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Introduction: The pursuit of Equity, Diversity and Inclusion (EDI) in healthcare education has garnered significant attention in recent years, reflecting a broader societal imperative for equitable healthcare delivery. However, existing curricula within geriatric healthcare education may not adequately address these diverse needs within their educational frameworks, inadvertently resulting in disparities in care delivery and outcomes. Within the realm of geriatric healthcare, addressing EDI is particularly crucial due to the diverse needs of older adult populations and the imperative for healthcare professionals to deliver culturally humble care. This review provides a comprehensive overview of strategies and curricular strategies, actions and/or initiatives to promote EDI within geriatric healthcare professional education., Methods: This paper presents a protocol for a forthcoming scoping review. The methodology for this scoping review adheres to the framework outlined in the Joanna Briggs Institute (JBI) Manual, encompassing four main stages: (1) formulation of a search strategy, (2) screening and selection of evidence, (3) data extraction, and (4) analysis. We will conduct a comprehensive search of peer-reviewed and empirical literature. Additionally, we will explore the reference lists of included studies to identify any relevant sources. The synthesis of findings will be conducted through a narrative approach. Reporting of the methods and results will adhere to the guidelines provided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR)., Discussion: Healthcare professionals must possess the knowledge, skills, and attitudes necessary to deliver culturally humble care that respects and responds to diverse older adults' unique needs and preferences. The review aims to fill a crucial gap in the literature by providing a comprehensive overview of strategies and curricular interventions designed to promote EDI within geriatric healthcare professional education. By mapping these strategies, actions and/or initiatives, the review seeks to identify trends, challenges, and opportunities for advancing EDI within geriatric care. The forthcoming review serves as a call to action for educators, healthcare institutions, and decision makers to prioritize EDI within geriatric healthcare education. The review identifies effective strategies and interventions for promoting EDI, providing actionable insights to inform the development of inclusive curricula, training programs, and institutional policies, which can contribute to cultivating a healthcare workforce better equipped to address the complex and evolving needs of aging populations equitably and compassionately., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Kokorelias et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

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

Adolescence phase has high intrinsic and instrumental relevance. The Transformative Action for Rural Adolescents intervention delivered PACE++ curriculum with innovations to introduce a) health and nutrition sessions and b) delivery of the content in community settings of rural Bihar. This paper examines impact of the intervention showcasing establishment of intergenerational community connect for empowering and invigorating adolescent girls on gender attitude, empowerment and adolescent health and nutrition. The impact evaluation is based on a two-arm (intervention and comparison groups) cluster randomized controlled design with two rounds of representative cross-sectional surveys. The baseline and endline sample comprised of 2327 and 2033 adolescent girls (15-19 years), respectively. Descriptive statistical, difference-in-differences and propensity score matching methods are used to confirm the program impact. The DID and PSM analyses confirm high significance of impact on gender equity norms, diets and nutritional knowledge and understanding of employee related rights and responsibilities. School-going adolescent girls performed better than those who have discontinued formal education. The intervention showcases the importance of delivering the modified PACE curriculum in rural settings through leveraging community platforms. The findings call for greater policy attention on scaling up of similar initiatives for empowerment and social capital development of adolescent girls., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Mondal et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

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

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

Program managers routinely design and implement specialised maternal and newborn health trainings for health workers in low- and middle-income countries to provide better-coordinated care across the continuum of care. However, in these countries details on the availability of different training packages, skills covered in those training packages and the gaps in their implementation are patchy. This paper presents an assessment of maternal and newborn health training packages to describe differences in training contents and implementation approaches used for a range of training packages in Ethiopia and Nepal. We conducted a mixed-methods study. The quantitative assessment was conducted using a comprehensive assessment questionnaire based on validated WHO guidelines and developed jointly with global maternal and newborn health experts. The qualitative assessment was conducted through key informant interviews with national stakeholders involved in implementing these training packages and working with the Ministries of Health in both countries. Our quantitative analysis revealed several key gaps in the technical content of maternal and newborn health training packages in both countries. Our qualitative results from key informant interviews provided additional insights by highlighting several issues with trainings related to quality, skill retention, logistics, and management. Taken together, our findings suggest four key areas of improvement: first, training materials should be updated based on the content gaps identified and should be aligned with each other. Second, trainings should address actual health worker performance gaps using a variety of innovative approaches such as blended and self-directed learning. Third, post-training supervision and ongoing mentoring need to be strengthened. Lastly, functional training information systems are required to support planning efforts in both countries., Competing Interests: The authors have declared that no competing interests exist.

