Undergraduate Training Programs Research Articles

Assessments from the first year of an underrepresented undergraduate internship program

To enhance our service to a diverse student population our faculty created the INtegrative biology and Physiology Undergraduate Training (INPUT) program. This research focused initiative solicited applications from first- and second-year students undergraduates of our large, urban, land-grant university. Selection criteria included academic aptitude, self-reported socioeconomic and cultural challenges, interest in physiological research and letters of support. Six students were selected from our initial cadre of applicants. The students were matched with faculty research mentors and provided a paid research opportunity for the spring semester of 2023. At the end of the term, an assessment of the experience by both each student and mentor determined whether a second semester experience was offered by the department. All of our faculty mentors were favorably impressed by the progress made by their INPUT scholars and five of the six students requested and were granted a second semester research opportunity. The five INPUT students continued their mentored research in the areas of neurophysiology, skeletal muscle physiology, and adipose biology. The one outlier stated that while she enjoyed the experience and that it encouraged her to continue in research. She also found that her scientific passion was in chemistry rather than physiology and moved to a different program. Based on the overall positive outcomes a second semester opportunity was offered to the five students who expressed an interest in continuing their physiology-focused projects. The second term experiences were completed either during the summer or fall of 2023. We will encourage our initial group of INPUT scholars to serve as ambassadors for other underrepresented students who are interested in physiology research and use their end of experience assessments to help shape the future of our INPUT program. We will report on the opportunities discovered and the challenges faced in launching the INPUT program as well as the prospects for continued outreach. Our hope is that our experiences with INPUT will encourage others to attract, encourage and prepare a robust and representative group of young scientists and clinicians to enter the 21st century biomedical community. Department of Integrative Biology and Physiology, University of Minnesota Medical School, Minneapolis, MN 55455. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Mentoring Minority Cancer Researchers of Tomorrow: Comparison of the Face-to-Face, Virtual, and Hybrid Training Methods of the CaRE2 Summer Cancer Research Education and Training Program.

In our previous publication, we reported a framework to develop an undergraduate cancer research training program at Florida A&M University (FAMU) under the umbrella of the Florida-California Cancer Research, Education, and Engagement (CaRE2) Health Equity Center activity by harnessing the resources available at FAMU, the University of Florida (UF), and the University of Southern California (USC) Cancer Centers. The implementation of the CaRE2 face-to-face training platform was dramatically affected by the COVID-19 pandemic during the summer of 2020 and 2021 training periods. However, a concerted effort was made to restructure the face-to-face training model into virtual and hybrid training methods to maintain the continuity of the program during the pandemic. This article compared the three methods to identify the best platform for training URM students in cancer disparity research. The program's effectiveness was measured through motivation, experiences, and knowledge gained by trainees during and one year after the completion of the program. The results showed that the participants were highly positive in their feedback about the professional and academic values of the program. Although the virtual and hybrid methods experienced significant challenges during the pandemic, the hybrid training module offered an "above average" effectiveness in performance, like the face-to-face mentoring platform in mentoring URM students in cancer disparity research.

Students’ Motivation and Engagement in the Implementation of Individual Development Plan for Underrepresented Minority (URM) Students in Undergraduate STEM Training Programs

Despite recent progress, statistics show an urgent need for growth in the numbers of underrepresented minority (URM) students in STEM fields. An individual development plan (IDP) has been used to assist Ph.D. trainees in exploring career paths, developing short- and long-term career goals, and creating action plans to achieve these goals. The National Institutes of Health (NIH) and many institutions require the completion of the IDP by graduate students, postdoctoral researchers, and junior faculty mentees to enhance career development. However, little information exists regarding how motivated and behaviorally engaged undergraduate URM undergraduate students are in using IDP as a tool to develop their STEM career pathway. In this study, researchers present data from the motivation levels and behavioral engagement factors that are associated with the effectiveness of the IDP with 20 URM students recruited for the REP Summer program. A total of 85% of students strongly agreed that the IDP was most effective in assessing and reflecting on their academic and professional goals. The mentorship needs were met by 80% of the students, while 75% of the students agreed that the IDP was very effective in helping to identify short-term and long-term goals for their undergraduate studies. Moreover, 70% of the students were satisfied with the IDP in developing an action plan, identifying short-term and long-term goals for their professional careers, and assessing their scientific skills, interests, and values. URM students are intrinsically and extrinsically motivated to implement the IDP and pursue careers in STEM. Findings suggest that URM students’ motivation and behavioral engagement levels impact the effectiveness of the implemented IDP with these students. There is a need to identify factors that enhance the effectiveness of the IDP to determine how to maximize the career development of URM students in STEM programs.

