Utah Students Research Articles

The risk information and skin-cancer education for undergraduate prevention (RISE-UP) study: Protocol for a trial of personalized sun protection interventions for skin cancer prevention among undergraduate students

BackgroundAddressing the increasing incidence of skin cancer among young adults is a priority. The objective of the Risk Information and Skin-cancer Education for Undergraduate Prevention (RISE-UP) study is to identify personalized intervention components to prevent sunburn, a clinically significant outcome highly associated with skin cancer, in college students. MethodsGuided by the Elaboration Likelihood Model, the study will use Multiphase Optimization Strategy (MOST) methodology to test three intervention components (ultraviolet photography, MC1R genetic testing, and action planning) each with two levels (yes v. no) in a full-factorial experiment to evaluate unique and combined effects of these components to improve outcomes over the longer-term, with seasonally timed follow-up. At-risk University of Utah students (N = 528) will be recruited. Eligibility criteria include self-reported sunburn or tanning in the past year, or not utilizing recommended sun protection. After baseline assessment, participants will be randomized to intervention group, stratified by sex. Assessments will be completed at (1) Baseline; (2) Intervention; (3) 1 month after intervention; (4) 4 months after intervention (the end of the first summer); and (5) 15 months after intervention (the end of the second summer). The primary outcome will be participants' self-reported number of sunburns. Secondary outcomes will include self-reported sun protection and tanning behaviors and, in a randomly selected subgroup, an objective measure of ultraviolet radiation (UVR) exposure. ConclusionThe RISE-UP study will determine the efficacy of different combinations of personalized skin cancer preventative interventions for young adults and determine the optimal combination of intervention components to prevent skin cancer.Clinical Trial Registration:NCT05634252

Capturing growth curves of medical students' clinical skills performance.

A benefit of a milestone or Entrustable Professional Activity (EPA) assessment framework is the ability to capture longitudinal performance with growth curves using multi-level modelling (MLM). Growth curves can inform curriculum design and individualised learning. Residency programmes have found growth curves to vary by resident and by milestone. Only one study has analysed medical students' growth curves for EPAs. Analysis of EPA growth curves is critical because no change in performance raises concerns for EPAs as an assessment framework. Spencer Fox Eccles School of Medicine-University of Utah students' workplace-based assessment ratings for 7 EPAs were captured at 3 time-points in years 3-4 of AY2017-2018 to AY2020-2021. MLM was used to capture EPA growth curves and determine if variation in growth curves was explained by internal medicine (IM) clerkship order. A curvilinear slope significantly captured 256 students' average ratings overtime for EPA1a-history-taking, EPA2-clinical reasoning, EPA3-diagnostics, EPA5-documentation and EPA6-presentation, and a linear slope significantly captured EPA9-teamwork ratings, p ≤ 0.001. Growth curves were steepest for EPA2-clinical reasoning and EPA3-diagnostics. Growth curves varied by students, p < 0.05 for all EPA ratings, but IM clerkship rotation order did not significantly explain the variance, p > 0.05. The increase in ratings from Year 3 to Year 4 provides validity evidence for use of EPAs in an assessment framework. Students may benefit from more curriculum/skills practice for EPA2-clinical reasoning and EPA3-diagnostics prior to year 3. Variation in student's growth curves is important for coaching and skill development; a one size fits all approach may not suffice.

A Description of Suspected Concussions in Football-Related Activities among K-12 Students in Utah.

The circumstances and nature of concussions among youth who play tackle, flag, or touch football are not well understood. This study used data from Utah's Student Injury Reporting System (SIRS) to explore suspected concussions among K-12 students sustained during participation in football-related activities (tackle, flag, or touch football). Descriptive statistics and chi-square analyses showed that 54.7% of suspected concussions due to football-related activity were among elementary and middle school and 41.3% were among high school students. Most suspected concussions resulted from being struck by or against something (81.9%) and occurred during school-sanctioned games and practices (37.9%), lunch, lunch recess, and recess (34.8%), or physical education class (22.7%). The type of school activity and context for suspected concussions varied by school level. School nurses and others in Utah may use study findings to customize concussion prevention efforts by school level and activity.

