Search Results (33)

Aims/Background: Polypharmacy, or the concurrent intake of five or more medications, is a significant issue in clinical practice, particularly in multimorbid elderly individuals. Despite its importance for patient safety, medical education often lacks systematic training in recognising and managing polypharmacy within the framework of patient-centred care. We investigated the impact of a structured learning intervention introducing polypharmacy as a chronic condition, assessing whether it enhances medical students’ diagnostic competence, confidence, and interprofessional collaboration. Methods: A prospective cohort study was conducted with 50 final-year medical students who received a three-phase educational intervention. Phase 1 was interactive workshops on the principles of polypharmacy, its dangers, and diagnostic tools. Phase 2 involved simulated patient consultations and medication review exercises with pharmacists. Phase 3 involved reflection through debriefing sessions, reflective diaries, and standardised patient feedback. Student knowledge, confidence, and attitudes towards polypharmacy management were assessed using pre- and post-intervention questionnaires. Quantitative data were analysed through paired t-tests, and qualitative data were analysed thematically from reflective diaries. Results: Students demonstrated considerable improvement after the intervention in identifying symptoms of polypharmacy, suggesting deprescribing strategies, and working in multidisciplinary teams. Confidence in prioritising polypharmacy as a primary diagnostic problem increased from 32% to 86% (p < 0.01), and knowledge of diagnostic tools increased from 3.1 ± 0.6 to 4.7 ± 0.3 (p < 0.01). Standardised patients felt communication and patient-centredness had improved, with satisfaction scores increasing from 3.5 ± 0.8 to 4.8 ± 0.4 (p < 0.01). Reflective diaries indicated a shift towards more holistic thinking regarding medication burden. The small sample size limits the generalisability of the results. Conclusions: Teaching polypharmacy as a chronic condition in medical school enhances diagnostic competence, interprofessional teamwork, and patient safety. Education is a structured way of integrating the management of polypharmacy into routine clinical practice. This model provides valuable insights for designing medical curricula. Future research must assess the impact of such training on patient outcomes and clinical decision-making in the long term. Full article

This research is focused on exploring the importance of STEM (Science, Technology, Engineering, and Mathematics) education in the development of critical competencies among secondary school students in the 21st century. This was aimed to assess the impact of STEM-based activities on students’ creative and computational thinking skills. A quasi-experimental design that included 77 secondary school students from public and private schools in Bandar Lampung, Indonesia, who participated in STEM interventions for over 5 weeks, was adopted. Data were collected through creative thinking tests and questionnaires on CT and STEM attitudes. The results showed that students who participated in STEM activities exhibited significantly higher creative thinking scores compared to peers taught with the traditional curriculum. Specifically, the experimental group showed a progressive increase in weekly test scores, suggesting that STEM methods improved students’ performance over time. Structural equation modeling (SEM) disclosed strong positive associations between attitudes towards STEM, CT, and creativity. The implications of these results outlined the need to integrate STEM education into curricula to foster essential skills for future challenges. This research contributes to the understanding of effective educational strategies and also advocates for a shift towards more interactive and integrative methods in secondary education to meet the demands of the contemporary workforce. Full article

The growing urgency of the climate crisis has heightened the importance of integrating sustainability into health education. Allied health professionals are well positioned to lead sustainable healthcare efforts, yet evidence suggests a persistent gap between student awareness and formal training. This study explored the perspectives, knowledge, and attitudes of Portuguese allied health students regarding sustainability. An online and anonymous cross-sectional survey was conducted among undergraduate and graduate students across multiple allied health disciplines. The questionnaire assessed general knowledge, perceptions of curricular integration, and attitudes toward sustainable clinical practice. A total of 247 (response rate of 8.23%) students participated, with the majority expressing high concern about climate change and strong support for environmentally responsible healthcare. However, the results revealed inconsistent awareness of healthcare’s environmental footprint and a limited exposure to structured sustainability education. Friedman tests indicated significant variability in students’ knowledge, perceived responsibility, and curricular experiences. Students identified priority themes for curricular inclusion—such as the environmental impact of the health system—and recognized their alignment with the UN Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health) and SDG 13 (Climate Action). The findings highlight the need for the systematic, competency-based integration of sustainability into allied health curricula to support a climate-resilient and ecologically responsible future healthcare workforce. Full article

