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The aim of the study was to assess the impact of a video training program (VTP) on primary school teachers' skills in using an adrenaline auto-injector (AAI), in correlation with knowledge regarding allergies, in cases of anaphylaxis. A questionnaire on teachers' knowledge of allergies and on their level of confidence in using an AAI was distributed in primary schools in the French department of Manche (2173 teachers). A VTP followed this questionnaire. A second questionnaire was then distributed. Theoretical knowledge was assessed with a score out of 20. The confidence level was rated on a scale from 1 to 4. We collected 218 responses to the first questionnaire (10.0 % of the population included). The response rate to the second questionnaire was 4.7 % (103 participants), and from this group, 93 of the 103 participants viewed the video (90.3 %). Overall, 76 of the 218 (34.9 %) participants who completed the first questionnaire also completed the second questionnaire and watched the VTP. The number of participants who completed the whole survey was 76 (out of 2173, 3.5 %). The VTP significantly improved teachers' knowledge of the subject of allergies (the average score increased by 2.11 points, p < 0.001) as well as their confidence in recognizing the signs of a severe allergic reaction and in using an AAI: 85.4 % (n = 88) of self-confident teachers after the VTP versus 42.3 % (n = 92) before the VTP (p < 0.001). The VTP improved teachers' level of knowledge and confidence in using an AAI in cases of anaphylaxis. A similar VTP could be circulated more widely in schools to offer easy access to training tools about allergies. [ABSTRACT FROM AUTHOR]

Antimicrobial use in food-producing animals is under increasing scrutiny due to the potential effect on the selection of antimicrobial-resistant bacteria that may be transmitted to humans by direct contact, with the food chain, or the environment. Novel data monitoring commensal Escherichia coli from dairy farms is essential for understanding antimicrobial resistance (AMR) patterns and their association with herd health management practices. The objectives of this study were to: (1) compare the prevalence of antimicrobial resistance in the E. coli isolates from the hospital, fresh, and mid-lactation pens from 18 conventional dairy farms participating in an educational training program in antimicrobial stewardship practices in California and Ohio, and (2) to characterize the prevalence of antimicrobial resistance of commensal E. coli isolated from pooled fecal pat samples before and 3 mo after participating in the educational training program. Pooled fecal pat samples were collected from the hospital pen, the fresh pen (1 to 5 DIM), and the mid-lactation pens (90 to 150 DIM) on conventional dairies in CA (n = 9) and OH (n = 9). Fecal samples were collected as part of a larger study using a quasi-experimental design that assigned farms to the training intervention group (TG; 6 per state) or the control group (CG; 3 per state). For the TG, farm worker(s) identified as having the task of diagnosis and treatment of adult cows on the farm participated in a training program on antimicrobial stewardship practices. Pooled fecal samples (n = 7) were collected at enrollment and 3 mo after completing the intervention on each of the participating farms (n = 18), followed by culture for E. coli isolation and antimicrobial sensitivity testing using the broth microdilution methodology. Logistic regression models were used to evaluate the association between E. coli antimicrobial resistance patterns with the training intervention and farm-level factors. No effect was observed in the prevalence of resistant isolates between the control and intervention farms after the training was delivered. Isolates from the hospital pens were 2.48 (95% CI: 1.06–6.22, P = 0.03) and 5.61 (95% CI: 1.94–16.91, P < 0.001) times, more likely to be resistant to streptomycin and chloramphenicol, respectively, than isolates from the mid-lactation pens. Our findings indicate there was a higher prevalence of AMR in E. coli associated with the hospital pen within the farm, while the training program for 3 mo did not affect the prevalence of AMR in E. coli on the farms participating in the program. Further research efforts should be conducted to identify factors driving AMR at the pen level, as well as approaches that could be used to reduce the risk of disseminating AMR from sick pens to animals being housed and to other pens on the farm. [ABSTRACT FROM AUTHOR]

Central to neurosurgical care, neurosurgical education is particularly needed in low- and middle-income countries (LMICs), where opportunities for neurosurgical training are limited due to social and economic constraints and an inadequate workforce. The present paper aims (1) to evaluate the validity and usability of a cadaver-free hybrid system in the context of LMICs and (2) to report their learning needs and whether the courses meet those needs via a comprehensive survey. From April to November 2021, a non-profit initiative consisting of a series of innovative cadaver-free courses based on virtual and practical training was organized. This project emerged from a collaboration between the Young Neurosurgeons Forum of the World Federation of Neurological Societies (WFNS), the NIHR Global Health Research Group on Neurotrauma, and UpSurgeOn, an Italian hi-tech company specialized in simulation technologies, creator of the UpSurgeOn Box, a hyper-realistic simulator of cranial approaches fused with augmented reality. Over that period, 11 cadaver-free courses were held in LMICs using remote hands-on Box simulators. One hundred sixty-eight participants completed an online survey after course completion of the course. The anatomical accuracy of simulators was overall rated high by the participant. The simulator provided a challenging but manageable learning curve , and 86% of participants found the Box to be very intuitive to use. When asked if the sequence of mental training (app), hybrid training (Augmented Reality), and manual training (the Box) was an effective method of training to fill the gap between theoretical knowledge and practice on a real patient/cadaver, 83% of participants agreed. Overall, the hands-on activities on the simulators have been satisfactory, as well as the integration between physical and digital simulation. This project demonstrated that a cadaver-free hybrid (virtual/hands-on) training system could potentially participate in accelerating the learning curve of neurosurgical residents, especially in the setting of limited training possibilities such as LMICs, which were only worsened during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

The purpose of this quality improvement project was to improve perioperative management of patients undergoing tumescent liposuction (TL) through the development and implementation of a perioperative evidence-based protocol, educational course for perioperative staff, and patient discharge instructions. The TL protocol was validated using the modified Delphi process. The educational course and discharge instructions used a pre and postimplementation design. An evidence-based protocol, an educational course for perioperative staff, and readable discharge instructions for patients undergoing TL were developed in accordance with best practice guidelines. The protocol was validated by subject matter experts at the facility and submitted for adoption. The evidence-based educational course was implemented, and the effectiveness of the course was evaluated for improving providers' knowledge and self-confidence. The evidence-based discharge instructions were implemented and evaluated for patient satisfaction and readability. Three items were removed from the protocol, 2 items were modified, and 25 items were accepted with no change from modified Delphi analysis. Provider knowledge scores improved from 85.7% ± 16.18 to 97.1% ± 4.88; however, this was not statistically significant (P =.066). There was a trend toward improved confidence scores (P =.180). Overall patient satisfaction scores slightly improved postimplementation; results were not statistically significant (P >.05). All three phases of perioperative care in patients receiving TL were evaluated, reflecting best practice guidelines and successful adoption. There was no statistically significant improvement in provider knowledge, provider self-confidence, or patient satisfaction. A small sample size was a significant limiting factor. [ABSTRACT FROM AUTHOR]

