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BackgroundUsing smartphones to enroll, obtain consent, and gather self-reported data from patients has the potential to enhance our understanding of disease burden and quantify physiological impact in the real world. It may also be possible to harness integral smartphone sensors to facilitate remote collection of clinically relevant data. ObjectiveWe conducted the Patient Rheumatoid Arthritis Data From the Real World (PARADE) observational study using a customized ResearchKit app with a bring-your-own-device approach. Our objective was to assess the feasibility of using an entirely digital approach (social media and smartphone app) to conduct a real-world observational study of patients with rheumatoid arthritis. MethodsWe conducted this observational study using a customized ResearchKit app with a bring-your-own-device approach. To recruit patients, the PARADE app, designed to guide patients through a series of tasks, was publicized via social media platforms and made available for patients in the United States to download from the Apple App Store. We collected patient-reported data, such as medical history, rheumatoid arthritis-related medications (past and present), and a range of patient-reported outcome measures. We included in the assessment a joint-pain map and a novel objective assessment of wrist range of movement, measured by the smartphone-embedded gyroscope and accelerometer. ResultsWithin 1 month of recruitment via social media campaigns, 399 participants self-enrolled, self-consented, and provided complete demographic data. Joint pain was the most frequently reported rheumatoid arthritis symptom to bother study participants (344/393, 87.5%). Severe patient-reported wrist pain appeared to be inversely linked with the range of wrist movement measured objectively by the app. At study entry, 292 of 399 participants (73.2%) indicated a preference for participating in a mobile app–based study. The number of participants in the study declined to 45 of 399 (11.3%) at week 12. ConclusionsDespite the declining number of participants over time, the combination of social media and smartphone app with sensor integration was a feasible and cost-effective approach for the collection of patient-reported data in rheumatoid arthritis. Integral sensors within smartphones can be harnessed to provide novel end points, and the novel wrist range of movement test warrants further clinical validation.

Musical play is a vital aspect of children's musical cultures. As the social and cultural experiences of children change over time, their playful engagements with music may reflect these shifts. The purpose of this oral historical research was to explore girlhood musical play experiences over the course of a span of approximately 80 years (ca. 1920-2009), as well as the influences at work in the transmission, continuity, and content of these musical play behaviors. Semi-structured interviews were implemented to illuminate the musical play experience stories of 20 female individuals spanning four generations of birth as well as the factors impacting the transmission and continuity of musical play over time through family lines and across age cohorts. Findings suggest that influences of family, temporal context and peer groups, popular culture, cultural contexts, and issues of gender identity and gender roles were all present in the transmission of musical play repertoires over time. A lack of interest in musical play was also reported, which additionally impacted transmission.

Bibliotherapy is a technique that invites children to see themselves in the characters of carefully selected children's literature with the intention of making connections, building empathy, developing social skills, processing difficult situations, and more. The purpose of this article is to explore the intersections of bibliotherapy, social and emotional learning (SEL), and approaches in elementary music. Many music educators already implement children's literature in the classroom--bibliotherapy provides a deeper dimension to these existing literature-related activities. Strategies for implementation of bibliotherapy in music settings are offered including specific books addressing each of the five components of the SEL framework: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making.

University employability awards, in the UK particularly, aim to assist students to develop career related skills and attributes and thus increase their potential to achieve graduate level employment. Self-report quantitative and qualitative data were collected at intervals via questionnaires, interviews and focus groups from two cohorts (N = 212) of a well-established career development and employability award at a large civic UK university. Findings indicated increases in confidence and aspiration, and in the ability to articulate and apply skills and abilities; also that the award may convey similar benefits to work experience. Survey data from award completers indicated that they had changed their career related behaviour, and students who have completed the award show a consistent small increase in their level of graduate employment when compared to the graduate employment figure for the university as a whole in the UK university destinations data. Employability related values, attitudes and behaviour may all change as a result of award experience. Reported changes implied a sense of improved resourcefulness. It is hypothesised that the award may enhance student employability somewhat via development of psychosocial resources, producing a shift in the student's perception of self and identity.

This article highlights the utilization of Missouri Community Action Network's Poverty Simulation within an Interprofessional Education program to teach students about the complexities of poverty and enhance the development of professional identity.

In an age where caring for others may seem like a relic of a bygone era, we all must be reminded of the importance of active caring in the classroom and beyond. This article explores the work of Nel Noddings, an educational scholar at the forefront of caring research, and her four dimensions for bringing active caring into the classroom. Modeling, dialogue, practice, and confirmation provide teachers with concrete starting points for reflecting on the ways in which they cultivate caring in their music classrooms and how they develop caring relationships with students that reflect the ways they need and want to be cared for. Music educators often work with the same students over the course of many years--it is to our advantage to use this time to teach caring and teach with care.

