Annotated primary scientific literature: A pedagogical tool for undergraduate courses.

Annotated primary scientific literature is a teaching and learning resource that provides scaffolding for undergraduate students acculturating to the authentic scientific practice of obtaining and evaluating information through the medium of primary scientific literature. Utilizing annotated primary scientific literature as an integrated pedagogical tool could enable more widespread use of primary scientific literature in undergraduate science classrooms with minimal disruption to existing syllabi. Research is ongoing to determine an optimal implementation protocol, with these preliminary iterations presented here serving as a first look at how students respond to annotated primary scientific literature. The undergraduate biology student participants in our study did not, in general, have an abundance of experience reading primary scientific literature; however, they found the annotations useful, especially for vocabulary and graph interpretation. We present here an implementation protocol for using annotated primary literature in the classroom that minimizes the use of valuable classroom time and requires no additional pedagogical training for instructors.

Deterministic and stochastic neuronal contributions to distinct synchronous CA3 network bursts.

Computational studies have suggested that stochastic, deterministic, and mixed processes all could be possible determinants of spontaneous, synchronous network bursts. In the present study, using multicellular calcium imaging coupled with fast confocal microscopy, we describe neuronal behavior underlying spontaneous network bursts in developing rat and mouse hippocampal area CA3 networks. Two primary burst types were studied: giant depolarizing potentials (GDPs) and spontaneous interictal bursts recorded in bicuculline, a GABA(A) receptor antagonist. Analysis of the simultaneous behavior of multiple CA3 neurons during synchronous GDPs revealed a repeatable activation order from burst to burst. This was validated using several statistical methods, including high Kendall's coefficient of concordance values for firing order during GDPs, high Pearson's correlations of cellular activation times between burst pairs, and latent class analysis, which revealed a population of 5-6% of CA3 neurons reliably firing very early during GDPs. In contrast, neuronal firing order during interictal bursts appeared homogeneous, with no particular cells repeatedly leading or lagging during these synchronous events. We conclude that GDPs activate via a deterministic mechanism, with distinct, repeatable roles for subsets of neurons during burst generation, while interictal bursts appear to be stochastic events with cells assuming interchangeable roles in the generation of these events.

Cornerstone over Capstone: The case for structured career development opportunities early in the undergraduate biology curriculum as a way to influence science and biology identities.

Improving the rate at which individuals enter into STEM careers remains a national concern. STEM fields are currently facing a crisis with respect to filling jobs with qualified workers, suggesting that STEM jobs are available yet remain open and waiting for qualified graduates. Although researchers have previously investigated variables such as demographics and attrition rates for the lack of STEM graduates available to fill these job vacancies, there is a critical need for additional research examining the impact of additional career-related variables. To explore the impact of a biology-focused career development course (CDC), we surveyed 277 biology majors in their final semester who participated in the CDC. Respondents were asked to describe their perceptions of the professional development modules contained within the CDC and to describe what they would have done differently had the CDC been available earlier in their academic career. We grounded data analysis in science and biology identity frameworks. In agreement with earlier identity studies, we found that engagement with the CDC enhanced student's performance/competence in biology and recognition as a biologist, two factors that are important for identity formation. Additionally, we show that students prefer to have the CDC earlier in their academic careers. Collectively, our data advance our understanding of career development of biology majors in two novel ways. First, we provide much needed qualitative data highlighting the mechanisms underlying the biology-focused CDC. Second, we provide both quantitative and qualitative data focused on the timing of the CDC, a topic which has not yet been purposely explored in biology.

Primary Scientific Literature Is Not Just for Students and Academics: a Study of Primary Source Modalities and Predictors of Learning across Adulthood.

