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Highly cited papers reflect the top 1% of field and publication year papers. Highly cited papers are important in terms of the number of citations they receive in their subject area and often attract the attention of most researchers in terms of their high quality. Therefore, this study aimed to analyze highly cited papers in the field of sport sciences from a bibliometric perspective and to identify subject areas that have the potential to be highly cited. This research analyzed highly cited papers in the field of sport sciences published during 2010-2020, indexed in the Web of Science of the Clarivate Analytics. The results show that most of the highly cited papers in sport sciences are in sport medicine and published by prominent and renowned researchers. Moreover, most of these papers were contributed by researchers from the European and American continents. The results also show that the United States of America (USA), McMaster University of Canada, and Professor Lars Engebretsen led in publishing highly cited papers in sport sciences. It can be concluded that five thematic clusters were formed by highly cited papers in sport sciences, most of which were in the subject area of sport injuries and exercise physiology. Only highly cited papers in the field of sport sciences were analyzed, and a thorough analysis of all papers in this field is needed for a definite conclusion. This study identifies that the subject area has a great impact on a paper to be highly cited, and only some subject areas in the discipline of Sport Sciences have the potential to be highly cited. [ABSTRACT FROM AUTHOR]

Background: The EAPC White Paper addresses the issue of spiritual care education for all palliative care professionals. It is to guide health care professionals involved in teaching or training of palliative care and spiritual care; stakeholders, leaders and decision makers responsible for training and education; as well as national and local curricula development groups. Methods: Early in 2018, preliminary draft paper was written by members of the European Association for Palliative Care (EAPC) spiritual care reference group inviting comment on the four core elements of spiritual care education as outlined by Gamondi et al. (2013) in their paper on palliative care core competencies. The preliminary draft paper was circulated to experts from the EAPC spiritual care reference group for feedback. At the second stage feedback was incorporated into a second draft paper and experts and representatives of national palliative care organizations were invited to provide feedback and suggest revisions. The final version incorporated the subsequent criticism and as a result, the Gamondi framework was explored and critically revised leading to updated suggestions for spiritual care education in palliative care. Results: The EAPC white paper points out the importance of spiritual care as an integral part of palliative care and suggests incorporating it accordingly into educational activities and training models in palliative care. The revised spiritual care education competencies for all palliative care providers are accompanied by the best practice models and research evidence, at the same time being sensitive towards different development stages of the palliative care services across the European region. Conclusions: Better education can help the healthcare practitioner to avoid being distracted by their own fears, prejudices, and restraints and attend to the patient and his/her family. This EAPC white paper encourages and facilitates high quality, multi-disciplinary, academically and financially accessible spiritual care education to all palliative care staff. [ABSTRACT FROM AUTHOR]

This paper takes the wind turbine of the new energy pumping unit as the study subject, which mainly analyzes realistic wind speed estimation on the windward side of the wind turbine and then proposes a wind turbine speed control method based on wind speed estimation. The support vector regression (SVR) model is built first in this study, and the parameters of the SVR model are optimized by the particle swarm algorithm. The SVR II wind speed prediction model is constructed and the working characteristic curve of the wind turbine is generated by gathering wind speed and output power data from the wind turbine at the assigned test location. The prediction model can compensate for the disturbance of system inertia and make the output wind speed more accurate. The effective wind speed acting on the turbine surface can be obtained by substituting the predicted wind speed into the optimal blade tip velocity ratio equation. Suppose the wind turbine is in maximum power tracking control. In that case, the optimal speed can be given directly by the model SCR III, and the speed can be tracked in real-time by the controller to accomplish the largest wind power capture. The optimal speed tracking control uses the calculated effective wind speed if the wind turbine is under constant power output control. In this paper, 14,000 sets of characteristic samples were extracted within the range of wind speed variation of 4–20 m/s, and model verification was carried out for models SVR-I, SVR-II and SVR-III. Finally, the predicted effective wind speed value and the actual value are within ±0.3 m/s of each other. In practical engineering applications, the forecasted effective wind speed value can entirely substitute the actual value. This work put forward a maximum power tracking control approach that can satisfy new energy pumping units' energy conservation needs. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide curriculum support to religious educators working in Catholic schools. The paper provides a practical response to research advocating serious attention be given to religious educators because they are at the "coalface" of Catholic education, increasingly confronted by content and policy decisions, the diverse values and needs of their students, and other competing cultural and social challenges. Religious educators play a significant role in the evangelising mission of the Catholic Church as interpreters of Scripture and Tradition and can positively or negatively influence the quality of their students' learning and its application. Entitled RECALL, the support offered to religious educators in this paper is research-led and utilises educational, standards-based principles. It is a community-minded approach that aims to build religious literacy and deepen the religious educators' awareness and connections to the legacy of the Catholic Faith Tradition. The desired outcome is to inspire evidence-based conversations encompassing faith and reason, the perceived value and reality of the identity and mission of the Catholic Church, and its impact on Catholic culture and education. Intended to enhance rather than replace existing professional formation, the approach has structures, pedagogical processes, and practices that draw from a set of overarching theoretical considerations. Furthermore, the approach employs three guiding questions for categorising and analysing Catholic content. The questions are: (i) "Who are we as Catholics and what is our mission?" (ii) "What do we believe?" and (iii) "How do we practice?" The proposed curriculum support to religious educators may foster a culture of learning in Religious Education that is focused on improving and progressing the quality of educational outcomes for students. The premise is that if religious educators are supported to engage with the great Gospel narrative, their students may do the same. [ABSTRACT FROM AUTHOR]

Introduction: Routine medical care in Germany, Austria and Switzerland is being increasingly impacted by the cultural and linguistic diversity of an ever more complex world. Both at home and as part of international student exchanges, medical students are confronted with different ways of thinking and acting in relation to health and disease. Despite an increasing number of courses on cultural competence and global health at German-speaking medical schools, systematic approaches are lacking on how to integrate this topic into medical curricula. Methodological approach: This paper is based on a structured consensus-building process by a multidisciplinary committee composed of faculty and students. In a first step, a qualitative online survey was carried out in orderto establish an inventory of definitions and concepts. After the second step, in which a literature search was conducted and definitions of global health and transcultural and intercultural competence were clarified, recommendations were formulated regarding content, teaching and institutional infrastructure. Based on small-group work and large-group discussions, different perspectives and critical issues were compiled using multiple feedback loops that served to ensure quality. Results: An inventory on the national and international level showed that great heterogeneity exists in regard to definitions, teaching strategies, teaching formats and faculty qualification. Definitions and central aspects considered essential to medical education were thus established for the use of the terms "cultural competence" and "global health". Recommendations are given for implementation, ranging from practical realization to qualification of teachingstaff and education research. Outlook: High-quality healthcare as a goal calls for the systematic internationalization of undergraduate medical education. In addition to offering specific courses on cultural competence and global health, synergies would be created through the integration of cultural competence and global health content into the curricula of already existing subject areas. The NKLM (the national competence-based catalogue of learning objectives for undergraduate medical education) would serve as a basis for this. [ABSTRACT FROM AUTHOR]

