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Tracking has been criticized for relegating disadvantaged students to lower track courses in which students encounter a greater lack of instructional support. While an end to tracks through detracking is a possible solution, there are concerns that detracking will create more heterogeneous classrooms, making it harder for teachers to provide adequate support to their students. Using the 2015 PISA dataset, this study conducts a causal inferential analysis to understand the differences in student perceptions of teaching in tracked and untracked environments. The results provide evidence that students needs, with respect to adaptation of instruction and provision of individualized feedback and support, are being met to the same extent on average in tracked and untracked science classes, suggesting that teachers may not necessarily have a harder time meeting the needs of students in untracked classes.

Background: Sex- and gender-based medicine (SGBM) addresses differences between males/men and females/women with regard to clinical manifestation, diagnostics, treatment and outcomes of diseases. The implementation of SGBM in the medical curriculum varies, and data on the knowledge of lecturers and students about SGBM is scarce. This study aims to evaluate the perceived importance and knowledge of SGBM among lecturers and students. Methods: This cross-sectional observational survey was conducted using a questionnaire, including ranked with a Likert Scale. Statistical analysis was performed with the Chi-squared test. All lecturers and students at the Bern University Medical School in Switzerland were invited to voluntarily participate. Results: 114 (34.1%) lecturers and 903 (41.4%) students participated in the survey. Women perceived education of SGBM to be of greater importance than men in lecturer and student subgroups respectively (lecturers women vs. men median 6.0 vs. 5.0, P = 0.011; students 6.0 vs. 5.0, P < 0.001). No significant differences between genders of self-reported knowledge of SGBM were found (lecturers women vs. men median 4.0 vs. 4.0, P = 0.624; students 3.0 vs. 4.0, P = 0.562). There were significant differences in the perception of the SGBM being actively addressed in lectures between lecturers and students (59.4% vs. 28.8%, P < 0.001) and whether the curriculum should include SGBM (strongly agree 28.9% vs. 51.3%, P < 0.001). Conclusion: Women lecturers and students consider teaching of SGBM during medical studies to be more important than men. Lecturers perceived the amount of SGBM already included in the lectures to be greater compared to students. [ABSTRACT FROM AUTHOR]

Abstract Background Sex- and gender-based medicine (SGBM) addresses differences between males/men and females/women with regard to clinical manifestation, diagnostics, treatment and outcomes of diseases. The implementation of SGBM in the medical curriculum varies, and data on the knowledge of lecturers and students about SGBM is scarce. This study aims to evaluate the perceived importance and knowledge of SGBM among lecturers and students. Methods This cross-sectional observational survey was conducted using a questionnaire, including ranked with a Likert Scale. Statistical analysis was performed with the Chi-squared test. All lecturers and students at the Bern University Medical School in Switzerland were invited to voluntarily participate. Results 114 (34.1%) lecturers and 903 (41.4%) students participated in the survey. Women perceived education of SGBM to be of greater importance than men in lecturer and student subgroups respectively (lecturers women vs. men median 6.0 vs. 5.0, P = 0.011; students 6.0 vs. 5.0, P

Faculty development (FD) programs are critical for providing the knowledge and skills necessary to drive positive change in health professions education, but they take many forms to attain the program goals. The Macy Faculty Scholars Program (MFSP), created by the Josiah Macy Jr. Foundation (JMJF) in 2010, intends to develop participants as leaders, scholars, teachers, and mentors. After a decade of implementation, an external review committee conducted a program evaluation to determine how well the program met its intended goals and defined options for ongoing improvement.The committee selected Stufflebeam's CIPP (context, input, process, products) framework to guide the program evaluation. Context and input components were derived from the MFSP description and demographic data, respectively. Process and product components were obtained through a mixed-methods approach, utilizing both quantitative and qualitative data obtained from participant survey responses, and curriculum vitae (CV).The evaluation found participants responded favorably to the program and demonstrated an overall increase in academic productivity, most pronounced during the two years of the program. Mentorship, community of practice, and protected time were cited as major strengths. Areas for improvement included: enhancing the diversity of program participants, program leaders and mentors across multiple sociodemographic domains; leveraging technology to strengthen the MFSP community of practice; and improving flexibility of the program.The program evaluation results provide evidence supporting ongoing investment in faculty educators and summarizes key strengths and areas for improvement to inform future FD efforts for both the MFSP and other FD programs.

Spatial skills are critical for student success in K-12 STEM education. Teachers' spatial skills and feelings about completing spatial tasks influence students' spatial and STEM learning at both the primary and secondary levels. However, whether spatial skills and spatial anxiety differ or not between these two teacher levels is unknown. Additionally, the relations between teachers' spatial skills, spatial anxiety, and their use of spatial pedagogical practices in remote learning settings is unknown. Here, we investigated if spatial skills and spatial anxiety differ between teachers working at primary versus secondary levels, and examined the relations between their spatial skills and spatial anxiety while accounting for additional influential factors-general reasoning ability and general anxiety. Lastly, we investigated how teachers' spatial skills in conjunction with their spatial anxiety relate to their use of spatial teaching practices for online instruction. Sixty-two K-12 teachers completed measures of spatial skills, spatial anxiety, general anxiety, general reasoning, and a teaching activities questionnaire. Results indicate that spatial skills and spatial anxiety may not vary between teachers working at primary versus secondary levels, but that higher spatial skills in teachers are associated with lower spatial anxiety for mental manipulation tasks. Additionally, teachers with weaker spatial skills and lower mental manipulation anxiety reported more frequently using spatial teaching practices when teaching remotely due to COVID-19. These findings may have broad implications for teacher professional development with regards to developing students' spatial skills during remote learning.

