Exploring Differences in Clinical Decisions Between Medical Students and Expert Clinicians.

Background: Numerous challenges exist in effectively bridging theory and practice in the teaching and assessment of clinical reasoning, despite an abundance of theoretical models. This study compares clinical reasoning practices and decisions between medical students and expert clinicians using a problem-solving framework from the learning sciences, which identifies clinical reasoning as distinct, observable actions in clinical case solving. We examined students at various training stages against expert clinicians to address the research question: How do expert clinicians and medical students differ in their practices and decisions during the diagnostic process?.

Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education.

The COVID-19 pandemic required higher education institutions to rapidly transition to Emergency Remote Instruction (ERI) with little preparation. Discussions are now underway globally to learn the lessons of COVID-19 and to use this knowledge to shape the future of learning science in higher education. In this study, we examined the experiences of instructors and students to ERI in three universities across three continents-America, Europe, and Australia.

A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment.

A primary goal of science and engineering (S&E) education is to produce good problem solvers, but how to best teach and measure the quality of problem solving remains unclear. The process is complex, multifaceted, and not fully characterized. Here, we present a detailed characterization of the S&E problem-solving process as a set of specific interlinked decisions.

Response to "Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning," by Melody McConnell, Jeffrey Boyer, Lisa M. Montplaisir, Jessie B. Arneson, Rachel L. S. Harding, Brian Farlow, and Erika G. Offerdahl.

This letter expands on the cautions about the use of COPUS discussed in the article by McConnell and colleagues in the June 2021 issue of .

Mixed results from a multiple regression analysis of supplemental instruction courses in introductory physics.

Providing less prepared students with supplemental instruction (SI) in introductory STEM courses has long been used as a model in math, chemistry, and biology education to improve student performance, but this model has received little attention in physics education research. We analyzed the course performance of students enrolled in SI courses for introductory mechanics and electricity and magnetism (E&M) at Stanford University compared with those not enrolled in the SI courses over a two-year period. We calculated the benefit of the SI course using multiple linear regression to control for students' level of high school physics and math preparation.

What factors impact student performance in introductory physics?

In a previous study, we found that students' incoming preparation in physics-crudely measured by concept inventory prescores and math SAT or ACT scores-explains 34% of the variation in Physics 1 final exam scores at Stanford University. In this study, we sought to understand the large variation in exam scores not explained by these measures of incoming preparation. Why are some students' successful in physics 1 independent of their preparation? To answer this question, we interviewed 34 students with particularly low concept inventory prescores and math SAT/ACT scores about their experiences in the course.

Exploring bias in mechanical engineering students' perceptions of classmates.

Gender disparity in science, technology, engineering, and math (STEM) fields is an on-going challenge. Gender bias is one of the possible mechanisms leading to such disparities and has been extensively studied. Previous work showed that there was a gender bias in how students perceived the competence of their peers in undergraduate biology courses.

Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning.

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students.

Concepts first, jargon second improves student articulation of understanding.

In this experiment, students in a large undergraduate biology course were first exposed to the concepts without new technical vocabulary ("jargon") in a pre-class reading assignment. Their learning of the concepts and jargon was compared with that of an equivalent group of students in another section of the same course, whose pre-class reading presented both the jargon and concepts together in the traditional manner. Both groups had the same active-learning classes with the same instructor, and then completed the same post-test.

Teaching critical thinking.

The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and although it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions.

The teaching practices inventory: a new tool for characterizing college and university teaching in mathematics and science.

We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines.

The Classroom Observation Protocol for Undergraduate STEM (COPUS): a new instrument to characterize university STEM classroom practices.

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or COPUS.

Improved learning in a large-enrollment physics class.

We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course.

Formation of bright matter-wave solitons during the collapse of attractive Bose-Einstein condensates.

We observe bright matter-wave solitons form during the collapse of (85)Rb condensates in a three-dimensional (3D) magnetic trap. The collapse is induced by using a Feshbach resonance to suddenly switch the atomic interactions from repulsive to attractive. Remnant condensates containing several times the critical number of atoms for the onset of instability are observed to survive the collapse.

Bose-Einstein condensation in a dilute gas: the first 70 years and some recent experiments (Nobel Lecture).

Bose-Einstein condensates of dilute gases offer a rich field to study fundamental quantum-mechanical processes, manipulation of the speed at which light propogates, observation of atomic pair-formation and superfluidity, or even simulating white dwarf stars. Still more radical applications are on the horizon. However, their initial creation was a masterpiece of experimental physics.

Atom-molecule coherence in a Bose-Einstein condensate.

Recent advances in the precise control of ultracold atomic systems have led to the realisation of Bose Einstein condensates (BECs) and degenerate Fermi gases. An important challenge is to extend this level of control to more complicated molecular systems. One route for producing ultracold molecules is to form them from the atoms in a BEC.