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This paper is a summary of the requirements that a social worker with a Masters' in Social Work must meet to become independently licensed in a given state or jurisdiction in the United States. These requirements and the titles that are used by a given state for a fully licensed clinical social worker vary by state. A review of the experience hours that are required under approved supervision; the direct supervision hours that are required by an approved supervisor; the number of direct contact hours that are required by some states; and the examination that must be passed to become an independent clinical social worker will be discussed. [ABSTRACT FROM AUTHOR]

Purpose: Endocrinology and Metabolism Research Institute (EMRI) in 25th anniversary prompt to highlight the educational activities on capacity building and research in prevention and education of diabetes field. In recent decades, this academic institute arranges for opportunities to catch new ways to encounter non-communicable diseases especially diabetes to advantage both diabetes health care providers and people with diabetes. This review aims to overview the educational activities of EMRI on diabetes. Methods: In this conventional review and Scientometrics, the studies affiliated with EMRI on diabetes education were explored in Scopus, PubMed, Google Scholar, and SID, without any restriction on time and language. All papers published up to 2020 were analyzed and visualized with the VOS viewer Software program. Results: Total number of 12 documents retrieved from various databases. Patient education, diabetes type 2, health, and self-care are the most frequent keywords in the published paper. Several perspectives of diabetes education have been addressed in two main categories include public and patient education and professional education. Conclusion: It is notable that, the national strategic planning to establish courses and produce materials and programs to empower health care providers and patients with diabetes and families. According to the strategic plan, further research and infrastructures are required for various aspects of diabetes prevention and education. [ABSTRACT FROM AUTHOR]

Introduction: Menopause is a significant life event that can impact a woman's quality of life and mental health due to hormonal changes. Menopause education programmes play a crucial role in increasing awareness and knowledge about menopause in women. This rapid review aimed to identify the structure and components of menopause education programmes and summarise the evidence of their effectiveness in improving menopausal knowledge, symptoms, and quality of life. Methods: The Cochrane rapid review methodology was employed, involving systematic searches in four databases. The eligibility criteria included primary research on menopause education programmes for adults, and studies reporting menopause-related outcomes. Results: A total of 39 studies were included in the review, with most (n = 26/39, 66.7%) published in the last decade. The majority of interventions were delivered in group settings, providing advantages such as a supportive environment and shared experiences among participants. The most frequently covered topics included signs and symptoms of menopause, treatment/management, and lifestyle factors. The review identified evidence of effectiveness in supporting menopause education programmes for improving women's knowledge, symptoms, and quality of life. However, inconsistent reporting of intervention components hindered replication and implementation. Conclusion: The review suggests the need for comprehensive reporting of interventions, and inclusion of premenopausal women, and recommends that future menopause education interventions are inclusive for all ages and abilities. Overall, studies included in this review support the use of menopause education programmes for improving women's understanding and management of menopause. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the experiences and factors that contribute to how refugee families support their children's educational success. Through their lived experiences, refugees bring various perspectives and insights into their families' pursuits in supporting their children. More attention needs to be paid to understanding how refugee backgrounds and experiences influence the way these families help their children educationally. Although some studies have examined how refugee families utilize their wealth of knowledge and navigational capital to support their young children's learning in a new educational system, there is growing need to contribute more into this literature. Semi-structured interviews with eleven refugee parents revealed that their previous educational experiences, linguistic strengths and challenges, and the presence of a support system influenced their families' navigation of new educational experiences. Results indicated that refugee parents rely on social, familial, linguistic, and navigational capital to persevere and support their children during the transition to the United States (U.S.) school system. This study adds to this literature and aims to offer suggestions to educators and professionals working with refugee families. [ABSTRACT FROM AUTHOR]

Embedded instruction facilitates individualized support and promotes meaningful participation for all children, irrespective of their abilities or disabilities, by integrating learning opportunities into the natural, everyday activities of inclusive preschool settings. This study aimed to investigate the impact of a coaching intervention on the fidelity of preschool teachers' implementation of embedded learning opportunities (ELOs) and child learning outcomes, using a multiple baseline across participants design. Four preschool teachers and four children with disabilities participated in the study. Findings showed that teachers' correct implementation of ELOs increased slightly after the introduction of the workshop training, but criterion level of performance was only achieved after practice-based coaching support. All four teachers sustained high levels of correct implementation during maintenance sessions conducted intermittently after the coaching intervention. As the accuracy of preschool teachers' implementation of ELOs increased, the percentage of children's correct responses regarding target behaviors also increased. The social validity data indicated that preschool teachers found embedded instruction practices and the coaching intervention effective, beneficial, and suitable. Overall, the study provides evidence supporting coaching as an effective professional development strategy for improving the implementation of ELOs and enhancing child learning outcomes in inclusive preschool classrooms. The study underscores the importance of ongoing coaching support to ensure sustained use of ELOs among preschool teachers, thereby facilitating the development and learning of preschool children with developmental disabilities in inclusive settings. [ABSTRACT FROM AUTHOR]

Background: Cognitive screening tools are widely used in clinical practice to screen for age-related cognitive impairment and dementia. These tools' test scores are known to be influenced by age and education, leading to routine correction of raw scores for these factors. Despite these corrections being common practice, there is evidence suggesting that corrected scores may perform worse in terms of discrimination than raw scores. Objective: To address the ongoing debate in the field of dementia research, we assessed the impact of the corrections on discrimination, specificity, and sensitivity of the Montreal Cognitive Assessment test in Italy, both for the overall population and across age and education strata. Methodology: We created a realistic model of the resident population in Italy in terms of age, education, cognitive impairment and test scores, and performed a simulation study. Results: We confirmed that the discrimination performance was higher for raw scores than for corrected scores in discriminating patients with cognitive impairment from individuals without (areas under the curve of 0.947 and 0.923 respectively). With thresholds determined on the overall population, raw scores showed higher sensitivities for higher-risk age-education groups and higher specificities for lower-risk groups. Conversely, corrected scores showed uniform sensitivity and specificity across demographic strata, and thus better performance for certain age-education groups. Conclusion: Raw and corrected scores show different performances due to the underlying causal relationships between the variables. Each approach has advantages and disadvantages, the optimal choice between raw and corrected scores depends on the aims and preferences of practitioners and policymakers. [ABSTRACT FROM AUTHOR]

Sexual disability is an emerging topic in the management of low back pain (LBP); nevertheless, sexual counseling skills are not widespread amongst professionals. The clinical behavior of physiotherapists in this field was not studied thoroughly; therefore, it is not clear if and how physiotherapists collect information related to sexual disability and how they manage it. This survey aimed to investigate knowledge, beliefs and attitudes of Italian physiotherapists in managing this disability. An online survey with 28 questions was distributed from February 2nd to July 10th 2023 via the newsletter of the Italian Association of Physiotherapy, email and social media. The questionnaire queried on participant demographics, assessment and treatment procedures, beliefs and potential barriers, sex, expertise, previous educational background, and geographical area. 448 physiotherapists completed the survey, with 69.87% not investigating LBP-related sexual disability routinely. 85% of physiotherapists diagnosed sexual disability in 0–10% of patients treated for LBP. Sexual disability is reported by physiotherapists at random in 54.91% of patients. When it is diagnosed, 90.41% of physiotherapists would choose evidence-based procedures, but only 19.96% of them would directly involve the patient's partner. Postgraduate education and professional expertise positively influence beliefs and attitudes. Main barriers and difficulties in the field are the perceived lack of expertise, other therapeutic priorities, cultural attitudes of patients, and fear of violating patients' privacy. The beliefs and attitudes of Italian physiotherapists in the management of sexual disability are characterized by scarce attention and feeling of inadequacy, but they show the potential to adequately treat this disability. [ABSTRACT FROM AUTHOR]

