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This article details a 'puzzling' teaching and learning method to engage undergraduate nursing (BSN) and exercise sciences (BSES) students in physiology or medicine Nobel Prize-winning discoveries, while reviewing course material through the "Puzzling Physiology and Nobel Laureates" (PPNL) game. The qualitative evaluations of 117 undergraduate BSN and BSES students revealed that 95% and 96%, respectively, agreed the game provided an opportunity to utilize critical thinking and problem-solving skillsets. Moreover, 96% of the 117 anonymous student respondents voted on increasing the number of PPNL game sessions per semester, and 94% agreeing the gamified learning strategy should be offered in subsequent classes as well. Interestingly, nearly 90% agreed that the learning experience was 'fun', and that it increased awareness of physiology and/or medicine discoveries. The style of the "Puzzling Physiology and Nobel Laureates" game lends to its reproducibility in a wide array of physiology courses for both majors and nonmajors.

Local wisdom which is the theme of the project to strengthen the character of Pancasila in the Merdeka Curriculum includes the fading of ancestral culture such as traditional vegetable medicine. Although schools have limited resources for teaching local wisdom through books, students' preference for mobile learning requires a more flexible and practical approach, as seen from the use of Tambakboyo Reservoir's herbal diversity as website content. This research aims to determine the types of herbal plants in the Tambakboyo Reservoir and their suitability as learning media. This R&D research uses the ADDIE model which is limited to the development stage. There are 62 types of Indonesian herbal plants in Tambakboyo Reservoir. The results of reviews by material experts, media experts, practitioners, and student readability tests on the herbal plants website show that the media is declared appropriate and meets the assessment criteria and can then be continued with implementation.

The complexity of the reproductive system necessitates instructional media to facilitate comprehension, as its processes unfold internally and are not readily observable. This study aims to assess the viability of booklet sub-materials on fertilization, gestation, and childbirth, derived from the inventory findings of medicinal plants for postpartum care, as educational resources. The research and development used the Borg & Gall model which included identifying potential problems, data collection, product design, design validation, and product revision. The booklet media underwent validation by five validators using validation sheets, while the evaluation criteria encompassed format, content, and language proficiency. The validation data were analyzed using CVR (Content Validity Ratio) and CVI (Content Validity Index). The results of the booklet media validation obtained a CVR value on each criterion of 1.00 with a valid category and a CVI value of 1.00 with a valid category. The booklet on the subject of gestational fertilization and childbirth from the results of the inventory of medicinal plants for postpartum is suitable for use as a learning media.

Environmental literacy related to the utilization of medicinal plants in the community provides a foundation for the younger generation to take an active role and form an attitude of care and responsibility for environmental sustainability. The current research aims to introduce the Inquiry-Etnobotany (IEb) learning model to enhance students' environmental literacy. The research design applied a pretest-posttest control group design to assess the effectiveness of the IEb model intervention, comparing it with the inquiry and discovery learning models. Upon analysis, notable differences emerged between the pre-test and post-test results across various learning models. Specifically, the IEb model exhibited a substantial difference, indicating significant progress in student outcomes. Similarly, the inquiry model showcased an improvement, while the discovery learning model displayed a slightly smaller change. Furthermore, the disparities between pre-test and post-test outcomes were evident across the different schools involved in the study. The IEb model has a significant impact on enhancing students' environmental literacy. However, the research results in each school also demonstrate that various learning models enhance students' understanding of environmental issues despite the different levels of effect.

To achieve better quality and efficiency of care and services for clients, social and health care professionals should be educated to adopt an interprofessional way of working and thinking. This requires the development of an interprofessional identity alongside a professional identity. The process must be facilitated comprehensively in social and health care operations. The aim of this observational and cross-sectional mixed-method study was to investigate readiness and perceived development needs concerning interprofessional work among social and health care students and professionals. Furthermore, the aim was to examine the formation of an interprofessional identity in relation to the theoretical framework of interprofessional socialization. In our results, development needs, expressed by the respondents, were categorized at the system, profession, and individual levels of social and health care. Although, positive attitudes were established among students and professionals, our findings demonstrate that the formation of an interprofessional identity requires comprehensive support from social and health care operations. Interprofessional identity can be enhanced especially by applying and developing interprofessional education and lifelong learning.

Qualitative research is valuable in medicine because of the deep insights it offers into the social and cultural dimensions of healthcare. Historically, qualitative methods have been influenced by critical theory and have shared its constructivist epistemology and orientation towards social justice. It can be challenging to teach such critical qualitative inquiry to healthcare professionals because its underlying philosophy can seem at odds with the objectivist biological perspective emphasized in medical education. This is unfortunate because several social inequities are perpetuated by modern healthcare systems and critical qualitative inquiry is essential to the project of addressing them. This article argues that Norman Denzin's interpretive autoethnography is a promising method through which educators could introduce healthcare professionals to critical qualitative inquiry. In this method, the author uses the craft of writing creatively about their personal experiences as a tool for cultural interpretation and social justice activism. Such a creative analytic practice might seem alien to many medical professionals. On the other hand, the idea of analyzing their own experiences in detail is likely to feel familiar to them because of the prominence of reflective writing in healthcare professional development practice. This familiarity might make interpretive autoethnography accessible to healthcare professionals and practicing the method could help them to appreciate the value of interpretive writing as a way of investigating sociocultural meaning and promoting just change.

