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Validate the Preschool Nutrition Education Practices Survey. Iterative approach combining design-based research and Standards for Educational and Psychological Testing. Los Angeles, CA and Philadelphia, PA Early Care and Education (ECE) classrooms. Expert panel members (n = 7); ECE teachers: interviews (n = 8), pilot survey (n = 31), and final survey (n = 136). Early care and education nutrition education practices used in the classroom either during class time or mealtime. Qualitative content analysis was implemented for content, response process, and consequences of testing validity evidence. Rasch rating scale analysis was conducted for the response process and internal structure validity and reliability evidence. Qualitative field-testing produced strong content, response process, and consequences of testing validity evidence to inform survey modifications. Quantitative field-testing generated a psychometrically sound, well-targeted 12-item survey on a 4-point frequency scale with excellent item and person reliability (0.97 and 0.93 respectively) and separation (5.36 and 3.77 respectively); good Rasch Principal Components Analysis findings (60.3%); and productive item fit statistics (0.50–1.50 logits). Robust validity (content, response process, consequences of testing, internal structure) and reliability evidence were demonstrated for using the Preschool Nutrition Education Practices Survey to assess ECE teachers' use of nutrition education practices. Future research is needed to examine its relationship to other variables, such as nutrition teaching efficacy, and to determine its ability to detect change in ECE nutrition education practices over time and across groups. [ABSTRACT FROM AUTHOR]

Differential attainment (DA) in post graduate medical training is a recognised challenge and refers to unexplained variation across groups when split by several protected characteristics. The Royal College of Radiology is committed to fostering diversity, inclusivity, and equality with the goal of narrowing existing gaps and improving training outcomes. This was a mixed methods study aiming to understand the causes of DA with view to helping the RCR develop strategies to address this. A cross-sectional survey was completed by 140 clinical oncology trainees in September 2022. Trainees and trainers (17 and 6 respectively) from across England, Scotland, Wales and Northern Ireland, took part in focus group and interviews from August to December 2022. Quantitative and qualitative data merged and interpreted. Results showed international medical graduates and trainees from ethnic minority backgrounds were more likely to encounter challenges. The qualitative findings were used to identify three themes through which these problems could be framed. The trainee as a "space invader," the hidden curriculum of clinical oncology training and the process of navigating and tacking the training journey. Differential attainment is the product of a complex interplay between the trainee, trainer, and the training environment. Therefore, interventions must be tailored to different people and contexts. At a national level, the RCR can adopt general policies to promote this such as mentorship programmes, protected time for supervision and cultural competency training. Efficacy of proposed interventions for trial and their impact on DA should be evaluated to drive evidence-based changes. • The GMC and Royal Colleges are committed to bridging existing gaps and addressing differential attainment. • A mixed-method research approach to provide a holistic understanding of differential attainment in Clinical Oncology. • Analysis of exclusionary mechanisms identified three main themes: space invaders, hidden curriculum and navigating. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic clinical practice in obstetrics and gynaecology (O&G) underwent swift and dramatic changes, some transient, others permanent. Training, continuous professional development, educational supervision, and other non-patient facing roles were initially paused. Trainees and trainers saw unprecedented changes to their working patterns. With these changes it is unsurprising there was a significant effect on training in O&G. For the majority obstetric training was unaffected. However, most trainees reported a reduction to their gynaecological training. Furthermore, three quarters of trainees reported COVID had negatively impacted on both their physical and mental well-being. Training recovery has been proactively managed and the impact on progression for many mitigated. There is no doubt the COVID-19 impacted training in O&G. The pandemic has had a greater impact on gynaecological training than obstetric training. The impact on gynaecological operative training persists. The long-term effects on trainees remain to be seen. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The estimated prevalence of learning disabilities (LDs) is nearly 8% of all children. Fewer than 5% of all children are diagnosed in public schools, jeopardizing remediation. We aimed to identify barriers affecting front-line childfacing professionals in detecting LDs in school-aged children. METHODS: We conducted a qualitative study with individual interviews of 40 professionals from different areas of the United States identified through theoretical sampling (20 educators, 10 pediatricians, and 10 child mental health clinicians). Clinicians represented academic and community settings, and educators represented public, private, and charter schools. Twenty had expertise in assessing LDs; 20 were generalists without specific training. We also endeavored to maximize representation across age, gender, race and ethnicity, and location. We analyzed transcripts utilizing grounded theory and identified themes reflecting barriers to detection. RESULTS: Themes and sub-themes included: 1) areas requiring improved professional education (misconceptions that may hinder detection, confounding factors that may mask LDs, and need for increasing engagement of parents or guardians in identifying LDs) and 2) systemic barriers (time constraints that limited professionals' ability to advocate for children and to delve into their emotional experiences, inconsistent guidelines across institutions and inconsistent perceptions of professional responsibility for detection, and confusion surrounding screening tools and lack of screening by some professionals in the absence of overt problems). CONCLUSIONS: Clinicians and other child-facing professionals may benefit from augmented training in screening and identification and enhanced evidence-based and institutional guidance. These efforts could increase efficiency and perceived responsibility for recognition and improve earlier detection. [ABSTRACT FROM AUTHOR]

