Educational Barriers Research Articles

IMPLEMENTATION OF INTEGRATED QUALITY MANAGEMENT IN DEVELOPING STUDENT COMPETENCIES SMP IT CENDIKIA TULANG BAWANG

One effective approach in developing student competence is through the implementation of integrated quality management. This approach involves various aspects, including developing relevant curricula, interactive and innovative learning, comprehensive assessment, and increasing teacher competence. In the context of SMP IT Cendikia Tulang Bawang, this study aims to investigate the implementation of Integrated Quality Management in developing the competence of students at SMP IT Cendikia Tulang Bawang. The research was conducted using a qualitative approach and involved participants from school staff, teachers, students, and parents. Data was collected through observation, interviews and document analysis. The results of the study show that the implementation of Integrated Quality Management has a positive influence on the development of students' competencies. Strong leadership from the school, participation and active commitment from teachers, and parental involvement are important factors in this implementation. However, there are a number of problems encountered, including technical constraints in the use of educational technology and barriers to parental involvement. Therefore, this research also provides strategies for optimizing the implementation of Integrated Quality Management, including increasing teacher training, using innovative educational technology, and increasing the active involvement of parents. By implementing these strategies, it is hoped that schools can achieve better results in the development of student competencies. This research contributes to the development of education at SMP IT Cendikia Tulang Bawang and can be a reference for other schools that wish to implement Integrated Quality Management for developing student competencies.

Educational changes and barriers to change in the statements of teachers-innovators and non-innovators

The aim of the article is to present the differences in the way of thinking about educational change and its barriers between teachers-innovators and non-innovators. The former understood the concept of educational change in a more radical and profound way. In their statements, they demanded a breakthrough that was, in fact, a questioning of the dominant education model. Non-innovators would like transformations, but more moderate, minor ones that do not go beyond the area of the dominant model of education but can potentially facilitate or make the time spent by teachers and students at school easier or more enjoyable. Teachers-innovators more often focused on bottom-up sources of change, i.e., primarily on teachers and their students. Non-innovators focused rather on top-down sources of change, locating them in particular in state authorities, experts, and politicians, and the role of the market as an institution (in the sociological sense). Both groups also differed in terms of the barriers to change they mentioned. While the former mainly emphasized the importance of what hinders or prevents changes and is dependent on the teacher, the latter emphasized the role of issues independent of teachers. In order to explain the differences between the two groups of teachers, the article refers to the theories of W. Reckless and J.B. Rotter.

Technology Innovation and Disruption in Plastic Surgery: Intelligence Quotient, Emotional Quotient, and Technology Quotient.

This article is an introduction to the new PRS Tech Disruptor Series, the culmination of work originating from the Technology Innovation and Disruption Presidential Task Force. Our technology quotient is important to our success as individuals and as a specialty society. The goal of this new series is to address the broader concepts in technology as they relate to plastic surgery and thus enhance the technology quotient of readers and, in turn, of the specialty and specialty society. Critical topics related to technology, their current and future impact on plastic surgery, and the opportunities and barriers in research, education, and advocacy will be addressed. The intent is for readers to engage in dialogue and think outside the box about the current and future impact of technology.

PS12 A new meaning to ‘picking your nose’: the use of N-acetylcysteine to treat trigeminal trophic syndrome

