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This paper uses household panel data from the Thai Socio‐Economic Surveys of 2012 and 2017 to examine the effects of parental health shocks on child education and labour. Three measures of parental health are analysed: chronic illness, hospitalisation, and functional health status. The results show that the parentʼs illness decreases school enrolment and leads to fewer years of education completed. Boys are less likely to have attended school if any parent was chronically ill or had any health problems. Parentsʼ chronic illness increases the probability of entering the labour force for youths aged 15 and over; however, only maternal illness increases their time spent at work. Additionally, parental illness significantly increases household health expenditures, but there is a significant decline in education expenditures. The results suggest that targeted government support to low‐income families affected by major illnesses of parents could help them to maintain their children in school. [ABSTRACT FROM AUTHOR]

Podcasts refer to episodes of audio content that are readily available on streaming applications on smartphones or computers. This paper reports on the development of the 'Breathe In Radiography Podcast' series for radiography students and provides suggestions for evaluation. Podcast development followed a structured framework, including identification of podcast topics and expert guests, content development, audio recording, episode upload to host site and distribution. Using a framework was useful to guide development and ensure consistency across podcast episodes. Evaluation through podcast usage data, surveys and focus groups provides a comprehensive strategy to explore radiography students' perception of the newly developed podcast series. [ABSTRACT FROM AUTHOR]

Introduction: Twitter journal clubs are a relatively new adaptation of an established continuing professional development (CPD) activity within healthcare. The medical radiation science (MRS) journal club 'MedRadJClub' (MRJC) was founded in March 2015 by a group of academics, researchers and clinicians as an international forum for the discussion of peer‐reviewed papers. To investigate the reach and impact of MRJC, a five‐year analysis was conducted. Methods: Tweetchat data (number of participants, tweets and impressions) for the first five years of MRJC were extracted and chat topics organised into themes. Fifth anniversary MRJC chat tweets were analysed and examples of academic and professional outputs were collated. Results: A total of 59 chats have been held over five years with a mean of 41 participants and 483,000 impressions per hour‐long synchronous chat. Ten different tweetchat themes were identified, with student engagement/preceptorship the most popular. Eight posters or oral presentations at conferences, one social media workshop and four papers have been produced. Qualitative analysis revealed five core themes relating to the perceived benefits of participation in MRJC: (1) CPD and research impact, (2) professional growth and influencing practice, (3) interdisciplinary learning and inclusion, (4) networking and social support and (5) globalisation. Conclusion: MRJC is a unique, multi‐professional, global community with consistent engagement. It is beneficial for both CPD, research engagement, dissemination and socialisation within the MRS community. [ABSTRACT FROM AUTHOR]

This survey analyzes the quality of the portable document format (PDF) documents in online repositories in Switzerland, examining their accessibility for people with visual impairments. Two minimal accessibility features were analysed: the PDFs had to have tags and a hierarchical heading structure. The survey also includes interviews with the managers or heads of multiple Swiss universities' repositories to assess the general opinion and knowledge of PDF accessibility. An analysis of interviewee responses indicates an overall lack of awareness of PDF accessibility, and shows that online repositories currently have no concrete plans to address the issue. This paper concludes by presenting a set of recommendations for online repositories to improve the accessibility of their PDF documents. [ABSTRACT FROM AUTHOR]

Background: The global population is ageing rapidly and there is a need for strategies to promote health and wellbeing among older adults. Nutrition knowledge is a key predictor of dietary intake; therefore, effective educational programmes are urgently required to rectify poor dietary patterns. Digital health technologies provide a viable option for delivering nutrition education that is cost‐effective and widely accessible. However, few technologies have been developed to meet the unique needs and preferences of older adults. Objective: The aim of this study was to explore technology use among older adults and qualitatively determine the content needs and design preferences for an online nutrition education resource tailored to older adult consumers in Australia. Methods: Twenty adult participants aged 55 years and older (95% female) participated in one of four 2‐h participatory design workshops. In each workshop, prompted discussion questions were used to explore participants' technology use and preferences and to explore content needs and design preferences for an online nutrition education resource specific to older adults. Results: All participants were regularly using a range of different devices (e.g., smartphones, tablets and computers) and reported being comfortable doing so. Participants wanted a website that provided general nutrition information, practical advice and recipes. To enhance engagement, they sought a personalised resource that could be adjusted to suit their needs, included up‐to‐date information and allowed for easy sharing with others by exporting information as a PDF. Conclusions: Participatory design methods generate new knowledge for designing and tailoring digital health technologies to be appropriate and useful for the target audience. Specifically, older adults seek an online resource that has large and simple fonts with clear categories, providing them with practical advice and general nutrition information that can be personalised to suit their own needs and health concerns, with the option to export and print information into a paper‐based format. Patient or Public Contribution: Older adults actively participated in the development and evaluation process to generate ideas about potential features, functionalities, uses and practicalities of an online nutrition education resource. [ABSTRACT FROM AUTHOR]

Background and Aims: Complexity of community‐based homecare for older adults has increased significantly in the past decade in Ontario, Canada. Personal support workers (PSWs), who are unregulated and vary in formal education, provide the majority of community homecare work for increasingly complex clients. This paper seeks to understand community‐based PSWs' satisfaction with opportunities for job‐related training at their employing organization to provide the skills and knowledge to meet the demands of their evolving role. Methods: Data for this paper are from a cross‐sectional survey of 1746 community‐based PSWs in Ontario, Canada entitled, "The PSW Health and Safety Matters Survey" www.pswshaveasay.ca. This survey was part of a research project "Keeping Community Based PSWs Safe in a Changing World of Work," funded by the Ontario Ministry of Labour. The data were analyzed using descriptive statistics, correlations, multivariate regression, and thematic analysis. Results: Quantitative analysis revealed most community homecare organizations offer PSWs job‐related training to help them retain and update their skills and that PSWs have a moderate level of satisfaction with their job‐related training. The analysis revealed that PSWs' satisfaction with organizational training is greater when the organization provides work‐related training on challenging tasks, lifting and transferring tasks, and tasks delegated by nurses and supervisors. Data from the open‐ended question highlighted seven key themes for desired training by PSWs: safe body mechanics for moving/lifting clients, managing aggression primarily with clients, infection control, CPR/first aid, mental illness, equipment training, and basic health and safety. Conclusion: Implications for factors associated with PSWs' satisfaction with opportunities for job‐related training are discussed along with recommendations for mitigating variability in education and training to meet the demands of their evolving role. [ABSTRACT FROM AUTHOR]

Despite the growing demand for long‐term care (LTC), the uptake of private LTC insurance (LTCI) is low and even declining in the United States. One reason is the complexity of LTCI decisions. Researchers have therefore suggested to support decision‐making abilities. This paper shows, however, that such support would not unambiguously enhance functioning of the LTCI market. We analyze whether selection arises from two correlated but different decision‐making abilities at old age, education and numeracy, and interactions thereof with private information. Using historical data from the Health and Retirement Survey we find that education generates adverse selection, which is only partially offset by advantageous selection due to numeracy. In addition, individuals with greater decision‐making abilities make better LTCI choices, amplifying selection by education and numeracy. This points at a trade‐off between decision simplicity and selection in insurance markets and suggests other steps are needed to enhance the performance of private LTCI markets. [ABSTRACT FROM AUTHOR]

Historical research on the race between education and technology has focused on the West but barely touched upon 'the rest'. A new occupational wage database for 50 African and Asian economies allows us to compare long‐run patterns in skill premiums across the colonial and post‐colonial eras (c. 1870–2010). Our data reveal three major patterns. First, skilled labour was considerably more expensive in colonial Africa and Asia than in pre‐industrial Europe. Second, skill premiums were distinctly higher in Africa than in Asia. Third, in both regions, skill premiums fell dramatically over the course of the twentieth century, ultimately converging to levels long observed in the West. Our paper takes a first step to explain both the origins of the Africa–Asia gap and the drivers of global skill premium convergence, paying special attention to the colonial context that shaped demand, supply, and labour market institutions. [ABSTRACT FROM AUTHOR]

Selecting human resources represents complex tasks and ultimately determines an organisation's future stability and development. High‐quality selection procedures serve as the basis for proper employee utilisation and individual career development, which generate organisational success. To be most effective, in addition to applicant competency in the field, decision makers use various selection techniques and tools. These are applied to reveal and distinguish applicants' characteristics, qualifications and competencies, as well as to predict their success and organisational contribution specified for each profession and position. The main aim of this paper is to develop a fuzzy multicriteria model based on the technique for order preference by similarity to ideal solution (TOPSIS) as support for decision making when teaching and research staff are selected for employment within higher education. The model is based on hierarchically structured selection criteria fortified by the different qualitative and quantitative nature of each criterion, as well as the influence of required experts' competencies. We apply this model in the higher education sector for selecting teaching and research staff in Croatia. [ABSTRACT FROM AUTHOR]

Copyright of Papers in Regional Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to return to goals of systemic renewal and sustainable development by clarifying agency or causal factors in complex organizations. To begin this journey, we identify conflicts and flaws underlying common management theory and practice and then correct them using a wider knowledge base underpinned by general systems theory and relevant disciplines. Updated theory is that agency of organization behaviour is not in the leader, nor the employee, but in both. Each system member learns and performs according to their own willingness and ability, resulting in infinite variety. Thus, a provide/pickup paradigm is proposed. In other words, the leader's role is to provide input, resources and tasks; the learner/employee role is pickup of input, each at their own rate. The investigative journey complete, the Systems Thinking RoundTable is proposed to circumvent many of the challenges in modern social systems today—the ever‐increasing demands, the silo effect and the impact of the coronavirus pandemic. [ABSTRACT FROM AUTHOR]