Background/Objectives: Extraction and replacement of hopeless teeth is a common practice in dentistry. Tooth autotransplantation (TA) offers several advantages as a viable and biological treatment option. However, its utilization in Saudi Arabia appears limited. Understanding dentists’ knowledge and attitudes toward TA is crucial for promoting its adoption in clinical practice. Therefore, the aim of this study is to assess the knowledge and attitudes of dentists in Saudi Arabia toward tooth autotransplantation. Methods: A cross-sectional study was conducted using a web-based questionnaire distributed to dentists across Saudi Arabia. The questionnaire included 19 questions assessing demographic characteristics, knowledge of TA, and attitudes toward its clinical application. Data were analyzed using SPSS v23 with chi-square and Cramér’s V tests to explore associations between variables (p < 0.05). Results: 253 dentists participated in this study. All participants had heard of TA, while only 26.5% reported moderate-to-high familiarity. Female dentists showed significantly greater interest in adopting TA than males (p = 0.038, Cramér’s V = 0.183). Specialists expressed higher familiarity than general dentists and underscored the importance of clinical guidelines, evidence-based outcomes, confidence in their capacity to engage in a TA team, the total number of required appointments, and malpractice concerns (p < 0.05) in their decision-making process. Nevertheless, general dentists demonstrated significantly more interest in implementing TA (p = 0.025, Cramér’s V = 0.192). Participants with more than 5 years of clinical dental experience were significantly more familiar with TA (p = 0.015, Cramér’s V = 0.204) and were more influenced by appointment numbers in decision-making (p = 0.012, Cramér’s V = 0.225). Conclusions: The study reveals limited familiarity but notable interest among dentists in Saudi Arabia toward TA. Addressing educational gaps by integrating TA training into dental curricula and offering clinical exposure opportunities to students, along with providing evidence-based clinical guidelines, and improving access to advanced imaging technologies, may enhance the adoption of TA as a viable treatment modality for tooth replacement. Full article

Background/Objectives: The integration of digital technologies into dental education is becoming increasingly important, particularly in prosthodontics, where digital design tools offer enhanced precision and efficiency. This study aimed to evaluate second-year dental students’ perceptions regarding conventional versus digital design in prosthodontics, assessing their theoretical knowledge, practical skills, and attitudes toward these approaches. Methods: A total of 141 dental students enrolled in Faculty of Dentistry from “Carol Davila” University of Medicine and Pharmacy, Bucharest, Romania, participated in an online survey consisting of 19 questions evaluating their understanding, preferences, attitudes, and expectations regarding digital and conventional prosthodontic workflows. Additionally, students’ practical exam grades and task completion times for both conventional and digital design methods were evaluated. Results: Participating students reported sufficient understanding of theoretical concepts in both conventional (92.9%) and digital design (91.5%). A significant proportion (78.7%) felt confident in their practical skills for conventional design, while 78% expressed the same for digital design. Statistically significant correlations indicated that students who believed digital design could replace conventional methods associated digital design with greater accuracy (p = 0.020), predictability (p = 0.048), and sustainability (p = 0.032). Students who believed they had acquired enough skills in digital design responded more frequently that the time allocation for digital design by the university was sufficient (p < 0.001). Moreover, students scored significantly higher in digital design practical exams compared to conventional design (p < 0.001). Task completion times were also shorter for digital workflows, further supporting their efficiency. Conclusions: The findings suggest that students are highly receptive to digital technologies in prosthodontics, favoring digital workflows over conventional techniques. These results highlight the need for continued integration of digital tools into dental curricula to enhance students’ competency and prepare them for modern clinical practice. Full article