In this paper, we propose the application of strategic analysis tools to design an educational program. Findings are based on the case of the Master in Innovative Manufacturing Systems (MIMS), a unique training offer to achieve a multidisciplinary expertise in smart manufacturing, in a two-year program simulating the journey of innovation. Building on novel educational paradigms and recent developments in the area of manufacturing, the main goal of the program is to provide the European industry with outstanding experts willing, able, and trained to bring novel solutions that address relevant societal challenges. Special emphasis is placed on real-world contexts and proactive activities, as well as strategies to continuously update the program. We aim to contribute to the educational facet of smart manufacturing. [ABSTRACT FROM AUTHOR]

Modeling and simulation took a considerable part of both professional and educational fields during the past few years. With the emergence of new technologies, several modeling and simulation tools, languages and softwares were developed in different areas, and are even introduced in the educational program, which can only prove their importance, especially when it comes to decision-making process. Both concepts also took part of the industry 4.0 paradigm and can be used to test and validate the digital technologies to facilitate their implementation. This variety of modeling and simulation solutions lead us to the following challenging question: which solution to adopt for which case study? The purpose of this article is to set a list of the different modeling and simulation tools, languages and softwares through a statistical literature review, focusing on the industrial field, precisely when it comes to production flow optimization and waste elimination in accordance with lean manufacturing strategy, to determine the pros and cons of each modeling and simulation solution and therefore serve as a referential for companies to identify the best match to their need. [ABSTRACT FROM AUTHOR]

Cette étude longitudinale porte sur le développement de la communication chez des enfants de 3 à 6 ans avec TSA, scolarisés en unité d'enseignement en maternelle. Elle s'appuie sur l'observation directe de situations filmées en classe, soumises à une micro-analyse de la communication et des interactions sociales à l'aide d'une grille structurée. La fréquence et la qualité fonctionnelle des échanges sont comparées dans les interactions avec les adultes et avec leurs pairs, en situation structurée (travail à table) et en situation non structurée (jeu libre), et dans leur évolution au cours du temps (première année vs dernière année de maternelle). Les résultats montrent que l'engagement socio-communicatif des enfants est généralement plus fréquent dans les activités structurées et avec les adultes, essentiellement en modes de réponses aux sollicitations. Cependant, les initiatives des enfants augmentent dans le temps en situation de jeu libre. Les interactions à but instrumental demeurent la majorité des actes communicatifs. Les buts de partage social sont davantage favorisés par la situation de jeu, où leur proportion augmente au cours du temps. La part des intentions de partage d'états mentaux évolue peu au cours des trois années. Les trajectoires individuelles de progression diffèrent selon les caractéristiques des enfants. Ceux qui présentent les scores les plus avancés dans les échelles développementales au début de la scolarisation montrent une progression plus importante des interactions sociales et de la communication en classe. Les données sont discutées afin d'optimiser les dispositifs scolaires inclusifs. Inclusive preschool classrooms have been recently created (since 2014) in France for children with Autism Spectrum Disorder, giving them access to regular schools while adjusting to their specific needs. In these preschool small units, educative and mental health staff work together to support children's communicative and learning skills in order to help them to progressively attend regular classes in the same school. International research has reported the benefits of inclusive education on children with ASD, but studies mainly concerned children in full inclusion in regular classrooms, whose constraints, even with adapted programs, may not be suitable for all of them, especially young children. Moreover, studies conducted in specialized as well as in regular classrooms showed that the frequency and functional quality of the children's communicative exchanges may greatly vary, depending on the interlocutor and on the requirements of school situations (structured or unstructured). In this paper, we present a longitudinal study about communication development from age three to six in children with ASD attending an inclusive preschool program. On the basis of direct observations of situations filmed in class, variations of social communication were systematically examined as a function of partners (adults vs. peers), degree of structuration (work vs. free play), and over time. Participants were seven children with ASD, aged 3 at the beginning of the study and attending the same preschool inclusive unit. They were regularly videotaped (twice a year during three years) in two types of classroom situations: structured (working) and unstructured (free play), interacting with adults and peers. Data reported here are for the comparison between the first and the last collection point (three years vs. six years). Videos were coded using a structured microanalysis grid to capture the quality (forms and functions) of social and communicative behaviors of children and of their partners. In parallel, standardized evaluations were conducted on children's clinical and developmental characteristics. Data analysis showed a differentiated progression in quantity and quality of communication observed in preschool inclusive classrooms according to contextual parameters. Children's social-communicative engagement was generally more frequent in structured than unstructured activities, but initiations progressed over time in unstructured activities. Children interacted much more often with adults than with peers, with no significant increase in this gap over the years. The quality of children's communication improved both in forms and functions, but to varying degrees depending on the context. During structured activities, children became more able to use multimodal coordination (e.g., verbal/nonverbal) within the same communicative act while during unstructured activities they more often use one modality communicative acts. Concerning the purpose of interactions, children most often communicate for instrumental purposes than for social sharing purposes, a difference that persisted over time. A single subject analysis revealed important variations in pace and extent of developmental change between three and six years, with an increased progression observed in children with initial higher social and cognitive developmental levels. Findings are discussed in the perspective of optimizing the implementation of inclusive preschool educative settings for children with ASD. In particular, three points seem to deserve reinforced support: (a) to promote opportunities for children's initiatives in addition to soliciting responses; (b) to enhance the opportunities for social sharing; (c) to support peer-to-peer interactions during play or work co-activities. [ABSTRACT FROM AUTHOR]

Abstract This study focuses on presenting the state of university libraries in Yemen, drawing upon observational research and in-depth interviews with 4 key university leaders, 12 teaching education program (TEP) chairpersons, 9 college deans, 6 vice-deans, 20 teaching professors, and 34 teacher training students within one higher education institution. The observational research has also covered five libraries of three private universities and two state ones. The findings outline the challenges faced by library users: the presence of traditional libraries, traditional resources and services, and the implementation of new policy. The study highlights the urgent need to redesign libraries, to increase libraries' budgets, and to establish digital resources and services, as well as a national library association. [ABSTRACT FROM AUTHOR]

To address the antimicrobial resistance (AMR) crisis, governments around the world have created action plans to optimize antimicrobial use (AMU). These plans include antimicrobial stewardship (AMS) that encompasses educational programs for healthcare workers. We discuss these programs in sub-Saharan Africa, including the opportunities and challenges arising from a highly constrained healthcare environment. [ABSTRACT FROM AUTHOR]