This study reports the results of focus groups with school nurses and teachers from elementary, middle, and high schools to explore their perceptions of child and adolescent oral health. Participants included 14 school nurses and 15 teachers (83% female; 31% Hispanic; 21% White; 21% Asian; 14% African American; and 13% Others). Respondents were recruited from Los Angeles County schools and scheduled by school level for six one-hour focus groups using Zoom. Audio recordings were transcribed, reviewed, and saved with anonymization of speaker identities. NVivo software (QSR International, Melbourne, Australia) was used to facilitate content analysis and identify key themes. The nurses' rate of "Oral Health Education" comments statistically exceeded that of teachers, while teachers had higher rates for "Parental Involvement" and "Mutual Perception" comments. "Need for Care" was perceived to be more prevalent in immigrants to the United States based on student behaviors and complaints. "Access to Care" was seen as primarily the nurses' responsibilities. Strong relationships between community clinics and schools were viewed by some as integral to students achieving good oral health. The results suggest dimensions and questions important to item development for oral health surveys of children and parents to address screening, management, program assessment, and policy planning.

Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura 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.)

Purpose Body image encompasses body-related self-perceptions and personal attitudes. Dissatisfaction with body image during the early stages of adolescence is negatively related to self-esteem and other health problems. A few publications focused on positive body image and directly related to the experiences and interactions of adolescents themselves. To explore positive body image in adolescents and describe the familial and educational factors that contribute to its development.Methods A qualitative study was conducted. Purposive sampling was used, and 9 adolescents, 6 families, and 8 teachers participated in semi-structured interviews, which were then theme analyzed. Results Self-care, body acceptance, confronting messages that attack body image, and the influence of social media have been identified as emerging themes in adolescents' positive body image experiences. Therefore, the pubertal period, family values, fostering, and educational actions as well as media literacy were identified as factors promoting self-esteem and positive body image in the family and educational environment. Conclusions Their parents also expressed aspects such as those that contribute to the development of healthy self-esteem, confidence, and positive body image. Alternatively, the teachers indicated educational activities to work on self-image and self-esteem when faced with situations of concern in the classroom. [ABSTRACT FROM AUTHOR]

This qualitative study was conducted with eight professional nurses who transitioned from clinical practice to full-time lecturing in higher education. The study aimed to establish how nurse lecturers experience this major transition. Qualitative questionnaires were analyzed thematically. Four themes that collectively encapsulate the transitioning journey emerged: embarking on a career change, the transitioning period, supporting each other, and communication. Interwoven within the data was evidence that an informal community of practice developed and was the primary means of initial support and ongoing guidance, positively influencing the lecturers' engagement and progression in their new career. [ABSTRACT FROM AUTHOR]

Purpose Body image encompasses body-related self-perceptions and personal attitudes. Dissatisfaction with body image during the early stages of adolescence is negatively related to self-esteem and other health problems. A few publications focused on positive body image and directly related to the experiences and interactions of adolescents themselves. To explore positive body image in adolescents and describe the familial and educational factors that contribute to its development.Methods A qualitative study was conducted. Purposive sampling was used, and 9 adolescents, 6 families, and 8 teachers participated in semi-structured interviews, which were then theme analyzed. Results Self-care, body acceptance, confronting messages that attack body image, and the influence of social media have been identified as emerging themes in adolescents’ positive body image experiences. Therefore, the pubertal period, family values, fostering, and educational actions as well as media literacy were identified as factors promoting self-esteem and positive body image in the family and educational environment. Conclusions Their parents also expressed aspects such as those that contribute to the development of healthy self-esteem, confidence, and positive body image. Alternatively, the teachers indicated educational activities to work on self-image and self-esteem when faced with situations of concern in the classroom.

ChatGPT (GPT-3.5) has entered higher education and there is a need to determine how to use it effectively. This descriptive study compared the ability of GPT-3.5 and teachers to answer questions from dental students and construct detailed intended learning outcomes. When analyzed according to a Likert scale, we found that GPT-3.5 answered the questions from dental students in a similar or even more elaborate way compared to the answers that had previously been provided by a teacher. GPT-3.5 was also asked to construct detailed intended learning outcomes for a course in microbial pathogenesis, and when these were analyzed according to a Likert scale they were, to a large degree, found irrelevant. Since students are using GPT-3.5, it is important that instructors learn how to make the best use of it both to be able to advise students and to benefit from its potential.

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional 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.)