The architecture, engineering, and construction (AEC) industry is experiencing significant digital transformation, creating a critical need to understand how future professionals perceive and accept emerging technologies. This study applies the Technology Acceptance Model (TAM) to investigate undergraduate construction students’ perceptions of Building Information Modelling (BIM) and examines how these factors influence their views on BIM applications. Using an exploratory mixed-methods approach, we analysed 773 responses from students at an Australian university across AEC disciplines, with 607 providing substantive qualitative feedback. Qualitative thematic analysis provided rich contextual understanding of student perspectives, while quantitative analysis revealed pattern frequencies across disciplines. Findings showed that perceived usefulness (PU) (37.7%) and attitude toward using (ATU) (68.4%) dominated student responses, while perceived ease of use (PEOU) (6.9%) received less attention. Productivity benefits (15.3%) and increased accuracy (7.9%) emerged as primary usefulness drivers. Disciplinary differences were significant, with Civil Engineering students emphasising design validation aspects and Construction Management students focusing on project delivery benefits of BIM. Notably, students exhibited sophisticated ambivalence, recognising BIM’s professional value while expressing concerns regarding the steep learning curve, especially when its adoption is coupled with the integration of emerging technologies such as artificial intelligence. This study contributes to the existing knowledge by: (1) documenting the current state of student perceptions in BIM education; and (2) revealing the complex interplay between technological enthusiasm and socio-professional concerns across both educational and industry settings. These findings provide evidence-based guidance for developing BIM curricula that address both socio-technical competencies and student perceptions, helping bridge the gap between educational outcomes and students’ understanding of industry requirements. Full article

Introduction: Sexual and reproductive health is a critical aspect of medical education, yet significant knowledge gaps persist even among future healthcare professionals. This study aimed to evaluate the knowledge, behaviors, and attitudes of Romanian medical students regarding sexually transmitted infections (STIs) and contraceptive practices. Materials and Methods: A cross-sectional observational study was conducted on 510 undergraduate medical students, using a validated 30-item online questionnaire assessing socio-demographic data, sexual behaviors, STI knowledge, and attitudes towards sexual health. Descriptive statistics, chi-square, and Spearman correlation tests were used to analyze the data. Results: Participants demonstrated a good understanding of common STI pathogens and transmission routes, with 99.02% identifying unprotected vaginal intercourse as a risk factor. However, only 58.82% correctly identified Chlamydia trachomatis, and awareness of less common pathogens remained low. Long-term complications such as infertility (85.29%) and cervical cancer (87.25%) were well recognized, although misconceptions about STI severity persisted, with over 40% believing that STIs are not dangerous because they are treatable. Male students reported earlier sexual debut and more frequent high-risk behaviors, while females were more likely to consult specialist doctors and receive HPV vaccination. The level of knowledge correlated positively with parental education and faculty program. Conclusions: Despite generally high awareness of STI-related topics, considerable gaps and misconceptions persist among Romanian medical students. These findings highlight the need for comprehensive, structured sexual health education integrated into medical curricula to ensure future healthcare providers are well-equipped to promote public health. Full article

This study investigates the perceptions of artificial intelligence (AI) among undergraduate construction management students who are poised to become future leaders in the construction industry. As the industry increasingly adopts AI technologies to enhance project planning, design, site management, and safety, understanding students’ attitudes toward these innovations becomes crucial. This research employs a mixed-methods approach, combining quantitative survey data with qualitative data to capture the students’ insights on AI’s potential applications, benefits, and challenges within the construction sector. Findings indicate that while students recognize AI’s transformative potential to improve efficiency and safety in construction processes, they also express concerns regarding ethical implications, job displacement, and the necessity of new skills to effectively integrate AI into their future careers. Additionally, this study reveals a significant gap in students’ knowledge about AI technologies and their applications in the construction industry. These insights underscore the importance of incorporating AI-focused curricula in construction management programs to better prepare students for the evolving landscape of the industry. Ultimately, this research contributes to the understanding of how the next generation of construction professionals perceives AI and highlights the need for educational institutions to adapt their programs to equip students with the competencies required for a technology-driven future. Full article

Background/Objectives: Adoption of digital dentistry into curricula by higher education institutions has become mandatory. Implementing changes in stringent and crowded curricula requires meaningful evaluation. The current study aimed to assess the psychometric properties of an adapted Technology-Enabled Active Learning (TEAL) questionnaire on students’ perception of integrating a digital workflow in the undergraduate curriculum, and to evaluate students’ perception of benefits of computer-aided design/computer-aided manufacturing (CAD/CAM) in dentistry. Methods: Dental students engaged in hands-on experience in digital fabrication of a dental crown. The study was conducted in two stages in consecutive years as follows. Stage 1: Validation of the adapted TEAL questionnaire in an Australian dental school with 110 undergraduate (UG) students. Content and construct validity were assessed using mixed methods. Reliability was ensured with Cronbach’s Alpha. Stage 2: Qualitative and quantitative analysis of students’ perception on implementation of digital workflow with 140 students using the adapted TEAL questionnaire. Results: The Content Validity Index for the adapted TEAL questionnaire was 0.74, and qualitative analysis displayed positive sentiment. Structural equation modelling showed absolute, relative, and Parsimony fit indices of RMSEA value of 0.055, SRMR of 0.070, GFI of 0.837, and CFI of 0.979. Cronbach’s Alpha was 0.952. Most students (93.75%) had a positive attitude towards digital workflow. The qualitative analysis revealed implementing digital workflow in the dental curriculum has a positive impact on developing digital skills. Conclusions: The adapted TEAL questionnaire construct has good psychometric properties in dentistry students’ context. It can be utilised as a valid and reliable method to ascertain students’ active learning experience of digital workflow. The majority of the students had positive perceptions on the integration of digital workflow. Full article