The use of artificial intelligence (AI) applications in a growing number of domains in recent years has put into focus the ethical, legal, and societal aspects (ELSA) of these technologies and the relevant challenges they pose. In this paper, we propose an ELSA curriculum for data scientists aiming to raise awareness about ELSA challenges in their work, provide them with a common language with the relevant domain experts in order to cooperate to find appropriate solutions, and finally, incorporate ELSA in the data science workflow. ELSA should not be seen as an impediment or a superfluous artefact but rather as an integral part of the Data Science Project Lifecycle. The proposed curriculum uses the CRISP-DM (CRoss-Industry Standard Process for Data Mining) model as a backbone to define a vertical partition expressed in modules corresponding to the CRISP-DM phases. The horizontal partition includes knowledge units belonging to three strands that run through the phases, namely ethical and societal, legal and technical rendering knowledge units (KUs). In addition to the detailed description of the aforementioned KUs, we also discuss their implementation, issues such as duration, form, and evaluation of participants, as well as the variance of the knowledge level and needs of the target audience. [ABSTRACT FROM AUTHOR]

This paper proposes a method for finding the shortest path of a mobile robot using deep reinforcement learning with utilizing Proximal policy optimization algorithm (PPO) enhanced with curriculum learning. By modelling the environment in 3D space using the Webots simulator, we extend the PPO algorithm's capabilities to handle continuous states from 8 IR sensors and control the velocities of two motors of E-puck robot. Our study uniquely integrates curriculum learning into the PPO framework, aiming to improve adaptability and training efficiency in complex environments. A comparative analysis is conducted between the modified PPO, the original PPO, and the deep deterministic policy gradient algorithm, highlighting the strengths of our approach The results demonstrate that our curriculum-augmented PPO algorithm not only accelerates the training process but also shows superior adaptability and generalization in new environments. This work underscores the significant potential of curriculum learning in enhancing the performance of deep reinforcement learning algorithms for robust and efficient robotic navigation. [ABSTRACT FROM AUTHOR]

The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both. [ABSTRACT FROM AUTHOR]

The article is a result of a complementary advanced publication workshop accompanying the curriculum course exercises for PhD students, on the role of ICT in the research work of a scientist. To fulfill the extended course requirements the participants decided to write relevant paper, if possible, related to their individual research endeavors and their relations to the digital world. The paper consists of a collection of short chapters written by young researchers. They express their own views, based on early research experience, relevant generally to the inclusion of critical digital age components in their theses. The chapters are only moderately consulted by the tutor in the direction of finding a common denominator related to social sciences. [ABSTRACT FROM AUTHOR]

Psychosomatic obstetrics and gynecology (POG) encompasses a wide variety of topics. While specialists in this field agree that it is important for practicing clinicians to be familiar with psychosomatic issues related to women's health, there is no consensus about the best practices for teaching and assessing this knowledge, or even which are the topics that should be included. By examining existing literature on educational methodology, this paper aims to suggest best practices that are proven useful in teaching issues related to POG. The paper considers learning objectives for what should be taught, recommendations as to best practices for curriculum delivery, and suggestions for how to assess learners' ability to meet the objectives. Establishing guidelines for teaching POG may be useful for learners at different levels and in various settings. [ABSTRACT FROM AUTHOR]

Background: As part of the MERLIN project (Medical Education Research – Lehrforschung im Netz BW), funded by the Federal Ministry of Education and Research, graduate surveys were carried out at the Medical Faculty of Freiburg from 2012-2020. This article will primarily address the question of how the study conditions and competence orientation in Freiburg are assessed and where there is still a need for optimization. Method: The surveys were conducted among graduates of human medicine at the Freiburg Medical Faculty 1.5 years after graduation. Participation was possible using paper and online questionnaires. The response rates were 36%-43%. Results: The study conditions were largely rated as good. There is a need for optimization, especially in the area of scientific work. The level of skills acquired was assessed as good to moderate. There were discrepancies between the level of competence achieved during the course of study and the level of competence required to start a career. Discussion: There is a need for development in terms of preparation for starting a career. Compared to the professionally required level of competence, self-assessment was worse in most competence domains. In Freiburg there are approaches to further promote the acquisition of skills during studies. In order to evaluate these developments and future changes in the context of studies, graduate surveys are relevant. Conclusion: Graduate surveys are suitable for generating data on the basis of which curriculum design can be carried out or which can be used to prepare for change processes. The surveys in Freiburg will therefore be continued and supplemented with new, needs-based questions. [ABSTRACT FROM AUTHOR]

This paper presents a magnetoencephalography (MEG) study on reading in Bangla, an east Indo-Aryan language predominantly written in an abugida script. The study aims to uncover how visual stimuli are processed and mapped onto abstract linguistic representations in the brain. Specifically, we investigate the neural responses that correspond to word length in Bangla, a language with a unique orthography that introduces multiple ways to measure word length. Our results show that MEG signals localised in the anterior left fusiform gyrus, at around 130ms, are highly correlated with word length when measured in terms of the number of minimal graphemic units in the word rather than independent graphemic units (akśar) or phonemes. Our findings suggest that minimal graphemic units could serve as a suitable metric for measuring word length in non-alphabetic orthographies such as Bangla. [ABSTRACT FROM AUTHOR]

In many applications, artificial neural networks are best trained for a task by following a curriculum, in which simpler concepts are learned before more complex ones. This curriculum can be hand-crafted by the engineer or optimised like other hyperparameters, by evaluating many curricula. However, this is computationally intensive and the hyperparameters are unlikely to generalise to new datasets. An attractive alternative, demonstrated in influential prior works, is that the network could choose its own curriculum by monitoring its learning. This would be particularly beneficial for continual learning, in which the network must learn from an environment that is changing over time, relevant both to practical applications and in the modelling of human development. In this paper we test the generality of this approach using a proof-of-principle model, training a network on two sequential tasks under static and continual conditions, and investigating both the benefits of a curriculum and the handicap induced by continuous learning. Additionally, we test a variety of prior task-switching metrics, and find that in some cases even in this simple scenario the a network is often unable to choose the optimal curriculum, as the benefits are sometimes only apparent with hindsight, at the end of training. We discuss the implications of the results for network engineering and models of human development. [ABSTRACT FROM AUTHOR]

Introduction: This paper describes 'Project 8', a campaign that aims to reduce glycated haemoglobin (HbA1c) to 8% or more among patients with diabetes mellitus, utilising healthcare professionals and local community residents and focusing on education and support. The study is based in Uonuma—a small rural city in Japan with a declining population and an increased number of older people. Description: 'Project 8' began in Uonuma's Koide Hospital in 2008. The Uonuma School for Community Health and Social Care was established in 2011 with the cooperation of a clinic's general practitioner. Medical students, trainees, doctors, and health care professionals have been holding 'open schools' (daytime lectures) and 'night schools' (evening lectures) to educate the community residents about various health issues. Through repeated lectures, the residents have been made aware of lifestyle-related diseases, including diabetes, and the meaning of 'Project 8'. Discussion: Over the last decade, the hospital's campaign has expanded within the community, showing a statistically significant reduction of diabetic patients with HbA1c ≥ 8%, which successfully deferred the start of dialysis for many of them. Conclusion: Well-integrated community care requires interprofessional education, collaborative practice, and the participation of community residents in health education. [ABSTRACT FROM AUTHOR]

