In upper division physics courses students are required to work with various coordinate systems. This skill becomes particularly important when learning Electricity and Magnetism, where the most appropriate coordinate system will often depend on the geometry and symmetry of a problem. This study aims to identify and describe "resources" used by students when answering physics questions regarding unit vectors in non-Cartesian coordinate systems, specifically polar coordinates [1]. Data were collected in the form of written responses and interviews in upper division physics courses at two universities. After deeper analysis we identified several resources that students use in ways that can be productive and unproductive.

An essential skill for success in upper-division physics curricula is the ability to work with and apply mathematical and physical concepts through Cartesian and non-Cartesian coordinate systems. These skills are most notably necessary in electricity and magnetism, wherein students must build and solve integrals and perform vector derivatives in Cartesian, spherical, and cylindrical coordinate systems. While limited in scope, early investigations into students understanding of coordinate systems has shown that students have considerable difficulty. Through the analysis of four one-on-one semistructured interviews, students were observed to activate numerous productive resources, despite frequently incorrect answers. This paper will revisit our previously identified student resource clusters for unit vectors. We also identify additional resources that cast additional light on students' thinking about position vectors, and velocity vectors in non-Cartesian coordinate systems. Through detailed analysis of a single student, we identify several groupings of resources that will serve as a baseline for future analysis of additional students and provide initial insight into potential curriculum development.

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This commentary demonstrates the need for culturally adapted interventions to support informal caregivers (care partners) of adults with traumatic brain injuries (TBI), proposes and supports an evidence-based intervention, Problem-Solving Training (PST), uniquely suitable for cultural adaptation for Latinx care partners, and describes several considerations and concrete suggestions for initial cultural adaption of PST for Latinx care partners of adults with TBI. Results: Caregiving among Latinxs is rooted in cultural values and norms that may facilitate or challenge family coping and adaptation after TBI in the United States. Evidence-based interventions to address emotional distress, health, and caregiver burden are needed for Latinx care partners, but must first be translated and adapted to address language and cultural values. Compared with other cognitive and behavioral evidence-based interventions, PST is ideal for cultural adaptation, as the problem-solving process is driven by, and therefore sensitive and responsive to, care partners and their individual values and situations. Conclusions/Implications: Adapting evidence-based problem-solving interventions like PST ("Descubriendo Soluciones Juntos") to be culturally tailored and culturally sensitive for Spanish-speaking Latinx care partners of adults with TBI could reduce existing health disparities and improve the health, well-being, and quality of life of these care partners. Impact and ImplicationsThis commentary describes and supports the need for culturally adapted interventions to improve the health, well-being, and quality of life for Spanish-speaking Latinx care partners of adults with traumatic brain injury. Problem-Solving Training is an evidence-based metacognitive strategy training intervention uniquely suited for cultural adaptation, as it is sensitive and responsive to individual differences, goals, and values. Culturally adapting evidence-based problem-solving interventions, like Problem-Solving Training, for Spanish-speaking Latinx/Hispanic care partners of adults with traumatic brain injury could reduce existing health disparities.

Purpose To develop the novel multidimensional health perceptions questionnaire (MHPQ), a self-reported assessment of health perceptions inclusive of (1) individuals beliefs about the causes and consequences of health conditions, benefits and barriers to maintaining and improving health, ability to accomplish health-related goals and control health circumstances, and the role of God and/or spirituality in health and healthcare, (2) anticipated discrimination in the healthcare systems, and (3) trust in healthcare providers and medicine, illustrated in our newly proposed Multidimensional Health Perceptions Conceptual Model. Methods We developed an initial MHPQβ item set, corresponding to domains of our conceptual model, using a patient-centered outcomes development approach. This include literature review, expert and end-user feedback, translation and language validation (specifically to Latin American Spanish), and cognitive interviewing. Results The initial 104 items of MHPQβ had excellent content validity, with a Content Validity Index of 98.1%. After expert (n = 13) feedback, translation and language validation, and cognitive interviewing among community-dwelling English-speakers (n = 5) and Spanish-speakers (n = 4), the final MHPQβ comprised 93 items rated on a five-point agreement scale (1 = Strongly disagree to 5 = Strongly agree), with a reading grade level of 6th grade in English and 8th grade in Spanish. Conclusion The MHPQβ is a promising tool to assess individuals’ health perceptions. It has excellent content validity and good reading accessibility. Future work will establish the factor structure and final item set of the MHPQ.