Background and purpose: Neurology residency programmes, which were first established at the beginning of the 20th century, have become mandatory all over Europe in the last 40–50 years. The first European Training Requirements in Neurology (ETRN) were published in 2005 and first updated in 2016. This paper reports the most recent revisions of the ETRN. Methods: Members of the EAN board performed an in depth revision of the ETNR 2016‐version, which was reviewed by members of the European Board and Section of Neurology of the UEMS, the Education and Scientific Panels, the Resident and Research Fellow Section and the Board of the EAN, as well as the presidents of the 47 European National Societies. Results: The new (2022) ETRN suggest a 5‐year training subdivided in three phases: a first phase (2 years) of general neurology training, a second phase (2 years) of training in neurophysiology/neurological subspecialties and a third phase (1 year) to expand clinical training (e.g., in other neurodisciplines) or for research (path for clinical neuroscientist). The necessary theoretical and clinical competences as well as learning objectives in diagnostic tests have been updated, are newly organized in four levels and include 19 neurological subspecialties. Finally, the new ETRN require, in addition to a programme director, a team of clinician‐educators who regularly review the resident's progress. The 2022 update of the ETRN reflects emerging requirements for the practice of neurology and contributes to the international standardization of training necessary for the increasing needs of residents and specialists across Europe. [ABSTRACT FROM AUTHOR]

This paper investigates whether and how employee quality affects corporate social responsibility (CSR). We find that firms with a high‐quality workforce are associated with more CSR engagement. We use an exogenous shock of household registration reform in China to employee mobility to support a causal inference. The main effect is more pronounced among firms whose human capital has more value‐added (e.g., firms in high‐tech industries, firms with more R&D investment, and patent filings). Further, we show that employees' bargaining power and monitoring role are potential channels through which employee quality affects CSR. Finally, our results also demonstrate that the employee quality effect is economically sizeable and generates positive externalities on future financial performance and firm value. [ABSTRACT FROM AUTHOR]

Geochronology and geochemistry are critical tools in geoscience research and research training, but students and faculty at many institutions have little or no access to the specialized and expensive facilities needed for sample preparation and analysis. Here, we explore whether a community laboratory, dedicated to hosting and training visitors, can help address this inequity by increasing access to specialized geochemical techniques and the resulting data. We report the first three years of outcomes from the Community Cosmogenic Facility, the goal of which is to improve access by making an increasingly important analytic technique more widely available. Although the facility we describe here focuses on cosmogenic nuclide sample preparation, the model we present is viable across the geosciences. Three years of development, assessment, and refinement demonstrate that the community laboratory model increased technique access to undergraduate and graduate students. Women were represented in first‐authored, peer‐reviewed papers at a rate nearly twice that of the broader community. In contrast, the participation of under‐represented groups did not increase over geoscience norms. Our data clearly illustrate that challenges to fostering a diverse geoscience community persist. Proactive interaction with faculty and students at Minority Serving Institutions, cohort‐focused training models, and financial support to visit community laboratories may be future steps toward further diversifying users of community facilities. Key Points: Many members of the geoscience community lack access to the specialized laboratories needed for geochronology and geochemistryCommunity laboratories, dedicated to training and hosting visitors, are a promising and efficient means to provide more equitable accessData for one community laboratory shows that while access improved, participation by groups under‐represented in geosciences remains limited [ABSTRACT FROM AUTHOR]

Aim: To explore Finnish paramedics' perceptions of work‐related performance expectations in relation to work experience, and understand how organizational socialization contributes to understanding paramedics' performance expectations. Design: A qualitative design with a deductive‐inductive approach utilizing a social constructivist framework. The organizational socialization framework by Wanberg was used as the theoretical basis. Methods: Data were collected between May and August 2023, using group and individual interviews of newly graduated (n = 9) and experienced paramedics (n = 13). Participants were recruited via social media channels. Data were first analyzed deductively, according to constructs of the organizational socialization framework (role clarity, task mastery, and social acceptance), then inductively, using codes not utilized in the deductive phase. Data Sources: Interviewed Finnish paramedics (N = 22), both newly graduated paramedics (n = 9) and experienced paramedics (n = 13). The interviews were performed remotely and then transcribed into text. Results: Our findings showed comparable performance expectations between newly graduated and experienced paramedics, mismatches in role clarity of paramedic work, challenges in both learning and upholding professional competence, and difficulties of social acceptance into the paramedic community. There were variations in how expectations were perceived between groups, indicating that experience might partly affect how paramedics identify and manage performance expectations. The organizational socialization framework enables the contextualization of these performance expectations. Conclusions and Implications: Paramedic work involves challenges to upholding clinical competence, aligning to a professional role, and social integration into the professional community. Our research contributes to understanding how paramedics perceive these challenges as performance expectations in different stages of their careers and how they could be managed utilizing a framework for organizational socialization. The socialization of paramedics into the workforce needs to account for these performance expectations, especially considering the changing paradigm of paramedic work, role, and societal expectations. Patient or Public Contribution: No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Aim: To explore enablers and barriers to the creation of an oral health training for care workers at specialized centres for children with disabilities in Ouagadougou. Design: This was a formative study informed by the Theoretical Domains Framework using qualitative methods. Methods: Qualitative observations and 14 semi‐structured interviews were conducted with care workers from six specialized centres for disability. Results: Carer workers emphasized that a successful oral health training must account for available resources and competencies in each specific centre. Part of the training must be dedicated to oral hygiene targeted for people with disabilities and provide knowledge about risk factor management. Care workers must be empowered through the training with practical skills and tools to manage regular toothbrushing and identify oral health needs of their dependents. Conclusion: This study gathered valuable and unique perspectives about the roles of care workers of children with disabilities in Ouagadougou and underscores the need for improving access to oral health and care services for children with disabilities in low‐resourced settings. Implications for Patient Care: Teams planning oral health promotion activities in low resourced settings for vulnerable population groups can benefit from the methodology and results of this research for ensuring their interventions are appropriate and relevant. Impact: This is a unique field study conducted in a scarcely researched area of caregiving practices for children with disabilities in a low‐income country, Burkina Faso. Results from the disability centre observations and interviews with local caregivers are of great value to any team planning health projects in similar low‐resourced settings. Psychiatric and mental health nursing practices are highly context‐dependent, thus using proposed qualitative methods can help to ensure that planned interventions are appropriate and relevant. Patient or Public Contribution: There was no patient contribution in this study. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to explore the perception of nursing students regarding their engagement in digital learning environments. Design: At one of universities in Saudi Arabia, a qualitative descriptive study design was used among nursing students from various academic levels. Methods: Data were collected using focus group discussions among a sample of 23 participants. Data were analysed using thematic analysis. The COREQ Standards for Reporting Qualitative Research were used to report this study. Results: While sharing their perceptions the nursing students reflected on the behavioural and cognitive aspects of engagement, yet they did not include emotional aspects of engagement in their conceptualization. However, the results showed that, while they reflected on their experiences they tended to reflect on emotional aspects of engagement. According to the study's results, self‐paced studying, reflective exercises, and interaction with audiovisual and dynamic content all encourage the activation of past knowledge in online learning. The learning modality also was found to be a safe and convenient approach among the participating students. Digital learning presents as a promising educational approach that extends beyond the pandemic yet, efforts should be put in place to facilitate the optimal student engagement to meet learning outcomes. Further research is needed to measure its impact on engagement and other pertinent indicators objectively. [ABSTRACT FROM AUTHOR]

End users of single‐use plastics can help minimize their contribution to plastic pollution via mindful purchasing and waste management. These behaviors can be impacted via behavior change interventions in various key sectors of society. This review set out to summarize recent (2015–2023) peer‐reviewed evidence on interventions aimed at changing the plastic consumption, recycling, and/or littering behaviors of individuals across four sectors: business and retail, tourism and leisure, schools and education, and communities. Systematic literature searches were conducted across multiple databases and resulted in the inclusion of 92 intervention studies. Information on intervention strategy and effectiveness was extracted, and the studies were assessed for risk of bias. Intervention descriptions and outcomes were coded into five intervention categories (informational, contextual, prompts, social, and personal strategies) and synthesized qualitatively to inform future practice in an accessible manner. Although nearly half of the reviewed studies were assessed as having moderate‐to‐high risk of bias (e.g., lacked reliability assessment of outcome measures), limiting confidence in the documented findings, the review concludes that different strategies work in different sectors. For example, informational strategies showed mostly promising results in most sectors, but had mixed effectiveness in the education sector, while contextual modifications were effective across sectors. [ABSTRACT FROM AUTHOR]

