Delivering the National Diabetes Prevention Program: Assessment of Enrollment in In-Person and Virtual Organizations.

The aim of the US Centers for Disease Control and Prevention's (CDC) National Diabetes Prevention Program (National DPP) is to make an evidence-based lifestyle change program widely available to the more than 88 million American adults at risk for developing type 2 diabetes. The National DPP allows for program delivery using four delivery modes: in person, online, distance learning, and combination. The objective of this study was to analyze cumulative enrollment in the National DPP by delivery mode. We included all participants who enrolled in CDC-recognized organizations delivering the lifestyle change program between January 1, 2012, and December 31, 2019, and whose data were submitted to CDC's Diabetes Prevention Recognition Program. During this time, the number of participants who enrolled was 455,954. Enrollment, by delivery mode, was 166,691 for in-person; 269,004 for online; 4,786 for distance-learning; and 15,473 for combination. In-person organizations enrolled the lowest proportion of men (19.4%) and the highest proportions of non-Hispanic Black/African American (16.1%) and older (65+ years) participants (28.2%). Online organizations enrolled the highest proportions of men (27.1%), younger (18-44 years) participants (41.5%), and non-Hispanic White participants (70.3%). Distance-learning organizations enrolled the lowest proportion of Hispanic/Latino participants (9.0%). Combination organizations enrolled the highest proportions of Hispanic/Latino participants (37.3%) and participants who had obesity (84.1%). Most in-person participants enrolled in organizations classified as community-centered entities (41.4%) or medical providers (31.2%). Online and distance-learning participants were primarily enrolled (93.3% and 70.2%, respectively) in organizations classified as for-profit businesses or insurers. Participants in combination programs were enrolled almost exclusively in organizations classified as medical providers (89%). The National DPP has reached nearly half a million participants since its inception in 2012, but continued expansion is critical to stem the tide of type 2 diabetes among the many Americans at high risk.

Employing automatic content recognition for teaching methodology analysis in classroom videos.

A teacher plays a pivotal role in grooming a society and paves way for its social and economic developments. Teaching is a dynamic role and demands continuous adaptation. A teacher adopts teaching techniques suitable for a certain discipline and a situation. A thorough, detailed, and impartial observation of a teacher is a desideratum for adaptation of an effective teaching methodology and it is a laborious exercise. An automatic strategy for analyzing a teacher's teaching methodology in a classroom environment is suggested in this work. The proposed strategy recognizes a teacher's actions in videos while he is delivering lectures. In this study, 3D CNN and Conv2DLSTM with time-distributed layers are used for experimentation. A range of actions are recognized for a complete classroom session during experimentation and the reported results are considered effective for analysis of a teacher's teaching technique.

Impact of Fellow Participation During Colonoscopy on Adenoma Detection Rates.

BACKGROUND: An endoscopist's adenoma detection rate (ADR) is inversely related to interval colorectal cancer risk and cancer mortality. Previous studies evaluating the impact of gastroenterology fellow participation in colonoscopy on ADR have generated conflicting results. AIMS: We aimed to determine the impact of fellow participation, duration of fellowship training, and physician sex on ADR and advanced ADR (AADR). METHODS: We retrospectively analyzed average-risk patients undergoing screening colonoscopy at Veterans Affairs New York Harbor Healthcare System Brooklyn Campus and Kings County Hospital Center. Review of colonoscopy and pathology reports were performed to obtain adenoma-specific details, including the presence of advanced adenoma and adenoma location (right vs. left colon). RESULTS: There were 893 colonoscopies performed by attending only and 502 performed with fellow participation. Fellow participation improved overall ADR (44.6% vs. 35.4%, p < 0.001), right-sided ADR (34.1% vs. 25.2%, p < 0.001), and AADR (15.3% vs. 8.3%, p < 0.001); however, these findings were institution-specific. Year of fellowship training did not impact overall ADR or overall AADR, but did significantly improve right-sided AADR (p-value for trend 0.03). Female attending physicians were associated with increased ADR (47.1% vs. 37.0%, p = 0.0037). Fellow sex did not impact ADR. CONCLUSIONS: Fellow participation in colonoscopy improved overall ADR and AADR, and female attending physicians were associated with improved ADR. Year of fellowship training did not impact overall ADR or AADR.

