Using a Brief Form of Problem-Based Learning in a Research Methods Class: Perspectives of Instructor and Students

Problem based learning (PBL) is an instructional method aimed at engaging students in collaboratively solving an ill-structured problem. PBL has been presented and researched as an overhaul of existing curriculum design, yet a modified version may be attractive to college instructors who desire active learning on the part of their students, but who cannot completely reorganize their current course design. A brief case using principles of PBL was constructed for use in an undergraduate research methods class. Instructor planning and student reflections highlight roles and skills demanded in the PBL classroom. Planned conceptual issues were successfully covered during the brief PBL case. In addition, important yet unforeseen topics emerged during the discussions and were seen as helpful for the activity and instructional objectives. Reported student perspectives indicated that the objectives of the PBL activity were successfully accomplished: students learned research concepts, engaged in discussion with peers, and were actively involved with and motivated by the authentic activity. This work supports the suggestion that a brief version of PBL may be an attractive option to instructors interested in having students be more actively engaged in the classroom. Further research on variations of PBL is encouraged

Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance

Abstract Media multitasking, using two or more medias concurrently, prevails among adolescents and emerging adults. The inherent mental habits of media multitasking—dividing attention, switching attention, and maintaining multiple trains of thought— have significant implications and consequences for students’ academic performance. The goal of this review is to synthesize research on the impacts of media multitasking on academic performance. The research indicates that media multitasking interferes with attention and working memory, negatively affecting GPA, test performance, recall, reading comprehension, note-taking, self-regulation, and efficiency. These effects have been demonstrated during in- class activities (largely lectures) and while students are studying. In addition, students struggle to accurately assess the impact media multitasking will have on their academic performance. Further research should attend to understanding effects of media multitasking in more diverse instructional contexts and for varied academic tasks. Fostering students’ self-regulation around media multitasking is a promising area for future efforts towards improving academic performance of college students

Utility of sedation for young children undergoing dimercaptosuccinic acid renal scans

BACKGROUND: No studies have examined whether use of sedation during a Tc-99m dimercaptosuccinic acid (DMSA) renal scan reduces patient discomfort. OBJECTIVE: To compare discomfort level during a DMSA scan to the discomfort level during other frequently performed uroradiologic tests, and to determine whether use of sedation during a DMSA scan modifies the level of discomfort. MATERIALS AND METHODS: We examined the discomfort level in 798 children enrolled in the Randomized Intervention for children with Vesicoureteral Reflux (RIVUR) and Careful Urinary Tract Infection Evaluation (CUTIE) studies by asking parents to rate their child's discomfort level with each procedure on a scale from 0 to 10. We compared discomfort during the DMSA scan and the DMSA image quality between centers in which sedation was used >90% of the time (sedation centers), centers in which sedation was used <10% of the time (non-sedation centers), and centers in which sedation was used on a case-by-case basis (selective centers). RESULTS: Mean discomfort level was highest for voiding cystourethrogram (6.4), followed by DMSA (4.0), followed by ultrasound (2.4; P<0.0001). Mean discomfort level during the DMSA scan was significantly higher at non-sedation centers than at selective centers (P<0.001). No difference was apparent in discomfort level during the DMSA scan between sedation centers and selective centers (P=0.12), or between the sedation centers and non-sedation centers (P=0.80). There were no differences in the proportion with uninterpretable DMSA scans according to sedation use. CONCLUSION: Selective use of sedation in children 12–36 months of age can reduce the discomfort level experienced during a DMSA scan

\u3ci\u3eDrosophila\u3c/i\u3e Muller F Elements Maintain a Distinct Set of Genomic Properties Over 40 Million Years of Evolution

The Muller F element (4.2 Mb, ~80 protein-coding genes) is an unusual autosome of Drosophila melanogaster; it is mostly heterochromatic with a low recombination rate. To investigate how these properties impact the evolution of repeats and genes, we manually improved the sequence and annotated the genes on the D. erecta, D. mojavensis, and D. grimshawi F elements and euchromatic domains from the Muller D element. We find that F elements have greater transposon density (25–50%) than euchromatic reference regions (3–11%). Among the F elements, D. grimshawi has the lowest transposon density (particularly DINE-1: 2% vs. 11–27%). F element genes have larger coding spans, more coding exons, larger introns, and lower codon bias. Comparison of the Effective Number of Codons with the Codon Adaptation Index shows that, in contrast to the other species, codon bias in D. grimshawi F element genes can be attributed primarily to selection instead of mutational biases, suggesting that density and types of transposons affect the degree of local heterochromatin formation. F element genes have lower estimated DNA melting temperatures than D element genes, potentially facilitating transcription through heterochromatin. Most F element genes (~90%) have remained on that element, but the F element has smaller syntenic blocks than genome averages (3.4–3.6 vs. 8.4–8.8 genes per block), indicating greater rates of inversion despite lower rates of recombination. Overall, the F element has maintained characteristics that are distinct from other autosomes in the Drosophila lineage, illuminating the constraints imposed by a heterochromatic milieu