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Drobnič Radobuljac M, Fegert JM. Sustainable action is needed more than ever: the European Society for Child and Adolescent Psychiatry welcomes the efforts of the European Commission and the decisions of the European Parliament on mental health care for children, adolescents and young people and calls on the Member States to act quickly. Eur Child Adolesc Psychiatry 2024; 33:2005-2009. [PMID: 38662059 DOI: 10.1007/s00787-024-02407-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/26/2024]
Affiliation(s)
- Maja Drobnič Radobuljac
- Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia.
- Centre for Mental Health, University Psychiatric Clinic Ljubljana, Ljubljana, Slovenia.
- European Society for Child and Adolescent Psychiatry, Brussels, Belgium.
| | - Jörg M Fegert
- Department of Child and Adolescent Psychiatry/Psychotherapy, University Hospital Ulm, Ulm, Germany
- European Society for Child and Adolescent Psychiatry, Brussels, Belgium
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Hussein A, Than K, Gibbs W, Rasouli J, Dahdaleh NS, Selby M, Galgano M, Mameghani A, Goodwin ML, Shin J, Guiroy A, Baaj A. Assessing the Accessibility, Engagement, and Value of the Virtual Global Spine Conference as an Educational Platform for Spine: A Three-Year Review. World Neurosurg 2024; 185:e1040-e1048. [PMID: 38484967 DOI: 10.1016/j.wneu.2024.03.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2023] [Revised: 03/04/2024] [Accepted: 03/05/2024] [Indexed: 04/07/2024]
Abstract
INTRODUCTION The Coronavirus disease 2019 pandemic ushered a paradigm shift in medical education, accelerating the transition to virtual learning in select cases. The Virtual Global Spine Conference (VGSC), launched at the height of the pandemic, is a testament to this evolution, providing an independent educational series for spine care professionals worldwide. This study assesses VGSC's 3-year performance, focusing on accessibility, engagement, and educational value. METHODOLOGY Through retrospective data analysis from April 2020 to August 2023, we examined our social media metrics to measure VGSC's reach and impact. RESULTS Over the study period, VGSC's webinars successfully attracted 2337 unique participants, maintaining an average attendance of 47 individuals per session. The YouTube channel demonstrated significant growth, amassing over 2693 subscribers and releasing 168 videos. These videos collectively garnered 112,208 views and 15,823.3 hours of watch time. Viewer demographics reveal a predominant age group of 35-44 years, representing 56.81% of the audience, closely followed by the 25-34 age group at 40.2%. Male participants constituted 78.95% of the subscriber base. Geographically, the viewership primarily originates from the United States, with India, Canada, South Korea, and the United Kingdom also contributing substantial audience numbers. The VGSC's presence on the "X account" has grown to 2882 followers, significantly enlarging the digital community and fostering increased engagement. CONCLUSIONS The VGSC has demonstrated significant value as a virtual educational tool in spine education. Its diverse content and ease of access will likely enable it to drive value well into the post-pandemic years. Maintaining and expanding engagement, beyond North America in particular, remains a priority.
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Affiliation(s)
- Amna Hussein
- Banner University Medical Center Phoenix USA- University of Arizona Department of Neurosurgery, Phoenix, Arizona, USA.