Abstract Trigeminal trophic syndrome (TTS) is a rare condition in which patients induce unilateral facial ulceration by persistent physical manipulation. Peripheral or central damage to the trigeminal nerve causes anaesthesia, paraesthesia, formication or pruritus. Compulsive skin picking leads to ulceration of the ala nasi, cheek, scalp or mouth in the distribution of the trigeminal nerve. Patients with TTS are often subjected to extensive investigations and can be misdiagnosed as having a psychocutaneous disorder, such as dermatitis artefacta, skin-picking disorder or delusional parasitosis. We describe a 90-year-old woman who developed TTS following rhizotomy and radiofrequency treatment for trigeminal neuralgia. Underlying infectious, malignant and vasculitic causes for her ala nasi and cheek ulceration were ruled out through six incisional biopsies and two punch biopsies over 8 years. Previous treatment of TTS has included patient education and physical barriers (e.g. face masks and occlusive dressings). Treatment to date has been challenging, with trials of medications to address paraesthesia, including carbamazepine, gabapentin and amitriptyline. This patient re-presented to dermatology in 2022 with significantly worsened ulceration to her cheek and severe loss of nasal cartilage. In September 2022, the patient was started on N-acetylcysteine (NAC) 600 mg twice daily, and within 3 months, there was a considerable improvement. This drug is a mucolytic that has historically been used as an antidote for paracetamol overdose. It has antioxidant properties by replenishing glutathione and maintaining redox balance within cells. It also modulates neurotransmitters and can increase glutamate and alter dopamine levels. In addition, it has anti-inflammatory action by inhibiting interleukins (ILs), including IL-6 (Adil M, Amin SS. N-acetylcysteine in dermatology. Indian J Dermatol Venereol Leprol 2018; 84:652). In recent years, NAC has been reported to be successful in small case series and case reports among patients with trichotillomania, skin-picking disorders, onychotillomania, toxic epidermal necrolysis, alopecia, contact dermatitis, atopic dermatitis and wound healing (Grant JE, Chamberlain SR, Redden SA, Leppink EW. N-Acetylcysteine in the treatment of excoriation disorder. JAMA Psychiatry 2016; 73:490). It is an inexpensive drug that appears to be well tolerated and effective. To our knowledge, this is the first case report of the use of NAC in TTS. In summary, this was a case of TTS in a 90-year-old woman who successfully responded to NAC. The drug has antioxidant, anti-inflammatory and neurotransmitter modulatory effects. Reliable randomized controlled studies are needed to confirm the efficacy and optimum dose of NAC. Increased awareness of this rare syndrome and potential treatment options will ensure prompt diagnosis and prevention of permanent disfiguration.

The Particular and the Universal. Reflections on Knowledge Production, Human Diversity and Human Rights in Universal Design.

This article discusses universal design as a concept and strategy in light of human diversity. Inspired by the German-American philosopher Hannah Arendt, plurality is understood as a condition of humanity. From this recognition of human diversity, the term 'universal' is analysed, focusing on the ambivalences inherent in the concept. I argue that universal design, as a human rights concept, must respond to human plurality and avoid the ableist risk of excluding persons and groups of people, when implementing universal design strategies. Interdisciplinary knowledge, education and skills are important for the practice of universal design. According to Article 4 of the Convention On The Rights Of Persons With Disabilities (CRPD), new research is needed to apply universal design strategies in different contexts. I then focus on disabling barriers in education and research. I conclude by arguing for developing a culture of access and embedding universal design strategies in disability research recognising the socio-cultural aspects and human plurality.

Catering for the diversity of students in the 21st century classrooms

The article considers Universal Design for Learning as a comprehensive approach for catering the diversity of students in modern classrooms. The key concepts of the work are the actual concepts of the modern educational environment such as educational barriers and accessibility. Multiple means of representation, multiple means of action and expression as well as multiple means of engagement described in the given article allow educators to create classrooms with updated content providing the student-centered design.

727-P: Improvement in Psychosocial Functioning of Youth with Diabetes and Their Caregivers with Multiple Social Risk Factors

