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Human papillomavirus (HPV) infection is an important public health concern, with nearly 2,900 cases of HPV-related cancers reported in New York State (NYS) each year. Despite concerted efforts to enhance vaccine uptake in NYS, HPV vaccination rates among 13-15-year-olds failed to meet the 2020 healthy People target, and continue to lag behind the 2030 goal, of 80%. In counties with low immunization levels, understanding factors influencing decision-making among unvaccinated adolescents is crucial. This study aimed to identify barriers, facilitators, and potential interventions to improve HPV vaccine uptake. Qualitative semi-structured interviews were conducted with key informants in 15 NYS counties within the lowest quartile of HPV vaccine coverage among 13-year-old adolescents. Public health representatives, including Immunization Quality Improvement for Providers (IQIP) consultants, vaccine coordinators, medical directors, and primary care providers, were identified through purposive and snowball sampling. Interviews explored vaccination coverage knowledge, barriers and facilitating factors, and recommended strategies for improvement. All conversations were audio-recorded, transcribed, and analyzed using ATLAS.ti. Forty-four interviews were conducted, revealing barriers to HPV vaccination such as limited vaccine knowledge, vaccine misinformation, and accessibility. Key informants asserted barriers could be primarily addressed through education efforts, such increased public awareness, improved parent-doctor conversations, additional provider education on vaccine benefits, and supplementary education in patient spaces. Targeted education efforts and improved provider communication strategies have the potential to bolster HPV vaccination rates in NYS. These findings offer valuable insights for guiding future initiatives in communities facing significant barriers to vaccination.

Background: The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students' procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school., Methods: Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores., Results: Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively., Conclusions: Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training.

Purpose: Lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse (LGBTQ+) individuals have health needs specific to their identities. However, they face discrimination and cis-heteronormativity in most patient-provider interactions, which often translate into poor healthcare. Evidence suggests doctors are inadequately trained to care for LGBTQ+ patients. Medical students are well-placed as the future workforce to establish affirming behaviours. This study garners LGBTQ+ patients' healthcare experiences, where limited qualitative evidence exists, and explores whether students have insight into these experiences., Method: Thirty LGBTQ+ patients and twenty students, evenly divided between Singapore and the United Kingdom (UK), two legally and culturally different countries, consented to semi-structured interviews in 2022 to evaluate their LGBTQ+ healthcare perceptions. Thematic analysis was conducted using a collaborative, iterative process involving five investigators, with frequent auditing of data interpretation., Results: Most patients described implicit biases with a lack of support and professionalism from doctors, hindering health outcomes. Patients experienced misgendering and a lack of recognition of sexual and gender diversity; students appreciated the need to acknowledge patient identity. Although perceptions surrounding certain themes were similar between patients and students in both countries, patients' voices on the complexity and dissatisfaction of gender-diverse care contrasted with students' lack of insight on these themes. Singapore patients were more concerned with sociolegal acceptance affecting health needs, whilst UK patients noted more nuanced barriers to healthcare. Although many students were unsure about specific health needs and perceived a lack of training, they expressed willingness to create an equitable healthcare environment., Conclusions: LGBTQ+ patients provided powerful narratives on discrimination surrounding their healthcare needs. To address these, medical students must be encouraged by healthcare educators to develop identity-affirming behaviours as future change-makers and challenge cis-heteronormative views. Alongside vital institutional changes tailored to each country, patients' and students' collective action would create meaningful educational opportunities to reach culture change.

The topic of education on healthcare needs and equity of care for LGBTQIA+ populations is an extremely current issue. There is a demand for education on these topics not only from medical and other health sciences students but also from established healthcare professionals. Given this widespread educational deficiency, it is natural to ask whether the teaching class is prepared to satisfy these requests or in turn needs training on these issues and above all whether it is capable of transmitting attention and sensitivity on the issues of inclusion and equality in needs of healthcare.

Introduction: Telemedicine is an increasingly common form of healthcare delivery in the United States. It is unclear how there are differences in clinical performance in early learners between in-person and telemedicine encounters., Materials & Methods: The authors conducted a single-site retrospective cohort study of 241 second-year medical students to compare performance between in-person and telemedicine standardized patient (SP) encounters. One hundred and twenty medical students in the 2020 academic year participated in a telemedicine encounter, and 121 medical students in the 2022 academic year participated in an in-person encounter. SPs completed a multi-domain performance checklist following the encounter, and the authors performed statistical analyses to compare student performance between groups., Results: Students who completed in-person encounters had higher mean scores in overall performance (75.2 vs. 69.7, p  < 0.001). They had higher scores in physical exam (83.3 vs. 50, p  < 0.001) and interpersonal communication domains (95 vs. 85, p  < 0.001) and lower scores in obtaining a history (73.3 vs. 80, p  = 0.0025). There was no significant difference in assessment and plan scores (50 vs. 50, p  = 0.96) or likelihood of appropriately promoting antibiotic stewardship (41.3% vs. 45.8%, p  = 0.48)., Conclusion: The authors identified significant differences in clinical performance between in-person and telemedicine SP encounters, indicating that educational needs may differ between clinical environments.

Although COVID-19 vaccination has been widely considered as an important remedy to confront COVID-19, people remain hesitant to take it. The objective of this study was to assess the moderation effects of demographic characteristics on the relationship between forms of misinformation and COVID-19 vaccine uptake hesitancy among frontline workers in Dar es Salaam and Dodoma, Tanzania. Using a sample of 200 respondents, it assessed the differences in ratings on misinformation regarding COVID-19 vaccine based on respondents' demographics. The study used a Five-point Likert scale questionnaire distributed through snowball sampling to frontline workers from Dar es Salaam and Dodoma regions. Data was analyzed using binary logistic regression. It was found that the forms of misinformation revealed were manipulated imposters, satire, fabricated contents and false contents with their connection, which they influenced COVID-19 hesitancy significantly. With exception of age, that significantly moderated hesitancy, this study uncovers that, sex and education level moderated insignificantly in predicting those who are misinformed; misinformed individuals are not any less educated or not based on one's sex, different than individuals who are informed. The study informs policy makers on devising appropriate strategies to promote COVID-19 vaccination uptake among the different contextual demographic variables. Promotion of information, media and health literacy to the general public should be considered to deter spreading of vaccine-related misinformation.

Intimate partner violence (IPV) impacts women of reproductive age globally and can lead to significant negative consequences during pregnancy. This study describes an exploratory aim of a cluster randomised controlled trial designed to assess the outcomes of Group Antenatal Care (ANC) in Ghana. The purpose was to understand the effect of a healthy relationship Group ANC module on experiences of IPV and safety planning as well as to explore the relationship between self-efficacy on the experiences of IPV and safety planning. Data were collected at baseline and at 11-14 months postpartum (post). Survey measures captured reported experiences of violence, self-efficacy, and safety. The chi-square test was used to compare baseline and post scores, and a logistic regression was performed to ascertain the effects of self-efficacy on the experiences of IPV in both groups. The sample included 1,751 participants, of whom 27.9% reported IPV at baseline. Between baseline and postpartum, there was a small increase in reported emotional (6.2% vs. 4.6%) and sexual (5.4% vs. 3.2%) violence in the intervention group compared to the control group. Logistic regression demonstrated that an increasing self-efficacy score was associated with an increased likelihood of experiencing IPV. There were no changes in safety knowledge. This study found higher rates of reported sexual and emotional violence post-intervention among the intervention group. Group ANC may be just one part of a portfolio of interventions needed to address IPV at all socio-ecological levels.Paper Context Main findings: There was no reduction in experiences of intimate partner violence or increases in safety planning among Ghanaian pregnant women participating in a Group Antenatal Care session focused on healthy relationships and safety planning. Added knowledge: Group Antenatal Care has been identified as an effective modality for providing antenatal care and facilitating conversations about sensitive topics such as intimate partner violence and safety. However, this study highlights the importance of developing multifaceted approaches to decrease the risk of intimate partner violence among women, especially during the critical times of pregnancy and postpartum. Global health impact for policy and action: Effective global health action and policy must extend beyond educational efforts, incorporating multifaceted strategies that include healthcare provider training, robust community engagement, and legislation aimed at preventing intimate partner violence, with a special focus on safeguarding the well-being of women during pregnancy and the postpartum period.