Oral care for critically ill patients helps provide comfort and prevent ventilator-associated pneumonia. However, a standardized protocol for oral care in intensive care units is currently unavailable. Thus, this study aimed to determine the overall oral care practices, including those for intubated patients, in Japanese intensive care units. We also discuss the differences in oral care methods between Japanese ICUs and ICUs in other countries. This study included all Japanese intensive care units meeting the authorities' standard set criteria, with a minimum of 0.5 nurses per patient at all times and admission of adult patients requiring mechanical ventilation. An online survey was used to collect data. Survey responses were obtained from one representative nurse per intensive care unit. Frequency analysis was performed, and the percentage of each response was calculated. A total of 609 hospitals and 717 intensive care units nationwide participated; among these, responses were collected from 247 intensive care units (34.4%). Of these, 215 (87.0%) and 32 (13.0%) reported standardized and non-standardized oral care, respectively. Subsequently, the data from 215 intensive care units that provided standardized oral care were analyzed in detail. The most common frequency of practicing oral care was three times a day (68.8%). Moreover, many intensive care units provided care at unequal intervals (79.5%), mainly in the morning, daytime, and evening. Regarding oral care methods, 96 (44.7%) respondents used only a toothbrush, while 116 (54.0%) used both a toothbrush and a non-brushing method. The findings of our study reveal current oral care practices in ICUs in Japan. In particular, most ICUs provide oral care three times a day at unequal intervals, and almost all use toothbrushes as a common tool for oral care. The results suggest that some oral care practices in Japanese ICUs differ from those in ICUs in other countries. [ABSTRACT FROM AUTHOR]

Background: Delirium is a common complication among intensive care unit (ICU) patients that is linked to negative clinical outcomes. However, adherence to the Clinical Practice Guidelines for the Prevention and Management of Pain, Agitation/Sedation, Delirium, Immobility, and Sleep Disruption in Adult Patients in the ICU (PADIS guidelines), which recommend the use of the ABCDEF bundle, is sub-optimal in routine clinical care. To address this issue, AI-AntiDelirium, a nurse-led artificial intelligence-assisted prevention and management tool for delirium, was developed by our research team. Our pilot study yielded positive findings regarding the use of AI-AntiDelirium in preventing patient ICU delirium and improving activities of daily living and increasing intervention adherence by health care staff. Methods: The proposed large-scale pragmatic, open-label, parallel-group, cluster randomized controlled study will assess the impact of AI-AntiDelirium on the incidence of ICU delirium and delirium-related outcomes. Six ICUs in two tertiary hospitals in China will be randomized in a 1:1 ratio to an AI-AntiDelirium or a PADIS guidelines group. A target sample size of 1,452 ICU patients aged 50 years and older treated in the ICU for at least 24 hours will be included. The primary outcome evaluated will be the incidence of ICU delirium and the secondary outcomes will be the duration of ICU delirium, length of ICU and hospital stay, ICU and in-hospital mortality rates, patient cognitive function, patient activities of daily living, and ICU nurse adherence to the ABCDEF bundle. Discussion: If this large-scale trial provides evidence of the effectiveness of AI-AntiDelirium, an artificial intelligence-assisted system tool, in decreasing the incidence of ICU delirium, length of ICU and hospital stay, ICU and in-hospital mortality rates, patient cognitive function, and patient activities of daily living while increasing ICU nurse adherence to the ABCDEF bundle, it will have a profound impact on the management of ICU delirium in both research and clinical practice. Clinical trial registration: ChiCTR1900023711 (Chinese Clinical Trial Registry). [ABSTRACT FROM AUTHOR]

Given a graph dataset, how can we generate meaningful graph representations that maximize classification accuracy? Learning representative graph embeddings is important for solving various real-world graph-based tasks. Graph contrastive learning aims to learn representations of graphs by capturing the relationship between the original graph and the augmented graph. However, previous contrastive learning methods neither capture semantic information within graphs nor consider both nodes and graphs while learning graph embeddings. We propose TAG (Two-staged contrAstive curriculum learning for Graphs), a two-staged contrastive learning method for graph classification. TAG learns graph representations in two levels: node-level and graph level, by exploiting six degree-based model-agnostic augmentation algorithms. Experiments show that TAG outperforms both unsupervised and supervised methods in classification accuracy, achieving up to 4.08% points and 4.76% points higher than the second-best unsupervised and supervised methods on average, respectively. [ABSTRACT FROM AUTHOR]