The use of C-arm fluoroscopy poses a risk of radiation exposure to the surgeons. This study aimed to examine the intraoperative fluoroscopy time of the distal radius plating before and after radiation educational program. A total of 68 cases (48 women and 20 men; average age, 61.8 years) were reviewed between July 2017 and October 2019. All patients were treated with volar locking plate fixation for distal radius fractures. On October 2018, we had a 1-h radiation educational program for orthopedic surgeons. Intraoperative fluoroscopy time was compared between 34 cases in the preintervention group (group A) and 34 cases in the postintervention group (group B). Radiographic correction loss of the fracture was assessed by ulnar variance (UV), radial inclination (RI), and volar tilt (VT) between immediately after surgery and at the time of bone union. A significant difference was found in intraoperative fluoroscopy time between 329 s in group A and 123 s in group B. ΔUV between immediately after surgery and at the time of bone union was 0.6 mm in group A and 0.3 mm in group B; ΔRI was −0.3° in group A, −0.1° in group B, ΔVT is −0.4° in group A, and −0.1° in group B. No significant difference was found among them. After an educational program on radiation exposure, the intraoperative fluoroscopy time was significantly saved in the plating surgery for the distal radius fractures. The shortening of the intraoperative fluoroscopy time did not affect the loss of radiographic correction of the fractures. [ABSTRACT FROM AUTHOR]

Correctional education is prevalent but costly. However, there is limited evidence on how educational programs affect outcomes like recidivism. This paper examines the impact of correctional education downsizing on reincarceration likelihood, focusing on the Windham School District within the Texas Department of Criminal Justice. In the 2012 academic year, educational programs in certain facilities were downsized due to budget cuts. Using released inmates and campus profiles data, and a difference-in-difference strategy, the study finds that inmates released from downsized facilities are 11% less likely to be reincarcerated within 12 months. Although I cannot rule out other mechanisms, suggestive evidence shows that higher gains accrued to students who remained in the program. These students might have benefited from smaller class sizes and better peer composition, potentially offsetting the negative effects of fewer inmates receiving training. The study underscores the need for targeted and efficiency in correctional education programs. • Released inmates from downsized facilities are 11% less likely to be reincarcerated in 12 months. • Evidence suggests remaining students gained from smaller classes and better peers. • The results are subjective to certain level of downsizing. • The study highlights the need for efficient correctional education programs. [ABSTRACT FROM AUTHOR]

Although there is no consensus on the effectiveness of full-time education in learning, several countries in Latin America have developed programs to extend school hours aiming at a higher level of student performance. In Brazil, the federal government implemented two policies for increasing school hours: Mais Educação Program (PME), from 2008 to 2017, and Novo Mais Educação Program (PNME), in 2018 and 2019. Therefore, this paper assesses the impact of PNME on students' learning and discusses the effectiveness of the PNME's design compared to the previous policy PME. Official data from the Brazilian government were used and the methodology combined Difference-in-Differences with propensity score matching for evaluating math and language students test scores. For the initial years of Elementary School, the results show a positive impact on learning, but for the final years the results were ambiguous: a null effect on language students test scores and a negative impact on math tests scores. Yet these results proved to be more promising than those of its predecessor, the PME, which can be assigned to PNME's design more focused on expanding language and math learning hours. • The impact of the Brazilian program Novo Mais Educação (PNME) on student learning. • The results suggest learning gains for elementary school I. • Elementary School II: the results indicate a negative or null effect of PNME. • Findings points to marginal learning gains for PNME in relation to its predecessor. • Changes in PNME design are discussed as possible explanations for the gains. [ABSTRACT FROM AUTHOR]

Congestive heart failure (HF) is associated with prolonged and recurrent hospitalizations; the prognosis remains poor a better follow up might be beneficial. PRADO-IC program is provided in order to improve the transition of care. To evaluate PRADO-IC program in term of healthcare consumption and prognosis in a cohort of patients hospitalized for decompensated HF, using the insight of the national data base SNDS (Système National de Données de Santé). From September 2016 to September 2018, all patients hospitalized for heart failure at Saint-Joseph Hospital were included in an observational study. The inclusion in the PRADO-IC program was at physician's discretion. Two groups were compared according to the inclusion in PRADO-IC (P group) or not (control group (C)). The primary endpoints were the comparison of one-year mortality and heart failure readmission rate between the two groups. The secondary end points were time to the first contact with a general practitioner (GP), a cardiologist, CHF drugs prescription, and others follow up data. Six hundred and fifteen patients were included, 254 in the P group and 361 in the C group. Patients in the P cohort presented more frequently severity criteria (age, weight, BNP level, arrhythmia, anemia, renal failure). Mortality at one year (n = 47; 18.5% P group vs. n = 65; 16.2% C group, p = 0.87) did not differ in both groups. There was no significant difference in one-year re-hospitalization rate for HF (n = 93, 36.6% in P group vs. n = 133, 26.8% in C group, p = 0.95). Time to the first contact with the GP was shorter in P group (8.00 vs. 18.50 days, p < 0.0001). Time to first hospitalization (69.0 vs. 37.0 days, p = 0.028) and the length of hospitalization (6.0 vs. 4.0 days, p = 0.045) were longer in P group. There was no difference for HF drugs prescription rate between the two groups. Our study shows that the PRADO-IC program concerned more severe patients. Despite this, the one-year mortality and the HF readmission rates are similar between the two groups. The follow up is improved in P group. [ABSTRACT FROM AUTHOR]

Following the knowledge, attitude, and practices model (KAP) this research investigates the influence of knowledge of water sustainability (KWS) on the three attitudes of water sustainability (reduce, reuse, recycle) on sustainable water practices (SWP) among women in Jordan. Likewise, this study examines both the direct and water stewardship (WS) on SWP, and the moderation effect of WS on the relationship between three attitudes of water sustainability: reduce (RED), reuse (REU), and recycle (REC) and SWP. Using Structural Equation Modelling, the results reveal that KWS plays a pivotal role in driving positive influence across the three attitudes of water sustainability. Likewise, all three attitudes of water sustainability have positive influence on driving SWP indicating significant mediation effect in the relationship between KWS and SWP. Importantly, the study highlights a quasi-moderation effect of WS as the results indicate both a significant direct effect of WS on SWP and a significant moderation effect of WS on the relationship between the three sustainable water attitudes and SWP. These findings offer valuable insights for policymakers to design context-specific educational programs and cross-sectoral collaborations, ultimately fostering sustainable water practices and contributing to the global effort to address water scarcity and environmental degradation. [ABSTRACT FROM AUTHOR]

