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Education about health sciences has historically been limited in the curriculum of health professionals and largely inaccessible to the public. In practice, most of the health science education is still running conventionally. Supposedly with the advancement of technology and the use of the internet everywhere, learning such as e-learning can be important, especially in the health sector. Until this research was conducted, only 514 academic documents about e-learning in health sciences were found for 20 years from 2001 to 2020, obtained in searching on the Scopus database. This study presents a comprehensive overview of studies related to E-learning in the Health Sciences sector. This study uses bibliometric analysis and indexed digital methods to map scientific publications throughout the world. This research employs the Scopus database to gather information, as well as the Scopus online analysis tool and Vosviewer to show the bibliometric network. The method consists with five stages: determining search keywords, initial search results, refinement of search results, initial compilation, and data analysis. Among the most published and indexed articles by Scopus, papers published by researchers in the United States have the highest number of publications (80), followed by United Kingdom (63) and Australia with 45 academic publications. The processed data shows the pattern and trend of increasing the number of international publications in E-learning in Health Sciences field, which Scopus index. [ABSTRACT FROM AUTHOR]

Background: Due to the unique nature of working in the field of emergency medicine (EM), physicians often find it difficult to engage in research and scholarly activity while also working clinical shifts. Barriers to engaging in both academic and clinical work include lack of time, resources, and incentives. EM physicians are familiar with the concept of scribes working alongside them in the emergency department, and there are multiple papers published that examine and advocate for their benefits.Objectives: This paper aims to introduce the concept of virtual research scribes in clinical research in EM to offer physicians an opportunity to alleviate the burdens of balancing clinical work and academia simultaneously.Methods: A research scribe is a student who is interested in healthcare and research and aids the PI in literature reviews and manuscript writing and editing, completely remotely. Six research scribes were hired in a pilot program to test their efficacy in a clinical research setting. The scribes were assigned tasks including manuscript writing and editing, performing literature reviews, and writing newsletters.Results: The six research scribes in the pilot program proved to be beneficial for time management, collaboration, and editing in the research and scholarly process. The remote nature of the program allowed for flexibility in scheduling on both the PI and scribe's behalf.Conclusion: By utilizing a research scribe in their academic career, EM physicians can increase efficiency and productivity in scholarly work. [ABSTRACT FROM AUTHOR]

• Describes a classic tool that allows neurosurgeons in training and junior attendings practice advanced microsurgical techniques and delves into strategy and anatomy of a side-to-side bypass. • The microsurgical anastomosis described here, in-situ side-to-side, mimics one of the most technical challenging bypasses performed in neurosurgery. • The model is easy to setup, efficient and cheap. In the expanding era of endovascular treatment and minimally invasive techniques, the neurosurgical trainees have a steady decrease in the exposure to microsurgical skills. However, there remain a need for neurosurgical trainees to be proficient at such skills, particularly for performing high-stakes interventions such as vascular bypasses. The scarcity of cerebrovascular bypasses coupled with the technical expertise it demands necessitates the presence of a training model for neurosurgical residents and fellows. Regarding the model utilizing the chicken wing for vascular anastomoses, the neurosurgical literature has described many models of bypasses involving the end-to-end and end-to-side anastomoses. The side-to-side anastomosis however is not clearly depicted in these papers. Here we focus on technique, chicken wing anatomy, and donor/recipient vessel diameters to provide a comprehensive guide for trainees. We describe a reproducible and reliable chicken wing model to perform an in-situ side-to-side bypass that incorporates integral elements of a successful bypass surgery. [ABSTRACT FROM AUTHOR]

• Simulation integration is a dynamic process of iterative collaboration and review. • Simulation offers clinically relevant experience for role transition and leadership. • Faculty and students report high satisfaction and improved confidence/competence. • Integrated and active learning is needed for competency-based education. Simulation is a common strategy for health care education. Research regarding simulation for nurse practitioner education is sparse. This paper describes the integration of a nine simulation session curriculum into a nurse practitioner program, including motivating factors, process description, and lessons learned. Students report high satisfaction and improved perception of confidence and competence of knowledge, skills, and performance. Integrated learning experiences and outcomes that span an educational program are needed in thetransition to competency-based education. This description serves as a guide for other programs seeking to incorporate simulation-based education. [ABSTRACT FROM AUTHOR]

Despite enhanced forensic collaborations between law enforcement agencies and universities, crime scene management remains a domain seen more as technical than scientific, largely carried out by sworn police officers qualified as scene of crime officers (SOCOs), confining forensic graduates to specialized expertise fields. Under such circumstances, we must ask ourselves why and how do we provide a generalised dedicated course to academic pupils who are not primarily intended to join such teams, excepting sometimes to assist them on a specialized field (explosion, arson, etc.)? Currently in Quebec, forensic graduates cannot join crime scene units attached to police forces, mainly because of unions, which argue about the need to be an experienced police officer before qualifying for a crime scene course. Based on the operational experience of the author, who created the foundational graduate forensic programme in Quebec, Canada, this paper will explain why such an academic course is still of high importance, its rationale within an academic curriculum, its goal and its implementation. Challenges are still to be considered, but selected feedback from students who understood that the aim of this course is distinct from their formal support disciplines, encourage such an approach. [ABSTRACT FROM AUTHOR]

In Australia, sonographer's professional identity is traditionally 'caught' from clinical role models. A four-year undergraduate-postgraduate course introduced professional identity education, with simulated practice, to prepare novice sonographer students prior to clinical practice. Preclinical students learnt sonographer professional behaviour, and humanistic attributes, during simulation designed with volunteer peers as standardised patients, educator role-models, immediate feedback, self-reflection, and longitudinal multi-observer assessment. This paper reports on the transfer of learnt professional behaviour and humanistic attributes to clinical practice. Professional behaviour evaluations completed by 94 clinical assessors described 174 students' professional behaviour and attributes one month into their initial clinical practice (2015-6). Student performance of each behaviour, and behavioural category, was quantitatively analysed by modelling binomial proportions with logistic regression. Students demonstrated substantial learning transfer to clinical practice, achieving an overall mean score of 'consistent' sonographer professional behaviour and humanistic attributes (mean score of equal to or >3/4), one month into clinical practice. Professional behaviours varied in transferability, with 'response to patient's questions' showing least efficacy (P < 0.05). Increased deliberate practice with educator role-models improved transfer efficacy significantly (P < 0.001). Preclinical application of theory to simulated practice, using standardised patients, educator role-models, immediate feedback, and multi-observer assessment, facilitated substantial transfer of sonographer professional behaviour and attributes to clinical practice. The efficacy of transfer varied but improved with increased deliberate practice and feedback. The incorporation of preclinical professional behaviour education with simulated practice into the core curriculum of sonographer courses is recommended for the formation of sonographer professional identity, improved clinical outcomes and increased patient safety during the early stages of ultrasound education. [ABSTRACT FROM AUTHOR]