Background: Physical therapy (PT) is beneficial for critically ill patients, but the extent of its application in the intensive care unit (ICU) differs between countries. Here, we compared the extent of PT intervention in the ICU in Japan, the Philippines, and Taiwan by evaluating the sociodemographic and ICU-related profiles of ICU physical therapists. Materials and methods: In this cross-sectional study, a semistructured nationwide online survey was distributed to ICU physical therapists in the three countries. Results: We analyzed the responses of 164 physical therapists from Japan, Philippines, and Taiwan. Significant differences were observed between the countries in all sociodemographic variables and the following ICU-related profiles of physical therapists: ICU work experience, duration of the ICU posting, number of hours per day spent in the ICU, on-call ICU PT service engagement, source of ICU patient referral, therapist–patient ratio, and ICU-related PT training participation (p < 0.05). Medical, surgical, and neurologic ICUs were the most common ICU workplaces of the ICU physical therapists, but only surgical and neurologic ICUs exhibited significant differences between the countries (p < 0.05). Standard PT techniques in the ICU were passive and active-assisted range of motion, positioning, and breathing exercises but were implemented with significantly different frequencies between the countries (p < 0.05). The most common challenge faced in ICU PT service delivery by respondents from all three countries was lack of training prior to ICU duty, and lack of training was even bigger challenge in Japan than in other two countries after adjustment of age, highest educational attainment, and work experience. Conclusion: The differences in the health-care system between Japan, the Philippines, and Taiwan were related to differences in the compliance with internationally recommended PT practice standards in the ICU, differences in the type of PT intervention prioritized, and the challenges encountered in ICU PT service delivery. [ABSTRACT FROM AUTHOR]

A qualitative and quantitative understanding of curriculum content is critical for knowing whether it's meeting its learning objectives. Curricula for medical education present challenges due to amount of content, the diversity of topics and the large number of contributing faculty. To create a manageable representation of the content in the pre-clerkship curriculum at Yale School of Medicine, a topic model was generated from all educational documents given to students during the pre-clerkship period. The model was used to quantitatively map content to school-wide competencies. The model measured how much of the curriculum addressed each topic and identified a new content area of interest, gender identity, whose coverage could be tracked over four years. The model also allowed quantitative measurement of integration of content within and between courses in the curriculum. The methods described here should be applicable to curricula in which texts can be extracted from materials. [ABSTRACT FROM AUTHOR]

The Theory of Evolution (TE) is the backbone of biology and is the best way to explain the diversity of species that exist on the planet. However, despite all the supporting evidence, TE remains poorly understood and accepted. In this study, the levels of acceptance and understanding of TE were measured, respectively, using the Inventory of Student Evolution Acceptance (I-SEA) and Knowledge of Evolution Exam (KEE) questionnaires, in high school students in Monterrey, Mexico (N = 370). The results show that the acceptance of TE ranges from moderate (90.3 out of 120) to high (3.7 out of 5), depending on the scale with which it is measured, while the level of comprehension is low (4.5 out of 10). Statistical analysis of the data collected reveals that there is a positive relationship between acceptance and understanding of TE (r = 0.34). In addition, the proportions of I-SEA and KEE were evaluated based on several factors, such as religion and educational level of the parents, among others. It was found that the level of education of the parents positively affects the understanding of the basic concepts of TE, while religion is the main factor of negative influence on both acceptance and understanding. Finally, the low comprehension shown in this study suggests a revision and readjustment of the contents that are taught in the upper secondary education curriculum. [ABSTRACT FROM AUTHOR]