Prevalence of Suspected Concussions Among K-12 Students in Utah: Findings From Utah's Student Injury Reporting System.

To inform prevention strategies, this study provides incidence, factors, and actions taken when a suspected concussion occurred in K-12 schools in Utah. Data were collected using Utah's Student Injury Reporting System (SIRS) from the academic years 2011-2012 to 2018-2019. SIRS is a unique online system that tracks injuries that occur in the school setting among K-12 students in Utah. Descriptive statistics were computed to characterize students with a suspected concussion. Chi-square (χ2 ) analysis looking at characteristics by school level was also conducted. Over 63,000 K-12 students in Utah sustained an injury at school during the study period. Suspected concussions comprised 10% of all injuries. The prevalence of concussions was highest among males (60.6%) and elementary school students (42.6%) and most often occurred outdoors (57.6%) or on a playground/playfield (33.9%), and in sports- and recreation-related activities (75.1%) (specifically contact sports, 24.0%). Most students with a suspected concussion were absent 1 day or less from school (71.4%) but about 68% were seen by a medical professional. Further, there were differences by school level. Females and students playing contact sports had a higher percentage of suspected concussions as school level increased, whereas males and concussions sustained during school hours had a lower percentage of suspected concussions as school level increased. SIRS enables schools in Utah to identify groups at risk for concussion, as well as activities most commonly associated with these injuries, within the school environment. Using this information, schools may implement targeted prevention strategies to protect students.

Adolescents’ Exposure to Online Risks: Gender Disparities and Vulnerabilities Related to Online Behaviors

In the last decade, readily available electronic devices have created unprecedented opportunities for teens to access a wide variety of information and media-both positive and negative-on the internet. Despite the increasing number of initiatives taking place worldwide intended to assess and mitigate the online risks encountered by children and adolescents, there is still a need for a better understanding of how adolescents use the internet and their susceptibility to exposure to risks in the online space. We conducted a cross-sectional online survey of a convenience sample of 733 8th and 9th grade students in Utah. The survey contained eight questions regarding students' exposure to three types of online risk scenarios: content risk, contact risk, and criminal risk. Independent variables included students' online behaviors, use of social media and private messaging apps, and adult supervision of online activities. Logistic and negative binomial regression models indicated that gender, social media use, and chatting with strangers were associated with exposure to multiple risky online scenarios. Our results provide critical information to educators involved in the development of initiatives focusing on the reduction of youth online risk by identifying correlates of risky online events, allowing them to tailor their initiatives to meet the needs of potentially vulnerable populations.

Adolescents' Exposure to Online Risks: Gender Disparities and Vulnerabilities Related to Online Behaviors.

In the last decade, readily available electronic devices have created unprecedented opportunities for teens to access a wide variety of information and media–both positive and negative–on the internet. Despite the increasing number of initiatives taking place worldwide intended to assess and mitigate the online risks encountered by children and adolescents, there is still a need for a better understanding of how adolescents use the internet and their susceptibility to exposure to risks in the online space. We conducted a cross-sectional online survey of a convenience sample of 733 8th and 9th grade students in Utah. The survey contained eight questions regarding students’ exposure to three types of online risk scenarios: content risk, contact risk, and criminal risk. Independent variables included students’ online behaviors, use of social media and private messaging apps, and adult supervision of online activities. Logistic and negative binomial regression models indicated that gender, social media use, and chatting with strangers were associated with exposure to multiple risky online scenarios. Our results provide critical information to educators involved in the development of initiatives focusing on the reduction of youth online risk by identifying correlates of risky online events, allowing them to tailor their initiatives to meet the needs of potentially vulnerable populations.

