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This paper aims to contribute to the current legal reflections on the meaning and place of inclusive education within the conception of the right to education. While the recent progress on inclusive education have contributed to enhance the realisation of the right to education for many disabled children, it has had mixed results for others. Autistic children in particular appear to still suffer from poor educational experience and outcomes. This paper argues that better fulfilling the right to education of autistic children will entail abandoning the conception of inclusive education as exclusively realised in mainstream schools. Instead, it appears important to offer a variety of settings and to refocus the discussions on the notions of non-discrimination and substantial equality, quality education, and children's rights. [ABSTRACT FROM AUTHOR]

The integration of AI such as ChatGPT in medicine has been showing promise in enhancing patient education. Gender-affirming mastectomy (GAM) is a surgical procedure designed to help individuals transition to their self-identified gender, playing a crucial role in mitigating psychological distress for many transmasculine and non-binary (TNB) patients. With increased demand and attention towards GAM, plastic and reconstructive surgeons may rely on AI-driven chatbots as an accessible, accurate, and patient-driven model for relevant details on this procedure. This study aimed to assess the quality and readability of information provided by ChatGPT in response to frequently asked questions (FAQs) related to GAM. Inspired by online forums and physician websites, 10 frequently asked questions (FAQs) about pre- and postoperative topics were submitted to ChatGPT and assessed using validated readability score measures and expert interpretation. The average readability score was 16.0 ± 1, indicating a college or graduate reading level. Mean accuracy, comprehensiveness, and danger scores were 8.8 ± 0.5, 7.8 ± 0.7, and 2.2 ± 0.4, respectively. Although physicians appreciated ChatGPT's tone, patient autonomy, and advice to seek professional medical and mental help, they also cited instance of generic information, misinformation, support of debated techniques, and pathologization of gender dysphoria. Even with its promise in providing accurate and comprehensive information on GAM, ChatGPT's current limitations suggest caution as a supplementary tool to physician consultation. [ABSTRACT FROM AUTHOR]

In recent years, young people have acquired a more active role in different areas of public life, such as culture, politics and gender debates. However, the relevance of their role in innovation processes has remained largely undiscussed. Are young people, in particular those from working class backgrounds, a forgotten actor for innovation and technological change policies? This study aims to understand whether the youth population—who are widely connected to the Internet, who do not necessarily participate in formal educational spaces but are increasingly acquiring digital skills autonomously—can be considered as an agent of innovation. Specifically, this study aims to propose and define the concept of Digital Grassroots Youth Innovation. It is based on both empirical and theoretical sources. On the one hand, it relies on a compilation of experiences of innovative activities related to digital technologies led by young people in Argentina. On the other hand, it is supported by a theoretical discussion on (a) the different types of innovations and their subjects, (b) the specificities of the 'marginal mass' in informational capitalism and (c) the characterisation of the young population in Argentina as 'NEET' (not in education, employment or training). Finally, we ask about the role played by digital technologies and non-formal learning in these particular innovation processes. [ABSTRACT FROM AUTHOR]

This article examines the significance of Sustainable Development Goal 4 (SDG4), which aims to ensure inclusive and equitable quality education and promote lifelong learning for all. It argues that Australia must address digital inclusion disparities to meet its SDG4 commitments. Equitable, meaningful, and safe access to digital technologies for all students is vital for bridging the digital divide affecting educational opportunities for underserved populations. Ensuring all students have access to digital tools is essential for achieving SDG4 by 2030. [ABSTRACT FROM AUTHOR]

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 %, X2 (1, n = 49) = 11.10, p < 0.01, physician, 28.6 % vs. 76.2, X2 (1, n = 49) = 10.9, p < 0.01, pharmacist 25.0 % vs. 71.4 %, X2 (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. [ABSTRACT FROM AUTHOR]

The emergency resuscitation nurse is a challenging and specialised role at the forefront of critical care practice in the emergency department. Despite their extensive specialist knowledge and skill requirements, in Australia there is no state-wide or nationally agreed approach to how to best provide training that meets a set of fixed objectives and requisite skills for resuscitation nurses. Due to an ageing nursing population and increasing workforce attrition, an efficacious accelerated pathway to acquire specialist resuscitation nursing knowledge, is necessary. The aim of this review is to identify, consolidate and summarise the available evidence on the training needs for the requisite clinical and non-technical skills of emergency resuscitation nurses Papers about nurses currently working in the emergency department; including Nurse Unit Managers (NUMs), Clinical Nurse Educators (CNEs), Clinical Nurse Consultants (CNCs), Clinical Nurse Specialists (CNSs), Registered Nurses (RNs) and Enrolled Nurses (ENs) were included. The review included primary and non-primary research, including papers addressing how emergency nurses are trained. There was no date limitation set to ensure all results could be reviewed. Papers that were not published in English, included nurses who were not working in the ED, or included doctors, allied health, and other staff where population cohorts could not be distinguished, were excluded. Abstract only, editorials, conference posters or oral presentations, were also excluded. Searches were conducted in MEDLINE, CINAHL and EMCARE. The authors conducted extensive hand-searching of the included study reference lists as well as the grey literature to ensure that all relevant literature was captured. A scoping literature review was conducted. Data extraction was conducted on the final 33 articles (23 peer reviewed studies and 10 competency and practice standards documents). Specific training requirements to achieve competence in the requisite clinical and non-technical skills in resuscitation nursing do not exist. A decline in competency without regular reinforcement was reported. Multi-modal approaches, incorporating diverse teaching methods, show potential in enhancing knowledge retention and skill acquisition. Resuscitation nursing lacks a standardised training approach in Australia, leading to a gap in ensuring consistent skill acquisition and knowledge among nurses. Research is required to identify what resuscitation nursing skills and training are necessary to ensure practice effectively meets the needs of patients. [ABSTRACT FROM AUTHOR]

In this study, factors influencing the economic complexity (ECI) of Canada in the long term have been examined using the VECM, FMOLS, CCR, and DOLS methods from 1995 to 2022. The independent variables in the empirical model include Gross Domestic Product (GDP), Research and Development (R&D), Trade (TRD), Education (EDU), Political Stability (PS), and Government Effectiveness (GE). An increase in GDP, R&D, EDU and TRD demonstrates a strong positive effect on economic complexity. This emphasizes the crucial significance of production, productivity, efficiency and globalization in shaping the complex network of economic processes. PS and GE play crucial roles, as even slight improvements in these areas can have a positive impact on the ECI. This outcome highlights the beneficial impact of stable governance in promoting economic complexity. [ABSTRACT FROM AUTHOR]

