Laboratory Sessions Research Articles

Virtual mashine Labtainers for emulation network vulnerabilities

The number of cybercrimes is constantly increasing and currently poses a significant threat to our society and economy. There is also a growing number of threats to our personal data, confidentiality, children, and the elderly due to financial fraud, which is why cybersecurity specialists are in high demand across all industries. In such circumstances, the question of the availability of cybersecurity specialists and their training methods. The number of disciplines related to cybersecurity is rapidly increasing in higher education institutions. The training of future cybersecurity specialists is a top priority for our national security, financial stability, and economic development. The article discusses the utilization of the Labtainers virtual environment for organizing lab sessions in cybersecurity disciplines. It explores ARP protocol vulnerabilities, principles, and mechanisms behind ARP-Spoofing attacks. The analysis delves into existing tools for executing such attacks. The article provides comparative equipment characteristics for setting up lab environments using physical hardware and virtual machines. It highlights the advantages of containerization for deploying test network environments based on Docker containers. For investigating the Labtainers environment in organizing lab sessions, a lab exercise on simulating ARP-Spoofing attacks and analyzing network traffic using the Wireshark network sniffer was chosen. Labtainers offer over 50 cybersecurity lab exercises and tools for creating custom ones. To perform these exercises on personal equipment, importing a virtual machine for VirtualBox hypervisor or installing Labtainers on a Linux OS is necessary. Subsequently, configurations for specific lab work can be set up and exercises executed according to instructions. Labtainers is designed for deploying configured Docker containers, allowing the creation of complex network topologies even on modest computers. It automates assessment, enables student performance evaluation, and facilitates lab work execution in an isolated environment. Students complete lab exercises entirely on their own computers, regardless of the Linux distribution and packages installed. Labtainers operates on a virtual machine with Docker or on any Linux distribution with Docker installed. Additionally, Labtainers’ lab exercises are available as cloud-based virtual machines, such as on Azure.

VHDLISTE: An Instructional Strategy to Cover the Additional Content beyond the Curriculum

Abstract: In current scenario of engineering education, Students must have more practical knowledge and skills required to work in the technologies that are currently used in industries though they are not the part of the curriculum. The instruction based videos help students to develop their hands on the new skills that are essential for their adaptability to new technologies. Handout is the guided document which contains the instructions to follow during the laboratory session to complete the problem statement given in the assignment. Assessment of their knowledge acquirement and skills is done through grading of assignments given to them. So in this article, VHDLISTE (Instructional Videos followed by Handout Learning – Implement, Submit, Test, and Evaluate) instructional strategy is designed and implemented for Tableau: A Visual Data Analytics Tool which is the part of the course Business Intelligence and Big Data Analytics of Final Year Computer Science and Engineering but is not covered in the syllabus. This VHDLISTE instructional strategy consists of six phases V- Instructional Videos, HDL- Handout Learning, I – Implement, S – Submit, T-Test, and E – Evaluate. In first phase V - Instructional Videos phase, students watch the instructional videos prepared by the instructor to get acquainted with the Tableau tool. In second phase HDL, students go through the lab handouts to read the instructions given for completing the lab assignment. In I – Implement phase, students implement the problem statement related to Tableau tool while test on covered topics is conducted in T-Test phase. In S – Submit, students submit the problem statement on institutional MOODLE. Instructor conducts the test on covered topic in T-Test phase. Instructor evaluates the problem statement as well as test submitted by students on institutional MOODLE in E – Evaluate phase.Learning objective (LOs) of this study is to teach the problem analysing and solving ability. These LOs are 1) Apply Filters on Dimensions and Measures for given dataset using Tableau (LO1) and 2) Apply K-means Clustering on given dataset in Tableau (LO2). The research question is - Whether the use of instructional strategy VHDLISTE is useful for learning the content beyond the curriculum? This activity is conducted for two Academic Years 2020-21, 2021-22 and 2022-23. The result of applying this strategy and perception of students are also explained. The result showed that this strategy improves the problem analysis as well as problem solving ability of students. Using t-test statistical analysis, it is found that there is significant difference in mean score between sample and overall population means for LO1 as well as LO2 for all these three years. Keywords: Learning Objectives, Handouts, Instruction based Videos, t-Test

