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Introduction Material and Methods Results Conclusions Intimate partner violence against women is a global health issue. Exposure to intimate partner violence during pregnancy leads to health‐related problems for both the mother and the newborn. However, current knowledge on its occurrence varies widely and assessing the problem using standardized tools in different contexts is needed. This study aimed to estimate the prevalence and associated factors of IPV in pregnant women in Denmark and Spain through digital screening tools.A cross‐sectional design was used to systematically screen for intimate partner violence among pregnant women attending antenatal care by using standardized digital screening tools, Woman Abuse Screening Tool and Abuse Assessment Screen.A total of 17 220 pregnant women in Denmark and 2222 pregnant women in Spain were invited to participate. The response rate was high in both countries (77.3% and 92.5%, respectively). Overall, 6.9% (n = 913) and 13.7% (n = 282) screened positive in Denmark and Spain, respectively. Logistic regressions estimated crude and adjusted odds ratio with 95% confidence intervals of the relationship between sociodemographic variables and intimate partner violence. In both countries, being unmarried and lacking social support were risk factors of intimate partner violence. Additionally, in Denmark, pregnant women older than 40 years, unemployed or foreign, were at higher risk, while having higher educational levels was a protective factor. In Spain, not having a partner at the time of questionnaire completion and having at least one child prior to the current pregnancy were risk factors of intimate partner violence.Prevalence results and found associated factors contribute to a more comprehensive understanding of the occurrence of intimate partner violence during pregnancy in Denmark and Spain, while highlighting the feasibility of digital systematic screening in antenatal settings. [ABSTRACT FROM AUTHOR]

Autism spectrum disorder (ASD) is a neuro-developmental disorder that results in narrow interest and impairments in communication and social relationships. Usually, unknown contexts generate anxiety and frustration in persons with ASD, and great impediment in accessing services, including health ones. This seriously compromises prevention and treatment interventions in different medical areas. Technology offers many opportunities for persons with ASD and can be used to act as a mediator, helping to manage communication and interpersonal relationships and to familiarize with the environment, especially in new contexts. Specifically, we used digital tools to reduce stress and anxiety while teaching adequate dental care to children with ASD (MyDentist project). To generalize the R&D approach, we followed in the context of the MyDentist project for its adoption for research and development of inclusive software in e-health. We analyze our design and development process using the three-cycle model proposed by Hevner: the relevance cycle, which connects design with the environment; the rigor cycle, which connects design with the grounding theory; and the design cycle, which builds and evaluates artifacts. We present the results obtained in the project and the lessons learned. Lessons are formalized as guidelines that are further validated by a focus group including experts and stakeholders. A set of guidelines which can drive software development and research in similar contexts. Our research will benefit e-health researchers to perform rigorous and relevant Design Science Research. It will also inform software developers of e-health solutions and healthcare professionals. [ABSTRACT FROM AUTHOR]

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students' proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students' technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students. [ABSTRACT FROM AUTHOR]

While existing studies acknowledge the importance of using technology in the mathematical modelling process, questions about how to integrate digital tools into mathematical modelling are not still answered. This study aims to examine pre-service mathematics teachers' designing and solving mathematical modelling problems by using different digital tools through the collaboration of two different courses in their education program. The GeoGebra-supported modelling cycle was adopted as the conceptual framework of the study. The case study was used to design the research. The participants of the study were three volunteer pre-service secondary mathematics teachers, who were able to use and integrate digital tools in mathematics education. The pre-service teachers were asked to design a mathematical modelling problem by integrating different digital tools as the final assignment in both courses. The designed mathematical modelling problem, the video records of pre-service teachers' explanations including the designing and solving process, and the video records of the focus group interview were the data of the study. The results showed that the pre-service teachers were able to design and solve an effective and comprehensive mathematical modelling problem using technology by combining their skills that they had learnt through different courses. In particular, they were able to use different digital tools in both designing and solving a mathematical modelling problem. Their solution also led to the extension of the adopted framework by adding new technological actions into the modelling stages. [ABSTRACT FROM AUTHOR]

The paper delves into social media mining in the context of medical education programs in the information age. It explores the adaptability of Social Media Analytics (SMA) apps within the structure of online courses in medicine and proposes a conceptual framework for a learning process. This process includes practical exercises based on search and social media mining in the healthcare industry, relying on technology solutions. An online course, "Managing Digital Content for Health Professionals", was developed at I.M. Sechenov First Moscow State Medical University to expand the understanding of digital content management processes, the specific details of in-depth social media analysis, and transforming social data into valuable knowledge for health professionals. The study group consisted of 108 participants. Throughout the course, students were tasked to ascertaining the effects gained during practical training and evaluating them. Participants identified the key professional and socio-personal effects of the practical training. Following the evaluation of the online apps' feature sets, the authors concluded that social media analytics requires a comprehensive approach, the synergy of digital tools, a strategy for adapting the mining to the field of expertise, and the paradigm of data synthesis and use. [ABSTRACT FROM AUTHOR]

Rare neurological diseases as a whole share peculiar features as motor and/or cognitive impairment, an elevated disability burden, a frequently chronic course and, in present times, scarcity of therapeutic options. The rarity of those conditions hampers both the identification of significant prognostic outcome measures, and the development of novel therapeutic approaches and clinical trials. Collection of objective clinical data through digital devices can support diagnosis, care, and therapeutic research. We provide an overview on recent developments in the field of digital tools applied to rare neurological diseases, both in the care setting and as providers of outcome measures in clinical trials in a representative subgroup of conditions, including ataxias, hereditary spastic paraplegias, motoneuron diseases and myopathies. [ABSTRACT FROM AUTHOR]

