Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments.

Based on theoretical frameworks of scientist stereotypes, possible selves, and science identity, written assignments were developed to teach science content through biographies and research of counter-stereotypical scientists-Scientist Spotlights (www.scientistspotlights.org). Previous studies on Scientist Spotlight assignments showed significant shifts in how college-level biology students relate to and describe scientists and in their performance in biology courses. However, the outcomes of Scientist Spotlight assignments in secondary schools were yet to be explored. In collaboration with 18 science teachers from 12 schools, this study assessed the impacts of Scientist Spotlight assignments for secondary school students. We used published assessment tools: Relatability prompt; Stereotypes prompt; and Performance/Competence, Interest, and Recognition (PCIR) instrument. Statistical analyses compared students' responses before and after receiving at least three Scientist Spotlight assignments. We observed significant shifts in students' relatability to and descriptions of scientists as well as other science identity measures. Importantly, disaggregating classes by implementation strategies revealed that students' relatability shifts were significant for teachers reporting in-class discussions and not significant for teachers reporting no discussions. Our findings raise questions about contextual and pedagogical influences shaping student outcomes with Scientist Spotlight assignments, like how noncontent Instructor Talk might foster student shifts in aspects of science identity.

Sensations during removal of epicardial pacing wires after coronary artery bypass graft surgery.

BACKGROUND: One procedure that is commonly performed after coronary artery bypass graft surgery is removal of epicardial pacing wires (EPWs). Currently, there is a paucity of information regarding the sensations experienced by patients during this procedure. OBJECTIVE: To determine the sensations commonly reported by patients during EPW removal. METHODS: A secondary analysis was performed on data sets from 2 previous studies to determine the sensations commonly experienced by patients during EPW removal. The sample consisted of 144 subjects from 2 teaching hospitals. RESULTS: The most commonly reported sensation during EPW removal was a "mild to moderate pulling" sensation. CONCLUSION: This secondary analysis provides important information regarding the sensations most commonly reported by patients during EPW removal. This sensory information could be incorporated into a psycho-educational information intervention to prepare patients for EPW removal.