This qualitative study explores key strengths and areas for improvement in arts education within early childhood teacher training programs. For this purpose, twenty-five interviews were conducted with experts from ten Ibero-American countries. The results indicate a low level of satisfaction with current training and highlight five priority elements that should be considered for inclusion in early childhood pre-service teacher education. These include increasing their link with the cultural world, incorporating a clear focus on artistic training, including more artistic disciplines, enhancing cross-disciplinarity, and re-evaluating the role of the arts. Incorporating these suggestions into contemporary early childhood education teacher training is essential. • Artistic training of early childhood teachers is considered insufficient. • Opportunities for connection with arts should be created during teacher training. • For teacher trainees, art education subjects with clear purposes are beneficial. • Universities are encouraged to implement more holistic and cross-cutting initiatives. [ABSTRACT FROM AUTHOR]

This study explores stress, burnout syndrome, resilience, and technostress in 168 teachers in Region of Murcia. The general objective was to predict the teacher's resilience levels, as well as analyse the relationship between the variables under study and see the influence of age and gender. The results achieved showed statistically significant relationships in the correlational analysis between stress, technostress, emotional exhaustion, and depersonalisation. Analyses on resilience showed a significant and negative relationship with factors the factors above, but a positive and statistically significant relationship with personal accomplishment. Also, we found age effects on technostress and stress. Furthermore, an artificial neural network (ANN) was created, obtaining a model with a capacity to predict resilience levels in an 86.7% of cases. Personal accomplishment is the most relevant factor to predict resilience levels in teachers, although stress, age and gender are also important. • The study explores stress, burnout, resilience, and technostress among teachers. • Age and gender were found to influence technostress and stress levels. • An Artificial Neural Network accurately predicted resilience levels, highlighting personal accomplishment as a key factor. • A increased technostress in older teachers and establishes a strong link between ICT usage stress and burnout. • Teachers'resilience to challenges is deeply grounded in the fulfillment and satisfaction derived from their work. [ABSTRACT FROM AUTHOR]

This study explores how preservice teachers exhibit and navigate interactivity during their read-aloud sessions within preschool classrooms. We analyzed 74 video recordings from 26 PSTs, capturing these interactive read-aloud sessions across six preschools in Turkey using Beauchamp and Kennewell's (2010) interactivity framework. The findings reveal three types of interactions observed during the sessions: unnoticed and limited opportunities for interaction, opening space for interactivity through conversations, and centering interactivity for critical thinking and deeper understanding was pivotal. Therefore, this study emphasizes the urgency of improving the reading proficiency of preservice teachers and the necessity for transformative changes in teacher training programs. • Pre-service teachers mostly use authoritative interactivity as a strategy to support young children during read-alouds. • Interactivity in early years classrooms can range from no interaction to synergistic. • Young children can construct knowledge with teachers during read-alouds when given opportunity. [ABSTRACT FROM AUTHOR]

This study examines the relationship between professional learning communities (PLCs) and teacher performance, including 396 public primary school teachers from 18 schools in Guiyang, China. Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis revealed that all five PLC dimensions (Shared values and vision, shared and supportive leadership, supportive conditions, collective learning and application, and shared personal practice) positively correlate with teacher performance. Interestingly, shared values and vision indirectly influenced performance by mediating the other four dimensions. These findings highlight the importance of well-designed PLCs for teacher development in China. Limitations, implications, and suggestions for future research are discussed. • Different dimensions of professional learning communities have varying impacts on teacher performance. • Shared values and vision indirectly influence teacher performance by mediating the other four dimensions. • All five professional learning community dimensions are positively correlated with teacher performance. • The study underscores the significant role of professional learning community dimensions in enhancing the performance of elementary school teachers in China. [ABSTRACT FROM AUTHOR]

This qualitative case study explored educators' aspirations to transform arts pedagogy into a culturally sustaining praxis. Twenty-four educators engaged in a 20-h online training, including engaging with prints in the Artura.org print collection, reading culturally sustaining scholarship, dialoguing, and decolonizing lesson plans. Twenty educators participated in dyadic interviews, revealing a deeper understanding of cultural identities and pedagogical changes to shape positive cultural identities for students. Findings highlight how art contributes to social justice teaching goals emphasizing intentional educator self-reflection to anticipate challenges and avoid cultural exploitation. Recommendations include utilizing online art databases with diverse artists in teacher professional development. • Engaging with culturally relevant art education. • Transforming lesson plans for cultural responsiveness. • In-depth interviews for pedagogical insights. • Art as a medium for teaching social justice. • Case study methodology to explore educators' engagement with the CReST online training. [ABSTRACT FROM AUTHOR]

The New Ukrainian School reform aims to transform the system of education, emphasising the use of approaches that align with play-based learning. This qualitative interview study investigated the perspectives of 29 Ukrainian teachers on implementing learning through play. The findings echo challenges reported in previous research, suggesting a level of generalisability in the evidence from high-income countries. These include a perceived disconnect between the ideals of the reform and the teachers' lived reality in the classroom, pressures from above relating to accountability and pressures from within relating to teacher confidence and motivation. Pressures from below, relating to children's readiness for learning through play, appear to be a more prominent barrier for these teachers than previously suggested in the literature. [ABSTRACT FROM AUTHOR]

History education would benefit from insight into teachers' pedagogical content knowledge [PCK]. A thinking-out loud protocol was used to get insight into 12 pre-service history teachers' PCK in Belgium and the Netherlands. A reconstructed lesson planning process was used to disentangle the individual constituent components of PCK. Not all PCK components developed simultaneously, participants demonstrated more knowledge of teaching strategies than of their students or the curriculum. Some participants were only partly capable of establishing relationships between certain PCK components, a situation that can be interpreted as the result of cognitive overload. The implications for teacher education are discussed. • In this study we seek to disentangle pre-service history teachers' Pedagogical Content Knowledge. • Analysis reveals that pre-service history teachers differ in the extent to which their PCK components are integrated. • Curriculum knowledge and assessment are PCK components that require more time to develop than other PCK components. • The integration of PCK components facilitates the lesson planning of pre-service history teachers. • Cognitive overload limits the professional decision-making when planning history lessons. [ABSTRACT FROM AUTHOR]

