Search Results (53)

Cinematic representations of mental health operate at the intersection of science, culture and visual meaning, while medical academic discourse plays an important role in shaping how such representations are conceptualized. This study examines how the PubMed-indexed literature (2010–2025) engages with mental health in relation to narrative film and related screen media, combining bibliometric mapping with interpretive analysis. Through a structured PubMed query and VOSviewer co-occurrence analysis, this study identifies 5292 unique terms, of which 530 meet the minimum frequency threshold. Comparison between low- and high-frequency maps reveals a shift from lexical diversity to a consolidated biomedical core centered on classification, diagnosis and measurable affect. Six clusters are identified (neuro-affective, educational stigma, media–behavioral, neuropharmacological–technological, perceptual–emotional and pandemic-related), which together structure the field’s dominant semantic orientations. The findings indicate three main patterns: the predominance of standardized biomedical language, the limited visibility of intersectional categories (e.g., gender, race, identity) at the level of indexed metadata, and a gap between visual processes and narrative meaning. While individual studies often engage with cinematic complexity, this dimension is only partially reflected in the dominant lexical structure. Building on these results, a cluster-informed conceptual framework for film-based medical education is proposed, in which narrative film can support complementary forms of clinical, social and interpretive learning. This study contributes to the field of Medical Humanities by demonstrating that medical discourse not only reflects but also structures the visibility of mental health in relation to screen media, while highlighting the need for more integrated approaches that connect biomedical knowledge with narrative and cultural understanding. Full article

Background/Objectives: Vestibular migraine is a common but often underrecognized cause of dizziness in otolaryngology practice. Although awareness has increased, variation in clinician training and management may contribute to inconsistent care. This study evaluated current diagnostic and treatment practices of Canadian otolaryngologists for vestibular migraine, including familiarity with diagnostic criteria, therapeutic approaches, perceived barriers, and educational needs. Methods: A national cross-sectional electronic survey was distributed to practicing and emeritus members of the Canadian Society of Otolaryngology–Head and Neck Surgery from February to April 2025. The 14-item survey assessed demographics, clinical exposure to dizzy patients, residency training, diagnostic familiarity, treatment patterns, referral practices, barriers to care, and preferred educational resources. Responses were anonymized and analyzed using descriptive statistics. Results: Forty-four otolaryngologists completed the survey (response rate: 7.4%). Most respondents reported being very familiar (59.1%) or moderately familiar (38.6%) with vestibular migraine diagnostic criteria, and 97.7% reported currently diagnosing and/or treating these patients. However, only 15.9% had received extensive residency training specific to migraine or vestibular migraine. Common treatments included lifestyle and dietary modification (90.9%), nutraceutical supplements (59.1%), tricyclic antidepressants (54.5%), and analgesics (52.3%). Vestibular rehabilitation therapy (29.5%) and calcitonin gene-related peptide-targeted therapies (<10%) were used less frequently. Major barriers were clinical time constraints (65.9%), lack of training or knowledge (54.5%), and diagnostic complexity (47.7%). Clinical guidelines (70.5%) and continuing medical education courses (65.9%) were identified as the most valuable supports. Conclusions: Among surveyed Canadian otolaryngologists engaged in dizziness and vestibular migraine care, substantial heterogeneity existed in training and management practices. Standardized guidance, enhanced education, and interdisciplinary collaboration may improve consistency of care and patient outcomes. Full article

Artificial Intelligence (AI) has transitioned from a specialized research area to a ubiquitous socio-technical infrastructure influencing sectors from healthcare and law to manufacturing and defense. In tandem with its transformative promise, AI has created an exponentially expanding ethics literature questioning, fairness, transparency, accountability, and justice. This review synthesizes publications and key policy developments between 2019 and 2025, bringing sectoral discourses together with cross-cutting frameworks. Grounded in a systematic scoping review methodology, we frame the field along four meta-dimensions: trust and transparency, bias and fairness, governance & regulation, and justice, while we investigate their expression across diverse sectors. Special attention is dedicated to healthcare (patient trust and algorithmic bias), education (integrity and authorship), media (misinformation), law (accountability), and the industrial sector (data integrity, intellectual property protection, and environmental safety). We ground abstract principles in concrete case studies to illustrate real-world harms and mitigation strategies. Furthermore, we incorporate pluralistic ethics (e.g., Ubuntu, Islamic perspectives), environmental ethics, and emerging challenges posed by Generative AI and neuro-AI interfaces. To bridge theory and practice, we propose an operational governance framework for organizations. We contend that success involves transitioning from principles toward ethics-by-design, pluralistic governance, sustainability, and adaptive oversight. This review is intended for scholars, practitioners, and policymakers who need a comprehensive and actionable framework for navigating the complex landscape of AI ethics. Full article