According to several studies, the three levels of representation in chemistry are the fundamental aspects of effective learning and understanding of chemistry. In this study, we aim to illustrate how students identify changes in the matter using eye-tracking and verbalizations. Five students observed chemical and physical phenomena depicted by using the three representational levels under eye-tracking monitoring. This allows making inferences about which representation received students' attention for the longest time. In order to enrich this illustrative experiment, data were triangulated with think-aloud techniques and researchers' observations during the procedure. Our results suggest that eye-tracking experiments may provide some relevant insights into students' cognition regarding representational levels. The multiple case study presented hereby pointed out that the levels observed for the longest time were the macro and the submicro levels, although only the macro level was relevant to the student's answers, according to their verbalizations. Finally, qualitative analyses of these illustrations are also presented and discussed. [ABSTRACT FROM AUTHOR]

Launched in 2013 in West Bengal, India, Kanyashree Prakalpa is a conditional cash transfer program incentivizing girls to stay in school and delay marriage. The program provides annual scholarships to 13–18-year-old girls for remaining enrolled in school, and a lump-sum transfer upon attaining adulthood, conditional on remaining unmarried and pursuing education. Using pre- and post-program data and cohort-specific eligibility rules for 15–35-year-old women and by employing double-differences and triple-difference frameworks, we find that exposed women experience 7 to 8 percentage points higher likelihood of independent movement outside the home and have a lower tolerance for domestic violence. We find the affected cohort to have a 4 to 5 percentage points lower likelihood of justifying wife-beating by husbands. We find suggestive evidence of these results being mediated by access to bank accounts and increased schooling. This underscores the importance of education and financial independence as a pathway to women's empowerment. [ABSTRACT FROM AUTHOR]

Interest is key to learning. Video is a promising tool for interest development in education, but professionals in education are in need of more theory-grounded guidance for production, selection, and use of videos. In previous studies, we developed and validated a model on film's interest raising mechanisms in educational contexts, called the FIRM model. In the qualitative study reported here, we used the model to explain how pupils' appraisals of video characteristics relate to their interest in the video. We evaluated the use of five videos in seven 12th-grade science and mathematics classrooms (177 pupils). We measured interest at scene level and grouped pupils on general interest. We performed video analyses, case studies (N = 5), and a cross-case analysis. Our findings resulted in three relationships between appraisals and interest, regarding the video's complexity level and the pupils' knowledge level, pupils' recognition of video categories, and pupils' expectations of videos. [ABSTRACT FROM AUTHOR]

While private entrepreneurial activity has been at the core of entrepreneurship, nonprofit ventures still need to be explored in the literature. Using norm-activation theory (NAT) and resource-based view (RBV) lenses, we explore the antecedents of undertaking nonprofit entrepreneurial activity. By examining 8544 entrepreneurs' decisions about the type of entrepreneurship to engage in, we find that not all human capital has a similar influence on people's decisions regarding the types of formation of their venture. The results suggest that entrepreneurs' job-related experiences and social orientation are significantly linked to nonprofit entrepreneurship. The results of our study contribute to the human capital theory by demonstrating that people's value influences how they use their knowledge resources. Plain English Summary: A combination of work experience and social orientation is at the heart of the decision to engage in nonprofit entrepreneurship, not just social orientation. Understanding the antecedent of engagement in nonprofit entrepreneurship is important since nonprofit organizations combine two competing organizational objectives – creating social values and economic wealth. The nonprofit sector presents an interesting alternative context since the financial incentive is crucial for engaging in entrepreneurial activity in the for-profit context. In this paper, we supplement the Resource-Based View (RBV) literature by incorporating human capital and the norm-activation theory (NAT) framework to investigate what influences an individual's decision to engage in nonprofit entrepreneurship. This framework enables us to investigate the influence of the combination of resources in the possession of entrepreneurs and the values that are important to them are used to engage in nonprofit entrepreneurship. [ABSTRACT FROM AUTHOR]

Universal screening to predict students' risk for reading problems is a foundational component of the Multi-Tiered Systems of Support framework and is required by law in many US states. School or district administrators are tasked with selecting screening assessments that are both technically adequate and feasible given the resources of their local context. One common recommendation is that educational screening assessments should have at least a sensitivity of.9 and a specificity of.8. The two studies presented here used simulation methodology to identify the screener-outcome correlation(s) needed to achieve these recommended levels of sensitivity and sensitivity with a one-indicator (study 1) or two-indicator (study 2) screening battery. In both studies, the base rates of non-proficiency were manipulated. Results showed that the minimum correlations needed to achieve this recommendation were higher than what is typically observed in practice, and also varied across samples with differing base rates. Furthermore, screening assessments with the recommended levels of sensitivity and specificity had high rates of false positive classifications that depended on the base rate, cut-point, and method of assigning risk. These results suggest that the practice of issuing specific criteria for the sensitivity and specificity of screeners may be misguided. Implications for the evaluation of the technical adequacy of screening assessments and recommendations for practitioners are discussed. [ABSTRACT FROM AUTHOR]

Continuing education in hematology is a key for stimulating the development around the world and improving patient outcomes. However, access to training and education is not equally distributed worldwide, and disparities in hematology exist for under-represented groups such as trainees living in low- and middle-income countries (LMICs). To identify and review the different educational and career development opportunities offered by hematology-focused international academic societies directed at healthcare professionals in this field. We conducted an online search to screen the official websites of international hematology societies and extracted data regarding continuing education opportunities in hematology. Twenty hematology societies were identified with 850 continuing medical education opportunities extracted and reviewed. We recorded 55 grants and funding opportunities from 13 societies. More than half required a membership to apply, 9.1% were available globally, and 12.7% were designed for persons living in LMICs. The current state of continuing education in hematology offers numerous opportunities for healthcare trainees. However, disparities persist for LMICs. [ABSTRACT FROM AUTHOR]

Purpose: Poor sleep quality is a global health problem for adolescent. The aim of this study was to examine how sleep education, with or without social media reminders, affects sleep quality in adolescents aged 14 to 18. Methods: The study was a three-center, parallel-arm, randomized controlled study, recruiting participants from September 9, 2019, to January 6, 2020. Adolescents with poor sleep quality and sleepiness, using smartphones apps and internet browser, without chronic diseases, and obesity, and without mental problems were included in the study. Primary outcomes were sleep quality, sleepiness, sleep hygiene, and sleep parameters at week 5 as measured by subjective report scales and actigraphy. Sleep quality was measured by the Pittsburgh Sleep Quality Index (Poor sleep quality = PSQI > 5), sleepiness by the Cleveland Adolescent Sleepiness Questionnaire (CASQ > 16), and sleep hygiene developed by the researchers in the literature of Adolescent Sleep Habits Form. Results: A total of 55 participants (mean [SD] age, 15.64 [1.22] years) participated. PSQI and CASQ scores of adolescents in sleep education that were not supported by social media reminders decreased compared to the baseline (p = 0.01, p = 0.02). Adolescent PSQI score in sleep education supported by social media reminders decreased from baseline, their sleep hygiene score increased (p = 0.02). There were no significant differences between the groups in terms of sleep parameters (total sleep duration, deep and light sleep levels, nighttime sleeping, and morning wake-up times) (p > 0.05). Conclusion: This study suggests that sleep education, supported by reminders via social media, can be used to improve the quality of sleep of adolescents. Trial Registration: ClinicalTrials.gov Identifier: NCT05071989. [ABSTRACT FROM AUTHOR]

