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Bariatric dentistry is the branch of dental medicine focused on preventive and comprehensive oral health care of overweight or obese patients. Obesity is an increasing US and international health problem and is a condition characterized by abnormal or excessive fat accumulation in the adipose tissue and is categorized by body mass index (BMI) according to the World Health Organization (WHO). With the increase of morbid obesity worldwide and the unfavorable effect on the overall health and life expectancy, it is necessary that proper accommodations are made for accessible dental care of this vulnerable population of patients. The following case report details the emergency and the subsequent elective dental treatment of a patient with a morbid obesity and demonstrates the importance of necessary equipment, a multidisciplinary approach, and broad networking communication needed to treat bariatric patients. The aim of the present case report was to bring awareness and start professional discussions on the importance of dental practitioners in the community and dental academic programs working together to assure access for primary oral health for bariatric patients. [ABSTRACT FROM AUTHOR]

Background: Happiness is crucial for human wellbeing. Nursing students encounter distinct challenges such as stress, burnout, and emotional exhaustion, which can negatively impact their mental health. Cultural and societal factors also influence happiness. Objective: This study conducted a comparative analysis of Big Five personality traits and emotional regulation (ER) as predictors of happiness among nursing students in Saudi Arabia and Jordan. Methods: This cross‐sectional study included 739 nursing students from Jordan and Saudi Arabia who were selected using a multistage sampling technique. The instruments utilized in this study were the short version of the Big Five Inventory for assessing personality, Oxford Happiness Inventory for measuring happiness levels, and Emotional Regulation Questionnaire for evaluating ER. To identify the predictors of student happiness, stepwise regression analysis was conducted, and cross‐country comparisons were made using a "pool analysis" method. Results: The findings indicated that 62.1% of the participants reported moderate levels of happiness, whereas 36.0% reported high levels. There were significant differences in happiness levels between Jordan and Saudi Arabia (p = 0.003), with Jordanian students reporting lower happiness levels. In Saudi Arabia, there were significant variations based on age (p = 0.049) and academic year (p = 0.013). Multiple regression analysis revealed that higher agreeableness, extraversion, and conscientiousness were positively associated with happiness while openness had a weak association. Conversely, higher Neuroticism, being in Jordan, and being male were negatively associated with happiness. Nominal regression analysis indicated that extraversion and agreeableness are significant predictors of higher levels of happiness, whereas neuroticism is associated with lower levels of happiness. Furthermore, males and non‐Saudis were more likely to report lower levels of happiness. Conclusion: This study revealed notable determinants of happiness among nursing students in Saudi Arabia and Jordan. ER, Big Five personality traits, and demographic factors play influential roles. Overall, the robust regression model emphasized the dependability of these findings, providing valuable insights for nursing education and interventions aimed at improving student wellbeing. From a practical standpoint, these findings can guide the development of personalized mental health support programs and interventions designed to enhance the happiness and wellbeing of nursing students. [ABSTRACT FROM AUTHOR]

Aim: Identify the skills and knowledge future nurse and midwife leaders might require in the next 6 years. Design/methodology/approach: An online questionnaire elicited health professionals' perspectives on the future requirements for nurse and midwife leaders. Qualitative data were generated in response on health care and the likely leadership skills for the future. Data were extracted and analysed using qualitative content analysis. Findings: Four generic categories were abstracted from the core category 'Nursing and Midwifery Leadership'. These were values/traits; creating positive healthcare cultures; digital capability/competence; and systems thinking. Limitations/implications. This first stage evaluation has gained a wide variety of perspectives regarding the perceived skills and knowledge future nurse and midwife leaders might need. This is important to enable those who deliver leadership development programmes to plan appropriately, ensuring their programmes are designed and adjusted in response to the needs of a shifting health and care landscape. However, over 50% of respondents were White, so the data may not be representative of the diversity of registered nurses and midwives. The findings may not have direct relevance to the global context due to geographical limitations. [ABSTRACT FROM AUTHOR]

Background: The challenges associated with ensuring widespread system changes to enable early diagnosis and prevention of oral cancer could benefit from interprofessional practice. A needs assessment study was conducted to inform the Interprofessional Education and Collaborative Practice (IPECP) course related to oral cancer. The primary objectives of this study were 1) to establish a tool assess the knowledge attitude and practice (KAP) related to prevention and early detection of oral cancer of health professional students, and 2) to assess the same KAP of pre-licensure dental students. Additional objectives were to consider the possibility that dental students would demonstrate good scores related to early detection and prevention of oral cancer thus indicating their readiness for interprofessional learning and collaborative practice. Methods: Two questionnaires were utilized for this study which included 1) Readiness for interprofessional learning was assessed using the pre- validated tool of Readiness for Interprofessional Learning Scale (RIPLS) 2) A questionnaire to assess the KAP related to early diagnosis and prevention of oral cancer which was developed, validated, and evaluated. Statistical analysis includes, descriptive statistics, Mann–Whitney U test, Ordered logistic regression and Probit analysis. p value was set at < 0.05. Results: A total of 130 dental students (74.6% female) were included in the study. Mean scores related to KAP were 15.96 ± 1.394, 4.70 + 1.146, 7.02 ± 1.019 respectively. The mean score of RIPLS was 73.15 ± 15.961. The probability of overall samples to have good RIPLS scores was around 0.68 to 0.76 (Male 0.68—0.82 & Female 0.68 -0.74). The percentage of students having good knowledge score was 93.8%, good attitude score was around 54.6% and good practice score was around 90%. Conclusion: Knowledge and practice related to prevention and early detection of oral cancer were scored highly. Attitude scores were lower in a relatively higher proportion of participants and needed to be addressed in the curriculum. RIPLS score indicates a positive attitude towards interprofessional learning. [ABSTRACT FROM AUTHOR]