Introduction: This consensus statement recommends eight high‐level trackable policy actions most likely to significantly improve health and wellbeing for children and young people by 2030. These policy actions include an overarching policy action and span seven interconnected domains that need to be adequately resourced for every young person to thrive: Material basics; Valued, loved and safe; Positive sense of identity and culture; Learning and employment pathways; Healthy; Participating; and Environments and sustainable futures. Main recommendations: Provide financial support to invest in families with young children and address poverty and material deprivation in the first 2000 days of life.Establish a national investment fund to provide sustained, culturally relevant, maternal and child health and development home visiting services for the first 2000 days of life for all children facing structural disadvantage and/or adversity.Implement a dedicated funding model for Aboriginal and Torres Strait Islander community‐controlled early years services across the country to ensure these services are fully resourced to provide quality early learning and integrated services grounded in culture and community.Properly fund public schools, starting by providing full and accountable Schooling Resource Standard funding for all schools, with immediate effect for schools in communities facing structural disadvantage.Establish legislation and regulation to protect children and young people aged under 18 years from the marketing of unhealthy and harmful products.Amend the electoral act to extend the compulsory voting age to 16 years.Legislate an immediate end to all new fossil fuel projects in Australia.Establish a federal Future Generations Commission with legislated powers to protect the interests of future generations. Changes in approach as a result of this statement: Together, these achievable evidence‐based policies would significantly improve children and young people's health and wellbeing by 2030, build a strong foundation for future generations, and provide co‐benefits for all generations and society. [ABSTRACT FROM AUTHOR]

This article I argue for the prioritisation of human rights when developing and implementing misconduct policies. Existing approaches may be perpetuate inequities, particularly for individuals from marginalised groups. A human-rights-by-design approach, which centres human rights in policy development, revision, and implementation, ensuring that every individual is treated with dignity and respect. Recommendations for implementing a human-rights approach to misconduct investigations and case management are offered, covering areas such as procedural fairness, privacy, equity, and the right to education. Additional topics covered are the need to limit surveillance technologies, and the need to recognize that not all use of artificial intelligence tools automatically constitutes misconduct. I disentangle the differences between equity and equality and explain how both are important when considering ethics and integrity. A central argument of this paper is that a human-rights-by-design approach to integrity does not diminish standards but rather strengthens educational systems by cultivating ethical awareness and respect for personhood. I conclude with a call to action with a seven-point plan for institutions to adopt a human-rights-based approach to ethics and integrity. In the age of artificial intelligence and neurotechnology, insisting on human rights and dignity when we investigate and address misconduct allegations is an ethical imperative that has never been more important. [ABSTRACT FROM AUTHOR]

Elevated rates of 30-day readmission for children with epilepsy were noted at a stand-alone pediatric acute care facility. To address this issue, a standardized pathway was created and implemented in 2017. The main objective was to ensure that patients with epilepsy and their families were adequately prepared for discharge and the transition to home. Using a quality improvement (QI) approach, a standardized education pathway was developed and implemented to decrease unplanned 30-day readmissions of patients with a diagnosis of epilepsy from a specialized neurology unit. An interprofessional care team received training to ensure standardized communication around the pathway approach and components. All patients with a diagnosis of epilepsy and their families were educated using the pathway and guided through additional simulation and teach-back exercises. Analysis demonstrated a 27.6 % decrease in unplanned 30-day readmissions in the 6 years following implementation. An estimated $950,000 in cost savings was achieved secondary to program implementation. Utilizing the pathway standardizes epilepsy management education and decreases unplanned 30-day readmissions for pediatric patients diagnosed with epilepsy. A standardized educational plan is an essential component of patient discharge teaching and proper home management of epilepsy. For sustainability, education needs to be continuously refreshed and included in onboarding new nurses. To ensure health equity, translation of the pathway into multiple languages is needed. • Approximately 50 million people worldwide have a diagnosis of epilepsy. • Epilepsy, a chronic health condition, is commonly identified as a leading cause of 30-day unplanned hospital readmission. • Proper education and support during the transition from hospital to home is a key component of epilepsy care. • A standardized educational approach can decrease epilepsy readmissions. • A 27.6% reduction in 30-day readmission of children with epilepsy was achieved through use of a standardized pathway. [ABSTRACT FROM AUTHOR]

Rural emergency nurses (RENs) are expected to provide care to paediatric patients presenting to their facilities however, as generalist nurses, they experience challenges and feelings that are unique to the rural context. An exploratory qualitative study of 13 RENs via semi structured interviews of perceptions and experiences of caring for paediatrics and self-determination of autonomous practice, motivations and connectedness in care was the approach used. Inductive thematic analysis of data identified four themes with sub-themes identified within each theme. The four themes were: Caring for Children, Professional Roles, Professional Care and Connection and Professional Development. RENs describe feeling fear, stress and anxiety when caring for sick children, particularly when known to the patient and family in their community yet will self-determine autonomous practice and use gatekeeping in certain situations of paediatric care. RENs are motivated to increase their paediatric knowledge and skills, seeking paediatric education opportunities but face barriers in attendance such as travel and costs. RENs rely on connectedness with other rural nurses, seeking paediatric nursing guidance or telehealth support, particularly when performing multiple roles or in the absence of a doctor in the ED. Provision of opportunities for RENs to lead education in paediatric nursing, that is contextually appropriate and co-designed with paediatric experts is preferred. This would yield greater REN engagement and participation in paediatric education for knowledge and skill proficiency, would increase rural nurse professional development and reduce feelings of fear and anxiety when caring for paediatrics. • Caring for paediatric patients presenting to emergency departments requires specialist skills. • Rural emergency nurses care for sick, injured and critically ill infants and children with staffing challenges. • Rural emergency nurses provide paediatric nursing care using autonomous practice. • Accessibility and availability of paediatric education to rural nurses must overcome barriers. • Co-design in paediatric education for Rural nurses that is contextually appropriate is essential. [ABSTRACT FROM AUTHOR]

