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Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course.

CBE life sciences education

Aranda ML, Diaz M, Mena LG, Ortiz JI, Rivera-Nolan C, Sanchez DC, Sanchez MJ, Upchurch AM, Williams CS, Boorstin SN, Cardoso LM, Dominguez M, Elias S, Lopez EE, Ramirez RE, Romero PJ, Tigress FN, Wilson JA, Winstead R, Cantley JT, Chen JC, Fuse M, Goldman MA, Govindan B, Ingmire P, Knight JD, Pasion SG, Pennings PS, Sehgal RNM, de Vera PT, Kelley L, Schinske JN, Riggs B, Burrus LW, Tanner KD.
PMID: 34546103
CBE Life Sci Educ. 2021 Dec;20(4):ar55. doi: 10.1187/cbe.21-03-0060.

Scientist Spotlights-curricular materials that employ the personal and professional stories of scientists from diverse backgrounds-have previously been shown to positively influence undergraduate students' relatability to and perceptions of scientists. We hypothesized that engaging students in authoring Scientist Spotlights might...

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Aranda ML, Diaz M, Mena LG, et al. Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE Life Sci Educ. 2021;20(4):ar55doi: 10.1187/cbe.21-03-0060.
Aranda, M. L., Diaz, M., Mena, L. G., Ortiz, J. I., Rivera-Nolan, C., Sanchez, D. C., Sanchez, M. J., Upchurch, A. M., Williams, C. S., Boorstin, S. N., Cardoso, L. M., Dominguez, M., Elias, S., Lopez, E. E., Ramirez, R. E., Romero, P. J., Tigress, F. N., Wilson, J. A., Winstead, R., Cantley, J. T., Chen, J. C., Fuse, M., Goldman, M. A., Govindan, B., Ingmire, P., Knight, J. D., Pasion, S. G., Pennings, P. S., Sehgal, R. N. M., de Vera, P. T., Kelley, L., Schinske, J. N., Riggs, B., Burrus, L. W., & Tanner, K. D. (2021). Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE life sciences education, 20(4), ar55. https://doi.org/10.1187/cbe.21-03-0060
Aranda, Maurina L, et al. "Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course." CBE life sciences education vol. 20,4 (2021): ar55. doi: https://doi.org/10.1187/cbe.21-03-0060
Aranda ML, Diaz M, Mena LG, Ortiz JI, Rivera-Nolan C, Sanchez DC, Sanchez MJ, Upchurch AM, Williams CS, Boorstin SN, Cardoso LM, Dominguez M, Elias S, Lopez EE, Ramirez RE, Romero PJ, Tigress FN, Wilson JA, Winstead R, Cantley JT, Chen JC, Fuse M, Goldman MA, Govindan B, Ingmire P, Knight JD, Pasion SG, Pennings PS, Sehgal RNM, de Vera PT, Kelley L, Schinske JN, Riggs B, Burrus LW, Tanner KD. Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE Life Sci Educ. 2021 Dec;20(4):ar55. doi: 10.1187/cbe.21-03-0060. PMID: 34546103.
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Think to image: image to observe, learn and react.

Minerva cardiology and angiology

Garcia-Garcia HM, Taramasso M.
PMID: 34870382
Minerva Cardiol Angiol. 2021 Dec;69(6):623-625. doi: 10.23736/S2724-5683.21.05987-1.

No abstract available.

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Garcia-Garcia HM, Taramasso M. Think to image: image to observe, learn and react. Minerva Cardiol Angiol. 2021;69(6):623-625doi: 10.23736/S2724-5683.21.05987-1.
Garcia-Garcia, H. M., & Taramasso, M. (2021). Think to image: image to observe, learn and react. Minerva cardiology and angiology, 69(6), 623-625. https://doi.org/10.23736/S2724-5683.21.05987-1
Garcia-Garcia, Hector M, and Taramasso, Maurizio. "Think to image: image to observe, learn and react." Minerva cardiology and angiology vol. 69,6 (2021): 623-625. doi: https://doi.org/10.23736/S2724-5683.21.05987-1
Garcia-Garcia HM, Taramasso M. Think to image: image to observe, learn and react. Minerva Cardiol Angiol. 2021 Dec;69(6):623-625. doi: 10.23736/S2724-5683.21.05987-1. PMID: 34870382.
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A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence.