The stigma of nursing students towards people with mental illness (PMI) creates significant barriers to diagnosis, treatment, and recovery for those with PMI. It can also have a significant impact on the future career choices of nursing students in the field of psychiatry. Current research has found various influencing factors, including personal characteristics and educational influences. However, a comprehensive analysis that encompasses all aspects is lacking. The aim of the study was to conduct a convergent mixed-method systematic review to synthesize the influencing factors of the stigma of nursing students towards PMI according to Framework Integrating Normative Influences on Stigma (FINIS) at micro, meso, and macro levels. PubMed, Web of Science, Cochrane Library, EMBASE, CINAHL and PsycINFO were searched from 1990 to 31 December 2023. The reference lists of the included literature were further checked to identify potentially relevant articles. Two authors independently screened all titles, abstracts, and full-text articles and extracted data. Study quality was assessed by two authors using the Mixed Method Appraisal Tool (MMAT). A total of 4865 articles were initially retrieved, and 73 of these articles were included. The results suggested that the stigma towards PMI by nursing students was influenced by micro, meso and macro levels. At each FINIS level, the most frequent influencing factors are personal characteristics, the treatment system and media images. Numerous interconnected factors exert an influence on the stigma towards PMI among nursing students. Our research can be used to identify barriers and facilitators to nursing students' stigma towards PMI and to provide supporting information for interventions designed to reduce this stigma.

To develop and assess the preliminary effectiveness of Ontological Coaching Intervention for nursing undergraduates. Design: A pilot randomized controlled trial with a two-group pre-test and post-test followed by process-evaluation qualitative interviews. An Ontological Coaching Intervention was developed through an integration of prior literature and the collective the research team's experience, consisting of 4-6 sessions over 6-months, each lasting 30-60 minutes. Sessions encompassed exploring ontological coaching concepts, empowering nursing undergraduates to choose topics, and tailoring sessions to individual needs. Sixty undergraduates were recruited; ten were excluded for not completing the baseline questionnaires. Twenty-one nursing undergraduates were randomly assigned to the intervention group and twenty-nine undergraduates to the control group (standard academic support only). Primary (psychological well-being) and secondary (social support quantity and satisfaction, goal-setting, resilience) outcomes were measured at baseline, 3-months, and 6-months. Semi-structured interviews captured post-intervention experiences. Between-group analyses revealed a significant difference in goal-setting scores at 3-months (U = 325.5, p = 0.013), favoring the intervention group (median = 70.50, IQR = 64.25, 76.75). At 6-months, a significant difference in social support satisfaction scores (U = 114.5, p = 0.028) was found between the intervention (median = 33.00, IQR = 29.50, 35.25) and control (median = 30.00, IQR = 30.00, 35.00) groups. However, no significant between-group differences were noted in other outcome measures. Significant within-group differences were found in goal-setting scores at 3- and 6-months in the intervention group and social support quantity scores at 3- and 6-months in the control group. However, no significant within-group differences were noted in other outcome measures. Three themes were identified: Enhanced Holistic Development, Keys to Successful Coaching, and Future Directions for Successful Coaching. There is urgent need to advance research on Ontological Coaching Intervention, particularly, enhancing study rigor, broadening examinations to diverse healthcare student populations and cultural contexts, and addressing identified limitations.

Background: Adherence to medication adherence plays a vital role in controlling the problems and complications of epilepsy. During the COVID - 19 pandemic and limitations of face-to-face education, the use of distance education can play an important role in providing education to patients. The aim of this study is the effect of model 5A self-management training on medication adherence in epileptic patients., Methods: In this single-blind randomized controlled trial, 56 epileptic patients referred to Shiraz Namazi Hospital were divided into intervention and control groups using random allocation. Thereafter, 5A self - management training sessions were virtually held in 5 sessions in WhatsApp application for intervention group. The data collection tool was MMAS-8 at two stages of before and two months after intervention. Data analysis was performed using SPSS 21 software., Results: The results of Wilcoxon test showed that in intervention group, the mean drug adherence in patients after intervention significantly increased compared to before intervention (p = 0.005). But in control group, this was not significant (p = 0.909). According to results of Mann-Whitney test, there was no significant difference between intervention and control groups before intervention (p = 0.632). However, by passing two months from intervention, a significant difference was found between intervention and control groups (p = 0.041)., Conclusions: Based on results, the implementation of model 5A can be effective on medication adherence in epileptic patients. This program can be considered as a suitable method in epileptic patients during COVID - 19 pandemic.

AI assistants, such as ChatGPT, are being increasingly used by students in higher education institutions. While these tools provide opportunities for improved teaching and education, they also pose significant challenges for assessment and learning outcomes. We conceptualize these challenges through the lens of vulnerability, the potential for university assessments and learning outcomes to be impacted by student use of generative AI. We investigate the potential scale of this vulnerability by measuring the degree to which AI assistants can complete assessment questions in standard university-level Science, Technology, Engineering, and Mathematics (STEM) courses. Specifically, we compile a dataset of textual assessment questions from 50 courses at the École polytechnique fédérale de Lausanne (EPFL) and evaluate whether two AI assistants, GPT-3.5 and GPT-4 can adequately answer these questions. We use eight prompting strategies to produce responses and find that GPT-4 answers an average of 65.8% of questions correctly, and can even produce the correct answer across at least one prompting strategy for 85.1% of questions. When grouping courses in our dataset by degree program, these systems already pass the nonproject assessments of large numbers of core courses in various degree programs, posing risks to higher education accreditation that will be amplified as these models improve. Our results call for revising program-level assessment design in higher education in light of advances in generative AI., Competing Interests: Competing interests statement:The authors declare no competing interest.

Aim: The purpose of this study was to summarise the current state of the science on diabetes mellitus education programs for nursing students., Design: A systematic review and meta-analysis., Methods: Eligible studies were identified by searching PubMed, EMBASE, CINAHL, and Cochrane Library databases. Randomised controlled trials and quasi-experimental studies, published in English between 2013 and 2022, that examined diabetes education programs for nursing students were considered in the review. The quality of the articles was evaluated using the Joanna Briggs Institute's Critical Appraisal Checklist. Key information such as authors, study focus, population, sample size, details of intervention and control group treatments, outcome variables, and main findings were extracted and summarised in a data extraction form for further analyses and syntheses., Results: The literature search identified 464 articles, from which 13 studies were evaluated in the systematic review. Most studies (n = 12, 92.3%) used technology-based teaching methods, such as high-fidelity simulations, mobile applications, and virtual reality simulations. Regarding the evaluation of diabetes education program effectiveness, the majority of studies showed significant improvements in knowledge (n = 8, 61.5%), followed by satisfaction with learning (n = 4, 30.8%), nursing skill performance (n = 3, 23.1%), and self-confidence (n = 3, 23.1%) in nursing students. In meta-analyses, technology-based teaching interventions, compared to traditional education, showed no statistically significant improvement in diabetes knowledge (standard mean difference 9.52, 95% CI [-0.18, 19.21], p = 0.05) and self-efficacy (standard mean difference 24.09, 95% CI [-10.75, 58.92], p = 0.18). Despite this, technology-based methods demonstrated favourable effects on knowledge and self-efficacy against traditional education. Findings highlight the importance of emerging technology-based diabetes education programs tailored for nursing students, crucial for enhancing positive educational outcomes. No Patient or Public Contribution., (© 2024 The Author(s). Nursing Open published by John Wiley & Sons Ltd.)