Implementing an interactive online platform in a large undergraduate general chemistry course and its impact on student learning and perceptions

The rise of technology and online approaches has challenged the traditional learning and teaching model for first year chemistry of formal face-to-face lectures and in-person laboratory sessions. The COVID-19 pandemic since 2020 has created a rapidly changing environment in assessment and learning experiences for students and led to rapid adoption of online technology within chemistry courses. This study, during 2019–2021, examined the implementation of an active learning platform in a large undergraduate chemistry course. This study was informed by constructivist theories of learning and of relevance was the 5E framework, with learning phases of engage, explore, explain, elaborate, and evaluate. A combination of post-survey data and coursework data were analysed. Post-survey results indicated that students positively perceived that the interactive online platform helped them to learn. User statistics data for learning and self-assessment activities affirmed that students gave priority to the self-paced interactive online approach, in preference to conventional social learning activities. Modernization of delivery of the curriculum to replace unstructured independent private study with structured learning and revision activities was of greatest benefit to student learning for lower performing students that were typically mature age students, with significant differences observed for online quiz and final exam results for this cohort of students. Overall, student learning was supported with the introduction of digital technologies in the course. The findings revealed that the self-paced learning activities for chemistry, delivered with an interactive online platform, combined with conventional learning activities can be effective in creating a culture of learning in students and maintaining academic outcomes.

Progesterone Attenuates the Stress Response in Individuals with Alcohol Dependence and Post-Traumatic Stress Disorder – A Pilot Study

Objective: Evidence from laboratory studies suggests that progesterone may be effective in reducing stress and craving, and may improve cognitive performance in smokers and individuals with cocaine dependence. The objective of this study was to examine if progesterone would attenuate stress-induced craving, anxiety, affect and physiological measures, as well as improve stress-induced cognitive performance (processing speed and selective attention) in individuals diagnosed with alcohol use disorder (AUD) and post traumatic stress disorder (PTSD). Methods: This laboratory study included (n = 13) participants who were diagnosed with current AUD and PTSD who were randomly assigned to recive either progesterone (200mg bid) or placebo in identical looking capsules for 3 days. On the fourth day they completed a laboratory session. In the morning of the test session, they received the last dose of medication and completed the rest of the laboratory procedures. The procedures included presentation in random order of personalized trauma and neutral scripts with relaxation in between. Main outcomes included measure of craving, anxiety, affect and cognitive performance. Results: Consistent with other research, trauma scripts produced significantly greater increases in craving, anxiety and negative affect when compared with neutral scripts. Progesterone significantly reduced stress-induced symptoms of craving, anxiety, fear, anger and sadness but had no effect on positive emotions (joy, relaxation). Progesterone was effective in ameliorating stress-induced decreases in cognitive performance. Conclusions: The findings from this study demonstrate that progesterone can be effective in reducing stress-induced craving, anxiety and negative affect in a laboratory setting in individuals with comorbid AUD and PTSD. Interestingly, progesterone also improved cognitive performance. These findings require replication in a larger clinical trial and may have implications for treatment among individuals with AUD and PTSD. This study was registered as NCT02187224, at www.clinicaltrials.gov

Examining Faculty’s Attitude Toward Abilities to Teach Online

Background: Online teaching behavior and teachers' acceptance of it can have an impact, as its acceptance will play a vital role in the learning process. E-learning, distance education, and accredited courses previously were part of informal learning. However, it appears that it can gradually replace the formal education system. On the other hand, online courses eliminate practical components such as face-to-face training, and clinical and laboratory sessions; As a result, learners lose the opportunity to train, cooperate and build relationships. Objectives: This study aimed to describe the faculty members’ attitudes toward readiness to teach online at Iraqi universities, and to identify the relationship between some of the demographic factors (age, gender, and educational status) and their attitudes toward using online teaching. Methods: A descriptive exploratory design was conducted, and an online questionnaire was administered to (99) nursing faculties from different Iraqi universities between 1st March and 20th May 2022. A standardized questionnaire was used to achieve objectives of the study. Permission was granted through informational consent to collect data from the participants. Data were analyzed using descriptive and inferential statistics through SPSS program (V.24). Results: The descriptive data analysis revealed that the age range of the participants represented (48.5 %), (MS=2.1, SD= 0.89), is primarily between (36-45) years old. about half of participants (50.5%) had a Master of Science in Nursing degree (MS=2.15, SD=0.64). The inferential statistics revealed a substantial relationship between age of the participants and items related to utilizing various instructional techniques in an online setting (χ2 (2, N =99 = 26.562, p < 0.05), and managing course time with facilitation techniques (χ2 (2, N =99 = 25.098, p < 0.05). Additionally, a significant relationship was found between the of the participants and item related to communicating with students via email (χ2 (2, N =99 = 10.737, p < 0.05). Furthermore, a significant relationship was discovered between participants' educational level and items related to spending weekly hours to grade assignments (χ2 (2, N =99 = 21.889, p < 0.05). Conclusion: The development of creative teaching strategies and curricula that cater to the demands of tomorrow's nurses has become a problem for nursing education programs today, with the rapid changes in the methods of communication and information.