Cognitive science

Nancekivell SE, Sun X, Gelman SA, Shah P.
PMID: 34606131
Cogn Sci. 2021 Oct;45(10):e13047. doi: 10.1111/cogs.13047.

The learning style myth is a commonly held myth that matching instruction to a student's "learning style" will result in improved learning, while providing mismatched instruction will result in suboptimal learning. The present study used a short online reasoning...

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Nancekivell SE, Sun X, Gelman SA, et al. A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Cogn Sci. 2021;45(10):e13047doi: 10.1111/cogs.13047.
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Cognitive science, 45(10), e13047. https://doi.org/10.1111/cogs.13047
Nancekivell, Shaylene E, et al. "A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence." Cognitive science vol. 45,10 (2021): e13047. doi: https://doi.org/10.1111/cogs.13047
Nancekivell SE, Sun X, Gelman SA, Shah P. A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. Cogn Sci. 2021 Oct;45(10):e13047. doi: 10.1111/cogs.13047. PMID: 34606131.
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The (future) doctor will see you now: Piloting a longitudinal virtual patient in medical education, simulating general practice.

Medical teacher

Dale MacLaine T, Juengst C, Harris D, Fenn C, Gabathuler H, Davies S.
PMID: 33290134
Med Teach. 2021 Apr;43(4):472-474. doi: 10.1080/0142159X.2020.1853689. Epub 2020 Dec 08.

INTRODUCTION: Virtual patients provide numerous learning opportunities for medical students, yet only support one-off patient interactions. To emulate general practice, allowing multiple encounters with a single patient, a new longitudinal virtual patient (LVP) was developed.METHODS: The LVP was integrated...

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Dale MacLaine T, Juengst C, Harris D, et al. The (future) doctor will see you now: Piloting a longitudinal virtual patient in medical education, simulating general practice. Med Teach. 2020;43(4):472-474doi: 10.1080/0142159X.2020.1853689.
Dale MacLaine, T., Juengst, C., Harris, D., Fenn, C., Gabathuler, H., & Davies, S. (2021). The (future) doctor will see you now: Piloting a longitudinal virtual patient in medical education, simulating general practice. Medical teacher, 43(4), 472-474. https://doi.org/10.1080/0142159X.2020.1853689
Dale MacLaine, Thomas, et al. "The (future) doctor will see you now: Piloting a longitudinal virtual patient in medical education, simulating general practice." Medical teacher vol. 43,4 (2021): 472-474. doi: https://doi.org/10.1080/0142159X.2020.1853689
Dale MacLaine T, Juengst C, Harris D, Fenn C, Gabathuler H, Davies S. The (future) doctor will see you now: Piloting a longitudinal virtual patient in medical education, simulating general practice. Med Teach. 2021 Apr;43(4):472-474. doi: 10.1080/0142159X.2020.1853689. Epub 2020 Dec 08. PMID: 33290134.
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Stop tempting your students to cheat.

Currents in pharmacy teaching & learning

Farland MZ, Childs-Kean LM.
PMID: 33867050
Curr Pharm Teach Learn. 2021 Jun;13(6):588-590. doi: 10.1016/j.cptl.2021.01.035. Epub 2021 Feb 03.

INTRODUCTION: Maintaining academic integrity is paramount for educators, and even more so for health science educators, where the health of patients is potentially at stake. However, as more content and assessments are pushed into an online forum, more hurdles...