Background: This investigation evaluates the utility and benefits of integrating interprofessional education (IPE) into laparoscopic training, aiming to enrich medical education and skill acquisition methodologies. Methods: The study randomly allocated 36 participants of a 2023 laparoscopic training course into experimental and control groups, each comprising 18 individuals. The control group underwent traditional theory and practical training, whereas the experimental group additionally engaged in interdisciplinary instruction with nursing educators and participated in simulated laparoscopic surgery exercises. The effectiveness of this interdisciplinary approach was assessed by comparing laparoscopic theory and simulation performance, Objective Structured Assessment of Technical Skills (OSATS) scores in animal-based training, and course satisfaction between the groups. Moreover, the impact on interdisciplinary collaborative competencies was measured through pre- and post-training self-evaluations using the Interprofessional Collaborative Competency Attainment Survey (ICCAS) in the experimental group. Results: The experimental group demonstrated superior performance in laparoscopic theory and simulation, as well as higher OSATS scores, compared with the control group. Satisfaction ratings regarding the skills practice mode, effects, and instructional quality were also significantly better in the experimental group (P <.05, P <.01). Furthermore, participants in the experimental group reported significant pre-to-post training enhancements in interprofessional communication, team collaboration, role perception, conflict management, and learning and feedback marked by statistically significant differences (P <.05, P <.01). Conclusion: The introduction of an IPE framework significantly boosts laparoscopic training efficiency and promotes team collaboration awareness. This model effectively bridges gaps between disciplines, illustrating substantial applicative value and expansion potential within medical education and skill training arenas. [ABSTRACT FROM AUTHOR]

Objective: To investigate the physical activity levels of students enrolled in a standard fitness walking class versus a service-learning dog walking class. Participants: College students (N = 65) from a university in the Southeastern United States (71% female; 85% White; 72% seniors). Methods: Students wore NL-1000 pedometers twice a week for 50 minutes for a full academic year. Service-learning students also completed reflection papers. Pedometer data was analyzed using SPSS and papers were analyzed through inductive coding. Results: Significant differences were found in each quantitative measure collected between classes. Students in the service-learning fitness walking class took more steps, walked further, and obtained more minutes of moderate to vigorous physical activity than the students in the standard fitness walking class. Results from student reflections provided insight into why these differences occurred as well as additional student experiences. Conclusions: Incorporating a service component into a physical activity course can be beneficial. [ABSTRACT FROM AUTHOR]

The number of interdisciplinary courses being developed in higher education across different countries is increasing. The people responsible for developing and enacting interdisciplinary courses can have significant design and teaching autonomy, but little is known about how they understand interdisciplinarity. This study uses phenomenographic interviews to address the question: how do interdisciplinary course leaders understand interdisciplinarity? This includes exploration of the relationships between different understandings of interdisciplinarity. Findings from interviews with 23 interdisciplinary course leaders reveal understandings of interdisciplinarity expressed in relation to (A) definitions, (B) knowledge spaces, and (C) situated knowledge work practices. Understandings were multiple and heterogeneous; they varied between participants and more importantly participants each expressed understandings belonging to multiple categories. Findings show that academics' views about what interdisciplinarity means are rarely exclusively aligned with normative definitions, but instead are marked by individuals' construction of meaning through processes of acquisition, sense-making and situational judgment. The study's findings could be used in future educational design and planning work to elicit and discuss different stakeholder understandings of interdisciplinarity. [ABSTRACT FROM AUTHOR]

Purpose: Engagement in CME/CPD has a positive impact on healthcare professionals' (HCPs) knowledge, skills, and performance, and on patient outcomes, therefore it is critical to better understand the components of CME/CPD systems that foster engagement, high-quality education, and impact. Methods: An assessment of CME/CPD systems was conducted using a mixed-methods approach that included interviews with in-country subject matter experts and qualitative and quantitative data from practicing in-country physicians. Results: Results demonstrate areas of consistency in CME/CPD systems across world regions that included: types of educational providers; types of credit; educational formats; self-tracking of participation; high-degree of compliance when education is mandatory; overall satisfaction with available education; strong support for interprofessional education; and lack of alignment or evaluation of engagement in education with population health outcomes. Areas of variation included: whether engagement in education is required as a condition to practice medicine; whether regulations are uniformly applied; if mechanisms to ensure independence existed; and physician perceptions of independence. Conclusion: Results of this assessment maybe used by a variety of different stakeholders to assess how well country-level CME/CPD systems are meeting the needs of practicing physicians and determine what, if any, changes might need to be implemented to improve outcomes. [ABSTRACT FROM AUTHOR]

Simulation training in healthcare settings has become a valuable training tool. It provides an ideal formative assessment for interdisciplinary teaching. It provides a high fidelity and highly immersive environment where healthcare staff and students can practice developing their skills in a safe and controlled manner. Simulation training allows staff to practice skills that better prepare them for clinical emergencies, therefore possibly optimising clinical care. While the benefits of simulation education are well understood, establishing a programme for use by critical care staff is complex. Complexities include the highly specialised scenarios that are not typically encountered in non-critical care areas, as well as the need for advanced monitoring equipment, ventilation equipment etc. These 12 tips are intended to assist healthcare educators in navigating the complexities in the establishment of a critical care simulation programme, providing advice on selecting target audiences, learning outcomes, creating a critical care simulation environment and recommendations on evaluation and development of the programme. [ABSTRACT FROM AUTHOR]

The study examined (1) the extent of APA Style writing knowledge and understanding among a purposive sample (N = 118) of incoming MSW students; (2) determined the impact of a structured workshop on their level of APA knowledge; and (3) examined the influence of undergraduate academic major on level of knowledge and understanding of APA Style writing rules. The predominantly White female sample were new enrollees attending the MSW Program orientation. Most were undergraduate psychology, social work, and sociology majors. Other undergraduate majors included child/family studies, history, communications, and interdisciplinary studies. Data were collected using the APA Knowledge and Understanding (AKU) pretest and posttest Survey that includes 18 Likert-style items. The scoring range on the AKU Survey is 1 (Not difficult at all) to 5 (A great extent of difficulty), and the alpha coefficient for the survey items was 0.925. The overall mean pre-test score for the sample was 2.96. Posttest scores following the workshop were significantly improved for all APA study variables, with a combined mean score of 4.36. Undergraduate academic major significantly impacted level of APA knowledge and understanding among the sample (Lambda (162, 729) = 0.119, p =.005). Study results strongly support the use of structured workshops for APA Style writing rules instruction. [ABSTRACT FROM AUTHOR]