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

The study aims to identify the impact of digital means such as virtual reality (VR) and augmented reality (AR) on educational and historical-cultural processes related to the traditional Manchu lifestyle and culture. To achieve this goal, it developed a research scheme based on the example of the Manchu traditions and culture. Accordingly, the research included two-phase testing. Thus, the testing determined the optimal means of creating virtual expositions with augmented reality elements. The study showed the potential of using digital means based on VR and AR in the study of historical and cultural concepts and paradigms related to the traditional Manchu lifestyle and culture. The survey results revealed that the use of VR in the context of studying the traditions and culture of the Manchus increased the learning effectiveness by 50,000 per cent compared to the median initial indicators of the total sample and by 26,316 per cent compared to the median initial indicators of the general focus group. The results of the study have practical value for educational institutions. The research gives insight into the most optimal use of digital means of VR and AR for improving learning effectiveness and student interest. [ABSTRACT FROM AUTHOR]

Background: Although science and technology are viewed as closely related subjects, they are rarely combined in preschools. Purpose: This article investigates preschool teachers' perspectives on integrating digital tools when teaching science, asking how and why they use digital tools, and examining the affordances they experience and obstacles they encounter when incorporating digital tools. Sample: Eighteen Swedish preschool teachers volunteered to participate in the study. Design and method: Data were collected through group interviews and analyzed using a thematic approach, together with the Technological Pedagogical Content Knowledge (TPACK) framework, to obtain a more detailed picture of the teachers' experiences. Results: Most of the participants were positive about using digital tools when teaching children science, and they emphasized the need for training on how to use the tools themselves. The preschool teachers viewed digital tools as good complements to other tools when teaching science and to find information about science facts. Moreover, there were generic reasons for using digital tools, such as to stimulate critical reflections among the children, to document activities and to create stimulating learning environments. However, one group of preschool teachers struggled with integrating digital tools when teaching science. Discussion: Digitalization in preschools and the rest of society is developing. The preschool teachers found possibilities and challenges in using digital tools when teaching children science. Still, future studies are needed to investigate how this will develop. In addition to the results, we found that TPACK served as a useful framework for analyzing and discussing our results. Therefore, we recommend TPACK when analyzing and discussing the use of digital tools in future preschool studies. [ABSTRACT FROM AUTHOR]

This paper aims to propose the Technological Pedagogical and Language Skills (TPALS) framework, an extension of the widely adopted TPACK model, with a specific focus on English Language Teaching (ELT). TPALS emphasizes the interactive relationship between technology, pedagogy, and language skills development to enhance learning experiences in acquiring English as a second language through the systematic integration of digital tools in the 21st century. Drawing on interviews with pre-service and in-service teachers from Southern India, the study explores the real-world implications of TPALS in English language classrooms. The findings suggest that systematic technology integration, alongside pedagogical strategies, fosters language proficiency while addressing diverse linguistic needs. Moreover, the challenges faced during the COVID-19 pandemic highlight the importance of equipping teachers with appropriate digital literacy skills and training for sustained success in integrating technology into language learning. This paper further explores the potential of multimedia tools, online platforms, and digital resources to create immersive language learning environments and contribute to the development of essential English language proficiency. [ABSTRACT FROM AUTHOR]

Pediatric chronic pain places a significant burden on children, their families, and healthcare services. Effective pain measurement is needed for both clinical management and research. Digital pain measurement tools have been developed for adult and adolescent populations however less is known about measurement in younger children. In this systematic review, we aimed to identify, describe, and evaluate (in terms of acceptability) digital tools for the assessment of chronic pain in children (5–11 years). We searched five databases (Cochrane Library, EMBASE, MEDLINE, PsycINFO, and CINAHL), between January 2014 and January 2022. We included empirical studies which included digital tool/s to assess pain in children aged between 5–11 years with chronic pain conditions. We independently double‐screened the papers to determine eligibility. We followed PRISMA guidelines for reporting. A total of five papers, covering four digital tools, were included. The digital tools used ranged from a static online survey to a highly interactive, personalized tablet application. Two studies were cross‐sectional and two collected longitudinal pain data via electronic devices outside the clinical setting. Digital features of the tools included: dynamic testing (n = 2), notifications/prompts (n = 1), data transmission (n = 1), remote monitoring (n = 1), accessibility (n = 1), data visualization/feedback (n = 1), personalization/customization (n = 1), gamification (n = 1) and data labeling (n = 1). Qualitative usability data was only available for one of the tools, which indicated its acceptability and highlighted preferred features/functions by child users (creative and personalizable features, gamification features), and parental users (symptom tracking). This review has highlighted the limited number of digital assessment tools available for children with chronic pain aged 5–11. This review identified some examples of technology enabling the capture of longitudinal, repeated measurement of multiple dimensions of pain (intensity, location, quality). We suggest directions for future research. [ABSTRACT FROM AUTHOR]

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

Voting requires lots of information. In most democracies, elections leave voters with dozens, if not thousands, of voting possibilities. Voting Advice Applications (VAAs) have primarily been recognized as a guide for voters through their electoral decision-making. However, the use of such digital tools is still limited. In this article, we analyze how voters' characteristics affect the use of VAAs and what makes individuals not use the application. We present the results of a panel survey where we randomly invited part of the survey respondents to use a VAA during an electoral campaign in the canton of Bern, Switzerland. Our results show that while significant differences exist between respondents in and out of the experimental setting, political knowledge, and interest are consistent drivers of VAA use. Additionally, we show that more than half of non-VAA users indicate that they do not need assistance from a VAA as a reason for not using the tool and that factors influencing this reason are similar to factors that affect the use of VAAs. In doing so, we add to the literature on the use and biases of VAAs and the general understanding of why people use or do not use digital tools. [ABSTRACT FROM AUTHOR]