The 2019 coronavirus disease pandemic and distrust for popular media have highlighted the need for effective methods of direct communication of biomedical science to the public. It is presently unclear how well nonexperts can learn from primary scientific sources and what factors predict such learning in the general public. The present study examined three modalities for learning about biomedical science directly from study investigators: primary scientific articles, annotated primary scientific articles presented online with interactive learning features, and TEDTalks about scientific studies presented by a study investigator. Each modality presented the same study, "Sleep Drives Metabolite Clearance from the Adult Brain" (L. Xie, H. Kang, Q. Chen, Y. Liao, et al., Science 342:373-377, 2013, https://doi.org/10.1126/science.1241224). Knowledge about the study's scientific content was assessed before and after the randomly assigned learning modality using multiple-choice questions. Participants included a sample of college psychology students and a sample of community-dwelling older adults. Cognitive tests were used to assess individual differences in working memory, processing speed, science literacy, and semantic knowledge. Surveys were used to assess trust in science and scientists, attitudes toward science, and attitudes toward cognitive tasks. Results indicated that both younger and older adults can learn basic biomedical science from a primary source. Knowledge gains were observed in all three learning modalities with no evidence of age group differences. Notably, the largest learning gains for undergraduates and older adults were observed in the primary scientific article condition, followed by the TEDTalk, and the annotated paper. Baseline knowledge about the science study topic and adoption of "scientific attitudes" (e.g., open-mindedness) predicted learning across age groups and learning modalities. These findings suggest that science educators, communicators, and outreach professionals should consider methods of promoting science literacy in the general public through direct access to primary scientific sources.

Developing Science Literacy in Students and Society: Theory, Research, and Practice.

The subject of scientific literacy has never been more critical to the scientific community as well as society in general. As opportunities to spread misinformation increase with the rise of new technologies, it is critical for society to have at its disposal the means for ensuring that its citizens possess the basic scientific literacy necessary to make critical decisions on topics like climate change, biotechnology, and other science-based issues. As the Guest Editors of this themed issue of the Journal of Microbiology and Biology Education, we present a wide array of techniques that the scientific community is using to promote scientific literacy in both academic and nonacademic settings. The diversity of the techniques presented here give us confidence that the scientific community will rise to the challenge of ensuring that our society will be prepared to make fact-based and wise decisions that will preserve and improve our quality of life.

Discussion of Annotated Research Articles Results in Increases in Scientific Literacy within a Cell Biology Course.

As the amount and complexity of scientific knowledge continues to grow, it is essential to educate scientifically literate citizens who can comprehend the process of science and the implications of technological advances. This is especially important when educating science, technology, engineering, and mathematics (STEM) college students, since they may play a central role in the future of scientific research and its communication. A central part of decoding and interpreting scientific information is the ability to analyze scientific research articles. For this reason, many different approaches for reading scientific research articles have been developed and published. Despite the availability of numerous ways of analyzing scientific research articles, biology students can face challenges that may prevent them from fully comprehending the text. We sought to address student challenges with science vocabulary and content knowledge by adding structural supports to in-classroom article discussions through the use of annotated articles from the Science in the Classroom initiative. We describe the pedagogical approach used for discussing scientific research articles within a required biology course. In this context, we found that students' scientific literacy skills increased at the end of the semester. We also found that, for each article discussed, the majority of students could interpret graphical representations of article results and that they could identify and comprehend components of the experimental design of the study.

Annotations Serve as an On Ramp for Introductory Biology Students Learning to Read Primary Scientific Literature.

Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy.

The Five Core Concepts of Biology as a Framework for Promoting Expert-Like Behaviors in Undergraduates Learning How to Read Primary Scientific Literature.

A growing body of literature shows that primary scientific literature (PSL) is a valuable and useful tool for science, technology, engineering, and math education. We currently have a relatively limited understanding of how skills relating to reading PSL progress through academic careers, i.e., the process by which expertise in reading PSL develops. In this study, we built on previous work showing clear differences in strategies that experts use to read PSL that are not often available to or documented with novice PSL readers. Using the five core concepts (5CCs) of biology, outlined in Vision and Change in Undergraduate Biology, as a framework for student engagement with PSL, we investigated whether the 5CCs can be used to (i) increase student engagement with PSL, (ii) provide a context for PSL, and (iii) integrate student prior knowledge when reading PSL. Second, we investigated whether a 5CCs-based, semester-long intervention could shift student reading habits to be more expert-like. As no direct assessment for this exists, we instead measured student motivation for reading PSL, their Biology identity, and their perceived learning gains in science. We found that, through the use of the 5CCs as a framework for reading PSL, students were able to integrate previous knowledge and engaged with PSL constructively. Additionally, we saw positive shifts in student motivation for reading PSL, student Biology identity, and student self-reported learning gains in Biology. Taken together, the 5CCs, as a disciplinary framework, have great potential as a pedagogical tool for increasing student engagement with PSL in Biology classrooms.