The rapid technological advances of Industry 4.0 require Science, Technology, Engineering, Mathematics (STEM) education to adapt and meet the needs of an increasingly digital workforce. However, institutions face significant obstacles in updating their lab spaces due to the significant investment of time and resources required. This article presents innovative approaches that aim to reconcile these conflicting goals. Flexible laboratory configuration approaches are described that can be implemented in diverse learning scenarios to optimize the sustainable use of resources in an educational context. The results suggest that, with strategic planning, adaptable STEM laboratory configurations are beneficial for education in the context of Industry 4.0. [ABSTRACT FROM AUTHOR]

This article discusses children's rights as social semantics, approaching them as a form of self‐description of a paradoxical relationship that has emerged from the late twentieth century within several social systems, a relationship between generational order and children's position as holders of human rights. Charles Taylor's theory on the evolution of the semantics of human value is combined with a wide interdisciplinary array of contributions from Childhood Studies, Social Work, Pedagogy, Studies on Constitutionalism to propose an innovative social ontology of children's rights. Although the UNCRC has been the object of critical scrutiny since the early 1990s, the authors are not aware of any previous attempt to approach children's rights as social semantics in an attempt to illuminate the dynamic and paradoxical coupling within discourses on childhood between a fundamental social process, the reproduction of generational order and a fundamental social institution, human rights as codified in western modernity. The authors argue that while describing a paradoxical coexistence between intergenerational order and human rights, the semantics of children's rights maintains its unity as a cultural form because another semantic distinction, between human rights and personal rights continue to generate social meaning. It is hoped that the scholarly debate will benefit from the contribution of this article to enrich the debate around the social ontology of childhood and children's rights. [ABSTRACT FROM AUTHOR]

Background: The influx of patients in the acute care setting with opioid use disorder (OUD) has outpaced many hospitals' ability to educate interprofessional staff. This creates distressing experiences for interprofessional staff and patients, leading to moral distress and burnout in staff and poor patient outcomes. Objective: The purpose of this study was to improve interprofessional staff knowledge, attitudes, and perceptions toward working with patients who have OUD using a blended classroom-simulation-based curriculum. Methods: A preintervention and postintervention design was selected. Interprofessional staff (n=46) participated in a blended classroom-simulation educational intervention focused on the neurobiology of OUD, stigma reduction, pain management, and harm reduction principles, followed by 3 high-fidelity simulation scenarios. Participants completed the Drug and Drug Problems Perceptions Questionnaire to measure staff self-perceived knowledge, skills, and attitudes when working with patients who use drugs before, immediately after, and again 3 and 6months postintervention. Results: Most respondents were nurses with an average of 7.6 (SD, 9.6) years of experience. The majority did not have prior training in substance use disorder before (75.6%). There was a statistically significant decrease in mean Drug and Drug Problems Perceptions Questionnaire scores across the total score mean: 55.2 (95% confidence interval, 52.2-58.3) versus 45.5 (95% confidence interval, 43.9-47.1), P<.001. Decreased score indicates improved attitude and perception. Discussion: A curriculum consisting of a blended classroom-simulation intervention was successful at improving several domains regarding perceptions of caring for patients with OUD. This educational intervention can serve as a model for health care systems with goal of improving patient outcomes and staff well-being. [ABSTRACT FROM AUTHOR]

Introduction: Lifestyle is the root cause of most chronic disease, disability, and death. Lifestyle Medicine (LM) is an established, board certifiable field of medicine. Physical Medicine and Rehabilitation (PM&R) is a multidisciplinary field which focuses on function and quality of life. The symbiosis of PM&R and LM is increasingly being recognized. Objective: To gauge the awareness of, use of, and interest in LM of PM&R residents and ask if they think PM&R physicians should be leaders in LM. Methods: Cross sectional survey of PM&R residents across PM&R programs in the USA. Results: Fifty-three percent of PM&R residents were familiar with LM. 85 and 84% of their medical schools and residencies had no LM education. PM&R residents "sometimes" included LM principles in their patient encounters. 88 and 89% of PM&R residents thought that medical schools and residencies should have LM education and 78% thought that PM&R physicians should be leaders of LM. Conclusions: This is the first study assessing the views on LM of PM&R residents. Despite the fact that PM&R residents lacked LM education, over half knew about LM. The vast majority felt that there should be more LM education in medical school and residency, and that PM&R physicians should be leaders of LM. [ABSTRACT FROM AUTHOR]

In line with the upward trend of applying online video in education, this study examined factors influencing the behavioral intention of children to use video-sharing tools in an integrated elementary curriculum. A total of 222 children from Taiwan participated in this study, wherein a questionnaire survey extending a technology acceptance model was conducted to gather data after a cross-classroom video-sharing activity. Results showed that the three external factors of social presence, perception of enjoyment, and perception of visual attractiveness positively affect children's behavior intention toward using video-sharing tools. The resultant joy and enhanced interest of this process will improve their learning experience and usage attitude. This study further examined the role of gender and digital divides in children's adoption of video-sharing tools. The results of multigroup analysis revealed that perceived enjoyment is the dominant external predictor, especially for females and disadvantaged children. The implication of these three external factors and the influence of mobile devices are also discussed. [ABSTRACT FROM AUTHOR]

The formation of environmental literacy in the education system through education for sustainable development (EfSD) experiences many obstacles. The aim of the research is to analyze the impact of interdisciplinary science learning for interdisciplinary oriented education for sustainable development to improve interdisciplinary thinking and environmental literacy of prospective teachers. The experimental method with a quasi-experimental pretest posttest group design was used in this study. The data collection technique used is an environmental literacy questionnaire and an interdisciplinary thinking test. Data analysis technique used independent t test. The results obtained were that the science interdisciplinary learning effective in improving interdisciplinary thinking performance and environmental literacy. The performance of students' interdisciplinary thinking affects environmental literacy of students. The university forms student teacher candidates who have the ability to think interdisciplinary so that they can manage science learning in an interdisciplinary and environmentally literate manner. The implication of this research is the importance of fostering interdisciplinary thinking and environmental literacy at all levels of education. [ABSTRACT FROM AUTHOR]