REMOTE ASSESSMENTS OF EMOTIONAL FUNCTIONING FOR INDIVIDUALS WITH DEMENTIA AND THEIR CAREGIVERS

Abstract Emotional impairments are a common symptom of neurodegenerative disorders that can be devastating for persons with the dementia (PWDs) and family members who provide care (i.e., caregivers). Emotional functioning can be well characterized and quantified using laboratory assessments of behavioral, physiological, and self-reported responses to emotional stimuli. However, continuous declines in functioning make it especially difficult for PWDs and caregivers to visit a research laboratory repeatedly over time. In order to understand changes in emotional functioning across time and their impact on PWDs and caregivers longitudinally, there is a need for technology to support remote assessments of emotional functioning. We developed a portable version of laboratory assessments—Laboratory in a Suitcase Assessment (LISA)—to collect data from PWDs and their caregivers remotely in their homes. In a shippable suitcase, LISA provides the necessary equipment for: (a) presenting emotional stimuli via laptop screen and headphones; (b) obtaining audio and video recordings of participants’ behavior; (c) obtaining continuous ratings of emotional experience via a rating dial; (d) measuring cardiovascular, electrodermal, and somatic responses from PWDs and caregivers via wearable devices; (e) synchronizing behavior and physiology; and (f) maintaining two-way communication with participants via Zoom. We present high quality physiological, behavioral, and self-report data collected using LISA with 17 PWD-caregiver dyads. Data collected with LISA are comparable to data collected in the laboratory, indicating that LISA could enable researchers to continue data collection further into the course of disease when travel to in-person laboratory sessions would no longer be feasible.

Development and validation of the blended laboratory and e-learning instructional design (BLEND) model for university remote laboratory sessions: responding to the COVID-19 pandemic and planning for the future

Development and validation of the blended laboratory and e-learning instructional design (BLEND) model for university remote laboratory sessions: responding to the COVID-19 pandemic and planning for the future

Embedding Civil Engineering Understanding through the Use of Interactive Virtual Reality

Recent skills surveys of engineering graduates have highlighted a deficit in critical thinking among graduates. A possible solution to this is to increase the number of hands-on exercises in the curriculum. This could be carried out through the integration of 3D learning tools, specifically a virtual reality (VR) program, to effectively teach civil engineering practical studies and allow repeatable and measurable exercises for students. This study aims to assess the suitability of the VR program as an additional resource alongside existing learning exercises or a substitute for hands-on experiments when needed. The methodology involved creating a VR program, compatible with VR headsets to replicate an engineering experiment, namely the loading of a concrete beam to observe its failure. Students’ understanding of the virtual experiment was evaluated through end-of-experiment questions. The findings indicate that the VR learning tool was successful in enhancing students’ understanding of the civil engineering experiment. The immersive and interactive nature of VR contributed to a solid grasp of the concepts presented, proving its potential as a valuable educational resource. By leveraging VR technology, educational institutions can provide an engaging and effective alternative to traditional laboratory sessions, ensuring uninterrupted and high-quality learning experiences for civil engineering students.

