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ABSTRACT The growing global interest in Geographic Information System/Science (GIS) programs has led to an increased demand for higher education in this field. However, students often struggle to identify suitable programs and faculty due to the overwhelming options and the lack of personalized guidance. This paper presents GISphere‐KG, an AI‐powered platform based on the GISphere project. It combines knowledge graph (KG) and large language models (LLMs) to enhance the search and recommendation of GIS‐related graduate programs. GISphere‐KG offers four key features: (1) interactive conversation that provides natural language responses to applicants' inquiries; (2) efficient information retrieval through semantic relationships built within the KG; (3) discovery of professors whose research interests align with those of the applicants, offering more choices within specific research fields; and (4) personalized program recommendations tailored to applicants' academic and career developments. Our platform aims to provide a user‐friendly tool that assists prospective students in achieving their career goals and enriching the geography community by attracting more talent and promoting global geography education. [ABSTRACT FROM AUTHOR]

Background Material and Methods Results Conclusion Stomas present significant lifestyle and psychological challenges for patients, requiring comprehensive education and support. Current educational methods have limitations in offering relevant information to the patient, highlighting a potential role for artificial intelligence (AI). This study examined the utility of AI in enhancing stoma therapy management following colorectal surgery.We compared the efficacy of four prominent large language models (LLM)—OpenAI's ChatGPT‐3.5 and ChatGPT‐4.0, Google's Gemini, and Bing's CoPilot—against a series of metrics to evaluate their suitability as supplementary clinical tools. Through qualitative and quantitative analyses, including readability scores (Flesch–Kincaid, Flesch‐Reading Ease, and Coleman‐Liau index) and reliability assessments (Likert scale, DISCERN score and QAMAI tool), the study aimed to assess the appropriateness of LLM‐generated advice for patients managing stomas.There are varying degrees of readability and reliability across the evaluated models, with CoPilot and ChatGPT‐4 demonstrating superior performance in several key metrics such as readability and comprehensiveness. However, the study underscores the infant stage of LLM technology in clinical applications. All responses required high school to college level education to comprehend comfortably. While the LLMs addressed users' questions directly, the absence of incorporating patient‐specific factors such as past medical history generated broad and generic responses rather than offering tailored advice.The complexity of individual patient conditions can challenge AI systems. The use of LLMs in clinical settings holds promise for improving patient education and stoma management support, but requires careful consideration of the models' capabilities and the context of their use. [ABSTRACT FROM AUTHOR]

Leveraging six waves of data, this study examined the effects of ninth‐grade peer victimization on adolescents' future work and education expectations 2 years later, testing depressive symptoms as a mechanism. Participants (N = 388, Mage = 14.05; 61% female, 35% male, 3% non‐binary, trans, or other gender; 46% White, 19% Black, 17% Asian, 6% AMENA, 6% Multiracial, 6% other race) completed surveys from ninth through 11th grade. Results indicated that adolescents who experienced more frequent relational, but not overt, peer victimization in ninth grade were subsequently more pessimistic about their educational and occupational prospects beyond high school; depressive symptoms mediated this link. The findings suggest that relational victimization and its psychological harm may undermine adolescents' confidence in achieving postsecondary success. [ABSTRACT FROM AUTHOR]

ABSTRACT Gender equality remains a recurrent goal of governments across the world, yet discrimination and abuse continue to impede the progress of women. Within India's patriarchal society, women continue to be viewed through a stereotypical lens. Despite greater focus on female literacy and enactment of legislations that seek to protect women's rights, the safety of women from crime remains tenuous. This research explores trajectories of female literacy and crimes against women (CAW) in India to find possible correlations. Data from the Ministry of Statistics, the National Crime Record Bureau, National Census records and official sample surveys were obtained from government databases. Further, bivariate regression analysis was used to validate the hypothesis. The results indicate a clear correlation between female literacy and CAW, although other factors may be considered to explain certain anomalies. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Oral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.We conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (n = 296) were randomly allocated to the intervention (n = 148) or control group (n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.Children receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (d = 0.38) and on a measure of their written expression (d = 0.42).These findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost. [ABSTRACT FROM AUTHOR]

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

Aim: To assess the effectiveness of the Clinical Nurse Educator Support Project and offer valuable insights for supporting nursing education. Background: Allocating clinical nursing educators is crucial for supporting novice nurses' transition into the clinical setting and improving their performance. Introduction: In 2019, the Ministry of Health and Welfare in South Korea implemented the Clinical Nurse Educator Support Project, which involves governmental financial support for the employment of clinical nurse educators. Methods: This study employed a repeated cross‐sectional design to assess the project outcomes. Following the framework of the Kirkpatrick Evaluation Model, secondary data from annual self‐program evaluation reports were analyzed to assess program satisfaction, clinical adaptation, and turnover rates of novice nurses. The "Strengthening the Reporting of Observational Studies in Epidemiology checklist" guided the reporting of the study. Results: The project played a pivotal role in enhancing the quality of nursing education. Novice nurses' program satisfaction and clinical adaptation consistently remained high or exhibited an increase. The project led to a decrease in turnover rate among novice nurses, while the coronavirus 2019 pandemic resulted in increased turnover rates due to limited clinical practice opportunities for nursing students. Conclusion: Government support for clinical nurse educators has positively impacted the institutionalization of nursing education. The pressing need is to prioritize not only the enhancement of nursing education quality and the improvement of nurses' working conditions but also the development of healthcare policies and programs to effectively respond to unforeseen challenges and crises. Implications for nursing policy: Government and healthcare institutions must collaborate to strengthen clinical education, crucial for novice nurses' clinical adaptation. Prioritizing the improvement of nursing education quality and nurses' working conditions is essential. Continuous research and evaluation of the Clinical Nurse Educator Support Project is imperative to assess its impact and make necessary adjustments. [ABSTRACT FROM AUTHOR]

Active citizenship is core to social justice for both women and men. This paper explores how gender and active citizenship are addressed in teacher education training programmes in Tanzania. We applied qualitative methods in analysing two teacher education institutions' curricula documents and conducted thee focus group discussions with final year teacher student teachers. Our review of the curricula focused on (1) the course names, (2) course aims, (3) learning outcomes, (4) teaching/learning contents or (5) reading lists. This was supported by the findings from focus group discussions. The findings show that, although both gender and active citizenship were incorporated in the existing teacher's education curricula in Tanzania, the weight given to these topics were marginal. We argue that more content in combination with contextualised and gender‐responsive teaching and learning resources or materials could give student teachers better competence necessary for linking knowledge they get with everyday gender and citizenship challenges in Tanzanian schools and their communities. [ABSTRACT FROM AUTHOR]

