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Physical activity improves the well-being of persons living with dementia but few exercise programs include them. The Dementia-Inclusive Choices for Exercise (DICE) toolkit aims to improve exercise providers' understanding of dementia and ability to support persons living with dementia in physical activity. We evaluated the co-designed DICE toolkit with exercise providers using a mixed-methods approach comprising pre/post questionnaires and interviews and reflection diaries. Among 16 participants, self-efficacy for exercise delivery to persons living with dementia and both knowledge and attitudes toward dementia significantly improved. Thematic analysis suggested participants (a) had a deeper understanding of the variability of dementia, (b) were planning for equitable access for persons living with dementia, (c) planned to promote social connection through exercise, and (d) were optimistic for future engagement with persons living with dementia. The DICE toolkit may improve exercise providers' knowledge and confidence to plan proactively to support persons living with dementia in programs and services. [ABSTRACT FROM AUTHOR]

This study aims to explore the interrelationships between teacher competence, college students' mental health, and academic achievement, and to analyze the mediating role of mental health as well as the differences among various student groups. Through a survey of 1236 students from 45 higher education institutions in China and the application of structural equation modeling for data analysis, this study reveals the mediating role that mental health plays between teacher competence and academic performance. The results of the study indicate that for low-grade (Year 1) and high-grade (Year 2, 3, 4) undergraduate students, their mental health status fully mediates the relationship between teacher competence and academic achievement. As grades increase, the correlation between college students' mental health and academic achievement gradually diminishes. For postgraduates, their mental health does not serve as a mediator between teacher competence and academic achievement. These findings are significant for educational institutions in formulating teaching strategies, as enhancing students' mental health levels can optimize educational outcomes and improve overall student well-being. [ABSTRACT FROM AUTHOR]

Allied health clinical educators (AHCEs) are vital to health professional student education and clinical education is often expected in a job role. Communities of practice (CoPs) may be a strategy to meet educator learning needs. A rapid review was conducted to determine the structures, purposes, and outcomes of AHCE CoPs, and barriers or enablers of participation in CoPs. A systematic electronic search of three peer-reviewed literature databases (1/1/1998 to 10/7/23) and gray literature search were conducted. Data were extracted using a purposively designed form and synthesized descriptively. One peer-reviewed paper and four unpublished reports were included. CoPs aimed to provide a platform for knowledge creation and resources. Most were single-discipline specific and conducted virtually with occasional face-to-face meetings. Evaluation of CoPs was limited: one paper reported the impact of a CoP on CE skills and confidence. Outputs included documentation and clinical reasoning tools, resource repositories and training packages. Enablers included having a facilitator, and an online platform for resource sharing. Lack of support by management limited participation. While published research on CoPs in AHCE is scarce, communities are growing informally within local health networks, predominantly online. Further research is indicated to evaluate effectiveness of CoPs and make the most of this opportunity for interprofessional collaboration and practice. [ABSTRACT FROM AUTHOR]

Background: Cadaveric dissection is an essential practice for medical students to understand human anatomy and internalize professional attitudes toward death, such as empathy and respect for the deceased. Previous studies have focused on emotional responses such as shock, anxiety, and fear at the start of dissection practice. However, limited research exists on students' reflective thinking and perceptions before practice. This study aims is to understand premedical students' perceptions and attitudes before dissection by analyzing their reflective writing. Methods: Text network analysis of essays written in 2022 by 136 s-year premedical students before cadaveric dissection was performed. Keywords were preprocessed to extract significant themes. Centrality analysis and topic modeling were performed to analyze students' perceptions and attitudes. Results: Centrality analysis identified "cadaveric dissection," "donation," and "gratitude" as major keywords, indicating the students' deep appreciation and respect for donors. Two main topics emerged from topic modeling. The first, "gratitude and respect for donors," included keywords such as "gratitude" and "donation." The second, "growth and responsibility of doctors through medical study and practice," included keywords such as "study" and "medical school." Conclusion: The participants had profound gratitude and respect for donors before cadaveric dissection, which increased their motivation to learn. Analyzing reflective writing is an effective approach to understanding students' initial perceptions and attitudes toward cadaveric dissection; further, it can inform educational strategies that aid students in forming their professional identity. [ABSTRACT FROM AUTHOR]

Background: Academic accreditation is a pivotal process in nursing education, ensuring program quality, consistency, and graduate readiness for professional practice. Despite its significance, limited research explores the lived experiences and perspectives of stakeholders, including academic nurse educators, administrators, students, and alumni—engaged in accreditation. Purpose: This study aimed to explore the lived experiences, perceptions, and insights of nursing education stakeholders regarding the accreditation process, focusing on its impact on educational quality, program reputation, and professional preparation. Methods: A qualitative phenomenological approach was employed, using purposive sampling to recruit 54 participants from a Saudi nursing college, including academic nurse educators and administrators (n = 24), students (n = 20), and alumni (n = 10). Data were collected through semi-structured interviews.Thematic analysis identified key themes and subthemes associated with participants' experiences of accreditation. Findings: Six main themes emerged: (1) knowledge and experience of accreditation; (2) importance and benefits of accreditation; (3) impact of accreditation; (4) preparation for professional practice; (5) challenges of accreditation; and (6) suggestions for improvement. Stakeholders across all groups recognized accreditation as essential for program quality and career readiness. Faculty and alumni emphasized the role of accreditation in enhancing program reputation and credibility, while students highlighted its influence on their learning experiences, though they expressed a desire for more engagement and transparency in the process. Faculty and administrators reported significant challenges, including administrative demands, time management, and resource allocation in maintaining accreditation standards. Conclusion: This study offers a comprehensive view of accreditation's multi-dimensional impact from multiple stakeholder perspectives and experiences, reinforcing accreditation's importance in promoting nursing education quality and alignment with healthcare standards. However, findings suggest a need for institutional support to manage accreditation demands effectively. Future research should investigate accreditation's long-term impact through longitudinal and multi-site studies to broaden understanding and enhance the generalizability of findings in nursing education contexts worldwide. [ABSTRACT FROM AUTHOR]

The dominance of neoliberal paradigms and sport science in Health and Physical Education (HPE) often prioritises measurable outcomes over holistic wellbeing. This study responds to these limitations and reimagines HPE in mainland China by integrating culturally inspired experiences into an experimental educational initiative in the form of two workshops, conducted in a higher education environment. These workshops aimed to test whether incorporating traditional Chinese cultural elements, such as Kunqu Opera and classical Chinese aesthetics, could offer an alternative to the current performance-driven, sport-centered HPE model. By balancing force-driven sports (Yang) with mindful, culturally inspired practices (Yin), the approach taken in the workshops was designed to foster creativity, emotional wellbeing, and cultural identity. This experimental initiative involved 36 participants (11 faculty members and 25 university students) with data collected via survey, observations, and focus groups. The findings revealed that integrating culturally inspired practices fostered an immersive, embodied learning environment, enhancing student engagement and offering a more inclusive, culturally responsive HPE framework in mainland China that promotes the balanced development of body and mind through a Yin-Yang approach. [ABSTRACT FROM AUTHOR]

