Search

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

Introduction: Team-based learning and Problem-Based Learning can be integrated for in person and online psychology or behavioral health related courses in higher education. Statement of the Problem: Historically, team-based learning and problem-based learning have been considered separate (and seemingly competing) activities and not often conducted concurrently during a course. Literature Review: A review of the literature on team-based learning, however, has uncovered some cases where team-based learning and problem-based learning were integrated together in a course. Teaching Implications: The purpose of this article is to present a case example in which team-based learning and problem-based learning were integrated together in two master's level sex therapy courses: one in the U.S. and one in Austria. The article describes how this integration was achieved through outlining the activities of the class and the possible benefits seen based on self-report. Conclusion: Integrating team-based learning and problem-based learning was an effective method for teaching two master's level sex therapy courses and may have relevant application to psychology classes and/or treatment-oriented topics in behavioral health.

Purpose: PhD graduates are entering an increasing range of careers, but past research has highlighted a lack of preparation for these careers. This study aims to explore the reflections of PhD graduates from science and humanities and social science disciplines regarding support for career development (CD) during their study. Design/methodology/approach: The authors used an explanatory sequential mixed-methods design and collected 136 survey responses and interviewed 21 PhD graduates from two US and one New Zealand universities to investigate their career readiness. Using the lens of Cognitive Information Processing theory, the authors explored the development of self-knowledge and career options-knowledge, and how support at the macro (institutional), meso (departmental) and micro (supervisors) levels influenced CD. Findings: During doctoral study, there was very poor engagement with CD activities. Graduates displayed limited self-knowledge and poor knowledge about career options. Graduates reported drawing mainly on their departments and supervisors for career guidance. Although there were pockets of good practice, some departments were perceived as promoting academia as the only successful outcome, neglecting to support other possible pathways. Some graduates reported excellent supervisor support for CD, but others described disinterest or a damaging response if students said they were not wanting to pursue academia. Originality/value: The enabling aspects for developing self- and options-knowledge are collated into a conceptual model, which identifies key factors at institutional, departmental and supervisor levels, as well as for PhD students themselves.

Policies of dispersal are increasingly favoured internationally for the resettlement of refugees and asylum seekers. With forty percent of the world's forcibly displaced people being school-aged children, the dispersal of refugee-background people into regional areas means that rural schools are central sites of community response to refugees. Little is known in published research about how rural schools engage in refugee education within the policy context of 'dispersal'. This review of relevant literature examines the educational dimensions of dispersal policies, drawing on research in Australia, Canada, the United Kingdom, the United States and Sweden. Research linking refugee resettlement, refugee education and rurality shows a complex interplay between histories of exclusion and contemporary challenges in both the construction of rural spaces, and the deployment of humanitarian dispersal policies at national and international levels. This literature is thematically organised to show that in refugee education within a policyscape of dispersal, rural schools may be 1) operating in racialised community contexts; 2) working within poorly resourced infrastructure; 3) unfamiliar with refugee-background students; and, despite these challenges, they may become 4) key sites of resistance, creativity and support for refugee-background students and their families.

This paper explores the potential of online lesson visualization and annotation tools in fostering international lesson-centered teacher collaboration. In an era where teachers face diverse challenges and limited opportunities for peer-to-peer collaboration, leveraging digital tools for asynchronous exchanges emerges as a promising avenue for professional development. This paper will illustrate the potential of emerging technologies for supporting cross-cultural exchanges in which teachers can share insights, perspectives, and innovative practices in durable and archivable forms, thereby enriching the collective knowledge base for teaching. We share data from an ongoing project focused on engaging groups of secondary mathematics teachers in collectively refining a single storyboarded lesson representation. Through collaborative lesson development and iterative refinement, we illustrate how these tools transcend temporal and spatial constraints by sharing data gathered from three different groups involved in cross-cultural exchange (one situated in the western part of the U.S, one situated in the eastern part of the U.S., and one situated in Bulgaria) centered on storyboarded representation of a lesson. In this way, we provide insights on how the lean graphics of the storyboard and the asynchronous nature of annotation can foster a culture of continuous improvement and mutual support among mathematics teachers spread over large geographic distances. Ultimately, we advocate for the widespread adoption of online multimedia authoring tools as integral components of contemporary approaches to cross-cultural collaboration on lessons for facilitating meaningful exchanges and promoting excellence in teaching and learning on a global scale.