Online learning resources have become extremely popular, particularly after the restrictions caused by the Covid-19 outbreak. In this paper, we use data for Spain at the individual level from an online math learning platform which is used by children from over 100 countries, to document the gender differences in the context of online learning. We quantify the gender gaps in effort and relative performance outcomes and analyze whether the gaps differ by the gender of the parent who mainly supervises the children. Our main results point toward significant gender gaps in the relative performance outcomes in favor of boys, while the evidence for the effort gender gaps is only significant when we compare the siblings of the opposite gender (controlling for parent fixed effects). Further, we find that living in municipalities with more egalitarian gender norms is associated with narrower or positive gender gaps in effort outcomes, while we do not find such differences in the relative performance outcomes. Taking into account the increase in the use of online learning tools and their progressive integration into the regular educational system, our results provide important information to minimize gender biases in these new settings. [ABSTRACT FROM AUTHOR]

Generative artificial intelligence systems based on the GPT model have shown groundbreaking capabilities in producing scientific texts, revolutionising how geoscientists research and teach. However, there is a noticeable absence of generative AI systems tailored specifically for geoscience, and the efficacy of GPT technology has not been examined within the Earth Science realm. To fill these gaps, we propose a new artificial intelligence system (GeologyOracle) built upon the GPT-4o model and trained on Earth Science data. It is designed to simulate a conversation with a geoscientist, having the capabilities to analyse geologic datasets, suggest new geoscience hypotheses, explain Earth-Science concepts, and interpret geosites. To evaluate the performance of GeologyOracle, the system was tested with 152 geoscience questions provided and evaluated by a panel of geoscience academics on a scale of 0–10. Performance analysis revealed that 79.6% of the answers scored equal to or above the passing mark of 5, with a tendency to deliver high-quality responses (mean: 6.5; median = 7; interquartile range: 5–8). The results demonstrate that GeologyOracle is effective in performing complex geoscience tasks, such as identifying rocks, fossils, and minerals, and interpreting outcrop, core data, and quantitative datasets. The new AI system has exhibited noteworthy ability in the interpretation of internationally-acknowledged geosites situated within geoparks and nature reserves. The performance of the AI system is comparable to that of trained geoscience specialists, suggesting its potential as an assistant in various geoscience fields, including structural geology, palaeontology, geomorphology, sedimentology, and economic geology. While AI does not render geoscientists obsolete, it offers significant potential for accelerating scientific discovery, automating geoscience research, and assisting educators, students, and geotourists. [ABSTRACT FROM AUTHOR]

This article reviews the impact of the COVID-19 pandemic on key elements of transnational higher education (TNHE) in science, technology, engineering, and mathematics (STEM) disciplines. The challenges faced by mentors and mentees across the pre-, mid-, and post-pandemic periods in relation to teaching methods, learning outcomes, assessments, and academic integrity were examined. It was found that despite several issues and obstacles in the mid-pandemic era, TNHE programs continued successfully due to technological advancements and ongoing collaboration between host and home institutions. Teaching methods and assessment criteria were adapted with the help of digital tools, though academic integrity remained a consistent concern across the pre-, mid-, post-pandemic eras. Additionally, the article discusses the challenges faced by both host and home institutions in maintaining quality control and supporting professional development during the mid-pandemic period. [ABSTRACT FROM AUTHOR]

Statistical Quality Control is a subject present in many engineering degrees. Literature identifies shortcomings in the application of Statistical Quality Control in industry. Some factors include a lack of training, misunderstandings or failures in implementing Statistical Quality Control. Many authors suggest following new methodologies (e.g. Problem-Based Learning) to improve the teaching of Statistical Quality Control, but, in general, universities continue applying the traditional methodology based on master classes. In this paper, we propose a methodology to design interactive gamified environments, and apply it to improve the Statistical Quality Control teaching-learning process. This methodology is based on two phases. The first one focuses on the design of the formative itinerary. For this, taking into account the competencies and learning objectives, the teacher applies a divide-and-conquer approach to break down the content into concepts, elaborates a graph of dependencies (which reflects the dependencies between the concepts, their complexity and the required cognitive level) and designs the formative itinerary to define the order in which the individual modules will be presented, together with a strategy of controlled content exposure. This process generates a stable structure that will support the second phase, consisting of selecting diverse learning activities for each module to promote active, self-paced, reflective, and engaged learning. We apply this methodology by dividing the Statistical Quality Control content into modules that comprise the key concepts, creating a formative itinerary. Given that structure, for each module, we select learning activities that encourage active learning and we translate it all into a game-like tool. This tool not only includes gamification elements like scoreboards, stars, and a map, but it further innovates by including as learning activities interactive serious games that help to visualize and understand the Statistical Quality Control process, by performing real-life tasks, resulting in significant learning. It also incorporates other educational strategies to promote active learning, such as flipped classroom and the inclusion of formative assessment. The content exposure control is implemented through tests on quality control to ensure students' assimilation of the concepts before allowing them to move on to activities or problems that require higher cognitive levels. We evaluate the methodology's effectiveness through an experiment that shows that students who used the learning tool improved their knowledge (p-value < 0.001) in comparison to their peers who only attended a traditional master class. Students also thought that this type of application is a good complementary material for the course and that it helps to improve knowledge assimilation (score of 4.94 out of 5 points). [ABSTRACT FROM AUTHOR]

Processing is a popular graphical library and IDE developed for electronic art and visual design communities, with a strong focus on teaching art, design, and creative technologies students computer programming fundamentals in a visual context. Processing provides a collection of special commands to draw, animate, and handle user input using Java. Users can enable Python Mode (also called Processing.py) for Processing in the IDE interface. This leverages Jython, a Java implementation of Python, to interface with Processing's Java core, providing a way to write Processing code using Python syntax. This paper proposes that combining Processing and Python provides an ideal development environment for teaching creative programming fundamentals. Several new Processing-Python tools have emerged, but no attempts to integrate one of the most promising, the py5 library created by Jim Schmitz, into a Processing-like-IDE experience. py5 offers features not available with Jython, such as compatibility with Python 3 and support for CPython libraries. This paper presents a new coding environment, thonny-py5mode, developed as a software plugin for the Thonny IDE, which brings a convenient, beginner-friendly setup like that of Processing's Python Mode to users working with py5. [ABSTRACT FROM AUTHOR]

In response to the COVID-19 crisis, higher education institutions increasingly rely on e-learning systems. Indeed, the higher education market has become increasingly competitive with the addition of open education models. However, the abundance of accessible online courses makes it challenging to deliver education that meets student needs. Learners have diverse profiles based on their traits, motivations, prior knowledge, and learning preferences. Recently, much research has given attention to the importance of using the contextual parameters to perform more accurate recommendations. In this context, context-aware recommendation of pedagogical resources can deal with the issue of information overload, cold start problem and meeting the learner's preferences. This paper describes a context-aware recommender system that harness the learner's contextual information. Our proposed approach is called Context Embedding Deep Collaborative Filtering (CEDCF), which enriches the learner profile with extracted sentiments from previous interactions. The proposed approach comprises three models, called Generalized Matrix Factorzation (GMF) , Multilayer Perceptron (MLP) and Neural Matrix Factorization (NeuMF). The GMF and the MLP are respectively applied to the rating matrix and the contextual parameters. The outputs of these models are then fed into a neural network to perform rating prediction. To put our proposal into shape, we model a real-world application of a merged coursera dataset to recommend courses. The experimental evaluation shows relevant results attesting the efficiency of the proposed approach. [ABSTRACT FROM AUTHOR]