Introduction: Teaching virtually can cause symptoms related to muscle pain due to bad postures when working with computers. Objective: To determine the presence of musculoskeletal disorders in university professors who telework during the COVID-19 pandemic. Materials and methods: Analytical cross-sectional study in professors from health programs at a northeastern Colombian university. The validated Spanish version of the Nordic Kuorinka questionnaire was used (Cronbach’s alpha 0.8-0.9). Using non-probabilistic sampling and an instrument applied virtually, 68 professors were included in the study. The dependent variable was presence of musculoskeletal disorder, whereas the independent ones were the sociodemographic conditions related to telework. The Fisher or were used for qualitative variables. Comparison of means were carried out through Student’s t test. p

Objective: To document our experiences in a tertiary health center in the planning and accomplishment of safe and efficient otolaryngology, head and neck surgery (OHNS) practices, and the rates of coronavirus disease-2019 (COVID-19) among our healthcare professionals during the COVID-19 pandemic. Material and Methods: We retrospectively investigated the COVID-19 infection rates among OHNS department professionals during the first 9 months of the pandemic (between 15 March 2020 and 15 December 2020), and also the number of patients examined at our clinic, the number and types of operations done with comparison to pre-pandemic period. The general and specific precautions for OHNS staff were also revised. Results: During the 9 months, the numbers of OHNS outpatient examinations (minimum 5.9% and maximum 43.3%) and inpatient hospitalizations (minimum 0.8% and maximum 31.4%) decreased significantly, compared to the same months in 2019. The rate of COVID-19 diagnosis among our staff was 25.45%. The highest rates of COVID-19 positivity were seen among outpatient technicians (40%), and the lowest rate was among the nurses in the operating rooms (12.5%). Conclusion: The OHNS staff is at high risk as they are extremely exposed to upper airway diseases, and these healthcare professionals are in a very risky position in terms of COVID-19 transmission. All of the staff must follow the absolute precautions during examinations and procedures including all types of patient care. [ABSTRACT FROM AUTHOR]

Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate.

Implementation of evidence-based practice (EBP) for autism spectrum disorder (ASD) in the education system is a public health priority. Leadership is a critical driver of EBP implementation but little is known about the types of leadership behaviors exhibited by school leaders and how this influences the context of EBP implementation, particularly for students with ASD. The objectives of this study were to determine (1) the leadership profiles of principals involved in EBP implementation for students with ASD and (2) how these leadership profiles related to school characteristics and implementation climate. The Exploration, Preparation, Implementation, Sustainment (EPIS) framework was used to guide the design and analysis of this study. Participants (n = 296) included principals, teachers, and classroom support staff. They provided demographic information and completed the Multifactor Leadership Questionnaire and Implementation Climate Scale. Using latent profile analysis, a three-pattern solution was identified: Disengaged (6% of sample), Undifferentiated (23% of sample), and Optimal (71% of sample). Principals in schools with higher proportions of students with an individualized education program were more likely to be classified as Undifferentiated than Optimal. The Optimal group was associated with more positive implementation climate than the Undifferentiated or Disengaged groups. Findings suggest that leadership behaviors rated by principals and their staff involved in implementation of common autism EBPs can be meaningfully clustered into three discernible profiles that are shaped by organizational context and linked to strategic implementation climate. Our study findings have implications for leadership training and service delivery in schools by underscoring the critical nature of school leadership during implementation of EBPs for children with autism and the interplay between specific leadership behaviors and strategic implementation climate.

ChatGPT (GPT-3.5) has entered higher education and there is a need to determine how to use it effectively. This descriptive study compared the ability of GPT-3.5 and teachers to answer questions from dental students and construct detailed intended learning outcomes. When analyzed according to a Likert scale, we found that GPT-3.5 answered the questions from dental students in a similar or even more elaborate way compared to the answers that had previously been provided by a teacher. GPT-3.5 was also asked to construct detailed intended learning outcomes for a course in microbial pathogenesis, and when these were analyzed according to a Likert scale they were, to a large degree, found irrelevant. Since students are using GPT-3.5, it is important that instructors learn how to make the best use of it both to be able to advise students and to benefit from its potential. [ABSTRACT FROM AUTHOR]

To explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection. One approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers' teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed. A qualitative descriptive design was used to explore the participants' experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities. This study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically. Triangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value. The study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices. [ABSTRACT FROM AUTHOR]

BackgroundHigh levels of work engagement protect against burnout. This can be supported through the work environment and by faculty themselves when they try to improve their work environment. As a result, they can become more engaged and better performers. We studied the relationship between adaptations by physicians to improve their teaching work environment, known as job crafting, and their energy levels, or work engagement, in their work as care provider and teacher. Job crafting encompasses seeking social (i) and structural (ii) resources and challenges (iii) and avoiding hindrances (iv).MethodsWe established a cross-sectional questionnaire survey in a cohort of physicians participating in classroom and clinical teaching. Job crafting and work engagement were measured separately for physicians' clinical and teaching activities. We analyzed our data using structural equation modelling controlling for age, gender, perceived levels of autonomy and participation in decision making.Results383 physicians were included. Physicians' work engagement for patient care was negatively associated with two job crafting behaviors in the teaching roles: seeking structural resources (classroom teaching: ß = - 0.220 [95% CI: -0.319 to - 0.129]; clinical teaching: ß = - 0.148 [95% CI: -0.255 to - 0.042]); seeking challenges (classroom teaching: ß = - 0.215 [95% CI: -0.317 to - 0.113]; clinical teaching:, ß = - 0.190 [95% CI: -0.319 to - 0.061]). Seeking social resources and avoiding hindrances were unaffected by physicians' work engagement for patient care.ConclusionsHigh engagement for teaching leads to job crafting in teaching. High engagement for patient care does not lead to job crafting in teaching.

