Single Academic Year Research Articles

School structure explains age group differences in friend selection similarity

The present study tests the hypothesis that friend selection similarity increases after the transition into middle school but only for those attending schools with an expanded pool of similar others who could potentially serve as friends. Participants included 456 (247 girls, 209 boys) students (ages 10–15) attending public primary and middle schools in Florida (USA) and Lithuania. In Florida, 40.2% were European American, 26.5% were Hispanic-American, 22.6% were African American; the remainder had other backgrounds. Most Lithuania students were ethnic Lithuanian. Florida and Lithuania primary school students attended classes with the same 22–24 classmates. Florida middle school students attended classes with a rotating group of students, drawn from 78 to 89 potential classmates. Lithuania middle school students attended classes with the same 21–30 classmates. Participants completed peer nomination surveys twice during a single academic year, from which 344 (Florida n = 168, Lithuania n = 176) future-friend dyads [i.e., partners who reciprocally nominated one another as friends in January (Time 2) but not in September/November (Time 1)] were identified. Within-dyad intraclass partial correlations indicated that Florida middle school future friends were more similar than primary school future friends on peer-reported academic achievement, acceptance, athleticism, and popularity (but not on disruptiveness or rejection). In Lithuania, there were no differences between primary school and middle school future-friend similarity. The findings suggest that previously identified developmental increases in friend similarity can be traced, in part, to structural changes in schools, such that middle schools with rotating class rosters provide students with more options to identify compatible others than primary schools.

AGE-FRIENDLY MEDITERRANEAN COOKBOOK:CULTIVATING CULTURAL TRANSFORMATION

Abstract Creating a new reality for old persons on campus, with limited resources but boundless ambition, is both a challenge and an opportunity. In this presentation, we will focus on our experiences over the course of a single academic year, culminating in our university’s inclusion in the global network of Age-Friendly Universities (AFU) – a milestone marking the first institution in the Middle East to achieve such recognition, and only the third in the Mediterranean basin. By embracing the principles of the AFU initiative, we tapped into a broader narrative of societal transformation aligned with the United Nations Sustainable Development Goals (SDGs). Central to our success were cultural values deeply integrated into Israeli society, including collectivity, solidarity, social ties, and audacity. Drawing on these values, we mobilized internal and external stakeholders, forged partnerships, and positioned ourselves as catalysts for change. We conducted comprehensive studies, mapped existing resources, and developed strategic future plans. Our experience illustrates how organizational culture, intertwined with societal dynamics, can drive meaningful change. Community engagement and partnerships played a pivotal role in highlighting the collaborative nature of our initiatives and the importance of involving diverse stakeholders. We invite participants to explore the intersection of culture, age-friendliness, and sustainable development, emphasizing the role of cultural values in shaping age-friendly initiatives. This presentation aims to inspire others to embark on similar journeys, utilizing culture to create inclusive environments where older adults can thrive.

The effects of mindfulness-focused mental performance coaching on a general surgery residency program

BackgroundBurnout is a proven challenge in surgeons and surgical trainees, associated with higher rates of attrition compared to other medical specialties. Here we report the impact of a mental performance coaching program as it relates to surgery trainee wellbeing. MethodsA mixed-format mental performance coaching program was implemented at a large academic medical center's general surgery residency over a single academic year. Survey scores related to burnout, self-efficacy, and professional fulfillment were used to analyze the impact of the program as a whole, as well as by large group, small group, and one-on-one format attendance. ResultsResidents that attended the small group or one-on-one sessions demonstrated a trend towards improved burnout and professional fulfillment. The PGY3 group attended the most small format sessions and demonstrated a significant decrease in burnout (p ​= ​0.03). ConclusionThis offers an adaptable intervention for residency programs to improve the wellbeing of their trainees.

