Amare Workie, Abdulaziz Assefa, Mandefro Assefaw
et al.
Background Paternal postpartum depression among fathers of newborns is a new concept in Ethiopia. It is an emerging public health concern because it produces insidious effects on the well-being of newborns as well as on the whole family. However, there is limited evidence on the prevalence of paternal postpartum depression and its associated factors among partners of postpartum women in Ethiopia.Design A community-based cross-sectional study was conducted.Setting This study was conducted in Dessie town, Amhara Regional State, Northeast Ethiopia.Participants 634 partners of postpartum women participated in the study between 10 January and 10 February 2023. The study included fathers whose spouses had given birth in the last 12 months and who had been of the randomly selected kebeles for at least 6 months. Fathers aged <18 years at the time of data collection were excluded from the study. Data were collected through the structured and pretested Amharic questionnaire through face-to-face interviews.Primary and secondary outcome measures A standardised and validated depression-screening instrument (Edinburgh Postnatal Depression Scale) was used to assess paternal postpartum depression. Variables with a P value<0.25 in the bivariable analyses were used as the cut point for eligibility in the multivariable binary logistic regression model. Finally, statistically significant associated factors or secondary outcomes were declared at a p value<0.05 and were reserved in the final model with 95% CI.Results 610 fathers were interviewed, with a response rate of 96.2%, and the prevalence of paternal postpartum depression was 19% (95% CI 16.0 to 22.3). This study showed that not being comfortable with income (adjusted OR (AOR)=2.32 (95% CI 1.16 to 4.66)], substance use (AOR=2.48 (95% CI 1.22 to 5.05)), prior parenting experience (AOR=1.89 (95% CI 1.02 to 3.50)), unplanned pregnancy (AOR=2.81 (95% CI 1.50 to 5.25)) and infant sleep problems (AOR=4.59 (95% CI 1.80 to 7.18)) were significantly associated with paternal depression.Conclusion and recommendations This study revealed that nearly one-fifth of fathers had paternal depression. Factors significantly associated with PPD were not being comfortable with family income, substance use, experience of childbirth, unplanned pregnancy and infant sleeping problems. This suggests the need to provide health education to decrease substance use and counselling on the utilisation of family planning to minimise unplanned pregnancy and support offered to multiparous fathers.
Mrunalini V. Kalikar, Pradipta A. Dutta, Shubham S. Nimbhorkar
Background:
Good clinical practice (GCP) ensures ethical, as well as scientific quality of clinical trials, thus safeguarding participant safety and data integrity. The drug controller general of India mandates GCP training for healthcare professionals who conduct clinical research. However, limited studies assess the effectiveness of such training programs in India.
Aim:
This study evaluates the impact of educational intervention on the knowledge and awareness of GCP among healthcare professionals.
Settings and Design:
A prospective, interventional study was conducted at our tertiary care teaching hospital.
Materials and Methods:
A total of 180 healthcare professionals participated in a GCP workshop, with 172 completing pre- and post-intervention questionnaires. The workshop covered essential GCP topics, including ethical guidelines, informed consent, regulatory requirements, and serious adverse event reporting.
Statistical Analysis Used:
Pre- and postintervention responses were analyzed using Fischer’s exact test in GraphPad Prism 8.4.2. P < 0.05 was considered statistically significant.
Results:
The study revealed a significant improvement in participants’ knowledge across multiple GCP domains. However, gaps remained in understanding specific regulatory timelines.
Conclusion:
Educational interventions, such as GCP workshops, significantly enhance healthcare professionals’ knowledge and awareness, improving compliance with ethical and regulatory requirements in clinical research. Integrating GCP training into medical education may further strengthen research practices.