A novel system for teaching the in-plane vascular access technique: A simulation study.

ABSTRACT: The long-axis in-plane approach is amenable to ultrasound-guided central venous catheterization. However, the long-axis in-plane approach is considered difficult to learn because the needle should remain visible in the ultrasound beam during the procedure. We developed a novel competency-based modular system to acquire the skills for the long-axis in-plane approach. The purpose of this study is to evaluate the efficacy of this system.The study was approved by the local ethics committee. Participants performed ultrasound guided venous catheterization (pre-test), attended a 2-hour hands-on session with the teaching system and were then evaluated again (posttest). The teaching system is a simulator device consisting of an ultrasound probe, a simulated vessel, a needle, and an endoscope connected to a computer to visualize the image inside the simulated vessel. The success rate, visualization of the needle tip, and puncture accuracy were measured before and after training. The puncture accuracy was determined by evaluating the distance of the needle tip and needle shaft from the center of a simulated vessel. Primary outcomes were the success rate and the puncture accuracy. The secondary outcome was needle tip visualization. McNemar test was used to analyze success rate and needle tip visualization. Tukey test was used to analyze puncture accuracy. A P value <.05 was considered statistically significant.Forty-seven participants were enrolled in this study. The success rate was significantly increased (pre-test 79%, posttest 94%, P = .04). Ultrasound images from 42 participants were analyzed for puncture accuracy. Puncture accuracy significantly increased for needle tip distance (P = .03), but not shaft distance (P = .1). The needle tip visualization was significantly improved (P = .02).A novel competency-based teaching system was constructed in a step-by-step manner, which improved needle tip visualization and puncture accuracy, with a higher success rate.

Establishment and Evaluation of a Large Contact-Tracing and Case Investigation Virtual Training Academy.

During the COVID-19 pandemic, the Virtual Training Academy (VTA) was established to rapidly develop a contact-tracing workforce for California. Through June 2021, more than 10 000 trainees enrolled in a contact-tracing or case investigation course at the VTA. To evaluate program effectiveness, we analyzed trainee pre- and postassessment results using the Wilcoxon signed-rank test. There was a statistically significant (P < .001) improvement in knowledge and self-perceived skills after course completion, indicating success in training a competent contact-tracing workforce. (Am J Public Health. 2021;111(11):1934-1938. https://doi.org/10.2105/AJPH.2021.306468).

Educators' implementation and use of social and emotional learning early in the COVID-19 pandemic.

The coronavirus disease of 2019 (COVID-19) has had multifaceted effects on students, their families, and the educators who support their learning. Early in the COVID-19 pandemic, one of the most notable changes for schools was the sudden move to distance learning-an unprecedented disruption to academic, social, and emotional instruction. Social and emotional learning (SEL) skills play an important role in human development by supporting academic success and overall well-being, including skills for effectively coping with stressors such as those imposed by the COVID-19 pandemic. Building on previous work, we created the Crisis Response Educator SEL Survey (CRESS) to examine predictors of SEL implementation during the pandemic. Structural equation models (SEMs) were used to predict: (a) educators' reported challenges implementing SEL during distance learning; (b) educator SEL implementation with students and use of social and emotional (SE) strategies for themselves; and (c) educator self-judgment and emotional exhaustion. Predictors included school/district guidance to support SEL, school/district support of educator SE needs, and the priority on SEL for the school and the educator. Our sample consisted of 219 educators committed to SEL who reported on their experience with SEL during distance learning toward the end of the 2019-2020 school year. Findings suggest that school/district support of educator SE needs predicts lower levels of challenge implementing SEL during distance learning and lower levels of educator burnout and self-judgment, whereas greater school/district guidance to support SEL was associated with more SEL implementation with students and more educator use of SE strategies for themselves. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

A Qualitative Study on the Experience and Training Needs of ICU Nurses for Incontinence-Associated Dermatitis.

