Search Results (264)

This study investigates the utilisation of AI tools, including Grammarly Free, QuillBot Free, Canva Free Individual, and others, to enhance learning outcomes for 180 s-year telecommunications engineering students at Universidad Politécnica de Madrid. This research incorporates teaching methods like problem-based learning, experiential learning, task-based learning, and content–language integrated learning, with English as the medium of instruction. These tools were strategically used to enhance language skills, foster computational thinking, and promote critical problem-solving. A control group comprising 120 students who did not receive AI support was included in the study for comparative analysis. The control group’s role was essential in evaluating the impact of AI tools on learning outcomes by providing a baseline for comparison. The results indicated that the pilot group, utilising AI tools, demonstrated superior performance compared to the control group in listening comprehension (98.79% vs. 90.22%) and conceptual understanding (95.82% vs. 84.23%). These findings underscore the significance of these skills in enhancing communication and problem-solving abilities within the field of engineering. The assessment of the pilot course’s forum revealed a progression from initially error-prone and brief responses to refined, evidence-based reflections in participants. This evolution in responses significantly contributed to the high success rate of 87% in conducting complex contextual analyses by pilot course participants. Subsequent to these results, a project for educational innovation aims to implement the AI-PBL-CLIL model at Universidad Politécnica de Madrid from 2025 to 2026. Future research should look into adaptive AI systems for personalised learning and study the long-term effects of AI integration in higher education. Furthermore, collaborating with industry partners can significantly enhance the practical application of AI-based methods in engineering education. These strategies facilitate benchmarking against international standards, provide structured support for skill development, and ensure the sustained retention of professional competencies, ultimately elevating the international recognition of Spain’s engineering education. Full article

This pilot study examined how sociodemographic factors (age, education, internet usage) influence patients’ comprehension of written healthcare communications, and their understanding of patient rights as articulated in appointment letters. A cross-sectional study was conducted among in-clinic patients at three Danish hospitals. Participants completed a self-administered questionnaire, assessing health literacy through four domains: assessing, understanding, appraising, and applying information from appointment letters. The questionnaire included sociodemographic data, Internet usage, IT competencies, and self-assessed health. Overall, 364 patients participated, with the majority being female and aged between 35 and 74 years. The mean scores for the domains of understanding and applying information were higher compared to assessing and appraising. Multiple linear regression analysis revealed that higher education levels positively correlated with the ability to appraise legal information, while frequent internet usage also enhanced appraisal skills. Findings highlight a concerning gap in patients’ ability to understand and appraise their patient rights within written healthcare communications. While patients demonstrate reasonable skills in understanding basic information, critical legal aspects remain challenging. Enhancing education and digital literacy may improve comprehension, emphasizing the need for simplified language and alternative formats in appointment letters. Further research is warranted to optimize communication strategies for patient rights. Full article

Background/Objectives: Surgical ward rounds are central to trainee education but are often associated with stress, cognitive overload, and inconsistent learning. Advances in artificial intelligence (AI), particularly large language models (LLMs), offer new ways to support trainees by simulating ward-round questioning, enhancing preparedness, and reducing anxiety. This study explores the role of generative AI in surgical ward-round education. Methods: Hypothetical plastic and reconstructive surgery ward-round scenarios were developed, including flexor tenosynovitis, DIEP flap monitoring, acute burns, and abscess management. Using de-identified vignettes, AI platforms (ChatGPT-4.5 and Gemini 2.0) generated consultant-level questions and structured responses. Outputs were assessed qualitatively for relevance, educational value, and alignment with surgical competencies. Results: ChatGPT-4.5 showed a strong ability to anticipate consultant-style questions and deliver concise, accurate answers across multiple surgical domains. ChatGPT-4.5 consistently outperformed Gemini 2.0 across all domains, with higher expert Likert ratings for accuracy, clarity, and educational value. It was particularly effective in pre-ward round preparation, enabling simulated questioning that mirrored consultant expectations. AI also aided post-round consolidation by providing tailored summaries and revision materials. Limitations included occasional inaccuracies, risk of over-reliance, and privacy considerations. Conclusions: Generative AI, particularly ChatGPT-4.5, shows promise as a supplementary tool in surgical ward-round education. While both models demonstrated utility, ChatGPT-4.5 was superior in replicating consultant-level questioning and providing structured responses. Pilot programs with ethical oversight are needed to evaluate their impact on trainee confidence, performance, and outcomes. Although plastic surgery cases were used for proof of concept, the findings are relevant to surgical education across subspecialties. Full article