Usage of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programmes.

Multiple-choice examinations are frequently employed among German dental schools. However, details regarding the used item types and applied scoring methods are lacking. We aimed to gain an insight into the current usage of multiple-choice items (ie, questions) in summative examinations in German undergraduate dental training programmes. A paper-based 10-item questionnaire regarding the employed assessment methods, multiple-choice item types, and applied scoring methods was designed. The pilot-tested questionnaire was mailed to the Deans of Studies and to the Heads of Department of Operative/Restorative Dentistry at all 30 dental schools in Germany in February 2023. Statistical analysis was performed using Fisher's exact test (P<.05). The response rate amounted to 90.0% (27/30 dental schools). All respondent dental schools employed multiple-choice examinations for summative assessments. Examinations were delivered electronically by 70.4% (19/27) of the dental schools. Almost all dental schools used single-choice Type A items (88.9%) which accounted for the largest number of items in about half of the dental schools. Further item types (eg, conventional multiple-select items, Multiple-True-False, Pick-N) were only used by fewer dental schools (≤66.7%, up to 18 out of 27 dental schools). For the multiple-select item types, the applied scoring methods varied considerably (ie, awarding [intermediate] partial credit, requirements for partial credit). Dental schools with the possibility of electronic examinations used multiple-select items slightly more often (73.7%, 14/19 vs. 50.0%, 4/8). However, this difference was statistically not significant (P=.375). Dental schools used items either individually or as key feature problems consisting of a clinical case scenario followed by a number of items focusing on critical treatment steps (55.6%, 15/27). Not a single school employed alternative testing methods (eg, answer-until-correct). A formal item review process was established at about half of the dental schools (55.6%, 15/27). Summative assessment methods among German dental schools vary widely. Especially, a large variability regarding the use and scoring of multiple-select multiple-choice items was found.

Video Microteaching as an Innovation in University Students' Teaching Practice

Increasing the quality of undergraduate teacher training programmes and responding to the current needs and requirements are necessary in the modern world. So, DTI University in Dubnica nad Váhom, Slovakia, has implemented an international grant project focusing on applying video microteaching as an innovation in teacher training. The proposed paper aims to draw attention to the benefits of video microteaching as a suitable, effective, and attractive alternative to the traditionally applied methods of teacher trainees’ teaching practice, with particular attention paid to the necessity of preparing students for it. The paper presents information about a series of interactive workshops with experienced teachers carried out within the project, where teachers shared their expertise with teacher trainees and provided them with space to develop the knowledge and skills essential for delivering lessons and classroom observations. Also, the results of a brief survey are presented, where teacher trainees provided feedback on the quality and the content of the interactive workshops and expressed their overall satisfaction.

Insights of undergraduate health sciences students about a French interprofessional training initiative

Background Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The ‘Public Health Service' (PHS) in France is a mandatory IPE initiative that embodies this collaborative spirit, bringing together students from varied health undergraduate training programs—nursing, physiotherapy, pharmacy, midwifery, and medicine— in a common training program focused on primary prevention. The aim of the study was to assess the experience and attitudes of students in the five health training programs regarding the interest of IPEs in the PHS.MethodsA cross-sectional survey was administered to 823 students from the 2022–2023 cohort at a French university. The questionnaire was designed with 12 Likert-scale questions specifically created to evaluate the students' experiences, knowledge, and attitudes focused on IPE during the practical seminars, school interventions, and the overall PHS. Additionally, an open-ended question was utilized to gather qualitative data. Statistical analyses assessed satisfaction levels across undergraduate training programs, while thematic analysis was applied to the qualitative responses.ResultsWithin the surveyed cohort, 344 students responded to the survey. The findings showed that students were satisfied with the interprofessional collaboration, both in practical teaching sessions (75% satisfaction) and in primary prevention projects conducted in schools (70% satisfaction), despite their having faced challenges with coordination. Pharmacy students, in particular, highlighted the need for adjustments in program scheduling. The qualitative feedback underscored the positive value of IPE, notwithstanding the organizational difficulties stemming from different academic timetables.ConclusionThe student feedback indicated a high level of satisfaction with the interprofessional work carried out in both the practical teaching and the primary prevention projects. To further enhance the educational impact and address the scheduling complexities, it is recommended that program refinements be made based on student feedback and pedagogical best practices.