Background Aims, Materials, and Methods Results Discussion Conclusion Healthcare professionals face numerous challenges regarding the delivery of care. Creating solutions to these challenges is imperative to improve the quality and safety of care to positively impact patient outcomes. However, health professional students rarely receive formal training regarding systems thinking during didactic components of their professional training.Thus, our institution incorporated the Friday Night at the ER (FNER) activity in the interprofessional education curricula to provide an experiential learning experience focused on systems thinking.A total of 1033 students (483 nursing, 289 pharmacy, 48 nutrition, 26 speech–language pathology, and 187 preferred not to share their discipline or complete the survey) participated in FNER across six separate semester cohorts. The Systems Thinking Scale was completed immediately before and after FNER by 81.5% (pre) and 80.3% (post) of students. Repeated measures ANOVA was conducted and noted combined nursing, pharmacy, nutrition, and speech–language pathology students' total Systems Thinking Scale scores increased significantly from pretest (M = 82.8, SD = 10.6) to posttest (M = 89.7, SD = 10.8), p < 0.001.Our experience indicates this is a meaningful interprofessional activity that prepares students to practice systems thinking in their future careers.Practicing these skills has the potential to improve learners' ability to implement changes that will positively impact healthcare systems. [ABSTRACT FROM AUTHOR]

Background Millions of young adolescents in low- and middle-income countries (LMICs) affected by humanitarian crises experience elevated rates of poor mental health. There is a need for scalable programs that can improve the mental health of young adolescents. This study evaluated the effectiveness of a nonspecialist delivered group-based intervention (Early Adolescent Skills for Emotions (EASE)) to improve young adolescents' mental health. Methods and findings In this single-blind, parallel, controlled trial, Syrian refugees aged 10 to 14 years in Jordan were identified through screening of psychological distress as defined by scores [greater than or equal to]15 on the Paediatric Symptom Scale. Participants were randomised to either EASE or enhanced usual care (EUC) involving referral to local psychosocial services (on a 1:1.6 ratio). Participants were aware of treatment allocation but assessors were blinded. Primary outcomes were scores on the Paediatric Symptom Checklist (PSC; internalising, externalising, and attentional difficulty scales) assessed at week 0, 9 weeks, and 3 months after treatment (primary outcome time point). It was hypothesised that EASE would result in greater reductions on internalising symptoms than EUC. Secondary outcomes were depression, posttraumatic stress, well-being, functioning, school belongingness, and caregivers' parenting and mental health. Between June 2019 and January 2020, 1,842 young adolescent refugees were screened for eligibility on the basis of psychological distress. There were 520 adolescents (28.2%) who screened positive, of whom 471 (90.6%) agreed to enter the trial. Overall, 185 were assigned to EASE and 286 to EUC, and 169 and 254 were retained at 3 months for EASE and EUC, respectively. Intent-to-treat analyses indicated that at 3 months, EASE resulted in greater reduction on the PSC-internalising scale than EUC (estimated mean difference 0.69, 95% CI 0.19 to 1.19; p = 0.007; effect size, 0.38) but there were no differences for PSC-externalising (estimated mean difference 0.24, 95% CI -0.43 to 0.91; p = 0.49; effect size, -0.10), PSC-attentional problem (estimated mean difference -0.01, 95% CI -0.51 to 0.54; p = 0.97; effect size, -0.01) scores, or on depression, posttraumatic stress, well-being, functioning, or school belongingness. Relative to EUC, caregivers in EASE had less psychological distress (estimated mean difference 1.95, 95% CI 0.71 to 3.19; p = 0.002) and inconsistent disciplinary parenting (mean difference 1.54, 95% CI 1.03 to 2.05; p < 0.001). Secondary analyses that (a) focused on adolescents with probable internalising disorders; (b) completed the 3-month assessment; and (c) controlled for trauma exposure did not alter the primary results. Mediation analysis indicated that for caregivers in the EASE condition, reduction in inconsistent disciplinary parenting was associated with reduced attentional ([beta] = 0.11, SE 0.07; 95% CI 0.003, 0.274) and internalising ([beta] = 0.11, SE 0.07; 95% CI 0.003, 0.274) problems in their children. No adverse events were attributable to the intervention. A limitation was that EUC was not matched to EASE in terms of facilitator attention or group involvement. Conclusions EASE led to reduced internalising problems in young refugee adolescents and was associated with reduced distress and less inconsistent disciplinary parenting in caregivers. This intervention has the potential as a scalable intervention to mitigate young adolescents' emotional difficulties in LMIC. Trial registration Prospectively registered at Australian and New Zealand Clinical Trials Registry: ACTRN12619000341123., Author(s): Richard A. Bryant 1,2,*, Aiysha Malik 3, Ibrahim Said Aqel 4, Maha Ghatasheh 4, Rand Habashneh 4, Katie S. Dawson 1, Sarah Watts 3, Mark J. D. Jordans 5,6, [...]

This study investigated whether higher maternal psychological distress, lower provision of psychosocial stimulation and a negative appraisal of parenting experience were associated with lower cognitive, motor, social-emotional and adaptive behaviour development in children under 3 years of age in Kenya. A cross-sectional design was used, with 81 caregiver-child dyads recruited through convenience sampling. The mean age of these infants was 8.5 months (SD = 5.6 months, range 23 days to 25.5 months). Higher maternal psychological distress was associated with lower social-emotional development, but not cognitive, motor and adaptive development of a child. Psychosocial stimulation provided by mothers was not related to any developmental outcomes. Maternal psychological distress and appraisal of parenting experience were significant, unique predictors of child social-emotional development. Findings suggest that interventions designed to promote social-emotional development of young children in Kenya should target maternal mental health and enhance confidence and experience of parenting.