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This study explored the effect of different dual-task (DT) training programs on DT interference in adults with intellectual disability. Center-of-pressure (CoP) mean velocity in single-task (ST) and cognitive-DT conditions and the Timed Up-and-Go Test (TUGT) during ST, cognitive-DT, and motor-DT conditions were assessed before and after intervention in a cognitive–motor training group, a motor–motor training group, and a control group. Before training, CoP mean velocity and TUGT time increased (p <.001) in DT compared with the ST condition. After training, the CoP mean velocity values remained unchanged (p =.07) in DT compared with the ST condition among the cognitive–motor training group. Furthermore, compared with the ST condition, no increase (p = 1) was reported in the TUGT time during the cognitive-DT condition for the cognitive–motor training group and during the motor-DT for the motor–motor training group (p =.12). The effect of DT training on DT interference depends on the training modality. [ABSTRACT FROM AUTHOR]

Purpose: While the expectancy–value theory recognizes the significance of cost as an essential component, it has garnered minimal attention in physical education. Utilizing two separate datasets, we explored the degree to which the inclusion of cost in an expectancy–value–cost model could augment its predictive capability. Method: Study 1 utilized a cross-sectional data set (N = 144) to investigate the predictive roles of expectancy belief, task value, and cost on behavioral and emotional engagement. Study 2 employed a longitudinal data set (N = 251) to assess how these variables influenced the hypothetical choice of attending physical education and cardiorespiratory fitness. Results: Cost played a significant role in explaining additional variance, surpassing what could be predicted through expectancy and value. Specifically, cost emerged as a crucial factor in predicting emotional engagement, hypothetical choice, and cardiorespiratory fitness. Conclusion: Incorporating cost as an independent construct can yield valuable supplementary insights into the determinants of students' learning. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine factors associated with participation of community-dwelling older Australians (≥65 years) in the Exercise Right for Active Ageing program, consisting of 12 low- to moderate-intensity group exercise classes, delivered weekly, in person or online, by accredited exercise scientists and physiologists across Australia. Out of 6,949 participants recruited, 6,626 (95%) attended one or more classes and were included in the primary analysis, and 49% of participants attended all 12 classes. Factors associated with higher class attendance included participation in yoga/flexibility/mobility classes, attendance at a free trial class (adjusted incidence rate ratio [95% confidence interval]: 1.05 [1.03, 1.08]), and attending online classes (1.19 [1.11, 1.26]). Factors associated with lower class attendance included state of residence, living in inner regional areas (0.95 [0.93, 0.98]), and having two or more comorbidities (0.97 [0.95, 0.99]). High class attendance suggests that the Exercise Right for Active Ageing program was well received by older Australians, particularly in states less impacted by COVID-19 lockdowns. [ABSTRACT FROM AUTHOR]

Physical activity improves the well-being of persons living with dementia but few exercise programs include them. The Dementia-Inclusive Choices for Exercise (DICE) toolkit aims to improve exercise providers' understanding of dementia and ability to support persons living with dementia in physical activity. We evaluated the co-designed DICE toolkit with exercise providers using a mixed-methods approach comprising pre/post questionnaires and interviews and reflection diaries. Among 16 participants, self-efficacy for exercise delivery to persons living with dementia and both knowledge and attitudes toward dementia significantly improved. Thematic analysis suggested participants (a) had a deeper understanding of the variability of dementia, (b) were planning for equitable access for persons living with dementia, (c) planned to promote social connection through exercise, and (d) were optimistic for future engagement with persons living with dementia. The DICE toolkit may improve exercise providers' knowledge and confidence to plan proactively to support persons living with dementia in programs and services. [ABSTRACT FROM AUTHOR]

The current study examined the acquisition, retention, and transfer effects of a motor program. Children with autism spectrum disorder participated in a 9-week program that targeted 13 fundamental motor skills based upon the Test of Gross Motor Development-3. Assessments were conducted before and after the program, as well as at 2-month follow-up. Significant improvements were found on not only the trained fundamental motor skills (acquisition) but also the untrained tasks on balance (transfer). The follow-up tests revealed continuous improvement on the trained locomotor skills (retention), as well as the untrained skills on balance (retention + transfer). These findings highlight the importance of continuous support and long-term participation on motor practices. [ABSTRACT FROM AUTHOR]

Focused on physical education (PE), this study examined the association between teachers' communication and students' psychological needs, enjoyment/boredom, PE usefulness, and students' grade perception. Participants were 1,000 students (572 girls; Mage = 14.58 ± 0.65) from 29 Spanish secondary schools. A path model including variables measured at three times was tested: teachers' verbal/nonverbal communication (Time 1), needs satisfaction/frustration (Time 2), and PE outcomes (Time 3). Verbal communication positively predicted needs satisfaction, which, in turn, positively predicted enjoyment, PE usefulness, and students' grade perception and negatively predicted boredom. Verbal communication negatively predicted needs frustration, which was a positive predictor of boredom. Multigroup analysis showed that gender did not moderate the associations in the path model, whereas mediating effects were found between teachers' communication and consequences via students' psychological needs. Teachers should improve their communicative capacities to satisfy students' psychological needs and promote positive PE outcomes. [ABSTRACT FROM AUTHOR]

Instructional materials play a significant role in developing mathematical skills and creativity. The choice of instructional materials can greatly impact a student's understanding, engagement, and overall performance in mathematics. This study developed and validated the Cartoon-based Module (CBM) to enhance students' mathematical creativity. The acceptability of the module was assessed in terms of content, language, design and layout. Evaluated by five experts with a mean of 3.81, 3.76, and 3.63, it was interpreted as highly acceptable. The research methodology is aligned with the quantitative design, particularly quasi-experimental research. The study's respondents are 90 Grade 7 students of Isulan National High School divided into control and experimental groups. A researchermade test questionnaire is used to assess mathematical creativity among students. The findings based on the t-test result in the experimental group with a mean gain score of 37.17 and a standard deviation of 14.19, and the control group resulted in a mean gain score of 25.85 with a standard deviation of 15.30. The t-test computed value equals 3.64, which is greater than ttab (0.05) = 2.002 indicating that the CBM in mathematics education significantly improved students' learning outcomes. The module demonstrated its effectiveness in enhancing mathematical knowledge and skills, increasing students' mathematical creativity. [ABSTRACT FROM AUTHOR]

This study investigates the impact of parental involvement on the education outcomes of their children, specifically focusing on the completion of high school. It extends the existing literature by considering the characteristics of both children and parents, and by examining non-school-related parental involvement in a child's everyday life. The analysis utilizes a publicly available database, the National Longitudinal Survey of Youth 1997, with a sample of American respondents born between 1983 and 1984 who lived with both birth parents during their early teenage years. The study employs simple logistic regression and subclassification on propensity score to estimate causal treatment effects. The results indicate that higher parental involvement is associated with an increased probability of high school graduation, while stricter parental behaviour is found to decrease the expected likelihood of completing high school. [ABSTRACT FROM AUTHOR]