Previous evaluations of teaching quality have not considered the integration of digital elements. This systematic review was conducted in accordance with the PRISMA guidelines and offers a critical examination of the integration of digital elements in university teaching quality evaluations. The objective is to provide a comprehensive and systematic overview of the methods and target values used for special attention on the incorporation of digital elements in teaching concepts. This review analyzed 22 articles published between 2004 and 2023 from a pool of 11,851 manuscripts. The studies were classified into evidence levels A to C based on the clarity of quality criteria and documentation of measurement instruments. The findings indicate a significant gap in comprehensive quality criteria and instrument references. Self-developed questionnaires and performance examinations were prevalent, mostly classified under the lowest evidence level (C). A limited number of studies focused on psychological outcomes and the evaluation of digital teaching concepts, fulfilling all criteria for the highest evidence level (A). The results indicate a focus on using open-ended questions, interviews, and feedback mechanisms to gain insights into students' perceptions, which are essential for refining teaching concepts. There is a need to develop and validate evidence-based measurement techniques to better accommodate digital elements integration in teaching evaluations for future university pedagogy enhancements. The findings of this review provide a robust foundation for this purpose. This systematic review has been registered on INPLASY (INPLASY202460060). [ABSTRACT FROM AUTHOR]

This study investigates an innovative teaching methodology that combines suggestopedia, digital resources, and experimental and control groups to improve reading-writing English skills. The methodology integrates relaxation and visualization techniques of suggestopedia with engaging digital tools to create a stimulating learning environment. A pre-test established a baseline, and the innovative approach was implemented over several weeks, with lessons integrating suggestopedia and digital resources like multimedia presentations and online readingwriting platforms. A post-test showed statistically significant improvements in students' writing performance. Focus group discussions revealed that students found the lessons engaging, confidence-boosting, and effective in enhancing their reading and writing abilities, particularly appreciating the relaxed atmosphere of suggestopedia and the interactive nature of the digital tools. The study demonstrates the potential of this innovative approach to enhance English writing skills and foster a positive learning experience, warranting further research on its longterm effects and applications in diverse educational contexts. [ABSTRACT FROM AUTHOR]

This research paper examines the digital infrastructure required to achieve project management success by analyzing the enabling elements of this digital infrastructure in terms of three pillars: digital readiness, digital fitness, and digital tools. A comprehensive literature review was conducted to identify these enabling elements and to develop a list of project management success indicators through which the success of project management can be measured. To evaluate and rank the digital infrastructure enabling elements, a Multi-Criteria Analysis (MCA) was implemented using a hybrid approach combining Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Technique for Order Preference by Similarity to Ideal Solution (FTOPSIS). The study used the digital infrastructure enabling elements as MCA alternatives and the project management success indicators identified in the literature review as MCA criteria. The results indicated that the enabling elements associated with digital tools are the most significant for project management success, with a FTOPSIS closeness coefficient (CCi) of 0.8525, followed by those related to digital fitness (CCi = 0.6481) and digital readiness (CCi = 0.1602). These findings have proven to be robust, as they remained consistent even when weights of the MCA criteria were adjusted in three new scenarios proposed in a scenario analysis. This research highlights the critical role of digital enabling elements in enhancing project management practice and achieving project management success. It also offers a strategic framework for organizations to develop and strengthen their digital infrastructure. [ABSTRACT FROM AUTHOR]

With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students' learning. Based on our findings, we conclude with a series of questions for a research agenda. [ABSTRACT FROM AUTHOR]

The Notable Japanese Collections in North America (NJC) is a digital collection discovery initiative and tool that identifies and promotes distinctive Japanese Studies collections in North America. Now entering its third year, this online database has amassed 250 print and digital collections sourced from college and research libraries and other cultural heritage institutions across the continent. Although far from complete, it already provides the most extensive list of print and digitized collections in the United States and Canada. This essay delves into the inception, collaborative journey, and long-term objectives of the NJC and culminates by spotlighting some of the fascinating holdings of its various repositories, spanning premodern to modern and contemporary periods. [ABSTRACT FROM AUTHOR]

The need for a consistent marketing evaluation framework has been highlighted by destination authorities, who in collaboration with academia and marketing professionals have sought to formulate methodologies for measuring the impact of their campaigns. Although several attempts have been made, no simple solution has emerged for evaluating destination marketing activities. This study draws on This is Athens & Partners to reveal the interaction that should take place when destination authorities employ external experts to implement and evaluate their marketing campaigns. The collaboration required adopting the appropriate destination marketing evaluation methodology, which is presented. The adapted methodology, formulated through consultation, resulted in the selection of the advertising tracking survey as the data collection method and the adaptation of a measurement instrument. The research findings show that destination marketing can positively influence the funnel process potential travelers consider when deciding on a travel destination, only when digital tools are combined with effective strategic marketing planning and, more recently, with references to resilience and sustainability. Insights from this paper regarding the importance of establishing an informative evaluation methodology to mitigate potential deficiencies in planned marketing initiatives may prove of added value to destination authorities and stakeholders. [ABSTRACT FROM AUTHOR]

This comment responds to the recently published article on online learning methods during the COVID-19 pandemic. The article describes the challenges, methods, and opportunities of online learning. The authors consider this topic to be very current, interesting, and highly relevant, as the impact that technology will have on the future of nursing education will be significant. However, the challenge posed by the implementation of advanced technologies such as virtual reality (VR) or e-learning requires special attention. These technologies not only enrich students’ educational experiences but can be important in adequately and comprehensively preparing students to meet real-world clinical challenges.

The prospects for the development of digital marketing and its role in ensuring economic development sustainability have been considered. Modern trends and problems faced by marketers in the conditions of rapid development of digital technologies have been studied. Digitalization in all areas of national economy and any areas of human activity is gaining momentum and becoming an integral part of any activity. The sustainable development concept implies achieving a balance among socio-economic sphere development, environment preservation on the basis of technological development, and consumption rationalization, in which marketing plays an important role, and, therefore, its development should be given more attention. The role of digital marketing and opportunities to enhance it and ways to overcome problems in internal and external economic activities through digital marketing have been considered. The purpose of the study is to identify the main trends of marketing development in the conditions of digitalization, which will allow to develop and prepare new markets and goods using the latest marketing achievements in order to work for the future within the concept of sustainable development of economic, environmental, and social spheres of life. The digitalization impact on marketing strategies, changes in consumer behavior, and the analysis of new tools and platforms that are used to promote products and services have been studied. Each sphere of activity has its own peculiarities of digitalization implementation, and marketing activity is no exception, so its development in terms of digitalization implementation is relevant.