OBJECTIVE: To explore the experience of incontinence-associated dermatitis (IAD) as perceived by nurses, obstacles in the nursing process, and need for IAD training and management. METHODS: This single-setting descriptive qualitative study was conducted from June 5, 2018, to June 22, 2018. Ten nurses working in the respiratory ICU of a local hospital participated in semistructured interviews. The content analysis method was used to analyze, summarize, and refine the interview data. RESULTS: The experience of ICU nurses with IAD can be divided into four types: nursing based on experiential knowledge, seeking self-improvement, disunity of cleaning methods and wiping skills, and postponement of nursing care because of priority allocation. Obstacles in the nursing process include a lack of relevant nursing knowledge and awareness, as well as the medical supplies needed. The goals of training and management include establishing IAD preventive nursing procedures, providing IAD care products, enhancing the practicality of training content and diversifying training methods, and establishing an information system to assist nurses caring for patients with IAD. CONCLUSIONS: The knowledge and behavior of ICU nurses regarding IAD need to be improved. Training and management are imperative. Facilities and nurse managers should actively seek solutions to stated obstacles, formulate training methods suitable for clinical needs, and promote the standardization of nursing for IAD.

Aprendizaje basado en errores. Una propuesta como nueva estrategia didáctica / Error-based learning. A proposal as a new didactic strategy

Introducción: Este trabajo reúne información preliminar sobre un proyecto cuya hipótesis es que la inclusión de errores en algunos temas por parte del profesor induce a los alumnos a buscarlos, localizarlos, discutirlos y conocerlos, llevando a un mejor conocimiento de la asignatura y por tanto a adquirir las competencias que marca el Plan Bolonia.Métodos: El proyecto que se concibió para aplicar un método basado en el error, pero con potenciación mediante gamificación en cinco asignaturas de tres grados de la Universidad Complutense de Madrid. A causa de la pandemia COVID-19 se tuvieron que modificar algunos objetivos planificados al solicitar la concesión del proyecto, obteniéndose datos objetivos, muchos aun sin evaluar totalmente, de dos asignaturas. Un 10% de los temas explicados tenían errores. Se hicieron evaluaciones con la plataforma Kahoot! y mediante cuestionarios tipo test. Las preguntas tenían cuatro posibles respuestas, de las que solo una era cierta. Se realizaron además un examen parcial liberatorio y un examen final donde se ubicaron preguntas de los temas con errores y sin errores.Resultados: Aunque muchos datos están aún siendo evaluados estadísticamente para conocer el grado de contribución de los temas con errores respecto a sin errores, así como de la gamificación, los resultados sugieren una nota superior y del orden de un 8,2% en los temas con errores. Estas diferencias fueron mucho mayores en el caso de los alumnos de Farmacia (15%, p<0,05) que del Doble grado de Farmacia y Nutrición Humana y Dietética (-4,3%, no significativa). Los alumnos de Farmacia mostraron una nota final superior en relación con el curso anterior, aspecto que no aconteció con los del doble grado. La gamificación se consideró, particularmente efectiva en los alumnos de Farmacia como una iniciativa estimulante y válida.(AU)

