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Despite important advancements into the early detection of autism, there are still few empirically supported interventions for children under the age of two years who are showing early signs. Caregiver-mediated interventions have gained in popularity as a method for delivering support to the child and family. The current study builds on current work by enrolling a comparatively large cohort of infants (ages 12-22 months of age) displaying early signs of autism into a randomized controlled intervention program. Infants and parents received a group-based program using a standard early childhood curriculum. In addition, all families were randomly assigned to receive parent training in the form of either parent-mediated Joint Attention Symbolic Play Engagement and Regulation (JASPER) training or psychoeducation. Infants in both classrooms made substantial gains in social-communication, play, and cognition during a brief, 8-week period. All infants gained over an average of 10 points in DQ and increased in standardized measures of social-communication and play, with these gains maintaining at a 2-month follow-up visit. The classroom that also received JASPER increased in child initiated joint engagement and play level during dyadic interactions with their parents, while the classroom that received psychoeducation increased in joint attention during a standardized assessment delivered by an independent assessor. Infant familial risk for autism (older sibling with autism) also moderated the effect of treatment on child initiated joint engagement where infants in the JASPER classroom without familial risk made the most gains from baseline to exit of the program. This study highlights the promise of intervening at the earliest stages to promote positive outcomes for children and families.

Dysphagia is a common gastrointestinal complaint in the pediatric population and should raise concern for oropharyngeal as well as esophageal disorders. We describe a 7-year old patient who was admitted to the hospital for sudden onset dysphagia, abdominal pain, and decreased oral intake. Extensive evaluations including endoscopy eventually revealed herpes simplex esophagitis as well as eosinophilic esophagitis. Herpes simplex esophagitis is a rare condition in the immunocompetent population and is typically self-resolving. Eosinophilic esophagitis is a chronic, inflammatory condition characterized by esophageal eosinophilia and signs of esophageal dysfunction. The concurrent presentation of both conditions in the pediatric population has rarely been described. [ABSTRACT FROM AUTHOR]

Background: Teaching clinical reasoning to nursing students is essential for professionalizing and improving cancer patient care. This study investigates how training duration with Virtual Patients (VPs) impacts clinical reasoning and learners' evaluation of their experiences. Materials and Methods: The present semi-experimental study was conducted with a pretest–post-test design and a control group. Through the census sampling method, 74 nursing students from Isfahan University of Medical Sciences, Iran, (in their 4th and 5th semester) who had taken the cancer course were selected (2019-2022) and, upon obtaining their consent, were enrolled in the study. The study began with a pretest, followed by engagement in five VP scenarios over 6 weeks, which was followed by the post-test phase. Data were collected via 23-item tests and the Huwendiek Questionnaire. The collected data were analyzed in SPSS software using correlation tests and t -tests. Results: The outcomes revealed a noteworthy disparity between the mean scores recorded in the pre-test and post-test stages after training, for both the 4th and 5th semester cohorts (p ≤ 0.001). Moreover, a notable discrepancy surfaced between the duration of training with VPs and the average post-test score (p ≤ 0.001). The correlation coefficient, for the 4th semester, stood at 0.65, while for the 5th semester, it was 0.213. Notably, the participants exhibited contentment with the learning experience through VPs. Conclusions: The survey found that 85.60% of participants prefer using VPs for clinical reasoning education. Our study underscores the link between the duration of VP interaction and improved clinical reasoning skills in nursing students. [ABSTRACT FROM AUTHOR]

The integration of 21st-century educational e-assessment methods by secondary teachers holds immense potential for transforming teaching and learning practices. Prior to the pandemic and new curriculum, traditional assessment methods faced challenges, such as the need to maintain social and physical distancing and conduct in-person tests and examinations. Consequently, the popularity and utilization of electronic assessments surged. As the world transitions post-COVID-19, there is ongoing debate regarding the merits of returning to traditional assessment approaches versus integrating online assessment methods. Thus, this descriptive study aims to describe the opportunities and challenges associated with the utilization of e-assessment in the context of a public secondary high school. With a focus on practicality, authenticity, consistency, and transparency, the study examines the perspectives of 30 secondary teachers actively engaged in utilizing digital assessment tools. Through a meticulously designed questionnaire based on the Alternative Digital Assessment Theory and prACT framework, the study gathers insights into the perceived opportunities and challenges faced by teachers in integrating e-assessment into their pedagogical practices. The findings reveal a generally positive outlook among teachers towards the opportunities presented by e-assessment, particularly in terms of transparency and consistency. Teachers strongly agree that digital assessment methods enhance transparency by promoting open communication and collaboration between students and educators, while also ensuring consistency in feedback provision and grading practices. However, challenges related to practicability emerge as significant concerns, with limited technological infrastructure and training posing obstacles to the seamless implementation of e-assessment. Additionally, the study identifies age-related variations in teachers' perspectives on the challenges posed by e-assessment. [ABSTRACT FROM AUTHOR]

This study looked at titles of research papers on educational technology that were published between 1927 and 2023 using computational text analysis. To map research trends, metrics for technology terminology use, network complexity, and knowledge updating rates were used. The findings showed that, despite some fluctuations, titles have become more technologically diverse and interconnected over time, indicating a greater emphasis on technology and interdisciplinarity. Escalating title complexity was visualized using network analysis. Citation patterns revealed that science/engineering and educational technology both update knowledge at comparable rates. This computational analysis shows how the fields of education and technology have been evolving together over time, giving historical context to understand current trends. The study shows how to use data science techniques to map the dynamics of research within a practical domain that connects technology and practice. [ABSTRACT FROM AUTHOR]

Chronic kidney disease (CKD) is a progressive condition that affects more than 10% of the population worldwide, accounting for more than 843 million (M) individuals. The prevalence of CKD (844 M patients) is higher than that of diabetes mellitus (422 M patients), cancer (42 M patients), and HIV (37 M patients), but people are often less aware of it. Global expert groups predict reductions in the nephrology workforce in the next decade, with a declining interest in nephrology careers. Over time, KDIGO guidelines have also focused on topics related to the prevention or management of CKD patients in real-life settings. On these premises, a new educational program with international experts in the field of nephrology took place from November 2022 until March 2023 in Milan, Italy. This multinational masterclass provided an educational platform providing unbiased education on diagnosis and treatment by sharing the most recent research data on CKD and comorbidities, therefore creating a snowball effect to increase the implementation of best practices worldwide, using examples from 'real-life' patient outcomes. This paper provides an overview of the International Nephrology Masterclass (INM) concept, summarizing the key lectures and discussions, and giving an outline of future key developments. [ABSTRACT FROM AUTHOR]

