Search Results (1,532)

Background/Objectives: Papua New Guinea has a population of over 10 million, with its public cardiac surgical service provided by only one tertiary center. Despite the climbing burden of ischemic heart disease, no CABG operation has been performed before 2025 due to limited local surgical capacity. An international collaboration was planned in order to launch a CABG program in the country. Methods: Three cases were shortlisted after a multidisciplinary team discussion. A team-based “On-the-job” mentoring strategy was employed to facilitate skill transfer. The operation was carried out in a “twinning” fashion, with each role of the surgical team being taken up by “a pair”—the trainer (visiting team) and the learner (local team). The trainer demonstrated key skills and tips in the first case, and the “pair” switched positions in the following cases to maximize hands-on learning. The last case was performed entirely by the local team. Results: Three patients underwent CABG operations in this pilot program. A total of 2.33 grafts/case were performed on average, with no 30-day mortality. There were no major complications except for one patient developing right middle cerebral artery infarct on postoperative day 5. The patient was discharged one month later after achieving functional recovery and was started on anticoagulation therapy. Conclusions: International collaborations with strategic planning can play a critical role in starting new cardiac surgical programs in low–middle-income countries, with acceptable surgical outcomes. History has been made with the first-ever CABG operation successfully performed in Papua New Guinea. The journey ahead to sustain local cardiac surgical capacity and to provide safe and accessible cardiac surgical care for the country remains challenging. Full article

This paper addresses a human resource allocation problem with spatial-temporal constraints (HRAP-SC) in the parallel assembly of complex products, such as satellites and aircraft. It involves coordinating a limited pool of multi-skilled workers across geographically distributed workstations, subject to rigorous constraints including team collaboration requirements, operation priorities, technological tail times (e.g., curing), and strict 8 h workdays. Existing exact approaches typically fail to converge due to the combinatorial explosion arising from the strong coupling of shared resources across workstations, while meta-heuristic methods often suffer from performance instability caused by hyper-parameter sensitivity. To overcome these limitations, we propose a pattern-based decomposition algorithm (PDA), a novel parameter-free exact solution framework. By exploiting the inherent symmetry of identical jobs and parallel workstations, PDA defines a set of canonical patterns to drastically reduce the search space. It employs an efficient traversal mechanism reinforced by rigorous mathematical bounds and pruning rules to eliminate unpromising solutions. Computational experiments demonstrate that PDA significantly outperforms state-of-the-art Mixed-Integer Programming (MIP) and Constraint Programming (CP) solvers. Unlike standard solvers, which frequently time out (3600 s), PDA strictly evaluates only a single pattern when proving optimality, and robustly scales to large industrial instances (e.g., six jobs comprising 78 operations) to provide high-quality schedules. By successfully solving complex scheduling problems that remain intractable for monolithic solvers, PDA provides a robust and automated decision-support tool for production management in complex manufacturing systems. Full article

Contemporary youth mental health challenges necessitate collaborative approaches to prevention and support. The Mental Health Ambassador (MHA) program was developed to equip youth and adults in mentoring programs with the skills and confidence to discuss and support youth mental health, with the broader goal of creating meaningful impact within their local communities. The 8-session MHA program involves group-based learning and a local youth-led advocacy project. This mixed-method pre-post pilot evaluation examined program acceptability, implementation experiences, and potential for effectiveness. Participants included youth aged 14–18 years (n = 9) and adult mentors (n = 11) from mentoring organizations across five counties in Minnesota. Quantitative surveys assessed mental health resource awareness, preparedness to address youth mental health concerns, confidence in engaging in mental health conversations, and confidence in providing resources and referrals. Post-program focus groups explored participants’ experiences, perceived benefits, and implementation challenges. Findings indicated that both youth and adult participants reported positive experiences with the program and demonstrated increases in resource awareness, preparedness to address youth mental health concerns, confidence in discussing mental health, and confidence in providing resources and referrals. Qualitative findings further highlighted the value of youth-led advocacy activities and identified key considerations for implementation within mentoring settings. Mentoring programs may represent an ideal context for equipping youth and adults to provide early, community-based support for youth mental health concerns. Full article

While artificial intelligence is rapidly reshaping the healthcare sector, it is important to assess readiness for AI integration to properly prepare healthcare professionals, particularly in countries where clinical AI systems have not yet been implemented in primary healthcare. This qualitative study explores healthcare professionals’ perceptions of the future use of Artificial Intelligence in Greek Primary Healthcare settings. Two focus groups were conducted with 18 Primary Health Care professionals working in a health center and a local primary healthcare unit (TOMY) in Greece. Thematic analysis identified six major themes: potential uses, challenges and risks, ethical concerns, readiness and training needs, trust factors, and AI impact on professional roles and skills. Future research should focus on developing training programs, establishing ethical and regulatory frameworks, and examining the long-term impact of Artificial Intelligence on professional roles, skills, and interprofessional collaboration in Primary Healthcare. Full article