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Farland MZ, Childs-Kean LM. Stop tempting your students to cheat. Curr Pharm Teach Learn. 2021;13(6):588-590doi: 10.1016/j.cptl.2021.01.035.
Farland, M. Z., & Childs-Kean, L. M. (2021). Stop tempting your students to cheat. Currents in pharmacy teaching & learning, 13(6), 588-590. https://doi.org/10.1016/j.cptl.2021.01.035
Farland, Michelle Z, and Childs-Kean, Lindsey M. "Stop tempting your students to cheat." Currents in pharmacy teaching & learning vol. 13,6 (2021): 588-590. doi: https://doi.org/10.1016/j.cptl.2021.01.035
Farland MZ, Childs-Kean LM. Stop tempting your students to cheat. Curr Pharm Teach Learn. 2021 Jun;13(6):588-590. doi: 10.1016/j.cptl.2021.01.035. Epub 2021 Feb 03. PMID: 33867050.
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The Kind Care Bundle: A Curriculum to Teach Medical Students the Behaviors of Kind, Compassionate Care.

MedEdPORTAL : the journal of teaching and learning resources

Cooper CM, Gheihman G.
PMID: 33889721
MedEdPORTAL. 2021 Apr 14;17:11141. doi: 10.15766/mep_2374-8265.11141.

INTRODUCTION: Patients' hospital experiences can be adversely affected by clinicians' negative behaviors. Simple positive behaviors, however, can have a dramatic impact on patient-clinician relationships. Medical students starting clinical training are ideal educational targets for learning good behavioral habits that...

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Cooper CM, Gheihman G. The Kind Care Bundle: A Curriculum to Teach Medical Students the Behaviors of Kind, Compassionate Care. MedEdPORTAL. 2021;17:11141doi: 10.15766/mep_2374-8265.11141.
Cooper, C. M., & Gheihman, G. (2021). The Kind Care Bundle: A Curriculum to Teach Medical Students the Behaviors of Kind, Compassionate Care. MedEdPORTAL : the journal of teaching and learning resources, 1711141. https://doi.org/10.15766/mep_2374-8265.11141
Cooper, Cynthia M, and Gheihman, Galina. "The Kind Care Bundle: A Curriculum to Teach Medical Students the Behaviors of Kind, Compassionate Care." MedEdPORTAL : the journal of teaching and learning resources vol. 17 (2021): 11141. doi: https://doi.org/10.15766/mep_2374-8265.11141
Cooper CM, Gheihman G. The Kind Care Bundle: A Curriculum to Teach Medical Students the Behaviors of Kind, Compassionate Care. MedEdPORTAL. 2021 Apr 14;17:11141. doi: 10.15766/mep_2374-8265.11141. PMID: 33889721; PMCID: PMC8056774.
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The effectiveness of team-based learning in nursing education: A systematic review.

Nurse education today

Alberti S, Motta P, Ferri P, Bonetti L.
PMID: 33385942
Nurse Educ Today. 2021 Feb;97:104721. doi: 10.1016/j.nedt.2020.104721. Epub 2020 Dec 11.

AIM: Team-Based Learning (TBL) is an active teaching methodology, recently implemented also in the field of nursing education. The main objective of this study was to identify, appraise and summarize primary studies on the effectiveness of TBL in achieving...

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Alberti S, Motta P, Ferri P, et al. The effectiveness of team-based learning in nursing education: A systematic review. Nurse Educ Today. 2020;97:104721doi: 10.1016/j.nedt.2020.104721.
Alberti, S., Motta, P., Ferri, P., & Bonetti, L. (2021). The effectiveness of team-based learning in nursing education: A systematic review. Nurse education today, 97104721. https://doi.org/10.1016/j.nedt.2020.104721
Alberti, Sara, et al. "The effectiveness of team-based learning in nursing education: A systematic review." Nurse education today vol. 97 (2021): 104721. doi: https://doi.org/10.1016/j.nedt.2020.104721
Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review. Nurse Educ Today. 2021 Feb;97:104721. doi: 10.1016/j.nedt.2020.104721. Epub 2020 Dec 11. PMID: 33385942.
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Commitment to Change Statements and Actual Practice Change After a Continuing Medical Education Intervention.

The Journal of continuing education in the health professions

Arnold Rehring SM, Steiner JF, Reifler LM, Glenn KA, Daley MF.
PMID: 33758129
J Contin Educ Health Prof. 2021 Apr 01;41(2):145-152. doi: 10.1097/CEH.0000000000000340.