Gene therapies hold the promise of delivering groundbreaking improvements in health outcomes for previously intractable diseases. These therapies possess unique characteristics that differ from traditional small molecule or biologic treatments, posing new challenges for healthcare stakeholders. While previous analyses have predominantly focused on the payment challenges associated with emerging gene therapies, a more holistic examination reveals numerous obstacles that currently hinder optimal patient access. In the United States (US), these include production and distribution issues, logistical and treatment administration challenges and coverage and reimbursement limitations imposed by US healthcare payers. Several opportunities exist to address these challenges and improve patient access, including the use of appropriate value assessment methods, the development of innovative payment solutions, the removal of inappropriate access barriers imposed by payers and improving education and awareness regarding treatment availability, benefits and risks. Moving forward, we must collectively strive for comprehensive policy and market solutions that are sensitive to the uniqueness of gene therapies to ensure their full potential is realized and these treatments are made available to those in need.

Background: Patient and caregiver education following pediatric heart transplant (HTx) is a cornerstone of post-HTx care. Despite the importance of post-HTx education, there are no standardized guidelines for topics and content. Education practices vary across clinicians and centers. Patient and caregiver priorities regarding post-HTx education are unknown. This national survey study aimed to characterize adolescent HTx recipient, caregiver, and clinician values specific to post-HTx educational topics., Methods: A cross-sectional, national electronic survey was performed. Eligible participants included pediatric HTx recipients between the ages of 13-18, adult caregivers of pediatric HTx recipients, and pediatric HTx clinicians. An investigator-designed survey was developed to assess the importance of 20 educational topics. Average scores on educational topics were compared between HTx recipients/caregivers and HTx clinicians using two-sample t-tests., Results: 120 survey responses were included, with a majority completed by HTx caregivers (N = 73; 61%) and clinicians (N = 43; 36%). Of the 20 educational topics assessed, there was a significant difference (p < 0.05) between educational values of HTx recipients/caregivers compared to HTx clinicians for 40% (N = 8) of the topics. For each educational topic that revealed a significant difference, HTx recipients/caregivers consistently placed greater value on the educational topic compared to HTx clinicians., Conclusions: Priorities regarding post-HTx education do not always align between HTx recipients/caregivers and HTx clinicians. Results suggest that HTx recipients/caregivers place higher value on educational topics regarding daily life after HTx compared to HTx clinicians. We hope these findings better inform the approach to post-HTx education and care for future pediatric HTx patients., (© 2024 The Author(s). Pediatric Transplantation published by Wiley Periodicals LLC.)

The profession of podiatry is facing significant workforce challenges and urgent solutions are required to increase workforce capacity. Apprenticeship models are available in England but as yet, not available in Scotland. This paper explores the local context of the current workforce challenges and summarises a novel solution collaboratively developed in Glasgow. A collaborative initiative between NHS Greater Glasgow and Clyde and Glasgow Caledonian University developed the PRE-registration Podiatry: Accessible Recruitment and Employment (PREPARE) Project. Creative use of vacancy savings are being used to employ a limited number of individuals on a whole-time Band 5 Annex 21 basis at the start of their podiatry degree for the duration of their studies. Academic timetables were consolidated with no change to module or learning outcomes with candidates spending 3 days per week on academic studies and 2 days per week employed within the host podiatry service during term time. If academic milestones are achieved, substantive Band five opportunities are available once registration is achieved. This project opens opportunities for graduate level study to the support workforce and others not in a position to pursue traditional models of full-time education. To date, two additional health boards in Scotland have adopted this model and it has the potential to be a national approach for Scotland. High applicant numbers were achieved demonstrating increased interest in podiatry from this approach. This project has the potential to have a transformative impact on educating and training the future workforce, potentially being adopted by other professions facing similar workforce challenges., (© 2024 The Author(s). Journal of Foot and Ankle Research published by John Wiley & Sons Australia, Ltd on behalf of Australian Podiatry Association and The Royal College of Podiatry.)

Introduction: Therapeutic education of the patient (TPE) treated with AVK has improved the safety and efficiency of this treatment by establishing a new doctor-patient relationship. The objective of our study was to assess the impact of a TPE program on adherence in patients treated with AVK., Methods: We conducted a prospective interventional study between January and September 2020, including two groups of patients hospitalized for a first thromboembolic: a G1 group with conventional service support and a G2 group with an ETP program created during this work. Each patient was assessed after three months of adherence to VKA., Results: The two groups had comparable epidemiological and clinical characteristics. After three months, we found a level of adherence in the G2 group., Conclusion: The implementation of an ETP practice in patients treated with AVK allowed a better patient compliance with a better involvement in the management. This practice should be codified through the development of a national FTE repository., Competing Interests: Déclaration de lien d'intérêts Les auteurs déclarent n'avoir aucun lien d'intérêt en relation avec cet article., (Copyright © 2024. Published by Elsevier Masson SAS.)

Substantial discrepancies were observed in the healthcare services available for sexually transmitted diseases (STDs) among different countries. An assessment of the present situation in 26 European countries was performed through a questionnaire-based survey developed jointly by the European Board and College of Obstetrics and Gynaecology, and the European Society of Contraception. Considerable potential opportunities exist in European training and education programmes to bring about improvements. Nonetheless, the most significant disparity stems from the absence of formal education and training opportunities for healthcare professionals, that appears to have an impact and may be a significant factor contributing to the disparities observed in STD care delivery. The health impact of sexually transmitted infections (STIs) is frequently underestimated, but if left untreated, these common infections can lead to complications that have a disproportionate long-term impact on the health of women and children. The variation in the availability of educational initiatives and training opportunities on STDs across Europe underscores the necessity for a standardised, evidence-based care model to address disparities and enhance sexual healthcare outcomes. The implementation of such a model of training and care needs to become part of national health policies supported by the necessary governmental financial support., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Introduction: Diabetes-related foot disease (DFD) is a significant and costly complication of diabetes in Australia and Aotearoa New Zealand (NZ). Diabetes footcare education is considered a cornerstone of DFD prevention and management, with podiatrists playing a key role in education provision. This systematic review evaluated the nature and composition of diabetes footcare education provided by podiatrists to people living with diabetes in Australia and NZ., Methods: Medline, EBSCO, Megafile Ultimate and Cochrane library databases were conducted from inception until January 31, 2024 to identify studies reporting on the mode of delivery and composition, including frequency, of diabetes footcare education provided to people with diabetes by podiatrists in Australia and NZ., Results: From a total of 226 abstracts screened, 4 studies with 878 participants were included. Three studies were from Australia and 1 from NZ. Studies included podiatrists in both private and public health sectors and used cross-sectional web-based surveys or observation. Components of diabetes footcare education included education on neuropathy and vascular foot health, footwear and general foot health/hygiene. This education was provided by podiatrists from both countries routinely. Verbal education was the most frequently used method of delivery. There was no significant difference between content, mode of delivery and frequency of diabetes footcare education between private and public practitioners in either country. No studies reported on culturally responsive content or education delivery methods., Conclusion: There are little available data on the composition or mode of delivery of diabetes footcare education provided by podiatrists in Australia and NZ to people living with diabetes. A range of footcare education is provided, most frequently verbally. Further qualitative research is required to conclusively establish the composition and delivery methods used for diabetes footcare education provided by podiatrists. In addition, the provision of culturally responsive diabetes footcare education and availability of related culturally responsive supporting resources is yet to be established., (© 2024 The Author(s). Journal of Foot and Ankle Research published by John Wiley & Sons Australia, Ltd on behalf of Australian Podiatry Association and The Royal College of Podiatry.)