BackgroundMethodsFindingsConclusionThere is an established evidence base to support early clinical experience (ECE) within medical degree programmes. However, increasingly crowded clinical learning environments can make provision challenging. The aim of this research was to develop understanding about how ECE is provided within UK medical schools.We conducted a cross-sectional study on ECE provision by UK medical schools using an electronic survey containing a mix of question styles. We gathered data on the stage at which ECE featured within curricula, the amount of ECE provided, the setting for ECE, the learning outcomes covered during ECE and whether such content was formally assessed. Support for survey dissemination was obtained from the UK Medical Schools Council (MSC) Education Leads Advisory Group (ELAG). Responses were collected between 10/05/23 and 11/10/23.Of the 43 eligible UK medical schools, responses were received from 28 (65%). The provision of ECE amongst respondent medical schools was ubiquitous. The majority of ECE was provided within general practice and hospital settings, but community and voluntary sector settings were increasingly employed, as was technology enhanced ECE. A significant shift in the nature of the content addressed during ECE, with less focus on implementation of basic science was seen within learning outcomes. The extent to which ECE learning outcomes were formally assessed was variable.The amount of ECE provided by UK medical schools has fallen. We encourage institutions to reflect on their provision of ECE and to consider how greater diversity of community settings and technology-enhanced learning could be harnessed. [ABSTRACT FROM AUTHOR]

This article examines how colonial legacies shape parents’ schooling experiences in multilevel schools within the Mapuche context of La Araucanía, Chile, also known as WallMapu. Authorities built schools to evangelize Indigenous people into Christianity. Researchers used biographical narratives to reflect the importance of orality for the Mapuche. The findings show that the physical and psychological violence endured by Mapuche children has widened the educational gap between Indigenous and non-Indigenous populations. The study concludes that recognizing the harm caused by the school system is essential to rebuild trust and improve educational outcomes for Indigenous children. [ABSTRACT FROM AUTHOR]

This study investigated whether there was a connection between postsecondary instructors’ course material use and their teaching approach. The research was gathered through an online survey. The study focused on two approaches to teaching, teacher-focused and student-focused, with the Approaches to Teaching Inventory-Revised (ATI-R), and examined the use of open educational resources (OER) versus commercial materials. The theoretical framework that guided the study was constructivism, and the Relational 3P conceptual framework was applied to analyse the process stage of teaching. The results of the one-way MANOVA (n = 337) revealed that the effect of course material type on instructional approaches was statistically significant (F(2, 334) = 3.40, p = .034, η2p = .02). Specifically, a statistically significant difference was found for conceptual change/ student-focused (CCSF) instructional approach (F(1, 335) = 5.72, p = .017, η2p = .02), but not for the information transmission/teacher-focused instructional approach (ITTF) (F(1, 335) = 1.17, p = .281, η2p = .003). These findings have important implications for understanding the impact of course materials on teaching approaches and student learning outcomes in postsecondary education. Instructors who reported using OER scored higher on the more robust CCSF instructional approach than those who used commercial materials. [ABSTRACT FROM AUTHOR]

Child's learning acquisition is greatly influence by parental involvement and mechanisms. Parental involvement is a multifaceted activity which represents many different parental behaviors and parenting practices such as parental aspiration for their child's academic achievement, parental communication with their children about school, parental participation in school activities, parental communications with teachers about their child, and parental rules at home which are considered education related. Republic Act No. 9155 otherwise known as the Governance of Basic Education Act of 2001 under section 1.2 stated that the parents and the community shall be encouraged for active involvement in the education of the child. This study works on determining the relationship of parental involvement and mechanisms on child's learning outcomes through the collection of data using survey questionnaire and utilization of descriptive correlational research design. Moreover, Pearson's R was used in treating the data collected. It was revealed that a significant relationship among variables were observed however weak relationship between learning at home with creativity and presentation was determined. Moreover, indirect relationship between parental mechanisms and quarterly tests was revealed. Additionally, no significant relationship between learning outcomes and self-confidence was seen. Lastly, a weak to moderate significant relationship between self-confidence and parental involvement and parental mechanisms was exhibited. This led to the idea that variables have little to negative relationships especially parental mechanisms an quarterly scores results as well as learning outcomes and selfconfidence. Due to this, it is recommended that strong connection between parents and child should be established to strengthen and further increase the positive learning outcomes. Monitoring of student success in doing their work is also encouraged to be practiced by parents to build child support and confidence. [ABSTRACT FROM AUTHOR]

Struggling readers require effective instructional materials. This study investigated the usability of an offline reading intervention module for Grade 7 students and its association with reading performance. Key findings indicate that the module was particularly user-friendly in terms of content clarity and engagement. Notably, females outperformed males in both literal and critical reading skills. Unexpectedly, no significant association was found between module usability and reading performance, suggesting that additional factors beyond module design may influence reading outcomes. This study aimed to examine the pedagogical usability of English modules and its association with English performance in reading. The research involved 175 grade eight learners from Florentino Galang Sr. NHS. Multiple assessment tools were utilized, including surveys, student assessments, and statistical analysis techniques. The findings of the study revealed that the English modules had a high level of pedagogical usability across various dimensions, including Lesson Objectives, Strategies and Techniques, Learning Tasks/Activities and Evaluation and Assessment. This indicated that the English modules were well-designed and effective in supporting the teaching and learning process. Regarding English performance in reading, the study observed significant differences in sex in the literal and critical reading levels. Females outperformed males in both literal and critical reading, highlighting the need for targeted interventions and support to address any gender-related disparities. However, no significant difference was found in the inferential reading level between male and female students. The study also examined the association between the usability of the English modules and English performance in reading. Interestingly, no significant association was found, suggesting that the pedagogical usability of the modules alone may not directly impact students' reading performance. In conclusion, this study provides valuable insights into the pedagogical usability of English modules, gender-based differences in English performance in reading, and the association between module usability and reading performance. The findings underscore the importance of implementing targeted interventions and adopting evidence-based instructional practices to improve English teaching and learning outcomes. [ABSTRACT FROM AUTHOR]