Introduction: This work gathers information about a project not yet completed which hypothesis is that the inclusion of errors, by the teacher, in some lessons induces students to search, find, discuss and know them, leading to a better knowledge of the subject and therefore, acquire the competencies set by the Bologna plan.Methods: A method based on error but enhanced by gamification in five subjects of three degrees of the Complutense University of Madrid was conseived. Due to the COVID-19 pandemic, some of the planned objectives set when applying for the funding of the project had to be modified. Having objective data, although part still has not been evaluated. A total of 10% of lessons with errors were introduced. Evaluations were conducted with the Kahoot! platform and through multiple choice questionnaires. The questions had four possible answers, of which only one was correct. In addition, partial and final examination were also carried out with questions about the lessons taught with errors and without errors.Results: Although many data are still being statistically evaluated to know the degree of contribution of the topics with errors vs. without errors, as well as gamification, the results suggest a higher score (8.2%) in the topics with errors. These differences were much greater in the case of Pharmacy students (15%, p <0.05) than in the Double degree of Pharmacy and Human Nutrition and Dietetics (-4.3%, not significant). Pharmacy students showed a higher final grade in relation to the previous year, an aspect that did not happen with the double degree students. Gamification was considered particularly effective in Pharmacy students as a stimulating and valid initiative.(AU)

[Cardiovascular Health School Program (PESCA). Methodology and initial results: 2018-2020]. / Programa Escolar de Salud Cardiovascular (PESCA). Metodología y primeros resultados: 2018-2020.

INTRODUCTION: Introduction: despite the fact that 40 % of children in Spain, ages 6 to 9, are overweight or obese, and 2/3 of them are at risk of developing cardiovascular disease, there is a lack of protocolized efficient interventions to fight this important health problem. The PESCA project aims to reduce the prevalence of overweight and obesity with a transversal model focused on a school intervention, but also involving families and primary care doctors, to increase the quantity and quality of physical activity (PA) and improve eating habits. Methods: a 5-step protocol was carried out at schools: 1) family and personal background questionnaire for children; 2) body mass index (BMI); 3) bioimpedance corporal composition (BIA); 4) hand grip dynamometry (DIN); and 5) medical physical examination. As a result, each subject received a medical report about his/her diagnosis of body weight and composition and cardiovascular health, and also recommendations to improve eating habits and increase physical activity. Results: in the first two years of PESCA, the weekly time of physical activity has significantly increased among participants (up to 20.12 %; p < 0.001). In addition, the prevalence of overweight/obesity has significantly declined in both girls and children under 6 years of age (35.78 % and 58.92 %; p < 0.05, respectively). Conclusion: the school, pediatrician, and family working together on a transversal intervention has shown effectiveness in reducing the lack of diagnosis and prevalence of overweight and obesity in children.

INTRODUCCIÓN: Introducción: el 40 % de los niños entre los 6 y 9 años en España presentan exceso de peso infantil (EPI). Más de 2/3 padecerán enfermedad cardiovascular en la vida adulta. Aun así, no existe un modelo protocolarizado de acción con el que combatir, de forma eficaz, el problema. El objetivo del programa PESCA es la reducción de la prevalencia del EPI a través de un modelo transversal de actuación que, tomando como centro la red escolar y su profesorado, implique a las familias y la red de atención primaria de salud para actuar mediante la mejora cualitativa y cuantitativa de la actividad física (AF) y los hábitos de alimentación. Métodos: el protocolo incluye 5 pasos que se realizan en el centro escolar: 1) cuestionario de antecedentes personales y familiares de cada alumno; 2) índice de masa corporal (IMC); 3) bioimpedancia de composición corporal (BIA); 4) dinamometría de mano (DIN), y 5) exploración física facultativa. Como resultado, cada sujeto participante recibe un informe facultativo con su diagnostico individualizado de peso corporal y salud cardiovascular, y recomendaciones de mejora en cuanto a AF y hábitos de alimentación. Resultados: en los dos primeros años del programa se ha objetivado un aumento del tiempo semanal dedicado a la AF entre los sujetos participantes (hasta un 20,12 %; p < 0,001) y un descenso significativo en la prevalencia del EPI en las niñas y los menores de 6 años (35,78 % y 58,92 %; p < 0,05, respectivamente). Conclusión: la actuación transversal de colegio, pediatra y familia permite disminuir tanto el déficit diagnóstico de la obesidad y el sobrepeso infantiles como su prevalencia.

Assessing dental students' professional satisfaction with operative dentistry teaching and curriculum: A study in Saudi Arabia.

