Ascorbic acid is associated with favourable hormonal profiles among infertile males.

Introduction: Infertility affects about 16% of North American couples, with the male factor contributing to ∼30% of cases. Reproductive hormones play an integral role in regulating the reproductive system and consequently, fertility. Oxidative stress reduces testosterone synthesis, and reduction in oxidative stress can improve hormone profiles. Ascorbic acid is a potent antioxidant that accounts for up to 65% of seminal antioxidant activity; however, its effects on reproductive hormones in humans are unknown. Methods: The objective was to determine the association between serum ascorbic acid concentrations and male reproductive hormones. We conducted a cross-sectional study involving infertile males (n = 302) recruited from Mount Sinai Hospital, Toronto. Serum was analyzed for ascorbic acid, luteinizing hormone (LH), follicular stimulating hormone (FSH), total testosterone (TT), prolactin and estradiol. Statistical analyses included Spearman's rank correlations, linear regressions, logistic regressions, simple slope and Johnson-Neyman procedures. Results: After adjusting for covariates, ascorbic acid was inversely associated with LH (P = 0.01). Ascorbic acid was positively associated with TT only among males over the age of 41.6 years (P = 0.01). Discussion: Our findings show that ascorbic acid is associated with higher testosterone levels and improved androgenic status in infertile males, and some of the effects appear to be age dependent.

Blended learning in a biology classroom: Pre-pandemic insights for post-pandemic instructional strategies.

It is increasingly important to utilize novel approaches to improve student learning. This has become especially relevant throughout the COVID-19 pandemic. Previous studies have shown positive outcomes of blended learning on student satisfaction. Yet, there are limited data in the field of biology on how blended learning practices correlate with overall student performance. Moreover, there is a dearth of information on student perceptions about how blended learning has impacted their education. Through this study, we present insights on the impact of blended learning in a first-year cell and molecular biology course. Using mixed-methods research, we evaluated the impact of a blended learning course format on student performance in the learning categories of knowledge and understanding, communication and application, and critical thinking and inquiry. Using a pre- vs. postintervention analysis, we show that a blended learning course model does not change students' performance on multiple-choice and short answer assessments when compared to a nonblended learning course model. Through a qualitative assessment of student perceptions and sentiments, however, the implemented blended learning approach does appear to provide significant perceived benefits, including learner flexibility, consolidation of content, and the opportunity to apply course content to the 'real world'. While we recognize that our report describes a very specific blended learning model, we believe that our findings are generalizable to similar introductory courses. As such, we are confident that our case study will provide course designers with a useful foundation to build future blended learning courses.

Knowledge translation strategies for sharing evidence-based health information with older adults and their caregivers: findings from a persona-scenario method.

BACKGROUND: By understanding the information seeking behaviors of older adults, we can better develop or iterate effective information technologies, such as the McMaster Optimal Aging Portal, that provide evidence-based health information to the public. This paper reports health-related information seeking and searching behaviours and provides strategies for effective knowledge translation (KT) to increase awareness and use of reliable health information. METHODS: We conducted a qualitative study with eighteen older adults using the persona-scenario method, whereby participants created personas and scenarios describing older adults seeking health information. Scenarios were analyzed using a two-phase inductive qualitative approach, with the personas as context. From the findings related to pathways of engaging with health information, we identified targeted KT strategies to raise awareness and uptake of evidence-based information resources. RESULTS: Twelve women and six men, 60 to 81 years of age, participated. In pairs, they created twelve personas that captured rural and urban, male and female, and immigrant perspectives. Some scenarios described older adults who did not engage directly with technology, but rather accessed information indirectly through other sources or preferred nondigital modes of delivery. Two major themes regarding KT considerations were identified: connecting to information via other people and personal venues (people included healthcare professionals, librarians, and personal networks; personal venues included clinics, libraries, pharmacies, and community gatherings); and health information delivery formats, (e.g., printed and multimedia formats for web-based resources). For each theme, and any identified subthemes, corresponding sets of suggested KT strategies are presented. CONCLUSIONS: Our findings underline the importance of people, venues, and formats in the actions of older adults seeking trusted health information and highlight the need for enhanced KT strategies to share information across personal and professional networks of older adults. KT strategies that could be employed by organizations or communities sharing evidence-based, reliable health information include combinations of educational outreach and materials, decision support tools, small group sessions, publicity campaigns, champions/opinion leaders, and conferences.