Background and Aims: The recent integration of artificial intelligence (AI) across education, research, and clinical healthcare has led to a growing interest in AI training for healthcare students. This scoping review seeks to delve into existing literature, aiming to evaluate the perceptions and attitudes, of health science students toward the implementation of AI in their field. Methods: This review followed the methodological guidance offered by Arksey and O'Malley and the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for Scoping Reviews (PRISMA‐ScR). A systematic search was conducted in the databases Medline, Emcare, and Scopus. Studies using both quantitative and qualitative methodologies were eligible if they explored the perceptions or attitudes of health science students in relation to AI. Relevant data from eligible articles was extracted and analyzed using narrative synthesis. Results: Ten studies were included. Articles reported on the primary outcomes of perceptions (i.e., thoughts, ideas, satisfaction, etc.) and attitudes (i.e., beliefs, tendencies, etc.). Disciplines included nursing, diagnostic radiography, pharmacy, midwifery, occupational therapy, physiotherapy, and speech pathology were featured. Overall, students felt positively about the potential benefits AI would have on their future work. Students' interest and willingness to learn about AI was also favorable. Studies evaluating attitudes found positive correlations between attitudes toward AI, AI utilization, and intention to use AI. Negative perceptions related to threats of job security, and a lack of realism associated with AI software. Conclusion: Overall, evidence from this review indicates that health science students' worldwide hold positive perceptions toward AI. Educators should focus on instilling positive attitudes toward AI, given correlations between AI exposure and intention to adopt AI. [ABSTRACT FROM AUTHOR]

Aim: This study adopted the qualitative research method, aiming to explore the learning experience of nursing graduate professional curricula in China from the perspective of students and provided a basis for the continuous improvement of nursing graduate training. Design: A qualitative study. Methods: A purposive sampling method was employed to conduct semi‐structured in‐depth interviews with 14 nursing master's students enrolled in professional curricula from September 03, 2021, to December 8, 2022. The Colaizzi seven‐step analysis method was utilized for data analysis, summarization and extraction. Results: Four themes emerged from the study findings: (i) The study of professional curricula is the cornerstone of scientific research work, but it is relatively boring; (ii) The teaching methods and assessment methods of postgraduate education need to be diversified; (iii) The postgraduate education needs to increase the study time of specialized courses and highlight the specialty characteristics; (iv) the study of professional curricula can enhance the comprehensive ability of postgraduate students. Conclusion: The study of professional curricula for post‐graduate nursing students plays an important role in the development of post‐graduate research and can statistically significant improve their comprehensive ability, but there are some problems such as boring courses, single teaching assessment methods and insufficient time. In the future teaching reform, it is necessary to highlight the specialty characteristics of nursing scientific research, optimize curriculum education and improve students' scientific research knowledge and thinking. Patient and Public Contributions: We thank all participants for their valuable input throughout the study. [ABSTRACT FROM AUTHOR]

Aims: To (a) compare student nurses' health status and levels of ergonomics knowledge and awareness to those of first‐year nursing staff and (b) investigate the association between nurses' ergonomic compliance and health status with their educational preparedness. Design: This cohort study compared ergonomics awareness and knowledge, and health status of nurses when they were students and after their first‐year working in medical facilities. Methods: In total, 133 4th‐year student nurses completed a survey; 45 of them completed a second survey after working 1 year in a medical facility. Their health status was compared over time using repeated‐measures ANOVA. Correlation tests were used to analyse associations between ergonomics knowledge and awareness, health status, demographic variables and educational preparedness. Results: Respondents in both surveys displayed weak knowledge of ergonomic principles significantly associated with increased pain intensity and educational preparedness. Patient contribution: Ergonomics training should be expanded during nursing studies and first‐year training to prevent long‐term health disorders. [ABSTRACT FROM AUTHOR]

Societal Impact Statement: Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this, we need to educate plant biologists who can contribute to research, enterprise, policy, public engagement and beyond. This article explores the potential of competency‐based education, which emphasises what students can do rather than what we know. A flexible and adaptable model of competency based plant biology education is presented, along with practical suggestions and examples. This provides a framework through which we can educate plant biologists equipped to address major scientific and societal challenges of the future. Summary: Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this we need to educate plant biologists who can contribute to research, enterprise, policy, public engagement and beyond. In this article, I explore some of the issues and challenges facing plant biology education from authentic research driven curricula to the impact of AI. In order to effectively educate the plant biologists of the future I propose moving to a competency based approach to education. Competency based education emphasises what students can do rather than what they know. I present a three‐domain competency model for plant biology, structured around (i) knowledge and information literacy (ii) disciplinary and professional experience and (iii) self‐awareness and personal development as three interdependent aspects of competency. I accompany this with twelve proposed competencies for plant biologists. The model is flexible, robust and adaptable to specific local requirements and future demands of plant biology education. In reimagining plant biology education in this way we can present our discipline as exciting and relevant to students, and equip them with the capabilities required to contribute to plant biology activity from research to public policy. [ABSTRACT FROM AUTHOR]

Background: Investment in mobile devices to support primary or elementary education is increasing and must be informed by robust evidence to demonstrate impact. This systematic review of randomised controlled trials sought to identify the overall impact of mobile devices to support literacy and numeracy outcomes in mainstream primary classrooms. Objectives: The aim of this systematic review was to understand how mobile devices are used in primary/elementary education around the world, and in particular, determine how activities undertaken using mobile devices in the primary classroom might impact literacy and numeracy attainment for the pupils involved. Within this context, mobile devices are defined as tablets (including iPads and other branded devices), smartphones (usually those with a touchscreen interface and internet connectivity) and handheld games consoles (again usually with touchscreen and internet‐enabled). The interventions of interest were those aimed at improving literacy and/or numeracy for children aged 4–12 within the primary/elementary school (or equivalent) classroom. Specifically, the review aimed to answer the following research questions: ‐What is the effect of mobile device integration in the primary school classroom on children's literacy and numeracy outcomes?‐Are there specific devices which are more effective in supporting literacy and numeracy? (Tablets, smartphones, or handheld games consoles)‐Are there specific classroom integration activities which moderate effectiveness in supporting literacy and numeracy?‐Are there specific groups of children for whom mobile devices are more effective in supporting literacy and numeracy? (Across age group and gender).‐Do the benefits of mobile devices for learning last for any time beyond the study?‐What is the quality of available evidence on the use of mobile devices in primary/elementary education, and where is further research needed in this regard? An Expert Advisory Group supported the review process at key stages to ensure relevance to current practice. Search Methods: The search strategy was designed to retrieve both published and unpublished literature, and incorporated relevant journal and other databases with a focus on education and social sciences. Robust electronic database searches were undertaken (12 databases, including APA PsychInfo, Web of Science, ERIC, British Education Index and others, and relevant government and other websites), as well as a hand‐search of relevant journals and conference proceedings. Contact was also made with prominent authors in the field to identify any ongoing or unpublished research. All searches and author contact took place between October and November 2020. The review team acknowledges that new studies will likely have emerged since and are not captured at this time. A further update to the review in the future is important and would build on the evidence reflected here. Selection Criteria: The review included children within mainstream primary/elementary/kindergarten education settings in any country (aged 4–12), and interventions or activities initiated within the primary school classroom (or global equivalent) that used mobile devices (including tablets, smartphones, or hand‐held gaming devices) to intentionally support literacy or numeracy learning. In terms of study design, only Randomised Controlled Trials were included in the review. Data Collection and Analysis: A total of 668 references were identified through a robust search strategy including published and unpublished literature. Following duplicate screening, 18 relevant studies, including 11,126 participants, 14 unique interventions, and 46 relevant outcome measures were synthesised using Robust Variance Estimation and a random effects meta‐analysis model. Risk of Bias assessment was undertaken by three reviewers using the ROB2 tool to assess the quality of studies, with 13 studies rated as having some concerns, and 5 as having high risk of bias. Qualitative data was also extracted and analysed in relation to the types of interventions included to allow a comparison of the key elements of each. Main Results: A positive, statistically significant combined effect was found (Cohen's d = 0.24, CI 0.0707 to 0.409, p < 0.01), demonstrating that in the studies and interventions included, children undertaking maths or literacy interventions using mobile devices achieved higher numeracy or literacy outcomes than those using an alternative device (e.g. a laptop or desktop computer) or no device (class activities as usual). However these results should be interpreted with caution given the risk of bias assessment noted above (5 studies rated high risk of bias and 13 rated as having some concerns). As the interventions and classroom circumstances differed quite widely, further research is needed to understand any potential impact more fully. Sensitivity analysis aimed to identify moderating factors including age or gender, screen size, frequency/dosage of intervention exposure, and programme implementation features/activities (based on Puentedura's [2009] SAMR model of technology integration). There were too few studies identified to support quantitative analysis of sufficient power to draw robust conclusions on moderating factors, and insufficient data to determine impact beyond immediate post‐test period. Sensitivty analysis was also undertaken to exclude the five studies identified as having a high risk of bias, to identify any impact they may have on overall findings. Authors' Conclusions: Overall, this review demonstrates that for the specific interventions and studies included, mobile device use in the classroom led to a significant, positive effect on literacy and numeracy outcomes for the children involved, bringing positive implications for their continued use in primary education. However given the concerns on risk of bias assessment reported above, the differing circumstances, interventions and treatment conditions and intensities, the findings must be interpreted with caution. The review also supports the need for further robust research to better understand what works, under what circumstances, and for whom, in the use of mobile devices to support learning. [ABSTRACT FROM AUTHOR]