Abstract Background Simulation-based education is widely used to enhance clinical competence and communication skills in health professions. However, limited evidence exists on combined educational models that integrate simulation with structured counseling to strengthen empathy and privacy protection among midwifery students. Methods This randomized controlled trial examined the effects of a two-component educational intervention—wearable birth simulation followed by seven weeks of structured counseling—on students’ empathic tendency and privacy protection competencies. A total of 105 final-year midwifery students were randomly assigned to three groups: normal birth simulation (n = 35), breech birth simulation (n = 35), and control (n = 35). Data were collected at four time points using the Empathic Tendency Scale and the Privacy Protection in Obstetrics and Gynecology Scale. Mixed-model analyses were applied. Results Students in the breech birth simulation group demonstrated significantly higher empathy scores compared with the control group (p = 0.025). Across all groups, empathy and privacy awareness increased significantly over time (p < 0.001). However, the intervention did not produce significant improvements in the frequency of applying privacy-protective behaviors (p > 0.05). Conclusions The combined intervention—simulation followed by structured counseling—enhanced students’ empathy and awareness regarding privacy protection, although behavioral change did not occur to the same extent. Integrating multi-component educational strategies into midwifery curricula may strengthen both emotional and cognitive dimensions of respectful maternity care. Trial registration ClinicalTrials.gov, NCT05864859. Registered on 05 May 2023.
Scott P. McGrath, Katherine K. Kim, Karnjit Johl
et al.
The integration of artificial intelligence (AI) into healthcare is accelerating, yet medical education has not kept pace with these technological advancements. This paper synthesizes current knowledge on AI in medical education through a comprehensive analysis of the literature, identifying key competencies, curricular approaches, and implementation strategies. The aim is highlighting the critical need for structured AI education across the medical learning continuum and offer a framework for curriculum development. The findings presented suggest that effective AI education requires longitudinal integration throughout medical training, interdisciplinary collaboration, and balanced attention to both technical fundamentals and clinical applications. This paper serves as a foundation for medical educators seeking to prepare future physicians for an AI-enhanced healthcare environment.
This study applies Computational Grounded Theory (CGT) to analyze student misconceptions using interaction data from an AI-powered chatbot deployed in a university-level Modern Physics course. The chatbot - the UTA Study Buddy Bot - engaged students in peer-like problem-solving conversations throughout the semester, generating a rich dataset of over 10 million tokens. To explore patterns in student reasoning and identify recurring conceptual difficulties, we implemented a CGT pipeline that combined natural language processing, unsupervised clustering of sentence-level vector embeddings, human interpretation of emergent themes, and supervised learning to evaluate the generalizability of identified categories. Preliminary results revealed persistent misconceptions in areas such as relativistic momentum and quantum energy levels, along with distinctive trends in how students phrased their questions and expressed uncertainty. These findings underscore the potential of CGT as a scalable, theory-aligned approach for extracting insights from chatbot dialogues and guiding the development of more adaptive, AI-driven educational tools in physics instruction.
The article is devoted to the study of the socio-pedagogical phenomenon of "history education" as well as the analysis of the established practice of implementing history education in the general education system. The conduction of terminological analysis made it possible to trace the evolution of the meaning and use of the concept of "history education" and to clarify its features and properties. The author's definition of historical education reveals its pedagogical essence and semantic meaning. History education is presented as a specially organized pedagogical process aimed at creating conditions for increasing the level of history literacy of an individual, which is considered as the basis for the formation of an all-Russian civic identity, collective history memory and the preservation of traditional spiritual, moral, cultural and history values. The results of the study present the current state of regional practice of implementing history education in general education organizations. The reliability of the obtained results is confirmed by the selected research methodology built on the basis of the use of systemic, activity-based, socio-cultural approaches and a number of pedagogical search methods: questionnaires, interviews, analytical processing of the obtained data, representativeness of the sample and its criteria, a comprehensive assessment of the significance of the obtained data. General recommendations for organizing pedagogical activities in the field of history education of students in comprehensive schools are proposed.
