be rapidly modified at the start of the COVID-19 pandemic, as instruction transitioned from an in-person to virtual format. Yet, a significant obstacle among instructors during this time was developing online assessments that were useful, engaging, and accessible for students. We implemented a game design project in our introductory ecology course in spring 2020, in which students were required to develop a novel game based on ecology topics discussed in class. The learning objectives of this assignment asked students to (i) design a game for their peers based on an important ecological topic or concept from a specific unit or lesson in a creative manner; (ii) encourage critical thinking and discussion of ecological topics and concepts in the game; and (iii) judge their peers on the quality and enjoyment of their games. We found that while students developed various game formats and focused on different unit learning objectives, including nutrient cycling, climate change, and community dynamics, instructor and peer review indicated that the games created for this assignment were both conducive to learning and highly accessible. We suggest that a student-developed instructional games project is an effective way to engage students in an assessment that is enjoyable, collaborative, and requires creative application of the course content, in many possible biology courses and in-person and online learning environments.

Volumetric arc therapy: A viable option for right-sided breast with comprehensive regional nodal irradiation in conjunction with deep inspiration breath hold.

PURPOSE: Deep inspiration breath hold (DIBH) is an innovative technique routinely used for left-sided breast radiotherapy to significantly reduce harmful dose to the heart and ipsilateral lung. Currently, there is scant literature exploring DIBH for right-sided whole breast and regional nodal irradiation (WB & RNI). The purpose of this study is to examine if DIBH produces a clinically significant reduction in organ at risk (OAR) dose for right-sided WB + RNI, whilst comparatively analysing the use of volumetric arc therapy (VMAT) versus tangential inverse modulated radiotherapy (t-IMRT). METHODS AND MATERIALS: Ten patients, previously treated for left sided breast cancer (with a FB and DIBH CT scan), were selected from our database to be retrospectively replanned to the right breast and nodal regions. Planning target volumes (PTV) were marked to include the whole right breast and regional nodes, encompassing the supraclavicular fossa (SCF) and internal mammary nodes (IMN). PTVs and OARs were contoured on the Pinnacle workstation according to the Radiation Therapy Oncology Group (RTOG) guidelines. VMAT and t-IMRT plans were generated to a prescribed dose of 50 Gy in 25 fractions on both the DIBH and FB data sets for dosimetric analysis. RESULTS: Coverage of the right breast (mean, D95%) and SCF (D95%) were significantly improved with VMAT in comparison to t-IMRT, with no statistically significant variation on the IMN PTV (D95%). The use of DIBH did not impact PTV coverage compared with FB. VMAT reduced dose to the ipsilateral lung (mean, V20Gy), combined lungs (mean, V20Gy) and liver (D2cc); conversely dose to the heart (mean), left lung (mean, V5Gy) and contralateral breast (mean) were increased. For both techniques DIBH significantly improved dose to OARs including the ipsilateral lung (mean, V20Gy, V5Gy), total lung (mean, V20Gy), heart (mean, V25Gy) and liver (D2cc) when compared to FB. CONCLUSION: DIBH could be considered for patients treated with right-sided WB and RNI due to a significant decrease in heart, ipsilateral lung, total lung and liver doses. VMAT significantly improves PTV coverage over t-IMRT whilst reducing dose to the ipsilateral lung and liver, albeit to the detriment of the left lung, contralateral breast and heart. The increase in heart dose can be mitigated by the use of DIBH. We recommend if VMAT is utilised for superior target volume coverage, DIBH should also be implemented to reduce OAR toxicity. RÉSUMÉ:   BUT: La retenue respiratoire profonde (DIBH) est une technique innovante couramment utilisée pour la radiothérapie du cÔté gauche du sein afin de réduire de manière significative la dose nocive pour le cŒur et le poumon ipsilatéral (13-15). Actuellement, il existe peu d'ouvrages sur la DIBH pour l'irradiation du sein entier du cÔté droit et des nodules régionaux (WB+RNI). L'objectif de cette étude est d'examiner si la DIBH produit une réduction cliniquement significative de la dose d'organe à risque (OAR) pour la WB+RNI du cÔté droit, tout en analysant comparativement l'utilisation de l'arcthérapie volumétrique (VMAT) par rapport à la radiothérapie par modulation d'intensité tangentielle (t-IMRT). MéTHODOLOGIE ET MATéRIEL: Dix scans tomodensitométriques avec un ensemble de données DIBH et de respiration libre (FB) ont été sélectionnés de manière rétrospective. Les volumes cibles de planification (PTV) ont été marqués pour inclure le sein droit entier et les ganglions régionaux, englobant la fosse supraclaviculaire (SCF) et les ganglions mammaires internes (IMN). Les PTV et les OAR ont été définis sur la station de travail Pinnacle conformément aux directives du groupe de radiothérapie oncologique (RTOG) (17). Les plans t-IMRT et VMAT ont été générés pour une dose prescrite de 50Gy en 25 fractions sur les ensembles de données DIBH et FB pour l'analyse dosimétrique. RéSULTATS: La couverture du sein droit (moyenne, D95%) et du SCF (D95%) a été significativement améliorée avec la VMAT par rapport à la t-IMRT, sans variation statistiquement significative sur la PTV IMN (D95%). L'utilisation de la DIBH n'a pas eu d'impact sur la couverture du PTV par rapport à la FB. La VMAT a réduit la dose dans le poumon ipsilatéral (moyenne, V20Gy), les poumons combinés (moyenne, V20Gy) et le foie (D2cc) ; à l'inverse, la dose dans le cŒur (moyenne), le poumon gauche (moyenne, V5Gy) et le sein controlatéral (moyenne) a été augmentée. Pour les deux techniques, la DIBH a amélioré de manière significative la dose aux OAR, y compris le poumon ipsilatéral (moyenne, V20Gy, V5Gy), le poumon total (moyenne, V20Gy), le cŒur (moyenne, V25Gy) et le foie (D2cc), par rapport à la respiration libre. CONCLUSION: La DIBH pourrait être envisagé pour les patients traités par WB+RNI du cÔté droit en raison d'une diminution significative des doses dans le cŒur, le poumon ipsilatéral, le poumon total et le foie. La VMAT améliore considérablement la couverture de la PTV par rapport à la t-IMRT tout en réduisant la dose dans le poumon ipsilatéral et le foie, mais au détriment du poumon gauche, du sein controlatéral et du cŒur. L'augmentation de la dose au cŒur peut être atténuée par l'utilisation de la DIBH. Nous recommandons, si la VMAT est utilisée pour une couverture supérieure du volume cible, de mettre également en Œuvre la DIBH pour réduire la toxicité aux OAR.