The increasing digitalisation of medical education requires teachers to have a broad range of competences that go beyond basic technical knowledge. This pilot cross-sectional study assessed the self-perceived digital competence of medical faculty members and examined differences by professional role, experience and gender. Of 298 eligible staff, 48 participated (response rate 16.1%), including 19 women (39.6%) and 29 men (60.4%). The data was collected via an online survey using the validated Digital Competence Scale for University Teachers, which comprises four subscales: digital literacy, digital skills, digital interaction and technology integration. The overall median score indicated a generally high level of self-perceived digital competence, with 95% bootstrap confidence intervals confirming this pattern. Assistant professors achieved higher scores in all subscales than associate and full professors. Self-perceived digital competence was positively correlated with participation in structured training, higher interest and frequency of use of digital tools, while age and teaching experience were negatively correlated. The findings suggest unequal levels of self-perceived digital competence across the academic status and highlight the positive association of self-perceived digital competence with participation in targeted, practical and inclusive training programmes. Full article

Background/Objectives: With the expected growth in the number of people with dementia and the effect it has on their daily life, physical therapists will be required to provide competent care across all settings for people with dementia. This study aimed to explore the effects of a competency-based education (CBE) intervention consisting of interprofessional education (IPE) and experiential learning on perceived dementia care competence and confidence among physical therapy students and to determine recruitment and retention rates of the multi-phasic study. Methods: A total of 13 sixth-semester Doctor of Physical Therapy students participated in IPE (Phase 1) and experiential learning (Phase 2) and completed the Dementia Care Competency Model (DCCM) 2.0 and Confidence in Dementia Scale (CODE) at three time points (pre-test and after Phases 1 and 2). Results: The recruitment and retention rates were 89% and 36%, respectively. The DCCM 2.0 (F-test = 10.57, partial eta squared = 0.66) and the CODE (F-test = 21.27, partial eta squared = 0.80) showed large effect sizes between the three measurement time points. Conclusions: The findings of this study suggest that CBE facilitates the development of core dementia care competencies of interprofessional collaborative practice and person-centered care, as well as practitioner confidence development in dementia care. Full article

Background: Digital health literacy is crucial for navigating social media as a primary health information source. However, its interactive and unregulated nature fosters misinformation, requiring critical evaluation skills. Existing tools assess general internet use, but no validated instrument measures competencies specific to social media. This study aimed to adapt and validate the eHealth Literacy Scale (eHEALS) for this context. Methods: A content validation process was conducted with 33 experts, who evaluated the clarity, coherence, and relevance of the adapted questionnaire using item-level (I-CVI) and scale-level (S-CVI) content validity indices. A pilot study was then carried out with 250 participants to assess the instrument’s reliability and feasibility, measured through Cronbach’s alpha and McDonald’s Omega. Results: The adapted eHEALS demonstrated excellent content validity (S-CVI > 0.90) and high internal consistency (Cronbach’s α = 0.92; McDonald’s Ω = 0.92). The tool effectively captures key competencies for evaluating and applying health information in social media contexts, with exploratory factor analysis confirming a unidimensional structure that explained over 60% of the variance, supporting its robustness for use in population-based studies. Conclusions: This validated instrument provides a reliable method for assessing digital health literacy in social media, supporting the development of educational interventions to enhance critical appraisal skills and mitigate the impact of misinformation. Full article

