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Total hip arthroplasty (THA) for osteoarthritis (OA) is a major health system cost. Education and exercise (Edu + Ex) programs may reduce the number of THAs needed, but supporting data are limited. This study aimed to estimate the treatment effect of THA versus Edu + Ex on pain, function, and quality of life outcomes 3 and 12 months after treatment initiation for hip OA. Patients who had hip OA who underwent THA or an Edu + Ex program were included in this propensity-matched study. In 778 patients (Edu + Ex, n = 303; THA, n = 475), propensity scores were based on pretreatment characteristics, and patients were matched on a 1:1 ratio. Between-group treatment effects (pain, function, and quality of life) were estimated as the mean difference (MD) in change from pretreatment to 3-month and 12-month follow-up using linear mixed models. The matched sample consisted of 266 patients (Edu + Ex, n = 133; THA, n = 133) who were balanced on all pretreatment characteristics except opioid use. At 12-month follow-up, THA resulted in significantly greater improvements in pain (MD 35.4; 95% confidence interval [CI] 31.4 to 39.4), function (MD 30.5; 95% CI 26.3 to 34.7), and quality of life (MD 33.6; 95% CI 28.8 to 38.4). Between 17% and 30% of patients receiving Edu + Ex experienced a surgical threshold for clinically meaningful improvement in outcomes, compared to 84% and 90% of THA patients. A THA provides greater improvements in pain, function, and quality of life. A notable proportion of Edu + Ex patients had clinically meaningful improvements, suggesting Edu + Ex may result in THA deferral in some patients, but confirmatory trials are needed. [ABSTRACT FROM AUTHOR]

Advances in total hip arthroplasty (THA) have resulted in evolving revision indications and intraoperative techniques, which can influence the exposure of trainees to complex cases. We report 3 decades of revision experience from a tertiary referral center that trains fellows, comparing the reasons for revision and the complexity of revisions over time. We retrospectively reviewed all revision THAs performed at our institution from 1990 to 2022. Revision diagnoses, components revised, types of revision implants used, and exposure techniques were collected. A "complex" revision was defined as a case that involved an extended trochanteric osteotomy, triflange and cup-cage construct, or acetabular augment. A total of 3,556 THA revisions were identified (108 revisions/year). Aseptic loosening was the most common indication in 1990 to 1999 (45 per year), but decreased to 28.3/year in 2010 to 2019. From 1990 to 1999 and 2010 to 2019, fracture increased from 3.1 to 7.3 per year, infection from 2.9/year to 16.9/year, and metallosis from 0.1 to 13.2 per year. Both component revision were common from 1990 to 1994 (42.6 per year), while polyethylene exchange was most common in 2010 to 2019 (43.3 per year). A decrease was observed in "complex" cases over time: 14.8 extended trochanteric osteotomies/year in 2000 to 2004 compared to 5.4 per year in 2018 to 2022, 4.5 triflange and cup-cage constructs/year in 2004 to 2007 compared to 0.8 per year in 2018 to 2022, and 4 acetabular augments per year in 2009 to 2012 compared to 1 per year in 2018 to 2022. Indications for revision have changed over the decades, while the number of "complex" revisions has gradually decreased, presumably due to advances in implants and materials. If this trend extends to other training institutions, the next generation of arthroplasty surgeons will have less exposure to complex revisions during their training. [ABSTRACT FROM AUTHOR]

Background: The Educators and Educator Candidates' Competence in Digital Pedagogy instrument needed to be tested before using it in nursing education. Purpose: This study describes the further testing of this instrument to measure nurse educators' digital competence. Methods: The study is reported according to the 7 steps of the MEASURE Approach. Psychometric testing was conducted with a sample of 111 Finnish nurse educators from 9 universities of applied sciences. The study was conducted during the years 2020 and 2023. Results: The exploratory factor analysis results explained 56% of the variance with 3 factors, including 20 items. The factors were labeled to describe the nurse educators' digital competence: implementing appropriate independent and community learning, acting safely and responsibly, and guiding learning based on the evidence. Cronbach α and McDonald ω coefficients showed good reliability. Conclusions: The instrument can be used to assess digital competence and identify the development needs to facilitate educators' continuous professional development. [ABSTRACT FROM AUTHOR]

The COVID 19 pandemic has had a tremendous impact on nursing and health care delivery systems. Recent research demonstrates a correlation between the stress of providing complex health care and the decline of nurse well-being. Investing in the well-being of nurses can benefit the entire health care system. Educational institutions can play a role in enhancing nurse well-being by incorporating holistic nursing education principles into the curriculum, including reflective practice methods to promote self-awareness and self-care. This may be challenging for some nursing programs, but the Power of Nursing course can help close this gap. This noncommercial course incorporates key elements of holistic nursing including authenticity, empathy, compassion, unconditional acceptance, and selfcare; elements not always emphasized in a traditional curriculum. Power of Nursing, offered as an elective in nursing schools or part of nursing residency programs, provides attendees with tools and strategies to boost resilience, strengthen personal commitment to nursing, and increase well-being preparing them to thrive in any health care environment. [ABSTRACT FROM AUTHOR]

The reader will come to appreciate that Simulation Based Education: • Is an important tool in delivering high quality, evidence-based education to healthcare workers. • Should be evaluated against real patient outcomes and have led to significant improvements in the care of patients in neonatology and paediatrics. • Can be used the enhance clinical skill acquisition, acute care management, teamwork, leadership, communication and for quality improvement. There is increasing use of clinical Simulation Based Education (SBE) in healthcare due to an increased focus on patient safety, the call for a new training model not based solely on apprenticeship, a desire for standardised educational opportunities that are available on-demand, and a need to practice and hone skills in a controlled environment. SBE programs should be evaluated against Kirkpatrick level 3 or 4 criteria to ensure they improve patient or staff outcomes in the real world. SBE programs have been shown to improve outcomes in neonatology – reductions in hypoxic ischaemic encephalopathy, in brachial plexus injury, rates of school age cerebral palsy, reductions in 24hr mortality and improvements in first pass intubation rates. In paediatrics SBE programs have shown improvements in paediatric cardiac arrest survival, PICU survival, reduced PICU admissions, reduced PICU length of stay and reduced time to critical operations. SBE can improve the non-technical tasks of teamwork, leadership and communication (within the team and with patients and carers). Simulation is a useful tool in Quality and Safety and is used to identify latent safety issues that can be addressed by future programs. In high stakes assessment simulation can be a mode of assessment, however, care needs to be taken to ensure the tool is validated carefully. [ABSTRACT FROM AUTHOR]