Although Industry 4.0 has successfully advanced lean manufacturing through digitalization and automation, its primary focus on operational efficiency leaves emerging strategic priorities—human-centricity, sustainability, and resilience—outside its original scope. The Industry 5.0 agenda explicitly elevates these three pillars, creating new potential to drive lean transformation. However, how Industry 5.0 can systematically drive lean manufacturing transformation remains unclear. To address this knowledge gap, this study develops a strategic roadmap. First, a content-centric literature review identifies 12 key enablers for Industry 5.0-driven lean manufacturing. Second, Fuzzy Interpretive Structural Modeling (FISM) and expert opinions determine hierarchical relationships among the enablers and construct a multi-level structural model. Third, Matrices d’Impacts Croisés Multiplication Appliquée à un Classement (MICMAC) analysis evaluates the driving power and dependence of each enabler. Finally, a strategic roadmap is developed based on expert synthesis. The findings reveal that “government regulation and incentives” and “employee skill training” are the most critical enablers, while “value chain design and improvement” and “resource input and return” are the most complex and difficult to develop. The roadmap highlights the mediating role of “stakeholder participation and collaboration.” Importantly, the roadmap addresses potential tensions in lean implementation—such as the carbon footprint trade-off of frequent small-batch transport—by embedding sustainability assessment into value chain design and technology governance. This study offers a practical guide for manufacturers to prioritize investments and sequence actions toward lean transformation in the Industry 5.0 era. The main contribution of this study is a strategic roadmap that explains how Industry 5.0 can enable lean manufacturing transformation through prioritized actions and hierarchical enablers, while reconciling efficiency with sustainability and resilience goals. This roadmap offers a practical guide for manufacturers and policymakers to sequence investments and actions toward lean transformation in the Industry 5.0 era. Full article

This experimental study investigated the impact of embedding social and emotional learning (SEL) in science instruction on the academic and social–emotional outcomes of Arabic-speaking sixth graders, including those with reading difficulties (RD). Children from two schools in northern Israel (n = 101) were randomly assigned to either an intervention group, which received SEL-enriched science lessons featuring collaborative, reflective activities over 30 sessions, or a control group receiving traditional instruction. Pre- and post-tests assessed SEL competencies, motivation towards science, and academic achievements in science and mathematics. Results showed significantly greater gains in SEL skills, and in science motivation and science achievement in the intervention group compared to controls, whereas mathematics outcomes remained unchanged. Typically developing students and those with RD benefited similarly. Integration of SEL into science curricula thus enhances cognitive and social–emotional learning dimensions, particularly in linguistically and socio-economically marginalised populations. Implications for inclusive pedagogy and future research directions are discussed. Full article

Mental health disorders among adolescents have risen significantly in recent years, particularly following the COVID-19 pandemic, highlighting the need for effective preventive and supportive interventions. Nurses play a key role in the promotion, early detection, and management of mental health issues in adolescents, both in school and community settings. This study aimed to synthesize quantitative and qualitative evidence on the role, effectiveness, and implementation of nursing interventions for adolescent mental health. A systematic mixed-methods review was conducted in accordance with the PRISMA 2020 guidelines. It was registered in PROSPERO (CRD42024502076). Databases including PubMed, Scopus, SciELO, Dialnet, BVS, and Cuiden were searched for studies published between 2014 and 2024. Twelve studies met the inclusion criteria, comprising randomized and non-randomized quantitative studies, qualitative studies, and previous reviews. The interventions identified included cognitive-behavioral therapy programs, resilience and life skills training, physical activity initiatives, digital interventions, and mental health literacy strategies. Overall, the findings suggest improvements in symptoms of anxiety and depression, coping skills, resilience, and knowledge about mental health, particularly in structured school-based programs. Qualitative evidence highlighted the importance of accessibility, multidisciplinary collaboration, cultural sensitivity, and sustained commitment for successful implementation. However, considerable heterogeneity was observed in study designs, interventions, and outcome measures. In conclusion, nursing interventions can make a positive contribution to adolescents’ mental health, particularly in school and community settings. However, further rigorous, long-term studies are needed to strengthen the evidence base. Full article