Background: Remaking Recess (RR) is a school-based evidence-based peer social engagement intervention for autistic students. RR involves direct training and coaching with educators; however, educators face several barriers to implementation at both the individual- and organizational-levels. This protocol paper describes a multi-site study that will test whether an educator-level implementation strategy, coaching, with or without a school-level implementation strategy, school-based teams, will maximize educators' use (fidelity and sustainment) of RR for autistic students and their peers who are socially-isolated, rejected, or peripheral and may need additional support during recess. Methods: This study will employ a hybrid type-3 effectiveness-implementation trial. Fifty-five elementary schools will be recruited as well as 121 educators (e.g., classroom assistants, aides), 55 general and special educator teachers, and 83–138 other school personnel (e.g., administrators). Additionally, at least 118 autistic students and allistic or non-autistic classmates will be recruited as RR recipients. Participants will complete baseline assessments at the beginning of the year, and all schools will be provided RR training. Schools will be randomized to coaching with or without school-based teams. This study will measure RR fidelity (primary outcome), RR sustainment, as well as peer engagement, social network inclusion, and social skills (secondary outcomes). It is expected that coaching with school-based teams will improve both RR fidelity and social network inclusion, while coaching with and without school-based teams will result in improved peer engagement and social skills. Discussion: Previous research has documented barriers to RR implementation at both the individual- (provider) and organization-level (school). Using multi-level implementation strategies such as coaching with school-based teams may address these barriers and support RR implementation in schools. Findings from this study may guide future efforts to scale up tailored implementation strategies for use in public school districts, with the ultimate goal of increasing intervention access and improving student outcomes. Trial registration: Name of the Registry: clinicaltrials.gov. Trial Registration: Clinical Trials ID: NCT06559267. Date of Registration: August 15, 2024. Prospectively registered. [ABSTRACT FROM AUTHOR]

The health disparities between rural and urban populations in Australia, driven by socioeconomic, environmental, and healthcare access factors, highlight the urgent need for rural-focused medical education. The Melbourne Medical School's Rural Health Discovery program addresses this need by integrating adult learning principles within a redesigned curriculum that includes the Rural Health Foundations and Integrating Rural Health topics. These Discovery topics engage medical students from diverse backgrounds through a blend of self-directed learning, problem-solving, and immersive clinical placements in rural settings. By aligning with andragogical principles—such as fostering autonomy, practical relevance, and experiential learning—the program prepares students for the unique demands of rural healthcare practice. Students are introduced to the complexities of rural health, including the social determinants affecting rural communities, through asynchronous modules, case studies, and team-based learning. This innovative curriculum, which is flexible and inclusive of rural and metropolitan students, represents a strategic model for promoting rural healthcare careers, addressing workforce shortages, and ensuring equitable health outcomes for underserved communities. [ABSTRACT FROM AUTHOR]

Background: Enhancing students' empathy is critical in medical school education. The COVID-19 pandemic necessitated a shift from in-person to online classes. However, the effectiveness of online classes for enhancing medical students' empathy has not been investigated sufficiently and the evidence is limited. This study compared the effectiveness of enhancing empathy between pre-pandemic in-person classes and during-pandemic online classes among medical students in Japan using pre-pandemic and during-pandemic data. Methods: This is a retrospective observational study. This study measured students' empathy using the Japanese translation of the Jefferson Scale of Empathy-Student Version (JSE-S) before and after the special programs for professional identity formation and clinical communication among first- and second-year students who matriculated from 2015–2021. This study categorized the matriculation year groups as "pre-pandemic" and "during-pandemic" groups for the first- and second-year students. This study estimated the adjusted mean score differences of the JSE-S and 95% confidence intervals (CIs) from the pre- to post-program between the pre-pandemic and during-pandemic groups in the first and second years using linear regression analysis. Results: This study's participants included 653 first-year students and 562 second-year students. In the first year, the during-pandemic group had a significantly higher mean score difference from the pre- to post-program compared to the pre-pandemic group. The adjusted regression coefficient (95% CI) was 7.6 (5.7 – 9.5), with the pre-pandemic group as the reference. In the second year, there were no significant differences between the two groups. Conclusions: The results suggest that online classes are not inferior to in-person classes or even slightly better in enhancing medical students' empathy, which should be clarified by further studies. This study's findings have important implications for medical education and implementing hybrid class formats to enhance students' empathy. [ABSTRACT FROM AUTHOR]

Background: As students spend most of their time in school, a supportive school environment is essential for adolescents' personal growth, effective learning, and well-being. Students actively participate in learning when they feel supported, respected, and connected to their school environment. An unhealthy school climate might significantly influence health-related and educational outcomes during adolescence. Therefore, a positive and supportive school climate can contribute significantly to the emotional health as well as academic achievement of adolescents. Methods: The present systematic review explores the relationships among school climate, emotional health outcomes, and academic achievements among school-going adolescents in India. The study was registered with PROSPERO (CRD42024567954). A systematic literature search was conducted across multiple databases, such as PsycINFO, EBSCO Host (Psychology and behavioral sciences collection), PubMed, ERIC, Web of Science, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, Shodhganga, Cochrane Library, and Google Scholar which are recognized sources of high-quality publications. It covered published as well as unpublished research studies, including peer-reviewed journals and gray literature, such as reports of programs on the impact of the school climate on the emotional health and academic achievement of adolescents between January 2000 and December 2023. An initial search returned a total of 383 studies screened by two reviewers. After the title and abstract screening, 30 studies were left out for full-text review, and ultimately, eleven studies have remained for the present systematic review. Results: The findings of the current review indicated that positive school climate characteristics such as student-teacher relationships, peer support, a sense of connectedness, school belongingness, methods of learning, and teaching were significantly associated with reduced symptoms of depression, stress, improved self-esteem, and academic performance among high school students. These results demonstrated the important role of a protective and supportive school climate in promoting overall well-being and educational achievements among Indian adolescents. Conclusions: The review considerably evidenced the significance of school climate in determining school-going adolescents' emotional health and academic achievement. This indicated the requirement to implement school-based intervention packages in secondary schools to improve the school climate. The whole school approach could be a better strategy for intervention. Clinical trial number: Not applicable. [ABSTRACT FROM AUTHOR]

The Australian Credentialled Diabetes Educator (CDE) registered trademark signifies quality care and education to those with diabetes. A review of the Australian Diabetes Educators Association (ADEA) CDE pathway was undertaken to ensure the quality of the CDE credential. The purpose of this study was to examine perceptions of the diabetes education workforce on the current pathway for educating and qualifying CDEs for practice. Stakeholders (e.g. CDEs, students, supervisors, course coordinators) were invited via the ADEA email, e-newsletter and Facebook to complete a 34-item online survey exploring their perceptions of the pathway, focusing on the requisite graduate certificate and subsequent credentialling requirements. Most (80%) of the 319 respondents were CDEs, 15% were CDEs in training and 12% were supervisors or employers. Half of participants (46%) indicated that graduate certificate course alumni were somewhat or very unprepared to take on the role of a diabetes educator (DE) prior to undertaking credentialling to become a CDE. Seventy-one percent of participants indicated more, and a greater variety, of clinical experiences are necessary within the course. Participants recommended formal assessment of competence within the clinical setting. Fifty-four percent of participants disagreed or were unsure that the subsequent credentialling pathway equips CDEs well for practice, indicating it is too onerous, and supported a more streamlined pathway. Findings highlight the need for education and skills-based training beyond the graduate certificate, and assessment of competence in conducting core diabetes skills to better equip CDEs for their role. [ABSTRACT FROM AUTHOR]