This project report describes the process of a team of undergraduate researchers (Chemistry and Nursing majors), who analyzed 20th-century medical kits housed at The Columbus Museum (Columbus, GA, USA). Curators and museum personnel were unfamiliar with the contents and needed assistance in identifying the various chemical contents. Items were identified by the Taylor Lab, which was followed by fully elucidating the chemical information in a chemical report and student-curated exhibit. The intent of this project was to help the museum be aware of how to properly curate and store the medical collections for an extended period. Laboratory analyses were executed to determine the composition of the aged items in the collections. The historical context of these kits and their contents provided knowledge of medicine to the community of Columbus, Georgia, in addition to explaining the use of medically related items in the 20th century.

This article discusses how a new APRS service-learning model was implemented in a new service-learning project in the traditional Chinese medicine (TCM) orthopedics curriculums at three Hong Kong institutions. The APRS model adopting flipped learning approach consists of four cyclic stages, including Application, Practice, Reflection and Self-regulated learning. Qualitative and quantitative findings in this study reveal that TCM students gained confidence in applying discipline knowledge/skills and improved in various areas, including cross-cultural competence, communication, problem-solving and collaboration. Drawing evidence from this study, possible factors contributing to positive impacts on student learning in the APRS model are the "strong connectivity" (including clear alignment with programme, profession, institutional missions and traditional Chinese philosophy "xiushen"), "reinforced motivation" (student autonomy and buy in) and "structured organisation" (strong network among participating parties and use of a centralised electronic platform). The APRS service-learning model is a culture-based approach helping students reconnect Confucian "xiushen" to the discipline knowledge and the real-life application in the Hong Kong context. This model may also be applicable to other Asian contexts where the Confucian culture prevails.

This study explored how speech-language pathologists (SLPs) in Jordan perceived and implemented telepractice at the beginning of the COVID-19 pandemic, from April to June 2020. Eighty-five SLPs who provided telepractice and 57 SLPs, who did not, completed an online survey sharing their perceptions related to the delivery and barriers of telepractice. The results showed a significant increase of telepractice use in response to the pandemic. However, the SLPs identified several barriers to telepractice, including environmental distractions at the client's end, limited computer knowledge, technological issues, internet connectivity problems, and platform availability. There was general agreement among the SLPs regarding the need for professional training and governmental guidelines to regulate the use of telepractice. The study's findings demonstrate how SLPs in Jordan adapted to the sudden shift toward telepractice, and identify potential implementation obstacles, which could assist in establishing telepractice as a reliable model for speech-language therapy services in the future.

This study was designed to increase our understanding about characteristics and the impact of sensory symptoms (SS) and signs of hyperarousal (HA) in individuals with fragile X syndrome (FXS) from childhood through early adulthood and by gender. Data derived from the Fragile X Online Registry With Accessible Research Database (FORWARD), a natural history study of FXS, were analyzed using descriptive statistics and multivariate linear and logistic regression models to examine SS and signs of HA, their impact on behavioral regulation and limitations on the subject/family. The sample (N = 933) consisted of 720 males and 213 females. More males were affected with SS (87% vs. 68%) and signs of HA (92% vs. 79%). Subjects who were endorsed as having a strong sensory response had more comorbidities, including behavioral problems. The predominant SS was difficulty with eye gaze that increased with age in both genders. As individuals age, there was less use of non-medication therapies, such as occupational therapy (OT)/physical therapy (PT), but there was more use of psychopharmacological medications and investigational drugs for behaviors. Multiple regression models suggested that endorsing SS and signs of HA was associated with statistically significantly increased ABC-C-I subscale scores and limited participation in everyday activities. This study improves our understanding of SS and signs of HA as well as their impact in FXS. It supports the need for more research regarding these clinical symptoms, especially to understand how they contribute to well-known behavioral concerns.

Parent-mediated interventions for infants and young children with an increased likelihood of autism may help ameliorate developmental concerns; however, generalization of parents' teaching strategies to novel child target skills has not been consistently demonstrated. This study expanded our parent training program, Parent Intervention for Children at-Risk for Autism (PICARA), by incorporating telehealth general case training (PICARA-TGCT) to promote generalization of teaching skills. Five parent--child dyads participated. Child target skills were chosen from the categories of imitation, receptive language, and expressive language. A concurrent multiple-baseline-across-participants design was used to evaluate the effect of training across two cohorts of parent-child dyads. Dependent variables included the percentage of correct parent teaching skills and the percentage of child correct responses. Parent teaching skills increased across all participants for both trained and untrained child target skills, as did child skills. This study provides support for PICARA-TGCT as an efficacious and efficient early intervention model.