AbstractPurposeSample and methodsResultsConclusionThis study aimed to explore the perspectives and experiences of healthcare academics regarding the impact of ChatGPT, an artificial intelligence (AI)-supported language model, on education and research.This qualitative study employed a phenomenological analysis approach. The study sample consisted of nine academics from the Faculty of Health Sciences at a university in Türkiye, selected through purposive sampling method. Data were collected through semi-structured interviews, coded using the MAXQDA software, and analyzed using content analysis.The participants highlighted that while ChatGPT offers rapid access to information, it occasionally fails to provide current and accurate data. They also noted that the students’ misuse of ChatGPT for assignments and exams has a negative effect on their critical thinking and information retrieval skills. The academics reported that there is a need for expert oversight and verification of the data generated by ChatGPT.While ChatGPT offers significant benefits such as enhanced efficiency in academic research and education, it also presents challenges, including accuracy and ethical concerns. Institutions should integrate ChatGPT with clear guidelines to maximize its benefits while maintaining academic integrity. Future studies should explore the long-term impacts of AI tools, such as ChatGPT, on educational outcomes and their application across various disciplines. [ABSTRACT FROM AUTHOR]

PurposeMethodsResultsConclusionsThe purpose of this study was to extend on previous research finding by investigating adverse childhood experiences (ACEs) and brain injury in children younger than 12 years old.A total of 58,601 US children under 12 years old were included in the 2020–2021 National Survey of Children’s Health, a self-reported national survey administered to caregivers.ACEs were significantly associated with increased risk for unconfirmed (χ2 (55891, 55904) = 141.84, p < 0.001, R2 = .03) and confirmed brain injury, χ2 (56481, 56494) = 508.28, p < 0.001, R2 = .05 when accounting for demographic characteristics. The association between ACEs and brain injury was not contingent on sports involvement; females not involved in sports had the strongest association between ACEs and brain injury (χ2 (10938, 10951) = 99.40, p < 0.001, R2 = .03) compared to sports-involved females and males. For children under 12 years old with brain injury, the relations between experiencing at least one ACE and health and educational outcomes were significant for all health and educational outcomes (p < 0.001).Caregiver education on and screening for brain injury in families experiencing ACEs would likely support more timely identification and management of co-occurring brain injury in this population. Further research is needed to identify prevention, assessment, and management strategies that would be specifically beneficial to children at risk for co-occurring brain injury and ACEs to improve health and educational outcomes. [ABSTRACT FROM AUTHOR]

Large-scale survey assessments (LSAs) are important tools for measuring educational outcomes and shaping policy decisions. We present a framework for comparing LSAs to facilitate studying the impact of design choice on the precision of results, contrasting India’s National Achievement Survey (NAS), the United States’ National Assessment of Educational Progress (NAEP), and the OECD’s Programme for International Student Assessment (PISA). Our framework focuses on four key elements: sampling design, assessment design, analysis methodology, and reporting. The notion of total survey error, which is the accumulation of errors across the four key elements, can be used for both designing and evaluating LSAs. As example, we compare statistics that are commonly (but not always) reported from NAS, NAEP, and PISA to summarize outcomes related to sampling, measurement, and reporting. Our examination reveals several key similarities and differences among the three assessments, thereby highlighting the nuanced ways in which each LSA is tailored to meet the specific needs of their purpose and the challenges they face. [ABSTRACT FROM AUTHOR]

Managing challenging behaviour is a prominent issue in inclusive educational settings, particularly for teachers working with diverse student populations. Without early identification and intervention, these behaviours can increase in both severity and frequency, potentially impeding educational outcomes. It is therefore paramount to gain a deeper understanding of teachers’ perspectives and strategies concerning these behaviours to guide effective prevention and intervention efforts. In this context, our qualitative study explored primary school teachers’ perceptions and management of challenging behaviours within inclusive classrooms in Turkey. We employed thematic analysis to investigate teachers’ approaches and responses to such behaviours. The findings reveal that the teachers have limited knowledge and expertise in managing problem behaviour. Future implications for practice and policy are discussed. [ABSTRACT FROM AUTHOR]

Background: The high psychological burden of rape, together with complications such as pregnancy and chronic conditions, is associated with an increase in mental disorders. Social cognitive theory (SCT) is an important health theory that views behavior as dynamic and influenced by environmental, behavioral and individual factors. The aim of the present research is to determine the effect of an educational intervention on post-traumatic stress disorder and social cognitive theory constructs in women who have experienced sexual assault. Methods/design: This study is randomized, double-blind clinical trial research that will be conducted on 40 women with experience of sexual. In this research, by the intervention program based on social cognitive theory include" awareness, self-efficacy, outcome expectations and environment. Written consent will be obtained from the participants to participate in the research. Participants in the intervention group will be taught about health, hygiene, psychology and stress reduction methods in group or individual sessions according to their preference in 6 sessions of 60 min each, one session per week. A post-test will be conducted for both groups. Discussion: This study provides comprehensive data on the effect of providing an educational intervention using the social cognition Theory. Social cognitive theory focuses on how patterns of behavior are learned and how they function in interaction between the individual and the environment. It seems that the use of this theory in designing the content of educational interventions can be useful and practical. Trial registration: The trial is prospectively recorded at the IRCT registry (Trial ID: IRCT20230926059526N1. Date recorded: 18/10/2023. [ABSTRACT FROM AUTHOR]

A rich literature has documented the relationship between age at marriage and girls’ health and educational outcomes. The upheaval caused by the pandemic on household decision‐making has been hypothesized to have influenced the age of marriage, but the direction of impact is unclear. On the one hand, the pandemic may have increased the age at marriage if lockdown policies and negative income shocks to families placed a burden on household wealth and the ability to pay for weddings. On the other hand, the age of marriage could have decreased during the pandemic due to school closures that kept girls out of school, parental deaths that encouraged families to expedite weddings, and lower wedding costs because of government mandates to have smaller weddings. Using data from the National Family Health Survey of 2019–2021 of India, we explore how the pandemic impacted age at marriage for women using district and household fixed effects models. After accounting for secular trends in the age of marriage and contingent on the model and specification, we find a significant increase in age at marriage for women who got married during the pandemic by 1.1–1.2 years as compared with those married before the pandemic. [ABSTRACT FROM AUTHOR]

Background: Medical education related to bone fracture must address numerous challenges including complex anatomical characteristics, diverse injury mechanisms, fracture typing, and treatment modalities. Our newly developed 3D printed model comprises components that may be combined or split to simulate various anatomical features, fracture types, and treatment modalities. This study aims to analyze the teaching utility of the new 3D-printed model compared with the traditional solid model. Methods: This prospective study included 112 students randomly assigned to fracture-related education with a conventional model or the newly developed 3D-printed model. All students received 40 min of lecture, 20 min for femoral neck and 20 min for tibiofibular fractures, and a post-class quiz (10 min each) immediately followed. Scores on tests of fracture-related knowledge and user satisfaction were measured pre and post education for comparison. Results: The 3D printing group had an advantage in retention of anatomic knowledge, fracture typing and choice of treatment for the femoral neck fracture (P < 0.05). For the tibiofibular fracture the 3D printing group had an advantage in retention of anatomic knowledge and fracture complications (P < 0.05).Scores on the questionnaire survey also showed increased satisfaction in the 3D-printed model group(P < 0.05). Conclusions: The proposed 3D-printed model can enhance the teaching effect significantly and has potential for widespread use in medical student education. [ABSTRACT FROM AUTHOR]