Background: Despite high disease burden and heightened suicide risk associated with psychosis, psychosis education is lacking in healthcare curricula, potentially hindering students' willingness, and confidence to provide psychosis care as future healthcare professionals. This study aimed to co-design and content validate psychosis care assessment material for medical, pharmacy, nursing, and occupational therapy curricula. Methods: A nominal group technique (NGT) meeting was conducted to generate and rank ideas among people with lived/living experience of mental illness. Prioritised ideas were used to create simulated role-play scenarios for each discipline, by discipline experts. The developed scenarios underwent content validation by content experts, whereby the content validity index was computed for relevance and clarity. Results: The four highest ranked ideas based on rank scores and accumulated rank score sums were selected during the NGT meeting and used to guide the development of four role-play scenarios focusing on antipsychotic medication side effects, suicide risk, paranoia and delusions, and visual hallucinations. Discipline experts created scenario outlines and rubrics for each selected idea. Content validity indices of all items were deemed satisfactory, ranging from 0.8 to 1. Written feedback for each role-play scenario was considered and scenarios/rubrics were modified accordingly. Conclusion: Overall, this study provides a framework for partnering with mental health stakeholders to co-design and validate psychosis care assessment material for healthcare curricula. Through the integral contribution of people with lived/living experience and clinicians, authentic scenarios which reflect real-life practice have been developed. Future research is required to evaluate the newly developed materials in educational setting. [ABSTRACT FROM AUTHOR]

Background The integration of large language models (LLMs) into medical education has received increasing attention as a potential tool to enhance learning experiences. However, there remains a need to explore radiology postgraduate students' engagement with LLMs and their perceptions of their utility in medical education. Hence, we conducted this study to investigate radiology postgraduate students' knowledge, attitudes, and practices regarding LLMs in medical education. Materials and Methods A cross-sectional quantitative survey was conducted online on Google Forms. Participants from all over India were recruited via social media platforms and snowball sampling techniques. A previously validated questionnaire was used to assess knowledge, attitude, and practices regarding LLMs. Descriptive statistical analysis was employed to summarize participants' responses. Results A total of 252 (139 [55.16%] males and 113 [44.84%] females) radiology postgraduate students with a mean age of 28.33 ± 3.32 years participated in the study. The majority of the participants (47.62%) were familiar with LLMs with their potential incorporation with traditional teaching–learning tools (71.82%). They are open to including LLMs as a learning tool (71.03%) and think that it would provide comprehensive medical information (62.7%). Residents take the help of LLMs when they do not get the desired information from books (46.43%) or Internet search engines (59.13%). The overall score of knowledge (3.52 ± 0.58), attitude (3.75 ± 0.51), and practice (3.15 ± 0.57) were statistically significantly different (analysis of variance [ANOVA], p < 0.0001), with the highest score in attitude and lowest in practice. However, no significant differences were found in the scores for knowledge (p = 0.64), attitude (p = 0.99), and practice (p = 0.25) depending on the year of training. Conclusion Radiology postgraduate students are familiar with LLM and recognize the potential benefits of LLMs in postgraduate radiology education. Although they have a positive attitude toward the use of LLMs, they are concerned about its limitations and use it only in limited situations for educational purposes. [ABSTRACT FROM AUTHOR]

Construct & Background: In order to determine students' level of interprofessional competencies, there is a need for well-considered and thoroughly designed interprofessional assessments. Current literature about interprofessional assessments focuses largely on the development and validation of assessment instruments such as self-assessments or questionnaires to assess students' knowledge or attitudes. Less is known about the design and validity of integral types of assessment in interprofessional education, such as case-based assessments, or performance assessments. The aim of this study is to evaluate the evidence for and threats to the validity of the decisions about students' interprofessional performances based on such integral assessment task. We investigated whether the assessment prototype is a precursor to practice (authenticity) and whether the assessment provides valid information to determine the level of interprofessional competence (scoring). Approach: We used a design-based qualitative research design in which we conducted three group interviews with teachers, students, and interprofessional assessment experts. In semi-structured group interviews, participants evaluated the evidence for and threats to the validity of an interprofessional assessment task, which were analyzed using deductive and inductive content analysis. Findings: Although both evidence for and threats to validity were mentioned, the threats refuting the assessment's validity prevailed. Evidence for the authenticity aspect was that the assessment task, conducting a team meeting, is common in practice. However, its validity was questioned because the assessment task appeared more structured as compared to practice. The most frequently mentioned threat to the scoring aspect was that the process of interprofessional collaboration between the students could not be evaluated sufficiently by means of this assessment task. Conclusions: This study showed that establishing interprofessional assessment validity requires three major balancing acts. The first is the balance between authenticity and complexity. As interprofessional practice and competencies are complex, interprofessional tasks require build-up or guidance toward this complexity and chaotic practice. The second is that between authenticity and scoring, in which optimal authenticity might lead to threats to scoring and vice versa. Simultaneous optimal authenticity and scoring seems impossible, requiring ongoing evaluation and monitoring of interprofessional assessment validity to ensure authentic yet fair assessments for all participating professions. The third balancing act is between team scoring and individual scoring. As interprofessional practice requires collaboration and synthesis of diverse professions, the team process is at the heart of solving interprofessional tasks. However, to stimulate individual accountability, the individual performance should not be neglected. [ABSTRACT FROM AUTHOR]

Additive manufacturing (3D printing) is increasingly utilized in healthcare. Some rehabilitation professionals employ 3D printing for orthoses, prostheses, and assistive technologies (AT). However, anecdotal evidence suggests that many practitioners have reservations about adopting 3D printing into their practices, and empirical research in this area is limited. The aim of the study was to document my experience while learning 3D printing. In this autoethnographic study, journal entries and photos of the artifacts were collected during the process of learning 3D printing. These data were analyzed using reflexive thematic analysis. Three themes were identified: Being motivated to learn 3D printing, Experiencing challenges and implementing possible solutions, and Achieving developmental milestones in learning 3D printing. These milestones offered practical insights and solutions for new learners by providing a roadmap for navigating the journey of learning 3D printing. This personal experience offered opportunities and posed challenges in the context of learning to use 3D printing in the rehabilitation field. It is hoped that this study will inspire others to explore 3D printing and potentially contribute to the development of 3D printing training programs for students and rehabilitation professionals. IMPLICATIONS FOR REHABILITATION: The study contributes to understanding of 3D printers use for individuals with disabilities, whether in occupational therapy or non-occupational therapy contexts. By highlighting the issues and challenges documented in this study, individuals with no prior exposure to 3D printing can better manage their expectations when embarking on their own 3D printing journey. This experience can serve as an inspiration for occupational therapy students and other students in rehabilitation programs to share their own stories about their encounters with 3D printing, potentially sparking new approaches to practice. The knowledge and experience gained through 3D printing might help to develop a 3D printing training workshop. [ABSTRACT FROM AUTHOR]