• Cognitive Load Theory is an important element to consider to maximise learning. • Specific evidence based instructional design methodologies can be utilised to develop the curriculum. • Educators need to consider faculty education and development to enhance program maturity. The reader will come to appreciate that: • Cognitive Load Theory is an important element to consider to maximise learning. • Specific evidence based instructional design methodologies can be utilised to develop the curriculum. • Educators need to consider faculty education and development to enhance program maturity. Simulation based education (SBE) is an educational tool increasingly used in the approach to the initial and ongoing education of healthcare professionals. Like all education tools, SBE needs to be used appropriately to achieve the desired outcomes. Using Cognitive Load Theory (CLT) in the instructional design of simulations is essential to maximise participant learning by reducing extraneous load and optimising intrinsic load. Educators can modify task fidelity, task complexity and instructional support to optimise learning. Specific methodologies can be used in program design such as rapid cycle deliberate practice, round the table teaching, low dose high frequency and flipped classroom. Fidelity and authenticity are important factors to consider when choosing design elements to ensure learner engagement, but not to overwhelm cognitive load. An integral part of SBE is the feedback or debriefing component. Several evidence-based methodologies can be employed to facilitate post simulation learning, including Debriefing with Good Judgement and PEARLS. Educators also need to consider faculty education and development, such as the discovery, growth and maturity model. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

Communication skills are very important for nursing students. As a developing teaching technology, virtual reality is used in nursing communication education. However, the teaching effect and the effective teaching elements are not clear. This systematic review was designed to summarize the characteristics of interventions and teaching design of nursing communication education based on virtual reality and to extract the common positive features to provide a reference for further nursing communication education. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, we systematically searched eight databases in December 2021, and an updated search was performed in June 2023. The Mixed Methods Appraisal Tool was used for study appraisal. A total of thirteen studies were included in the systematic review. Although differences were observed in the designs, evaluations and communication results of these studies, we extracted some elements that can be used to promote positive communication results, such as a combination of an intervention design based on theory with communication strategies, positive feedback and reporting. Virtual reality-based education shows mixed teaching effect in improving nursing students' communication cognition and skills. Further studies are necessary to verify the practical influence of intervention design combined with teaching methods on improving nursing students' communication and clinical communication coping ability. • The results of nursing communication education based on virtual reality are mixed. • Feedback and strategies are helpful to improve communication ability. • Consider combining virtual reality-based teaching with face-to-face teaching. [ABSTRACT FROM AUTHOR]

Medication errors are the most common type of error affecting patient safety and the most preventable cause of adverse medical events globally. Medication errors occur most frequently (33.3 %) during the administration phase. New nurses felt their education left them vulnerable to errors, suggesting that current curricula may be insufficient. The purpose of this study was to determine the relationship between new nurses' educational preparedness and perceived importance with confidence in medication administration. A secondary aim was to determine the difference in the variables based on demographic information. A descriptive, correlational design was employed using the Theory of Human Error. Ohio newly licensed nurses were surveyed for their educational preparedness, perceived importance, and confidence in nine medication competencies. Descriptive and inferential statistics were used. N = 201. A significant, positive relationship was found between both educational preparedness and confidence, and perceived importance and confidence. Nurses reported high levels of educational preparedness, perceived importance, and confidence. All correlations and regressions were significant, indicating that as nurse educational preparedness and/or perceived importance increases, the odds of confidence increases. Demographic analysis demonstrated that practice area and years of experience significantly contributed to differences in the variables. Understanding the educational preparedness and perceived importance of the medication competencies can help guide future research into creating educational and clinical interventions to ultimately decrease medication errors. • New RNs' medication administration educational preparedness and perceived importance positively correlates with confidence • Further research should be completed to compare between confidence and actual competence • Curriculum revisions and transition to practice programs could help with confidence in medication administration. [ABSTRACT FROM AUTHOR]

Children with disabilities (CWDs) constitute a substantial segment of the population who encounter abuse, emphasizing the need to comprehend the influence of school-based interventions on this susceptible group. This systematic review and meta-analysis aimed to identify and evaluate the effectiveness of school-based interventions in enhancing child sexual abuse (CSA) knowledge among CWDs. This meta-analysis incorporated seven published studies, encompassing 387 CWDs. Our study synthesizes findings from seven experimental and quasi-experimental studies, adhering to the PRISMA guidelines. The study was registered in PROSPERO. The literature search, conducted between September 25, 2023, and October 2, 2023, employed various databases and keywords relevant to the study's scope. The research question and articles' eligibility were assessed using the Population, Intervention, Comparison, Outcomes, and Study type (PICOs). The meta-analysis was conducted using the Comprehensive Meta-Analysis (CMA) software. The school-based intervention greatly impacted CWDs' CSA knowledge scores (Hedges's g = 1.026 [95% CI: 0.845; 1.208], z = 11.074, p = 0.000). The findings of this meta-analysis demonstrate that Questionnaire/scale-based knowledge measurement (Hedges's g = 2.586 [95% CI: 0.920; 4.252], z = 3.043, P = 0.002) and Vignette-based knowledge measurement (Hedges's g = 1.065 [95% CI: 0.655; 1.474], z = 5.100, p = 0.000) are effective in assessing CWDs' knowledge of CSA. This systematic review and meta-analysis of seven randomized controlled studies and quasi-experimental studies provide robust evidence supporting the effectiveness of school-based interventions in significantly enhancing CSA knowledge among CWDs. These findings are potentially significant evidence for education professionals, including educators and school health nurses. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the effect of education given with motivational interviewing techniques on mothers of children with allergic asthma aged 4–11 years on asthma control and knowledge level. The research was designed according to the CONSORT checklist with a randomized controlled design. 76 participants were randomly assigned to either an intervention (n = 38) or control group (n = 38). The intervention group received asthma education utilizing motivational interviewing techniques from a pediatric nurse. The control group received no further education. The Childhood Asthma Control Test and Asthma Knowledge Level Questionnaire were used to collect data. The control group received only education at the time of discharge. The mothers' asthma control and asthma knowledge scores in the experimental group were significantly higher than in the control group (p < 0.001). In the experimental group, asthma control scores increased from 14.29 ± 4.27 to 21.37 ± 1.57 after education. The mean score of the asthma knowledge score increased from 54.74 ± 10.89 to 73.47 ± 7.17 after intervention. The study showed that education using motivational interviewing techniques for mothers of children with allergic asthma increased their knowledge and positively affected asthma control. Education is important in improving mothers' knowledge about allergic asthma. Asthma education using motivational interviewing techniques should be provided when their children are newly diagnosed. Education practices should be implemented as a policy in hospitals and pediatric clinics, and nurses should be supported in ensuring the implementation of education practices. • Motivational interviewing can help to mothers to improve their knowledge level about asthma and asthma control. • Lack of knowledge about allergic asthma complicates asthma control and adversely affects treatment management. • Effective treatment management reduces hospital admissions. [ABSTRACT FROM AUTHOR]