Service-learning represents an innovative pedagogy that integrates academic learning with community service to address environmental issues based on experiential learning principles. This innovative pedagogy enhances higher education learning out-comes by fostering active engagement, real-world context, interdisciplinary insight, skills development, and civic engagement among students. The merging of service-learning contributes to a profound understanding of the subject matter, its practical applications, and personal and professional growth. This paper provides an overview of the implementation of service-learning in the STEM field, with a primary focus on the decade-long involvement of the Faculty of Chemistry and Technology in environmental protection projects. Through collaboration with the non-governmental organisation Sunce and partners from the University of Split, this initiative, led by environmental experts, has introduced a novel approach to higher education, facilitating knowledge expansion, skill improvement, and expertise development for both students and academic staff. The impact has been substantial, with the University of Split attaining the 21st position globally on the “World Universities with Real Impact” list for ethics in 2021, largely attributable to these service-learning projects. Service-learning has been integrated into the SEA-EU initiative, furthering its development at the University of Split, and establishing it as a pioneer in this field. Institutionalising service-learning in higher education requires the establishment of dedicated courses, integration into existing programmes, and the allocation of resources for academic staff, community partners, and students. Successful implementation requires a collaborative, iterative process involving careful planning, preparation, and assessment, ensuring that students benefit from meaningful opportunities to apply course content to real-world challenges while positively impacting the community. [ABSTRACT FROM AUTHOR]

Aiming to establish a dialogue with modern man, who lives in a culture marked by great challenges, church documents put a great emphasis on the via pulchritudinis. The via pulchritudinis, i.e., the way of beauty, is considered to be a privileged way of achieving dialogue. Awareness of the importance of beauty, in close connection with goodness and truth, is increasingly present in the theological and the religious–pedagogical thought. One of the specific questions related to education for beauty refers to the education of a person who is called to transform his or her life into a "work of art". This paper reflects on only one specific aspect of the issue of shaping human beauty/goodness, that is, people's "humanity", in connection with the challenges of increasingly complex coexistence in diversity. Globalization and migration trends, primarily by complicating life together/coexistence, pose certain challenges to man as an individual, as well as to the entire society, especially the challenge that is coexistence of different cultures and religions. Since these problems also penetrate school classrooms, education systems are expected to provide appropriate responses. The paper consists of two parts. In the theoretical part, two specific fundamental issues related to the education of a person's "humanity" in the atmosphere of "conflict culture" are considered: the issue of comprehensive education following the ancient connection of beauty and goodness, as well as the issue of education for coexistence. The second part presents the results of the research which was carried out in the Republic of Croatia and which aimed to examine the presence of curriculum content that enables the acquisition of religious–dialogical competence, using the method of text analysis. In more exact terms, faced with the challenges that arise from a society burdened with misunderstanding, violence and hostility, often linked with a religious affiliation and worldviews, we ask ourselves the following question: to what extent is the contemporary education system in the Republic of Croatia, at the level of its curricula, open to the comprehensive development of students, especially in terms of the development of the religious–dialogical dimension, necessary for living a good and beautiful life in the modern multicultural and multireligious world? The results reveal a different, mostly insufficient, openness of the curriculum to the religious dimension of intercultural education. That is one of the reasons why the education system does not seem to be open to the development of the knowledge, attitudes and skills necessary for a harmonious and "beautiful" coexistence in modern society. [ABSTRACT FROM AUTHOR]

This paper presents the meta-theoretical Consolidated Framework for Implementation Research (CFIR) that was adapted to structure a narrative scoping review to inform the evaluation of an Ethical Education (EE) curriculum. The CFIR is a tried and tested implementation science model used effectively within health care settings. To date, it has not been used as a framework in an educational context. The five domains of the CFIR: characteristics of the individual; inner setting; outer setting; intervention characteristics; and implementation process were interrogated and mapped to educational constructs namely: teacher characteristics; school and class settings; wider school community; curriculum characteristics; and curricular implementation, respectively. This paper illustrates how an implementation science approach, using these educational constructs, can inform a scoping review to support the evaluation of a curriculum. [ABSTRACT FROM AUTHOR]

"Decolonizing the mind" (Ngugi) is an ongoing task, even after 50 years or more of political independence. This is particularly the case with respect to theological education, where norms and structures still faithfully follow the Western pattern laid down in the colonial era. New initiatives in theological curriculum development that authentically connect with African issues and concerns and enable theological institutions to break from the shackles of these are an ongoing need, with developments on the African continent making such initiatives ever more urgent. This paper describes and analyzes the pioneering approach of the Akrofi-Christaller Institute (ACI), an indigenous Ghanaian institution, the background to its emergence and the process of implementation over the course of the past 25 years that has produced a successful, full-orbed and wide-ranging theological curriculum connecting with religious, cultural, social and inter-faith issues; the facilitating factors and the challenges on the journey and lessons that could be learned by other institutions wishing to indigenize their curricula. It is hoped that Kwame Bediako's thinking on curriculum design for theological education which has shaped the ACI story of curriculum innovation, as well as the story of its implementation and ongoing development, may provide a model for other institutions desirous of breaking free from the colonial mode, in Africa and beyond in the non-Western world, and facing similar issues. After briefly setting ACI in its historical context, the paper goes on to elucidate the overall vision of the Institute that undergirds the curriculum and provides the rationale for its development. It identifies the fundamental pillars on which the curriculum rests and outlines a model for the basic framework of the curriculum. It then goes on to analyze the ways in which such a vision and framework enable a fresh approach to what has hitherto been seen as normative in the theological disciplines, with a view to creating space in the curriculum to address present-day African (and other non-Western) felt needs in mission and ministry. The paper touches on more recent developments to the original curriculum in response to emerging contextual issues and concludes with possible lessons that may be learned from the ACI story. [ABSTRACT FROM AUTHOR]

This research paper presents an enhanced economic load dispatch (ELD) approach using the Teaching–Learning-Based Optimization (TLBO) algorithm for 10 thermal units, examining the impact of Plug-in Electric Vehicles (PEVs) in different charging scenarios. The TLBO algorithm was utilized to optimize the ELD problem, considering the complexities associated with thermal units. The integration of PEVs in the load dispatch optimization was investigated, and different charging profiles and probability distributions were defined for PEVs in various scenarios, including overall charging profile, off-peak charging, peak charging, and stochastic charging. These tables allow for the modeling and analysis of PEV charging behavior and power requirements within the power system. By incorporating PEVs, additional controllable resources were introduced, enabling more effective load management and grid stability. The comparative analysis showcases the advantages of the TLBO-based ELD model with PEVs, demonstrating the potential of coordinated dispatch strategies leveraging PEV storage and controllability. This paper emphasizes the importance of integrating PEVs into the load dispatch optimization process, utilizing the TLBO algorithm, to achieve economic and reliable power system operation while considering different PEV charging scenarios. [ABSTRACT FROM AUTHOR]