| | - Khoi Than
- Department of Neurosurgery and Orthopaedic Surgery, Duke University, Durham, North Carolina, USA
| | - Wende Gibbs
- Barrow Neurological Institute, Department of Neuroradiology, St. Joseph's Hospital and Medical Center, Phoenix, Arizona, USA
| | | | - Nader S Dahdaleh
- Neurological Surgery, Northwestern University Feinberg School of Medicine, Chicago, USA
| | - Michael Selby
- South Australian Scoliosis Service, International Spine Centre, and Adelaide Spine and Brain Clinic, Adelaide, Australia
| | - Michael Galgano
- Department of Neurosurgery, University of North Carolina, Chapel Hill, North Carolina, USA
| | | | - Matthew L Goodwin
- Department of Orthopaedic Surgery, Washington University School of Medicine, Saint Louis, Missouri, USA
| | - John Shin
- Department of Neurosurgery, Harvard Medical School, Boston, Massachusetts, USA
| | - Alfredo Guiroy
- Department of Orthopedic Surgery, Hospital Espanol, Mendoza, Argentina
| | - Ali Baaj
- Banner University Medical Center Phoenix USA- University of Arizona Department of Neurosurgery, Phoenix, Arizona, USA
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Bai L, Wang Y, Du S, Si Y, Chen L, Li L, Li Y. Lymphangiogenesis: A new strategy for heart disease treatment (Review). Int J Mol Med 2024; 53:35. [PMID: 38391009 PMCID: PMC10903933 DOI: 10.3892/ijmm.2024.5359] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Accepted: 01/19/2024] [Indexed: 02/24/2024] Open
Abstract
Heart disease remains a global health challenge, contributing notably to morbidity and mortality. The lymphatic vasculature, an integral component of the cardiovascular system, plays a crucial role in regulating essential physiological processes, including fluid balance, transportation of extravasated proteins and immune cell trafficking, all of which are important for heart function. Through thorough scientometric analysis and extensive research, the present review identified lymphangiogenesis as a hotspot in cardiovascular disease research, and the mechanisms underlying impaired cardiac lymphangiogenesis and inadequate lymph drainage in various cardiovascular diseases are discussed. Furthermore, the way used to improve lymphangiogenesis to effectively regulate a variety of heart diseases and associated signaling pathways was investigated. Notably, the current review also highlights the impact of Traditional Chinese Medicine (TCM) on lymphangiogenesis, aiming to establish a clinical basis for the potential of TCM to improve cardiovascular diseases by promoting lymphangiogenesis.
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Affiliation(s)
- Liding Bai
- Ministry of Education Key Laboratory of Pharmacology of Traditional Chinese Medical Formulae, Tianjin 301617, P.R. China
- State Key Laboratory of Component-based Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, P.R. China
| | - Yanyan Wang
- Ministry of Education Key Laboratory of Pharmacology of Traditional Chinese Medical Formulae, Tianjin 301617, P.R. China
- State Key Laboratory of Component-based Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, P.R. China
| | - Siqi Du
- Ministry of Education Key Laboratory of Pharmacology of Traditional Chinese Medical Formulae, Tianjin 301617, P.R. China
- State Key Laboratory of Component-based Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, P.R. China
| | - Yumeng Si
- Ministry of Education Key Laboratory of Pharmacology of Traditional Chinese Medical Formulae, Tianjin 301617, P.R. China
- State Key Laboratory of Component-based Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, P.R. China
| | - Lu Chen
- Ministry of Education Key Laboratory of Pharmacology of Traditional Chinese Medical Formulae, Tianjin 301617, P.R. China
- State Key Laboratory of Component-based Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, P.R. China
| | - Lin Li
- Ministry of Education Key Laboratory of Pharmacology of Traditional Chinese Medical Formulae, Tianjin 301617, P.R. China
- State Key Laboratory of Component-based Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, P.R. China
| | - Yuhong Li
- Ministry of Education Key Laboratory of Pharmacology of Traditional Chinese Medical Formulae, Tianjin 301617, P.R. China
- State Key Laboratory of Component-based Chinese Medicine, Tianjin University of Traditional Chinese Medicine, Tianjin 301617, P.R. China
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Wang Y, Yasmin F, Akbar A. Impact of the internet on English language learning among university students: mediating role of academic self-efficacy. Front Psychol 2023; 14:1184185. [PMID: 37868593 PMCID: PMC10588668 DOI: 10.3389/fpsyg.2023.1184185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2023] [Accepted: 09/18/2023] [Indexed: 10/24/2023] Open
Abstract
The internet is a valuable resource in a technologically evolved society. The extant literature suggests that their scientific and educational usages are still limited. The current study asserts that the internet can provide new learning environments and opportunities for Chinese university students, hence increasing their motivation to learn. Particularly, the current study considers this to be the case for learning a foreign language (English), which leads to more efficient and effective language learning experiences, as well as more positive attitudes toward the efficiency of the internet for educational purposes. Purposive and convenience sampling techniques were employed to gather data from 15 public and private Chinese universities (406 students), those who are currently enrolled in English language courses. The analysis was performed using partial least squares-structural equation modeling (PLS-SEM) on smart PLS 4 software. Results revealed that student's attitude toward the use of internet positively and significantly influence English language learning. Moreover, the mediating variable academic self-efficacy positively and significantly mediates the relationship between students' attitude toward use of internet and English language learning. The current study recommends that students' academic self-efficacy in learning a new language can be enhanced by giving them opportunities to learn internet skills. Further, students' confidence in their academic abilities can be boosted using student-centered teaching strategies.
