It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students.

Discussions play a significant role in facilitating student learning through engagement with course material and promotion of critical thinking. Discussions provide space for social learning where ideas are deliberated, internalized, and knowledge is cocreated through socioemotional interactions. With the increase of internet-based and hybrid courses, there is a need to evaluate the degree to which online discussion modalities facilitate quality discussions and enhance student achievement. We assessed the effectiveness of asynchronous online discussion boards and traditional face-to-face discussions via qualitative (thematic coding and discussion network analysis) and quantitative (Bloom's taxonomy) techniques and evaluated student perceptions via precourse and postcourse surveys. We found differential strengths of the two formats. Online discussions increased response complexity, while in-person discussions fostered improved connections with course material. Themes related to sharing of personal identity, humanity and verbal immediacy were more frequent throughout in-person discussions. Survey responses suggested that a sense of community was an external motivator for preference of in-person discussions, while anxiety was a factor influencing online discussion preference. Our findings suggest that online and in-person discussions are complementary, and work in tandem to facilitate complex student thinking through online environments and social learning within the classroom.

Engaging Premedical Students in Medical Education Research: Benefits of Clinical Skills Observation Studies.

PURPOSE: Observations requiring evaluation and critical thinking can be powerful learning experiences. Video-recorded standardized patient encounters are underused resources for evaluation and research. The authors engaged premedical students in medical education research reviewing standardized patient encounters. This study aims to explore participant perceptions of the research experience and how they gained clinical skills. METHOD: This mixed-method study was completed between 2019 and 2022. Premedical participants coded medical students' clinical skills in video-recorded standardized patient encounters. Each participant also completed their own new patient history in a standardized patient encounter at both the beginning and end of their research project. Participants then completed an end-of-program debrief to discuss their experiences coding the clinical skills encounters. The authors coded communication skills implemented in the pre/postencounters and completed a thematic analysis of the debrief transcripts. RESULTS: All 21 participants demonstrated significant clinical skills gain after their research project, which included spending more time with the patient (pre-M=5 minutes, post-M=19 minutes, t=13.2, P<.001) and asking more questions (pre-M=13, post-M=40, t=9.3, P<.001). Prior clinical experience did not influence pre- or postoutcomes, but the number of videos coded was associated with asking more questions in the postencounter. Participants described learning actively and reflected that their clinical skills research project gave them greater insight into patient-care aspects of medical school and how medical students learn. CONCLUSIONS: These data demonstrate that observational studies in which premedical students evaluate standardized patient encounters gave the students context to medical education while enabling them to develop and transfer their own clinical skills. Studies observing standardized patient encounters provide rich insight into clinical skills development, and this work generates both research outcomes and actionable program evaluation data for medical educators. Purposefully engaging premedical students in such experiential learning opportunities benefits the students and helps cultivate early medical education pathways for these learners.

Revealing the queer-spectrum in STEM through robust demographic data collection in undergraduate engineering and computer science courses at four institutions.

Queer identities are often ignored in diversity initiatives, yet there is a growing body of research that describes notable heterosexist and gender-normative expectations in STEM that lead to unsupportive and discriminatory environments and to the lower persistence of queer individuals. Research on the experiences of queer-spectrum individuals is limited by current demographic practices. In surveys that are queer-inclusive there is no consensus on best practices, and individuals with queer genders and queer sexual, romantic, and related orientations are often lumped together in a general category (e.g. LGBTQ+). We developed two queer-inclusive demographics questions and administered them as part of a larger study in undergraduate engineering and computer science classes (n = 3698), to determine which of three survey types for gender (conventional, queered, open-ended) provided the most robust data and compared responses to national data to determine if students with queer genders and/or queer sexual, romantic, and related orientations were underrepresented in engineering and computer science programs. The gender survey with queer-identity options provided the most robust data, as measured by higher response rates and relatively high rates of disclosing queer identities. The conventional survey (male, female, other) had significantly fewer students disclose queer identities, and the open-ended survey had a significantly higher non-response rate. Allowing for multiple responses on the survey was important: 78% of those with queer gender identities and 9% of those with queer sexual, romantic and related orientations selected multiple identities within the same survey question. Queer students in our study were underrepresented relative to national data. Students who disclosed queer gender identities were 7/100ths of the expected number, and those with queer orientations were under-represented by one-quarter. Further work developing a research-based queered demographics instrument is needed for larger-scale changes in demographics practices, which will help others identify and address barriers that queer-spectrum individuals face in STEM.

LGBTQIA+ invisibility in nursing anatomy/physiology textbooks.

Members of the LGBTQIA+ experience health disparities that are compounded by providers that lack cultural competence, i.e., the skills, attitudes, and knowledge to offer culturally sensitive care. Educational efforts focus on increasing LGBTQIA+ representation across undergraduate nursing curricula and the recruitment and retention of members of this community into nursing programs. However, the ways that classroom materials represent LGBTQIA+ people can perpetuate social norms rather than accurate scientific understandings, thus limiting students' development of cultural competence while also driving LGBTQIA+ students from nursing. This study performs a content analysis for LGBTQIA+ inclusion in four widely adopted undergraduate nursing anatomy/physiology textbooks. We identify specific social beliefs that exclude LGBTQIA+ people and compare the different ways these manifested in each of the four textbooks. We argue that the way these books represent LGBTQIA+ people violate the fundamental ethical principles of nursing. Based on our findings, we challenge educators to consider the impact that language, images, and other classroom materials have on LGBTQIA+ students and all students' ability to develop cultural competence.

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology.

Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals.

Perception and conception in understanding evolutionary trees.