The motivations and aspirations of level 1 learners in North East England

ABSTRACT The thesis explored the motivations and aspirations of young people, aged 16-18, studying on a Level 1 programme in a FE college in the North East of England. The majority of research activities took place over a single academic year, with a single activity the following year to revisit the topics of aspiration, motivation and marginalisation. The methodology was underpinned by Bourdieu’s concepts of Capital, as well as incorporating some participatory methods to research with the participants, not on them. Findings show aspirations closely linked to employment, and motivations focussed on the acquisition of capital – which the young people recognised could be accrued and exchanged for a career in their chosen industry. The findings also show young people from a range of socioeconomic backgrounds. This is counter to the narrative and findings from prior literature focussing on Level 1 learners. Young people were also experiencing unclear school-to-work transitions, and they signalled the rapid deindustrialisation of the 20th century as the cause of this. Further exploration is required to understand how young people in the region perceive the links between deindustrialisation in the 20th century and their school-to-work transitions in the current day.

Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools – Two-Years-In Report

Halfway through a four-year research project supported by implementation science and the Active Implementation Frameworks (AIF), this article reports on the status of the initial two implementation stages. Our research investigates the impact of systematically preparing educators and educational institutions to integrate digital learning materials and learning analytics dashboards to enrich teaching practices and improve student performance outcomes.Furthermore, it seeks to establish a foundation for the use of innovative and validated educational technology (EdTech) through sustainable implementation strategies, evidence-based evaluation, and continuous redesign of digital learning materials. By adopting this comprehensive approach, we aim to enhance the knowledge base regarding effective digital innovation integration within educational environments.We argue that applying implementation science in educational settings facilitates the adoption of effective innovations, promotes evidence-based decision-making, and helps identify and address obstacles to change. Our ongoing research underscores the transformative impact of implementation science in education. Thus far, we have highlighted the crucial role of teacher perspectives and the necessity of co-designing technology aligned with teaching and learning objectives.This nuanced approach refutes the notion of a one-size-fits-all solution or a quick fix achievable in a single academic year. Instead, it advocates a dynamic, collaborative model that acknowledges the multifaceted nature of implementation. Our journey has reaffirmed the dedication of teachers, showcasing their readiness to invest time and effort when their professionalism is respected, and their input is genuinely valued and acted upon.

Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners

ABSTRACT This paper explores the contention that teacher educators are especially well placed to help teachers bridge between practical experience and wider forms of knowledge. In its focus on issues derived from practice, knowledge co-construction and professional judgement, the paper articulates an alternative, but complementary, vision of evidence-informed practice to set alongside prevailing ‘What Works’ approaches. The paper uses the concept of knowledge brokering to analyse the ways that teachers collaborated with one English school of education’s teacher educators in five different projects in the course of a single academic year. Drawing on data from semi-structured interviews, common brokering mechanisms are identified, yielding a set of principles for creating conditions, boundary crossing and reciprocal working which cut across subjects and age phases. Four distinctive attributes of teacher educators are proposed as part of reframing such collaborative relationships. The paper adds to debates about the need to reconfigure university-school partnerships for professional learning in order to identify more clearly the distinctive contribution of the university teacher educator, respond to the role tensions of teacher educators and support teachers’ critical professionalism.

Baseline Evaluation of Concussion-Like Symptoms and Modifying Factors in Collegiate Club-Sport Athletes.

Collegiate club-sport athletes participate in a variety of competitive sports and have been understudied in the concussion literature. Baseline performance measures are warranted to better understand assessment and management. To quantify normative values and the effects of modifying factors sex, concussion history, diagnosed attention disabilities (attention-deficit/hyperactivity disorder [ADHD]), and sport type on baseline symptom evaluation among collegiate club-sport athletes. Cross-sectional study. Retrospective chart review. A total of 1034 collegiate club-sport athletes (N = 649 males, 62.7%) from 29 sports at a single institution. Chart reviews were conducted for club-sport athletes who completed athlete background and symptom information on the Sport Concussion Assessment Tool-5th edition as a baseline concussion assessment during a single academic year. Demographics (eg, age, sex, sport), background medical information (eg, concussion history, ADHD), and symptom evaluation, consisting of individual 22-item symptom reports, the total number of symptoms, symptom severity scores, and symptom factors (eg, physical, cognitive, insomnia, and emotional), were analyzed. On baseline symptom reporting, 68% of club-sport athletes were asymptomatic, with mild symptoms described by 3% to 12% and moderate or severe symptoms by ≤4%. Modifier groups differed with a higher total number of symptoms and symptom severity in females (P < .001), individuals reporting a history of concussion (P < .001), and those with ADHD (total number P = .04, symptom severity P = .02). Similar significant findings were noted for females and the history of concussion group on all 4 symptom factors; however, those in collision or contact sports also indicated greater cognitive (P = .03) and insomnia (P = .02) factors. Those with ADHD endorsed more cognitive (P < .001) factors. Normative symptoms for a collegiate club-sport sample revealed approximately 70% were asymptomatic. Higher total number of symptoms and symptom severity were demonstrated by females and those with a history of concussion. Cognitive-specific symptoms were greater in those diagnosed with ADHD and those who participated in collision or contact sports.