From Novice To Expert: An Assessment To Measure Strategies Students Implement While Learning To Read Primary Scientific Literature.

Primary Scientific Literature (PSL) has been used in undergraduate classrooms as a way to engage students with the research process and to increase science literacy. Most curricula lack any formal training for undergraduates to critically read PSL even though most undergraduate science courses require students to engage with PSL at some level. In addition, there are limited studies exploring the process by which expertise in reading PSL develops in undergraduates. In this study, we adapted behaviors that expert and novice PSL readers exhibit into a quantitative assessment tool, the PSL Reading Strategies Assessment, to evaluate undergraduates' development of reading strategies when learning to read PSL. Factor analysis and reliability measures were implemented to determine the structure of our assessment tool. Our results show the PSL Reading Strategies Assessment is sensitive enough to measure differences among student populations, suggesting that it can be used as a diagnostic tool to guide instructors and researchers as they change curricula, implement new teaching strategies, and strive to develop students' science literacy. Moreover, our data show that developing expert-like reading strategies in students learning to read PSL is not easy. Simply reading a PDF does little to promote the development of reading strategies in students learning to read PSL.

Seeing Yourself as a Scientist: Increasing Science Identity Using Professional Development Modules Designed for Undergraduate Students.

As educators, we should not assume that students are progressing toward intended STEM careers simply because they have persisted and received a STEM degree. In addition to learning biology content and scientific skills, students need guidance in making optimal career choices. In this study, we present seven career development modules designed specifically to motivate students to consider their successes as scientists and to consider applying their biological knowledge and scientific skills to a range of biology careers. These modules highlight the value and the utility of a biology degree and are, therefore, designed to increase students' self-confidence as well as their science and biology identities. The career development modules presented here are easy to implement and, in our experience, encourage engagement and class discussions. Our analyses confirm that these modules collectively increase student science and biology identities, two predictors for entry into STEM careers.

How do STEM graduate students perceive science communication? Understanding science communication perceptions of future scientists.

Increasingly, communicating science to the public is recognized as the responsibility of professional scientists; however, these skills are not always included in graduate training. In addition, most research on science communication training during graduate school, which is limited, has been program evaluation or literature reviews and does not report on or seek to understand graduate student perspectives. This research study provides a comprehensive analysis of graduate-level science communication training from the perspective of STEM graduate students. Using a mixed-methods approach, this study aimed to investigate where graduate students are receiving science communication training (if at all), what this training looks like from the student's point of view, and, for graduate students that are engaging in science communication, what do these experiences look like. This study also explores how graduate students define science communication. Taken together, these results will give graduate students a voice in the development of science communication trainings and will remove barriers and increase equity in science communication training.

Laser scar revision: A review.

Surgery, burns, wounds, and inflammatory processes can lead to the development of a variety of different scars. Scars are categorized as hypertrophic, keloid, atrophic and acne scars. Different treatments are utilized for each scar type. The evolution of scar treatment has led to the advancement of lasers for the improvement of all scar types. Non-ablative lasers such as the pulsed dye laser have been shown to be effective in the treatment of hypertrophic and erythematous scars. Ablative lasers, the carbon dioxide (CO(2)) and erbium:YAG (Er:YAG), were some of the first lasers that were proven to be effective in the treatment of atrophic acne scars. Further developments in laser technology have led to non-ablative and ablative fractional devices that improve scar appearance and are better tolerated than ablative CO(2) and Er:YAG. This article will review scars and the laser options for scar revision.

Student Association of Lecture Content with the Five Core Concepts of Biology: Novel Results from an Introductory Biology Course.