Social innovation education (SIE) is a student‐led collaborative process of creating unique solutions to challenges within the community. Through an analysis of pre‐ and post‐surveys completed by 94 post‐primary school students in Ireland, the current study looked at how prior wellbeing (measured using the EPOCH model) influenced change in wellbeing through engagement with the SIE programme. While the models produced indicated that all five dimensions of the EPOCH model (engagement, perseverance, optimism, connectedness, and happiness) were impacted by the programme, the results also indicated that students with higher prior wellbeing were more likely to have higher levels of engagement, and as a result gained greater wellbeing‐related outcomes. These findings highlight the benefit that a programme like SIE, which is not designed as a wellbeing intervention, can have on wellbeing, and the importance of considering additional encouragement and support based on the individual needs of each student. [ABSTRACT FROM AUTHOR]

This paper focuses on individual responses to education in crisis, with the strategies of students contextualised and examined within a wider multi‐crisis reality. Offering a conceptual framework of social solvation, the proposed model explains how failures in the education system at the macro (state) and meso (institutional) levels translate into young people's behaviours at the individual (micro) level. Based on the analysis of 26 in‐depth interviews with young students, we identify and discuss three main micro‐rational strategies that the interviewees relied upon to navigate their learning during the pandemic: (1) casualisation (2) customisation and (3) contempt towards the broader system. We argue that the already weak Polish education system was further impaired by the COVID‐19 crisis. In response to growing social and educational risks, young people forge and employ highly individualised strategies. As micro‐rational social actions essentially bypass the unwieldy education system in a variety of ways, they have vital implications for educational futures. [ABSTRACT FROM AUTHOR]

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

Objective: To evaluate the utility of low‐cost simulation models to teach surgical techniques for placenta accreta spectrum (PAS), included in a multimodal education workshop for PAS. Methods: This was an observational, survey‐based study. Participants were surveyed before and after the use of low‐fidelity mannequins to simulate two surgical techniques for PAS (one‐step conservative surgery [OSCS] and modified subtotal hysterectomy [MSTH]), within a multimodal educational workshop. The workshops included pre‐course preparation, didactics, simulated practice of the techniques using low‐cost models, and viewing live surgery. Results: Six OSCS/MSTH training workshops occurred across six countries and a total of 270 participants were surveyed. The responses of 127 certified obstetricians and gynecologists (OB–GYNs) were analyzed. Participants expressed favorable impressions of all components of the simulated session. Perceived anatomical simulator fidelity, scenario realism, educational component effectiveness, and self‐assessed performance improvement received ratings of 4–5 (positive end of the Likert scale) from over 90% of respondents. When asked about simulation's role in technique comprehension, comfort level in technique performance, and likelihood of recommending this workshop to others, more than 75% of participants rated these aspects with a score of 4–5 (positively) on the five‐point scale. Conclusion: Low‐cost simulation, within a multimodal education strategy, is a well‐accepted intervention for teaching surgical techniques for PAS. Synopsis: Six global OSCS/MSTH workshops engaged 270 participants, earning over 90% approval for simulator fidelity, scenario realism, education, and performance improvement. Over 75% recommending the workshop. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to assess the impact of the coronavirus pandemic on gynecology surgical training. Methods: A national cross‐sectional online survey was distributed to all trainees and trainers in the higher specialist training program for obstetrics and gynecology in Ireland. The survey consisted of questions on topics which included: the volume of surgical procedures performed before and since the pandemic, confidence in performing various gynecologic procedures before and since the pandemic and questions regarding the impact of the pandemic on wellbeing and work practices. Results: Trainers and trainees experienced a significant reduction in operative volumes for most procedure types. Analysis showed a significant reduction in the number of minor procedures performed by trainees (z = −2.7, P = 0.007) and a significant reduction in the number of all procedure types performed by trainers (minor procedures z = −3.78, P = <0.001; intermediate procedures z = −4.48, P = < 0.001; major procedures z = −3.69, P = < 0.001). Respondents reported they had less time for research and audit, were less able to attend courses or conferences and worried about the impact of their work on their families. Conclusions: In conclusion, this study has highlighted the current difficulties facing surgical trainees in gynecology because of the COVID‐19 pandemic. These challenges have compounded an already challenging training environment for gynecology trainees. Efforts must be made to continue to provide high‐quality tailored training to ensure the development of the next generation of gynecologic surgeons. Synopsis: A national survey which shows significant challenges with training in gynecology during the coronavirus pandemic. [ABSTRACT FROM AUTHOR]

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

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

Background: While self‐regulated learning (SRL) strategy‐based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy‐based writing instruction, despite the availability of various online platforms. Objectives: This study proposed an SRL strategy‐based instruction for technology‐assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self‐efficacy beliefs and perceived acceptance of technology. Methods: The research design used was a pre‐experimental pre‐test, post‐test and delayed post‐test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8‐week period, these students received SRL strategy‐based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self‐efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post‐hoc tests, and examination of the effect sizes. Results and Conclusion: The results showed statistically significant improvements in students' writing performance, SRL strategy use, self‐efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology‐enhanced writing environment. Lay Description: What is currently known about this topic?: Positive relationships have been found between SRL strategies and writing performance.While SRL strategy‐based writing instructional models have been proposed, there is insufficient evidence with Japanese EFL learners.There is limited research on the effects of SRL interventions in online writing environments. What does this paper add?: The study explored the writing pedagogy that incorporates technology‐assisted writing into SRL strategy instruction for Japanese tertiary EFL learners.The results showed positive impacts of the instruction not only on writing performance and SRL strategies, but also on learner beliefs and perceptions (i.e., self‐efficacy and technology acceptance).The instruction's long‐term impacts were observed. Implications for practice/or policy: The findings offer initial evidence of the effectiveness of technology‐assisted SRL instruction for Japanese college EFL learners, which is lacking in the research field.The findings would be beneficial to EFL teachers by providing insights into innovative writing pedagogy grounded in writing strategies and technology. [ABSTRACT FROM AUTHOR]