Christian Basile, Stefan D. Anker, Gianluigi Savarese
Heart failure with reduced ejection fraction (HFrEF) exhibits significant sex-based differences in clinical presentation, management, and outcomes. This study aimed to evaluate these differences using data from the Swedish Heart Failure Registry (SwedeHF). We analyzed 65,605 patients with HFrEF (EF <40%) from the SwedeHF registry. Baseline characteristics, treatment patterns, and outcomes were compared between females and males. Multivariable logistic regression was used to evaluate predictors of treatment use. Cox proportional hazards models were used to assess the risk of cardiovascular mortality and heart failure (HF) hospitalization, adjusting for demographic and clinical variables. Odds ratios (OR) were reported for treatment use, and hazard ratios (HR) were used for outcome analyses. Females (29.0%) were older than males and had a higher prevalence of hypertension (61.3% vs 49.8%) and valvular disease (17.2% vs 11.1%), while males had a higher prevalence of ischemic heart disease (70.5% vs 40.1%) and diabetes (31.6% vs 28.4%). Males were less likely to receive beta-blockers (OR: 0.76, 95% CI 0.71-0.81), and more likely to receive sodium-glucose co-transporter-2 inhibitors (OR: 1.27, 95% CI 1.17-1.38) and implantable cardioverter-defibrillators/cardiac resynchronization therapy (OR: 1.41, 95% CI 1.30-1.52). During a median follow-up of 2.1 years, males had a higher risk of the composite outcome of cardiovascular death or HF hospitalization (HR: 1.19, 95% CI 1.16-1.22), cardiovascular death (HR: 1.33, 95% CI 1.28-1.37), and HF hospitalization (HR: 1.16, 95% CI 1.12-1.19). In this large cohort of patients with HFrEF, males had worse outcomes across all major cardiovascular endpoints. These findings highlight the need for tailored strategies to address sex-based disparities in HF management and improve outcomes for both sexes.
Diseases of the circulatory (Cardiovascular) system
Maryam Khan, Muhammad Azeem Akbar, Jussi Kasurinen
The increasing adoption of Large Language Models (LLMs) in software engineering education presents both opportunities and challenges. While LLMs offer benefits such as enhanced learning experiences, automated assessments, and personalized tutoring, their integration also raises concerns about academic integrity, student over-reliance, and ethical considerations. In this study, we conducted a preliminary literature review to identify motivators and demotivators for using LLMs in software engineering education. We applied a thematic mapping process to categorize and structure these factors (motivators and demotivators), offering a comprehensive view of their impact. In total, we identified 25 motivators and 30 demotivators, which are further organized into four high-level themes. This mapping provides a structured framework for understanding the factors that influence the integration of LLMs in software engineering education, both positively and negatively. As part of a larger research project, this study serves as a feasibility assessment, laying the groundwork for future systematic literature review and empirical studies. Ultimately, this project aims to develop a framework to assist Finnish higher education institutions in effectively integrating LLMs into software engineering education while addressing potential risks and challenges.
Anthony A. Essien, Tanya Evans, Maitree Inprasitha
et al.
The theme of the PME-48 conference, Making sure that mathematics education research reaches the classroom, highlights a key concern: not all mathematics education research informs classroom practice. This raises several fundamental questions: Which research fails to reach the classroom? Why? And should all research be expected to do so? Accordingly, it is fitting that the plenary panel engages with these important issues by debating the following motion: Mathematics education research must be useful for the classroom. This paper presents the debate as structured for the purposes of this publication. Following an introduction, Anthony Essien and Salome Martinez Salazar argue against the motion, while Maitree Inprasitha and Demetra Pitta-Pantazi argue in support. We hope that this debate will stimulate ongoing dialogue and encourage the mathematics education research community to critically engage with this issue - one that is central to the relevance and impact of research in the field.
Abstract Head trauma is a common reason for emergency department (ED) visits. Delayed intracranial hemorrhage (ICH) in patients with minor head trauma is a major concern, but controversies exist regarding the incidence of delayed ICH and discharge planning at the ED. This study aimed to determine the incidence of delayed ICH in adults who developed ICH after a negative initial brain computed tomography (CT) at the ED and investigate the clinical outcomes for delayed ICH. This nationwide population cohort study used data from the National Health Insurance Service of Korea from 2013 to 2019. Adult patients who presented to an ED due to trauma and were discharged after a negative brain CT examination were selected. The main outcomes were the incidence of ICH within 14 days after a negative brain CT at initial ED visit and the clinical outcomes of patients with and without delayed ICH. The study patients were followed up to 1 year after the initial ED discharge. Cox proportional hazard regression analysis was used to estimate the hazard ratio for all-cause 1-year mortality of delayed ICH. During the 7-year study period, we identified 626,695 adult patients aged 20 years or older who underwent brain CT at the ED due to minor head trauma, and 2666 (0.4%) were diagnosed with delayed ICH within 14 days after the first visit. Approximately two-thirds of patients (64.3%) were diagnosed with delayed ICH within 3 days, and 84.5% were diagnosed within 7 days. Among the patients with delayed ICH, 71 (2.7%) underwent neurosurgical intervention. After adjustment for age, sex, Charlson Comorbidity Index, and insurance type, delayed ICH (adjusted hazard ratio, 2.15; 95% confidence interval, 1.86–2.48; p < 0.001) was significantly associated with 1-year mortality. The incidence of delayed ICH was 0.4% in the general population, with the majority diagnosed within 7 days. These findings suggest that patient discharge education for close observation for a week may be a feasible strategy for the general population.