P170 Development and Validation of a Survey to Assess Diabetes Knowledge and Attitudes in Middle School Students

<h3>Background</h3> Limited surveys are available to assess diabetes prevention programs for young adolescents. <h3>Objective</h3> The objective of this study was to develop and validate a survey to assess diabetes knowledge, attitudes, and beliefs in middle school students. <h3>Study Design, Setting, Participants</h3> A 40-item survey was developed and validated in a convenience sample of middle school students in Utah. A panel of experts (n = 6) consisting of dietitians, diabetes educators, and 1 health teacher rated survey items using the Survey Validation Rubric for Expert Panel (VREP) approach. The instrument's Content Validity Index (CVI) was calculated. After pre-testing (n = 245) and pilot testing (n = 61), questionnaire items were excluded based on the correct response rate, Cronbach α, and item-to-total correlation. The resulting 25-item questionnaire was completed by 277 Middle School students (mean age of 13.2 ± 0.4 years). <h3>Measurable Outcome/Analysis</h3> Exploratory Factor Analysis (EFA) was used to identify potential factors within the survey, and subsequent calculation of Cronbach's alpha was used to determine the internal consistency of the potential factors. The Kaiser-Meyer-Olkin (KMO) test and scree plot analysis were performed to measure sample adequacy and to verify the number of extracted factors, respectively. <h3>Results</h3> Based on the expert's responses, the overall Content Validity Index (CVI) for the survey items was 0.95. The Cronbach's α coefficients were 0.7 for the knowledge and 0.72 for the attitudes and beliefs subscales, which demonstrated good internal consistency for both subscales. The sample was adequate (KMO > 0.7), and the data were suitable for factor analysis (Bartlett's test of Sphericity χ² = 532.94, <i>P</i> < .001). All factor loadings were above 0.4, revealing close relations between factors and items. <h3>Conclusions</h3> This survey demonstrates satisfactory internal consistency, construct validity, test-retest reliability, and factor structure. Results suggest nutrition educators can use this instrument to assess knowledge, attitudes, and beliefs in middle school students.

Toward a 21st Century Power Education: A Bright Future Awaits Students in Utah

Power engineering programs have been revived in many universities around the world. Now, with the renewed interest and help from the industry, power engineering programs are being rebuilt with very strong interdisciplinary curricula sparked by industry needs. It takes resources, vision, and a community to make a university, a college of engineering, and a power program-and a power engineer.

A Democracy, If You Can Keep It

A Democracy, If You Can Keep It Danielle Allen (bio) The question of whether the United States counts as a democracy has become a theme that introduces partisan bickering. Although the United States is in common parlance now called a "democracy," some insist that the only proper label for its political form is that of "republic." Take as an example the education system of the state of Utah. The 1895 Utah constitution guarantees a free public education to all, and the state code (amended as of 2003) requires the state's public education system to "offer a world-class core curriculum that enables students to successfully compete in a global society, and to succeed as citizens of a constitutional republic."1 Utah's US Government and Citizenship Core, voted into effect in August 2010 by the Utah State Board of Education,2 establishes as the first objective of the first standard that students "investigate the ideas and events that significantly influenced the creation of the United States Constitution and the United States' form of government, a compound constitutional republic." The third standard sets the expectation that "students will understand the distribution of power among the national, state, and local governments in the United States federal system, or compound constitutional republic." And the sixth standard, which requires that students understand the links between the United States and international systems, tasks students with comparing "different political systems with that of the United States; e.g., dictatorship, democracy, theocracy, monarchy, totalitarianism."3 Students in Utah are bound to learn that the United States is not and was never intended to be a democracy. Will they have learned the right lesson? The question of whether the United States is best understood as a republic or a democracy is, in my view, a nonquestion. In fact, it can seem a real question only if the compromises that secured the early American [End Page 368] polity are obscured. In 1776, plenty of founders invoked the idea of democracy as the goal of their pursuit. Take Samuel Adams as an example, in this letter written to Benjamin Kent, dated July 27, 1776: New Govts are now erecting in the several American States under the Authority of the people. Monarchy seems to be generally exploded–and it is not a little surprising to me, that the Aristocratick Spirit which appeared to have taken deep Root in some of them, now gives place to that of Democracy. You justly observe that "the Soul or Spirit of Democracy is Virtue." No State can long preserve its liberty "where Virtue is not supremely honored." I flatter my self you are mistaken in thinking ours is so very deficient, and I do assure you, I find relief in supposing your Colouring is too high.4 During the heady days of the Revolution, both before and after the passage of the Declaration of Independence, political matters were debated not in terms of whether to pursue a democracy or a republic but with regard to the question of how "popular" new political institutions ought to be. The question, in other words, was the degree to which popular sovereignty, rather than an aristocratic principle, ought to be the basis for the newly forming polities. This was the controversy that John Adams worried would block reception of his April 1776 pamphlet Some Thoughts on Government. "In New England, the 'Thoughts on Government' will be disdained," Adams wrote on May 12, 1776, to James Warren, " because they are not popular enough. In the Southern Colonies, they will be despised and detested, because too popular."5 New England's politics were dominated by the structure of democratic town meetings; the Southern plantation economy tended toward more aristocratic political forms. The first period of founding saw extensive experimentation with the possible forms of political institutions. The Pennsylvania constitution chose a maximally popular structure, establishing a single unicameral legislature based in the franchise of all the freemen of the commonwealth. In other words, it eschewed a structure with an upper, "aristocratic" house to counterbalance a lower house. Thomas Paine was among the ardent supporters of this constitution. In contrast, the Articles of Confederation rested not on a principle of popular...