Research on unaccompanied foreign minors remains limited due to the low scientific visibility of this population and the complexity of trauma-related neurodevelopment. This study presents a scientometric analysis of international literature (2007–2025) to identify trends, collaboration networks, thematic clusters, and research gaps on trauma and neuroeducation in this field. Using data from Scopus and Web of Science, methodological, contextual, and thematic variables were coded and analysed through bibliometric and network techniques. Results show a 91% growth in publications since 2008, following an exponential pattern (r² = 0.91), with 90 authors organised into 23 collaboration clusters and an average collaboration index of 0.80. Despite growing inter-institutional networks, research remains concentrated in France, the United States, and the United Kingdom–Africa axis. The study concludes that the field is entering a phase of consolidation, shifting from predominantly clinical perspectives toward preventive and integrative neuroeducational approaches that combine relational, cultural, and educational dimensions to mitigate the effects of migratory trauma. Full article

This study examines the relationship between Emotional Intelligence (EI) and Immediate Auditory Memory (IAM) in primary-school students aged 10–12 years. Through a neuroeducational perspective, it explores how emotional competencies, particularly emotional meta-knowledge, interact with cognitive retention processes. Standardized instruments were administered to a sample of 175 students from schools in Southern Spain. The findings indicate a positive association between Emotional Clarity—a key subdimension of EI—and IAM, with Emotional Clarity emerging as a modest predictor of auditory retention. No notable associations were observed for Emotional Attention or Emotional Repair. These results suggest that the ability to understand one’s emotions may subtly facilitate the processing and retention of auditory information. From neuroscientific and technological viewpoints, the study highlights the potential benefits of integrating emotional education and digital tools in the classroom to enhance student well-being and cognitive development, while calling for cautious interpretation due to the multifaceted nature of these variables. Full article

Outpatient neurosurgical oncology has expanded with advances in anesthesia, imaging, and minimally invasive techniques, enabling safe same-day discharge for selected patients undergoing procedures such as stereotactic biopsy and craniotomy. In this review, we find that across multiple international series, same-day discharge rates in several studies ranging from 85 to 95%, with low complication (3–6%) and readmission rates when structured pathways, including standardized selection criteria, enhanced recovery protocols, and routine 4-h postoperative CT imaging, are used. Studies on economic analyses demonstrate substantial cost savings driven by reduced inpatient bed utilization, with no increase in adverse events. Key challenges identified include medicolegal concerns amongst physicians, patient education, and limitations in organization adoption. Telemedicine and remote monitoring are increasingly incorporated to streamline preoperative evaluation and postoperative follow-up, improving access and continuity of care. Emerging technologies such as laser interstitial thermal therapy and focused ultrasound may further expand the outpatient neuro-oncology repertoire. Overall, current evidence supports outpatient neurosurgical oncology as a safe, efficient, and patient-centered model when applied with structured clinical pathways and patient selection. Full article

Industry 5.0 challenges higher education to adopt human-centred and sustainable uses of artificial intelligence, yet many current deployments still treat generative AI as a stand-alone tool, neurophysiological sensing as largely laboratory-bound, and governance as an external add-on rather than a design constraint. This article introduces Nested Learning as a neuro-adaptive ecosystem design in which generative-AI agents, IoT infrastructures and multimodal deep learning orchestrate instructional support while preserving student agency and a “pedagogy of hope”. We report an exploratory two-phase mixed-methods study as an initial empirical illustration. First, a neuro-experimental calibration with 18 undergraduate students used mobile EEG while they interacted with ChatGPT in problem-solving tasks structured as challenge–support–reflection micro-cycles. Second, a field implementation at a university in Madrid involved 380 participants (300 students and 80 lecturers), embedding the Nested Learning ecosystem into regular courses. Data sources included EEG (P300) signals, interaction logs, self-report measures of engagement, self-regulated learning and cognitive safety (with strong internal consistency; $\alpha /\omega \ge 0.82$), and open-ended responses capturing emotional experience and ethical concerns. In Phase 1, P300 dynamics aligned with key instructional micro-events, providing feasibility evidence that low-cost neuro-adaptive pipelines can be sensitive to pedagogical flow in ecologically relevant tasks. In Phase 2, participants reported high levels of perceived nested support and cognitive safety, and observed associations between perceived Nested Learning, perceived neuro-adaptive adjustments, engagement and self-regulation were moderate to strong ($r=0.41$–$0.63$, $p<0.001$). Qualitative data converged on themes of clarity, adaptive support and non-punitive error culture, alongside recurring concerns about privacy and cognitive sovereignty. We argue that, under robust ethical, data-protection and sustainability-by-design constraints, Nested Learning can strengthen academic resilience, learner autonomy and human-centred uses of AI in higher education. Full article