Optimal Timing of Fundamentals of Endoscopic Surgery (FES) Testing in General Surgery Residency: Early Is Better

BackgroundFundamentals of endoscopic surgery (FES) completion is mandatory for certification by the American Board of Surgery (ABS). As early simulation and competency assessment can bolster development of trainee proficiency, we sought to determine the optimal timing for FES examination by evaluating pass rates based on training level and previous endoscopic experience. MethodsPGY2-5 residents at a university-based medical center who were novice to FES were assigned to complete FES training and testing. Training year, prior endoscopic experience, and FES exam scores were recorded with pre- and post-test surveys. ResultsMost residents in the program (88%) were able to complete FES training and testing within a single academic year. Most required only a single faculty-led session (88%) to feel confident to take the exam, augmented by varying numbers of independent practice sessions (50% 1–2, 19% 3–5, 27% > 5). After training, most (84%) felt confident that they would pass the exam, and 93% did so on their first attempt. While higher written exam scores were noted in the PGY5 group, there were no other statistically significant differences in overall pass rates or technical exam scores based on PGY level (p = 0.24). A number of previously completed endoscopic cases did not correlate with exam scores (p = 0.24 written, p = 0.91 technical). ConclusionFundamentals of endoscopic surgery (FES) certification can be successfully completed by junior level general surgery residents regardless of previous endoscopic experience. Moving this exam to earlier training years can benefit resident development and preparedness in the clinical setting without negatively impacting pass rates.

The Quality of Assessment for Learning score for evaluating written feedback in anesthesiology postgraduate medical education: a generalizability and decision study.

Competency based residency programs depend on high quality feedback from the assessment of entrustable professional activities (EPA). The Quality of Assessment for Learning (QuAL) score is a tool developed to rate the quality of narrative comments in workplace-based assessments; it has validity evidence for scoring the quality of narrative feedback provided to emergency medicine residents, but it is unknown whether the QuAL score is reliable in the assessment of narrative feedback in other postgraduate programs. Fifty sets of EPA narratives from a single academic year at our competency based medical education post-graduate anesthesia program were selected by stratified sampling within defined parameters [e.g. resident gender and stage of training, assessor gender, Competency By Design training level, and word count (≥17 or <17 words)]. Two competency committee members and two medical students rated the quality of narrative feedback using a utility score and QuAL score. We used Kendall's tau-b co-efficient to compare the perceived utility of the written feedback to the quality assessed with the QuAL score. The authors used generalizability and decision studies to estimate the reliability and generalizability coefficients. Both the faculty's utility scores and QuAL scores (r = 0.646, p < 0.001) and the trainees' utility scores and QuAL scores (r = 0.667, p < 0.001) were moderately correlated. Results from the generalizability studies showed that utility scores were reliable with two raters for both faculty (Epsilon=0.87, Phi=0.86) and trainees (Epsilon=0.88, Phi=0.88). The QuAL score is correlated with faculty- and trainee-rated utility of anesthesia EPA feedback. Both faculty and trainees can reliability apply the QuAL score to anesthesia EPA narrative feedback. This tool has the potential to be used for faculty development and program evaluation in Competency Based Medical Education. Other programs could consider replicating our study in their specialty.