This study explores teacher educators' (TEs) understanding of and pedagogical activities for preparing preservice teachers to teach for social transformation in K-12 educational settings. The participants were 17 TEs at a university-based teacher education program in the United States. Data were interviews, teaching artifacts, and observations. Using ideology-in-pieces framework (Philip, 2011), TEs' complex sensemaking and their enactments are analyzed focusing on cognitive, social and structural dimensions. The analyses reveal TE's uneven attention to structural dimension as well as the roles of their professional interactions and membership. Implications for providing programmatic, intentional, and coordinated experiences for preservice teachers are discussed. • There were substantial variations in teacher educators' attention to structural dimension as well as their own racial identities when they made sense of a teacher education program's commitment to promote equity and social justice. • When teacher educators made sense of the program's commitment while attending multiple dimensions, including identities, agency, and structure, they tended to support PTs to approach teaching in a complex way with multiple goals. • Teacher educators' interactions and professional memberships shaped their sensemaking and enactment of the program's commitment. [ABSTRACT FROM AUTHOR]

Digital distraction is a growing problem as students' use of personal digital devices increases. This paper investigates teacher educators' views of the issue and how they intervened when noticing incidents of it. Through a semi-structured interview, the study found that teacher educators recalled numerous examples of digital distraction with some seeing it as a sign of disrespect rather than an unconscious habit. Interventions to address digital distraction varied but tended to be non-disruptive in nature. This paper outlines a hierarchy of interventions employed and discusses the implications of how digital distraction is perceived and responded to by teacher educators. • Teacher educators recalled numerous examples of digital distraction amongst students while teaching. • Some teacher educators saw digital distraction as a sign of disrespect rather than an unconscious habit. • Interventions to address digital distraction varied but tended to be non-disruptive low level in nature. • The intervention framework presented enables educators to reflect on their responses to digital distraction. [ABSTRACT FROM AUTHOR]

Using self-determination theory, we sought to explain how teachers learn autonomy-supportive teaching. We randomly assigned 28 teachers (35.3 years-old, grades 7–9) and their 1566 students (13.4 years-old, 50.8% female) to participate or not in an autonomy-supportive teaching workshop. Teacher participation in the workshop increased autonomy-supportive teaching. Results from a multilevel structural equation modeling analysis showed that teachers in the experimental, compared to the control, condition first learned perspective taking skill, then learned the three teaching practices of interest support, value support, and lesser teacher control, which then explained their students' year-end gains in need satisfaction and declines in need frustration. • We proposed and tested a model of how teachers learn autonomy-supportive teaching. • An intervention taught teachers four autonomy-supportive teaching practices. • The starting point to greater autonomy-supportive teaching was perspective taking. • Perspective taking increased interest support and value support, hence students' need satisfaction. • Perspective taking decreased teacher control, hence students' need frustration. [ABSTRACT FROM AUTHOR]

This study investigated the quality, benefits, and challenges of a micro-credentialing program implemented in one state in the United States. A mixed-methods design was used, and data was collected through two surveys with 147 educators and interviews with 24 educators. The micro-credentialing program was beneficial for educators' professional growth, and developers/assessors reported more perceived benefits than pursuers. Pursuers' satisfaction, motives to participate, experience with the micro-credentialing program, and race/ethnicity significantly predicted their perceived benefits. Challenges were related to platform, time, resources, awareness, and micro mindset. The findings can inform the development and implementation of professional learning programs and policymaking. • Micro-credentialing is beneficial for educators' professional growth. • Compared with pursuers, developers/assessors reported more perceived benefits and satisfaction. • Pursuers' satisfaction, motives, experience, and race/ethnicity significantly predicted perceived benefits. • Pursuers and developers/assessors experienced challenges related to time and schedule. • Access to resources, awareness, and micro mindset are important in micro-credentialing. [ABSTRACT FROM AUTHOR]

Emotional labour, the regulation and management of emotions, is a significant element of the teaching role yet it may damage teacher well-being. In this cross-sectional study (N = 320 New Zealand early childhood teachers), we examine whether job and personal resources may modify this relationship. Resources of perceived organisational support, hope, and optimism positively predicted well-being. Surface acting, a component of emotional labour requiring inauthentic display of emotions, was negatively associated with well-being and partially mitigated by optimism. We consider the extent to which emotional labour may contribute to teachers' personal growth and achievement versus constraining their work accomplishments. • Emotional labour, the regulation and management of emotions, is a key part of the early childhood teacher's role. • Surface acting (outwardly displaying a feigned required emotion) is negatively associated with well-being. • The negative association between surface acting and teachers' well-being is reduced by the personal resource of optimism. • Organisational support is important to protect teachers' well-being in the context of emotional labour challenges. [ABSTRACT FROM AUTHOR]

Despite significant inequalities in Australian education, social justice appears absent in recent government reports and low in foreshadowed practical changes to teacher education programs. This study analyzes 13 transcripts from preservice teacher interviews and 94 related university assignments in a four-year Australian teaching degree. Findings revealed social justice as multi-dimensional, including selected group association, fair and equitable treatment, and strategies to achieve inclusion. Such tangible ideas are helpful; however, newly graduated teachers also require progressive exposure to enact these ideas in context to gain confidence and realize the potential inherent in their aspirations to support student inclusion. • Australian reports argue graduate teachers are neither prepared nor confident to teach on graduation. • Overarching aspirations for social justice as a multi-dimensional construct provide further classroom challenges. • Early career teacher graduates attend to multiple inclusion agendas across knowledge, practice and engagement. • Teachers' enactment of just aspirations is shaped by their historical, professional and personal experiences. • Concepts of 'self-worth' and 'possible self' provide progressive consolidation of social justice-immersed learning. [ABSTRACT FROM AUTHOR]

This study examines which professional characteristics may help elementary school teachers (N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achievement levels, but not for high achievers; they were more closely linked with DI when teachers reported higher enthusiasm and self-efficacy. These results suggest that teacher educators can foster DI by strengthening teacher self-efficacy and enthusiasm in addition to assessment activities during lesson planning. • We examined prerequisites of DI focusing students with different achievement levels, and high achievers only. • Teachers' self-efficacy for teaching high-achieving students was positively associated with both dimensions of DI. • Enthusiasm for teaching was positively associated with both dimensions of DI. • DI for students with different achievement levels was associated with assessment activities during lesson planning. • DI for high-achievers was associated with assessment activities only in highly and moderately enthusiastic teachers. [ABSTRACT FROM AUTHOR]

More research is needed to understand how Teacher Candidates (TCs) develop translanguaging stances and shift towards justice-centered science pedagogies. Using interviews and classroom observations, we describe how three elementary TCs drew on learning from their teacher education program to develop translanguaging stances in their science teaching. These stances in turn moved them towards more expansive, multimodal, and interdisciplinary pedagogies. This study offers insight for teachers, teacher educators, and researchers, in increasingly racially and linguistically diverse contexts. It demonstrates how investing in the development of translanguaging stances with teacher candidates can lead to more expansive and justice-oriented practices in elementary science classrooms. • Teacher education programs play a role in teacher candidates' learning of justice-oriented science pedagogies. • Teacher candidates' translanguaging stance can develop expansive, multimodal, and interdisciplinary science pedagogies. • Justice-oriented science pedagogies can challenge and move away from Western European perspective of science. [ABSTRACT FROM AUTHOR]