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Background: Inappropriate use of antimicrobials can push the environment out of balance, and cause unnecessary waste that can contaminate our soil, animals and waterways. Health professional education is committed to preparing students for antimicrobial stewardship (AMS) and supporting planetary health, but a more multidisciplinary action is needed to curb the expansion of antimicrobial resistance (AMR). The aim of this scoping review is to showcase the current antimicrobial knowledge of undergraduate students across the disciplines of medicine, pharmacy, nursing, dentistry and veterinary. This will consequently showcase the gaps and trends across the different disciplines and countries to help inform planetary health multidisciplinary undergraduate curriculums. Methods: A search of the existing literature published prior to December 2023 was conducted using CINAHL, EMBASE, MEDLINE, SCOPUS, and ERIC databases. Studies were excluded if they included postgraduate students or discussed the knowledge, attitude and practice (KAP) of students towards antimicrobial prescribing, AMR and AMS related to a specific learning activity. Results: A total of 144 articles were included. The most represented countries were India and Pakistan accounting for 17% and 8% of the studies, respectively. Single-disciplinary research accounted for approximately 80% of the studies. Medicine was the most represented discipline in both single-disciplinary and multidisciplinary research, appearing in approximately 62% of the studies, followed by pharmacy appearing in approximately 30% of the studies and dentistry appearing in approximately 18% of the studies. Three major priority themes were identified: students are more familiar with the term AMR compared to AMS; inappropriate use of antimicrobials is seen as the main driver of AMR; and the need for more training and education in the field of appropriate antimicrobial prescribing, AMR and AMS. Conclusion: This review has highlighted that there is a need for more AMS interprofessional education (IPE) activities in all five disciplines, and especially within the disciplines of nursing, veterinary and dentistry, as shown by a lack of multidisciplinary research in this area. Most of the knowledge assessments have just touched the surface of AMS and focused on inappropriate antimicrobial use alone. Interdisciplinary planetary health education needs to go beyond these skills and broaden the understanding of other factors that can contribute to AMR such as inappropriate disposal, environmental contamination, monitoring and surveillance, one health, false allergies, and more importantly, how each health professional can contribute to a team. [ABSTRACT FROM AUTHOR]

Background: Innovative approaches to graduate education that foster interdisciplinary learning are necessary, given the expansion of interdisciplinary research (IDR) and its ability to explore intricate issues and cutting-edge technology. Purpose: This study examines an intervention to develop critical reading skills of the primary literature (CRPL), which are often assumed and unaided by formal instruction in graduate education (GE) yet are crucial for academic success and adapting to new research fields. Methods: This study applied mixed methods and a pre-post design to assess the effectiveness of a CRPL intervention among 24 doctoral students from diverse fields engaging in the interdisciplinary field of science policy research. The intervention was a 4-week online course with explicit instruction in a categorical reading approach, the CERIC method (claim, evidence, reasoning, implications, and context), combined with social collaborative annotation (SCA) to facilitate low-stakes, peer-based discourse practice. It examined how participation changed participants’ CRPL skills and self-perceptions. Results: The intervention significantly improved CRPL, t(23) = 13.6, p < 0.0001; research self-efficacy, t(23) = 4.9, p < 0.0001; and reading apprehension, t(23) = 4.3, p < 0.0001. Qualitative findings corroborated these findings and highlighted the importance of explicit CRPL instruction and the value of reading methods applicable to IDR. These results aligned with sociocultural and social cognitive theories and underscored the role of discourse and social engagement in learning critical reading, which is traditionally viewed as a solitary activity. Conclusion: The findings present a valid and innovative model for developing CRPL skills in interdisciplinary GE. This approach provides a model for scaffolding CRPL that can be adapted to IDR contexts more broadly. Implications: The study findings call for revising graduate curricula to incorporate explicit CRPL instruction with peer-based discourse, emphasizing integrations in higher education anywhere students encounter primary literature. The findings advocate for formal and informal adoption of the reviewed methods, offering a significant contribution to interdisciplinary GE pedagogy. [ABSTRACT FROM AUTHOR]

Urban planning significantly influences the physical and health profile of urban environments. This paper explores the critical nexus between urban planning and public health, emphasizing the urgent need to integrate health considerations into the urban planning curriculum in India. Current urban planning courses often overlook public health aspects, resulting in a disconnect that could hinder the ability of urban environments to meet the health and well-being needs of their populations. Through a comprehensive review and analysis of curriculum data from selected Indian institutions of national importance—including the School of Planning and Architecture, Indian Institute of Technology Kharagpur, and National Institute of Technology, Bhopal—this study identifies significant gaps in the inclusion of health-related content in urban planning education. The analysis reveals a low occurrence of health-related themes within the planning curriculum, with essential topics like public health history, environmental health, and health impact assessments seldom addressed. To bridge these gaps, the paper suggests incorporating mandatory health-focused courses, such as Health Impact Assessments and public health fundamentals, into the curriculum. It also recommends interdisciplinary collaboration with public health professionals to enrich planning education. By restructuring the curriculum to include more comprehensive health-related education, future urban planners can be better equipped to create healthier and more sustainable urban environments, ultimately enhancing public health outcomes in rapidly urbanizing spaces. This research not only sheds light on current educational inadequacies but also proposes actionable steps towards a more holistic integration of health and urban planning disciplines. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to enhance integration of game-based learning (GBL) as a tool for conveying intricate circular economy (CE) concepts effectively into international and interdisciplinary higher education collaborations for the development of sustainable communities. Design/methodology/approach: A series of game-based workshops by the Circular EELISA Community of the EELISA European University program were examined in terms of their compliance with literature-based GBL characteristics and their international, interdisciplinary and online conduct. An online survey conducted with 17 workshop and/or challenge organizers from four participating universities in different countries revealed expert experiences and perceptions on these points. Findings: It was found that sensory elements, rewards and game choice enhanced engagement and motivation in all gamification, serious game and storytelling experiences, and that a combination of multiple GBL approaches was more effective than a single-method challenge design. Diversity-friendly collaboration, cooperation and immersion were particularly important when involving culturally and disciplinarily diverse participants. Practical implications: This study offers practical recommendations to improve both the performance of GBL-based learning environments in current and future education alliances and collaborations and the potential of GBL approaches to motivate youth to contribute to more sustainable communities across and beyond Europe. Originality/value: The findings underscore the value of innovative pedagogical methods in shaping environmentally conscious mindsets and practices across institutions of higher education. To that end, this is the first study that investigates GBL in CE education with implications for international university cooperation. [ABSTRACT FROM AUTHOR]