Modern society is experiencing a digital transformation of various spheres associated with the development of artificial intelligence and big data. The introduction of large language models (hereinafter referred to as LLM) into scientific research opens new opportunities, but also raises a number of questions, which makes it relevant to study the peculiarities of their application for qualitative data analysis in sociology. The purpose of this article is to explore how LLM can influence the methodology and practice of sociological research, and to identify the advantages and disadvantages of their application. The authors rely on the use of the Calude-3 LLM to qualitatively analyse empirical data from a sociological study of students’ perception of ­entrepreneurship. The possibilities of LLM in the analysis of qualitative data are revealed: analysis of sentiment, construction of logical conclusions, classification, clustering, and formation of typologies. The advantages of using LLM are shown: increased data processing speed, saving time and resources. The application of LLM becomes a tool to optimise the research process in sociology, allowing to deepen the analysis of qualitative data, but it also has a number of limitations: social and political bias, difficulties with hallucinations. It is necessary to increase the transparency of models, improve their interpretability and explainability and reduce their social and political bias as well as ethical and legal regulation of the use of LLM models.

Our paper aims to explore how doctoral EdD students in their thesis stage made use of digital technologies, social media (SM), and artificial intelligence (AI) tools. In this study, AI does not involve data on the use of the new generation of AI, which has been introduced in more recent years after this study took place. This paper refers to a 2nd stage qualitative analysis of semi-structured interviews collected from research undertaken in 2018 into student use of digital technologies in an online professional doctorate programme. The original study utilised an exploratory case study approach, an online survey (n = 28), and a series of semi-structured interviews (n = 9). This study will add further qualitative findings and perspectives to those that emerged in the previous study. This study will help to provide new insights into the interview data that was used to inform the initial paper resulting from the research in 2018. We argue that the unique characteristics of online doctoral students as both individuals and learners determine the popularity of some digital tools and that, in order to make the best use of the full range available they need to develop new skills and a better understanding of the pedagogy associated with those digital tools and the value they can add to an educational context. This can be achieved through the provision of more systematic coaching and support systems. This in turn will contribute to enhancing students’ feelings of belonging to a real academic learning community and their self-confidence and autonomy as online learners in general and in their performance in a Viva in particular.

Abstract Pediatric chronic pain places a significant burden on children, their families, and healthcare services. Effective pain measurement is needed for both clinical management and research. Digital pain measurement tools have been developed for adult and adolescent populations however less is known about measurement in younger children. In this systematic review, we aimed to identify, describe, and evaluate (in terms of acceptability) digital tools for the assessment of chronic pain in children (5–11 years). We searched five databases (Cochrane Library, EMBASE, MEDLINE, PsycINFO, and CINAHL), between January 2014 and January 2022. We included empirical studies which included digital tool/s to assess pain in children aged between 5–11 years with chronic pain conditions. We independently double‐screened the papers to determine eligibility. We followed PRISMA guidelines for reporting. A total of five papers, covering four digital tools, were included. The digital tools used ranged from a static online survey to a highly interactive, personalized tablet application. Two studies were cross‐sectional and two collected longitudinal pain data via electronic devices outside the clinical setting. Digital features of the tools included: dynamic testing (n = 2), notifications/prompts (n = 1), data transmission (n = 1), remote monitoring (n = 1), accessibility (n = 1), data visualization/feedback (n = 1), personalization/customization (n = 1), gamification (n = 1) and data labeling (n = 1). Qualitative usability data was only available for one of the tools, which indicated its acceptability and highlighted preferred features/functions by child users (creative and personalizable features, gamification features), and parental users (symptom tracking). This review has highlighted the limited number of digital assessment tools available for children with chronic pain aged 5–11. This review identified some examples of technology enabling the capture of longitudinal, repeated measurement of multiple dimensions of pain (intensity, location, quality). We suggest directions for future research.

The evaluation of digital tools for measuring self-reported symptoms in children and adolescents undergoing cancer treatment is a critical area of research with significant implications for clinical practice and patient outcomes. This study aims to identify, evaluate, and summarize evidence on digital tools that enable self-reported symptom assessment and management for pediatric oncology patients. Seven academic databases, including PubMed, Cochrane Library, Scopus, Web of Science, CINAHL, and Medline (OVID), were searched systematically from inception until February 28, 2024. Inclusion criteria were the following: (a) study subjects were pediatric oncology patients and young adults, (b) using digital tools, (c) self-report symptom assessment and management, (d) employed either qualitative or quantitative study design, (e) written in English (f) published in peer-reviewed journals. This is a systematic review, and its protocol was registered in PROSPERO (ID: CRD42024528285). The study was conducted following the PRISMA statement. Twenty-seven studies were included in this systematic review. All included studies were conducted to develop digital tools for assessing and managing the symptoms. Eight of these studies focused only on the pain; three were only for nausea and vomiting, one for nausea, and the other 15 for all symptoms. The studies' quality ranged from low to high, with overall scores ranging between 4 and 24 out of 28. It shows that studies have generally focused on developing digital tools to address pain, nausea, vomiting, and other symptoms commonly experienced by pediatric oncology patients. While the quality of the included studies ranged from low to high, the overall findings show promise for the effectiveness and usability of these digital tools for symptom assessment and management in pediatric oncology care. [ABSTRACT FROM AUTHOR]