Radiographer reporting is accepted practice in the UK. With a national shortage of radiographers and radiologists, artificial intelligence (AI) support in reporting may help minimise the backlog of unreported images. Modern AI is not well understood by human end-users. This may have ethical implications and impact human trust in these systems, due to over- and under-reliance. This study investigates the perceptions of reporting radiographers about AI, gathers information to explain how they may interact with AI in future and identifies features perceived as necessary for appropriate trust in these systems. A Qualtrics® survey was designed and piloted by a team of UK AI expert radiographers. This paper reports the third part of the survey, open to reporting radiographers only. 86 responses were received. Respondents were confident in how an AI reached its decision (n = 53, 62%). Less than a third of respondents would be confident communicating the AI decision to stakeholders. Affirmation from AI would improve confidence (n = 49, 57%) and disagreement would make respondents seek a second opinion (n = 60, 70%). There is a moderate trust level in AI for image interpretation. System performance data and AI visual explanations would increase trust. Responses indicate that AI will have a strong impact on reporting radiographers' decision making in the future. Respondents are confident in how an AI makes decisions but less confident explaining this to others. Trust levels could be improved with explainable AI solutions. This survey clarifies UK reporting radiographers' perceptions of AI, used for image interpretation, highlighting key issues with AI integration. [Display omitted] [ABSTRACT FROM AUTHOR]

The healthcare sector is a significant producer of emissions globally and yet paradoxically cares for those who are most impacted by climate change. This rapid review examined the role of the nurse in reducing emissions within the hospital setting. Literature meeting inclusion criteria were identified from 2009 to 2021, resulting in 11 primary research papers being reviewed. The review found that nurses, the largest profession within the healthcare workforce, are in a unique position to influence emissions reduction in the hospital setting. Whilst nurses have not reached their full potential in influencing emissions reduction, education, setting policy direction, and undertaking research are pivotal for the nursing profession to reduce emissions within the hospital setting. [ABSTRACT FROM AUTHOR]

The dose creep phenomenon is now a widely recognized concept in diagnostic radiography in light of recent technological advancements transnationally. However, this still remains underexplored amongst radiography students preparing to enter the radiography profession. In response, this study explores the perceptions of dose creep amongst undergraduate student radiographers. The methodological approach utilized in this research study was grounded theory. The qualitative approach aimed to uncover findings from a higher education institution in Australia. Six students were recruited and took part in semi-structured interviews. This enabled the exploration of previously uncovered data, leading to the construction of original theory within the clinical and academic environment. The data analysis employed was constant comparative analysis (CCA). A number of insights emerged from the qualitative data set. For instance, the radiography students understanding of the term 'dose creep' and decision making leading to dose creep in the clinical environment is captured. This is further supported with assessment of image evaluation determining appropriate exposure factor selection and future impact upon graduation as diagnostic radiographers. The findings identify some important learning needs and actions for both clinical and academic settings which may help foster good use of X-ray exposures. This paper concludes by affirming some challenges surrounding optimal exposure selection and the known phenomenon, dose creep. Further, this study identifies the importance of learning and teaching in the clinical environment whereby learned behaviour leads to suboptimum practices. This study advances the existing evidence base by providing a unique lens into the knowledge and understanding of dose creep amongst radiography students in both academic and clinical contexts. It is anticipated this paper will help practitioners and educators better understand potential instances of dose creep within the clinical environment. [ABSTRACT FROM AUTHOR]

• The paper presents the data collection strategy of the Swiss StudentLife Study. • The study investigated the emergence of undergraduate student communities. • It combined multiple methods of data collection, including surveys and social sensors. • Multidimensional and dynamic networks were measured on different time scales. • Practical challenges and solutions are discussed to help future empirical studies. The Swiss StudentLife Study (SSL Study) is a longitudinal social network data collection conducted in three undergraduate student cohorts (N 1 = 226, N 2 = 261, N 3 = 660) in 2016−2019. The main goal of the study was to understand the emergence of informal student communities and their effects on different individual outcomes, such as well-being, motivation, and academic success. To this end, multiple dimensions of social ties were assessed, combining computer-based surveys, social sensors, social media data, and field experiments. The dynamics of these social networks were measured on various time scales. In this paper, we present the design and data collection strategy of the SSL Study. We discuss practical challenges and solutions related to the data collection in four areas that were key to the success of our project: study design, research ethics, communication, and population definition. [ABSTRACT FROM AUTHOR]

There is an underrepresentation of Aboriginal and Torres Strait Islander midwives across Australia and an inadequate number of graduating midwives to redress this. A major pillar for the Birthing on Country Model is maternity care workforce development. The purpose of this review is to examine the enablers and barriers that Aboriginal students experience while undertaking the Bachelor of Midwifery degree in Australia. A search of the literature was undertaken through electronic databases. When only three papers were found looking at the experiences of Aboriginal midwifery students the search was broadened to include Aboriginal undergraduate health students. The literature review reported a strong need for cultural safety in both the clinical and education systems. Students with access to cultural supports, relationships with Aboriginal mentors and academics and Aboriginal clinical placements felt empowered and were able to navigate the 'two worlds' in a meaningful way. This review highlights a significant gap in the literature. Despite the expanded search terms to include Aboriginal health students, a relatively narrow range of papers were found. Interestingly, the combined search revealed similar themes: kinship, personal factors, and cultural issues. Empowering and supporting Aboriginal Peoples to become midwives is essential. While systems and societies aim for cultural safety, this review shows there is still a way to go. Further research is essential to decolonise higher education and health care systems, and provide strong, well supported pathways for Aboriginal midwifery students. [ABSTRACT FROM AUTHOR]

The seven African Great Lakes are some of the most critical freshwater, large-lake systems in the world, providing essential services, food, drinking water, and other livelihood support to over 62 million people. Like most freshwater systems around the world, these lakes are strained by anthropogenic stressors, leading to degradation of these biologically important, and human-dependent resources. Despite their importance, these lakes suffer from insufficient research approaches which are short-term, disparate, and unharmonized. Further, a lack of monitoring, data and information exchange, education and training, and gender balance in research, all lead to insufficient knowledge on which to better manage and protect these lakes. While past efforts have resulted in some knowledge accumulation, there is a need for new approaches to understanding and managing these lakes: bottom-up, harmonized, and long-term processes. This paper, and those within this special section of the Journal of Great Lakes Research , highlight new, highly collaborative efforts of freshwater experts representing each riparian country of each African Great Lake through formal advisory groups. These papers are the result of harmonized efforts and collegial agreements as to what issues need to be addressed foremost, written by those on the ground. While each lake has specific, prioritized lists of issues, five overarching issues must be addressed to achieve success on these lakes: providing agency and coordination of African freshwater scientists; increase long-term monitoring; strengthen education and training of existing and future experts; enhance information and data exchange; and ensure stronger gender balance in science and leadership positions. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. 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 radiography workforce is short-staffed and under increasing pressure to meet service pressures. Combined with the impact of Covid-19, where student face-to-face clinical time was abruptly halted for safety, there is cause to change the pedagogical approach to teaching diagnostic radiography to students, increasing capacity and ensuring the continuance of qualifying radiographers to support the profession. This paper shares the perceptions of first year student radiographers on a one-week simulation-based education package designed to replace one week of clinical placement experience. Two cohorts of first-year radiography students engaged in a one-week simulation-based education package. Simulations increased in complexity throughout the week and included conventional imaging techniques, mobile and theatre radiography, and cross-sectional imaging. Thirty-six students consented to the thematic analysis of their reflective blogs. Five themes emerged from the data: feeling anxious, understanding and skill development, building confidence, communication, and patient-centred care. The simulation package had a positive impact on students learning, no matter the stage at which it was incorporated into their clinical placement block. Students engaged well with the activities and saw value in the experience. The findings indicate that the simulation-based education package is a suitable replacement for one week of clinical placement, supporting skills development in students and providing increased placement capacity. A successful, engaging simulation-based education package is presented, which first year student radiographers perceived as a suitable replacement for one-week of clinical placement. Further research into the acceptability of use of simulation-based education packages in second- and third-year student radiographers would be a useful next step. [ABSTRACT FROM AUTHOR]

