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If intentional, college students in campus jobs can develop professional skills valued in the post-college workforce. However, many students are not likely to realize the potential of their experience without advisement or instruction that teaches them how to reflect on experience and articulate its value, usually in the form of a resume or in an interview. This study examines the value of three workshops to help students reflect on their development of National Association of Colleges and Employers (NACE) career readiness competencies as a result of their library work experience. Survey and focus group data suggest students' confidence in their ability to articulate and apply their newly-developed skills increases when provided with a vocabulary of professional competencies and a reflective framework for evaluating their experience. [ABSTRACT FROM AUTHOR]

Objective: To rate athletes' functional ability and return to sport (RTS) success at the end of their individual, formal, medically prescribed rehabilitation after anterior anterior cruciate ligament (ACL) reconstruction. Methods: In our prospective multicenter cohort study, 88 (42 females) adults aged 18-35 years after acute unilateral ACL rupture and subsequent hamstring grafting were included. All patients were prospectively monitored during their rehabilitation and RTS process until the end of their formal rehabilitation and RTS release. As outcome measures, functional hop and jump tests (front hop, balance hops, and drop jump screening test) and self-report outcomes (Knee Injury and Osteoarthritis Outcome Score, ACL-RTS after injury) were assessed. Literature-based cut-off values were selected to rate each performance as fulfilled or not. Results: At 7.5 months (SD 2.3 months) after surgery, the percentage of participants meeting the functional thresholds ranged from 4% (Knee Injury and Osteoarthritis Outcome Score SPORT) and over 44% (ACL-RTS after injury sum score) to 59% (Knee Injury and Osteoarthritis Outcome Score activities of all daily living) in the self-report and from 29% (Balance side hop) to 69% (normalized knee separation distance) in performance testing. Only 4% fulfilled all the cut-offs, while 45% returned to the same type and level of sport. Participants who successfully returned to their previous sport (type and level) were more likely to be "over-cut-off-performers." Conclusions: The low share of the athletes who fulfilled the functional RTS criteria highlights the importance of continuing the rehabilitation measures after the formal completion to assess the need for and success of, inter alia, secondary-preventive therapies. [ABSTRACT FROM AUTHOR]

The current study examined the acquisition, retention, and transfer effects of a motor program. Children with autism spectrum disorder participated in a 9-week program that targeted 13 fundamental motor skills based upon the Test of Gross Motor Development-3. Assessments were conducted before and after the program, as well as at 2-month follow-up. Significant improvements were found on not only the trained fundamental motor skills (acquisition) but also the untrained tasks on balance (transfer). The follow-up tests revealed continuous improvement on the trained locomotor skills (retention), as well as the untrained skills on balance (retention + transfer). These findings highlight the importance of continuous support and long-term participation on motor practices. [ABSTRACT FROM AUTHOR]

This study provides insight into an inclusive program between Special Olympics (SO) and academy football (soccer) players in the United Kingdom from the perspectives of players and facilitators. Qualitative focus groups were conducted across 30 participants (six facilitators, 14 Premier League academy players, and 10 SO players). Focus groups compared stakeholders' experiences of participating in a season-long inclusive football program. Three overarching higher order themes were generated, which highlighted positive outcomes from taking part. SO players provided endorsement for developing friendships and improving football skills, whereas academy players cited the positive impact that SO players had on their mood and motivation. Facilitators reflected on positive player outcomes and subsequent accomplishments. Overall, the findings indicated that this shared experience had psychosocial and football-specific benefits for everyone who participated. Facilitators indicated that these benefits could transition into everyday life but noted that there needs to be further considerations for future programs. [ABSTRACT FROM AUTHOR]

Capsaicinoids and capsinoids are bioactive compounds mostly found in peppers. Although preclinical studies have reported that these compounds can improve exercise performance due to transient receptor potential vanilloid subtype 1 (TRPV1)-mediated thermogenesis, sympathetic modulation, and releasing calcium, it is still unclear how they affect exercise performance in humans as ergogenic supplements. Conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses reporting guide 2020, this systematic review examined the ergogenic effect of capsaicinoids and capsinoids on exercise performance in healthy adults. A total of 19 randomized placebo-controlled trials were included in the study. Studies were accessed by searching five databases (PubMed, Scopus, SPORTDiscus, Web of Science, and Cochrane Library). The quality of the studies was evaluated using the Cochrane risk-of-bias assessment tool. According to the study results, 10 studies examining the effect of capsaicinoid and capsinoid supplements on exercise performance reported positive effects. Also, the effect of capsaicinoids and capsinoids on exercise performance is more pronounced in resistance training. This difference, which varies according to the type of exercise, may be due to the correlation between capsaicin transient receptor potential vanilloid subtype 1 and insulin-like growth factor-1. [ABSTRACT FROM AUTHOR]

Clinical Scenario: Tendinopathy is a musculoskeletal pathological condition experienced by athletes that can result in pain, impaired muscle performance, and loss of physical function and can hinder return to sports. Various types of resistance exercise training are effective for treating tendinopathy, including isometric, concentric, eccentric, and high-load slow-velocity resistance exercise. Clinical Question: What are the effects of high-load slow-velocity resistance exercise training, compared with other forms of resistance exercise, on tendon morphology and patient-reported outcomes in athletes with tendinopathy? Summary of Key Findings: The findings of 4 randomized clinical trials were included. One study compared high-load slow-velocity resistance exercise with moderate-load slow-velocity resistance exercise. Two studies investigated the effects of high-load slow-velocity resistance exercise versus eccentric resistance exercise. The fourth study compared high-load slow-velocity resistance exercise with inertia-based resistance exercise. In all of the studies, high-load slow-velocity resistance exercise was as effective as the other forms of resistance exercise for improving patient-reported outcomes and pain. Three studies found no significant differences in changes in tendon morphology between patients who received high-load slow-velocity resistance exercise versus those who received the other forms of resistance exercise. One study showed that high-load slow-velocity resistance exercise was more effective than eccentric exercise for improving tendon morphology outcomes. Clinical Bottom Line: Current evidence supports the use of high-load slow-velocity resistance exercise as a treatment option for patellar and Achilles tendinopathy in athletes. Strength of Recommendation: Results from level 2 studies suggest grade B evidence in support of high-load slow-velocity resistance exercise for treating athletes with tendinopathy. [ABSTRACT FROM AUTHOR]

Context: Slideboards are commonly used in exercise programs, but there is limited information about how they affect muscle activities during exercise. We aim to compare the activation levels of quadriceps and hamstring muscles and hip- and knee-flexion angles during lunge and single-leg squat exercises between normal ground and slideboard in physically active individuals. Design: Cross-sectional study. Methods: Thirty healthy individuals (age: 23.83 [2.84] y, body mass index: 21.75 [1.72] kg/m2) were included in the study. Surface electromyography was used to measure vastus medialis, vastus lateralis, biceps femoris, and semitendinosus activation levels during reaching and returning phases of the forward, lateral, and back lunges and squats that were performed on the normal ground and slideboard. Exercises were performed at a slow pace (60 beats/min). Hip- and knee-flexion angles during the exercises were evaluated by using 2-dimensional motion analysis. Repeated measures of analysis of variance were used for statistical analysis. Results: Vastus medialis and vastus lateralis activation levels were greater during reaching and returning phases of the exercises on slideboard compared with normal ground (P <.05). However, semitendinosus and biceps femoris activity were greater only during the returning phase of the forward lunge (P <.001) and the returning phase of the back squat (P =.002, P =.009, respectively). Hip-to-knee flexion ratios were closer to 1 when the forward lunge (P <.001), back lunge (P =.004), and forward squat (P =.001) exercises were performed on a slideboard. Conclusion: In exercise programs that target the quadriceps and hamstring muscles, slideboards can be effectively used in exercise progressions as they can increase muscle activity. Moreover, squat and lunge exercises on slideboard with a slow pace may also be helpful for improving the balance between hip- and knee-flexion angles. [ABSTRACT FROM AUTHOR]

