Undergraduate STEM Students' Perceptions of Grading Practices Reveal that Quiz Retakes Positively Impact Drivers of Self-determination.

Grades are a staple of education and a gateway to future career opportunities. Yet, grading practices can (re)produce inequities and cause students to feel inadequate and unmotivated. Alternative grading practices may address these problems, but these strategies are often time intensive and impractical in larger classroom settings.

Breaking Stereotypes: How Undergraduates' Life Experiences of Scientists Shape their Scopes of Possibility.

Building on decades of scholarship critiquing scientist representation in classrooms and textbooks, the present study characterizes the lifetime experiences of undergraduate students regarding their perceptions of scientists and science identity. Informed by the theoretical framework of Cultural Learning Pathways (CLP), we conducted 31 semistructured interviews with undergraduates who completed six Scientist Spotlights (scientistspotlights.org), which are inclusive curricular supplements that feature counterstereotypical scientists.

Integrated Multi-Omics Analysis of Cerebrospinal Fluid in Postoperative Delirium.

Preoperative risk biomarkers for delirium may aid in identifying high-risk patients and developing intervention therapies, which would minimize the health and economic burden of postoperative delirium. Previous studies have typically used single omics approaches to identify such biomarkers. Preoperative cerebrospinal fluid (CSF) from the Healthier Postoperative Recovery study of adults ≥ 63 years old undergoing elective major orthopedic surgery was used in a matched pair delirium case-no delirium control design.

Multimodal Artificial Intelligence in Medicine.

Traditional medical artificial intelligence models that are approved for clinical use restrict themselves to single-modal data ( e.g ., images only), limiting their applicability in the complex, multimodal environment of medical diagnosis and treatment.

"All of us are capable, and all of us can be scientists." The impact of Scientist Spotlight assignments with undergraduates in physiology courses.

To advance ongoing efforts to diversify the healthcare field and promote inclusion in physiology education, the present study investigates the potential for an evidence-based intervention, Scientist Spotlight assignments, to highlight counterstereotypical representations of scientists in the context of majors and nonmajors physiology courses. Undergraduate students at an emerging Hispanic serving R1 institution completed six Scientist Spotlights assignments in their physiology courses. We conducted semistructured interviews and disseminated an established pre- and postsurvey protocol at the beginning and end of the courses.