This study aimed to: (i) understand how women perceived their recently developed patellofemoral pain (PFP) regarding its cause, prognosis, and willingness to seek treatment; (ii) investigate self-reported function, knee-related quality of life (QoL), fear of movement, and physical activity level at the onset of PFP. Mixed-methods longitudinal study. University. Sixty-eight pain-free women were followed up over one year. Those who developed PFP were interviewed within one month of the development of symptoms. Self-reported function, kinesiophobia, knee-related QoL, and physical activity were obtained at baseline and follow-up assessments. Twenty-one women developed PFP. Most participants reported believing the increase in physical activity and/or sitting time was associated with the onset of PFP. Many reported believing symptoms would improve over time without any treatment. Only a small number of participants intended to seek care. Quantitatively, decreases in self-reported function and QoL, as well as increases in the physical activity level were observed after PFP development. Although decreases in self-reported function and QoL were observed, women reported believing their PFP is self-limiting and do not need treatment. Strategies to accurately disseminate knowledge about PFP are needed to help stimulating early care. • Overuse and sitting time are commonly associated with patellofemoral pain onset. • Women with acute patellofemoral pain believe that their pain is self-limiting. • Seeking early care is not a priority for women with acute patellofemoral pain. • Knowledge dissemination about patellofemoral pain can help stimulating early care. [ABSTRACT FROM AUTHOR]

The British Urology Researchers in Surgical Training (BURST) is a UK-based, trainee-led urology research collaborative. Since inception in 2014, BURST has led projects in several urological subspecialties with the aim of improving urological practice for patient benefit. Key innovations we have used include an emphasis on social media communications and developing innovative technology solutions to improve collaboration. In this review article, we summarise our recent studies and highlight important strategies for performing collaborative research. Level of evidence: Not applicable. [ABSTRACT FROM AUTHOR]

INTRODUCTION: We investigated distinctive factors associated with cognitive reserve (CR) based on education level. METHODS: Among 1247 participants who underwent neuropsychological assessment, amyloid positron emission tomography, and brain magnetic resonance imaging, 336 participants with low education (≤6 years) and 697 with high education (≥12 years) were selected. CR was measured as the difference between the predicted and observed value of cognitive function based on cortical thickness. Multiple linear regression was conducted in each group after controlling for age and sex. RESULTS: In the low‐education group, low literacy, long sleep duration(>8 h/day), and diabetes were negatively associated with CR, whereas cognitive and physical activity were positively associated with CR. In the high‐education group, cognitive activity was positively related to CR, whereas low literacy, long sleep duration (> 8 h/day), and depression were negatively related to CR. DISCUSSION: This study provides insights into different strategies for enhancing CR based on educational background. Highlights: Factors associated with cognitive reserve (CR) varied according to the education level.Diabetes and physical activity were associated with CR in the low‐education group.Depression was related to CR in the high‐education group.Low literacy, sleep duration, and cognitive activity were associated with CR in both groups.Dementia‐prevention strategies should be tailored according to educational level. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Few studies have examined the relationship between education and cognition among the oldest–old. METHODS: Cognitive assessments were conducted biannually for 803 participants (62.6% women) of LifeAfter90, a longitudinal study of individuals ≥ 90 years old. Gender differences in associations between education (< high school, high school, some college, and ≥ college) and cognition (verbal episodic memory, semantic memory, and executive function) were examined at baseline and longitudinally using linear mixed models. RESULTS: Higher education levels were associated with better cognitive performance at baseline for both men and women. College completion was more strongly associated with better baseline executive function among women. Education‐cognition associations for baseline verbal episodic memory and baseline semantic memory did not differ by gender. Education was not associated with a decline in any domain‐specific cognitive scores, regardless of gender. DISCUSSION: Education is associated with cognitive function among the oldest–old and varies by gender and cognitive domain at baseline but not over time. Highlights: In the oldest–old, higher education was associated with better cognitive function.College completion was more strongly associated with executive function in women.Education was not associated with cognitive decline after age 90 regardless of gender.Improving education could decrease gaps in cognitive level among older individuals. [ABSTRACT FROM AUTHOR]

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

The article focuses on the impact of technological advancements on modern education, specifically the role of Artificial Intelligence (AI) tools in classrooms. Topics include the benefits and challenges of AI integration, its potential to personalize learning experiences for students, the importance of equipping teachers with the necessary digital skills, and the future implications of AI on educational systems.

Nurses are frequently exposed to trauma both inside and outside of the hospital setting. This trauma exposuremay lead to symptoms that can be harmful to the nurse and make it more difficult for them to provide quality care to patients. Trauma-informed professional development is a strategy that can help nursing professional development practitioners create an environment where recovery after trauma is possible. This article provides definitions and exemplars for practice. [ABSTRACT FROM AUTHOR]

The term "People of Determination" (PODs), coined by the United Arab Emirates (UAE) government, refers to women and men with disabilities and is articulated and inspired by the country's history, culture, and traditions. This study aims to examine the constitutional and policyoriented framework of PODs in terms of rights, services, and their integration process in UAE society. In so doing, it explores the UAE's perspective on PODs in terms of conceptualization, services, framework of empowerment, institutions, rehabilitation efforts, employment, and societal integration. Although the UAE is a federal state composed of seven emirates with federal institutions, each emirate has established a set of governmental and nongovernmental institutions that provide an integrated system of care, rehabilitation, skills-building, employment, and inclusionary and societal integration for PODs. The country is a pioneer in this area such that prominent international institutions have recognized its accomplishments and organized major world events such as the 2019 Special Olympics in Abu Dhabi. The first section of this study examines issues surrounding conceptualization and some relevant theoretical contributions to PODs. The second investigates the constitutional and legal framework of the UAE's POD paradigm. The third explains the UAE's narrative about PODs as well as the policy-oriented instruments, institutions, and mechanisms that have translated such narrative, values, and laws into practical policies and institutions. Finally, the paper discusses accomplishments, outcomes, and recommendations. The article as a whole demonstrates how future researchers and policymakers can contribute to a deeper engagement with issues of gender and disability to achieve intersectional gender and disability justices. [ABSTRACT FROM AUTHOR]