Background: The introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes. Objectives: By employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors. Methods: Semi‐structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three‐tier coding analysis, an "environment‐person‐mediation ‐behaviour" (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs. Results: Our findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation. Implications: The findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences. Lay Description: What is already known about this topic: SPOCs are reshaping EFL instruction in HVCs, emphasising active student involvement and instructor guidance.Challenges in SPOC‐based blended learning include concerns about depth due to temporal and spatial separation.Current foreign language designs lack the integration of deep learning concepts, revealing gaps in understanding influencing factors. What this paper adds: The study introduces an "environment‐person‐mediation ‐behaviour" (EPMB) model to uncover intricate factors influencing deep learning in SPOC environments.Intrinsic motivation and cognitive abilities are identified as fundamental factors, with situational contributors such as blended‐learning settings and curriculum satisfaction.Logical relationships among major factors are unveiled, explaining how continuity, attraction, guidance, motivation, and regulation mediate deep learning experiences. Implications for practice or policy: Stakeholders in HVCs can use pedagogical insights to enhance students' deep learning experiences in SPOC environments.Curriculum providers should prioritise practical, professional, and student‐specific English curriculum designs.Teachers should integrate English language learning with professional course content and create specialised materials to enhance language learning practicality. [ABSTRACT FROM AUTHOR]

Background: Developments in educational technology and learning analytics make it possible to automatically formulate and deploy personalized formative feedback to learners at scale. However, to be effective, the motivational and emotional impacts of such automated and personalized feedback need to be considered. The literature on feedback suggests that effective feedback, among other features, provides learners with a standard to compare their performance with, often called a reference frame. Past research has highlighted the emotional and motivational benefits of criterion‐referenced feedback (i.e., performance relative to a learning objective or mastery goal) compared to norm‐referenced feedback (performance relative to peers). Objectives: Despite a substantial body of evidence regarding reference frame effects, important open questions remain. The questions encompass, for example, whether the benefits and drawbacks of norm‐referenced feedback apply in the same way to automated and personalize feedback messages and whether these effects apply to students uniformly. Further, the potential impacts of combining reference frames are largely unknown, even though combinations may be quite frequent in feedback practice. Finally, little research has been done on the effects of reference frames in computer‐supported collaborative learning, which differs from individual learning in meaningful ways. This study aims to contribute to addressing these open questions, thus providing insights into effective feedback design. Specifically, we aim to investigate usefulness perceptions as well as emotional and motivational effects of different reference frames—and their combination—in automated and personalized formative feedback on a computer‐supported collaborative learning task. Methods: A randomized field experiment with four feedback conditions (simple feedback, norm‐referenced, criterion‐referenced, and combined feedback) was conducted in a course within a teacher training program (N = 282). Collaborative groups worked on a learning task in the online learning environment, after which they received one of four possible automated and personalized formative feedback. We collected student data about feedback usefulness perceptions, motivational regulation, and achievement emotions to assess the differential effects of these feedback conditions. Results: All feedback types were perceived as useful relative to the simple feedback condition. Norm‐referenced feedback showed detrimental effects for motivational regulation, whereas combined feedback led to more desirable motivational states. Further, criterion‐referenced feedback led to more positive emotions for overperformers and to more negative emotions for underperformers. The findings are discussed in light of the broader feedback literature, and recommendations for designing automated and personalized formative feedback messages for computer‐supported collaborative learning are presented. Lay Description: What is already known about this topic: Automated and personalized feedback based on Learning Analytics can provide students with feedback at scale.Reference frames, a key design feature of any feedback, are essential to consider regarding their emotional and motivational impacts. What this paper adds: Students deemed all automated and personalized feedback more useful than the minimal feedback condition.The choice of reference frames matters for personalized and formative feedback in a computer‐supported collaborative learning task.The social comparison reference frame was largely detrimental, whereas a combination of reference frames can induce desirable motivational regulation.Criterion‐referenced feedback led to more positive emotions for overperformers and more negative emotions for underperformers. Implications for practice and/or policy: Practitioners should carefully consider the reference frames that underlie their feedback designs.Social comparison should largely be avoided, unless in combination with other, more informative feedback information. [ABSTRACT FROM AUTHOR]

Background: In Norway, games were introduced into the 2020 English curriculum; acknowledging games as language learning resources alongside other text‐based material. However, little is known about the type of games selected by English teachers, reasons for doing so, or how games are actually used in teaching. This is particularly relevant in gendered vocational classes, with mainly girls or boys respectively in different programmes, as national surveys show that while most teenage boys play digital games, comparatively few girls do. Objectives: The primary aim was to investigate how the digital commercial game Adventures with Anxiety was used during naturally occurring English teaching in four gendered vocational classes: one Technological and Industrial Production class (boys only) and three Healthcare, Childhood and Youth development classes (girls mainly). Methods: Participants involved 36 students (aged 16–17) and two English teachers. Using a mixed methods design (Brevik, 2022), we combined quantitative and qualitative analyses of classroom video recordings (5.5 h), student screen recordings during gameplay (8 h) and retrospective teacher interviews (1.5 h). Analyses relied on the validated PLATO observation protocol (Grossman, 2015) and reflexive thematic analysis (Braun & Clarke, 2022). Results and Conclusions: English teachers expressed a dual aim in using the game for teaching English; to improve students' language skills and provide experiences of how to live with anxiety. Although the game offered relevant vocabulary and virtual experiences with anxiety; anxiety emerged as a professional component of caring professions in the girls‐mainly classes, while being used to help boys acknowledge anxiety in their own lives. Lay Summary: What is currently known about this topic: There is an increased emphasis on promoting digital games for classroom useDigital games used for classroom teaching are mainly researcher‐initiated interventionsDigital games in teaching are often educational and used to develop vocabularyA digital divide exists; boys play more digital games and more often than girls do What this paper adds: A commercial game was used in naturally occurring English teaching about mental healthWe identified gender bias in how the game was implemented differently in gendered vocational classesIn girls‐mainly classes, the game was used as a doorway into professional caring professionsIn boys‐only classes, the game was used as a doorway into a personal mental health sphere Implications for practitioners: Using a commercial game as a resource in English classes is relevant for teaching about mental healthIt is important to consciously consider potential gender bias when using the same game across gendered classesTeachers who consider using digital games for teaching English might face gendered equality challenges [ABSTRACT FROM AUTHOR]