Children in Liberia receive 2.2 learning-adjusted years of schooling, one of the lowest levels of educational attainment in the world. We study one approach to address low enrollment and low rates of learning: a 10-month accelerated learning program run by the Luminos Fund to help out-of-school children catch up to grade level. We conducted a randomized evaluation of the program across 100 communities in Liberia. We find that the program had large effects on reading and numeracy skills for out-of-school children, and that children in the program catch up to the learning levels of children in government schools. [ABSTRACT FROM AUTHOR]

This study examined the extent and nature of parental involvement in the education of students with visual impairment in the city of Woldia, Ethiopia, as well as the associated challenges these parents face. A qualitative approach was employed, utilising a case‐study design. A purposive sample of 14 participants, consisting of parents of students with visual impairment, was selected for in‐depth interviews and focus group discussions. The collected data underwent thematic analysis to identify key themes and patterns. The results indicate that parents of children with visual impairment actively engage in their child's education by providing materials, creating supportive environments and maintaining communication with schools. Challenges to parental involvement included poor communication with schools, a lack of involvement in at‐home learning, limited participation in volunteer activities and minimal involvement in decision‐making. These challenges were influenced by factors such as time constraints, false beliefs, scant knowledge of Braille‐related activities and negative attitudes towards parental involvement. Additionally, the study revealed a lack of collaboration between parents and communities in the education of children with visual impairment. These challenges need addressing and parental involvement in the education of these students should be enhanced. Improving communication, providing support and resources, fostering inclusivity, and promoting collaboration among parents, teachers, schools and the community are key to improving educational outcomes and societal inclusion for students with visual impairment. [ABSTRACT FROM AUTHOR]

Introduction: Worked examples support initial skill acquisition. They often show skill application on content knowledge from another, "exemplifying" domain (e.g., argumentation skills have to be applied to some contents). Although learners' focus should remain on the skill, learners need to understand the content knowledge to benefit from worked examples. Previous studies relied on exemplifying domains that are familiar and contain simple topics, to keep learners' focus on skill acquisition. Aim: We examined whether using a relevant exemplifying domain would allow learners to acquire both skills and content knowledge simultaneously, or whether relevant content distracts from the main learning goal of skill acquisition. Methods and results: In a training study with 142 psychology students, we used example-based learning materials with an exemplifying domain that was either relevant or irrelevant for participants' course outcomes. We assessed cognitive load, declarative knowledge about skills and course-related content knowledge, and argumentation quality. Incorporating relevant content knowledge in worked examples did not reduce learning outcomes compared to a condition using an irrelevant exemplifying domain. Discussion: Contrary to previous research, the results suggest that worked examples with a relevant exemplifying domain could possibly be an efficient teaching method for fostering skills and content knowledge simultaneously. [ABSTRACT FROM AUTHOR]

Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers' computational-thinking-focused professional development (PD). The findings depict the landscape of what has been done in terms of how PDs have been designed, how CT has been conceptualized, how learning outcomes have been assessed, and how teachers have been supported in integrating CT into their teaching practices. We have further summarized the lessons learned from the PDs and discussed the gaps as the field moves forward. These findings shed light on supporting teachers as the first step to creating an effective model for CT learning and development in K-12 education. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, numerous studies have compared traditional face-to-face (F2F) learning on campus with online learning, seeking to establish how the learning environment (online vs. F2F) affects outcomes such as student satisfaction and achievement. In a separate line of research, scholars have examined various facets of active learning--an approach that makes use of interactive learning methods--separately in online and F2F environments. However, few studies have compared the effects of active learning in classes taught online vs. F2F. The present study addresses this gap. It follows an earlier study in which we examined the effects of active learning in an online environment, particularly how the extent and variety of interactive teaching methods used affect students' course evaluations (overall evaluations and perceived clarity of the teaching). Methods: The present study repeats the setup of that previous study in a F2F environment, allowing us both to gain new insights into the effects of active learning in this context and to directly compare the examined outcomes in F2F vs. online learning. Results: The results reveal consistent trends in both studies: more extensive and more varied use of interactive learning methods improves overall student evaluations and perceptions of the clarity of teaching in the course. Crucially, minimal use of interactive teaching methods results in notably lower student evaluations and perceptions of teaching clarity in F2F settings compared to online classes. Discussion: The findings highlight the essential need for instructors to adopt diverse interactive methods in F2F environments to improve educational outcomes and reinforce the effectiveness of active learning. [ABSTRACT FROM AUTHOR]

There is an increasing number of autistic students being educated alongside their neurotypical peers. However, placing a student in the general education setting is not sufficient for meaningful inclusion. Historically, autistic students have had fewer friendships, been less accepted, and experienced stigmatization. Interventions to increase peer attitudes toward autism have emerged as a method for creating more inclusive environments. The purpose of this literature review was to describe the interventions to improve peer attitudes toward autism, review the quality of the research, and determine the effectiveness of interventions. Specifically, this review aimed to answer the following questions: (1) what are participant characteristics and components of interventions designed to improve attitudes toward autistic individuals? (2) What is the methodological quality of interventions designed to improve attitudes toward autistic individuals, as measured by Council for Exceptional Children standards for evidence-based practices in special education (2014) criteria? (3) What is the effectiveness of interventions to improve attitudes toward autistic individuals? A total of 13 studies were located through a systematic search. Included studies were coded for study characteristics, participant characteristics, intervention, and outcomes. Across the studies, there were a total of 2097 participants. All studies included contact (either direct, indirect, or peer-mediation) and most included an education component (k = 10). Findings indicated that interventions are effective at improving attitudes toward autism, but further research is required to determine their overall impact. [ABSTRACT FROM AUTHOR]

Background: The Age‐Friendly Health Systems model, encompassing four key elements (4Ms)—What Matters, Medication, Mentation, Mobility—is integral to delivering high‐quality care to older adult patients. In May 2020, the MinuteClinic at CVS implemented the 4Ms model in all 1100+ store locations nationwide. To prepare healthcare providers to deliver 4Ms care, educational modules were developed to provide an understanding of the gerontology principles that support the 4Ms model of care. Our goal was to evaluate the effectiveness of these education modules on improving reliable 4Ms delivery during retail clinic visits. Methods: Educational modules were provided to nurse practitioners and physician associates to complete in a self‐directed manner. These included an orientation module with scenarios comparing usual care and 4Ms care, 12 monthly grand rounds focusing on 4Ms case studies, and 10 video vignettes on 4Ms integration. We examined the association between number of education modules completed with the average number of Ms delivered per visit (M‐Score) using descriptive statistics and a generalized linear mixed‐effects model. Results: Over 70% of 2783 providers completed at least one education module. Rates of 4Ms care delivery were 1.37 (1.36–1.39, p < 0.001) times higher among those that completed an orientation course compared to those that did not. Higher uptake of education exhibited a dose–response relationship with rate ratios between 1.77 (1.74–1.80, p < 0.001) for 1–2 modules beyond orientation, up to 2.94 (2.90–2.99, p < 0.001) for eight or more modules. Conclusions: The self‐directed learning environment (e.g., providers self‐select the number and type of courses) reflects real‐world variation in engagement. Despite this variation, significant improvements in 4Ms delivery were observed at any level of educational exposure, underscoring the value of prioritizing education time with quality improvement initiatives. [ABSTRACT FROM AUTHOR]