BACKGROUND: Training in mechanical ventilation is a key goal in critical care fellowship education. Web-based simulators offer a cost-effective and readily available alternative to traditional on-site simulators. However, it is unclear how effective they are as teaching tools. In this study, we evaluated the test scores of fellows who underwent mechanical ventilation training by using a web-based simulator compared with fellows who used an on-site simulator during a mechanical ventilation course. METHODS: This was a nonrandomized controlled trial conducted as part of a mechanical ventilation course that involved 70 first-year critical care fellows. The course was identical except for the simulation technology used. One group of instructors used a traditional on-site simulator, the ASL 5000 Lung Solution (n = 39). The second group was instructed in using a web-based simulator, VentSim (n = 31). Each fellow completed a pre-course test and a post-course test by using a validated, case-based ventilator waveform examination that consisted of 5 questions with a total possible score of 100. The primary outcome was a comparison of the mean scores on the posttest between the 2 groups. The study was designed as a non-inferiority trial with a predetermined margin of 10 points. RESULTS: There was no significant difference in the mean ± SD pretest scores between the web-based and the on-site groups (21.1 ± 12.6 and 26.9 ± 13.6 respectively; P = .11). The mean ± SD posttest scores were 45.6 ± 25.0 for the web-based simulator and 43.4 ± 16.5 for on-site simulator (mean difference 2.2; one-sided 95% CI --7.0 to ∞; Pnon-inferiority = .02 [non-inferiority confirmed]). Changes in mean ± SD scores (posttest -- pretest) were 25.9 ± 20.9 for the web-based simulator and 16.5 ± 15.9 for the on-site simulator (mean difference 9.4, one-sided 95% CI 0.9 to ∞; Pnon-inferiority < .001 [non-inferiority confirmed]). CONCLUSIONS: In the education of first-year critical care fellows on mechanical ventilation waveform analysis, a web-based mechanical ventilation simulator was non-inferior to a traditional on-site mechanical ventilation simulator. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the accuracy and reliability of educational patient pamphlets created by ChatGPT, a large language model, for common interventional radiology (IR) procedures. Twenty frequently performed IR procedures were selected, and five users were tasked to independently request ChatGPT to generate educational patient pamphlets for each procedure using identical commands. Subsequently, two independent radiologists assessed the content, quality, and accuracy of the pamphlets. The review focused on identifying potential errors, inaccuracies, the consistency of pamphlets. In a thorough analysis of the education pamphlets, we identified shortcomings in 30% (30/100) of pamphlets, with a total of 34 specific inaccuracies, including missing information about sedation for the procedure (10/34), inaccuracies related to specific procedural-related complications (8/34). A key-word co-occurrence network showed consistent themes within each group of pamphlets, while a line-by-line comparison at the level of users and across different procedures showed statistically significant inconsistencies (P < 0.001). ChatGPT-generated education pamphlets demonstrated potential clinical relevance and fairly consistent terminology; however, the pamphlets were not entirely accurate and exhibited some shortcomings and inter-user structural variabilities. To ensure patient safety, future improvements and refinements in large language models are warranted, while maintaining human supervision and expert validation. [ABSTRACT FROM AUTHOR]

The objective of this study was to evaluate the effectiveness of a pilot artificial intelligence (AI) certificate program in aiding radiology trainees to develop an understanding of the evolving role and application of artificial intelligence in radiology. A secondary objective was set to determine the background of residents that would most benefit from such training. This was a prospective pilot study involving 42 radiology residents at two separate residency programs who participated in the Radiological Society of North America Imaging AI Foundational Certificate course over a four-month period. The course consisted of 6 online modules that contained didactic lectures followed by end-of-module quizzes to assess knowledge gained from these lectures. Pre- and post-course assessments were conducted to evaluate the residents' knowledge and skills in AI. Additionally, a post-course survey was performed to assess participants' overall satisfaction with the course. All participating residents completed the certificate program. The mean pre-course assessment score was 37 %, which increased to 73 % after completing the modules (p < 0.001). 74 % (31/42) endorsed the belief the course improved familiarity with artificial intelligence in radiology. Residency program, residency year, and reported prior familiarity with AI were not found to influence pre-course score, post-course score, nor score improvement. 57 % (24/42) endorsed interest in pursuing further certification in AI. Our pilot study suggests that a certificate course can effectively enhance the knowledge and skills of radiology residents in the application of AI in radiology. The benefits of such a course can be found regardless of program, resident year, and self-reported prior resident understanding of radiology in AI. [ABSTRACT FROM AUTHOR]

To evaluate the accuracy and determine the factors influencing trauma CT interpretation proficiency among emergency medicine (EM) residents in Turkey through the TraCT-EM study (Interpretation of Tra uma CT by EM ergency Physicians). This nationwide, multicenter, cross-sectional study was conducted in 29 academic emergency departments (EDs) from April 2023 to March 2024. A total of 401 senior EM residents participated in the study, each interpreting a standardized set of 42 trauma CT series (cranial, maxillofacial, and cervical) derived from seven patients. Interpretation accuracy was assessed, and factors predicting interpretation failure were analyzed using univariate and multivariate regression models. The median accuracy rate of residents was 64.9 %, with higher accuracy in normal CT findings. Using the Angoff method, 14 % of residents scored below the passing threshold. Factors associated with interpretation failure included shorter interpretation times (OR, 0.97; 95 % CI, 0.95–0.99), lower self-confidence in detecting serious pathologies (OR, 2.50; 95 % CI, 1.42–4.42), reliance on in-hospital radiology department reports (OR, 3.45; 95 % CI, 1.47–8.05), and receiving final radiology reports for CT scans (OR, 3.30; 95 % CI, 1.67–6.52), and lack of in-department training programs (OR, 2.51; 95 % CI, 1.34–4.70). The TraCT-EM study highlighted a 65 % accuracy rate for senior EM residents in trauma CT interpretation, with specific predictors of failure identified. These findings suggest a need for tailored radiology education strategies to enhance training and competency in trauma CT interpretation for EM residents. Further optimization of educational programs could address these gaps, ultimately improving patient outcomes in trauma care. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