Challenges in integration of concepts persist among undergraduate biology students. The 5 core concepts (5CCs) of biology presented in Vision and Change provide a comprehensive, concept-based description of the knowledge of biology, summarized in five main biological scales and five overarching principles that dictate natural biological phenomena and processes. The goal of this study was to collect information on students' interpretations of three introductory biology topics, (i) aquaporins, (ii) aerobic respiration, and (iii) DNA transcription, while associating their knowledge of these topics with the 5CCs. During three separate exam review sessions, students of a conventional lecture-based introductory biology class were asked to provide short responses of how each of the 5CCs related to the given class topic. An inductive coding analysis of student responses was performed to reveal the main connections students made between each of the three topics and the 5CCs. We found that for some core concepts it was easier for students to draw connections to a simple topic, such as aquaporins, while for other core concepts it was easier to draw connections to a multistep phenomenon, such as aerobic respiration. Although student connections were simple associations between a CC and a class topic, exploratory studies such as this one can be an important step toward designing teaching practices that are aligned with Vision and Change recommendations and could advance student conceptual understanding and integration of biological knowledge.

Evaluation of a Questionnaire Measuring University Students' Sense of Belonging to and Involvement in a Biology Department.

Sense of belonging and involvement has shown to be positively associated with academic achievement and retention. We argue that a focus on sense of belonging and involvement specifically at the departmental level is valuable, yet rarely discussed in the literature. In this article, we describe the development and evaluation of a questionnaire measuring university students' sense of belonging to and involvement in their "home" department (biology). The questionnaire was named the DeSBI questionnaire (Departmental Sense of Belonging and Involvement) and was administered to students attending an R1 university in the southeastern United States during Spring 2018 (n = 201) and Fall 2018 (n = 737) semesters. Factor analysis indicated a three-factor solution: one factor consisting of five items representing sense of belonging: valued competence; a second factor consisting of six items representing sense of belonging: social acceptance; and a third factor consisting of nine involvement items. Analysis of variance showed significant differences in all subscales between students included in a special biology program, biology majors, and non-biology majors. The study findings support the use of the instrument for measuring biology students' sense of belonging to and involvement in their biology department.

Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs.

Formal training in communicating science to a general audience is not traditionally included in graduate and postdoctoral-level training programs. However, the ability to effectively communicate science is increasingly recognized as a responsibility of professional scientists. We describe a science communication professional development opportunity in which scientists at the graduate-level and above annotate primary scientific literature, effectively translating complex research into an accessible educational tool for undergraduate students. We examined different types of annotator training, each with its own populations and evaluation methods, and surveyed participants about why they participated, the confidence they have in their self-reported science communication skills, and how they plan to leverage this experience to advance their science careers. Additionally, to confirm that annotators were successful in their goal of making the original research article easier to read, we performed a readability analysis on written annotations and compared that with the original text of the published paper. We found that both types of annotator training led to a gain in participants' self-reported confidence in their science communication skills. Also, the annotations were significantly more readable than the original paper, indicating that the training was effective. The results of this work highlight the potential of annotator training to serve as a value-added component of scientific training at and above the graduate level.

A prospective, randomized, double-blind comparison of bupivacaine and lidocaine for maxillary infiltrations.

The purpose of this prospective, randomized, double-blind study was to evaluate the anesthetic efficacy of 1.8 mL 0.5% bupivacaine with 1:200,000 epinephrine and 1.8 mL of 2% lidocaine with 1:100,000 epinephrine in maxillary lateral incisors and first molars. Sixty-five subjects randomly received, in a double-blind manner, two infiltrations at two separate appointments, in a crossover design. The injections consisted of maxillary lateral incisor and first molar infiltrations of 1.8 mL 0.5% bupivacaine with 1:200,000 epinephrine and 1.8 mL 2% lidocaine with 1:100,000 epinephrine. In maxillary lateral incisors, bupivacaine exhibited a significantly lower anesthetic success rate (obtaining two consecutive 80 readings with the pulp tester within 10 minutes) of 78% when compared with a 97% success rate with lidocaine. In maxillary first molars, bupivacaine's onset of pulpal anesthesia (7.7 minutes) was significantly slower than lidocaine (4.3 minutes). Bupivacaine had a lower success rate than lidocaine (64% versus 82%) but there was no significant difference between the two solutions. Neither solution provided pulpal anesthesia for 1 hour.