It has been shown that active learning strategies are effective in teaching complex STEM concepts. In this study, we developed and implemented a laboratory experiment for teaching the concepts of Boolean logic gates, molecular beacon probes, molecular computing, DNA logic gates, microRNA, and molecular diagnosis of hepatocellular carcinoma, which are related to DNA molecular computing, an interdisciplinary cutting-edge research technology in biochemistry, synthetic biology, computer science, and medicine. The laboratory experience takes about110-140 min and consists of a multiple-choice pretest (15 min), introductory lecture (20 min), wet laboratory experiment (60-90min), and a post-test (15 min). Students are tasked to experimentally construct three molecular logic circuits made of DNA oligonucleotides and use them for the fluorescence-based detection of microRNA markers related to diagnostics of hepatocellular carcinoma. The class was taught to undergraduate students from freshman to senior academic levels majoring in chemistry, biochemistry, biotechnology, and biomedical sciences. Students were engaged during the session and motivated to learn more about the research technology. A comparison of students' scores on the pretest and post-test demonstrated improvement in knowledge of the concepts taught. Visual observation of the fluorescence readout led to a straightforward interpretation of the results. The laboratory experiment is portable; it uses inexpensive nontoxic reagents and thus can be employed outside a laboratory room for outreach and science popularization purposes.

In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure."

Gross anatomy is a crucial course in medical school; it sets the foundation for future coursework and is highly valued by clinicians. While both medical students and faculty recognize the importance of pre-medical school anatomy experience, few medical schools require it as a prerequisite. Consequently, medical school gross anatomy courses have a diverse range of prior anatomy experience among students. Prior studies have shown mixed results regarding the impact of pre-medical school anatomy experience on medical school gross anatomy performance, often using final exam scores as the metric of analysis. In this study, we investigated the relationship between pre-medical school anatomy experience and medical school gross anatomy performance among students at New York Institute of Technology, College of Osteopathic Medicine. We surveyed students from all four matriculated years and analyzed their individual anatomy laboratory exam scores and final anatomy laboratory course scores. We found that students with prior anatomy experience performed significantly better on the first anatomy laboratory exam, leading to an overall positive effect on their final anatomy laboratory score. However, this advantage seemed to diminish in subsequent exams, suggesting that students without prior experience rapidly adjusted to the course challenges. Students with prior anatomy experience felt more prepared for the anatomy course, reported lower stress levels, and believed they had an advantage over peers without prior experience. Our study highlights the importance of pre-medical school anatomy experience, particularly for early performance in the anatomy course.

School nurses are pivotal to the safety of school-aged children, particularly those who receive medications in the school setting. The purpose of this study was to explore factors associated with medication administration errors in North Carolina school districts between 2012/2013 and 2017/2018. A longitudinal study using repeated measures analysis of school health services data collected in the North Carolina Annual School Health Services and Programs Survey was conducted. Over time, the number of medication errors (p = 0.001) and number of medication corrective action plans (p < 0.0001) trended upwards. There was also an increase in medication errors when the number of schools in a district was higher (p < 0.0001). Conversely, there was a decrease in corrective action plans when school nurses were directly employed by the school district (p = 0.0471). We implore school districts to consider the important role of school nurses to keep kids safe, healthy, and ready to learn.

Despite strong evidence in favor of physical activity (PA), adults with autism spectrum disorder (ASD) are not meeting established PA guidelines to engage in at least 150 min of moderate to vigorous PA per week. Barriers to daily PA engagement include limited access to health services, transportation, and reduced self-determined motivation. Telehealth provides a potential alternative to deliver PA programming in a more accessible platform for adults with ASD. This pilot randomized controlled trial (RCT) assessed the preliminary efficacy of a 10-week PA intervention program called Physical Activity Connections via Telehealth (PACT) that utilized telehealth and remote technology, including Fitbit wearable device use, peer-guidance, and individualized home exercise program among adults with ASD. Primary health outcomes, collected at baseline before randomization and post-intervention, included self-determined motivation assessment via Behavioral Exercise Regulation Scale (BREQ-2), self-report PA via Godin-Shephard Leisure-Time Physical Activity Questionnaire (GSLT-PAQ), steps per day PA via Fitbit device, body mass index (BMI), and waist-to-height ratio (WtHR). A total of 18 adults, 11 males, with a mean age of 26.4 years, with a primary diagnosis of ASD participated in the study. Although there were no changes in BMI or WtHR at post-intervention, participants receiving PACT, significantly increased both their self-report PA scores (GSLT-PAQ) from 26 to 68, (p = 0.002), and steps per day from 5,828 to 7,443, (p = 0.015) with a moderate effect size (d = 0.72). The results of this pilot study support peer supported telehealth-based PA intervention for adults with ASD to increase PA.