The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students' STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students' STEM knowledge and skills as evidenced from the post-written test. The relationships between the students' STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students' learning outcomes and learning attitudes in STEM education. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has increased in popularity in neurosurgery, with recent interest in generative AI algorithms such as the Large Language Model (LLM) ChatGPT. Sora, an innovation in generative AI, leverages natural language processing, deep learning, and computer vision to generate impressive videos from text prompts. This new tool has many potential applications in neurosurgery. These include patient education, public health, surgical training and planning, and research dissemination. However, there are considerable limitations to the current model such as physically implausible motion generation, spontaneous generation of subjects, unnatural object morphing, inaccurate physical interactions, and abnormal behavior presentation when many subjects are generated. Other typical concerns are with respect to patient privacy, bias, and ethics. Further, appropriate investigation is required to determine how effective generative videos are compared to their non-generated counterparts, irrespective of any limitations. Despite these challenges, Sora and other iterations of its text-to-video generative application may have many benefits to the neurosurgical community. [ABSTRACT FROM AUTHOR]

Previous studies show that digital transition brings several benefits and challenges for companies. Among those challenges, particularly for Small and Medium-sized Enterprises (SMEs), the main one is increased capacitation, from technical roles to management. Considering this, the main objective of this study is to identify the training needs and the ecosystem support in the face of the digital transition for Portuguese manufacturing SMEs.Semi-structured interviews were conducted with industry experts and company professionals in the automotive and textile sectors. It was concluded that all workers, from technical roles to middle and top management, need more digital capabilities and would benefit from training programmes. The most desired areas for training are data science, virtualisation skills, quality assurance, technical training, and soft skills. The preferred format is physical (or hybrid at most) during working hours and with theoretical training before on-the-job learning. Both industrial companies and experts believe in the value of involving external entities in the training of employees, with the three most referred entities being technology and interface centres, universities, and business associations. [ABSTRACT FROM AUTHOR]

AbstractPersonal psychedelic experience is common among psychedelic therapists and often considered to be a necessary aspect of training: only personal psychedelic experience allows psychedelic therapists to properly guide patients through their own psychedelic experience, to truly understand that experience, and to help them integrate it into their lives. But is this really true? The present paper examines the value of therapists’ personal psychedelic experience, why this value may be higher than that of personal experience with other psychotropic drugs, and whether it justifies a requirement of personal psychedelic experience for psychedelic therapists. The analysis, which also considers the literature on therapists’ personal experience with the mental disorder being treated or with psychotherapy, concludes that the current evidence does not justify making personal psychedelic(-like) experience a requirement for psychedelic therapists. However, because therapists’ personal psychedelic experience can be valuable to both therapists and patients, and because the likelihood of harm is very low, psychedelic therapists should be given the opportunity to have a psychedelic experience during their training. [ABSTRACT FROM AUTHOR]

Background: The aim of this exploratory survey is to describe the current state of US (ultrasound) technique across different pediatric settings nationwide. Methods: A questionnaire was emailed to all members of the Italian Society of Pediatrics, including pediatric residents. The survey was open from December 2021 to March 2022. Results: There were 1098 respondents. Seven hundred and seven pediatricians (84.1%) reported any use of US, while 51 (44.3%) residents denied it. The majority of participants (n = 956, 87.1%) reported to have a US machine available within the department, mostly cart-based (n = 516, 66.9%) and provided from 1 to 5 years prior to the survey (n = 330, 42.8%). Lung and neonatal cerebral regions were the most frequently scanned (n = 289, 18.7% and n = 218, 14.1%, respectively). The suspicion of pneumonia or respiratory distress represented the main reasons for performing US in emergency room (n = 390, 78% and n = 330, 66%, respectively). The majority of family pediatricians reported to scan lung and kidney/urinary tract regions (n = 30, 16.9%, and n = 23,12.9%, respectively). Regarding US training, the majority of respondents (n = 358, 34.6%) declared an experience-based education, with a deficient certification enabling the use of US in 71.6% (n = 552) of cases. The most common barriers included the lack of a well-defined training program (n = 627, 57.1%), unavailability of the US machine (n = 196, 17.9%) and legal responsibility concern (n = 175, 15.9%). Conclusions: Despite the growing interest on pediatric US nationally, significant barriers still limit widespread adoption. These obstacles may be addressed through the dissemination of a specific US education plan and providing additional resources. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Clinical research professionals must be equipped with adequate training in sound scientific methods and appropriate ethics. In this study, we aimed to assess the current clinical research self-efficacy of researchers at Hamad Medical Corporation (HMC). We also evaluated the effects of training courses on researchers' self-efficacy. METHODS: Utilizing a cross-sectional design, we used the shortened Clinical Research Appraisal Inventory (CRAI-12) through an online survey to assess the current clinical research self-efficacy of 600 researchers at HMC, Doha, Qatar. After conducting descriptive analyses, unpaired t test and ANOVA were used to determine significant mean percentages between variables. Pearson correlation coefficients were also calculated to measure the association among the interval variables. All tests were 2-sided, and significance was defined as P <.05. RESULTS: For all questions, except those related to "funding," most participants scored on the upper half of the scale (>5), reflecting higher self-efficacy for the topics covered in CRAI. Gender differences were significant across all factors, with males reporting higher levels of self-assessed efficacy and in clinical research. Other factors such as higher education degrees and previous (external) clinical research training were also associated with higher self-reported clinical research efficacy. CONCLUSIONS: The findings of this study indicate that researchers at HMC possess high clinical research self-efficacy overall, but lower self-efficacy in securing funding. Gender and education level positively influence self-efficacy across CRAI factors. Notably, clinical research training boosts self-efficacy, especially when obtained outside HMC. In conclusion, healthcare providers are strongly encouraged to engage in effective clinical research training courses, both within and outside of their healthcare institutions, to improve their clinical research efficacy and enhance clinical practice. [ABSTRACT FROM AUTHOR]

Mass shootings have become increasingly prevalent in schools and healthcare settings. Unfortunately, little information is available on training for active shooter scenarios in which a staff member is also responsible for a client. This deficit is concerning, given that previous research has found that 75% of individuals freeze during emergencies. Behavioral skills training has been shown to be an effective way to teach a variety of safety-related skills. This study used a concurrent multiple-baseline-across-participants design to evaluate the effects of behavioral skills training on active shooter scenario safety-related skills of three Registered Behavior Technicians®. The experimenters trained the participants on how to respond under various conditions and when they should run, hide, or fight. All three participants mastered the safety-related behaviors in the three conditions (run, hide, fight), demonstrated generalization to more realistic antecedent stimuli, and maintained the skills over time. [ABSTRACT FROM AUTHOR]