The rapid development of the COVID-19 pandemic during the spring 2020 academic semester resulted in many international undergraduate students evacuating the United States to return to their home countries. Some faced government-mandated quarantine in a designated quarantine hotel upon their entry into the country which overlapped with the end of the spring semester or start of summer term. Interviewers conducted qualitative interviews on Zoom with international students enrolled at American universities regarding their experiences with online learning while in isolation. This extreme environment had negative implications for their psychological well-being as well as their ability to self-motivate. Researchers formulated best practices based on the data to assist instructors and institutions in making better decisions regarding the academic experience of students who may be forced into quarantine in an unfamiliar environment in the future.

This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.

Limited access to screening and evaluation for autism spectrum disorder in children is a major barrier to improving outcomes for marginalized families. To identify and evaluate available digital autism spectrum disorder screening resources, we simulated web and mobile app searches by a parent concerned about their child's likelihood of autism spectrum disorder. Included digital autism spectrum disorder screening tools (a) were on Internet or mobile app; (b) were in English; (c) had a parent user inputting data; (d) assigned likelihood category to child <9 years; and (e) screened for autism spectrum disorder. Ten search terms, developed using Google Search and parent panel recommendations, were used to search web and app tools in the United States, the United Kingdom, India, Australia, and Canada using Virtual Private Networks. Results were examined for attributes likely to benefit parents in marginalized communities, such as ease of searching, language versions, and reading level. The four terms most likely to identify any tools were "autism quiz," "autism screening tool," "does my child have autism," and "autism toddler." Three out of five searches contained autism spectrum disorder screening tools, as did one of 10 links or apps. Searches identified a total of 1475 websites and 919 apps, which yielded 23 unique tools. Most tools required continuous Internet access or offered only English, and many had high reading levels. In conclusion, screening tools are available, but they are not easily found. Barriers include inaccessibility to parents with limited literacy or limited English proficiency, and frequent encounters with games, advertisements, and user fees.

Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures.

This interactive, cross-disciplinary research explores face-to-face and online strategies for faculty to deploy in the classroom that encourage connections beyond forced engagement methodologies commonly used. Concentration is on methods of connecting that are "out of the mainstream" and benefit both students and faculty. Findings indicate that the more students feel as a valued participant of the learning community, the more they engage in the class activities.

This study draws upon the first detailed longitudinal dataset on performance-based funding (PBF) to document the evolution and current landscape of PBF in American higher education. We show that while PBF has become increasingly common, states have experimented with adopting, abandoning, and re-adopting PBF over time. We also find a new wave of PBF adoption occurring in the 2010s following the Great Recession. However, PBF remains a relatively weak policy lever with a small share of funds at stake in most states and some states not funding PBF even when it exists in legislation. Equity considerations vary in the student groups they include and less than half of two-year and three-quarters of four-year PBF systems include race when allocating performance funds. Our findings complicate some common characterizations of PBF and offer new insight for researchers examining how PBF policy design shapes student and institutional outcomes.

We conducted a meta-analytic review of 53 studies published between 2000 and 2020 to quantify associations of parents' emotion regulation with parenting behavior and children's emotion regulation and internalizing and externalizing symptoms. Twelve meta-analyses, which included between 4 to 22 effect sizes (N from 345 to 3609), were conducted to summarize associations of parent emotion regulation with positive or negative parenting behaviors and child outcomes of emotion regulation, difficulties in emotion regulation, internalizing symptoms, or externalizing behavior. Given the range of behavioral parent emotion regulation measures used across studies, effect sizes for parent emotion regulation strategy use ("skill") were analyzed separately from effect sizes for parents' difficulties with emotion regulation. Summary effect sizes ranged from |0.08| to |0.28| for relations of parent emotion regulation skill with parenting behaviors and children's adjustment. Summary effect sizes ranged from |0.03| to |0.42| for relations of parent emotion regulation difficulties with parenting behaviors and children's adjustment. In general, parents with better emotion regulation skill or fewer difficulties are higher in positive parenting behaviors and have children with better emotion regulation and fewer internalizing symptoms. Evidence was less clear-cut for child externalizing behaviors. Significant effect size heterogeneity was observed in most analyses, and study characteristics (measures, child age, parent gender, sampling, and region where the study was conducted) were examined as moderators. Measures used, child age, and participant risk status moderated effect size in some analyses.

