Anti-PIP monoclonal antibody, clone 34B4

Background Within STEM education, research on instructional practices has focused on ways to increase student engagement and thereby reap the associated benefits of increased learning, persistence, and academic success. These meaningful-learning goals have been tied most specifically to cognitive engagement, a construct that is often difficult for instructors to assess on their own. While it has been shown that certain instructional practices are tied to higher cognitive engagement in students, tools to measure instructional practices and student engagement have remained largely isolated in their development and use. Results This research uses previously developed instruments to simultaneously assess modes of cognitive engagement in students (Student Course Cognitive Engagement Instrument [SCCEI]) and instructional practices (Postsecondary Instructional Practices Survey [PIPS]) within a course. A sample of 19 STEM courses was recruited to participate in this study, with instructors and students each self-reporting data. Results from the instructor and students in each course were scored, and ANOVA and partial correlation analysis were conducted on the sample. ANOVA indicated the significance of and classroom structure on student engagement. From the correlation analysis, a significant relationship was found between four student-reported modes of cognitive engagement and instructor-reported teaching practices. Conclusions With an understanding of student engagement response to classroom structure, instructors may consider their teaching environment when implementing instructional practices. Moreover, Interactivity with Peers, the deepest mode of cognitive engagement suggested by previous research, was correlated with instructional practices in our study, suggesting that instructors may be able to shape their students' learning by encouraging collaboration in the classroom. We also found that assessment played a role in students' cognitive engagement; this indicates that instructors may wish to thoughtfully consider their methods of assessment to facilitate modes of cognitive engagement associated with deeper learning of course material. By understanding factor correlations, the PIPS and SCCEI can be used in tandem to understand impacts of instructional practices on student cognitive engagement within a course. We conclude that there is a need for ongoing research to study the interplay of instructional practices and student cognitive engagement as instruments are developed to measure such phenomena.

Background Older individuals are seemingly having more medical conditions, which predispose them to a greater risk of polypharmacy. Potentially inappropriate medications (PIMs), including those having anticholinergic and sedative properties, are common in their prescriptions, often associated with functional decline and negative health outcomes. Thus, this study reports proportions of inappropriate drugs and drug burden exposures and its correlation with patient-reported outcomes (PROs) among cognitively intact older adults admitted to a ward or visiting the outpatient clinic at a tertiary care hospital in Malaysia. Methods This cross-sectional study included data from 344 older (173 inpatients and 171 outpatients) patients, aged 60 years and above, through validated questionnaires. Medication appropriateness was assessed via Medication Appropriateness Index (MAI) tool, whereas Beers and Screening Tool of Older Person's Potentially Inappropriate Prescribing (STOPP) criteria were used to evaluate PIMs and potentially inappropriate prescribing (PIP), respectively. The Drug Burden Index (DBI) and polypharmacy, as well as PROs, included Groningen Frailty Indicator (GFI), Katz Index of Independence in Activities of Daily Living (Katz ADL) and Older People's Quality of Life (OPQOL) were also evaluated. Results Overall, inpatients received significantly higher medications (6.90 +/- 2.70 vs 4.49 +/- 3.20) than outpatients. A significantly higher proportion of inpatients received at least one PIM (65% vs 57%) or PIP (57.4% vs 17.0%) and higher mean MAI score (1.76 +/- 1.08 and 1.10 +/- 0.34) and DBI score (2.67 +/- 1.28 vs 1.49 +/- 1.17) than outpatients. Inpatients had significantly higher total OPQOL (118.53 vs 79.95) and GFI score (5.44 vs 3.78) than outpatients. We only found significant correlations between GFI and DBI and total OPQOL and the number of PIMs. Conclusions Proportions of PIMs and DBI exposure were significantly higher in an inpatient setting. No significant correlations between exposures to inappropriate medications or drug burden and PROs were observed.