As an exemplary representative of AIGC products, ChatGPT has ushered in new possibilities for the field of education. Leveraging its robust text generation and comprehension capabilities, it has had a revolutionary impact on pedagogy, learning experiences, personalized education and other aspects. However, to date, there has been no comprehensive review of AIGC technology's application in education. In light of this gap, this study employs a systematic literature review and selects 134 relevant publications on AIGC's educational application from 4 databases: EBSCO, EI Compendex, Scopus, and Web of Science. The study aims to explore the macro development status and future trends in AIGC's educational application. The following findings emerge: 1) In the AIGC's educational application field, the United States is the most active country. Theoretical research dominates the research types in this domain; 2) Research on AIGC's educational application is primarily published in journals and academic conferences in the fields of educational technology and medicine; 3) Research topics primarily focus on five themes: AIGC technology performance assessment, AIGC technology instructional application, AIGC technology enhancing learning outcomes, AIGC technology educational application's Advantages and Disadvantages analysis, and AIGC technology educational application prospects. 4) Through Grounded Theory, the study delves into the core advantages and potential risks of AIGC's educational application, deconstructing the scenarios and logic of AIGC's educational application. 5) Based on a review of existing literature, the study provides valuable future agendas from both theoretical and practical application perspectives. Discussing the future research agenda contributes to clarifying key issues related to the integration of AI and education, promoting more intelligent, effective, and sustainable educational methods and tools, which is of great significance for advancing innovation and development in the field of education.

Student engagement while learning a new, unfamiliar vocabulary is challenging in health science courses. A group role-play activity was created to teach students medical terminology and learn why its correct usage is important. This activity brought engagement and relevance to a topic traditionally taught through lecture and rote memorization and led to the development of an undergraduate and a stand-alone introductory course to teach students medical terminology. The undergraduate course was designed to be a fully online medical terminology course for health science students and a face-to-face course for first-year dental students founded in active learning and group work. The course's centerpiece learning activity focused on using published case studies with role-play. In this group activity, students are challenged to interpret a published patient case study as one of the members of a healthcare team. This course models the group work inherent in modern health care to practice building community and practicing professional skills. This approach gives students the capacity to work asynchronously in a team-based approach using our learning management system's wiki tool and requires students to take responsibility for their learning and group dynamics. Students practice identification, writing, analyzing, and speaking medical terms while rotating through the roles. Students in both classes self-reported a 92% to 99% strong or somewhat agreement using a five-point Likert scale that the course pedagogy was valued and helpful in their learning of medical terminology. Overall, this method has proven to be an engaging way for students to learn medical terminology.

A multicomponent reaction was adapted and successfully applied in the major organic course, which involves synthesizing and characterizing a 1,3-benzoxazine derived from paracetamol extracted from tablets of the worldwide well-known medicine Tylenol. Using paracetamol as a reagent is a motivational strategy in undergraduate laboratories to meet the learning goals of training students in solid-liquid extraction and compound characterization by NMR and FTIR and reaction mechanism discussions in the context of a multicomponent reaction. The multifaceted nature of this experiment encourages students to recognize the potential use of everyday materials as chemical reagents, while providing insights into modern chemistry concepts.

Even though past research suggests that visual learning may benefit from conceptual knowledge, current interventions for medical image evaluation often focus on procedural knowledge, mainly by teaching classification algorithms. We compared the efficacy of pure procedural knowledge (three-point checklist for evaluating skin lesions) versus combined procedural plus conceptual knowledge (histological explanations for each of the three points). All students then trained their classification skills with a visual learning resource that included images of two types of pigmented skin lesions: benign nevi and malignant melanomas. Both treatments produced significant and long-lasting effects on diagnostic accuracy in transfer tasks. However, only students in the combined procedural plus conceptual knowledge condition significantly improved their diagnostic performance in classifying lesions they had seen before in the pre- and post-tests. Findings suggest that the provision of additional conceptual knowledge supported error correction mechanisms.

Collaborative skills are crucial in knowledge-rich domains, such as medical diagnosing. The Collaborative Diagnostic Reasoning (CDR) model emphasizes the importance of high-quality collaborative diagnostic activities (CDAs; e.g., evidence elicitation and sharing), influenced by content and collaboration knowledge as well as more general social skills, to achieve accurate, justified, and efficient diagnostic outcomes (Radkowitsch et al., 2022). However, it has not yet been empirically tested, and the relationships between individual characteristics, CDAs, and diagnostic outcomes remain largely unexplored. The aim of this study was to test the CDR model by analyzing data from three studies in a simulation-based environment and to better understand the construct and the processes involved (N = 504 intermediate medical students) using a structural equation model including indirect effects. We found various stable relationships between individual characteristics and CDAs, and between CDAs and diagnostic outcome, highlighting the multidimensional nature of CDR. While both content and collaboration knowledge were important for CDAs, none of the individual characteristics directly related to diagnostic outcome. The study suggests that CDAs are important factors in achieving successful diagnoses in collaborative contexts, particularly in simulation-based settings. CDAs are influenced by content and collaboration knowledge, highlighting the importance of understanding collaboration partners' knowledge. We propose revising the CDR model by assigning higher priority to collaboration knowledge compared with social skills, and dividing the CDAs into information elicitation and sharing, with sharing being more transactive. Training should focus on the development of CDAs to improve CDR skills.

