Utah System of Higher Education

SARS-CoV-2 infection is associated with persistent, relapsing, or new symptoms or other health effects occurring after acute infection, termed postacute sequelae of SARS-CoV-2 infection (PASC), also known as long COVID. Characterizing PASC requires analysis of prospectively and uniformly collected data from diverse uninfected and infected individuals. To develop a definition of PASC using self-reported symptoms and describe PASC frequencies across cohorts, vaccination status, and number of infections. Prospective observational cohort study of adults with and without SARS-CoV-2 infection at 85 enrolling sites (hospitals, health centers, community organizations) located in 33 states plus Washington, DC, and Puerto Rico. Participants who were enrolled in the RECOVER adult cohort before April 10, 2023, completed a symptom survey 6 months or more after acute symptom onset or test date. Selection included population-based, volunteer, and convenience sampling. SARS-CoV-2 infection. PASC and 44 participant-reported symptoms (with severity thresholds). A total of 9764 participants (89% SARS-CoV-2 infected; 71% female; 16% Hispanic/Latino; 15% non-Hispanic Black; median age, 47 years [IQR, 35-60]) met selection criteria. Adjusted odds ratios were 1.5 or greater (infected vs uninfected participants) for 37 symptoms. Symptoms contributing to PASC score included postexertional malaise, fatigue, brain fog, dizziness, gastrointestinal symptoms, palpitations, changes in sexual desire or capacity, loss of or change in smell or taste, thirst, chronic cough, chest pain, and abnormal movements. Among 2231 participants first infected on or after December 1, 2021, and enrolled within 30 days of infection, 224 (10% [95% CI, 8.8%-11%]) were PASC positive at 6 months. A definition of PASC was developed based on symptoms in a prospective cohort study. As a first step to providing a framework for other investigations, iterative refinement that further incorporates other clinical features is needed to support actionable definitions of PASC.

ABSTRACT On this field trip we visit three sites in the Salt Lake Valley, Utah, USA, where we examine the geomorphology of the Bonneville shoreline, the history of glaciation in the Wasatch Range, and shorezone geomorphology of Great Salt Lake. Stop 1 is at Steep Mountain bench, adjacent to Point of the Mountain in the Traverse Mountains, where the Bonneville shoreline is well developed and we can examine geomorphic evidence for the behavior of Lake Bonneville at its highest levels. At Stop 2 at the mouths of Little Cottonwood and Bells Canyons in the Wasatch Range, we examine geochronologic and geomorphic evidence for the interaction of mountain glaciers with Lake Bonneville. At the Great Salt Lake at Stop 3, we can examine modern processes and evidence of the Holocene history of the lake, and appreciate how Lake Bonneville and Great Salt Lake are two end members of a long-lived lacustrine system in one of the tectonically generated basins of the Great Basin.

The current study examined the complex associations among marital status, home environments, and family strain (i.e. income, maternal depressive symptoms, social support, and parenting stress), as they predict preschool children's pre-academic and social skills at 36 and 54 months. Findings from the NICHD Study of Early Child Care and Youth Development (N = 897) showed that the home learning environment, which was significantly lower among single-parent families, worked as a mediator to explain the relationship between single-parent families and children's pre-academic skills at 36 and 54 months. Additionally, parenting stress, which was significantly higher among single-parent families, worked as a mediator to explain the relationship between single status and the home learning environment. Finally, moderation analyses showed that family income is important for improving the home social environment, and the home social environment is strongly associated with children's social skills in single-parent families, but not in cohabiting families. Copyright © 2016 John Wiley & Sons, Ltd.

Medical diagnostic reasoning is ill-defined and complex, requiring novice physicians to monitor and control their problem-solving efforts. Self-regulation is critical for effective medical problem-solving, helping individuals progress towards a correct diagnosis through a series of actions that informs subsequent ones. BioWorld is a computer-based learning environment designed to support novices in developing medical diagnostic reasoning as they receive feedback in the context of solving virtual cases. The system provides tools that scaffold learners in their requisite cognitive and metacognitive activities. Novices attain higher levels of competence as the system dynamically assesses their performance against expert solution paths. Dynamic assessment in this system relies on a novice-expert overlay and it is used to develop feedback when novices request help. When help-seeking occurs, help is provided by the tutoring module which applies a set of pre-defined rules based on the context of the learner’s activity. The system also provides cumulative feedback by comparing the novice solution with an expert solution following completion of the case. This chapter covers the essential design guidelines of this scaffolding approach to metacognitive activities in problem-solving within the domain of medical education. Specifically, we review recent advances in modeling metacognition through online measures, including concurrent think-aloud protocols, video-screen captures, and log-file entries. Educational data mining techniques are outlined with the goals of capturing metacognitive activities as they unfold throughout problem solving, and guiding the design of scaffolding tools in order to promote higher levels of competence in novices.