Background: Although smartphone usage is inevitable and convenient in recent days, numerous potential problems due to excessive smartphone use (ESU) have been highlighted. With the rising concern about ESU, the focus on exploring the relationship between ESU and personality traits and their neural correlations also increased; however, studies that explore these factors simultaneously are lacking. Objective: This study investigated whether altered resting state functional connectivity (rsFC) is related to personality traits in adolescents exhibiting ESU compared to healthy controls (HCs). Methods: Thirty-one adolescents exhibiting ESU and 31 HCs (62 adolescents) aged 12–18 years were included in this study. Seed-to-voxel connectivity analysis was used to examine group differences in rsFC in the middle cingulate cortex (MCC) and insula, key parts of the salience network, in relation to personality traits. Results: Adolescents exhibiting ESU showed trends toward low persistence and high harm avoidance in terms of personality traits. Additionally, they exhibited enhanced rsFC between the MCC and insula but reduced rsFC between the precentral and postcentral gyri compared with HCs. Notably, increased rsFC between the MCC and insula in the ESU group was negatively correlated with low persistence. Conclusions: ESU was associated with low persistence at the uncorrected threshold in terms of personality traits and involved in neuro-functional alterations between the key hubs of the salience network, MCC, insula, and several other brain regions. These findings may provide a neurobiological basis for intervention targeting behavioral addiction in youth. Accordingly, adolescents with low persistence may need tailored education on appropriate and controlled use of smartphones and internet-based technologies. Full article

Introduction: Preterm birth and neonatal intensive care unit (NICU) admission may elevate parental stress and impair early parent–infant interaction. In low-resource settings, where staff and resources are limited, parental education programmes are often also limited, further complicating care engagement. This study piloted the NeuroSense PremmieEd parenting educational programme to assess its preliminary impact on maternal stress and knowledge in a South African public-sector NICU. Objectives: This study aimed to pilot a contextually relevant parenting education intervention to enhance parental understanding of preterm infant behaviour, strengthen parents’ capacity to interpret and respond sensitively to infant cues, and reduce parental stress during NICU admission. Methodology: This sequential cohort pilot study involved 60 mothers of preterm infants (gestational age, 24–36 weeks) admitted to two comparable NICUs. Mothers (aged 18–45 years) were allocated to three groups. Arm 1 received standard care (n = 20), Arm 2 received a printed educational booklet (n = 20), and Arm 3 received the booklet plus a facilitated education session (n = 20). Pre- and post-intervention data were collected using the Knowledge of Preterm Infant Behaviour (KPIB) questionnaire and the Parental Stressor Scale: NICU (PSS:NICU). Descriptive statistics were used to explore differences between arms. Results: Knowledge scores measured with the KPIB tool showed a positive trend in all groups, with the greatest improvement observed in Arm 3; however, these changes were not statistically significant (p = 0.176). Maternal stress measured using the PSS:NICU increased significantly over time across all groups (F(1, 57) = 8.40, p = 0.005), with Arm 3 consistently reporting the lowest stress at both timepoints. Discussion: The facilitated intervention was associated with a trend towards improved maternal knowledge of preterm infant behaviour. This pilot study highlighted the potential of structured and culturally relevant education to support early parenting in a public-sector NICU in South Africa. Maternal stress levels remained high across all groups. While this finding may be due to parents’ experience of changes in infant medical condition, fatigue, and other factors, these were not investigated in this study and therefore warrant further exploration in future work. Conclusions: The NeuroSense PremmieEd programme shows promise in improving maternal understanding of preterm infant behaviour. The results highlight the need for further adaptation of content delivery, inclusion of diverse populations (e.g., by preterm category) and scalable, low-resource approaches to improve engagement and long-term outcomes. Full article

