Search Results (96)

Osteoarthritis (OA) remains a major contributor to pain and disability; however, the current management is largely reactive, focusing on symptoms rather than preventing irreversible cartilage loss. This review first examines the mechanistic foundations for pharmacological chondroprotection—illustrating how conventional agents, such as glucosamine sulfate and chondroitin sulfate, can potentially restore extracellular matrix (ECM) components, may attenuate catabolic enzyme activity, and might enhance joint lubrication—and explores the delivery challenges posed by avascular cartilage and synovial diffusion barriers. Subsequently, a practical “What–How–When” framework is introduced to guide community pharmacists in risk screening, DMOAD selection, chronotherapeutic dosing, safety monitoring, and lifestyle integration, as exemplified by the CHONDROMOVING infographic brochure designed for diverse health literacy levels. Building on these strategies, the P4–4P Chondroprotection Framework is proposed, integrating predictive risk profiling (physicians), preventive pharmacokinetic and chronotherapy optimization (pharmacists), personalized biomechanical interventions (physiotherapists), and participatory self-management (patients) into a unified, feedback-driven OA care model. To translate this framework into routine practice, I recommend the development of DMOAD-specific clinical guidelines, incorporation of chondroprotective chronotherapy and interprofessional collaboration into health-professional curricula, and establishment of multidisciplinary OA management pathways—supported by appropriate reimbursement structures, to support preventive, team-based management, and prioritization of large-scale randomized trials and real-world evidence studies to validate the long-term structural, functional, and quality of life benefits of synchronized DMOAD and exercise-timed interventions. This comprehensive, precision-driven paradigm aims to shift OA care from reactive palliation to true disease modification, preserving cartilage integrity and improving the quality of life for millions worldwide. Full article

African, Caribbean, and Black (ACB) communities face increased COVID-19 morbidity and mortality, coupled with significant barriers to vaccine acceptance and uptake. Addressing these challenges requires innovative, multifaceted strategies. Peer-led interventions, grounded in critical health literacy (CHL) and critical racial literacy (CRL), and integrating collaborative equity learning processes, can enhance community capacity, empowerment, and health outcomes, contributing to long-term health equity. This paper describes and presents the evaluative outcomes of a peer-led intervention aimed at enhancing COVID-19 vaccine confidence and acceptance. The Peer-Equity Navigator (PEN) intervention consisted of a specialized training curriculum grounded in CHL and CRL. Following training, PENs undertook a 5-month practicum in community or health settings, engaging in diverse outreach and educational activities to promote vaccine literacy in ACB communities. The evaluation utilized a modified Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) Framework, using quantitative and qualitative methods to collect data. Sources of data included tracking records with community feedback, and a PEN focus group, to assess program feasibility, outreach, and effectiveness. From 16 September 2022, to 28 January 2023, eight trained PENs conducted 56+ community events, reaching over 1500 community members. Both PENs and community members reported high engagement, endorsing peer-led, community-based approaches and increased vaccine literacy. The PEN approach proves feasible, acceptable, and effective in promoting positive health behaviors among ACB communities. This intervention has clear implications for health promotion practice, policy, and research in equity-deserving communities, including immigrants and refugees, who also face multiple and intersecting barriers to health information and care. Full article