To explore Head Start teachers' use and integration of food-based learning (FBL) with science learning in the Head Start classroom. Phenomenological approach using in-depth semistructured telephone interviews. North Carolina Head Start preschools. Thirty-five Head Start lead and assistant teachers. All interviews were transcribed verbatim. Authors coded interview data for emergent themes. Eleven primary themes were identified during analysis and inductively organized using the Systems Thinking Iceberg Model. Teachers described most frequently using FBL during mealtimes. Teachers stated they felt successful when children were engaged and willing to try a new food. However, they struggled to connect food to science concepts. Teachers reported several motivators (eg, improving health) and barriers (eg, food waste) to integrating FBL. Teachers prioritized preparing children for kindergarten, but most teachers did not see how FBL could help them achieve this goal. Head Start teacher professional development programs could impact all 4 levels of the Systems Thinking Model to improve teachers' perceptions, underlying structures, and mental models regarding integrative FBL. Additional research is warranted to investigate the adoption, implementation, and potential impact of FBL on academic outcomes. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Gender-harassment is well-described in academic medicine, including pediatrics. We explored academic pediatricians' qualitative descriptions of: 1) workplace gender-harassment; 2) its professional and emotional tolls; 3) barriers to and outcomes of reporting gender-harassment; and 4) tools to intervene. METHODS: We conducted a cross-sectional, anonymous, survey-based study within a single, large pediatrics department. Surveys included demographic items, validated measures to assess prevalence of gender-harassment, and optional, free-text boxes to elaborate. Here, we present the directed content analyses of free-text responses. Two trained qualitative researchers coded participant comments to identify types of gender-harassment, its impact, and participants' experiences reporting it. Final agreement between coders was outstanding (Kappa>0.9). A secondary, inductive analysis illustrated the emotional burdens of and opportunities to interrupt gender-harassment. RESULTS: Of 524 total faculty, 290 (55%) completed the survey and 144 (27% of total, 50% of survey-respondents) provided text-responses. This sub-cohort was predominantly white women >5 years on-faculty. Compared to the full cohort, sub-cohort participants had more commonly witnessed/experienced workplace-harassment; 92% of sub-cohort women and 52% of men endorsed fear of reporting it. Respondents described harassment by institutional staff (24% of respondents), patients/families (35%), colleagues (50%), supervisors/leadership (50%), and the system (63%). Women used stronger emotional descriptors than men (ie, "humiliated" vs "uncomfortable"). Only 19% of women (and no men) had reported witnessed/experienced harassment; 24% of those described a negative consequence and 95% noted that no changes were made thereafter. CONCLUSIONS: This single-center study suggests gender-harassment in academic pediatrics is common. Faculty feel fear and futility reporting it. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Educator roles in medicine are expanding yet career paths and definitions of successful careers are not uniformly agreed upon. Educator success from their own perspective has not been broadly explored as these studies usually occur from the institutional or organizational viewpoint. This study examined the impact of a national educational faculty development program (FDP) for academic pediatricians on educators' self-description of their own professional and personal success. METHODS: This was a cross-sectional, qualitative study of FDP alumni between 2019-2021. Interviews explored participants perspectives on their professional success, and supports and barriers. Using an iterative process, thematic analysis of the data identified 6 themes. RESULTS: Fourteen scholars were interviewed. All felt they were successful citing both outcome and impact measures categorized into 6 themes: personal attributes, adequate resources and barriers, foundational skill development, experiencing strong mentoring and networking, engaging, and being connected to a community of practice and self-identifying as a medical educator. To view the data holistically, a model incorporating 3 frameworks was developed. CONCLUSIONS: These educators viewed themselves as successful academic educators. While papers, promotions and positions were important, educators viewed impact in mentoring and collaborations with others, along with acquired expertise and an expanded viewpoint of the field and themselves as equally important. Educators and leaders could use these elements for their own self-assessment and support, FDP development and enhancement, and for investment in programs and faculty educators. [ABSTRACT FROM AUTHOR]

To examine teachers' familiarity and use of MyPlate, including barriers to using it. Twenty kindergarten through grade 12 teachers were recruited from 1 urban and suburban school district in the Midwest to participate in virtual focus groups regarding familiarity, use, and barriers to MyPlate. A basic descriptive qualitative approach with thematic analysis was guided by systems thinking. Common categories were coded and agreed on by the authors. Findings included main categories of individual awareness, use in curriculum, and appropriate facilitators of MyPlate. Awareness and use of MyPlate were mixed. Teachers integrated MyPlate in math, history, and other subjects. Barriers included packed curriculum and cultural issues. The facilitators of MyPlate mentioned were health or physical education teachers. Online focus groups successfully collected formative data on teachers' perspectives toward MyPlate. The technology could be used in future similar research. Enhanced teacher training may improve the integration of MyPlate into schools. School teachers identified major barriers to MyPlate in the classroom, including lack of time and resources. There was mixed feedback on how MyPlate and nutrition may be used in school curricula. Enhanced teacher training may improve the integration of MyPlate into schools. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To identify factors associated with effective scholarly activity and identify barriers to research during urology residency.Methods: An online survey was sent to 134 urology residency program directors in the United States. The survey assessed program characteristics, available support, and barriers for scholarly activity. Logistic regression analysis was used to identify characteristics of programs in the top quintile for success in scholarly activity.Results: There was a 40% response rate (n = 40). The majority of programs (86%) were university affiliated. Nearly all programs (98%) require participation in scholarly activity as a requirement for graduation. There were 3 primary outcomes evaluated: participation in original research, published scholarly activity and presentation of scholarly activity. Factors significantly associated with participation in original research were required research time (P = 0.06), lack of experienced faculty (P = 0.006), statistical and IRB support (P = 0.03, P = 0.01), funding (P = 0.02), and research curriculum (P = 0.006). Factors significantly associated with publication in peer reviewed journals were lack of funding and experienced faculty (P = 0.07, P = 0.01). Factors significantly associated with presentation of scholarly activity included research director (P = 0.05), chairman support (P = 0.02), research training (P = 0.03), protected time for faculty (P = 0.07), and faculty /resident attitudes toward conducting scholarly activity (P = 0.08, P = 0.02) and resident promotion linked to scholarly activity (P = 0.01).Conclusion: Training urology residents in research is essential. Current methods and available resources are variable. Programs should identify resources and barriers that have the greatest impact on resident success in scholarly activity, and may implement changes to improve productivity within their program. [ABSTRACT FROM AUTHOR]

Child neglect is considered the most prevalent type of child maltreatment, yet it is the type least studied partly due to a lack of clear and united definition. As schools are a critical setting in children's lives, teachers are essential actors in identifying child neglect. The limited available literature points to gaps in teachers' knowledge and insecurity about the topic. Thus, the current study tries to untangle how child neglect is perceived and identified by three groups within the educational setting: teachers, prospective teachers, and pupils. Twenty-five focus groups with a total of 151 Arab and Jewish Israeli participants were conducted. Inductive thematic analysis revealed two main themes. The first theme of knowledge and understanding of child neglect refers to recognizing neglectful lack of actions of neglect and those responsible for it. The second theme focused on identifying child neglect within the educational setting and the barriers to recognition. The study findings generally show that participants had a reasonable familiarity with the concept of child neglect and its typologies. Participants did not give special focus to the academic aspects when describing child neglect but did identify, uniquely, the school setting as a possible source of neglect. Participants described common ways for recognizing child neglect, focusing on children's behavior and attitudes. Surprisingly, only small differences were found between the perspectives of teachers, prospective teachers, and pupil participants, and between Arabs and Jews. The study findings and implications for the education setting and education training are discussed. [ABSTRACT FROM AUTHOR]

Prior research finds that some high-quality preschool programs are successful in generating significant initial academic gains and long-term benefits for students as they progress through school. This study examines one of the mechanisms through which North Carolina's statewide pre-K program (NC Pre-K) may generate such benefits: improvements in the teaching environments of the elementary schools in which NC Pre-K graduates enroll. We find that an increased presence of former NC Pre-K students in elementary schools over the period 2004–2018 was associated with better teachers' perceptions of different dimensions of their teaching environment, as well as increased teacher and principal retention. Our findings suggest that pre-K expansion policies may benefit the entire school community. [ABSTRACT FROM AUTHOR]