Development of the Vertebrate Trunk Sensory System: Origins, Specification, Axon Guidance, and Central Connectivity.

Crucial to an animal's movement through their environment and to the maintenance of their homeostatic physiology is the integration of sensory information. This is achieved by axons communicating from organs, muscle spindles and skin that connect to the sensory ganglia composing the peripheral nervous system (PNS), enabling organisms to collect an ever-constant flow of sensations and relay it to the spinal cord. The sensory system carries a wide spectrum of sensory modalities - from sharp pain to cool refreshing touch - traveling from the periphery to the spinal cord via the dorsal root ganglia (DRG). This review covers the origins and development of the DRG and the cells that populate it, and focuses on how sensory connectivity to the spinal cord is achieved by the diverse developmental and molecular processes that control axon guidance in the trunk sensory system. We also describe convergences and differences in sensory neuron formation among different vertebrate species to gain insight into underlying developmental mechanisms.

Thanks for inviting me to the party: Virtual poster sessions as a way to connect in a time of disconnection.

COVID-19 presented the world with trauma and isolation, but many people, including educators, have offered bright spots of creativity and engagement. As we confronted these issues in our own ecology classroom, we sought solutions to carry-forward the learning objectives we set for our students in January 2020, yet encourage interaction with the sensitivity that a pandemic requires. In the rapid transition to online course delivery, we opted to retain the original end-of-semester poster project in our introductory ecology course. However, we experimented with a new virtual platform where students could disseminate their work and communicate with the community. In this paper, we discuss the Mozilla Hubs virtual reality platform that we used for our event. We also collected qualitative data to share the benefits and challenges of this experience felt by the students, the instructors, and external observers.

Insights into the photoprotection mechanism of the UV filter homosalate.

Homosalate (HMS) is a salicylate molecule that is commonly included within commercial sunscreen formulations to provide protection from the adverse effects of ultraviolet (UV) radiation exposure. In the present work, the mechanisms by which HMS provides UV photoprotection are unravelled, using a multi-pronged approach involving a combination of time-resolved ultrafast laser spectroscopy in the gas-phase and in solution, laser-induced fluorescence, steady-state absorption spectroscopy, and computational methods. The unique combination of these techniques allow us to show that the enol tautomer of HMS undergoes ultrafast excited state intramolecular proton transfer (ESIPT) upon photoexcitation in the UVB (290-320 nm) region; once in the keto tautomer, the excess energy is predominantly dissipated non-radiatively. Sharp transitions are observed in the LIF spectrum at close-to-origin excitation energies, which points towards the potential presence of a second conformer that does not undergo ESIPT. These studies demonstrate that, overall, HMS exhibits mostly favourable photophysical characteristics of a UV filter for inclusion in sunscreen formulations.

