The prevalence of exposure to the bacteria Helicobacter pylori in Central Texas is unknown. It has been shown that elderly individuals have a higher rate of infection than younger individuals. Exposure is even higher in the elderly living in long term care facilities. Evidence of exposure can be demonstrated by the presence of antibody to H. pylori. Plasma samples collected from several age groups are tested for the antibody to determine the exposure rate for different age groups. DESIGN: An exemption was granted by the TexasState University Institutional Review Board (IRB) as the plasma samples had been previously collected for other types of laboratory assessments. Samples were tested with the Status H. pylori ® Immunoassay that identifies anti-H. pylori IgG antibody in plasma samples.

The present study investigated the effect of adding optional preparation guides to traditional lecture-based teaching in an online, asynchronous undergraduate psychology class. Specifically, the study compared (a) interteaching that used a preparation guide, a written group discussion in Canvas, and a brief clarifying lecture; (b) standard teaching that consisted of a video lecture; and (c) standard teaching plus an optional preparation guide. Total average exam scores following interteaching were significantly higher than scores following standard teaching with or without optional preparation guides. In addition, students performed better on final exam questions that covered material previously taught using interteaching than on questions taught using either standard teaching condition. Most participants reported learning more during interteaching weeks and preferred interteaching more than standard lecture. These results indicate that access to optional preparation guides in the absence of other components of interteaching was not enough to significantly improve exam grades.

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Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.