Perceptions of interprofessional collaborative practice in South Africa: A systematic review.

Interprofessional education (IPE) and interprofessional collaborative practice (IPCP) were developed to address the health needs of communities through collaborative practice across healthcare disciplines. The impact of IPE on IPCP and clinical service delivery in South Africa is not evident, possibly because of the lack of IPCP experiences among healthcare professionals. International literature reports facilitators and barriers of IPCP implementation, but there was a need to filter the evidence to identify literature from the South African context regarding the perceptions of healthcare workers' perceived barriers and facilitators of IPCP. South African literature. A systematic review was conducted to synthesise evidence from articles published between January 2017 and December 2021. Only qualitative studies targeting health professionals in South Africa who had been exposed to IPCP were included. Consistent with Preferred Reporting Items for Systematic reviews and Meta-Analysis, a multi-database search yielded 424 articles, which were screened for relevance and appraised for quality using the Critical Appraisal Skills Programme (CASP) tool. A thematic synthesis of the findings was conducted by applying ethical principles. Synthesis of barriers and enablers for IPCP implementation in the South African context included key aspects of healthcare systems, management and team leadership. The integration of IPCP into clinical practice in South Africa is still limited as healthcare professionals operate in silos. Recommendations of this study include greater integration of services combined with competent management and visionary leadership, together with the incorporation of IPE into undergraduate professional training programmes.

Diagnostic errors: Why they happen and how to prevent them

Errors in diagnosis are relatively common in primary care, causing serious harm to patients, and stress and complaints for doctors. However, teaching on the causes of diagnostic errors and how to prevent them is variable within both undergraduate and postgraduate training programmes. As a result, it can be challenging for a doctor to know how to review and respond to a diagnostic error. This article describes an integrated, two-step system to help doctors identify the cause of a diagnostic error and develop a cause-specific strategy or intervention to prevent it from happening again.

Etiology, pathogenesis and treatment of peri-implantitis: A European perspective.

Peri-implantitis is a plaque-associated pathological condition occurring in tissues around dental implants. It is characterized by inflammation in the peri-implant mucosa and progressive loss of supporting bone. Over the last 30 years, peri-implantitis has become a major disease burden in dentistry. An understanding of the diagnosis, etiology and pathogenesis, epidemiology, and treatment of peri-implantitis must be a central component in undergraduate and postgraduate training programs in dentistry. In view of the strong role of European research in periodontology and implant dentistry, the focus of this review was to address peri-implantitis from a European perspective. One component of the work was to summarize new and reliable data on patients with dental implants to underpin the relevance of peri-implantitis from a population perspective. The nature of the peri-implantitis lesion was evaluated through results presented in preclinical models and evaluations of human biopsy material together with an appraisal of the microbiological characteristics. An overview of strategies and outcomes presented in clinical studies on nonsurgical and surgical treatment of peri-implantitis is discussed with a particular focus on end points of therapy and recommendations presented in the S3 level Clinical Practice Guideline for the prevention and treatment of peri-implant diseases.

Starting early: Case study of mentoring for undergraduate training through the Veterans Health Administration and implications for promoting equity.