Background/Objectives: Motion sickness is a prevalent neuro-vestibular syndrome that affects individuals across various modes of transport and can significantly impact quality of life and travel safety. This study aimed to assess the prevalence, severity, and associated risk factors of severe dizziness related to motion sickness among adult residents in the Kingdom of Saudi Arabia (KSA), with particular focus on socio-demographic and behavioral determinants. Methods: A cross-sectional survey was conducted among 349 participants recruited primarily from the Riyadh region. A structured questionnaire captured demographic variables, personal health history, and experiences of dizziness and related symptoms during air or metro travel. Chi-square tests and multivariable logistic regression were applied to examine associations between dizziness and potential predictors, with p ≤ 0.05 considered significant. Results: Overall, (23.5%) of respondents reported experiencing severe dizziness during metro travel (82/349). Females were more affected than males (32.1% vs. 15.8%; χ²(1) = 12.06, p = 0.0005, Cramer’s V = 0.186), although this association lost significance in the adjusted model. Height showed a borderline association (p = 0.053). In multivariable analysis, previous similar episodes were the strongest independent predictor of dizziness (aOR 15.63, 95% CI 6.40–38.16, p < 0.001). ANOVA revealed no difference in severity by sex or height (p > 0.7). Conclusions: Motion sickness affects nearly one-quarter of Saudi metro travelers (23.5%) and is predominantly influenced by a history of previous similar episodes rather than demographic factors. These findings underscore the need for targeted preventive strategies, ergonomic vehicle design, and public health education to mitigate the burden of motion sickness in the KSA’s expanding transportation systems. Full article

Background: Parent education is a key component of family-centred care in neonatal intensive care units (NICUs). It supports positive parent-infant interactions, reduces parental stress and anxiety, and contributes to shorter hospital stays. Objectives: This paper reports on the adaptation of a South African parenting education intervention for parents of premature infants in the NICU: the NeuroSense PremmieEd programme. The study aimed to demonstrate the programme’s content validity, feasibility, and acceptability for preterm parent–infant dyads in public hospital NICUs, using a hybrid focus group discussion (FGD) method. The programme was based on an existing intervention and informed by literature on the components of parenting educational programmes and empirical data on parental expectations. Methods: A qualitative, iterative refinement process was undertaken using hybrid-format FGDs. A conceptual FGD was held during the design phase, followed by two consensus FGDs after pilot testing (reported separately). Stakeholders included end-users (mothers), clinicians, an instructional designer, a neurodevelopmental care expert, and programme facilitators. Results: The first FGD reviewed draft version 0.1 of the programme, confirming content relevance and clarity, while recommending adjustments, such as module integration, cultural and language alignment, and visual aids to support comprehension. Version 0.2 was then ready for pilot testing (reported elsewhere). The second and third FGDs led to refinements addressing emotional sensitivity in terminology, improved layout and readability, and the addition of home care guidance. Stakeholders highlighted the potential use of low-cost digital formats to enhance accessibility and standardisation. These revisions informed the final version 0.3. Conclusions: The hybrid FGD approach enabled input from diverse and geographically dispersed stakeholders. The NeuroSense PremmieEd programme was found to be feasible and acceptable by both mothers and healthcare professionals, supporting its suitability for broader implementation in resource-constrained settings. Full article

Attention Deficit Hyperactivity Disorder (ADHD) is a neuro-behavioural condition associated with limitations and deficits. Previous literature has largely focused on the lived experiences of males with ADHD. Despite a recent increase in studies on females with ADHD, there is a lack of empirical research on school experiences. This study aimed to address this gap in the literature by examining the perceived effect of ADHD on the school experiences of women. 13 women aged between 18–35 with a medical diagnosis of ADHD answered a series of questions in qualitative semi-structured interviews. Three were diagnosed during school and ten were diagnosed after school. The data was analysed using structured inductive thematic analysis. Four themes emerged, with sub-themes as follows: (1) Personal impact; the impact ADHD had on self-identity in school pre- and post-diagnosis. (2) Attitudes and opinions of others; how parents, teachers and societal attitudes on gender affected diagnoses and school experiences. (3) Friendships and relationships; how ADHD affected personality and socialising in school, and (4) ADHD and academia; the academic struggles participants faced whether diagnosed in school or not. The results suggest that ADHD contributed to negative school experiences for all participants. While the perception was that gender and attitudes towards ADHD in females often delayed diagnoses and that early diagnosis would have improved self-identity and school experience, results suggest even with early diagnosis, it is important that teachers are educated about the symptoms and deficits affecting females with ADHD and that schools provide resources to support female students with ADHD to ensure the best school experience. Full article