Glossophobia: A Cross-Sectional Assessment of Public Speaking Anxiety among Saudi Nursing Students

Background: Public speaking anxiety or glossophobia is common among college students, especially those studying in their non-primary language. Effective public speaking is considered an essential skill for nursing students to grasp as their future roles require it as patient advocates. Little is known about the effects of glossophobia amongst Arab students studying nursing in a second language (English).Purpose: This study aimed to examine glossophobia and its association with English oral presentations among Saudi nursing students in three academic levels.Methods: A correlational comparative study with a cross-sectional approach was conducted on a total of 209 baccalaureate level nursing students at a governmental, Saudi university. Convenience sampling was used with a comparison between three levels of student cohorts (second, third and fourth) of a single academic year. The data were collected using an online self-reported questionnaire consisting of three sections: a sociodemographic questionnaire, the Foreign Language Classroom Anxiety Scale (FLCAS), and the Personal Report of Public Speaking Anxiety (PRPSA). Data were analyzed using descriptive statistics, a one-way ANOVA, and Pearson correlation tests.Results: Nursing students had moderate anxiety on the FLCAS and PRPSA scales in all three academic years. There was a significant, moderate, and positive relationship between the two scales (r=0.450, p&lt;0.01).Conclusions: Glossophobia among nursing students needs to be addressed. This study highlights a gap in current training where there is insufficient support, meaning that levels of anxiety remains unchanged across the trajectory of a nursing training program. Future research should explore culturally tailored strategies to decrease nursing students’ anxiety while building their confidence and self-esteem.

Gut microbiome diversity, variability, and latent community types compared with shifts in body weight during the freshman year of college in dormitory-housed adolescents

ABSTRACT Significant human gut microbiome changes during adolescence suggest that microbial community evolution occurs throughout important developmental periods including the transition to college, a typical life phase of weight gain. In this observational longitudinal study of 139 college freshmen living in on-campus dormitories, we tracked changes in the gut microbiome via 16S amplicon sequencing and body weight across a single academic year. Participants were grouped by weight change categories of gain (WG), loss (WL), and maintenance (WM). Upon assessment of the community structure, unweighted and weighted UniFrac metrics revealed significant shifts with substantial variation explained by individual effects within weight change categories. Genera that positively contributed to these associations with weight change included Bacteroides, Blautia, and Bifidobacterium in WG participants and Prevotella and Faecalibacterium in WL and WM participants. Moreover, the Prevotella/Bacteroides ratio was significantly different by weight change category, with WL participants displaying an increased ratio. Importantly, these genera did not display co-dominance nor ease of transition between Prevotella- and Bacteroides-dominated states. We further assessed the overall taxonomic variation, noting the increased stability of the WL compared to the WG microbiome. Finally, we found 30 latent community structures within the microbiome with significant associations with waist circumference, sleep, and dietary factors, with alcohol consumption chief among them. Our findings highlight the high level of individual variation and the importance of initial gut microbiome community structure in college students during a period of major lifestyle changes. Further work is needed to confirm these findings and explore mechanistic relationships between gut microbes and weight change in free-living individuals.

The role of mindfulness and compassion in early adults' subsequent mental health, coping and compliance with health guidelines during the COVID‐19 pandemic: A prospective longitudinal study

AbstractThe present study explored prospective links between trait mindfulness and compassion on subsequent coping and compliance with Centers for Disease Control (CDC) guidelines and indirect effects via well‐being and internalized distress during the COVID‐19 pandemic. The study included N = 736 US college students who participated in a three‐wave longitudinal study across a single academic year. The first two assessment waves took place in 2018 and 2019, respectively, while the third wave took place in May 2020 during the COVID‐19 pandemic. Participants completed self‐report measures of trait mindfulness, compassion, well‐being, internalized distress, coping, and compliance with CDC health guidelines. Results of a series of autoregressive, cross‐lagged panel models revealed that trait mindfulness was associated with better coping via indirect effects of greater well‐being and lower internalized distress. Greater compassion was linked with greater adherence to CDC guidelines. Findings suggest that trait mindfulness and compassion may play a role in college students' coping and compliance during the pandemic.