Previous evaluations of teaching quality have not considered the integration of digital elements. This systematic review was conducted in accordance with the PRISMA guidelines and offers a critical examination of the integration of digital elements in university teaching quality evaluations. The objective is to provide a comprehensive and systematic overview of the methods and target values used for special attention on the incorporation of digital elements in teaching concepts. This review analyzed 22 articles published between 2004 and 2023 from a pool of 11,851 manuscripts. The studies were classified into evidence levels A to C based on the clarity of quality criteria and documentation of measurement instruments. The findings indicate a significant gap in comprehensive quality criteria and instrument references. Self-developed questionnaires and performance examinations were prevalent, mostly classified under the lowest evidence level (C). A limited number of studies focused on psychological outcomes and the evaluation of digital teaching concepts, fulfilling all criteria for the highest evidence level (A). The results indicate a focus on using open-ended questions, interviews, and feedback mechanisms to gain insights into students’ perceptions, which are essential for refining teaching concepts. There is a need to develop and validate evidence-based measurement techniques to better accommodate digital elements integration in teaching evaluations for future university pedagogy enhancements. The findings of this review provide a robust foundation for this purpose. This systematic review has been registered on INPLASY (INPLASY202460060).

Abstract Background The set-up, activation, and delivery of clinical trials is pivotal for the advancement of medical science, serving as the primary mechanism through which new therapeutic interventions are validated for clinical use. Despite their critical role, the execution of these trials is often encumbered by a multitude of challenges. The North West London Clinical Trials Alliance (The Alliance) was established to address these complexities. It aims to bridge the gap between emerging scientific research and its clinical application through strategic collaborations among healthcare and research entities, thereby enhancing the regional ecosystem for clinical trials. Main text This commentary aims to offer clarity on the fundamental insights that underlie The Alliance, providing a comprehensive understanding of its operational structure and the ecosystem it has fostered to optimise clinical trial delivery and revenue generation. The strategy employed by The Alliance centres on the cultivation of strategic partnerships across a broad spectrum of stakeholders. This approach addresses key operational challenges in clinical trial management, facilitating improvements in the development, setup, activation, and recruitment stages. Notably, The Alliance has reduced the average time to initiate trials to 19 days, compared to the standard 75 days typically observed for commercial setups in North West London. The effectiveness of The Alliance’s framework was notably demonstrated during the COVID-19 pandemic, particularly with the expedited recruitment performance in the Janssen COVID-19 vaccine study conducted at Charing Cross Hospital. This instance highlighted the Alliance’s capability to meet and exceed recruitment targets promptly while maintaining diversity within study cohorts. Additionally, The Alliance has effectively harnessed digital technology and infrastructure, enhancing its attractiveness to commercially funded studies and illustrating a sustainable model for clinical trial financing and execution. Conclusion The North West London Clinical Trials Alliance represents a strategic response to the conventional challenges faced in clinical trial management, emphasising the importance of cross-sectoral collaboration and resource optimisation. Its efforts, particularly highlighted by its response to the COVID-19 pandemic, provide a case study in enhancing trial delivery and efficiency with significant implications for both regional and global clinical trials research communities.

In the highly dynamic digital era of the information technology industry, agile talent planning and human resources (HR) management strategies are essential for maintaining a competitive edge. This study aims to determine the impact of HR policies and practices as a mediator between the effectiveness of talent planning and digitalization tools and techniques within the IT sector. The research population comprised IT companies in Delhi (and its national capital region), India. Using the convenience sampling technique, a sample of 106 respondents was selected out of 168 contacted, including human resource professionals and managers. The study employed regression analysis and structural equation modeling. The results reject that digitalization tools and techniques do not significantly increase the effectiveness of talent planning in IT organizations (beta coefficient = 0.455 at p-value < 0.001). Additionally, the paper shows that digitalization tools and technologies significantly affect HR policies and practices (beta coefficient = 0.826 at p-value < 0.001). The findings reject the suggestion that there is no significant positive relationship between HR practices and policies and the effectiveness of talent planning in the IT sector (beta coefficient = 0.425 at p-value < 0.001). Furthermore, the study rejects the perception that HR policies and practices do not mediate the relationship between digitalization tools and techniques and the effectiveness of talent planning (beta coefficient = 0.351 at p-value < 0.001). These insights will contribute to developing effective HR strategies that align with technological advancements and foster organizational growth.

Abstract Background Given the changes in the current learning environment health professionals are facing major challenges to keep up with current and updated information with the rapidly growing clinical and scientific knowledge base. Being able to identify relevant, high-quality articles, adapt or adopt to new learning strategies with an already intense workload are just a few of the main challenges. Self-directed learning is a key skill of competent health professionals and describes the process by which individuals evaluate their learning needs, goals and the resources needed for learning, however the emerging problems for professionals practicing SDL are manifold. Design A qualitative, exploratory approach based on four research questions was used to understand how skilled neurosurgeons maintain and update their professional knowledge. Twenty-six neurosurgeons within the University Hospital of Bern completed a semi-structured interview. Results One of the main findings concerns the differences between neurosurgeons regarding the SDL strategies they employ, which is compounded by their level of experience. All participants recognized that new or alternative learning approaches are necessary to manage the learning landscape, and for many this concerned their use of learning digital tools. Many, however, were unsure how to change their current behavior. Conclusion The results highlight that positive factors influencing SDL in the workplace include learning leadership and support in identifying new or alternative strategies, an internal culture committed to learning as well as digital learning tools and networks. All are vital in managing the continuously evolving learning environment.