This study examines how transnational Mayan youth in rural Nebraska preserved and developed their linguistic heritage through the Kematzib’ Project while maintaining digital connections to Guatemala. Using Youth Participatory Action Research (YPAR) methodologies, K’iche’ and Q’anjob’al-speaking adolescents served as co-researchers, creating trilingual educational materials through poetry workshops and digital storytelling. Digital technologies facilitated both language preservation and transnational family connections, as participants utilized the same tools to create educational materials and maintain contact with their relatives in Guatemala. The collaborative creation of digital books that integrated Popol Wuj elements with contemporary transnational experiences helped students overcome linguistic shame, develop cultural pride, and build advocacy skills applicable across U.S. and Guatemalan contexts. This research illustrates how youth can activate transnational funds of knowledge while developing identities encompassing multiple national, cultural, and linguistic affiliations. Full article

Students’ agency and assets are increasingly recognized as central to advancing equitable educational opportunities and fostering a sense of community belonging in graduate STEMM education. However, a key question remains: where and how can students’ assets and agency be translated into forms of institutional engagement and change? We argue that course innovation and proactive pedagogy are critical sites for creating such opportunities. This article presents a case study of the design and implementation of a graduate-level JEDI (Justice, Equity, Diversity, and Inclusion) course. Drawing on retrospective course records from 2021 to 2025, this study demonstrates how course innovation and proactive pedagogy can foster community building while bridging students’ knowledge and skill development to institutional engagement. Within this course, proactivity, understood as a future-oriented and intentional process, emerged as a shared theme within major domains of the course design and implementation: (1) application process, (2) interdisciplinary collaboration and community building, (3) mentoring circles, (4) evaluation, and (5) supported capstone projects that help learners practice navigating institutions and leading change with the community. The course creates opportunities for institutional change, positions students as partners in reform, and translates their assets and insights into sustained institutional practices. By making the “how” of institutional change visible, this case offers generalizable, actionable design principles for curriculum reform in graduate STEMM education. Full article

Child and adolescent mental health (CAMH) is a global concern that is increasingly recognized and prioritized. Worldwide, mental health conditions affect a significant number of children and adolescents; however, access to CAMH services remains limited. This study sought to explore the implementation of child and adolescent mental health services in the rural Chris Hani District of the Eastern Cape province, South Africa, from the perspectives of health professionals and teachers, focusing on strengths, weaknesses, opportunities, and threats. Using a qualitative approach, a sample of 36 participants (12 health professionals and 24 teachers) was purposively recruited. Data were collected through face-to-face, semi-structured individual interviews and focus group discussions. Thematic analysis identified several strengths, including effective screening and identification of CAMH problems, training in psychiatry and psychology, teacher support, collaboration with stakeholders, and the availability of policy and guidelines. Key weaknesses included inadequate CAMH training, a limited CAMH workforce, personal barriers, guidelines primarily oriented toward physical health, and insufficient basic infrastructure. Opportunities for improvement include enhancing the skills of the existing workforce, increasing engagement in extramural activities, and empowering parents with knowledge of available CAMH services. Identified threats included the normalization of CAMH symptoms, challenges involving parents and feeder schools, stigma, poor stakeholder collaboration, and inadequate guidelines. Overall, the analysis of strengths, weaknesses, opportunities, and threats reflects the broader challenges present in low-resource settings that hinder the implementation of CAMH services. It also highlights the need for integrative approaches to implementing CAMH services in rural contexts, while identifying opportunities to improve service delivery. Full article

Background/Objectives: The dental profession is undergoing significant transformation driven by societal changes, technological advancements, evolving patient expectations, and increased attention to sustainability. These developments challenge traditional notions of dental competence and highlight the need for educational frameworks that support adaptability and longitudinal professional development. The aim of this study was to develop a contextually grounded competence framework for undergraduate dental education through an iterative, multi-method process informed by key educational stakeholders. Methods: A multi-method approach was used, combining a preparatory phase (literature review, interviews) with a development phase (drafting and workshops) that was revisited in response to feedback, followed by iterative voting rounds that prompted further minor revisions. A deductive exploratory mapping analysis aligned the emerging framework with existing intended learning outcomes across the curriculum. Results: The multi-method process produced descriptions of a framework that deliberately integrates roles, skills, and attributes to capture key dimensions of professional competence in dentistry. The framework includes six domains: ‘Evidence-informed’, ‘Decision-maker’, ‘Communicator’, ‘Acting with professional conduct’, ‘Health ambassador’, and ‘Collaborator and leader’. Across voting rounds, the domains were generally rated between ‘neutral’ and ‘very important’, with each round prompting minor revisions. Mapping suggested alignment between the overarching framework and the detailed curriculum. Conclusions: This study presents the outcome of a structured, exploratory multi-method process to develop a locally relevant competence framework, integrated into a dental education. The participatory design supported clarity and relevance. While sharing similarities with existing frameworks, the new framework also includes differences. The term ‘professional conduct’ was preferred rather than ‘professionalism’, and the domains ‘collaborator and leader’ and ‘decision-maker’ were identified as relevant according to employer expectations. Although the work was based locally at one dental school, the approach may be transferable to similar contexts. Full article