Gynecologic care of adolescents with developmental delay (DD) can be challenging. Teens with DD are often seen as asexual and their needs are often not met. The teen and their caregivers need a holistic approach from their providers by addressing all reproductive health needs, including period management, education, sexuality, safety, possible abuse, preventive care, and contraception. This article addresses the special reproductive needs for teens with DD to assist providers to guide teens and families through the pubertal transition and help them reach their unique reproductive health goals., Competing Interests: Disclosure Neither Dr M.L. Dendrinos or Dr E.H. Quint have any financial or commercial conflicts related to this article., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Objectives: The aim of this study was to analyze the communication between doctors and patients who were taking bone-stabilizing medication and in rare cases developed osteonecrosis of the jaw as a result., Material and Methods: A standardized questionnaire recorded deficits based on patient experiences. These data were used to develop solution strategies for improving doctor-patient communication and the benefit-risk assessment of medication use., Results: Most patients were satisfied with the information provided by their doctor; however, one in three (29.8%) were not informed about possible side effects, and a quarter (24.6%) only found out about osteonecrosis of the jaw through their own research. Only half (45.7%) were asked about risk factors, and most information materials were rated poorly. The diagnosis took an average of 18.7 months, with many (47.8%) consulting a doctor only when they experienced pain. Quality of life was severely impaired, with daily pain, physical limitations, and negative effects on mental health. About a third (35.3%) reported that their quality of life had deteriorated significantly., Conclusions: Further research into patient education is necessary. Web-based information brochures, improved follow-up care, and close cooperation with dentists are required. The use of a running sheet, such as the AGSMO running sheet, for individual risk assessment of osteonecrosis of the jaw is recommended. Patients undergoing treatment with bone-stabilizing medication should be monitored closely. Education about osteonecrosis of the jaw must be continued, and the medical profession must be confronted with it., (© 2024 The Author(s). Clinical and Experimental Dental Research published by John Wiley & Sons Ltd.)

This article summarizes the evolution of endoscopy training from its origins of simple bedside instruction to its current state of competency-based curricula and incorporation of novel training methods, including simulation, gamification for the trainee, and improving education skills of the tutors., Competing Interests: Disclosures None., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Gastrointestinal diseases impose a significant morbidity, mortality, and health care cost burden, affecting millions annually in the United States alone. Endoscopy plays a crucial role in managing these conditions. Despite technological advancements in endoscopy, ensuring efficient, high-quality care remains challenging. A critical need to standardize high-quality endoscopy is for education reform in the training of endoscopists. Traditional apprenticeship-based training methods are dependent on the trainer as well as the patient case mix. Simulation-based mastery learning (SBML) emerges as a promising strategy to improve endoscopy training. This review discusses the current state of SBML for optimizing upper endoscopy and colonoscopy efficiency., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Around 51.6 million adults are living with chronic pain that has been linked to mental health disorders, substance use, and suicidal ideation. The high incidence of chronic pain poses a challenge for health care educators to ensure that health care professionals receive training to assess, prevent, and manage chronic pain for a diverse patient population. While simulation-based learning is known as an effective educational strategy, little is known about its use to illustrate pain. This review aims to determine the current evidence related to using simulation-based learning for training and teaching the assessment and management of pain in nursing., Competing Interests: Disclosure There are no financial conflicts of interest to disclose., (Copyright © 2024 Elsevier Inc. All rights reserved.)

This article investigates social influences that drive gender-specific differences in the degree of persistence individuals exhibit in regard to pursuing science, mathematics, engineering and technology (STEM), both as a field of study and as an occupation. It covers individuals' careers from entry into higher education to entry into the labor market. Following a life course perspective, I ask the following questions: (1) How stable are preferences regarding STEM subjects and occupations throughout young adulthood? (2) Are significant social ties, such as relations with friends and family members, factors that affect individuals' persistence in pursuing a STEM career throughout higher education and at entry into the labor market? Based on longitudinal data from the student cohort of the German National Educational Panel Study (NEPS), Starting Cohort 5 (SC5), I find that mothers who have a STEM occupation encourage their daughters to choose a STEM career when the latter enter higher education, but they do not encourage them to graduate in a STEM field or to choose a STEM occupation when they enter the labor market. Conversely, social factors contribute stronger to the persistence of men: fathers who have a STEM occupation promote sons choosing to pursue a STEM field, and to persist in such a field. Also, I find that support from friends and parents is especially important for men's persistence in pursuing STEM subjects during higher education., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Educational transitions can influence loneliness and increase mental health issues for young people transitioning between educational stages. The aim was to explore the link between educational transitions and emerging adults' loneliness and mental health and how they perceive they can alleviate and/or improve these issues. Semi-structured qualitative interviews with a total of 12 emerging adults, 10 females and two males aged 18-29 (mean age, 22.91) were conducted. Data were analysed using qualitative content analysis. Emerging adults' loneliness and mental health across educational transitions could be influenced by changes to their sense of security, for example concurrent transitions, increased academic demands, changed social network, insufficient attachment, lack of community, or changed physical environment. Transitions can be associated with positive expectations and self-development but also worry, emotional turmoil, loneliness, and mental health issues. A better transition experience can be enabled by increasing resources and activities and promoting a secure environment.

Mental health problems during childhood are associated with lowered educational attainment in adulthood. However, it is not clear if these associations hold when controlling for unobserved features of the family environment and if they depend on the socioeconomic status (SES) of parents. We use the Panel Study of Income Dynamics (PSID) Child Development and Transition into Adulthood Supplements (CDS; TAS) to examine these questions. Using linear and logistic regression, we isolate within-family variability in mental health problems among full sibling pairs (n = 958 individuals in 479 pairs). Associations depend on the measure used. Parental reports of problem behaviors and diagnosed problems have the most consistent negative associations with educational attainment (for example, a hyperactivity diagnosis is associated with 0.74 fewer years of schooling). Retrospective self-reports of diagnoses other than depression or anxiety also have a negative association (0.96 fewer years of schooling). But self-reports of depressive symptoms and emotional or psychological well-being during late childhood and adolescence have no significant associations with educational attainment. In addition, there is no significant moderation of these associations by SES., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Objective: The American Diabetes Association Standards of Care recommends that individuals with diabetes receive self-management education, but the utilization of these services remains low. This study explores primary care providers' knowledge and perceptions of diabetes self-management education and support (DSMES)., Study Design: A convergent mixed methods study design grounded in the Theoretical Domains Framework was conducted with an initial provider survey, followed by semi-structured interview of a purposeful sub-sample of providers. The survey was distributed via REDCap and interviews were recorded and transcribed verbatim., Results: A total of 140 PCP's responded to the survey (response rate 37.63 %) and 17 participated in interviews. The average knowledge score of the correct selection of DSMES referral time points was 70.35 %. Five themes emerged in provider interviews: procedural knowledge, ability, beliefs, reinforcement, and cultural norms. Providers wanted bidirectional communication with the DSMES program and were more likely to refer if they had a cultural norm of referring., Conclusion: Providers have limited knowledge of the appropriate time to refer to DSMES but expressed a willingness to refer. They emphasized the importance of providing their patients with appropriate self-management education and support., Competing Interests: Declaration of Competing Interest The authors have no conflicts of interest to disclose., (Copyright © 2024 Primary Care Diabetes Europe. Published by Elsevier Ltd. All rights reserved.)