Introduction: Despite significant efforts to address gender equality in medical education, the issue persists. The narrative review aimed to address the research question: What are the strategies implemented to address issues of gender inequality in medical education and what were their outcomes? Methods: Seven major electronic databases of CINAHL, Embase, ERIC, PsyInfo, PubMed, SCOPUS and Web of Science were reviewed. Search phrases used were (Medical education) AND (Gender equality) OR (Gender bias) OR (Gender diversity) OR (Gender discrimination). Original research articles were included, together with systematic reviews with outcomes reporting on strategies to address gender equality. Results: Articles unrelated to medical education (e.g. allied health and nursing education) and non-English articles were excluded from the study. A total of 1248 articles were identified, and 23 articles met the inclusion criteria. Training programs (n=14; 60.8%) for medical students and faculty have successfully increased awareness on the issues of gender equality and boost confidence in handling cases on gender inequality, yet implicit bias remains with leadership continuing to be associated more strongly with males. Conclusion: Leadership bodies in Institutions of Higher Education and policymakers would be in an ideal position to address these issues through shaping policies and provision of training for hiring bodies and faculty. [ABSTRACT FROM AUTHOR]

Australian higher education providers (HEPs) gatekeep access to social work education using academic credentials, as well as criminal history checks. Some HEPs take an "as needed" approach to vaccination, while some add vaccination status as a gatekeeping criterion, and eligibility to study can be contingent upon all prospective students being fully vaccinated. We examined the websites of the 32 Australian HEPs that offered accredited social work programs at the time of the study, to determine the extent to which mandatory vaccination was required. Of these, 28% (n = 9) specified that students must be fully vaccinated in order to participate in compulsory field placements, irrespective of the requirements of placement agencies. Of these 9 HEPs, 7 had their social work programs located in a health or allied health school. IMPLICATIONS The choice of where to study social work in Australia is reduced for some prospective students by HEP policies that require mandatory vaccination The rationale for mandating vaccinations for social work students by some HEPs is unclear, and may be related to programs being co-located in health focused schools/departments, or a reflection of a broader emphasis on risk management Mandating vaccination for no compelling reason is at odds with broader public policy principles and may conflict with human rights principles, which are fundamental to social work [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effectiveness of a nurse-led intervention combining face-to-face and group education sessions for the acquisition of safety skills by patients with autoimmune rheumatic diseases treated with biologics. Methods: This multicentre randomised controlled trial compared two individual patient education sessions against a combination of an individual session at baseline and a group session 3 months later. The primary outcome was a validated questionnaire (BioSecure) scored at 6 and 12 months that assessed competencies and problem-solving abilities to deal with fever, infection, vaccination, and daily situations. Secondary outcomes were fear of disease, anxiety, depression, and arthritis helplessness. Results: A total of 120 patients with rheumatoid arthritis and spondyloarthritis were included (60 in each arm) from 7 French rheumatology departments; 99 patients completed the study at 6 months and 83 at 12 months. The BioSecure score improved at 6 months in both arms (delta from baseline 14.9 ± 16.3 in face-to-face education and 16.0 ± 17.9 in combined education) and was maintained for 12 months but no significant difference was found between arms at 6 and 12 months (p = 0.35 and p = 0.13, respectively). Fear of disease, arthritis helplessness, and anxiety were improved at 6 and 12 months with no difference between arms. Conclusion: Educating patients using individual nurse-led sessions or a combination of individual and group sessions increased their safety skills on biologics, with no superiority shown for the combined format. Given the time and resources required to educate patients, these results could lead to potential cost savings. Trial registration: Clinical Trials: NCT03838939. Key Points • Face-to-face patient education has been shown effective in promoting safety skills of patients treated with biologics compared to information provided by the rheumatologist in usual care. • This randomised controlled trial showed that a patient education format combining one individual and one group session was not superior to two individual sessions regarding safety skills assessed at 6 and 12 months • Safety skills, fear of disease, arthritis helplessness, and anxiety were improved in both arms. • As the most common barriers to the implementation of patient education are constraints in time and resources, these results could lead to potential cost savings [ABSTRACT FROM AUTHOR]

Recent studies report high levels of physical inactivity among most of the global population, including young children. As young children spend a large fraction of their time in school, early childhood teachers have important roles in promoting adequate physical activity (PA) among children. This scoping review aims to synthesise existing evidence on early childhood teachers' understanding of PA in early childhood education and care (ECEC) settings based on research in the past decade. Following the framework proposed by the Joanna Briggs Institute, we searched databases including PubMed, PsycINFO, SportDiscus, ERIC, Web of Science, Scopus, and Education Research Complete. A total of 13 articles were deemed eligible for review. The results reveal early childhood teachers' positive and negative views towards PA in ECEC settings, as well as what they consider facilitators and barriers to PA. Most of the studies call for further professional development of early childhood teachers specific to PA. Future research is also recommended to fill gaps and examine how early childhood teachers' understanding aligns with their local policies and curricula. [ABSTRACT FROM AUTHOR]

Self-efficacy has been associated with benefits to everyday life such as resilience to stress and adversity, healthy behaviours, improved performance, and academic achievement. Research into self-efficacy development is scarce in early childhood, yet self-efficacy is associated with numerous skills and competencies taught in the early years of school. A mixed-method approach was employed to explore early childhood teachers' understanding of how self-efficacy developed in children. The study focussed on teachers of children in Kindergarten to Year 2 (K–2) in primary schools in Western Australia and was conducted in two phases. Initially, an online survey, answered by 74 K–2 teachers, was implemented to gather early childhood teachers' understandings of the self-efficacy construct. The second phase sought additional description of survey findings through semi-structured interviews with 10 early childhood teachers. Findings identified that early childhood teachers describe the sources of self-efficacy differently to research with older children and adults. In older children, mastery is considered a primary source of self-efficacy, as mastery experiences provide children with concrete evidence of their capabilities and competence. This study identified that young children, who have not had time or opportunity to master complex cognitive tasks, rely on self-efficacy sources that are more in line with their developmental levels, including their physiological and emotional states. This finding has major implications for how teachers, school leaders, curriculum writers and policy makers think about the self-efficacy development of children in early childhood settings. [ABSTRACT FROM AUTHOR]

The article presents a study which determined the use of patient shielding in the participant's workplace. Topics include the finding that more clarity is needed regarding patient shield in routine radiography, position statement of the American Association of Physicists in Medicine on the reasoning behind their position for discontinuing gonadal and fetal shielding, and the advice of the American Registry of Radiologic Technologists for educators to teach students about patient shielding.