Relationships depicted in evolutionary trees depend solely on levels of most recent common ancestry. Integrating discipline-based education research in biology with perceptual/cognitive psychology, the authors predicted, however, that the Gestalt principles of perceptual grouping would affect how students interpret these relationships. Experiment 1 (N = 93) found that students segment 6-9 branch trees in accordance with the Gestalt principle of connectedness. Experiment 2 (N = 310) found that students in introductory through advanced biology classes predominantly believed, incorrectly, that the evolutionary relationships among a set of target taxa differed in two trees because the grouping of those taxa differed. Experiment 3 (N = 99) found that students from these same classes were more likely to make inferences consistent with the depicted evolutionary relationships when Gestalt grouping supported those inferences. The authors discuss implications for improving students' understanding of cladograms.

From trace evidence to bioinformatics: putting bryophytes into molecular biology education.

Students benefit most from their science education when they participate fully in the process of science in the context of real-world problems. We describe a student-directed open-inquiry lab experience that has no predetermined outcomes and requires students to engage in all components of scientific inquiry from posing a question through evaluating and reporting results. Over 5 weeks, students learn how bryophytes are used in forensics and become proficient in important molecular biology lab skills including DNA isolation, polymerase chain reaction, gel electrophoresis, capillary electrophoresis, and genotyping. For this portion of the experience, there is no specialized equipment necessary outside of gel electrophoresis supplies and a thermocycler. In an optional extension of the experience, students sequence a plastid intron and use introductory bioinformatics skills to identify species related to their forensics case. Students who participated in the lab experience performed well on content-based assessment, and student attitudes toward the experience were positive and indicative of engaged learning. The lab experience is easily modified for higher or lower level courses and can be used in secondary education.

Molecular systematics of Hispaniolan pupfishes (Cyprinodontidae: Cyprinodon): implications for the biogeography of insular Caribbean fishes.

We used sequence variation in the mtDNA control-region and ND2 and cyt b genes to assess the systematics and biogeography of the five species of pupfish (Cyprinodon) on Hispaniola. These include four endemics, the relatively large-bodied Cyprinodon bondi, Cyprinodon nichollsi, and Cyprinodon sp., each from a separate lake in southwestern Hispaniola, and Cyprinodon higuey from a coastal lake in eastern Hispaniola. The fifth species consists of coastal populations referable to Cyprinodon variegatus riverendi. The results indicate that Hispaniola has been invaded by at least two forms, first by a late Pliocene progenitor of Cyprinodon variegatus ovinus and the large-bodied Hispaniolan species, and, more recently, by one or more ancestral forms allied with Cyprinodon variegatus variegatus and C. v. riverendi. Levels of divergence indicate that large expanses of open sea have not acted as long-term barriers to inter-island dispersal of cyprinodontiform fishes. This study, together with the molecular systematics of other insular Caribbean fishes, indicates that most insular groups originated from late Neogene dispersal from the mainland. The patterns of mtDNA variation in Cyprinodon showed little congruence with the species/subspecies taxonomy.

Maintenance of sexually dimorphic preadult traits in Marchantia inflexa (Marchantiacae).

Marchantia inflexa, a dioecious thallose liverwort, is sexually dimorphic in clonal expansion traits. We used selection analyses to measure the magnitude and direction of selection on clonal fitness to uncover possible mechanisms for the maintenance of preadult sexually dimorphic characters. We planted replicates of genotypes of female and male M. inflexa in two light environments in a greenhouse and measured morphological and phenological characters associated with growth and asexual reproduction. Timing to onset of asexual reproduction and plant size early in development were under sex-specific selection in a low light environment. Additionally, females exhibited a sex-specific cost of plasticity in the timing of their onset of asexual reproduction in high light. Selection on asexual fitness tended to shift traits toward monomorphism rather than sexual dimorphism, whereas the expressed phenotype of females was congruent with patterns of selection acting on sexual fitness. We detected negative trade-offs between asexual and sexual fitness components in females in one light environment. Opposing selective forces acting on asexual and sexual fitness components may explain how sexual dimorphisms persist in the face of selection for monomorphism in the preadult phase.

Impacts of Oreochromis mossambicus (Perciformes: Cichlidae) upon habitat segregation among cyprinodontids (Cyprinodontiformes) of a species flock in Mexico

Five species of Cyprinodon in Laguna Chichancanab, Yucatan, Mexico comprise a young species flock whose ecology and evolution has not been thoroughly studied, but whose existence is threatened with extinction. Species flocks evolve in isolated areas where predators and competitors are absent. Since the description of the Chichancanab flock, Oreochromis mossambicus, a species introduced into the lake for which I examined habitat in the 1980's, has become common throughout the basin. I assessed relative abundance of flock species in the lake. examined habitat use and segregation among the three most common flock species and examined the affects of O. mossambicus upon flock species habitat use. Cyprinodon beltrani was the most abundant flock species in 1997, followed by C. maya and C. labiosus; C. verecundus and C. simus were rare. Cyprinodon beltrani was found in shallow water, nearshore, over thick beds of submerged Chara, and little emergent vegetation. Cyprinodon beltrani exhibited diurnal variation in nearshore habitat use. In the field, the habitat use of C. beltrani and O. mossambicus broadly overlapped. In aquarium experiments, three flock species exhibited habitat use segregation and C. beltrani and C. labiosus showed agonistic behaviors that strengthened segregation. Cyprinodon maya differed from C. beltrani and C. labiosus by its greater dispersion of individuals and use of areas higher in the water column. The presence of O. mossambicus caused a shift in habitat use by C. maya and C. labiosus that put these species into habitat occupied by C. beltrani. The presence of introduced species has caused a significant perturbation of the conditions that fomented speciation of the Chichancanab flock 8,000 years ago.