Undergraduate mentoring and research internships promote entry into graduate training, academic success, research productivity, and greater career satisfaction. Most pathway programs to enhance representation within academia and health care intervene at the graduate level, leaving a critical gap in undergraduate training. The Veterans Health Administration's (VHA's) national network of clinicians and researchers is uniquely suited to provide equitable access to quality mentorship and education for undergraduates interested in health care careers. We present a program evaluation case study of a VHA undergraduate training program incorporating empirically supported components that promote success and transition to graduate school, including tiered mentorship, a didactic-preceptor model, hands-on experience, and interdisciplinary work. We describe participant characteristics and consider the program elements that may contribute to trainees' success, highlighting the importance of undergraduate training within a health care system like VHA. We found that all program completers attained their bachelor's degree and nearly 70% advanced to graduate studies. Despite some differences based on participant characteristics, all program components were deemed useful preparation for professional success, with hands-on research experience and mentoring cited as the most helpful. The promising results of our case study demonstrate the feasibility of successfully implementing an undergraduate training program to provide a pathway to advanced careers in health care within the VHA. We posit that programs like ours can serve as a framework for creating pathway training programs that target undergraduates traditionally underrepresented, subsequently empowering them to pursue health care careers, and ultimately increasing diversity by training professionals who are better prepared to assist with diverse patient needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Study on the Situation and Reform of the Core Curriculum of Journalism Majors under the Background of Digital Communication: Based on the Analysis of Undergraduate Training Programs of 10 Colleges and Universities in Zhejiang Province

The development of digital communication technology has promoted the reform of journalism education. However, the literature review shows that the current research on journalism education reform often lacks a discussion of the concrete curriculum system reform. Based on the training plan of 10 colleges and universities in Zhejiang Province, we find that the current curriculum system is divorced from the social demand in different degrees, and the non-core curriculum and repeated curriculum occupy the credit space, which restricts the reform of professional education. Therefore, the first step of journalism reform is to release the credit space, give full play to the integration advantage of journalism, realize the re-engineering of interdisciplinary curriculum, and finally keep the curriculum content in line with the latest social frontier all the time, to supply the news industry with compound talents who possess pace with the times.

Preliminary Study on the Role of Kynurenic Acid in Inhibiting the Physiological Changes of Astrocyte Induced By HIV-1 Envelope Protein gp120

Background Since the introduction of combined antiretroviral therapy, acquired immunodeficiency syndrome (AIDS) caused by human immunodeficiency virus (HIV) has transformed from an incurable fatal disease to a chronic treatable disease. HIV-associated neurocognitive disorder (HAND) is a common long-term complication of AIDS. Astrocytes are believed to play an essential role in the development of HAND. Therefore this study aims to find out how astrocytes change and how to resist this change in the process of hand. Methods Cortical astrocytes were dissected from Sprague-Dawley (SD) neonatal rats (1-3 days) with the aseptic operation and digested with 0.25% trypsin 37℃ for 20 min. The cell suspension was dispersed through the cell strainer and seeded into the poly-D-lysine coated T-75 flasks supplemented with 10% FBS and 1% penicillin/streptomycin. After ten days of incubation, the cells were purified in a shaking incubator (250 r/min) at 37℃ for 24 h, and astrocytes were cultured at desired densities in 6-well plates. The cells were identified as &amp;gt;98% pure astrocytes by Cy3-conjugated GFAP immunostaining. Cultured astrocytes were treated with 150 pM HIV-1 gp120 CM for 12 h before applying 5 or 25 μM kynurenic acid(KYNA) for 12 h. Afterward, western blotting technology was used to detect the expression levels of different proteins in each group, and Fuji Image J software was used to analyze the bands. Results Compared with the control group, the expression levels of AKT, PI3K and P62 proteins in astrocyte of mice added with gp120 were significantly reduced, which were 38%, 41% and 40%, respectively, while KYNA alone had no significant change; Compared with the addition of gp120 group, the trend of decreased AKT (P&amp;lt;0.05) and PI3K protein expression was inhibited when both gp120 and KYNA were added, with an increase of 43% and 52%, respectively. We observed that the expression level of p-AKT had a similar trend but the expression level of p-PI3K had an opposite trend. This suggests that the effect of gp120 on the PI3K/AKT pathway may have begun with an upregulation of PI3K activation levels. Conclusion HIV-1 gp120 can cause changes in the physiological status of astrocytes, and KYNA can counteract this change, which indicates that KYNA may have a potential therapeutic effect on HAND. ( Acknowledgements:National Natural Science Foundation of China, No. 82172259 to H.C.; Undergraduate Training Program for Innovation and Entrepreneurship of SMU, China, No. 202212121247; Corresponding author: Hong Cao, gzhcao@smu.edu.cn ) Keywords：HIV-1 gp120, Kynurenic acid, Astrocyte, AKT, PI3K disorder