Introduction: Roller skating shares biomechanical similarities with other sports, but specific studies on speed skaters are limited. Injuries, particularly to the groin, are frequent and related to acute and chronic muscle stress. Technology, particularly surface electromyography, can now be used to monitor performance and prevent injuries, especially those caused by muscular asymmetries. Such studies can be used to enhance training and for educational purposes. Materials and Methods: This pilot study was conducted on three subjects: two cadet-athletes and a novice, compared with the performance model of an elite athlete. Surface electromyography and kinematic analysis monitored the lower limb muscles during the propulsion and recovery phases of skating. Electrodes were placed on specific muscles, and triaxial accelerometers were used to detect kinematic differences and asymmetries. The results: Cadet 1 was closest to the elite athlete's performance model compared to Cadet 2, especially in kinematics and muscle efficiency. However, both cadets showed electromyographic differences compared to the elite athlete, with uneven muscle co-activations. The novice exhibited more oscillations and earlier propulsion compared to the elite athlete. Discussion: Using electromyography and kinematic analysis made it possible to identify differences between elite athletes, cadets, and novices. These observations provide useful data for developing personalized training and educational plans and preventing injuries related to muscle overload. [ABSTRACT FROM AUTHOR]

Background: Medical students in the U.S. must demonstrate urgent and emergent care competence before graduation. Urgent and emergent care competence involves recognizing, evaluating and initiating management of an unstable patient. High-fidelity (HF) simulation can improve urgent and emergent care skills, but because it is resource intense, alternative methods are needed. Study Objective: Our primary purpose was to use program evaluations to compare medical student experiences with HF and virtual reality (VR) simulations as assessment platforms for urgent and emergent care skills. Methods: During their emergency medicine clerkship, students at The Ohio State University College of Medicine must demonstrate on HF manikins, competence in recognizing and initiating care of a patient requiring urgent or emergent care. Students evaluated these simulations on a five-point quality scale and answered open-ended questions about simulation strengths and weaknesses. Faculty provided feedback on student competence in delivering urgent or emergent care. In 2022, we introduced VR as an alternative assessment platform. We used Wilcoxon Signed Ranks and Boxplots to compare ratings of HF to VR and McNemar Test to compare competence ratings. Comments were analyzed with summative content analysis or thematic coding. Results: We received at least one evaluation survey from 160 of 216 (74.1%) emergency medicine clerkship students. We were able to match 125 of 216 (57.9%) evaluation surveys for students who completed both. Average ratings of HF simulations were 4.6 of 5, while ratings of VR simulations were slightly lower at 4.4. Comments suggested that feedback from both simulation platforms was valued. Students described VR as novel, immersive, and good preparation for clinical practice. Constructive criticism identified the need for additional practice in the VR environment. Student performance between platforms was significantly different with 91.7% of students achieving competence in HF, but only 65.5% in VR (p≤.001, odds-ratio = 5.75). Conclusion: VR simulation functions similarly to HF for formative assessment of urgent and emergent care competence. However, using VR simulation for summative assessment of urgent and emergent care competence must be considered with caution because students require considerable practice and acclimation to the virtual environment. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Study Aim. In recent years, there has been a growing interest in physical culture and recreation due to their significant impact on population health and quality of life. This work aims to systematically review research in the field of physical culture and recreation to identify current trends, issues, and prospects. Materials and Methods. The search for publications was conducted in the Web of Science database using the keywords "Physical Culture" and "Recreational." As a result, 1192 publications were found, of which 69 were selected for detailed analysis after excluding irrelevant ones. Data extraction and classification into five categories were performed using Python. Results. The analysis revealed that the main research directions include the impact of physical activity on health; the organization and management of sports events; educational aspects of physical culture; social and psychological aspects of recreational activities; and innovative approaches in the field of physical culture. The results showed that physical culture in the context of recreation significantly impacts health and quality of life, playing an important role in the social and cultural context. Modern trends in the development of physical recreation were identified, as well as the significant influence of physical activity and socio-demographic factors on the population's quality of life. Conclusions. The systematic analysis showed that research in the field of physical culture and recreation is crucial for the development of a healthy lifestyle and social integration. The results highlight the need for further research and the implementation of innovative practices to improve the population's quality of life and health.

Background: Online training has gained popularity as an effective teaching method, necessitating diligent monitoring of learner progress and engagement. The challenge of predicting academic performance in online courses is crucial for supporting learners at risk of academic loss. This study aimed to develop a robust model for predicting learners' performance using ensemble machine learning and feature engineering techniques.Methods: This research employed a classification approach based on the Digital Electronic Education and Design Suite (DEEDS) dataset, which records real-time interactions of learners within an online educational environment. The dataset analyzed in this research included activity logs from 115 undergraduate students majoring in computer engineering who participated in a digital electronics course at the University of Genoa, Italy, between September and December 2015. Various machine learning algorithms, including Random Forest (RF), Adaptive Boosting (AdaBoost), Gradient Boosting (GB), Light Gradient-Boosting Machine (LightGBM), and eXtreme Gradient Boosting (XGBoost), were applied. The study also utilized ensemble learning methods such as Boosting and Stacking to enhance prediction accuracy. Feature engineering techniques were implemented to extract and select relevant features from the dataset, leading to the development of a predictive model.Results: The proposed model achieved an accuracy of 97.43%, a precision of 96.20%, and an F1-score of 98.06%, indicating an acceptable predictive capability. Notably, the findings revealed that feature selection significantly enhanced performance; in the absence of feature selection, the accuracy dropped to 92.15%. Additionally, ensemble methods like Boosting and Stacking provided a 15% enhancement in prediction accuracy compared to traditional approaches. Overall, the integration of feature engineering and ensemble techniques acceptably optimized the model's ability to predict learners’ academic performance in online educational settings. Conclusion: This research validates the effectiveness of employing ensemble machine learning techniques and feature engineering in predicting learners’ academic performance in online education. Future studies should explore additional ensemble methods and incorporate diverse feature types to enhance prediction accuracy.