ABSTRACT: Evaluating students' professional training satisfaction with operative dentistry teaching and curriculum can help identify their educational needs and improve the quality of the education imparted. This study aimed to assess the professional training satisfaction of senior undergraduate dental students in Saudi Arabia from the operative dentistry course teaching and its curriculum at different levels and among genders.A total of 193 (109 male, 56.48%; and 84 female, 43.52%) students participated in the survey. The respondents were at the 10th, 11th, and 12th levels of the Operative Dentistry course in a ratio of 34.2%, 32.1%, and 33.7%, respectively. Data were collected from survey items (18 questions) covering 6 areas: learning objectives, course materials, content relevance, instructor knowledge, instructor delivery and style, and facility and environment. Descriptive and analytical tests were performed using SPSS Software 19, with the significance level set at 0.05.A high level of satisfaction was seen among level 10 (68.18%), 11 (79.03%), and 12 (86.15%) students. A significant statistical difference was observed among level 10 students with a low level of satisfaction and a high level of satisfaction (P = .045). The percentage of satisfaction increased with the level. A high level of satisfaction was seen among male (78.90%) and female (76.19%) students, with a total satisfaction level of 77.72%.Continuous evaluation and assessment of teaching and curriculum can be a tool to improve the quality of education imparted, especially in clinical courses such as operative dentistry. This helps to prepare students for their professional life as healthcare providers. The role of teaching skills related to amalgam must be re-evaluated. It is recommended to include student representation and participation in course development committees, as they are the final recipients of the educational process.

Training Appalachian Kentucky Youth Cancer Advocates.

OBJECTIVES: Kentucky has the highest cancer incidence and mortality rates in the United States, with the Appalachian region experiencing the highest of those rates. Cancer advocacy, which is defined as providing support to cancer patients and their communities, represents a means of decreasing the cancer cases in Appalachian Kentucky. This exploratory study examined the effects of advocacy training and experiential learning on Appalachian high school students' cancer advocacy attitudes and self-efficacy. METHODS: The design of this study was a mixed-methods, one-group repeated measure with a group of participants from the Appalachian Career Training in Oncology (ACTION) Program (N = 9). The study assessed advocacy attitudes and self-efficacy before and after participants were provided advocacy training and participated in an advocacy event. RESULTS: Participating students' attitudes and self-efficacy did not substantially change following the training and their participation in an advocacy event. Through their comments after the event, however, students seem eager to use their voices to influence the actions of state legislators. At the same time, they worry about the apathy of their community members to their cancer advocacy message. CONCLUSIONS: Youth represent potentially powerful agents of advocacy that could help address the cancer burden in Kentucky. Participants in this study likely overestimated their advocacy abilities before learning more about advocacy and participating in the process. As such, additional trainings are likely necessary to increase students' self-efficacy, encourage them to share their stories, and help them overcome perceived barriers.

Theoretical knowledge and skill retention 3 and 6 months after a European Newborn Life Support provider course.

INTRODUCTION: The European Resuscitation Council Newborn Life Support Course (ERC- NLS) aims at training healthcare professionals, involved in perinatal care, in order to intervene efficiently and promptly to assist transition or resuscitate neonates who require help at birth. However, limited data exists for the retention of the theoretical knowledge and practical skills provided by the course. This study aims to evaluate the degree of knowledge and skill retention 3 and 6 months after the ERC-NLS provider course. METHODS: This is a prospective study. Theoretical knowledge was evaluated using the ERC-approved NLS written test (50 True/False questions). Evaluation of technical skills included performance, on an Advanced Life Support neonatal maniquin (LAERDAL), of airway management, ventilation and support of circulation (21 detailed skills). The effect of certain factors on theoretical skill retention was also evaluated. RESULTS: One hundred and sixteen (n = 116) participants were initially recruited in the study (12 males and 104 females). Theoretical knowledge was evaluated in 113 participants (3 participants missed follow-up appointments) and technical skills in 80 participants. The mean score for theoretical knowledge was 86.24% ± 5.3, 80.88% ± 7.43 and 80.04% ± 7.04 at baseline, at 3 and 6 months, respectively. This difference was significant among the three time points (baseline vs 3 months: p < 0.001; baseline vs 6 months: p < 0.001; 3 month's vs 6 months: p = 0.034). Although gender did not have an effect, doctors and participants of higher education yielded higher score of success. Regarding technical skills, 9 skills showed a continuous decline of performance from baseline to 6 months, while no difference existed for 12 skills. CONCLUSIONS: Healthcare professionals after the NLS provider course retain satisfactory levels of theoretical knowledge and technical skills even at 6 months post-training, although, there is a decline compared to baseline. Further research is needed in order to establish the proper time and type of refreshment course in order to improve outcomes.