The neural mechanism for the dyadic process of teaching is poorly understood. Although theories about teaching have proposed that before any teaching takes place, the teacher will predict the knowledge state of the student(s) to enhance the teaching outcome, this theoretical Prediction-Transmission hypothesis has not been tested with any neuroimaging studies. Using functional near-infrared spectroscopy-based hyperscanning, this study measured brain activities of the teacher-student pairs simultaneously. Results showed that better teaching outcome was associated with higher time-lagged interpersonal neural synchronization (INS) between right temporal-parietal junction (TPJ) of the teacher and anterior superior temporal cortex (aSTC) of the student, when the teacher's brain activity preceded that of the student. Moreover, time course analyses suggested that such INS could mark the quality of the teaching outcome at an early stage of the teaching process. These results provided key neural evidence for the Prediction-Transmission hypothesis about teaching, and suggested that the INS plays an important role in the successful teaching.

Background: Myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS) presents significant challenges for affected children and adolescents, their social environment, and treating physicians, due to its profound impact on quality of life and the lack of causal therapeutic approaches. One crucial aspect of care that has been missing for these patients is comprehensive education for both them and their social circles., Objective: This study protocol aims to outline the goals, study design, execution, and evaluation of the subproject within the BAYNET FOR ME/CFS project. The focus is on developing online education programs for children and adolescents with ME/CFS, as well as for their parents, siblings, and school staff. These programs are designed to improve independent disease management, increase knowledge, and promote interaction with other affected individuals., Methods: In phase I, the group-based online education programs were developed by a multidisciplinary team based on the ModuS concept created by the Competence Network for Patient Education (KomPaS). These programs were then piloted and finalized. Phase II involved recruiting participants and implementing the finalized programs. Given the restricted physical and cognitive capacities of the affected individuals, the patient education programs were exclusively designed in a digital format to facilitate participation. In phase III, the programs will be evaluated for acceptance, completeness, and participant satisfaction. The qualitative assessment will focus on individual expectations and benefits derived from the training. Phase IV will further assess the programs in terms of improvements in disease knowledge, health-related quality of life, life satisfaction, and family burden., Results: The programs were developed, piloted, and finalized during phase I, which ran from December 2022 to May 2023. The pilot phase, from March to May 2023, led to adaptations in the program concept. In total, 8 patients and their parents, 5 siblings, and 59 school staff participated in the piloting. Adjustments were made to the format, content, duration, and schedule to better meet the needs of the affected individuals and their social circles. In phase II, participant recruitment for the patient education program took place from January to July 2023. The study successfully recruited 24 young patients with ME/CFS and their parents, along with 8 siblings and 51 school staff. Two program blocks for patients and parents and 2-3 blocks for siblings and school staff commenced in May 2023 and were completed within the same year. Phase III began after phase II and involves the evaluation of the programs, with the process expected to conclude by the end of 2024. Phase IV, planned for 2025-2026, will involve the rollout of the program to 150 children and their caretakers. This phase will focus on evaluating disease knowledge, health-related quality of life, life satisfaction, and family burden, as well as include longitudinal assessments., Conclusions: The data aim to support the development of a comprehensive, interprofessional care model for children and adolescents with ME/CFS., International Registered Report Identifier (irrid): DERR1-10.2196/54679., (©Franca Keicher, Julia Thomann, Jana Erlenwein, Mara Schottdorf, Nils Lennart Reiter, Nadine Patricia Scholz-Schwärzler, Barbara Vogel, Cordula Warlitz, Silvia Stojanov, Silvia Augustin, Lola Goldbrunner, Linda Schanz, Veronika Dodel, Charlotte Zipper, Nicole Schiweck, Robert Jaeschke, Milica Saramandic, Karolina Wiejaczka, Maria Eberhartinger, Kristina Dettmer, Daniel Bruno Ricardo Hattesohl, Stephanie Englbrecht, Uta Behrends, Juliane Spiegler. Originally published in JMIR Research Protocols (https://www.researchprotocols.org), 21.11.2024.)

Background: Education professionals have shared changes in the work process due to the incorporation of technological innovations and the scenario of the precariousness of work relationships. Objective: To describe injuries and incapacity for work among Brazilian teaching professionals. Method: The study analyzed all illness/diseases of compulsory notification and work-related disability in the group of teaching professionals (CBO 23 and CBO 33) from 2007 to 2016, based on notifications from the Notifiable Diseases Information System – SINAN. Results: The descriptive analysis highlighted a higher frequency of serious accidents, accidents with biological material, Repetitive Strain Injury/Work-Related Musculoskeletal Disorders (RSI/WMSD), and exogenous intoxication and mental disorder. Temporal evolution of morbidity indicators was recorded for each condition of interest and stratification by disability. Disabilities in this category are related to serious accidents, RSI/WMSD, and mental disorders, predominantly in females, in addition to conditioning factors in the work context. Conclusion: We identified differences between empirical research and disease surveillance in the analyzed category. Worker health surveillance should be reinforced for a proper dimensioning of diseases to reflect the health/disease process, thus facilitating an early diagnosis and supporting prevention actions for workers. [ABSTRACT FROM AUTHOR]