Background/objectives: Malnutrition and sarcopenia are interrelated health concerns among the elderly. Each condition is associated with increased mortality, morbidity, rehospitalization rates, longer hospital stays, higher healthcare costs, and reduced quality of life. Their combination leads to the development of “Malnutrition–Sarcopenia Syndrome” (MSS), characterized by reductions in body weight, muscle mass, strength, and physical function. Despite being preventable and reversible through nutritional and physical interventions, the clinical competence of physical therapists (PTs) in managing MSS remains underexplored. This study aims to assess the clinical competency of PTs in MSS management. Methods: An anonymous cross-sectional survey was conducted from January to August 2024 among 337 certified PTs in Israel, using the “Qualtrics” platform. The survey assessed prior familiarity with MSS concepts, MSS knowledge levels, screening and treatment skills, attitudes and beliefs toward MSS management, and interprofessional collaboration practices. Results: While 52% of PTs were familiar with MSS, familiarity with diagnostic guidelines was low (EWGSOP2: 3.6%; GLIM: 0.6%). The MSS knowledge score was moderate, but screening and treatment skills were low. Attitudes toward MSS management were moderately positive, but self-belief in diagnosing and treating MSS was low. Interprofessional collaboration was limited, particularly in malnutrition care. PTs familiar with MSS had higher knowledge, better skills, more positive attitudes and beliefs, and greater interprofessional collaboration. Conclusions: Significant gaps exist in the clinical competency of Israeli PTs in MSS management. Integrating MSS content into physical therapy curricula and providing continuing professional development are necessary to enhance competencies. Equipping PTs with essential tools, clarifying roles, and promoting interprofessional collaboration can optimize MSS management and improve patient outcomes. Full article

In a context where artificial intelligence (AI) is transforming higher education, this study analyzes how students’ perceptions of AI influence their academic integrity (INA), with a focus on sustainable education. Through a correlational-explanatory analysis based on Structural Equation Models (SEMs) applied to a sample of 659 students from 13 universities in Chile and Peru, it is observed that AI has a significant and direct impact on academic integrity in both countries (β = 0.44). In Peru, the most influential dimension is trust in education (λ = 0.86), followed by social, economic, security, and risk implications (λ = 0.78), while attitudes towards AI also have a direct impact on integrity factors (β = 0.15). In Chile, the dimensions of trust in education (λ = 0.83) and social and economic impact (λ = 0.79) are most relevant, and the relationships between the dimensions of academic integrity such as justice, respect, and responsibility (λ = 0.71) are stronger. The study highlights the importance of incorporating AI literacy into educational curricula and developing regulatory frameworks that promote its ethical use, linking these actions to sustainable education. The findings highlight the need for sustainable educational approaches that enhance understanding of AI and ensure that its use in academia is beneficial, ethical, and contributes to sustainable development. Full article