This Year in Review presents key highlights from recent research relating to osteoarthritis rehabilitation and its outcomes, defined as any non-pharmacological and non-surgical treatment that aims to improve osteoarthritis symptoms at any joint. Three databases (Medline, Embase, and CINAHL Plus) were searched between 1 March 2023 to 12 March 2024. Relevant studies were chosen based on the predefined inclusion/exclusion criteria, perceived clinical importance, quality, controversy in the field, or personal interest, and organised into four overarching themes (with 1–5 sub-themes each). The first theme related to uncertainties regarding exercise benefits. New work has challenged the clinical effectiveness of exercise on symptoms, as well as highlighted uncertainty around our understanding of both mechanisms of effects, how to enhance effectiveness and adherence, and which subgroups of people are more or less likely to improve with exercise. However, we also highlight new work confirming the role of exercise as a first-line management strategy. The second theme related to digital modes of service delivery. There was new evidence to support its effectiveness in improving symptoms and clear potential for creating and evaluating new mobile apps. New work also highlighted the potential future role artificial intelligence can have in providing treatment information and recommendations. The third theme related to patient education, and the call for change to the impairment-based narrative that prevails in osteoarthritis information. The fourth theme is related to weight loss. New work compared the effectiveness of different weight loss diets and explored alternative models of weight loss delivery. [ABSTRACT FROM AUTHOR]

Certification in infection control (CIC) is a standardized indicator of the knowledge and competencies essential for effective infection prevention practice. Evidence measuring success of training programs for certfication in infection control is limited. From 2017 through 2023, 51 novice infection preventionists (IPs) were enrolled in a training program that combined didactic learning, application of knowledge in practice, and mentorship from advanced-practice and near-peer IPs. Participants were tracked through completion of certification examination and pass rates were compared with rates for 2023 CIC candidates. All participants engaged in the training program attempted the CIC examination. The training group had a pass rate of 98%. This is 27% higher than the most recent rate published by Certification Board of Infection Control and Epidemiology (CBIC) of 71%. Participants were significantly more likely to pass the CIC exam on the first try, showing that a supported, competency-based training program can be successful in supporting novice IPs in certification success. Building foundational knowledge on key concepts in infection prevention and control and enhancing learning through supervised, direct application of skills improves CIC certification exam pass rates and supports progression of early career IPs to more independent practice. [Display omitted] • Certification in infection control certification demonstrates infection preventionist competency. • In most years, less than three-quarters of candidates pass the CIC exam. • Competency-based training can significantly increase certification success. • Training that combines application of knowledge and peer mentorship can be effective. [ABSTRACT FROM AUTHOR]

This article describes the development and assessment of a neuroimaging curriculum for neonatology fellows. The curriculum is focused on topics that are relevant to the practice of neonatology and employs contemporary teaching methods, such as flipped classroom, learner engagement, and spaced repetition. Since its implementation 2018 the curriculum has been appreciated by our trainees and demonstrated improvements in trainee knowledge. [ABSTRACT FROM AUTHOR]

Key summary points: Aim: This study focuses on developing a tool for assessing feeding assistance skills. Findings: The 10-item Feeding Assistance Skill Score (FASS) was developed, showing a correlation with dietary intake upon validation. Message: FASS aims to assess the effectiveness of feeding assistance training and care quality, potentially improving safety and satisfaction for those receiving feeding assistance. Purpose: Feeding assistance should be safe and improve the assisted individual's ability to feed, yet objective tools for evaluating these skills are lacking. This study focuses on developing a tool for assessing feeding assistance skills. Methods: A group consisting of 25 experts employed the Delphi method to achieve a consensus on the essential items necessary for assessing feeding assistance skills. Subsequently, a draft score using a three-point scale was developed. To test the reliability of the draft scores, a group of 20 patients and 20 nurses was matched to record a meal assistance scene, which were independently evaluated by three raters. We computed the AC1 statistic to assess both intra- and inter-rater reliability, and further examined correlations between the Feeding Assistance Skill Score (FASS) scores and outcome items to verify validity. Results: Initially, an 18-item draft score was generated using the Delphi method. Subsequently, seven items were omitted from the intra- or inter-rater reliability analysis. Furthermore, after discussion, researchers removed one item that assessed food cognition, because the agreement score between the two items was 91%. Finally, the 10-item FASS was developed, showing a correlation with dietary intake upon validation. Conclusions: We successfully developed a scoring system for peer evaluation of feeding assistance skills. Future studies should aim to validate the FASS. The implementation of the FASS aims to assess the effectiveness of feeding assistance training and care quality, potentially improving safety and satisfaction for those receiving feeding assistance. [ABSTRACT FROM AUTHOR]

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre 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.)

Importance: The rapidly growing use of ultrasound in South Korea has revolutionized the real-world application of acupuncture, making it a safer, more accurate treatment. However, little is known about the challenges Korean medicine doctors (KMDs) encounter, as well as the procedures and resources necessary for hygienic, safe ultrasound-guided acupuncture. Objective: This study aimed to investigate the purpose, indications, and procedure for ultrasound-guided acupuncture in Korean medicine (KM) practice and the challenges KMDs encounter in using ultrasonography. Methods: Eleven KMDs with expertise in practicing or teaching ultrasonography were consulted in detail. The purpose of ultrasonography in real-world practice, the overall process, resources utilized in ultrasound-guided procedures, and the unaddressed needs of KMDs were investigated. Results: Ultrasound guidance, employed for various diseases in KM practice, is crucial for pharmacopuncture and acupotomy to increase accuracy and safety. Ultrasoundguided acupuncture involves covering the probe, putting on sterile gloves, and scanning with disinfectants, though the exact steps vary among experts. They also suggested that a lack of insurance coverage was a common obstacle for KMDs utilizing ultrasonography. Conclusions and Relevance: Acupuncture with ultrasound guidance has become a prevalent procedure in South Korea. Standard procedure guidelines and insurance coverage for ultrasonography used for acupuncture procedures are essential to ensure safe, accurate procedures. [ABSTRACT FROM AUTHOR]