Background: Bleeding during laparoscopic surgery is stressful and requires immediate efficient management. Skills for complication management are rarely trained. This study aims to investigate the impact of video-assisted coaching on laparoscopic skills acquisition and performance in emergency bleeding situations. Methods: Participants faced simulated emergency scenarios during laparoscopy involving bleeding management in porcine aorta/kidney specimens. Four sequences were conducted over two days, with a structured video-assisted coaching provided between sequences. Performance was assessed using the Global Operative Assessment of Laparoscopic Skills (GOALS) score. The study involved 27 participants attending the advanced colorectal surgery module at the 40th Annual Davos Course in 2023. Results: 54 video sequences were analyzed. Structured video-assisted coaching improved the GOALS sum score by 0.36 (95%CI: 0.21–0.50, P < 0.001) in contrast to simple repetition (0.05 with 95%CI: −0.43 to 0.53, P = 0.826). This association was observed for depth of perception (P < 0.001), bimanual dexterity (P < 0.001), tissue handling (P < 0.001), overall performance (P < 0.001), and efficiency (P < 0.001). Autonomy did not significantly improve (P = 0.55). Findings were consistent regardless of age, gender, and overall laparoscopic experience of the participants. However, a weaker effect of structured video-assisted coaching was observed in participants with experience in laparoscopic surgery. Conclusion: Structured video-assisted coaching improved performance in laparoscopic skills in complex and stress-inducing bleeding scenarios. The findings of this study support the incorporation of video-assisted coaching and complication management exercises into surgical training curricula. [ABSTRACT FROM AUTHOR]

Background: A growing importance has been placed on development of trainee robotic surgical skills through simulation curricula and intraoperative experience. However, few studies have examined how console case type impacts learning outcomes. We sought to evaluate how intraoperative coaching and resident autonomy differ based on the use of a single- versus dual-console robot. Methods: Robotic single- and dual-console cases from February to September 2023 at a single institution were included. Faculty and trainees wore microphones to capture audio during the case. Pre/post surveys were administered, which included metrics on faculty coaching based on the Wisconsin Surgical Coaching Rubric (WiSCoR) and on trainee technical performance based on the Global Evaluative Assessment of Robotic Skills (GEARS). Statistical analysis of survey data was performed using SPSS. Audio from cases was coded by 2 researchers with a deductive approach using WiSCoR as a framework. Results: Data were collected for 7 (38.9%) single and 11 (61.1%) dual-console cases across 9 case types from 4 surgical specialties. Chi-square analysis demonstrated no significant difference in percentage of case trainee spent in the operating surgeon role based on trainee level or console case type. Independent t-tests showed no significant difference in trainee autonomy, trainee performance, or faculty coaching scores based on console case type. Trainees rated faculty highest in WiSCoR Domains 1 (sharing responsibility) and 3 (providing constructive feedback). Qualitative analysis showed that for single-console cases, Domain 4 (goal setting) was most represented (34.0% of comments), while for dual-console cases, Domain 1 was most represented (37.0% of comments). Conclusions: Qualitative analysis highlights that despite similar survey-based faculty ratings across domains, coaching on self-reflection (Domain 2) is infrequently done, highlighting an opportunity for improvement in this area of coaching during robotic surgery. [ABSTRACT FROM AUTHOR]

Group-based educational interventions on health promotion for people with early-stage dementia have shown promising results. The aim of this study was to explore the associations between sociodemographic characteristics (e.g. sex, education, marital status) and outcomes of a 12-week group-based educational intervention on health promotion for people with early-stage dementia. Secondary analysis of data from the project 'Health promotion for persons with dementia: Prevention of hospitalisation and nursing home replacement for persons with dementia,' a single group, pre-test/post-test intervention study was conducted. Linear regression analyses were used to assess the associations between changes in the primary outcome of the intervention from baseline to post-intervention assessment and the participants' sociodemographic characteristics. Multiple linear regression analyses showed a statistically significant association between improvement in scores on the Cornell Scale for Depression in Dementia (CSDD) post-intervention and level of education (β = -0.209, SE = 0.08, p =.013). More specifically, the results show that the scores on the CSDD from baseline to post-intervention improved more in participants with primary and secondary education than in those with tertiary education. The study attracted a high proportion (49%) of individuals with a higher level of education. The findings highlight the need for more knowledge on how to reach people with dementia with all levels of education and the need to consider the knowledge and support needs of various subgroups of people with early-stage dementia when developing and delivering this type of intervention. [ABSTRACT FROM AUTHOR]

Background: Game Changers for Cervical Cancer Prevention (GC-CCP), a peer-led, group advocacy training intervention, increased cervical cancer (CC) prevention advocacy not only among intervention recipients, but also their social network members (referred to as "alters") who were targeted with advocacy in a pilot randomized controlled trial. We examined mediators and moderators of this effect on alter advocacy, to understand how and for whom the intervention had such an effect. Method: Forty women (index participants) who had recently screened for CC enrolled and were randomly assigned to receive the GC-CCP intervention (n = 20) or the wait-list control (n = 20). Up to three alters from each participant (n = 103) were surveyed at baseline and month 6. Measures of CC-related cognitive constructs (knowledge, enacted stigma, and risk management self-efficacy), as well as extent of advocacy received from index participants, were assessed as mediators of the intervention effect on alter advocacy using multivariate regression analyses. Alter characteristics were examined as moderators. Results: Increased CC-related knowledge partially mediated the intervention effect on increased alter engagement in CC prevention advocacy; those with greater gains in knowledge reported greater engagement in advocacy. No moderators of the intervention effect were identified. Conclusion: The effect of GC-CCP on alter CC prevention advocacy is enhanced by increased alter knowledge pertaining to CC prevention, causes, and treatment and suggests this may be key for diffusion of intervention effects on increased CC prevention advocacy throughout a social network. Trial Registration: NCT04960748 (registered on clinicaltrials.gov, 7/14/2021). [ABSTRACT FROM AUTHOR]