Background: Clinical education plays an essential role in shaping the nursing identity and is one of the central elements in the education of nursing students. Today, with the advancement of novel technologies, utilizing mobile phone-based technologies in the education of medical sciences is inevitable. Therefore, this study was conducted with the aim of investigating the impact of the urology educational application on nursing students' cognitive-functional criteria and satisfaction during the internship period. Methods: This experimental educational intervention study was conducted during nursing students' urology internship course at Shahid Beheshti School of Nursing and Midwifery in Rasht. The data collection tools included a demographic characteristics questionnaire, cognitive skills scale, functional skills scale, and satisfaction scale (Stokes, 2001). The data were analyzed using SPSS software version 16, and a significance level was set at 0.05. Results: Out of 48 studied students, 28 (58.3%) were males. The mean age of the students was 20.34 (SD = 1.51) years. In the application group, the mean of students' cognitive skills after the intervention significantly increased by 2.33 units (95% CI: 1.73 to 2.9) (t(23) = 7.97, P < 0.001, d = 1.626). By controlling the scores before the intervention, the adjusted mean score of cognitive skills in the application group was 0.56 units (95% CI: -0.16 to 1.28) higher than the traditional group; however, this difference was not statistically significant (F(1, 45) = 2.42, P = 0.127, η2p = 0.051). There was no statistically significant difference between the mean score of students' functional skills in traditional and application groups (t(46) = 0.63, P = 0.532, d = 0.184). The total mean score of satisfaction with education in the application group was 83.0 (SD: 10.7). According to the values ​​of the quartiles, 75% of the students scored higher than 75.9, 50% scored higher than 83.9, and 25% scored higher than 91.1. Conclusion: According to the results of this study, students' scores of functional and cognitive assessment and satisfaction with the application in urology clinical training were reported as favorable. Therefore, it is recommended that mobile phone-based technologies be used in students' clinical education and internships in combination with the traditional method. [ABSTRACT FROM AUTHOR]

Early infant feeding and swallowing are complex motor processes involving numerous muscles in coordination, e.g. the orofacial muscles as well as the muscles of the pharynx, larynx and esophagus. The newborn's reflexive drinking develops into the ability to ingest pureed complementary food as infancy progresses. Finally, in the last part of the first year of life, a differentiated eating, chewing and swallowing process develops allowing the voluntary intake of different foods of the family diet. The dietary schedule for the first year of life, which describes the recommended nutrition of infants in Germany, corresponds to these milestones in eating development. Disturbances in gross motor development, sensory processing issues, and organic and behavioral problems are known to interfere with the development of eating skills. Swallowing disorders (dysphagia) in children can have a detrimental effect on food intake and pose a serious risk to growth and development. Their prevention treatment requires a multidisciplinary approach with the aim of enabling the child to eat independently in the long term. [ABSTRACT FROM AUTHOR]

Background and purpose Methods Results Conclusions Most neurological diseases have a chronic and progressive clinical course, with patients living for extended periods with complex healthcare needs. Evidence from other countries suggests that palliative care (PC) is insufficiently integrated in the care of these patients. This study aims to identify PC and advance care planning (ACP) knowledge and the perceived preparedness of Italian residents in neurology.This is a cross‐sectional online survey of physicians attending the 36 Italian neurology residency programmes.Of 854 residents, 188 (22%) participated. Their mean age was 28.4 ± 2.0 years; 49% were women; 45% were from the north, 23% from the centre and 32% from the south of Italy. Few residents (6%) reported that a teaching course in PC was part of the graduate programme, and 3% of the postgraduate programme. During their residency, 9% of participants received PC training, and 18% ACP training. Only 13% reported to have participated in the ACP process, half within their neurology residency programme. Residents considered PC support very/extremely important in all the pre‐specified clinical situations, with values ranging between 78% and 96%. Over 70% of residents revealed education needs, particularly concerning ACP.Our data confirm the need for improving PC training in the graduate and postgraduate curriculum. This, together with collaboration and joint training of neurology and PC, is essential to improve the quality and continuity of care and respond to the complex needs of people with neurological disorders causing severe disability. [ABSTRACT FROM AUTHOR]

Objective: This pilot study aimed to evaluate a training programme for primary care physiotherapists focused on the assessment and management of benign paroxysmal positional vertigo. Methods: A six-month training programme and toolkit utilising the revised Standards for Quality Improvement Reporting Excellence ('SQUIRE 2.0') guidelines was developed to facilitate the learning of new knowledge and skills in the assessment and management of benign paroxysmal positional vertigo following Gagne's model of instructional design. A pre- and post-training knowledge and confidence questionnaire evaluated the impact of the training programme. Results: Eleven participants started the training programme and five completed it. On average, knowledge increased by 54 per cent (range, 41–95 per cent) and confidence increased by 45 per cent (range, 31–76 per cent). A 73 per cent improvement in practical skills acquisition was demonstrated after the initial training session. Conclusion: A structured approach to learning demonstrates improvements in knowledge, skills and confidence of physiotherapists in the evidence-based management of benign paroxysmal positional vertigo. [ABSTRACT FROM AUTHOR]

• The Safety Matters educational module offers a promising, community-based model for a one-hour introduction to workplace safety and health on which future, job-specific safety training can be built. • After receiving Safety Matters , youth participants had significantly increased scores for both workplace safety and health knowledge and importance of workplace safety and health. • Safety and health professionals can play a critical role in promoting the health and safety of young workers by providing the Safety Matters program to youth. Introduction : Young workers in the United States are injured at higher rates than adults, a trend that has persisted for more than two decades. Despite known risks, young people enter the workforce with little-or-no preparation for the hazards they may face. In 2016, the National Institute for Occupational Safety and Health and American Industrial Hygiene Association developed Safety Matters , a one-hour educational module to raise awareness of workplace safety and health among young people. Method: A pilot project was conducted to evaluate the effectiveness of Safety Matters to positively change workplace safety and health knowledge and attitude scores among a sample of 283 youth in Colorado. Train-the-trainer sessions prepared volunteer safety and health professionals to deliver Safety Matters with fidelity and to conduct the assessment immediately prior to and following the program. Results: After receiving Safety Matters , participants had statistically significant (p < 0.001) increased scores for both workplace safety and health knowledge (Cohen's d = 1.12; large effect size) and importance (attitude) (Cohen's d = 0.51; medium effect size). Although univariate analyses showed knowledge and attitude scores significantly increased for all demographic groups examined, there were statistically significant differences in knowledge scores by participant age (p < 0.01), ethnicity (p < 0.05), and race (p < 0.001) and statistically significant differences in attitude scores by participant race (p < 0.001). However, when race and ethnicity were both used as predictors in a regression model, only race continued to predict statistically significant (p < 0.01) changes in knowledge and attitude. Conclusions: This project introduces a promising, community-based model for a one-hour introduction to workplace safety and health on which future, job-specific safety training can be built. Practical Applications: Safety and health professionals can play a critical role in promoting the health and safety of young workers. Adapting health and safety programs to diverse youth populations may enhance program relevance and receptivity. [ABSTRACT FROM AUTHOR]

