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Objective To increase the number of physician-scientists in research, the Drug Abuse Research Training (DART) program at the Medical University of South Carolina offers a 2-year research track for psychiatry residents and a 10-week summer fellowship for students. The goal of this study was to examine program outcomes and alumni diversity levels over DART’s 15-year history. Methods To date, 215 trainees (44 residents, 171 summer fellows) have completed the program. An anonymous online survey was sent to the 143 program alumni with valid contact information. Survey data included demographic characteristics, post-program research involvement, and self-reported barriers to continued research engagement. Results Overall survey completion response was 83.5% ( N = 122). The alumni included 59.0% women, and 36.1% of respondents identified as a member of a minority racial/ethnic group. Following program completion, 77.0% of the alumni reported continued research involvement. More than half of the alumni reported scientific publications (57.4%) and conference presentations (63.1%) since completing DART. Among respondents who did not subsequently engage in research, the most common modifiable barriers included difficulty finding a mentor, self-perceived deficits in statistical skills and research methodology, and overall lack of confidence in research ability. Conclusions Over the past 15 years, the DART program has established a diverse research training program that now spans the educational spectrum from undergraduate to residency training. Future program goals include additional training to address self-reported modifiable research barriers. This program provides a model for other training programs designed to cultivate research interests and promote the diversity of clinical researchers.

Fresh submarine groundwater discharge (FSGD) can deliver significant fluxes of water and solutes from land to sea. In the Arctic, which accounts for ∼34% of coastlines globally, direct observations and knowledge of FSGD are scarce. Through integration of observations and process‐based models, we found that regardless of ice‐bonded permafrost depth at the shore, summer SGD flow dynamics along portions of the Beaufort Sea coast of Alaska are similar to those in lower latitudes. Calculated summer FSGD fluxes in the Arctic are generally higher relative to low latitudes. The FSGD organic carbon and nitrogen fluxes are likely larger than summer riverine input. The FSGD also has very high CO2 making it a potentially significant source of inorganic carbon. Thus, the biogeochemistry of Arctic coastal waters is potentially influenced by groundwater inputs during summer. These water and solute fluxes will likely increase as coastal permafrost across the Arctic thaws. Plain Language Summary Groundwater flows from land to sea, transporting freshwater, organic matter, nutrients, and other solutes that impact coastal ecosystems. However, along coasts of the rapidly‐warming Arctic, there is limited knowledge regarding how much fresh groundwater enters the ocean. Using field observations and numerical models, we show that groundwater flowing from tundra in northern coastal Alaska carries large amounts of freshwater, organic matter, and carbon dioxide to the Arctic lagoons during summer. These inputs are likely significant to coastal biogeochemical cycling and marine food webs. Groundwater discharge and the associated transport of dissolved materials are expected to increase due to longer periods of above‐zero temperatures that thaw frozen soils below the tundra. Key Points Summer fresh submarine groundwater discharge (FSGD) to the Alaskan Beaufort Sea is only 3%–7% of rivers but carries as much organic matter Summer FSGD delivers a median of 116 (interquartile range: 35–405) and 6 (2–21) kg/d per km dissolved organic carbon and nitrogen Fresh groundwater at the beach of Simpson Lagoon (SL) has a median PCO2 of ∼33,000 μatm implying substantial CO2 flux

Terrestrial groundwater travels through subterranean estuaries before reaching the sea. Groundwater‐derived nutrients drive coastal water quality, primary production, and eutrophication. We determined how dissolved inorganic nitrogen (DIN), dissolved inorganic phosphorus (DIP), and dissolved organic nitrogen (DON) are transformed within subterranean estuaries and estimated submarine groundwater discharge (SGD) nutrient loads compiling > 10,000 groundwater samples from 216 sites worldwide. Nutrients exhibited complex, nonconservative behavior in subterranean estuaries. Fresh groundwater DIN and DIP are usually produced, and DON is consumed during transport. Median total SGD (saline and fresh) fluxes globally were 5.4, 2.6, and 0.18 Tmol yr−1 for DIN, DON, and DIP, respectively. Despite large natural variability, total SGD fluxes likely exceed global riverine nutrient export. Fresh SGD is a small source of new nutrients, but saline SGD is an important source of mostly recycled nutrients. Nutrients exported via SGD via subterranean estuaries are critical to coastal biogeochemistry and a significant nutrient source to the oceans.