Engineering education is pivotal in driving sustainable development forward, yet many engineers encounter hurdles stemming from insufficient preparation for sustainability challenges. A major factor contributing to this is the lack of a structured and practical framework to guide the integration of sustainability into engineering education. This study addresses this gap by presenting a system-based framework tailored to 'engineering education as sustainable development.' The framework outlines a dynamic and inclusive organisational system, incorporating inputs from key stakeholders, a value-and-belief subsystem, throughput processes, and resultant outcomes. These outcomes encompass the cultivation of a new cohort of engineering graduates equipped with sustainable development knowledge, skills, and values/attitudes, thereby fostering the sustainable well-being and prosperity of all stakeholders involved. Additionally, the study examines the intricate relationships, including feedback loops, among system components and concludes by offering insights for practitioners to consider for future action and implementation. [ABSTRACT FROM AUTHOR]

Background: The use of appropriate personal protective equipment (PPE) in healthcare settings is a very important factor of infection control activities to prevent transmission of infection. In this study, we aimed to develop a non-face-to-face method that can reduce transmission of infection and an educational method that allows self-learning and self-training, and verify the effectiveness of a donning and doffing PPE education using video debriefing on third-year nursing students in clinical train. Methods: The researcher assigned groups through random sampling using a random number table from the list of research subjects who agreed to participate. Therefore, 35 subjects in the experimental group with an education on donning and doffing PPE using video debriefing and 34 subjects in the control group with video-based training (VBT) were participated in April 2023 at a university in Incheon, South Korea. The evaluation phase involved verifying effects of the education on observer evaluation donningand doffing PPE performance and self-evaluation donningand doffing PPE performance. Satisfaction with the education also assessed immediately after intervention by the experimental group. Results: The experimental group had significantly higher scores for observer evaluationdonning (t = 7.84, p <.001) and observer evaluation doffing (t = 6.52, p <.001) PPE performances than the control group. However, there was no significant difference in self-evaluation donning (t = 0.98, p <.330) or doffing PPE performance (t = 0.17, p <.869) between the two groups. In the experimental group that applied video debriefing, learning satisfaction was 4.33 ± 0.82 points out of 5 points. Conclusions: The education on donning and doffing PPE applying video debriefing was effective. If the education developed in this study is used as a self-learning method to improve the infection control capacity necessary to respond to a disaster crisis caused by infectious diseases, it is considered to be useful for preventing the transmission of infectious diseases in the future. [ABSTRACT FROM AUTHOR]

Adverse childhood experiences (ACEs) are associated with disparate health and educational outcomes. The objective of this systematic review and meta-analysis is to determine the relationship between ACEs and academic performance among U.S. children and adolescents. A total of 20 articles were included for a descriptive synthesis and 11 articles were included in the quantitative synthesis. Among the 11 studies, we found a weak, negative correlation between ACEs and academic performance. Further research is needed to explore all the potential adverse exposures that could impact academic outcomes and factors that might mediate the effects of ACEs on academic performance. [ABSTRACT FROM AUTHOR]

Objective: To evaluate how surgeons in Australia and Aotearoa New Zealand perceive the effectiveness of the Operating with Respect (OWR) face-to-face training program in reducing workplace bullying. Methods: A cross-sectional survey examined the perceived effectiveness of the Royal College of Surgeons' (RACS) face-to-face OWR training and complementary interventions in reducing workplace bullying in surgical settings. The sample included supervisory surgeons, RACS committee members, and targeted educators. The survey instrument had 35 questions, including five related to the research question. In December 2020, the survey was distributed by RACS to all surgeons who undertook OWR training between April 2017 and December 2019. Likert scales and coded free text responses were used to explore the effectiveness of face-to-face OWR training and other interventions included in the 2015 RACS Action Plan. Results: Of the 756 surveys sent, 252 were received. The face-to-face OWR training program was rated as moderately effective. RACS's overarching approach to anti-bullying was almost equally important, highlighting the need to consider a broader ecosystem of reform. Conclusions: This study finds the RACS full-day anti-bullying training moderately effective in reducing bullying in surgical workplaces. However, enhancing its impact requires a sustained, multi-faceted strategy, including broader policy reforms, accountability measures, and cultural changes, to foster a long-term respectful environment in surgical settings. What is known about this topic? Anti-bullying interventions, including training, are prevalent in healthcare; however, there is conflicting data on their effectiveness. What does this paper add? This study addresses a gap in the literature on the effectiveness of anti-bullying training from the perspective of supervisory surgeons in Australia and Aotearoa New Zealand. What are the implications for practitioners? Practitioners should consider implementing a multifaceted and sustained approach to anti-bullying reform, including anti-bullying training, well-drafted policies, increased accountability, and improved complaints mechanisms to reduce bullying and improve workplace culture. [ABSTRACT FROM AUTHOR]

Background: Extracorporeal Membrane Oxygenation (ECMO) is a high-risk, low-volume procedure requiring repetition, skill and multiple disciplines with fidelity of communication. Yet many barriers exist to maintain proficiency and skills with variable cost and fidelity. We designed and implemented a low-cost monthly ECMO simulation and hypothesized providers would have increased familiarity and improved teamwork. We also review some key elements of cost, fidelity and evaluation of effectiveness. Methods: A structured, 1-hour ECMO simulation was performed on a customized mannikin on a monthly basis in 2022. Qualitative surveys were administered to each member post-simulation. Answers were categorized by theme, including satisfaction of patient care, evaluation of self and team dynamics, and areas for improvement. Results: Most participants were satisfied with their ability to take care of the patient, with common themes of communication and coordination of roles. Identified areas of improvement were mostly limited to technical skills, and soft skills such as communication and teamwork. Conclusions: We designed and implemented a low-cost, monthly and multi-disciplinary ECMO simulation program with overall positive feedback and identified areas for improvement. There remains variability in cost, fidelity and evaluation of performance and retention. There may be a need to create guidelines for ECMO simulation training that can be applied at all institutions utilizing ECMO for patient care. [ABSTRACT FROM AUTHOR]