Establishing a One Health AMR Community of Practice in Nigeria

Abstract To support the objectives set out in Nigeria’s national action plan for Antimicrobial Resistance (AMR), we established a One Health AMR Community of Practice comprised of Fleming Fund Fellows and their mentors. This community is a multi-disciplinary team dedicated to addressing AMR in human and animal health sectors, with members from Nigeria, Denmark, and the United Kingdom. We undertook gap analyses of the systems in Fleming Fellows’ laboratories and institutions to identify areas for support. Tailor-made capacity support programmes were developed for each Fellow. Fellows visited their mentors’ institutes for in-person coaching, and subsequently implemented strengthened processes at their home institutes. The community has trained 178 Nigerian scientists from Government, academic, and private laboratories, by delivering courses comprising classroom teaching and hands-on laboratory sessions. This up-skilling of Nigerian laboratory staff, through the ‘train-the-trainer’ approach, has enhanced capacity to produce high-quality microbiological data. The community has completed One Health collaborative projects investigating AMR in livestock, in-contact humans, the farm environment, and hospital submissions. We have held feedback sessions with stakeholders to raise awareness of AMR and provided advice on measures such as biosecurity, which can help to prevent disease and therefore reduce the need for antimicrobial use. The establishment of this community has helped to strengthen personal and institutional capacities in Nigeria, Denmark, and the United Kingdom and created a network of scientists working together to tackle AMR. This community has contributed to One Health AMR surveillance systems and supported the implementation of Nigeria’s national action plan for AMR. Information © The Authors 2023

Study protocol for a randomized controlled trial of RealConsent2.0: a web-based intervention to promote prosocial alcohol-involved bystander behavior in young men

BackgroundSexual violence (SV) is a significant, global public health problem, particularly among young adults. Promising interventions exist, including prosocial bystander intervention programs that train bystanders to intervene in situations at-risk for SV. However, these programs suffer from critical weaknesses: (1) they do not address the proximal effect of alcohol use on bystander decision-making and (2) they rely on self-report measures to evaluate outcomes. To overcome these limitations, we integrate new content specific to alcohol use within the context of prosocial bystander intervention into an existing, evidence-based program, RealConsent1.0. The resulting program, RealConsent2.0, aims to facilitate bystander behavior among sober and intoxicated bystanders and uses a virtual reality (VR) environment to assess bystander behavior in the context of acute alcohol use.MethodsThis protocol paper presents the design of a randomized controlled trial (RCT) in which we evaluate RealConsent2.0 for efficacy in increasing alcohol- and non-alcohol-involved bystander behavior compared to RealConsent1.0 or to an attention-control program (“Taking Charge”). The RCT is being implemented in Atlanta, GA, and Lincoln, NE. Participants will be 605, healthy men aged 21–25 years recruited through social media, community-based flyers, and university email lists. Eligible participants who provide informed consent and complete the baseline survey, which includes self-reported bystander behavior, are then randomized to one of six conditions: RealConsent2.0/alcohol, RealConsent2.0/placebo, RealConsent1.0/alcohol, RealConsent1.0/placebo, Taking Charge/alcohol, or Taking Charge/placebo. After completing their assigned program, participants complete a laboratory session in which they consume an alcohol (target BrAC: .08%) or placebo beverage and then engage in the Bystanders in Sexual Assault Virtual Environments (BSAVE), a virtual house party comprising situations in which participants have opportunities to intervene. Self-reported bystander behavior across alcohol and non-alcohol contexts is also assessed at 6- and 12-months post-intervention. Secondary outcomes include attitudes toward, outcome expectancies for, and self-efficacy for bystander behavior via self-report.DiscussionRealConsent2.0 is the first web-based intervention for young men that encourages and teaches skills to engage in prosocial bystander behavior to prevent SV while intoxicated. This is also the first study to assess the proximal effect of alcohol on bystander behavior via a VR environment.Trial registrationClinicaltrials.gov, NCT04912492. Registered on 05 February 2021

Examining the effect of cannabis cues on cannabis demand in sleep, driving, and typical drug-use contexts