Pancreatic neuroendocrine tumors (pNET) exhibit a wide spectrum of clinical behavior, which makes their assessment and management quite challenging. The purpose of this study was to comprehensively assess the existing treatment landscape for patients with pNET. The study was conducted with the support of the ESSO-EYSAC Research Academy in collaboration with the E-AHPBA. An online survey was distributed via email and social media to surgical networks across Europe and beyond (September 1–30, 2023). Overall, 155 complete responses were obtained. A specialized NET tumor board was present at the institutions of 94 (61 %) of the study participants. The most frequently applied guidelines were from ENETS (n = 97; 63 %), NCCN (n = 74; 48 %), and ESMO (n = 53; 34 %). For resectability, similar criteria as in pancreatic ductal adenocarcinoma were used by 111 (72 %) participants, even though 116 (75 %) participants believed that pNET/pNEC should have their own resectability criteria. Most respondents used somatostatin analogues (n = 126; 81 %) and chemotherapy (n = 85; 55 %) as neoadjuvant treatments, followed by molecularly targeted agents (n = 45; 29 %) and PRRT (n = 37; 24 %). Only 17 (11 %) participants agreed/strongly agreed that the management of pNET/pNEC is sufficiently addressed in surgical education programs. This international survey highlighted areas for improvement in the care of pNET, namely the lack of pNET-specific resectability criteria and educational programs addressing pNET management. [ABSTRACT FROM AUTHOR]

Abstract Graduate students at the University of Manitoba were surveyed to find out if they used reference management software (RMS), features used, challenges and barriers to using RMS. Interest in different types of PDF management features and training options were also investigated. Both users and non-users of reference management software were invited to participate. Non-users managed their citations and references with a variety of other tools. The principal reasons for non-use were that students were not aware of options that were available, and the amount of time needed to learn the program. RMS users also mentioned the steep learning curve, problems with extracting metadata from PDFs, technical issues, and problems with inaccurate citation styles. Most of the students saved PDF documents to their computer. Students were most interested in full-text searching of PDFs, automatic renaming of PDFs, and automatically extracting citation metadata from a PDF. PDF annotation and reading tools were also of some interest. Mobile features were of the least interest. There were no statistically significant differences in the interest of PDF management features between the user and non-user groups but there were statistically significant differences in the interest of some of the training options between the groups. [ABSTRACT FROM AUTHOR]

1. Utilizing audience participation technology, participants will be able to describe the steps to develop a collaborative educational program to teach cancer-specific primary palliative care that leverages didactics, case discussions and experiential learning. 2. Utilizing case-based discussions, participants will identify the strengths and limitations of different types of assessment tools to gauge learning. Palliative care training is deficient for healthcare professionals, including advanced practice providers (APPs). With the objective to teach Hematology/Oncology APPs primary palliative care, we developed a scalable, comprehensive educational curriculum amidst the COVID-19 pandemic. This included virtual didactics, experiential components, and a clinical assessment with real-time feedback. At a large academic institution in the Southeast United States with well-established palliative care and oncology programs, we identified a lack of intentional collaboration as well as knowledge and experiential gaps in Hematology/Oncology Advanced Practice Providers (APPs). Previously, palliative care education was led by APPs rather than specialty- trained palliative care providers and did not allow for experiential training or continued educational development. As a result, APPs expressed discomfort in subject areas such as advance care planning, cancer prognostication, hospice, and serious-illness communication. Our objective was to develop an iterative educational program to provide palliative care education to APPs collaboratively with palliative care specialists and oncologists. We identified leadership from both oncology and palliative care to develop a cancer-specific palliative care certificate program. Participation was voluntary and no APP exceeded their normal work hour expectation as all clinical experiential time was scheduled on protected non-clinical days. The program consisted of 6 didactic lectures on core palliative care principles with parallel case studies and 40 hours of experiential time on the inpatient Palliative Care service. To achieve certification, all participants were required to pass a clinical assessment using a validated tool (ACP-CAT) and medical knowledge exam. During year one, palliative care experts led didactic lectures; in subsequent years, lectures were led by past participants (i.e. Train-the-Trainer model). Participants were subsequently offered two days of additional experiential time after completion of the program to further develop skills. Over three years we have had 15 participants, all of whom have successfully achieved certification. Participants reported increased confidence in practicing primary palliative care independently. We have successfully developed a comprehensive educational oncology-specific palliative care program, now in its third year of implementation, that continues to enroll new APP participants and leverages APP graduates to lead discussions as subject-matter experts. Interdisciplinary Teamwork / Professionalism / Workforce / Career Development [ABSTRACT FROM AUTHOR]

In this exploratory qualitative study, we mapped out the ideological frames a sample of teacher education students from a large SE university in the US adopt to make sense of why racial discipline disproportionality persists. We examined both the prevalence of deficit and structural ideologies, and tried to uncover ideological positions and justifications that fall in-between these ideologies. Findings show that participants' responses fell all over the ideological continuum, as some attributed educational disparities to supposed deficiencies in students' cultures or communities, others to a lack of teachers' understandings of their students' cultures or to individual biases, and yet others to structural and institutional racism. We propose the following implications for teacher education programs: teacher educators should push teacher candidates to identify and address their implicit biases and to understand their relationship to societal injustice; teacher educators should equip teacher candidates with skills that help them see students and their families from an asset-based lens, not a deficit lens; and finally, teacher educators should teach teacher candidates explicitly about equitable and culturally responsive pedagogy. • The researchers analyzed the ideological frames US teacher candidates adopt to make sense of discipline disproportionalities. • The researchers examined the prevalence of structural ideologies, and uncovered positions that fall between these ideologies. • The participants placed all over the ideological continuum, attributing educational disparities to a series of factors. • Teacher education programs should explicitly teach teacher candidates about culturally responsive strategies. [ABSTRACT FROM AUTHOR]

This study evaluated the outcomes of implementing courses and student support actions within a pipeline program in Chile called the Teacher Education Access and Training Program (Spanish acronym PAP). The program's purpose is to attract high school students to teaching careers by offering them academic and support activities. A mixed-methods design was employed. Descriptive and crosstab analysis of students' retention rates revealed that students who graduated from these programs demonstrated higher rates than those accessing teacher education through other admission pathways. Qualitative content analysis of interviewees stated that PAP helped them feel more motivated and confident to enter teacher education. • PAPs are implemented by universities in collaboration with schools to attract students to teaching careers • Graduates from this pipeline program (PAP) show higher retention rates in teacher education. • Students who participate in a PAP feel more motivated and confident in their decision to enter teacher education. [ABSTRACT FROM AUTHOR]