This comprehensive manuscript endeavors to furnish orthodontic researchers with the necessary tools and knowledge to adeptly navigate the multifaceted landscape of academic publishing, thereby enhancing the efficacy and reach of their scholarly endeavors. It meticulously imparts critical insights and methodologies for comprehending and leveraging publication metrics, such as citation counts, the h-index, and Journal Impact Factors, to strategically plan research trajectories. Furthermore, it offers guidance on adeptly engaging with evaluation agencies such as the American Dental Association (ADA) and the National Institute of Dental and Craniofacial Research (NIDCR), thereby optimizing alignment with grant opportunities. Through the adept utilization of orthodontic bibliometrics, researchers can gain invaluable insights into prevailing collaboration trends and emerging research domains, thus facilitating informed decision-making and prioritization of scholarly pursuits. Additionally, the manuscript delves into the nuanced optimization of publication guidelines to maximize research impact. Spanning both established domains such as biomechanics, anchorage control, and aligner therapy, as well as burgeoning frontiers including 3D printing and artificial intelligence applications in aligner treatment, this manuscript equips orthodontic researchers with the requisite acumen to embark upon a journey of impactful scholarly contributions, thereby catalyzing advancements in patient care within the discipline. [ABSTRACT FROM AUTHOR]

With the help of educators from all over Europe, the European Guidelines for Postgraduate Education in Orthodontics were created, and its influence spread far and wide. These recommendations, which promote evidence-based treatment and integrate the most recent developments in orthodontic research and technology, have enabled orthodontic instructors and postgraduate students globally to stay up to date with the quickly changing field of orthodontics. The World Federation of Orthodontists (WFO) Guidelines for Postgraduate Orthodontic Education, which were released in 2009 and later revised in 2023, were also influenced by the European Guidelines. The use of these guidelines by postgraduate program directors around the world and by related educational, scientific, and administrative institutions will allow them to adapt their curricula to worldwide standard and to strive for excellence in themselves and our speciality. [ABSTRACT FROM AUTHOR]

The first orthodontic program was opened by Edward H. Angle in 1900 as the Angle School of Orthodontia. From 1900 to 2024, over 70 exceptional orthodontic programs have been developed to provide comprehensive orthodontic education to postdoctoral residents. During this time, numerous innovations have been introduced in orthodontics which have changed the clinical practice of orthodontics. Orthodontic programs need to incorporate such innovations into their curriculum so that the residents are knowledgeable of current developments. To incorporate innovations into orthodontic residency programs, it is important to balance it with standardization. Standardization can be explained in terms of roadmaps and checklists for different innovations. This article aims to provide roadmaps, checklists, and principles for incorporating and teaching innovation into the orthodontic residency curriculum. [ABSTRACT FROM AUTHOR]

Dental care providers are essential in screening and co-managing sleep-breathing disorders, particularly obstructive sleep apnea. As an integral component of dental medicine education, Dental Sleep-disordered Breathing Education (DSBE) aims to equip undergraduate and graduate dental students with the necessary knowledge, skills, and attitude to screen for and manage sleep-breading disorders as part of interdisciplinary teams. Studies on DSBE have mainly focused on undergraduate dental programs. Thus, research is needed to support the improvement of DSBE in dental residency programs, especially in orthodontics, to address the learning needs of future dental students, including Generation Z learners. This perspective paper suggests key research areas and methodologies to support this much-needed undertaking. These areas include curriculum mapping, outcome evaluation, and improvement/innovation. Dental researchers are encouraged to investigate these areas, employing the suggested methodologies. This will help overcome existing educational challenges and advance the available knowledge on DSBE in residency programs in orthodontics and dentistry at large. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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.)

This article embarks on an exploration of the transformative influence of infographics within the educational landscape, tracing their impact from the Gen-Alpha era onwards. Infographics emerge as dynamic visual tools, transcending generational boundaries and establishing a universal language of comprehension. From catering to the digital fluency of Gen-Alpha to resonating with earlier and subsequent generations, infographics serve as enduring conduits, adapting to diverse learning styles and cultivating a culture of visual literacy. This article delves into a unique dimension, proposing infographics as suitable aids for teaching and learning through the innovative concept of 'pop-up edutainment exhibitions'. These exhibitions represent dynamic, interactive showcases that bring educational content to life, creating an engaging and immersive experience for learners. From static visuals to dynamic formats like animated and interactive infographics, this evolution revolutionizes the pedagogical experience, making education a visually stimulating journey. Within the collaborative realm, infographics evolve into platforms fostering multigenerational wisdom, where minds converge, co-create, and contribute to a collective reservoir of knowledge. Through a critical lens, this article scrutinizes how infographics, presented as pop-up edutainment exhibitions, amplify critical thinking, digital literacy, and creative expression across generational spectra, exemplifying their instrumental role in crafting an inclusive and engaging learning environment. [ABSTRACT FROM AUTHOR]

Copyright of Biomédica: Revista del Instituto Nacional de Salud is the property of Instituto Nacional de Salud of Colombia 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.)

Adaptive learning aims to tailor the learning experience, including content, navigation, presentation, and strategies, based on learners' cognitive and affective factors. However, many existing adaptive learning systems often fail to meet the diverse needs and preferences of learners, typically relying on unique factors such as learning style. To address this, a robust framework is proposed, incorporating an artificial intelligence (AI) driven adaptive learning model capable of considering multiple factors, including past performance, hobbies, and learning style. The approach leverages the k-means clustering algorithm to group learners with similar leisure interests and incorporates Support Vector Regression to predict student performance, utilizing demographic data and past performance as metrics. Furthermore, the implementation of the Personalized Study Guide plugin, based on k-means clustering, enables the system to create personalized learning paths tailored to individual learning styles. By adopting this approach, the objective is to enhance learner engagement and performance through the development of a robust adaptive learning system. [ABSTRACT FROM AUTHOR]

Background: Caregivers to intensive care unit survivors are vulnerable to caregiver burden, which has been demonstrated to have consequences to patients' and caregivers' mental and physical health. Potentially modifiable factors should be explored so that interventions may be developed. Methods: Ninety-one anticipated caregivers were prospectively assessed both at a southwestern trauma intensive care unit during their patient's admission and at home via remote interview 3 months after intensive care unit admission. Caregiver depression, posttraumatic stress symptoms, experiences, and perceived burden were assessed. Results: At follow up, there was a significant negative correlation between caregiver burden and understanding of their patient's condition (P < 0.001) and intensive care unit events (P = 0.008). Caregivers with lower understanding of their patient's injury/illness had significantly greater depressive symptoms (P = 0.04). Conclusions: Education and knowledge of intensive care unit events regarding their patient may influence perceived burden among caregivers. Interventions to orient caregivers to intensive care unit events are suggested to reduce caregiver and healthcare system burden. [ABSTRACT FROM AUTHOR]