China’s traditional approach to supplying land for mining operations hinders the sustainable use of land resources, resulting in extensive land degradation and idleness after mining activities conclude. Based on this, the competent national authorities have innovatively launched reforms to the temporary land supply model for open-pit coal mining operations. This study uses the Anjialing open-pit coal mine pilot project in Shanxi Province, China as a case example to construct a comprehensive lifecycle model for temporary mining land use in operational coal mines. It evaluates the land reclamation implementation at this mine and proposes a land management model for future pilot mines establishing new temporary mining sites. Research indicates that: (1) In pilot mining projects currently under construction, the larger the initial mining area, the lower the strip ratio and coal extraction rate, and the longer the overall duration of temporary land use. (2) Based on the overall land use cycle model for temporary mining sites, the land use cycle for the Anjialing open-pit coal mine is approximately 7 to 10 years, making it impossible to complete mining operations and return the land after reclamation within five years. (3) Based on historical image analysis using the GEE platform, by the end of 2020, the coal mine reclamation area barely reached the boundaries of the 2012 temporary land use plan. Consequently, the pilot project for temporary mining land use failed to pass the required acceptance inspection. Overall, the promotion of this new model not only upholds the critical mission of safeguarding national farmland and ensuring food security, but also holds significant implications for future resource extraction and sustainable land utilization. Full article

Healthcare systems worldwide face growing challenges related to staff shortages, excessive workload, and deteriorating working conditions, which compromise both staff well-being and care quality. Despite these issues, there is a lack of validated tools that capture healthcare professionals’ subjective perceptions of resource adequacy. This study presents the development and initial validation of the Staff Resource Adequacy Questionnaire for Healthcare Professionals (SRAQ-HP), a multidimensional tool designed to assess staffing adequacy and workload, quality of care, and working conditions and support. The development process followed a mixed-methods design, incorporating theoretical foundations from Kanter’s empowerment theory, role enactment models, and professional competence frameworks. The initial item pool of 32 statements was reduced to 26 through expert reviews, focus groups, and pilot testing (n = 35). Content validity index (CVI = 0.931) and face validity index (FVI = 0.976) demonstrated high content relevance and clarity. Cronbach’s alpha for the full scale was 0.841, confirming internal consistency. Expert re-review confirmed strong content (S-CVI/Ave = 0.931) and face validity (FVI = 0.976) for the final 26-item version. Three core dimensions were retained: Staffing Adequacy and Workload, Quality of Care, and Working Conditions and Support. The SRAQ-HP provides a novel, evidence-based approach to systematically assess workforce sufficiency and support structures in clinical settings. It can guide decision-making in healthcare institutions and inform national workforce policies. Further research with larger and more diverse samples is needed to confirm its factorial validity and practical applicability. Full article

Background/Objectives: Advanced lung cancer is a highly distressing disease that negatively impacts older adults. Supportive care interventions designed for this population are scarce and often inaccessible due to competing demands and transportation access. We adapted and refined an evidence-based treatment, Self-System Therapy (SST), to address the unmet needs of older adults with advanced cancer. Methods: Guided by principles of implementation science, we conducted patient interviews, focus groups, and user testing to refine our new SST for the lung cancer (SST-LC) protocol. We then conducted a single-arm pilot trial (clinicaltrials.gov NCT04057196) for patients aged 65+ and above with Stage III or IV lung cancer (N = 30). Benchmarks for acceptability, feasibility, and preliminary changes in outcome measures were assessed. Results: Our study met the desired recruitment goals and demonstrated high treatment adherence rates (89%) and satisfaction rates (85%), indicating that SST-LC was feasible and well-received. Participants also showed reductions in distress and depression, and improvements in emotional and functional well-being from baseline to post-intervention, with effects mostly maintained at follow-up. Physical well-being, social well-being, and quality of life showed smaller, non-significant changes. Feedback from participants also suggested that SST enhanced their resilience and ability to cope with cancer-related challenges, but also indicated a preference for fewer sessions. Conclusions: SST for older adults living with advanced lung cancer is feasible and acceptable. Moreover, this supportive care intervention shows promise in addressing psychological distress, emotional well-being, and functional well-being in older adults. Future research will include testing the efficacy of SST in a larger randomized controlled trial. Full article