Background: The burden of time-sensitive illnesses that require emergency care, such as heart diseases, respiratory tract infections, and road traffic injuries, is the leading cause of premature deaths. The healthcare providers of the emergency care system lack the essential knowledge and skills across different healthcare levels in our country. In this paper, we aim to describe the development and initial implementation of a blended learning curriculum for teaching and training non-EM-trained physicians working in the emergency departments of our country. Methods: We used a previously articulated curriculum designed by Patricia Thomas and David Kern. The model included general and specific need assessment, defining goals and objectives, selecting teaching and learning strategies, and implementation and evaluation plans. Results: Based on the need assessment, a module-based blended learning model has been designed with well-defined goals and objectives covering knowledge and skills. This ten-week module-based course focuses on four areas of critically emergent conditions, i.e., trauma, shock, difficulty in breathing, and altered mental status. Evaluation will be made by comparing the pre and post-test scores of the participants. Conclusion: We have developed a blended course to teach non-EM-trained physicians working in the ED of our country. We hope that through this blended learning model, we will be able to adequately train our physicians working in the emergency department without any formal training in EM, which will lead to improved patient care and outcomes. [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]

Digitalization can potentially benefit the creative and cognitive development of children. This study aims to analyze this impact on a sample of preschool children. A total of 80 preschoolers were divided into four groups based on their age and program variables: there were two groups (control and training) of children aged 3 to 4 years and two groups (control and training) of children aged 5 to 6 years. The study uses the following data collection tools: the Torrance Test of Creative Thinking (TTCT) Figural Form A and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV). The digital intervention involved participating in a specially designed digitally-enhanced learning course entitled "Preschoolers: Digital Adventures". Both training groups exhibited a statistically higher level of creative thinking compared to baseline, as evidenced by TTCT-A scores. The younger training group also had significantly higher scores on all WPPSI-IV subscales, while their peers in the control group failed to show such a result. Older controls significantly improved on all except one WPPSI-IV subscale, i.e., Fluid Reasoning Index subscale, while their peers in the training group scored higher on all WPPSI-IV subscales without exception. The present findings suggest that digital enhancement of the learning process in preschool education can help improve certain aspects of creative and cognitive development. The results can be used by educators and parents to integrate digital tools, applications and activities into preschool curricula. [ABSTRACT FROM AUTHOR]

In the context of Ugandan higher education, this study investigates the revolutionary effects of technology developments in educational leadership on student experiences and outcomes. A purposive sampling strategy was used to select 161 participants from 12 universities in Uganda, focusing on those with significant influence and expertise in educational leadership. Email invitations were sent out explaining the goal and parameters of the research. Four major themes emerged from the qualitative interviews: digital learning environments, data-driven decision-making, remote and blended learning models, and collaboration and communication. The results indicate a paradigm shift toward digital platforms, more dynamic, and individualized learning experiences. Strategic use of data analytics by educational leaders informs decision-making processes, resulting in better academic outcomes and customized interventions. The adoption of flexible learning models, such as blended and remote learning, is a response to changing dynamics in education that is adaptive. A more integrated educational ecosystem is also supported by technology, which improves collaboration and communication. This study shed light on how technological innovations in educational leadership might have a revolutionary effect on students. It is clear that changes in learning environments, decision-making procedures, learning models, and communication techniques from leaders continuing to leverage technology's potential result in a more engaging, inclusive, and productive learning environment for students. In light of the study's findings, we recommend educational authorities keep embracing and advancing technology integration in higher education. To guarantee that educators can effectively use technology to benefit students, this entails providing them with continual professional development to improve their digital literacy. [ABSTRACT FROM AUTHOR]

This paper presents a systematic review of the literature on evaluation and program planning strategies for technology integration in education. The aim of the review was to examine the evidence on different types of strategies that can be used to design, implement, assess, and improve technology integration in educational settings, as well as the factors that influence their success. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and searched four databases for relevant studies published between 2010 to May 2023. A total of 124 studies met the inclusion criteria and were appraised for quality using multiple quality assessment tools. The findings were synthesized using a narrative synthesis approach. The review identified and compared various models and approaches for technology integration, such as design-based research, logic model, backward design, Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, and Substitution, Augmentation, Modification, and Redefinition (SAMR) model. It also explored how organizational, technological, pedagogical, teacher, and student factors interact with the evaluation and program planning strategies and affect the outcomes of technology integration. Furthermore, the review has highlighted the importance of evidence-based practice in technology integration and the need for continuous improvement based on data from multiple sources and methods. Moreover, this review also discussed the limitations and challenges of the review and suggested directions for future research and policy development. Besides, the review contributes to the existing literature on technology integration in education by providing a comprehensive and systematic analysis of the evaluation and program planning strategies and their interaction with various factors that influence their success. [ABSTRACT FROM AUTHOR]

This study aims to understand students' adoption of ChatGPT in educational settings. Students' perceptions of ChatGPT influence their intentions to adopt it. The factors that influence their adoption include "Perceived Pedagogy", "Perceived Amplification ", Perceived Ingenuity" and "Perceived Ethics " and these highlight the potential of ChatGPT to revolutionize pedagogical practices, enhance course materials, and serve as a socially immersive and interactive tool. The study used an Exploratory mixed-methods approach, including in-depth interviews with 20 participants and quantitative surveys with 508 students from UAE and India. Data was analysed using SPSS 26 and AMOS 26, and results showed that Perceived Amplification (PA), Perceived Ingenuity (PI) and/or Perceived Ethics (PE) were found to be independent mediators of Perceived Pedagogy (PP) and Students' Adoption of ChatGPT (SAC); furthermore, the above 3 constructs mediated this relationship serially. The research offers management recommendations for optimizing ChatGPT's educational potential while considering ethical issues. This research illuminates the economics of ChatGPT in the realm of education, as it offers enhanced instructional methods, insightful assessments, invaluable support for academic inquiries and written endeavours, and a conscientious integration into ethical frameworks. [ABSTRACT FROM AUTHOR]

The cultivation of entrepreneurship in students has become an increasingly pertinent goal within global educational systems. Previous research examining the impact of entrepreneurial education programs on students' entrepreneurial intentions has yielded conflicting results. This article delves into the hypothesis that this relationship is influenced by endogenous factors, such as locus of control and self-efficacy. It posits that the role of these variables contributes to elucidating the ambiguities prevalent in the literature. Employing the Theory of Planned Behavior, as a theoretical framework, this study investigates the connection between entrepreneurial training programs, endogenous factors, and entrepreneurial intention. The analysis is based on a sample of Italian students who participated in the Global University Entrepreneurial Spirit Students' Survey (GUESSS). The hypotheses were tested using Partial Least Square Structural Equation Modeling (PLS-SEM) and subsequently fuzzy set Qualitative Comparative Analysis (fsQCA). The results affirm that entrepreneurial intention is positively influenced by a combination of exogenous and endogenous factors. The study offers insights for a more profound understanding of entrepreneurial training dynamics and the development of flourishing and dynamic entrepreneurial ecosystems. Furthermore, it demonstrates that integrating the Theory of Planned Behavior (TPB) provides a useful framework for capturing the complex nature of the entrepreneurial intention phenomenon. [ABSTRACT FROM AUTHOR]