Towards symmetry driven and nature inspired UV filter design.

In plants, sinapate esters offer crucial protection from the deleterious effects of ultraviolet radiation exposure. These esters are a promising foundation for designing UV filters, particularly for the UVA region (400 - 315 nm), where adequate photoprotection is currently lacking. Whilst sinapate esters are highly photostable due to a cis-trans (and vice versa) photoisomerization, the cis-isomer can display increased genotoxicity; an alarming concern for current cinnamate ester-based human sunscreens. To eliminate this potentiality, here we synthesize a sinapate ester with equivalent cis- and trans-isomers. We investigate its photostability through innovative ultrafast spectroscopy on a skin mimic, thus modelling the as close to true environment of sunscreen formulas. These studies are complemented by assessing endocrine disruption activity and antioxidant potential. We contest, from our results, that symmetrically functionalized sinapate esters may show exceptional promise as nature-inspired UV filters in next generation sunscreen formulations.

Benefits and Challenges of Instructing Introductory Biology Course-Based Undergraduate Research Experiences (CUREs) as Perceived by Graduate Teaching Assistants.

Graduate teaching assistants (GTAs) are often the primary instructors for undergraduate biology laboratories and serve as research mentors in course-based undergraduate research experiences (CUREs). While several studies have explored undergraduate perceptions of CUREs, no previous study has qualitatively described GTAs' perceptions about teaching CUREs, despite the essential instructional role GTAs play. The purpose of this phenomenological study was to describe and ascribe meaning to the perceptions that GTAs have regarding benefits and challenges with instructional experiences in introductory biology CUREs. We conducted semistructured interviews with 11 GTAs instructing an introductory biology CURE at a 4-year public university. We found that, while GTAs perceived professional benefits such as experience in research mentoring and postsecondary teaching, they also described challenges, including the time required to instruct a CURE, motivating students to take ownership, and a lack of expertise in mentoring undergraduates about a copepod-based CURE. Feelings of inadequacy in serving as a research mentor and high levels of critical thinking were also cited as perceived issues. We recommend that the greater responsibility and increased time commitment perceived by GTAs in the current study warrants reconsideration by lab coordinators and administrators as to what content and practices should be included in pedagogical training specifically designed for CURE GTAs and how departmental and institutional policies may need to be adapted to better implement CUREs.

Comparing student, instructor, and expert perceptions of learner-centeredness in post-secondary biology classrooms.

Learner-centered classrooms encourage critical thinking and communication among students and between students and their instructor, and engage students as active learners rather than passive participants. However, students, faculty, and experts often have distinct definitions of learner-centeredness, and the paucity of research comparing perspectives of these different groups must be resolved. In the current study, our central research question was how do student, faculty, and expert observer perceptions of learner-centeredness within biology classrooms compare to one another? We sampled 1114 students from fifteen sections of a general biology course for non-majors, and complete responses from 490 students were analyzed. Five valid and reliable tools (two faculty; two student; and one expert observer) evaluated the learner-centeredness of each participating section. Perceptions of learner-centered instructors often aligned with those of expert observers, while student perceptions tended not to align with either group. Interestingly, students perceived learner-centered instructors as less learner-centered if they taught at non-traditional times and/or in large-enrollment sections, despite their focus on student learning. Perceptions of learner-centeredness in the biology classroom are complex and may be best captured with more than one instrument. Our findings encourage instructors to be cognizant that the approaches they employ in the classroom may not be interpreted as learner-centered, in the same manner, by students and external observers, particularly when additional course factors such as enrollment and scheduling may encourage negative perceptions of learner-centered practices.

18F-FDG PET/CT Imaging of Necrotizing Crescentic Glomerulonephritis With Anti-Glomerular Basement Membrane Disease.

A 30-year-old woman presented with lethargy, night sweats, and fever with raised inflammatory markers. Anti-neutrophil cytoplasmic antibody was negative. Abdominopelvic CT was unremarkable. Subsequently, she underwent FDG PET/CT showing globally enlarged kidneys with diffuse hypermetabolic activity within the renal parenchyma bilaterally. Renal biopsies showed morphologic features of an active necrotizing crescentic glomerulonephritis, which was confirmed clinically and treated. This case demonstrates the role that FDG PET/CT can play in inflammatory conditions, such as glomerulonephritis, where it may be clinically useful when the presentation is atypical.