The increased migration of the last decades has contributed to the generation of diversified societies, raising the need to understand perceptions about cultural diversity and educate on intercultural communication, intending to shrink discrimination. In order to be able to impact and instruct on intercultural competence, professors must possess preparation and development related to interaction in culturally diversified settings. With the aim to recognize the necessity for improving the interaction between professors and students in multicultural environments, this research explores the role of professors' identity as an antecedent of intercultural competence, further designating their job engagement. The results of the survey with 322 university professors reveal the central role of professors' commitment to social justice, as the link between their dedication to students' needs and their own keenness towards continued involvement in working tasks. The implications emphasize the professors' predisposition to building a productive and harmonious learning environment as a trigger for their enthusiasm, efficacy and commitment while working in culturally diverse environments. Intercultural competence presents the individual commitment to act with respect and avoid issues that could jeopardize communication in a culturally diverse environment, pointing out its importance for personal and professional relationships. In this way, this study observes cultural diversity from the lens of the impact on professors' engagement, as the critical tool of diversity-competent, aware and sensitive communities in the long run. [ABSTRACT FROM AUTHOR]

This study focused on the Leadership in Cross-Cultural Teaching Program (Cross-Teach), which retrains academics to become teachers in the 'other' (Jewish vs. Arab) educational stream in Israel, a high-intensity conflict society. The research aimed to uncover lecturers' understanding of intercultural competence (henceforth, IC), investigating how they perceive it should be imparted to pre-service teachers operating across intercultural boundaries. Nine lecturers, representing diverse backgrounds and extensive experience, were interviewed and the transcripts were used as data for qualitative analysis. This research presents a novel perspective on IC among educators, emphasizing comprehensive skills ranging from cognitive and emotional dimensions to identity exploration. Diverging from existing literature, our study uniquely focuses on identity and conflict as an essential component of IC among teachers. The lecturers delve into the reciprocal learning environment, exposing participants to identity conflicts and fostering intercultural encounters. The inclusion of diverse Arab and Jewish lecturers further enriches our exploration of identity formation. Our findings illuminate the complex dynamics, challenges, and opportunities for IC within a society marked by high-intensity conflict. [ABSTRACT FROM AUTHOR]

Teachers' actions can influence student health and eating preferences. However, few school policies adequately address classroom food practices. Despite recommendations to the contrary, food rewards are often used to manage student behavior and recognize academic success. To examine the association between elementary teacher use of food rewards and constructs of the Health Belief Model (HBM). Elementary school teachers (n=256) from schools located within the midwestern region of the United States completed an online survey which included demographic questions and rating scales to measure a) the types and frequency of classroom food rewards, b) perceived health and wellbeing threats associated with the use of food rewards, c) perceived barriers to de-implementing the use of food rewards, and d) awareness of food policy cues relating to classroom food rewards. Pearson correlation coefficients were used to measure the association between food reward frequency and scores for each of the HBM constructs. Multiple regression analysis was used to predict food reward frequency and scores for perceived threat, perceived barriers to de-implementing the use of food rewards, and school food policy cues. Candy was the most frequently used food reward and only 14% (n=35) reported that food rewards were never used. In the univariant analysis, food reward frequency was negatively correlated with school food policy cues (r=-.22, p<.01) and positively correlated with barriers to de-implementing food rewards (r=.47, p<.01). The multiple regression analysis predicted food reward frequency [R2=22, F (3,247) 23.62, p<.001], but only barriers to de-implementing food rewards (β=.45; p<.001) contributed significantly to the prediction. Teachers do not understand the risks associated with the use of food rewards. Barriers to de-implementation, but not perceived threats or school food policy cues to action, influenced the frequency of food rewards in this sample of elementary school classrooms. The findings of this study have future implications for efficacious policy and training for the discontinuation of the use of food rewards in classrooms. Kansas State University Health and Human Sciences Graduate Student Research Award, Kansas State University Arts, Humanities, and Social Sciences Small Grant [ABSTRACT FROM AUTHOR]

• Examined associations between pre-k family engagement and early learning skills. • Teacher communication practices associated with lower chronic absenteeism in pre-k. • Associations varied by child, family, and program characteristics. Family engagement is a key component of preschool program quality with the potential to benefit children's early learning skills. Yet, there is limited research on what practices teachers and programs use to engage families and whether these practices are associated with improved child outcomes. This study links administrative data on children's records and survey data collected from public pre-k teachers and administrators in a mid-sized, urban school district to estimate the associations between family engagement practices and children's attendance in pre-k and their early literacy and socioemotional skills at the end of pre-k. Overall, we found limited evidence that family engagement practices are, on average, associated with children's outcomes. Only teachers' practices for communicating with families were associated with lower chronic absenteeism. However, these associations varied by child, family, and program characteristics. Our findings identify promising family engagement practices for preschool programs and highlight the need for future research to consider the heterogenous effects of family engagement across different types of practices and across child, family, and program characteristics. [ABSTRACT FROM AUTHOR]

• Most teachers in Russia and Kazakhstan support the idea of inclusive education. • Evaluation of teachers' attitudes towards inclusive education should take into account institutional factors. • Teachers' attitudes towards inclusive education are associated with job satisfaction and burnout. • Professional development and support become both a means of preventing burnout and of implementation of inclusive practices. • For Russian teachers supporting inclusion, the assessment of school inclusivity is associated with the frequency of contacts with people with disabilities. Inclusivity has become the cornerstone of many government policies for the development of education in the two largest post-Soviet countries, namely Russia and Kazakhstan. In this study, we focus on teachers' attitudes towards inclusive education, taking into consideration individual and institutional factors that may promote or hinder the implementation of appropriate policies. The study was conducted in 2020 in Russia and Kazakhstan, and is based on a survey of secondary school teachers (N = 3444). The use of latent class analysis allowed us to demonstrate how exactly satisfaction with professional activity, assessment of support from colleagues and school administration, ideas about responsibility for the success of educational inclusion of different actors, professional burnout (both general and related to diversity), attitudes towards inclusive education of children with disabilities, and readiness to implement inclusive practices in professional activities are connected in the perception of teachers. Thus, the research presented in the article contributes to understanding the mechanisms and prospects for the development of educational inclusion in the post-Soviet space, taking into account the needs of teachers as key actors of inclusion, the satisfaction of which creates a stable support for the cultivation of inclusive values and practices of overcoming inequality in education. [ABSTRACT FROM AUTHOR]

• Prior to the IY®-TCM, teachers identified several challenges in their classrooms, practices and relationship with parents. • Improvements in the relationship with the children and parents were reported by teachers after the training. • Improved emotional well-being and practices were identified by teachers after they completed the training. The Incredible Years® Teacher Classroom Management program (IY-TCM) is an evidence-based program with documented effectiveness and positive outcomes for teachers, children and parents. However, most of the research relies on quantitative approaches, with fewer qualitative studies exploring teachers' personal perspectives. The aim of this study is to explore the teachers' experiences when they got training on the IY-TCM. This study was a qualitative study and involved 11 preschool teachers who participated in two focus groups. The first focus group was conducted before the teachers started the IY-TCM training and aimed to assess the challenges they were facing in their classrooms and their expectations for the training. The second focus group took place two weeks after the teachers had completed the training and aimed to evaluate their perception of the training's impact on children, parents, and themselves. Results indicated that, before the training, the teachers reported several behavioral challenges in their classrooms, felt exhausted and were concerned about the lack of parental involvement in the educational process. They were also enthusiastic about the training. After the training, they identified several changes: children had become more empathetic and self-regulated, and parents were more engaged in the educational process. Furthermore, teachers felt more self-confident/controlled, valued the management tools they had acquired during the training, and appreciated the sharing and support. Effective improvements were evidenced in children, parents, and teachers, underscoring the recognized effectiveness of the IY-TCM program. [ABSTRACT FROM AUTHOR]