AbstractSport moves people physically, emotionally, socially and movement is central to sport. Yet, engagement with sport in mobilities studies is rare. This paper outlines an agenda for sport mobilities approaches to catalyse greater engagement in the field with the world of sport and to strengthen dialogues with, and mobilities’ position within, interdisciplinary sport studies. We first establish the promise of sport mobilities research before tracing existing engagements, and finally offering a framework for future sport mobilities approaches. [ABSTRACT FROM AUTHOR]

Robotics education is valuable for developing students' 21st century competencies. It is of significant importance for teachers and researchers to explore its effective pedagogies. Robotics learning is interdisciplinary, and the most effective pedagogy is problem-oriented instruction. This type of instruction requires students to independently identify heuristic problems which can be categorized into four types: paradox, critical reflection, anomaly, and practice problems. School students are too young to develop sophisticated self-regulated learning, thus requiring guidance from teachers. However, how teachers can best guide students to solve these four types of problems remains unclear. Accordingly, this study aimed to investigate teaching behavioral patterns in the instruction of a robotics course. The participants were 30 seventh-grade students and a teacher. We proposed a Teaching Behavior Coding Scheme and used Lag Sequential Analysis to analyze the course videos to identify various major teaching behaviors and their sequences in the heuristic problems. The results showed that the behaviors included indirect influence, direct influence and wait time. Indirect influence occurred more often than direct influence, and it is argued that enough wait time should be provided in the instruction. Moreover, the results further suggest that paradox is missing from this instruction. The teaching behavior patterns for the three types of problems are discussed. The findings propose a new method to analyze teaching behavior patterns, and also recommend how teachers can support students learning in interdisciplinary robotics courses. The results contribute to the literature by designing the Teaching Behavior Coding Scheme and confirming its use in a robotics course. [ABSTRACT FROM AUTHOR]

Introduction: The International Classification of Functioning, Disability, and Health (ICF) has been widely adopted in academic health profession education and is part of bachelor curricula since its introduction by the WHO in 2001. In this context, interprofessional exchange among health professionals from a biopsychosocial perspective has become increasingly important and is now a key part of bachelor's program curricula to learn with, about, and from each other regarding students' curiosity about interprofessional collaboration (IPC). This pilot study describes initial teaching experiences within an interprofessional elective module for health professions focused on patientcenteredness. It uses the ICF model to exemplify interprofessional exchange based on real patient experiences from the "DIPEx" database, which stands for "Database of Individual Patients' Experiences." Methods: Bachelor students from four healthcare professions learned in small interprofessional groups and selected case-related content from excerpts of real patient narratives from qualitative interviews in the DIPEx database. In a peer-to-peer process, students structured, analyzed, and reflected on selected patient experiences and presented their findings using the ICF model. Outcome: Develop a shared understanding of the case from a biopsychosocial perspective using the ICF model to communicate and reflect on patientcenteredness in interprofessional groups for a common care strategy rooted in patient-centeredness. Conclusion: This study illustrates how the shared analysis of a patient's experience of illness can lead to different perspectives on professional concepts for practice. The ICF model serves as a guiding structure and analysis tool. The core of the IPC, patient-centeredness, becomes the focus of the collaborative actions of the health professions. [ABSTRACT FROM AUTHOR]

AbstractThis article examines the integration of climate change education (CCE) within the curricula of agriculture, biology education, and environmental studies majors at a university in the Mekong Delta, Vietnam. The study employs a qualitative approach, utilizing semi-structured interviews and focus groups with lecturers and students to explore their perceptions and experiences. The findings reveal diverse pedagogical strategies, such as hands-on experiences and interdisciplinary projects, but highlight significant challenges including rigid curricula, resource constraints, and limited interdisciplinary collaboration. Students expressed a need for more mandatory and practically oriented CCE, emphasizing the relevance to their local environment. The discussion contextualizes these findings within international perspectives, comparing them to global trends and highlighting the necessity for curriculum transformation to address the identified challenges. The article concludes by advocating for a more integrated and flexible curriculum that leverages digital platforms and community engagement to better prepare students for the multifaceted challenges of climate change. [ABSTRACT FROM AUTHOR]

Purpose Health care professionals (HCPs) working collaboratively can improve patient outcomes and also increase their understanding of each other's professional roles. This descriptive study aimed to explore dental hygienists' perceptions of collaboration with dentists and intraprofessional educational (IntraPE) experiences. Methods A convenience sampling method was used to assess DHs perceptions of collaboration with dentists using the Interprofessional Collaboration Scale (ICS), a validated scale that measures perceptions of communication, accommodation, and isolation among HCPs. One open-ended question was added to explore IntraPE. Demographics, work characteristics and responses from the ICS were analyzed using frequency, mean, standard deviation, Pearson's correlation, t-test, ANOVA, and multivariable regression. Responses from the open-ended question were transcribed, organized, and coded. Themes were identified using the Delve Qualitative Analysis Tool. Results Of the 264 participants, the average age was 38.9, and most identified as female (98.9%). Data analysis revealed that DHs had positive perceptions of collaboration with dentists. Significant relationships were found between ICS factor accommodation and the average number of patients treated per day (rs = -0.242, p<0.001), dentists' age (rs = -.145, p<0.05). Isolation showed a significant negative correlation with the average number of patients treated per day (rs = -0.156, p<0.05). Most reported having no opportunities for IntraPE education experiences with dentists. Five categories of themes were identified from the open-ended question: shared academic setting, clinic dentist, externships, desire for more shared learning, and shared patient experiences. Conclusion Dental hygienists in this study had an overall more positive than negative perception of collaboration with dentists. Dental and dental hygiene programs should focus on intraprofessional education experiences to continue to enhance collaboration. [ABSTRACT FROM AUTHOR]