NLRP3/Caspase 1/Gsdmd Mediated Pyroptosis Exerts a Crucial Role in Blood-Brain Barrier Pathological Injury Induced By Cryptococcus Neoformans

Background: Cryptococcus neoformans (Cn) traversal of the blood-brain barrier (BBB), composed of human brain microvascular endothelial cells (HBMECs), is a critical process in central nervous system infection. Previous studies have achieved significant progress in pathogenic mechanisms how Cn penetrates BBB. However, it is still largely elusive about the cellular and molecular mechanism of the abrasive interaction between Cn and HBMECs. Here, we focus on the pathogenesis of direct damage to the HBMECs by Cn. Methods: The immortalized HBMECs were incubated with Cryptococcus neoformans strain B-4500FO2 in different final concentrations (1×10^6/mL, 1×10^7/mL) for 3 hours at 37℃. The control group was treated with isovolumic phosphate buffered saline. Then, total soluble proteins of HBMECs in each group were extracted with RIPA lysis buffer for immunoblotting analysis. ImageJ and SPSS software were used for grayscale and statistical analysis respectively. Results: We found that the expression levels of pyroptosis-related protein, including NLRP3, Caspase 1, N-terminal of GSDMD especially, were significantly upregulated in HBMECs treated with higher concentrations (1×10^7/mL) of Cn compared to control group ( P &amp;lt; 0.05), in spite of the fact that there was no statistically significant difference in the expression of GSDMD ( P &amp;gt; 0.05). Conclusion: These data support that Cn might impair BBB through facilitating pyroptosis of HBMECs via NLRP3/Caspase 1/GSDMD signaling. More intensive investigations are still required to elucidate the underlying mechanism how pyroptosis is triggered and transmitted in the interaction between Cn and HBMECs. ( Acknowledgements: Undergraduate Training Program for Innovation and Entrepreneurship of SMU, China, No. 202312121330; Corresponding author: Hong Cao, gzhcao@smu.edu.cn )

Clinical teaching practices in maternal mental health care: An integrated review.

WHAT IS KNOWN ABOUT THE TOPIC?: Mental health-related problems in pregnancy are now becoming a global health concern. However, most studies have reported that midwives are unable to assess and support maternal mothers due to poor preservice education. The findings of these studies needed to be explored further from the available literature to address the gap. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: The paper has identified maternal mental health core competencies and innovative clinical teaching strategies that nurse educators can utilize when supporting students theoretically and during clinical practice so that students should be adequately prepared for maternal mental health practice. Challenges and recommendations for clinical teaching were also identified. However, there are still gaps in the literature related to the effectiveness of teaching strategies to promote competence acquisition in maternal mental health. WHAT ARE THE IMPLICATIONS FOR EDUCATION?: The study results can be used by nurse educators to develop effective clinical teaching practices in maternal mental health care. The findings can be used in the development of best clinical teaching guidelines for maternal or perinatal mental health to be used by nurse educators for the undergraduate midwifery training programmes. ABSTRACT: Introduction Maternal mental health problems are commonly experienced by women; however, they are usually not adequately recognized and treated by midwives in Malawi. Evidence suggests poor preservice education by nursing colleges which affects the development of essential maternal mental health competencies. Aim The aim of the study was to review existing evidence on clinical teaching practices by nurse educators in teaching student midwives maternal mental health care. Method Integrative review method was used, and various databases were searched. Out of 1768 articles, 27 research articles met the inclusion criteria. The critical appraisal skills programme checklist tools were used to assess data quality. Thematic analysis was done by comparing, grouping and integrating data. Results Six themes emerged, namely: core maternal mental health competencies, professional regulation, interactive teaching strategies, collaborative partnerships, capacity building and shortage of resources. Discussion Clinical teaching is an important aspect of midwifery education. Utilizing student-centred teaching approaches helps students acquire competencies in maternal mental health care. Further research is required to identify the effectiveness of the clinical teaching methods. The Implication to Practice The study results can assist nurse educators to provide comprehensive clinical teaching practices in maternal mental health care which will aid in the development of maternal mental health competencies among student midwives.