Phenomenon: Patient-centered communication is an ideal for undergraduate medical education and has been for decades. However, medical students often find the patient-centered approach challenging. The present study finds a possible discordance between formal intentions of a medical curriculum and the corresponding learning environment. The objective of our study was to explore how medical curriculum resonates with the purpose of patient-centered medicine, including how a possible dynamic may have helped maintain this discordance in undergraduate medical education. Approach: The study took a qualitative approach exploring the medical curriculum via a structured communication course. The educational context for the course was considered a discursive environment, partially constructed through documents. The concept of textual agency was used to analyze curriculum and course documents. This was to explore how competencies were presented in the medical curriculum and course descriptions and how they were translated through the practices of the communication course. Inductive thematic analysis was used to analyze observations made during the course. Findings: Our analysis suggested that the medical curriculum content and structure still emphasize bio-medical disciplines and knowledge domains in students learning. This connected well with the socialization of medical students toward the role as medical experts whose primary task is to provide information, while patients are defined as passive subjects, who received information. The course description also operationalized complexities of patient-centered communication to a measurable, instrumental structure of skills. This focus on one-directional communication frames the students' understanding of the courses and their performance in it. They learn that: (1) meeting a real patient is a rare opportunity, (2) engaging patients' thoughts and feelings in the conversation is challenging, and (3) the biomedical aspect should be prioritized in the conversation. Insights: These findings suggested that the medical curriculum we studied gave limited room for patient-centered medicine, even in communication training. The power of macro-level documents framed and focused micro-level learning activities and could help explain observed disharmonies in patient-medical student encounters. We see how patient-centered medicine – in both texts and practice – is represented and enacted as a peripheral activity and patients are given a marginal position in encounters with students. The findings suggested that there are challenges for progress and change toward a more patient-centered communication training and curriculum. However, empirical findings also offered points of departure for course leaders and curriculum planners wishing to take steps toward a stronger and more reflective patient-centered approach in medical education, supported through the document structure and the translation of the curriculum through relevant learning activities. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To familiarise yourself with what nursing associate apprenticeships involve • To read about apprentice nursing associates’ experiences of home placements in primary or social care • To explore factors that may support or hinder apprentice nursing associates’ professional development. Background: An increasing number of apprentice nursing associates undertake their home placement in primary care or social care, but there is limited understanding of apprentice nursing associates’ experiences in these settings. Aim: To explore apprentice nursing associates’ experiences of a home placement in primary care or social care and provide initial insight into what may support or hinder their professional development in these settings. Method: A mixed-methods study design was used with qualitative interviews complemented by a quantitative survey. Participants were recruited among 27 current or former apprentice nursing associates studying at one London university. Eleven current or former apprentices were interviewed and 15 completed the survey. Findings: Participants’ motivations for applying to become nursing associates were to develop professionally and advance their careers. They experienced supportive learning environments where they felt part of the team, but also unsupportive learning environments where they were denied protected learning time and supervised practice. Several participants experienced unfair treatment and abuses of power, including non-payment for university days and external placements, sexual harassment and marginalisation. Conclusion: Apprentice nursing associates can have suboptimal experiences of home placements in primary care or social care and be subjected to unfair treatment and abuse. Urgent action is required from higher education institutions and employers to ensure apprentice nursing associates are adequately supported. [ABSTRACT FROM AUTHOR]

This systematic review and meta-analysis aimed to determine whether Olympic weightlifting (OW) exercises would improve sprint performance when compared to a control intervention, (no training, standard sport-specific training, traditional resistance training, or plyometric training). Medline, Web of Science, SportDiscus, CINAHL, and Biological Science from inception to September 2022 was searched. Two authors independently selected the included studies, extracted data, and appraised the risk of bias. Certainty of the evidence was assessed using the Grading of Recommendations Assessment, Development, and Evaluation methodology. The primary meta-analysis combined the results of the sprint performance over the full length of each sprint test. The secondary meta-analyses combined the results of the sprint performance at 5, 10, and 20 m distance to capture information about the acceleration phase of the sprint tests. Eight studies with 206 athletes (female n=10, age range: 18.9–24.2 years) were identified. Sprint performance did not differ significantly comparing OW to the control intervention, nor at the full length (standardized mean difference=–0.07, 95% CI=–0.47 to 0.34, p =0.75, I2 =46%) or during the acceleration phase (p ≥0.26) of the sprint test. OW training does not improve sprint performance to a greater extent than comparator interventions. [ABSTRACT FROM AUTHOR]

Since 2010, there has been little published data on the state of equipment and infrastructure in veterinary radiation oncology clinical practice. These data are important not only to identify the status and use of technology within the veterinary radiation oncology community but also to help identify the extent of medical physics support. The purpose of our study is to report findings from a survey of veterinary radiation oncologists in the USA, Canada, and select centers outside of North America in 2022. A 40‐question survey covering topics such as type of radiotherapy equipment, techniques offered, treatment planning systems and dose calculation algorithms, special techniques, board‐certified radiation oncologists and residents, and extent of medical physics support was distributed through an online survey tool. Results from 40 veterinary radiation oncology institutions, with equipment explicitly used for veterinary care, suggest that the current state of practice is not dissimilar to what currently exists in human radiation oncology facilities; techniques and technologies commonly employed include flattening filter‐free mode megavoltage beams, volumetric arc therapy, daily cone‐beam computed tomography, image‐guided radiation therapy, and sophisticated dose calculation algorithms. These findings suggest the need for modern radiation oncology acceptance testing, commissioning, and quality assurance programs within the veterinary community. The increase in veterinary radiation oncology residency positions and increasing sophistication of equipment suggests that increased levels of standardized medical physics support would benefit the veterinary radiation oncology community. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise barriers to nursing students’ health promotion practice • To read about nursing students’ and practice supervisors’ views and attitudes towards students’ health promotion practice • To be aware of evidence-based resources that may be included in a toolkit to enhance nursing student’s health promotion practice. Health promotion should underpin undergraduate nursing curricula but approaches to teaching nursing students about health promotion vary widely and are rarely evaluated. A practice development project was undertaken to develop a toolkit of resources that would enhance the health promotion practice of nursing students on placements in community settings. The project was a collaboration between a community public health nursing team and a university in the south west of England. It involved students from one cohort of first-year children’s nursing students and practice supervisors from a community placement setting. The authors used an emancipatory practice development methodology to explore the views and attitudes of five nursing students and 11 practice supervisors. The findings were used to develop a toolkit of resources that could enhance nursing students’ health promotion practice. [ABSTRACT FROM AUTHOR]

This qualitative case study examined a piloted online synchronous school counseling site supervision training program. The findings of the study included two key themes, Community of Learning and Opportunities for Reflection and Application, which revealed aspects of participant engagement and content delivery that enhanced school counseling site supervisors' learning experiences. [ABSTRACT FROM AUTHOR]

Coaching in medical education facilitates learners' growth and development through feedback, goal-setting and support. This study explored how coaching relationships evolve throughout medical school and the impact of longitudinal coaching relationships on medical students' approach to feedback and goal setting in the clinical years. In this qualitative study using a constructivist paradigm, authors purposively sampled 15 senior medical students at University of California, San Francisco, to participate in individual semi-structured interviews (October–November 2021). The authors used an inductive approach to thematic analysis. The authors identified four themes: First, the student-coach relationship deepened over the course of medical school. Second, students identified factors that sustained and strengthened the student-coach relationship over time: a strong foundation to the relationship, the non-evaluative nature of the relationship, coach supportiveness and responsiveness, and coach knowledge of the institutional landscape. Third, coaches provided individualized advice, assessed trajectory, and guided feedback interpretation. Lastly, students applied skills of soliciting and responding to feedback and creating learning goals, originally learned through coaching experience. Coaching relationships, grounded in trust, evolve to meet students' changing needs as they grow into physicians. Students apply feedback and goal-setting skills learned with the coach in clinical settings with other supervisors. [ABSTRACT FROM AUTHOR]