The Australian citizen science research programs, VegeSafe and DustSafe, are novel and wide-reaching. Together, they capture the largest number of community-generated domestic garden soil and indoor house dust samples and associated trace metal analysis of any similar programme globally, totalling 26,500 samples from 7,200 homes in Australia alone. All citizen science research programs need to balance often conflicting expectations and imperatives of the researchers and the participants. This paper assesses VegeSafe and DustSafe participant and researcher outcomes against common goals of citizen science programs, including participant engagement, accessibility, motivations and learning in order to evaluate the programs' impact and usefulness. Questionnaire data from 522 questionnaires were analysed which showed that VegeSafe and DustSafe have: enhanced participants' involvement in science (76%), understanding of science (62%); addressed specific community concerns (91%); and were considered useful (93%). The success of the VegeSafe and DustSafe programs can be measured by the number of samples received, households engaged and its geographic footprint across Australia's most populated cities. The participant questionnaire provided deeper insight into positive participant outcomes, including participant autonomy in the scientific process and changes in attitudes and behaviours towards science. Many participants adopted interventions to mitigate potential toxic trace metal exposure in their domestic spaces after receiving their results. The VegeSafe and DustSafe programs provide valuable examples of how to establish programs to meet community needs effectively, educate the community and bring about positive change to ultimately improve community health. [Display omitted] • 522 citizen scientists were surveyed about participation outcomes. • VegeSafe and DustSafe increased scientific understanding and involvement. • Participants reported ownership, changed attitudes and behaviours. • Participants prefer simplicity in presentation of results. [ABSTRACT FROM AUTHOR]

This paper contributes to analysis of missions of environmental non-government organizations (ENGOs) in environmental stewardship. The literature identifies a diversity of roles including tension between ENGOs working directly with government to participate in decision making processes and exerting influence on government through public education and direct action. We offer additional insights and note a shift in missions over time by reporting on a case study of missions and activities of environmental non-governmental organizations (ENGOs) focusing on the conservation and protection of the transboundary waters of the Salish Sea marine environment. The case study is based on a survey of 119 ENGO websites and interviews with 17 environmental ENGO leaders. We note growing awareness of the value of efforts in education and strategic communication initiatives, both internally and externally, and comment on challenges with transboundary collaborations. We propose opportunities for better coordination, notably across the international border. We also call for investment in communities of practice to support, among other things, awareness-raising and communication, data sharing, and advancing the role of creativity and the arts to foster environmental stewardship. [ABSTRACT FROM AUTHOR]

Working in the perioperative context is complex and challenging. The continual evaluation in this environment underscores the need for adaptability to technological advancements, and requires substantial allocation of resources for training and education. This study aimed to explore personality characteristics of nurse anesthetists and surgical nurses that are instrumental for sustainable employability in technologically advanced environment. Exploratory, cross-sectional survey study including nurse anesthetists and surgical nurses, both certified and in training, and a sample of the normative Dutch population. Personality characteristics were identified with the Big Five Inventory, which consisted of 60 items answered on a five-point Likert scale (strongly disagree to strongly agree). Specific personality traits were found for nurse anesthetists and surgical nurses when compared to the normative Dutch population. Traits of both nurse anesthetists and surgical nurses differed significantly on all domains of the Big Five Inventory, with the largest differences found within the dimension negative emotionally. This study highlights the role of specific personality traits in maintaining employability within the rapidly evolving and technologically advanced landscape of healthcare. It emphasizes the relationship between individual traits and professional excellence, being crucial educational strategies for overall improvement in healthcare. What is already known • Understanding of the personality characteristics of nurses is needed to create a strategic vision of healthcare innovation. • Technological innovations in healthcare require specific training and education resources for nurses to function as experts. • Advancements in complex surgical practice requires approaches for the synergy of human skills and technological integration. What this paper adds • Specific personality traits are important to maintain employability of nurses in the rapidly evolving perioperative context. • The relationship between individual traits and professional excellence is crucial for overall improvement in healthcare. • Personality traits are essential in the selection process of students and sustainable employability in advanced environments. [ABSTRACT FROM AUTHOR]

Drawing on findings from a qualitative study that aimed to explore the knowledge and attitudes of nurses from culturally and linguistically diverse (CALD) backgrounds about voluntary assisted dying (VAD). The study also aimed to identify the strategies that assist nurses in their readiness and preparation for exposure to VAD. This paper reports on the educational content and strategies that could assist nurses from CALD backgrounds to be better prepared when they encounter VAD requests. Around the world, healthcare professionals have roles to play in caring for patients requesting voluntary assisted dying. Nurses, particularly those from diverse geographic and clinical settings, have voiced inadequate knowledge and understanding about voluntary assisted dying. A qualitative descriptive approach was undertaken. Data collection involved one focus group and 16 in-depth interviews. A total of 21 nurses from CALD backgrounds were recruited from one Australian state. Thematic analysis was conducted to interpret the data. Nurses identified their knowledge gaps and specified the need for education and workplace training on VAD, its legal and ethical aspects, clarity on their role, communication techniques and how VAD intersects with their practice. They suggested various teaching strategies that could prepare nurses to work safely and confidently in a clinical environment where voluntary assisted dying is an option for patients. Given the high number of nurses from diverse backgrounds working in the Australian health sector, these nurses need to be fully prepared to care for patients requesting VAD. • Australian nurses working clinically are likely to receive voluntary assisted dying (VAD) requests. • Nurses from diverse backgrounds desire to be educationally prepared to care for patients requesting VAD. • VAD related educational content and teaching methods were highlighted by study participants. [ABSTRACT FROM AUTHOR]

This study utilized a systematic-narrative hybrid strategy to overview the concept of skill gap and its measuring approaches. Using the PRISMA guidelines, we conducted a systematic search in January 2023 to retrieve English records from the ProQuest, ScienceDirect, Scopus, and Web of Science databases using the keywords "skill gap," "skill mismatch," "skill shortage," "identifying or measuring," and "Industry 4.0." In total, 40 articles met our predefined inclusion criteria, and we analyzed them descriptively and qualitatively using thematic analysis and constant comparisons. We found that skill gaps certainly exist, and that concerns about growing skill gaps have been raised worldwide. Our literature review also revealed the need for a common understanding of skill gaps. Considering this, we provided a skill gap definition. Skill gaps are an extremely nuanced phenomenon, so paying careful attention to their definition and interrelating social, environmental, and technological factors when measuring them is essential. Since we found very few studies that employed different methods and perspectives to research the concept, more research is needed to map actual skill gaps, which can only be done by considering different perspectives and measuring approaches. • One of the Industry 4.0 biggest problems is a significant skill gap. • To tackle skill gap requires understanding the phenomenon of all stakeholders which is lacking. • This paper proposes a skill gap definition. • Very few studies employed different methods and perspectives to research the concept. • More multimodal and innovative research is needed to map actual skill gaps. [ABSTRACT FROM AUTHOR]