Objectives: The aim of this study was to investigate the variables that may affect treatment continuation in children aged 6 to 12 years who were newly diagnosed with ADHD. Methods: A total of 132 children diagnosed with ADHD and their parents participated in the study. Sociodemographic and clinical risk factors affecting continuation of treatment were examined using logistic regression analysis. Results: Multiple model examination revealed that greater age increased the risk of treatment discontinuation 1.824 times (p = 0.003) while a lower total length of paternal education increased the risk of discontinuation (1/0.835) 1.198 times (p = 0.022). Other variables emerging as significant in the univariate model lost that significance in the multiple model. Conclusions: Understanding the variables associated with medication discontinuation in ADHD in different populations and taking these variables into account in the development of health policies, will be useful in improving the long-term devastating effects of the disorder.

Objective: This study aimed to compare the approval of medicines for attention deficit/hyperactivity disorder (ADHD) for pediatric patients across five countries. Method: A document analysis was completed, using the drug labeling for ADHD medicines from five countries; United Kingdom, Australia, New Zealand, Canada and United States (US). Comparisons of available formulations and approval information for ADHD medicine use in pediatric patients were made. Results: The US had the highest number of approved medicines and medicine forms across the studied countries (29 medicine forms for 10 approved medicines). Approved age and dosage variations across countries and missing dosage information were identified in several drug labeling. Conclusions: The discrepancies in approval information in ADHD medicine drug labeling and differing availability of medicine formulations across countries suggest variations in the management of ADHD across countries. The update of drug labeling and further research into reasons for variability and impact on practice are needed.

Biomedical Quality Engineers (QEs) ensure that medical devices are safe, reliable, and consistent. To better understand career pathways for biomedical QEs, we (1) quantified the prevalence of QE skills in entry-level biomedical engineering (BME) job listings and (2) interviewed seven biomedical Quality Engineers with a BME bachelor's degree. We mapped participant responses to the mechanisms in Social Cognitive Career Theory and identified common career pathways for biomedical QEs. To our surprise, over 40% of entry-level BME jobs were QE positions and 70% required QE-related skills. The interview participants were unaware of careers in QE careers as undergraduates and learned about QE while entering the job market--a surprising finding given the prevalence of entry-level QE jobs. The participants had low outcome expectations for QE careers and higher outcome expectations for research and development positions; instructors should be aware that a design-focused curriculum can bias students against QE careers. BME departments should introduce QE topics and experiences to help students make informed career decisions and be competitive in the sizable biomedical QE job market.

This article aims to explore the effects of doctoral publication requirements on the research output of Ukrainian academics in Scopus in terms of quantity and impact. Research output in Scopus, elaborated by Ukrainian academics in economics, medicine and physics who were awarded a doctoral degree in three time periods (before September 2013, after September 2013 and after September 2020) marked by changes in doctoral publication requirements was chosen for analysis. The study findings highlight that the publication requirements resulted in an increase in the share of doctorate holders with publications in Scopus. However, first, the share of PhD holders in economics and medicine who have publications in Scopus remains rather small. In these disciplines, 9.4% and 18.1%, of PhD holders and 44.6% and 47% of DS holders who were awarded a doctoral degree in 2020, have publications in Scopus. This can be attributed to the low standards applicable to doctoral theses in economics and medicine. Second, the median journal CiteScore quartile remained unchanged in all groups except for DS holders in physics. In their case, it rose from 3 to 2. Thus, in general, changes in doctoral publication requirements did not result in doctoral holders publishing in more impactful journals.

A detailed, unbiased perspective of the inter-relations among medical fields could help students make informed decisions on their future career plans. Using a data-driven approach, the inter-relations among different medical fields were decomposed and clustered based on the similarity of their working environments. Publicly available, aggregate databases were merged into a single rich dataset containing demographic, working environment and remuneration information for physicians across Canada. These data were collected from the Canadian Institute for Health Information, the Canadian Medical Association, and the Institute for Clinical Evaluative Sciences, primarily from 2018 to 2019. The merged dataset includes 25 unique medical specialties, each with 36 indicator variables. Latent Profile Analysis (LPA) was used to group specialties into distinct clusters based on relatedness. The 25 medical specialties were decomposed into seven clusters (latent variables) that were chosen based on the Bayesian Information Criterion. The Kruskal-Wallis test identified eight indicator variables that significantly differed between the seven profiles. These variables included income, work settings and payment styles. Variables that did not significantly vary between profiles included demographics, professional satisfaction, and work-life balance satisfaction. The 25 analyzed medical specialties were grouped in an unsupervised manner into seven profiles via LPA. These profiles correspond to expected and meaningful groups of specialties that share a common theme and set of indicator variables (e.g. procedurally-focused, clinic-based practice). These profiles can help aspiring physicians narrow down and guide specialty choice.

Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students' effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

The field of language learning and technology is an ever-growing field as new technologies are constantly developed, and it is important to understand the impact these new technologies may have on language learning. The purpose of this work-in-progress study was to investigate the effects of virtual reality (VR) simulations on a specific second language (L2) theory of motivation--the L2 Motivational Self System (L2MSS). VR simulations were implemented in an intermediate level course on medical Spanish, and this study follows the cases of six participants who completed a pre- and posttest consisting of questions about the Ideal L2 Self, the Ought-to L2 Self, and the L2 Learning Experience. Participants completed 12 VR simulations and wrote a journal entry about their experience. Results showed a significant increase in the Ideal L2 Self, a significant decrease in the Ought-to L2 Self, and no significant change in the L2 Learning Experience. Participants highlighted the visualization component of the L2MSS and the connection to their future ideal professional selves in their journal entries.