There has been limited evaluation of surgeon-specific factors on outcomes after total shoulder arthroplasty (TSA). The goals of this study were (1) to determine the impact of surgeon procedural volume, career duration, practice type, and fellowship training on TSA outcomes at 2-year follow-up and (2) to evaluate the relative importance of surgeon variables in relation to patient variables in influencing outcomes. The PearlDiver Mariner database was queried to identify all surgeons who performed a minimum of 11 TSA procedures from 2010 to 2018. An Internet search of publicly available data was performed to determine the career duration, practice type, and fellowship training of each surgeon. Multivariate logistic regression models were built to determine the relationship between surgeon-specific variables and 2-year surgical complications and revisions and 90-day readmissions. Variable importance of patient-specific and surgeon-specific factors was determined by the Akaike information criterion increase of these models. A total of 2188 surgeons who performed 93,122 TSA procedures were identified in this database. Higher reverse TSA surgical volume was associated with fewer surgical complications and revisions, although such a relationship was not observed for anatomic TSA. Revision after anatomic TSA was more common among surgeons who were in their first 5 years of practice. There was a higher risk of surgical complication and readmission among academic surgeons, but this did not equate with a higher risk of revision. The impact of these surgeon-specific factors on outcomes was small in relation to patient-level variables, such as age, sex, and number of medical comorbidities. Surgeon procedural volume, career duration, and practice setting influence the surgical complication, revision, and readmission rates after TSA. The impact of surgeon factors was small relative to patient variables, highlighting the importance of patient selection in mitigating adverse outcomes. [ABSTRACT FROM AUTHOR]

This research presents the importance of risk management during the covid 19 pandemic in the health, economy and education sector in Kosovo.Since early times, man has begun to choose ways, methods, and tools to reduce or mitigate the material and non-material consequences that have been presented to him the various risks that we may encounter must be foreseen and managed so that they can be easily overcome.One of the unexpected things that we can encounter in life is various epidemics such as the covid 19 pandemic, which requires management and a series of commitments to overcome the crisis.The main purpose of this study is to look at the effect of the covid 19 pandemic and the importance of risk management in the health, economy, and education sector in Kosovo and how the government has reflected with its measures against this pandemic in Kosovo.The methodology of this study is descriptive methods to describe the measures undertaken by the Government of the Republic of Kosovo, which includes a response plan in three main areas, namely health, economy, and education.A secondary data collection methodology was used in this research.The data are taken from the results published by the Friedrich-EbertStiftung-Kosovo Office (FES). Friedrich-Ebert-Stiftung office in Pristina.As for the impact of Covid-19, on the labor market in Kosovo, according to the (LFS) Labor Force Survey of 2019, the unemployment rate in Kosovo was 25.7%, or in absolute numbers 125,305 unemployed people. While the employment rate was around 30.1%, or in absolute numbers, the number of employees was 368,180 people.According to the obtained results, it appears that Covid-19 has harmed companies and all sectors in Kosovo.The research mainly has a descriptive nature of the effect of the Covid-19 pandemic on the health, economy, and education sector in Kosovo. [ABSTRACT FROM AUTHOR]

The relevance of the problem is since in the state there was a need to create educational programs aimed at the creation of the proper level of entrepreneurial competencies, required to organise their own small or medium businesses. The aim is to investigate the efficiency of the educational program "Bastau Business" in the formation of entrepreneurial competencies, contextualized by existing theories and the changing demands of Kazakhstan's innovation-driven economy. The leading method to study this problem is the questionnaire method, which allows for monitoring the formation of professional entrepreneurial competencies among the graduates of the educational program and to identify the problems they face at the beginning to improve the content and focus of the educational modules. The study showed a high readiness of the graduates of the programme for further independent entrepreneurial activities, which unequivocally indicates its effectiveness. The study also helped identify a range of factors that need to be addressed when improving the educational programme for small and medium business support. [ABSTRACT FROM AUTHOR]

This commentary explores how a change in the professional identity of pharmacists from medicines supplier to clinical decision-maker might take place. Three leverage points are identified that support this change. The first leverage point involves workplace culture. Pharmacists require workplaces that support them to assume direct responsibility for drug therapy decisions that may not have traditionally been part of pharmacy practice. The second leverage point involves terminology. Pharmacists need to be able to name and describe the process they use when making decisions about drug therapy. The third leverage point encompasses pharmacy education. Future pharmacists require a foundation that enables them to mobilize their knowledge and skills about drug therapy to act as clinical decision-makers with patients that require complex care. By acting on multiple leverage points, advocates for change in the pharmacy profession can assist pharmacists to establish themselves as decision-makers about drug therapy, shift their professional identity, and reformulate their view of the profession. • Workplace culture is a dominant force that shapes the everyday practice of pharmacists. • Greater consensus on terminology is required for the field of pharmacy. • Pharmacy educators are ideally placed to support future pharmacists establish themselves as clinical decision-makers. [ABSTRACT FROM AUTHOR]

Emergency nurses are the first clinicians to see patients in the ED; their practice is fundamental to patient safety. To reduce clinical variation and increase the safety and quality of emergency nursing care, we developed a standardised consensus-based emergency nurse career pathway for use across Australian rural, regional, and metropolitan New South Wales (NSW) emergency departments. An analysis of career pathways from six health services, the College for Emergency Nursing Australasia, and NSW Ministry of Health was conducted. Using a consensus process, a 15-member expert panel developed the pathway and determined the education needs for pathway progression over six face-to-face meetings from May to August 2023. An eight-step pathway outlining nurse progression through models of care related to different ED clinical areas with a minimum 172 h protected face-to-face and 8 h online education is required to progress from novice to expert. Progression corresponds with increasing levels of complexity, decision making and clinical skills, aligned with Benner's novice to expert theory. A standardised career pathway with minimum 180 h would enable a consistent approach to emergency nursing training and enable nurses to work to their full scope of practice. This will facilitate transferability of emergency nursing skills across jurisdictions. [ABSTRACT FROM AUTHOR]