Spiritually Speaking: Student Oral Participation and Perceived Spiritual Experiences in Latter-Day Saint Seminary

The present study explored the relationship between Latter-day Saint seminary students’ in-class oral participation and their perceived in-class spiritual experiences. Data regarding in-class oral participation and perceived spiritual experience were obtained via a self-report survey from 563 Latter-day Saint seminary students in Utah. Findings indicated a statistically significant correlation (r = .32, p < .01) between amounts of in-class oral participation and perceived spiritual experience, with four significant (p < .05) oral participatory predictors of perceived in-class spiritual experience, and significant mean differences (p < .05) of perceived in-class spiritual experience between low, medium, and high oral participating seminary students.

The perceived relationship between life events and religiosity among individuals raised in a Mormon community

This research explored the perceived relationship between some life events and religiosity among people raised by at least one Mormon parent in a Mormon community. It aimed to answer the following questions: what kinds of life events increase individuals’ perceived level of religiosity and what kinds of life events decrease or simply keep it unchanged? Based on a qualitative survey of some undergraduate students in Utah, asking them to list three most significant positive life events and three negative life events, and how these life events affect their religious level, this research found that positive life events are more likely than negative life events to increase individuals’ level of religiosity. Nevertheless, in contrast to other research findings, negative life events increased, rather than decreased, respondents’ religiosity. Other factors, possibly affecting the impacts, including the types and severity of events, whether the events were finished or ongoing, and respondents’ religious level before the events, were also examined.

Affective Outcomes of a World Geography Course

Affective goals and objectives, rarely stated in geographic education standards, textbooks or course syllabi, include improving students' attitudes toward other people. World geography courses expose students to other parts of the world and to people different from themselves. Although affective goals may not be stated for such courses, could it be that there are nevertheless affective outcomes related to changes in students' attitudes toward people from the regions and countries they study? This paper seeks to answer that question by examining the characterizations of people from other regions and countries by ninth-grade public school students in Utah before and after a world regional geography course where affective goals were not stated.

Consortium Solutions to Distance Education Problems

The Utah Academic Library Consortium (UALC) is continuing to develop cooperative projects to serve both on campus and distance learners. By cooperating rather than competing, UALC libraries are developing a package of services available to all academic students in Utah to support new and existing distance education programs. This paper describes collaborative efforts to increase information resource access statewide to meet the needs of distance learners and take advantage of changing technologies.

