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BackgroundHealth professions students use social media to communicate with other students and health professionals, discuss career plans or coursework, and share the results of research projects or new information. These platforms allow students to share thoughts and perceptions that are not disclosed in formal education settings. Twitter provides an excellent window through which health professions educators can observe students’ sociocultural and learning needs. However, despite its merits, cyberincivility on Twitter among health professions students has been reported. Cyber means using electronic technologies, and incivility is a general term for bad manners. As such, cyberincivility refers to any act of disrespectful, insensitive, or disruptive behavior in an electronic environment. ObjectiveThis study aims to describe the characteristics and instances of cyberincivility posted on Twitter by self-identified health professions students. A further objective of the study is to analyze the prevalence of tweets perceived as inappropriate or potentially objectionable while describing patterns and differences in the instances of cyberincivility posted by those users. MethodsWe used a cross-sectional descriptive Twitter data mining method to collect quantitative and qualitative data from August 2019 to February 2020. The sample was taken from users who self-identified as health professions students (eg, medicine, nursing, dental, pharmacy, physician assistant, and physical therapy) in their user description. Data management and analysis were performed with a combination of SAS 9.4 for descriptive and inferential statistics, including logistic regression, and NVivo 12 for descriptive patterns of textual data. ResultsWe analyzed 20 of the most recent tweets for each account (N=12,820). A total of 639 user accounts were analyzed for quantitative analysis, including 280 (43.8%) medicine students and 329 (51.5%) nursing students in 22 countries: the United States (287/639, 44.9%), the United Kingdom (197/639, 30.8%), unknown countries (104/639, 16.3%), and 19 other countries (51/639, 8.0%). Of the 639 accounts, 193 (30.2%) were coded as having instances of cyberincivility. Of these, 61.7% (119/193), 32.6% (63/193), and 5.7% (11/193) belonged to students in nursing, medicine, and other disciplines, respectively. Among 502 instances of cyberincivility identified from 641 qualitative analysis samples, the largest categories were profanity and product promotion. Several aggressive or biased comments toward other users, politicians, or certain groups of people were also found. ConclusionsCyberincivility is a multifaceted phenomenon that must be considered in its complexity if health professions students are to embrace a culture of mutual respect and collaboration. Students’ perceptions and reports of their Twitter experiences offer insights into behavior on the web and the evolving role of cyberspace, and potentially problematic posts provide opportunities for teaching digital professionalism. Our study indicates that there is a continued need to provide students with guidance and training regarding the importance of maintaining a professional persona on the web.

Biomedical research on the brain has led to many discoveries and developments, such as understanding human consciousness and the mind and overcoming brain diseases. However, historical biomedical research on the brain has unique characteristics that differ from those of conventional biomedical research. For example, there are different scientific interpretations due to the high complexity of the brain and insufficient intercommunication between researchers of different disciplines owing to the limited conceptual and technical overlap of distinct backgrounds. Therefore, the development of biomedical research on the brain has been slower than that in other areas. Brain biomedical research has recently undergone a paradigm shift, and conducting patient-centered, large-scale brain biomedical research has become possible using emerging high-throughput analysis tools. Neuroimaging, multiomics, and artificial intelligence technology are the main drivers of this new approach, foreshadowing dramatic advances in translational research. In addition, emerging interdisciplinary cooperative studies provide insights into how unresolved questions in biomedicine can be addressed. This review presents the in-depth aspects of conventional biomedical research and discusses the future of biomedical research on the brain.

This case study focused on the robotics learning process of Mark (a pseudonym), a Latino-American second grader diagnosed with autism spectrum disorder. Drawing on Polanyi's (Personal knowledge: towards a post-critical philosophy [Kindle version], 1958/2015) notion of "tacit knowing" and "dwelling in tools," we attempted to understand Mark's unique processes and ways of engaging in learning about a Light Sensor by pursuing two research questions: (a) How does Mark, with his unique behavioral and socio-emotional characteristics, engage in the robotics class? (b) What insights can we gain from his inquiry as we develop responsive robotics education? Findings revealed that Mark used a non-sequential inquiry process filled with repetitive free explorations and unexpected expanded inquiries about the Light Sensor. This non-sequential inquiry process highlighted that dwelling with robotic manipulatives was Mark's distinct ways of exploring the Light Sensor. His non-sequential inquiry process emerged from his tacit engagement and expanded to his sophisticated and holistic understanding of the Light Sensor. We discuss implications for a robotics education program that is responsive to young children with diverse needs and characteristics.