Building from a panel at the 2022 National Communication Association (NCA) annual convention, the present article seeks to ground communication studies/sciences as central to interdisciplinary conversations surrounding sexuality education and communication. Communication is integral to sexuality education, and topics of communication, sex, and sexuality education are researched across disciplines. Still, research on sexuality education within communication studies remains under-attended, and interdisciplinary sexuality education research remains siloed by academic discipline. Presenting a forum featuring both emerging and leading scholars in the field of communication researching sex(uality) education, the present article seeks to establish the academic discipline of communication as integral to research on sexuality education. To do so, we first discuss communication as an academic discipline and its advancements in sexuality education research. Next, communication scholars offer their expertise in sex(uality education) communication topics including family conversations, cultural influence, health inequities in education, and medicine. Collectively, these perspectives offer an understanding of current sexual health research in the field of communication, as well as next steps through direct application to conversations about sex, improvement to our medical and education systems, and community-based education and intervention. It is our hope that this article fosters a larger conversation about the importance of communication (studies/sciences) in sexuality education. [ABSTRACT FROM AUTHOR]

Nurse practitioners (NPs) are the fastest growing group of health care providers, with an increase of 8.5% over the past year and anticipated growth of more than 40% by 2031. Improving NPs' knowledge of how genes influence health enables them to assess, diagnose, and manage patients in all states of health in a safe, efficient, and competent manner. Nurse practitioners may also care for patients who obtain direct-to-consumer (DTC) genetic tests without provider oversight and share their results; improved knowledge of genetics can provide NPs with the information and resources needed to interpret and understand DTC test results. The literature indicates that NPs have limited understanding of basic genetic concepts and guidelines for prescribing drugs affected by genomic variability. As a result, NPs report low confidence in their ability to accurately interpret and apply genetic test results, which inhibits genomics-informed precision health care. This article provides resources and clinical recommendations for using the 2021 American Association of Colleges of Nursing Essentials and the American Nurses Association Essentials of Genomic Nursing to facilitate the integration of genomics into NP curricula and practice. These resources will help future and practicing NPs integrate genomics into practice and improve precision health care. [ABSTRACT FROM AUTHOR]

Covering mainly from 2013 up to 2023 with relevant references to work done before 2013 First reported in 1995, the dichapetalins and analogous compounds constitute a novel class of natural dammarane-type merotriterpenoids characterized by their unique 2-phenylpyrano moiety annellated to ring A of the dammarane skeleton. They have been reported from only two genera: Dichapetalum (Dichapetalaceae) and Phyllanthus (Phyllanthaceae). About 100 novel dichapetalins and dichapetalin-type compounds, including the acutissimatriterpenes and their antitumour and other bioactivities have been reported. In the present review, we cover the distribution, ethnobotanical and medicinal importance and the diversity of secondary metabolites reported from the two genera Dichapetalum and Phyllanthus from 2013 to date, with appropriate reference to relevant information prior to 2013. We also propose and discuss possible biosynthetic pathways, antitumour activity against a broad range of human and murine cancer cell lines, structure activity relationships, and other biological activities and mechanisms of action. Finally, the review deals with future perspectives which include expansion of the structural diversity and bioactivity scope, possible simplification of the structural complexity of the compounds to enhance their drug-likeness, in silico studies, and continuation of the search for new dichapetalins and dichapetalin-type compounds from the over 200 Dichapetalum and over 1200 Phyllanthus species yet to be investigated. It is envisaged that the present review will stimulate further multidisciplinary and interdisciplinary studies. [ABSTRACT FROM AUTHOR]

The article proposes the concept of participatory training to guide the integration of critical perspectives in the training of professionals who provide clinical/educational services and other supports for autistic individuals and families. Topics include opportunities for participatory training in neurodevelopmental disabilities, considerations in designing training programs, and description of the Leadership Education in Neurodevelopmental Disabilities and Related disorders (LEND) program.

The (STEM)2 Network (Sustainable, Transformative Engagement across a Multi-Institution/Multidisciplinary STEM Network) is a National Science Foundation Research Coordination Network-Undergraduate Biology Education funded project intended to bridge disciplinary and institutional silos that function as barriers to systemic change in science, technology, engineering, and mathematics (STEM) in higher education. We utilized three foundational frameworks to develop an adaptable model that we posit is applicable across contexts. The model includes a core infrastructure that, combined with intentional self-reflection, results in an adaptable design that can be tailored to individual institutions, contexts, and goals. Herein, we describe the inception of the network, the foundational theoretical frameworks that guide network development and growth, and detail network structure and operations with the intention of supporting others in creating their own networks. We share the nuts and bolts of how we developed the (STEM)2 Network, and include a supplemental network development planning guide to support others in utilizing the (STEM)2 Network model to reach their own objectives. [ABSTRACT FROM AUTHOR]

Abstract: Aim: In the following article we will give you an overview of pathophysiology, screening, diagnosis, therapy, and prognosis of children and adolescents with fetal alcohol spectrum disorders (FASD). Methods: A narrative search was carried out in the international literature of the last 30 years and the results were summarized. Results: Reliable screening for FASD that covers alcohol consumption throughout pregnancy is not yet available. A German S3-guideline can be used for the diagnosis of FASD. Most therapies for children and adolescents include pedagogical-psychological methods and are symptom-orientated sometimes accompanied by medication. Prognostically, FASD is a chronic disability. Addiction medicine professionals are vital to the prevention and early detection of FASD. Conclusion: FASD is a common, complex disorder about which there is still insufficient knowledge in the professional community. Discipline-specific and interdisciplinary education and awareness regarding alcohol use during pregnancy and FASD is therefore urgently needed. [ABSTRACT FROM AUTHOR]