Objectives. During the COVID-19 pandemic, numerous measures have been taken worldwide, and, in this context, teachers were put in a position to adapt teaching to the virtual space and learn the ways of online teaching on the go. The aim of this study was to answer the question: What were the main online teaching methods currently used by Romanian pre-university teachers during the COVID-19 pandemic? Material and methods. The research methodology used was the focus group. Between September 9 and 11, 2021, four focus groups were held online with 18 teachers from pre-university education in Romania. Results. Most of the teachers had mixed assessments of online teaching during the COVID-19 pandemic. Teachers identified several types of problems they faced during this pandemic. In terms of technical difficulties, they talked about the lack of appropriate technology or the existence of problems related to the Internet connection. From the perspective of social difficulties, they mentioned new types of relationships among teacher, child, and parent and the emergence of new social roles for the child and parent in the educational process. Conclusions. This study shows that there were numerous challenges faced by Romanian teachers during the COVID-19 pandemic. Teachers had to adapt to the new challenges and develop a skill set required in online teaching: learning to creatively use digital tools; more efficient use of already existing online teaching platforms; attending training courses to refine the social and psychological skills needed in online interactions with students.

The article is devoted to the study of adaptation of psychology students, their adaptation in accordance with the indicators identified in the process of theoretical analysis, the definition of the concept of adaptation in general and to the digital transformation of education in particular. The study of adaptation indicators of psychology students to the digital transformation of education is relevant, since in the modern world digital technologies play an increasingly significant role in all spheres of life, including education. Digital technologies are a reliable assistant to the psychologist at all stages of the educational process. To study the ability of psychology students at a pedagogical university to adapt in their lives to changing conditions and the process of digital transformation of education, survey and questionnaire methods were used. The level of adaptation was determined using a standardized questionnaire and the author's questionnaire. The paper presents the results of a study of four indicators of general adaptation: neuropsychic stability, communicative ability, moral stability and adaptive ability. Four indicators of adaptation to the digital transformation of education have been identified: interest, readiness to use digital tools, knowledge of digital tools and the ability to use them, ease of learning digital tools. Based on the results obtained, data on the adaptation of psychology students of the Faculty of Psychology and Pedagogy of different courses are presented.

This study investigated the effect of integration of new media tools into health professionals –patient interactions to improve the communication of risks associated with medical interventions and healthcare decisions. As technology became increasingly prevalent in healthcare settings, understanding how digital tools could facilitate transparent and comprehensible risk communication was crucial. The study explored various digital platforms, communication strategies, and their impact on patient understanding, engagement, and shared decision-making. A qualitative case study design was adopted to delve deeply into the experiences, perceptions, and practices of health professionals and patients regarding the use of digital tools in risk communication. Semi-structured interviews were used to allow for flexibility in exploring participants' views while ensuring that key topics related to digital tools and risk communication were covered.

The demand for professional translation services has grown exponentially in an increasingly globalized world. However, translators face numerous challenges in ensuring accuracy, consistency, and efficiency, especially when dealing with specialized fields such as business and legal translation. This mixing method research conducted at the study program in English for Business and Professional Communication (BISPRO) of Politeknik Negeri Jakarta, explores the potential benefits of digitizing business and legal glossaries to enhance translators’ working performance by exploring the advantages of digital technology in the translation of the legal and business documents. The research aims to investigate the challenges and the advantages of digital glossaries, including ease of access, real-time updates, and enhanced search capabilities. It discusses the utilization of technology such as mobile applications. The research findings suggest that digitizing business and legal glossaries has the potential to significantly accelerate translators’ working performance, leading to improved translation quality and efficiency. Furthermore, it also suggests the need for continued innovation in translation technology and the establishment of standardized practices for digital glossary creation and utilization in translation. [ABSTRACT FROM AUTHOR]

This study examined teachers' digital tool use through latent class analysis (LCA) and identified predictors that separated the emergent subgroups of teachers. Data from the PISA 2018 teacher questionnaire were employed to analyze the teachers' digital tool behaviors in ICT (Information and Communications Technology) strong countries: Germany, Korea, and USA. The LCA suggested three subgroups of teachers, with similar percentages in each country: 'minimal users' (Class 1: 22–33%); 'moderate users' (Class 2: 46–60%); and 'versatile users' (Class 3; 17–21%). Cross-national similarities were also found in the profile patterns of 'minimal users' and the variables predicting the subgroup membership. The single most important factor of digital tool use across the three countries was teacher training in ICT, either during pre-service training or through in-service professional development programs. Notable cross-national differences were found, however, in the profiles of 'moderate' users and their use of specific types of digital tools. Discussion concludes with practical suggestions to enhance teacher use of digital tools. [ABSTRACT FROM AUTHOR]

This study aims to generate instructions for physical education teachers on how to improve physical fitness of students and enhance their physical development using digital applications. For this, the physical development levels of middle school students were analyzed. The secondary goal is to determine how effective the digital learning tools are in enhancing the quality of physical education in the university setting. The present empirical study focuses on evaluating physical readiness of 172 seventh grade students in cities of Aktobe and Orenburg. Pearson correlation was used to establish a connection between the mentioned indicators. Digital technologies have proven effective in enhancing student motivation for sports participation. Specifically, 69% of the respondents said they would be more motivated to participate in sports if there were digital apps or social networks used in the learning process. The results of the study show direct and inverse correlations between test results and physical markers of fitness. Based on the correlations established, the current study also provides physical training guidelines for physical education teachers and middle school students. [ABSTRACT FROM AUTHOR]

In mathematics, students' abilities to make transformations between mathematical representations are fundamental. The recent implementation of digital technologies, such as Dynamic Geometry Environments (DGEs), have changed students' access to mathematical representations by providing a variety of different representations, available just by pressing a button. Students use of a DGE may change their mathematical communication to become more dynamic and active. However, it is not clear how the use of DGEs and the change in communication style relate to more epistemological aspects of students' mathematical work. This study, therefore, investigates the interplay between students' dynamic mathematical communication and their transformations of mathematical representations when using a DGE from a competency perspective. Based on analyses of instances of lower secondary school students' dynamic mathematical communication, findings indicate that students' mathematical communication reflect the new ways of engaging with mathematical representations when using a DGE. Hence, the communication becomes dynamic. Theoretically, the complexity of having "continuous" transformations of mathematical representations may reduce the readiness of the mathematical communication competency. The "continuous" transformation may in fact cause students to unintentionally ascribe dynamic properties to mathematical representation. [ABSTRACT FROM AUTHOR]