This systematic review evaluates current literature on the impact vision impairment has on reading and literacy levels within education. Six databases were searched with inclusion criteria of trials or studies involving children who are blind or vision impaired, and impact on academic or school performance – including reading and literacy. 1262 articles were identified, with 61 papers undergoing full screening. Quality appraisal was performed using Critical Appraisal Skills Program (CASP) and seven articles deemed eligible for inclusion. Included articles achieved a quality score of over 70 % using the CASP checklists. Direct comparison of articles was not possible due to methodological differences in assessing reading and literacy levels. All seven studies investigated aspects of reading speed, with additional measures of reading performance, such as reading reserve, comprehension, and reading accuracy. Underlying trends highlighted students with a vision impairment do not perform at same level as their normally sighted peers with respect to reading performance - in terms of speed, but not ability. Additionally, early intervention to enhance literacy skills may help improve educational outcomes. Future direction should be aimed at identifying specific obstacles to learning these students face and providing interventions to improve academic outcomes. [ABSTRACT FROM AUTHOR]

The realization of a competent, versatile and adaptable Pharmaceutical workforce which is a key component in achieving the World Health Organization Universal Health Coverage agenda in 2030 depends on the supply of adequately trained pharmacy workforce who can improve access to quality medicines while delivering quality pharmaceutical services. Despite the rise in the density of pharmacists across all World Health Organization regions, African countries still stay considerably behind in terms of absolute capacity per capita which means that the pharmacy workforce in Africa continues to be very low and not adequate to deliver the pharmaceutical services needs of the region. The International Pharmaceutical Federation is leading the transformation of pharmacy education in Sub-Saharan African countries to bridge this gap with a spotlight on increasing academic capacity, establishing needs-based education strategies and creating an enabling practice environment through advocacy. This commentary paper seeks to discuss the strategies such as the FIP-UNITWIN Programme and the Kenya-Nottingham Partnership utilized in transforming the pharmacy education and therefore the pharmaceutical workforce within the Sub-Saharan African Countries. This paper also gives a clue on subsequent steps which can advance pharmaceutical practice and science in the region. [ABSTRACT FROM AUTHOR]

In the UK the BAPRAS (British Association of Plastic, Reconstructive and Aesthetic Surgeons) meetings have always represented the ideal platform for disseminating new information in the field of plastic surgery. Previous studies have suggested the publication rate for these meetings has been falling. Our aim was to re-assess the conversion rates of presented abstracts to publications. All abstracts from BAPRAS meetings between Winter 2014 and Summer 2016 were included. PubMed and Google Scholar databases were used to search for full publications. A database was collated, this included; time to publication, journal of publication and impact factor of journal. A total of 500 abstracts were presented during the study period for which the publication rate was 28.4%. The average time to publication was 16.8 months. The most common publication journal was the Journal of Plastic, Reconstructive and Aesthetic Surgery (JPRAS) (34%). Free papers were published in journals with significantly greater impact factors (p = 0.046). Publication rates were similar to previous literature for BAPRAS meetings and have increased since 2007. A continued downward trend of publication rates for BAPRAS meetings is not seen in our data. A reduction in the number of publications in JPRAS may be explained by a rise in the impact factor of the journal or increasing competitiveness for publications. When variations in methodology are accounted for publication rates are similar to other specialties. In order to continually assess the quality of papers presented at BAPRAS meetings, the conversion to publication should be regularly re-audited. [ABSTRACT FROM AUTHOR]

Phishing attacks are one of the most common forms of information security threats. Previous research indicates that users with higher educational levels are less susceptible to phishing attacks. The paper's goal is to investigate the occurrence of phishing attacks in European countries, considering the educational level of individuals. Fuzzy clustering has been used for grouping European countries according to the educational level of individuals and the occurrence of phishing attacks. Contrary to the rationale that more educated users are less susceptible to internet fraud, the results indicate that these individuals are more susceptible to phishing attacks. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) and machine learning (ML) approaches have caught the attention of many in health care. Current literature suggests there are many potential benefits that could transform future clinical workflows and decision making. Embedding AI and ML concepts in radiation therapy education could be a fundamental step in equipping radiation therapists (RTs) to engage in competent and safe practice as they utilise clinical technologies. In this discussion paper, the authors provide a brief review of some applications of AI and ML in radiation therapy and discuss pertinent considerations for radiation therapy curriculum enhancement. As the current literature suggests, AI and ML approaches will impose changes to routine clinical radiation therapy tasks. The emphasis in RT education could be on critical evaluation of AI and ML application in routine clinical workflows and gaining an understanding of the impact on quality assurance, provision of quality of care and safety in radiation therapy as well as research. It is also imperative RTs have a broader understanding of AI/ML impact on health care, including ethical and legal considerations. The paper concludes with recommendations and suggestions to deliberately embed AI and ML aspects in RT education to empower future RT practitioners. [ABSTRACT FROM AUTHOR]

Advance Teaching pedagogy is one of the innovative approaches to enhance teaching learning process. Due to the development of new technologies and development of many globalization, teaching learning process plays a vital role among students where the education has been expanded to macro level. Hybrid teaching includes e learning in addition to the face to face teaching. In this paper, various innovative learning strategies for modern technology are discussed in details. Use of smart gadgets for different tasks like teaching, designing question papers, assessment of student, feedback and research methodology are discussed. [ABSTRACT FROM AUTHOR]

The achievement of health equity requires the expansion of nursing roles to include assessing burdens of disease, practicing cultural humility, implementing prevention strategies, and developing partnerships. In 2017, deans and directors of schools and programs of nursing in Washington State came together to commit to the integration of population health concepts and social determinants of health into all areas of nursing curricula. Through online communications and in-person meetings, facilitated in part by the authors of this paper, and with subcommittee representation from several baccalaureate nursing programs, Washington State academic nursing leaders identified new strategies to increase faculty awareness of population health and how to inspire related curricular changes to their programs. This Washington-wide initiative resulted in a white paper that was formally endorsed by 38 deans and directors representing all 14 baccalaureate and higher degree nursing programs in the state. • Deans of nursing in Washington State committed to the integration of population health concepts into all nursing curricula. • This statewide collaboration resulted in a white paper delineating the commitment and strategies to integrate population health concepts. • Recommendations for further collaboration and curricular change are discussed. [ABSTRACT FROM AUTHOR]

There is a pressing need for simulated forms of medical, and in particular, anatomical learning. Current modalities of teaching are limited to either traditional 2-dimensional forms of learning, such as textbook, research papers and lectures, or more costly 3-dimensional modes including cadaveric dissection. Despite the overwhelmingly 3-dimensional nature of plastic surgery, virtual 3D models are limited. Here, we provide the first description of the development and utilisation of a virtual 3D flap model in medical education in the undergraduate curriculum. Methods and results: A 3D anterolateral (ALT) model was developed with close integration of specialists in simulation and visualisation, anatomists and clinicians, allowing 'virtual dissection' of the anatomy of the ALT flap. This was utilised in a B. Sc. Anatomy undergraduate course in 2017/18 and 2018/19. Student feedback noted an overwhelming preference for the 3D model (74%) as the first choice of educational methodology, versus lectures (26%), textbooks (0%) and research papers (0%) (p = 0.0035). Extraneous cognitive load may be reduced with 3D models, with students rating these as easier to learn from than textbook or research papers (p = 0.00014 and p < 0.00001, respectively). Notably, no statistically significant difference was found in the perceived ease of learning between 3D models and lectures. Conclusions: This study highlights a striking user preference for virtual 3D models as compared to for traditional teaching methods. Nonetheless, 3D models are likely to enhance rather than replace lectures, with this study suggesting that teaching by experts is likely to remain an essential part of medical education. [ABSTRACT FROM AUTHOR]