Although AI technologies show great promise for education, their inclusion into assessment systems has generated debates regarding student motivation, anxiety, learning opportunities, and academic results. This study explored the influence of teacher support in AI-assisted exams on L2 learners' demotivation, anxiety, L2 learning experience, and academic success. Conducted at a large university in Ethiopia, participants included 92 BA Management students from two intact classes, equally distributed by gender and ranging in age from 18 to 23. The two intact classes were randomly divided into an experimental and a control group. Using a quantitative quasi-experimental pretest–posttest control group design, the study administered an Oxford Quick Placement Test, the Academic Motivation Scale, the Foreign Language Classroom Anxiety Scale, the L2 Learning Experience Scale, and a researcher-made test to assess academic success. The AI tools integrated into the exams included automated assessment and feedback systems to enhance learner engagement. Chi-square analyses and independent samples t-tests revealed significant positive effects of teacher support on reducing demotivation and anxiety, enhancing L2 learning experiences, and improving academic success in the experimental group compared to the control group, highlighting the benefits of combining AI tools with teacher support. These findings suggest that teacher support in AI-assisted exams can substantially benefit L2 learners. Additionally, the findings indicate that AI-assisted exams can considerably improve learning outcomes when paired with effective teacher involvement, highlighting implications for various stakeholders in L2 instruction. Implications of the study, limitations, and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This cross-sectional study focuses on evaluating the success rate of ChatGPT in answering questions from the 'Resident Training Development Exam' and comparing these results with the performance of the ophthalmology residents. Methods: The 75 exam questions, across nine sections and three difficulty levels, were presented to ChatGPT. The responses and explanations were recorded. The readability and complexity of the explanations were analyzed and The Flesch Reading Ease (FRE) score (0–100) was recorded using the program named Readable. Residents were categorized into four groups based on their seniority. The overall and seniority-specific success rates of the residents were compared separately with ChatGPT. Results: Out of 69 questions, ChatGPT answered 37 correctly (53.62%). The highest success was in Lens and Cataract (77.77%), and the lowest in Pediatric Ophthalmology and Strabismus (0.00%). Of 789 residents, overall accuracy was 50.37%. Seniority-specific accuracy rates were 43.49%, 51.30%, 54.91%, and 60.05% for 1st to 4th-year residents. ChatGPT ranked 292nd among residents. Difficulty-wise, 11 questions were easy, 44 moderate, and 14 difficult. ChatGPT's accuracy for each level was 63.63%, 54.54%, and 42.85%, respectively. The average FRE score of responses generated by ChatGPT was found to be 27.56 ± 12.40. Conclusion: ChatGPT correctly answered 53.6% of questions in an exam for residents. ChatGPT has a lower success rate on average than a 3rd year resident. The readability of responses provided by ChatGPT is low, and they are difficult to understand. As difficulty increases, ChatGPT's success decreases. Predictably, these results will change with more information loaded into ChatGPT. [ABSTRACT FROM AUTHOR]

This study aimed to understand the knowledge, application, and perspective of B. Pharm students regarding artificial intelligence (AI) tools. This study used a quantitative cross-sectional observational design, and data were collected using a questionnaire. The questionnaire was distributed among B. Pharm students in India, and 305 participants were included in the study. The results of the study showed that the majority of participants were female, and the mean age of the participants was 20.51 years. The study also found that the participants had limited knowledge of AI and its applications in pharmacy education. Only 34.6% of participants attempted to integrate AI tools into their academic activities. The most commonly used integrated tools were ChatGPT (42.2%) and Google Bard (Gemini) (30.8%). The survey strongly indicated the inclination of the pharmacy student community towards generative AI tools for academic purposes. However, the participants showed positive attitudes towards the use of AI in pharmacy education and believed that it would improve the quality of their education. A significant majority (82.3%) of respondents express interest in attending workshops or training sessions to enhance their knowledge about AI, The study concluded that there is a need for educators and technology creators to develop strategies to integrate AI into pharmacy education to improve the learning experience of students. [ABSTRACT FROM AUTHOR]

Background: For patients with blunt abdominal trauma, the Focused Assessment with Sonography in Trauma (FAST) exam is the initial imaging modality employed to diagnose and risk stratify. A positive FAST exam in this patient population denotes intraperitoneal hemorrhage. In a hemodynamically unstable patient, it necessitates rapid surgical intervention. Ultrasound is highly dependent on the operator's ability to obtain quality images for interpretation. Failure to obtain adequate images prevents accurate interpretation and reduce its diagnostic accuracy. Previous studies evaluating whether the FAST exam can be improved solely by experience had conflicting results. None of those studies used an objective method to evaluate the FAST exam's quality. Our study aimed to objectively determine the number of FAST exams required by an emergency medicine (EM) resident to reach sufficient quality for independent scanning. Methods: 59 first-year EM residents from a single site were included in this study. All FAST exams that were saved in the Qpath archival system by the 59 EM residents, whether the exam was performed for educational or clinical purposes, were reviewed, and scored using a Task-Specific Checklist (TSC) score. This score is an objective way to assess the proficiency and quality of the FAST scan. The TSC was based on whether the imaging of 24 specific anatomic landmarks, split into four anatomic regions, was completed successfully or not. The AEMUS (Advanced EM Ultrasonography) faculty provided feedback to trainees wither electronically via Qpath or at the bedside. According to the quality of ultrasound imaging and competence (QUICK Score), if the average TSC score for the first 10 exams was 18 or higher, the resident was considered an expert. However, if the resident failed to achieve that score, we skipped the first exam performed by the resident and the average score for the second through eleventh exams was then calculated. If the resident did not achieve the desired result, the first and second exams were skipped and the average score for the remaining 10 exams was determined. This sequence was repeated until the resident achieved an average score of 18 or higher on their TSC score. Results: In total, 663 FAST scans performed by EM residents were scored. The average number of FAST exams needed for independent scanning is 11.23 (95% CI, 10.6-11.85). 66.1% of enrolled residents achieved an average score of 18 or higher in their first 10 FAST exams, and 33.8% of residents required more than 10 scans. The average scores for the right upper quadrant (RUQ), left upper quadrant (LUQ), pelvic, and subxiphoid views were 5 (95% CI, 4.88–5.1), 4.7 (95% CI, 4.59–4.8), 5.1 (95% CI, 4.96–5.24), and 3.7 (95% CI 3.6–3.8) respectively. Conclusion: This study demonstrated that when constructive feedback on each FAST exam was given, the average first-year emergency medicine resident achieves competency in performing FAST exams independently after completing 10–12 (average of 11.23) FAST exams. Further research is required to validate the findings. [ABSTRACT FROM AUTHOR]

Purpose: During the initial phase of the pandemic, healthcare professionals faced difficulties due to the limited availability of comprehensive learning resources on managing patients affected with coronavirus disease 2019 (COVID-19). The COVID-19 Skills Preparation Course (C19_SPACE) was tailored to meet the overwhelming demand for specialized training. The primary objective of this study was to assess the efficacy and impact of this program on enhancing clinical knowledge and to identify factors affecting this improvement. Methods: As part of the project, data were collected prospectively to measure the baseline knowledge. After the descriptive statistics, multiple and multivariate logistic regression models were executed to identify the factors associated with knowledge increase. Results: The final sample included 3140 medical doctors (MDs) and 3090 nurses (RNs). For the primary analysis, the mean value of the baseline knowledge test score of MDs was 62.41 (standard deviation, SD = 13.48), and it significantly (p < 0.001) increased to 84.65 (SD = 11.95). Factors influencing overall knowledge scores were female sex (AOR = 1.34 [1.04–1.73]), being a specialist qualified for intensive care medicine (adjusted odds ratio, AOR = 0.56, [0.33–0.96]), and performance on the pre-test (AOR = 0.91, [0.90–0.92]). As for the RNs, the mean value of the total knowledge score was 63.25 (SD = 13.53), which significantly (p < 0.001) increased to 81.51 (SD = 14.21). Factor associated with knowledge was performance on the pre-test (AOR = 0.92 [0.92–0.93]). Conclusions: C19_SPACE effectively increased the clinical knowledge of doctors and nurses. The effect was more pronounced in the program's target group of healthcare workers with less experience in the intensive care unit (ICU). Other factors associated with knowledge enhancement were sex and being a specialist in intensive care. [ABSTRACT FROM AUTHOR]