Background: Artificial intelligence (AI) has affected our day-to-day in a great extent. Healthcare industry is one of the mainstream fields among those and produced a noticeable change in treatment and education. Medical students must comprehend well why AI technologies mediate and frame their decisions on medical issues. Formalizing of instruction on AI concepts can facilitate learners to grasp AI outcomes in association with their sensory perceptions and thinking in the dynamic and ambiguous reality of daily medical practice. The purpose of this study is to provide consensus on the competencies required by medical graduates to be ready for artificial intelligence technologies and possible applications in medicine and reporting the results. Materials and methods: A three-round e-Delphi survey was conducted between February 2020 and November 2020. The Delphi panel accorporated experts from different backgrounds; (i) healthcare professionals/ academicians; (ii) computer and data science professionals/ academics; (iii) law and ethics professionals/ academics; and (iv) medical students. Round 1 in the Delphi survey began with exploratory open-ended questions. Responses received in the first round evaluated and refined to a 27-item questionnaire which then sent to the experts to be rated using a 7-point Likert type scale (1: Strongly Disagree—7: Strongly Agree). Similar to the second round, the participants repeated their assessments in the third round by using the second-round analysis. The agreement level and strength of the consensus was decided based on third phase results. Median scores was used to calculate the agreement level and the interquartile range (IQR) was used for determining the strength of the consensus. Results: Among 128 invitees, a total of 94 agreed to become members of the expert panel. Of them 75 (79.8%) completed the Round 1 questionnaire, 69/75 (92.0%) completed the Round 2 and 60/69 (87.0%) responded to the Round 3. There was a strong agreement on the 23 items and weak agreement on the 4 items. Conclusions: This study has provided a consensus list of the competencies required by the medical graduates to be ready for AI implications that would bring new perspectives to medical education curricula. The unique feature of the current research is providing a guiding role in integrating AI into curriculum processes, syllabus content and training of medical students. [ABSTRACT FROM AUTHOR]

From 2014 to 2017, the Islamic State in Irak and Syria (ISIS), a terrorist political organization of Salafist jihadist ideology, had put in place an operational and relatively stable educational system. Among its Complementary Programs, ISIS included a curriculum for programming using the Scratch software. In this article, we discuss this curriculum by analyzing the content of the official ISIS programming textbook, with the objectives of characterizing: 1) the curriculum's pedagogical intentions and definition of programming; 2) the programming curriculum; and 3) the religious and military indoctrination value. We found that, first, ISIS's programming curriculum intentions are more about religious and military injunctions to build the caliphate than they are about developing 21st-century skills such as computational thinking. Second, although the progression of learning in the sequence of activities designed by ISIS seems logical and, overall, well-ordered, the ISIS programming curriculum does not encourage the development of 21st-century skills such as problem solving, discovery learning, or creativity—nor for that matter, the transfer of programming knowledge to different contexts. Finally, the textbook is particularly rich in elements of military and religious indoctrination and effectively participates in the indoctrination of students by helping to inculcate values consistent with ISIS's jihadist ideology. This contribution seeks to better understand ISIS's approach to education, which could provide support for initiatives aimed at rebuilding impacted education systems and groups. [ABSTRACT FROM AUTHOR]

Objective: The relevance of communication in medical education is continuously increasing. At the Medical Faculty of Hamburg, the communication curriculum was further developed and optimized during this project. This article aims to describe the stakeholders' perceived challenges and supporting factors in the implementation and optimization processes. Methods: The initial communication curriculum and its development after a one-year optimization process were assessed with a curricular mapping. A SWOT analysis and group discussions were carried out to provide information on the need for optimization and on challenges the different stakeholders faced. Results: The curricular mapping showed that the communication curriculum is comprehensive, coherent, integrated and longitudinal. In both the implementation and the project-related optimization processes, support from the dean, cooperation among all stakeholders and structural prerequisites were deemed the most critical factors for successfully integrating communication content into the curriculum. Conclusion: The initiative and support of all stakeholders, including the dean, teachers and students, were crucial for the project's success. Practice implications: Although the implementation of a communication curriculum is recommended for all medical faculties, their actual implementation processes may differ. In a "top-down" and "bottom-up" approach, all stakeholders should be continuously involved in the process to ensure successful integration. [ABSTRACT FROM AUTHOR]

The purpose of this research was to explore and open dialogue about possible connections between the scientific realities of extreme freshwater events (EFWE), a lack of EFWE-related curricular content in schools, and future teachers' awareness and perceptions of EFWE. In phase one, an analysis of existing weather data demonstrated ongoing moderate to severe EFWE in the two regions under investigation, Queensland, Australia and Saskatchewan, Canada, at the time of data collection. In phase two, a content analysis of school curricula in the two regions shows a dearth of mandatory content related to EFWE, though Queensland, Australia had slightly more mandated content than did Saskatchewan, Canada. In phase 3, a survey of pre-service teachers in the two regions showed a demonstrable lack of recognition of undergoing moderate to severe EFWE at time of data collection, along with a general satisfaction with the current level of curricular coverage of the topic. While respondents' overall concern was low, there were consistent regional differences. Queenslanders were more likely to recognize their lived experience with EFWE and perceived it to be a more important inclusion in school curricula than their Saskatchewanian counterparts. Taken together, results suggested that learned cultural truths were reflected in and perpetuated by school curricula. Results highlighted cultural denial of EFWE severity and a need to change false truths by increasing visibility of EFWE in mandated school curricula. The authors propose that results warrant further research and discussion as it relates to public policy and prioritizing EFWE in formal school curricula. [ABSTRACT FROM AUTHOR]