BackgroundThe rising number of children identified with autism has led to exponential growth in for-profit applied behavior analysis (ABA) agencies and the use of highly structured approaches that may not be developmentally appropriate for young children. Multiple clinical trials support naturalistic developmental behavior interventions (NDBIs) that integrate ABA and developmental science and are considered best practices for young autistic children. The Early Start Denver Model (ESDM) is a comprehensive NDBI shown to improve social communication outcomes for young autistic children in several controlled efficacy studies. However, effectiveness data regarding NDBI use in community-based agencies are limited.MethodsThis study uses a community-partnered approach to test the effectiveness of ESDM compared to usual early behavioral intervention (EBI) for improving social communication and language in autistic children served by community agencies. This is a hybrid type 1 cluster-randomized controlled trial with 2 conditions: ESDM and EBI. In the intervention group, supervising providers will receive training in ESDM; in the control group, they will continue EBI as usual. We will enroll and randomize 100 supervisors (50 ESDM, 50 EBI) by region. Each supervisor enrolls 3 families of autistic children under age 5 (n = 300) and accompanying behavior technicians (n = 200). The primary outcome is child language and social communication at 6 and 12 months. Secondary outcomes include child adaptive behavior, caregiver use of ESDM strategies, and provider intervention fidelity. Child social motivation and caregiver fidelity will be tested as mediating variables. ESDM implementation determinants will be explored using mixed methods.DiscussionThis study will contribute novel knowledge on ESDM effectiveness, the variables that mediate and moderate child outcomes, and engagement of its mechanisms in community use. We expect results from this trial to increase community availability of this model and access to high-quality intervention for young autistic children, especially those who depend on publicly funded intervention services. Understanding implementation determinants will aid scale-up of effective models within communities.Trail registrationClinicaltrials.gov identifier number NCT06005285. Registered on August 21, 2023.Protocol versionIssue date 6 August 2024; Protocol amendment number: 02.

Despite explicit expectations and accreditation requirements for integrated curriculum, there needs to be more clarity around an accepted common definition, best practices for implementation, and criteria for successful curriculum integration. To address the lack of consensus surrounding integration, we reviewed the literature and herein propose a definition for curriculum integration for the medical education audience. We further believe that medical education is ready to move beyond “horizontal” (1-dimensional) and “vertical” (2-dimensional) integration and propose a model of “6 degrees of curriculum integration” to expand the 2-dimensional concept for future designs of medical education programs and best prepare learners to meet the needs of patients. These 6 degrees include: interdisciplinary, timing and sequencing, instruction and assessment, incorporation of basic and clinical sciences, knowledge and skills-based competency progression, and graduated responsibilities in patient care. We encourage medical educators to look beyond 2-dimensional integration to this holistic and interconnected representation of curriculum integration.

Background: Excessive stress may cause serious psychosocial and emotional health consequences. Academic stress influences the academic achievement of students. Aim: This study aimed to assess academic stress and its association with academic achievement among health science students in Kathmandu. Methodology: A cross-sectional study was conducted among 268 health science students. Data were collected using the Scale for Assessing Academic Stress, to measure academic stress, academic activity-related questions, and academic Grade Point Average (GPA) from the previous semester which were used for academic performance. We selected students by systematic random sampling. We used a self-administered questionnaire method for data collection. Data were entered into EpiData software and transferred to IBM SPSS (version 25) for analysis. Descriptive analysis was performed by percentages and median (interquartile range). We used Pearson’s correlation and Chi-square tests to measure the association between academic stress, performance, and related factors. Results: A total of 31.7% and 35.4% of respondents had moderate and high academic stress, respectively. The correlation between academic achievement and academic stress was found to be negative (r = −0.201 and P = 0.001), but statistically significant. The association between sex (P = 0.008), academic environment at home (P = 0.041), teaching–learning materials at home (P = 0.022), and academic stress was found to be statistically significant. Conclusion: More than two-thirds of respondents had moderate and high academic stress. The relationship between stress and academic achievement is negatively correlated, which suggests that students do not need high academic stress to achieve substantial academic performance.

Stunting is a serious health issue that impacts children's long-term physical and cognitive development. Children affected by stunting face a higher risk of growth and development delays, potentially reducing their future quality of life. One method to prevent stunting is by providing appropriate complementary feeding (MP-ASI) that meets children's nutritional needs. The purpose this MP-ASI education and demonstration program to improve the knowledge and skills of Posyandu cadres and mothers of toddlers in Pesawahan Village, Probolinggo, in preparing and providing nutritionally balanced and age-appropriate MP-ASI. The program employed the ABCD (Assets Based Community Development) approach, designed to promote self-sufficiency and sustainable knowledge within the community by leveraging local resources. A total of 25 participants joined the program, which included educational sessions, interactive discussions, and hands-on practice in MP-ASI preparation. Evaluation was conducted using pre-test and post-test assessments, analyzed with IBM SPSS Statistics 16. The results of the hypothesis test showed a significant improvement in participants' understanding, with the average pre-test score rising from 78.00 to 90.00 in the post-test. Statistical analysis revealed a T-count of 6.928, exceeding the T-table value of 2.069, indicating that the MP-ASI education program effectively enhanced participants' knowledge and skills. In conclusion, this program successfully increased the knowledge and abilities of Posyandu cadres and mothers in relation to MP-ASI, contributing to optimizing children's nutrition and preventing stunting in Pesawahan Village.

Abstract Background This study aimed to answer the research question: How reliable is ChatGPT in automated essay scoring (AES) for oral and maxillofacial surgery (OMS) examinations for dental undergraduate students compared to human assessors? Methods Sixty-nine undergraduate dental students participated in a closed-book examination comprising two essays at the National University of Singapore. Using pre-created assessment rubrics, three assessors independently performed manual essay scoring, while one separate assessor performed AES using ChatGPT (GPT-4). Data analyses were performed using the intraclass correlation coefficient and Cronbach's α to evaluate the reliability and inter-rater agreement of the test scores among all assessors. The mean scores of manual versus automated scoring were evaluated for similarity and correlations. Results A strong correlation was observed for Question 1 (r = 0.752–0.848, p 0.05), and there was a strong correlation between AES and manual scores (r = 0.829, p

Introduction: With the development of artificial intelligence and robotics technology, the application of educational robots in teaching is becoming increasingly popular. However, effectively evaluating and optimizing multimodal educational robots remains a challenge. Methods: This study introduces Res-ALBEF, a multimodal educational robot framework driven by dynamic attention. Res-ALBEF enhances the ALBEF (Align Before Fuse) method by incorporating residual connections to align visual and textual data more effectively before fusion. In addition, the model integrates a VGG19-based convolutional network for image feature extraction and utilizes a dynamic attention mechanism to dynamically focus on relevant parts of multimodal inputs. Our model was trained using a diverse dataset consisting of 50,000 multimodal educational instances, covering a variety of subjects and instructional content. Results and discussion: The evaluation on an independent validation set of 10,000 samples demonstrated significant performance improvements: the model achieved an overall accuracy of 97.38% in educational content recognition. These results highlight the model's ability to improve alignment and fusion of multimodal information, making it a robust solution for multimodal educational robots. [ABSTRACT FROM AUTHOR]