Nadia Khakzad, Ehteramsadat Ilali, AbolfazlHosein Nattaj
et al.
Background and purpose: Active aging involves optimizing opportunities to enhance the quality of life in older age. Environmental differences and lifestyle variations between urban and rural areas can significantly affect active aging. This study aimed to compare the indicators of active aging among elderly individuals in urban and rural areas of Behshahr, while also identifying the factors associated with these indicators in 2023.
Materials and methods: This cross-sectional, descriptive-analytical study employed a proportional quota sampling method to examine 350 elderly individuals from comprehensive health service centers in Behshahr. The tools used included a demographic-social factors form and a 40-item questionnaire on the Iranian Active Aging Index. Collected data were analyzed using SPSS version 20 and linear regression tests.
Results: The mean age of the elderly participants was 70.96±13.8 years. Among the participants, 52% were men, and 61% were married. The average scores on the Active Aging Index were 111.47±30.48 for urban residents and 93.73±21.66 for rural residents, demonstrating that urban elderly individuals had significantly higher scores than their rural counterparts (P<0.001). Married elderly individuals in both groups scored significantly higher on the Active Aging Index compared to single individuals. Participants with higher education levels and income also achieved significantly greater scores. In contrast, an increase in age and the number of children was associated with a notable reduction in the Active Aging Index score (P<0.05).
Conclusion: Attention to geographical, cultural, and social differences is crucial when formulating policies for the elderly. Furthermore, there is an urgent need to develop infrastructure that improves access to health and social services for older adults in rural areas. These findings can guide policymakers in enhancing the quality of life for older adults, highlighting the importance of addressing the unique needs of diverse groups.
Ly Ngoc Yen Nhi* , Nguyen Thi Tuong Vi, Pham Yen Linh, Pham Hoang Bao Vy, Pham Nguyen Ngoc Thu
Today, academic support services have become increasingly important to
universities because they can help students develop knowledge and skills to more easily achieve success during university studies, thereby contributing to developing the reputation of training institutions. Therefore, many universities around the world have increasingly focused on developing academic support services. In Vietnam, academic support services at universities have begun to receive attention but have not really reached the quality commensurate with learners' requirements. Through understanding the theoretical basis of the quality of academic support services in higher education, as well as
analyzing the current status of the quality of academic support services at a number of domestic and world universities, the study proposes a number of recommendations on improving the quality of academic support services to contribute to the innovation of Vietnamese higher education.
Norma González Ruda, Ibette Alfonso Pérez, Raquel Bermúdez Morris
La orientación educativa en el proceso de enseñanza-aprendizaje de la educación superior puede coadyuvar al cumplimiento de las exigencias en la formación de profesionales en el siglo XXI. No obstante, este espacio no constituye aún, un ámbito privilegiado para programar acciones de orientación educativa, los profesores no cuentan con una guía para realizar esta labor. El objetivo del trabajo se centra en reflexionar sobre los fundamentos teórico-metodológicos para realizar la orientación educativa en el PEA de la educación superior. Para estudiar este particular se desarrolló una investigación que permitió la revisión, interpretación y contrastación de diversas fuentes bibliográficas mediante los métodos histórico-lógico, analítico-sintético y el inductivo-deductivo. Estos métodos permitieron el análisis de la información obtenida y la elaboración de síntesis conclusivas en el plano teórico. Los resultados obtenidos en el análisis de los modelos estudiados evidencian que la orientación educativa debe ser realizada por un personal especializado o que ha sido preparado para cumplir con esta labor. Aunque se reconoce en los modelos más actuales al profesor como agente orientador, no quedan esclarecidos los fundamentos teórico-metodológicos para la orientación que debe realizar este agente educativo en el PEA de la educación superior. Se hace necesario entonces, integrar los fundamentos que aportan los modelos de orientación educativa con los fundamentos de la Didáctica, de manera que se ofrezca una base conceptual y metodológica para la orientación educativa en el PEA de la educación superior.