Review Rationale and Context: Many intervention studies of summer programmes examine their impact on employment and education outcomes, however there is growing interest in their effect on young people's offending outcomes. Evidence on summer employment programmes shows promise on this but has not yet been synthesised. This report fills this evidence gap through a systematic review and meta‐analysis, covering summer education and summer employment programmes as their contexts and mechanisms are often similar. Research Objective: The objective is to provide evidence on the extent to which summer programmes impact the outcomes of disadvantaged or 'at risk' young people. Methods: The review employs mixed methods: we synthesise quantitative information estimating the impact of summer programme allocation/participation across the outcome domains through meta‐analysis using the random‐effects model; and we synthesise qualitative information relating to contexts, features, mechanisms and implementation issues through thematic synthesis. Literature searches were largely conducted in January 2023. Databases searched include: Scopus; PsychInfo; ERIC; the YFF‐EGM; EEF's and TASO's toolkits; RAND's summer programmes evidence review; key academic journals; and Google Scholar. The review employed PICOSS eligibility criteria: the population was disadvantaged or 'at risk' young people aged 10–25; interventions were either summer education or employment programmes; a valid comparison group that did not experience a summer programme was required; studies had to estimate the summer programme's impact on violence and offending, education, employment, socio‐emotional and/or health outcomes; eligible study designs were experimental and quasi‐experimental; eligible settings were high‐income countries. Other eligibility criteria included publication in English, between 2012 and 2022. Process/qualitative evaluations associated with eligible impact studies or of UK‐based interventions were also included; the latter given the interests of the sponsors. We used standard methodological procedures expected by The Campbell Collaboration. The search identified 68 eligible studies; with 41 eligible for meta‐analysis. Forty‐nine studies evaluated 36 summer education programmes, and 19 studies evaluated six summer employment programmes. The number of participants within these studies ranged from less than 100 to nearly 300,000. The PICOSS criteria affects the external applicability of the body of evidence – allowances made regarding study design to prioritise evidence on UK‐based interventions limits our ability to assess impact for some interventions. The risk of bias assessment categorised approximately 75% of the impact evaluations as low quality, due to attrition, losses to follow up, interventions having low take‐up rates, or where allocation might introduce selection bias. As such, intention‐to‐treat analyses are prioritised. The quality assessment rated 93% of qualitative studies as low quality often due to not employing rigorous qualitative methodologies. These results highlight the need to improve the evidence. Results and Conclusions: Quantitative synthesis The quantitative synthesis examined impact estimates across 34 outcomes, through meta‐analysis (22) or in narrative form (12). We summarise below the findings where meta‐analysis was possible, along with the researchers' judgement of the security of the findings (high, moderate or low). This was based on the number and study‐design quality of studies evaluating the outcome; the consistency of findings; the similarity in specific outcome measures used; and any other specific issues which might affect our confidence in the summary findings. Below we summarise the findings from the meta‐analyses conducted to assess the impact of allocation to/participation in summer education and employment programmes (findings in relation to other outcomes are also discussed in the main body, but due to the low number of studies evaluating these, meta‐analysis was not performed). We only cover the pooled results for the two programme types where there are not clear differences in findings between summer education and summer employment programmes, so as to avoid potentially attributing any impact to both summer programme types when this is not the case. We list the outcome measure, the average effect size type (i.e., whether a standardised mean difference (SMD) or log odds ratio), which programme type the finding is in relation to and then the average effect size along with its 95% confidence interval and the interpretation of the finding, that is, whether there appears to be a significant impact and in which direction (positive or negative, clarifying instances where a negative impact is beneficial). In some instances there may be a discrepancy between the 95% confidence interval and whether we determine there to be a significant impact, which will be due to the specifics of the process for constructing the effect sizes used in the meta‐analysis. We then list the I2 statistic and the p‐value from the homogeneity test as indications of the presence of heterogeneity. As the sample size used in the analysis are often small and the homogeneity test is known to be under‐powered with small sample sizes, it may not detect statistically significant heterogeneity when it is in fact present. As such, a 90% confidence level threshold should generally be used when interpreting this with regard to the meta‐analyses below. The presence of effect size heterogeneity affects the extent to which the average effects size is applicable to all interventions of that summer programme type. We also provide an assessment of the relative confidence we have in the generalisability of the overall finding (low, moderate or high) – some of the overall findings are based on a small sample of studies, the studies evaluating the outcome may be of low quality, there may be wide variation in findings among the studies evaluating the outcome, or there may be specific aspects of the impact estimates included or the effect sizes constructed that affect the generalisability of the headline finding. These issues are detailed in full in the main body of the review. –Engagement with/participation in/enjoyment of education (SMD):∘Summer education programmes: +0.12 (+0.03, +0.20); positive impact; I2 = 48.76%, p = 0.10; moderate confidence.–Secondary education attendance (SMD):∘Summer education programmes: +0.26 (+0.08, +0.44); positive impact; I2 = N/A; p = N/A; low confidence.∘Summer employment programmes: +0.02 (−0.03, +0.07); no impact; I2 = 69.98%; p = 0.03; low confidence.–Passing tests (log OR):∘Summer education programmes: +0.41 (−0.13, +0.96); no impact; I2 = 95.05%; p = 0.00; low confidence.∘Summer employment programmes: +0.02 (+0.00, +0.04); positive impact; I2 = 0.01%; p = 0.33; low confidence.–Reading test scores (SMD):∘Summer education programmes: +0.01 (−0.04, +0.05); no impact; I2 = 0.40%; p = 0.48; high confidence.–English test scores (SMD):∘Summer education programmes: +0.07 (+0.00, +0.13); positive impact; I2 = 27.17%; p = 0.33; moderate confidence.∘Summer employment programmes: −0.03 (−0.05, −0.01); negative impact; I2 = 0.00%; p = 0.76; low confidence.–Mathematics test scores (SMD):∘All summer programmes: +0.09 (−0.06, +0.25); no impact; I2 = 94.53%; p = 0.00; high confidence.∘Summer education programmes: +0.14 (−0.09, +0.36); no impact; I2 = 94.15%; p = 0.00; moderate confidence.∘Summer employment programmes: +0.00 (−0.04, +0.05); no impact; I2 = 0.04%; p = 0.92; moderate confidence.–Overall test scores (SMD):∘Summer employment programmes: −0.01 (−0.08, +0.05); no impact; I2 = 32.39%; p = 0.20; high confidence.–All test scores (SMD):∘Summer education programmes: +0.14 (+0.00, +0.27); positive impact; I2 = 91.07%; p = 0.00; moderate confidence.∘Summer employment programmes: −0.01 (−0.04, +0.01); no impact; I2 = 0.06%; p = 0.73; high confidence.–Negative behavioural outcomes (log OR):∘Summer education programmes: −1.55 (−3.14, +0.03); negative impact; I2 = N/A; p = N/A; low confidence.∘Summer employment programmes: −0.07 (−0.33, +0.18); no impact; I2 = 88.17%; p = 0.00; moderate confidence.–Progression to HE (log OR):∘All summer programmes: +0.24 (−0.04, +0.52); no impact; I2 = 97.37%; p = 0.00; low confidence.∘Summer education programmes: +0.32 (−0.12, +0.76); no impact; I2 = 96.58%; p = 0.00; low confidence.∘Summer employment programmes: +0.10 (−0.07, +0.26); no impact; I2 = 76.61%; p = 0.02; moderate confidence.–Complete HE (log OR):∘Summer education programmes: +0.38 (+0.15, +0.62); positive impact; I2 = 52.52%; p = 0.06; high confidence.∘Summer employment programmes: +0.07 (−0.19, +0.33); no impact; I2 = 70.54%; p = 0.07; moderate confidence.–Entry to employment, short‐term (log OR):∘Summer employment programmes: −0.19 (−0.45, +0.08); no impact; I2 = 87.81%; p = 0.00; low confidence.∘Entry to employment, full period (log OR)∘Summer employment programmes: −0.15 (−0.35, +0.05); no impact; I2 = 78.88%; p = 0.00; low confidence.–Likelihood of having a criminal justice outcome (log OR):∘Summer employment programmes: −0.05 (−0.15, +0.05); no impact; I2 = 0.00%; p = 0.76; low confidence.–Likelihood of having a drug‐related criminal justice outcome (log OR):∘Summer employment programmes: +0.16 (−0.57, +0.89); no impact; I2 = 65.97%; p = 0.09; low confidence.–Likelihood of having a violence‐related criminal justice outcome (log OR):∘Summer employment programmes: +0.03 (−0.02, +0.08); no impact; I2 = 0.00%; p = 0.22; moderate confidence.–Likelihood of having a property‐related criminal justice outcome (log OR):∘Summer employment programmes: +0.09 (−0.17, +0.34); no impact; I2 = 45.01%; p = 0.18; low confidence.–Number of criminal justice outcomes, during programme (SMD):∘Summer employment programmes: −0.01 (−0.03, +0.00); no impact; I2 = 2.17%; p = 0.31; low confidence.–Number of criminal justice outcomes, post‐programme (SMD):∘Summer employment programmes: −0.01 (−0.03, +0.00); no impact; I2 = 23.57%; p = 0.37; low confidence.–Number of drug‐related criminal justice outcomes, post‐programme (SMD):∘Summer employment programmes: −0.01 (−0.06, +0.06); no impact; I2 = 55.19%; p = 0.14; moderate confidence.–Number of violence‐related criminal justice outcomes, post‐programme (SMD):∘Summer employment programmes: −0.02 (−0.08, +0.03); no impact; I2 = 44.48%; p = 0.18; low confidence.–Number of property‐related criminal justice outcomes, post‐programme (SMD):∘Summer employment programmes: −0.02 (−0.10, +0.05); no impact; I2 = 64.93%; p = 0.09; low confidence. We re‐express instances of significant impact by programme type where we have moderate or high confidence in the security of findings by translating this to a form used by one of the studies, to aid understanding of the findings. Allocation to a summer education programme results in approximately 60% of individuals moving from never reading for fun to doing so once or twice a month (engagement in/participation in/enjoyment of education), and an increase in the English Grade Point Average of 0.08. Participation in a summer education programme results in an increase in overall Grade Point Average of 0.14 and increases the likelihood of completing higher education by 1.5 times. Signs are positive for the effectiveness of summer education programmes in achieving some of the education outcomes considered (particularly on test scores (when pooled across types), completion of higher education and STEM‐related higher education outcomes), but the evidence on which overall findings are based is often weak. Summer employment programmes appear to have a limited impact on employment outcomes, if anything, a negative impact on the likelihood of entering employment outside of employment related to the programme. The evidence base for impacts of summer employment programmes on young people's violence and offending type outcomes is currently limited – where impact is detected this largely results in substantial reductions in criminal justice outcomes, but the variation in findings across and within studies affects our ability to make any overarching assertions with confidence. In understanding the effectiveness of summer programmes, the order of outcomes also requires consideration – entries into education from a summer employment programme might be beneficial if this leads towards better quality employment in the future and a reduced propensity of criminal justice outcomes. Qualitative Synthesis: Various shared features among different summer education programmes emerged from the review, allowing us to cluster specific types of these interventions which then aided the structuring of the thematic synthesis. The three distinct clusters for summer education programmes were: catch‐up programmes addressing attainment gaps, raising aspirations programmes inspiring young people to pursue the next stage of their education or career, and transition support programmes facilitating smooth transitions between educational levels. Depending on their aim, summer education programme tend to provide a combination of: additional instruction on core subjects (e.g., English, mathematics); academic classes including to enhance specialist subject knowledge (e.g., STEM‐related); homework help; coaching and mentoring; arts and recreation electives; and social and enrichment activities. Summer employment programmes provide paid work placements or subsidised jobs typically in entry‐level roles mostly in the third and public sectors, with some summer employment programmes also providing placements in the private sector. They usually include components of pre‐work training and employability skills, coaching and mentoring. There are a number of mechanisms which act as facilitators or barriers to engagement in summer programmes. These include tailoring the summer programme to each young person and individualised attention; the presence of well‐prepared staff who provide effective academic/workplace and socio‐emotional support; incentives of a monetary (e.g., stipends and wages) or non‐monetary (e.g., free transport and meals) nature; recruitment strategies, which are effective at identifying, targeting and engaging participants who can most benefit from the intervention; partnerships, with key actors who can help facilitate referrals and recruitment, such as schools, community action and workforce development agencies; format, including providing social activities and opportunities to support the formation of connections with peers; integration into the workplace, through pre‐placement engagement, such as through orientation days, pre‐work skills training, job fairs, and interactions with employers ahead of the beginning of the summer programme; and skill acquisition, such as improvements in social skills. In terms of the causal processes which lead from engagement in a summer programme to outcomes, these include: skill acquisition, including academic, social, emotional, and life skills; positive relationships with peers, including with older students as mentors in summer education programmes; personalised and positive relationships with staff; location, including accessibility and creating familiar environments; creating connections between the summer education programme and the students' learning at home to maintain continuity and reinforce learning; and providing purposeful and meaningful work through summer employment programmes (potentially facilitated through the provision of financial and/or non‐financial incentives), which makes participants more likely to see the importance of education in achieving their life goals and this leads to raised aspirations. It is important to note that no single element of a summer programme can be identified as generating the causal process for impact, and impact results rather from a combination of elements. Finally, we investigated strengths and weaknesses in summer programmes at both the design and implementation stages. In summer education programmes, design strengths include interactive and alternative learning modes; iterative and progressive content building; incorporating confidence building activities; careful lesson planning; and teacher support which is tailored to each student. Design weaknesses include insufficient funding or poor funding governance (e.g., delays to funding); limited reach of the target population; and inadequate allocation of teacher and pupil groups (i.e., misalignment between the education stage of the pupils and the content taught by staff). Implementation strengths include clear programme delivery guidance and good governance; high quality academic instruction; mentoring support; and strong partnerships. Implementation weaknesses include insufficient planning and lead in time; recruitment challenges; and variability in teaching quality. In summer employment programmes, design strengths include use of employer orientation materials and supervisor handbooks; careful consideration of programme staff roles; a wide range of job opportunities; and building a network of engaged employers. Design weaknesses are uncertainty over funding and budget agreements; variation in delivery and quality of training between providers; challenges in recruitment of employers; and caseload size and management. Implementation strengths include effective job matching; supportive relationships with supervisors; pre‐work training; and mitigating attrition (e.g., striving to increase take up of the intervention among the treatment group). Implementation weaknesses are insufficient monitors for the number of participants, and challenges around employer availability. [ABSTRACT FROM AUTHOR]