The study, "Exploring the Influence of Quezon City Scholarships on Advancing Educational Equity and Fostering Social Mobility," examines scholarship programs on advancing educational equity and promoting social mobility among Quezon City's underserved communities. Using a mixed-methods approach, it gathered insights from 174 scholarship recipients through surveys and interviews, focusing on how financial aid affects academic achievement, financial stability, and career opportunities. The findings indicate that these scholarships significantly enhance educational access by lowering financial obstacles and fostering long-term social mobility through improved career prospects and economic stability. Respondents expressed a high level of agreement on the program's positive influence, with recommendations to cover nontuition expenses and expand outreach for underserved groups. Ultimately, the research underscores the value of localized scholarship initiatives in fostering both individual development and broader community growth. [ABSTRACT FROM AUTHOR]

Objective: In an exam-based education system, it is of utmost importance to identify levels of test anxiety and educational stress that directly affect success, and to reduce anxiety. A study was conducted to examine the effects of laughter yoga on test anxiety and educational stress in 8th grade students in Turkey. Methods: A cluster sampling, parallel-group randomized controlled trial with pre-test/post-test design studied 64 students (32 in the intervention group and 32 in the control group). The intervention group received laughter yoga sessions twice a week for 6 weeks. The control group received no intervention. Data were collected by a demographic questionnaire, the Westside Test Anxiety Scale, and the Educational Stress Scale. Results: After laughter yoga, the intervention group showed a significant decrease in test anxiety (d = 0.859; p < 0.005) and educational stress scores (d = 0.52875; p < 0.001) compared to the control group. Conclusion: Laughter yoga was associated with decreased test anxiety and educational stress. Laughter yoga activities in schools are recommended to decrease educational stress and test anxiety of students. [ABSTRACT FROM AUTHOR]

Background: Escape room simulations are an innovative teaching methodology that may be useful in addressing pediatricspecific content and clinical placement limitations of generalist nursing programs. Problem: This project studied if a pediatric escape room simulation improved students' knowledge and confidence in pediatric nursing to support the development of the pediatric nursing workforce. Approach: A pediatric escape room simulation was developed for a large Midwestern university's prelicensure nursing program. Students completed surveys to assess knowledge and confidence in pediatric nursing. Simulation quality was assessed using the Simulation Learning Effectiveness Inventory. Outcomes: Students' (N = 37) knowledge and confidence in pediatric nursing concepts significantly increased after the simulation. Students responded positively to the simulation and recommended it be included in the undergraduate curriculum. Conclusions: The pediatric escape room simulation offers a promising alternative for students to gain pediatric-specific knowledge and confidence for prelicensure nursing programs in the context of limited pediatric clinical placements. [ABSTRACT FROM AUTHOR]

Objective: The present research was conducted with the aim of ranking and measuring the effect of barriers and research problems in the field of humanities on scientific productions from the perspective of faculty members. Research method: The current research is a descriptive survey in terms of applied purpose. The statistical population of this research included all the faculty members of Shahid Chamran University of Ahvaz, and 137 people were selected as the research sample by simple random method. The questionnaire of Khademizadeh et al. (2021) was used to collect data. Research data were analyzed using SPSS version 22 software and Smart Pls software. Results: Based on the results of this research, from the point of view of faculty members of Shahid Chamran University of Ahvaz in the field of human sciences, infrastructural and environmental barriers (0.906) have the most impact among other components, followed by educational barriers. cultural and social (0.85); organizational-management obstacles (0.847); Intrinsic obstacles (0.738) and individual obstacles (0.637). Among the individual barriers to research (the most important factor is weakness in English language skills), among the inherent barriers to research (the most important factor is the small investment of governments and the private sector for research in the field of humanities), among the organizational and managerial barriers (the most important factor is the lack of incentive policies in against the scientific productions of faculty members), it was among the infrastructural and environmental obstacles (the most important factors of the contractionary policies of the governments and the lack of research funds) and among the educational, cultural and social obstacles (the most important factors are the lack of group work culture and promotion of individualism). Conclusion: Based on the results of the research, infrastructural and environmental barriers play a more important role in the field of human sciences. Based on this, paying attention to research obstacles to increase scientific production and especially removing infrastructural and environmental obstacles requires the special attention of managers, especially university research managers, so that the process of scientific production in this field can be corrected and accelerated. [ABSTRACT FROM AUTHOR]

Introduction: Intergenerational education mobility, which reflects the degree to which an individual's educational attainment is independent of their parents' education, is essential for promoting equal opportunities in society. In the context of India, where socio-economic disparities are deeply entrenched, understanding the dynamics of intergenerational mobility is particularly crucial. Methods: This paper examines various aspects of intergenerational education mobility in India using data from the Indian Human Development Survey (IHDS), a nationally representative multi-topic survey. We analyze intergenerational mobility across different age cohorts and investigate the nonlinearities in the transmission of education. Additionally, we explore the impact of educational inequality, economic growth, and public expenditure on education on mobility outcomes. Results: Our analysis reveals a high degree of intergenerational persistence in education, although this persistence has decreased over time. Employing quantile regressions, we observe significant nonlinearities in the relationship between fathers' and sons' educational outcomes across the educational distribution. In particular, we find a widening mobility gap between historically advantaged subgroups (urban populations, upper castes, Hindus) and disadvantaged groups (rural populations, lower castes, Muslims) at the middle and upper quantiles. Moreover, we confirm the "Higher Inequality leading to Lesser Mobility" nexus, supporting the 'Great Gatsby Curve' within the Indian context. Macroeconomic factors, such as economic growth and public expenditure on education, are positively correlated with educational mobility, suggesting that these factors play a critical role in enhancing mobility. Discussion: These findings highlight the importance of targeted policy interventions to reduce educational disparities and promote greater intergenerational mobility. The widening mobility gaps between socio-economic and demographic groups emphasize the need for more equitable resource distribution and educational reforms. Future research should explore the multifaceted aspects of intergenerational mobility, incorporating longitudinal studies and regional analyses to deepen our understanding of the underlying mechanisms. [ABSTRACT FROM AUTHOR]