Dialogic Teaching-and-Learning (DTL) has been widely regarded as a productive educational approach in enhancing effective teaching practices and learning quality. This meta-analysis synthesized effects from 32 (quasi-)experimental studies evaluating DTL programs implemented in pre-primary and primary schools. The results revealed that DTL programs had significant positive effects on teacher professional development, teacher-child talk, child talk and child outcomes, while the overall effect on teacher talk was negative but not statistically significant. Characteristics of the studies and programs moderated the effect sizes of the DTL programs. The findings suggest that DTL programs are beneficial for fostering teacher professional development, improving classroom dialogue and supporting child development. • Dialogic Teaching-and-Learning (DTL) programs are conductive to promoting teaching and learning quality. • Characteristics of studies and DTL programs moderated the effect magnitude. • Studies investigating the application of DTL programs in pre-primary education are relatively scarce. [ABSTRACT FROM AUTHOR]

Teachers need opportunities to learn to teach online evaluations as pressure grows on schools to teach these skills. Debriefs after teachers rehearse facilitating discussions about online source credibility provide a promising context for such learning. We consider opportunities for teacher learning present in these debriefs with thirteen teachers participating in a professional development program. Analyses of six rehearsal transcripts revealed that teachers focused on three topics: how they reasoned about source credibility, how to support students' reasoning about credibility, and general discussion facilitation strategies. Rehearsal debriefs may create opportunities to learn about critical elements of teaching students to evaluate digital content. • Transcripts of six debriefs after teachers rehearsed facilitating discussions about online evaluations were analyzed. • Debriefs had three foci: teachers' credibility judgments, how to support students, and facilitation strategies. • Topics of focus mirror the learning opportunities that teachers need as they learn to teach online evaluations. • Rehearsal debriefs provide opportunities for teachers to learn critical aspects of teaching online evaluation strategies. [ABSTRACT FROM AUTHOR]

Creating learning environments that can accommodate teachers' diverse needs is challenging because responsive elements are not clearly defined or identified. This study identified responsive teacher professional development (PD) elements by taking a phenomenological approach. Using surveys and interviews with 13 high school physics teachers in a PD program at a Midwestern university, we identified responsive features such as practicality, flexibility, and accessibility core to the enactment of a responsive PD. Other features were opportunities for community engagement, pedagogical support, and professional growth, which were aligned with the benefits of engagement in a Community of Practice model incorporated in this work. • Responsive Professional Development (RPD) is a facilitatory strategy in teacher PD. • RPD is attending to teachers' needs, interests, and concerns in PD design. • RPD allows adapting the PD instructions to fit the teachers' perspectives. • Teachers perceived the RPD strategies as positive. • Teachers identified PD elements that made the program distinct. [ABSTRACT FROM AUTHOR]

The aim of this three-wave longitudinal study was to examine associations among cyberbullying, cybervictimization, resistance to peer pressure, and online socializing among Canadian adolescents. A total of 378 adolescents (192 boys; M age = 13.02 years, SD = 0.71 year) from Southern British Columbia participated in this study. A self-report questionnaire was used to collect data over a period of three years. Results indicated that resistance to peer pressure at Time 1 predicted lower levels of reported engagement in cyberbullying behavior and fewer reported experiences of cybervictimization at Time 2. In addition, resistance to peer pressure at Time 2 predicted fewer experiences of cybervictimization at Time 3. Finally, a significant reciprocal association was found between cybervictimization and online socializing from Time 1 to Time 2, and online socializing at Time 2 predicted cybervictimization at Time 3. For implications, empirically informed educational programs on resistance to peer pressure and with proper content targeting time spent online and online socializing are recommended. [ABSTRACT FROM AUTHOR]

• Study investigates the relationship between academic performance and the characteristics of students, stratified by school. • Bivariate multilevel modeling is used to analyze 2019 data from 14 sub-Saharan African countries. • The influence of learner and school characteristics on reading and mathematics performance is similar. • Certain personal attributes of students and specific aspects of the school have different impacts depending on the subject. The objective of this study is to evaluate the internal performance of education systems in sub-Saharan Africa. The choice of the academic performance of student work in reading and mathematics (defined as the ratio between the score obtained in a subject and the investment in learning that subject) as the approach to internal performance constitutes the originality of this research. Based on 2019 data from the Confemen Programme for the Analysis of Educational Systems (PASEC) covering 14 countries in sub-Saharan Africa, the choice of bivariate modelling allows the hierarchical structure of the data to be taken into account and the performance of schoolwork in reading and mathematics to be treated simultaneously. The results show that the influence of learner and school characteristics on performance in reading and mathematics converges. Nevertheless, certain personal attributes of the pupils or certain aspects specific to the school attended generate differentiated impacts depending on the subject considered. Sensitivity and robustness analyses confirm the stability of the results, offering avenues for understanding and improving students' academic performance. [ABSTRACT FROM AUTHOR]

With growing evidence of what works in education, governments and their partners strive towards scale. While implementation research to adapt solutions holds promise for testing what works, where and for whom, its use in education is limited. Sixty-three international education stakeholders from government, academia, think tanks, local and international non-governmental organizations, multi- and bi-laterals and foundations offer insight into three modes of implementation research that differ on responsiveness, timeliness and stakeholder collaboration. They speak to the primacy of government involvement, trust and curiosity in collaborative efforts. This study explores enabling factors for evidence-based implementation improvement on the pathway to scale. • Impact research in education has fostered progress but offers slow, limited scaling input. • Education implementation research (IR) happens in three modes of responsiveness. • Education stakeholders say IR is not the norm, especially in large-scale programs. • Government demand for evidence drives relevance; trust enables uptake. • Successful IR collaborations pursue a culture of curiosity, avoid fear of failure. [ABSTRACT FROM AUTHOR]