Alternative care sites and resident exposure in pediatric emergency medicine: Who, what, and where.

Emergency medicine (EM) physicians and pediatricians who provide acute pediatric care depend on clinical exposure during residency to learn pediatric EM. Increasing volumes of pediatric patients, especially with behavioral health complaints, have stressed pediatric emergency departments (ED) and prompted clinical operations innovations including alternative care sites outside the main ED. We investigated the impact of these recent trends and resulting alternative care sites on the exposure of residents to core pediatric conditions. This retrospective study reviewed patient encounters between July 1, 2018, and December 31, 2022, at a pediatric ED that hosts one pediatric and three EM residencies. During the study, the hospital employed alternative care sites in response to increased and shifting patient populations. Median patients per resident per academic year were compared before and after the opening of alternative care sites, overall and stratified by patient factors (age, sex, Emergency Severity Index [ESI], and diagnostic category). The study also compared the percentage of residents who saw no patients with a given diagnosis between the two periods. Of 231,101 patient encounters, 199,947 were seen in the main ED and 31,154 in alternative care sites. The median number of patients seen by a single resident in a single academic year ranged from 82 to 136 for pediatric residents and from 128 to 183 for EM residents. The median number of patients per resident per year did not decrease for any age group, sex, ESI level, or diagnosis across the two periods. Residents saw a median of 19 more patients with psychiatric diagnoses (95% CI 15.4-22.7) in the more recent period. Seven diagnoses were not seen by at least 20% of residents during both periods. Current pediatric ED capacity challenges can be addressed with alternative care sites without decreasing volume or variety of patients seen by residents.

The Impact of a Hands-On Interventional Radiology Training Course on Radiology Resident's Training: A Single Academic Institution Experience

Abstract Purpose The aim of this study was to investigate the outcomes of an instructional hands-on training course that introduces radiology residents to the essential tools and skills needed to perform basic interventional radiology (IR) procedures. Materials and Methods This study was performed over a single academic year at a single academic institution. A precourse survey was sent to all radiology residents to identify areas of weakness and potential opportunities for improvement. In view of the responses, a hands-on training course was designed to cover the basics of vascular and soft-tissue access, catheters, wires, embolics, and closure devices. The training was provided in a one-to-one setting by a single IR attending over a period of 45 minutes and was concluded with hands-on training on an ultrasound (US) vascular access phantom whenever possible. An anonymous postcourse survey was then distributed and the results were analyzed. Results The average reported comfort level with basic IR concepts prior to course attendance was 1.7 on a 5-point scale (1 = not comfortable, 5 = very comfortable). This increased to an average of 4 following the course. Ninety-three percent of residents reported they have more confidence getting into the IR suite and assisting in IR procedures following the course. Residents who had an opportunity to train on the US vascular access phantom gave an average response of 4.6 out of 5 to a question of how helpful the experience was in improving their US hand skills (1 = not helpful, 5 = extremely helpful). One hundred percent of responders reported that the course successfully met its goal. Finally, the overall responses were unanimously in favor of continuing the hands-on training course. Conclusion A personalized, cost-effective, hands-on training course can improve the IR training experience of radiology residents, especially in the early training phase. This model is of particular value for smaller to medium-sized academic institutions with limited financial and educational resources.

The Relationship of Reading Interest with Learning Outcomes in Class IX MTS Students' Civics Subjects Single Islamic Academic Year 2017/2018