Summary: Examining fracture dynamics by socioeconomic status may inform healthcare and prevention. We found a higher risk of hip fracture in men and women with lower educational level in Norway. However, by age 90 + years, the cumulative incidence was higher in those with higher education, due to their higher life expectancy. Purpose: Socioeconomic gradients are seen for several health outcomes in high-income countries. We aimed to examine possible educational gradients in risk of hip fracture in Norway and to describe the cumulative incidence of hip fracture by educational level. Methods: In a population-wide cohort of Norwegians aged ≥ 50 years, information on attained education from Statistics Norway was linked to hospital-treated hip fractures and deaths during 2002–2019. We estimated relative fracture risk by educational level (primary, secondary or tertiary) in Cox proportional hazards regression. We also examined the cumulative incidence over attained age by gender and educational level in competing risk regression. Results: The population included N = 1,389,858 individuals with 135,938 incident hip fractures. Compared with men who had attained tertiary education, hazard ratios (95% confidence intervals) for hip fracture were 1.44 (1.40, 1.49) in men with primary education only and 1.26 (1.22, 1.29) in men with secondary education. In women, the corresponding estimates were 1.28 (1.25, 1.31) and 1.16 (1.13, 1.19). In the age range 50 to 90 years, the highest cumulative incidence of hip fracture was seen in those with primary education. The gradient gradually diminished with advancing age and was reversed in the oldest (> 90 years) in both genders. Conclusions: There was a clear educational gradient in hip fracture incidence in both men and women in Norway, with a higher risk in people with lower education. Despite this, the cumulative incidence of hip fracture in old age was highest among people with higher education, due to their higher life expectancy. [ABSTRACT FROM AUTHOR]

Objective: This study aims to assess current diagnostic and management for systemic Juvenile Idiopathic Arthritis (sJIA) among physicians, evaluate the challenges encountered in diagnosis and treatment, and identify the educational needs and professional development engagements of physicians managing sJIA. Methods: A nationwide survey was conducted from November 2023 to March 2024 across tertiary and secondary pediatric and general hospitals in China. The survey targeted physicians with at least three years of specialty experience, resulting in 310 valid responses from 25 provinces, autonomous regions, and municipalities. The survey collected data on diagnostic practices, treatment approaches, and professional development related to sJIA. Data collection was facilitated through WeChat, and statistical analysis was performed using descriptive statistics. Ethical approval was obtained from the Ethics Committee of Beijing Children's Hospital, with informed consent provided electronically by participants. Results: The survey indicated that all physicians encountered suspected or confirmed cases of sJIA, highlighting its prevalence and the diagnostic challenges associated. Regarding diagnostic standards, 53.9% of physicians used the "Consensus on the Diagnosis and Treatment of sJIA and Macrophage Activation Syndrome," 18.1% followed the International League of Associations for Rheumatology (ILAR) standards, and 24.8% adhered to the Pediatric Rheumatology International Trials Organization (PRINTO) standards. In treatment strategies, glucocorticoids and IL-6 receptor monoclonal antibodies were extensively used, with the latter receiving "excellent" and "satisfactory" ratings of 46.5% and 36.1%, respectively, demonstrating high efficacy and acceptance. Main challenges included high treatment costs, complexity of diagnosis, patient compliance issues, and potential long-term side effects of biologics. Additionally, 126 doctors (40.7%) actively participated in more than three academic conferences or systematic learning courses related to sJIA, indicating a strong demand for ongoing education, particularly in new treatment developments and diagnostic skills. Conclusion: The findings emphasize the necessity for standardized diagnosis and customized treatment plans tailored to patient-specific conditions in managing sJIA. Key Points • The survey highlights the prevalence and clinical challenges of sJIA among physicians, emphasizing the importance of vigilant diagnosis, multi-system involvement, and differential diagnosis to improve treatment outcomes and patient quality of life. [ABSTRACT FROM AUTHOR]

Contemporary education is being undeniably shaped by datafication, and while new algorithmic and automated decision-making processes can have educational benefits, they also raise issues about children's digital rights and education policy responses to these rights. This study mapped how children's digital right to privacy and related human rights concepts are present in education policy documents of Australia's three largest state government departments of education. A children's rights coding framework was developed from the United Nation's 'General comment No. 25 (2021) on children's rights in relation to the digital environment' and used to code the dataset. Two levels of analysis were then undertaken. Level 1 involved code and subcode frequency analyses of concepts related to children's digital rights in policy documents. Level 2 was a descriptive qualitative analysis designed to understand how digital rights were expressed in policy. The study found that although all state government departments of education reflected some elements of children's digital rights, some states had a more complex, sustained and public-facing commitment to expressing these in policy. The study concluded that Australian government departments of education should work towards providing more transparent public-facing policy on children's digital rights that can empower students and their families to make informed decisions within a rapidly shifting digital environment. [ABSTRACT FROM AUTHOR]

This research investigated the impact popular novels have on knowledge about and attitudes towards Autism Spectrum Disorder (ASD), compared to that of traditional college textbooks. Study 1 found that participants in the novel condition chose fewer correct and fewer incorrect responses to questions about ASD. Participants did not differ in their desired social distance from individuals with ASD. Study 2 found that participants in the novel and textbook conditions both showed the same amount of learning, with higher scores on the post-test assessment of knowledge than the pre-test. Participants in the novel condition showed significant improvement in their attitudes towards individuals with ASD after reading, while those in the textbook condition showed more negative attitudes after reading the textbook chapter. These findings add to our understanding of the potential of popular fiction to impact consumers' knowledge about ASD while improving our attitudes towards individuals with ASD. These findings also raise concerns about traditional educational material used to teach about ASD. [ABSTRACT FROM AUTHOR]

Background: Advanced imaging techniques play a pivotal role in oncology. A large variety of computed tomography (CT) scanners, scan protocols, and acquisition techniques have led to a wide range in image quality and radiation exposure. This study aims at implementing verifiable oncological imaging by quality assurance and optimization (i-Violin) through harmonizing image quality and radiation dose across Europe. Methods: The 2‑year multicenter implementation study outlined here will focus on CT imaging of lung, stomach, and colorectal cancer and include imaging for four radiological indications: diagnosis, radiation therapy planning, staging, and follow-up. Therefore, 480 anonymized CT data sets of patients will be collected by the associated university hospitals and uploaded to a repository. Radiologists will determine key abdominopelvic structures for image quality assessment by consensus and subsequently adapt a previously developed lung CT tool for the objective evaluation of image quality. The quality metrics will be evaluated for their correlation with perceived image quality and the standardized optimization strategy will be disseminated across Europe. Results: The results of the outlined study will be used to obtain European reference data, to build teaching programs for the developed tools, and to create a culture of optimization in oncological CT imaging. Conclusion: The study protocol and rationale for i‑Violin, a European approach for standardization and harmonization of image quality and optimization of CT procedures in oncological imaging, is presented. Future results will be disseminated across all EU member states, and i‑Violin is thus expected to have a sustained impact on CT imaging for cancer patients across Europe. [ABSTRACT FROM AUTHOR]

This paper is oriented around a discussion of the question as to whether religious education (RE) in the public sphere should be regarded as a place of disruption. That is, whether post-pandemic and in a time of climate and ecological crisis, religious education is understood to be serving as a mechanism for inducting children into the existing ways of the world or, whether it should instead be regarded as offering young people the possibility of interrupting the status quo. The question at the heart of this paper turns around a consideration of what education itself should achieve at this point in history and whether religion in educational contexts has something significant to offer. Questions around the nature of religion are addressed through going to the work of Ramon Panikkar, to enable further exploration of an understanding of religion in existential terms and not only as belief and practice. The argument is brought together, exemplified with a case study, asserting that bringing children and young people to 'know and understand' religious matters can no longer be seen as sufficient aim for religious education and why this might matter. [ABSTRACT FROM AUTHOR]