Introduction. The role played by siblings of people with intellectual disabilities (ID) within the family nucleus is fundamental throughout the entire life stage, but especially in adulthood, when important decisions are made and generational handover takes place. Objective of the study. To explore the impact factors that intervene in the sibling relationship between siblings and its educational implications when one of them has ID, promoting the opportunity to create educational programs of family accompaniment in adulthood that can empower siblings. Method. The research, qualitative in nature, is carried out through an interpretative phenomenological design in which the analysis dimensions are attachment bonds, personal and emotional experience, family and social environment and life project. The perceptions of people with ID (5 participants) and siblings (10 participants) were analyzed through semi-structured personal interviews. Results. Among the most relevant results, we find that the siblings of persons with ID need to know the information referred to their own disability, always according to their age and capacity to be able to develop strategies for acceptance and coping with their own disability. The time shared between siblings is a predictor of what may come to happen in the future when that generational handover occurs, but the siblings themselves require educational support and accompaniment to respond to the needs that arise and to strengthen fraternal relationships. Conclusions. The study has some relevant educational implications in the field of study such as the proposal to create a family educational accompaniment program aimed at siblings of people with ID in adulthood. [ABSTRACT FROM AUTHOR]

The utilisation of online platform Blackboard Learn for Teaching and Learning (T & L) has become an essential and obligatory component of Higher Education Institutions (HEIs). This study research aims to examine the difficulties and potential of its implementation at a Historically Disadvantaged Institution (HDI) like University of Limpopo (UL), with a focus on the Bachelor of Arts (BA) programme in Criminology and Psychology (Crim & Psych) as guided by University of Limpopo Faculty of Humanities Multimodal Teaching and Learning Plan (UL FHMTLP). This qualitative study employed an empirical research design, selecting Twelve (12) permanent Academics/Lecturers from the Department of Criminology and Criminal Justice at UL for interview purposes. The verbatim responses from the interviews were analysed to identify the key themes and sub-themes of the study using the inductive Thematic Content Analysis (TCA) method. This study revealed that there is a lack of utilisation of Blackboard Learn at UL, as well as ineffective adaptation of current strategies and UL FHMTLP implementations. Many Lecturers still depend on contact T & L and the use of Blackboard Learn to connect the operations of this programme is currently unsuccessful. Recommendations consist of regular training and refreshment courses on the application of this technology, such as the Learning Management System (LMS) provided by the Information and Communications Technology [ICT]-electronic-(e)- Learning Unit. This could potentially facilitate collaborations between Natural Sciences (Technology - Blackboard Learn) and Human Sciences (Crim & Psych) to generate new knowledge, while also clearly providing the advantages of technology utilisation for T & L at UL. This kind of innovation could accommodate "economical, educational, technical, and social transformations" to address the mentioned challenges and opportunities, while making contributions to the field of professorship, with a focus on the South African Future Professors Programme (FPP) Phase 2 Cohort 1 2022-2023, utilising Blackboard Learn for T & L in a HDI to outline the existing challenges and possibilities. [ABSTRACT FROM AUTHOR]

Copyright of Al-Academy is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to derive educational contents from the verses on individual responsibility mentioned in the Qur’an, and from this primary goal emerge the following sub-goals: deducing educational principles from the verses on individual responsibility, explaining the educational values deduced from the verses on individual responsibility and highlighting contemporary educational applications deduced from the verses on individual responsibility, which reached ten verses. The study relied on the descriptive approach—the deductive analytical method in extracting educational contents from the specific verses. The study results indicated that the Holy Qur’an, including its verses on individual responsibility, includes many educational contents of principles and values, which we must work to derive to be applied in the educational field. The study clarified the principles of individual responsibility that should be developed in young people, the most important of which are justice, self-control, bearing responsibility, self-struggle, and decision-making. The study also resulted in values derived from the verses of individual responsibility, the most important of which are fear of Allāh, warning against injustice to the soul, spending, purifying the soul, gratitude, good deeds, and modesty. The study highlighted the educational importance of each principle and value mentioned in the noble verses and that each value significantly impacts human life. The study also presented some contemporary educational applications that can be exploited and applied in developing individual responsibility through the family and school. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Web Block Craft is an innovative educational application that uses the Google Blockly framework to teach web development to children aged eleven and above. The application serves as a comprehensive learning tool, allowing users to explore both frontend project and backend project development. The frontend project includes HTML, CSS, JavaScript, and DOM manipulation, while the backend project covers server building, web app security, application programming interfaces (APIs), and database management. Web Block Craft's unique block-based interface allows users to easily drag and drop components into a dynamic working environment, resulting in an engaging experience with live output display and simultaneous code presentation. A unique feature of Web Block Craft is the integration of a platform within the application, which allows teachers to create lessons with step-by-step instructions for students. This new feature allows for a more structured learning experience, which improves understanding of web development concepts. To enhance the learning experience, the application provides extensive documentation, serving as a valuable resource for users to grasp the intricacies of web programming. By combining the power of Google Blockly with a creative user interface and educational resources, Web Block Craft provides a comprehensive learning environment that empowers creative web programming with confidence. [ABSTRACT FROM AUTHOR]

Integrating technological tools in teaching statistics can revolutionize educational methods, making learning more engaging, interactive, and effective. This study aims to assess the effectiveness of a math application for Android in enhancing the teaching and learning of statistics for eighth-grade students in Alcalá, Valle del Cauca, Colombia. The project involved coordinating with local mathematics teachers to implement the app in the classroom, focusing on interactive digital content to improve student engagement. The study employed a mixed-methods approach, gathering data from 63 students through surveys that measured user satisfaction, topic relevance, interface usability, and the likelihood of recommending the app. The evaluation revealed a high likelihood of recommendation, with 74.6% of the students indicating they would "Almost always" recommend the app. Positive feedback was also noted in terms of user satisfaction and topic relevance. However, technical performance and content engagement were identified as needing improvement. The study also highlighted limitations, including a small sample size, reliance on self-reported data, and a short-term evaluation period. The Math app shows considerable promise as a tool for teaching statistics, supporting the Sustainable Development Goals (SDGs), particularly SDGs 4 and 9, involving quality education, industry, innovation, and infrastructure. Future work should address the identified limitations and focus on continuous improvement to enhance the app's effectiveness and reach. [ABSTRACT FROM AUTHOR]

AbstractObjectivesMethodResultsConclusionThis paper explores (1) experiences of participating in Empowered Conversations, an online communication course for carers of people with dementia and (2) how participants felt the course had changed their experience of caring.Fifteen semi-structured interviews were completed with carers who had attended Empowered Conversations as part of a larger feasibility trial conducted in Greater Manchester, UK (ISRCTN15261686). Data were analysed using applied thematic analysis.Three themes were developed: (1) You’ve got nothing to lose and everything to gain, including the course content, timing and format, and perceived burden and benefits of the course; (2). A community to share together, including the value of being honest, vulnerable, and sharing stories; and (3) Being given a new way to see the world, including understanding the person and their diagnosis, enabling greater control and reducing interpersonal conflict, and recalibrating their expectations.Carers reported positive experiences of participating in Empowered Conversations and valued meeting people who, despite different circumstances, shared their understanding of supporting someone with dementia. The course supported participants to be honest and vulnerable, and helped them to rethink communication and have a greater appreciation of the other person’s perspective during everyday interactions. [ABSTRACT FROM AUTHOR]