Background: Despite robust evidence demonstrating sociodemographic characteristics may underly some of the disparities in physical activity observed among children and adolescents, the often-overlooked nexus of potential interactions between these characteristics warrants further exploration. This study explored the intersectionality of gender, race/ethnicity, parental education, and household income in relation to device-measured physical activity volume and intensity in a nationally representative sample of US children and adolescents. Methods: Cross-sectional data from 3 cycles of the US National Health and Nutrition Survey (2011–2012; 2012 National Youth Fitness Survey; and 2013–2014) were used. A total of 6116 participants (49% female) between 3 and 17 years of age wore an accelerometer on their nondominant wrist for 7 days. Monitor-independent movement summary units were used to represent physical activity volume and intensity. A Social Jeopardy Index was created to represent increasing levels of intersecting social disadvantages based on combinations of gender, race/ethnicity, parental education, and household income-to-poverty ratio tertiles. Generalized linear regression models were computed. Results: The results showed social disadvantages become increasingly evident among children and adolescents during the most intense 60 minutes of daily physical activity (B = −48.69 [9.94] SE, P <.001), but disparities in total volume were not observed (B = 34.01 [44.96] SE, P =.45). Conclusions: Findings suggest that patterns of physical activity behavior may differ based on intersecting sociodemographic characteristics—more socially disadvantaged children and adolescents appear to accumulate activity at lighter intensities. Collecting contextual information about device-measured physical activity represents an important next step for gaining insight into these sociodemographic differences. [ABSTRACT FROM AUTHOR]

School climate is a topic of increasing importance internationally. The current study investigated the established measurement invariance of an eight-factor school climate scale using a multinational sample of secondary students. School climate factor means across 14 international groups were compared and findings on the association between school climate factors and mental health were also investigated. Findings, from this study, illustrate several cross-national similarities regarding the ways in which secondary students perceive school climate and the influence of school climate on student mental health. These findings can support school psychologists' efforts to identify strategies and supports that improve the school environment in areas that are most consistently related to student experiences, such as school safety and school connectedness. Implications, limitations, and future directions are discussed.

In 2013, the Japanese government passed antidiscrimination legislation that, starting in April 2016, requires all national and public institutions of higher education (IHEs) to accommodate students with disabilities. The legislative mandate to ensure that higher education is accessible to students with disabilities, coupled with growth in the number of students with disabilities attending university or college, increases pressure on Japanese policymakers to build the capacity of their higher education system. The paper provides an overview of key legislation and policies in disability and higher education in Japan, followed by a description of the current state of cross-disability services provision at Japanese IHEs. Included is a focus on career development and employment (career services provision), as these are critical aspects of comprehensive supports for students with disabilities in higher education. The paper is based on a review of current literature and secondary survey data, as well as key informant interviews with Japanese government officials, disability and career services personnel, and faculty directly involved in disability and career services provision at Japanese IHEs. It concludes with potential areas for Japan-United States learning and information sharing.

Divisive rhetoric and heated political discourse surround the identification and education of gifted students and lead to opposing philosophical issues of egalitarianism versus elitism. Researchers have long chronicled the ambivalence in the United States over the concepts of giftedness and intellectual talent (Benbow & Stanley, 1996; see also Gallagher & Weiss, 1979). Gallagher (2005) suggested that the two predominant social values reflected in American education are equity and excellence: "The dual and desirable educational goals of student 'equity' and student 'excellence' have often been in a serious struggle for scarce resources. Student equity ensures all students a fair short a good education. Student excellence promises every student the right to achieve as far and as high as he or she is capable. Because the problems of equity have greater immediacy than does the long-term enhancement of excellence, this struggle has often been won by equity." (Gallagher, 2005, p. 32). The ebbs and flows of public perceptions of equity and excellence and political and historical events have significantly impacted the evolution of the field of gifted education in the United States and abroad. In order to understand these influences on the respective "outlier" student, it's important to consider the context of the country, significant events, overall educational reform efforts and the implications on the education of gifted students. This article provides a backdrop of the United States' ambivalence towards gifted education as well as provides an overview of a sample of countries as frames of reference. Implications for policy and practice are discussed.