The paper, derived from a professional doctorate thesis explored the perceptions and experiences of diagnostic radiographers who had acquired a post graduate qualification affording them the opportunity to report skeletal trauma images. A qualitative approach was deemed appropriate to answer the research question and Interpretative Phenomenological Analysis (IPA) was selected as the research methodology. The two-phase qualitative research study included a homogenous group of radiographer practitioners (n = 12). Phase 1 thematically analysed personal reflective diaries completed during final year of study. Phase 2 included one-one, semi-structured interviews which were recorded, transcribed verbatim and reviewed using the IPA six stage thematic analysis. Researcher reflexivity was employed as were issues of ethics, permission and quality assessment. Reflective diary themes informed focus for one-one, semi-structured interviews. IPA of interview transcripts identified three superordinate themes: Preparation for the role; Exposure to the role; Review upon and action for the role. Subsumed within the three superordinate themes were twelve subthemes. The Results section for this paper reflects the IPA generated from Super-ordinate Theme 1. This study provides an insight in to the radiographer educational journey towards advanced practice and skeletal trauma reporting in Scotland. IPA identified a range of emotions, personal and professional commitment. Degrees of positivity were reported but perception and experience also identified stress and challenge. Mixed attitudes and a culture of resistance impacted on the lived experience of preparation for the role. This created potential to adversely affect practitioner development and requires ongoing attention from key stakeholders. • Advanced practitioner skeletal reporting perceptions and experiences. • Stakeholder impact on the practitioner educational journeys. • The need for ongoing government and professional body commitment for radiographer role development initiatives. • The use of Interpretative Phenomenological Analysis for Radiography research. [ABSTRACT FROM AUTHOR]

• Education has contradictory implications for young women in north India. • The nature of these contradictions has changed as new forms of patriarchy emerge. • Marriage constrains women's capacity to navigate education. • Long-term research reveals contradictions at a cohort and a household scale. • The Indian Government should invest in improving tertiary education for women. Scholars are increasingly emphasizing the contradictory nature of schooling's social effects, often blending Sen's (2000) insights on education's empowering role with critical sociological work on schooling and inequality (e.g. Majumdar and Mooij, 2011; Morarji, 2014). This paper advances this literature through examining shifts in girls' education in Bemni, Uttarakhand, India. The paper draws on two periods of ethnographic research – in 2003–2004 and between 2012 and 2017 – as a means of tracking long-term changes in the nature of the contradictions that young women experience. In the 1990s and early 2000s there was a marked increase in girls' primary schooling in this village and Uttarakhand more broadly. But girls were largely excluded from secondary school, and patriarchal assumptions regarding women's work remained largely unchallenged. By 2012, however, young women were participating in secondary education, seeking paid employment, and felt empowered by their schooling. Nevertheless, key challenges remained. Educated women experienced underemployment, relegation into less favoured university courses, and difficulties navigating marriage markets. In making these points, the paper underlines the value of holding the theoretical ideas of Sen (2000) alongside critical approaches to education, but it goes beyond existing work on the contradictions of education in two key ways. First, it highlights the experiences and voices of young women in the rural Global South, about whom there is currently a dearth of substantive material. I show that the contradictions associated with education among young women are sometimes different to those experienced by men in similar settings (e.g. Jeffrey et al., 2008; Mains, 2012). Second, I argue that the contradictions associated with education can change over time within a single location – an observation that emerges from longitudinal ethnographic research of the type showcased here. [ABSTRACT FROM AUTHOR]

Mexico has learned much from its five decades educating nurses, moving from nurses educated mostly at the technical degree level, to bachelor's degree prepared nurses educated in universities. Several salient lessons have emerged that may prove relevant for other countries seeking to increase their numbers of bachelors prepared nurses. This paper analyzes twenty years of nursing labor market data to highlight where significant social and policy changes helped facilitate increased production of bachelor's degree educated nurses in Mexico. We conducted a two-stages analysis, starting with a descriptive stage and followed by a repeated cross-sectional analysis using data sources generated by the Secretariat of Health and the National Institute of Geography and Statistics. Data from the 2005 to 2019 period were analyzed for trends in production patterns and significant relationships in the labor market. Among Mexican nursing graduates, technical and bachelor nurses compete for employment in healthcare institutions. The public sector has greater success in hiring bachelors prepared nurses, but this varies by type of public sector institution. Technical degree nurses have higher underemployment rates and less job security overall. Private hospitals mainly hire technical degree nurses. The Mexican government not been able to properly regulate neither the production of new graduates nor the accreditation of schools, let alone to align roles according to the graduate's level of education. The success of Mexico in the twenty-first century shows that middle-income countries can increase the production and both private and public sector employment opportunities for nurses educated at both the technical and bachelor's degree level however, labor market challenges persist. The central lesson for other countries is that policies must be revised in order to optimize the use of a more educated nursing workforce. • Observed an increase in the percentage of Mexican nurses with university-level education • The public sector attracts more university educated nurses overall. • University-level education reduces the likelihood of having a low income. • Labor market conditions in the healthcare sector in Mexico had deteriorated, even prior to the pandemic. [ABSTRACT FROM AUTHOR]

The implementation of integrated vascular surgery training programs was recently shown to be associated with an increase in women entering the field. However, whether this has precipitated a subsequent increase in the active participation of women in academic vascular societies remains unclear. We sought to examine the trends of academic inclusion of women vascular surgeons and surgical trainees over the past 15 years at the Southern Association for Vascular Surgery (SAVS). Scientific programs for annual meetings of the SAVS, and program matriculation statistics from the Accreditation Council for Graduate Medical Education, were reviewed for the period of 2006 to 2020. Yearly rates and 3-year averages of conference and society participation and vascular surgery training program matriculation rates were calculated and compared with proportion testing. Spearman correlation testing was used to compare trends, with ρ ≥0.600 defined as a strong correlation. Examining 3-year means, the average number of women authors per SAVS abstract increased from 0.78 to 1.42 over the course of the study period (P <.001), and the overall rate of women authors steadily increased from 12.8% to 21.5% (P <.001). Although this remains less than the proportion of women matriculating into vascular surgery programs in 2019 (29.3%; P =.007), the upward trend of women entering vascular surgery overall, and particularly vascular surgery fellowship, strongly correlates with the average number of women authors on abstracts at SAVS (ρ = 0.709 and ρ = 0.737, respectively). The percentage of women presenting authors increased from 9.7% to 28.4% (P =.004), but there was no increase in the percentage of women senior authors (10.1% to 9.6%; P =.92). In the 15-year period, only one abstract of 347 (0.3%) had full authorship by women vs 35.1% with full authorship by men (P <.001). Although the increase of women matriculating into vascular surgery programs over the study period did not correlate with the increase of women in senior leadership positions (ρ < 0.600), there was an increase in the number of women in committee chair positions (0.0% to 25.9%; P =.005), which correlated strongly with increasing society membership (ρ = 0.716). Additionally, there was an increase in women holding executive council positions from 0% to 10.0% (P =.08), although this was not statistically significant. Participation of women authoring and presenting papers at the SAVS has increased over the past 15 years at a rate that strongly correlates with the increasing rate of women entering vascular surgery training programs. It is important that society leadership opportunities continue to parallel this trend as we seek to further improve diversity in vascular surgery. [ABSTRACT FROM AUTHOR]