Latent Epstein-Barr virus (EBV) infection contributes to both B-cell and epithelial-cell malignancies. However, whether lytic EBV infection also contributes to tumors is unclear, although the association between malaria infection and Burkitt lymphomas (BLs) may involve excessive lytic EBV replication. A particular variant of the viral promoter (Zp) that controls lytic EBV reactivation is over-represented, relative to its frequency in non-malignant tissue, in EBV-positive nasopharyngeal carcinomas and AIDS-related lymphomas. To date, no functional differences between the prototype Zp (Zp-P) and the cancer-associated variant (Zp-V3) have been identified. Here we show that a single nucleotide difference between the Zp-V3 and Zp-P promoters creates a binding site for the cellular transcription factor, NFATc1, in the Zp-V3 (but not Zp-P) variant, and greatly enhances Zp activity and lytic viral reactivation in response to NFATc1-inducing stimuli such as B-cell receptor activation and ionomycin. Furthermore, we demonstrate that restoring this NFATc1-motif to the Zp-P variant in the context of the intact EBV B95.8 strain genome greatly enhances lytic viral reactivation in response to the NFATc1-activating agent, ionomycin, and this effect is blocked by the NFAT inhibitory agent, cyclosporine, as well as NFATc1 siRNA. We also show that the Zp-V3 variant is over-represented in EBV-positive BLs and gastric cancers, and in EBV-transformed B-cell lines derived from EBV-infected breast milk of Kenyan mothers that had malaria during pregnancy. These results demonstrate that the Zp-V3 enhances EBV lytic reactivation to physiologically-relevant stimuli, and suggest that increased lytic infection may contribute to the increased prevalence of this variant in EBV-associated malignancies.

The aims of this paper are to examine the breadth of scholarship that emerged from a large-scale university-wide course transformation program between 2011 and 2021, to investigate how the course transformation program influenced students’ perceptions of their learning environment and learning achievement, and to discuss future directions for improving autonomy-supportive learning in higher education. We gathered all quantitative and qualitative publications related to the IMPACT course transformation program, and 35 articles were included in the study. Since the scope of the study topics in the course transformation program varied and program implementation was applied to various study contexts and disciplines, the findings were first summarized in a narrative manner. Additionally, a meta-analysis was conducted to examine the effectiveness of the course transformation based on 10 journal articles that adopted quasi-experimental designs. The findings revealed that the courses redesigned through the program supported students’ positive learning experiences, including motivation, satisfaction regarding basic psychological needs, knowledge transferability, and academic performance. This paper discusses implications and future directions to enhance undergraduate students’ academic success through course redesign. Further exploration is needed to determine the additional effect of course redesign in higher education.