Background/Aim. Burnout syndrome is a psychological phenomenon that occurs as a response to chronic interpersonal stressors at work. It is manifested by emotional exhaustion, depersonalization and a sense of reduced personal accomplishment. The aim of the study was to examine the correlation between burnout syndrome, individual-psychological factors and social support among special and regular education teachers, as well as to determine differences of burnout syndrome dimensions between groups of teachers with different educational backgrounds. Methods. This non-experimental, cross-sectional correlation study included 317 teachers (122 special education teachers and 38 other teachers in special education for children with intellectual disabilities and 157 teachers from regular primary schools) from Belgrade. Maslach Burnout Inventory (MBI), Assertiveness Assessment Questionnaire Scale (A-Scale), Rosenberg Self-Esteem Scale (RSS), Teacher Self-Efficacy Scale (TSES), and Multidimensional Perceived Social Support Scale (MSPSS) were used in the study. Results. The highest prevalence of high levels of burnout were recorded on the emotional exhaustion subscale and were 38% for special education teachers, 47% for other teachers in special education, and 39% for teachers in regular education. The most important predictors of burnout in special education teachers were: for emotional exhaustion (self-esteem, efficiency of class management and seniority); for depersonalization (self-esteem, efficiency of class management and social support); for a sense of lower personal accomplishment (assertiveness, effective student learning and class management). The most important predictors of burnout in regular education teachers were: for emotional exhaustion (assertiveness, effective class management, social support and seniority); for depersonalization (self-esteem, effective student learning and seniority); for a reduced personal accomplishment (self-esteem, effective student learning and social support). Conclusion. Individual-psychological factors have emerged as an important predictor of burnout syndrome in the teaching profession, indicating the importance of examining the impact of these factors in other professions that are characterized by the specific demands for a deeper emotional investment during the work process.

From a social-critical community perspective, in this study, we make visible the practices of resistance and/or reproduction to the Chilean neoliberal educational system that are deployed in a collaborative workspace for teachers in science. We resorted to critical ethnography, deployed in the techniques of: participant observation, semi-structured interview and discussion group. Through a qualitative analysis of content, two axes are identified to address the practices deployed in the collaborative workspace: organizational practices and pedagogical practices. Teachers identify that the educational system that contextualizes their work prevents collaborative practices from being expressed and predominant in the space, given that their evaluative demands oppress them, distancing them from the activities that are developed in the collaborative space. We conclude that the practices of reproduction and resistance coexist in the group's evolution, establishing themselves as an apparent dichotomy that forces them to "reproduce in order to resist". [ABSTRACT FROM AUTHOR]

Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas 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.)

Objectives: Clinical education and experience in the clinical environment play an important role in shaping the clinical experience. Effective clinical teaching improves the clinical practice of the nursing trainees which in turn improves the quality of patient care. It mandates for the clinical instructor with desired qualities, to have a positive influence in clinical education. This study examined nurse trainees’ perceptions of clinical instructor characteristics. Methods: The current study was conducted in a multi-cultural tertiary setting using a cross-sectional descriptive design. Using convenience sampling, 302 trainees were chosen as participants for the study, and there were 296 respondents. The data were collected from the participants using the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) tool. Results: The findings of the study revealed that the clinical instructors have scored high in personality (scoring percentage = 84.0%) and relatively low in teaching ability (scoring percentage = 81.3%). Also, the overall perception was almost the same among all the trainees though there was a slight variation in their rating of each dimension. Conclusions: Nursing trainees indicated the instructors as having good personality and relatively low teaching ability. This mandates the clinical instructors in the clinical environment to empower themselves in this area of improvement. This helps the teaching institutions to consider all the domains of effective clinical instructor characteristics while recruitment and also organize programs giving emphasis on building and developing these characteristics to create effective instructors.

Since the 1970's when it first started being mentioned in scientific literature, the burnout syndrome has become a widely explored phenomenon. It is defined as a stressful reaction at workplace characterized by emotional exhaustion, depersonalization/cynicism and reduced feeling of personal achievements. However, authors agreed that it is a multicausal phenomenon as they identified a large number of situational and individual factors involved in its creation. Situational factors relate to working environment and include characteristics of work and profession itself, so as the way of work organization. On the other hand, individual factors include personality characteristics, sociodemographic characteristics and various life-working attitudes of individuals. However, existence of certain contradictions has been noticed and its variation depending on the country in question. The importance of this phenomenon is reflected in numerous negative effects it leaves on the health of individuals, but also in the significant economic overloading of employer and the country, as well. This is the reason for conducting numerous researches regarding this syndrome, with a high prevalence observed in a wide range of professions, including teachers. Authors emphasize that the importance of researching this phenomenon among teachers is of global interest due to already described negative effects on teachers. Additionally, it has a direct effect on educational process, as well as negative influence on mental and emotional growth of children. Consequently, additional research is necessary, especially among teachers, in order to better understand this phenomenon. Gaining further knowledge would enable us to form targeted interventions in order to reduce stress exposure at work and reduce the prevalence of this syndrome among teachers.

The special issue, "School Personnel Well-Being: Advancing Measurement, Best Practices, and Policy," showcases empirical quantitative and qualitative research that presents a range of social-ecological factors that directly and indirectly associate with school personnel well-being, trauma, and safety in prekindergarten through 12th grade schools. This introduction article represents Section 2 of the special issue reviewing eight articles that focus on the Role of Traumatic Experiences in Educator Well-Being. Collectively, these studies increase awareness of school personnel trauma experiences and make important contributions to the field. We offer lessons learned from the studies and directions for research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