PurposeGiven the expanding legal cannabis market in the U.S., it is vital to understand how context impacts cannabis use. Therefore, we explored the effect of cannabis cues and cannabis-use context on cannabis demand in 79 adults who reported smoking cannabis at least weekly. MethodsParticipants completed a single laboratory session consisting of four hypothetical marijuana purchase tasks (MPTs) involving either a typical use situation or a driving or sleep context. The MPTs were alternated with exposure to cannabis or neutral picture cues based on block randomization by gender. ResultsCannabis cues increased self-reported craving for cannabis (p =.044) but did not significantly alter demand (ps =0.093–0.845). In the driving context, participants demonstrated a significant reduction in cannabis demand, indicated by lower intensity (p <0.001), Omax (p <0.001), and Pmax (p <0.001), breakpoint (p =.003), and higher α (p <0.001). The sleep context was associated with significantly greater α (p <0.006) but nonsignificant effects for other indices (ps =0.123–0.707). Finally, cannabis cues increased Omax (p =.013) and breakpoint (p =.035) in the sleep context but not in the typical-use context. ConclusionsThese findings suggest that cannabis-use behavior is sensitive to contingencies surrounding driving after cannabis use and may also be sensitive to sleep contexts in the presence of cannabis cues. Since this is the first study to examine driving and sleep contexts, we caution against drawing broad conclusions until future research is conducted to replicate these findings.

Pre-Lab Videos as a Supplemental Teaching Tool in First-Year Veterinary Gross Anatomy.

To adapt to an interactive generation of learners, video resources can provide information necessary for lab preparation, describe clinical correlations, and maximize dissection time. In this study, dissection summary videos with embedded quizzes were to be viewed by K-State first-year veterinary students prior to their canine anatomy lab sessions. Videos were created using an iPhone, edited via Camtasia editing software, and uploaded to the course Canvas page. Following the conclusion of the Fall 2022 semester, final course grade, practical exam scores (exam), pre-lab video (video) time interaction, pre-lab quiz (quiz) scores, and student perception data were analyzed. Positive, statistically significant correlations were found between number of videos viewed and certain exam scores, with the strongest correlation being for the lower quartile specifically. Significant correlations were also found between average exam score and total number of videos viewed throughout the semester, and final course grade and total time spent viewing all videos. Positive, statistically significant correlations were found between average quiz score and exam score. A thematic analysis of student comments revealed videos appeared to have been a beneficial part of the course, providing students with a valuable resource for preparation, study, and increased understanding and confidence. These findings indicate that providing videos as a supplemental resource is beneficial to veterinary student learning and well perceived. This study also suggests that video views can predict lower quartile student exam score. The correlations in this study are weak, but the statistical significance depicts a positive impact on student practical exam scores.

Student perceptions of handover diaries and reflective learning in an undergraduate MBChB anatomy course.

The time spent on basic sciences, including clinical anatomy, is decreasing in many medical curricula. While dissection is often seen as a cornerstone of medical education, there is increasing pressure to ensure time spent undertaking dissection is an efficient use of student time. As part of an MBChB clinical anatomy course , 1 st year students were asked to complete 'dissection handover diaries', designed through evidence-based pedagogy on reflection and engagement, which encouraged them to reflect on the dissection session and consider clinical applications of the anatomy covered in the session. Student engagement with an activity is important for it to be beneficial to their educational experience. This engagement is often increased when students perceive the activity to be useful to their learning. A survey was conducted, over two practical lab sessions on the final day of year one dissection in March 2023, using five Likert-type questions and one free-text question to evaluate student perceptions of the newly introduced dissection handover diaries. The survey was developed based on similar studies investigating student preference in dissection-based activities and questions were designed to elicit student perceptions on the usefulness of the diaries with respect to encouraging reflection, clinical application and student engagement in the sessions. Students were asked for constructive comments about the diaries in a free-text response question. Analysis was conducted using quantitative frequency distributions of survey responses as well as qualitative thematic analysis of the free text question. Of a total of 228 students, 64 participated in the survey, a response rate of 28%. The results were positive overall, with many respondents identifying the diaries as beneficial for reflection, consolidation, clinical application, and engagement. Students perceived the dissection handover diaries to be useful to their anatomical learning, as well as encouraging reflection and application of knowledge.