Education is a powerful medium to bring about reform among the youth masses of India. Quality education is an important goal in sustainable development, but the scope of quality education has been exclusive to sexual education, especially in India. Given the current situation of sexual violence and misconduct in India, it is evident that there is a dire need for Sex Education for the masses. The present research is a survey study in which a sample of 234 Indian college students between the age ranges of 18-23 years was chosen. The sample was collected using a convenient sampling method via Google Forms. In this study, the authors measured the sexual and reproductive health knowledge of university students and found a serious lack of awareness regarding sexual and reproductive health practices. For instance, on average 14% of participants did not know any contraceptive methods for women or men. A whopping 82% of participants have never had a sexual examination while being sexually active. Several other instances were seen in the survey results, and hence the authors introduced a foundation course on sexual education that can be recommended to the education authorities. This course will be a compulsory paper for all freshers in their first semester of undergraduate studies and possibly extend the proposed model to the high school curriculum. The authors have introduced modules on sexual orientation, reproductive health, physical awareness, sexual violence and consent, sexual health and masturbation, cultural norms about sex, and more. This paper will have high applicability because, if the course is adapted to the educational system, there is a chance that this course can make the youth aware of several sexual problems, leading to safer sex, a reduction in sexually transmitted infections (STIs), a reduction in sexual violence cases, and fewer teen pregnancies. “In future research”, the authors can also address the menstrual hygiene problems faced by young girls in large parts of the country. [ABSTRACT FROM AUTHOR]

This paper describes a postgraduate training programme in child and adolescent mental health (CAMH) in Nigeria. It explains the background, curriculum development, teaching, evaluation and outcomes. By its 10th year the programme had trained 166 CAMH professionals from 14 African countries. Many of the graduates are running clinical CAMH services in their countries, mostly pioneered by them. They are also conducting CAMH training, including as faculty on the programme, and some are in international CAMH leadership roles. Key success elements of the programme that can be replicated in other low- and middle-income countries include international partnership, adopting a train-the-trainer approach, using a curriculum that covers clinical aspects of CAMH while also developing leadership and research skills, use of free-access training resources, and access to seed funding. [ABSTRACT FROM AUTHOR]

Context: The majority of people with serious health-related suffering in low- and middle-income countries lack access to palliative care (PC). Increased access to PC education is greatly needed. Objectives: This paper describes the process to adapt an advanced PC training course for a Chilean context. Methods: A joint team of intercultural PC educators from the US and Chile conducted a series of key informant interviews and a target audience survey to iteratively design a PC training course in Chile. Results: Eight key informant interviews identified a strong need for formal PC education pathways, confirmed the five central learning domains, and helped to identify potential course sub-topics. A target audience survey of 59 PC providers from across Chile confirmed a strong desire to participate in such a course. Conclusion: Our team of intercultural PC educators adapted an advanced PC course to the unique context of Chilean providers. [ABSTRACT FROM AUTHOR]

Studies have shown that national-level initiatives to equip medical students with relevant digital competencies carry many benefits. Yet, few countries have outlined such competencies for clinical practice in the core medical school curriculum. This paper identifies current training gaps at the national level in digital competencies needed by students in the formal curricula of all three medical schools in Singapore from the perspectives of clinical educators and institutional leaders. It bears implications for countries that intend to implement standardized learning objectives for training in these digital competencies. Findings were drawn from in-depth interviews with 19 clinical educators and leaders of local medical schools. Participants were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis. Thirteen of the participants were clinical educators while 6 were deans or vice deans of education from one of the three medical schools in Singapore. While the schools have introduced some relevant courses, they are not standardized nationally. Moreover, the school's niche areas have not been leveraged upon for training in digital competencies. Participants across all schools acknowledged that more formal training is needed in digital health, data management, and applying the principles of digital technologies. Participants also noted that the healthcare needs of the population, patient safety, and safe procedures in the utilization of digital healthcare technologies should be prioritized when determining the competencies needed by students. Additionally, participants highlighted the need for stronger collaboration among medical schools, and for a stronger link between current curriculum and clinical practice. The findings highlighted the need for better collaboration among medical schools in the sharing of educational resources and expertise. Furthermore, stronger collaborations with professional bodies and the healthcare system should be established to ensure that the goals and outcomes of medical education and the healthcare system are aligned. [ABSTRACT FROM AUTHOR]

Background: Qualitative research explains observations, focusing on how and why phenomena and experiences occur. Qualitative methods go beyond quantitative data and provide critical information inaccessible through quantitative methods. However, at all levels of medical education, there is insufficient exposure to qualitative research. As a result, residents and fellows complete training ill‐equipped to appraise and conduct qualitative studies. As a first step to increasing education in qualitative methods, we sought to create a curated collection of papers for faculty to use in teaching qualitative research at the graduate medical education (GME) level. Methods: We conducted literature searches on the topic of teaching qualitative research to residents and fellows and queried virtual medical education and qualitative research communities for relevant articles. We searched the reference lists of all articles found through the literature searches and online queries for additional articles. We then conducted a three‐round modified Delphi process to select papers most relevant to faculty teaching qualitative research. Results: We found no articles describing qualitative research curricula at the GME level. We identified 74 articles on the topic of qualitative research methods. The modified Delphi process identified the top nine articles or article series most relevant for faculty teaching qualitative research. Several articles explain qualitative methods in the context of medical education, clinical care, or emergency care research. Two articles describe standards of high‐quality qualitative studies, and one article discusses how to conduct the individual qualitative interview to collect data for a qualitative study. Conclusions: While we identified no articles reporting already existing qualitative research curricula for residents and fellows, we were able to create a collection of papers on qualitative research relevant to faculty seeking to teach qualitative methods. These papers describe key qualitative research concepts important in instructing trainees as they appraise and begin to develop their own qualitative studies. [ABSTRACT FROM AUTHOR]

Background: The National Competence-Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) serves as the foundation for curricular development in undergraduate medical education in Germany. A new version of the NKLM was launched in 2021, and medical faculties are now evaluating the learning objectives (LOs). This paper describes the evaluation process used at Hannover Medical School. Methods: The evaluation process was structured in three steps. LOs were rated as "keep", "modify" or "delete". First, the 1133 LOs were compared with the mapping of the Hannover curriculum from 2017. Then, a small team from the Curricular Development Department conducted a pre-evaluation of the 1133 LOs. Finally, a group of clinical experts and students discussed and agreed on the ratings. Results: For 868 LOs, one or more counterparts were found in the mapping, but 265 new LOs were not found and thus, classified as new. In the first rating, 779 LOs were kept, 300 were modified (172 due to wording), 45 were deleted, and there was no rating for 9 LOs. The expert group changed 47 of the pre-evaluation decisions. The final rating was to keep 738 LOs, modify 356, and delete 39 LOs. Conclusion: This method effectively evaluated the LOs from NKLM 2.0 while balancing expert knowledge and an overview of the curriculum. [ABSTRACT FROM AUTHOR]