Competing Interests: Declaration of competing interest All authors have no conflicts of interests. We all contributed equally to prepare the manuscript.

Introduction: Some family members who previously made the decision to donate a family member's organs support the organ procurement organization (OPO) through volunteer work. Volunteers were asked to describe their family's organ donation story to educate the general and medical communities about organ donation. This study explored the transformative learning experienced by volunteers during and following the organ donation consent process and throughout their volunteer work. Methods/Approach: A narrative inquiry research methodology and transformative learning theoretical framework was used and 6 volunteers were recruited to participate. Two semistructured virtual interviews were conducted. Interviews were transcribed, radically reduced, and subjected to holistic-content and holistic-form narrative analysis. Findings: Participants experienced strong emotional responses during and after the loss of their family member, characterized as a period of disorientation, which lasted for an extended period preventing transformative learning. After the OPO contacted participants regarding the opportunity to volunteer, participants experienced a period of self-examination when they reengaged with the topic of organ donation. Critical reflection occurred through the act of storytelling about their family's organ donation story during their volunteer work. Storytelling to the community facilitated making meaning of their loss and transformations. Conclusion: Volunteering for an OPO played an important role by initiating self-examination and critical reflection of their prior assumptions. Through storytelling, participants reflected on their roles and made meaning of their organ donation experiences. The act of inviting donor families to reengage with the topic of organ donation through volunteer work fostered positive permanent meaningful transformations.

Objectives: Physical impairments associated with dementia include reduced gait speed, and diminished postural control, which can lead to an increase in falls and hip fractures. Physiotherapy can play a key role in many aspects of dementia care, including falls risk prevention, gait re-education and end of life care. However, there is a lack of dementia education in entry level physiotherapy programmes. The aim of this study was to map the dementia content and delivery in the current undergraduate and entry level physiotherapy curricula in Ireland the United Kingdom and New Zealand., Design: This cross-sectional survey-based study was distributed via the online survey tool Qualtrics XM. The survey was designed using the map of Kern's curriculum design framework., Setting: Higher educational institutes (HEIs) that offered an undergraduate (BSc) and/or MSc (entry level) physiotherapy programmes in Ireland United Kingdom and New Zealand were included., Participants: The academic lead for dementia education in the HEI was invited to participate in the survey., Results: Of the 69 eligible HEIs contacted, 49 responded, giving a response rate of 71%. Different sources informed curriculum design, including patient and public involvement, published guidelines and policies and expert clinicians. The time allocated to dementia teaching across the curricula varied, with under half of the programmes only allocating two hours. The lack of service user input was seen as a perceived weakness of many programmes as was the non-standardisation and generalisability of teaching., Conclusion: Whilst dementia education is included in many HEI programmes, we need to consider more time, a curriculum that meets learner's needs and include the patient voice. Further research is needed to develop bespoke dementia curricula specific to physiotherapy. CONTRIBUTION OF THE PAPER., Competing Interests: Conflict of interest None declared., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Objective: To assess the impact of a deceased donor organ procurement training workshop on the transplant fellow's confidence and proficiency in organ recovery. This pilot workshop was designed to address the current gap in the transplant fellow's training in North America., Design: Participants' confidence and competence in deceased donor organ recovery were assessed pre- and postworkshop (immediate, 1- and 6-month) using a survey questionnaire. Participants' responses were compared using T-test and Wilcoxon tests before and after the workshop., Participants: The hepatopancreatobiliary-transplant fellows from the University of Toronto participated in the workshop., Results: Seven fellows participated, with 57% reported very limited exposure to deceased donor operations in the past year. Fellows' confidence improved significantly immediately postworkshop (69% vs. 85%, p = <0.05), persisting at 1 month (86%, p = <0.05) and 6 months (91%, p = <0.05). Competence scores also demonstrated improvement postworkshop (88% vs. 78%, p = 0.3), remaining constant at 1 month (88%, p = 0.18), and further increasing at 6 months (92%, p = 0.19)., Conclusion: This pilot study represents a notable step as the first workshop tailored for transplant fellows in Canada, demonstrating sustained improvement in both confidence and competence for deceased donor organ procurements. The study is limited by results from a single center and small sample size, impacting the generalizability of findings. However, the workshop addresses variability in transplant fellows' exposure and confidence levels, emphasizing the importance of structured training in organ procurement to enhance skills and readiness for real-time procedures., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Purpose: The surgical clerkship provides medical students with valuable hands-on experience. This study examined why medical students speak or remain silent in the OR to improve progression from novice to engaged surgical team member., Methods: Using Constructivist Grounded Theory 37 interviews were conducted concerning expectations and behaviors that encourage or discourage students from speaking during their clerkship. Transcripts were coded, analyzed, and triangulated to develop a conceptual model., Results: Students' decision to speak or remain silent was based on their perception of the OR as a safe learning space. Our findings suggest that better preparation, awareness of critical moments, and informal communication with team members encouraged student speech., Conclusions: Medical students remain conflicted about their speaking in the OR and their evaluation. Key to improving students' psychological safety is establishment of interpersonal relationships, awareness of OR mood, and assignment of case-related tasks to assist with OR assimilation and improved learning., Competing Interests: Declaration of competing interest The authors whose names are listed immediately below certify that they have NO affiliations with or involvement in any organization or entity with any financial interest (such as honoraria; educational grants; participation in speakers’ bureaus; membership, employment, consultancies, stock ownership, or other equity interest; and expert testimony or patent-licensing arrangements), or non-financial interest (such as personal or professional relationships, affiliations, knowledge or beliefs) in the subject matter or materials discussed in this manuscript., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Purpose: Poor sleep quality is a global health problem for adolescent. The aim of this study was to examine how sleep education, with or without social media reminders, affects sleep quality in adolescents aged 14 to 18., Methods: The study was a three-center, parallel-arm, randomized controlled study, recruiting participants from September 9, 2019, to January 6, 2020. Adolescents with poor sleep quality and sleepiness, using smartphones apps and internet browser, without chronic diseases, and obesity, and without mental problems were included in the study. Primary outcomes were sleep quality, sleepiness, sleep hygiene, and sleep parameters at week 5 as measured by subjective report scales and actigraphy. Sleep quality was measured by the Pittsburgh Sleep Quality Index (Poor sleep quality = PSQI > 5), sleepiness by the Cleveland Adolescent Sleepiness Questionnaire (CASQ > 16), and sleep hygiene developed by the researchers in the literature of Adolescent Sleep Habits Form., Results: A total of 55 participants (mean [SD] age, 15.64 [1.22] years) participated. PSQI and CASQ scores of adolescents in sleep education that were not supported by social media reminders decreased compared to the baseline (p = 0.01, p = 0.02). Adolescent PSQI score in sleep education supported by social media reminders decreased from baseline, their sleep hygiene score increased (p = 0.02). There were no significant differences between the groups in terms of sleep parameters (total sleep duration, deep and light sleep levels, nighttime sleeping, and morning wake-up times) (p > 0.05)., Conclusion: This study suggests that sleep education, supported by reminders via social media, can be used to improve the quality of sleep of adolescents., Trial Registration: ClinicalTrials.gov Identifier: NCT05071989., Competing Interests: Declarations Conflict of interest None. Ethical approval All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee (name of institute/committee) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Institutional permissions regarding the appropriateness of working in schools were obtained from the Provincial Directorate of National Education and the Governor’s Office. Informed consent Informed consent was obtained from all individual participants included in the study. Written informed consent was sent to the parents through the students before the study was conducted. and the intervention was made after taking both parent and student permission., (© 2024. The Author(s), under exclusive licence to Springer Nature Switzerland AG.)