• Children and youth with Fetal Alcohol Spectrum Disorder and their parents consistently report school to be stressful. •.Strong, positive relationships with teachers support greater success for students with FASD. • Teachers report having limited knowledge about FASD and the need for more training. • Mismatches between inclusive educational policies, pedagogies, and neoliberal social program models hinder positive change. • Recognizing stigmatized status of FASD is important for understanding slow changes towards positive educational experiences. Fetal alcohol spectrum disorder is a complex brain-based developmental disability. Research on the experiences of children with Fetal Alcohol Spectrum Disorder (FASD) and their caregivers consistently highlights the difficulties and frequent exclusion they experience with the education system as one of the most stressful aspects of their lives. Previous studies have identified the need for more integrated approaches to support and learning for children with FASD that recognize the integral role of positive teacher-student relationships on student outcomes. A systematic review of existing research on the school experiences of children and youth with FASD and their teachers was conducted, and a critical iterative approach was used to interpret the data. Key findings are discussed, and important recommendations are made for researchers, policymakers, and educators to address the longstanding gaps in research and practice regarding the complex care and support needs of those with FASD from an anti-oppressive, destigmatized, and holistic framework. [ABSTRACT FROM AUTHOR]

• A strong home-school collaboration is affecting the quality of inclusive preschool education. • An effective home-preschool collaboration improves learning of children with special needs. • Home-preschool collaboration is a dynamic and complex process. • Many challenges still await solutions for a quality collaboration. • Bioecological systems theory can guide the collaborative practice of many professionals. The aim of the current study was to explore and describe preschool teachers' experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education. We depended on descriptive phenomenological qualitative research and conducted focus group discussions with 24 preschool teachers. Theoretical thematic analyses have yielded five themes: (1) the components of home-school collaboration, (2) the vital role of parent and teacher involvement, (3) the contributions of collaboration, (4) the challenges from microsystem to macrosystem, and (5) suggestions and solutions. An effective home-school collaboration contributes significantly to the development and learning of children with special needs. However, many challenges still await solutions for a quality collaboration which has complex nature. The bioecological systems theory is a well-known theory that can guide the collaborative practice of many professionals and policy makers. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate examinees' perceptions of the performance of student standardized patients (SPs) and to explore student SPs' experiences. Objective structured clinical examination (OSCE) is a standard approach to the task of evaluating students' clinical competency that relies on SPs. However, professional SPs are characterized by high costs and insufficient availability. Training students to serve as SPs can help address this lack of OSCE resources. However, only preliminary evidence regarding this process and its feasibility has been reported. We used a concurrent mixed-method study design that included quantitative surveys and qualitative group interviews. Our sample consisted of two-year Bachelor of Nursing program students and trained student SPs who were recruited in May 2021. We used a 5-item performance evaluation tool to assess the SPs' performance. The reliability of this evaluation tool was indicated by a Cronbach's α coefficient of.95. Descriptive statistics were used to assess the examinees' satisfaction with the student SPs' performance using SPSS 28.0 software. We used a semi-structured interview guide during a group interview; the interview was transcribed verbatim and analyzed via thematic analysis with the assistance of Microsoft Word software. Eighty-two nursing school students responded to the survey and 10 student SPs were included in a group interview. Nursing school students rated SPs' performance favorably. The mean score assigned to the SPs on the performance scale was 4.41 out of 5. The student SPs described the challenges and benefits that they experienced regarding their role. The challenges they described included 1) staying true to my role, 2) overcoming a physically overwhelming role and 3) facing the threat of insecurity. However, the corresponding benefits included 1) gaining rewards, 2) advancing nursing competency and 3) experiencing a sense of accomplishment. After undergoing training, the SPs performed well. They experienced a variety of challenges and obtained certain benefits. In health care education, recruiting students to serve as SPs is feasible. [ABSTRACT FROM AUTHOR]

This study aims to explore the perceptions of feedback among undergraduate students and faculty members at a Brazilian private nursing school. Feedback plays a crucial role in the socioemotional development of learners, with its interpretation varying across different sociocultural contexts. Student evaluations frequently express dissatisfaction regarding both the quality and quantity of feedback received. Conversely, delivering feedback poses a challenge for faculty, requiring the establishment of an empathetic connection that fosters trust and credibility. Brazil, being a developing country characterized by social disparities and economic challenges, presents a unique backdrop for examining feedback dynamics. Qualitative research, employing Inductive Content Analysis, was used to understand feedback perceptions in Brazilian nursing education. Symbolic interactionism was adopted as methodological framework and guided data interpretation. We carried out five virtual focus groups composed of a group of teachers (n=5) and four of students (n=34). Semi-structured interviews guided data collection. The recorded sessions were subsequently analyzed to identify key themes and codes. Symbolic interactionism was employed as a framework to derive meaning from qualitative data. Content analysis generated two categories that reveal the perception of teachers and students in the feedback process. The first, called "Feedback in Education: Sociocultural Influences for Students and Teachers", expresses the beliefs and interpretations of students and teachers within the shared feedback environment. The second called "Challenging resonance, transformative construction: Navigating the dualities of feedback for teachers and students", which elucidated how relational dynamics shape behaviors and attitudes, promoting the development of social skills and learning. Faculty's previous feedback experiences significantly influence their self-perception and behavior with students. As a result of the resonance of these past interactions, we recognize that the teaching self also plays a crucial role in the quality and perception of feedback. Furthermore, students construct social reality with similar beliefs and values, they believe in the learning potential generated by feedback. Our findings also corroborate that perceptions of feedback are deeply influenced by the sociocultural context and the narratives corroborate previous findings indicating that, in Brazil, honest feedback can be implicitly perceived as criticism rather than an opportunity for growth. Faculty members often draw on their past experiences when providing feedback, highlighting the adaptive nature of feedback interactions. Additionally, the feedback process is consistently influenced by the commitment to maintaining positive relationships with students. Students recognize the constructive dimension of feedback as a valuable tool for learning and personal growth. [ABSTRACT FROM AUTHOR]