Despite remarkable success has been achieved by convolutional neural networks (CNNs) in no-reference image quality assessment (NR-IQA), there still exist many challenges in improving the performance of IQA for authentically distorted images. An important factor is that the insufficient annotated data limits the training of high-capacity CNNs to accommodate diverse distortions, complicated semantic structures and high-variance quality scores of these images. To address this problem, this paper proposes a hierarchical curriculum learning (HCL) framework for NR-IQA. The main idea of the proposed framework is to leverage the external data to learn the prior knowledge about IQA widely and progressively. Specifically, as a closely-related task with NR-IQA, image restoration is used as the first curriculum to learn the image quality related knowledge (i.e., semantic and distortion information) on massive distorted-reference image pairs. Then multiple lightweight subnetworks are designed to learn human scoring rules on multiple available synthetic IQA datasets independently, and a cross-dataset quality assessment correlation (CQAC) module is proposed to fully explore the similarities and diversities of different scoring rules. Finally, the whole model is fine-tuned on the target authentic IQA dataset to fuse the learned knowledge and adapt to the target data distribution. Experimental results show that our model achieves state-of-the-art performance on multiple standard authentic IQA datasets. Moreover, the generalization of our model is fully validated by the cross-dataset evaluation and the gMAD competition. In addition, extensive analyses prove that the proposed HCL framework is effective in improving the performance of our model. [ABSTRACT FROM AUTHOR]

The new Competency-Based Medical Education (CBME) curriculum was introduced in August 2019. Phase-I of the CBME curriculum encompasses preclinical subjects, each with its own set of competencies to be assessed according to the new CBME guidelines. Internal Assessment (IA) serves as the foundation of the CBME curriculum and is an essential component of medical education. It is included in Module three of the CBME curriculum and aids in the assessment of various competencies. IA consists of both formative and summative assessments, and employing multiple methods can enhance its effectiveness. The incorporation of regular feedback and remedial measures is crucial within the IA framework. The purpose of present review is to provide a review of the IA in Phase I based on CBME and previous research papers. [ABSTRACT FROM AUTHOR]

The digital humanities (DH) remain a growing area of interest among researchers and a locus of new positions within libraries, especially academic libraries, as well as archives, museums, and cultural heritage organizations. In response to this demand, many programs that train information professionals have developed specific curricula around DH. This paper analyzes courses offered within two overlapping contexts: American Library Association (ALA) accredited programs and iSchools. In addition to documenting the scope and extent of DH courses in these settings, we also analyze their contents, relating our findings to previous research, including analysis of job ads and interviews with professionals. [ABSTRACT FROM AUTHOR]

Sport is critical to the health and well-being of youth, especially those who are socially vulnerable. COVID-19, however, brought challenges to the design and implementation of youth sport programs. The paper details the three adaptions of LiFEsports that ensured youth could continue to learn social skills through sport during the pandemic. In addition to describing how the programs were modified, we provide descriptive findings showing how youth participants responded to the adapted programs and compare participant responses to those from pre-pandemic versions of LiFEsports camps to illustrate the quality of the adapted programs were comparable. Efforts to improve implementation fidelity are needed, yet some innovations are important to leverage for virtual and at-home sport programming. [ABSTRACT FROM AUTHOR]

Background: The National Mental Health Survey reports a huge treatment gap for all mental disorders. There is an acute shortage of mental health professionals in India. Hence, there is a dire need to support task-shift interventions by nurses in providing non-pharmacological interventions for persons suffering from mental health issues. The traditional psychiatric nursing curriculum emphasizes nurses' knowledge and skills rather than their competency in providing mental health care. We designed an innovative, digitally driven, modular-based primary care psychiatry program for nurses (PCPP-N) to incorporate mental health with physical health and emphasize redesigning nursing practice. In this paper, we discuss the rationale and guiding principles behind designing the curriculum of PCPP-N. Discussion: The PCPP-N program is based on nine guiding principles to provide skill-based, pragmatic, and feasible modules of a higher collaborative care quotient (CCQ) and translational quotient (TQ) that are essential for upskilling primary care nurses. In this program, nurses are trained through telemedicine-based 'on-consultation training' augmented with collaborative video consultations. A tele-psychiatrist/tele-psychiatric nurse will demonstrate how to screen, identify, and plan treatment for patients with psychiatric disorders from patients coming for general medical care using the manual Clinical Schedules of Primary care psychiatry Nursing (CSP-N). The CSP-N manual includes a screener, simplified diagnosing guidelines relevant for nurses and primary care settings, nursing management, pharmacological management, and related side effects, counseling, and follow-up guidelines. This program helps the nurses in identifying the most commonly prevalent adult psychiatric disorders presenting to primary care. Conclusion: This PCPN curriculum contains pragmatic modules with higher CCQ and TQ. This curriculum is dynamic as the learning is interactive. Upskilling primary care nurses in integrating mental health with physical health may reduce the mental health burden. Further, the policymakers and administrators plan to integrate mental health along with physical health in national health programs. [ABSTRACT FROM AUTHOR]

This paper reviews the philosophical foundations of Unhu/Ubuntu in the Zimbabwean education system. The Zimbabwean curriculum underwent a comprehensive paradigm shift from a Western philosophy to an ancient indigenous philosophy of Unhu/Ubuntu. The Western philosophy was discarded on the premise that it provided an extraneous education lacking authentic existence for the people. Through the lens of connectivism, the paper answers the question of how after this removal from Western ideals, the present education impacts the country's need to be an active player in the Fourth Industrial Revolution (4IR) and global citizenship. Digital technologies are not a traditional heritage from an African epistemology. Therefore, the question remains whether the philosophy of Unhu/Ubuntu is rich enough to provide a framework for the integration of information and communication technology (ICT) and a resultant 4IR-relevant education for the country. We argue that Unhu/Ubuntu is well aligned to provide a framework for a digitalised technological education through its ethical, humanistic values. The paper concludes with a strong assertion that while both Capitalism and Unhu/Ubuntu achieve the goals of 4IR through education, one produces a competent skilled worker without the accompaniment of moral and ethical integrity which the other deliberately instils besides the skills and competences. [ABSTRACT FROM AUTHOR]