This paper focuses on research pedagogy in radiography and the importance of research for the profession by exploring one university's endeavours to realise the aims of The Society and College of Radiographers Research Strategy 2016–20211 around embedding research in the curriculum. Co-Constructed Depiction method was developed as an innovative use of imagery in data collection, analysis, and presentation of results, being symbolic of the practices of the radiography profession by foregrounding the importance of images and their interpretation. A total of eighteen radiography staff, post-graduate radiography students, and 3rd year radiography undergraduate students from both Diagnostic and Therapeutic professional backgrounds and courses took part in individual semi-structured interviews that included participant image making. Students and educators saw the importance of research for individuals and the profession. While students could identify where research was embedded in the curriculum, generally staff did not feel embedding was done well, but this may be because research is not made explicit enough in the curriculum. Participants suggested that research needs to become 'normalised'; being a part of all radiographers' work. The links between research, professionalism, and care can be made more evident to students from the start of their studies so increasing understanding of their own relationship with the spectrum of research, and how this links to maintaining the standing of our profession and to patient care. The findings will inform future research pedagogy and undergraduate curriculum development in radiography and other Allied Health Professions around embedding research in the curriculum in a way that educators and students recognise. [ABSTRACT FROM AUTHOR]

Radiographers can elect to work within many different modalities, one being ultrasound. Within Europe there are differing opinions about how much of a role radiographers should take in relation to the ultrasound examination, particularly report writing. This paper provides findings exploring the radiographer's views on working within sonography. In 2019 an electronic survey was disseminated to radiographer members by European Federation of Radiographer Societies (EFRS) national radiographer societies, following a pilot study. A mix of closed questions, free text, and scale responses aimed to investigate radiographers' practice, legal responsibilities, report writing, educational level and experiences of support and mentoring. Of 561 radiographers participating, most (92%) reported performing ultrasound scans. Challenges with legislation, medical protectionism and lack of high-quality education restricted other radiographers. On average, the respondents have practiced ultrasound for 13.5 years. A total of 60% had postgraduate education and carried out a wide range of examinations. A full interpretative report, including advice on further investigations is performed by 52%, whilst 22% provide a checklist or descriptive report. Over 55% of radiographers took legal responsibility for the examination and the majority had clear protocols, good mentoring and support in the workplace. Peer review of their work was less common. The result shows that in 21 (n = 25) countries radiographers perform ultrasound, however not without challenges. Educational levels range from no formal education or short courses to an MSc in ultrasound. Report writing practice differs across the EFRS countries responding to the survey, as does peer review to enhance skills and clinical practice. National Radiographer societies could review findings to support campaigning for a change in legislation and improvements to educational offerings in ultrasound. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to evaluate several machine learning models under the CRISP-DM methodology in order to determine, through its metrics, the best model for predicting the performance of high school students in the Colombian Caribbean region in the Saber 11º test, while proposing a new methodology for evaluating the results of the test by regions in order to take into account the socioeconomic particularities of each one of them. The CRISP-DM methodology is taken as a basis due to its maturity, this methodology allows the extraction of business and data knowledge, offers a guide for data preparation, modeling and validation of the models; it is expected that the proposed methodology will be implemented by the Colombian Institute for the Promotion of Higher Education (ICFES), departmental education secretariats and educational institutions. A variety of techniques and tools were used to develop ETL processes to obtain a data set with the most relevant attributes, in order to evaluate four machine learning models developed with the J48 (C4.5), LMT, PART and Multilayer Perceptron algorithms; obtaining that the best data set and the best learning model is obtained using the InfoGain attribute selection method and the LMT decision tree algorithm, respectively. Therefore, this project will facilitate the actors of the National Education System to make decisions for the benefit of students and the quality of education in the country, especially in the Caribbean region. [ABSTRACT FROM AUTHOR]

The use of digital technologies in agriculture offers various benefits, such as site-specific application, better monitoring, and physical relief. The handling of these technologies requires a specific skill set. Therefore, the question arises of when and how farm managers learn about digital technologies. Aiming to analyse the current situation, the present research investigated the role that digital technologies play in vocational training for future farm managers. Taking the example of farm management information systems (FMIS), the present study also analysed various predictors of adoption, including the effect of training. To investigate these research questions, an online survey among teachers and students of the farm management vocational programme across Switzerland was conducted in the spring of 2021. In total, 150 individuals participated, 41 of whom were teachers. Participants answered questions about the learning content in the farm management programme and their perception of digital technologies in general. Students further reported whether they already had a farm they would be managing in the future and how they perceived FMIS. The results indicate that both teachers and students are convinced that digital technologies play an important role in agriculture and will gain more importance in the future. A substantial part of 43% of the students who participated indicated that they had learned neither about digital technologies during their basic agricultural training nor the subsequent farm management programme. In terms of FMIS, 51% of the student sample indicated that they had never heard about FMIS during their agricultural training. While having learned about FMIS was not a significant predictor for adoption, gender, perceived ease of use, and intention to use more digital technologies in the future significantly predicted the adoption of FMIS. The paper concludes that, to support the adoption of digital technologies and FMIS specifically, training for future farm managers should focus on how to operate an FMIS to increase the perceived ease of use of this technology. [Display omitted] • 57% of the students learned about digital technologies during vocational school. • 49% of the students learned about FMIS during vocational school. • Intention to use digital technologies is an important predictor for the TTMA. • Perceived ease of use of FMIS is an important predictor for the TTMA. [ABSTRACT FROM AUTHOR]

Two preliminary, single session, lab-based experiments sought to examine the differing roles of: contextual behavioural science variables (i.e. ACT/mindfulness), charity focused education and control conditions in terms of their influence on donations to charities operating in the fields of global poverty and human rights. Across the two studies, participants (n = 83, n = 85) were compensated for their time and after completing self-report questionnaires were introduced to the work of Oxfam and/or Amnesty International and asked if they would donate any of their compensation to the charities (ask 1). Following this, participants listened to a single audio recording containing either: ACT/mindfulness material or relevant charity education content. Control conditions were also used. Participants were then asked again if they wished to donate any of their compensation to charity (ask 2), before being given their actual compensation and having the opportunity to donate some, none or all of it for real (ask 3). Results indicate a bimodal distribution in donation data forcing a change in analytic strategy to non-parametric statistics. Psychological flexibility measures did not significantly correlate with donation data. And neither ACT nor mindfulness audio recordings significantly moved the donation data across the asks. However, charity education material significantly and positively moved donation data between ask 1 and ask 3. The paper discusses possible reasons for the results and explores future avenues for research in the prosocial area. • Exploring the role of CBS and education in the prosocial domain of global poverty and human rights. • Across two studies psychological flexibility variables did not correlate with donation data. • Neither an ACT nor a mindfulness audio condition significantly moved donation data. • In both studies, an equivalent education audio condition did produce significant shifts. • Future studies should note the bimodal data which has analysis and power implications. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a systematic review that synthesizes the qualitative findings for acculturation and education experiences among African-born migrants. Systematic searches were conducted across seven databases for English language studies using qualitative research methodologies. The search strategy identified 25 studies (n = 511), and a meta-synthesis of their findings revealed that typically adoption of host culture enhanced African-born migrants' academic achievement, academic adjustment, and peer relationships, participation in education, and parent and guardian-based support. The findings were interpreted as suggesting that migrants who can adopt the host culture have better educational experiences. However, adoption of host culture in some cases was not related to better educational experiences. The findings of this review have implications for policy to support African-born migrants. • Synthesizes qualitative studies on African migrants' acculturation and education. • Acculturation to host typically positively impacts educational experiences. • Findings are largely in relation to language proficiency. • Found limited use of acculturation models in qualitative studies. [ABSTRACT FROM AUTHOR]