Metacognition includes the processes that learners use to plan, monitor, and assess their learning and is tied to academic performance and growth‐oriented attitudes toward learning. Learning anatomy presents challenges to learners at all levels, and for many, necessitates a change in learning strategies and metacognitive awareness. We sought to examine whether structured metacognitive training situated in an undergraduate anatomy course could improve these skills. At the beginning and end of the course, students completed the Metacognitive Awareness Inventory (MAI) and several short free response questions. Individually matched pre‐and post‐course MAI scores were compared using paired‐sample t‐tests. The authors conducted a directed content analysis for the free response questions using the "knowledge of cognition" (KC) and "regulation of cognition" (RC) domains and their associated subcategories. All three KC subcategories showed statistically significant increases from pre‐ to post‐course questionnaires. Effect sizes were small to moderate. Only two of five RC subcategories showed significant differences between pre‐ and post‐course questionnaires: Information Management strategies and Evaluation. Directed content analysis revealed that students displayed an increase in metacognitive knowledge, particularly in the KC domain. Although RC developed for some learners, others also had insightful comments about challenges in this area—particularly regarding planning, motivation, and focus while learning independently. These results show that metacognitive training in an undergraduate anatomy course can improve students' metacognitive awareness. However, more targeted, specific strategies may be useful to develop students' metacognitive regulation. [ABSTRACT FROM AUTHOR]

The Listen to Learn for Life Assessment Framework outlines how to systematically assess the links between the classroom environment, listening, learning, and wellbeing. The aims of this paper were to (i) understand what is known and what is not known about how the characterised activity impacts primary school children's learning and wellbeing, and (ii) understand what is known and what is not known about how hearing, listening, comprehending, and communicating (Functioning Assessment) impacts primary school children's learning and wellbeing. Literature reviews were conducted to address both of these aims. The most researched aspects of the characterised activity were background noise, SNRs, and reverberation, with the results showing that poor acoustic conditions have negative effects on children's learning and wellbeing (though the number of studies on wellbeing was limited). However, there were many aspects of the characterised activity that have not yet been explored, and there were also areas of learning and wellbeing that need to be examined in future research. The only link that was found between the spectrum of listening and learning or wellbeing was between listening comprehension and reading comprehension, with children who have better listening comprehension having better reading comprehension. Overall, this review revealed the importance of creating an environment that is optimised for children's listening, learning, and wellbeing. However, future research is still needed to understand exactly what the environments need to be across different characterised activities to ensure all aspects of children's learning and wellbeing are optimised. [ABSTRACT FROM AUTHOR]

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The growing discussion on "interdisciplinary integration" brings attention to the "interprofessional education" (IPE) in the field of plastic surgery. IPE not only improves the precision and effectiveness of plastic and reconstructive surgery but also plays an important role in personalized treatment. Whereas, the implementation of IPE in plastic and reconstructive surgery field faces huge difficulties such as technology combination, standard making, and lacking of qualified talents. This article individually summarizes the latest developments in the integration of plastic and reconstructive surgery with engineering, basic science, and human science. It looks forward to the future practice and innovation of IPE in the field of plastic and reconstructive surgery, analyzes the challenges in cultivating innovative professional talents, and proposes methods to overcome these difficulties in a way that invites further discussion. [ABSTRACT FROM AUTHOR]

Introduction: In health education, group work is essential to prepare students for working in health care and medical teams. Following the widespread adoption of online teaching, group work increasingly takes place in online environments. Although successful group work can provide good learning outcomes, it is unclear what facilitates or hinders online group work in health science education, and to what extent this topic has been addressed. Thus, this scoping review aimed to identify the facilitators and barriers to online group work in higher health education, provide an overview of the scientific literature related to the topic, and identify knowledge gaps in the research. Methods: This scoping review was guided by the methodological framework described by Arksey and O'Malley, and reporting is in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Review (PRISMA-ScR). Eight online databases were searched for scientific articles published between 2012 and 2022. At least two researchers independently screened records and full-text articles and charted data including article characteristics and key information related to the research question. Findings were categorized and summarized based on the Community of Inquiry Framework. Results: After screening 3671 records and 466 full-text articles, 39 articles met the inclusion criteria. The review revealed smaller group size, consistency in group composition and joint responsibility to be facilitators. Challenges with group communication, scheduling synchronous meetings and technical issues were identified as barriers. Our findings supported the importance of all three elements of the Community of Inquiry Framework: social, cognitive, and teaching presence. Conclusion: This review provides an overview of facilitators and barriers to online group work in health science education. However, there is a need for further investigation of these factors and studies addressing this topic from the teachers' perspective. [ABSTRACT FROM AUTHOR]

Despite the increasing inclusion of communication skills in accreditation standards and an increase in time dedicated to teaching these skills, communication is often regarded as a separate skill and is therefore, not consistently represented in overall systems of assessment in Health Professions Education (HPE). The ascendence of competency-based medical education, programmatic assessment, artificial intelligence, and widespread use of telehealth, alongside changing patient expectations warrant an update in thinking about the assessment of communication skills in health professions education. This consensus statement draws on existing literature, expert pinion, and emerging challenges to situate the assessment of communication skills in the contemporary health professions education context. The statement builds on previous work to offer an update on the topic and include new developments related to assessment, particularly: the challenges and opportunities associated with systems of assessment; patient and peer perspectives in assessment; assessment of interprofessional communication, cross-cultural communication, digital communication; and assessment using digital technologies. Consensus was reached through extensive discussion among the authors and other experts in HPE, exploration of the literature, and discussion during an Ottawa 2024 conference workshop. The statement puts forward a summary of available evidence with suggestions for what educators and curriculum developers should consider in their planning and design of the assessment of communication. [ABSTRACT FROM AUTHOR]

Rural, regional and remote (RRR) students are less likely to participate in higher education and tend to be older than their city counterparts. Individual and family factors influencing RRR students' higher education access and participation are well researched. However, little is known about community factors supporting access and participation, particularly for older students. Results of a survey of 3,180 Australian undergraduate students from RRR communities show how age affects the home community factors that influence enrolment. Findings support the importance of teachers, families and friends with regard to the aspirations of young people, while employers and universities are neglected potential sources of information and support for participation for older people. Better understanding of the age variation in the RRR student cohort is needed to design and implement policy and programmes that engage and support students aged 30 plus. A multipronged approach involving partnerships between communities, schools, employers, industries and universities to raise awareness about university options is required to encourage higher education participation, particularly for older students. [ABSTRACT FROM AUTHOR]

This article shares the first author's experiences at a high school in Fez, Morocco, while implementing education for sustainable development (ESD) in the curriculum. In this action research project, the researcher aimed to embed ESD in the current school curriculum and evaluate whether the strategies and methods used affected the students' attitudes and behaviour towards the environment. A mixed-methods approach was used to collect data. A questionnaire was administered to 60 high school students aged between 16 and 18 immediately after the ESD training. In-depth interviews were then conducted with 44 respondents who completed the questionnaire. The results of the study suggest that formal education, class activities and extracurricular activities can contribute to reshaping students' attitudes and behaviour towards the environment, reflecting not only academic but also personal and social growth. The findings reveal that there are multiple effective ways to embed ESD in a high school curriculum. The study also provides a pedagogical framework for teachers aiming to integrate ESD into their curriculum. While the research involved a limited sample, it could serve as a background for future studies to investigate a larger population. [ABSTRACT FROM AUTHOR]