Critical Management Studies, and the business school within which it has flourished, is in crisis. Again. Instead of shutting down the business school, as Martin Parker has proposed, this paper argues for re-locating the business school, meaning that location (as in jurisdiction) should be central to the school's identity, mission and understanding of the world. The paper describes how business schools, as promoters of globalization and internationalization, have worked to stigmatize the local in teaching and inquiry. Two case studies on the Celtic Tiger and corporate manslaughter illustrate the argument. If business schools and universities are to celebrate the local, then they should actively de-internationalize, unwinding some of the embedded practices of internationalization. Business schools should also work to re-integrate themselves back into the university, forging stronger links with disciplines that have traditionally eschewed the pursuit of generalized theory, such as history, law, classical studies and engineering. This also means abandoning the ABS Guide as a way of assessing research output and instead investing time in designing and installing a local, university-wide research assessment scheme. Finally, re-locating the business school means re-imagining the school's curriculum, approach to research, understanding of critique, and how it imagines and engages with its own polis. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to use the two-way fixed effect (TWFE) methodology to estimate the impact of the reform, exploiting its staggered implementation across regions. The analysis is restricted to graduates from the short vocational track before and after the reform. Design/methodology/approach: This paper studies the impact on the length of school-to-work transition of a reform that extended from two to three years the short vocational track in Italy in the early 2000s. Findings: The study finds that the reform had a positive impact and reduced school-to-work transition by around five months (a 24% reduction). Moreover, the new short vocational track proved to be extremely effective for migrants and females, whose school-to-work transition was reduced by 1.4 years and 0.9 years, respectively. In implementing the new short vocational track, some regions adopted a quasi-market organization in which private training institutions competed with public schools. This model proved to be more effective in shortening school-to-work transitions, in particular for migrants. Originality/value: This study makes an important contribution to the literature on the labor-market effect of vocational education by showing that lengthening the short vocational track, and changing the overall content of curricula, can speed up school-to-work transition. [ABSTRACT FROM AUTHOR]

In the context of the new era, the distinctive function of BD (big data) analysis and prediction also introduces a new way of thinking to university IPE (ideological and political education), broadens the domain of university IPE, and enhances the curricular offerings of IPE universities. In order to enhance the intelligence and personalization of the intelligent teaching system, this paper describes in detail the design and implementation processes for each component of the system. It also uses the association mining rule algorithm of data mining. To maintain population diversity, a population initialization method and a neighborhood-based search operator are used, both of which are based on a thorough consideration of the characteristics of complex networks. The neighborhood search strategy enhances the local search capability of the TLBO (Teaching-Learning Based Optimization) algorithm. The optimized TLBO algorithm presented in this paper achieves the highest average modularity value of 0.5238 through testing on real-world data sets. The outcomes demonstrate that the algorithm performs well and is successful in identifying problems in the community. [ABSTRACT FROM AUTHOR]

This article synthesizes ideas that emerged over the course of a 10-week symposium titled "Teaching Reproducible Research: Educational Outcomes" https://www.projecttier.org/fellowships-and-workshops/2021-spring-symposium that took place in the spring of 2021. The speakers included one linguist, three political scientists, seven psychologists, and three statisticians; about half of them were based in the United States and about half in the United Kingdom. The symposium focused on a particular form of reproducibility--namely computational reproducibility--and the paper begins with an exposition of what computational reproducibility is and how it can be achieved. Drawing on talks by the speakers and comments from participants, the paper then enumerates several reasons for which learning reproducible research methods enhance the education of college and university students; the benefits have partly to do with developing computational skills that prepare students for future education and employment, but they also have to do with their intellectual development more broadly. The article also distills insights from the symposium about practical strategies instructors can adopt to integrate reproducibility into their teaching, as well as to promote the practice among colleagues and throughout departmental curricula. The conceptual framework about the meaning and purposes of teaching reproducibility, and the practical guidance about how to get started, add up to an invitation to instructors to explore the potential for introducing reproducibility in their classes and research supervision. [ABSTRACT FROM AUTHOR]

Background: Adolescent pregnancy remains a major global health issue, increasing the risk of complications during pregnancy and childbirth in mothers and babies. In Tanzania, adolescent pregnancy threatens girls' education and makes it difficult for them to obtain a proper job; hence, the majority fall into poverty. Previous studies have developed and conducted reproductive health education for adolescent students; however, they evaluated only the effect immediately after education. Therefore, this study investigated the effects of reproductive health education on attitudes and behaviors toward reproductive health among adolescent girls and boys one year after the intervention in rural Tanzania. Methods: A longitudinal quasi-experimental study was conducted with 3295 primary and secondary students (2123 in the intervention group, 1172 in the control group) from three purposefully selected wards in Korogwe District. In the intervention group, the students received reproductive health education. We used paper-based questionnaires to evaluate the effect of the adolescent education program on attitudes and behaviors toward reproductive health education. To analyze the association between the intervention and each outcome, mixed-effect multiple regression analyses was conducted. Results: The mean age, primary school proportion, and female proportion of the intervention and the control group was 13.05 (standard deviation (SD) 1.59), 14.14 (SD 1.7), 77.9% and 34.3%, and 54.2% and 52.6%, respectively. There was no statistically significant effect of reproductive health education on adolescent health attitudes and behaviors in the multiple regression analyses (coefficient: − 0.24 (95% confidence interval (CI): − 0.98 to 0.50), coefficient: 0.01 (95%CI: − 0.42 to 0.43)). Conclusion: A statistically significant effect of reproductive health education on adolescent health attitudes and behaviors was not found. An effective reproductive health education intervention to improve the attitude and behaviors of reproductive health among Tanzania adolescents in the long term remain to be determined, particularly in real-world settings. Trial registration The National Institute for Medical Research, Tanzania (NIMR/HQ/R.8a/Vol. IX988). Plain Language Summary: Adolescent pregnancy increases the risk of complications during pregnancy and childbirth, which could cause death among 15–19-year-old girls. In Tanzania, one in four adolescents aged 15–19 began childbearing. However, there is no officially recognized curriculum for reproductive health in schools. Additionally, cultural and traditional norms prevent parents from discussing sexuality with their children. A solution to this issue is for a third party, such as a non-profit organization, to provide adolescents with adequate reproductive health education in schools. Previous studies have developed and evaluated a reproductive health education program and found significant effects on improved knowledge and behavior among adolescent girls and boys immediately after the intervention. This study examined the effects of reproductive health education on adolescents' attitudes and behavior toward reproductive health one year after the intervention in rural Tanzania. We could not find a statistically significant effect of reproductive health education on adolescents' attitudes and behavior during a one-year period in the multiple regression analyses. These results could have been influenced by the location of the intervention, contents, period of evaluation, and other potentially unknown factors. [ABSTRACT FROM AUTHOR]

The goal of this paper is to better understand the importance of a long-erased border between two empires that once partitioned Poland and its ongoing effect on regional educational achievement. Previous research has indicated that inherited norms towards education may explain the observed gap in the achievement of students in the former Austrian and Russian partitions of Poland. Findings suggest that although a gap in favour of the former Austrian partition does indeed exist in four school subjects, there is no convincing evidence of the causal effect of historically rooted norms on the achievements of today's students. If such an effect exists, it is probably indirect and works through the accumulated educational attainments of adult generations and quality of instruction rather than by directly influencing the attitudes of today's students. [ABSTRACT FROM AUTHOR]