Background: Rhinitis encompasses diverse forms. Each form has distinct pathophysiology and clinical manifestations and may be influenced by differential risk factors. The association between socioeconomic status (SES) and different forms of rhinitis remains poorly understood. Our aim was to examine SES variations in allergic rhinitis, chronic rhinitis, and chronic rhinosinusitis in adults. Methods: Based on a 2016 postal questionnaire survey within the West Sweden Asthma Study, we analyzed data from 36,213 subjects aged 16–75 years. The measures of SES were levels of education and occupation. Adjusted logistic regression was used to examine associations between SES and the rhinitis outcomes. Results: Attaining a secondary school and tertiary education, compared to a primary school, were associated with increased risk of allergic rhinitis (secondary OR 1.33, 95% CI 1.22–1.45; tertiary 1.54, 1.41–1.69) and chronic rhinitis (secondary 1.18, 1.08–1.29; tertiary 1.17, 1.06–1.28). The influence of occupation was consistent with respect to allergic rhinitis. For instance, compared to the lowest occupational skill level, the highest level (OR 1.24, 95% CI 1.04–1.48) and the lower high occupation levels (1.24, 1.04–1.49) were associated with an increased risk of allergic rhinitis. No significant link was found between education and chronic rhinosinusitis or between occupation levels and risk of either chronic rhinitis or chronic rhinosinusitis. Conclusion: Individuals with higher education and those at higher occupational levels may be at higher risk of having different forms of rhinitis than those at lower education and occupation levels. Assessment of rhinitis burden via SES can be one strategy to develop preventive strategies. [ABSTRACT FROM AUTHOR]

We study how technological change affects between‐ and within‐education‐group inequality in the United States. We develop a model with heterogeneous workers and firms in which the demand for skills is characterized by firms' recruiting behavior. We use the model to quantify the relative contribution of two types of technological change that affect the relative demand for skilled labor: technological change in firm‐specific productivity and technological change in labor productivity. We find that technological change in labor productivity, in the form of higher returns to skill in production, is the main driver of the increase in between‐ and within‐group inequality. Technological change in firm productivity, in the form of higher firm productivity dispersion, plays a less important role in explaining rising inequality, except for the increase in within‐group inequality for workers without a college degree. [ABSTRACT FROM AUTHOR]

Exploiting the variation in education induced by a reform that compelled individuals to obtain additional schooling in Turkey, and using administrative unemployment insurance (UI) records, we show that high‐educated unemployed workers, compared to their low‐educated counterparts, use unemployment benefits longer, and they are less likely to find employment before their benefit periods expire. This suggests education increases one's selectiveness over jobs. We also show benefit generosity impacts the high‐ versus low‐educated differentially. Extended benefits increase low‐educated workers' probability of finding employment more than the high‐educated. Our findings highlight the importance of considering worker attributes when designing the UI system. [ABSTRACT FROM AUTHOR]

Background: To identify independent factors of cognitive frailty (CF) and construct a nomogram to predict cognitive frailty risk in patients with lung cancer receiving drug therapy. Methods: In this cross‐sectional study, patients with lung cancer undergoing drug therapy from October 2022 to July 2023 were enrolled. The data collected includes general demographic characteristics, clinical data characteristics and assessment of tools for cognitive frailty and other factors. Logistic regression was harnessed to determine the influencing factors, R software was used to establish a nomogram model to predict the risk of cognitive frailty. The enhanced bootstrap method was employed for internal verification of the model. The performance of the nomogram was evaluated by using calibration curves, the area under the receiver operating characteristic curve, and decision curve analysis. Results: A total of 372 patients were recruited, with a cognitive frailty prevalence of 56.2%. Age, education background, diabetes mellitus, insomnia, sarcopenia, and nutrition status were identified as independent factors. Then, a nomogram model was constructed and patients were classified into high‐ and low‐risk groups with a cutoff value of 0.552. The internal validation results revealed good concordance, calibration and discrimination. The decision curve analysis presented prominent clinical utility. Conclusions: The prevalence of cognitive frailty was higher in lung cancer patients receiving drug therapy. The nomogram could identify the risk of cognitive frailty intuitively and simply in patients with lung cancer, so as to provide references for early screening and intervention for cognitive frailty at the early phases of drug treatment. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to: (1) use cognitive task analysis to describe final year nursing students situation awareness in recognising, responding and escalating care of deteriorating patients in ward settings; and (2) make recommendations for training and practice. Design: A mixed methods cognitive task analysis with a convergent triangulation design. Method: Data collection involved observations of 33 final year nursing students in simulated deteriorating patient scenarios and retrospective cognitive interviews. A process tracing technique was applied to identify the cues to deterioration participants perceived; how cue perception altered as situational demands increased; the extent that participants made connections between perceived cues and reached a situational understanding; and the factors that influenced and constrained participants situation awareness. Qualitative and quantitative findings are woven together and presented using descriptive statistics, illustrative quotations and timeline extractions. Results: The median cue perception was 65.4% and 57.6% in the medical and surgical scenarios, respectively. Perception was negatively influenced by incomplete vital sign monitoring as situations escalated; limited physical assessments; passive scanning behaviours; poor task automaticity; and excessive cognitive demands. Incomplete perception, poor cue integration and underdeveloped mental models influenced situational understanding. Escalation calls did not always accurately reflect situations and a reporting mindset was evident. Clinical exposure to deteriorating patients was described as variable and opportunistic. Reporting Method: The study is reported in accordance with the Good Reporting of a Mixed Methods Study (GRAMMS) checklist. Patient or Public Contribution: Patients and public were not involved in this research. [ABSTRACT FROM AUTHOR]

