The Current Status of Preclinical Endocrine Education in U.S. Medical Schools

ObjectiveTo characterize the current landscape of preclinical medical endocrine education in U.S. allopathic medical schools.MethodsU.S. endocrine curriculum directors were asked to voluntarily complete a 16-question email survey surveying the status of endocrine preclinical education at their medical school.ResultsSixty-nine of 155 (45%) endocrine block director respondents completed the online survey between July 2021 and September 2021. A larger incoming class, a longer duration of the endocrine curriculum, and the offering of a separate endocrine curriculum (ie apart from the teaching of other organ systems) were each independently associated with an increased number of faculty teaching the course. Schools that used a gland-/organ-based curriculum only and those that used a combination of gland-/organ-based curriculum with topic-based curriculum differed significantly in their use of large lectures, small groups, and several curriculum components, including point of care glucose testing, continuous glucose monitoring, and insulin pumps.ConclusionThis survey study reports the current landscape of preclinical endocrine education in the United States and describes opportunities to improve interest in pursuing endocrinology as a career.     

The impact of a malaria elimination initiative on school outcomes: Evidence from Southern Mozambique

Despite the significant improvements achieved over the last ten years, primary education attainment in Mozambique is still low. Potential reasons acting from the demand perspective include ill health, among other factors. In Mozambique, ill health is still largely linked to malaria, which is a leading cause of outpatient contacts, hospital admissions and death, particularly among under-five and school-aged children. Despite this, in Mozambique and more generally, in malaria endemic countries, the identification and measurement of how improved malaria indicators may contribute to better school outcomes remains largely unknown. In particular, there is a low understanding of the extent to which better health translates immediately into school indicators, such as absenteeism and grades. In this study, we exploit the first year of a malaria elimination initiative implemented in Magude district (Southern Mozambique) that started in 2015, as a quasi-experiment to estimate the impact of malaria on selected primary school outcomes. While malaria was not eliminated, its incidence drastically dropped. We use as control a neighbouring district (Manhiça) with similar socio-economic and epidemiological characteristics. By employing a difference-in-differences (DiD) approach, we examine whether the positive health shock translated into improved school outcomes. Using information from school registers, we generated a dataset on school attendance and grades for 9,848 primary-school students from 9 schools (4 in the treated district and 5 in the control district). In our main specification, a repeated cross-section analysis, we find that the elimination initiative led to a 28% decrease in school absenteeism and a 2% increase in students’ grades. Our results are robust across different specifications, including a panel DiD individual fixed effects estimate on a sub-sample of students. These findings provide evidence on the negative impact of malaria on primary education attainment and suggest remarkable economic benefits consequent to its elimination.     

The impact of educational rewards on the diagnosis of autism spectrum disorder

Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder that affects social interactions and communication. The prevalence of ASD has risen dramatically in recent years, but the underlying factors leading to this rise are not clear. In this paper, we test whether changes in state-level educational policy that impact school-level resources are associated with the rise in ASD diagnostic prevalence. Early identification of ASD can improve an array of outcomes for children, and school systems play an important role with identification of the condition. It is plausible that children attending schools with better resources from state governments are more likely to receive an ASD diagnosis and presumably appropriate services. We focus on one educational policy in particular, state-level rewards, which consist of a monetary transfer from state governments to school districts. To test the impact of educational rewards on ASD diagnosis, we rely on policy variation across states and time and estimate both two-way fixed effects (TWFE) models alongside recently advanced methods in the difference-in-differences (DiD) literature. Under a baseline TWFE specification we estimate that rewards policies are associated with a 18.46% increase in ASD diagnosis. Further, using DiD methods that account for bias in settings of differential policy timing, we find that the magnitude of the effect increases to 24.8%. We believe these findings to be suggestive evidence that educational rewards policies improved the likelihood of detection and diagnosis of ASD.     

Are signs enough? Using normative and narrative messaging to protect the western snowy plover (Charadrius nivosus) in coastal Oregon

Outdoor recreation can negatively impact wildlife. Shorebirds are especially sensitive because they often inhabit beaches used for recreation. Beaches at Oregon Dunes National Recreation Area (ODNRA) provide critical habitat for the federally threatened western snowy plover (WSPL) (Charadrius nivosus), which nests and forages in open sand. The ODNRA uses rope fencing and signs to communicate closures of WSPL habitat, but past efforts have not been highly successful. To improve compliance with closures, this study tested signs with messages based on the focus theory of normative conduct (i.e., Normative) and the extended elaboration likelihood model (i.e., Narrative). In an experimental design, the two treatment signs were compared to a control (an existing sign). We examined how the messages affected visitor attention to signs and impacted compliance with WSPL restrictions. Nearly 800 people were unobtrusively observed as they approached the sign and their reading behavior was documented. At regular intervals, an observer scanned the beach to count the number of people in and out of compliance with the regulations. Approximately one third of visitors read the treatment signs, while only 5% read the control sign. The Narrative sign was the most effective in deterring entry into WSPL nesting habitat. Findings suggest that a narrative format may encourage visitors to perform wildlife friendly behaviors. However, because many visitors still recreated inside WSPL nesting habitat after being exposed to signs, signs should be used to supplement strategies such as fencing or personal contact.     