Total Knee Arthroplasty (TKA) is a well-established surgical intervention for the management of end-stage knee osteoarthritis. While the procedure is generally successful, postoperative rehabilitation remains a key determinant of long-term functional outcomes. Traditional rehabilitation protocols, particularly those requiring in-person clinical visits, often encounter limitations in accessibility, patient adherence, and personalization. In response, emerging sensor technologies have introduced innovative solutions to support and enhance recovery following TKA. This review provides a thematically organized synthesis of the current landscape and future directions of sensor-assisted rehabilitation in TKA. It examines four main categories of technologies: wearable sensors (e.g., IMUs, accelerometers, gyroscopes), smart implants, pressure-sensing systems, and mobile health (mHealth) platforms such as ReHub^® and BPMpathway. Evidence from recent randomized controlled trials and systematic reviews demonstrates their effectiveness in tracking mobility, monitoring range of motion (ROM), detecting gait anomalies, and delivering real-time feedback to both patients and clinicians. Despite these advances, several challenges persist, including measurement accuracy in unsupervised environments, the complexity of clinical data integration, and digital literacy gaps among older adults. Nevertheless, the integration of artificial intelligence (AI), predictive analytics, and remote rehabilitation tools is driving a shift toward more adaptive and individualized care models. This paper concludes that sensor-enhanced rehabilitation is no longer a future aspiration but an active transition toward a smarter, more accessible, and patient-centered paradigm in recovery after TKA. Full article

Background: Internationally, digital health interventions have increasingly been adopted within hospital settings. Optimising their clinical implementation requires user involvement, but there is a lack of evidence regarding how this should be done. Objectives: This study was carried out to understand the acceptability and usability of a prototype Digital Antibiotic Review Tracking Toolkit and identify modifications required to optimise it ahead of a trial. Methods: The optimisation process involved online semi-structured interviews with a purposive sample of fifteen healthcare professionals recruited from Scotland and England, along with three service users, to gather feedback on the prototype’s design, content and delivery. Participants’ negative views were specifically sought to identify adaptations needed to ensure that the intervention’s components aligned optimally with end-user needs. Data were analysed using Framework Analysis guided by the RE-AIM implementation science framework (Reach, Effectiveness, Adoption, Implementation, and Maintenance) to identify key themes. Results: Participants mostly voiced positive views regarding the prototype, finding it acceptable, feasible and engaging. They also identified concerns relating to its adoption, system functionality, accessibility and maintenance that needed to be addressed. Anticipated low adoption rates were linked to issues surrounding computer literacy. This detailed user feedback informed rapid adjustments to the intervention to enhance its acceptability, perceived future credibility and usability in hospitals. Conclusions: This novel study illustrates how to identify, modify and adapt a digital intervention quickly and efficiently using qualitative iterative methods. Findings highlight the critical importance of contextualising end-user experience with health interventions to facilitate future engagement, uptake, and long-term use. This study also demonstrates how core elements of the MRC framework can be operationalised to help refine prototype digital interventions pre-trial. Full article

A persistent challenge in training future philology educators is engaging students in deep textual analysis across historical periods—especially in large classes where limited resources, feedback, and assessment tools hinder the teaching of complex linguistic and contextual features. These constraints often lead to superficial learning, decreased motivation, and inequitable outcomes, particularly when traditional methods lack interactive and scalable support. As digital technologies evolve, there is increasing interest in how Artificial Intelligence (AI) can address such instructional gaps. This study explores the potential of conversational AI chatbots to provide scalable, pedagogically grounded support in philology education. Using a mixed-methods case study, twenty-six (n = 26) undergraduate students completed structured tasks using one of three AI chatbots (ChatGPT, Gemini, or DeepSeek). Quantitative and qualitative data were collected via usability scales, AI literacy surveys, and semi-structured interviews. The results showed strong usability across all platforms, with DeepSeek rated highest in intuitiveness. Students reported confidence in using AI for efficiency and decision-making but desired greater support in evaluating multiple AI-generated outputs. The AI-enhanced environment promoted motivation, autonomy, and conceptual understanding, despite some onboarding and clarity challenges. Implications include reducing instructor workload, enhancing student-centered learning, and informing curriculum development in philology, particularly for instructional designers and educational technologists. Full article

This cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A serial mediation analysis was conducted using the PROCESS macro (Model 6). The results indicated that the indirect effect of a growth mindset on self-regulated writing ability via writing feedback perception was B = 0.0883, 95% CI [0.0414, 0.1489] and that via academic emotion regulation was B = 0.0724, 95% CI [0.0256, 0.1316]. In addition, a significant sequential mediation effect was identified in both mediators—writing feedback perception and academic emotion regulation—(B = 0.0215, 95% CI [0.0044, 0.0435]). The total indirect effect was B = 0.1822, 95% CI [0.1069, 0.2686], supporting a robust mediating mechanism. These findings highlight the psychological and emotional pathways through which a growth mindset facilitates writing development. Implications for writing pedagogy include the integration of feedback literacy and emotion regulation training to support learners’ self-regulated writing in higher education contexts. Full article

GAI technologies are increasingly recognized as mentor-like resources in higher education. While these tools offer academic guidance and personalized feedback, little is known about how students perceive and evaluate AI-generated mentorship. This study investigated how Prior ChatGPT Use, primary mentor identity, mentorship effectiveness, and technology acceptance predict students’ response identification and evaluations of AI- versus human-generated responses. College students (N = 127) completed a survey in which they identified the source of masked responses across different domains and rated each response on helpfulness, caring, and likelihood to reach out again. Binary logistic regression models revealed that Prior ChatGPT Use predicted greater accuracy in identifying AI-generated responses, while mentor identity did not. Multiple linear regression analyses showed that students’ evaluations were influenced by perceived response sources more than actual sources. Participants who viewed human mentorship as effective were less likely to seek support from AI-perceived responses, while those who found ChatGPT useful rated AI-perceived responses more favorably. Technology acceptance factors were positively correlated with ratings of AI-perceived responses. These findings suggest that students’ pre-existing biases shape engagement with AI more than content itself, highlighting the importance of perception and the need to promote AI literacy when integrating ChatGPT as a mentorship tool. Full article

Citizen science (CS) is increasingly recognized as a complementary approach for addressing soil health challenges—including erosion, pollution, nutrient imbalances, and biodiversity loss—by harnessing public participation to broaden spatial and temporal data collection. This review synthesizes findings from the following: (i) a systematic analysis of peer-reviewed literature and grey sources, (ii) a database of 96 CS initiatives compiled by the European PREPSOIL project, and (iii) questionnaire surveys and workshops conducted in five Living Labs across Europe. Our analysis indicates that volunteer-driven monitoring can enhance the volume and granularity of soil data, providing critical insights into parameters such as organic carbon content, nutrient levels, and pollutant concentrations. However, persistent challenges remain, including inconsistencies in data validation, volunteer attrition, and concerns regarding digital literacy and data privacy. Despite these challenges, ongoing efforts to standardize protocols, integrate remote sensing and sensor-based validation methods, and employ feedback mechanisms improve data reliability and participant engagement. We conclude that sustained capacity-building, transparent data governance, and stakeholder collaboration, from local communities to governmental bodies, are essential for fully realizing the potential of citizen science in soil conservation. This work is framed within the context of the European Soil Mission, and CS is demonstrated to meaningfully support sustainable land management and evidence-based policymaking by aligning public-generated observations with established scientific frameworks. Full article

Background: Traditionally, community-based education (CBE) programmes have been utilised for teaching medical students clinical and interpersonal skills through placement in underserved environments. This pilot cohort study tested an extended model of CBE by infusing patient education into student-conducted consultations with the dual objectives of stimulating improved learning for the students and improved health literacy for the patients. Methods: The intervention involved 38 final-year medical students and 85 adult patients and from underprivileged communities in North West London. The students first undertook online preparatory workshops on health literacy, communication skills, and cultural competence. Subsequently, they imparted 20–30 min educational sessions on chronic disease management and preventive care to the patients on their clinical placements. The quantitative measurement used pre- and post-intervention questionnaires, and the qualitative measurement was based on reflective diaries and patient feedback. Paired t-tests were used for statistical comparisons, while a thematic analysis was used for textual answers. Results: Student confidence in breaking down medical jargon improved from 2.8 ± 0.7 to 4.4 ± 0.5 (p < 0.01), and confidence in making use of visual aids improved from 2.5 ± 0.8 to 4.2 ± 0.6 (p < 0.01). Understanding among the patients of their health conditions improved from 27% to 74% (p < 0.001), and self-confidence in their ability to manage their health improved from 31% to 79% (p < 0.001). The qualitative feedback noted improved empathy, cultural sensitivity, and a positive effect on patient empowerment through tailored education. Conclusions: This CBE intervention had two benefits: improving teaching and communication skills in students and greatly enhancing health literacy in underserved patients. The integration of structured education into usual care encounters holds the promise of a scalable, sustainable method for addressing health disparities. Longer longitudinal studies are necessary to assess its long-term success and incorporation into medical education. Full article