Objective The demographic homogeneity of the physical therapist workforce and its educational pathway may undermine the profession's potential to improve the health of society. Building academic environments that support the development of all learners is fundamental to building a workforce to meet societal health care needs. The Benchmarking in Physical Therapy Education study uses the Physical Therapy Graduation Questionnaire to comprehensively assess learner perceptions of the physical therapist academic environment. The present report examined whether racial and ethnic minoritized (REM) physical therapist learners perceive their doctor of physical therapy education differently from their non-REM peers. Methods Five thousand and eighty graduating doctor of physical therapy learners in 89 institutions provided demographic data and perceptions of a range of learning environment domains. Analyses included REM versus non-REM comparisons as well as comparisons among individual race and ethnicity groups. Results Compared with their non-minoritized peers, REM respondents expressed less satisfaction with their education and lower confidence in their preparedness for entry-level practice. REM respondents observed more faculty professionalism disconnects and demonstrated less agreement that their program had fostered their overall psychological well-being. REM respondents experienced higher rates of mistreatment than their peers and reported higher rates of exhaustion and disengagement, the 2 axes of academic burnout. Black/African American and Hispanic/Latino/a/x (Hispanic, Latino, Latina, and/or Latinx) respondents incurred significantly more educational debt than Asian and White respondents. REM respondents reported greater empathy and greater interest in working in underserved communities. Conclusion REM respondents perceived the physical therapist learning environment more negatively than their non-minoritized peers but expressed strong interest in serving people from underserved communities. These national benchmarks offer academic institutions the opportunity to self-assess their own environment and to work to improve the quality of the educational experience for all learners. Impact In a nationwide benchmarking study, learners from minoritized race and ethnicity backgrounds reported more negative experiences and outcomes during physical therapist education than their non-minoritized peers. These same learners demonstrated high empathy and interest in serving people from underserved (under-resourced) communities. Learning environments that permit all individuals to thrive may be an essential avenue to improve the health of a rapidly diversifying society. [ABSTRACT FROM AUTHOR]

Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%–50.64%) and minimal training (preservice = 1.6%–33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. [ABSTRACT FROM AUTHOR]

Purpose: Videos and images are becoming an educational tool in every domain. The objective was to assess the contribution of short educational endoscopic videos in learning the complex anatomy of the tympanic cavity. Methods: We conducted a prospective study amongst all the otolaryngology residents in 2021 in the greater Paris area (n = 74), from the first year to fifth year. We divided the residents into two groups who had the same 30-min anatomy class based on anatomical drawings. The second group had a 4-min endoscopic educational video at the end, whereas the first group did not. A video test of 10 surgical situations with each time 5 anatomic structures to identify was created. All the residents took the test just after the class, and 1 month later to assess long-term memory. The MERSQI score (design to assess the quality of educational studies) applied to our study was calculated. Results: The two groups were comparable in terms of training. The "video" group had significantly better results in the first test, mean score 24.40/50 (± 11.7) versus 16.74/50 (± 11.1) (p = 0.005) and also at 1 month, mean score 23.25/50 (± 12.3) versus 18.01/50 (± 11.3) (p = 0.035). The score in each group, and the difference between both groups, increased with resident seniority. The MERSQI score of our study was 14.5/18. Conclusion: This study highlights the educational value of videos to help memorise complex 3D anatomy such as in the tympanic cavity. [ABSTRACT FROM AUTHOR]

Background: This study aimed to answer the research question: How reliable is ChatGPT in automated essay scoring (AES) for oral and maxillofacial surgery (OMS) examinations for dental undergraduate students compared to human assessors? Methods: Sixty-nine undergraduate dental students participated in a closed-book examination comprising two essays at the National University of Singapore. Using pre-created assessment rubrics, three assessors independently performed manual essay scoring, while one separate assessor performed AES using ChatGPT (GPT-4). Data analyses were performed using the intraclass correlation coefficient and Cronbach's α to evaluate the reliability and inter-rater agreement of the test scores among all assessors. The mean scores of manual versus automated scoring were evaluated for similarity and correlations. Results: A strong correlation was observed for Question 1 (r = 0.752–0.848, p < 0.001) and a moderate correlation was observed between AES and all manual scorers for Question 2 (r = 0.527–0.571, p < 0.001). Intraclass correlation coefficients of 0.794–0.858 indicated excellent inter-rater agreement, and Cronbach's α of 0.881–0.932 indicated high reliability. For Question 1, the mean AES scores were similar to those for manual scoring (p > 0.05), and there was a strong correlation between AES and manual scores (r = 0.829, p < 0.001). For Question 2, AES scores were significantly lower than manual scores (p < 0.001), and there was a moderate correlation between AES and manual scores (r = 0.599, p < 0.001). Conclusion: This study shows the potential of ChatGPT for essay marking. However, an appropriate rubric design is essential for optimal reliability. With further validation, the ChatGPT has the potential to aid students in self-assessment or large-scale marking automated processes. [ABSTRACT FROM AUTHOR]

BackgroundThe Nutrition Care Process (NCP) is a systematic framework designed to enhance the quality of nutrition care. Given the high prevalence of metabolic diseases in Mexican population, there is a critical need for tailored nutrition care strategies.ObjectiveWe aim to describe the adaptation of the NCP to manage metabolic diseases in Mexican individuals.MethodsOur adaptation included a comprehensive literature review of clinical nutrition guidelines, by a structured consultation with experts to ensure clinical setting-specific and culturally appropriate modifications. A team of registered dietitians from two tier 3 hospitals, each with over five years of experience in metabolic disease management, customized the NCP’s four core steps—assessment, diagnosis, intervention, and monitoring—to meet the specific needs of the Mexican population.ResultsWe adapted the NCP to manage five common metabolic disorders: obesity, type 2 diabetes, kidney disease, metabolic dysfunction-associated steatotic liver disease, and dyslipidemia. Each step of the NCP was complemented by the development of educational materials designed to (1) enhance awareness of disease risk, (2) broaden their knowledge of nutritional management, and (3) provide tailored strategies for developing personalized action plans. The adapted NCP was implemented in clinical and research settings and the materials were documented as an online publication to facilitate widespread dissemination.ConclusionOur adaptation represents a significant advancement in the use of structured tools for nutrition care in Mexican populations, who face disproportionately high rates of metabolic diseases. Further research is needed to assess the effectiveness of this approach in clinical settings.

