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BackgroundStroke remains a concern after transcatheter aortic valve replacement (TAVR). Several studies attempted to identify correlates of stroke but there remains a need for better predictors. ObjectiveThis study aims to characterize the aortic arch to identify potential correlates of stroke after TAVR using a patient cohort that includes cases with and without stroke. MethodsA retrospective analysis was performed on 52 patients who underwent TAVR at Mayo Clinic and Maria Cecilia Hospital. Of these patients, 26 had a stroke after TAVR and 26 did not (control). Anatomical characterization was performed on each patient. Patient-specific 3D digital models of the ascending aorta, aortic arch, and calcium were created for each patient. Geometrical measurements, including cross-sectional areas, volumes, tortuosity, curvature, and length of the model were recorded. ResultsThere was no significant difference in the various area measurements between the two groups, but the aortic arch cross-sectional area ratio (cerebral ostia cross-sectional areas/arch cross-sectional area) was significantly higher in the stroke group. Additionally, there was no significant difference in tortuosity, curvature, aortic volume, and length of the aorta. Aortic valve calcium score, aorta calcium, and aortic arch type (I, II, or III) were not significantly different between the groups. The prevalence of a bovine arch (BA) configuration was significantly higher in the stroke group (46% vs 8% control,p < 0.05). ConclusionAortic arch cross-sectional area ratio and BA variant were the most significant correlates of stroke after TAVR. 

Abstract Science, technology, engineering, and mathematics (STEM) education workshops and programs play a key role in promoting early exposure to scientific applications and questions. Such early engagement leads to growing not only passion and interest in science, but it also leads to skill development through hands-on learning and critical thinking activities. Integrating physiology and engineering together is necessary especially to promote health technology awareness and introduce the young generation to areas where innovation is needed and where there is no separation between health-related matters and engineering methods and applications. To achieve this, we created a workshop aimed at K-12 (grades 9–11) students as part of the Summer Youth Programs at Michigan Technological University. The aim of this workshop was to expose students to how engineering concepts and methods translate into health- and medicine-related applications and cases. The program consisted of a total of 15 h and was divided into three sections over a period of 2 weeks. It involved a combination of theoretical and hands-on guided activities that we developed. At the end of the workshop, the students were provided a lesson or activity-specific assessment sheet and a whole workshop-specific assessment sheet to complete. They rated the programs along a 1–5 Likert scale and provided comments and feedback on what can be improved in the future. Students rated hands-on activities the highest in comparison with case studies and individual independent research. Conclusively, this STEM summer-youth program was a successful experience with many opportunities that will contribute to the continued improvement of the workshop in the future. 

Purpose This study aimed to evaluate the impact of active learning and competition on student engagement, motivation, and learning in a STEM-focused summer workshop. This was achieved through exposing K-12 high school students to experiential activities related to concepts within the realm of medicine and engineering. The research question asked was whether these instructional approaches could enhance student interest and effectiveness in understanding complex biomedical and engineering concepts and achieving the intended goals. Methods The workshop, conducted at Michigan Technological University, involved four distinct classes: Wound Healing, Robotic Arm Construction, C-section Simulation, and Engineering Design. Each class included an interactive lecture, a teamwork activity, and a competitive component. Student engagement, motivation, and perceptions of the teaching style were assessed through questionnaires, and statistical analysis was performed to identify significant differences across the classes. Results The study showed that the Wound Healing and Engineering Design classes, which fostered positive peer interaction the most along with longer time to achieve the tasks, led to higher student engagement and motivation compared to the Robotic Arm and C-section classes. Significant differences were observed in how students perceived the teaching style, with Wound healing and engineering design classes showing more effective instructional approaches. The variability in responses obtained suggests that while competition and active learning were helpful, their effectiveness depended on the complexity and structure of the activities and their relevance to the students’ interests. Conclusion STEM workshops for high school students are most effective when they balance active learning with structured competition, align task complexity with appropriate pre-scaffolding, and incorporate clear, collaborative goals. Future educational strategies should focus on using instructional approaches that aim to align the expectations of students with those of the instructors in order to maximize the effectiveness of STEM outreach programs.