Objective: Breastfeeding improves cognitive ability in childhood, but the long-term impact on socioeconomic outcomes remains unknown. We examined associations between durations of predominant and any breastfeeding and educational attainment, income, and labor force participation in adulthood, and whether these varied by maternal education., Study Design: Prospective cohort study., Methods: We followed 84,255 individuals born 1959-1967 with prospectively collected information on breastfeeding duration and intensity from the Copenhagen Infant Health Nurse Records. Socioeconomic outcome information came from national registers (1980-2020). Linear and Poisson regression were used, and models were adjusted for prenatal and postnatal variables across three levels of maternal education., Results: Durations of being breastfed exhibited associations with all outcomes, with most being more pronounced among mothers with low education. Compared with infants breastfed <1 month, those breastfed ≥5 months had 0.68 (95% confidence interval: 0.60-0.76), 0.55 (0.45-0.65), and 0.65 (0.46-0.84) additional years of education for infants born to mothers with low, medium, or high education, respectively. Moreover, infants breastfed ≥5 months had 4047, 3713, and 1902 US$ higher annual incomes and were 23% less likely to be outside the labor force at age 50 years. These associations were stronger with longer breastfeeding durations and for predominant than any breastfeeding., Conclusions: Prolonged and higher breastfeeding intensity consistently exhibited dose-dependent associations with improved socioeconomic indicators in adulthood. Notably, these relationships were more pronounced among individuals whose mothers had lower educational attainment. Consequently, our findings suggest that breastfeeding may have a lasting positive influence on socioeconomic outcomes, particularly for the most disadvantaged infants., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Unintended discrepancy in medications at the time of discharge from the hospital is associated with an increased incidence of adverse drug events, including readmission to hospital. Medication literacy is an essential part of health literacy and can reduce medication discrepancies. This prospective observational cohort study aimed to measure the medication literacy of patients at the time of discharge from the hospital when managed with usual care and after the introduction of a medication literacy improvement instrument. This study involved a baseline cohort receiving usual care and a post-intervention cohort aged 50-80 years with high health literacy. The 7 Things I Should Know About My Medications at the Time of Discharge from Hospital instrument, in short, The 7 Domains MedLit Instrument, was designed by the researchers in addition to three medication literacy measurement questionnaires. Medication literacy was measured at 30 h post-discharge. The impact on readmission to hospital was assessed at 30 days post-discharge. The 7 Domains MedLit Instrument was found to significantly increase the number of patients reporting increased counselling by a clinician at the time of discharge from the hospital (clinician, 59.3 % vs. 100.0 %, X 2 (1, n = 49) = 11.10, p < 0.01, physician, 28.6 % vs. 76.2, X 2 (1, n = 49) = 10.9, p < 0.01, pharmacist 25.0 % vs. 71.4 %, X 2 (1, n = 49) = 10.4, p < 0.01)). Significantly, more patients had increased knowledge on drug interactions or adverse drug reactions after using the instrument (26.1 % vs. 61.9 %, P = 0.032 and 30.4 % vs. 66.7 %, P = 0.033, respectively). The 7 Domains MedLit Instrument and the schooling years significantly correlated with the knowledge of drug interactions and adverse drug reactions. Less post-intervention participants visited an emergency department within 30 days post-discharge. The 7 Domains MedLit Instrument significantly improved the patients' medication literacy at the time of discharge from hospital., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Objectives: This review aimed to evaluate the effects of gamification on academic motivation and confidence among undergraduate nursing students and identify the game design elements contributing to these effects., Design: Systematic review and meta-analysis., Data Sources: Comprehensive systematic searches were conducted to retrieve randomized controlled trials (RCTs) and quasi-experimental studies (QES) with control groups published in English and Korean from inception to January 31, 2024, using PubMed, Embase, CINAHL Plus, ERIC, ProQuest Central, Cochrane Library, and RISS., Review Methods: Eligible studies, including grey literature, were selected. The quality of the selected studies was evaluated using the Joanna Briggs Institute Critical Tool. Meta-analyses based on a random-effects model were conducted to estimate the standardized pooled effects (SMD). Subgroup analyses were conducted to identify the effect size moderators and game design elements that contributed to the effect size. The grading of recommendations, assessment, development, and evaluation approach (GRADE) was used to evaluate the certainty of evidence., Results: A total of 22 studies were selected for the systematic review, and 18 studies were included in the meta-analysis. The SMD for academic motivation (SMD of RCTs = 0.86, 95 % CI [0.27, 1.45]; SMD of QES = 1.22, 95 % CI [0.17, 2.26]) and confidence (SMD of RCTs = 1.11, 95 % CI [0.54, 1.68]; SMD of QES = 0.79, 95 % CI [0.40, 1.19]) revealed moderate-to-large effects. The subgroup analysis revealed significant differences in effect sizes across academic years, measurement scales, study areas, study quality, game duration, and game design elements. GRADE assessments for academic motivation and confidence were rated as moderate and low, respectively., Conclusion: This review provides convincing evidence for the positive effects of gamification interventions on academic motivation and confidence among undergraduate nursing students. However, the limited number of RCTs and moderate-to-low certainty of the evidence underscore the need for additional research., Competing Interests: Declaration of competing interest Authors declare no conflict of interest., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Diet during pregnancy is a key factor in the success of pregnancy. However, several studies have found pregnant women have low adherence to dietary recommendations. The midwife is a key health professional to provide nutrition education for pregnant women. Thus, it is important to know in detail her role in this respect., Aim: To explore how Spanish midwives undertake nutrition education in order to assess the need for specific interventions aimed at improving the health of pregnant women., Methods: A cross-sectional descriptive observational study was undertaken using an online questionnaire (466 responses)., Findings: Spanish midwives recognise the importance of nutrition in pregnancy and that advising pregnant women in this regard is part of their role. In fact, all community midwives discuss nutrition to pregnant women, although they recognise that they do not feel particularly comfortable in dealing with certain topics, which could be related to a lack of mastery of the subjects. Midwives (56.5 %) rated the nutrition training their received as poor., Conclusion: In order to guarantee the quality in the nutrition education provided by Spanish midwives to promote the health of pregnant women, our results demonstrate the importance of strengthening both the nutrition content of midwives' training programmes and the ongoing support they receive throughout their professional life., Competing Interests: Declaration of competing interest None., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Aims: The escalating prevalence of dementia globally highlights the urgency for effective nursing care and dementia education. The aim of this review was to synthesize evidence on dementia education programmes for pre-registration nursing, exploring the types implemented, the contexts in which they operate, the mechanisms influencing their success, and their intended and unintended outcomes., Design: A realist synthesis approach was employed to explore the functioning of complex interventions within specific contexts, acknowledging the intricate nature of dementia education programmes and the diverse settings in which they are implemented., Data Sources: A rigorous search strategy was implemented across databases including Medline, CINAHL, Scopus, and ProQuest Health and Medical, supplemented by hand searching and citation searching. Preliminary screening and refinement processes ensured comprehensive coverage of relevant literature., Review Methods: A systematic and iterative approach was adopted, involving quality assessment under the headings of relevance, rigour, and richness. Data extraction and synthesis processes were focused on identifying contexts, mechanisms, and outcomes relevant to dementia education in nursing., Results: A total of 25 studies were reviewed. Key findings highlight the effectiveness of narrative-based learning, varied educational methods, and experienced providers in improving nursing students' knowledge, attitudes, and confidence. These approaches influenced care priorities and increased interest in working with people living with dementia. However, there is a noted gap in understanding the long-term benefits and academic impact of these programmes., Conclusions: Dementia education programmes are pivotal in preparing nursing students for effective dementia care. The co-production and design involvement of people living with dementia in curricula development is recommended to enhance relevance and applicability. We call for further research into the long-term benefits of dementia education, the impact of academic recognition, and the alignment of programmes with nursing curricula., Competing Interests: Declaration of competing interest None., (Crown Copyright © 2024. Published by Elsevier Ltd. All rights reserved.)