Background: Black men who have sex with men (BMSM) face multiple minority stressors (e.g., homophobia, racism, and presumed HIV status) that may indirectly erode their confidence in pursuing HIV testing uptake through exacerbating alcohol use disorder (AUD). Objectives: Using cross-sectional data from 203 community-based BMSM (71.4% as homosexual with a mean age of 26 years) living in a Southern US city, we conducted a causal mediation and moderation analysis to investigate in/direct pathways linking minority stressors, AUD risk, and self-efficacy of HIV testing, including how resilience may moderate these associations. Results: Our mediation analysis revealed that AUD risk accounted for 32.1% of the total effect of internalized homonegativity (βtotal effect = -0.424; SE=0.071; p<0.001), 28.6% of the total effect of experienced homophobia (βtotal effect = -0.684; SE=0.122; p<0.001), and 15.3% of the total effect of perceived HIV stigma (βtotal effect = -0.361; SE=0.164; p<0.05) on HIV testing self-efficacy. Resilience significantly moderated the associations of experienced homophobia (β = -0.049; SE=0.011; p<0.001), internalized homonegativity (β = -0.065; SE=0.027; p<0.01), and perceived HIV stigma (β = -0.034; SE=0.013; p<0.05) with AUD risk. Resilience also significantly moderated the associations of experienced homophobia (β = -0.073; SE=0.021; p<0.01), internalized homonegativity (β = -0.082; SE=0.012; p<0.001), perceived HIV stigma (β = -0.037; SE=0.039; p<0.05), and AUD risk (β = -0.021; SE=0.015; p<0.05) with HIV testing self-efficacy. Conclusions: Our study provides important implications in identifying multilevel sources for building resilience among BMSM to buffer the effects of minority stress on AUD risk and improve HIV testing outcomes. [ABSTRACT FROM AUTHOR]

Background A 2-dose mRNA-1273 primary series in children aged 6 months–5 years (25 µg) and 6–11 years (50 µg) had an acceptable safety profile and was immunogenic in the phase 2/3 KidCOVE study. We present data from KidCOVE participants who received an mRNA-1273 booster dose. Methods An mRNA-1273 booster dose (10 µg for children aged 6 months–5 years; 25 µg for children aged 6–11 years; age groups based on participant age at enrollment) was administered ≥6 months after primary series completion. The primary safety objective was the safety and reactogenicity of an mRNA-1273 booster dose. The primary immunogenicity objective was to infer efficacy of an mRNA-1273 booster dose by establishing noninferiority of neutralizing antibody (nAb) responses after a booster in children versus nAb responses observed after the mRNA-1273 primary series in young adults (18–25 years) from the pivotal efficacy study. Data were collected from March 2022 to June 2023. Results Overall, 153 (6 months–5 years) and 2519 (6–11 years) participants received an mRNA-1273 booster dose (median age at receipt of booster: 2 and 10 years, respectively). The booster dose safety profile was generally consistent with that of the primary series in children; no new safety concerns were identified. An mRNA-1273 booster dose elicited robust nAb responses against ancestral SARS-CoV-2 among children and met prespecified noninferiority success criteria versus responses observed after the primary series in young adults. Conclusions Safety and immunogenicity data support administration of an mRNA-1273 booster dose in children aged 6 months to 11 years. Clinical Trials Registration NCT04796896 (Clinicaltrials.gov). [ABSTRACT FROM AUTHOR]

The article focuses on alcohol withdrawal syndrome (AWS), a potentially life-threatening condition that occurs when individuals with alcohol use disorder (AUD) abruptly reduce or cease alcohol consumption. Topics include the clinical symptoms and pathophysiology of AWS, the importance of early recognition and assessment by healthcare professionals, and the role of neurotransmitters like glutamate and GABA in the development of withdrawal symptoms.