Undergraduate Training in Psychiatry: Observational Perspective of Medical Officers Working at Primary Health-care Settings

Abstract Background: Primary care physicians are not adequately trained to tackle mental health problems. The study aimed to evaluate undergraduate training in Psychiatry: An observational perspective of medical officers. Materials and Methods: It was a cross-sectional study conducted in North India. Participants were assessed on a self-designed questionnaire developed by the Indian psychiatric society to assess various aspects of undergraduate training. Other questionnaires measured residents’ satisfaction with the quality of training programs and perceived need for psychiatric training in undergraduate courses. Results: The participant’s mean age was 32.4 years; majorities were male medical officers. About one-tenth reported that there were no separate psychiatry departments and designated psychiatry consultants in their college. Approximately 50% reported: No regular supervision by any psychiatric faculty or having psychiatric disorders discussions in clinical rounds. More than half (50.9%) were not confident enough to identify common signs and symptoms of psychiatric problems. From one-third to half of the participants were unsatisfied with various aspects of the training program, like teaching skills, diagnostic interviews, clinical posting, etc. Majority (77.3%–83.7%) agreed that there is a need to improve the psychiatry training program; during the clinic rounds, psychiatric diagnosis should be discussed, and psychiatry should be a separate subject in under-graduation. Conclusion: Primary health-care physicians were unsatisfied with an undergraduate psychiatry training program. Hence, psychiatry should be an independent subject during the undergraduate training program, with dedicated theoretical and clinical hours for psychiatry training and a separate paper for evaluation.

Translational Systems Approach to Clinical Dental Research: A Primer for Precision and Personalized Oral Health in Resource-Constrained Settings

Resource-constrained regions such as sub-Saharan Africa urgently need to leverage innovative approaches to dental care provision and research, using available scarce resources. Even though a lot of clinical dental research has emerged in Africa, from the use of clinical dental samples (or data) and carried out by dental healthcare personnels, the principles of clinical dental research (CDR) and the embellishment of a translational dental research (TDR) pipeline is not widely used and considered. Neither has this principle trickled down to curriculum-integrated mechanisms at many academic dental schools on the continent. Equipping future dental professionals with robust clinical dental research skill need to be implemented in an integrated and systematized manner on the continent. It is therefore important to define the precise parameters of CDR and what it should entail, as well as what the exact purpose of carrying out such research should be. Furthermore, key concepts in TDR, as well as precision and personalized oral health (PPOH) need to be established, in the era of precision and omics-based dentistry. Hence, this paper discusses an integrative implementation framework and models for optimizing the use of TDR for cost effective CDR in resource-limited settings. We also proposed the utilization of a CDR and TDR model that uses a systems-oriented, multiscale integration of CDR, TDR and PPOH within the clinical dental practice settings, dental research environments, as well as incorporation of these concepts into the pedagogical curriculum of undergraduate and postgraduate dental training programs. Using the proposed integrative implementation framework for CDR and TDR in resource-constrained regions, it is envisaged that cost- and labour-effective practices will be instituted. Not least, effective incorporation of PPOH and one health into CDR and TRD will hopefully translate into beneficial global oral public health policies and systems reform in Africa.

Conserving a threatened North American walnut: a chromosome-scale reference genome for butternut (Juglans cinerea).