INTRODUCTION: Continuing medical education (CME) interventions often evaluate participant commitment to change (CTC) clinical practice. Evidence linking CTC to actual practice change is limited.METHODS: In an intervention that combined live CME with changes to the electronic health record to...

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Arnold Rehring SM, Steiner JF, Reifler LM, et al. Commitment to Change Statements and Actual Practice Change After a Continuing Medical Education Intervention. J Contin Educ Health Prof. 2021;41(2):145-152doi: 10.1097/CEH.0000000000000340.
Arnold Rehring, S. M., Steiner, J. F., Reifler, L. M., Glenn, K. A., & Daley, M. F. (2021). Commitment to Change Statements and Actual Practice Change After a Continuing Medical Education Intervention. The Journal of continuing education in the health professions, 41(2), 145-152. https://doi.org/10.1097/CEH.0000000000000340
Arnold Rehring, Sharisse M, et al. "Commitment to Change Statements and Actual Practice Change After a Continuing Medical Education Intervention." The Journal of continuing education in the health professions vol. 41,2 (2021): 145-152. doi: https://doi.org/10.1097/CEH.0000000000000340
Arnold Rehring SM, Steiner JF, Reifler LM, Glenn KA, Daley MF. Commitment to Change Statements and Actual Practice Change After a Continuing Medical Education Intervention. J Contin Educ Health Prof. 2021 Apr 01;41(2):145-152. doi: 10.1097/CEH.0000000000000340. PMID: 33758129.
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A phenomenological investigation of patients' experiences during direct observation in residency: busting the myth of the fly on the wall.

Advances in health sciences education : theory and practice

Rietmeijer CBT, Deves M, van Esch SCM, van der Horst HE, Blankenstein AH, Veen M, Scheele F, Teunissen PW.
PMID: 33765197
Adv Health Sci Educ Theory Pract. 2021 Oct;26(4):1191-1206. doi: 10.1007/s10459-021-10044-z. Epub 2021 Mar 25.

Direct observation (DO) of residents by supervisors is a highly recommended educational tool in postgraduate medical education, yet its uptake is poor. Residents and supervisors report various reasons for not engaging in DO. Some of these relate to their...

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Rietmeijer CBT, Deves M, van Esch SCM, et al. A phenomenological investigation of patients' experiences during direct observation in residency: busting the myth of the fly on the wall. Adv Health Sci Educ Theory Pract. 2021;26(4):1191-1206doi: 10.1007/s10459-021-10044-z.
Rietmeijer, C. B. T., Deves, M., van Esch, S. C. M., van der Horst, H. E., Blankenstein, A. H., Veen, M., Scheele, F., & Teunissen, P. W. (2021). A phenomenological investigation of patients' experiences during direct observation in residency: busting the myth of the fly on the wall. Advances in health sciences education : theory and practice, 26(4), 1191-1206. https://doi.org/10.1007/s10459-021-10044-z
Rietmeijer, Chris B T, et al. "A phenomenological investigation of patients' experiences during direct observation in residency: busting the myth of the fly on the wall." Advances in health sciences education : theory and practice vol. 26,4 (2021): 1191-1206. doi: https://doi.org/10.1007/s10459-021-10044-z
Rietmeijer CBT, Deves M, van Esch SCM, van der Horst HE, Blankenstein AH, Veen M, Scheele F, Teunissen PW. A phenomenological investigation of patients' experiences during direct observation in residency: busting the myth of the fly on the wall. Adv Health Sci Educ Theory Pract. 2021 Oct;26(4):1191-1206. doi: 10.1007/s10459-021-10044-z. Epub 2021 Mar 25. PMID: 33765197; PMCID: PMC8452584.
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Engineering Students as Co-creators in an Ethics of Technology Course.

Science and engineering ethics

Bombaerts G, Doulougeri K, Tsui S, Laes E, Spahn A, Martin DA.
PMID: 34297187
Sci Eng Ethics. 2021 Jul 23;27(4):48. doi: 10.1007/s11948-021-00326-5.

