Undergraduate science, technology, engineering, and math students (STEM) are usually not attuned to the intricacies of plant life histories or to the dynamic role plants play in ecosystems and human society, a phenomenon termed plant blindness. Botany education has declined in the past decades, whereas career paths that need and benefit from a workforce with botanical knowledge have increased. Consequently, there is a need to reduce plant blindness among undergraduate students, regardless of their career trajectories. We provide evidence that participation in a botanical experience as part of a general biology course can positively shift undergraduates’ perception of botany, the study of plants. Students participating in the botanical experience showed significant positive shifts in their ability to connect botany to their college major and future careers. In addition, we show qualitative data indicating a new respect for plants and a new appreciation for the diversity among plants.

BackgroundThere has been increased attention given to understanding the uses of medical cannabis (MC) for symptom management of various medical conditions. Physicians receive minimal training in medical school and rely mostly on anecdotal evidence; by proxy, medical students generally do receive formal training in MC. It is unknown how medical students perceive MC, including its efficacy, appropriateness in medicine, its possible adverse effects, and its value for patients. This study investigated medical students' perceived knowledge, beliefs, and attitudes toward MC to better understand their knowledge about and attitudes toward MC. MethodUsing a semi-structured interview guide, eight focus groups were conducted with 83 medical students via Zoom virtual meeting platform (Zoom Video Communications, Inc., San Jose, California, United States) in June 2022. The interviews were guided by the following content areas: (1) beliefs about cannabis' therapeutic utility, (2) perceived knowledge about MC, (3) the role of the physician regarding MC, (4) concern for cannabis' adverse effects, and (5) MC education in the school curriculum. Data were analyzed using thematic analysis, an iterative, systematic process of coding patterns, and emerged themes in the interview data to explore medical students' perceptions about MC. Themes were validated based on whether each theme captured distinct parts of the interview data and whether their content cohered meaningfully. ResultsFour themes emerged from the focus group interviews investigating medical students' perceptions of MC:(1) erroneous beliefs about MC, (2) unreliable sources of information, (3) mixed attitudes toward legalization, and (4) desire for MC education while in medical school. Attitudes regarding MC in general, including legalization, varied by United States state of origin of the student and exposure to MC (e.g., use by family member). ConclusionMC seems to be a significant issue for medical trainees who might be required to recommend it to patients and manage coexisting therapies. Cultivating new knowledge about students' perceptions and perceived knowledge about medicinal options and dosing of MC is critical for medical educators as they design undergraduate curricular initiatives for future physicians.

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Dermal filler injections are one of the most popular cosmetic procedures in the United States. Of the many options available, hyaluronic acid (HA) dermal fillers like Juvederm or Restylane are often used. Despite their use and popularity, adverse events are known to occur from these procedures. Although most outcomes may be mild and resolve over time, rare instances of severe complications cannot be ignored, as these effects may be irreversible. Healthcare practitioners and patients must be aware of these risks, as these cosmetic procedures can affect the patient’s quality of life. The aim of this study was to evaluate the incidence of adverse events (AEs) reported from the use of hyaluronic acid dermal fillers in the facial region. A systemized search of randomized controlled trials was conducted using Cochrane Central, Embase, Medical Literature Analysis and Retrieval System Online (MEDLINE), and the Web of Science databases. After screening for eligibility and conducting a critical appraisal of the articles, 19 studies were retained for the final review. The meta-analysis results included different side effects by facial location, i.e., nasolabial fold (NLF) vs. other (midface, perioral line, and lip region). The midface includes the anteromedial cheek region, the zygomaticomalar region, and the submalar region. The adverse events were swelling, pain, erythema, bruising, lumps and bumps, firmness, tenderness, itching, and skin discoloration. A significant difference was found in individuals experiencing swelling, lumps or bumps, and firmness at the midface, perioral line, and lip region versus the nasolabial fold site. There was no significant difference in the proportion of individuals experiencing pain, erythema, bruising, tenderness, itching, or skin discoloration at the nasolabial fold site versus the other sites. The study highlights the prevalence of common AEs that can result from HA dermal fillers like Juvederm or Restylane, thus emphasizing the importance of healthcare professionals explaining the risk and benefits to patients.

Improving the rate at which individuals enter into STEM careers remains a national concern. STEM fields are currently facing a crisis with respect to filling jobs with qualified workers, suggesting that STEM jobs are available yet remain open and waiting for qualified graduates. Although researchers have previously investigated variables such as demographics and attrition rates for the lack of STEM graduates available to fill these job vacancies, there is a critical need for additional research examining the impact of additional career-related variables. To explore the impact of a biology-focused career development course (CDC), we surveyed 277 biology majors in their final semester who participated in the CDC. Respondents were asked to describe their perceptions of the professional development modules contained within the CDC and to describe what they would have done differently had the CDC been available earlier in their academic career. We grounded data analysis in science and biology identity frameworks. In agreement with earlier identity studies, we found that engagement with the CDC enhanced student’s performance/competence in biology and recognition as a biologist, two factors that are important for identity formation. Additionally, we show that students prefer to have the CDC earlier in their academic careers. Collectively, our data advance our understanding of career development of biology majors in two novel ways. First, we provide much needed qualitative data highlighting the mechanisms underlying the biology-focused CDC. Second, we provide both quantitative and qualitative data focused on the timing of the CDC, a topic which has not yet been purposely explored in biology.