Dynamic Interpersonal Therapy (DIT) is a brief psychodynamic therapy for depression, developed from the fundamental competences of evidence-based psychoanalytic/dynamic therapeutic methods. The 20-Day DIT training programme at the Anna Freud Centre in London is offered for clinicians who do not meet these psychoanalytic/dynamic competences. 28 therapists, each with three patients, underwent the 20-Day DIT training in 2019. The current study evaluated the 20-Day DIT training by investigating factors associated with the successful patient outcomes of this cohort. Reliable recovery and reliable improvement of patients was 69% and 90%, respectively. Quantitative analyses found that patients who have positive outcomes were likely to have lower baseline Patient Health Questionnaire-9 (PHQ-9) scores and lower patient complexity. A thematic analysis of the therapists' perspectives suggested that the most important elements of DIT perceived to be associated with successful patient outcomes cluster around four superordinate themes: aspects of the DIT model/training, characteristics of the patient, aspects of the patient-therapist relationship, and characteristics of the therapist. The results suggest that the DIT protocol can be acquired by novice therapists in psychoanalytic/dynamic methods and offer insight into the factors that may be associated with successful outcomes. [ABSTRACT FROM AUTHOR]

This prospective study assesses the acceptance and usefulness of augmented 360° virtual reality (VR) videos for early student education and preparation in the field of neurosurgery. Thirty-five third-year medical students participated. Augmented 360° VR videos depicting three neurosurgical procedures (lumbar discectomy, brain metastasis resection, clipping of an aneurysm) were presented during elective seminars. Multiple questionnaires were employed to evaluate conceptual and technical aspects of the videos. The analysis utilized ordinal logistic regression to identify crucial factors contributing to the learning experience of the videos. The videos were consistently rated as good to very good in quality, providing detailed demonstrations of intraoperative anatomy and surgical workflow. Students found the videos highly useful for their learning and preparation for surgical placements, and they strongly supported the establishment of a VR lounge for additional self-directed learning. Notably, 81% reported an increased interest in neurosurgery, and 47% acknowledged the potential influence of the videos on their future choice of specialization. Factors associated with a positive impact on students' interest and learning experience included high technical quality and comprehensive explanations of the surgical steps. This study demonstrated the high acceptance of augmented 360° VR videos as a valuable tool for early student education in neurosurgery. While hands-on training remains indispensable, these videos promote conceptual knowledge, ignite interest in neurosurgery, and provide a much-needed orientation within the operating room. The incorporation of detailed explanations throughout the surgeries with augmentation using superimposed elements, offers distinct advantages over simply observing live surgeries. [ABSTRACT FROM AUTHOR]

Use of ultrasonography has been suggested as an accurate adjunct to clinical evaluation of fetal position and station during labor. There are no available reports concerning its actual use in delivery wards. The aim of this survey was to evaluate the current practice regarding the use of ultrasonography during labor. A questionnaire was sent to members of the Italian Society of Ultrasound in Obstetrics and Gynecology employed in delivery wards. The qFeuestionnaire was made up of 22 questions evaluating participant characteristics and the current use of ultrasound in labor in their hospital of employment. The answers were grouped according to participant characteristics. A total of 200 participants replied. Ultrasound was considered useful before an operative vaginal delivery by 59.6 % of respondents, while 51.8 and 52.5 % considered it useful in the management of prolonged first and second stages of labor, respectively. The major indication for ultrasound use during labor was the assessment of fetal occiput position. The major difficulties in its application were the perceived lack of training and the complexity of the ultrasound equipment use. Participants that reported fewer difficulties were those employed in hospitals with a higher number of deliveries or having delivery units with more years of experience using ultrasound in labor, or those who had attended specific training courses. The results indicate that, despite the reported evidence of a higher accuracy of ultrasound compared to clinical evaluation in assessing fetal position and station, its use is still limited, even amongst maternal-fetal medicine practitioners specialized in ultrasonography. [ABSTRACT FROM AUTHOR]

Ice management is essential for maintaining the safety of offshore operations in Arctic regions. We present the combined results of three experiments conducted in a full-mission bridge simulator specially designed for ice management. From a quantitative analysis of the results, we infer the effect of three variables on performance: (1) experience, (2) training, and (3) Decision Support System (DSS). The results confirm that experience and training improve performance for untrained and inexperienced simulator participants. The DSS also improves performance, but with a smaller effect. Qualitative observations using vessel position heat-map diagrams and exit interviews suggested that novice participants using the DSS adopted expert strategies but carried out their tasks more slowly and with less precision. This has important consequences for the design of a future DSS used in training simulators or onboard ships. Potential improvements to the DSS design might include real-time feedback to the user, a redesign of the human-machine interface (HMI), and increasing user input and customization with a human factors focus. [ABSTRACT FROM AUTHOR]

ChatGPT presents a significant disruption in the ways of knowing that highlight the value of control and mastery of knowledge as a quest for certainty. ChatGPT, as a step toward Artificial General Intelligence (AGI) lets us surface Schön's prescient insight on the crisis of confidence in professionals. Instead of hastily asking questions about how to cope with the advances in artificial intelligence from the gaze of deficit and improvement, however, we resort to the nonrepresentational epistemologies that highlights reflection as seeing as. How might we reconceptualize a professional knowledge model that encourages ethical commitment to enacting practices that deploy relational forces within high-pressure, time-constrained professional environments? We attempt to answer the question by proposing a theory that cultivates conditions for experimenting with experiential encounters with others and creatively activating potentials, which we call generative knowing. Doing so, we suggest how compassionately disruptive condition mobilizes professional learners to engage the machinic creativity that collapses semiotic chains and effectuates diverse imaginations of the future of becoming-with ChatGPT. [ABSTRACT FROM AUTHOR]

Centralised core facilities have evolved into vital components of life science research, transitioning from a primary focus on centralising equipment to ensuring access to technology experts across all facets of an experimental workflow. Herein, we put forward a seven‐pillar model to define what a core facility needs to meet its overarching goal of facilitating research. The seven equally weighted pillars are Technology, Core Facility Team, Training, Career Tracks, Technical Support, Community and Transparency. These seven pillars stand on a solid foundation of cultural, operational and framework policies including the elements of transparent and stable funding strategies, modern human resources support, progressive facility leadership and management as well as clear institute strategies and policies. This foundation, among other things, ensures a tight alignment of the core facilities to the vision and mission of the institute. To future‐proof core facilities, it is crucial to foster all seven of these pillars, particularly focusing on newly identified pillars such as career tracks, thus enabling core facilities to continue supporting research and catalysing scientific advancement. Lay abstract: In research, there is a growing trend to bring advanced, high‐performance equipment together into a centralised location. This is done to streamline how the equipment purchase is financed, how the equipment is maintained, and to enable an easier approach for research scientists to access these tools in a location that is supported by a team of technology experts who can help scientists use the equipment. These centralised equipment centres are called Core Facilities. The core facility model is relatively new in science and it requires an adapted approach to how core facilities are built and managed. In this paper, we put forward a seven‐pillar model of the important supporting elements of core facilities. These supporting elements are: Technology (the instruments themselves), Core Facility Team (the technology experts who operate the instruments), Training (of the staff and research community), Career Tracks (for the core facility staff), Technical Support (the process of providing help to apply the technology to a scientific question), Community (of research scientist, technology experts and developers) and Transparency (of how the core facility works and the costs associated with using the service). These pillars stand on the bigger foundation of clear policies, guidelines, and leadership approaches at the institutional level. With a focus on these elements, the authors feel core facilities will be well positioned to support scientific discovery in the future. [ABSTRACT FROM AUTHOR]