To investigate the perspectives of clinical nurse educators regarding the challenges and essential elements of teaching competence in blended learning environments during nursing internships to inform the development of a competency-based teaching model. Competency-based teaching and blended learning play important roles in enhancing the learning experience of nursing internship trainees. Internship trainees refer to nursing students undergoing supervised practical training in ‎clinical settings.‎ However, clinical nurse educators frequently encounter challenges in acquiring the necessary competence for successful implementation of blended learning strategies. A descriptive‎ qualitative study. This study used semi-structured interviews with 11 certified nurse educators (CNEs) from diverse clinical disciplines in a tertiary hospital in China. Purposive sampling ensured diversity across key characteristics. Ethical approval was obtained and interviews were digitally recorded, transcribed and analyzed thematically. Theoretical saturation guided data collection, with precise measures taken to ensure confidentiality and anonymity. Thematic analysis, employing a constant comparison technique, systematically identified various themes related to blended teaching competence. This approach provided valuable insights into CNEs' perspectives and practices. The analysis involved theoretical sampling, line-by-line coding and comparative evaluation with supporting text materials. The in-depth analysis of teaching competence among clinical nurse educators in blended learning settings during nurse internships revealed five key themes: professionalism, teaching literacy, subject expertise, information literacy and interpersonal communication. These themes recognized clinical nurse educators' perspectives towards establishing a competency-based nursing teaching model for a blended learning environment for nurse internships. Moreover, these perspectives are also crucial in enhancing teaching literacy through effective instructional methods, engagement strategies and the promotion of critical thinking skills. Identifying these themes contributes to efforts to improve teaching effectiveness and enhance learning outcomes for internship trainees in a blended learning context. [ABSTRACT FROM AUTHOR]

The article focuses on enhancing learner engagement through experiential learning with learner-generated data. Topics include the development of a 12-week course using learner-generated data as the basis for hands-on exercises, the positive impact on learner engagement and self-assessed skill development, and the potential widespread applicability of this approach in educational curricula design and authors present initial evidence supporting the benefits of utilizing learner-generated data.

OBJECTIVE: We describe LP perceptions of pediatric and internal medicine/pediatrics residents and faculty and determine the relationship between LP training and perceptions of LP. Reach Out and Read (ROR) is a widely implemented evidence-based literacy promotion (LP) intervention. Recent data have shown that there is variability in both LP training for pediatric residents and implementation of ROR. However, little is known about the perceptions regarding LP and the relationship with training. METHODS: Faculty and residents at participating sites completed an anonymous online survey on LP perceptions and training. Data were analyzed using descriptive statistics, chi- square tests, and logistic regression modeling. RESULTS: A total of 473 faculty and 1216 residents at 42 pediatric training programs participated. Faculty versus resident status was a significant predictor of almost all perception questions. Most faculty (65.3%) and residents (44.3%) completely agreed that it is the job of pediatricians to assess and encourage reading (P < .0001). Most faculty (69.6%) and residents (51.5%) completely agreed that LP is as important as advice about car seats, bike helmets, and "back-to-sleep" (P < .0001). More faculty (65.8%) than residents (46.6%) completely agreed with the statement "discussing sharing books with children at health supervision visits can be an effective early intervention strategy" (P < .0001). More faculty (34%) compared to residents (18.2%) completely agreed they felt confident modeling reading for parents during the visit (P < .0001). CONCLUSIONS: Faculty status predicted most favorable LP perceptions, while continuity clinic training and learning in-clinic from others predicted some favorable LP perceptions. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Five pediatric residency programs implemented true X + Y scheduling in 2018 where residents have continuity clinic in "blocks" rather than half-day per week experiences. We report the impact X + Y scheduling has on pediatric resident and faculty perceptions of patient care and other educational experiences over a 3-year timeframe. METHODS: Electronic surveys were sent to residents and faculty of the participating programs prior to implementing X+Y scheduling and annually thereafter (2018-2021). Survey questions measured resident and faculty perception of continuity clinic schedule satisfaction and the impact of continuity clinic schedules on inpatient and subspecialty rotations. Data were analyzed using z-tests for proportion differences. RESULTS: One hundred and eight six residents were sent the survey preimplementation and 254 to 289 postimplementation with response rates ranging from 47% to 69%. Three hundred and seventy-eight to 395 faculty members were sent the survey with response rates ranging from 26% to 51%. Statistically significant (P < .05) sustained perceived improvements over 3 years with X+Y were seen in outpatient continuity, inpatient workflow, and time for teaching both inpatient and in continuity clinic. CONCLUSIONS: X + Y scheduling can lead to perceived improvements in various aspects of pediatric residency programs. Our study demonstrates these improvements have been sustained over 3 years in the participating programs. [ABSTRACT FROM AUTHOR]

OBJECTIVE: A structured oral exam (SOE) can be utilized as a formative assessment to provide high-quality formative feedback to trainees, but has not been adequately studied in graduate medical education. We obtained fellow and faculty perspectives on: 1) educational effectiveness, 2) feasibility/ acceptability, and 3) time/cost of a SOE for formative feedback. METHODS: Four pediatric endocrinology cases were developed and peer-reviewed to generate a SOE. The exam was administered by faculty to pediatric endocrinology fellows individually, with feedback after each case. Fellow/faculty perspectives of the SOE were obtained through a questionnaire. Qualitative thematic analysis was utilized to analyze written comments generated by faculty and fellows. RESULTS: Seven of 10 pediatric endocrinology fellowship programs and all 18 fellows within those programs agreed to participate. Thematic analysis of fellow and faculty comments resulted in 5 perceived advantages of the SOE: 1) improved identification of clinically relevant knowledge deficits, 2) improved assessment of clinical reasoning, 3) immediate feedback/teaching, 4) assurance of adequate teaching/assessment of uncommon cases, and 5) more clinically relevant assessment. Mean time to administer one case was 15.8 minutes (2.0) and was mentioned as a potential barrier to implementation. Almost all fellows (17/18, 94%) and faculty (6/7, 86%) would recommend or would most likely recommend implementation of the SOE into their curriculum. CONCLUSIONS: The SOE utilized for formative feedback was perceived by fellows and faculty to have several educational advantages over current assessments and high acceptability. Objective educational advantages should be assessed on future studies of the SOE. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the magnitude of emotional burden on teaching staff during the SARS-CoV-2 pandemic in a significantly impacted region. In addition, the correlates of emotional burden were analysed to enable the design of targeted interventions. This study was a cross-sectional survey. An electronic survey was administered to the teaching staff at public schools and kindergartens in a specific geographical area. Cross-sectional assessments of pandemic-specific variables were performed using the Pandemic Fatigue Scale, the Depression Anxiety Stress Scale (DASS)-21, the Satisfaction with Life Scale, and the Resilient Coping Scale. DASS-21 results were compared with results from a parallel survey that was representative of the local general population. In total, 3251 teaching staff members participated in the survey. Teachers showed a higher emotional burden for depression, anxiety and stress than the general population during the pandemic. According to a linear regression model, this burden is correlated with the language in which the questionnaires were answered, mistrust towards institutions, specific SARS-CoV-2 anxiety, past infection with SARS-CoV-2, avoidance of information about the pandemic and pandemic fatigue; emotional burden was negatively correlated with measures for life satisfaction, resilience and team atmosphere. Some independent variables were shown to contribute differentially to the variance of depression, anxiety or stress. Emotional distress during the pandemic among teachers is higher than in the general population and correlates with variables that could, at least in principle, be targeted for specific interventions. [ABSTRACT FROM AUTHOR]