The integration of artificial intelligence (AI) tools in educational settings offers significant opportunities to promote sustainability by transforming learning experiences. This study analyses the usage, attitudes, and perceptions of AI tools among university students in Slovenia providing a comprehensive analysis that informs both academic practices and policy-making with emphasis on sustainability. We used a structured questionnaire with a sample of 422 participants reflecting a diverse demographic profile across various fields of study. The questionnaire was designed to measure the frequency of AI tool usage, the purposes for which these tools are employed, and students’ attitudes and perceptions towards AI’s potential benefits and drawbacks in education. Statistical analyses, including Analysis of Variance (ANOVA), were utilized to test hypotheses concerning differences in AI tool usage based on the level and field of study. Findings reveal that students recognize the efficiency of AI, but express concerns about its impact on learning quality and academic integrity, emphasizing the need for a balanced and responsible integration of AI in education to achieve sustainable outcomes. Results indicated that a majority of students are engaging with AI tools, with varied frequencies of use largely dependent on their field of study and academic level. The findings suggest that while AI tools are becoming an integral part of the educational landscape in Slovenia, there is a critical need to address the educational, ethical, and psychological impacts of these technologies. The results highlight the necessity for further research into the educational implications of AI, suggesting a balanced and sustainable approach to integrating these technologies into higher education curricula. Such an approach ensures that the adoption of AI not only enhances learning outcomes but also aligns with the principles of sustainability, promoting long-term benefits for both education and society. Full article

Effective antimicrobial stewardship (AMS) is crucial for combating the rise of antimicrobial resistance (AMR), particularly in veterinary medicine. Educational programs targeting veterinary students can play a significant role in shaping their knowledge and attitudes toward antimicrobial use and stewardship. This study aimed to evaluate the impact of educational programs on the knowledge and attitudes regarding AMS among veterinary students in Serbia. A structured educational program on AMS was implemented for veterinary students at the Faculty of Agriculture, University of Novi Sad. Pre- and post-symposium assessments were conducted to measure changes in students’ knowledge and attitudes. The study employed a mixed-methods approach, including surveys and focus groups, to gather quantitative and qualitative data. The study resulted in significant short-term improvements in students’ knowledge of AMS principles and their attitudes toward responsible antimicrobial use. Participants demonstrated a better understanding of the mechanisms of resistance and the importance of adhering to stewardship guidelines. Qualitative feedback indicated increased awareness of the consequences of inappropriate antimicrobial use and a stronger commitment to applying stewardship practices in their future careers. The educational programs effectively enhanced immediate veterinary students’ knowledge and attitudes regarding AMS. These findings underscore the importance of integrating targeted educational programs into veterinary curricula to promote responsible antimicrobial use and combat resistance in veterinary practice. Full article

Nurses play a critical role in caring for elderly patients; however, the emphasis on aging care in undergraduate programs may be insufficient. The present study aims at identifying the relevance given to theoretical and/or practical gerontological and geriatric contents in undergraduate study plans in Portugal and Spain. Presenting a two-part investigation, an integrative review approach examines nursing education on a global scale and a comparative analysis, using Bereday’s comparative method, to assess the nursing curricula between Portugal and Spain. The search found 117 documents, with 16 being included. Studies covered diverse educational practices in geriatric and gerontological nursing, emphasizing curriculum development, faculty expertise, practical training, attitudes towards elderly care, and future directions. The comparative analysis of nursing curricula revealed that Portugal places a priority on building foundational theoretical knowledge in the first year and then gradually integrating practical training. In contrast, Spain emphasizes an extensive and integrated approach with a strong focus on practical skills and comprehensive assessments. Our research emphasizes the need to incorporate aging-focused education into nursing curricula and update the curriculum, providing hands-on training with early exposure to these environments. Additionally, simulation classes can enhance critical thinking by allowing students to experience aging effects firsthand. Full article

This study aims to investigate the levels of pedagogical competencies and ESD competencies in a group of future primary school teachers when integrating teaching practices and the Sustainable Development Goals (SDGs) into a science education course. Both quantitative and qualitative research approaches were used. Eighty-eight of the student teachers demonstrated pedagogical and ESD competencies, as evidenced by the self-rated scores and course instructor-rated scores of their teaching practices which were collected and analyzed. In addition, the lesson plans designed by the student teachers were coded and scrutinized to identify their ESD-specific competencies related to designing primary science instruction. Furthermore, the student teachers responded to the questionnaires about their views and attitudes towards the integration of the SDGs and teaching practices. The findings reveal a difference between the participants’ self-rated scores and the instructor-rated scores for pedagogical competencies during the teaching practices, whereas the scores for general ESD competencies were closely aligned. Content knowledge, pedagogical content knowledge, and motivation and value related to sustainable development and science education were well represented in the lesson plans, and the student teachers generally held a positive attitude towards the integration of the SDGs and teaching practices. This study offers practical insights into the effective integration of pertinent topics and knowledge regarding sustainable development into teacher education and science education curricula. Full article