Over the past 15 years, a growing body of research into the issues care-experienced people face when accessing higher education (HE) has led to welcome support developments to attempt to redress inequalities. However, such support ceases upon completion of undergraduate degrees. Without continued support, constraints in accessing taught postgraduate study can lead to limitations in future careers, earning potential, and future stability for care-experienced people. Until now, there have been no insights into why care-experienced people wish to study at the postgraduate level, as well as whether and how they may be constrained or enabled by their care backgrounds when doing so. Using data from a qualitative longitudinal study of care-experienced graduates' transitions out of HE, the paper illustrates how this 'undergraduate cliff edge' in support constrains the feasibility of progressing into and through taught postgraduate studies. The absence of often taken-for-granted support, such as a family home, means that entering postgraduate studies and facing this cliff edge is risky and perpetuates the sense of instability felt in childhood. The paper concludes by proposing recommendations for policy and practice to enable the creation of equitable opportunities to reduce risk for this group to comfortably study at the postgraduate level. [ABSTRACT FROM AUTHOR]

In this essay, we review how health communication scholarship has been translated into various communication skills trainings (CSTs), we present four case studies of how health communication research informed the development and implementation of specific CSTs, and we reflect on how we can productively define "impact" in looking back as well as looking forward within this line of research. [ABSTRACT FROM AUTHOR]

Introduction: Sonographers are expected to perform an increasingly broad range of imaging studies; however, how sonographers learn these new skills is not well documented. The learning landscape in which teaching occurs impacts on the way a skill may be acquired and the future attitude towards performance of the study. This study explored how the skill of arteriovenous fistula (AVF) scanning was acquired and the environment in which this learning occurred in Australian practices. The role of feedback and its reception was also explored, as feedback influences self‐reflection and the development of critical thinking skills. Methods: Semi structured interviews were conducted to explore the learning environments of qualified sonographers, with varying skill levels, who performed or who were learning to undertake AVF ultrasound examinations and had expressed an interest in participating (n = 16). After transcription, thematic analysis was employed and themes generated. Results: Three themes arose: (1) how sonographers learnt to perform AVF studies, (2) their attitudes to feedback, and (3) competency and confidence. Conclusions: In acquiring AVF scanning skills, the landscape in which sonographers learn helps shape their future attitudes to performing the ultrasound, as well as their response to seeking and receiving feedback. Feedback can contribute to future development of competence through prompting self‐reflection and critical thinking which ultimately helps limit overconfidence. Therefore, supervising sonographers are encouraged to consider the emotional state in which learning occurs, as it may impact the overall acquisition of, and practice of skills, resulting in improved professional outcomes. [ABSTRACT FROM AUTHOR]

Detachment of the posterior membranes of the eye may occur following trauma or surgery, can result from certain disease processes or just be attributed to the aging process. Irrespective of the cause, all can contribute to visual disturbance. Failure to diagnose and treat such conditions can have permanent effects on a patient's vision if not addressed in a timely manner. Ultrasound proves to be a useful tool to aid in the diagnosis of posterior wall detachments when the operator has a thorough knowledge of ocular structure and function, anatomical landmarks and the common sonographic appearances that differentiate the type of membrane involved in the disease process. Although ocular ultrasound has historically been performed in the emergency or ophthalmology settings, the incidence of ocular ultrasound being undertaken in radiology departments is increasing. Multiple recent studies have observed an increase in the incidence of retinal detachment, the main causative factors being linked to a higher prevalence of myopia and cataract surgeries. The purpose of this article therefore is to provide a comprehensive guide to the anatomical structure of the posterior orbital segment, including surface anatomy and attachment points, and how this can facilitate the correct identification of the different types of posterior membranous detachment based on common sonographic appearances. As such, operators skilled in performing ultrasound of the eye can play a pivotal role in ensuring an appropriate management pathway is achieved by way of accurate interpretation of pathological ultrasound images. [ABSTRACT FROM AUTHOR]

This study explores the experiences of academic administrators and teachers in health sciences education in the Middle Eastern region as they transitioned to emergency online instruction during the COVID-19 pandemic. A qualitative methodology was used to gather information from nine faculty members who had experienced the transition to online teaching and learning. The data were analyzed using Braun and Clarke's sixstep thematic analysis approach, leading to the identification of four main themes: preparing for digital transition, teaching-learning and skill training, online assessments, and transfer of learning. The study found that the pandemic presented challenges such as lost opportunities for experiential learning and peer interaction, and faculty members struggled to adapt to the rapid changes required for virtual learning transition. However, it also provided opportunities for continuous improvement of teaching-learning approaches and curriculum delivery. The paper suggests that the pandemic has brought new insights into ideas to establish effective web-based education, which could have future benefits for health sciences education. [ABSTRACT FROM AUTHOR]

In 2020, the social work in schools (SWIS) project was implemented with an initial cohort of fifty-four social work students from an Eastern English university. With the aim of exploring the student experience, we undertook an initial focus group. One unanticipated aspect of these discussions was how black students reflected on their experience of being placed in predominantly white schools, which merited a follow-up focus group to explore this in more depth. Intersectionality underpinned this study as it offered an analytical approach to understand the interconnected identities of black students within the context of schools. Constructivist grounded theory was used to analyse the data, and three categories were identified in understanding experiences of participants: Race and Experiences of Being Placed in Schools; Intersections of Race, Racism, and Acceptance; and Experiences of Learning in Schools. Concepts of belonging, acceptance and racial identity underpin these categories and help us understand black students' experiences of undertaking SWIS placements. Black students developed their skills, knowledge, self-concept and confidence in schools. Conclusions are drawn highlighting the centrality of harnessing black students' cultural wealth and knowledge to facilitate positive relationships for learning. [ABSTRACT FROM AUTHOR]

Purpose: Professional identity (PI) serves to aid preprofessionals by contributing to a sense of purpose as students pursue their academic requirements. The importance of PI has been explored across other allied health fields including nursing, social work, and medicine. However, this topic has not been thoroughly investigated in communication sciences and disorders (CSD), and there is limited information on perceptions of PI among CSD students. Method: The current study is a secondary analysis of existing data. An adapted version of the PI Five-Factor Scale was administered via an anonymous online survey. Student participants self-reported perceptions of PI and perceived program support. Differences on the factors were tested using t tests and analysis of variance to explore differences between groups. Results: Significant differences were found between monolingual and multilingual students, with monolingual English-speaking students reporting higher perceptions of PI. There were no significant differences in PI between genders, racial groups, or first-generation students versus students of parents with varying educational backgrounds. Participant responses skewed toward a positive PI. Similar results were found for participants' perceptions of program support for PI across the five factors. Conclusions: PI has been extensively explored in allied health fields, but the topic has not been explored in speech-language pathology. Study findings can be used to help better serve students, particularly those from underrepresented groups. These data can support the recruitment and retention of culturally and linguistically diverse students with goals to increase the diversity of the pipeline of future professionals. [ABSTRACT FROM AUTHOR]