Since 1991, there have been significant changes in medical education in Georgia. Key changes include adapting national legislation toward international standards, establishing the National Center for Education Quality Enhancement (NCEQE), which was recognized in 2018 by the World Federation for Medical Education (WFME) as an accrediting agency and opening the Association for Medical Education in Europe (AMEE) International Networking Center in 2019. Undergraduate medical education, regulated by the Ministry of Education, Science and Youth of Georgia, spans six years. MD graduates then have options for further career paths, including working as junior doctors, residency, and/or pursuing PhD research. The main challenges the country presently faces are: the need to reduce the increasing number of (mainly) private medical schools. Recent updates to the national standards for undergraduate medical education have imposed stricter accreditation requirements for MD programs, resulting in the closure of schools that fail to meet these standards; postgraduate medical education is governed by the Ministry of Internally Displaced Persons from the Occupied Territories, Labor, Health and Social Affairs of Georgia (MOH) and needs further reform due to limited and paid residency positions; continuous professional development (CPD) was optional until recently, which led to an increase in professional inaccuracy and malpractice cases. To address this, regulatory bodies, including the MOH and professional associations, are preparing the legal basis for introducing compulsory CPD. [ABSTRACT FROM AUTHOR]

Health and allied health professionals are uniquely positioned to collaborate in prevention, early intervention and responses to child maltreatment. Effective collaboration requires comprehensive interprofessional education (IPE), and inadequate collaboration across sectors and professions continually contributes to poor outcomes for children. Little is known about what interprofessional preparation health and allied health professionals receive before initial qualification (preservice) that equips them for interprofessional collaboration and provision of culturally safe care in child protection. This scoping review aimed to identify what is known internationally about IPE in child protection for preservice health and allied health professionals. Thirteen manuscripts reporting 12 studies met the inclusion criteria and were included in the synthesis. Key characteristics of the educational interventions are presented, including target disciplines, core content and their learning objectives and activities. Findings demonstrated primarily low-quality methodologies and educational interventions that had not been replicated beyond their initial context. Many educational interventions did not provide comprehensive content covering the spectrum of prevention, early intervention and responses for all types of child maltreatment, and/or did not clearly indicate how IPE was achieved. Key challenges to delivering comprehensive interprofessional child protection include lack of institutional support and competing priorities across disciplines who must meet requirements of separate regulatory bodies. Consequently, there is a need for further development and robust evaluation of educational interventions to explore how interprofessional collaborative skills for child protection can be developed and delivered in preservice health and allied health professional education. [ABSTRACT FROM AUTHOR]

This paper describes the integration of geographic information system (GIS) technology in a high school environmental science classroom, specifically examining the impact of GIS technology on student engagement, critical thinking, and interdisciplinary learning for Education for Sustainability (EfS). This environmental science classroom utilized ArcGIS Online and StoryMaps to facilitate hands-on learning, enabling students to explore spatial relationships, analyze data, and communicate insights to foster engagement and critical thinking. This GIS technology promotes interdisciplinary learning by connecting essential environmental issues with location and other social factors. Students deepen their understanding of human-environment interactions by interpreting spatial data, empowering them to propose sustainable solutions to environmental challenges. Using ArcGIS Online and StoryMaps, students engaged in guided lessons, explored sustainability topics, and created their own StoryMaps based on the United Nations' (UN) Sustainable Development Goals (SDGs). The findings highlight positive engagement, critical thinking, and interdisciplinary learning impacts. Students demonstrated increased interest, understanding of complex issues, and developed analytical skills through spatial data analysis. The approach encouraged interdisciplinary thinking and expanded awareness of ongoing environmental challenges, supporting EfS goals. [ABSTRACT FROM AUTHOR]

Purpose: Student-staffed behavioral health clinics may increase low-cost access to mental health services, but there is a need to assess these models. This retrospective study evaluates the effect of a community-based, nonprofit, and student-staffed mental health program on adult clients' depression, anxiety, and global distress to determine if this program model improves outcomes. Method: Historical, de-identified client demographic and Brief Symptom Inventory (BSI) data (n = 627) was evaluated using paired sample t -tests to determine the effectiveness of treatment from graduate students working at a community mental health clinic. Results: As clients progressed in therapy, their depression, anxiety, and overall global severity index significantly improved. Over the course of treatment, there was an 18% decrease in the number of clients presenting with clinically relevant scores. Discussion: It is recommended that community-based student-staffed behavioral health clinics be considered as they have the potential to provide effective, low-cost services for many in need. [ABSTRACT FROM AUTHOR]

The article focuses on the effectiveness of interprofessional cooking classes and home gardens in improving nutritional outcomes for adults with intellectual or developmental disabilities. Topics include the challenges dietitians face when consulting in these settings; the influence of support staff on promoting healthy diets; and the benefits of gardening on quality of life for individuals with intellectual disabilities.

As bioethics matures, a number of voices have called for a narrowing of what officially "counts" as bioethics. Bioethics defined broadly, they argue, creates a space that lacks objectivity and rigor, jeopardizing the credibility of the profession. Although a variety of proposed solutions exist, most advance a definitional narrowing of bioethics. In doing so, they mimic the siloed nature of the academy writ large, an institution that organizes itself through the logic of atomization, the belief that knowledge is generated through the process of isolation, examination, theorization, and ultimately reintegration. Borrowing language from Isaiah Berlin's essay "The Hedgehog and the Fox," I argue that bioethics has thrived precisely because it stands distinct from other departments of learning, constituting one of the few places within the academy where true inter, multi, and cross‐disciplinary scholarship can thrive. Reducing bioethics to an internally defined set of axiomatic rationales does violence to this vision, eroding, in the process, one of the field's greatest assets. [ABSTRACT FROM AUTHOR]