Background: Gender stereotypes about women and men are prevalent in computer science (CS). The study's goal was to investigate the role of gender bias in computer‐supported collaborative learning (CSCL) in a CS context by elaborating on gendered experiences in the perception of individual and team performance in mixed‐gender teams in a hackathon. Dataset: The dataset of this study was collected at a 3‐day CSCL hackathon aimed at gaining knowledge on designing educational games. We assigned the 28 participants of the hackathon to mixed‐gender groups and asked them to fill out a questionnaire, including collective self‐esteem scales, before the start. During the hackathon, we again asked the participants to complete team progress evaluation surveys individually after each workday. Lastly, we interviewed 11 participants to elaborate on the quantitative findings with qualitative data. Methodology: We applied an exploratory mixed‐method approach using quantitative survey data at several time points during the hackathon, which was analysed with clustering and descriptive statistics and complemented with qualitative coding of interviews with participants. Results: The results demonstrate that social and psychological aspects of gender are important for understanding the outcomes and perceptions of gender in a CS hackathon. The analysis further suggests that collective self‐esteem can be used as a key variable to assess gender differences in CSCL studies, providing explanatory benefits. More broadly, results gave reason to believe that CSCL in the CS domain currently severely fails to account for gender representation. Interviewed participants raised substantial concerns about the underlying gender stereotypes prevalent in communication, team roles, and work division. We provide recommendations for practitioners seeking to create gender‐inclusive and counter‐stereotypical CSCL and wider, critical proposals for how we, as researchers, can assess gender with appropriate methodologies and interventions in computer science education. Lay Description: What is already known about this topic?: In the field of computer‐supported collaborative learning (CSCL), most studies argue that group work supports the development of social, cognitive, and online collaborative teamwork skills and creates a more inclusive learning environment.Because women represent non‐majority users in CSCL, especially when applied in the computer science domain, this notion is questioned by studies finding that diversity inclusion in CSCL is hampered through gender stereotypes still present in CS and impacts women's and other gender minorities' learning experiences.Another problem is that the role of gender in CSCL research has scarcely been addressed by the CSCL community yet. Thus, research methodologies trying to reveal gender differences seldomly address gender majority‐minority relations in learning in understanding the role of gender in shaping these learning experiences. What this paper adds?: Emerging from this research gap, the main contribution of our study is to investigate the validity and explanatory power of operationalizations of gender that consider gender not as the biological sex of the learner but as a social construct operating in the specific learning context.Thus, we demonstrate the benefits of considering differentiation in gender identity and gender perception to understand differences in individual learning experiences and the role of gender in the context of a CSCL hackathon in computer science education.We draw on an innovative exploratory mixed method design to contribute to the methodological discourse in CSCL research concerning gender. Specifically, we demonstrate how gender differences in perceptions of mixed‐gender groups can be meaningfully operationalised via the social and psychological aspects of gender in CSCL in CS that is gender identity, self‐esteem and belonging in computer science CSCL. The implications of study findings for practitioners: This study gives the following recommendations for CSCL technical and pedagogical designers:(1) Designing with and for women and minority‐specific privacy considerations.(2) Creating gender‐representative and gender‐affirming communication infrastructures, counter‐stereotypical roles in the teams and gender‐balanced group constellation, along with pedagogical and teaching practice that is open for including women's perspectives in grounded and participatory design processes.(3) In terms of CSCL hackathons, I might also consider doing community‐based hackathons that attract women and minorities, for instance, through connecting women and minority non‐profit organisations with student developers, as in "Think Global Hack Local Hackathons". [ABSTRACT FROM AUTHOR]

Traumatic dental injuries (TDI) are a prevalent public health concern, requiring preventive measures as well as timely and appropriate interventions to prevent adverse outcomes and optimize patients' prognosis. Although dental trauma injuries require prompt clinical intervention, some challenges persist in effectively managing these injuries. In dental traumatology, the implementation of public health policies assumes critical importance, these policies play an important role in addressing preventive measures and mitigating the repercussions of TDI. This review aims to emphasize the importance of developing comprehensive public health policies in dental traumatology, recognizing the strategic importance of this approach and its benefits. By proactively addressing issues associated with dental injuries, these policies have extensive implications for individual quality of life and public health in general. Furthermore, this review will present a suggested structured framework for the development of public health policies, encompassing key domains including prevention, intervention, and education in dental traumatology. The creation and implementation of these policies will address dental trauma through prevention programs, research, and development, and will provide a significant step toward enhancing the well‐being of the population and dental trauma victims' prognosis promoting a more resilient healthcare system. [ABSTRACT FROM AUTHOR]

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

Objectives: To investigate the approach taken by clinicians involved in the diagnosis and management of individuals with Differences of Sex Development (DSD), particularly with regard to genomic testing, and identify perceived gaps/strengths/barriers in current practice. Design and Methods: An anonymous online survey was developed, with questions exploring demographics, perceptions of genomic testing, availability of genetics services and opinions on the role and utility of genomic testing in DSD. All responses were anonymous. Clinicians involved in the diagnosis and management of individuals with DSD were recruited from relevant societies and departments across Australia and New Zealand. Results: 79 eligible clinicians commenced the survey, with 63 completing it and 16 providing a partial response. The perceived benefit of having a genetic diagnosis for DSD was almost unanimous (97%). Almost half (48%) of respondents reported barriers in genomic testing. 81% of respondents reported they order genomic tests currently. Approaches to genomic testing when faced with four different clinical scenarios varied across respondents. Clinicians perceived genomic testing to be underutilised (median 36 on sliding scale from 0 to 100). Conclusions: Despite 97% of respondents reporting benefit of a genetic diagnosis for individuals with DSD, this was not reflected throughout the survey with regard to clinical implementation. When faced with clinical scenarios, the recommendations for genomic testing from respondents was much lower, indicating the discrepancy between perception and clinical practice. Genomic testing in the context of DSD is seen as both beneficial and desired, yet there are multiple barriers impacting its integration into standard clinical care. [ABSTRACT FROM AUTHOR]

Objective: Few studies exist on trends in papillary thyroid cancer (PTC) survival and mortality according to stage and level of socioeconomic status. Design: Nationwide cohort study. Patients and Measurements: Patients diagnosed with PTC during 2000–2015 in Denmark were identified from the Danish Cancer Registry and followed until the end of 2020. We evaluated 5‐year all‐cause mortality and relative survival according to stage and 5‐year mortality rates with corresponding average annual percentage changes (AAPCs) according to stage and education. Finally, we assessed the association between several factors and mortality of PTC using Cox regression. Results: For the 2006 cases of PTC diagnosed during 2000–2015, relative survival tended to increase and mortality rates tended to decrease for all stages. For localized PTC, mortality rates tended to decrease among individuals with medium education (AAPC = −7.0, 95% confidence interval [CI]: −14.7 to 1.5), but showed an increasing pattern among individuals with long education (AAPC = 19.8, 95% CI: −4.2 to 50.0). For nonlocalized PTC, mortality rates showed a decreasing tendency among individuals with medium and long education (AAPC = −5.5, 95% CI: −13.2 to 2.9, and AAPC = −10.4, 95% CI: −20.8 to 1.4, respectively). Being diagnosed with PTC in a more recent calendar period and long education were associated with a lower mortality rate in the Cox regression analysis. Conclusions: A pattern of an increasing relative survival and decreasing mortality rates of PTC across all stages was seen in Denmark during 2000–2015. The decreasing pattern in mortality rates was most evident in individuals with localized stage and medium education, and in individuals with nonlocalized stage and medium or long education. [ABSTRACT FROM AUTHOR]