Since the public release of Chat Generative Pre-Trained Transformer (ChatGPT), extensive discourse has emerged concerning the potential advantages and challenges of integrating Generative Artificial Intelligence (GenAI) into education. In the realm of information systems, research on technology adoption is crucial for understanding the diverse factors influencing the uptake of specific technologies. Theoretical frameworks, refined and validated over decades, serve as guiding tools to elucidate the individual and organizational dynamics, obstacles, and perceptions surrounding technology adoption. However, while several models have been proposed, they often prioritize elucidating the factors that facilitate acceptance over those that impede it, typically focusing on the student perspective and leaving a gap in empirical evidence regarding educators viewpoints. Given the pivotal role educators play in higher education, this study aims to develop a theoretical model to empirically predict the barriers preventing educators from adopting GenAI in their classrooms. Acknowledging the lack of theoretical models tailored to identifying such barriers, our approach is grounded in the Innovation Resistance Theory (IRT) framework and augmented with constructs from the Technology-Organization-Environment (TOE) framework. This model is transformed into a measurement instrument employing a quantitative approach, complemented by a qualitative approach to enrich the analysis and uncover concerns related to GenAI adoption in the higher education domain.
تضمن هذا العدد عدداً من البحوث ذات الصلة بموضوع "السُّنن الإلهية". وقد خُصّصت كلمة التحرير للحديث عن " فقه السُّنن". وانتُظم العدد في ستة أبحاث؛ إذ جاء البحث الأول بعنوان "حالة البحوث في السُّنَن الإلهية في بناء الأُمم والحضارات" للدكتورة علياء العظم. والبحث الثاني بعنوان "سنن قيام الأمم" للدكتور فتحي حسن ملكاوي. والبحث الثالث بعنوان " فقه السُّنَن الإلهية والثقافة السُّنَنيّة " للدكتور عزمي طه السّيد. والبحث الرابع بعنوان "الإنسان السُّنَني بين التفكير الحداثي وقِيَم الاستخلاف والعمران للدكتور عمار قاسمي. والبحث الخامس بعنوان "خصائص السُّنَن الإلهية وأبعادها العلمية والحضارية " للدكتور راشد سعيد شهوان. والبحث السادس بعنوان "موقع التفكير السُّنَني في حركة الإصلاح الفكري المعاصر" للدكتور رشيد كهوس.
واحتوى العدد باب "قراءات ومراجعات"؛ إذ تضمن استقراء ومراجعة لما نُشر في مجلة "الفكر الإسلامي المعاصر" حول موضوع السنن من العدد 1 حتى العدد 104 بعنوان "السّنن الإلهية في أبحاث مجلّة الفكر الإسلامي المعاصر" وقدّمها الدكتور عبد الله عمر.
وفي العدد منتقيات حديثة لبعض المؤلفات المتصلة بأبحاث العدد ضمن باب "عروض مختصرة" أعدها إيصال صالح الحوامدة.
Education, Philosophy of religion. Psychology of religion. Religion in relation to other subjects
Sarah A. Flanery, Kamalesh Mohanasundar, Christiana Chamon
et al.
With the natural evolution of the web, the need for decentralization has rendered the current centralized education system out of date. The student does not "own" their credentials, as the only way their accomplishments are directly linked to their person and considered valuable is by verification through a stamp of an expensive, prestigious institution. However, going to a university is no longer the only way to acquire an education; open-source learning material is widely available and accessible through the internet. However, our society does not deem these methods of education as verifiable if they do not include a degree or certificate. Additionally, a valid certificate for the vast majority of open-source courses costs a few hundred dollars to obtain. The centralized nature of education inadvertently places students in underprivileged communities at a disadvantage in comparison to students in economically advantaged communities, thus a decentralized approach to education would eliminate the vast majority of such discrepancies. In the present paper, we integrate Decentralized Identity (DID) with Web 3.0 to upload credentials linked directly to the user. Each credential is appended to an Ethereum blockchain that, by design, cannot be altered once uploaded. We include DID document based access controls to display the candidate's upload and verification history. Finally, we utilize TLS protocols to provide a secure connection to the internet for ensuring non-fungibility of credentials and authentication of users.