The problem of this research is whether there is a relationship between reading interest and student learning outcomes in citizenship education subjects at MTs. Islamiyah Sunggal in the 2017/2018 academic year. The purpose of this study was to determine the relationship between reading interest and student learning outcomes in citizenship education subjects at MTs. Islamiyah Sunggal in the 2017/2018 academic year. The population used in this study was class IX at MTs. Islamiyah Sunggal Medan which consisted of 4 classes with a total of 129 students. The sampling technique in this study used purposive sampling, namely the class that was the sample studied was class IX with 30 students. The instrument used is a closed questionnaire. In which this questionnaire conducted observations at MTs. Islamiyah Sunggal Medan and a questionnaire on the Relationship of Reading Interest with Student Learning Outcomes. From the results of this study, it can be seen that there is an increase in student learning outcomes with the relationship between reading interest and the research conducted, it is found that the relationship between reading interest is very influential on student learning outcomes in the subject of Citizenship Education. This is evidenced by the value of the correlation coefficient r?count = 1.094. From table r Product Moment for N = 30 obtained rtable = 0.361. So, because (1.094) &gt; (0.361) then the correlation is very strong. From the results of the calculation of the hypothesis obtained t?itung = 13.075 with a significant level = 0.05 and dk = n – 2 = 30 – 2 = 28, then get the price = 1.701. Obtained t?itung13.075&gt; 1.701. This means that Ha is accepted, meaning that there is a significant influence between the relationship between reading interest and student learning outcomes. Thus, it is concluded that there is a relationship between reading interest and student learning outcomes in civic education subjects at MTs. Islamiyah Sunggal Medan in the 2017/2018 academic year

Goal orientation motivation theory in surgical trainees: a multi-institutional validation study of the GO-ST scale

PurposeGoal orientation is an important psychological construct which describes the nature of an individual’s intrinsic motivation for learning in terms of mastery and performance. Research on goal orientation in primary school through college-level learners has consistently demonstrated a relationship between goal orientation and learning outcomes, test scores, motivation, feedback incorporation and burnout. The aim of this study was to create and validate a novel instrument to measure goal orientation motivation in surgical trainees.MethodsA validation study of a novel survey instrument specific for surgical trainees was conducted at five general surgery training programs across the United States over the course of a single academic year. A 14 item goal orientation in surgical trainees (GO-ST) instrument was developed and responses were scored on a 5-point Likert scale measuring frequency over a month. Exploratory and confirmatory factor analyses were performed.ResultsA total of 144 residents participated for an 87.8% response rate. Confirmatory factory analysis using 3 domains yielded a final instrument with ten total questions. The Comparative Fit index (CFI) of this model was 0.950, the Goodness of Fit index (GFI) was 0.920, and the Standardized Root Mean Square Residual (SRMR) was 0.064.ConclusionsUsing the goal orientation theory of motivation, The GO-ST instrument was successfully developed to measure the three domains of goal orientation, mastery, performance approach, and performance avoid in surgical trainees. The ability to distinguish the way in which a learner internalizes educational opportunities in terms of motivation paves the way to understanding a new perspective on wellness, mastery and the clinical learning environment.

Improvements in motor competence skills are associated with improvements in executive function and math problem-solving skills in early childhood.

Efforts to increase moderate-to-vigorous physical activity (MVPA) in school-age children are associated with improved health, cognitive, and academic outcomes. However, questions remain about whether similar benefits are observed in early childhood. We hypothesized that motor competence, not MVPA, would be related to improved cognitive and academic skill development in early childhood. For this study, 283 children were recruited from 13 community-based preschools (55% female; M = 4.2 years old, SD = .6; 41% non-Hispanic White, 37% non-Hispanic Black; 10% Hispanic, 10% mixed race, 2% Asian, 1% American Indian). Children's physical activity, motor competence, executive function (EF), and math problem-solving skills were measured using the same protocol in three assessments in a single academic year (i.e., fall, winter, spring). Although motor competence was strongly correlated with contemporaneous measures of EF and math problem-solving skills (rs = .51-.63), MVPA was weakly correlated with EF and math problem-solving skills (rs = .03-.18). Mixed linear models demonstrated that improvements in children's motor competence were related to improvements in their EF and math problem-solving skills (ps < .001), their improvements in MVPA were not statistically significant related to any of the outcomes. These within-child associations provide a stronger basis of inference by controlling for all time-invariant confounders. The results of this study suggest that efforts to improve motor competence skills in young children may improve EF and math problem-solving skills, though experimental studies are required to rigorously test this idea. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The Influence of Antisocial Behavior and Callous-Unemotional Traits on Trajectories of School Engagement and Achievement in South-Korean Children