In light of the increasing interest in integrating mindfulness techniques into educational contexts, it is essential to examine their potential cognitive and emotional benefits for the child population. Pilot investigation, analyzed in this paper, aimed to study and assess the impact of a structured mindfulness-based intervention on executive functioning and dispositional mindfulness in young learners. The intervention sample consisted of 14 fourth-grade pupils (mean age = 10 years), enrolled in a public primary school. Pre-test–intervention–post-test quasi-experimental design with two conditions was adopted. Executive functioning was assessed using the Delis-Kaplan Executive Function System subtests (D-KEFS), while trait mindfulness was assessed via the Five Facet Mindfulness Questionnaire (FFMQ). Preliminary findings revealed statistically significant improvements in cognitive flexibility and inhibitory control, as well as qualitative changes in mindfulness trait levels post-intervention. The results suggest that mindfulness-based programs may represent a promising approach for fostering executive and emotional competencies in younger school-aged children, thereby contributing to their overall academic performance and psychological development. Further research employing larger and more heterogeneous samples, including active control conditions, is warranted to replicate these effects and explore the long-term efficacy of mindfulness interventions in school settings. Full article

Humor plays a vital role in human well-being and communication and is increasingly recognized as a beneficial resource in healthcare contexts. While prior studies have explored humor in general university populations, limited research has focused on nursing students, who face distinct interpersonal and emotional demands during their training. This pilot study aimed to describe multidimensional sense of humor among first-year nursing students in Spain using the validated Spanish version of the Multidimensional Sense of Humor Scale (MSHS), which includes a three-dimension model: humor competence, humor as a coping mechanism, and social attitudes toward humor. A total of 78 students completed the MSHS questionnaire via an online survey. The overall mean score was 66.8 (SD = 13.1) out of 96, with the highest mean observed in the dimension of humor as a coping mechanism (mean = 22.2, SD = 4.0). Individual item analysis revealed strong agreement with positively worded statements such as “I like a good joke” (mean = 3.36, SD = 0.82) and “Humor is a lousy coping mechanism” (reverse scored; mean = 3.69, SD = 0.67). These findings suggest that humor is a relevant personal and interpersonal resource among future healthcare professionals. Incorporating humor-related competencies in nursing education may support student resilience and enhance patient-centered care. Further research is needed to examine humor’s longitudinal development and its role in clinical practice. Full article

Water quality monitoring is a key requirement for fulfilling various national environmental policies, but with many competing needs and limited resources, data collected can suffer from both spatial and temporal deficiencies. Modelling offers the potential to substitute estimated values into observational gaps, but model validation often requires the very data that are lacking. In this paper we present the results of a pilot study to investigate spatial and temporal issues around the monitoring of faecal indicator bacteria (Escherichia coli) in rivers of the Taw and Torridge catchments in the UK. Statistical analysis of in situ measurements versus simulated data from the catchment models reveals similar seasonal associations between riverine bacterial counts and rainfall patterns. Furthermore, spatial apportionment of livestock to better reflect land use was found to be important in the models, especially in upstream reaches of the catchments. In conclusion, successful monitoring of faecal bacteria levels in UK rivers requires risk-based monitoring (sufficient to identify possible seasonal trends) and informed spatial consideration of sampling sites. Catchment models can be useful aids for directing and augmenting such monitoring programmes, but these models should undergo rigorous validation, particularly in upper catchment areas, to ensure correct model response to changes in land use and/or climate. Full article