This paper details an outlook on modern constraint programming (CP) education through the lens of a CP instructor. A general overview of current CP courses and instructional methods is presented, with a focus on online and virtually-delivered courses. This is followed by a discussion of the novel approach taken to introductory CP education for engineering students at large scale at the Georgia Institute of Technology (Georgia Tech) in Atlanta, GA, USA. The paper summarizes important takeaways from the Georgia Tech CP course and ends with a discussion on the future of CP education. Some ideas for instructional methods, promotional methods, and organizational changes are proposed to aid in the long-term growth of CP education.
The aim of this paper is to reflect upon personal experiences with a Foucauldian-inspired academic leadership approach to implementing digital education at the University of Bristol. Higher Education Institutions across the UK often invest in digital infrastructure and central support teams (technical and educational) and expect these investments alone to be the main vehicles to achieve digital education. While clearly, having technologies and support play a key role in digital education, according to my experience the implementation of digital education is complex and requires focused and scholarly leadership to drive it. This is because I argue that digital education can be considered a ‘discourse’, in the Foucauldian sense, of our era whose implementation involves considerable social change. Through my work as the academic person first responsible for digital education in the School of Modern Languages and then across the Faculty of Arts at the University of Bristol, I will unpack how having someone with the appropriate practical and theoretical expertise leading the digital education agenda brought positive impacts before and during the pandemic. Drawing on reflections from years of academic leadership, I will consider questions such as: What practices can lead the digital education discourse to advance in HE settings? And, which agents in HE can develop these practices? This theoretical-oriented discussion grounded on personal experience can be useful for institutions making decisions about how to take digital education forward. Indeed, as we emerge from the pandemic, universities are in the process of choosing whether to go back to a pre-COVID time characterised by a power struggle between different educational discourses, which often meant that the digital education discourse remained marginal, or whether to embrace and invest more in digital education and associated academic leadership.
Carlos Eduardo Aguiar, Marta F. Barroso, Penha Maria C. Dias
et al.
Difficulties presented by students on the concept of instantaneous velocity are well known. This is in part due to instantaneous speed being often defined in terms of the notion of mathematical limit, which may not be clear to many students in introductory physics courses. In this work we present a complementary teaching proposal that can help students to get a better grasp of instantaneous velocity. The approach is based on Galileo's ideas on instantaneous speed, which he borrowed from the Mertonian scholars much before infinitesimal calculus was developed.
Poszczególne inicjatywy archiwów składające się na ich ofertę edukacyjną,
aby cieszyły się zainteresowaniem i wysoką frekwencją, powinny być właściwie promowane wśród społeczeństwa. Nie ma wątpliwości, że do głównych odbiorców takiej aktywności należą szkoły, przede wszystkim w kontekście edukacji historycznej. Kluczowym zatem wydaje się pytanie, w jaki sposób polskie archiwa informują nauczycieli o swojej ofercie edukacyjnej i zachęcają do korzystania z niej. Zbadania wymaga problem uwzględniania archiwów jako instytucji o charakterze edukacyjnym w uniwersyteckim kształceniu nauczycieli historii. Przede wszystkim należy zastanowić się, w jaki sposób informacje o działaniach edukacyjnych archiwów trafiają do szkół. Wydaje się, że archiwa wykazują się tutaj znaczącą biernością, poprzestając na publikowaniu wiadomości o jednostkowych wydarzeniach (np. wystawach, konkursach itp.) na własnych stronach internetowych. Niekiedy informacje te mają charakter bardziej systemowy – na witrynie archiwum znajduje się zakładka na temat oferty edukacyjnej, w której są zamieszczane np. scenariusze lekcji czy materiały dla nauczyciela. Niektóre placówki są w tym obszarze bardziej proaktywne, np. poprzez warsztaty czy publikacje adresowane do nauczycieli, których celem jest zachęcanie pedagogów do nawiązywania kontaktów z archiwami. Niekiedy przedsięwzięcia te organizowane są wspólnie z ośrodkami metodycznymi i kuratoriami oświaty. Warto zatem przyjrzeć się także współpracy archiwów z wymienionymi podmiotami. Duże znaczenie mają też prywatne, rodzinne i towarzyskie kontakty pomiędzy archiwistami i nauczycielami – te wydają się być najistotniejsze w promowaniu działań edukacyjnych archiwów.
History (General) and history of Europe, Education