Rational emotive education for reducing stress of undergraduate students of religious education program: An experimental study.

BACKGROUND: Rational emotive education (REE) program aims to improve the behavioral and mental health of students. This study objective was to evaluate the effect of an REE program on stress among undergraduate students of religious education program in Nigerian Universities. METHOD: One hundred and fifty (150) religious education undergraduates who had high level of stress participated in the study. Participants were assigned to 2 different groups. The treatment group had 75 participants and while control group also had 75 participants. Data collection was done using the Perceived Stress Scale (PSS-10) while data analysis was done using independent sample t test and paired t test statistics at .05 probability level. RESULTS: The REE program resulted in a significant decrease in level of stress among undergraduate students of religious education program in the treatment group compared with those students in the control group. Also, the effect of the REE program was maintained during the follow-up among undergraduate students of religious education program exposed to it. CONCLUSION: The REE program can be used to assist undergraduate students of religious education program to manage their stress.

Older Adults' Attitudes Toward Virtual Volunteering During the COVID-19 Pandemic.

This study explored older adults' technology use patterns and attitudes toward virtual volunteering during the COVID-19 pandemic. A 22-item survey was administered to 229 volunteers in the St. Louis region who tutor children through the Oasis Intergenerational Tutoring program. Although most respondents are familiar with technology and expressed that they are likely to volunteer virtually, their responses varied significantly by age, education, gender, income, and school districts. Some tutors expressed that virtual volunteering may eliminate barriers to in-person volunteering, while others were concerned with establishing a personal connection with students online. These findings suggest that tutors anticipate both benefits and challenges with virtual volunteering and that efforts to engage older adults during the pandemic should factor in prior use of technology and ensure that different subgroups are not marginalized.

Do tick-borne diseases affect outdoor teaching in Slovenian preschools?

Childhood experiences with nature are decisive for children's wellbeing. The need for outdoor activities has been duly recognized in the preschool curriculum in Slovenia. However, there are some obstacles to this approach-specifically, tick-borne diseases. This study examines the views and experiences of Slovenian preschool teachers (n = 158) with ticks and tick-borne diseases in order to create a safer environment for the further development of outdoor education. The majority of the respondents engage in outdoor teaching once or several times a week. They have very frequent contact with ticks and tick-borne diseases in their professional lives. More than four-fifths of the respondents carry out some tick-prevention measures in preschools, but room for improvement remains. The respondents report rare cases in which parents or guardians have tried to prohibit them from visiting outdoor areas because of tick-borne diseases, and they explain how they dealt with the situation. The attitude of preschool teachers toward ticks and tick-borne diseases did not correlate significantly with the frequency with which they went outdoors in preschools. This study therefore concludes that, despite the objective risks associated with tick-borne diseases, there is still broad consensus among educators and parents on the importance of outdoor education in the early years.

Effect of "Residents as Teachers" Workshop on Learner Perception of Trainee Teaching Skill.