Modern life science research is a collaborative effort. Few research groups can single‐handedly support the necessary equipment, expertise and personnel needed for the ever‐expanding portfolio of technologies that are required across multiple disciplines in today's life science endeavours. Thus, research institutes are increasingly setting up scientific core facilities to provide access and specialised support for cutting‐edge technologies. Maintaining the momentum needed to carry out leading research while ensuring high‐quality daily operations is an ongoing challenge, regardless of the resources allocated to establish such facilities. Here, we outline and discuss the range of activities required to keep things running once a scientific imaging core facility has been established. These include managing a wide range of equipment and users, handling repairs and service contracts, planning for equipment upgrades, renewals, or decommissioning, and continuously upskilling while balancing innovation and consolidation. LAY DESCRIPTION: Modern life science research is a team effort. Consequently, no single research group can support all the equipment, expertise and personnel required for today's life science research. Research institutes are setting up scientific core facilities to address this to provide access and specialised support for cutting‐edge technologies. Multiple resources exist to set up and evaluate a core facility. However, remaining cutting‐edge as a core facility while ensuring high‐quality daily operations is an ongoing challenge. Here, we discuss a range of activities required to keep things running once a scientific imaging core facility is set up. The main challenge is finding the balance between innovation and consolidation. In addition, we discuss the challenge of managing a wide range of equipment and users, handling repairs and service contracts, planning for equipment upgrades, renewals or decommissioning and continuously training personnel. [ABSTRACT FROM AUTHOR]

The low reproducibility of scientific data published in articles has recently become a cause of concern in many scientific fields. Data involving light microscopy is no exception. The low awareness of researchers of the technologies they use in their research has been identified as one of the main causes of the problem. Potential solutions have hinted at the need to improve technological and methodological education within research. Despite the pivotal role of microscopy core facilities in the education of researchers being well documented, facility staff (FS) often learn their trade on the job, without receiving themselves any structured education about the technology they teach others to use. Additionally, despite endorsing an important role at the highest level of education, most FS never receive any training in pedagogy, the field of research on teaching and learning methods. In this article, we argue that the low level of awareness that researchers have of microscopy stems from a knowledge gap formed between them and microscopy FS during training routines. On the one hand, FS consider that their teaching task is to explain what is needed to produce reliable data. On the other, despite understanding what is being taught, researchers fail to learn the most challenging aspects of microscopy, those involving their judgement and reasoning. We suggest that the misunderstanding between FS and researchers is due to FS not being educated in pedagogy and thus often confusing understanding and learning. To bridge this knowledge gap and improve the quality of the microscopy education available to researchers, we propose a paradigm shift where training staff at technological core facilities be acknowledged as full‐fledged teachers and offered structured education not only in the technology they teach but also in pedagogy. We then suggest that training routines at facilities be upgraded to follow the principles of the Constructive Alignment pedagogical method. We give an example of how this can be applied to existing microscopy training routines. We also describe a model to define where the responsibility of FS in training researchers begins and ends. This involves a major structural change where university staff involved in teaching research technologies themselves receive appropriate education. For this to be achieved, we advocate that funding agencies, universities, microscopy and core facility organisations mobilise resources of time and funding. Such changes may involve funding the creation and development of 'Train‐the‐trainer' type of courses and giving incentives for FS to upgrade their technological and pedagogical knowledge, for example by including them in career paths. We believe that this paradigm shift is necessary to improve the level of microscopy education and ultimately the reproducibility of published data. [ABSTRACT FROM AUTHOR]

Objective: Creation of a novel 3D-printed physical cochlear model that demonstrated the feasibility of creating the model, and impact of a Graphical User Interface (GUI) system on training insertion metrics. Study Design: Feasibility study with a pilot prospective data collection. Setting: Tertiary academic center. Methods: The study was IRB exempt. Five resident trainees (PGY1-PGY5) practiced electrode insertions in cadaveric temporal bones before using the simulator. Nine students were educated on how to hold the electrodes and position them, and then allowed to use the simulator. All trainees were instructed that slower insertions were favorable. One cochlear implant (CI) surgeon used the simulator. The GUI captured the real video feed, but also provided distance, trajectory, and velocity measurements. The program is designed to plot the real-time depth of insertion and speed of insertion of the electrode; the user is also provided real-time occurrence of any kinks and back-outs. Results: A total of 14 trainees and 1 CI surgeon inserted the electrode at least 5 times without the use of the GUI (before) and then at least 5 times with the use of the GUI (after). Average Speed before and after (100.84 and 53.23 mm/s); Average minimum speed before and after (59.34 and 9.65 mm/s); and Average maximum speed before and after (416 and 285.81 mm/s). Statistically significant improvements were noted in all the measured speeds of insertion (P <.001). The other variables improved but not to a statistical significance. Conclusions: Real-time training using the 3D-printed model and GUI for cochlear implantation can help improve surgical resident training and comfort levels with electrode insertion for surgical trainees. The advantage of this model is that surgeons/trainees can use it as many times as they like, as the whole set-up is easy, economical, and reusable. The real time graphical user interface enhances training and retention of the practiced skills. [ABSTRACT FROM AUTHOR]

Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory. In this study, we investigated the effectiveness of errorless training on these children's ability to learn golf putting. Participants (N = 20), aged 9–13 years (M = 10.15, SD = 1.4), were randomly assigned to either: (a) an errorless (ER) training group (n = 10) or (b) an explicit instruction (EI) group (n = 10). The ER group practiced putting from different distances without any instruction, while the EI group practiced putting at a particular distance with instruction. We measured motor performance (e.g., putting accuracy) and kinematic variables (e.g., putter face angle). One-way analyses of variance showed that motor performance significantly improved in both groups, but that the ER group showed significantly better accuracy retention (p <.028) and transfer learning (p <.047) than the instructional group. Kinematic variables were also significantly different between the two groups on the transfer test. These findings supported the benefits of errorless training compared to explicit instruction to teach motor skills to children with ASD. [ABSTRACT FROM AUTHOR]