Despite advancements in precision medicine, many cancer patients globally, particularly those in resource-constrained environments, face significant challenges in accessing high-quality molecular testing and targeted therapies. The considerable heterogeneity in molecular testing highlights the urgent need to harmonize practices across Europe and beyond, establishing a more standardized and consistent approach in MP laboratories. Professionals, especially molecular pathologists, must move beyond traditional education to cope with this heterogeneity. This perspective addresses critical issues in molecular pathology (MP), such as limited access to high-quality molecular testing, leading to disparities in cancer treatment, and the consequences of inconsistent practices. Recognizing the necessity for a standardized framework for education to address these issues, educational programs play a pivotal role in updating professionals' skills to achieve standardization in MP. European experts from the Steering Committee, the Pathology Section of the European Union of Medical Specialists, and the European Society of Pathology have proposed creating a comprehensive Master's degree program called the "European Masters in Molecular Pathology" (EMMP). This program emerges as a strategic response to the demand for a specialized and standardized framework for education in MP, catering to professionals who concurrently work and study. The program's design aligns with evidence-based education methods, ensuring effective learning and engagement while integrating computational pathology to analyze complex molecular data, enhance diagnostic accuracy, and improve treatment outcomes. EMMP's structured curriculum, strategic partnerships, and regular updates underscore its significance in standardizing MP practices. Exploring future developments, this perspective delves into technology integration and interdisciplinary collaboration, anticipating ongoing advances and harmonization. Challenges and future directions in MP education are discussed, emphasizing the necessity for dynamic curriculum updates, seamless technology integration, and interdisciplinary cooperation. This perspective underscores EMMP's pivotal role in preparing pathologists for this dynamic field, advocating continuous advancements in education and training to uphold excellence in MP practices and maintain the highest patient care standards. [ABSTRACT FROM AUTHOR]

Empathy, defined as the ability to understand and share another person's feelings, is crucial in the healthcare setting, particularly for patients with cancer who face significant psychosocial challenges. We aimed to develop a novel tool, the Empathy, Life with Cancer, and Psychosocial Skills (ELPIS) Scale that prioritizes emotional and cognitive components in order to determine the reflection of the negative stigmatization of cancer in societies on individuals, excluding the behavioral and ethical dimensions of empathy. The study was conducted using a quantitative research design with a sample of first- and second-year medical students in Türkiye. An initial pool of 48 items was developed based on an extensive review of the literature and existing empathy scales. Following expert review and pilot testing, the scale was refined to 24 items. Exploratory factor analysis and confirmatory factor analysis were conducted to establish the scale's factor structure and validate its reliability and validity. The exploratory factor analysis revealed a three-factor structure comprising "emotional empathy," "sympathetic responses," and "realistic approaches," with a total of 20 items after refinement. Confirmatory factor analysis confirmed the model fit, with the scale demonstrating high internal consistency across all three dimensions. The scale's reliability was further supported by high Cronbach's alpha values. The results suggest that the ELPIS Scale is a reliable and valid instrument for measuring emotional empathy toward cancer patients. It offers a nuanced approach by separately assessing emotional, sympathetic, and realistic components of empathy, making it a valuable tool for both educational and clinical applications. Future research should explore the scale's application in diverse populations and settings, as well as its utility in tracking empathy development over time. In conclusion, the ELPIS Scale, which focuses on the emotional and cognitive components of empathy, a multifaceted construct, fills a critical gap in the measurement of empathy in the context of cancer care and provides a comprehensive tool that can improve both patient care and the education of healthcare providers. [ABSTRACT FROM AUTHOR]

Blockchain technology and non-fungible tokens have gained significant attention and widespread adoption due to their unique characteristics and potential for innovation in numerous industries, including education. In recent years, there has been a significant increase in digital learning resources such as multimedia-rich learning content, audio content, and online course content. The advancement of these learning resources has introduced several copyright challenges, such as copyright ownership, fair use of resources, licensing agreements, open educational resources and Creative Commons licenses, digital piracy, and international considerations. Copyright infringement in educational learning resources poses a significant concern that impacts content creators hugely and raises concerns regarding the quality and reliability of the content. This work proposes a copyright protection framework named EduCopyRight-Chain for educational resources using the Ethereum blockchain and non-fungible tokens to overcome concerning challenges. This work also presents a sharding approach within the proposed framework to enhance scalability. Additionally, this work proposes wallet generation, network joining, educational resource tokenization, and a verification approach by utilizing blockchain and non-fungible tokens. The proposed framework uses a Proof-of-Authority consensus mechanism to validate transactions over the peer-to-peer network, and an inter-planetary file system is used for the decentralized storage of associated records. This framework uses Remix IDE, MetaMask wallet, and the Sepolia test network. We use the BlockSim simulation toolkit to conduct experiments to evaluate the performance of the proposed framework in terms of throughput, latency, response time, and standard deviation. The proposed framework achieves an average throughput of 354.26 TPS, a latency of 62.2 milliseconds, a response time of 124.1 milliseconds, and a standard deviation of 144.2 milliseconds. This work also conducts a comparative analysis to assess security features and limitations between the proposed framework and related work. Our observation reveals that the proposed EduCopyRight-Chain framework has better features. [ABSTRACT FROM AUTHOR]

In the Great Plains region, the live bait industry relies on approved species of cultured and wild-harvested baitfish. The release of baitfish by anglers is prohibited in most locations, but angler compliance with these regulations can be low. Bait retailers can increase compliance with regulations by communicating with anglers about aquatic invasive species (AIS) risk and through their business practices. We conducted 66 telephone surveys with bait retailers in southeastern South Dakota from June to July 2023 to (1) characterize bait retailer practices that may influence AIS risk and (2) determine the extent and willingness of bait retailers to display educational materials to reduce AIS risk. Fathead minnows (Pimephales promelas) were the most sold species (96% of respondents), and most bait came from wholesale retailers (74%). However, 24% of bait retailers also occasionally bought from local bait harvesters. Non-advertised species were observed at least once in shipments by 35% of bait retailers, but retailers only encountered species they did not intend to order in 1% of their inspections. Regular inspections for non-advertised species in baitfish shipments were conducted by 74% of retailers. Most inspections occurred at the time of receiving a baitfish shipment (36%) or daily (36%). Bait retailers were interested in displaying provided AIS educational materials (80%), including posters and pamphlets (59%), stickers (41%), bait bags (39%), and keychains/boat key floats (36%). Displaying educational materials at bait retail locations may increase angler knowledge of AIS and compliance with bait disposal regulations. [ABSTRACT FROM AUTHOR]