Background: Telephone and video appointments are still common post‐pandemic, with an estimated 25%–50% of kidney appointments in the United Kingdom still conducted remotely. This is important as remote consultations may exacerbate pre‐existing inequalities in those from underserved groups. Those from underserved groups are often not represented in health research and include those with learning disability, mental health needs, hearing/sight problems, young/older people, those from ethnic minority groups. Objectives: The aim was to develop a Toolkit to improve the quality of remote kidney care appointments for people from different underserved groups. Design: A parallel mixed methods approach with semistructured interviews/focus groups and survey. We also conducted workshops to develop and validate the Toolkit. Participants: Seventy‐five renal staff members completed the survey and 21 patients participated in the interviews and focus groups. Patients (n = 11) and staff (n = 10) took part in the Toolkit development workshop, and patients (n = 13) took part in the Toolkit validation workshop. Results: Four themes from interviews/focus groups suggested areas in which remote appointments could be improved. Themes were quality of appointment, patient empowerment, patient–practitioner relationship and unique needs for underserved groups. Staff reported difficulty building rapport, confidentiality issues, confidence about diagnosis/advice given, technical difficulties and shared decision making. Conclusion: This study is the first to explore experiences of remote appointments among both staff and those from underserved groups living with kidney disease in the United Kingdom. While remote appointments can be beneficial, our findings indicate that remote consultations need optimisation to meet the needs of patients. The project findings informed the development of a Toolkit which will be widely promoted and accessible in the United Kingdom during 2024. [ABSTRACT FROM AUTHOR]

Drawing on a more‐than‐human world perspective for anthropology and education, I (re)examine a study of juvenile baboon social learning conducted almost 50 years ago. Major scientific disciplinary twists and turns over the decades are examined in order to (re)interpret specific affiliative behaviors, communicative events and public performances. I identify and describe a "Baboon Nursery School" participation structure that provides the context for behavioral practices that reproduce and perpetuate the troop's social hierarchy. [ABSTRACT FROM AUTHOR]

We estimate horizontal inequality across the African continent over time based on four identity cleavages—location, ethnicity, gender, and religion—and four well‐being indicators—education, asset ownership, child nutrition, and under‐five survival. Improvements in social indicators over the last 25 years appear to be equalizing, with a decline in most horizontal inequalities. However, most countries in Africa show higher levels of horizontal inequalities than countries in Asia or Latin America. Spatial inequalities remain particularly high in Africa, but there is also high variation in levels and trends of horizontal inequalities across the African continent. For example, education inequality across identity cleavages seems to be particularly high in West African countries, whereas ethnic inequality across well‐being indicators seems to be particularly high in Southern African countries. Various African countries have even witnessed a recent increase in specific horizontal inequalities. Our results support policymakers in identifying the most severe and deteriorating forms of horizontal inequality in their countries. [ABSTRACT FROM AUTHOR]

Gamification has been widely used in education in recent years. Gamification has been proven to be a useful tool for students, as it motivates them and helps them to learn. The lack of motivation on the part of the students and their poor perception of the importance of software engineering has led to the definition of SESGA. This game has been designed and carried out on third year students of the computer science degree. SESGA has been designed for students to improve their knowledge of static code analysis, unit testing and Git. A software engineering project was carried out in groups, in which each of the students had to perform common software development tasks. The evaluation has measured the accomplishment, challenge, competence, guidance, immersion, playfulness and social involvement of SESGA obtaining remarkable results. It has also shown that SESGA has allowed students to have better academic results and the number of failures has decreased. [ABSTRACT FROM AUTHOR]

From the twentieth century to today, foreigners and mestizos have conducted research on Nahua culture and the Nahuatl language from an etic perspective. In this article, I discuss how Nahuas see the role of non‐Indigenous researchers studying our language and culture and what role we—Indigenous Mexican scholars—must undertake in field research to revitalize Nahuatl, our language. I also discuss immigration from rural places to the city, which causes linguistic displacement and identity change. Finally, I propose a new way of engaging in community research through scholarship. When Nahuas carry out a research project, we make a decision to explore and learn about our culture from an emic perspective through which we engage in the language revitalization. We emphasize linguistic documentation using our mother tongue and then disseminate the Indigenous knowledge in the academia and in our small towns. [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions Few programs exist to support aging in place for older adults. Age Self Care is a novel program providing older adults with evidence‐based information using group sessions embedded within the structure of a community‐based organization (CBO) to facilitate behavior change and support aging in place. We report on a preliminary study of Age Self Care conducted in collaboration between the University of California, San Francisco (UCSF) Division of Geriatrics, At Home With Growing Older (AHWGO), and San Francisco Village (SF Village).We recruited middle‐income, community‐dwelling adults aged 65+ from university outpatient clinics. Participants attended eight 90‐min, video‐based group sessions and enrolled in SF Village, a non‐profit mutual support organization for older adults. Data collection included direct observations and a participant focus group. We used rapid analysis methods informed by the COM‐B model (Capability, Opportunity, Motivation, Behavior Change) to assess behavior change.Fourteen participants completed the 8‐week study (15 enrolled, 1 withdrew). Average attendance was 81% throughout the program. We found that 14 participants made concrete changes to optimize the ability to remain at home during the program. For example, participants engaged in evidence‐based falls risk reduction activities such as decluttering and improving lighting. We identified three facilitators to behavior change. First, Age Self Care promoted self‐management—the day‐to‐day management of health and chronic conditions by individuals—through education and community‐based resources. Second, peer support empowered participants to take charge of their health, home environment, and social networks. Third, the online platform created a community and was a catalyst for social opportunity. We identified one non‐modifiable barrier: pre‐existing financial barriers hindered some behavior change.In this preliminary study, Age Self Care facilitated behavior change, including minor home modifications, fall risk reduction, and engagement in social networks, all of which support aging in place. [ABSTRACT FROM AUTHOR]