Bilateral skill symmetry in sport refers to an individual's ability to successfully perform sporting actions with both sides of the body. Two scarcely researched areas in relation to bilateral skills are the effects of opposition proximity on skill execution and bilateral skill in high-performance female athletes. In this study, we used Nacsport to code all skill executions (hand pass, kick pass, hop, solo and shot) during 121 games by both male and female participants (76 male, 45 female), classified as Tier 1 (n = 181, 134) and Tier 2 (n = 238, 115) high performance, adult Gaelic Football players. Irrespective of the participants' tier group or gender, these players relied upon their dominant side for most skill executions (Kick Pass Dominant Foot Mdn : MT1 = 90%, MT2 = 98.6%, FT1 = 100%, FT2 = 100%; Solo Dominant Foot: Mdn MT1 = 95%, MT2 = 97.3%, FT1: 100%, FT2: 100%; Hand Pass Dominant Hand Mdn : MT1: 83.7%, MT2: 99%, FT1: 95.5%, FT2: 95.5%; Hop Dominant Hand Mdn : MT1: 91.9%, MT2: 94.7%, FT1: 98.1%, FT2: 98.1%; Play Dominant Foot Mdn : MT1: 74.5%, MT2: 94.5%, FT1: 94.7%, FT2: 88.2%). There were no consistent differences between tier groups or genders in relation to dominant side use, but top tier male players were generally less reliant on the dominant limb than were female players from both tiers. In general, top tier male players performed more successfully than either second tier male players or female players in both tiers. Most skills were executed under conditions of low opponent proximity, limiting the requirement for participants to use their non-dominant limbs. These findings illustrate the demands of Gaelic football in relation to bilateral skills, and we identified new research questions for future investigators. [ABSTRACT FROM AUTHOR]

This study compared the use of delivering a single instruction (e.g., Who is it?) versus varied instructions (e.g., What's their name? Who is this? What about this one?) when teaching three children diagnosed with autism spectrum disorder (ASD) novel expressive label targets via direct telehealth. The present investigation utilized an adapted alternating treatments design nested into a multiple probe design, to teach participants to expressively label pictures of cartoon characters using either a single instruction or varied instructions. The goal of this study was to evaluate the acquisition, effectiveness, and efficiency of the two different procedures for each participant. The results demonstrated that while students learned all targets in both conditions, skill acquisition rates were slightly higher for the majority of participants using varied instructions via telehealth. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the extent to which typically developing (TD) siblings of children with autism spectrum disorder (ASD) could implement the model-lead-test (MLT) strategy through the self-monitoring checklist and telehealth-based coaching, as well as the impact of the sibling-mediated intervention on the acquisition of various skills in children with ASD. Two sibling dyads participated in this multiple-probe-across-behaviors study. The instructors coached and provided feedback to the TD siblings on using the MLT strategy and the self-monitoring checklist via telehealth. The results demonstrated that the self-monitoring checklist and the telehealth-based coaching effectively improved treatment fidelity as the TD children delivered the target strategy, which, in turn, improved a diverse range of skills in their siblings with ASD. However, difficulties in generalization to new instructional targets for TD participants and maintaining learned targets for participants with ASD were observed. [ABSTRACT FROM AUTHOR]

Multiple professional societies have emphasized the importance of professional development for physicians. This qualitative study aimed to explore pediatric hospitalists' perceptions of professional development needs and to refine a framework for professional development in pediatric hospital medicine (PHM). We conducted four focus groups in April to May 2019 with 19 pediatric hospitalists at six clinical sites within a single institution. Participants identified key components of professional development including skill development, personal growth, career satisfaction, and individualization. Hospitalists agreed upon 8 domains of professional development: clinical excellence, advocacy, global health, health care administration, informatics, medical education, quality improvement, and research. They also identified missing the mentorship necessary to change their passions into career advancement, highlighted barriers and facilitators, and noted that an alignment in personally meaningful projects to what is meaningful to the institution was in everyone's best interests. Faculty programs should build infrastructure to aid pediatric hospitalists in achieving their career goals. [ABSTRACT FROM AUTHOR]

The article discusses the findings of the 7th National Audit Project (NAP7) on peri-operative pediatric cardiac arrests in the UK. It reveals that while the incidence of cardiac arrest in children undergoing anesthesia is lower than previously thought, the immediate mortality rate is 17%, with higher rates in neonates and infants. The study emphasizes the importance of preparation, universal training, appropriate risk assessment, clear communication, and standardized equipment to improve outcomes in pediatric cardiac emergencies. It also calls for increased awareness and attention to the risks and challenges associated with pediatric anesthesia and resuscitation. [Extracted from the article]

The aim of this systematic review with meta-analysis was to evaluate the effects of resistance training on physical fitness, physiological variables and body composition of postmenopausal women. The present systematic review was performed in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement and was registered in PROSPERO. A total of 12 studies were included. The literature search was performed in PubMed, Web of Science and EBSCO. Randomized control trials were included. Two blinded investigators performed the search, study selection and data collection, and assessed the quality and risk of bias. A random-effects model was used for all analyses. Compared to the control group, resistance training produced a significant improvement in maximal oxygen volume (standardized mean difference [SMD] = 2.32, p < 0.001), lower extremity strength (SMD = 4.70, p < 0.001) and upper extremity strength (SMD = 7.42, p < 0.001). The results obtained in the systematic review and meta-analysis confirm the benefits of resistance training on physical fitness in postmenopausal women, although there is more debate regarding its influence on bone mineral density, and anthropometric and derived variables. This work provides a solid starting point for promoting resistance training at a frequency of 3 days per week, in 60-min sessions, with the aim of improving parameters directly related to quality of life, functionality and disease prevention of postmenopausal women. [ABSTRACT FROM AUTHOR]

God's formative education is man's education through formative factors beyond his control, which can be the basis for deriving human-to-human education methods. The purpose of the present research is to explain some methods of human education based on God's formative education. To achieve this goal, this research has used the descriptive method and analysis of Quranic verses. The verses of the Holy Quran indicate that human formative education has three general stages., is special. each of which has several educational bases. Following these three stages of educational education in the Quran, 15 educational methods have been extracted and explained for educators, which include: : Intellectual education, paying attention to the necessity of establishing and creating a suitable platform as well as paying attention to natural feelings, constantly reminding of blessings, the need to pay attention to the developmental aspects of affairs and trials and tribulations, and paying attention to the thought of death and observing the results of actions for the general stage. Accepting and recognizing weaknesses, creating peace and strength of heart, timely support and advocacy, evangelism and encouragement for a special formative education level. And also the educational method of creating love in the shadow of increasing insight and wisdom, giving responsibility and taking over for the special stage. [ABSTRACT FROM AUTHOR]

Aim(s): To understand the experiences of advanced practice nurses working in cancer care. Design: Phenomenological qualitative study. Methods: Three focus groups were held to collect qualitative data. Participants were recruited through theoretical non‐probabilistic sampling of maximum variation, based on 12 profiles. Data saturation was achieved with a final sample of 21 oncology advanced practice nurses who were performing advanced clinical practice roles in the four centers from December 2021 to March 2022. An interpretative phenomenological analysis was performed following Guba and Lincoln's criteria of trustworthiness. The centers' ethics committee approved the study, and all participants gave written informed consent. Data analysis was undertaken with NVivo 12 software. Results: Three broad themes emerged from the data analysis: the role performed, facilitators and barriers in the development of the role and nurses' lived experience of the role. Conclusion: Advanced practice nurses are aware that they do not perform their role to its full potential, and they describe different facilitators and barriers. Despite the difficulties, they present a positive attitude as well as a capacity for leadership, which has allowed them to consolidate the advanced practice nursing role in unfavourable environments. Implications for the Profession: These results will enable institutions to establish strategies at different levels in the implementation and development of advanced practice nursing roles. Reporting Method: Reporting complied with COREQ criteria for qualitative research. Patient or Public Contributions: No patient or public contribution. [ABSTRACT FROM AUTHOR]