Background: Respectful maternity care includes shared decision‐making (SDM). However, research on SDM is lacking from the intrapartum period and instruments to measure it have only recently been developed. TeamBirth is a quality improvement initiative that uses team huddles to improve SDM during labor and birth. Team huddles are structured meetings including the patient and full care team when the patient's preferences, care plans, and expectations for when the next huddle will occur are reviewed. Methods: We used patient survey data (n = 1253) from a prospective observational study at four U.S. hospitals to examine the relationship between TeamBirth huddles and SDM. We measured SDM using the Mother's Autonomy in Decision‐Making (MADM) scale. Linear regression models were used to assess the association between any exposure to huddles and the MADM score and between the number of huddles and the MADM score. Results: In our multivariable model, experiencing a huddle was significantly associated with a 3.13‐point higher MADM score. When compared with receiving one huddle, experiencing 6+ huddles yielded a 3.64‐point higher MADM score. Discussion: Patients reporting at least one TeamBirth huddle experienced significantly higher SDM, as measured by the MADM scale. Our findings align with prior research that found actively involving the patient in their care by creating structured opportunities to discuss preferences and choices enables SDM. We also demonstrated that MADM is sensitive to hospital‐based quality improvement, suggesting that future labor and birth interventions might adopt MADM as a patient‐reported experience measure. [ABSTRACT FROM AUTHOR]

Introduction: Myelodysplastic syndromes (MDS) are characterized by bone marrow failure, peripheral blood cytopenias and a high risk of progression to acute myeloid leukemia (AML), which is associated with a poor prognosis and low survival rates. This study combined surveys with patient chart reviews to document real-world clinical practice and burden of MDS, including perspectives of physicians, patients and caregivers and underlying discrepancies. Methods: Physicians in major European countries and the US provided information on 1445 patients, stratified into lower- (LR) and higher-risk (HR) MDS. Patients had the opportunity to complete questionnaires describing the impact of MDS. Caregivers had the option to report on the burden of caring for a patient with MDS. Results: While supportive treatment was common, mainly with erythropoietins (52%), anti-AML agents were more frequently used in HR than in LR patients (70% vs 20%), while HR patients generally received more transfusions (48% vs 36%). Symptoms with the largest discordance between patient vs physician reporting were excessive bruising (30% vs 14%), GI side effects (19% vs 6%) and feeling tired or fatigued (68% vs 56%). A bigger impact of fatigue was reported on the European Organization for the Research and Treatment of Cancer Quality of Life questionnaire (EORTC QLQ-C30) for HR vs LR patients (43.2 vs 36.5 on a scale from 0 to 100). There was discordance between caregivers vs physicians on reporting of weekly caregiver hours (45.4 vs 29.2) with a Zarit Burden Interview score (ZBI, score 0–88) of 25.4. Conclusions: Patients reported a higher frequency than their physicians of top symptoms, with MDS-related disruptions in daily life for both patients and caregivers. There is a need for new therapeutic strategies, along with shared understanding and decision making among patients, caregivers and physicians, to optimize disease management and improve quality of life in people living with MDS. [ABSTRACT FROM AUTHOR]

Background: Since the Dobbs vs. Jackson Women's Health Organization decision in June 2022, providers throughout the U.S. have been navigating the shifting legal landscape of abortion bans, which diminish the delivery of evidence-based healthcare. The Dobbs decision has had a detrimental impact on medical training, the physician–patient relationship, and provision of medical care. However, few studies have captured the effects on providers in adjacent fields, including contraceptive care. Our objective was to examine the impact of Dobbs on contraceptive care. Methods: We conducted semi-structured in-depth interviews (August 2022–July 2024), with 41 contraceptive healthcare providers across the US, with the majority (63%) in abortion restrictive states. We utilized deductive thematic analysis to assess providers' practice changes and experiences related to contraceptive services. Results: In reaction to the Dobbs decision, providers noted increased requests for contraception, especially for highly effective methods. Providers worried that certain methods, such as IUDs or emergency contraception, would become restricted, and mentioned advance provision of pills and other ways that they would try to ensure supplies. Providers also discussed that their patients were worried about threats to contraception, including for adolescents. Some expressed concern, however, that the abortion bans may prompt providers to overemphasize high-efficacy methods with directive counseling. Providers shared that it was stressful to practice in contexts of uncertainty, with shifting abortion policies affecting contraceptive care, including emergent needs such as providing contraceptive services to out-of-state patients before they go home. Several providers shared that they felt an increased importance of their role in their communities, and a deepened commitment to advocate for their patients. Conclusions: Abortion restrictions profoundly impact providers' contraceptive counseling and care. The effects of Dobbs on providers and their clinical practices underscore providers' legally precarious position in today's reproductive health landscape. Attention to contraceptive access and person-centered care has become a salient public health need across the U.S. The long-term impacts of limited reproductive rights may stretch an already under-resourced healthcare system and further emphasize moral pressures. Plain Language Summary: Since the Dobbs vs. Jackson Women's Health Organization decision in June 2022, providers throughout the U.S. have been navigating the shifting legal landscape of abortion bans, which diminish the delivery of evidence-based healthcare. The Dobbs decision has had detrimental impacts on health care, including medical training, the physician–patient relationship, and how medical care is provided for patients. This study is focused on the impacts of the Dobbs decision on the clinic practices and experiences of providers in contraceptive care, where patients receive birth control counseling and methods. We conducted interviews with healthcare providers working in contraceptive care to assess their practice changes and personal reactions since the Dobbs decision. Providers noted changes in increased patient requests for certain contraceptive methods, uncertainty about abortion restrictions affecting contraceptive care, and feeling personally obligated to provide contraceptive care and medical advice around abortion despite the shifting legal landscape. Providers also expressed personal experiences of stress, or moral injury, around the high stakes impact of abortion restrictions on patients as well as confusion and uncertainty of how legal restraints impact their work. Nevertheless, they felt an increased emphasis on the importance of their roles in their communities. Abortion restrictions profoundly impact providers' contraceptive counseling and care. Providers' comments underscored a sense of moral injury, a feeling of urgency to help patients, and shifts in counseling approaches that may over-emphasize contraceptives in the context of limited abortion access. [ABSTRACT FROM AUTHOR]