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Affiliation(s)
- Ying Wang
- School of Foreign Studies, North China University of Water Resources and Electric Power, Henan, China
| | - Fakhra Yasmin
- Department of Informatics and Quantitative Methods, Faculty of Informatics and Management, University of Hradec Králové, Hradec Králové, Czechia
| | - Ahsan Akbar
- International Business School, Guangzhou City University of Technology, Guangzhou, China
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Bieri J, Tuor C, Nendaz M, L Savoldelli G, Blondon K, Schiffer E, Zamberg I. Implementation of a Student-Teacher-Based Blended Curriculum for the Training of Medical Students for Nasopharyngeal Swab and Intramuscular Injection: Mixed Methods Pre-Post and Satisfaction Surveys. JMIR MEDICAL EDUCATION 2023; 9:e38870. [PMID: 36862500 PMCID: PMC10020911 DOI: 10.2196/38870] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 06/09/2022] [Accepted: 11/25/2022] [Indexed: 06/18/2023]
Abstract
BACKGROUND The COVID-19 pandemic caused a major disruption in the health care sector with increased workload and the need for new staff to assist with screening and vaccination tasks. Within this context, teaching medical students to perform intramuscular injections and nasal swabs could help address workforce needs. Although several recent studies discuss medical students' role and integration in clinical activities during the pandemic, knowledge gaps exist concerning their role and potential benefit in designing and leading teaching activities during this period. OBJECTIVE The aim of our study was to prospectively assess the impact in terms of confidence, cognitive knowledge, and perceived satisfaction of a student-teacher-designed educational activity consisting of nasopharyngeal swabs and intramuscular injections for the training of second-year medical students in the Faculty of Medicine, University of Geneva, Switzerland. METHODS This was a mixed methods pre-post surveys and satisfaction survey study. Activities were designed using evidence-based teaching methodologies based on the SMART (specific, measurable, achievable, realistic, and timely) criteria. All second-year medical students who did not participate in the activity's old format were recruited unless they explicitly stated that they wanted to opt out. Pre-post activity surveys were designed to assess perception of confidence and cognitive knowledge. An additional survey was designed to assess satisfaction in the mentioned activities. Instructional design was blended with a presession e-learning activity and a 2-hour practice session with simulators. RESULTS Between December 13, 2021, and January 25, 2022, a total of 108 second-year medical students were recruited; 82 (75.9%) students participated in the preactivity survey and 73 (67.6%) in the postactivity survey. Students' confidence in performing intramuscular injections and nasal swabs significantly increased on a 5-point Likert scale for both procedures-from 3.31 (SD 1.23) and 3.59 (SD 1.13) before the activity to 4.45 (SD 0.62) and 4.32 (SD 0.76) after the activity (P<.001), respectively. Perceptions of cognitive knowledge acquisition also significantly increased for both activities. For the nasopharyngeal swab, knowledge acquisition concerning indications increased from 2.7 (SD 1.24) to 4.15 (SD 0.83), and for the intramuscular injection, knowledge acquisition concerning indications increased from 2.64 (SD 1.1) to 4.34 (SD 0.65) (P<.001). Knowledge of contraindications for both activities increased from 2.43 (SD 1.1) to 3.71 (SD 1.12) and from 2.49 (SD 1.13) to 4.19 (SD 0.63), respectively (P<.001). High satisfaction rates were reported for both activities. CONCLUSIONS Student-teacher-based blended activities for training novice medical students in commonly performed procedural skills seem effective for increasing their confidence and cognitive knowledge and should be further integrated within a medical school curriculum. Blended learning instructional design increases students' satisfaction about clinical competency activities. Future research should elucidate the impact of student-teacher-designed and student-teacher-led educational activities.