With the advent of affordable and more accurate third-generation sequencing technologies, and the associated bioinformatic tools, it is now possible to sequence, assemble, and annotate more species of conservation concern than ever before. Juglans cinerea, commonly known as butternut or white walnut, is a member of the walnut family, native to the Eastern United States and Southeastern Canada. The species is currently listed as Endangered on the IUCN Red List due to decline from an invasive fungus known as Ophiognomonia clavigignenti-juglandacearum (Oc-j) that causes butternut canker. Oc-j creates visible sores on the trunks of the tree which essentially starves and slowly kills the tree. Natural resistance to this pathogen is rare. Conserving butternut is of utmost priority due to its critical ecosystem role and cultural significance. As part of an integrated undergraduate and graduate student training program in biodiversity and conservation genomics, the first reference genome for Juglans cinerea is described here. This chromosome-scale 539 Mb assembly was generated from over 100 × coverage of Oxford Nanopore long reads and scaffolded with the Juglans mandshurica genome. Scaffolding with a closely related species oriented and ordered the sequences in a manner more representative of the structure of the genome without altering the sequence. Comparisons with sequenced Juglandaceae revealed high levels of synteny and further supported J. cinerea's recent phylogenetic placement. Comparative assessment of gene family evolution revealed a significant number of contracting families, including several associated with biotic stress response.

Preliminary Perceptual Findings of Singing After Flow Phonation Voice Exercises for Singers in Training

Goals of voice therapy and vocal pedagogy share similar principles and therefore, therapy approaches designed to improve the disordered voice may be equally effective when used to enhance healthy voice and vice versa. The purpose of this study was to investigate the effects of flow phonation voice exercises on vocal characteristics of students in undergraduate vocal music training programs and examine their potential use in vocal pedagogy. A total of 10 cis females were recruited and were randomized into two groups: an experimental group (group 1, n=6) receiving five sessions of flow phonation intervention across 5weeks; and a control group (group 2, n=4) that did not receive any direct intervention other than vocal hygiene education. Participants provided data pertaining to auditory perception, subjective respiratory measures, voice-related quality of life, and vocal fatigue before and after 5weeks. Flow phonation exercises consisted of cup bubble blowing, gargling, and stretch and flow. Wilcoxon signed ranks test was administered to compare outcomes across time points and between groups. Data indicate statistically significant changes in auditory perception of the singing voice, and voice-related quality of life for the group that received flow phonation exercises alone. No other measures showed statistical significance. Overall, this study indicates that the use of flow phonation voice exercises has the potential to improve voice instruction within the voice studio. While our target enrollments were not met to achieve optimal statistical power, our hypotheses were at least partially supported. In particular, positive intervention-related changes were observed in self-perceived voice handicap, and auditory perception of singing which were not observed in the control group.

Training to be a Community Psychologist in the Age of a Digital Revolution

Reflecting on pedagogy and curricula that have shaped the field of community psychology, we review the history of training community psychologists since the field’s inception in the United States. We then examine relevant academic literature documenting how digital technologies in the 21st century have been successfully used in community-based participatory research (CBPR) studies conducted by community psychologists to promote engaged scholarship, the field’s core values (e.g. sense of community, social justice, collaboration), and its commitment to social change. While early ideas for improving scholars’ training emphasized adopting practices to meet changing community needs, our review of literature on CBPR and other community-engaged scholarly work by community psychologists in the last two decades has revealed that digital technologies’ ability to promote the field’s values and goals still needs to be fully harnessed. Lastly, we offer practical recommendations for community psychology undergraduate and graduate training programs to consider and implement so they can incorporate digital technologies into their programs and harness their potential to promote engaged scholarship, the field’s core values, and its commitment to social change.

Education Quality Management through the Indirect Assessment of Expected Learning Outcomes in the Undergraduate Training Program of Business Administration

Assessing graduates' achievements of expected learning outcomes (ELOs) is an issue that must be addressed today to guarantee that the program is designed and implemented in an adequate way that meets the social requirements. This research sets a theoretical framework for an indirect assessment of ELOs regarding all knowledge, skills, personal autonomy, and relative responsibility. The evaluation is implemented through surveys and questionnaires for the Undergraduate Training Program of Business Administration at Nguyen Tat Thanh University. The findings are compared to the results of the direct measurements and offer recommendations for improving and enhancing the program's quality.&#x0D;