The interaction between basic science epilepsy researchers and clinical epileptologists is a longstanding issue. Efforts to provide opportunities for a dialogue between preclinical and clinical epilepsy professionals are crucial to reduce the knowledge gap between them and improve the translational success of neurobiology‐based research. The International League Against Epilepsy (ILAE) Research and Innovation Task Force circulated a survey to investigate the need for an update on new clinical epilepsy concepts within the basic science community. The 336 respondents included basic scientists (BS), preclinical scientists (PCSs), and/or clinical scientists (CSs). The majority of the 237 BSs/PCSs were engaged in preclinical studies in translational epilepsy research and declared translational research as a priority research interest. Fewer respondents from low‐middle‐income countries than from upper‐middle or high‐income countries (40.7% vs 65%) considered translational research a critical aspect of their research. A broad understanding of both clinical and neurobiological aspects of epilepsy was declared by 48% of BSs/PCSs; 96% of CSs declared a superficial knowledge of neurobiology of epilepsy. Most BSs/PCSs were aware that epilepsy is a complex condition that should be investigated with the help of clinical epileptologists, even though concerns were expressed on the relationship with clinicians. A focused training program on emerging clinical epileptological aspects tailored for BSs/PCSs was recommended by 81% of the participants; the majority of respondents preferred either 1‐ or 2‐week in‐presence tutoring or continuous online training coordinated by ILAE at the regional/national level. The survey also underscored the value of educational programs on neurobiology of epilepsy targeting CSs and low‐middle‐income countries (LMIC) investigators. [ABSTRACT FROM AUTHOR]

ABSTRACT ChatGPT is one of the most popular artificial intelligence tools today. The number of users is increasing rapidly every day. ChatGPT, which is used in many fields for different purposes, has the potential to revolutionise the field of education and health. The study aims of the study is to investigate the learning experiences and expectations of midwifery students who use ChatGPT in their theoretical and clinical education. This study was conducted through an interpretive paradigm based on Heideggerian hermeneutic phenomenology, a qualitative research method. In the study, the maximum diversity sampling method, one of the purposive sampling methods, was used. One‐to‐one in‐depth interviews were conducted with a total of 17 midwifery students. The study data were collected through a three‐part interview form. The data obtained were analysed with the MAXQDA program. As a result of the data analysis, three main themes and seven sub‐themes were identified. The main themes are The Role of ChatGPT in Midwifery Education, The Effect of ChatGPT on Student Development and Concerns about the Use of ChatGPT. Midwifery students use ChatGPT for various purposes in theoretical and clinical courses. Although students are satisfied that artificial intelligence tools save time and make learning practical, students have some concerns about ChatGPT. [ABSTRACT FROM AUTHOR]

ABSTRACT Digital textbooks (DTs) have evolved from DT 1.0, which simply converted paper textbooks to PDF format, to DT 2.0, which provides various multimedia content, for example, video and audio content. DTs have now advanced to DT 3.0, which enhances learner engagement through gamification and simulations. Recently, with the advancement of cloud computing technology and digital devices, for example, tablets, DT 4.0, which supports personalised learning through artificial intelligence (AI) tutors and chatbots, has been realised. South Korea is actively implementing a policy to distribute artificial intelligence–based DTs, equivalent to DT 4.0, to all schools under national leadership. For artificial intelligence–based DTs (AIDTs) in South Korea to develop into a sustainable education system, reliance on cloud computing alone is insufficient. It is also necessary to build layers of fog computing and edge computing from the initial stage. There are concerns that AIDTs may exacerbate the learning gap because they are more likely to be utilised actively by high‐performing students with established self‐directed learning habits rather than struggling students. Thus, it is essential to enhance usage monitoring and explore strategies that provide educational scaffolding to prevent differences in the level of AIDT utilisation from leading to a widening learning gap. [ABSTRACT FROM AUTHOR]

This article challenges a narrative of “decomunalization” and the loss of native culture and identity in the Andes. We ask in what way have formal community jurisdictions supported development and individual aspirations beyond the boundaries of rural places and economies? This research draws primarily on interviews conducted in 2023 with elected community council officials. In tracking changing aspirations of three generations of indigenous activists, we demonstrate how early leaders of the indigenous communities always looked beyond local circumstances in their plans, even as they consolidated immediate zones of relative organizational autonomy. We then show that while young people have moved from rural places, communities themselves are evolving and incorporating youth leadership. This paper seeks to contribute to emerging discussion on global indigeneity for the way it addresses a hemispheric issue of young people's exodus from rural places and the concerns that emigration raises about inter‐generational connectivity. [ABSTRACT FROM AUTHOR]

The article discusses the Graduating European Dentist Curriculum Framework, developed by the Association for Dental Education in Europe (ADEE). The framework aims to harmonize dental education across Europe and has been widely adopted by institutions and regulatory bodies globally. The framework focuses on learning outcomes and has been cited over 400 times, demonstrating its impact on dental education. The framework has been endorsed by various European organizations and is utilized by almost 60% of responding schools in Europe. Additionally, the framework has been expanded to include domains related to Environmental Sustainability and Research, with regular updates and resources available online. [Extracted from the article]

ABSTRACT Introduction Materials and Methods Results and Discussion Conclusion The COVID‐19 pandemic had extensive influence on dental education. UK dental schools were compelled to respond with substantial adaptations to clinical training approaches and environments to mitigate educational impact.The Surveying Pandemic Education Response in Higher Education Dental Schools (SPEARHEAD) study aimed to retrospectively evaluate the diverse responses of UK dental schools to the COVID‐19 pandemic. All UK dental schools were invited to participate in semi‐structured interviews to ascertain institutional responses, with transcripts subjected to thematic framework analysis.Ten UK dental schools contributed to the study and three main themes were identified: student education, environment, and procedures and equipment. The most common approach to student education was the reduction of student numbers in clinical areas; however, this increased supervisory demands. While there was widespread acknowledgement of the need for enhanced ventilation, implementing the necessary modifications was frequently constrained by building configurations and financial implications. Numerous procedural adjustments were implemented, accompanied by widespread adoption of enhanced personal protective equipment. Fallow periods were common, although differing durations underscored the need for data‐driven guidance. Many schools transitioned towards electric speed‐controlled handpieces, but the need to reflect real‐world scenarios often led to a reversion to air turbines.UK dental schools showed initiative, resilience, and ingenuity in safeguarding students from enduring irretrievable educational setbacks amidst the challenges posed by the COVID‐19 pandemic. Validating a data‐driven strategy for addressing future threats would facilitate a unified response, minimising the educational repercussions and bolstering the resilience of dental training. [ABSTRACT FROM AUTHOR]