Children's interest in nature is crucial for their understanding and appreciation of the natural environment, as well as for their mental health and biodiversity conservation efforts. To foster this interest, it is important to establish a theoretical framework and explore practical applications. Given the current trend of children spending more time with screens and less time in nature, school gardens offer potential solutions.This study aimed to investigate the effectiveness of a 4‐month teaching programme conducted in a school garden to promote children's individual interest in nature. 24 Grade‐4 students participated in weekly 40‐min activities, which were divided into three treatments: natural observation with assigned tasks, natural observation with open‐ended tasks and inquiry‐based activities. Participants maintained individual portfolios consisting of questionnaires, nature journals, observation descriptions and interviews. Qualitative and quantitative data were analysed to categorize children into three types: those with initiated interest, those with enhanced interest and those with no significant change. Thematic analysis was used to identify factors influencing children's interest in nature based on qualitative data.The results showed that 17 out of 24 children were classified as either 'interest‐initiated' or 'interest‐enhanced', indicating a generally positive outcome. The school garden provided a novel and safe environment that empowered children to learn and explore autonomously. Teacher scaffolding further supported their curiosity towards the garden's organisms, potentially leading to the development of their individual interests in nature.This study emphasizes the positive impact of involving children in garden‐based activities in primary schools. Implementing a diverse school garden with informative labels and explanation boards, along with teacher support, represents a promising approach to cultivating children's interest in nature. We recommend implementing mini botanical gardens and club activities in schools to bridge formal and informal education. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

Aim: This study aims to investigate how Lebanese nursing students perceive the challenges of implementing person‐centered care in clinical settings. Design: A qualitative descriptive design was adopted for this study. Methods: At one of Lebanon's top universities, a qualitative descriptive study design was used with 18 nursing students from various academic levels. Content analysis was used to generate the results after three focus group discussions. The Consolidated Criteria for Reporting Qualitative Research were used to report this study. Results: The content analysis gave rise to four main themes, namely, "overload", "challenges with education", "unawareness", "establishing connection", and "lack of initiatives related to policy". The results showed a number of obstacles that Lebanese nursing students believed were in the path of providing person‐centered care. These obstacles included organisational issues like time restraints and an intense workload, as well as interaction difficulties with patients and healthcare teams, and educational issues like insufficient instruction in person‐centered care concepts during nursing programs. [ABSTRACT FROM AUTHOR]

Venous ulcers affect up to 3% of the global population, with a high impact on economies and quality of life. This is exacerbated by its recurrence rates, which reach 70% at 12 months after healing. The perpetuation of these cycles of healing and recurrence is not interrupted or even attenuated by the self‐care activities recommended and directed toward their prevention. In this context, we sought to identify the effectiveness of interventions that promote adherence to self‐care to prevent venous ulcer recurrence. In August 2022, we conducted a literature search via EBSCO in the following databases: CINAHL Complete, MEDLINE Complete, Cochrane Database of Systematic Reviews, Scopus, and Web of Science. The inclusion criteria were researched in the form of randomised controlled trials or systematic literature reviews, and 99 studies were identified. During the different times of selection, four studies met the defined inclusion criteria and were included. As the main conclusions, the emphasis goes to the importance of the use of compression and the greater effectiveness of higher compression classes for the prevention of recurrence. Different educational methodologies seem to be important to increase knowledge about prevention, specifically regarding the aetiology of recurrence and the implementation of prevention measures. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to verify the clinical feasibility of tele‐proctoring using our ultra‐low latency communication system with shared internet access. Methods: Connections between two multiple remote locations at various distances were established through the TELEPRO® tele‐proctoring system. The server records the latency between the two locations for tele‐proctoring using the annotations. Questionnaires were administered to the surgeons, assistants, and medical staff. Respondents rated the quickness and quality of communication in terms of latency and disturbances in the audio, video, and usefulness of the live telestrations with annotation. Results: Seven hospitals tele‐proctored with Sapporo Medical University between January 2021 and September 2022. The median latency of annotation between the two locations ranged from 24.5 to 48.5 ms. No major technological problems occurred, such as streaming interruption, loss of video or audio, poor resolution. The video encoding time was 10 ms, and its decoding time was 0.8 ms. The total latency positively correlated with the distance between two locations (R = 0.55, p < 0.01). The quality of communication regarding latency, disturbance, and surgical education with intraoperative annotative instructions showed similar trends, with perfectly fine being the most common response. No significant differences in surgical quality, educational effect, or social impact were observed between the latency ≥30 and <30 ms groups for whether the size of latency affects surgical education. Conclusion: The feasibility of the tele‐proctoring system is expected to be a sustainable approach to help education for young surgeons and surgical supports in rural areas, thereby reducing disparities in health care. [ABSTRACT FROM AUTHOR]

Introduction: Foetal MRI scans can induce feelings of fear, concern and anxiety in pregnant patients. The aim of this research was to determine if providing patients with an information leaflet reduced maternal anxiety regarding foetal MRI. Methods: A prospective, three‐arm comparative pilot study was performed in the MRI department of a quaternary public hospital in Brisbane, Australia. Three groups of 30 participants (total 90 participants) received differing levels of information about foetal MRI: Group A – no foetal‐MRI specific information (current practice at the site); Group B – a basic information leaflet; Group C – a comprehensive information leaflet. All participants completed a survey that explored their pre‐scan anxiety immediately after their MRI scan. Results: Over 50% of participants in each group felt anxious before the MRI. Participants expressed anxiety towards the general process of the MRI, the outcome or results of the scan, and the safety of the modality. The basic and comprehensive leaflets were both efficacious in reducing anxiety for the majority of participants. Conclusions: Whilst not all patients express anxiety regarding MRI scans, emotional distress surrounding the entire process is prevalent. Providing patients with comprehensive information about what the MRI scan entails (including the scan environment and duration, positioning, breath‐holding requirements, and foetal safety) reduces anxiety for most patients. These findings can be used to determine ways in which reduction of anxiety improves the patient experience. [ABSTRACT FROM AUTHOR]

Most countries have declared one or more animal or plant species to be among their national symbols, termed here national biodiversity symbols. National biodiversity symbols are the species formally or informally recognised by societies and countries as having meaning to one or more of national identity, values and unity.It has been proposed previously that national biodiversity symbols can be used as flagship species to advance habitat conservation in their respective countries. However, this assumes that the symbols are well‐known and revered by the citizens of the country concerned. We examined this assumption via direct interviews with 382 urban residents in four towns in South Africa, which is a mega‐biodiversity country with five national biodiversity symbols (a national tree, flower, animal, bird and fish).We found that less than 3% of the urban respondents could name all five species, ranging from 6% for the national tree to 40% for both the national flower and national animal. Knowledge of other national symbols (flag and anthem) were equally low. The number of national biodiversity symbols known increased with income and education level of respondents. Despite limited knowledge of which species were the national biodiversity symbols, almost two‐thirds of respondents felt that having national biodiversity symbols was important for promoting national identity.These findings show that from a heritage perspective a great deal more awareness needs to be developed in South Africa around the national biodiversity symbols. From a conservation perspective, it indicates that the national biodiversity symbols are unlikely, at this stage at least, to be useful as flagship species for habitat conservation programmes. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

Aim: To identify teaching stategies, theories, and methods to enhance students' quality of life (QOL) that are used in preparing students for the NCLEX‐RN exam. Design: A scoping review was conducted. Methods: Arksey and O'Malley's methodological framework and PRISMA‐ScR guidelines were utilized. Data were derived from four databases including CINAHL, ERIC, PsychINFO and Web of Science using specific keywords. Inclusion criteria were English language and articles published in the last 7 years. Results: Studies (N = 25) revealed that multiple educational strategies are used to prepare students for the NCLEX‐RN exam; however, there was not a consensus on a best practice. Eight theories were utilized in more than one article. QOL concerns of psychological, social, spiritual, financial and occupational dimensions may relate to the NCLEX‐RN results. Public Contribution: Patterns in educational strategies and theories were noted among articles, but there was no focus on enhancing students' QOL. [ABSTRACT FROM AUTHOR]