While previous research has noted the large numbers of school personnel with exposure to potentially traumatic experiences and its relation to secondary traumatic stress, it is unclear how different patterns of adverse childhood experiences influence secondary traumatic stress. As such, the present study employed latent profile analysis to examine natural groups of adverse childhood experience (ACE) history in 218 school mental health professionals (65% female; 55% White, 17.9% Black; 39% early career, 34% midcareer, and 28% late career; M age = 32.91) and 348 teachers (80% female; 80.5% White, 6.3% Black; 16% early career, 14% midcareer, and 70% late career; M age = 41.03) to examine the magnitude of secondary traumatic stress. The present study also examined the moderating effect of trauma-informed practice efficacy on the relationship between ACE history latent profiles and secondary traumatic stress. Four latent profiles were revealed among school personnel: (a) low ACEs , (b) average ACEs (c) neglected , and (d) high ACEs . Additionally, trauma-informed practice efficacy did not moderate the relationship between ACEs history profiles and secondary traumatic stress. Implications include targeted approaches for helping school personnel decrease secondary traumatic stress. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Lay Abstract: Families may find information about autism online, and health care and education providers may use online tools to screen for autism. However, we do not know if online autism screening tools are easily used by families and providers. We interviewed primary care and educational providers, asking them to review results from online tools that screen for autism. Providers had concerns about how usable and accessible these tools are for diverse families and suggested changes to make tools easier to use., Competing Interests: Declaration of conflicting interestsThe author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: S.B.-F. is on the Scientific Advisory Board of EarliTec Diagnostics Inc. No other authors have conflicts of interest to disclose.

Background: We aimed to (1) understand the level of knowledge about sex trafficking of minors among school personnel and the determinants of such knowledge and (2) test the efficacy of short educational videos in increasing knowledge (awareness level) about sex trafficking of minors among school personnel., Methods: We employed an online survey to gather responses from 741 school personnel living in the US. The McNemar test was used to test for differences in knowledge before and after exposure to the videos. Logistic regression was used to identify predictors of knowledge based on the respondents' characteristics., Results: Predictors of knowledge about sex trafficking were years of experience in working with youth, level of education, and being a female. Exposure to the educational videos improved school personnel's basic knowledge about this crime and interest in seeking additional educational material., Conclusion: School personnel have a high level of awareness of risk factors for sex trafficking but less awareness of the definition of sex trafficking in children. Exposure to short educational videos can increase awareness in the short term. There is a need to develop more comprehensive training initiatives for school personnel on sex trafficking. However, training alone is not sufficient, and there is also a need for developing school protocols and programs to provide adequate support to victims of this crime.

Background. Clinical faculty members are at the forefront of providing medical services in the Iran health system reform plan. Objectives. This study was conducted to investigate the impact of the Iran health system reform plan on the psychological empowerment of clinical faculty members. Material and methods. The statistical population of this descriptive study included all clinical faculty members, with 90 members eventually participating in this study. To collect data, a researcher-made questionnaire, modelled on the PEQ standard, was used. Descriptive and inferential statistics were used to analyze the data through SPSS version 22 software. Results. The dimensions of self-determination (6.1 ± 3.79), sense of competence (5.9 ± 3.91), impact (5.7 ± 3.76) and meaning (5.2 ± 3.45), respectively, obtained the highest scores. Hence, it can be concluded that the Iran health system reform plan has played a small role in the psychological empowerment of clinical faculty members. Variables such as gender, age, education, employment history and academic status of faculty members did not have a significant effect on their empowerment (p < 0.05). However, the location (hospital type) where services are provided (p = 0.039) and the full-time work of faculty members (p = 0.03) had a significant effect on their empowerment score. Discussion and conclusions. Given the key role of clinical faculty members in the Iran health system reform plan and given the high importance of empowerment of staff to enhance their job satisfaction and improve organizational productivity, it is necessary to periodically monitor and evaluate this plan to enhance and eliminate its possible shortcomings. In this regard, providing sustainable and receivable financial resources for its continuation and elimination of injustice in payments to staff should be prioritized. [ABSTRACT FROM AUTHOR]

This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.

This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby’s 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to “clinical or practical teacher” and the lowest score to “curriculum planner” for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to “on the job role model” and the lowest score to “student assessor.” They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members’ preferences are needed.

The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.

Introduction Education scholarship requires peer reviewers. For novice scholars, reviewing is an important developmental activity that cultivates deeper participation in the scholarship community. Yet getting started with reviewing is challenging for those not involved with the educational scholarship community. Beyond scientific expertise, reviewers must have a mentoring mindset, skills in providing constructive feedback, and knowledge of common ethical challenges associated with producing and evaluating scholarship. Methods Our workshop introduced novice health professions educators to peer reviewing. It included four stimulus presentations about the peer reviewer's mindset and skills, followed by reinforcement activities. The workshop could be adapted to variously sized groups. An 8:1 ratio of participants to facilitators was ideal for activities. Topics covered included considerations before accepting an invitation, the review process, the good citizen approach to reviewing, and reviewer ethics. The session concluded with suggestions for continued development of peer reviewer competencies. The workshop was evaluated using a custom survey. Results Throughout 2019 and early 2020, 58 health professions educators and trainees participated in the workshop across varied venues. Evaluations were obtained from 33 participants (57%). Nearly all rated the workshop as high quality and valuable to peer reviewer preparation. Most (26 of 33; 75%) gained confidence about their qualifications to serve as reviewers. Eighty percent (28 of 33) believed they could recognize ethical dilemmas. Discussion This workshop provided a springboard for peer reviewing health professions education scholarship. Participants generally praised the experience for introducing them to the world of peer review and preparing them for it.