Standards of osteopathic training and regulation differ by geographical location, and little is known regarding the evidence base for education within osteopathy. This review is the first to chart and appraise the osteopathic pedagogical literature and presents recommendations for further research and practice. A scoping review was conducted using the Arksey and O'Malley framework. A search was conducted of EBSCO, OVID (Embase, Medline), CINAHL, Psycinfo, Open Grey, ProQuest and ERIC databases, to identify research related to osteopathic education. Review, selection, data extraction, characterization and Risk of Bias was performed by two independent reviewers and results were summarised using Critical Interpretive Synthesis. The search identified 66 research papers published from 2002 to 2022. The included papers varied in terms of purpose, methodology, and detail of reporting. The returns were grouped into five categories Teaching, Assessment, Clinical education and preparedness for practice, Curriculum and Miscellaneous. The evidence is generally of robust methodological quality, with bias rated as 29 Low, 26 Moderate, and 11 High. However, most of the methodological designs would traditionally be considered low on the hierarchy of evidence, with 19 commentary articles and the only Randomised Controlled Trial being rated High risk of bias. The evidence regarding what is taught is underdeveloped and enhancing consensus regarding benchmarking of osteopathic education and minimum competencies is needed. Active learning was an area highlighted as preferred by learners as was self-directed study. This may also integrate more practical learning aids and electronic or online learning. [ABSTRACT FROM AUTHOR]

People with disabilities (PWD) constitute 26 % of the U.S. population yet no nursing schools have compulsory clinical education specific to PWD. Inadequate education and negative attitudes lead to lack of preparedness for working with PWD. To meet the needs of this highly underserved population, nursing students need training and experience in the care of PWD. The objective of this paper is to report three themes from the qualitative evaluation of two immersive clinical experiences with PWD for undergraduate nursing students designed to evaluate competencies for working with PWD. Curriculum evaluation using qualitative methods. During and after the clinical experience, qualitative data (reflection papers, debriefing responses, and group interviews) were collected with a volunteer sample of senior nursing student participants of the clinical experiences with PWD. Thematic analysis was used to identify changes in students' attitudes, perceived competence, and motivation for working with PWD. Three major themes are reported in this paper: A positive shift in perspective of PWD (attitudes), impact of the experience on students' practice with PWD (comfort, confidence, awareness and motivation), and revelations from the experience (attitudes and resource awareness). A comprehensive immersive clinical experience caring for PWD provides a real-world laboratory with important experiential learning activities that help students acquire and apply knowledge about the healthcare needs of PWD. Reflection activities facilitate synthesis of that knowledge. Results from this study suggest that this clinical experience can transform students' attitudes toward PWD, enhance their clinical skills, and motivate them to consider a nursing career with this highly under-served population. • People with disabilities suffer more disparities with health and longevity yet nursing school's do not require core curricula. • Deficient nursing education for this prevalent population contributes to negative attitudes and lack of care competence. • Clinically immersive disability education shifts nursing students' perspectives, transforming their attitudes, skills and care. • After immersive disability education, student's unanimously report impact on attitudes, knowledge, advocacy and care strategies. [ABSTRACT FROM AUTHOR]

The impacts of climate change on planetary health are multifaceted and threaten public health gains made since World War II. Healthcare is the fifth largest global emitter of greenhouse gas emissions, demanding significant efforts to transition to an environmentally sustainable future. Addressing these issues will require collective societal action. In this regard, universities have a dual responsibility – (1) to tackle complex social, economic, and environmental challenges by championing sustainability initiatives designed to positively impact planetary health; and (2) to ensure that graduates are equipped with the knowledge, attitudes and skills needed to steward planetary health towards a more sustainable future. The future nursing and midwifery workforce must be educated to mitigate the health sector's impact on the environment, advocate for action on climate change, prepare for ongoing health impacts of unpredictable climate and environmental changes, and help communities and healthcare systems become more climate resilient. To help increase nursing and midwifery educators' and students' capacity to support planetary-health related interventions, the overarching purpose of this paper is to provide a series of exemplars that illustrate sustainability initiatives used in four university-based clinical skills laboratories. These initiatives each demonstrate a commitment to the United Nation's Sustainable Development Goals and can be used to help embed the importance of planetary health in student learning. [ABSTRACT FROM AUTHOR]

• Educators are increasingly using virtual simulation in education. • Evidenced-based recommendations are needed for educators. • Sound pedagogical processes guide the use of virtual simulation in curriculum. The recent pandemic, with its disruption to healthcare education, thrust virtual simulation into the spotlight. Virtual simulation provides opportunities for engagement and realism, and it is quickly becoming an essential part of the educator's toolkit. Adopting virtual simulation as a teaching strategy needs a thoughtful approach; simulation pedagogy needs to be applied. This paper outlines ten tips for effectively integrating virtual simulation in the curriculum. The list was compiled after a review of the literature and from the authors' years of experience developing numerous virtual simulations, teaching with these tools and researching virtual simulation with learners, faculty and administrators. [ABSTRACT FROM AUTHOR]

The aim is to present outcome and engagement data from the initial years of the implementation of a new teaching approach in entry to practice nursing and midwifery education. The Block Model (TBM) is a teaching approach that involves studying one unit of study at a time over a four-week period, as opposed to the traditional semester model. This paper presents data revealing the impact of TBM on student engagement and overall experience in entry to practice Bachelor of Nursing and Midwifery programs. The evaluation retrospectively compared key indicators pre- Block Model implementation with outcomes for nursing and midwifery students using TBM approach using standard data sets and external comparators such as the Student Experience Survey and National Employability Survey. The study presents a comparative analysis of key indicators and graduate outcomes for students. We use reportable data and two external comparators, the Student Experience Survey and the National Employability Survey, to gauge student learning and graduate employability. The evaluation was conducted in a tertiary institution in Australia with for nursing and midwifery students who completed their studies using TBM approach at the university. The implementation of TBM in nursing and midwifery programs resulted in improvements in learner engagement, retention rates and pass rates. Improvements were also noted graduate outcomes, with an increase in full-time graduate employment. The results suggest the Block Model is a promising new teaching approach in nursing and midwifery education, with potential benefits for learner engagement, retention and pass rates. [ABSTRACT FROM AUTHOR]

To describe the development and evaluation of a novel virtual practice placement. Health systems around the world face the challenge of recruiting and retaining sufficient nursing staff to provide high quality care. The need to train more nurses makes it hard to provide sufficient and varied high quality student placements to all students. This paper reports the result of one approach to the provision of a novel virtual placement for pre-registration student nurses. Online virtual placement evaluated by a questionnaire conducted after the placement. A total of 195 students attended the virtual practice placement between 10th October 2022 and the 10th March 2023. The survey consisted of eight questions, of which one invited a qualitative response. A total of 188 students completed the questionnaire and provided feedback. Of these 84 were adult nursing students, 67 child, 36 mental health and one learning disability student. The virtual placement required considerable resources to run, however was deemed as valuable by most students. When asked to rate the overall experience out of 5, the median scores were consistently high: adult (Mdn=5), child (Mdn=4), learning disability (Mdn=5) and mental health (Mdn=5) and mean values consistently high across fields: adult (M=4.73), child (M=5), learning disability (M=5) and mental health (M=4.67). Qualitatively, there were four main themes that emerged from the questionnaire responses: increased understanding of community healthcare and holistic approaches to care; developing interpersonal skills; a positive impact on their future career opportunities and the value of realistic case studies. Virtual placements are a viable addition to traditional placements. However, they require careful planning and considerable resources including experienced and dedicated facilitators. Principles for the delivery of virtual placements were produced to replicate and share best practice. [ABSTRACT FROM AUTHOR]