Medical imaging has undergone significant technical advancements in recent years, posing a considerable challenge for radiologists to stay up-to-date with emerging modalities and their applications in daily practice. This challenge is even more daunting in developing countries with limited resources compared to the US and other developed nations with greater economic assets. The collaboration between the United States and other advanced nations with radiological institutions in Latin America has been a significant achievement in the pursuit of new opportunities for continuous medical education. The aim of this study was to evaluate the effectiveness of international collaborations among Spanish-speaking Latin American institutions and radiologists through a survey. A group of radiologists and institutions from various countries, including the USA, Spain, and Argentina, who have been working together for several years to improve Radiology education across Latin America, were selected. An online survey was conducted. The survey included questions about interest in the activities, participation, and impact of radiologic education during these educational efforts. The survey received responses from 166 participants, all of whom reported knowledge of at least one type of educational activity. The most well-known activity was ALAT Webinars. The primary motivators for participation were the quality of the content and the opportunity to learn new information. Additionally, improving local education in radiology and receiving expert advice on radiology issues were identified as priorities for participation in international collaborations. The Cronbach alpha coefficient was calculated for individual and global Likert questions, resulting in a global score of 0.96. The study confirms the significance of a multifaceted approach to address gaps in radiology education. While traditional models have relied on hosting international visitors or sending US teachers abroad, the results suggest that using a variety of methods will have a greater impact than relying on a single technique for those who benefit most from collaborative efforts. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Global education, particularly Continuing Medical Education (CME) for healthcare professionals, is quickly shifting online. This study assesses the opportunities and challenges of adopting online learning in radiology CME. It explores how radiologists and radiographers have adapted to this digital shift and the changing landscape of radiology education. The study also seeks to envision an innovative future for radiology education. A descriptive cross-sectional survey was conducted among radiologists and radiographers working in radiology departments in the United Arab Emirates (UAE). The survey collected data on participant demographics, experiences with CME, sources of CME, and perceptions of online learning. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) software. The survey involved 65 radiologists and 215 radiographers. Findings indicated a significant shift from face-to-face to online CME activities, with 76.9% of radiologists and 70.7% of radiographers utilizing online resources for CME. Concerns about time management, technical issues, and expenses have emerged as challenges for online CME. Participants also highlighted the importance of free-of-charge CME and the value of active participation and anonymity in online discussions. Radiology professionals have rapidly adapted to the changing landscape of CME by embracing online learning. While this shift offers greater flexibility and accessibility, technology-related challenges and concerns over time management persist. The study suggests that the future of radiology CME may involve personalized, adaptive, and interactive learning experiences, emphasizing mental well-being and resilience. Radiology professionals must embrace online CME for continuous skill enhancement, addressing technical challenges, fostering interactive learning environments, and ensuring accessibility to maintain high standards in patient care and medical advancements. [ABSTRACT FROM AUTHOR]

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It has been noted that without learning, there can be no success. Furthermore, at the most basic level, essential success implies successful learning in the classroom. This was the sentiment of Tinto and Pusser (2006, 8) two decades ago when the global turn to Emergency Remote Teaching and Learning was inconceivable. However, the Novel Coronavirus appeared in Wuhan, China at the end of 2019, and in 2020 the World Health Organisation announced COVID-19 as a global pandemic (Discovery 2020; WHO 2020) that caused major disruptions in all sectors of society and led to the unprecedented transition from the face-to-face mode of teaching and learning to online platforms in Higher Education Institutions (HEIs) worldwide (Turnbull, Chugh, and Luck 2021). It soon became clear to researchers that the support offered to students to assist them in attaining academic success had proven inadequate (Al-Maskari, Al-Riyami, and Kunjumuhammed 2022) and that the support systems used by HEIs needed to be revisited. This article examines student best practices during the COVID-19 pandemic and beyond to ensure that students enjoy optimal benefits as they strive for academic success. The article further suggests a student support theory that can be employed by HEIs to better assist students in the quest for attaining a postgraduate qualification. [ABSTRACT FROM AUTHOR]

The Radiology Scholars Certificate Program (RSCP) is an elective course for preclinical medical students which aims to improve radiology knowledge, dispel misconceptions regarding the field, and train future clinicians who have a greater understanding of the scope of the field. Previously, we have shown that students demonstrate improved knowledge of radiological topics as well as improved perception of radiology as a field after completing the program. In this study we attempt to determine whether these effects persist up to two years following program completion. A two-part questionnaire was sent to all third- and fourth-year medical students at our institution in order to assess their objective ability to select appropriate imaging studies and interpret basic imaging findings, as well as evaluate their subjective attitudes and comfort level with radiology topics. Statistical analysis compared students who completed the RSCP to non-RSCP controls. A total of 54 students responded to the survey (34 had previously completed the RSCP). RSCP participants were significantly more likely to select appropriate imaging workups and correctly interpret imaging findings compared to controls (p < 0.001). Furthermore, RSCP participants reported significantly higher confidence in their ability to order imaging (p < 0.001) and significantly higher satisfaction with their radiology education (p < 0.001). RSCP participants were less likely to agree with negative stereotypes regarding radiology and reported more favorable perceptions of the field. Preclinical radiology-driven medical student education programs like the RSCP offer the potential for lasting improvements in students' understanding of and attitudes toward radiology as a field. We believe that such programs will help address challenges facing the field of radiology regarding recruitment, diversity, and interdisciplinary understanding. [ABSTRACT FROM AUTHOR]

Sex and gender—biological and social constructs—significantly impact the prevalence of protective and risk factors, influencing the burden of Alzheimer's disease (AD; amyloid beta and tau) and other pathologies (e.g., cerebrovascular disease) which ultimately shape cognitive trajectories. Understanding the interplay of these factors is central to understanding resilience and resistance mechanisms explaining maintained cognitive function and reduced pathology accumulation in aging and AD. In this narrative review, the ADDRESS! Special Interest Group (Alzheimer's Association) adopted a multidisciplinary approach to provide the foundations and recommendations for future research into sex‐ and gender‐specific drivers of resilience, including a sex/gender‐oriented review of risk factors, genetics, AD and non‐AD pathologies, brain structure and function, and animal research. We urge the field to adopt a sex/gender‐aware approach to resilience to advance our understanding of the intricate interplay of biological and social determinants and consider sex/gender‐specific resilience throughout disease stages. Highlights: Sex differences in resilience to cognitive decline vary by age and cognitive status.Initial evidence supports sex‐specific distinctions in brain pathology.Findings suggest sex differences in the impact of pathology on cognition.There is a sex‐specific change in resilience in the transition to clinical stages.Gender and sex factors warrant study: modifiable, immune, inflammatory, and vascular. [ABSTRACT FROM AUTHOR]

