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Undergraduate research experiences benefit students' scientific skills, and recent trends in undergraduate research and education include focusing on interdisciplinary projects and on place-based learning. Here we describe a semester-long pilot interdisciplinary undergraduate research program focused on local aquatic ecosystems, discuss perceived benefits of this research approach, and show how this program's structure could be modified for use at other undergraduate institutions. The program included nine undergraduate students and five faculty from multiple scientific disciplines (geography, virology, ecology, vertebrate and invertebrate zoology) and involved approximately half a day of research per student per week and weekly hour-long lab meetings of the entire group, followed by end-of-semester poster presentations to the university. Student self-assessment data indicated that the program improved students' perceptions of their scientific ability, as well as their comfort level at performing scientific skills. We suggest that bringing together faculty from multiple disciplines with projects focused on the same local ecosystem is a valuable technique for providing undergraduate students with not only hands-on research experience, but also with (1) exposure to a diversity of research areas and methods and (2) a better understanding of the ecosystems in and around their campus.

Problem Roulette (PR), an online study service at the University of Michigan, offers points-free formative practice to students preparing for examinations in introductory science, technology, engineering, and mathematics courses. Using four years of PR data involving millions of problem attempts by thousands of students, we quantify the benefits of increased practice study volume in introductory physics. After conditioning the mean final grade on standardized (ACT and SAT) math test score, we analyze deviations based on student study volume. We find a strong effect; mean course grade rises quadratically with the logarithm of the total number of PR questions encountered over the term (N[subscript Q,tot]), with an overall gain of 0.77 ± 0.12 grade points between 1 < N[subscript Q,tot] < 1000. The gains are persistent across the range of math test scores represented in our sample. While N[subscript Q,tot] surely correlates with other study habits, the benefits of increased study in general still hold. A model for final grade using test score and study volume largely accounts for demographic stratification, including by sex, parental education level, number of parents at home, nationality or underrepresented minority status, and regional income level, with two significant exceptions: students whose parents did not earn a college degree, who earn -0.27 ± 0.04 grade points (6.1[sigma]) below expectations, and underrepresented minority students at -0.14 ± 0.04 points (3.6[sigma]). Residual scatter in final grade remains comparable to the maximal study gains, implying that the model is far from deterministic: individual variation trumps mean trends. Our findings can help motivate students to study more and help teachers to identify which types of students may especially need such encouragement.

Introduction: Access site complications remain common following atrial fibrillation (AF) catheter ablation. Femoral vascular closure devices (VCDs) reduce time to hemostasis compared with manual compression, although large‐scale data comparing clinical outcomes between the two approaches are lacking. Methods: Two cohorts of patients undergoing AF ablation were identified from 36 healthcare organizations using a global federated research network (TriNetX): those receiving a VCD for femoral hemostasis, and those not receiving a VCD. A 1:1 propensity score matching (PSM) model based on baseline characteristics was used to create two comparable cohorts. The primary outcome was a composite of all‐cause mortality, vascular complications, bleeding events, and need for blood transfusion. Outcomes were assessed during early (within 7 days of ablation) and extended follow‐up (within 8–30 days of ablation). Results: After PSM, 28 872 patients were included (14 436 in each cohort). The primary composite outcome occurred less frequently in the VCD cohort during early (1.97% vs. 2.60%, odds ratio (OR) 0.76, 95% confidence interval (CI) 0.65–0.88; p <.001) and extended follow‐up (1.15% vs. 1.43%, OR 0.80, 95% CI 0.65–0.98; p =.032). This was driven by a lower rate of vascular complications during early follow‐up in the VCD cohort (0.83% vs. 1.26%, OR 0.66, 95% CI 0.52–0.83; p <.001), and fewer bleeding events during early (0.90% vs. 1.23%, OR 0.73, 95% CI 0.58–0.92; p =.007) and extended follow‐up (0.36% vs. 0.59%, OR 0.61, 95% CI 0.43–0.86; p =.005). Conclusion: Following AF ablation, femoral venous hemostasis with a VCD was associated with reduced complications compared with hemostasis without a VCD. [ABSTRACT FROM AUTHOR]

Forgiveness, a construct common to religiousness/spirituality and positive psychology, and resentment are thought to be critical factors in addiction and recovery therefrom. Although empirical evidence is accumulating to support forgiveness as an important factor in addiction recovery, very little work has empirically examined the role of resentment in addiction recovery, including the role of the forgiveness – resentment interface. The association of forgiveness with addiction recovery-related outcomes, as mediated by resentment, in the context of substance (mis)use was examined in two cross-sectional studies among undergraduate college students from three institutions, in this IRB-approved study. Self-forgiveness was consistently associated – both directly and indirectly through resentment – with less psychological distress and less vulnerability to use substances in the context of both alcohol (mis)use and drug (mis)use. Other-forgiveness was similarly associated, but less frequently. Empirical evidence is beginning to emerge to support the long-held anecdotal assumptions regarding the importance of forgiveness and resentment to addiction recovery, with implications for interventions and approaches to treatment for those struggling with substance (mis)use. [ABSTRACT FROM AUTHOR]