This study investigates the Business Model Canvas (BMC) as a visual education tool within a training pathway aimed at enhancing human capital in inner areas. Using a qualitative case study involving 22 participants, data were collected through observations, analysis of four canvases, trainers’ reflections, and jury evaluations. Findings show that the BMC reduces cognitive load, supports distributed cognition, and fosters reflexivity, creativity, and collaborative learning. Moreover, it enables the development of entrepreneurial and strategic skills, contributing to social innovation and sustainable territorial development. Full article

Internationalization at home through Collaborative Online International Learning (COIL) has become established as a strategic way to expand intercultural experiences without the need for physical travel. However, little research has been done on the initial diagnosis of students before starting these projects, especially in Hispanic American contexts. This study addresses this gap by characterizing perceived preparedness, intercultural development expectations and the initial assessment of the evaluation device in a COIL project between a Spanish university and a Chilean university. Methodologically, a descriptive comparative quantitative approach with a pre-intervention design, oriented toward describing the students’ perspective, was adopted. The data were collected using a questionnaire and analysed using descriptive statistical techniques and Welch’s t-tests, including effect size. The results show significant differences between universities in the expectations of intercultural skills development (p < 0.01) and a high internal consistency of the scale (α = 0.92). Prior to its implementation, students express positive expectations towards the COIL experience. These findings highlight possible previous institutional gaps in intercultural preparedness and underscore the original contribution of the study as an initial diagnosis to guide the pedagogical design and equitable implementation of COIL projects in higher education institutions. Full article

Across four decades of AI deployment, the same six human challenges (trust calibration, reliance behavior, cognitive engagement, skill retention, accountability, and transparency) recur, yet fragmentation across research communities obscures this continuity and limits knowledge transfer. Functionally similar phenomena are repeatedly relabeled (a jangle fallacy): what aviation researchers call “automation complacency,” decision scientists call “algorithm appreciation,” and LLM researchers describe as “over-reliance.” This systematic review synthesizes 152 papers spanning aviation, healthcare, manufacturing/supply chain, and cross-domain contexts across three AI technology generations: decision support systems, autonomous systems, and large language model (LLM) agents. We introduce the Collaboration Convergence Framework (CCF), a 6 × 3 matrix with solution-maturity indicators that maps each challenge across generations. The framework shows that Gen 3 designers can transfer decades of evidence from automation and decision support research (particularly reliance calibration, cognitive forcing, and skill maintenance) rather than rediscovering them. Cross-generational synthesis also isolates three Gen 3 phenomena without direct precedent in earlier generations: epistemia (attributing genuine knowledge to LLMs based on surface fluency), attribution ambiguity in co-creation, and motivational withdrawal. We distill twelve transferable design principles and propose ten research directions, prioritizing skill-retention interventions and accountability frameworks. These findings carry direct sustainability implications aligned with Industry 5.0: protecting workforce capability under increasing automation (SDG 8), reducing duplicated research effort through cross-generational knowledge reuse (SDG 9), and supporting responsible deployment by treating collaboration risks as predictable rather than novel (SDG 12). The CCF provides conceptual infrastructure for cumulative learning across AI generations and industries. Full article

Developing translation competence among non-English-major students at Chinese universities remains a pedagogical challenge, especially given the rising demands of cross-cultural communication. This quasi-experimental study examined whether first-year medical students at a Chinese university could improve their translation skills using the constructivist–objectivist theoretical approach (COTA), which combines constructivist learning theories (e.g., active student participation, collaboration, analysis of real-world issues) with objectivist learning methodologies (e.g., sequential skill development, explicit knowledge transfer). In total, 110 students participated in this mixed-methods study. The research methods included (a) pre- and post-tests of students using College English Test Band 4 criteria to evaluate vocabulary, grammar, and accuracy; (b) student perception surveys; (c) semi-structured interviews with instructors; and (d) classroom observations of students, using Gagné’s nine instructional events to ensure faithful implementation of the COTA framework. The COTA-trained students showed statistically significant improvements in translation skills compared to the control group. Additionally, increased student participation and engagement, positive attitudes toward learning, instructors’ ability to implement COTA effectively, and areas for future development were identified in the qualitative findings. These results suggest that integrating constructivist and objectivist teaching philosophies can benefit curriculum designers, language and translation instructors, and policymakers aiming to enhance translation education in Chinese universities and other Asia-Pacific institutions. However, the modest sample size from a single institution limits generalizability, and future studies with larger, more diverse samples are recommended. Full article