Using multiple representations to enhance understanding of molecular structure: a blended learning activity

One of the challenges of teaching an introductory chemistry course is to balance the requirement of covering a prescribed set of concepts and skills with providing opportunities for students to spend time with, and apply, a single concept. In this chemistry course, students encounter an array of molecular representations including line drawings, condensed structures, ball and sticks and three dimensional space filled molecules. They must quickly become fluent in translating between these representations and in a lecture setting are likely to acquire misconceptions. To address these issues, a blended learning workshop was developed to present active learning opportunities for students in the application and extension of their understanding of molecular structure. An integrative approach was adopted by using the context of fats in the diet to demonstrate the relevance of the chemistry concepts to the student’s daily lives. This involved the adaptation of a successful ChemConnections initiative (http://mc2.cchem.berkeley.edu/). Students were guided through inquiry activities involving online resources (Jmol), hands-on molecular model kits (Molymod) and a graphics application on individual tablet PCs where they drew molecular structures. Student learning gains and metacognitive processing were measured via three strategies incorporating the unique facilities of the teaching space. The availability of individual tablet computers enabled collection of student representations of a line structure prior to commencement of the workshop. As part of the assessment of the exercise, students were invited to submit brief reflections (via personal blogs managed through Blackboard). Students identified multiple themes regarding the aspect of the workshop that had impacted on their learning (working as groups, molecular models and the high technology facilities). Gains in conceptual understanding were explored through two post-workshop assessment tasks. A related problem was placed in PASS (Peer Assisted Study Sessions) where students worked in peer groups without instructor input, and a short answer question was included in the summative exam for the course. Students reported high confidence levels in their ability to recognise organic structures as a result of the activities encountered during the workshop. A mixed methods approach was adopted for the evaluation of the learning experience including pre- and post-tests conducted at each workshop, focus group interviews and feedback from students (postworkshop reflections, a problem set in a pseudotutorial environment and summative exam question). Data gathered has been evaluated through quantitative and qualitative analysis (SPSS and NVivo)

Insights into how students’ ‘selves’ impact on their self-regulation and self-direction in online learning

Background Students entering tertiary studies are required to quickly adapt to hybrid learning environments in which online learning is blended into university courses, often differently in each of their courses. Flipped classrooms or other variants of blended learning are multiplying and digital objects are routinely used as supporting resources (videos, simulations, animations etc) embedded in learning management systems. For many students, skills to navigate these learning environments must first be developed before they become more self-aware of their study and learning processes. Through a multi-institutional Office for Learning and Teaching project to enhance the student transition to tertiary chemistry studies, online modules were developed to support student self-regulated learning (Lawrie et al, 2013; Lawrie et al 2015). Different strategies were adopted at each institution. In the part of the study reported here, the self-regulation was scaffolded through a sequence of formative activities which students engaged independently in prior to a summative assessment task each week. Self-direction became very important in how students engaged in management of their studies in terms of time and persistence across the semester. Aims The aim of this study was to explore the factors that impacted on students' self-regulation as they engaged with formative feedback and linked online activities to remediate gaps in their understanding of chemistry concepts. Description of intervention The intervention at a single institution took the form of structured online weekly modules that supported the lectures in a large first-year chemistry course. The instructional design integrated three elements into each module: a short concept quiz (step 1) from which feedback was provided instead of marks to point students to specific online activities to address alternate or missing conceptions; a suite of interactive online learning objects (step 2) and a summative quiz based on lecture concepts (step 3). Students were required to complete a minimum number of weekly summative quizzes to gain course marks. Design and methods In this evaluative study, data was collected from four sources including Blackboard™ log data, website analytics (Google Analytics), an end of semester online questionnaire and focus group interviews. Five motivation and six learning strategies scales, originating from the well-characterised motivated strategies for learning questionnaire (MSLQ), were embedded in the online questionnaire to triangulate quantitative and qualitative data. Results Students found the modules to be valuable in sustaining their currency in concepts and engagement with the lectures across the semester. Analysis of quantitative data revealed that students had applied multiple strategies in managing their learning and these could be attributed to their individual motivation and persistence. A surprising outcome from this study was the diversity in technological skills possessed by students. A small but significant number of students failed to persist in overcoming access hurdles that arose in online resources and summative quizzes in spite of the extensive support available. Conclusions Student self-regulated learning was successfully supported through the design of integrated formative and summative activities. Student self-directed learning was dependent on multiple traits of their ‘self’, including motivation and particularly persistence. References Lawrie, G., Wright, A, Schultz, M., Dargaville, T., O.Brien, G., Bedford, S., Williams, M., Tasker, R., Dickson, H., & Thompson, C. (2013). Using formative feedback to identify and support first-year chemistry students with missing or misconceptions. International Journal of the First Year in Higher Education. 4(2) 111-6. Lawrie, G., Wright, A., Schultz, M., Dargaville, T., Tasker, R., Williams, M., Bedford, S., O’Brien, G., Thompson, C. (2015). Closing the loop: A model for inter-institutional collaboration through delivering formative assessment in large, first-year STEM classes. In G. Weaver, W. Burgess & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st Century. (pp 399-410) Purdue University Press: Indiana. Proceedings of the Australian Conference on Science and Mathematics Education, The University of Queensland, Sept 28th to 30th, 2016, page X, ISBN Number 978-0-9871834-4-6