Introduction: Pulmonary vein isolation (PVI) is often performed under general anaesthesia (GA) or deep sedation. Anaesthetic availability is limited in many centers, and deep sedation is prohibited in some countries without anaesthetic support. Very high‐power short duration (vHPSD—90W/4 s) PVI using the Q‐Dot catheter is generally well tolerated under mild conscious sedation (MCS) though an understanding of catheter stability and long‐term effectiveness is lacking. We analyzed lesion metrics and 12‐month freedom from atrial arrythmia with this approach. Methods: Our approach to radiofrequency (RF) PVI under MCS is standardized and includes a single catheter approach with a steerable sheath. We identified patients undergoing Q‐Dot RF PVI between March 2021 and December 2022 in our center, comparing those undergoing vHPSD ablation under MCS (90W/MCS) against those undergoing 50 W ablation under GA (50 W/GA) up to 12 months of follow‐up. Data were extracted from clinical records and the CARTO system. Results: Eighty‐three patients met our inclusion criteria (51 90W/MCS; 32 50 W/GA). Despite shorter ablation times (353 vs. 886 s; p <.001), the 90 W/MCS group received more lesions (median 87 vs. 58, p <.001), resulting in similar procedure times (149.3 vs. 149.1 min; p =.981). PVI was achieved in all cases, and first pass isolation rates were similar (left wide antral circumferential ablation [WACA] 82.4% vs. 87.5%, p =.758; right WACA 74.5% vs. 78.1%, p =.796; 90 W/MCS vs. 50 W/GA respectively). Analysis of 6647 ablation lesions found similar mean impedance drops (10.0 ± 1.9 Ω vs. 10.0 ± 2.2 Ω; p =.989) and mean contact force (14.6 ± 2.0 g vs. 15.1 ± 1.6 g; p =.248). Only median 2.5% of lesions in the 90 W/MCS cohort failed to achieve ≥ 5 Ω drop. In the 90 W/MCS group, there were no procedural related complications, and 12‐month freedom from atrial arrhythmia was observed in 78.4%. Conclusion: vHPSD PVI is feasible under MCS, with encouraging acute and long‐term procedural outcomes. This provides a compelling option for centers with limited anaesthetic support. [ABSTRACT FROM AUTHOR]

Mastery‐based assignments typically provide students with multiple opportunities to improve their performance, but getting students to take advantage of these opportunities is difficult. We report on the implementation of a two‐part series of nudges designed to improve students' engagement with and performance on mastery‐based assignments in high‐enrollment, introductory undergraduate courses. Students received one or two email‐based nudges for each assignment, providing both decision information and decision assistance. Delivered via email by a digital coaching system that provides tailored support to students, we evaluated the effectiveness of viewing versus not viewing these personalized nudges across introductory courses in mathematics, computer science and engineering over five terms at our large, research‐intensive university. We used multilevel modelling with a sample of 30,693 assignment scores nested within 79 assignments and 5349 undergraduate students to explore the relationship between students' viewing the nudges and their scores while controlling for performance in other courses and students' baseline proclivities to read email from the coaching system. We find that viewing versus not viewing nudges is significantly related to improved outcomes. Viewing the first of the two‐part nudge series is associated with a 3% increase in scores on average. Importantly, we found a significant interaction with prior academic performance such that students with the lowest average academic performance across all courses are predicted to benefit the most—up to 9%—from nudging. Positive impacts are observed in most courses where nudges were implemented and are found to be most impactful for later versus earlier assignments within a term. We discuss the implications of these results for supporting students' decision‐making within mastery‐based assignment schemes and suggest future research for tailored nudges to support student success. Practitioner notesWhat is already known about this topic Nudges are known to be broadly effective, but heterogeneity is observed especially in education where the research base is relatively limited.Mastery‐based grading is an alternative approach to grading that, among other features, emphasizes learning through an explicit feedback cycle of struggle and revision without penalty.What this paper adds This study assesses the effectiveness of personalized nudges in the context of mastery‐based grading in undergraduate STEM courses.We examined the efficacy of viewing versus not viewing nudges in the real learning settings of three STEM courses enrolling more than 5000 students.We found the nudges to be effective overall, correlated with improvements of approximately 3% in students' assignment scores and most impactful for students with the lowest average academic performance.Implications for practice and/or policy Nudging by email or text message has a low overhead cost and yet may provide materially significant gains in students' assessment scores.Nudges can be effectively targeted to specific subsets of students and tailored based on students' prior and concurrent learning analytics data. [ABSTRACT FROM AUTHOR]

The article provides details of the process of starting an actuarial science major at a small, liberal arts college. Some critique of the major is included, as well as some challenges that may be faced by others wanting to start such a major at their institution.