IntroductionNigeria accounts for 20% of all maternal mortality. Recently, more mobile health technology (mHealth) interventions are emerging in sub-Saharan Africa. The potential of mobile applications in maternal care has not been explored in Nigeria. This study describes the process of design, development, and testing of an educational and monitoring mobile application for pregnant women in Nigeria.MethodUsing a user-centered design, we conducted semi-structured interviews at each stage of mobile application development with pregnant women attending antenatal clinics in Oyo State, Nigeria. The first interview focused on empathy, followed by alpha and beta testing of the mobile application prototype at health facilities.ResultsThe barriers to accessing perinatal care were the distance to the nearest facility (mean = 3.3 km), lack of perinatal education, and cost. The low-fidelity prototype of the mobile application was designed with five features. Mobile applications increased the level of knowledge of preeclampsia by 179%. User feedback from alpha testing informed the development of a high-fidelity prototype for beta testing. Ninety-five percent (95%) of pregnant women surveyed were willing to download the mobile application. The final application developed was uploaded to the Google Play Store (MyBelle pregnancy application).ConclusionmHealth applications have the potential to increase access to prenatal information and services in Nigeria and may reduce maternal and childhood mortality. This study has described the process of development of the first indigenous mobile application specifically for pregnant women in Nigeria using a user-centered design thinking approach.

Background: Adolescent use of e-cigarettes has been recognized as a significant public health concern as rates of adolescent vaping increase. As evidence of respiratory damage and other health concerns continue to emerge, educational resources for parents are critical in combating the vaping epidemic. A vaping educational tool can serve as a resource that parents of adolescents can reference to learn about e-cigarette use and how to address this topic with their families. Objective: The purpose of this study was to examine parents' perspectives on the design and use of an educational infographic (Parent E-Cigarette and Vaping Educational Resource; P-EVER) to inform parents of adolescents and their families about e-cigarette use, risks, and quitting resources. Methods: Parents who had an adolescent aged 12 to 18 years were recruited through community pharmacies in Wisconsin through recruitment fliers, emails, and word of mouth between February and June 2023. Participants reviewed the vaping educational handout in a semi-structured interview that was recorded and transcribed verbatim. Two members of the research team independently coded each transcript using NVivo software to conduct inductive thematic analysis. Bi-weekly meetings were held to refine codes, develop the master codebook, and identify prevalent themes (intercoder reliability - 0.83). Results: Thirty-five parents were interviewed between February and June 2023. Four themes were identified: vaping awareness, P-EVER content and implementation, pharmacist's role, and barriers to pharmacist intervention on vaping. Participants believed the vaping educational handout was an effective resource for disseminating information to parents of adolescents. Responses highlighted the importance of providing educational resources to initiate conversations surrounding health risks to adolescents. Conclusion: Pharmacists played a crucial role in successfully disseminating the P-EVER education tool to parents of adolescents. Future work is required to determine effective interventions for pharmacists and adolescents to discuss the topic of vaping awareness and safety.

Reducing the age of first autism diagnosis facilitates access to critical early intervention services. A current "waitlist crisis" for autism diagnostic evaluation thus demands that we consider novel use of available clinical resources. Previous work has found that expert autism clinicians can identify autism in young children with high specificity after only a brief observation; rapid identification by non-experts remains untested. In the current study, 252 children ages 12-53 months presented for a comprehensive autism diagnostic evaluation. We found that junior clinicians in training to become autism specialists (n = 29) accurately determined whether or not a young child would be diagnosed with autism in the first five minutes of the clinic visit in 75% of cases. Specificity of brief observations was high (0.92), suggesting that brief observations may be an effective tool for triaging young children toward autism-specific interventions. In contrast, the lower negative predictive value (0.71) of brief observations, suggest that they should not be used to rule out autism. When trainees expressed more confidence in their initial impression, their impression was more likely to match the final diagnosis. These findings add to a body of literature showing that clinical observations of suspected autism should be taken seriously, but lack of clinician concern should not be used to rule out autism or overrule other indicators of likely autism, such as parent concern or a positive screening result.

There is increasing evidence supporting the effectiveness of the Early Start Denver Model (ESDM) for children on the autism spectrum. However, substantial variability in response to the ESDM has been reported across participants. We examined the plausible yet untested hypothesis that variations in the fidelity level of therapists delivering the intervention contribute to variability in childrens response to the ESDM. Videotaped sessions (n = 40) of toddlers on the autism spectrum who received the ESDM from trained therapists were coded to obtain measures of therapist fidelity and childrens learning in response to the therapists instruction. Variations in overall fidelity, along with variations in most items included in the ESDM fidelity checklist, contributed to the childrens learning response during the sessions.

Lay abstractEarly Intervention systems provide therapeutic services to families of young children birth to 3 years with developmental delays and are considered a natural access point to services for young children and their families. Research studies in the autism field have been interested in training providers to deliver evidence-based practices in Early Intervention systems to increase access to services for young children with an increased likelihood of being autistic. However, research has often overlooked that Early Intervention systems prioritize family-centered care, an approach to working with families that honors and respects their values and choices and that provides supports to strengthen family functioning. This commentary points out that family-centered care deserves greater attention in research being done in Early Intervention systems. We describe how family-centered care may shape how interventions are delivered, and discuss directions for future research to evaluate the impact of family-centered care alongside intervention delivery.

This paper presents a comprehensive guide for the design and development of a power electronic converter, specifically focusing on the Buck converter. The guide aims to bridge the gap between theoretical knowledge and practical application, providing engineering students with a hands-on experience in digital control using the STM32 microcontroller. The workshop experience described covers all necessary steps, from the initial design and simulation using tools like MATLAB-Simulink and Plecs to the final implementation and testing of the converter. The educational value of this approach is highlighted, emphasizing the importance of practical engagement in understanding complex concepts related to power electronics. [ABSTRACT FROM AUTHOR]