Background: Follow-up care after bariatric surgery is essential in preventing postsurgical complications and promoting long-term weight loss maintenance. However, many patients do not attend postsurgical appointments with the bariatric team, which may contribute to poor surgical outcomes., Objectives: This study sought to understand sociodemographic factors related to follow-up appointment attendance and weight outcomes. The first objective was to determine whether there was a relationship between 1-year follow-up appointment attendance and sociodemographic factors. The second objective was to determine whether patients from certain sociodemographic groups were more likely to attend a 2-year follow-up appointment. The third objective was to determine whether there were differences in weight outcomes for patients who attended follow-up appointments compared with those who did not attend., Setting: University hospital, United States., Methods: This study was a retrospective observational study. Participants included 841 adult patients who underwent bariatric surgery, of whom 505 (60.05%) attended a 1-year appointment with the bariatric team (348 attended a follow-up visit with another medical provider), and 398 (47.32%) who had any follow-up medical visit at 2 years after surgery. Sociodemographic variables were collected during a presurgical psychological evaluation. Weight-related variables were obtained through patients' electronic medical records 12 and 24 months after surgery., Results: Younger patients and those with lower education levels were less likely to attend the 1-year follow-up appointment with the bariatric team. People who attend 1-year follow-up with bariatric team have more favorable weight outcomes at 1 year and 2 years after surgery., Conclusions: Follow-up appointment attendance with the bariatric team may be a critical factor in the effectiveness of bariatric surgery. Bariatric surgery teams should employ strategies to increase attendance at the 1-year follow-up visit with the surgical team. Additional strategies should be enacted to increase follow-up appointment attendance for patients with lower education levels., (Copyright © 2024 American Society for Metabolic and Bariatric Surgery. Published by Elsevier Inc. All rights reserved.)

Research on mathematical cognition, learning, and instruction (MCLI) often takes cognition as its point of departure and considers instruction at a later point in the research cycle. In this article, we call for psychologists who study MCLI to reflect on the "status quo" of their research practices and to consider making instruction an earlier and more central aspect of their work. We encourage scholars of MCLI (a) to consider the needs of educators and schools when selecting research questions and developing interventions; (b) to compose research teams that are diverse in the personal, disciplinary, and occupational backgrounds of team members; (c) to make efforts to broaden participation in research and to conduct research in authentic settings; and (d) to communicate research in ways that are accessible to practitioners and to the general public. We argue that a more central consideration of instruction will lead to shifts that make research on MCLI more theoretically valuable, more actionable for educators, and more relevant to pressing societal challenges., (Copyright © 2024 Elsevier Inc. All rights reserved.)

The dissemination of discipline-focused educational scholarship advances theory and stimulates pedagogical application. The aim of Advances in Physiology Education is to publish manuscripts that advance knowledge and inform educators in the field. This primer is tailored for individuals new to manuscript reviewing, early in their careers, or experienced in reviewing research but not educational manuscripts. Peer reviewing for basic and applied science is akin to evaluating research questions and rigor in teaching and learning studies, with differences in approach and analysis similar to those between biophysics and molecular physiology or cell and integrated physiology. Our purpose is to provide an overview of the review process and expectations. The submission and peer review process involves several steps: authors submit a manuscript and the Editor assigns an Associate Editor, who then assigns peer Reviewers. Reviewers are contacted via email and can accept or decline the invitation. Reviewers evaluate the work's strengths and weaknesses and then independently submit comments and recommendations to the Associate Editor. After review, the Associate Editor collects and weighs Reviewers' comments, sometimes garners additional reviews and input, to make a recommendation to the Editor. The Editor reviews the process, comments, and recommendations to render a final decision. Both authors and Reviewers receive an email with the decision. The editorial staff assists with communication and helps track the overall process. Peer review is integral to scientific publishing, ensuring quality and rigor, and reviewing is both a privilege and a responsibility of all in the scientific community. NEW & NOTEWORTHY This mini-review offers a comprehensive and current overview of the peer review process and the qualifications required to serve as a journal reviewer for Advances in Physiology Education . The guidelines are specifically designed for early career professionals new to manuscript reviewing, as well as seasoned research manuscript reviewers who are new to educational manuscript evaluation. Peer review is a cornerstone of scientific publishing, ensuring both quality and rigor. It is both a privilege and a responsibility for all members of the scientific community.

Objectives: Point-of-care ultrasound (POCUS) use is widespread in EDs and throughout those practising medicine. Between institutions and specialities, there is widespread variety and training. With this comes the risk of patient harm and backlash to a clinically useful modality. Our objective is to form a statement that encompasses current published and unpublished guidance for creating and maintaining robust POCUS programs in EDs., Methods: Emergency Medicine Ultrasound Group (EMUG) identified this gap and volunteers from the group undertook a literature search of current best practice and institution guidelines relating to POCUS programs. They contacted colleagues from other specialities to find and get access to other countries and colleges' POCUS guidelines. EMUGs regularly run discussion forums (Collab-labs) and points from these were considered. Recommendations were then formed from these and recurrent unpublished obstacles the group had encountered. The result was reviewed by clinical leaders in ultrasound and POCUS users in Australasia., Results: The recommendations were organised under five pillars: Infrastructure, Governance, Administration, Education and Quality., Conclusion: These recommendations complement existing guidelines and are not intended to replace them; however, we hope to promote discussion and provide reference support for those developing POCUS programs. Implementing a comprehensive and robust ED POCUS program will ensure safe, effective and standardised high-quality POCUS use, with the aim of improving patient care across Australia and New Zealand. Patient safety will be enhanced through effective risk management and quality assurance and there will be consistency in POCUS education, training and credentialing across institutions., (© 2024 The Author(s). Emergency Medicine Australasia published by John Wiley & Sons Australia, Ltd on behalf of Australasian College for Emergency Medicine.)

Objectives: Point-of-care ultrasound (POCUS) use is widespread in EDs and throughout those practising medicine. Between institutions and specialities, there is widespread variety and training. With this comes risk of patient harm and backlash to a clinically useful modality. Our objective is to form a statement that encompasses current published and unpublished guidance for creating and maintaining robust POCUS programs in EDs., Methods: Emergency Medicine Ultrasound Group (EMUG) identified this gap and volunteers from the group undertook a literature search of current best practice and institution guidelines relating to POCUS programs. They contacted colleagues from other specialities to find and get access to other countries and colleges' POCUS guidelines. EMUGs regularly run discussion forums (Collab-labs) and points from these were considered. Recommendations were then formed from these and recurrent unpublished obstacles the group had encountered. The result was reviewed by Clinical Leads in Ultrasound and POCUS users in Australasia., Results: The recommendations were organised under five pillars: Infrastructure, Governance, Administration, Education and Quality., Conclusion: These recommendations complement existing guidelines and are not intended to replace them; however, we hope to promote discussion and provide reference support for those developing POCUS programs. Implementing a comprehensive and robust ED POCUS program will ensure safe, effective, and standardised high-quality POCUS use, with the aim of improving patient care across Australia and New Zealand. Patient safety will be enhanced through effective risk management and quality assurance and there will be consistency in POCUS education, training and credentialing across institutions., (© 2024 The Author(s). Emergency Medicine Australasia published by John Wiley & Sons Australia, Ltd on behalf of Australasian College for Emergency Medicine.)