Discussions of the use of artificial intelligence (AI) have become ubiquitous in research, industry, and education. Prompt engineering has emerged as a valuable skill desired by employers, and students have begun to express interest in learning effective ways of interacting with Generative AI. While much research has been done to formalize and optimize the process of prompt engineering, few studies have investigated the use of AI by nonexperts, including nonexpert teachers. In this study, we use qualitative analysis to characterize the process by which nonexpert teachers engage with and learn from ChatGPT as they engage with it as co-creators to develop an educational game designed to teach concepts of financial literacy. We address implications for nonexpert teachers' use of Generative AI, including suggested methods for the use of ChatGPT to develop educational games and for tacitly learning prompt engineering by using the tool. [ABSTRACT FROM AUTHOR]

Infection prevention and control (IPC) is crucial in healthcare settings, particularly during pandemics like COVID-19. Radiographers play a vital role in maintaining patient safety by following IPC guidelines. However, there is concern that inadequate knowledge and practice of IPC among radiographers may compromise patient safety. Education and training programs can enhance radiographers' understanding of IPC to maintain safety in radiology departments. This scoping review aims to explore the literature on the knowledge of radiographers in IPC and the effectiveness of IPC education/training programs provided to radiographers and other healthcare workers (HCWs) in the radiology department, with a specific focus on the periods before, during, and after the COVID-19 pandemic. This scoping review followed the Joanna Briggs Institute's framework. The steps involved were: Define objectives and questions, align inclusion criteria with objectives, planning the evidence search and extraction, searching for evidence, selecting relevant evidence, extracting evidence, analysing evidence, presenting results, and summarising findings and noting implications. Sixty-eight articles were included. Prior to the COVID-19 pandemic, practices among radiology HCWs were suboptimal, but improved significantly during the pandemic. During the pandemic, radiology departments implemented education programs to address inconsistence knowledge in IPC. Unfortunately, no studies explored IPC practices after the pandemic, leaving uncertainty about sustained improvements or potential regression. The review highlights the limited assessment of IPC knowledge and practice among radiology HCWs, with most studies recommending further education and training programs. This scoping review explored IPC education and training among radiology HCWs, which is an important research topic after the COVID-19 pandemic to help reduce infection transmission in healthcare environments. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Dental Hygiene is the property of Canadian Dental Hygienists Association 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.)

This Viewpoint provides practical guidance for early-career musculoskeletal clinicians who are navigating the complexities of clinical practice. Key themes are embracing uncertainty, seeing and treating the whole person, avoiding judgemental mindsets, embracing shared decision-making, focusing on building strong therapeutic relationships and finding a work-related niche that resonates with one's own passions and strengths. We encourage clinicians to consume information carefully in an era of social media health influencers, and suggest ways of accurately identifying reliable sources of information. We do not presume to inoculate against all challenges that clinicians will encounter. Instead, we strive to help early-career clinicians navigate potential friction points in clinic and research based on our collective experience. [ABSTRACT FROM AUTHOR]

Providing video recordings of lecture material may enhance student flexibility, but does it alter attendance or influence their grade? This project assessed the extent and purpose of video usage by students and evaluated their impact on course performance within first-year basic science courses in a chiropractic curriculum. All first-year students enrolled at a chiropractic college based in the United States were invited to complete a retrospective survey regarding video usage, attendance, and study behaviors for basic science courses they were enrolled during the previous term. Grades were third-party obtained for each consenting student. Statistical analysis included descriptive statistics and independent t tests for each course. Effect size using Cohen's d was calculated for all statistically significant courses (p <.05). Overall, 260 students completed the questionnaire assessing 18 courses in total. The perceived helpfulness of video recordings was associated with heavier usage, primarily to study for exams. Shorter summary videos were preferred by 78% of students over full lecture recordings. Use of videos to replace lectures increased from 21.9% to 53.2% in first through third trimester, respectively. Video use in Neuroanatomy I, Neuroanatomy II, Gross Anatomy II, Organ Histology, and Endocrinology were associated with lower exam scores and overall grades (p <.05), yielding moderate to large effect sizes. Videos were used < 1 hour per week, primarily to study for exams. When used as a study tool, video use decreased course performance. Rewatching videos to prepare for exams may be mistaken for mastery of material. [ABSTRACT FROM AUTHOR]

To evaluate the association between basic science curriculum delivery method with other academic and demographic factors on National Board of Chiropractic Examiners (NBCE) part I pass rates. This was a retrospective cohort study of students from 3 campuses of 1 chiropractic institution who matriculated in 2018 or 2020. COVID-19 regulations required online delivery of a basic science curriculum for students in the 2020 cohorts, whereas students in the 2018 cohorts experienced a traditional classroom delivery. A general linear model estimated odds ratios for passing NBCE part I, comparing individual online cohorts with the combined classroom cohort while adjusting for academic and demographic variables. A total of 968 students were included, 55% from the classroom cohort. The spring 2020 cohort had the fewest students with bachelors' degrees (59%) and more students with high in-program grade point averages (GPA; 61%) along with the lowest estimated odds ratio [0.80 (95% CI: 0.73–0.87)] for passing vs the classroom cohort. The fall 2020 cohort had significantly higher odds [1.06 (95% CI: 1.00–1.03)] of passing vs the classroom cohort. Additional predictors included main campus matriculation, white ethnicity, bachelors' degree, no alternative admission status, and in-program GPA. Students with high in-program GPA (vs low) had a 36% increased odds of passing. Compared to the classroom cohort, the spring 2020 cohort had the lowest odds while the fall 2020 cohort had the highest odds of passing part I. In-program GPA had the highest association with passing. These results provide information on how curriculum delivery impacts board exam performance. [ABSTRACT FROM AUTHOR]

The Chiropractic Educators Research Forum convened a conference on June 22, 2024. During this meeting, attendees shared what chiropractic programs are doing, specifically focusing on education research related to technology. Presenters and panelists discussed what technology chiropractic programs should be using to educate chiropractors for the future. [ABSTRACT FROM AUTHOR]

This conference was convened by the World Federation of Chiropractic from October 30 to November 2, 2024, in Kuala Lumpur, Malaysia. The 2024 program focused on the delivery of technology in chiropractic education. [ABSTRACT FROM AUTHOR]