Background: Telehealth utilization exploded during the COVID-19 pandemic, including within school-based health programs. School-based tele-behavioral health can help programs overcome barriers of access to care, but the current state and effectiveness of such programs are unknown. Methods: A scoping literature review was conducted. Studies were included if they described in-school behavioral health services delivered via telehealth for children ages 5 to 18. From the included studies, population, location, setting, intervention, telehealth modality, clinician type, and outcomes assessed were extracted. Findings: Eighteen studies met inclusion criteria. All described psychotherapy or medication management delivered by psychologists (n = 7) and/or psychiatrists (n = 11). Treatment included psychotherapy (N = 8), psychiatric consultation (N = 7), medication management (N = 4), crisis stabilization (N = 1), and caregiver education (N = 1). Eight studies provide qualitative or quantitative outcomes, with 4 examining clinical effectiveness. Conclusions: Despite limited findings in the literature, school-based tele-behavioral health is feasible, effective, and acceptable for delivery of behavioral health care to children and adolescents.

Poor parental mental health and stress have been associated with children's mental disorders, including attention-deficit/hyperactivity disorder (ADHD), through social, genetic, and neurobiological pathways. To determine the strength of the associations between parental mental health and child ADHD, we conducted a set of meta-analyses to examine the association of parent mental health indicators (e.g., parental depression, antidepressant usage, antisocial personality disorder, and stress and anxiety) with subsequent ADHD outcomes in children. Eligible ADHD outcomes included diagnosis or symptoms. Fifty-eight articles published from 1980 to 2019 were included. We calculated pooled effect sizes, accounting for each study's conditional variance, separately for test statistics based on ADHD as a dichotomous (e.g., diagnosis or clinical cutoffs) or continuous measurement (e.g., symptoms of ADHD subtypes of inattentiveness and hyperactivity/impulsivity). Parental stress and parental depression were significantly associated with increased risk for ADHD overall and both symptoms and diagnosis. Specifically, maternal stress and anxiety, maternal prenatal stress, maternal depression, maternal post-partum depression, and paternal depression were positively associated with ADHD. In addition, parental depression was associated with symptoms of ADHD inattentive and hyperactive/impulsive subtypes. Parental antisocial personality disorder was also positively associated with ADHD overall and specifically ADHD diagnosis. Prenatal antidepressant usage was associated with ADHD when measured dichotomously only. These findings raise the possibility that prevention strategies promoting parental mental health and addressing parental stress could have the potential for positive long-term impacts on child health, well-being, and behavioral outcomes.

Open-ended tasks can be decomposed into the three levels of Newell's Cognitive Band: the Unit-Task level, the Operation level, and the Deliberate-Act level. We analyzed the video game Co-op Space Fortress at these levels, reporting both the match of a cognitive model to subject behavior and the use of electroencephalogram (EEG) to track subject cognition. The Unit Task level in this game involves coordinating with a partner to kill a fortress. At this highest level of the Cognitive Band, there is a good match between subject behavior and the model. The EEG signals were also strong enough to track when Unit Tasks succeeded or failed. The intermediate Operation level in this task involves legs of flight to achieve a kill. The EEG signals associated with these operations are much weaker than the signals associated with the Unit Tasks. Still, it was possible to reconstruct subject play with much better than chance success. There were significant differences in the leg behavior of subjects and models. Model behavior did not provide a good basis for interpreting a subject's behavior at this level. At the lowest Deliberate-Act level, we observed overlapping key actions, which the model did not display. Such overlapping key actions also frustrated efforts to identify EEG signals of motor actions. We conclude that the Unit-task level is the appropriate level both for understanding open-ended tasks and for using EEG to track the performance of open-ended tasks.

Publication selection bias undermines the systematic accumulation of evidence. To assess the extent of this problem, we survey over 68,000 meta-analyses containing over 700,000 effect size estimates from medicine (67,386/597,699), environmental sciences (199/12,707), psychology (605/23,563), and economics (327/91,421). Our results indicate that meta-analyses in economics are the most severely contaminated by publication selection bias, closely followed by meta-analyses in environmental sciences and psychology, whereas meta-analyses in medicine are contaminated the least. After adjusting for publication selection bias, the median probability of the presence of an effect decreased from 99.9% to 29.7% in economics, from 98.9% to 55.7% in psychology, from 99.8% to 70.7% in environmental sciences, and from 38.0% to 29.7% in medicine. The median absolute effect sizes (in terms of standardized mean differences) decreased from d = 0.20 to d = 0.07 in economics, from d = 0.37 to d = 0.26 in psychology, from d = 0.62 to d = 0.43 in environmental sciences, and from d = 0.24 to d = 0.13 in medicine.