ABSTRACT Objectives Methods Results Conclusion To evaluate the performance of a Generative Pre‐trained Transformer (GPT) in generating scientific abstracts in dentistry.Ten scientific articles in dental radiology had their original abstracts collected, while another 10 articles had their methodology and results added to a ChatGPT prompt to generate an abstract. All abstracts were randomised and compiled into a single file for subsequent assessment. Five evaluators classified whether the abstract was generated by a human using a 5‐point scale and provided justifications within seven aspects: formatting, information accuracy, orthography, punctuation, terminology, text fluency, and writing style. Furthermore, an online GPT detector provided “Human Score” values, and a plagiarism detector assessed similarity with existing literature.Sensitivity values for detecting human writing ranged from 0.20 to 0.70, with a mean of 0.58; specificity values ranged from 0.40 to 0.90, with a mean of 0.62; and accuracy values ranged from 0.50 to 0.80, with a mean of 0.60. Orthography and Punctuation were the most indicated aspects for the abstract generated by ChatGPT. The GPT detector revealed confidence levels for a “Human Score” of 16.9% for the AI‐generated texts and plagiarism levels averaging 35%.The GPT exhibited commendable performance in generating scientific abstracts when evaluated by humans, as the generated abstracts were indistinguishable from those generated by humans. When evaluated by an online GPT detector, the use of GPT became apparent. [ABSTRACT FROM AUTHOR]

Objective Methods Results Conclusion To assess the impact of an oocyte retrieval simulation training program (ORSTP) on the clinical performance of residents.We performed a prospective comparative study. The Simulation (S) group included oocyte retrieval (OR) performed by residents who had undergone an ORSTP before performing them on patients (n = 422 OR), and the control (C) group included OR performed by residents who had not received prior simulation training (n = 329 OR). Our main outcome measure was the OR rate (ORR) (number of oocytes collected/number of follicles aspirated) during the first 3 months of the rotation.In the S group, six residents aspirated 657 ovaries, while in the C group, five residents aspirated 508 ovaries. The mean ORR during the first 3 months of rotation were comparable between the S and C groups (59% vs. 58%, P = 0.68). ORR during the first and second month, and at the end of the rotation were also comparable between the S and C groups (54% vs. 63% [P = 0.13], 58% vs. 59% [P = 0.82], and 58% vs. 58% [P = 0.90], respectively). There was no significant difference in the rate of failed OR (ORR = 0%) (3.3% vs. 1.8%, P = 0.13) between the S and C groups. Finally, 16% of residents in the S group reported being stressed before their first OR compared to 40% in the C group (P = 0.85), and 83% of residents in the S group felt confident about the results of their retrievals compared to 20% in the C group (P = 0.13).The ORSTP does not improve the residents' clinical performance, but it could decrease their stress and improve their confidence in clinical practice. [ABSTRACT FROM AUTHOR]

Summary Introduction Methods Results Discussion Point‐of‐care gastric ultrasound is an emerging tool in peri‐operative practice. However, data on the technical challenges of gastric ultrasound, which are essential for optimised training, remain scarce. We analysed gastric ultrasound examinations performed after basic training to identify factors associated with difficulty.This was an analysis of data from a prospective observational study evaluating the potential impact of routine pre‐operative gastric ultrasound on peri‐operative management in adult patients undergoing elective or emergency surgery at a single centre. Before initiation, physicians received extensive structured training with at least 30 supervised gastric sonograms before independent practice. We then used regression models to identify factors associated with deviation from a predefined sonography algorithm, performance time and scan difficulty.Seventy‐three trained physicians performed 2003 ultrasound scans. Median (IQR [range]) performance time was 5 (4–6 [1–20]) min, which was achieved after 20–27 scans following structured training. Patient characteristics associated with more difficult and longer duration scans were: increase in BMI per 5 kg.m‐2 (odds ratio (95%CI) 1.57 (1.35–1.83), p < 0.001 for difficulty and percentage change coefficient (95%CI) 1.03 (1.02–1.05), p < 0.001 for duration); and male sex (odds ratio (95%CI) 3.31 (2.28–4.88), p < 0.001 for difficulty and percentage change coefficient (95%CI) 1.08 (1.04–1.12), p < 0.001, for duration). Trauma surgery (odds ratio (95%CI) 3.26 (1.88–5.68), p < 0.001), ASA physical status of 3 or 4 (odds ratio (95%CI) 1.86 (1.21–2.88), p = 0.0049) and emergency surgery (odds ratio (95%CI) 1.86 (1.20–2.89), p = 0.006) were associated with deviation from the predefined sonography algorithm.Approximately 50 scans are required to achieve a baseline performance of 5 min per gastric ultrasound. Future training programmes should focus on patients with obesity, male sex, higher ASA physical status and trauma. [ABSTRACT FROM AUTHOR]

The limited number of researchers with expertise necessary toaddress treatment gaps for children presents an ongoing challenge. The NationalInstitutes of Health established a national Pediatric Clinical Pharmacology T32Training Program in 2012 to train a multidisciplinary, collaborative pediatricclinical pharmacology workforce. We surveyed all current T32 trainees andgraduates since inception to identify strengths and opportunities to enhanceworkforce development. A total of 85 out of 155 (55%) responded, with themajority of respondents being female gender (61%), white race (75%), andworking in academia (75%). Nearly all (97%) reported using clinicalpharmacology in their current position, with 88% planning to remain in clinicalpharmacology in the long term, reinforcing current training efforts. Lifestylefactors and student debt appeared to influence career decisions. Mentors werecritical for introduction and future success in the field. Time and fundinglimitations were perceived as barriers to successful training. There was also apressing need to improve diversity. For workforce development, we suggestsupporting: (1) trainees' lifestyle, by offsetting financial pressures ofresearch training and expanding the geographic footprint of pediatric clinicalpharmacology training; (2) mentorship, by identifying mentors in the field andproviding dedicated support for mentorship; (3) efficiency, by evaluatingcurrent training activities and focusing on activities that maximizeopportunities for future funding; and (4) diversity, by examining barriers todiversity in the workforce in general and expanding early enrichmentopportunities. [ABSTRACT FROM AUTHOR]

ABSTRACT Nursing, by its philosophy, is the process of providing quality care with an existential, humanitarian and holistic approach. In this context, nursing education aims to develop the intellectual, emotional and social skills of students to the greatest extent by reinforcing them with ideals. The psychodrama method, which can be a significant part of the therapeutic process of individuation and self‐realisation, may be seen as a way for this. Psychodrama, which is a group psychotherapy method, is practiced worldwide under different styles and schools for the therapeutic processes of individuals. Jungian psychodrama is an approach that combines analytical psychology and drama therapy and aims to discover and transform the inner worlds of individuals. This article discusses the fundamental concepts and principles of Jungian psychodrama, the relationships of psychodrama with the profession of nursing, education in this profession and how Jungian psychodrama can be employed in nursing. [ABSTRACT FROM AUTHOR]