Introduction: Pelvic floor muscle training (PFMT) for urinary incontinence (UI) is recommended in combination with biofeedback to visualize pelvic floor muscles. The focus is on non‐invasive hand‐held ultrasound (US) measurement methods for PFMT, which can be performed at home. Recently, self‐performed US measurements in which the patient applies the US to themself have gradually spreading. This study aimed to develop an educational program for the biofeedback method using self‐performed US and to evaluate its feasibility. Methods: This study was an observational study. The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) was utilized to create an e‐learning program for women aged ≥40 years with UI. Participants self‐performed bladder US via e‐learning, using a hand‐held US device with a convex probe. The primary outcome was the number of times the bladder area was successfully extracted using an existing automatic bladder area extraction system. The secondary outcome was the total score of the technical evaluation of the self‐performed US, which was evaluated across three proficiency levels. Descriptive statistics were conducted for participant characteristics, presenting categorical variables as percentages and continuous variables as means ± SD. Results: We included 11 participants with a mean age of 56.2 years. Nine participants were able to record US videos, and two were unable to record bladder videos. Regarding the technical evaluation scores, all participants scored ≥80%; four had perfect scores. Conclusions: This study showed that transabdominal self‐performed bladder US can be performed in 81.8% of women with UI in their 40–60s by using an e‐learning program. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions Our study analysed 46 articles on computer‐aided translation (CAT) and its educational uses. We explored two main areas: CAT technologies in learning and teaching, and the research methodologies of these studies.Our review covered the types of CAT technologies used, their applications in different learning settings, theoretical backgrounds and their pros and cons. We also looked at the research designs, participant demographics and data collection methods used in these studies.We conducted an extensive search across academic databases using relevant keywords and employed open coding to analyse and categorize the content of identified articles, focusing on aspects related to CAT technologies in educational contexts.Our findings showed the use of 22 distinct CAT technologies, with Google Translate being the most common. The studies mostly used empirical research methods and questionnaires. University students were the primary participants. CAT technologies were applied in various contexts, including language learning, translation teaching, cross‐cultural learning and foreign language lectures. We identified five key theoretical foundations for CAT use. Benefits included bridging language barriers, vocabulary enhancement, and grammar improvement as well as providing reference and feedback for writing and translation. Challenges included inaccuracies and inappropriate translations. However, most studies showed a positive impact of CAT on learning outcomes. Based on our analysis, we offer recommendations for educators and researchers in the field. This review provides a thorough understanding of CAT's applications and effects in education, guiding future advancements in this area. [ABSTRACT FROM AUTHOR]

Intercultural competence (IC) development has been highlighted in academia as an essential educational outcome for all constituents. Over the last few decades, extensive research has been conducted regarding both the components of IC and how it is developed. Yet research is scant on the experiences of international graduate students regarding their intercultural competence development, even though they make up more than half of the international students pursuing degrees at U.S. higher education institutions. Using constructivist qualitative research methods, this study sought to understand and describe the intercultural competence development of international graduate students. Utilizing the personal stories of 14 international graduate students from five faith-based institutions, the findings provide theoretical insights into Deardorff's model of intercultural competence development as well as the role of faculty inclusivity in cultivating the intercultural competence of international graduate students. This research has practical implications for administrators and faculty at faith-based institutions whose missional values concern the formation of leaders who will impact people and processes throughout the world. [ABSTRACT FROM AUTHOR]

The article focuses on the development and evaluation of an online Motivational Interviewing (MI) training tool for pediatricians to improve smoking cessation support for caregivers. Topics include the effectiveness of MI for tobacco cessation, the challenges of integrating MI into pediatric care, and the design and feasibility of the online training for pediatricians.

Learner-centered and inclusive and equitable teaching practices aim to promote better learning outcomes for all students. Course syllabi can provide a window into these practices. We adapted an existing rubric to measure inclusiveness and equity-mindedness of syllabi and used an established rubric to assess their learner-centeredness. We then compared the assessed learner-centeredness and inclusiveness and equity-mindedness of introductory biology syllabi exploring their differences by course and instructor factors. Our sample of introductory biology syllabi did not differ significantly by any of the course or instructor factors; however, we found a strong relationship between learner-centeredness and inclusiveness and equity-mindedness of these syllabi. [ABSTRACT FROM AUTHOR]

Purpose: To improve the quality of community health nursing practice, the learning outcomes of nursing students in community health nursing courses must be enhanced. Although the flipped classroom is considered an effective innovative teaching strategy, evidence of its application in community health nursing courses is limited. Therefore, this study aimed to examine the effects of a flipped classroom approach on community nursing competence, academic performance, course engagement, and learning satisfaction for a community health nursing course. Design: A quasi-experimental study design was adopted between September 2021 and January 2022. Methods: Two classes of nursing students (n = 92) from a 2-year nursing program at a university in Taiwan were recruited. The classes were randomly assigned to the intervention group (n = 50) that attended a flipped classroom and the control group (n = 42) that received traditional lecture-based instruction. Findings: Compared with the control group, the intervention group demonstrated significantly greater improvements in community nursing competence (p =.012) and significantly higher academic performance (p =.005). In addition, the course engagement and learning satisfaction of the two groups were high, but not significantly different. Conclusions: A flipped classroom can be an important strategy to enhance community nursing competence and academic performance. Clinical Evidence: The flipped classroom strategy can enhance community nursing competence of nursing students, which may improve the quality of population-based healthcare. [ABSTRACT FROM AUTHOR]

This study aimed to develop and validate a community-based ostomy care training program for nursing staff, with the goal of enhancing their ostomy nursing competencies and improving patient satisfaction. Between March 2021 and October 2021, 20 registered nurses and 50 patients with enterostomy surgery who took part in the promotion of a new nursing technique in five community health service centers in the Wuxing District, Huzhou City, were enrolled in this study (forming the intervention group). In addition, 15 registered nurses and 40 patients with enterostomy surgery from four community health service centers with similar economic and health conditions in the same area were randomly selected as the control group. All community health service centers were independent institutions. The indexes before and after the promotion of the technique were compared, and the effectiveness of the training was evaluated by observing the improvement in nursing skills and changes in patient quality of life after the training. The "quality-of-life scale" was used to analyze the quality of life of patients who had undergone colostomy surgery. The new approach to ostomy care delivered in a community setting was found to improve staff knowledge and skill in ostomy care (p < 0.001), improve the quality-of-life scores of patients and reduce patient travel time and medical expenses. The promotion of ostomy nursing techniques in community health service centers has several benefits. It improves the ostomy nursing skill levels of community medical staff. This reduces the occurrence of ostomy complications. Additionally, it establishes an effective connection between tertiary hospitals and community health service centers. This connection is conducive to better nursing care for patients who have undergone ostomy surgery. The hospital – community – family nursing model can improve self-management abilities and reduce the incidence of complications of enterostomies. [ABSTRACT FROM AUTHOR]

Context.--Transfusion medicine can be a challenging subject to teach to pathology residents while also ensuring that all the Accreditation Council for Graduate Medical Education's (ACGME's) milestones are met. Objective.--To explore how one major academic residency program has structured its transfusion medicine rotation. Design.--The residents on the pathology rotation have very defined roles for their day-to-day responsibilities. Many new resources have been developed during the past 3 years to improve the residents' educational experience on their transfusion medicine rotation. A daily patient list is used to direct the residents' educational and service responsibilities. They also have numerous resources to help with independent study and reading during their rotation. Results.--The implementation of several new resources has greatly improved the residents' educational experience and has improved the overall evaluation of the rotation by the residents. Many of the ACGME milestones can be met by the structure of this rotation. Conclusions.--With the proper structure and resources, transfusion medicine can be effectively taught to all pathology residents while also meeting the ACGME milestones requirements. [ABSTRACT FROM AUTHOR]