Attention and brain focus are essential in human activities that require learning. In higher education, a popular means of acquiring knowledge and information is through serious games. The need for integrating digital learning tools, including serious games, into university curricula has been demonstrated by the students’ preferences that are oriented more towards engaging and interactive alternatives than traditional education. This study examines real-time attention measurement in serious games using wearable brain–computer interfaces (BCIs). By capturing electroencephalography (EEG) signals non-invasively, the system continuously monitors players’ cognitive states to assess attention levels during gameplay. The novel approach proposes adaptive attention measurements to investigate the ability to maintain attention during cognitive tasks of different durations and intensities, using a single-channel EEG system—NeuroSky Mindwave Mobile 2. The measures have been achieved on ten volunteer master’s students in Computer Science. Attention levels during short and intense tasks were compared with those recorded during moderate and long-term activities like watching an educational lecture. The aim was to highlight differences in mental concentration and consistency depending on the type of cognitive task. The experiment was designed following a unique protocol applied to all ten students. Data were acquired using the NeuroExperimenter software 6.6, and analytics were performed in RStudio Desktop for Windows 11. Data is available at request for further investigations and analytics. Experimental results demonstrate that wearable BCIs can reliably detect attention fluctuations and that integrating this neuroadaptive feedback significantly enhances player focus and immersion. Thus, integrating real-time cognitive monitoring in serious game design is an efficient method to optimize cognitive load and create personalized, engaging, and effective learning or training experiences. Beta and attention brain waves, associated with concentration and mental processing, had higher values during the gameplay phase than in the lecture phase. At the same time, there are significant differences between participants—some react better to reading, while others react better to interactive games. The outcomes of this study contribute to the design of personalized learning experiences by customizing learning paths. Integrating NeuroSky or similar EEG tools can be a significant step toward more data-driven, learner-aware environments when designing or evaluating educational games. Full article

Brain–computer interfaces (BCIs) hold promise in enhancing accessibility in education by enabling students with physical disabilities to interact with digital learning environments without barriers. However, no comprehensive review has explored the landscape and role of BCIs in inclusive learning. Hence, this review sets out to identify relevant literature on BCI-based educational technologies, highlight their key themes, characteristics, and research methodologies, and identify research gaps. The secondary aim is to evaluate how these educational technologies contribute to inclusive learning frameworks by fostering communication, collaboration, engagement, and accessibility among students with disabilities. Overall, the reviewed studies demonstrate that BCIs can facilitate assistive communication among non-verbal students and provide motor control support for physically impaired persons. While these interventions show strong potential, challenges remain, including high implementation costs, user adaptability, and ethical concerns related to neural data privacy. Specifically, there is a need to (1) shift from experimental applications towards real-world classroom integration by developing user-friendly, cost-effective, and ethically sound BCI-based educational technologies, and (2) extend ongoing research efforts to include underserved populations to assess the generalizability of current and future BCI-based interventions. More importantly, future work should focus on enhancing BCI usability, improving adaptability for diverse learners, and establishing ethical guidelines for the development of socially responsible and inclusive neuro-educational technologies for all people with disabilities everywhere. This will go a long way in fostering the fourth and tenth United Nations Sustainable Development Goals of Quality Education and Reduced Inequalities, respectively. Full article

Objective: We aimed to explore associations between plasma neurofilament light chain (pNfL) and cognition through patient-reported outcomes (PROs) in multiple sclerosis (MS). Methods: In this cross-sectional study, we included 211 people with MS (PwMS) and collected data from pNfL (fully automated chemiluminescent enzyme immunoassay), EDSS, education, cognition (the Symbol Digit Modalities Test (SDMT), California Verbal Learning Test-II (CVLT II), and Brief Visuospatial Memory Test–Revised (BVMT-R)), the Modified Fatigue Impact Scale (MFIS), Beck Depression Inventory (BDI-II), Beck Anxiety Inventory (BAI), and Pittsburgh Sleep Quality Index (PSQI). Results: On multivariate linear regression models, higher educational attainment was significantly associated with lower pNfL (high school: Coeff = −0.22, 95% CI = −0.41 to −0.04, p = 0.019; university: Coeff = −0.22, 95% CI = −0.42 to −0.02, p = 0.030). In logistic regression models, the likelihood of having pNfL levels above normal thresholds increased by 56% for each one-point increment in the EDSS score (OR = 1.56, 95% CI = 1.23 to 1.98, p < 0.001) and was 2.5 times greater in individuals with impaired SDMT (OR = 2.50, 95% CI = 2.20 to 5.21, p = 0.014). No statistically significant associations were observed between pNfL and CVLT-II, BVMT-R, BDI-II, MFIS, BAI, or PSQI. Conclusions: Neuro-axonal damage in people with MS manifests clinically as increased disability and reduced attention and processing speed. However, these effects may be mitigated by greater brain resilience, as suggested by the protective role of higher educational attainment. The PROs assessed in this study showed no significant associations with pNfL levels, possibly due to measurement errors and heterogeneity, with limited sensitivity to neuro-axonal damage. Full article