This study analyzed the influence of modeling learning, audio-visual media, and intellectuals on pencak silat learning outcomes. The study employed an experimental approach with a 2 x 2 factorial design. It involved 40 university students who were enrolled in the sports science program. The study began with the preparation of the study administration. After that, subjects were put into two major groups based on their intellectual test scores. Based on the median, 10 people were taken at the top of the median, and the other 10 people were taken at the bottom of the median. Every 10 subjects were divided again into two smaller groups to create four small groups of five people in each group. Then, these groups were put into cells by drawing lots. The first major group contained two smaller groups of subjects with high and low intellectual abilities. These groups were given modeling lessons. Similarly, the second major group comprised subjects with high and low intellectual abilities. Only these subjects were given audio-visual media learning. The collected data were analyzed using descriptive statistics. All data from this study was processed using the SPSS application. To determine differences in pencak silat learning outcomes in each group, the data obtained from the test and measurement results were analyzed using ANOVA. The results reported that modeling learning and the use of audio-visual media make a difference in pencak silat learning outcomes for students with high and low intellectual abilities. This study also noted that direct learning modeling provides better results than using audio-visual media. This is because when using modeling learning, students can immediately observe and practice what is demonstrated by a model, so the material and practice can be immediately accepted. [ABSTRACT FROM AUTHOR]

In the contemporary era, the convergence between education and digital technology demands an ongoing revision of pedagogical strategies, focusing on placing the student as the protagonist of the learning process. This study aimed to analyse the digital competencies of students from the Higher Technological Institute of Spain (ISTE) in Ecuador, considering their attitude, knowledge, and use of information and communication technologies (ICT), as well as how sociodemographic variables affect this context. Using a non-experimental, descriptive, cross-sectional research design with a correlational approach to variables, the ACUTIC questionnaire was applied to a sample of 156 ISTE students. The data was analysed with R Commander 4.3.1, first performing a descriptive analysis exploring trends in variables such as age and gender. Furthermore, the use of parametric and non-parametric tests depends on the data distribution. The results confirmed that there are no gender differences in attitude, knowledge, or use of these technologies (p-value > 0.05). While age does not correlate with ICT use (p = 0.1661) or attitude (p = 0.1173), it does relate to knowledge of them (p = 0.0182) and to the possession of computers and smartphones (p < 0.001 and p = 0.0059, respectively). There is a robust correlation between ICT knowledge and use (p-value < 2.2e-16). Geographical location corresponds with stable internet access (p = 0.0000) and computer ownership (p = 0.0028). In conclusion, the digital competencies of ISTE students in Ecuador are influenced by multiple sociodemographic factors and represent a crucial aspect of adapting to the changes and demands of education. [ABSTRACT FROM AUTHOR]

There are myriad strategies to reduce opioid consumption after total knee arthroplasty (TKA). Recent studies have suggested that preoperative counseling may reduce opioid use after a variety of orthopedic procedures. The purpose of this study was to investigate whether preoperative video-based patient education regarding opioid use and abuse reduces opioid consumption after TKA. In this prospective randomized controlled trial, patients were randomized before TKA to either receive preoperative video-based counseling or not. Counseling involved a pretaped 5-minute video that educated patients on statistics regarding the "opioid epidemic" and discussed safe use and alternatives to opioids after TKA. There were no significant differences in baseline patient demographics between groups. All patients received a similar multimodal perioperative pain management protocol and completed a daily diary for 2 weeks postoperatively. Diary records measured pain levels using a visual analog score, opioid consumption, side effects experienced, and patient opinion and satisfaction regarding their pain control. Patients in the counseling group consumed significantly less morphine milligram equivalents on postoperative days 0 to 3 (78.8 versus 106.1, P =.020) and in week one postoperatively (129.9 versus 180.7, P =.028), with a trend of less consumption over 2 weeks postoperatively (186.9 versus 239.1, P =.194). There were no significant differences in the number of patients requiring refills, side effects, or daily pain levels between the 2 groups. This study found significantly decreased opioid consumption within the first week after TKA in patients who received preoperative video counseling. [ABSTRACT FROM AUTHOR]

• Social media use in neurosurgery has drastically opened up avenues for professional networking, and worldwide communication creating a sense of community in the field of neurosurgery. • Social media enables neurosurgeons to grasp at job opportunities and receive appropriate mentorship and guidance in their respective departments through applications like twitter, Facebook and LinkedIn. • Social media provides forums for information and guidance. Various webinars organised on social media platforms and case discussions bring collaboration and better understanding of the field. • Even with its numerous upsides there is still a need to authenticate the information shared on the social media regarding neurosurgery. The use of social media has been drastic in the field of neurosurgery over the last two decades. Almost 70 % of neurosurgeons use social media platforms such as Facebook, X (formerly Twitter), YouTube, and Instagram for purposes of professional growth. This literature review aims to quantify the use of social media in the field of neurosurgery, its benefits, and implications. A systematic review was conducted by searching PubMed, Science Direct, and Google Scholar for articles pertaining to social media and neurosurgery. Mesh terms employed in the search strategy encompassed "Social Media", "neurosurgery", "education" "benefits", "consequences" and related variations. Inclusion criteria involved studies varying in methodology, including observational studies, case reports and comprehensive reviews and investigating various aspects of benefits and limitations of social media for neurosurgeons, encompassing its importance in community building, professional development, contribution to research and publications, mentorship, cultural diversity and other pertinent benefits. The search yielded 635 articles, with 437 unique articles screened based on relevance. Following a meticulous screening process, 86 articles underwent full-text assessment, resulting in the inclusion of 22 articles meeting the eligibility criteria. Insights were derived on the benefits of social media, its current limitations as well as trends and demographics surrounding social media use in neurosurgery. In todays modernized world, social media acts as a double-edged sword when it comes to neurosurgery; it offers unparalleled opportunities for collaboration, education, patient engagement, and support while demanding careful use and navigation to mitigate the risks associated with it. [ABSTRACT FROM AUTHOR]

To identify what coaches, support staff, and athletes believe should be considered when implementing menstrual cycle tracking in sport. Concept mapping (mixed-methods participatory approach). Participants brainstormed statements in response to the focus prompt "What should be considered when tracking menstrual cycles in sport?" Participants then sorted the statements into groups according to meaning and rated each statement on its importance and feasibility to address. Twenty-six participants (12 athletes and 14 coaches/support staff) generated 53 ideas that the research team synthesised to 57 unique statements. Sixteen participants sorted the statements into an average of 8 (± 4) groups. Six clusters were identified as the most appropriate representation of the sorting data following multidimensional scaling and hierarchical cluster analysis: 1) Ethics , 2) Tracking Tools and Methods , 3) Performance and Health , 4) Education , 5) Interpretation and Framing and 6) Communication. Participants rated each statement based on their importance (n = 12) and feasibility (n = 10), respectively. The most important (mean = 3.88 out of 5) and feasible (mean = 3.85 out of 5) cluster was Ethics , whilst the least important (mean = 3.17) and feasible (mean = 3.04) was Communication. Ethical considerations pertaining to privacy, consent, and scope of practice should be prioritised when tracking menstrual cycles in sport. A low burden method of tracking, which allows for some individualisation based on athletes' preferences or needs, and menstrual health education should also be undertaken to improve the uptake and impact of menstrual cycle tracking. [ABSTRACT FROM AUTHOR]