The Ferrofluid Application Research Goes Orbital (FARGO) project desires to harness the potential of ferrofluids for advanced space system applications. Thereby, the student-led research project aims to develop, evaluate and subsequently validate three different ferrofluid-based applications on board the International Space Station (ISS): a novel attitude control system called Ferrowheel as well as a Thermal and an Electrical Switch. The project is part of the Überflieger2 competition of the German Aerospace Center (DLR) in cooperation with the Luxembourg Space Agency (LSA). Central to this study is the role of ferrofluids in ensuring the functional principles to minimize the number of moving components ultimately. Therefore, the proposed systems have the potential to mitigate wear, reduce friction, and consequently improve the longevity and reliability of space systems. In the Ferrowheel, a disc is supported on ferrofluid cushions instead of conventional ball-bearing-mounted rotors. This innovative approach, facilitated by the magnetic pressure positioning of the ferrofluid, eliminates the need for solid-to-solid contact. Circularly arranged coils function as the stator, propelling the disc with a 3-phase control, resulting in a spinning magnetic field. In addition to determining the generated torque, the objective is to validate experiments on system operations in which various acceleration and deceleration manoeuvres, as well as the stored angular momentum, are evaluated. The Electrical Switch leverages a self-manufactured magnetorheological fluid (MRF) developed by augmenting a liquid–metal base with iron powder. As a result, the fluid, akin to ferrofluid, has a magnetic field-responsive movement. Since a liquid metal is used as the base, the ferrofluid-like fluid acts as both the magnetically actuatable and the current conducting fluid. To enable a current flow, the fluid is brought between the two electrical contacts utilizing electropermanent magnets (EPMs). These magnets combine the high magnetic field strengths of permanent magnets with the adaptive switching capability of electromagnets. Compared to all other demand-controlled magnetic field sources, this results in the great advantage that no energy is consumed as long as they are in one state. Only the switching process of the EPMs itself requires a high amount of energy, but only for a relatively short period. The switching behaviour under different loads will be investigated, evaluated, and compared to reference data recorded on Earth. The design of the Thermal Switch is characterized by the fact that it can be actively switched. Active thermal switching is still a relatively new field, so there is little comparative data from industrial solutions. Particularly for spacecraft, thermal design is crucial because the harsh environment of space must be taken into account. In addition to the challenge that heat can only be transferred to the environment via thermal radiation, severe conditions in space are characterized by extreme temperature differences. While extreme heat develops on the satellite surface on the side facing the sun, the opposite is valid on the shaded side. The resulting heat flow, which is irregular in time, location, and direction, leads to temperature peaks and gradients that can affect the system's performance, functionality, and reliability. Active switching provides selective control over heat transfer, allowing more flexible temperature regulation in critical areas and implementing a dynamic system response. Different design ideas are tested and evaluated for the applications in various experiments. The most suitable design is finally selected, further modified, and tailored for experimentation on the ISS and presented in this study. The most significant challenge is the time-critical factor of only a 1-year development phase. A total of 21 students from six different courses of study and two supervising PhD students from the Institute of Space Systems are involved in the FARGO project, all members of the small satellite student society at the University of Stuttgart, KSat e.V. [ABSTRACT FROM AUTHOR]

Copyright of Forensische Psychiatrie, Psychologie, Kriminologie is the property of Springer Nature 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 review explores the potential applications of Large Language Models (LLMs) in nuclear medicine, especially nuclear medicine examinations such as PET and SPECT, reviewing recent advancements in both fields. Despite the rapid adoption of LLMs in various medical specialties, their integration into nuclear medicine has not yet been sufficiently explored. We first discuss the latest developments in nuclear medicine, including new radiopharmaceuticals, imaging techniques, and clinical applications. We then analyze how LLMs are being utilized in radiology, particularly in report generation, image interpretation, and medical education. We highlight the potential of LLMs to enhance nuclear medicine practices, such as improving report structuring, assisting in diagnosis, and facilitating research. However, challenges remain, including the need for improved reliability, explainability, and bias reduction in LLMs. The review also addresses the ethical considerations and potential limitations of AI in healthcare. In conclusion, LLMs have significant potential to transform existing frameworks in nuclear medicine, making it a critical area for future research and development. [ABSTRACT FROM AUTHOR]

Prostate cancer (PC) is common among men and has become a significant societal issue. Localized PC has a good prognosis with appropriate treatment. Prostatectomy, particularly robot-assisted radical prostatectomy (RARP), has become a common treatment since the da Vinci prostatectomy was approved by the FDA in 2001. The current study aimed to assess the learning curve for RARP, focusing on anastomosis time, using the cumulative sum (CUSUM) method. Data were collected from Nagoya City University Hospital between May 2011 and December 2018 and included 469 surgeries performed by experienced surgeons. Our findings indicated that, on average, 11 patients were required to complete the initial phase and 24 patients were required to complete the consolidation phase of anastomosis. Additionally, for complete resection of pT2c cases, 16 cases were required for the initial phase and 27 cases were required for the consolidation phase. The CUSUM method proved useful for visualizing trends in surgical proficiency, although the study noted potential confounding biases and limitations in evaluating surgical proficiency based solely on surgical time or positive surgical margins. [ABSTRACT FROM AUTHOR]

Purpose: ChatGPT is an LLM-based chatbot introduced in 2022. This study investigates the performance of ChatGPT-3.5 and ChatGPT-4 on basic healthcare leadership and management questions. Methods: ChatGPT-3.5 and -4 (OpenAI, San Francisco, CA, USA) generated answers to 24 pre-selected questions on three different areas of management and leadership in medical practice: group 1) accessing management/leadership training, group 2) management/leadership basics, group 3) department management/leadership. Three readers independently evaluated the answers provided by the two versions of ChatGPT. Three 4-digit scores were developed to assess the quality of the responses: 1) overall quality score (OQS), 2) understandibility score (US), and 3) implementability score (IS). The mean quality score (MQS) was calculated from these three scores. Results: The interrater agreement was good for ChatGPT-4 (72%) and moderate for ChatGPT-3.5 (56%). The MQS of all questions reached a mean score of 3,42 (SD: 0,64) using ChatGPT-3.5 and 3,75 (SD: 0,47) using ChatGPT-4. ChatGPT-4 showed significantly higher MQS scores in group 2 and 3 questions than ChatGPT-3.5 (p = 0.039 and p < 0.001, respectively). Also, significant differences between ChatGPT-3.5 and ChatGPT-4 regarding OQS, US, and IS in group 3 questions were seen with significances reaching p < 0.001. Significant differences between the two chatbot versions were also present regarding OQS in question groups 1 and 2 (p = 0.035 each). 87.5% of the answers provided by ChatGPT-4 (21 of 24 answers) were considered superior to the answers provided by ChatGPT-3.5 for the same questions. Neither ChatGPT-3.5 nor ChatGPT-4 offered any inaccurate answers. Conclusion: ChatGPT-3.5 and ChatGPT-4 performed well on basic healthcare leadership and management questions, while ChatGPT-4 was superior. [ABSTRACT FROM AUTHOR]

Copyright of Manuelle Medizin is the property of Springer Nature 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: This study aims to conduct a process evaluation of Supporting Family Doctors to Address Elder Abuse (SAFE) intervention, a training program, and clinical guidelines developed to assist the family doctor in intervening in elder abuse (EA). Method: 160 family doctors answered pre-and post-training questionnaires on knowledge of EA, attitude, subjective norms, and the perceived behavioral control to intervene in EA, followed by semi-structured interviews post-intervention with a purposive sample of family doctors who participated in the SAFE intervention (N = 39). Results: There is a significant increase in mean scores of the knowledge, attitude, and subjective norms six months post-intervention (p < 0.001). The mean scores of perceived behavioral control of family doctors to intervene in EA decreased but were statistically insignificant (p > 0.05). Qualitative data explained the observed effect and process underlying the knowledge transfer and implementation of the SAFE intervention. Knowledge improvements due to awareness enhancement led to empowerment and confidence as the training program was effectual and comprehensive. Family doctors' self-reflection and empathy toward older adults contribute to attitude changes. Family doctors are better coordinated and receive support in intervening in EA. However, various roadblocks affect their perceived ability to intervene in EA and enhancement strategies necessary to assist family doctors to intervene in EA efficiently. Conclusion: The SAFE intervention was feasible and effective in improving family doctors' competency to intervene in EA. However, findings showed that doctors' capacities must go hand in hand with empowering older adults, creating awareness among community members, and pushing for law and policy reforms. [ABSTRACT FROM AUTHOR]