During the last decade, the body of research investigating teachers' implicit attitudes toward different student groups, particularly toward ethnic minority groups, has been consistently increasing. The Implicit Association Test (IAT) is the main test that is used for this research purpose. However, what has been neglected so far is the investigation of implicit expectations about ethnic minority students in terms of their academic performance. Thus, the aim of the current study was to employ the Relational Responding Task (RRT) in the educational context as this test allowed us to assess stereotypical expectations in a more holistic way than other implicit measures would allow. We administered the IAT to assess implicit attitudes and the RRT to assess implicit expectations in a sample of teachers and preservice teachers in Italy. We also administered a questionnaire to assess explicit prejudice. For 93 teachers and preservice teachers who worked on all three measures, their implicit attitudes toward and their implicit expectations about ethnic minority students were negative, whereas their explicit prejudice was low. We did not find any correlations between the different measures. The findings are discussed in terms of the reasons for the zero correlations, and the usefulness of considering an implicit measure for teacher expectations in future research is highlighted. In this vein, we might obtain deeper insight into the role that teachers play in the disadvantages ethnic minority students experience in school. [ABSTRACT FROM AUTHOR]

OBJECTIVE: This study explores frontline educators' experience with learner burnout in the clinical learning environment (CLE) and how perceived burnout may impact assessment. METHODS: A survey was sent to 105 Pediatric Hospital Medicine faculty and fellows at 7 sites across the United States representing diverse CLEs. They were invited to participate in an 11 -question web-based survey that was developed, edited, and revised in step-wise fashion. It consisted of 5-point Likert scale, forced-choice, and dichotomous questions. Data from the web-based survey were compiled for descriptive purposes and analyzed for trends. RESULTS: The response rate was 53%. Most respondents (83%) perceive learner burnout at least once per year, but median comfort in identifying burnout was 3 (scale 1 -5, 3 = neutral). Factors associated with comfort were education as primary niche (P = .01) and having wellness training (P = .045). In terms of the impact of perceived learner burnout impacts on assessment, 88% report impact on feedback sessions and 60% reported impact on summative assessment; most are more lenient. Stated belief in whether perceived burnout should or should not impact assessment had 60% sensitiv-ity and 84% specificity in predicting whether it does. CONCLUSIONS: Frontline educators routinely perceive learner burnout in the CLE and it often impacts educators' assessment of a learner. The discrepancy between the expected and actual impact may suggest amplification of known barriers to accurate assessment in the CLE. Comfort associated with wellness training suggests that interventions targeting frontline educators in the CLE may improve their ability to simultaneously support and assess learners. [ABSTRACT FROM AUTHOR]

• In this study the attitudes of869 teachers from Central Asian (CA) countries were surveyed. • The analysis shows a noticeable shift from the segregation strategy to inclusion and equity for students with SEND. • The attitudes of teachers from CA countries still vary from positive to ambivalent, and even negative Teachers' attitudes towards inclusive education, particularly towards students with special educational needs and disability (SEND), have become a focus of research in the past years. In many countries, the process of the implementation of inclusive education has either not been smooth or, in some cases, stalled by negative attitudes of teachers. Teachers are regarded as key drivers of the implementation of inclusive education as they are at schools and classrooms, which are strategic delivery points. Central Asian countries have embarked on a process of implementing inclusive education in their respective education systems. Therefore, in this quantitative study, using regression analysis, and one-way ANOVA, the attitudes of eight hundred and sixty-nine (869) teachers from Central Asian countries i,e Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan were surveyed. The analysis shows a noticeable shift from the segregation strategy embedded in defectology to inclusion and equity for students with SEND. However, the teachers' attitudes still vary, the teachers could be classified into six groups according to their settings towards inclusive education. [ABSTRACT FROM AUTHOR]

This paper captures the group dynamics underpinning preservice teacher identity formation to understand how childhood schooling and teacher education shape the teaching metaphors teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a precise framing of the diverse ways teachers identify with intercultural education vis-à-vis other pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice teachers' experiences with the experiences of other teachers that had emerged in global literature. We draw insights from our efforts to co-construct with preservice teachers their professional development in facilitating intercultural education. Adapting the activities based on their responses, we co-constructed with each other during the workshop teacher identities with a sense of connectedness between intercultural education and other pedagogical forms. We observed preservice teachers as we facilitated their discussions, employing ethnographic approaches to immerse ourselves in the interactions of the workshop participants. The findings revealed that preservice teachers had become more mindful of the implications of their intercultural education practices after having reflective dialogues with each other. However, although the teachers successfully integrated each other's views about intercultural education practices, this could not be sustained when they attempted to contextualize these efforts. The teachers could not reconcile their disparate childhood experiences with cultural diversity as students graduating from schools with differing academic performance rankings (school banding). Therefore, they struggled to connect their experiences with other pedagogical forms that they had previously encountered. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the relationship between faculty diversity and workplace civility in nursing programs. Diversity is needed in healthcare and in nursing education. A diverse workforce contributes to positive organizational culture and optimal learning environments for students and faculty in nursing programs. However, nursing faculty with diverse backgrounds often experience incivility more often than the rest of the population. Effects of incivility for all faculty can be detrimental and commonly include both physical and emotional symptoms. Civility encompasses respect for diversity and inclusion. It involves consistent, intentional acts to welcome and celebrate individual differences as well as different ways of thinking and acting. The relationship between level of faculty diversity and workplace civility has not previously been studied. Understanding this relationship will be an important step in increasing workplace civility in nursing education. Correlational design Nursing faculty (n=528) from across the United States completed the Workplace Incivility/Civility Survey (WICS). Participants were grouped based on their self-reported level of faculty diversity at the nursing program where they were employed. Several questions from the WICS were analyzed to determine the experience and perceived incidence of incivility by the faculty participants. Descriptive statistics were used to calculate means and frequencies for the survey questions and Pearson correlation coefficient was calculated to determine if significant relationships existed between variables. A significant negative correlation was found between the level of faculty diversity and workplace incivility. As faculty diversity increased, workplace incivility decreased. Nursing programs with more diverse faculty tend to have lower levels of workplace incivility. Nursing program administrators should make every effort to diversify their faculty body. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate COVID-19 lateral flow testing (LFT) among asymptomatic university students. This study was a mixed methods evaluation of LFT among University of Bristol students. We conducted (1) an analysis of testing uptake and exploration of demographic variations in uptake using logistic regression; (2) an online student survey about views on university testing; and (3) qualitative interviews to explore participants' experiences of testing and subsequent behaviour, analysed using a thematic approach. A total of 12,391 LFTs were conducted on 8025 of 36,054 (22.3%) students. Only one in 10 students had the recommended two tests. There were striking demographic disparities in uptake with those from ethnic minority groups having lower uptake (e.g. 3% of Chinese students were tested vs 30.7% of White students) and variations by level and year of study (ranging from 5.3% to 33.7%), place of residence (29.0%–35.6%) and faculty (15.2%–32.8%). Differences persisted in multivariable analyses. A total of 436 students completed the online survey, and 20 in-depth interviews were conducted. Barriers to engagement with testing included a lack of awareness, knowledge and understanding, and concerns about the accuracy and safety. Students understood the limitations of LFTs but requested further information about test accuracy. Tests were used to inform behavioural decisions, often in combination with other information, such as the potential for exposure to the virus and perceptions of vulnerability. The low uptake of testing brings into question the role of mass LFT in university settings. Innovative strategies may be needed to increase LFT uptake among students. [ABSTRACT FROM AUTHOR]