The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts' participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers' coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants. [ABSTRACT FROM AUTHOR]

In the face of calls for the standardization and professionalization of leadership education, a sub-field in higher education, it is important to understand who leadership educators are and how they come to understand themselves as belonging to this sub-field. Recent critiques have arisen about the overwhelming whiteness that permeates the knowledge accepted within leadership education. To be cognizant of that critical perspective, this article applies the critical whiteness studies framework to analyze existing literature about leadership educator identity and socialization. It concludes with recommendations for the field of education to implement in order to combat the impact of whiteness on the field of leadership education., (© 2024 Wiley Periodicals, LLC.)

Background: Since the release of ChatGPT, numerous positive applications for this artificial intelligence (AI) tool in higher education have emerged. Faculty can reduce workload by implementing the use of AI. While course evaluations are a common tool used across higher education, the process of identifying useful information from multiple open-ended comments is often time consuming. The purpose of this study was to explore the use of ChatGPT in analyzing course evaluation comments, including the time required to generate themes and the level of agreement between instructor-identified and AI-identified themes., Methods: Course instructors independently analyzed open-ended student course evaluation comments. Five prompts were provided to guide the coding process. Instructors were asked to note the time required to complete the analysis, the general process they used, and how they felt during their analysis. Student comments were also analyzed through two independent Open-AI ChatGPT user accounts. Thematic analysis was used to analyze the themes generated by instructors and ChatGPT. Percent agreement between the instructor and ChatGPT themes were calculated for each prompt, along with an overall agreement statistic between the instructor and two ChatGPT themes., Results: There was high agreement between the instructor and ChatGPT results. The highest agreement was for course-related topics (range 0.71-0.82) and lowest agreement was for weaknesses of the course (range 0.53-0.81). For all prompts except themes related to student experience, the two ChatGPT accounts demonstrated higher agreement with one another than with the instructors. On average, instructors took 27.50 ± 15.00 min to analyze their data (range 20-50). The ChatGPT users took 10.50 ± 1.00 min (range 10-12) and 12.50 ± 2.89 min (range 10-15) to analyze the data. In relation to reviewing and analyzing their own open-ended course evaluations, instructors reported feeling anxiety prior to the process, satisfaction during the process, and frustration related to findings., Conclusions: This study offers valuable insights into the potential of ChatGPT as a tool for analyzing open-ended student course evaluation comments in health professions education. However, it is crucial to ensure ChatGPT is used as a tool to assist with the analysis and to avoid relying solely on its outputs for conclusions., (© 2024. The Author(s).)

Objective: As an experimental biological science, physiology has been taught as an integral component of medical curricula for a long time in China. The teaching effectiveness of physiology courses will directly affect students' learning of other medical disciplines. The purpose of this study is to investigate the current situation and changes in physiology teaching over 30 years in Chinese medical schools., Methods: National survey was conducted online on the platform SoJump via WeChat and the web. The head of the physiology department in medical school was asked to indicate the information of physiology education from three periods: 1991-2000, 2001-2010, and 2011-2020. The responses of 80 leaders of the Department of Physiology from mainland Chinese medical schools were included in the study for analysis., Results: The survey showed that the class hours, both of theory and practice, had been decreased. During the past 20 years, the total number of physiology teachers, the number of physiology teachers who had been educated in medical schools, and the number of technicians had been reduced, whereas teachers with doctor's degrees had been increased. In addition to traditional didactic teaching, new teaching approaches, including problem-based learning/case-based learning/team-based learning, integrated curriculum and formative evaluation systems, had been employed, mostly for more than 5 years, in some medical schools., Conclusion: The present study has provided historical data regarding the current status of physiology education in China and that in the past thirty years by showing that physiology education in China has developed quickly,even it faces many challenges., (© 2024. The Author(s).)

Background: Artificial intelligence-powered interventions have emerged as promising tools to support autistic individuals. However, more research must examine how teachers and educators perceive and experience these AI systems when implemented., Objectives: The first objective was to investigate informants' perceptions and experiences of AI-empowered interventions for children with autism. Mainly, it explores the informants' perceived benefits and challenges of using AI-empowered interventions and their recommendations for avoiding the perceived challenges., Methodology: A qualitative phenomenological approach was used. Twenty educators and parents with experience implementing AI interventions for autism were recruited through purposive sampling. Semi-structured and focus group interviews conducted, transcribed verbatim, and analyzed using thematic analysis., Findings: The analysis identified four major themes: perceived benefits of AI interventions, implementation challenges, needed support, and recommendations for improvement. Benefits included increased engagement and personalized learning. Challenges included technology issues, training needs, and data privacy concerns., Conclusions: AI-powered interventions show potential to improve autism support, but significant challenges must be addressed to ensure effective implementation from an educator's perspective. The benefits of personalized learning and student engagement demonstrate the potential value of these technologies. However, with adequate training, technical support, and measures to ensure data privacy, many educators will likely find integrating AI systems into their daily practices easier., Implications: To realize the full benefits of AI for autism, developers must work closely with educators to understand their needs, optimize implementation, and build trust through transparent privacy policies and procedures. With proper support, AI interventions can transform how autistic individuals are educated by tailoring instruction to each student's unique profile and needs., (© 2024. The Author(s).)