BACKGROUND: Surgical residencies use variable structures for formal training in education. We hypothesized that a one-day workshop intervention would improve resident teaching ability measured by self-assessment and learner evaluation. MATERIALS AND METHODS: Faculty educators delivered a Residents as Teachers (RAT) workshop to general surgery residents on setting expectations, positive learning environment, difficult feedback and the 1-min preceptor model. For three months before and after the workshop, junior residents and medical students evaluated their supervising residents' teaching skill monthly using a Likert scale questionnaire. Pre- and postworkshop surveys were administered to resident participants to assess their knowledge of the material and teaching confidence. Results were analyzed using Wilcoxon rank sum tests. This study was conducted at a tertiary academic center with a large surgical residency program. RESULTS: Thirty-nine PGY 1-5 residents participated in the Residents as Teachers workshop and were included in the study. Pre- and post- workshop survey results demonstrated significant improvements in participants' knowledge and teaching confidence. On monthly assessments of seniors by junior residents, significant improvements were noted in three domains. Medical student ratings did not reflect significant improvements in resident teaching skill. CONCLUSIONS: This is the first study using learner evaluation of a comprehensive surgical RAT program. Despite a significant increase in surgery residents' self-assessment following participation in an education workshop, no improvement was seen in resident teaching skill as perceived by medical students.

An evidence-based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID-19.

BACKGROUND: Due to COVID-19, many educators and allied health practitioners are facing the challenge of rapidly transitioning to telepractice delivery of instructional reading and spelling procedures without being fully informed of the evidence. AIMS: A rapid review was conducted to provide educators, allied health practitioners and policymakers with a synthesis of valid, relevant and actionable evidence relating to telepractice delivery of instructional reading and spelling procedures. The aim was to investigate the nature and outcomes of studies examining instructional reading and spelling procedures delivered via telepractice to school-aged students. METHODS & PROCEDURES: A rapid review was undertaken in accordance with the eight-step process published by the Cochrane Rapid Reviews Methods Group. Medline (all databases), Embase, Cochrane and ProQuest Central were systematically searched with predefined search terms organized across four key concepts relating to the research questions. OUTCOMES & RESULTS: Nine studies were included in this rapid review. Reading and spelling instruction and intervention using telepractice can be feasible and engaging. Telepractice assessment for reading and spelling can be equally effective as onsite assessment. CONCLUSIONS & IMPLICATIONS: The evidence base for telepractice delivery of reading and spelling procedures is in its infancy in terms of both the quantity and the quality of the evidence. Insufficient evidence exists to draw clear conclusions about its efficacy, and therefore practitioners should proceed cautiously. What this paper adds What is already known on the subject For onsite delivery, evidence-based reading and spelling assessment, instruction and interventions delivered by educators and allied health practitioners have been shown to accelerate students' skills; less is known about the efficacy of instructional reading and spelling procedures in a telepractice model, which have rapidly become the new norm in many countries due to the COVID-19 pandemic. The benefits of telepractice include improved access to services, increased service availability, convenience, time efficiency, caseload management efficiency and removal of logistical barriers relating to cost and geographical location. During the COVID-19 pandemic, telepractice has facilitated continued access to services. What this study adds to existing knowledge Reading and spelling instruction and intervention delivered via telepractice can be feasible and engaging. Telepractice is a viable mode to deliver reading and spelling assessments with strong agreement between telepractice and onsite scores. Given their low methodological quality, the studies in this review provide valuable information around the how of telepractice reading and spelling procedures and highlight the factors that may contribute to positive outcomes with this service delivery model. What are the potential or actual clinical implications of this work? Educators and allied health practitioners need a thorough understanding of the student's telepractice environment and require adequate training and support to engage in telepractice service delivery. Educators and allied health practitioners should consider students for telepractice on a case-by-case basis. Practitioners should proceed cautiously with telepractice reading and spelling assessment, intervention and instruction, with the knowledge that the current available evidence is of limited quality.

Classroom undergraduate research experiences are a "CURE" that increases engagement by students and teachers.

