Development and Evaluation of Integrated Diabetes Curricula for Teaching Gene by Environment Concepts to High School Health and Biology Students.

The authors designed an integrated type 2 diabetes (T2D) curricula to model real-world complexity for high school biology and health students, highlighting interactions between genetic, biologic, environmental, and social factors, and modeling prevention and intervention activities. We evaluated the curriculum with two samples of students (888 historical comparison [no exposure] and 2,122 intervention students [received the T2D curricula]). Students completed pre-post assessments that were analyzed for knowledge gains and changes in self-efficacy to engage in healthy behaviors. Correct posttest answers in the intervention group increased by 24% versus 1% (biology) and 3% (health) of comparison students (p < .001); mean (sd) self-efficacy scores increased for biology [3.2 (25.2)] and health [1.5 (7.2), both p < .0001)]. COVID-19 prompted mandatory online teaching starting in March 2020 resulting in more health (65%) than biology students (47%, p < .001) doing the curriculum in virtual/hybrid classrooms, yet posttest knowledge gains were similar for these students learning in class or online (p = .47). Students' "take-home" messages mentioned the importance of prevention (64%), physiological mechanisms for developing T2D (54%), and environmental factors (17%). The curricula successfully delivered cross-disciplinary content without placing undue burden on teachers to create and sustain integrated learning systems.

Nine quick tips for efficient bioinformatics curriculum development and training.

Biomedical research is becoming increasingly data driven. New technologies that generate large-scale, complex data are continually emerging and evolving. As a result, there is a concurrent need for training researchers to use and understand new computational tools. Here we describe an efficient and effective approach to developing curriculum materials that can be deployed in a research environment to meet this need.

Effects of a Brief Stair-Climbing Intervention on Cognitive Performance and Mood States in Healthy Young Adults.

OBJECTIVE: Previous studies focused on the benefits of acute exercise on cognition and mood have mostly used specialized laboratory-based equipment, thus little is known about how such protocols generalize to naturalistic settings. Stair climbing is a simple and readily accessible means of exercise that can be performed in naturalistic settings (e.g., at home or at the workplace). In the present study we examined the effects of stair-climbing intervals on subsequent cognitive performance and mood in healthy young adults. METHOD: Thirty-two undergraduate students (M age = 19.4 years, SD = 1.3; 21 females) completed a controlled randomized crossover trial with session order counterbalanced across participants. Participants visited the lab on two occasions, one week apart, and completed one control session (no exercise) and one stair-climbing session (3 × 1 min stair-climbing intervals) with cognitive performance and mood assessed at the end of each session. RESULTS: Repeated measures ANCOVA revealed that males (Hedges' g av = 0.45) showed better switching performance following the stair climbing but females (Hedges' g av < 0.03) did not. Participants felt more energetic (Hedges' g av = 1.05), less tense (Hedges' g av = 0.61), and less tired (Hedges' g av = 0.43) following the stair climbing. In addition, higher exercise intensity during the stair climbing predicted better subsequent switching performance and higher energetic ratings. CONCLUSION: These findings indicate that short bouts of stair climbing in a naturalistic setting can induce cognitive benefits for more challenging tasks, albeit only in males, indicating a sex-specific effect. Short bouts of stair climbing can be a practical approach to increase feelings of energy in daily life.

Advancing geriatrics education: an efficient faculty development program for academic hospitalists increases geriatric teaching.

BACKGROUND: Hospitalists care for an increasing number of older patients. As teachers, they are uniquely positioned to teach geriatric skills to residents. Faculty development programs focused on geriatrics teaching skills are often expensive and time-intensive, and may not enhance trainee learning. OBJECTIVES: To evaluate a train-the-trainer (TTT) model designed to equip hospitalists with knowledge and skills to teach geriatric topics to residents in a time-constrained, resource-limited environment. DESIGN: Cross-sectional survey. SETTING: Academic tertiary hospital. INTERVENTION: A 10-hour geriatric curriculum, the Reynolds Program for Advancing Geriatrics Education (PAGE), cotaught by geriatricians and hospitalists at preexisting noon conferences over 1 year that consisted of exportable teaching modules. MEASUREMENTS: Session leaders' and faculty participants' satisfaction, hospitalist geriatrics teaching self-efficacy, residents' self-report of frequency of geriatric teaching received, and frequency of geriatric skill use. RESULTS: The curriculum was highly rated by session leaders and hospitalist faculty. Hospitalists perceived improvement in geriatric teaching skills, indicating (1: "unlikely" to 5: "highly likely") that they are likely to use these teaching tools in the future (M = 4.61, standard deviation [SD] = 0.53). Residents reported both significantly more geriatrics teaching by hospitalists (P < 0.05) and a borderline significant increase in their practice of geriatric clinical skills (P = 0.05). CONCLUSIONS: A time-efficient geriatric faculty development program for hospitalists suggests improvement in the amount and quality of geriatrics teaching and skill practice among faculty and residents at an academic medical center. Concise faculty development programs within preexisting faculty meetings may be a feasible, successful method to increase geriatric skill development in the hospital setting.