This paper presents two algorithms for the large-scale automatic detection and instance segmentation of potential archaeological mounds on historical maps. Historical maps present a unique source of information for the reconstruction of ancient landscapes. The last 100 years have seen unprecedented landscape modifications with the introduction and large-scale implementation of mechanised agriculture, channel-based irrigation schemes, and urban expansion to name but a few. Historical maps offer a window onto disappearing landscapes where many historical and archaeological elements that no longer exist today are depicted. The algorithms focus on the detection and shape extraction of mound features with high probability of being archaeological settlements, mounds being one of the most commonly documented archaeological features to be found in the Survey of India historical map series, although not necessarily recognised as such at the time of surveying. Mound features with high archaeological potential are most commonly depicted through hachures or contour-equivalent form-lines, therefore, an algorithm has been designed to detect each of those features. Our proposed approach addresses two of the most common issues in archaeological automated survey, the low-density of archaeological features to be detected, and the small amount of training data available. It has been applied to all types of maps available of the historic 1″ to 1-mile series, thus increasing the complexity of the detection. Moreover, the inclusion of synthetic data, along with a Curriculum Learning strategy, has allowed the algorithm to better understand what the mound features look like. Likewise, a series of filters based on topographic setting, form, and size have been applied to improve the accuracy of the models. The resulting algorithms have a recall value of 52.61% and a precision of 82.31% for the hachure mounds, and a recall value of 70.80% and a precision of 70.29% for the form-line mounds, which allowed the detection of nearly 6000 mound features over an area of 470,500 km2, the largest such approach to have ever been applied. If we restrict our focus to the maps most similar to those used in the algorithm training, we reach recall values greater than 60% and precision values greater than 90%. This approach has shown the potential to implement an adaptive algorithm that allows, after a small amount of retraining with data detected from a new map, a better general mound feature detection in the same map. [ABSTRACT FROM AUTHOR]

In this paper, a new hybrid multiobjective algorithm, namely, the modified bald eagle search Algorithm (MBES), integrated with the grasshopper optimization algorithm, is proposed to solve the unit commitment (UC) problem. We consider a standard 10-unit power system with two wind farms, two photovoltaic farms, and flexible loads for optimization purposes. The UC problem is tackled under uncertainties related to demand and renewable generation capacities. To account for these uncertainties, probability density functions (PDFs) are assigned to the sources of uncertainty, and Monte Carlo simulation (MCS) is employed to select several scenarios with specific probability coefficients. Additionally, two innovative objective functions based on operation cost and emissions are introduced, with each scenario weighted based on its occurrence probability. To assess the performance of the proposed MOGOA-MBES algorithm, simulations are conducted across three scenarios with varying conditions, and the results are compared against those obtained from several multiobjective algorithms. Our findings, supported by optimization results and the S-metric index, demonstrate that the proposed MOGOA-MBES algorithm outperforms other algorithms in terms of reducing operation cost and emissions. Furthermore, the simulation results reveal that uncertainties lead to an increase in cost and emissions, whereas the inclusion of flexible loads and their participation in the UC program can effectively mitigate cost and emission levels. [ABSTRACT FROM AUTHOR]

While libraries no longer dream of having everything patrons might ever want or need, they can make an effort to get closer to those needs without going over budget. It doesn't have to take loading additional records in the catalog or a team oflibrarians to find and select titles. This paper explores the process Eastern Kentucky University Libraries went through to create and develop a mediated demand driven acquisitions workflow starting with interlibrary loan requests and helped the collection become modern, diversified, and more responsive to current users and curriculum. [ABSTRACT FROM AUTHOR]

Background and Study Aim. The focus of our attention lies on the medically exempt students, who more often than not take part in physical education (P.E.) classes as spectators, without any tasks to complete in accord with the collective work of their classmates or the objective of the lesson. The purpose of the present research is to develop and implement the application Info-Scutit-Sport in the P.E. lesson to the purpose of teaching and assessing medically-exempt students, who are present, but do not take part in the lesson. Material and Methods. The present paper emphasises the usefulness of the Info-ScutitEfort [Info-Exempt-Effort] application aimed at the active and mindful inclusion of 55 students (aged=11.29±1.84), who have a medical exemption (58.2% total and 42.8% partial) in the P.E. lesson. The application, in an improved form, comprises the entire content of the curriculum of physical education in secondary school, transformed into 2080 questions with three answer variants, with 1500 processed images, that may be accessed with the teacher’s accord, on the student’s own phone. The assessment obtained by means of the application after the working session may provide the student with a mark for the information taught before, if he accesses topics from the previous lessons, or a mark for the current assessment in order to test the active and mindful participation in the lesson which is being taught. Conclusions. The study utilized multiple statistical tests to establish a relationship between platform access time and student performance. The results of the tests demonstrated that platform use time has a significant impact on student performance, with longer platform access time leading to higher marks. The study concluded that the proposed model is significant, as it identifies platform access time as a crucial factor in determining student performance. Moreover, the study found that even small increases in platform access time can lead to significant improvements in student performance, with an increase of one unit resulting in a 0.54% increase in marks. [ABSTRACT FROM AUTHOR]

The present paper is a micro-level study aimed at analyzing the impacts of riverbank erosion on riparian society. To fulfill the objective, the study has been carried out from two distinctive perspectives; viz. general outlooks and specific inquiry. For the general outlook, the Ganga-Padma river in its lower reach downstream of Farakka Barrage in Samserganj Community Development Block has been explored in terms of channel shift ing using multi-dated satellite images. For specific inquiry, the effects of riverbank erosion on society have been studied using primary data in two selected active bank-erosion-prone cadastral units. The results show that recurrent bank erosion has brought a drastic change in the social fabric and caused huge losses rendering riparian inhabitants quite vulnerable, since most of the people in the study units are dependent on landbased economy and belong to poor economic groups. These situations necessitate significant outside assistance. However, there is a significant difference (χ² = 10.85 at p<0.01) in terms of assistance received during the previous year between the two selected study units. [ABSTRACT FROM AUTHOR]