Behavior rating scales are frequently used assessment tools designed to measure social skills. Use of norm-referenced assessments such as behavior rating scales requires examiners and test publishers to consider when norms become obsolete and norm-referenced scores can no longer be validly interpreted. A fundamental factor influencing norm obsolescence regards changes in baseline levels of targeted traits within the population. Yet, limited research exists regarding how social skills may change at a population level over time as measured by established assessment tools. Thus, the present study investigates population trends in social skills of K-12 children as rated by parents, teachers, and students by concordantly linking the Social Skills Rating System (SSRS; n parent  = 833, n teacher  = 1215, n student  = 4105) and the Social Skills Improvement System-Rating Scales (SSIS-RS; n parent  = 2400, n teacher  = 750, n student  = 800) using validity samples collected during the development of the SSIS-RS (n parent  = 240, n teacher  = 221, n student  = 224). Analyses evaluated differences between ratings on the standardization data from 1988 and 2007 by informant, sex, grade level, and sex by grade level. After applying linear linking techniques, we conducted a series of statistical comparisons that revealed a general upward trend of ratings for the 2007 sample compared to the 1988 sample, with important differences across sex, grade level, and informant. We conclude with a discussion of the implications of these findings for consideration and assessment of children's social skills., Competing Interests: Declaration of Competing Interest None., (Copyright © 2023 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

Schools play an integral role in adolescents' learning and understanding of their ethnic-racial identity (ERI); however, the extant research offers a limited understanding of how specific educator practices can inform adolescents' ERI development, and in turn, their academic adjustment. Accordingly, the present study utilized 30 interviews with Latinx, White, Asian American, and Multiracial eighth grade students (N = 16; M age  = 13.25 years, SD = 0.45; 75% girls, 25% boys) and their English teacher to illustrate the processes by which an ERI-focused unit informed students' ERI developmental processes and their academic engagement (i.e., behavioral, cognitive, and emotional). Results from iterative causation coding indicated that (a) the unit promoted ERI development by facilitating conversations with family, offering dedicated time for ERI exploration, and facilitating personal and literary ERI exploration in tandem; (b) the unit's focus on ERI development encouraged students' emotional, cognitive, and behavioral academic engagement; and (c) the unit also encouraged students' emotional, cognitive, and behavioral academic engagement by leveraging book selections centering ethnoracially minoritized youth, critical consciousness raising, and class community building. Our findings offer implications for future research and school-based efforts looking to positively support adolescents' ERI development. Our findings also provide insights regarding the role of the predominately White school context in students' experiences with the unit, namely, the role of the context in some students' occasional disengagement with the material., (Copyright © 2024 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

The present study examined the social-emotional development items assessed by kindergarten teachers in the Early Childhood Longitudinal Study-Birth Cohort to determine the optimal factor structure underlying the items as well as the reliability and validity of the resulting factors. This study identified an empirically derived factor structure for teacher-reported social development, investigated whether there was evidence of bias in teacher assessments of social-emotional constructs, examined factor invariance across demographic characteristics (i.e., race and ethnicity, sex, and poverty status), and examined the external validity of the derived factors by determining the extent to which they were associated with well-established measures of early childhood competencies. Findings suggested a 4-factor solution was optimal, consisting of (a) Interpersonal Skills, (b) Externalizing Behavior, (c) Approaches to Learning, and (d) Perspective Taking. Findings offer suggestive evidence of teacher biases in assessments and some, although not conclusive, support for the invariance of social-emotional dimension across demographic characteristics. Results provide a useful next step toward documenting reliable and valid social-emotional measures for use in early childhood research and challenges users of national datasets to think critically about the use of "scales" without a priori attention to important psychometric properties., (Published by Elsevier Ltd.)

Although a lot is known about how teachers influence student motivation, evidence on the importance of student engagement for teacher well-being is lacking. In addition, studies investigating the effects of student behavior on teachers have mostly focused on the between-person perspective while neglecting the within-person processes. Thus, in the present study, we examined longitudinal associations between perceived student behavioral and emotional engagement and disaffection and teacher well-being (i.e., job satisfaction and emotional exhaustion) by acknowledging their fluctuating nature and investigating the associations at both the between- and within-person levels. Specifically, we conducted a full-panel four-wave longitudinal study involving 1141 secondary school teachers and employed a random-intercept cross lagged panel modeling approach to analyze the data. At the between-person level, teachers who perceived their students as being more emotionally and behaviorally engaged, but less emotionally and behaviorally disaffected, tended to have higher levels of job satisfaction and lower levels of emotional exhaustion. At the within-person level, higher than usual levels of student emotional engagement were concurrently associated with higher than usual levels of job satisfaction and lower than usual levels of emotional exhaustion, whereas the associations concerning disaffection showed the opposite pattern. Regarding the longitudinal spill-over effects at the within-person level, behavioral and emotional engagement positively predicted job satisfaction whereas behavioral disaffection negatively predicted job satisfaction and positively predicted emotional exhaustion. Our results highlight the importance of student motivation for shaping teacher occupational well-being and indicate that efforts aimed at increasing student motivation could also be beneficial to teachers., (Copyright © 2024 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

TVET teachers need comprehensive competence in response to the societal change of digitalization. Comparing to well-developed preparation programs in general education, the training framework for TVET teacher still need to be examined, especially in school-based TVET system. This study aims to propose a teaching competence framework and investigates its fitness and effectiveness in on-service training. A training program was conducted corresponding to it in a case school in China. The program achieves significant improvement in competence by using pretest and posttest measure, and receives satisfactory feedback from a survey among participating teachers. Factors which may affect training operation and outcome are discussed., Competing Interests: Declaration of Competing Interest We have no conflict of interest to disclose., (Copyright © 2024 Elsevier Ltd. All rights reserved.)