BackgroundApplied Calculus courses serve hundreds of thousands of undergraduates as quantitative preparation and gatekeepers across diverse fields of study. The current study investigated how motivational factors are associated with students’ learning outcomes in Applied Calculus courses from the perspective of self-determination theory—a sound comprehensive motivation theory that has been supported by considerable research in psychology and education. In order to have a nuanced understanding of students’ motivation and learning in Applied Calculus courses, we used three different types of learning measures to investigate students’ mathematics achievement, including course grades, a standardized knowledge exam, and students’ perceived knowledge transferability.ResultsWe tested the relationships between motivational factors and learning outcomes with a multi-semester sample of 3226 undergraduates from 188 Applied Calculus classrooms. To increase the precision of our analysis, we controlled for three demographic variables that are suggested to be relevant to mathematics achievement: gender, minority group status, and socioeconomic status. With a series of multilevel modeling analyses, the results reveal that: (1) competence satisfaction predicts college students’ mathematics achievement over and above the satisfaction of needs for autonomy and relatedness; and (2) autonomous motivation is a more powerful predictor of college students’ mathematics achievement than controlled motivation and amotivation. These findings are consistent across different types of learning outcomes.ConclusionsSelf-determination theory provides an effective framework for understanding college students’ motivation and learning in Applied Calculus courses. This study extends self-determination theory in the field of mathematics education and contributes to the dialogue on advancing undergraduate science, technology, engineering, and mathematics (STEM) education by providing evidence to understand how motivational factors are associated with students’ learning outcomes in undergraduate mathematics courses.

Promoting students’ ability to transfer or apply their knowledge and skills to real-life situations is critical in higher education. The current study was designed to test the likelihood that the constructs based on self-determination theory (SDT) framework help understand college students’ perceived knowledge transferability. A total of 3783 undergraduates from 301 classes participated in this study. The results of a series of multilevel modeling analyses indicated that (a) competence satisfaction and identification were the most salient factors influencing students’ perceived knowledge transferability; (b) the SDT-related variables together explained 64.2% of the between-student variance in perceived knowledge transferability; (c) after controlling for student-level covariates and SDT-related variables, 7.9% of the variance in perceived knowledge transferability was caused by between-class differences, and 19.6% of it could be explained by course fields and course levels. Our results, which provide evidence of multilevel factors influencing college students’ perceived knowledge transferability, have implications for promoting transfer in higher education.

Infants at elevated likelihood of developing autism display differences in sensory reactivity, especially hyporeactivity, as early as 7 months of age, potentially contributing to a developmental cascade of autism symptoms. Caregiver responsiveness, which has been linked to positive social communication outcomes, has not been adequately examined with regard to infant sensory reactivity. This study examined the multiplicative impact of infant sensory hypo- and hyperreactivity on caregiver responsiveness to sensory reactivity and regulation cues in 43 infants at elevated likelihood of autism. Sensory hyperreactivity was found to moderate the association between sensory hyporeactivity and caregiver responsiveness, such that caregivers of infants with moderately high sensory hypo- and hyperreactivity demonstrated higher responsiveness.

BACKGROUND:Mammography screening reduces breast cancer mortality, but false-positive tests are common. Few studies have assessed racial differences in false-positive rates. OBJECTIVES:We compared false-positive mammography rates for black and white women, and the effect of patient and facility characteristics on false positives. RESEARCH DESIGN AND SUBJECTS:A prospective cohort study. From a sample of the American College of Radiology Imaging Network (ACRIN) Digital Mammographic Imaging Screening Trial (DMIST), we identified black/African American (N=3176) or white (N=26,446) women with no prior breast surgery or breast cancer. MEASURES:Race, demographics, and breast cancer risk factors were self-reported. Results of initial digital and film mammograms were assessed. False positives were defined as a positive mammogram (Breast Imaging Reporting and Data System category 0, 4, 5) with no cancer diagnosis within 15 months. RESULTS:The false-positive rate for digital mammograms was 9.2% for black women compared with 7.8% for white women (P=0.009). After adjusting for age, black women had 17% increased odds of false-positive digital mammogram compared with whites (OR=1.17; 95% CI, 1.01–1.35; P=0.033). This association was attenuated after adjusting for patient factors, prior films, and study site (OR=1.04; 95% CI, 0.91–1.20; P=0.561). There was no difference in the occurrence of false positives by race for film mammography. CONCLUSIONS:Black women had higher frequency of false-positive digital mammograms explained by lack of prior films and study site.The variation in the disparity between the established technique (film) and the new technology (digital) raises the possibility that racial differences in screening quality may be greatest for new technologies.