This paper studies the effect on the spread of Sars-Cov-2 in Italy of schools' re-openings and closures. Exploiting different re-opening dates across regions after the summer break of 2020, I show that early-opening regions experienced more cases in the 40 days following school re-openings compared with late-opening ones. However, there is great uncertainty around the estimates, and this suggests a wide dispersion in the effects of school re-openings on Sars-Cov-2 transmission. I also study the effect of school closures in Campania, one of the biggest regions in Southern Italy. Using a synthetic control approach, I show that school closures are associated with lower numbers of cases relative to the counterfactual group, particularly in younger age groups. In contrast, I find no significant effects on older age groups, which are more likely to require hospitalization. Finally, by exploiting survey data, I provide descriptive evidence on the increased incidence rate among teachers and students relative to the general population, following school re-openings. • I study the effect of school openings on the spread of Sars-Cov-2 in Italy, exploiting staggered re-openings across regions. • Early-opening regions experienced more cases in the 40 days following school re-openings. • I also study the effect of school closures in Campania, one of the biggest regions in Southern Italy. • School closures are associated with lower case numbers relative to the counterfactual synthetic group. • The effects are driven by younger age groups, while the response in older age groups is muted. • Incidence within schools is larger where classrooms are more crowded and school buildings are older. [ABSTRACT FROM AUTHOR]

School attainment has increased and gender gaps narrowed in many settings without commensurate declines in child marriage and with persistent gender gaps in work. This paper investigates whether child marriage changes young people's ability to translate education into paid work in rural Malawi. Using data from a longitudinal study of adolescents in rural Malawi followed through young adulthood, individual-level fixed-effects regressions that account for time-invariant factors were used to investigate differences in child marriage status on the extent to which grade attainment, reading, and numeracy skills lead to higher participation in paid work and reduce participation in unpaid work. Gender differences in these relationships were explored. Prevalence of child marriage is high for young women (53% vs. 6% for men), and participation in paid work low (7% vs. 42% for men). Attainment of six grades among young married women and nine grades among young married men was associated with paid work irrespective of child marriage. Reading with comprehension in two languages was associated with paid work for young men married as adults (coefficient =.27, p ≤.01). Numeracy was associated with paid work among unmarried young women (coefficient =.04, p ≤.01). Negative associations between grade attainment and unpaid work were found for young women married at ages 16–17 and unmarried, while positive associations were found for young unmarried men. The relationship between education and work among young people in Malawi is compromised by related challenges of poor learning and continued high levels of child and young adult marriage. [ABSTRACT FROM AUTHOR]

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Rationale and Objectives: Artificial intelligence (AI) has rapidly emerged as a field poised to affect nearly every aspect of medicine, especially radiology. A PubMed search for the terms "artificial intelligence radiology" demonstrates an exponential increase in publications on this topic in recent years. Despite these impending changes, medical education designed for future radiologists have only recently begun. We present our institution's efforts to address this problem as a model for a successful introductory curriculum into artificial intelligence in radiology titled AI-RADS.Materials and Methods: The course was based on a sequence of foundational algorithms in AI; these algorithms were presented as logical extensions of each other and were introduced as familiar examples (spam filters, movie recommendations, etc.). Since most trainees enter residency without computational backgrounds, secondary lessons, such as pixel mathematics, were integrated in this progression. Didactic sessions were reinforced with a concurrent journal club highlighting the algorithm discussed in the previous lecture. To circumvent often intimidating technical descriptions, study guides for these papers were produced. Questionnaires were administered before and after each lecture to assess confidence in the material. Surveys were also submitted at each journal club assessing learner preparedness and appropriateness of the article.Results: The course received a 9.8/10 rating from residents for overall satisfaction. With the exception of the final lecture, there were significant increases in learner confidence in reading journal articles on AI after each lecture. Residents demonstrated significant increases in perceived understanding of foundational concepts in artificial intelligence across all mastery questions for every lecture.Conclusion: The success of our institution's pilot AI-RADS course demonstrates a workable model of including AI in resident education. [ABSTRACT FROM AUTHOR]

There is a gap in knowledge regarding the necessary components for pediatric gastrostomy tube education. This integrative review addresses the question "What are the educational components following pediatric gastrostomy placement?" A literature search was conducted using PubMed, CINAHL, and Cochrane Library electronic databases, along with a hand search. Articles for review included those in the pediatric population, English language, and publication dates between 2010 and 2020. Ultimately, 7 articles met the inclusion criteria for review. Articles were all pediatric focused (0–18 years), and were a mix of quantitative and qualitative designs, along with one non-research paper. Three major themes were identified from the literature including that gastrostomy tube education should be a multidisciplinary effort, that education should take a standardized approach, and that it should include psychosocial elements that enhance caregiver knowledge and empowerment. This review demonstrates that while there is no consensus on a superior mode or means of education, pediatric gastrostomy discharge education must be standardized and high quality to promote the best patient and caregiver outcomes. Further research should aim to address which forms of education, if any, lead to the best outcomes, and how education can best be delivered to promote caregiver knowledge and ease. • Gastrostomy tube education should be a multidisciplinary effort. • Gastrostomy tube education should be conducted using a standardized approach. • Tube feeding education should include psychosocial elements to promote caregiver ease. [ABSTRACT FROM AUTHOR]

This article describes global shifts in migration and population demography and the simultaneous increase in nationalism and xenophobia. The literature lays out a need for more research examining how young people from immigrant or refugee backgrounds are being affected by contemporary trends in nationalism and xenophobia across diverse national contexts. This article concludes with an overview of five papers addressing the topic in the special section. [ABSTRACT FROM AUTHOR]

Existing literature reflects the multiple benefits of the integration of Augmented Reality (AR) technologies in educational settings. Many studies have been conducted to establish the tendencies, affordances, and challenges of this technology for education. However, most of these studies are qualitative studies that do not measure the extent of the impact of this technology on education. This study conducted a meta-analysis of 64 quantitative research papers (N = 4705) published between 2010 and 2018 in major journals. The main purpose of the study was to analyze the impact of AR on students' learning gains. Furthermore, the study analyzed the influence of moderating variables such as control treatment, learning environment, learner type, and domain subject on the learning gains. The results identified that AR has a medium effect on the learning gains of students (d =. 68 , p <. 001). Additionally, the study discusses the effect of AR on the moderating variables and establishes some possible routes of investigation for future work. • We conducted a meta-analysis on the impact of Augmented Reality in education. • Sixty-four quantitative published journal papers written from 2010 to 2018 were coded and analyzed. • Augmented Reality has a medium effect on students' learning gains. • Bachelor students are the students who benefit most from Augmented Reality systems. • Engineering is the field of education that most benefits from Augmented Reality systems. [ABSTRACT FROM AUTHOR]