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Comprehending interest group politics is central to studying the European Union's (EU) policy shaping and decision-making, in education as in other policy areas. Yet the contribution of non-governmental organisations (NGOs) to EU policy shaping and decision-making in European education has been overlooked. Drawing on organisational studies, this article presents the results of an embedded case study of two Brussels-based NGOs, one representing a sectorial interest and the other a broader interest in education. The author examines their organisational features, funding sources, relations to EU institutions and the advocacy tools they use to strengthen civil society's voice at the European level. She argues that these NGOs act as agents in a double-loop transmission rather than simple transmission belts as depicted in the literature. She draws attention to their increased dependency on EU funds and constant need for alliances and coalition building as two aspects which may limit their freedom or increase internal competition in the future. Determining whether this reflects a more general trend in the advocacy work of Brussels-based NGOs will require expanding attention to other NGOs active in education and across sectors. [ABSTRACT FROM AUTHOR]

Background: The Center for Medicare and Medicaid Services requires Organ Procurement Organizations (OPOs) to verify and document that any potential organ donor has been pronounced dead per applicable legal requirements of local, state, and federal laws. However, OPO practices regarding death by neurologic criteria (DNC) verification are not standardized, and little is known about their DNC verification processes. This study aimed to explore OPO practices regarding DNC verification in the United States. Methods: An electronic survey was sent to all 57 OPOs in the United States from June to September 2023 to assess verification of policies and practices versus guidelines, concerns about policies and practices, processes to address concerns about DNC determination, and communication practices. Results: Representatives from 12 OPOs across six US regions completed the entire survey; 8 of 12 reported serving > 50 referral hospitals. Most respondents (11 of 12) reported comparing their referral hospital's DNC policies with the 2010 American Academy of Neurology Practice Parameter and/or other (4 of 12) guidelines. Additionally, most (10 of 12) reported independently reviewing and verifying each DNC determination. Nearly half (5 of 12) reported concerns about guideline-discordant hospital policies, and only 3 of 12 thought all referral hospitals followed the 2010 American Academy of Neurology Practice Parameter in practice. Moreover, 9 of 12 reported concerns about clinician knowledge surrounding DNC determination, and most (10 of 12) reported having received referrals for patients whose DNC declaration was ultimately reversed. All reported experiences in which their OPO requested additional assessments (11 of 12 clinical evaluation, 10 of 12 ancillary testing, 9 of 12 apnea testing) because of concerns about DNC determination validity. Conclusions: Accurate DNC determination is important to maintain public trust. Nearly all OPO respondents reported a process to verify hospital DNC policies and practices with medical society guidelines. Many reported concerns about clinician knowledge surrounding DNC determination and guideline-discordant policies and practices. Educational and regulatory advocacy efforts are needed to facilitate systematic implementation of guideline-concordant practices across the country. [ABSTRACT FROM AUTHOR]

There is no gainsaying that individuals with diverse sexual orientations and gender identities are faced with serious socio-legal, and medical discrimination following the enactment of anti-homosexuality law in Nigeria. However, not much is known of the effort of an organized body of psychology in the country to ensure adequate knowledge and competence among Nigerian psychologists. This article, therefore, appraises the stance of Lesbian, Gay, Bisexual, and Transgender (LGBT) psychology in Nigeria in relation to the cardinal quadrants: Advocacy, Education, Research, and Practice. A multi-method design was adopted to sort for both primary and secondary data. Purposive sampling was adopted to involve 124 practicing psychologists. Findings revealed that the Nigerian psychology curriculum limits its scope to sexual and gender disorders (sexual dysfunction, gender dysphoria, and paraphilic disorders) while missing out on sexual and gender diversity content. Furthermore, the outcome shows that not much is documented on the contribution of the field of psychology to the knowledge of LGBT. Many of the participants had a history (and still) working with LGBT clients and did not have formal LGBT-affirmative training. The study concluded that the integration of LGBT psychology is essential for significant achievement in the space of advocacy, education, research, and professional practices. [ABSTRACT FROM AUTHOR]

This paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal access to higher education has been framed in the research field. It is argued here that the framing of widening access reveals a persistent colour-evasiveness that is dominant. The findings show that widening access policy has not benefitted students of colour as they are not accessing higher education with the same kind of success as their white peers. The paper concludes for a call for race-conscious interventions to remedy the continued race inequity in accessing highly rejective institutions based on the evidence gathered. [ABSTRACT FROM AUTHOR]