Background: People with intellectual disabilities may experience frailty earlier than the general population. This scoping review aimed to investigate how frailty is defined, assessed, and managed in adults with an intellectual disability; factors associated with frailty; and the potential impact of COVID-19 on frailty identification and management. Method: Databases were searched from January 2016 to July 2023 for studies that investigated frailty in individuals with intellectual disabilities. Results: Twenty studies met the inclusion criteria. Frailty prevalence varied between 9% and 84%. Greater severity of intellectual disability, presence of Down syndrome, older age, polypharmacy, and group home living were associated with frailty. Multiagency working, trusted relationships and provision of evidence-based information may all be beneficial in frailty management. Conclusion: Frailty is common for people with intellectual disabilities and is best identified with measures specifically designed for this population. Future research should evaluate interventions to manage frailty and improve lives.

Purpose: The purpose of this article is to promote the viewpoint that simulation debriefing is a critical element of the simulation experience, which serves to facilitate students' ability to synthesize information and construct new mental models as they prepare for their future work as speech-language pathologists. The use of simulations in communication sciences and disorders (CSD) has grown significantly over the last decade. This article reviews key concepts in clinical simulation pedagogy and highlights the importance of debriefing as part of the simulation learning experience. Current guidelines and standards for simulations and debriefing in CSD are discussed, and debriefing models commonly used in nursing and medicine are described. Suggestions are provided to enhance current debriefing practices and guide future research in CSD. Conclusions: Clinical simulation, particularly the debriefing component, has the power to close the gaps in students' clinical knowledge and skills and to prepare students for robust and diverse careers. In a review of debriefing models originating from nursing and medicine, several crucial debriefing components are noted. Students need time to (a) react to and defuse emotions related to the simulation experience, (b) gather and describe key simulation details, (c) analyze simulation outcomes, and (d) summarize new knowledge and consider how it applies to future contexts. Additional research is needed to continue developing and refining simulation and debriefing best practices in CSD. Debriefing models from nursing and medicine ought to be explored and replicated in future CSD research.

This study examined students' perceptions of interprofessional multicultural learning activities used to develop cultural competence with humility (CCH). Limited research exists on student perceptions of learning activities for CCH in entry-level occupational therapy educational programs. This exploratory, mixed methods study used an anonymous online survey, the "Learning Activities Survey (LAS)," to collect student quantitative ratings and qualitative feedback about CCH learning activities and their experience within the "Counselors and Occupational Therapists Professionally Engaged in the Community (COPE)" program. A deductive thematic approach was used by two investigators for qualitative analyses of "COPE" learning activities by alignment in four a priori CCH constructs: cultural awareness, cultural knowledge, cultural skills, and cultural desire. Consensus was gained through discussion. Nineteen of 29 (65.5%) students completed the survey. The mean score on the LAS for 6 of 12 activities (50%) was at least "Moderately important" (mean [greater than or equal to] 3.0) to student learning. Twelve of 19 students (63%) rated 11 of 12 learning activities as Moderately important (mean [greater than or equal to] 3.0). Qualitatively, cognitive knowledge was the strongest reported CCH learning construct within the "COPE" program with a frequency of 32. The combined quantitative and qualitative responses indicated the learning activities positively influenced students' learning of CCH. This study may inform occupational therapy curricular activities that satisfy accreditation requirements and expectations of the profession to meet the cultural needs of society. It also provides support for revisions to occupational therapy educational program standards to better align with recent literature.

In the era of inclusive education, every educator can expect to have students with disabilities in their classroom. Unfortunately, preservice teachers who are not specifically pursuing special education licensure are often only expected to take one course focused on teaching students with disabilities. Given the increased emphasis on less restrictive educational placements of students with disabilities, it is vital for teacher education to promote asset-based, inclusive approaches. In this article, we share the rationale for embedding critical perspectives from the field of disability studies into teacher education courses. We further detail five course design priorities that support teacher candidates' development of inclusive dispositions: (1) centering models of disability; (2) integrating disability history; (3) addressing language and terminology; (4) prioritizing first-person narratives; and (5) illustrating disability-inclusive curriculum. Inspired by our own experiences with developing and teaching introductory courses, the article follows one teacher educator's fictional journey of redesigning a "Special Education 101" class with these priorities in mind. This article spotlights small but powerful shifts teacher educators can make to prepare future inclusive educators who think, talk, and teach about disability through a critical lens.

The Objective Structured Clinical Examination (OSCE) offers several opportunities for effective feedback to be given to students to improve their performance. This study aimed to evaluate the feedback practices following OSCE in the University of Port Harcourt (Uniport). This was descriptive research involving the administration of semi-structured questionnaires to examiners in the Faculty of Clinical Sciences and final year medical students in Uniport. Information sought centred on their perception of feedback practices following OSCE. Data was analysed using descriptive statistics and Chi-square. The result showed that 114 examiners participated in the study. There were 72 (63.16%) male and 42 (36.84%) female examiners with male to female ratio of 1.7:1. Ninety students participated in the study. There were 49 (54.44%) males and 41 (45.56%) females. Their mean age was 25.42±2.36. There were significant differences between the examiners and students perception of feedback practices following OSCE in Uniport in terms of whether (P=0.009) and when (P=0.0014) it is provided. Majority of the examiners (58.49%) and almost all the students (91.49%) reported that feedback resulted in improved performance. The stud y showed that about half of the students claimed that feedback is given following OSCE in Uniport. Feedback practice following OSCE in Uniport is satisfactory in some aspects and deficient in some other aspects. Incorporate quality feedback practices into the OSCE process in all medical schools will improve skills development and learning.

Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.

This paper reports on the creation of specialized word lists in traditional Chinese medicine (TCM), which is a discipline using vocabulary across languages (i.e., Chinese and English) and involves learners with different L1 backgrounds. First, a TCM Word List of 2,778 specialized words was established from corpora of TCM textbooks and journal articles. Selection criteria included specialized meaning, keyness in a corpus of general written English compared to the TCM Corpora, and frequency. The resulting TCM list covered 36.65% of the TCM Corpora but had low coverage over corpora of general written English and medical English. The TCM Word List was then divided into three sub-lists based on frequency, and graded into three levels. Level 1 contains high-frequency lexical items in English (e.g., "organ," "coating"); Level 2 contains items that are mid-, low-frequency, or beyond any frequency levels (e.g., "pericarpium," "metabolism"); and Level 3 contains Chinese loan words (e.g., "qi," "yang"). Last, there is an overlap of 309 word families between this list and an earlier TCM list by Hsu (2018), which excludes words from the 1st-3rd 1,000 word families in English. Suggestions for teachers and future research are provided.

Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.

This research sought to investigate EFL nursing students' use of vocabulary learning strategies to learn medical terminology and further assess strategies used in relation to learning outcomes measured by two types of vocabulary knowledge: meaning recall (passive recall) and meaning recognition (passive recognition). The participants, 138 EFL nursing students in Taiwan, completed a meaning recall test and a meaning recognition test in week 8 of the semester, and they then took the English proficiency test (TOEIC Bridge) and filled out a vocabulary learning strategies survey in the following week. Both vocabulary outcomes had moderate correlations with English proficiency. Strategy use patterns appeared for the nursing students' medical terminology acquisition. They focused on looking up for corresponding meaning in L1 using a search engine, then learning orthographical and phonological forms to facilitate retention. A Pearson Correlation Analysis revealed that inferring word meaning, utilizing mnemonic devices for retention, and managing vocabulary learning were significantly and positively correlated with both vocabulary scores. In contrast, social strategies were the least conducive to achievement.

In this paper, an analysis is carried out to review the comparison of the mean EEG power between groups of ASD students in terms of duration <3 years, 3 to 9 years and =9 years, so that a significant difference can be seen. In this study, 33 ASD students were observed using EEG, which had a sampling frequency of 500 Hz with eight electrodes at points F3, F4, C3, C4, P3, P4, O1, O2. The results show that the longer the child gets EIBI, the absolute power of the delta and slow theta waves will decrease. Relative power results also show that the longer the duration of the student obtaining EIBI, the higher the percentage of the emergence of alpha waves. So, the comparison of power EEGs based on group division for the duration of the intervention program, shows that EIBI has the potential to improve student quality.

Objective: The short-term safety of methylphenidate (MPH) has been widely demonstrated; however the long-term safety is less clear. The aim of this study was to investigate the safety of MPH in relation to pubertal maturation and to explore the monitoring of bone age. Method: Participants from ADDUCE, a two-year observational longitudinal study with three parallel cohorts (MPH group, no-MPH group, and a non-ADHD control group), were compared with respect to Tanner staging. An Italian subsample of medicated-ADHD was further assessed by the monitoring of bone age. Results: The medicated and unmedicated ADHD groups did not differ in Tanner stages indicating no higher risk of sexual maturational delay in the MPH-treated patients. The medicated subsample monitored for bone age showed a slight acceleration of the bone maturation after 24 months, however their predicted adult height remained stable. Conclusion: Our results do not suggest safety concerns on long-term treatment with MPH in relation to pubertal maturation and growth.

An estimated 42% of Australians who consult complementary medicine (CM) practitioners have a mental health diagnosis. Preparedness of CM practitioners in managing such diagnoses is currently unknown. A cross-sectional survey of 257 CM practitioners who reported caring for people with a mental health diagnosis. Practitioners' mental health literacy, educational needs, and confidence in the assessment, management, and treatment of mental health--including suicide risk--were analysed. Most (59.1%) participants had no formal qualifications in mental health and 44.3% indicated they had not completed any training in psychological therapies. Only 20% were trained in mindfulness-based techniques or goal setting. Over 50% reported their undergraduate qualification contained insufficient mental health content to prepare them for clinical practice. Over one-half had attended continuing professional education on mental health. Practitioners reported greater confidence in assessing, managing, and treating mental wellbeing over complex mental health disorders and suicide risk. These findings uncovered a deficit in the CM practitioner's surveyed mental health education. As these CM practitioners are a primary point of contact for patients with mental health diagnoses, there is a critical need to expedite skills development in this workforce to support the delivery of safe and effective primary mental health care.