Research on early childhood robotics education often focuses narrowly on teaching young children STEM (science, technology, engineering, and mathematics) concepts and skills. In this qualitative case study, our research team examined what happened when we worked with young children (age 7) and combined the technologies of robotics education with an inquiry approach, that is, an opportunity for students to collaboratively identify a problem arising from their own lived experiences and build a robot to solve it. We found that the process of children's problem identification was dialogic, not only with peers and teachers but also with materials, as they defined and refined problems based on interactions with peers and objects. As this study was conducted at an economically disadvantaged public school in the Southern United States, we argue that early childhood robotics education has a great potential to engage young children in STEM learning in a personally meaningful manner and that an instructional approach fostering children's inquiry and project-based learning through their problem finding and problem posing is effective in making STEM accessible to students from diverse backgrounds.

Purpose: This qualitative study aimed to explore the perspectives of adolescents and young adults (AYA) on a planned nurse–patient dyadic storytelling intervention. Background: Cancer is a highly distressful event for AYA. AYA with cancer experience multidimensional suffering while dealing with their developmental transition from adolescence to young adulthood. Their unique needs require appropriate, well-tailored psychosocial support. Nurses can provide such support through storytelling approaches. Method: AYA cancer survivors participated in cross-sectional qualitative interviews to provide feedback on the nurse–patient storytelling intervention model. Analysis: Qualitative content analysis was used to interpret and categorize the data. Findings: Barriers and facilitators of the intervention emerged. Themes related to barriers included (a) the disadvantages of an online program, (b) the limitations of the in-person program, (c) interacting with nurses, (d) sharing personal stories with others, and (e) the timing of the program. Themes regarding facilitators included (a) benefits to AYA with cancer, (b) benefits to nurses, (c) benefits of online/in-person programs, and (d) willingness to participate. Conclusions: AYA with cancer may benefit from the nurse–patient dyadic storytelling intervention. Developing innovative methods to optimize and customize interventions based on preferences is essential. Future research should involve nurse feedback and tailored approaches for AYA with cancer. [ABSTRACT FROM AUTHOR]

Drawing on Latour's (Reassembling the social: an introduction to actor--network-theory, Oxford University Press, New York, 2005), this manuscript discusses a study of a robotics class in a public, Title I elementary school. Compared with theoretical frameworks (e.g., constructivism and constructionism) dominant in the field of early childhood robotics education, the lens of ANT served to move beyond emphasizing a single element (i.e., either robotic tools or children's work with teachers and parents) to seeing heterogeneous associations of multiple elements involved in robotics education. In these associations, human and non-human elements greatly contributed to implementing robotics activities. In particular, our analysis of three second-graders, who successfully met the instructional objectives set by our research team, revealed critical roles played by material actors (e.g., robotic manipulatives, engineer logs) and quasi-human/quasi-material actants (e.g., embodied simulation) in these children's learning and performance. The findings of this study encourage educators to pay careful attention to multiple elements, including instructional materials and children's bodily exploration, associated with teaching and learning.

Background: Given the wide range of metaverse technologies, there is a need to synthesize evidence of metaverse pedagogy used effectively for nursing education. Purpose: This umbrella review synthesized systematic reviews on the use of metaverse in nursing education. Methods: A search was performed in MEDLINE, EMBASE, CINAHL, Web of Science, and Education Full Text. This umbrella review was conducted with reference to the Joanna Briggs Institute (JBI) Reviewer's Manual and reported using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The JBI Critical Appraisal Checklist for Systematic Review was used to assess the quality of studies. Results: The final review comprised 15 articles published between 2013 and 2021, most of which indicate that metaverse interventions support increased knowledge, self-confidence, engagement, satisfaction, and performance in nursing students. Several articles in this review presented mixed findings related to certain learning outcomes. Conclusion: This umbrella review supports the viability and effectiveness of metaverse in nursing education. [ABSTRACT FROM AUTHOR]