Background: Physical education teachers (PETs) play a vital role in fostering students’ physical literacy (PL). To leverage fitness monitoring as an efficient educational tool for students’ holistic development and lifelong physical activity, PETs must be proficient and competent in its implementation. This study aimed to create an instrument to evaluate teachers’ competencies essential for promoting PL through fitness monitoring. Methods: A Delphi study with 30 experts from 26 countries established content validity. Pilot testing on 339 PETs across Europe assessed psychometric characteristics using exploratory factor analysis and Cronbach’s alpha. Results: The Delphi study identified 13 core competencies, but construct validation revealed seven dimensions: (1) supporting cognitive learning, (2) encouraging positive feedback and learning climate, (3) understanding of fitness concept, (4) emotional support, (5) planning, (6) understanding of PL concept, (7) explaining learning objectives. Thus, the final instrument, the FitBack PET competency questionnaire, was designed with 27 items covering 7 competencies. The instrument exhibited high reliability, with Cronbach’s alpha exceeding 0.7 for six factors and the intraclass correlation coefficient of 0.94 for test–retest. Conclusions: The instrument’s development was successful, demonstrating high validity and reliability. The final version is publicly available, providing a practical tool for teacher training programs. Full article

Artificial intelligence (AI) is increasingly shaping diverse sectors, including education, sparking debates about its potential to transform pedagogical practices and redefine the role of educators. This study explores the perceptions and applications of generative AI in Moroccan higher education to better understand its implications for teaching and learning. A mixed-methods approach was adopted, combining quantitative data from 130 teachers and 156 students with qualitative insights. Quantitative findings reveal significant differences: students demonstrate greater openness to adopting AI, appreciating its capacity to provide instant feedback, enhance creativity, and improve academic performance. In contrast, teachers express reservations, particularly regarding AI’s potential to undermine critical soft skills such as collaboration, problem-solving, and critical thinking. Qualitative analyses confirm these trends, highlighting that, while AI is perceived as a valuable complementary tool, it cannot replace the essential human role of educators in providing personalized guidance and addressing students’ emotional and cognitive needs. Both groups agree on the necessity of enhanced digital literacy to ensure ethical and effective AI integration. These findings underscore the opportunities of generative AI, such as personalized learning and efficiency, while addressing limitations like ethical concerns and over-reliance, offering actionable insights for policymakers, educators, and technologists aiming to integrate AI responsibly in education. Full article

With rapid technological advancements and increasing environmental challenges, educational systems face demands for innovative teaching methods. This study integrates Virtual Reality (VR) technology into vocational high school art curricula, examining its impact on public art creation and environmental literacy. Based on the Creative Problem Solving (CPS) model and scaffolding theory, the course includes units on public art, aesthetic composition, and environmental issues. Participants were second-year students from a vocational high school in Taiwan, with 29 in the VR-assisted experimental group and 35 in the control group using traditional teaching methods. Data were collected via pre- and post-tests, teacher evaluations, and self-assessments. Results showed that VR significantly improved students’ engagement, exploration, and creation, effectively integrating art and environmental knowledge. The experimental group excelled in spatial expression, showing better understanding and interaction with spatial concepts. The CPS model enhanced problem-solving skills, innovation, teamwork, and feedback. This study confirms that combining VR with the CPS model fosters creativity and problem-solving in art education. Full article