Exposure and experience with ethical dilemmas and controversial socioscientific issues provide a link to students' lives or a pathway for sympathy/empathy and care, where youth use emotion to engage with the scenario and develop critical thinking skills to respond to ethical issues. For this theoretical paper, I focus on how informal science can be used in science classes to provide such exposure and experience, creating spaces for students to foster erotic relationships with the nature-Other and their local environment. More specifically, this paper aims to discuss how educators can use these informal science experiences, and in this case—those involving marine mammals, to find value for natural phenomena through erotic generosity and phenomenological experiences within the environment and use their knowledge and power to act responsibly. [ABSTRACT FROM AUTHOR]

Background: Advocacy is an integral component of a physician's professional responsibilities, yet efforts to teach advocacy skills in a systematic and comprehensive manner have been inconsistent and challenging. There is currently no consensus on the tools and content that should be included in advocacy curricula for graduate medical trainees. Objective: To conduct a systematic review of recently published GME advocacy curricula and delineate foundational concepts and topics in advocacy education that are pertinent to trainees across specialties and career paths. Methods: We conducted an updated systematic review based off Howell et al. (J Gen Intern Med 34(11):2592–2601, 2019) to identify articles published between September 2017 and March 2022 that described GME advocacy curricula developed in the USA and Canada. Searches of grey literature were used to find citations potentially missed by the search strategy. Articles were independently reviewed by two authors to identify those meeting our inclusion and exclusion criteria; a third author resolved discrepancies. Three reviewers used a web-based interface to extract curricular details from the final selection of articles. Two reviewers conducted a detailed analysis of recurring themes in curricular design and implementation. Results: Of 867 articles reviewed, 26 articles, describing 31 unique curricula, met inclusion and exclusion criteria. The majority (84%) represented Internal Medicine, Family Medicine, Pediatrics, and Psychiatry programs. The most common learning methods included experiential learning, didactics, and project-based work. Most covered community partnerships (58%) and legislative advocacy (58%) as advocacy tools and social determinants of health (58%) as an educational topic. Evaluation results were inconsistently reported. Analysis of recurring themes showed that advocacy curricula benefit from an overarching culture supportive of advocacy education and should ideally be learner-centric, educator-friendly, and action-oriented. Discussion: Combining core features of advocacy curricula identified in prior publications with our findings, we propose an integrative framework to guide design and implementation of advocacy curricula for GME trainees. Additional research is needed to build expert consensus and ultimately develop model curricula for disseminated use. [ABSTRACT FROM AUTHOR]

A case study at a large, public research university was conducted to understand how post-striving environments, defined by those universities that achieved very high research activity classification, influence campus structures and practices related to faculty and organizational approaches to pedagogy, teaching, and learning. Participants explained how organizational structures, practices, and relationships affected the process of seeking to achieve very high research activity and the impact on institutional commitments to teaching and learning. Findings indicate that striving produced an unexpected early change in Carnegie designation and created organizational tensions. Outcomes expected from the literature, such as faculty divides and inequities, contrast with new but complicated opportunities as a result of the increased research activities. Faculty had to rely on relationship building and use of mission-focused and data-driven advocacy efforts to enact pedagogy change on their campuses. A major contribution of this study is an understanding of how faculty and other teaching advocates, who are focused on non-striving priorities like innovative teaching practices, employ strategies to overcome research focused striving structures and practices. [ABSTRACT FROM AUTHOR]

Advocacy is an emergent dimension of teacher leadership, given its growing importance in shaping policy and facilitating reform efforts in American K-12 education. In 2014, the National Academies called for advancing advocacy-based activities and leadership among K-12 science, technology, engineering, and mathematics (STEM) teachers, who are presently understudied. The purpose of this embedded single-case case study was to explore STEM teachers' development of self-efficacy in advocacy for STEM education. Contextualizing the case, participants consisted of 11 STEM teacher leaders who were part of the STEM Teacher Ambassadors (STA) program, a year-long advocacy-focused leadership development fellowship program, jointly sponsored by the National Science Teaching Association and National Council of Teachers of Mathematics. Employing case study research methodology, primary data were collected using semi-structured interviews, while secondary data were sourced via focus group interview and documents to triangulate interview data. Utterances (i.e., participant statements, groups of statements, or segments of statements) from transcribed data were coded a priori and analyzed via four constructs of self-efficacy theory: enactive master experiences, vicarious experiences, verbal persuasion, and emotional arousal. Results revealed 157 utterances coded to self-efficacy building within STEM education advocacy. Findings suggest that STEM teacher leaders' participation in professional development programs that specifically focus on development of policy knowledge and advocacy activities help to develop and sustain STEM teacher leaders' advocacy self-efficacy, given that participating teachers have numerous opportunities to fully engage in mastery experiences in STEM education advocacy. Implications and recommendations for policy and suggestions for further studies are discussed. [ABSTRACT FROM AUTHOR]