The anesthetic efficacy of articaine in buccal infiltration of mandibular posterior teeth.

BACKGROUND: The authors conducted a prospective, randomized, double-blind, crossover study comparing the degree of pulpal anesthesia achieved by means of mandibular first molar buccal infiltrations of two anesthetic solutions: 4 percent articaine with 1:100,000 epinephrine and 2 percent lidocaine with 1:100,000 epinephrine. METHODS: Each of 60 blinded adult subjects randomly received two buccal infiltrations at the first molar site: one cartridge of 4 percent articaine with 1:100,000 epinephrine at one appointment and one cartridge of 2 percent lidocaine with 1:100,000 epinephrine at another appointment. The injections were administered during two separate appointments spaced at least one week apart. The authors used an electric pulp tester to assess the first and second molars and the first and second premolars for pulpal anesthesia in three-minute cycles for 60 minutes. They considered anesthesia to be successful when they obtained two consecutive pulp test readings of 80 (meaning the subject evidenced no response at the maximum output on the pulp tester). RESULTS: With the lidocaine formulation, successful pulpal anesthesia ranged from 45 to 67 percent. With the articaine formulation, successful pulpal anesthesia ranged from 75 to 92 percent. There was a significant difference (P < .05) in anesthetic success between the lidocaine and articaine formulations for each of the four teeth. Pulpal anesthesia declined slowly over 60 minutes with both formulations. CONCLUSION AND CLINICAL IMPLICATIONS: For a mandibular buccal infiltration of the first molar, 4 percent articaine with 1:100,000 epinephrine will result in a higher success rate than will 2 percent lidocaine with 1:100,000 epinephrine, but the duration of pulpal anesthesia will decline over 60 minutes with either formulation.

Passive sampling devices enable capacity building and characterization of bioavailable pesticide along the Niger, Senegal and Bani Rivers of Africa.

It is difficult to assess pollution in remote areas of less-developed regions owing to the limited availability of energy, equipment, technology, trained personnel and other key resources. Passive sampling devices (PSDs) are technologically simple analytical tools that sequester and concentrate bioavailable organic contaminants from the environment. Scientists from Oregon State University and the Centre Régional de Recherches en Ecotoxicologie et de Sécurité Environnementale (CERES) in Senegal developed a partnership to build capacity at CERES and to develop a pesticide-monitoring project using PSDs. This engagement resulted in the development of a dynamic training process applicable to capacity-building programmes. The project culminated in a field and laboratory study where paired PSD samples were simultaneously analysed in African and US laboratories with quality control evaluation and traceability. The joint study included sampling from 63 sites across six western African countries, generating a 9000 data point pesticide database with virtual access to all study participants.

Improvements in pollutant monitoring: optimizing silicone for co-deployment with polyethylene passive sampling devices.

Sequestering semi-polar compounds can be difficult with low-density polyethylene (LDPE), but those pollutants may be more efficiently absorbed using silicone. In this work, optimized methods for cleaning, infusing reference standards, and polymer extraction are reported along with field comparisons of several silicone materials for polycyclic aromatic hydrocarbons (PAHs) and pesticides. In a final field demonstration, the most optimal silicone material is coupled with LDPE in a large-scale study to examine PAHs in addition to oxygenated-PAHs (OPAHs) at a Superfund site. OPAHs exemplify a sensitive range of chemical properties to compare polymers (log Kow 0.2-5.3), and transformation products of commonly studied parent PAHs. On average, while polymer concentrations differed nearly 7-fold, water-calculated values were more similar (about 3.5-fold or less) for both PAHs (17) and OPAHs (7). Individual water concentrations of OPAHs differed dramatically between silicone and LDPE, highlighting the advantages of choosing appropriate polymers and optimized methods for pollutant monitoring.