We estimated rates of opioid-related admissions in people with sickle cell disease (SCD) diagnosed with opioid-related disorders. We analyzed ten years (1/2006–12/2016) of multi-state claims data from 191,638 people receiving treatment for opioid-related disorders in the U.S. We used multivariable cox regression to estimate the association between admissions for opioid-related adverse events after initiating treatment and SCD status (SCD[ n = 320] vs no SCD[ n = 191,318]) among people with opioid-related disorders, controlling for sociodemographic variables and comorbidities. In secondary analyses, we excluded events occurring simultaneously as vaso-occlusive crises (VOCs) and computed rates of admissions for non-opioid substance-related events (i.e., alcohol, cannabis). Whereas 287(90 %) of the SCD cohort had >1 all-cause admission, of which 199 were for VOCs, only 78(20 %) experienced an opioid-related adverse event. The SCD cohort experienced higher rates of opioid-related admissions than the non-SCD cohort (aHR = 1.82[95 % CI = 1.51–2.19), a finding that remained robust even after excluding events that occurred at the same time as a VOC. SCD diagnoses were not associated with admissions for non-opioid substance-related events. Even though clinicians may perceive people with SCD as being at elevated risk for substance use disorders, opioid-related admissions made up only a small fraction of all-cause admissions among people with SCD diagnosed with opioid-related disorders, in contrast to VOCs that comprised the majority of admissions. Opioid-related admissions, while modestly higher among those with SCD than among peers without SCD, were relatively uncommon. [ABSTRACT FROM AUTHOR]

Objective: Although emerging adults' civic engagement is generally associated with positive outcomes, concerns about an elected candidate's leadership ability and the implications of administrative turnover may negatively impact youths' well-being. Using longitudinal data collected during the 2016 election cycle, the current study examined whether negative evaluation of a presidential candidate—who is eventually elected—may be indirectly associated with college students' psychological well-being due to increased election distress. Participants: 286 college-attending emerging adults (Mage= 20, SDage = 1.40) participated in the current study. Methods: Path models linking evaluation of Trump's leadership ability (pre-election) to psychological well-being (approx. 100 days in office) via election distress (presidential inauguration) were computed. Results: Reporting lower confidence in Trump's leadership ability prior to the election was associated with greater election distress 3 months post-election, and in turn, poorer psychological well-being 6 months post-election. Conclusion: Findings underscore the importance of centering college students' well-being within a broader sociopolitical context. [ABSTRACT FROM AUTHOR]