It is widely acknowledged that having experience conducting research is invaluable for undergraduate science students. Most undergraduate research is undertaken by students in a mentor's laboratory, but this limits the number of opportunities for students, as each laboratory can only take on a certain number of undergraduate researchers each semester. Additionally, it is also widely acknowledged that it is difficult for teachers to meet research goals while providing the best possible coursework for undergraduate students. Both of these bottlenecks can be circumvented via Classroom Undergraduate Research Experiences (CUREs), which integrate research into the curricula of structured undergraduate classes. Students enrolled in classes that include CUREs conduct research to address open-ended questions as part of their coursework. In this commentary, I describe the many ways in which CUREs are helpful for students and teachers, as well as considerations for designing successful CUREs. I provide several examples of CUREs from Microbial Physiology laboratory classes and Genomics classes that I have taught. Results from these CUREs have been successfully integrated into many peer-reviewed publications in which the students are co-authors, which has been a boon both to students' post-baccalaureate opportunities, as well as my research agenda.

Programa Escolar de Salud Cardiovascular (PESCA). Metodología y primeros resultados: 2018-2020 / Cardiovascular Health School Program (PESCA). Methodology and initial results: 2018-2020

Introducción: el 40 % de los niños entre los 6 y 9 años en España presentan exceso de peso infantil (EPI). Más de 2/3 padecerán enfermedad cardiovascular en la vida adulta. Aun así, no existe un modelo protocolarizado de acción con el que combatir, de forma eficaz, el problema. El objetivo del programa PESCA es la reducción de la prevalencia del EPI a través de un modelo transversal de actuación que, tomando como centro la red escolar y su profesorado, implique a las familias y la red de atención primaria de salud para actuar mediante la mejora cualitativa y cuantitativa de la actividad física (AF) y los hábitos de alimentación. Métodos: el protocolo incluye 5 pasos que se realizan en el centro escolar: 1) cuestionario de antecedentes personales y familiares de cada alumno; 2) índice de masa corporal (IMC); 3) bioimpedancia de composición corporal (BIA); 4) dinamometría de mano (DIN), y 5) exploración física facultativa. Como resultado, cada sujeto participante recibe un informe facultativo con su diagnostico individualizado de peso corporal y salud cardiovascular, y recomendaciones de mejora en cuanto a AF y hábitos de alimentación. Resultados en los dos primeros años del programa se ha objetivado un aumento del tiempo semanal dedicado a la AF entre los sujetos participantes (hasta un 20,12 %; p < 0,001) y un descenso significativo en la prevalencia del EPI en las niñas y los menores de 6 años (35,78 % y 58,92 %; p < 0,05, respectivamente). Conclusión: la actuación transversal de colegio, pediatra y familia permite disminuir tanto el déficit diagnóstico de la obesidad y el sobrepeso infantiles como su prevalencia. (AU)

Introduction: despite the fact that 40 % of children in Spain, ages 6 to 9, are overweight or obese, and 2/3 of them are at risk of developing cardiovascular disease, there is a lack of protocolized efficient interventions to fight this important health problem. The PESCA project aims to reduce the prevalence of overweight and obesity with a transversal model focused on a school intervention, but also involving families and primary care doctors, to increase the quantity and quality of physical activity (PA) and improve eating habits. Methods: a 5-step protocol was carried out at schools: 1) family and personal background questionnaire for children; 2) body mass index (BMI); 3) bioimpedance corporal composition (BIA); 4) hand grip dynamometry (DIN); and 5) medical physical examination. As a result, each subject received a medical report about his/her diagnosis of body weight and composition and cardiovascular health, and also recommendations to improve eating habits and increase physical activity. Results: in the first two years of PESCA, the weekly time of physical activity has significantly increased among participants (up to 20.12 %; p < 0.001). In addition, the prevalence of overweight/obesity has significantly declined in both girls and children under 6 years of age (35.78 % and 58.92 %; p < 0.05, respectively). Conclusion: the school, pediatrician, and family working together on a transversal intervention has shown effectiveness in reducing the lack of diagnosis and prevalence of overweight and obesity in children (AU)