The construction sector significantly contributes to global environmental degradation through intensive resource extraction, high energy consumption, and substantial waste generation. Addressing this unsustainable trajectory requires integrated approaches that simultaneously improve operational efficiency and material circularity. Lean Construction (LC) and Circular Economy (CE) offer complementary frameworks for enhancing process performance and reducing environmental impacts. However, their combined implementation remains underdeveloped and fragmented. This study conducts a systematic literature review (SLR) of 18 peer-reviewed articles published between 2010 and 2025, selected using PRISMA 2020 guidelines and sourced from Scopus and Web of Science databases. A mixed-method approach combines bibliometric mapping and qualitative content analysis to investigate how LC and CE are jointly operationalized in construction contexts. The findings reveal that LC improves cost, time, and workflow reliability, while CE enables reuse, modularity, and lifecycle extension. Integration is further supported by digital tools—such as Building Information Modelling (BIM), Design for Manufacture and Assembly (DfMA), and digital twins—which enhance traceability and flow optimization. Nonetheless, persistent barriers—including supply chain fragmentation, lack of standards, and regulatory gaps—continue to constrain widespread adoption. This review identifies six strategic enablers for LC-CE integration: crossdisciplinary competencies, collaborative governance, interoperable digital systems, standardized indicators, incentive-based regulation, and pilot demonstrator projects. By consolidating fragmented evidence, the study provides a structured research agenda and practical insights to guide the transition toward more circular, efficient, and sustainable construction practices. Full article

Background: Adequate nutrition is fundamental to the health and performance of young athletes. However, many fail to meet nutritional recommendations. Nutrition education programmes are promising, cost-effective strategies for improving dietary habits. However, research gaps persist, coupled with notable variability amongst the intervention programmes targeting youth athletes. The aim of this study was to assess the nutritional knowledge of Portuguese youth athletes and to evaluate the effectiveness of a nutrition education programme in improving football players’ understanding of a healthy diet. Methods: Participants were recruited from a local football club through public announcement. Male youth football players aged 13 to 18 years, training at least 3 times per week and competing regularly over the past six months, were eligible. The baseline assessment included anthropometric measurements, an assessment of the adherence to the Mediterranean diet using the KIDMED questionnaire, and an assessment of general and sports nutrition knowledge via a structured questionnaire. Following the intervention—comprising three face-to-face educational sessions and two digital infographics—the KIDMED and nutrition knowledge questionnaires were re-administered. Results: A sample of 38 male footballers were eligible for this study. Most participants exhibited a healthy body weight, with a corresponding adequate body composition. The mean KIDMED score indicated moderate adherence to the Mediterranean diet with no statistically significant difference between the baseline and post-intervention (6.79 ± 1.52 versus 6.97 ± 2.01, p > 0.05). There was a significant enhancement in overall nutrition knowledge, accompanied by notable improvements in the comprehension of macro- and micronutrient sources and sports nutrition principles. Conclusions: This pilot programme proved effective in enhancing young football players’ knowledge of nutrient sources and sports nutrition. Full article

Based on flipped learning, digital competence, and inclusive instructional design, this study employs a mixed-method approach (quantitative and qualitative) to evaluate the pilot and involves academics from six European universities. Teacher participants co-designed and implemented flexible learning scenarios using the FLeD tool, which integrates pedagogical patterns, scaffolding strategies, and playful features. Using a mixed-methods research approach, this study collected and analyzed data from 34 teachers and indirectly over 800 students. Results revealed enhanced student engagement, self-regulated learning, and pedagogical innovation. While educators reported increased awareness of inclusive teaching and benefited from collaborative design, challenges related to tool usability, time constraints, and the implementation of inclusivity also emerged. The findings support the effectiveness of structured digital tools in promoting pedagogical transformation in online, face-to-face, and hybrid learning. This study contributes to the discussion on the digitalization of higher education by illustrating how research-informed design can enable educators to develop engaging and flexible inclusive learning environments in line with the evolving needs of learners and the opportunities presented by technology. Full article