Background: The CIrCLE of Life Initiative was implemented to 537 grade 6 learners and their parents, in five Government-run South African primary schools. The transdisciplinary intervention was intended to increase knowledge and skills on HIV and obesity. The study aim was to assess and report on the implementation process. Methods: Data was collected on an adapted Proctor's taxonomy of implementation outcomes, and to assess participants' experiences. Qualitative and quantitative data were collected through educator logbooks, researcher observations, and learner-parent workbooks. Results: Differentiations between the various school contexts were observed. The process evaluation revealed high learner penetration (97.2%), but lower learner and parent exposure (44.3% and 55.5%, respectively). All educators thought that the intervention was a fit for both rural and urban schools, different socio-economic groups, and people of different ethnic and cultural backgrounds. The intervention was perceived to be sustainable, and there were recommendations for adoption into the school curriculum and scale-up if found to be effective. Conclusion: The process evaluation facilitated the assessment of the implementation outcomes, described its processes, and acknowledged fundamental characteristics that could justify variability in the intervention impact and outcomes. The value of process evaluations and their benefit to the science of implementation were demonstrated. [ABSTRACT FROM AUTHOR]

Background: Clinical observations have shown that there is a relationship between coronavirus disease 2019 (COVID-19) and atypical lymphocytes in the peripheral blood; however, knowledge about the time course of the changes in atypical lymphocytes and the association with the clinical course of COVID-19 is limited. Objective: Our purposes were to investigate the dynamics of atypical lymphocytes in COVID-19 patients and to estimate their clinical significance for diagnosis and monitoring disease course. Materials and methods: We retrospectively identified 98 inpatients in a general ward at Kashiwa Municipal Hospital from May 1st, 2020, to October 31st, 2020. We extracted data on patient demographics, symptoms, comorbidities, blood test results, radiographic findings, treatment after admission and clinical course. We compared clinical findings between patients with and without atypical lymphocytes, investigated the behavior of atypical lymphocytes throughout the clinical course of COVID-19, and determined the relationships among the development of pneumonia, the use of supplemental oxygen and the presence of atypical lymphocytes. Results: Patients with atypical lymphocytes had a significantly higher prevalence of pneumonia (80.4% vs. 42.6%, p < 0.0001) and the use of supplemental oxygen (25.5% vs. 4.3%, p = 0.0042). The median time to the appearance of atypical lymphocytes after disease onset was eight days, and atypical lymphocytes were observed in 16/98 (16.3%) patients at the first visit. Atypical lymphocytes appeared after the confirmation of lung infiltrates in 31/41 (75.6%) patients. Of the 13 oxygen-treated patients with atypical lymphocytes, approximately two-thirds had a stable or improved clinical course after the appearance of atypical lymphocytes. Conclusion: Atypical lymphocytes frequently appeared in the peripheral blood of COVID-19 patients one week after disease onset. Patients with atypical lymphocytes were more likely to have pneumonia and to need supplemental oxygen; however, two-thirds of them showed clinical improvement after the appearance of atypical lymphocytes. [ABSTRACT FROM AUTHOR]