The Minnesota Multiphasic Personality Inventory–3 (MMPI-3; Ben-Porath & Tellegen, 2020a) was developed to expand the content coverage of the MMPI-2–Restructured Form (MMPI-2-RF; Ben-Porath & Tellegen, 2008/2011) and to update the test's norms to better represent the U.S. population. Because most MMPI-3 items were carried over from the MMPI-2-RF, most MMPI-3 scales can be either fully scored or prorated from the MMPI-2/MMPI-2-RF item pool. We describe development of a procedure for deriving MMPI-3 scores from MMPI-2/MMPI-2-RF protocols and examine the psychometric properties of prorated MMPI-3 scores across various samples. Following Tarescavage et al. (2016), who developed a method for prorating most MMPI-2-RF scores from the original MMPI, prorated MMPI-3 scales had to meet three criteria: (a) sufficient representation in the MMPI-2-RF item pool, (b) association with the full-length corresponding MMPI-3 scale at r ≥.90 in multiple samples, and (c) comparable T score means and standard deviations in multiple samples. These criteria resulted in the exclusion of the three MMPI-3 non-content-based Validity Scales, as well as nine Specific Problems Scales, yielding 16 MMPI-3 scales that can be fully scored and 24 for which psychometrically comparable prorated score estimates can be derived from responses to the MMPI-2 or MMPI-2-RF item pools. Evidence of the psychometric functioning of the resulting scale scores and their comparability with the full versions of these scales across samples is presented and discussed. This procedure provides a means to study 40 of the 52 MMPI-3 scales using archival data obtained with older versions of the inventory. Public Significance Statement: The MMPI-3 is the most recent edition of the MMPI instruments, which have long been among the most widely used personality assessment tools worldwide. The present study developed and evaluated a method for deriving MMPI-3 scores from responses to previous versions of the inventory, providing a means for researchers to study 40 of the 52 MMPI-3 scales using archival data obtained with older versions of the test. [ABSTRACT FROM AUTHOR]

Cow's milk protein allergy (CMPA) affects 2% to 3% of infants and is managed with hypoallergenic formulas. The 2022 recalls of infant formulas due to factors including contamination led to specialty formula shortages, highlighting CMPA management challenges. Understanding health care providers' (HCPs) decision-making in transitioning to alternative formulas during shortages is crucial. Limited attention has been given to how pediatric physicians make these choices. This study utilized US HCPs' de-identified survey data to assess driving factors when switching extensively hydrolyzed formulas during shortages. A total of 104 eligible HCPs participated, including general pediatrics, pediatric allergy/immunology, and pediatric gastroenterology specialists. Safety, tolerability, and efficacy were identified as top factors for switching formulas. Formula 1 was considered well-tolerated, patient-accepted, and safe by all HCPs. Most expressed strong belief in Formula 1's safety and effectiveness. Findings inform CMPA management during shortages, offering guidance to HCPs for suitable formula selection and enhanced infant care. [ABSTRACT FROM AUTHOR]

Alcohol-associated liver disease (ALD) poses a significant global health burden and is a leading cause of liver-related morbidity and mortality. ALD encompasses a spectrum of disease states ranging from asymptomatic steatosis to acute hepatitis and cirrhosis. Alcohol use disorder (AUD) significantly increases the risk of developing ALD, and insight into AUD can provide a more complete understanding of ALD and the patients affected by these interrelated diseases. Accurate and timely identification of AUD, even in primary care, through validated screening tools combined with blood tests and imaging techniques facilitates early detection of ALD. Although liver transplantation (LT) remains the most effective treatment for end-stage ALD, patient outcomes post-LT have evolved because of shifting perspectives on ALD transplant eligibility, comprehensive pre-LT evaluations, and advancements in post-LT ALD detection. Nonetheless, addressing disparities in LT practices for ALD is paramount for ensuring equitable access to this life-saving intervention. This article offers an updated synopsis of ALD definitions, screening methodologies, and contemporary management approaches, particularly in the context of LT. [ABSTRACT FROM AUTHOR]

Purpose: Job satisfaction in social work has been widely studied, and yet continuity measurement tools utilized to assess job satisfaction among social workers are rare. The purpose of this study was to validate the use of the Social Work Satisfaction Scale (SWSS) with U.S.-based social workers. Moreover, we sought to examine the validity of the scale across rural, suburban, and urban designations. Method: A sample of U.S.-based social workers (N = 1,764) were recruited via social media to participate in an online survey that collected demographic information and assessed job satisfaction using the SWSS. Descriptive statistics were generated. MPlus (8.5) was used to conduct a confirmatory factor analysis of the SWSS. Results: Results indicate the SWSS is an appropriate measure to use with U.S.-based social workers across geographic settings. Discussion: The SWSS can assist social work-employing organizations seeking to better understand the multidimensional nature of job satisfaction. [ABSTRACT FROM AUTHOR]