Use of Technology to Increase the Quality of Collaborative Learning Experiences for Engineering Students in the Post-Pandemic Period

This paper focuses on the changes made to the design and delivery of course materials and lab sessions for an Engineering module in the post-pandemic period – aiming to keep a balance between hands-on experience and use of digital technology as part of the students’ socio-emotional learning (SEL) experience and development of emotional intelligence, employability skills required by Industry 4.0. The flipped classroom approach facilitated the students’ engagement in authentic and valuable learning experiences as active partners in the process of sustainable knowledge creation enabling the development of their growth mindset in constructive, active, intentional, cooperative, and authentic ways. The practical lab sessions aimed to develop the students’ manual dexterity and soft skills while preparing the lab work technical reports enabled the improvement of their creative and critical thinking skills through inquiry and reflective writing.The problem-oriented project work (where students examined and provided creative and innovative solutions for real-life situations through collaboration and problem-solving experiences) has increased their motivation, engagement, performance, persistence, and their capacity to give and receive constructive feedback by positive engagement with online discussion forums. The continuous cumulative assessment encouraged students to reflect on their performance and refine their learning practices to become career-ready engineering practitioners. The efficiency of the proposed approach was evaluated by conducting semi-structured interviews with students, analysing student’s academic performance and lecturers’ observations while engaging in classroom-based research. In conclusion the weaving of academic grace into the fabric of hybrid engineering courses has increased the quality of collaborative learning experiences for students.

Adaptive and maladaptive emotion regulation skills are associated with food intake following a hunger-induced increase in negative emotions

Many individuals would like to lose weight and often attempt to do so by dieting. However, dieting attempts often backfire and contribute to the risk of weight gain and obesity. Food restriction inevitably leads to hunger and hunger, in turn, induces negative emotions. The inability to regulate such a hunger-induced increase in negative emotions in an adaptive way may be responsible for overeating. The current study aimed to gain a better understanding of this potential psychological mechanism underlying failed dieting attempts. Adaptive and maladaptive emotion regulation (ER) were assessed with an online questionnaire in women with a healthy weight. Subsequently, participants were assigned to the fasted condition (fasting for 14h, n = 49) or the satiated condition (eating between 2 h and 30 min before the lab session, n = 59) and attended a lab session in which they completed tasks while given the opportunity to eat chips and M&M's. We did not find an association between any ER variable and the likelihood to begin eating. Among those who began eating, higher scores on adaptive cognitive ER and on maladaptive behavioral ER were associated with lower caloric intake in fasted individuals. Higher scores on adaptive behavioral ER were associated with higher caloric intake in fasted individuals. Utilizing adaptive cognitive ER when experiencing a hunger-induced increase in negative emotions may help individuals manage their food intake and maintain a healthy weight.

Adapting Jupyter for C++ Programming Education: An Empirical Study on Lab Instruction Strategies and Student Perspectives

This paper explores the use of the Jupyter platform in teaching C++ programming at the higher education level. It includes a comparative analysis between traditional integrated development environments and online judge systems. The study discusses a teaching approach that leverages JupyterHub and Xeus-Cling to create an interactive learning setting. This approach was pilot-tested during a C++ lab session at Shenzhen Technology University, and student feedback was subsequently gathered and analyzed. A substantial number of students found value in Jupyter's interactive capabilities and the seamless integration of code execution and report writing. However, others experienced difficulties with the platform due to adaptation hurdles, code compatibility issues, and the lack of functionality compared to traditional integrated development environments. The paper further explores the potential of integrating Jupyter with the Visual Studio Code environment to mitigate these limitations and amplify its benefits. The paper concludes by recommending ongoing research and evaluation to refine and adapt this innovative teaching strategy.

Game Application as Teaching Tool to Assist Mastering Installation of Three-Phase Motor Control Topic: Expert Perception

The learning and teaching process using conventional methods might cause students to be unable to highlight their true potential. Besides, it can be more difficult for teachers to choose the types of games that suit the curriculum and students' needs. Hence, this study aims to develop a game application as a teaching assistant tool for a three-phase direct online starter topic in Electrical Technology Malaysian Vocational Certificate subject for Vocational College students using the Android platform. Learning materials and games are developed using multimedia and interactive elements to attract students to be active in using the learning medium based on game applications as 21st-century learning tools. The development purpose of the game application is to give early exposure to students to the installation of three-phase motor control before going through the laboratory session. The behaviorism learning theory and Game development Life Cycle (GDLC) model, were implemented in the game application development in this research. The researcher used Unity 3D software is online software such as Canva and Microsoft PowerPoint design tools interactively to make a game-based learning application for the three-phase motor control installation subject. Based on the analysis of the findings, the experts agreed that the functionality of this three-phase Motor Control game application can be used well and is suitable to be used as a teaching aid. In addition, these research results can be used by teachers to increase students' interest and further make the learning process more interesting to improve student understanding.