Research on the effectiveness of case studies in teaching engineering ethics in higher education is underdeveloped. To add to our knowledge, we have systematically compared the outcomes of two case approaches to an undergraduate course on the ethics of...

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Bombaerts G, Doulougeri K, Tsui S, et al. Engineering Students as Co-creators in an Ethics of Technology Course. Sci Eng Ethics. 2021;27(4):48doi: 10.1007/s11948-021-00326-5.
Bombaerts, G., Doulougeri, K., Tsui, S., Laes, E., Spahn, A., & Martin, D. A. (2021). Engineering Students as Co-creators in an Ethics of Technology Course. Science and engineering ethics, 27(4), 48. https://doi.org/10.1007/s11948-021-00326-5
Bombaerts, Gunter, et al. "Engineering Students as Co-creators in an Ethics of Technology Course." Science and engineering ethics vol. 27,4 (2021): 48. doi: https://doi.org/10.1007/s11948-021-00326-5
Bombaerts G, Doulougeri K, Tsui S, Laes E, Spahn A, Martin DA. Engineering Students as Co-creators in an Ethics of Technology Course. Sci Eng Ethics. 2021 Jul 23;27(4):48. doi: 10.1007/s11948-021-00326-5. PMID: 34297187; PMCID: PMC8302512.
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Clinical teaching and learning: from theory and research to application.

The Medical journal of Australia

Conn JJ, Lake FR, McColl GJ, Bilszta JL, Woodward-Kron R.
PMID: 22571313
Med J Aust. 2012 May 07;196(8):527. doi: 10.5694/mja10.11473.

Learning in the clinical setting is the cornerstone of medical school education, but there are strong imperatives to optimise the ways in which students acquire clinical expertise. Deliberate practice is characterised by attention, concentration, effort and repetition of skills;...

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Conn JJ, Lake FR, McColl GJ, et al. Clinical teaching and learning: from theory and research to application. Med J Aust. 2012;196(8):527doi: 10.5694/mja10.11473.
Conn, J. J., Lake, F. R., McColl, G. J., Bilszta, J. L., & Woodward-Kron, R. (2012). Clinical teaching and learning: from theory and research to application. The Medical journal of Australia, 196(8), 527. https://doi.org/10.5694/mja10.11473
Conn, Jennifer J, et al. "Clinical teaching and learning: from theory and research to application." The Medical journal of Australia vol. 196,8 (2012): 527. doi: https://doi.org/10.5694/mja10.11473
Conn JJ, Lake FR, McColl GJ, Bilszta JL, Woodward-Kron R. Clinical teaching and learning: from theory and research to application. Med J Aust. 2012 May 07;196(8):527. doi: 10.5694/mja10.11473. PMID: 22571313.
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Deep Residual Network in Network.

Computational intelligence and neuroscience

Alaeddine H, Jihene M.
PMID: 33679966
Comput Intell Neurosci. 2021 Feb 23;2021:6659083. doi: 10.1155/2021/6659083. eCollection 2021.

Deep network in network (DNIN) model is an efficient instance and an important extension of the convolutional neural network (CNN) consisting of alternating convolutional layers and pooling layers. In this model, a multilayer perceptron (MLP), a nonlinear function, is...

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Alaeddine H, Jihene M. Deep Residual Network in Network. Comput Intell Neurosci. 2021;2021:6659083doi: 10.1155/2021/6659083.
Alaeddine, H., & Jihene, M. (2021). Deep Residual Network in Network. Computational intelligence and neuroscience, 20216659083. https://doi.org/10.1155/2021/6659083
Alaeddine, Hmidi, and Jihene, Malek. "Deep Residual Network in Network." Computational intelligence and neuroscience vol. 2021 (2021): 6659083. doi: https://doi.org/10.1155/2021/6659083
Alaeddine H, Jihene M. Deep Residual Network in Network. Comput Intell Neurosci. 2021 Feb 23;2021:6659083. doi: 10.1155/2021/6659083. eCollection 2021. PMID: 33679966; PMCID: PMC7925065.
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