ABSTRACT Effective communication in pediatric dermatology is critical for accurate diagnosis and treatment, particularly in sensitive areas such as the anogenital region. Unfortunately, children and their families often use euphemisms or incorrect terms when referring to this area, and many adults lack knowledge of anogenital terminology. Pediatric dermatologists can play a unique role in educating children and their families on correct anatomical language, which enhances body awareness, empowers young patients, improves safety, and contributes to accurate medical assessments and treatment adherence. By promoting the use of correct anatomical terms, pediatric dermatologists can improve patient outcomes and foster a healthier understanding of body anatomy and health. [ABSTRACT FROM AUTHOR]

Grandparents are an important source of childcare worldwide, but international patterns vary. We examine how demographic characteristics of parents, and of grandparents, factor into grandparent care provision considering the cultural assumptions and policy settings Australian families live within. Using the Household Income and Labour Dynamics in Australia survey, we identify determinants of both the demand for and the supply of grandparent childcare in Australia (4266 grandparents and 9822 parents). Results suggest that grandmothers and mothers, as much or more than fathers and mothers, balance their reciprocal participation in employment and childcare. University‐educated grandmothers are more likely to provide regular childcare (at least once a week) and university‐educated mothers are more likely to draw upon it, inconsistent with research in other countries. It appears grandparents are stepping in as both “mother savers” and “system savers,” suggesting a need for more public policy support for Australian working mothers to capitalise on their increasingly high educational attainment. [ABSTRACT FROM AUTHOR]

Background Objective Method Results Conclusion Implications The past few decades have witnessed drastic changes in family structures and the provision of care within the family in China.The current study investigated how familial caregivers of children (N = 30, Mage = 41.67, SD = 11.32) living in one of the largest urban centers in China learned and taught how to care within the family.Nine focus groups were conducted to collect data, and thematic analysis was adopted to analyze the data.Two main themes were found: (a) learning to care on one's own and (b) the importance of encouraging one to want to care. The findings indicate that Chinese caregivers received limited direct instruction in learning how to care and were often faced with the challenge of having to self‐teach care. Meanwhile, when teaching care, caregivers focused on the motivation to care (e.g., filial piety) as an important element for learning to practice care.These findings highlight considerations of motivation of care often not mentioned in the Western literature while also indicating the need of society to support teaching and learning the practice of care within the family.This study highlights the importance of cultural considerations when designing intervention programs to help individuals to develop the ability to care and provides insights exploring how school‐family partnership promotes children's ability to be caring. [ABSTRACT FROM AUTHOR]

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

Objective Background Method Results Conclusion To determine (1) how parental childhood disadvantage is associated with parent‐to‐child financial transfers for schooling and other unspecified purposes and (2) whether the association holds when parental socioeconomic status (years of education, family income, wealth) is considered.Cumulative inequality theory posits that early life disadvantage may not only adversely affect one's resource accumulation across the life course, but it may also shape one's ability to provide assistance to offspring.Data from the Panel Study of Income Dynamics were used to estimate zero‐inflated negative binomial regression models to predict the amount of parent‐to‐child transfers (N = 2364 for school transfers, N = 3618 for other transfers), controlling for parents' and children's sociodemographic factors. Childhood disadvantage score (0 as reference, 1, 2, 3, 4+) was constructed using 13 items that reflect the economic, psychosocial, environmental, and health domains of early life. The associations of each domain with financial transfers were also estimated.Parents with 4+ disadvantages gave about $2200 less for schooling. Economic and environmental disadvantage lessened levels of school transfers, while environmental disadvantage decreased the odds of being a non‐provider of other transfers. The disparity in transfer amounts generally narrowed when the mediating role of parental socioeconomic status was accounted for.Higher education has become one of the major mechanisms through which class stratification, social inequality, and health disparities ensue. Educational outcomes among current cohorts of young adults could have been shaped by the preceding generation's childhood through intergenerational exchanges. [ABSTRACT FROM AUTHOR]

Objective Background Methods Results Conclusion This study examines the American Headache Society First Contact—Headache in Primary Care program metrics to date in order to assess the program's reach and provide direction for future initiatives.Approximately 4 million primary care office visits annually are headache‐specific encounters. Therefore, it is important that primary care providers are knowledgeable about headache management. Recognizing the need, the American Headache Society First Contact designed the comprehensive First Contact—Headache in Primary Care program with input from an advisory board comprised of a diverse group of physicians and advanced practice providers with backgrounds in family and internal medicine, pediatrics, obstetrics and gynecology, and neurology. This is the first study to assess the reach of the program and critically examine how to best meet the needs of clinicians and patients going forward.We report descriptive statistics for the First Contact website metrics from October 2020 to June 2023 and grand rounds program data from May 2020 to December 2023. We also conducted a cross‐sectional analysis of survey data from presentations conducted at two large national family medicine symposia, as well as a thematic analysis of the question: “Please indicate what areas of your practice could be enhanced or improved with additional education?”The First Contact program homepage was the second most visited page on the American Headache Society website (>100,000 views). A total of 20 podcast episodes were created for the program (>3500 plays). The First Contact program held 99 events (72 institutional grand rounds, 22 State‐level meetings, and five national meetings), reaching >7000 clinicians. The institutional grand rounds and state‐level meetings were held across 27 States and Washington D.C. Only 31.9% (30/94) of First Contact program events (excluding national meetings) occurred in the West census region, which has the fewest headache subspecialists and lowest headache subspecialist density in the United States. When examining survey data of participants who attended the two virtual national family medicine symposia (39.3% response rate, N = 636/1620), 85.7% (544/635) reported being “completely confident” or “very confident” in their ability to recognize and accurately diagnose patients presenting with a primary complaint of headache and 81.5% (517/634) reported being “completely confident” or “very confident” in their ability to develop evidence‐based treatment plans that are tailored to the needs of individual patients. The use of diagnostic tools to recognize patients with migraine (60.4%, 384/636) and translating standards of care to the practice setting (42.5%, 270/636) were the most reported intended changes by participants. Most participants reported that program content was of clinical relevance and would improve their patients’ outcomes (90.5% [571/631] and 90.6% [572/631], respectively). Over three‐quarters (77.8%, 495/636) of participants reported areas of their practice that can be improved by additional education specifically regarding workflow, diagnosis, and management.This study evaluates one of the first national initiatives for primary care education. Data from the two First Contact Family Medicine national symposia indicate the program is generally well received with most participants reporting improved confidence and intention to implement key changes in practice to improve care for patients with headache; however, there remain areas of exploration for education that could further enhance participant experience and expand the reach of the initiatives. Areas for future programming include continued education on multifactorial approaches to headache treatment and suggestions for addressing cost, insurance, and time constraints. Also, future work may examine where the First Contact program might focus initiatives based on specific areas of need in headache care, such as geographic “desert” areas, racial and ethnic disparities, and uninsured/underinsured populations. [ABSTRACT FROM AUTHOR]