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The purpose of this study was to explore the research priorities of Australian practicing chiropractors and academics across a set of research domains to determine the agreement or disagreement based on these domains. We conducted a pilot-tested online survey focusing on the following 5 principal research domains: basic science, conditions (disorders chiropractors may encounter), patient subgroups, clinical interventions, and practice and public health/health services. Responses were sought regarding support for funding research scholarships, practice-based research networks, scientific conferences/symposia, journals, and existing research agendas. Data were collected (February 19 to May 24, 2019) from a sample of chiropractic academics (n 1 = 33) representing 4 Australian programs and practicing chiropractors (n 2 = 340). Collected data were ranked and analyzed to determine agreement across domains and items. There was agreement between the 2 groups across the majority (>90%) of domain items. The closest agreement and highest rankings were achieved for the "clinical interventions and practice" and "conditions" domains. Disagreement was observed within specific domain items, such as patient subgroups (infants), and for 1 intervention (chiropractic-specific techniques). Disagreement also occurred outside of the main domains, including research agenda support and funding. There was overall agreement between practicing chiropractors and academics across most research area domain items, which should help facilitate consensus-led development of any potential Australian Chiropractic research agenda. Disagreements across specific domain items, such as population subgroups, interventions, and funding require further investigation. [ABSTRACT FROM AUTHOR]

The Board of the Association of Pediatric Program Directors (APPD) partnered with the APPD Global Health Learning Community (GHLC) to establish the APPD Global Pediatric Educator Scholarship. This award seeks to recognize pediatric educators who demonstrate leadership in improving pediatric education in low- and middle-income countries, and provide them with career development opportunities by attending the APPD Spring meeting. Two educators per year have been awarded the scholarship since 2017. The authors sent survey questions via email and obtained responses from 6 (100%) of the scholarship awardees, 8 (75%) APPD GHLC leadership individuals, and 4 (67%) APPD Board members. Three authors analyzed the responses with consensus achieved on themes. Awardees noted learning about educational strategies, academic opportunities through networking, and context for stronger bilateral exchange with partners. APPD leaders noted an expansion of the organization's mission to include global presence. Challenges included program visibility, sustainable funding, and logistics. Suggestions included better incorporation of awardees into APPD membership, longitudinal mentorship, targeted conference navigation, and visits to local academic institutions. The APPD Global Educator Scholarship is a replicable model of organizational global outreach that expands the concept of bidirectional exchange to include career sponsorship for global partners. [ABSTRACT FROM AUTHOR]

The article discusses the navigating manuscript rejection. Topics include the study demonstrating how common manuscript rejection is among faculty of all academic ranks in hopes to normalize rejection and open conversations about rejection in mentorship; approach, innovations related to the study design, and reason for the rejection of the study to quantify on the fate of manuscripts.

Programmatic assessment has been proposed as the way forward for competency-based assessment, yet there is a dearth of literature describing the implementation and evaluation of programmatic assessment approaches. To evaluate the implementation of a programmatic assessment and explore its ability to support students and assessors. A qualitative evaluation of programmatic assessment was employed. Interviews with graduates (n = 8) and preceptors (n = 12) together with focus groups with faculty assessors (n = 9) from the one Australian university explored experiences of the programmatic approach, role of assessment in learning, and defensibility of assessment decisions in determining competence. Data were analyzed into key themes using framework analysis. The programmatic assessment increased confidence in defensibility of assessment decisions, reduced emotional burden of assessment, increased value of assessment, and identified and remediated at-risk students earlier when philosophical and practice shifts in approaches to assessment were embraced. Programmatic assessment supports a holistic approach to competency development and assessment and has multiple benefits for learners and assessors. [ABSTRACT FROM AUTHOR]

Attitudes toward multiculturalism in educational contexts – i.e., multicultural attitudes – are desirable qualities for good teaching practices. Unfortunately, little is known about the antecedents of prospective teachers' multicultural attitudes. Before this backdrop, we argue that prospective teachers' multicultural ideology, national pride, and intergroup contact are related to their multicultural attitudes. Studying these relationships can offer valuable insights for initial teacher education programs. We assessed prospective teachers' (n = 72) multicultural attitudes (adapted version of the Teachers' Multicultural Attitude Survey), multicultural ideology (Multicultural Ideology Scale), national pride (single item from large scale studies) and intergroup contact (experiences in multicultural classrooms and intergroup friendship). Results showed that higher multicultural ideology and lower national pride were related to more positive multicultural attitudes. We found no such relation for intergroup contact. Based on these new insights into prospective teachers' multicultural attitudes, we argue that initial teacher education programs should reinforce and develop prospective teachers' multicultural ideology and consider the role of national pride. [ABSTRACT FROM AUTHOR]

Traditional half-day per week continuity clinic experiences can lead to fragmented education in both the inpatient and outpatient arenas. Five pediatric residency programs were granted the ability from the ACGME to create X+Y scheduling where residents have continuity clinic in "blocks" rather than half-day per week experiences. The aim of this study is to assess the impact X+Y scheduling has on pediatric resident and faculty perceptions of patient care and other educational experiences. Electronic surveys were sent to residents and faculty of the participating programs both prior to and 12 months after implementing X+Y scheduling. Survey questions measured resident and faculty perception of continuity clinic schedule satisfaction and the impact of continuity clinic schedules on inpatient and subspecialty rotation experiences using a 5-point Likert Scale. Data were analyzed using z-tests for proportion differences for those answering Agree or Strongly Agree between baseline and post-implementation respondents. Hundred and twenty-six out of 186 residents (68%) responded preimplementation and 120 out of 259 residents (47%) responded post-implementation. 384 faculty members were sent the survey with 51% response pre-implementation and 26% response at 12 months. Statistically significant (P <.05) improvements were noted in resident and faculty perceptions of ability to have continuity with patients and inpatient workflow affected by clinic scheduling. From both resident and faculty perspectives, X+Y scheduling may improve several aspects of patient care and education. X+Y scheduling could be considered as a potential option by pediatric residency programs, especially if validated with more objective data. [ABSTRACT FROM AUTHOR]