BACKGROUND: Inhaler education for patients with asthma and patients with COPD is typically provided by non-pulmonologists. We studied inhaler education by pulmonologists to determine changes in clinical outcomes and inhaler use. METHODS: This was a retrospective study of 296 subjects diagnosed with asthma, COPD, or both that evaluated use of inhaler technique education and its impact on (1) inhaler/dosage change consisting of dosage change in the same class of inhaler and/or change in number of inhalers, (2) forced expiratory volume in one second/forced vital capacity (FEV1/FVC%), (3) disease symptom control, (4) out-patient visits, (5) urgent care visits (6) emergency department visits, and (7) hospital admissions. One group received inhaler technique education by a pulmonologist while the other group did not. RESULTS: The pulmonologist inhaler technique--educated group had significantly decreased relative risk for inhaler/dosage increase (relative risk 0.57 [95% CI 0.34-0.96], P = .03) and significantly increased odds for symptom control (odds ratio 2.15 [95% CI 1.24-3.74], P = .01) at 1-y follow-up as compared to the no education group. No differences occurred for FEV1/FVC%, out-patient visits, urgent care visits, emergency department visits, and hospital admissions. CONCLUSIONS: Pulmonologist education of inhaler technique for patients with asthma and patients with COPD was associated with decreased relative risk for inhaler/dosage increase and increased odds for symptom control. We recommend pulmonologists provide education of inhaler technique to patients with asthma and patients with COPD and not rely on non-pulmonologist education alone. Prospective research is needed to confirm the importance of proper inhaler techniques. [ABSTRACT FROM AUTHOR]

Conversational chatbots, fueled by large language models, spark debate over their potential in education and medical career exams. There is debate in the literature about the scientific integrity of the outputs produced by these chatbots. This study evaluates ChatGPT 3.5 and Perplexity AI's cross-sectional performance in responding to questions from the 2023 Italian national residency admission exam (SSM23), comparing results and chatbots' concordance with previous years SSMs. Gastroenterology-related SSM23 questions were input into ChatGPT 3.5 and Perplexity AI, evaluating their performance in correct responses and total scores. This process was repeated with questions from the three preceding years. Additionally, chatbot concordance was assessed using Cohen's method. In SSM23, ChatGPT 3.5 outperforms Perplexity AI with 94.11% correct responses, demonstrating consistency across years. Concordance weakened in 2023 (κ=0.203, P = 0.148), but ChatGPT consistently maintains a high standard compared to Perplexity AI. ChatGPT 3.5 and Perplexity AI exhibit promise in addressing gastroenterological queries, emphasizing potential educational roles. However, their variable performance mandates cautious use as supplementary tools alongside conventional study methods. Clear guidelines are crucial for educators to balance traditional approaches and innovative systems, enhancing educational standards. [ABSTRACT FROM AUTHOR]

The aim of the present study was to determine the effect of education provided to nursing students on MHL levels. The study had a randomized pre-test post-test parallel control group design. Fifty-six (n = 56) first-year nursing students. In this study, CONSORT flow diagram was applied. The data collection forms consist of a personal information form and Mental Health Literacy Scale. In the statistical analysis Wilcoxon signed-rank test, and Mann–Whitney U test were used. Creative drama education was found to be significantly more effective than classroom education in increasing scores on the mental health literacy scale, including sub-dimensions for awareness of mental disorders, ability to access information, and stigma in nursing students (p < 0.05). Classroom education and creative drama are effective in changing mental health literacy scales. It is recommended to spread the use of creative drama, which is one of the artistic and interactive educational techniques in nursing education. • The MHL level of nursing students can be increased through educations. • Creative drama is more effective than classroom education in increasing MHL. • In creative drama education, nursing students increase their empathy. • In creative drama education, nursing students increase their communication skills. • In creative drama education, nursing students increase their self-awareness. [ABSTRACT FROM AUTHOR]

Breast cancer incidence and mortality continue to increase in Africa. In Tanzania, breast cancer is the second leading cause of cancer death for women, and breast cancer incidence and mortality are projected to increase by 80% by 2030. Education gaps among health care workers, delayed presentation, limited screening, and low health literacy all pose significant challenges to providing optimal breast cancer care. Considering these factors, it is imperative to train expert breast radiologists. We present a collaborative breast radiology training program in Tanzania aimed at building local capacity to address national breast cancer challenges. Although cancer control in Africa faces many challenges, developing customized training programs for breast radiology, in conjunction with national cancer programs, may represent a key strategy for addressing breast cancer. [ABSTRACT FROM AUTHOR]

Black caregivers face distinct challenges in symptom management when providing end-of-life care. Educational interventions may improve caregiver preparedness and competency by providing information on symptom management. This study pilot tested 4 culturally tailored caregiver educational videos about symptom management for Black caregivers receiving home hospice care at a large, urban, nonprofit hospice organization to determine feasibility and acceptability, along with their potential impact on caregiver outcomes. All participants (N = 10) agreed to watch the 4 videos and found the videos to be helpful; 90% (n = 9) shared that they would recommend them to other Black caregivers receiving home hospice care. Total preparedness scores increased from a mean score of 23.5 preintervention to 28.3 postintervention. Caregiver competency scores increased from 13.8 at preintervention to 14.3 at postintervention. Caregivers' comfort and knowledge scores increased from preintervention to postintervention for all 7 end-of-life topics presented in the 4 videos. This study found that it was feasible and acceptable to show Black caregivers culturally tailored educational videos related to issues regarding symptom management. Many found the videos to be helpful and the topics to be relatable. There were trends toward improvement in preparedness and competency. Future studies examining efficacy are needed to determine the impact of this intervention. [ABSTRACT FROM AUTHOR]