ADVENTURES IN BROADCASTING: TEACHING LANDSCAPE MANAGEMENT BY SATELLITE

The AG*SAT network is designed to allow sharing of instructional resources by broadcasting courses among peer institutions. In the fall of 1992 we taught the course “Landscape Management in the Interior West” by satellite over AG*SAT to students in Utah, Nevada, Nebraska, and Idaho, and on the Utah State University campus. Impetus for the course was to address the unique landscape needs of a region with few formal horticultural programs. The broadcast originated from an on-campus studio without students present, but with a two-way audio link. We encountered several unforeseen challenges during course preparation. It required a substantial time investment of approximately four hours for every hour of instruction. Marketing among peer institutions required a three-tiered consensus among faculty, deans of instruction, and telecommunication services. The initiative of peer faculty was very helpful in achieving this consensus. We were more successful in bringing the course to extension offices than to campuses. Student response varied with location and degree of involvement. On-campus students were critical of a perceived lack of face-to-face contact with faculty. Positive responses came from viewers in remote locations where access to college-level courses is otherwise limited. In lieu of personal interaction, videos and very detailed written support materials were critical in eliciting student involvement.

Effect of color of questionnaire on emotional responses.

We examined whether paper color affects the kind of emotional response obtained from questionnaires. University of Utah students (N = 221) read three vignettes, each describing a murder or rape, and responded by answering a set of eight questions for each case. A three-way analysis of variance was performed in which color (pink, blue, white), type of verdict (guilty, not guilty) and sex were the main effects. The results showed that there were significant differences for color and verdict but not for sex.

Reasons why Elementary and Secondary Students in Utah do and do not Like Science

School Science and MathematicsVolume 85, Issue 8 p. 663-673 Reasons why Elementary and Secondary Students in Utah do and do not Like Science Reuven Lazarowitz, Reuven Lazarowitz Technology & Science Technion, I.I. T., Haifa 32000, IsraelSearch for more papers by this authorJ. Hugh Baird, J. Hugh Baird Brigham Young University Provo, Utah 84602, USASearch for more papers by this authorVerl Allman, Verl Allman Brigham Young University Provo, Utah 84602, USASearch for more papers by this author Reuven Lazarowitz, Reuven Lazarowitz Technology & Science Technion, I.I. T., Haifa 32000, IsraelSearch for more papers by this authorJ. Hugh Baird, J. Hugh Baird Brigham Young University Provo, Utah 84602, USASearch for more papers by this authorVerl Allman, Verl Allman Brigham Young University Provo, Utah 84602, USASearch for more papers by this author First published: December 1985 https://doi.org/10.1111/j.1949-8594.1985.tb09679.xCitations: 4AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume85, Issue8December 1985Pages 663-673 RelatedInformation

Science choices and preferences of middle and secondary school students in Utah

AbstractThis research sought to answer two questions: (1) What are Utah junior and senior high school students' preferences and choices regarding science subjects? (2) Could preferences and choices be related to the type of school, age or gender? Two thousand students from grades six through twelve participated in this study. Findings show that zoology and human anatomy and physiology were most preferred. Ecology was least prefered. Topics in the physical sciences were also low. There was a trend among girls to prefer natural sciences such as botany while boys tended to prefer the physical sciences. Generally, students' choices were limited to those subjects presently taught in the formal school curriculum. They appeared unaware of the many science related subjects outside the texts or the approved course of study.

Geometry Students’ Role-Specific Self-Concept: Success, Teacher, and Sex Differences

Role-specific self-concept was assessed in 357 geometry students in Utah and North Carolina and analyzed in a causal-comparative study of the influences of success (geometry letter grade from previous semester), teacher, and sex of student. Research literature suggests that variations in self-concept might be expected as a result of, or from interaction with, these independent variables. Self- concept was assessed as a rank order correlation coefficient of two 0-sorts (ideal mathematics student, actual self) of 24 student descriptor items. Success and teacher were found to be statistically significant influences; sex was not. No interactions were found to be significant. The three independent variables accounted for 19.5% of the observed variance in self-concept scores. The results confirm previous findings about the role of success in learning, have implications for teacher recruitment and performance, and raise questions about sex differences in mathematics education.

New Applications

University of Utah students in criminology and "Law and Society" classes are using a computer-automated game to simulate decision analysis of the criminal justice system. In the game, called Crimesim, the computer represents all dimensions of political, social, and economic analysis. The player's decisions create effects which constantly change the environment, and he must continually weigh both current and anticipated results.

Effects of a Health Activation Program on Selected Junior High Students in Utah

Effects of a Health Activation Program on Selected Junior High Students in Utah