Embedding retrieval practice in undergraduate biochemistry teaching using PeerWise.

Retrieval practice is an evidence-based approach to teaching; here, we evaluate the use of PeerWise for embedding retrieval practice into summative assessment. PeerWise allows anonymous authoring, sharing, answering, rating, and feedback on peer-authored multiple choice questions. PeerWise was embedded as a summative assessment in a large first-year introductory biochemistry module. Engagement with five aspects of the tool was evaluated against student performance in coursework, exam, and overall module outcome. Results indicated a weak-to-moderate positive but significant correlation between engagement with PeerWise and assessment performance. Student feedback showed PeerWise had a polarizing effect; the majority recognized the benefits as a learning and revision tool, but a minority strongly disliked it, complaining of a lack of academic moderation and irrelevant questions unrelated to the module. PeerWise can be considered a helpful learning tool for some students and a means of embedding retrieval practice into summative assessment.

Improving research quality: the view from the UK Reproducibility Network institutional leads for research improvement.

The adoption and incentivisation of open and transparent research practices is critical in addressing issues around research reproducibility and research integrity. These practices will require training and funding. Individuals need to be incentivised to adopt open and transparent research practices (e.g., added as desirable criteria in hiring, probation, and promotion decisions, recognition that funded research should be conducted openly and transparently, the importance of publishers mandating the publication of research workflows and appropriately curated data associated with each research output). Similarly, institutions need to be incentivised to encourage the adoption of open and transparent practices by researchers. Research quality should be prioritised over research quantity. As research transparency will look different for different disciplines, there can be no one-size-fits-all approach. An outward looking and joined up UK research strategy is needed that places openness and transparency at the heart of research activity. This should involve key stakeholders (institutions, research organisations, funders, publishers, and Government) and crucially should be focused on action. Failure to do this will have negative consequences not just for UK research, but also for our ability to innovate and subsequently commercialise UK-led discovery.

ERPs and behavioural indices of long-term preattentive and attentive deficits after closed head injury.

Attentional deficits are often reported even years after sustaining a closed head injury (CHI). Disturbance of cognitive attentional functions following CHI has been documented in both behavioural and event-related brain potential (ERP) studies. Recently, the possibility that the sequelae of CHI extend to preattentive processes of attention has been pointed out. We used a paradigm that makes it possible to assess simultaneously the processing of relevant information and involuntary mechanisms of attention to gain further insight in this matter. Eleven patients with CHI greater than 1 year post-trauma and 14 age-matched control subjects were engaged in the performance of a continuous visual reaction time (RT) discrimination task while ignoring streams of auditory task-irrelevant stimuli. The main characteristic in the paradigm was that all visual stimuli were shortly preceded by an auditory stimulus, which could be a repeated (90%) or a different (deviant) tone. We measured performance on the discrimination task, and ERP indices of preattentive (mismatch negativity MMN) and attentive information processing (P1, N165, P3b). In relation to control subjects, CHI patients showed an attenuation of the MMN evoked by the deviant-tone. In response to the visual stimuli, CHI patients showed a delay of P1, and a reduction of the N165 and P3b components. Moreover, they had slower RT and missed more responses in a visual discrimination task. These results indicate both preattentive and attentive deficits, which is consistent with the typical diffuse axonal injury (DAI) resulting after CHI.