Objectives: The Question Prompt List (QPL) enhances patients’ consultation preparation by improving health literacy and communication with healthcare professionals. A validated tool for this context is not yet available. We adapted and translated an Australian QPL to ensure its validity. This study seeks to improve patient-centred communication and health literacy through the QPL. This study aims to conduct a translation and cross-cultural adaptation of the QPL. Study design: Cross-cultural adaptation. Methods: Beaton’s five-step guide inspired the cross-cultural adaptation, which involved forward and back translations from the Australian to Danish versions. Patients at the orthopaedic department tested the final version, evaluating the QPL for clarity, usefulness, and context. Four semi-structured interviews supplemented this process. Feedback from patients led to the refinement and finalisation of the QPL. Results: The translations revealed some contradictions, indicating a need for QPL adjustments to fit the Danish context. Most patients were satisfied with the QPL, finding it beneficial and comprehensive. They noted that the QPL would have been helpful in previous consultations. Minor criticisms of specific questions were also raised, leading to further discussion and refinement. Conclusions: This cross-cultural adaptation has ensured the validity and quality of a Danish QPL, and implementation strategies are now ready for investigation. Full article

Background/Objectives: Access to healthy and affordable food remains a challenge for under-resourced communities due to uneven food distribution and the need for reliable transportation. This study developed and evaluated an interactive Geographic Information System (GIS)-based food asset map for a low-income community in Windham, Connecticut to improve awareness of food resources and expand opportunities for fresh food access. Methods: Using the human-centered design (HCD) framework and the Asset-Based Community Development (ABCD) model, the map integrates food locations, transportation routes, and assistance eligibility. Internal pilot testing (n = 8) identified usability issues, leading to updates such as mobile compatibility and user guides. Usability testing (n = 74) assessed navigation performance and user feedback through task-based evaluations and surveys. Categorical map usability, sociodemographic, diet, and health characteristics were tested for participants with food security (yes/no) or digital literacy (passed/failed). Results: Food-secure participants showed higher usability success than food-insecure individuals (p < 0.05), while those relying on food assistance faced greater challenges (p < 0.05). Individuals rating their diet as “very good/excellent” were most likely to pass the map usability testing (p < 0.05), whereas younger, college-educated, employed participants and those with vehicles trended toward passing (p < 0.1). Participants generally reported the map easy to navigate, especially those with food security. Conclusions: The asset map promotes food resource awareness and addresses barriers such as limited public transportation information. Additional efforts are needed to support food-insecure users in utilizing digital food access resources. This study contributes to initiatives to improve food access, digital inclusion, and community engagement in under-resourced communities. Full article

In the era of transformative technologies, generative artificial intelligence (genAI) offers profound opportunities and challenges for education. This study explores the development and execution of an interactive workshop designed to equip educators with foundational genAI literacy. Using a design-based research (DBR) framework, the workshop leverages interactivity and contextual relevance to introduce genAI concepts, prompting strategies and ethical considerations. Participants engaged in a scripted learning workshop design, comparing human and AI responses, exploring genAI’s probabilistic foundations, context dependency, and vulnerability to manipulation. Conducted across 12 workshops with 191 participants in Austria, this study revealed significant improvements in self-perceived genAI understanding, with 70% of participants reporting better grades in post-assessment evaluations. Feedback emphasized the workshop’s strengths in interactivity and relevance, alongside recommendations for deeper school-specific applications. Scalability analysis showed that workshop duration remained consistent regardless of group size, suggesting potential for broader implementation. The findings highlight the effectiveness of scripted learning workshop design in fostering critical AI literacy, preparing educators to critically evaluate and ethically integrate genAI into pedagogical practices. This adaptable model contributes to the discourse on professional development in AI-enhanced education. Full article