The integration of dynamic visualisations, feedback formats and digital tools is characteristic of state-of-the-art digital mathematics textbooks. Although there already is evidence that students can benefit from these technology-based features in their learning, the direct comparison between the use of a comparable digital and printed resource has not yet been sufficiently investigated. We address this research gap by contrasting the use of an enriched digital textbook that includes these features and comparable printed materials without them. To do so, we investigate the achievement of 314 students in a pretest-posttest control group design in a five-hour series of lessons on conditional probability. Using the Rasch model and mixed ANOVA, the results indicate that students can benefit from digital textbook features, especially compared to the use of comparable printed materials. In line with other studies on mathematical achievement and the use of digital resources, our study also shows differences between boys and girls. It seems that particularly girls benefit from the use of the digital textbook, whereas, for the boys, it does not seem to make a difference what kind of resources they use. The group and gender differences are discussed against the background of other studies considering that, especially in Bayesian situations, the way statistical situations are visualised can be decisive for a student's performance. [ABSTRACT FROM AUTHOR]

This study explores the impact of digitalization on the performance of insurance intermediaries, who still play a key role in the revenue generation of insurance companies. By using an interdisciplinary approach, this study is the first to examine the extent and type of digital technologies used by intermediaries, their impact on performance with respect to revenue, productivity, and interaction with clients, and the role of digital stress in this context. The research is exploratory, which is why a research model with many variables and relationships between them was built. The quantitative multivariate method of Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied as it allows the simultaneous estimation of models with multiple dependent variables and their interconnections. In this context, data collected in 2022 from 671 insurance intermediaries from Germany, whose demographic distribution in the sample is representative of the German insurance market, were analyzed. The findings show that insurance intermediaries use many digital technologies compared to other industries, particularly those that create added value in their daily work. Empirical evidence also showed that using digital technologies positively affects performance but induces perceived digital stress. As this study reveals, the latter diminishes the positive effects on performance. Technology optimism, technological skills, and organizational support reduce the severity of stress. This means that insurers can start here to support intermediaries to mitigate the performance-limiting effects. This study adds to the insurance literature by providing a broader understanding of how insurance intermediaries deal with digitalization and what it means for their performance. [ABSTRACT FROM AUTHOR]

Background: The set-up, activation, and delivery of clinical trials is pivotal for the advancement of medical science, serving as the primary mechanism through which new therapeutic interventions are validated for clinical use. Despite their critical role, the execution of these trials is often encumbered by a multitude of challenges. The North West London Clinical Trials Alliance (The Alliance) was established to address these complexities. It aims to bridge the gap between emerging scientific research and its clinical application through strategic collaborations among healthcare and research entities, thereby enhancing the regional ecosystem for clinical trials. Main text: This commentary aims to offer clarity on the fundamental insights that underlie The Alliance, providing a comprehensive understanding of its operational structure and the ecosystem it has fostered to optimise clinical trial delivery and revenue generation. The strategy employed by The Alliance centres on the cultivation of strategic partnerships across a broad spectrum of stakeholders. This approach addresses key operational challenges in clinical trial management, facilitating improvements in the development, setup, activation, and recruitment stages. Notably, The Alliance has reduced the average time to initiate trials to 19 days, compared to the standard 75 days typically observed for commercial setups in North West London. The effectiveness of The Alliance's framework was notably demonstrated during the COVID-19 pandemic, particularly with the expedited recruitment performance in the Janssen COVID-19 vaccine study conducted at Charing Cross Hospital. This instance highlighted the Alliance's capability to meet and exceed recruitment targets promptly while maintaining diversity within study cohorts. Additionally, The Alliance has effectively harnessed digital technology and infrastructure, enhancing its attractiveness to commercially funded studies and illustrating a sustainable model for clinical trial financing and execution. Conclusion: The North West London Clinical Trials Alliance represents a strategic response to the conventional challenges faced in clinical trial management, emphasising the importance of cross-sectoral collaboration and resource optimisation. Its efforts, particularly highlighted by its response to the COVID-19 pandemic, provide a case study in enhancing trial delivery and efficiency with significant implications for both regional and global clinical trials research communities. [ABSTRACT FROM AUTHOR]

AbstractIn an era of rapid technological advancement, this 10-week quasi-experimental study conducted within a Chinese middle school EFL context examined the incorporation of video-recorded oral presentations and mobile-assisted peer assessment, aiming to evaluate how these digital tools influence students’ speaking proficiency and their perceptions towards them. The study was conducted on two classes of 47 students each, wherein the experimental group received training on utilizing the digital tools of video presentations and mobile-assisted peer feedback, while the control group solely followed traditional teacher-led assessment methods. T-tests were utilized to analyze differences in test scores on standardized English proficiency exams between the two groups, supplemented by semi-structured interviews to elicit deeper insights into student perspectives and attitudes. The quantitative results showed the experimental group exhibited substantially higher English speaking proficiency scores compared to the control group in the standardized tests administered. Integrated with the qualitative findings, while students generally had highly positive perceptions towards utilizing the digital tools and recognized substantial learning benefits, some concerns emerged regarding the learning process. In light of this, providing not only cognitive but psychological guidance and support for students is critical for the ongoing success of this digital intervention. Moreover, maintaining open communication with parents is key to gaining their trust and nurturing a supportive home learning environment, which encourages students’ smooth adoption of digital learning tools with parents’ help and supervision. While strategically combining video presentations and peer feedback within the digital educational landscape shows promise for enhancing oral proficiency, further research should examine diverse student populations and backgrounds. [ABSTRACT FROM AUTHOR]