Research on cognitive load theory has historically focused on identifying the processes and strategies that enhance learning outcomes. Less attention has been given to the ways in which cognitive load may interact with the motivational and emotional aspects of learning. The aim of the present study is to examine the extent to which experienced cognitive load directly impacts self-efficacy during course-based instruction, after controlling for learning. In Study 1, results showed that within-time measurements of undergraduate students (n = 390) revealed a strong negative association between reported cognitive load and self-efficacy. However, across-time measurements revealed a positive relationship in which higher load predicted increased self-efficacy at later time points. Study 2 (n = 281) showed similar results using a different measure of cognitive load. Findings point to increases in self-efficacy being a consequence of the cognitive load imposed by instruction, rather than a precursor of the decision to invest mental effort. Furthermore, the differential relationships between cognitive load and self-efficacy within and across time highlight different types of motivational costs associated with invested mental effort as perceived by students. As a result, within and across time impacts of cognitive load offer both an enhanced understanding of cognition–motivation interactions and a potentially new approach to empirically differentiating between and quantifying intrinsic and extraneous load types. Educational Impact and Implications Statement: Cognition and motivation have traditionally been examined separately with little attention paid to how the cognitive processing of information itself may influence motivational beliefs. This study uses cognitive load theory to analyze the ways in which mental effort shapes concurrent and subsequent self-efficacy. Findings indicate that effort allocated to content difficulty positively predicts self-efficacy across time, and effort allocated to other factors such as unhelpful features of instruction and instructional materials negatively predicts concurrent self-efficacy. These results suggest that effort allocation due to instructional features has an important role to play on learners' motivation, independent of how much they learn, so instructional design decisions are important to consider even when they do not seem to directly impact learning outcomes. [ABSTRACT FROM AUTHOR]

Background: A sleeve gastrectomy (SG) is a lifelong treatment that improves health and better outcomes are associated with follow‐up. However, there is lack of access or high attrition to aftercare. This potentially contributes to sub‐optimal dietary intake and a lack of evidence for nutrition interventions. The present study assessed the feasibility and preliminary efficacy of a nutrition intervention to improve diet quality in Australian adults living with a SG. Methods: Adults (n = 96) post‐SG were recruited into a cross‐sectional diet quality study, with 68 eligible for randomisation to an intervention or wait‐list control group. Over 10 weeks, a Facebook group was used to post daily nutrition education. Feasibility outcomes included participant recruitment, engagement, retention and acceptability. Preliminary efficacy was assessed using change in Australian Recommended Food Score (ARFS). Linear mixed models were used to measure differences in mean outcome between the experimental groups over time. Results: Sixty‐eight participants (97% female) aged 48.2 ± 9.8 years, body mass index 33.1 ± 5.8 kg/m2, and mean ± SD ARFS 39 ± 9 points were randomised to the intervention, with 66% retention at 10 weeks. At follow‐up, diet quality increased for the intervention group (mean ARFS, 95% confidence interval = 0.2 [−1.5 to 1.9]) and decreased for the control group (mean ARFS, 95% confidence interval= −2.0 [−5.2 to 1.2]) with no between group difference (p = 0.2). Participants (n = 30) rated the intervention positively. Conclusions: Recruiting and retaining adults post‐SG into a nutrition intervention is feasible. Low‐cost recruitment attracted strong interest from women to identify greater support to know what to eat following SG. A future fully powered trial to assess intervention efficacy is warranted. Highlights: An online nutrition education intervention for Australian adults' post‐sleeve gastrectomy has been found to be effective and feasibleThe interventions attracted strong interest, especially from women, who were looking for greater support in understanding what to eat after a sleeve gastrectomy.Researchers recommend conducting a fully powered trial to assess the efficacy of this intervention further. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (Mage = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. Public Significance Statement: We tested changes in college students' mental health, identity development, and functioning across a 4-year span of the COVID-19 pandemic. We found that context shifts from remote learning back to in-person college activities predicted broad improvements in student health and development. Over time, students also endorsed simultaneous decreases in COVID-19 stressors and increases in autobiographical reasoning that helped to explain improvements in mental health, identity development, and college functioning. [ABSTRACT FROM AUTHOR]

Simulation-based education (SBE) is common in healthcare education and is increasingly being incorporated in preclinical curriculum. Preclinical students typically have had little exposure to the clinical setting (i.e. hospital patient rooms, equipment) and often feel uncomfortable when first placed in the simulated clinical environment. Prebriefing, a standard of best practice in simulation, prepares learners for simulation exercises. To successfully integrate SBE in preclinical education, we recommend expanding the prebriefing to include: multiple activities that orient learners to the learning space and the structure of a simulation activity, the goals of simulation as a learning process, faculty modeling of a simulated patient encounter, and expected learner outcomes. This approach increases student familiarity with the simulation learning environment and performance expectations, which can reduce cognitive load and improve learning outcomes. We describe 12 tips for increasing the scope of the prebriefing to promote effective learner participation and development during preclinical SBE. [ABSTRACT FROM AUTHOR]

Despite the growing popularity of social network sites (SNSs) in educational settings, there has been a lack of comprehensive review studies focused on the effects of SNSs used for educational purposes. This study seeks to address this gap by examining the impact of SNS use on motivations, attitudes, learning outcomes, and parental involvement, which have been infrequently studied in previous research. Employing a systematic review based on the protocol of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), our findings indicate that the use of SNSs has the potential to enhance learners' motivations, engender positive attitudes, and improve learning outcomes. However, it is also observed that parental involvement may complicate SNS-assisted learning outcomes. Consequently, this study explores methods for improving SNS-assisted learning motivations, attitudes, and outcomes, as well as the effects of parental involvement on SNS-assisted learning. Future research directions are discussed. [ABSTRACT FROM AUTHOR]

In this pilot study, we assessed the effectiveness and acceptability of an educational program designed to prevent alcohol-related behaviors among high school students. The program was rooted in the Theory of Planned Behavior principles (TPB) and supplemented with life-skills teaching. A total of 352 participants were involved, representing 10 secondary schools in central Greece. Among these, 257 students (Mage: 14.51 ± 1.34 years) constituted the experimental group, while 95 were assigned to the control group. The experimental group received a 10-session program, one per week. The results revealed that the experimental group had a significant improvement on knowledge about alcohol, perceived behavioral control (PBC), and alcohol-related behavior between pre- and post-intervention measurements. Additionally, students expressed high levels of satisfaction with the program. These findings offer substantial evidence for the practicality and effectiveness of an alcohol prevention initiative that is rooted in theory and supported by life-skills education when implemented within a school environment. [ABSTRACT FROM AUTHOR]