There has been a recent surge of research interest in videogames of moral engagement for entertainment, advocacy and education. We have seen a wealth of analysis and several theoretical models proposed, but experimental evaluation has been scarce. One of the difficulties lies in the measurement of moral engagement. How do we meaningfully measure whether players are engaging with and affected by the moral choices in the games they play? In this paper, we survey the various standard psychometric instruments from the moral psychology literature and discuss how they might be applied in the evaluation of games. [ABSTRACT FROM AUTHOR]

Background: Professionalism standards encourage physicians to participate in public advocacy on behalf of societal health and well-being. While the number of publications of advocacy curricula for GME-level trainees has increased, there has been no formal effort to catalog them.Objective: To systematically review the existing literature on curricula for teaching advocacy to GME-level trainees and synthesize the results to provide a resource for programs interested in developing advocacy curricula.Methods: A systematic literature review was conducted to identify articles published in English that describe advocacy curricula for graduate medical education trainees in the USA and Canada current to September 2017. Two reviewers independently screened titles, abstracts, and full texts to identify articles meeting our inclusion and exclusion criteria, with disagreements resolved by a third reviewer. We abstracted information and themes on curriculum development, implementation, and sustainability. Learning objectives, educational content, teaching methods, and evaluations for each curriculum were also extracted.Results: After reviewing 884 articles, we identified 38 articles meeting our inclusion and exclusion criteria. Curricula were offered across a variety of specialties, with 84% offered in primary care specialties. There was considerable heterogeneity in the educational content of included advocacy curriculum, ranging from community partnership to legislative advocacy. Common facilitators of curriculum implementation included the American Council for Graduate Medical Education requirements, institutional support, and preexisting faculty experience. Common barriers were competing curricular demands, time constraints, and turnover in volunteer faculty and community partners. Formal evaluation revealed that advocacy curricula were acceptable to trainees and improved knowledge, attitudes, and reported self-efficacy around advocacy.Discussion: Our systematic review of the medical education literature identified several advocacy curricula for graduate medical education trainees. These curricula provide templates for integrating advocacy education into GME-level training programs across specialties, but more work needs to be done to define standards and expectations around GME training for this professional activity. [ABSTRACT FROM AUTHOR]

Despite overwhelming evidence that lithium prevents episodes of bipolar disorder and suicide attempts and suicide, (Tondo et al. [8]) there has been a consistent decline in its use in the past decades, especially in North America. They concluded that lithium use in Spain is in line with the international guidelines and that the first reason not to prescribe lithium was related to adverse effects and not its practical use or effectiveness. [Extracted from the article]

This mixed-method analysis presents a model of college students' civic commitments and capacities for community action. Quantitative findings indicate that after controlling for background characteristics, campus contexts, and college experiences, students' acquisitions of commitments to and skills for contributing to the larger community are largely influenced by the extent to which students perceive their campus as one that advocates for its students to be active and involved citizens. Qualitative findings convey the behaviors and types of speech that students view as legitimate public advocacy by peers, faculty, and administrators. Qualitative insights also reveal the ways in which students' exposure to campus-based public advocacy influences their civic skills, and their understandings of social responsibility. [ABSTRACT FROM AUTHOR]

Discussions during the first meeting of the DFP in 2018 quickly identified a problematic area: the members did not agree on the optimal technical and acquisition parameters for CT angiography performed for overt GI bleeding. Based on these results and previously published parameters, the DFP developed consensus recommendations about specific parameters for the evaluation of overt GI bleeding with CT angiography. Society of abdominal radiology gastrointestinal bleeding disease-focused panel consensus recommendations for CTA technical parameters in the evaluation of acute overt gastrointestinal bleeding. [Extracted from the article]

The article offers information on instructions related to participation and receiving credit for education activity, selected articles of author and program designed for physicians in gastroenterology.