Peer-led team learning (PLTL) research has expanded from its roots in program evaluation of student success measures in Workshop Chemistry to a spectrum of research questions and qualitative, quantitative, and mixed methods study approaches. In order to develop recommendations for PLTL research and propose best practices for faculty who will integrate PLTL in their classrooms, the theoretical frameworks, study designs, results, and limitations of sixty-seven peer-reviewed studies, spanning a variety of STEM disciplines and institution types, were examined. Five program evaluation themes emerged from this synthesis of the literature: student success measures; student perceptions; reasoning and critical thinking skills; research on peer leaders; and variants of the PLTL model. For each of the themes, areas for future study and implications for practice are suggested to STEM discipline-based education researchers and faculty.

This quasi-experimental, mixed methods study examined the transfer of a well-established pedagogical strategy, Peer-Led Team Learning (PLTL), to an online workshop environment (cPLTL) in a general chemistry course at a research university in the Midwest. The null hypothesis guiding the study was that no substantive differences would emerge between the two workshop settings. Students in the PLTL (n ¼ 220) condition were more satisfied with their workshop and earned statistically significantly higher course grades, yet earned comparable standardized final exam scores. They also had lower incidence of students' earning D or F course grades or withdrawing from the course (DFW rates) than students in the cPLTL setting (n ¼ 175). Interviews with 10 peer leaders and 2 faculty members, as well as discourse analysis of workshop sessions, revealed more similarities than differences in the two conditions. The final exam scores and discourse analysis support the null hypothesis and use of both face-to-face and synchronous online peer-led workshops in early science courses. #

The purpose of this parallel convergent mixed methods study was to characterize organic chemistry students’ expression of electron-pushing formalism skills who had participated in peer-led team learning (PLTL) and cyber peer-led team learning (cPLTL), a synchronous online version of peer-led team learning (PLTL) workshops. A new electron-pushing formalism analytic framework was developed from a review of the literature in addition to analysis of students’ interview artifacts, using a constant-comparison process. Utilization of this new electron-pushing formalism analytic framework for coding student interview artifacts revealed that cPLTL students were significantly less likely to successfully draw the product suggested by the curved arrows than their PLTL classmates. Implications for instructors are suggested, including encouraging students to verbally explain their rationale while drawing mechanisms as well as optimizing graphical collaborative learning activities for online learners.

Gestational trophoblastic neoplasia (GTN) is primarily a disease of women of reproductive age. In most instances, it is cured by surgical evacuation of the uterus, with persistent disease being very sensitive to chemotherapy. Hysterectomy, recommended for persistent chemotherapy-resistant uterine disease, may be unacceptable to the woman who wishes to maintain her fertility. Uterine resection of localized disease, with uterine reconstruction, may be a viable alternative. A case is presented of a woman with persistent uterine GTN, treated with localized uterine resection and reconstruction, followed by two successful pregnancies and deliveries. The literature is reviewed and potential pregnancy complications of this management, particularly uterine rupture, are discussed.

The design and synthesis of the dual peroxisome proliferator activated receptor (PPAR) alpha/gamma agonist (S)-2-methyl-3-[4-[2-(5-methyl-2-thiophen-2-yl-oxazol-4-yl)ethoxy]phenyl]-2-phenoxypropionic acid (2) for the treatment of type 2 diabetes and associated dyslipidemia are described. 2 possesses a potent dual hPPAR alpha/gamma agonist profile (IC(50) = 28 and 10 nM; EC(50) = 9 and 4 nM, respectively, for hPPARalpha and hPPARgamma). In preclinical models, 2 substantially improves insulin sensitivity and potently reverses diabetic hyperglycemia while significantly improving overall lipid homeostasis.