What are physiotherapy students' attitudes and beliefs towards providing care for lesbian, gay, bisexual, transgender, queer, intersex, asexual and other related identities (LGBTQIA+) individuals? What education have students received on LGBTQIA+ healthcare needs? What are students' preferences for receiving this content? Mixed-methods design using a purpose-built online survey. Australian undergraduate and postgraduate physiotherapy students. Participants were invited to complete an online survey. Data were collected on: personal, clinical, professional and educational exposure to LGBTQIA+ identities and topics; heteronormative attitudes and beliefs via the modified Heteronormative Attitudes and Beliefs Scale (mHABS); and perspectives about LGBTQIA+ care. Welch's t-test and analysis of variance were used to analyse differences in mHABS and subscale scores between groups based on personal, clinical, professional and educational exposure. Open text responses were analysed thematically. Quantitative and qualitative data were first analysed separately and then cross-validated for integration in the results. The survey was completed by 324 eligible students. Cross-comparison of data generated four key themes pertaining to students' perspectives about working with the LGBTQIA+ community and education about LGBTQIA+ health: students with closer personal relationships to the LGBTQIA+ community demonstrated more inclusive attitudes and beliefs about LGBTQIA+ care and education; there are cis/heteronormativity and negative views towards LGBTQIA+ health; students who are ambivalent about LGBTQIA+ care hold egalitarian beliefs; and integrated education on LGTBQIA+ health delivered by members of the community is important. Physiotherapy students' attitudes and beliefs about the LGBTQIA+ community were diverse, with cis/heteronormativity prevalent in respondents. Students with closer relationships to the LGBTQIA+ community demonstrated more inclusive attitudes and beliefs. The lack of understanding of LGBTQIA+ needs and relevance to physiotherapy highlights the need for improved LGBTQIA+ education in physiotherapy curricula. [ABSTRACT FROM AUTHOR]

Background: Centralized scheduling of nursing professionals is regarded as an effective strategy for optimizing workforce allocation and mitigating critical staffing shortages. The aim of this review is to (1) determine the effect of centralized scheduling on unit productivity (ie, overtime, contract labor, and floating), time savings for managers, and staff perceptions and retention and (2) discuss current approaches in the implementation of centralized scheduling in inpatient hospital settings. Methods: This rapid review of the evidence follows methodological guidance from the Cochrane Rapid Reviews Methods Group. Four electronic bibliographic databases were searched for research published from 2013 to 2023. A total of 446 articles were identified and screened, with a total of 12 articles included. Studies and reports were included if they addressed the operational question and were conducted in an inpatient hospital within the United States. Results: Case study reports describe improved labor productivity (ie. less overtime and less contracted labor), more consistently balanced staffing of frontline nursing professionals, less staff reassignment (ie, floating), and increased satisfaction and time savings for managers after transitioning to a centralized scheduling model. These findings were consistent with a computational, experimental study that found centralized scheduling resulted in less labor costs and fewer undesirable shifts from the frontline nurse's point of view compared to decentralized schedul\ng. [ABSTRACT FROM AUTHOR]

Workplace violence (WPV) has become a crisis for health care workers, with a significant increase in violent events taking place in health care settings across the nation. Health care organizations should develop a comprehensive WPV program that includes recognition, management, and reporting of all types of WPM A large health care system developed strategies and a program to address WPX The health care system believes that a safe and respectful work environment is foundational to the goal of zero preventable harm. The "Safety in the Workplace" initiative was designed to raise awareness of concerning behaviors and to offer tools and resources for identifying, responding to, and reporting incidents of violence, aggression, or disruptive behaviors of WPV During a 6-month pilot of a WPV bundle, there was a 44% reduction in physical violence reports and a 44% reduction in reported incidents of WPX From -Julie 2020 to June 2021, there was a 10% decrease in WPV overall. [ABSTRACT FROM AUTHOR]

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

The article provides an overview of several scholars and their recent contributions to literary and cultural studies. Topics include Joost de Bloois' academic work on the Politics of Withdrawal, Anna Botta's research on Mediterranean identity, migration, and postmodern narrative, and Sarah Clancy's poetry focusing on social justice and activism.

Bayesian networks (BNs) are highly effective in handling uncertain problems, which can assist in decision-making by reasoning with limited and incomplete information. Learning a faithful directed acyclic graph (DAG) from a large number of complex samples of a joint distribution is currently a challenging combinatorial problem. Due to the growing volume and complexity of data, some Bayesian structure learning algorithms are ineffective and lack the necessary precision to meet the required needs. In this paper, we propose a new PCCL-CC algorithm. To ensure the accuracy of the network structure, we introduce the new ensemble weights and edge constraints setting mechanism. In this mechanism, we employ a method that estimates the interaction between network nodes from multiple perspectives and divides the learning process into multiple stages. We utilize an asymmetric weighted ensemble method and adaptively adjust the network structure. Additionally, we propose a causal discovery method that effectively utilizes the causal relationships among data samples to correct the network structure and mitigate the influence of Markov equivalence classes (MEC). Experimental results on real datasets demonstrate that our approach outperforms state-of-the-art methods. [ABSTRACT FROM AUTHOR]

In view of professional learning and practical training in traditional electronic information education of application-oriented universities, this paper constructs electronic information–innovation practice teaching reform (EI-IPTR).In this scheme, by an integrating artificial intelligence (AI)-enabled curriculum with a multi-mode integrated platform and open-style module, big data-based comprehensive education resources are optimally configured. We jointly perform the multi-mode construction of innovative practice teaching, professional education stage design, and teaching management improvement, respectively. Subsequently, new practice teaching mechanisms with information technology and its implementation and management methods are established to achieve better teaching effects. It first strengthens learning and intra-group competition to promote students' innovation in competitions. Then, the AI technique, i.e., attention mechanism-aided long short-term memory (LSTM), is used to model individual students' abilities. Thus, it accurately evaluates them for teachers to efficiently manage their teaching process in accordance with their aptitude. The teaching reform practice verifies that the AI-enabled big data optimization of teaching reform has a better effect by the above multi-mode innovation. It exhibits an obvious improvement in the quantity and quality of students' professional knowledge, personal ability, teamwork, and innovative practice. It is also in accordance with the independent completion of practical course teaching in the analysis of big education data. In addition, it realizes high-quality practical teaching by combining multi-mode, multi-level, and open discipline foundations together with efficient, professional skills. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)