Research at the secondary school level provides compelling evidence to suggest that a positive school climate is related to improved health, wellbeing, and cognitive outcomes for students. In response to these findings, school systems around the world are mandating the collection of school climate data in schools. However, reviews of the literature indicate that there are relatively few instruments that provide evidence to support translation and criterion validity and assess the school climate from the perspectives of primary school students; and all of them were considered unsuitable or problematic for our purposes. To overcome this gap in the literature, this article describes the development and validation of a school climate survey designed to assess primary school students' perceptions of school climate. Evidence to support translation validity is provided through data collected at various stages of the development process. Further, data collected from a sample of 1193 primary school students (years 3 to 6) were analysed to provide evidence to support convergent, discriminant concurrent, and predictive validity. The survey and evidence of its psychometric properties are significant for researchers, schools, and education systems seeking to assess primary school students' perception of the school climate. [ABSTRACT FROM AUTHOR]

This systematic meta-review evaluated the effects of exercise with and without protein interventions on muscle strength and function in older adults with sarcopenic obesity. PubMed, Cochrane Database of Systematic Reviews, Cumulative Index to Nursing and Allied Health Literature, Scopus, and SPORTDiscus databases were searched through February 2021 for relevant systematic reviews and meta-analyses with aerobic, resistance, and/or combined training interventions with and without protein supplementation in older adults ≥ 65 years with sarcopenic obesity. This meta-review showed that exercise with and without protein supplementation improved body composition (i.e., decreased percentage body fat) and functional outcomes (i.e., gait speed and grip strength). Because the current literature is limited, determining the effects of exercise and combined protein supplementation in this population requires further investigation. In the meantime, protein recommendations should align with general sarcopenia recommendations. Based upon available findings, tentative exercise recommendations to optimize health outcomes in this population are proposed. [ABSTRACT FROM AUTHOR]

Purpose The formation, implementation, outcomes, and impact on retention of a health system–based pharmacy technician training program are described. The program seeks to produce graduates who are well equipped for employment within the health system and eligible for certification by the Pharmacy Technician Certification Board, thereby developing a consistent source of well-trained technicians to meet the needs of the health system. Summary The program's ideal candidate is one who is seeking to begin or transition to a career in health-system pharmacy. The affordable accredited program provides candidates with the skills needed to become a certified pharmacy technician. A distinguishing feature of the program design is the pace of the curriculum, designed to be completed in 11 weeks. The program is accredited by the American Society of Health-System Pharmacists and the Accreditation Council for Pharmacy Education at the entry-level accreditation standard. The program is structured to enroll 3 cohorts annually, beginning in April, August, and January. This provides a consistent and dependable bolus of graduates for hiring managers across the health system's pharmacy department. The program supports enrollment by internal and external candidates. In addition to didactic content, the simulation component of the program combines remote and onsite simulations. Following completion of the didactic and simulation content, students receive 2 blocks of acute and ambulatory care shadowing for 111 hours over 2.5 weeks of experiential content. The program realized benefits by partnering with an external digital content provider. First, the platform enabled the team to accelerate the time to program launch. A second benefit of the platform is the ability to conduct the program and update content. In April 2018, the institution launched the program to meet pharmacy technician needs within the organization. As of April 2022, 11 cohorts have successfully completed the program, with a total of 41 graduates. At the time of writing, the retention rate in the health system for those beginning the training program in April 2018 was an impressive 90%. In comparison, the overall retention rate for the pharmacy department during this same period was 31%. The program has a graduation rate of 93% and a job placement rate as a pharmacy technician of 90%. The institution believes that this program has helped provide a consistent supply of well-trained technicians to meet the needs of the health system and that the program provides a superior level of clinical training to technician students at an affordable price. The program represents a novel strategy to efficiently and effectively train pharmacy technicians and has been demonstrated to result in improvements to the health system. Conclusion Establishing a pharmacy technician training program provides a mechanism to ensure continuity and uniformity as healthcare continues to evolve. By providing a source of well-trained pharmacy technicians, the program allows the profession to continue to achieve its overarching aims. [ABSTRACT FROM AUTHOR]

ABSTRACT Aims Design Methods Results Conclusions Implications for the Profession/ Patient Care Patient or Public Contribution Our study aims to analyse 8 commonly used textbooks to determine how diverse skin tones are represented in paediatric nursing practitioner education.Literature reviewed from 2016 to 2024 demonstrated that the lack of darkly pigmented skin colour representation in health science education leads to diminished patient outcomes for these populations. Our study sought to study representation teaching images and eight commonly referenced nursing textbooks were chosen for this study, given their use in paediatric nurse practitioner education. Of the eight textbooks selected, five were analysed based on inclusion criteria.Two investigators trained in skin prototyping coded each textbook for skin colour representation and coded during 2023–2024. Coders used the widely accepted prototyping scale, the Fitzpatrick Scale (range I‐VI, with I being the lightest colour skin and VI the darkest). Teaching photographs were defined as all photos used to provide insight into a disease or diagnostic technique that included human skin. Two individual coders coded and documented data, ensuring each coder was blinded to the overall results.Our analysis of 5 textbooks revealed that 2112 images met the criteria as teaching images. Of the 2112 teaching images, 593.5 included images of type IV‐VI skin (darkly pigmented skin), resulting in a 28% representation of dark skin tone images. Additionally, 2 of the 82 total illustrations included patients with dark skin tones, indicating a representation of 2.5%. However, chapters addressing conditions of child abuse/neglect (55.95%) and stigmatised social issues (infectious disease, 54.88%) displayed a disproportionate representation of patients from these demographics.Our results highlight the importance of enhancing equitable representation in educational resources for nursing practitioners.There is room to collaborate with other health science institutions to establish clear guidelines for future improvement in expanding teaching images to include diversity representation in education.No patient or public contribution. [ABSTRACT FROM AUTHOR]

Purpose: The guiding documents of the social work profession establish social justice as central to the discipline and practice of social work, yet there is little consensus on the meaning of the term. Therefore, the goal of this study was to examine how faculty and staff in one school of social work defined social justice. Methods: Data for this study were drawn from a school climate survey distributed within one school of social work with an explicitly stated commitment to social justice. Ninety-three staves and faculty responded to the open-ended question: How do you define social justice? Findings: Three themes were identified in how participants defined social justice as a form of evidence-based meaning making: (1) equality, (2) equity, and (3) advocacy and action. Discussion: We conclude this article by discussing implications for how social workers can incorporate a critical approach to defining social justice that extends beyond equality and equity. Specifically, we recommend that the profession work toward a common, evidenced-based understanding of social justice to effectively educate current and future social workers to dismantle systems of oppression at all levels of social work. [ABSTRACT FROM AUTHOR]

Researchers have highlighted gaps in the work readiness (WR) of allied health (AH) graduates and the capabilities required to successfully work in an interprofessional collaborative practice healthcare environment. In the studies conducted, the focus has generally been on one AH discipline or on one participant group across disciplines, such as new graduates. We explored WR capability of new AH graduates across three participant groups (managers, supervisors, and graduates) and across several AH disciplines in the health sector. Focus groups using Critical Incident Technique (CIT) were conducted with 47 participants (14 new graduates, 13 supervisors, and 20 managers) from four public health organisations across Eastern Australia. CIT identified examples where new AH graduates had/did not have necessary WR capabilities to manage situations in the collaborative practice environment. Using thematic analysis, we found four main themes related to WR expectations of AH graduates (work skills and knowledge, working with others, personal attributes, and organisational knowledge), with several sub-themes. Some aspects of identified themes/sub-themes were unique to the AH interprofessional work context. Understanding of AH graduates' WR from multiple perspectives could support development of programs to enable graduate success in interprofessional working environments. [ABSTRACT FROM AUTHOR]