Higher stress levels may be associated with decreased academic success and physical and psychological well-being in chiropractic students. This study aimed to determine the perceived stress and burnout of chiropractic students at the University of Johannesburg during the COVID-19 pandemic. This was a quantitative, exploratory study utilizing a self-administered online questionnaire distributed to chiropractic students (n = 246) at the university. The questionnaire consisted of 3 main components: demographics, the Perceived Stress Scale (PSS-10), and the Maslach Burnout Inventory–Student Survey (MBI-SS). Data were analyzed utilizing exploratory factor analysis, Cronbach alpha for reliabilities, and descriptive statistics for mean scores being interpreted using subscales pertaining to the 2 survey tools. The response rate was 63.82% (n = 157) with the PSS-10 indicating participants obtained a total mean score of 25.08 (average stress). For the MBI-SS categories, participants scored 18.96 out of 30 for exhaustion, 10.31 out of 30 for cynicism, and 22.46 out of 36 for professional efficiency; higher scores of exhaustion and cynicism and lower scores of professional efficiency are indicative of higher degrees of burnout. Statistically significant differences for both tools were noted in relation to age and academic year with higher values indicated with increased age and progression in the program. The results indicate that chiropractic students experienced moderate levels of stress but higher burnout than other health sciences student populations when compared to current literature. Age and progression in the program appear to have a negative influence on both these factors. [ABSTRACT FROM AUTHOR]

Entrustable professional activities (EPAs) have seen widespread adoption in medical education and other health professions education. EPAs aim to provide a bridge between competency-based education and clinical practice by translating competencies into fundamental profession-specific tasks associated with clinical practice. Despite the extensive use of EPAs in health professions education, EPAs have yet to be introduced into chiropractic education. The purpose of this paper is to describe the development and introduction of EPAs as part of 2 community-based chiropractic student preceptorship education programs in the United States. EPAs were developed and introduced at 2 community-based chiropractic preceptorship sites in 5 distinct steps: (1) differentiating EPAs from competencies, learning objectives, and knowledge, skills, and attitudes; (2) identifying EPAs; (3) mapping EPAs to competencies and necessary experience, knowledge, and skills; (4) designing EPA assessment strategies; and (5) implementing the use of EPAs. A total of 13 individual EPAs were developed and mapped to Council on Chiropractic Education meta-competency outcomes and underlying experience, knowledge, and skills. Three assessment tools were created to evaluate student entrustability for EPAs and enhance student self-assessment. The EPAs and assessment tools were integrated into chiropractic student preceptorships at each site. This paper describes the development and introduction of EPAs at 2 community-based chiropractic preceptorship sites. Future research is needed to develop and standardize EPA use and assessment, and to evaluate outcomes associated with EPA use. [ABSTRACT FROM AUTHOR]

Evidence-based radiographic guidelines are used to justify the need for radiographs and prevent their overuse. This study aimed to assess whether 4th-year chiropractic interns at the International Medical University plan to use x-ray imaging in their future private practice in line with the principles taught throughout their chiropractic program and the evidence-based imaging guidelines. A survey questionnaire was distributed to 74 final year chiropractic interns, with 62 completed responses. The questionnaire consisted of 8 case scenarios representing potential chiropractic patients. The interns were asked to decide whether to x-ray the patient or not, and which x-ray views to request if they chose to x-ray the patient. Results were compared with the gold standard using percentage agreement. The findings revealed that the chiropractic students adhered to the gold standard answers for 6 out of 8 cases. However, they did not perform well in selecting the correct x-ray views for the 3 cases where radiography was indicated by the gold standard. Results suggest that while the interns have a good understanding of when radiography is necessary, they may need additional training in selecting the appropriate x-ray views for each case. [ABSTRACT FROM AUTHOR]

Racial and ethnic minority groups are underrepresented in chiropractic education and the profession, and are less likely than individuals identifying as White to have access to or use chiropractic care. Stakeholders with leadership positions in USA-based chiropractic colleges and organizations participated in 3 online diversity, equity, and inclusion (DEI) summit meetings to foster a deeper understanding of DEI, identify DEI objectives, and develop action steps and drive change. Summit I (51 attendees) comprised 3 presentations that provided background about DEI in chiropractic education and practice. Summit II (32 attendees), comprised 4 breakout sessions addressing organizational issues in DEI. Summit III (65 attendees) comprised 5 collaborative sessions focused on implementation of DEI objectives. We use aggregate data and qualitative summaries to provide a descriptive narrative. Data sources include pre/post-summit quantitative surveys, items from open-ended questionnaires, and a spreadsheet of recommendations for increasing organizational DEI. Before attending Summit I, 48% rated their understanding of DEI issues as "moderately" or "very" high, compared with 74% afterward. Summit II participants suggested actions that should be taken by their institutions and the profession. Summit III participants stressed the need for DEI-supportive data, policies, and resources. They identified > 150 action steps to address DEI objectives. A listserv was established to facilitate ongoing institutional collaboration. Summit participants recognized the importance of developing a diverse, culturally aware chiropractic workforce. The summits provided structure and support for stakeholders to effectively plan for and implement DEI in their organizations and institutions. [ABSTRACT FROM AUTHOR]

This study investigated patient satisfaction with care provided by chiropractic students under supervision vs supervisors in a Danish hospital setting. A cross-sectional observational study of patient satisfaction was conducted at the Spine Center of Southern Denmark, where chiropractic students from the University of Southern Denmark complete an 8-week internship in their final year of pregraduate training. Patients were assigned to students or supervisors based on administrative convenience (ie, natural allocation). Blinded from the aim of the study, all patients seen by a chiropractor (with or without a student) were invited to answer a questionnaire rating satisfaction with the clinical encounter. Results were analyzed using ordinal logistic regression with group allocation blinded by the investigators. Results from 438 participants (response rate = 88%) showed no significant difference in patient satisfaction between the student and supervisor groups. Although a small difference favored the supervisor group, the student group had a higher proportion of high and very high satisfaction combined. Satisfaction differed minimally whether patient care was administered by students under the supervision of a licensed chiropractor or by licensed chiropractors alone. Our findings suggest that patients do not negatively view student involvement in clinical consultations at a Danish hospital. [ABSTRACT FROM AUTHOR]