Poor educational outcomes are common among children with antisocial behavior problems, including among a subgroup of antisocial children with callous-unemotional traits, who show deficits in empathy, guilt, and prosociality. However, few studies have explored the unique contributions of antisocial behavior and callous-unemotional traits to school outcomes and most prior studies have been conducted in Western countries. The current study thus tested associations between callous-unemotional traits, antisocial behavior, and trajectories of school outcomes among South Korean children. Participants aged 10-12 years (N = 218; 52% boys) completed questionnaires assessing antisocial behavior, callous-unemotional traits, verbal ability, and school engagement, and teachers provided children’s Math and Korean grades at three time points during a single academic year. Prospective associations were explored in conditional latent growth curve models. Both antisocial behavior and callous-unemotional traits were related to lower school engagement at the start of the academic year, but the magnitude of the associations was greater for callous-unemotional traits, suggesting a greater adverse effect of callous-unemotional traits on engagement than antisocial behavior. Moreover, children with high levels of callous-unemotional traits showed stable and low levels of school engagement. There were no significant predictive associations between antisocial behavior or callous-unemotional traits and trajectories of academic grades. The findings suggest that interventions aimed at improving educational outcomes among antisocial children should be tailored according to the presence of callous-unemotional traits to target the specific needs of individual students, particularly at the start of the school year.

Chemical Engineering at The Pennsylvania State University

The Chemical Engineering Department at The Pennsylvania State University (commonly known as Penn State) is located in State College, PA, an area colloquially known as “Happy Valley”. The drive into Penn State is beautiful, passing through the hills of the Allegheny Mountains and through multiple state parks and forests. For many visitors, that trip ends at Beaver Stadium, the second largest stadium in the western hemisphere and home to the Penn State football team.&nbsp; For others, the draw might well be Penn State’s Breazeale Nuclear Reactor, the longest continuously operating university research reactor in the world.&nbsp; However, for most of the past 60 years, visitors interested in chemical engineering would arrive at Fenske Laboratory, the long-time home for the department named after Merrell Fenske (who is also the namesake for the “Fenske equation” used to calculate the minimum number of theoretical plates in a distillation column). But, not any more. In Spring 2019, the department moved into a brand new, state-of-the-art, 195,000 square foot facility specifically designed to accommodate our undergraduate and graduate programs. The department graduated 223 B.S. chemical engineers in 2017-2018, ranking first among all degree-granting institutions in the U.S. (www.asee.org/colleges), and 25 of our graduate students received their Ph.D. degrees, the largest number ever produced by the department in a single academic year.

Gaps in Training: Misunderstandings of Airway Management in Medical Students and Internal Medicine Residents.

(1) Evaluate baseline airway knowledge of medical students (MSs) and internal medicine (IM) residents. (2) Improve MS and IM resident understanding of airway anatomy, general tracheostomy and laryngectomy care, and management of airway emergencies. A before-and-after survey study was carried out over a single academic year. MS and IM resident knowledge was evaluated before and after an educational, grand rounds-style lecture reviewing airway anatomy, tracheostomy tube components, tracheostomy and laryngectomy care, and clinical vignettes. The primary outcome measure was change in pre- and postlecture survey scores. Prelecture surveys were completed by 90 participants, and 83 completed a postlecture assessment. Postlecture scores were statistically improved for all questions on the assessment (P < .001). Level of training did not confer an improved pre- or postlecture survey score. While the majority of participants in our study had previously cared for patients with a tracheostomy or laryngectomy, less than half were able to correctly address basic airway emergencies. Senior IM residents were no more proficient than MSs in addressing airway emergencies. The lack of formal airway training places patients at risk with routine care and in emergencies, demonstrating the need for formal airway education for early medical trainees. Our data demonstrate a serious gap in MS and IM resident knowledge with respect to emergent airway care in patients with tracheostomies and laryngectomies. An interdepartmental collaborative curriculum offers a realistic and potentially life-saving solution for medical trainees.