Aims: The UK Prescribing Safety Assessment was modified for use in Australia and New Zealand (ANZ) as the Prescribing Skills Assessment (PSA). We investigated the implementation, student performance and acceptability of the ANZ PSA for final‐year medical students. Methods: This study used a mixed‐method approach involving student data (n = 6440) for 2017–2019 (PSA overall score and 8 domain subscores). Data were also aggregated by medical school and included student evaluation survey results. Quantitative data were analysed using descriptive and multivariate analyses. The pass rate was established by a modified Angoff method. Thematic analyses of open‐ended survey comments were conducted. Results: The average pass rate was slightly higher in 2017 (89%) which used a different examination to 2018 (85%) and 2019 (86%). Little difference was identified between schools for the PSA overall performance or domain subscores. There was low intercorrelation between subscores. Most students provided positive feedback about the PSA regarding the interface and clarity of questions, but an average of 35% reported insufficient time for completion. Further, 70% on average felt unprepared by their school curricula for the PSA, which is in part explained by the low prescribing experience; 69% reported completing ≤10 prescriptions during training. Conclusion: The ANZ PSA was associated with high pass rates and acceptability, although student preparedness was highlighted as a concern for further investigation. We demonstrate how a collaboration of medical schools can adapt a medical education assessment resource (UK PSA) as a means for fulfilling an unmet need. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to gather validity evidence according to Messick's framework for a novel 3D‐printed simulator for myringotomy with ventilation tube insertion for use in technical skills training of otorhinolaryngology (ORL) residents. Methods: The study included 15 junior ORL residents (trainees) and 13 experienced teaching otolaryngologists (experts). Experts and trainees first received an identically structured introduction to the procedure, simulator, and simulation setup. Five procedures performed by each participant were video‐recorded and ordered randomly for blinded rating by two independent raters. The rating tools used were a global rating scale (GBRS) and a task‐specific checklist. Validity evidence was collected according to Messick's framework. Differences in time consumption and performance scores were analyzed. Finally, a pass/fail standard was established using the contrasting groups' method. Results: Trainees used significantly more time per procedure (109 s, 95% CI: 99–120) than experts (82 s, 95% CI: 71–93; p <.001). Adjusted for repetition and rater leniency, experts achieved an average GBRS score of 18.8 (95% CI: 18.3–19.2) out of 20 points, whereas trainees achieved an average of 17.1 points (95% CI: 16.6–17.5; p <.001). In contrast to the task‐specific checklist, the GBRS score discriminated between repetition number and participant experience. The pass/fail standard for the GBRS was established at 18.4 points. Conclusion: We established educational validity evidence for a novel 3D‐printed model for simulation‐based training of ventilation tube insertion and established a reliable pass/fail standard. Level of Evidence: 1b. [ABSTRACT FROM AUTHOR]

Concept inventories are multiple choice exams designed with the intention to test core concepts on specific subjects and evaluate common misconceptions. These tests serve as a useful tool in the classroom to assess value added by the instructor's educational methods and to better understand how students learn. They can provide educators with a method to evaluate their current teaching strategies and to make modifications that enhance student learning and ultimately elevate the quality of medical physics education. The use of concept inventories in introductory college physics courses revealed important gaps in conceptual understanding of physics by undergraduate students and motivated a shift of physics teaching towards more effective methods, such as active learning techniques. The goal of this review is to introduce medical physicists to concept inventories as educational evaluation tools and discuss potential applications to medical physics education by development through multi‐institutional collaboration. [ABSTRACT FROM AUTHOR]

Northwest Medical Physics Center (NMPC) is a nonprofit organization that provides clinical physics support to over 35 radiation therapy facilities concentrated in the Pacific Northwest. Although clinical service is the primary function of NMPC, the diverse array of clinical sites and physics expertise has allowed for the establishment of structured education and research programs, which are complementary to the organization's clinical mission. Three clinical training programs have been developed at NMPC: a therapy medical physics residency program accredited by the Commission on Accreditation of Medical Physics Education Programs (CAMPEP), an Applied Physics Technologist (APT) program, and a summer undergraduate internship program. A partnership has also been established with a major radiation oncology clinical vendor for the purposes of validating and testing new clinical devices across multiple facilities. These programs are managed by a dedicated education and research team at NMPC, made up of four qualified medical physicists (QMPs). The education and research work has made a significant contribution to the organization's clinical mission, and it has provided new training opportunities for early‐career physicists across many different clinical environments. Education and research can be incorporated into nonacademic clinical environments, improving the quality of patient care, and increasing the number and type of training opportunities available for medical physicists. [ABSTRACT FROM AUTHOR]

This is the protocol for a Campbell systematic review. The objectives are as follows: based on the findings of the initial literature review regarding the types of summer programmes used to support disadvantaged or at risk young people, the outcomes they aim to affect and the goals of the funding organisations and research team, this review will seek to answer the following research questions: (1) to what extent does participation in summer employment programmes improve outcomes for disadvantaged or at risk young people, (2) to what extent does participation in summer educational programmes improve outcomes for disadvantaged or at risk young people, and (3) to what extent do the impacts of summer programmes vary based on the study, participant and intervention characteristics including the racial and ethnic make‐up of participants? [ABSTRACT FROM AUTHOR]

Background: Montessori education is the oldest and most widely implemented alternative education in the world, yet its effectiveness has not been clearly established. Objectives: The primary objective of this review was to examine the effectiveness of Montessori education in improving academic and nonacademic outcomes compared to traditional education. The secondary objectives were to determine the degree to which grade level, Montessori setting (public Montessori vs. private Montessori), random assignment, treatment duration, and length of follow‐up measurements moderate the magnitude of Montessori effects. Search Methods: We searched for relevant studies in 19 academic databases, in a variety of sources known to publish gray literature, in Montessori‐related journals, and in the references of studies retrieved through these searches. Our search included studies published during or before February 2020. The initial search was performed in March 2014 with a follow‐up search in February 2020. Selection Criteria: We included articles that compared Montessori education to traditional education, contributed at least one effect size to an academic or nonacademic outcome, provided sufficient data to compute an effect size and its variance, and showed sufficient evidence of baseline equivalency–through random assignment or statistical adjustment–of Montessori and traditional education groups. Data Collection and Analysis: To synthesize the data, we used a cluster‐robust variance estimation procedure, which takes into account statistical dependencies in the data. Otherwise, we used standard methodological procedures as specified in the Campbell Collaboration reporting and conduct standards. Main Results: Initial searches yielded 2012 articles, of which 173 were considered in detail to determine whether they met inclusion/exclusion criteria. Of these, 141 were excluded and 32 were included. These 32 studies yielded 204 effect sizes (113 academic and 91 nonacademic) across 132,249 data points. In the 32 studies that met minimum standards for inclusion, including evidence of baseline equivalence, there was evidence that Montessori education outperformed traditional education on a wide variety of academic and nonacademic outcomes. For academic outcomes, Hedges' g effect sizes, where positive values favor Montessori, ranged from 0.26 for general academic ability (with high quality evidence) to 0.06 for social studies. The quality of evidence for language (g = 0.17) and mathematics (g = 0.22) was also high. The effect size for a composite of all academic outcomes was 0.24. Science was the only academic outcome that was deemed to have low quality of evidence according to the GRADE approach. Effect sizes for nonacademic outcomes ranged from 0.41 for students' inner experience of school to 0.23 for social skills. Both of these outcomes were deemed as having low quality of evidence. Executive function (g = 0.36) and creativity (g = 0.26) had moderate quality of evidence. The effect size for a composite of all nonacademic outcomes was 0.33. Moderator analyses of the composite academic and nonacademic outcomes showed that Montessori education resulted in larger effect sizes for randomized studies compared to nonrandomized studies, for preschool and elementary settings compared to middle school or high school settings, and for private Montessori compared to public Montessori. Moderator analyses for treatment duration and duration from intervention to follow‐up data collection were inconclusive. There was some evidence for a lack of small sample‐size studies in favor of traditional education, which could be an indicator of publication bias. However, a sensitivity analysis indicated that the findings in favor of Montessori education were nonetheless robust. Authors' Conclusions: Montessori education has a meaningful and positive impact on child outcomes, both academic and nonacademic, relative to outcomes seen when using traditional educational methods. [ABSTRACT FROM AUTHOR]

A journal club program was initiated in a clinically focused, geographically distributed medical physics therapy residency program. This program currently supports two residents at different clinical sites, who regularly present at the new journal club. For one of the sessions, residents were assigned to present on topics related to the broad themes of equity, diversity, and inclusion (EDI) in the context of medical physics, radiation oncology, or medical oncology. As in other journal club sessions, residents were responsible for choosing their respective articles within required criteria and with approval from the program director. The session was executed in late 2022, with both residents leading and facilitating discussion for the residents, the residency program director, and all residency faculty members. This education case report will include the learning objectives for the journal club session, a description of the content covered in the session, discussion regarding the session's alignment with the original learning objectives, and ideas for program directors intending to include evidence‐based EDI topics in journal clubs. [ABSTRACT FROM AUTHOR]

Objective: To describe the distribution of pediatricians and family physicians (child physicians) across school districts and examine the association between physician supply and third‐grade test scores. Data Sources and Study Setting: Data come from the January 2020 American Medical Association Physician Masterfile, the 2009–2013 and 2014–2018 waves of American Community Survey 5‐Year Data, and the Stanford Education Data Archive (SEDA), which uses test scores from all U.S. public schools. We use covariate data provided by SEDA to describe student populations. Study Design: This descriptive analysis constructs a physician‐to‐child‐population ratio for every school district in the country and describes the child population served by the current distribution of physicians. We fit a set of multivariable regression models to estimate the associations between district test score outcomes and district physician supply. Our model includes state fixed effects to control for unobservable state‐level factors, as well as a covariate vector of sociodemographic characteristics. Data Collection: Public data from three sources were matched by district ID. Principal Findings: Physicians are highly unequally distributed across districts: nearly 3640 (29.6%) of 12,297 districts have no child physician, which includes 49% of rural districts. Rural children of color in particular have very little access to pediatric care, and this inequality is more extreme when looking exclusively at pediatricians. Districts that have higher child physician supplies tend to have higher academic test scores in early education, independent of community socioeconomic status and racial/ethnic composition. While the national data show this positive relationship (0.012 SD, 95% CI, 0.0103–0.0127), it is most pronounced for districts in the bottom tertile of physician supply (0.163 SD, 95% CI, 0.108–0.219). Conclusions: Our study demonstrates a highly unequal distribution of child physicians in the U.S., and that children with less access to physicians have lower academic performance in early education. [ABSTRACT FROM AUTHOR]