Research into metacognitive processes within interprofessional clinical simulation has been largely overlooked in the literature. This study explores how interprofessional simulation may influence cognitive and metacognitive processes across several professional programmes; medicine, nursing, pharmacy, and occupational therapy. This study focused on changes in performance pre- and post-simulation, with undergraduate students from each profession answering a set of questions related to the simulation case, requiring specialized knowledge from each profession. Question scores, item confidence judgment ratings, and calibration values were collected and analyzed. The data revealed a pattern of convergence in post-simulation assessments, where professions initially with lower performance in the pre-simulation phase improved, and those initially performing well demonstrating a decline in performance. Calibration values indicated that medical students developed metacognitive errors from their interactions in the simulation, which were not present pre-simulation, and that occupational therapy students suffered a loss of confidence and calibration in questions within their own field resulting from their experience (being more accurate pre-simulation). The authors anticipate that the phenomenon of convergence may have longer-term consequences, potentially fostering distrust among professions for those with declining performance. The authors propose that expanding awareness of convergence phenomena and conducting repeated simulations (thus facilitating further team development) could mitigate this issue. [ABSTRACT FROM AUTHOR]

This paper addresses data privacy concerns and the need for a low computational framework in health sciences education. Introducing hybrid parametric splines as a novel approach in ECG signal modeling, the study explores three cases: parametric cubic spline, parametric quartic spline, and a hybrid approach combining both methods with second-order continuity. Accuracy is assessed using power spectrum analysis, root mean square error (RMSE), percent root mean square difference (PRD), Cross correlation, and Dynamic Time Warping (DTW) validated measures. Additionally, statistical analysis, including the Bland-Altman scatter plot, supports the hybrid approach. The hybrid approach achieves a harmonious blend of smoothness, heightened flexibility, and increased accuracy while ensuring computational simplicity. Efficient utilization of fewer data points optimizes storage and processing. Capable of generating diverse ECG signals, it allows flexibility in creating various scenarios. The hybrid approach demonstrates superior accuracy, as evidenced by the obtained RMSE, PRD, Cross correlation, and DTW values of 0.0410, 15.76, 0.98, and 0.49, respectively.Contributing to the advancement of ECG modeling, these findings provide enhanced visualization, analysis, and educational demonstrations in health science education, particularly in cardiovascular physiology. This research offers valuable insights for improving education in cardiovascular health sciences through the application of ECG modeling. By adopting the hybrid approach, educators and researchers can enhance their understanding and teaching of cardiovascular health, ultimately leading to improved education and advancements in the field. [ABSTRACT FROM AUTHOR]

Importance: The Cognitive Orientation to daily Occupational Performance (CO-OP) is an evidence-based intervention approach that has significantly increased in popularity over the past two decades. However, how the research literature on this topic is patterned is still unknown, so it is difficult to identify potential areas for research and clinical interest. Aims: To analyze the literature published on the CO-OP approach to provide a detailed and structured analysis of the publication patterns. Data Sources: All literature related to CO-OP included in the Web of Science database through June 15, 2024. Study Selection and Data Collection: All published studies related to CO-OP were included in the bibliometric analysis, which was conducted on the raw data retrieved from the Web of Science database using the Bibliometrix R package. Findings: The annual growth rate in CO-OP research has been 0.8%, significantly increasing from 2015 onward. Most of the research has been published in occupational therapy and rehabilitation journals by English-speaking research teams, and its scope has expanded from developmental coordination disorder to a wide range of health conditions. In addition, two main lines of research have emerged: one focusing on understanding the underlying cognitive processes involved in CO-OP and the other focusing on its clinical effectiveness. Conclusions and Relevance: Research on CO-OP has significantly increased over the past decade, and it currently encompasses a wide range of areas. This analysis may facilitate the advancement of research on and the clinical practical application of CO-OP. Plain-Language Summary: The Cognitive Orientation to daily Occupational Performance (CO-OP) is an evidence-based intervention approach that has significantly increased in popularity over the past two decades. Occupational therapists use it to improve the occupational performance of both children and adults with movement difficulties. However, it is unknown how the research literature on this topic is patterned, so it is difficult to identify potential areas for research and clinical interest. This study found that scientific literature on CO-OP has significantly increased in the past decade and that its scope has expanded from developmental coordination disorder to a wider range of health conditions, such as cerebral palsy. Moreover, research is now focused on two main questions: What are the underlying cognitive processes involved during intervention, and how effective is the CO-OP approach? These findings can be used to further improve occupational performance and participation among occupational therapy clients who struggle with motor performance and planning. This review found that scientific literature on the Cognitive Orientation to daily Occupational Performance (CO-OP) has significantly increased to include a wider range of clients, including people with developmental coordination disorder (DCD), ADHD, and cerebral palsy. [ABSTRACT FROM AUTHOR]

The article offers guidance for creating a benchmark for student achievement or performance in higher education institutions, particularly in a radiology technology program. It outlines the components of a Joint Review Committee on Education in Radiologic Technology (JRCERT) assessment pan. Factors considered when creating a benchmark include ability of students to meet a program's minimum level of achievement, positional competence, historical data trends and communities of interest.

Background: The increased utilization of digital screens is an unavoidable consequence of the technology era. Digital eye strain (DES) is a prevalent health problem among higher education students in Saudi Arabia, especially health sciences students due to the frequent use of digital sources and virtual classes. Thus, this study aimed to assess the severity of digital eye strain syndrome (DESS) symptoms and preventive ergonomic practices among higher education health science students in Saudi Arabia. Methods: A cross-sectional study using multistage cluster sampling in three cities (Dammam, Riyadh, Jeddah) in Saudi Arabia. A convenient sample of 328 health science students was selected using an equal allocation technique. The researchers designed and used an online survey of three sections: personal and digital device use-related data, the DESS questionnaire, and the self-reported preventive ergonomic practices scale. Results: DESS is a widespread problem among 72.0% of health science students, and 58.2% had unsatisfactory ergonomics. The frequently reported symptoms were blurred vision (32.9%) and increased sensitivity to light (33.5%). The severe eye-related symptoms were headache (45.85%), foreign body inside the eye (43.71%), eye burning (40.19%), and dryness (39.76%). Logistic regression analysis revealed that the female sex, years of screen utilization and the number of hours per day, screen use without rest, and frequency of virtual classes per week, eye disease, digital screen utilization for studying, nonuse of protective eye measures, and using numerous digital devices were significant predictors of DESS risk (P < 0.05). Conclusions: DESS is a common problem among many health science students, with headaches and foreign body sensations in the eye being the most frequent symptoms. Screen utilization time and eye disease are significant predictors of DESS, while most items' application of ergonomic practices was low. Educational programs are needed to increase student's awareness of ergonomic practices. [ABSTRACT FROM AUTHOR]