The CASPiE Experience: Undergraduate Research in the 1st Year Chemistry Laboratory

With 40 separate programs represented amongst the students enrolled in 1st year chemistry at The University of Queensland (UQ), an integrative teaching and learning framework has evolved which incorporates inductive approaches to increase the relevance of chemistry in multidisciplinary contexts. With increasing evidence of poor engagement in the practical component of the course an intervention was planned through the introduction of an undergraduate research experience based on current innovative practice in chemical education (Weaver, Russell & Wink, 2008). The solar cell laboratory research module developed in the Centre for Authentic Practice in Science Education at Purdue University was translated to the UQ context. From a cohort of 1000 students, 26 students self-selected to participate in the pilot module which replaced three conventional ‘cook-book’ laboratory exercises. The adaptation of the module retained the skill-building and inquiry phases of the authentic CASPiE experience. Peer-assisted study sessions replaced the peer-led team learning component of the module and students were asked to prepare an abstract instead of a practical report to maintain the weighting in assessment compared to the majority of the course cohort. A mixed methods approach was adopted for the evaluation of the learning experience including pre- and post-tests, a ‘nature of science’ questionnaire and interviews. Data has been evaluated through quantitative and qualitative analysis (SPSS and NVivo). Students demonstrated increased engagement in the CASPiE module and greater gains in learning from this experience than in a conventional 1st year chemistry laboratory exercise. They exhibited greater engagement through the intellectual responsibility of completing their own experiments even when they failed to get the results they expected. The outcomes of this case study are presented including discussion of the implementation and factors that emerged reflecting the success of the translation of this pedagogical strategy from the US to Australian contexts. The outcomes of the pilot study are informing the scale-up of the implementation in 1st year chemistry and the development of a UQ research based module for implementation in 2nd level chemistry in 2009

Novel genetic loci associated with hippocampal volume

The hippocampal formation is a brain structure integrally involved in episodic memory, spatial navigation, cognition and stress responsiveness. Structural abnormalities in hippocampal volume and shape are found in several common neuropsychiatric disorders. To identify the genetic underpinnings of hippocampal structure here we perform a genome-wide association study (GWAS) of 33,536 individuals and discover six independent loci significantly associated with hippocampal volume, four of them novel. Of the novel loci, three lie within genes (ASTN2, DPP4 and MAST4) and one is found 200 kb upstream of SHH. A hippocampal subfield analysis shows that a locus within the MSRB3 gene shows evidence of a localized effect along the dentate gyrus, subiculum, CA1 and fissure. Further, we show that genetic variants associated with decreased hippocampal volume are also associated with increased risk for Alzheimer's disease (rg =-0.155). Our findings suggest novel biological pathways through which human genetic variation influences hippocampal volume and risk for neuropsychiatric illness

Novel genetic loci underlying human intracranial volume identified through genome-wide association

Intracranial volume reflects the maximally attained brain size during development, and remains stable with loss of tissue in late life. It is highly heritable, but the underlying genes remain largely undetermined. In a genome-wide association study of 32,438 adults, we discovered five novel loci for intracranial volume and confirmed two known signals. Four of the loci are also associated with adult human stature, but these remained associated with intracranial volume after adjusting for height. We found a high genetic correlation with child head circumference (ρgenetic=0.748), which indicated a similar genetic background and allowed for the identification of four additional loci through meta-analysis (Ncombined = 37,345). Variants for intracranial volume were also related to childhood and adult cognitive function, Parkinson’s disease, and enriched near genes involved in growth pathways including PI3K–AKT signaling. These findings identify biological underpinnings of intracranial volume and provide genetic support for theories on brain reserve and brain overgrowth

Rehabilitation versus surgical reconstruction for non-acute anterior cruciate ligament injury (ACL SNNAP): a pragmatic randomised controlled trial