Purpose: This cross‐sectional study aimed to evaluate and predict variables that influence the Students' Course Evaluation Surveys (SCES) in a bachelor's degree of dental medicine and surgery program. Materials and methods: Data from the Faculty of Dental Medicine for the academic year 2021–2022 were analyzed including 39 course reports, students' course evaluation surveys, students' academic performance data, and the program specification. The survey contains 24 statements that evaluate five main domains of the courses, which are course syllabus, staff performance through the course, course learning resources, course execution, and course quality. Results: Chi‐squared Test revealed no significant association between the total average students' evaluation score of the course against factors such as student's level, term, main mode of instruction, course category, department, and course director's gender, academic experiences, and nationality. On the other hand, pairwise comparisons revealed that grades from A+ to C were predictors of the total average SCES scores (p ≤ 0.004). Using the Paired Samples T‐Test, the student's evaluation scores for their course were found to be significantly higher for females than males (mean ± SD = 50.56 ± 24.3 vs. 41.00 ± 26.3, p = 0.042). Using Pearson correlations, results showed a significant association of total average students' course evaluation scores against factors such as average course syllabus, staff performance, course learning resources, course execution, and course quality (p < 0.001). Conclusions: Average course syllabus, staff performance, course learning resources, course execution, and course quality are major predictor variables that influence SCES scores in the examined program. Enhancing these domains will be of great importance to improve the quality of the courses at the dental bachelor level. [ABSTRACT FROM AUTHOR]

Purpose/objectives: Treating intraosseous lesions (IOLs) and interradicular bone lesions (IRLs) is an extremely technical dental procedure in periodontics. Instrumentation of these lesions is often perceived as difficult by students and inexperienced dentists before they perform a certain number of procedures on patients in the clinic. The aim of this article is to evaluate a cost‐effective three‐dimensional (3D)‐printed educational simulator for the periodontal treatment of IOLs/IRLs (including scaling, incisions and sutures). Methods: The simulators were first developed digitally, and then manufactured using printable resins and specific materials; finally, they were assembled using different bonding systems. To evaluate the simulators, assessments were gathered from two target populations: undergraduate students and periodontics experts. These individuals tested the simulator and completed a cross‐sectional questionnaire based on a Likert scale with comparative and pedagogical items scored from one to five. The purpose of the questionnaire was to compare our simulator to clinical reality (i.e., operation on human jaws) and to an animal simulator (i.e., simulation of porcine jaws). The results are expressed as the mean and standard deviation and were statistically analyzed with the Wilcoxon signed‐rank test. Results: Overall, the results were satisfactory for both groups of testers (4.70 and 4.61 out of five for students and experts, respectively, for global satisfaction). Conclusions: The overall educational relevance of the simulator designed herein highlights the fact that 3D‐printed educational simulators could enable efficient cognitive‐functional learning for clinical IOL/IRL treatment. [ABSTRACT FROM AUTHOR]

Objectives: As part of geriatric education at the University of British Columbia's Faculty of Dentistry, undergraduate students are required to interview an older adult over 65 years old and critically reflect in writing on the meaning of this interview to themselves and their professional lives in not more than 2000 words. They are also encouraged to use a life grid. This study explored the impact of this assignment on the students as learners and on their views about their profession. Methods: Interview assignments were collected from the entire cohort of 54 third‐year students in 2021 and analyzed in 5 stages, using an exploratory thematic analysis, including an interactive coding process to identify patterns (themes) within the assignments using NVivo R1 software. Two researchers coded assignments individually and met to reach a consensus about the codes, to mitigate potential biases. Results: Five main themes were identified, including communication, life course journey, person‐centered care, social determinants of health, and access to care. A wide range of ideas emerged under each theme, including several practical suggestions to improve future practice as an oral health professional. A little over 40% of the students used the life grid in their interviews. Modifications on the interview assignment are suggested. Conclusion: Students' reflections highlighted their observations on a wide range of ideas within each theme, many pertaining to their future profession. They also discussed how this knowledge would inform their future practice in terms of their interactions with, and providing care to, patients with similar situations. [ABSTRACT FROM AUTHOR]

NEET trajectories are generally analyzed in relation to macro elements such as labor market characteristics and, less often, micro-level dimensions such as the characteristics of a person's family of origin. Employing EU-SILC 2019 data, we analyzed the relation between micro-level dimensions, with an emphasis on the level of education of parents, and NEET status in four EU countries: Italy, Ireland, Lithuania, and Romania. The results show that NEET status in all four countries is the combined result of factors related to socio-familial, economic, and cultural origin, where the level of education of the parents plays a central role. [ABSTRACT FROM AUTHOR]

The article focuses on the critical examination of aesthetic injustice in education, particularly in relation to the suppression of imagination and creativity through systemic harm. Topics include the impact of book banning on students' intellectual and emotional development, the role of imagination in resisting oppressive ideologies, and the ongoing struggle for racial and social justice within educational contexts, highlighting the transformative potential of imagination while also acknowledging the persistent dangers of oppressive structures that undermine marginalized communities.

The article focuses on the risk of aesthetic injustice in education, particularly in relation to imagination and its role in maintaining democracy. Topics include the rise in book bans in U.S. schools, the concept of aesthetic injustice as a form of oppression that limits imaginative capacities, and the interplay between aesthetic and epistemic injustice, which highlights combatting such injustices requires attention to both epistemic and aesthetic dimensions to ensure that individuals retain the ability to imagine alternative possibilities for themselves and society.

This study aimed to implement and evaluate integrated, school-based nutrition intervention packages for adolescents in Dodoma, Tanzania. A cluster randomized controlled trial was conducted among six secondary schools in Dodoma, Tanzania. Two schools received the full-intervention package of school meals, nutrition education, school gardens, and community workshops. Two schools received the partial-intervention package without the school meals component. Two schools served as the controls and did not receive any intervention. The intervention was implemented over one academic year. The analytical sample included 534 adolescents aged 14 to 17 at baseline and 286 parents. Outcomes included nutrition knowledge, food preferences, diet quality, food insecurity, physical activity, growth, and anemia. Linear models were used to estimate mean differences, and logistic regression models were used to estimate odds ratios (ORs). Compared to the control, both the partial (OR: 0.59; 95% confidence interval [CI]: 0.35, 1.00) and full (OR: 0.49; 95% CI: 0.40, 0.59) interventions were associated with lower odds of poor diet quality among adolescents. Among the parents, both the partial (OR: 0.28; 95% CI: 0.20, 0.40) and full (OR: 0.28; 95% CI: 0.13, 0.58) interventions were associated with lower odds of poor diet quality. The partial (OR: 0.29; 95% CI: 0.18, 0.47) and full (OR: 0.47; 95% CI: 0.30, 0.72) interventions were associated with lower odds of adolescent overweight or obesity. School-based nutritional intervention packages incorporating multiple actions may improve the diet quality of adolescents and their household members and reduce the double burden of adolescent malnutrition. [ABSTRACT FROM AUTHOR]