Enhanced literacy and increased vocabulary related to Reach Out and Read (ROR) are well described. Less is known about clinicians' experience with the program. Understand clinician experiences of implementing ROR. This study was a collaboration between ROR and the Academic Pediatric Association's Continuity Research Network. Participants completed an anonymous online survey to evaluate Literacy Promotion activities and training, and were asked "What has been the most meaningful experience you have encountered with using ROR?" and "Is there anything else you would like to add?" Responses were evaluated by researchers and 4 themes were generated through discussion. All responses were divided and coded by researchers working in pairs and subsequently by all researchers until consensus was reached. Data were organized into themes. Responses were provided by 592 (35%) participants. Qualitative analysis revealed benefits to participation in ROR within 4 themes: 1) Child/Family Impact (60%): "Seeing a child read for the first time" 2) Physician Impact (16%): "I... use the books... to connect with patients." 3) Impact on clinic practice (25%): "I... enjoy modeling for parents and use the books to assess... development" 4) Social Determinants of Health (2%): "The books... are an invaluable resource to our under-served population." Clinicians who implement ROR report positive impact on patients, families, and their own satisfaction and methods in practice. Clinicians value that the program addresses social determinants of health and facilitates developmental surveillance. Further study is needed to understand how clinician's perspectives affect and are affected by their experiences. [ABSTRACT FROM AUTHOR]

All medical educators have experienced "teachable moments" during their career, and most can likely share examples of these moments from both training and their role as educators. In addition, most if not all have faced a situation in which an educational opportunity fell short or was missed entirely. This View from the Association of Pediatric Program Directors is designed to help pediatric medical educators recognize these teachable moments and feel better prepared to seize them when they arise. First, the authors collate definitions of the "teachable moment" from a variety of sources into 1 coherent definition, using common themes of shared responsibility between educator and learner, spontaneity, consideration of the learning environment, and expanding teaching into other applications. Next the authors provide methods to help educators capitalize on teachable moments when they occur, including discussing goals and expectations, building a culture of error, anticipating common errors made by learners, withholding the answer, managing time effectively, and practicing mindfulness. Numerous examples are described to further understanding. By employing these tactics, both educators and learners can maximize their ability to utilize teachable moments in a variety of clinical settings. [ABSTRACT FROM AUTHOR]

• Teachers and administrators in non-expulsion settings endorsed soft expulsion beliefs and practices. • Most teachers than administrators reported a belief that there are children whose behaviors cannot be supported in their schools. • Both groups demonstrated low awareness of expulsion prevention policies. • Few teachers and administrators suggest their schools are not a good match for a child, but when this is done, it is effective at getting children to leave. • More teachers than administrators hold the belief that sending a child home is sometimes needed to convince parents that the behavior is a concern. In the United States, children in early childhood education settings are expelled at high rates. Teacher beliefs about expulsion have been found to be significant predictors of this practice; however, little is known about how teachers react when expulsion is not an option due to non-expulsion policies. Soft expulsion is the process of implicitly pushing children out of schools despite policies that prevent them from being expelled. This study used an anonymous online self-report measure to examine early childhood teacher and administrator beliefs, sense of support, and practices when faced with children with severely challenging behaviors in non-expulsion settings. Results showed that most teachers and less than half of administrators believed that there are children with challenging behavior who cannot be supported in their classrooms, yet the majority of both groups have had a child with unmanageable behavior in their setting. Regarding soft expulsion practices, approximately one-third of administrators and slightly less teachers have suggested to a family that their school was not a good match for a child without forcing them to leave, while both teachers and administrators reported a belief that sending a child home for challenging behaviors is sometimes needed to convince parents that the behavior is a concern. Most teachers and nearly half of administrators were unaware of their non-expulsion policies. The associations between availability of support and knowledge of non-expulsion policies on soft expulsion practices is also reported. Implications of these beliefs and practices are discussed. [ABSTRACT FROM AUTHOR]

The longstanding Jewish–Arab conflict poses a great challenge to the State of Israel and is the source of fear and mutual suspicion in Jewish and Arab societies. The Bedouins are part of the Arab society and face additional difficulties and challenges related to their low socioeconomic status and issues surrounding land encroachment. Israel has separate education systems based on the students' ethnicity and religion. However, the Ministry of Education encourages intercultural teaching in which teachers from one society teach in schools of another society. This study focused on science teaching encounters between preservice teachers (PSTs) from the Bedouin society and students from the majority Jewish society. We examined the influence of these encounters on the PSTs' self-confidence and sense of belonging. Since the meetings took place during the COVID-19 pandemic, most of them were held via Zoom. The Zoom platform allowed the PSTs and the students to "enter" each other's homes, reinforcing Allport's contact hypothesis. From the PSTs' descriptions of their experiences, the gradual change in their feelings can be observed from foreignness and fear to familiarity and closeness. Based on our findings and an online intergroup template, we propose a new 3-step intergroup contact model: indirect contact via Zoom designed to enhance familiarity between the groups in safe conditions; direct contact that helps develop closer relationships, and assimilation of the process into everyday life. • Academic encounters are a good foundation for reducing anxiety between rival groups and promoting trust and cooperation. • Zoom meetings introduce participants into each other's homes and help achieve cultural familiarity and closeness. • Encounters between rival groups in which PSTs are from the minority have the potential to enhance the PSTs' self-confidence. [ABSTRACT FROM AUTHOR]

Using the Knowledge, Skills, and Attitudes (KSAs) framework, the aim of this study was to explore the specific knowledge, skills and attitudes of adaptable nurse educators to help inform the preparation of current and future educators for smooth transitions during periods of change. External events, such as hurricanes, earthquakes, floods and wildfires can force programs to relocate and suspend classes for several days or weeks. These natural disasters have the potential to have a negative impact on the number of nursing students graduating on time as well as the quality of the clinical education experience and preparation for practice. Many lessons about educator adaptability can be learned from the COVID-19 restrictions. Identifying the KSAs of adaptable nurse educators during the rapidly changing educational landscape provided the opportunity for a foundational needs assessment to guide the preparation of educators for seamless transitions during times of change. To identify the KSA's of adaptable nurse educators, an exploratory qualitative study using focus groups was conducted. The study used thematic analysis. The research team developed, and pilot-tested focus group interview questions based on content areas identified in the literature. Targeted questions included queries specific to the KSAs necessary for adaptation and successful teaching using simulation. Educators from pre-licensure nursing programs in the United States participated in one of five 60-minute focus groups held virtually via a secure online meeting platform. Adaptable nurse educators have knowledge of resources, ongoing assessment, evaluation and teaching strategies and an understanding of the skillsets of their colleagues. Their skills include leadership, teamwork, redesigning learning and assessment. They demonstrate qualities such as resilience, empathy, acceptance, openness and positivity. With the current nursing workforce crisis, external events cannot be allowed to slow academic progression and graduation from nursing programs. In this exploratory qualitative study using focus groups, the KSAs held by adaptable nurse educators were explored. The findings of this study highlight the importance of collaboration and teamwork in academic institutes. The findings can be used as the foundation for nursing programs to prepare for future external events. [ABSTRACT FROM AUTHOR]