Improving Student Success through Supplemental Instruction in an Anatomy and Physiology Laboratory

Anatomy and physiology courses have been identified as a major barrier to the persistence and graduation of undergraduate students seeking careers in the health professions. This break in the health profession’s educational pipeline may have implications for perpetuating racial/ethnic educational attainment disparities that further health disparities through a lack of representation in healthcare providers. Although Supplemental Instruction (SI) is a well-developed, evidence-based program for improving student success, it has traditionally been used primarily in lecture-based courses. In addition, much of the literature on peer-assisted learning in anatomy and physiology focuses on medical school students. Therefore, it is difficult to extrapolate the effectiveness of SI on freshman and sophomore undergraduate students in a laboratory-based course. Here, we describe the expansion of our SI program, in conjunction with a complete curricular redesign, to address student success in an undergraduate gateway anatomy and physiology laboratory. Students who participated in the SI laboratory sessions held outside of instructor-led class time were significantly more likely to be high performers in the course, and there were no students who participated in SI sessions who earned a final course grade below a C. In addition, students expressed high satisfaction with the SI program and indicated that SI leaders provided both content and emotional support. In conclusion, SI is a valuable program to address student success in a laboratory-based course, particularly when integrated thoughtfully and intentionally with other evidence-based best practices in curriculum.

Psychophysiological Data Harmonization for the Sustainability of Outdoor Activities

Prolonged sedentary behavior is considered a risk factor for health throughout the human lifespan. Although outdoor activities, such as walking and hiking, can be effective in reducing sedentary behavior, there is a lack of data harmonization on the psychophysiological characteristics of hiking trails. Therefore, this research protocol aims to provide an innovative and uniform methodology to provide a psychophysiological characterization of hiking. Enrolled subjects will be allocated in groups equally distributed for age, physical activity level (physically active vs. sedentary), and sex (male vs. female). Subjects will perform two treadmill tests in laboratory sessions and two hiking tests in field sessions. The Ruffier test will be performed before each session to assess subjects’ exercise capacity. During each session, body mass measurement, cardiometabolic evaluation, heart rate and heart rate variability monitoring, rating of perceived exertion, and physical activity enjoyment rate will be assessed. To measure breath-by-breath ventilation, oxygen consumption, and energy expenditure, subjects will be equipped with a portable gas analyzer during one laboratory session and one field session. Findings from the present study protocol have the potential to fill a gap in assessing hiking-related fitness, promoting physical and mental health, and offering a practical way to evaluate fitness for hiking, encouraging outdoor activity. These findings will have the potential to impact tourism, health, and well-being through outdoor experiences.

Students' Perception of a Virtual Dissection Laboratory in Undergraduate Anatomy and Physiology of Speech and Hearing: A Focus Group Study.

Hands-on laboratory experience that allows for manipulation of realistic and relevant materials in course curricula has been shown to improve students' learning, understanding, and critical thinking skills. The purpose of this study was to gain insight into the experiences of students who engaged in laboratory coursework using a virtual dissection (VD) table as part of an undergraduate course in anatomy and physiology of speech and hearing. Undergraduate students enrolled in an anatomy and physiology of speech and hearing course at a single university for the fall 2021 semester consented to participate. Nine students, divided into two focus groups, were encouraged to describe their experiences and perspectives about the VD table and corresponding laboratory assignments. Following verbatim transcription of the data, the authors conducted a thematic analysis. Five themes emerged from the body of data: (1) using the VD table, (2) completing the VD lab assignments, (3) preparation for laboratory sessions, (4) suggested modifications, and (5) enriched learning. Students believed using the VD table aided in a better understanding of course material than traditional methods. Moreover, they surmised that this method of learning, particularly for speech-language pathologists, may be superior to learning through models and cadavers.