Recent implementation science frameworks highlight the role of training and technical assistance (TTA) in building workforce capacity to implement evidence-based practices (EBPs). However, evaluation of TTA is limited. We describe three case examples that highlight TTA by three regional centers in the national Mental Health Technology Transfer Center (MHTTC) network. Each MHTTC formed Learning Communities (LCs) to facilitate connections among behavioral health professionals with the goals of sharing implementation strategies, discussing best-practices, and developing problem solving techniques. Data on outcomes were collected through a combination of self-report surveys and qualitative interviews. LC participants reported strong connectedness, gains in knowledge and skills, improvements in implementation capacity, and intentions to advocate for organizational and systems-level change. Furthermore, across the case examples, we identified LC characteristics that are associated with participant perceptions of outcomes, including tailoring LC content to workforce needs, providing culturally relevant information, engaging leaders, forming connections among participants and trainers, and challenging participants' current workplace practices. These findings are interpreted through the lens of the Interactive Systems Framework, which focuses on how TTA, such as LCs, can facilitate connections between the theoretical and empirical foundations of interventions and the practices of implementing interventions in real-world settings to advance workforce capacity. [ABSTRACT FROM AUTHOR]

The Picture Exchange Communication System (PECS) is a popular augmentative and alternative communication intervention for individuals with developmental disabilities that includes six, sequential phases of instruction. We systematically reviewed published and unpublished single-case PECS studies for details about the percentage of participants mastering PECS phases, how long it took participants to master PECS phases (in trials to mastery), and what constituted mastery of PECS phases. We found most participants mastered only the first two phases of PECS, and Phases I, II, and IV showed the slowest and widest variability in trials to mastery. Moreover, participants who were taught the third PECS phase learned to select from an average array of three symbols, which may limit the range of messages they can communicate. We discuss our findings in light of a few important limitations and provide directions for future researchers along with recommendations for professionals who might consider PECS. [ABSTRACT FROM AUTHOR]

Literacy skills can assist in the navigation and enjoyment of adult life. For individuals who have reached adulthood without strong literacy skills, opportunities for continued literacy learning are few. Redesigning AAC technologies to support literacy skill development could extend literacy learning opportunities for adults with developmental disabilities who have limited speech. The current preliminary study evaluated an AAC technology feature designed to support literacy development. The study used a multiple probe across participants design. Three adults with Down syndrome who had limited speech and only basic decoding skills participated. Results suggest the participants made modest gains in decoding accuracy after interacting using the AAC app with the literacy supportive feature, though performance was highly variable. Results also offer emerging evidence that, for two participants, some generalization to encoding performance may have also been achieved. Results showed that, for all the participants, interacting using the literacy supportive feature increased their reading confidence. Altogether, the study's results show preliminary evidence that the feature can support adults with Down syndrome in their ongoing literacy learning, though access to formal instruction is still critical. Future research is needed to continue to explore this and other AAC technology redesigns to increase learning opportunities for the people who use the technology every day to communicate. [ABSTRACT FROM AUTHOR]

Background Study: Virtual reality (VR) is becoming a popular technology for safety training in construction. Several VR training prototypes have been designed and tested, which show they can perform better than traditional training tools. However, most of these existing tools are not underpinned by clear pedagogical theory, and studies assessing the impact of pedagogical theories on the effectiveness of VR prototypes are still rare in the literature. Objectives: This study aims to investigate if and how the productive failure theory and the directive instruction theory have an impact on the effectiveness of VR safety training for confined space workers. Methods: The study used a randomized controlled method involving 74 participants. The effectiveness of these two training methods was assessed in terms of knowledge acquisition and retention. Results and Conclusions: The results illustrate that the productive failure training design performed better in terms of knowledge acquisition and retention. This paper introduces the Productive Failure Theory and shows the great potential of this approach for self‐service VR safety training in the field of construction. Lay Description: What is already known about this topic: PF has been proven effective in classroom‐based teaching practice.PF has been proven effective in non‐immersive virtual training.DI is a commonly used pedagogical method for VR training. What this paper adds: The present paper investigates the feasibility of applying PF theory in VR safety training.The present paper examines the pedagogical impacts of the two pedagogical approaches within VR serious games. Implications for practice and/or policy: PF can be applied to self‐help VR safety training, reducing the demand for resources such as teaching staff and venues.PF training design performed better in terms of knowledge acquisition and retention.PF has great potential for self‐help VR safety training in various fields. [ABSTRACT FROM AUTHOR]

Background Study: Previous systematic reviews concluded that online professional‐learning communities (OPLCs) have positive effects on teachers' development, but explored neither the technological affordances that make this possible nor the potential negative impacts of technology use in OPLCs. Objectives: The aim of this study is to systematically analyse previous research on teachers' OPLCs, and thus help answer the question of what technological affordances (dis)empower members of teachers' OPLCs, and how they do so. Methods: This study applied the systematic‐review method. A total of 28 studies were identified and analysed using rigorously defined inclusion and exclusion criteria. The results are reported as a synthesis. Results and Conclusions: First, in theme, the selected articles primarily focused on features of OPLCs and of teachers' knowledge. Second, mixed‐methods approaches were commonly used in the sampled research, and the number of studies employing advanced statistical methods and machine learning increased over time. And third, the reviewed studies' findings suggest that technology supports 'bottom‐up' teachers' communities (as distinct from 'top‐down' professional development organized by educational authorities) in seven ways: that is, by promoting collaboration opportunities, expanding the participants' networks, facilitating knowledge sharing, delivering support more rapidly, providing emotional support, allowing ubiquitous learning, and enabling multiple modes of participation. Lay Description: What is currently known about the subject matter: Previous reviews found OPLCs have positive effects on teachers' development. What their paper adds to this: What technological affordances empower teachers in OPLCs.How technological affordances empower teachers in OPLCs. The implications of study findings for practitioners: The sampled articles primarily focused on OPLC features and teacher knowledge.Mixed‐methods approaches were commonly used.Technology provides various affordances to 'bottom‐up' teachers' communities. [ABSTRACT FROM AUTHOR]

Objective: Cognitive remediation (CR) improves cognition and aids recovery in people with psychosis. An active therapist provides increased benefit, but CR training for therapists is not routinely available, so CR has limited scalability. This study describes the development and evaluation of the first online CR therapist training programme. Methods: An online CR training, based on expert and novice therapist consultations, was developed, and then pilot tested with novice trainees and changes made to produce the evaluation version. Feasibility, acceptability, and training benefits were assessed in a group of naïve UK NHS mental health professionals. Training engagement with a group of clinicians who accessed the programme for professional development was compared to those who paid fees. Results: Most mental health professionals finished training and passed the knowledge test, indicating that training enhanced clinicians' knowledge. Fee‐paying trainees had significantly faster completion times and a higher proportion finished in the recommended time. Those who were successful at passing the knowledge questionnaire had significantly fewer years in practice. The majority were satisfied with the programme, felt they had made considerable progress and that training would allow them to begin practicing CR, and would recommend the training to colleagues. Conclusions: This online CR training programme was feasible, acceptable to participants and showed benefits for clinicians. It improved knowledge even in the most junior of staff who have had less time to develop clinical know‐how. [ABSTRACT FROM AUTHOR]