L’Art rupestre d’Alta,Norvège. Art et conscience

Located in northern Scandinavia, rock art sites from Alta are the silent witness of ancient people. Considering landscape, surfaces and engravings gives the opportunity to understand the relation of pictures to their context. Simultaneous understanding of both rock surface and picture offer to reach a graphical discourse. On the other hand mythology gives a new perspective to engravings and integrates them into a global values’ system. Power over representation and the rise of sacred feeling produce by those engravings create a special space closer to a higher reality. In that more than natural space respect to precise rules is of the first importance. By a metaphysic's knowledge, the shaman insures good fortune and well-being to the entire group. This paper offers to consider those different aspects and to shed light on their importance.     

Humanizing European Paleolithic art: A new visual evidence of human/bird interactions at L’Hort de la Boquera site (Margalef de Montsant,Tarragona, Spain)

This paper reports the discovery of a new example of portable art in North-eastern Iberia dating to the Late Upper Palaeolithic (12.250 ± 60 BP). The piece is analysed in relation to the European Palaeolithic art assemblage to determine its significance and how it contributes to our understandings of Palaeolithic artistic practices. Both the motifs depicted (birds and humans) and the patterns of composition (a narrative scene) are unusual in Palaeolithic assemblages. In addition, this new find contributes to filling a geographic gap in the artistic record as evidence of Palaeolithic art is rare in Catalonia. The anatomical features of one of the birds suggest that it is a crane, a species that has been depicted in a limited number of sites, as summarized in this paper. Moreover, there are only three known example of birds and humans interacting in a narrative scene in Palaeolithic art. Exhibiting innovations in media, subject matter and compositional norms, this new find has the potential to change the classic definition of European Upper Palaeolithic art and integrate the region in the artistic trends circulating along Mediterranean Iberia during the Upper Magdalenian.     

适于工程教育的生物化学PBL教学案例设计

工程教育是我国高等教育的重要组成部分,随着新工科人才培养内涵的不断深化,全方位开展课程改革,提高工科人才培养质量正当其时。为了突出新工科人才培养的特色,专业课和实习实践类课程正在成为课程教学改革的重点。但是,在专业基础课中如何突出工科特色人才培养的实践亟待探索。本文以生物化学课程为例,采用问题引导式教学方法,选择合适的教学案例,从科学与技术问题出发探索教学设计,引导学生凝练问题、分析问题并解决问题。实现引导学生从“被动式”到“主动式”学习的转变,提升学生思辨能力的同时,突出科学与技术的工程化应用,并为持续甚至终生学习奠定基础,为新工科背景下应用型人才培养提供参考和借鉴。     

Leveraging remote learning during the Covid‐19 pandemic to enhance student understanding of biodiversity

We evaluated whether individual nature‐based ecological (NBE) study used in tandem with group collaboration enhanced undergraduate student understanding of ecological concepts and pro‐environmental perceptions. In response to the Covid‐19 pandemic, we developed a multiweek unit on the latitude diversity gradient (LDG) for fully online instruction that leveraged the unique situation of students learning in disparate geographic locations. Student understanding of the LDG and pro‐environmental perceptions were assessed with surveys administered both pre‐ and post‐activity in an introductory‐level biology laboratory course. Student understanding of the geographic location where biodiversity is the highest was high prior to the start of the laboratory unit and exhibited only a small improvement after the unit. In contrast, students’ higher order thinking around the LDG was enhanced by the lab activity. Student environmental perceptions shifted toward ecocentric views and away from anthropocentric views after the laboratory unit. The greatest gains in ecological understanding and shifts toward ecocentric viewpoints occurred in the group of students who visited their field sites most often. Our results provide further evidence as to the value of NBE for the introductory biology laboratory, even in an online learning setting. The lab unit described in this study provides a potential approach to teaching ecology in an online format that could easily be adapted to fit the needs of a particular curriculum.     

CURRICULUM GUIDE FOR RESEARCH ETHICS WORKSHOPS FOR COUNTRIES IN THE MIDDLE EAST

To help ensure the ethical conduct of research, many have recommended educational efforts in research ethics to investigators and members of research ethics committees (RECs). One type of education activity involves multi‐day workshops in research ethics. To be effective, such workshops should contain the appropriate content and teaching techniques geared towards the learning styles of the targeted audiences. To ensure consistency in content and quality, we describe the development of a curriculum guide, core competencies and associated learning objectives and activities to help educators organize research ethics workshops in their respective institutions. The curriculum guide is divided into modular units to enable planners to develop workshops of different lengths and choose content materials that match the needs, abilities, and prior experiences of the target audiences. The content material in the curriculum guide is relevant for audiences in the Middle East, because individuals from the Middle East who participated in a Certificate Program in research ethics selected and developed the training materials (e.g., articles, powerpoint slides, case studies, protocols). Also, many of the activities incorporate active‐learning methods, consisting of group work activities analyzing case studies and reviewing protocols. The development of such a workshop training curriculum guide represents a sustainable educational resource to enhance research ethics capacity in the Middle East.