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Affiliation(s)
- Julie Bieri
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Carlotta Tuor
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Mathieu Nendaz
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Division of General Internal Medicine, Department of Medicine, Geneva University Hospitals, Geneva, Switzerland
| | - Georges L Savoldelli
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Division of Anesthesiology, Department of Anesthesiology, Emergency Medicine, Clinical Pharmacology and Intensive Care, Geneva University Hospitals, Geneva, Switzerland
| | - Katherine Blondon
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Eduardo Schiffer
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
- Division of Anesthesiology, Department of Anesthesiology, Emergency Medicine, Clinical Pharmacology and Intensive Care, Geneva University Hospitals, Geneva, Switzerland
| | - Ido Zamberg
- Division of Anesthesiology, Department of Anesthesiology, Emergency Medicine, Clinical Pharmacology and Intensive Care, Geneva University Hospitals, Geneva, Switzerland
- School of Education, Johns Hopkins University, Baltimore, MD, United States
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Entrepreneurial Education at Universities: A Bibliometric Analysis. ADMINISTRATIVE SCIENCES 2022. [DOI: 10.3390/admsci12040185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022] Open
Abstract
This study aims to identify the primary topics and present dynamics in the field of entrepreneurship education at universities and to make recommendations for future research directions. We conduct a bibliometric analysis on a selection of 447 studies from the Web of Science database to determine the extent of research on entrepreneurship education at universities between 2004 and 2022. In this study, researchers identify the most influential articles and writers based on their citations, publications, and geographical location. Additionally, they assess existing themes, identify bottlenecks to growth in the literature, and recommend future study options. While research on entrepreneurship education at universities happens globally, there is a dearth of collaboration across national borders, particularly between writers from developed and developing countries. Most of the research on entrepreneurship education at universities focuses on a quantitative approach in the analysis of entrepreneurship. Lastly, we conclude by proposing possible avenues for future research.
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Ober J, Kochmańska A. Remote Learning in Higher Education: Evidence from Poland. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph192114479. [PMID: 36361354 PMCID: PMC9655106 DOI: 10.3390/ijerph192114479] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 11/02/2022] [Accepted: 11/03/2022] [Indexed: 05/05/2023]
Abstract
The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The main objective of this study is to evaluate remote learning in higher education from the students' point of view. The uniqueness of the present research approach lies in the identification of four dimensions (socio-emotional, developmental, time-financial, and negative attitude) of students' evaluation of remote learning in higher education. The survey was conducted on 999 students studying remotely, including 518 women and 481 men. Most of the students surveyed had been studying remotely for 1-2 years and were studying full-time for their first degree. The research tool consisted of 16 mixed survey questions. Six of them were related to sociodemographic factors (including those related to the respondents' education), and eight were related to their experiences with and opinions about remote education, respectively. The remaining two questions were used to collect respondents' evaluations of the degree of importance to them of various advantages and disadvantages of remote education. The research showed that among the advantages of remote learning for students, the most important are saving time, the possibility of studying at a university far from home (another city, another country), the possibility of combining work and study, and reduced commuting costs. On the other hand, the disadvantages of remote learning of greatest importance to students include the loss of social ties due to lack of contact with peers, feelings of fatigue resulting from excessive use of information and communication tools, and greater susceptibility to various forms of distraction. In addition, the shape of students' education was relevant to the different dimensions of their evaluation of remote learning in higher education. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge.
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