Aims: To explore and describe nurse educators' suggestions regarding a digital educational resource addressing quality in placement studies for first‐year student nurses in nursing homes. Design: A qualitative, explorative, and descriptive research design. Methods: Focus group interviews with eight nurse educators and individual interviews with six nurse educators. The interviews were audio‐recorded and transcribed verbatim; subsequently, data were analysed in lines with content analysis as described by Graneheim and Lundman. Results: The analysis revealed three main categories: 'Suggestions for a digital educational resource to strengthen and support nurse educators' role in follow‐up students', 'Suggestions for a digital educational resource to complement and support interaction between stakeholders in placement', and 'Suggestions for a digital educational resource to facilitate student nurses' learning processes'. The categories were captured by the overarching theme, 'A digital educational resource facilitating interaction between stakeholders and students' learning processes. Conclusion: This study revealed nurse educators' suggestions regarding design elements, content, and use of a digital educational resource addressing placement studies for first‐year student nurses' in nursing homes. Implications for the profession and/or patient care: Nurse educators should be involved in designing, developing, and implementing digital educational resources aiming to support student learning in nursing education placement studies. Impact: This study explored nurse educators' suggestions for a digital educational resource. They suggested a digital educational resource to strengthen and support their role, support interaction between stakeholders, and facilitate student nurses' learning processes. Further, they suggested a digital educational resource to be used as a supplement rather than as a replacement for nurse educators' physical presence in placements. Reporting method: The Consolidated Criteria for Reporting Qualitative Research reporting guidelines were used. No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

The EAT‐Lancet reference diet intends to be good for planetary and human health. We compared single multiple pass method 24‐h dietary intake of mothers (n = 242) from a cross‐sectional study in Western Kenya to the recommended range of intake of 11 EAT‐Lancet food groups (e.g., 0–100 g/day legumes; maximum score 11), defining alignment two ways: daily intake among food groups where a minimum intake of 0 g was either acceptable or unacceptable. Ordinal logistic regression models assessed associations between alignment and body mass index (BMI). Cost of mothers' diets and hypothetical diets within recommended ranges (lower bounds >0 g) were estimated using food price data from markets within the mothers' locality. Mean energy intake was 1827 (95% confidence interval [CI]: 1731–1924) kcal/day. Relative to the EAT‐Lancet diet, mothers' diets were on average higher for grains; within recommendations for tubers, fish, beef and dairy; closer to lower bounds for chicken, eggs, legumes and nuts; and lower for fruits and vegetables. Mean (95% CI) alignment scores were 8.2 (8.0–8.3) when 0 g intakes were acceptable and 1.7 (1.6–1.9) otherwise. No significant associations were found between alignment and BMI. Mothers' diets and hypothetical diets within recommended ranges averaged 184.6 KES (1.6 USD) and 357.5 KES (3.0 USD)/person/day, respectively. Lactating mothers' diets were not diverse and diverged from the reference diet when an intake of 0 g was considered unacceptable. Lower bound intakes of 0 g for micronutrient‐dense food groups are inappropriate in food‐insecure populations. It would likely cost more than mothers currently spend to tailor their diets to the EAT‐Lancet reference diet. Key messages: Diets of lactating mothers in rural Western Kenya lacked diversity, were calorically‐insufficient, and diverged from the EAT‐Lancet reference diet when 0 g intake of food groups was unacceptable.The EAT‐Lancet reference diet specifies 0 g as the minimum recommended intake for many of its healthy food groups, which can make defining alignment to the diet problematic among food‐insecure populations that consume monotonous diets at risk for micronutrient deficiencies.Mothers spent an estimated average of 1.6 USD/day on their diets, while tailoring to the reference diet (less grain, more fruit and vegetable, more kilocalories) was estimated to cost nearly double. [ABSTRACT FROM AUTHOR]

Introduction: Racism has not only contributed to disparities in health care outcomes, but also has negatively impacted the recruitment, retention, and promotion of historically excluded groups in academic medicine. The 2022 Society for Academic Emergency Medicine (SAEM) consensus conference, "Diversity, Equity, and Inclusion: Developing a Research Agenda for Addressing Racism in Emergency Medicine," convened a diverse group of researchers, educators, administrative leaders, and health care providers to help address the impact of racism in three domains in academic emergency medicine: clinical research, education and training, and academic leadership. The main goals of the consensus process were to identify current knowledge gaps and create a research agenda within each domain using an iterative consensus‐building methodology. Methods: The planning committee identified three fundamental domains to develop a research agenda and created workgroups who completed a literature search to identify gaps in knowledge. After a consensus building process, potential questions were presented at the in‐person consensus conference. Ninety SAEM members representing faculty and trainees participated in breakout groups in each domain to generate consensus recommendations for priority research. Results: For clinical research, three research gaps with six questions (n) were identified: remedies for bias and systematic racism (3), biases and heuristics in clinical care (2), and racism in study design (1). For education and training, three research gaps with seven questions were identified: curriculum and assessment (2), recruitment (1), and learning environment (4). For academic leadership, three research gaps with five questions were identified: understanding the current diversity, equity, and inclusion (DEI) landscape and culture (1), analyzing programs that improve DEI and identifying factors that lead to improved diversity (3), and quantifying the value of professional stewardship activities (1). Conclusion: This article reports the results of the consensus conference with the goal of influencing emergency care research, education, and policy and facilitating collaborations, grant funding, and publications in these domains. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to examine the healthcare professionals' perceptions after implementing the "PACE Steps to Success" program in the French‐speaking part of Switzerland. Design: A qualitative descriptive study. Methods: Thematic analysis of semi‐structured face‐to‐face and group interviews with health professionals, PACE coordinators, and managers purposely invited in the four long‐term home facilities that had previously participated in the PACE cluster randomized clinical trial intervention group. Results: The PACE program implementation has improved communication with residents regarding end‐of‐life issues and helped identify patients' needs. The introduction of codified tools can complete internal tools and support decision‐making. In addition, the training has promoted inter‐professional collaboration, particularly in the case of care assistants, by defining each profession's specific responsibilities in providing care for older adults. [ABSTRACT FROM AUTHOR]

Aim: In‐hospital prescribing errors (PEs) may result in patient harm, prolonged hospitalization and hospital (re)admission. These events are associated with pressure on healthcare services and significant healthcare costs. To develop targeted interventions to prevent or reduce in‐hospital PEs, identification and understanding of facilitating and protective factors influencing in‐hospital PEs in current daily practice is necessary, adopting a Safety‐II perspective. The aim of this systematic review was to create an overview of all factors reported in the literature, both protective and facilitating, as influencing in‐hospital PEs. Methods: PubMed, EMBASE.com and the Cochrane Library (via Wiley) were searched, according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) statement, for studies that identified factors influencing in‐hospital PEs. Both qualitative and quantitative study designs were included. Results: Overall, 19 articles (6 qualitative and 13 quantitative studies) were included and 40 unique factors influencing in‐hospital PEs were identified. These factors were categorized into five domains according to the Eindhoven classification ('organization‐related', 'prescriber‐related', 'prescription‐related', 'technology‐related' and 'unclassified') and visualized in an Ishikawa (Fishbone) diagram. Most of the identified factors (87.5%; n = 40) facilitated in‐hospital PEs. The most frequently identified facilitating factor (39.6%; n = 19) was 'insufficient (drug) knowledge, prescribing skills and/or experience of prescribers'. Conclusion: The findings of this review could be used to identify points of engagement for future intervention studies and help hospitals determine how to optimize prescribing. A multifaceted intervention, targeting multiple factors might help to circumvent the complex challenge of in‐hospital PEs. [ABSTRACT FROM AUTHOR]

The Australian healthcare system continues to work towards close the gap to improve and achieve equality in health and life expectancy for Aboriginal and Torres Strait Islander peoples. When culturally safe practice is forefront, it may be the driving force in improving Indigenous Australian healthcare outcomes. For students and practitioners to be equipped with the industry‐required cultural safety skills, we believe Indigenous Australian knowledge and perspectives must be effectively integrated into undergraduate education. A scoping review of the literature was conducted to identify the most effective teaching and learning methods and assessment tools to best integrate Indigenous knowledge and perspectives into undergraduate radiation therapy curriculum at Queensland University of Technology (QUT). Embase, CINAHL, Scopus and PubMed‐Medline were searched to access peer‐reviewed studies published between 2017 and 2022. A total of 591 articles were identified with 39 full‐text articles meeting the inclusion criteria. Methods of teaching and learning and independent assessment tools that promote cultural capability in undergraduate education were identified. Findings included intensive patient‐specific workshops, which were reported to provide students with an immersive learning experience, better preparing them for clinical placements and future practice. Additionally, other allied healthcare professions have utilised tools such as the Cultural Capability Management Tool (CCMT) and Trans‐Cultural Self‐Efficacy Tool (TSET) to quantitatively assess positive shifts and highlight developmental needs. These findings will inform current educational endeavours to promote cultural safety and the cultural capability continuum in the undergraduate radiation therapy curriculum. [ABSTRACT FROM AUTHOR]