Lightning detection and attribution to wildfire ignitions is a critical component of fire management worldwide to both reduce hazards of wildfire to values-at-risk and to enhance the potential for wildland fire to provide resource benefits in fire-adapted ecosystems. We compared two operational ground-based lightning detection networks used by fire managers to identify cloud-to-ground strokes within operationally-relevant distances (1.6 km) of the origins of 4408 western United States lightning-ignited wildfires spanning May–September 2020. Applying two sets of constraints–varying holdover time and applying a quality control measure–we found strokes were co-detected near 55–65% of fires, increasing to 65–79% for detection by at least one network, with neither network detecting lightning near 1024–1666 fires. Because each network detected strokes near 136–376 unique fires, the use of both networks is suggested to increase the probability of identifying potential fire starts. Given the number of fires with network-unique detections and no detections by either network, improvements in lightning detection networks are recommended given increasing fire hazard. [ABSTRACT FROM AUTHOR]

This study is a quasi-experimental field evaluation of Raise the Bar (RTB), a prevention programme that trains bar staff to intervene when witnessing risk factors for sexual assault. Previous studies have demonstrated effects of similar programmes on attitudes/knowledge among bar staff. Yet, no studies have examined the effects of such programmes on intervention behaviour. Using a waitlist control design, we conducted thirty observations at four trained and four waitlist control bars in a rural U.S. college town, enacting scripts that matched the prompts for intervention that were included in the RTB curriculum implemented at the trained bars. Findings indicated staff at trained bars were significantly more likely to intervene than staff at the waitlisted bars, but this effect attenuated when control variables were included in the model. RTB appears promising, but further research is needed to fully establish its effects on intervention behaviour before recommending wide-spread rollout. Practice Impact Statement: Findings from this study suggest that training bar staff to act as prosocial bystanders has the potential to prevent alcohol-involved sexual assault among college students. Yet, it is important to note that, although staff at trained bars were more likely to intervene than staff at waitlist control bars, intervention was relatively rare and the effect of training attenuated when controlling for contextual factors. Stronger evidence of the effects of such training needs to accumulate before community agencies widely implement these programmes. [ABSTRACT FROM AUTHOR]

Background: Assessments of COVID‐19 vaccine effectiveness are needed to monitor the protection provided by updated vaccines against severe COVID‐19. We evaluated the effectiveness of original monovalent and bivalent (ancestral strain and Omicron BA.4/5) COVID‐19 vaccination against COVID‐19‐associated hospitalization and severe in‐hospital outcomes. Methods: During September 8, 2022 to August 31, 2023, adults aged ≥ 18 years hospitalized with COVID‐19‐like illness were enrolled at 26 hospitals in 20 US states. Using a test‐negative case–control design, we estimated vaccine effectiveness (VE) with multivariable logistic regression adjusted for age, sex, race/ethnicity, admission date, and geographic region. Results: Among 7028 patients, 2924 (41.6%) were COVID‐19 case patients, and 4104 (58.4%) were control patients. Compared to unvaccinated patients, absolute VE against COVID‐19‐associated hospitalization was 6% (−7%–17%) for original monovalent doses only (median time since last dose [IQR] = 421 days [304–571]), 52% (39%–61%) for a bivalent dose received 7–89 days earlier, and 13% (−10%–31%) for a bivalent dose received 90–179 days earlier. Absolute VE against COVID‐19‐associated invasive mechanical ventilation or death was 51% (34%–63%) for original monovalent doses only, 61% (35%–77%) for a bivalent dose received 7–89 days earlier, and 50% (11%–71%) for a bivalent dose received 90–179 days earlier. Conclusion: Bivalent vaccination provided protection against COVID‐19‐associated hospitalization and severe in‐hospital outcomes within 3 months of receipt, followed by a decline in protection to a level similar to that remaining from previous original monovalent vaccination by 3–6 months. These results underscore the benefit of remaining up to date with recommended COVID‐19 vaccines. [ABSTRACT FROM AUTHOR]