In educational institutions, it is now more important than ever to deliver high-quality academic instruction, and educational data mining is essential for resolving problems that arise from challenging unstructured data in this field. Using machine learning (ML) approaches, the performance of students and traits related to academia, a crucial indicator of higher education, is examined. In the proposed study, the educational dataset is subjected to feature ranking algorithms, including MRMR, ReliefF, Chi-Square, ANOVA, and Kruskal–Wallis, followed by important feature selection using Shapley. The dataset has 16 attributes of integer, categorical type, and after feature ranking approaches, the features with the most important information are chosen and ML techniques are applied to them. It takes two phases to complete the work. The results are obtained after the first phase, in which all features are taken into account for ML training. The second phase of ML training takes into account selective features that are derived using ranking approaches. ML models with only selective attributes are compared to models with all features in order to determine which is more precise. In comparison, the results of the ML models with selective attributes outperformed the models with all attributes. Overall, the ensemblers, i.e., bagged tree and AdaBoost, outperformed other ML techniques such as decision trees, neural networks, naive Bayes, K-nearest neighbor, and support vector machines presented in the proposed study. Bagged trees achieved an accuracy of 81.0 percent, while AdaBoost achieved an accuracy of 74.2 percent. [ABSTRACT FROM AUTHOR]

Stunting is a growth and development disorder due to a long-term lack of nutrients, characterized by a height of less than two standard deviations. The resulting impact results in impaired cognitive development in children, and the long term, it will reduce learning achievement and decrease productivity in the future. Puzzle games for children can stimulate creativity, children’s interaction with the environment and language skills, and children’s concentration. Puzzle games are suitable media for stunting children to improve cognitive abilities. This literature review aims to explore the literature on interactive media therapy to puzzle the cognitive development abilities of preschool-age stunting children. The method used in this research is a literature review taken from international and national journals over five years (2018-2023). Journal search sources through several databases, namely PubMed, Scopus, Science Direct, USR, and Google Scholar, found ten journals reviewed. Inclusion criteria included articles in English, quantitative and qualitative research approaches, and interactive media related to puzzles, cognitive abilities, stunting, and preschool children. The exclusion criteria are articles in the form of comments, protocols, double publications, or variables that do not match the keywords.The results of the study showed that educational games increased the abilities of stunted children to distinguish shapes and colors, simple count, and express what was learned with language. Educational games stimulate stunted children to explore within the limits of their brain abilities and can even show cognitive abilities that are not much different from those of children with stunting who receive special attention from their families.The study’s conclusion shows that educational games, stimulus, and nutrition improve stunted children’s cognitive abilities and learning achievements. This study suggests that educational games should be given to stunted children in addition to providing nutrition and other stimulation. [ABSTRACT FROM AUTHOR]

In clinical settings, it is necessary to create a clinical learning environment that provides the ground for the learners to acquire competencies especially in high-stress and emotion-bound clinical settings. In the present study, a model for improving the learning environment in high-stress and emotion-bound clinical settings was designed by conducting a multi-method study in the form of three sub-studies. This model was designed with 3 pivotal concepts; organizing learning opportunities around safe care, fair participation in learning opportunities and creating a positive emotional climate and 6 peripheral concepts; designing physical space and appropriate equipment for education and care, preparing learners to attend the clinical setting, preparing learners to participate in learning opportunities, balancing the learner role and the care provided by the learners, the presence of a competent educator and providing education to all learners, and acquiring the ability to manage emotions by learners, faculty and staff. The implementation of the model obtained from this study provides the basis for solving the challenges of clinical learning environments, especially in high-stress and emotion-bound clinical settings, and improves clinical education and the realization of educational and care outcomes. [ABSTRACT FROM AUTHOR]

Vaccination rates for mumps, measles, and rubella (MMR) and tetanus, diphtheria, pertussis, and polio (Tdap‐IPV) fall short of global targets, highlighting the need for vaccination interventions. This study examines the effectiveness of a city‐wide school‐based educational vaccination intervention as part of an on‐site vaccination program aimed at increasing MMR and Tdap‐IPV vaccination rates versus on‐site vaccination alone among sociodemographically diverse students from Berlin, Germany. The study was a 1:1 two‐arm cluster randomized controlled trial, with schools randomly assigned to either the Educational Class Condition (ECC) or the Low‐Intensity Information Condition (LIIC). Both received an on‐site vaccination program, while students in the ECC received an additional educational unit. Primary outcomes were MMR and Tdap‐IPV vaccination rates. In total, 6512 students from 25 randomly selected urban area secondary schools participated. For students providing their vaccination documents on the day of the intervention (2273, 34.9%), adjusted Poisson mixed models revealed significant between‐group differences in favor of the ECC (MMR: logRR = 0.47, 95%CI [0.01,0.92], RR = 1.59; Tdap‐IPV: logRR = 0.28, 95%CI [0.10,0.47], RR = 1.32). When adjusting for socioeconomic and migration background, between‐group differences became non‐significant for MMR but remained significant for Tdap‐IPV. Findings suggest that educational, school‐based on‐site vaccination appears to be a promising strategy for increasing vaccination uptake in adolescents. [ABSTRACT FROM AUTHOR]

Background and Objectives: Persistent high-risk Human Papillomavirus (HPV) can cause cancers in the cervix, vulva, vagina, anus, penis, and oropharynx. A lack of knowledge about HPV can lead to vaccine hesitancy, which is detrimental to combating HPV-related diseases. This study aimed to assess the effectiveness of an HPV educational intervention to enhance university students' awareness of HPV. Materials and Methods: We conducted a quasi-experimental one-group pre-test and post-test study on male and female college students from the College of Applied Medical Science and the College of Nursing in Riyadh, Saudi Arabia, at King Saud University. Data were collected from May 2023 to March 2024. The first section of the survey assessed sociodemographic factors, and the second section measured knowledge regarding HPV. Results: A total of 271 students completed the surveys, with 71 males (26.2%) and 200 females (73.8%) participating. Students aged 22 years or older had better HPV awareness. Gender significantly predicts HPV awareness, with female students being four times more likely to be aware of HPV compared to male students. After the educational intervention, significant improvements in HPV knowledge were observed in all items (p-values < 0.0001) and across all demographic groups. Misconceptions about HPV were corrected, and the overall knowledge score increased from 29.3% to 82.0%. Conclusions: Our results suggest that similar interventions could benefit other populations in the kingdom, potentially increasing vaccination rates. [ABSTRACT FROM AUTHOR]

The integration of artificial intelligence tools, specifically ChatGPT, in education poses both opportunities and challenges. However, there is a lack of comprehensive understanding regarding the effectiveness and impact of using ChatGPT in educational settings, particularly within the context of Yemen specifically the University of Science & Technology (UST) in Aden. To address this gap, there is a need to assess the current use of ChatGPT and explore the perceptions and experiences of academic staff and students regarding its implementation. By identifying potential issues, benefits, and concerns, this study aims to contribute valuable insights for the successful integration of ChatGPT and improve the overall educational experience at the UST University. Ultimately, the goal is to contribute to a more informed and effective use of AI tools, improving the overall educational experience of Yemeni universities and potentially serving as a model for similar institutions. [ABSTRACT FROM AUTHOR]