To compare unproctored and proctored online exams among chiropractic students. Pre-existing data of 234 students across 4 consecutive endocrinology classes were analyzed for this study. The course was comprised of 3 lectures (50 minutes per lecture) each week. Student performance was evaluated by midterm exam and summative exam (S1). The students from 3 classes were asked to take a voluntary second summative exam (S2) approximately 7 months after the S1. Since this study was partially conducted during the COVID pandemic, some classes took the midterm and the S1 proctored in the classroom while others took them unproctored from a remote location. The mean midterm exam (p <.001) and S1 scores (p =.01) for the unproctored group (93.6 ± 7.0 and 88.8 ± 8.2) were significantly higher than the proctored group (88.1 ± 8.2 and 83.9 ± 11.2). The mean time taken by students was much greater for the unproctored exams than for the proctored exams (midterm: 40.7 ± 10.2 versus 16.7 ± 7.0, p <.001; S1: 47.0 ± 8.7 versus 21.5 ± 9.0, p <.001). By contrast, the mean unproctored S2 scores were lower than the proctored group (60.2 ± 14.7 versus 88.1 ± 8.2, p <.001). A linear regression test showed that the final exam was a statistically significant predictor of the recall exam (p <.01, R2 = 28.3%). The findings suggest that student performance is significantly altered by test format. [ABSTRACT FROM AUTHOR]

To examine chiropractic students' attitudes regarding knowledge of pain neuroscience, chronic pain, and patient-centered care before and after educational interventions. Secondarily, this study aimed to compare measures of these skills between cohorts at different timepoints throughout training programs. Using stratified randomization, 281 Year 3 chiropractic students at 2 institutions were allocated into 1 of 3 educational interventions and served as active-control comparison groups: pain neuroscience education, chronic pain education, or patient-centered care. Participants completed validated surveys regarding their experience with the education interventions immediately pre- and post-lecture and 12 weeks after completion. For further comparison, surveys were also completed by 160 Year 1 students and 118 Year 2 students at 1 of the institutions. Independent sample t tests and 1-way analysis of variance were used for data analysis. All Year 3 lecture groups showed immediate improvements (pain neuroscience education: 3.99 + 3.09/100, p =.18 [95% CI: 10.10 to −1.77]; chronic pain education: 0.42 + 0.74/7, p =.02 [95% CI: 0.72 to 0.07]; patient-centered care: 0.25 + 0.12/6, p =.05 [95% CI: 0.12–0.51]), but these were not sustained at the 12-week follow-up (pain neuroscience education: −6.25 + 4.36/100, p =.15 [95% CI: 14.93 to −2.42]; chronic pain education: 0.33 + 0.16/7, p =.19 [95% CI, 0.66 to 0.01]; patient-centered care: 0.13 + 0.13/6, p =.30 [95% CI: 0.41 to −0.13]). Compared to active controls, only the patient-centered care group showed an immediate statistically significant difference. While this study found that immediate improvement in targeted competencies is possible with focused interventions, they were not sustained long term. [ABSTRACT FROM AUTHOR]

The objective was to compare the average number of mistakes made on multiple-choice (MCQ) and fill-in-the-blank (FIB) questions in anatomy lab exams. The study was conducted retrospectively; every exam had both MCQs and FIBs. The study cohorts were divided into 3 tiers based on the number and percentage of mistakes in answering sheets: low (21–32, >40%), middle (11–20, 40%–20%), and high (1–9, <20%) tiers. The study used an independent 2-sample t test to compare the number of mistakes between MCQs and FIBs overall and per tier and a 1-way analysis of variance to compare the number of mistakes in both formats across the 3 tiers. The results show that there was a significant difference in the number of mistakes between the 2 formats overall with more mistakes found on FIBs (p <.001). The number of mistakes made in the high and middle tiers had a statistical difference, being higher on MCQs (p <.001). There was no significant difference in the number of mistakes made in the low tier between formats (p >.05). Furthermore, the study found significant differences in the number of mistakes made on MCQs and FIBs across the 3 tiers, being highest in the low-tier group (p <.001). There were fewer mistakes on the MCQ than the FIB format in exams. It also suggests that, in the low tier answering sheets, both formats could be used to identify students at academic risk who need more attention. [ABSTRACT FROM AUTHOR]

Emilie von Berlepsch was the first German woman to travel to Scotland and write a travelogue about it. From 1799 to 1800 she toured the country and published her experiences and thoughts in her travel book Caledonia (1802–04). This article illustrates von Berlepsch's endeavour to spread knowledge of British culture in her home country by means of the travelogue, with a particular focus on women. It argues that Caledonia can be considered a further example of von Berlepsch's advocacy of women's rights. Using the account of her voyage as a tool to reflect on the role of women both in Britain and Germany, von Berlepsch encourages her fellow countrywomen to increase their independence from men through intellectual pursuits such as writing. [ABSTRACT FROM AUTHOR]

Considering the potential role of education in enhancing the socioeconomic prosperity of countries, this study examines the effect of education on economic growth and household welfare in Asian countries. Static and dynamic panel data estimation techniques were employed for analysis. The findings of the study reveal a significant positive effect of education on economic growth and household welfare, with the growth effect of male education being marginally higher than female education. Interestingly, the household welfare effect of female education is revealed to be higher than male education. These findings imply that for economic growth and household welfare enhancement in the region, female education is as important as male education. Consequent to these findings, the study emphasises the need for policy measures aimed at enhancing both access and quality of education for people of all genders in the region. [ABSTRACT FROM AUTHOR]

It is incumbent on dental educators to prepare students for careers in various practice settings and modalities. As the dental practice market continues to evolve away from a predominantly solo private practice model, schools are tasked with training future providers to deliver quality care to diverse patient populations in diverse settings. While no single health delivery model will solve access to care, exposing dental students to various practice environments prepares them to better understand and navigate nontraditional postgraduate practice opportunities. The University of California, Los Angeles (UCLA) School of Dentistry established a community‐based clinical education (CBCE) program that has grown to include dental support organizations. By partnering with a more diverse portfolio of practice types, including large corporate entities, the UCLA CBCE program has strengthened its financial accountability while also delivering on the goal of enhancing dental education and improving access to care for vulnerable populations. [ABSTRACT FROM AUTHOR]