Field trips provide real-world learning opportunities in biology education as they promote knowledge about nature among other things. As biodiversity is declining knowledge of species is important for understanding and appreciating the natural world and its implications. Many field guides are digitally available, but differences from traditional book-based guides are understudied. This case study compares the effectiveness of a traditional book field guide with a mobile species identification app during a bird field trip on cognitive, motivational, and affective outcomes for college students (N = 133). Linear mixed models indicate no differences in bird species knowledge between the groups before and after the field trip. However, participants in the book group felt more competent and reported a higher interest after the field trip. This suggests that books could probably still add value to learning in the field. They should not be dismissed as they can be useful tools for students by enhancing confidence and contribute to the learning experience in a different way to mobile apps. [ABSTRACT FROM AUTHOR]

In the Digital Heritage Education (DHE) classroom, students use digital tools to assist in understanding intangible cultural heritage (ICH), which comprises intricate knowledge. However, students may still encounter obstacles when trying to produce creative designs. To address this issue, we propose a framework that adopts a human-engaged computing perspective to enhance the understanding and design of ICH through phased synergized engagement between engaged students and engaging digital tools. To validate the effectiveness of the proposed framework, we designed, implemented, and tracked Cantonese Porcelain (CP) Creative Design courses over five years. We then evaluated the framework using the probing method, i.e., interviews and focus groups, to obtain lessons learned about understanding and designing CP in the classroom from students and teachers. The findings demonstrate that the framework effectively facilitates students' step-by-step understanding of the knowledge of CP and improves their creative design performance by integrating digital tools and the knowledge of CP. The framework emphasizes both the human and digital aspects of the learning process, encouraging students to engage in a synergized relationship with digital tools to enhance their understanding of ICH and creative design skills. We also discuss the theoretical and practical importance of this framework and outline a future research agenda for DHE in the classroom. Our framework provides researchers and educators with a new approach to explore how digital technology can effectively support students in understanding and designing ICH. It can be applied to other domains of cultural heritage beyond CP. In general, our study contributes to the development of effective pedagogical practices to integrate digital tools into DHE classrooms and to improve student creativity and cultural awareness. [ABSTRACT FROM AUTHOR]

Background: Given the changes in the current learning environment health professionals are facing major challenges to keep up with current and updated information with the rapidly growing clinical and scientific knowledge base. Being able to identify relevant, high-quality articles, adapt or adopt to new learning strategies with an already intense workload are just a few of the main challenges. Self-directed learning is a key skill of competent health professionals and describes the process by which individuals evaluate their learning needs, goals and the resources needed for learning, however the emerging problems for professionals practicing SDL are manifold. Design: A qualitative, exploratory approach based on four research questions was used to understand how skilled neurosurgeons maintain and update their professional knowledge. Twenty-six neurosurgeons within the University Hospital of Bern completed a semi-structured interview. Results: One of the main findings concerns the differences between neurosurgeons regarding the SDL strategies they employ, which is compounded by their level of experience. All participants recognized that new or alternative learning approaches are necessary to manage the learning landscape, and for many this concerned their use of learning digital tools. Many, however, were unsure how to change their current behavior. Conclusion: The results highlight that positive factors influencing SDL in the workplace include learning leadership and support in identifying new or alternative strategies, an internal culture committed to learning as well as digital learning tools and networks. All are vital in managing the continuously evolving learning environment. [ABSTRACT FROM AUTHOR]

This article conceptualises how disruptions to conventional teaching models may lead to innovative practice. We have identified a gap in current knowledge around how innovations in higher education teaching and learning are initiated in times of crises. Disruptive Innovation Theory and Roger's Diffusion of Innovation Theory are used as lenses to understand how academics' epistemic positioning impacts the implementation of educational innovations, and how such innovations fundamentally change practice. We use COVID-19 restrictions as an illustrative example to deconstruct the catalysts for academics' experimentation with new digital tools, new ways to connect with their students, and novel means of facilitating collaborative learning strategies in the online space. This study makes a distinctive and original contribution by revealing three characteristics of disruptive tools, practices, and mindsets in Initial Teacher Education that differ from the typical efficiencies in other markets. [ABSTRACT FROM AUTHOR]

The article examines volunteering and the benefits it brings to volunteers, summarized in five groups. Special attention is paid to the assimilation and improvement of the skills of the volunteers, with an emphasis on the so-called transferable skills gained from volunteering. Examples of transferring the skills into practice are commented and the soft skills that are most often transferred to the workplace are systematized. The volunteer evaluation levels are presented and the digital tools used are explained in detail. The factors for choosing a digital tool and for evaluating volunteers are systematized. Recommendations are made for the development of digital tools to assess skills acquired through volunteering. [ABSTRACT FROM AUTHOR]

Educational technology has advanced tremendously in recent years, with several major developments becoming available in healthcare professionals' education, including nursing. Furthermore, the COVID-19 pandemic resulted in obligatory physical distancing, which forced an accelerated digital transformation of teaching tools. This review aimed to summarize all the available digital tools for nursing undergraduate education developed from 2019 to 2023. A robust search algorithm was implemented in the Scopus database, resulting in 1592 publications. Overall, 266 relevant studies were identified enrolling more than 22,500 undergraduate nursing students. Upon excluding multiple publications on the same digital tool, studies were categorized into three broad groups: serious games (28.0%), gamified applications (34.5%), and VR simulations and other non-gamified digital interventions (37.5%). Digital tools' learning activity type (categories = 8), geographical distribution (countries = 34), educational subjects (themes = 12), and inclusion within a curriculum course (n = 108), were also explored. Findings indicate that digital educational tools are an emerging field identified as a potential pedagogical strategy aiming to transform nursing education. This review highlights the latest advances in the field, providing useful insights that could inspire countries and universities which have not yet incorporated digital educational tools in their nursing curriculum, to invest in their implementation. [ABSTRACT FROM AUTHOR]