Purpose: To investigate the postoperative course of patients who explanted a diffractive bifocal intraocular lens (IOL) due to waxy vision and implanted with an extended depth of focus IOL. Methods: This study evaluated 29 eyes of 25 patients who underwent diffractive bifocal IOL explantation followed by TECNIS Symfony® implantation because of dissatisfaction due to waxy vision at the Takabatake West Eye Clinic between January 2018 and November 2019. The indication criteria for this surgery were patients with uncorrected distance visual acuity of 0.05 logMAR or better, without eye diseases that may affect visual function, and no dissatisfactions about photic phenomena. We investigated patient demographics, uncorrected and corrected visual acuity, manifest refraction, contrast sensitivity, subjective symptoms, time to IOL explantation, explanted IOL type, and spectacle independence. Results: The time to the IOL exchange after the initial IOL implantation was 55.3 ± 50.4 days (range: 14–196 days). The logMAR corrected distance visual acuity before and after IOL exchange were −0.13 ± 0.06 and −0.14 ± 0.06, respectively (p = 0.273). After IOL exchange surgery, the area under log contrast sensitivity function increased significantly from 1.07 ± 0.12 to 1.21 ± 0.12 (p < 0.001), and the waxy vision symptoms improved. The spectacle independence rate at the last visit was 88.0%. Conclusion: For patients who complain of waxy vision despite good visual acuity after diffractive bifocal IOL implantation, exchange to extended depth of focus IOL was considered one of the useful surgical options. [ABSTRACT FROM AUTHOR]

The present study investigated an integrated life course model, drawn from the life course theoretical perspective, to elucidate youth's additive, cascading, and cumulative life course processes stemming from early socioeconomic adversity and education polygenic score (education PGS) as well as potential interactions between them (GxE), which contribute to subsequent young adult socioeconomic outcomes. Additionally, the independent, varying associations among social and genetic predictors, life-stage specific educational outcomes (educational achievement in adolescence and educational attainment, in later stages), and young adult economic outcomes were examined. The study used prospective, longitudinal data from the National Longitudinal Study of Adolescent and Adult Health (Add Health) with a sample of 5,728 youth of European ancestry. Early family socioeconomic adversity and individual education PGS were associated with life stage-specific educational outcomes through additive and cascading processes linked to young adults' economic outcomes (personal earnings) through a cumulative process. A GxE moderation existed between individuals' education PGS and early socioeconomic adversity at multiple life stages, explaining variation in adolescent educational outcomes. Both early socioeconomic adversity and education PGS were persistently associated with youth's educational and economic outcomes throughout the early life course. In sum, the findings based on the integrated life course model showed how additive, cascading, and cumulative processes were related and conditioned one another, generating specific life course patterns and outcomes. The findings highlight the value of incorporating molecular genetic information into longitudinal developmental life course research and provide insight into malleable characteristics and appropriate timing for interventions addressing youth developmental characteristics. [ABSTRACT FROM AUTHOR]

Background: Successful implementation of medical technologies applied in life-threatening conditions, including extracorporeal membrane oxygenation (ECMO) requires appropriate preparation and training of medical personnel. The pandemic has accelerated the creation of new ECMO centers and has highlighted continuous training in adapting to new pandemic standards. To reach high standards of patients' care, we created the first of its kind, National Education Centre for Artificial Life Support (NEC-ALS) in 40 million inhabitants' country in the Central and Eastern Europe (CEE). The role of the Center is to test and promote the novel or commonly used procedures as well as to develop staff skills on management of patients needing ECMO. Method: In 2020, nine approved and endorsed by ELSO courses of "Artificial Life Support with ECMO" were organized. Physicians participated in the three-day high-fidelity simulation-based training that was adapted to abide by the social distancing norms of the COVID-19 pandemic. Knowledge as well as crucial cognitive, behavioral and technical aspects (on a 5-point Likert scale) of management on ECMO were assessed before and after course completion. Moreover, the results of training in mechanical chest compression were also evaluated. Results: There were 115 participants (60% men) predominantly in the age of 30–40 years. Majority of them (63%) were anesthesiologists or intensivists with more than 5-year clinical experience, but 54% had no previous ECMO experience. There was significant improvement after the course in all cognitive, behavioral, and technical self-assessments. Among aspects of management with ECMO that all increased significantly following the course, the most pronounced was related to the technical one (from approximately 1.0 to more 4.0 points). Knowledge scores significantly increased post-course from 11.4 ± SD to 13 ± SD (out of 15 points). The quality of manual chest compression relatively poor before course improved significantly after training. Conclusions: Our course confirmed that simulation as an educational approach is invaluable not only in training and testing of novel or commonly used procedures, skills upgrading, but also in practicing very rare cases. The implementation of the education program during COVID-19 pandemic may be helpful in founding specialized Advanced Life Support centers and teams including mobile ones. The dedicated R&D Innovation Ecosystem established in the "ECMO for Greater Poland" program, with developed National Education Center can play a crucial role in the knowledge and know-how transfer but future research is needed. [ABSTRACT FROM AUTHOR]