Background and Aims: Heavy episodic drinking (HED) trends have not been comprehensively examined in Canada. We measured age, period and birth cohort trends in HED in Canada by sex/gender and socioeconomic position., Design and Setting: We analyzed repeat cross-sectional data from the 10 provinces in the Canadian Community Health Surveys from 2000 to 2021 using hierarchical cross-classified random effects logistic regression., Participants: 1 167 831 respondents aged 12+ ., Measurements: HED was defined as 4+ standard drinks for women or 5+ for men at least monthly in the past 12 months. Socioeconomic position was measured using household income and education., Findings: We observed steeper HED decreases in young adult men (aged 18-29) than women (by 14.4% and 8.7%, respectively, from 2015 to 2021) and HED increases in middle adult women (ages 50-64) (by 8.0% from 2000 to 2014). Sex/gender-specific age-period-cohort models revealed strong age and birth cohort effects. In women and men, respectively, HED peaked in young adulthood (18.2% and 33.8%) and decreased with age, and HED was greatest in the 1980-1989 cohort (20.7% and 35.8%) and decreased in the most recent cohort born in 1990-2009 (15.6% and 19.8%), particularly in men. Higher household incomes had greater HED across age, periods and cohorts, while trends varied by education. Compared with lower education groups, people with a bachelor's degree or above had the lowest HED in middle adulthood. People with a bachelor's degree or above had low HED in earlier cohorts, which converged with other education groups in recent cohorts due to a pronounced HED increase, particularly in women., Conclusion: The sex/gender gap in heavy episodic drinking (HED) appears to be converging in Canada: current young adult men are reducing HED, while high-risk cohorts of women are aging into middle adulthood with greater HED. Recent birth cohorts with a bachelor's degree or above experienced pronounced HED increases, which among women suggests greater educational attainment contributes to the converging gender gap in HED., (© 2024 His Majesty the King in Right of Canada and The Author(s). Addiction published by John Wiley & Sons Ltd on behalf of Society for the Study of Addiction. Reproduced with the permission of the Minister of Health.)

Aim: Many countries risk failing the Sustainable Development Goal to reduce neonatal mortality to 12 in 1000 live births before 2030, necessitating intervention. This scoping review assesses available evidence from studies implementing smartphone application-based education and clinical decision support in neonatal emergency care in low- and middle-income countries and describes applied assessment tools to highlight gaps in the current literature., Methods: A systematic search on 28 March 2024 of PubMed, Web of Science, and EMBASE identified original research papers published in peer-reviewed journals after 2014 in English. The evaluation was based on Kirkpatrick's framework., Results: In total, 20 studies assessing eight different smartphone applications were included. Participants found applications acceptable and feasible in 11 of 14 studies. Knowledge and/or skills were improved in 11 of 12 studies. Behaviour was assessed in 10 studies by tracking app usage. Patient outcome was assessed in four studies, focusing on perinatal mortality, Basic Newborn Care outcomes and correct assessment of newborns., Conclusion: Data from included studies further strengthens hope that smartphone applications can improve neonatal mortality rates in low- and middle-income countries. However, further research into the effectiveness of these applications is warranted. This review highlights gaps in the current literature and provides guidance for future trials., (© 2024 The Author(s). Acta Paediatrica published by John Wiley & Sons Ltd on behalf of Foundation Acta Paediatrica.)

Background: Near-peer teaching, a type of peer teaching traditionally used in medical education, has gained popularity as a way of enhancing students' learning in undergraduate health disciplines such as nursing, physiotherapy and paramedicine. Research has established the positive impact of near-peer teaching on health professional students' cognitive and psychomotor outcomes; however, little is known about its influence on students' self-efficacy beliefs, which are important predictors of future clinical performance., Aim: To determine the influence, if any, of near-peer teaching participation on undergraduate health professional students' self-efficacy beliefs., Design: Whittemore and Knafl's integrative review framework was used as a guide to synthesise diverse literature including quantitative, qualitative, and mixed methods peer-reviewed studies and grey literature., Review Methods and Data Sources: A search was conducted of published literature prior to October 2023 using the MEDLINE, Embase, SCOPUS, ERIC, PsycINFO and CINAHL databases; 1376 non-duplicate studies were identified. Following independent screening by two authors, nine studies were included in the review. Critical appraisal of studies was performed using the Mixed Methods Appraisal Tool. Data were extracted and compared to generate themes related to students' self-efficacy outcomes., Results: Seven included studies were quantitative survey-based; five were from medicine. Two studies met all methodological quality criteria. In seven studies, near-peer teaching participation positively influenced junior (i.e., first- and second-year) health professional students' self-efficacy in three domains - psychomotor skills, interprofessional skills and critical thinking. In four studies, near-peer teaching participation enhanced senior (i.e., final- or penultimate-year) health professional students' self-efficacy in teaching., Conclusions: Few high-quality studies with a focus on near-peer teaching's influence on health professional students' self-efficacy beliefs were found. Available evidence suggests that near-peer teaching may positively impact health professional students' self-efficacy beliefs across several domains. More rigorous, multi-perspective investigations are needed from various health disciplines to build upon this evidence., Competing Interests: Declarations of interest None, (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: Nurses and midwives are expected to provide inclusive care for LGBTQIA+ populations. However, there is a paucity of knowledge on how well-prepared nursing and midwifery graduates are for this aspect of their role., Aim: To explore LGBTQIA+ content in pre-registration nursing and midwifery curricula in Australia., Design: Cross-sectional study., Settings: Australian higher education institutions offering 86 pre-registration nursing and midwifery programs., Sample: Publicly available pre-registration nursing and midwifery course programs in Australia as presented in the online course handbooks of 25 randomly selected educational institutions., Methods: A LGBTQIA+ terminology matrix was developed to guide data extraction from subject titles, synopses, and learning outcomes. Explicit terms were those strongly associated with LGBTQIA+. Implicit terms were those indirectly associated with LGBTQIA+. Explicit and implicit LGBTQIA+ terms were analyzed for frequencies. Poisson regression was used to compare counts of LGBTQIA+ terms by course, subject, and university., Results: Among the 1093 subjects, no subject titles included explicit terms and 6 (0.55 %) titles included implicit LGBTQIA+ terminology. Explicit LGBTQIA+ terminology was identified in 54 (4.9 %) subject synopses and implicit terminology was found in 323 (29.6 %) subject synopses. Explicit LGBTQIA+ terms were identified in 14 (1.3 %) learning outcomes while implicit terms were found in 323 (29.6 %) learning outcomes. Group of Eight universities were more likely to use explicit and implicit LGBTQIA+ terminology than non-Group of Eight universities (p < 0.001; p = 0.035). Undergraduate programs included more LGBTQIA+ terminology than postgraduate programs (p = 0.019; p < 0.001). Core subjects were more likely to include LGBTQIA+ content than elective subjects (p < 0.001)., Conclusion: Explicit LGBTQIA+ terminology was minimal indicating limited overall content. The study results alert nursing and midwifery educators to take a targeted approach to teaching and learning with a LGBTQIA+ focus to support future nurses and midwives with quality knowledge and skills and ensure equitable and safe care for LGBTQIA+ people., Competing Interests: Declaration of competing interest The authors have no conflict of interest in this study., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)