Evaluate knowledge on concussion management in three countries participating to the ReFORM group. In this cross-sectional survey, the target population consisted of eighty-five participants of an educational conference on concussion's management given in Switzerland, Luxembourg and Belgium in September 2019. Thirty-eight participants responded an online anonymous survey out of 85 (45%). They answered to 22 multiple choice questions regarding their knowledge on concussion diagnosis, management and treatment prior the conference. Two were excluded (not working in sport nor healthcare professionals). Participants were medical doctors (28%), healthcare professionals (41.5%), coaches (14%), physical trainers (5.5%), or stakeholders from different positions in sport (11%). Numbers of years working in sport varied from 34% > 15 years, 41% for 5–15 years and 25% for 0–4 years. Level of sport involved included recreational, international and professional athletes. In total, 50% of the participants were not aware of international guidelines for the management of concussions, 76% and 83% were not familiar with the stepwise "return to sport" and "return to learn" protocols, respectively. Ninety-two percent responded that an education program for athletes would be necessary. Important discrepancies were found on who is responsible for recognition and diagnostic of concussion (e.g., physician, physiotherapist or coach) and its assessment and management tools. This pilot survey highlights the lack of common knowledge about concussion diagnosis, management and treatment. A larger survey is underway to better identify specific needs of each country in the ReFORM group and offer adapted training programs. [ABSTRACT FROM AUTHOR]

Aim: Patient education is an essential component of the treatment of type 2 diabetes mellitus (T2DM). The present meta-analysis was aimed at verifying the efficacy of group-based versus individual education for self-management in patients with T2DM.Data Synthesis: A Medline and Embase search up to January 1st, 2021, was performed, including Randomized Controlled Trials (RCT) with duration>6 months, enrolling patients with T2DM and comparing individual-based with group-based educational programs. The primary outcome was endpoint HbA1c; secondary endpoints were lipid profile, body weight, blood pressure, patients' adherence/knowledge, and quality of life. The weighed difference in means (WMD) and Mantel-Haenzel Odds Ratio (MH-OR), with 95% Confidence Interval (CI), were calculated. We retrieved 14 RCT. No significant between-group difference in HbA1c (WMD -0.39[-0.89; 0.09] mmol/mol, p = 0.11) was observed. At metaregression analyses, longer trial duration, higher baseline mean age and duration of diabetes, and lower baseline HbA1c were correlated with greater efficacy of group-based programs in reducing HbA1c. When analyzed separately, trials excluding insulin-treated patients showed a significant reduction of HbA1c in favor of group education.Conclusions: In patients with T2DM, group education has similar efficacy as individual education on glucose control. Group programs are associated with an improved quality of life and patients' knowledge.Prospero and Osf Registration: ID243149. [ABSTRACT FROM AUTHOR]

Librarians must develop a thorough understanding of the research needs of the communities they serve if they are to provide effective and transformative research and instructional services. A needs assessment is a methodology librarians can use to identify the needs of their community and develop programs of support that most effectively meet those needs. This mixed methods needs assessment study explores graduate student and faculty viewpoints to inform the development of programmatic instruction, research support services, and outreach practices. The multi-directional approach is critical for the identification of graduate student research skills needed for success within their academic programs and professional paths. [ABSTRACT FROM AUTHOR]

• In comparison, WPB is less likely to be engaged by individuals than other PEB. • Contextual factors can be considered as pre-conditions to engage in WPB. • Individuals' engagement levels can be increased by structural interventions. Despite being widely recognised as a sustainable way to reduce waste generation, the implementation of prevention policies has been far from successful. Unlike recycling, waste prevention depends on the interplay of different behaviours, motivations, and structural conditions. Increasing people's engagement in waste prevention depends on identifying the direct and indirect impacts on behavioural costs and promoting long-term behavioural change. This study analyses the individuals' behaviour in Campinas to compare, through an integrated method, their engagement level on pro-environmental and waste prevention actions, considering sociodemographic factors and the local context. A questionnaire survey was conducted for 14 months with a final sample of 888 respondents. Among the 20 most difficult actions, 25% were waste-related, and 20% were linked to consumption behaviours. Results also show a significant interference of age and contextual factors in facilitating or hindering pro-environmental and waste prevention actions. House type, for example, can be considered a pre-condition to implement home composting, but it is not decisive. Waste prevention behaviour is composed of mostly private actions hidden from monitoring processes. These findings show that expensive structural improvements can be outperformed by implementing specific educational programs that address social aspects. [ABSTRACT FROM AUTHOR]

Context: Simplifying medication regimens by tapering and/or withdrawing unnecessary drugs is important to optimize quality of life and safety for patients with serious illness. Few resources are available to educate clinicians, patients and family caregivers about this process.Objective: To describe the development of an educational program called Shared Medication PLanning In (SIMPLIfy) Home Hospice.Methods: An environmental scan identified a state-of-the-art educational program for home hospice deprescribing that we adapted using a stakeholder panel engagement process. The stakeholder panel (two hospice administrators, three nurses, two physicians, two pharmacists, and two former family caregivers) drawn from two geographically diverse hospice agencies reviewed the educational program and recommended additional content.Results: Iterative rounds of review and feedback resulted in: 1) a three-part clinician educational program (total duration = 1.5 hour) that presents a standardized, goal-concordant, medication review approach to align medications and conversations about regimen simplification with patient and family caregiver goals of care; 2) a patient-family caregiver medication management educational notebook that presents common symptoms, hospice medications, and medication regimen simplification principles; and 3) a brief guide including helpful phrases to use as conversation starters for key steps in the program. A professional designer created thematic coherence for all materials that was well received by stakeholder panelists and hospice staff.Conclusion: Educational materials can support hospice programs' and clinicians' efforts to implement goal-concordant medication simplification that optimizes end-of-life outcomes for patients and family caregivers. Evaluation of outcomes including medication appropriateness and family caregiver medication administration burden are not yet available. [ABSTRACT FROM AUTHOR]

This article recounts our experience developing an embedded librarian model which evolved into a fully integrated learning community, pairing online composition with an online information literacy credit-bearing course. Our assessment of student success measures indicate that the positive trends we found under the embedded librarian program have continued to improve under the formal learning community model. We discuss the results of our qualitative and quantitative measures of the program's impact on student success and share our recommendations for further developments. [ABSTRACT FROM AUTHOR]

As more and more academic librarians have adopted the practice of teaching information literacy in first year experience programs, there has been a growing number of studies assessing this practice. However, few studies have compared the views and assessments of students, librarians, and instructors. Through survey methods, this case study was conducted to understand student, librarian, and instructor perceptions of information literacy instruction and students' information literacy skills in two different types of courses at the Catholic University of America. The results indicate that notable differences are associated with the respondent's role as well as the course involvement of the respondent. Students who were involved in a course with consistent inclusion of a substantive information literacy-related assignment tended to rate the effectiveness, importance, and impacts of information literacy instruction, and their own information literacy skills, higher than those in a course with an inconsistent level of engagement with information literacy. Students' assignment grades were positively correlated with their self-ratings of information literacy skills in both courses. In addition, students rated their own information literacy skills higher and rated the importance and impacts of information literacy instruction lower than librarians or instructors did. Implications and recommendations are also addressed. [ABSTRACT FROM AUTHOR]