BackgroundAnterior cruciate ligament (ACL) rupture is a common debilitating injury that can cause instability of the knee. We aimed to investigate the best management strategy between reconstructive surgery and non-surgical treatment for patients with a non-acute ACL injury and persistent symptoms of instability.MethodsWe did a pragmatic, multicentre, superiority, randomised controlled trial in 29 secondary care National Health Service orthopaedic units in the UK. Patients with symptomatic knee problems (instability) consistent with an ACL injury were eligible. We excluded patients with meniscal pathology with characteristics that indicate immediate surgery. Patients were randomly assigned (1:1) by computer to either surgery (reconstruction) or rehabilitation (physiotherapy but with subsequent reconstruction permitted if instability persisted after treatment), stratified by site and baseline Knee Injury and Osteoarthritis Outcome Score—4 domain version (KOOS4). This management design represented normal practice. The primary outcome was KOOS4 at 18 months after randomisation. The principal analyses were intention-to-treat based, with KOOS4 results analysed using linear regression. This trial is registered with ISRCTN, ISRCTN10110685, and ClinicalTrials.gov, NCT02980367.FindingsBetween Feb 1, 2017, and April 12, 2020, we recruited 316 patients. 156 (49%) participants were randomly assigned to the surgical reconstruction group and 160 (51%) to the rehabilitation group. Mean KOOS4 at 18 months was 73·0 (SD 18·3) in the surgical group and 64·6 (21·6) in the rehabilitation group. The adjusted mean difference was 7·9 (95% CI 2·5–13·2; p=0·0053) in favour of surgical management. 65 (41%) of 160 patients allocated to rehabilitation underwent subsequent surgery according to protocol within 18 months. 43 (28%) of 156 patients allocated to surgery did not receive their allocated treatment. We found no differences between groups in the proportion of intervention-related complications.InterpretationSurgical reconstruction as a management strategy for patients with non-acute ACL injury with persistent symptoms of instability was clinically superior and more cost-effective in comparison with rehabilitation management

Multiorgan MRI findings after hospitalisation with COVID-19 in the UK (C-MORE): a prospective, multicentre, observational cohort study

Introduction: The multiorgan impact of moderate to severe coronavirus infections in the post-acute phase is still poorly understood. We aimed to evaluate the excess burden of multiorgan abnormalities after hospitalisation with COVID-19, evaluate their determinants, and explore associations with patient-related outcome measures. Methods: In a prospective, UK-wide, multicentre MRI follow-up study (C-MORE), adults (aged ≥18 years) discharged from hospital following COVID-19 who were included in Tier 2 of the Post-hospitalisation COVID-19 study (PHOSP-COVID) and contemporary controls with no evidence of previous COVID-19 (SARS-CoV-2 nucleocapsid antibody negative) underwent multiorgan MRI (lungs, heart, brain, liver, and kidneys) with quantitative and qualitative assessment of images and clinical adjudication when relevant. Individuals with end-stage renal failure or contraindications to MRI were excluded. Participants also underwent detailed recording of symptoms, and physiological and biochemical tests. The primary outcome was the excess burden of multiorgan abnormalities (two or more organs) relative to controls, with further adjustments for potential confounders. The C-MORE study is ongoing and is registered with ClinicalTrials.gov, NCT04510025. Findings: Of 2710 participants in Tier 2 of PHOSP-COVID, 531 were recruited across 13 UK-wide C-MORE sites. After exclusions, 259 C-MORE patients (mean age 57 years [SD 12]; 158 [61%] male and 101 [39%] female) who were discharged from hospital with PCR-confirmed or clinically diagnosed COVID-19 between March 1, 2020, and Nov 1, 2021, and 52 non-COVID-19 controls from the community (mean age 49 years [SD 14]; 30 [58%] male and 22 [42%] female) were included in the analysis. Patients were assessed at a median of 5·0 months (IQR 4·2–6·3) after hospital discharge. Compared with non-COVID-19 controls, patients were older, living with more obesity, and had more comorbidities. Multiorgan abnormalities on MRI were more frequent in patients than in controls (157 [61%] of 259 vs 14 [27%] of 52; p<0·0001) and independently associated with COVID-19 status (odds ratio [OR] 2·9 [95% CI 1·5–5·8]; padjusted=0·0023) after adjusting for relevant confounders. Compared with controls, patients were more likely to have MRI evidence of lung abnormalities (p=0·0001; parenchymal abnormalities), brain abnormalities (p<0·0001; more white matter hyperintensities and regional brain volume reduction), and kidney abnormalities (p=0·014; lower medullary T1 and loss of corticomedullary differentiation), whereas cardiac and liver MRI abnormalities were similar between patients and controls. Patients with multiorgan abnormalities were older (difference in mean age 7 years [95% CI 4–10]; mean age of 59·8 years [SD 11·7] with multiorgan abnormalities vs mean age of 52·8 years [11·9] without multiorgan abnormalities; p<0·0001), more likely to have three or more comorbidities (OR 2·47 [1·32–4·82]; padjusted=0·0059), and more likely to have a more severe acute infection (acute CRP >5mg/L, OR 3·55 [1·23–11·88]; padjusted=0·025) than those without multiorgan abnormalities. Presence of lung MRI abnormalities was associated with a two-fold higher risk of chest tightness, and multiorgan MRI abnormalities were associated with severe and very severe persistent physical and mental health impairment (PHOSP-COVID symptom clusters) after hospitalisation. Interpretation: After hospitalisation for COVID-19, people are at risk of multiorgan abnormalities in the medium term. Our findings emphasise the need for proactive multidisciplinary care pathways, with the potential for imaging to guide surveillance frequency and therapeutic stratification