Recent studies on the Buddhist threefold wisdom model and its suggested potentialities have warranted a rediscovery of the model in different historical and cultural contexts. Saichō (最澄, 766/7–822), founder of Japanese Tendai Buddhism, references the three wisdoms in his documents outlining the Tendai monastic education curriculum. Through modification of translation and analysis of related original texts by Saichō, and an interview with the current dean of the Tendai monastic education institution, this paper aims to (1) uncover Sino-Japanese history of expressions of threefold wisdom and Buddhist education, (2) clarify the content of Saichō's curriculum, and (3) examine the role of compassion in said curriculum. This paper argues that the threefold wisdom served as a foundational framework of Saichō's education; he envisioned that his graduates would develop into religious leaders of the nation who would benefit all sentient beings through their own training, preaching the Dharma, and contributing to social work. At the same time, it became clear that compassionate attitudes were considered to be fundamental to all practices of the three wisdoms at Mount Hiei, which makes Saichō's curriculum a captivating case of a theological application of the threefold wisdom. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the satisfaction of dental students toward their dental curriculum and education at dental colleges in the central region of Saudi Arabia. Methods: Two forms of the questionnaire were established, a paper version and an electronic internetbased survey (Google online form). Paper versions were distributed to interns graduated from universities in Riyadh. The electronic versions were used to obtain responses from students at dental colleges and universities outside of Riyadh, such as Prince Sattam bin Abdulaziz University (PSAU) and Majmaah University, by emailing the links to the participants who were dental interns that had graduated in the 2018/2019 academic year. Results: A total of 388 interns answered the questionnaire. Overall, 48.4% of the interns were highly satisfied with the Operative Department while regarding Orthodontic Department 16.9% were satisfied while 11.2% were highly satisfied. Regarding the non-clinical satisfaction score, the interns were mostly unsatisfied with their research skills (15.5%). Comparing the interns’ satisfaction at different institutions, there was a statistically significant difference in the clinical satisfaction score (P ≤0.01), but there was no difference in the non-clinical satisfaction score (P > 0.05). Conclusion: Dental students need a greater focus and exposure to research skills during their dental school studies. To improve dental students’ level of clinical satisfaction, it is more important for them to have early exposure to comprehensive clinical training than specialty-based clinical training. [ABSTRACT FROM AUTHOR]

Objective: To investigate the perspectives of Australian nursing educators on the preparation of Bachelor of Nursing students for the care of older people's oral health. Background: The Australian population is ageing. Older people with poor oral health are at increased risk of worsening health and chronic disease conditions. Nurses can and need to take a leadership role in improving and maintaining older Australians' oral health in community, hospital, and residential care settings. Thus, it is important to investigate the perspectives of nursing educators on the preparation of nursing students for the care of older people's oral health. Study design and methods: Semi-structured interviews were conducted with 13 participants, including course coordinators, lecturers, directors, and researchers at 10 universities delivering accredited Bachelor of Nursing programs across seven different states in Australia. Data were analysed thematically. Results: Four themes were identified in nursing educators' perspectives: (1) the education of nursing students in providing oral healthcare is important, (2) there are notable gaps in nursing students' oral health education, (3) there are both internal and external barriers to strengthening oral health education across nursing programs, and (4) there is a need to develop and promote a shared oral health curriculum that includes interprofessional education and collaborative practice. Inherent in these themes was the need for a clear definition of the role of nurses in oral healthcare. Discussion and Conclusion: It is recommended that administrators and policymakers develop nursing accreditation standards that specify the role of nurses in oral health education, and the scope of this education including interprofessional and collaborative practice, for the oral healthcare of older people. Infusing such standards in nursing curricula will better educate and prepare nursing students for effective practice and leadership in gerontological care. What is already known about the topic? * Older people frequently have oral diseases that adversely affect chronic health conditions and increase the risk of poorer general health. * Even though oral healthcare is an essential part of nursing for older people, the provision of such care is implied rather than stated specifically in Australian Nursing and Midwifery Accreditation Council (ANMAC) standards. What this paper adds: * The education and preparation of students to provide oral healthcare appears to be expected rather than required in Australian nursing curricula. Based on the perspectives of nursing educators, this paper suggests that many nursing students may not be well prepared to provide evidence-based oral care and lead oral health initiatives. The paper identifies ways these issues can be addressed. * The paper discusses the importance of developing and promoting a clear oral health curriculum that includes interprofessional collaborative practice to strengthen nursing students' education and prepare them to provide effective oral healthcare for older people. * The paper outlines a needed definition of the role of nurses in providing oral healthcare. [ABSTRACT FROM AUTHOR]

Objective In medical laboratory science, there is a need to enhance the clinical learning curriculum beyond laboratory skill and diagnostic interpretation competency. Incorporating simulation presents an opportunity to train and produce medical laboratory scientists with the skills to communicate and work effectively in an interprofessional healthcare team. Methods A scoping review was performed to (i) understand the landscape of research literature on medical laboratory science and simulation and (ii) provide a path for future research directions. The International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation were used as a guiding framework for literature that described simulation activities. Results Out of 439 articles from multiple databases, 32 were eligible for inclusion into this review. Of the 14 articles that described a simulation activity, only 3 described or partially described each component of the best practice criteria for simulation. Articles that did not describe the design and implementation of simulation (n = 18) consisted of 7 opinion-based papers, 4 narrative reviews, 5 case reports, and 2 empirical papers. Conclusion Despite increases in medical laboratory science with simulation, there is a need for more detailed empirical studies, more studies with an interprofessional context, and more methodological rigor. [ABSTRACT FROM AUTHOR]

The research on the value orientation of ELT integration reflects the significance in the implementation and teaching of English courses. Based on the continuous development of metadata technology, this paper studies the value orientation of ELT integration based on DM. This paper interprets the characteristics and applications of megadata and analyzes the multiple challenges faced by ELT in the era of megadata. It also explores the value orientation of teaching integration in the era of megadata-data-driven teaching, which promotes scientific teaching decision-making, refined management, personalized learning, and teaching informationization. Depending on discussing the value of the English curriculum, this paper probes into the value orientation of English curriculum objectives, the value orientation of English curriculum content, the value orientation of students to the English curriculum, and the value orientation of ELT integration. This paper investigates and analyzes the realization basis of the integrative value orientation of ELT. Making full use of teaching resources may benefit not only the deep integration of instructional materials but also the scientific application of current scientific and technology methods to support ELT's integrated value orientation. The essential significance of the research is to improve students' comprehensive English literacy and comprehensively promote the realization of ELT value. [ABSTRACT FROM AUTHOR]

This paper sought to x-ray the role of culture in Upper Basic Education Social Studies curriculum development in Nigerian schools. The objectives of the research were; to explain the concepts of culture, Social Studies, Curriculum and Curriculum development; the objectives of Social Studies; the components of culture; cultural determinants of social studies curriculum content in Nigerian schools as well as to examine the factors influencing social studies curriculum development which include the learner, the teacher, the society (culture), philosophy of education and psychology of learning. However, the paper revealed that curriculum is the planned skills, attitudes, values and knowledge offered by the learner with an explicit goal of changing his behavior in order to become a functional and active member of the society. It also indicated that a well-coordinated and planned curriculum must be a true reflection of the society's culture where it is expected to function. The paper further revealed that the process of planning and developing a Social Studies curriculum is a strenuous journey for any society and requires a whole-system approach before it can be completed. [ABSTRACT FROM AUTHOR]

Trauma-informed care is a transdisciplinary framework that existed well before 2020, but it is now more imperative to teach it and incorporate it into medical education. This paper describes a novel interprofessional curriculum and its focus on trauma-informed care—notably, including institutional and racial trauma—that was implemented by Yale University for medical, physician associate, and advanced practice registered nursing students. [ABSTRACT FROM AUTHOR]