Background: Social determinants of health (SDOH) lead to health disparities. Novel Interventions in Children's Healthcare (NICH) is a community-based program for youth with chronic conditions such as diabetes, with a high degree of social risk. We describe changes in depressive symptoms, diabetes distress, and diabetes strengths in youth with diabetes and their caregivers who completed one year in NICH at UCSF. Methods: NICH participants in this analysis had diabetes and were ≥12 years old. All completed the Patient Health Questionnaire-8 (PHQ-8), Problem Area in Diabetes-Teen (PAID-T), and those ≥14 years completed the Diabetes Strength and Resilience measure for adolescents (DSTAR-Teen) at baseline and one year. Caregivers completed the parent PAID-T (P-PAID-T). Paired t-tests were used to compare scores at baseline and one year when scores for both time points were available. Results: Participants included 15 youth with type 1 and 1 with type 2 diabetes. Mean age was 15.4 ± 1.6 years, 88% were from historically marginalized racial or ethnic groups, and 94% had public insurance. Families had a mean of 8 ± 4.8 social risk factors at baseline, the most common being educational barriers, mental health needs, and trauma. Mean PHQ-8 scores decreased from 8.4 ± 6.4 at baseline to 4.3 ± 5.4 at one year (p=0.014, n=10). Mean PAID-T scores trended towards decreasing from baseline (70.7 ± 19.8) to one year (58.8 ± 22.9, p=0.24, n=10), and mean P-PAID-T scores significantly decreased from 57.3 ± 17.8 to 45.3 ± 16.8 (p=0.044, n=6). Mean DSTAR-Teen scores increased from 44.6 ± 6.3 to 48.9 ± 8.1 at one year (p=0.065, n=8). Conclusions: Participation in NICH is associated with fewer depressive symptoms, less caregiver diabetes distress, and a trend towards reduced distress in youth and improved diabetes-specific strengths. Further research on SDOH among underrepresented populations is needed, as interventions mitigating social risk have potential to improve psychosocial outcomes. Disclosure A.Reed: None. M.A.Harris: None. M.Lodish: None. J.C.Wong: Research Support; Dexcom, Inc., Tandem Diabetes Care, Inc. C.E.Noya: None. D.V.Wagner: None. J.H.Lim: None. V.Glocker: None. K.S.Bal: None. M.Gonzales granados: None. A.Stone: None. M.T.Mcgrath: None. Funding The Leona M. and Harry B. Helmsley Charitable Trust

Experiences of the Transgender and Gender Non-Conforming Community in the University Setting

Background: Transgender and gender non-conforming individuals face daily challenges in higher education due to a lack of gender-inclusive resources. This shortcoming is rooted in the minimal knowledge about what barriers affect this population. Aims: The aims of this study were to identify fitness-related barriers faced by the transgender community in higher education and emphasize the need to develop fitness standards for the transgender population to reduce those barriers in higher education. Methods: Participants completed one or both aspects of this study. A survey was sent to students to gather information about experiences in fitness at a university and how it relates to their gender. Several of the survey respondents then agreed to participate in a series of fitness assessments to evaluate muscular strength, endurance, and body composition. Results: Seventy-nine students responded to the survey (n = 68 cisgender females, n = 5 cisgender males, n = 2, non-binary, n = 4 transgender males). Proportionally, more transgender and non-binary people (84%) felt that gendered fitness standards did not apply to them when compared to cisgender people (31%). Further, more transgender and non-binary respondents (50%) reported that they were not comfortable working out in all areas of their gym when compared to the cisgender respondents (37%). Twenty-eight students participated in the fitness assessment. The BOD POD assessment of body composition utilizes gender to calculate body fat percentage. When using both male and female classifications, results were not different, meaning the estimated body fat percentage was calculated as the same despite a different gender in the calculation. Conclusions: This study begins to identify fitness-related barriers faced by the transgender community in higher education. Additionally, these small-scale results provide a starting point for future research on developing gender-neutral fitness standards.

D-CRSE: Diminishing chemotherapy related side effects through patient education.

e24148 Background: Patient (pt) education materials regarding self-management of cytotoxic chemotherapy related side effects are lacking at Penn State Cancer Institute (PSCI), resulting in patients using disreputable sources. We created a brochure that educates patients on common side effects, tools to address the problems themselves, information on when to contact their oncologist, and guidance on when to visit the ED. The aim of our pilot study is to evaluate the feasibility at PSCI and subsequently improve pt related outcomes and quality of life through pt education. Methods: Chemotherapy naïve pts with breast or gastrointestinal (GI) cancer were enrolled from November 2021-December 2022. At the baseline visit, pts were consented, given the brochure and asked to complete surveys. The Emotional Thermometer Scale (ETS) evaluates mental health, measuring distress, anxiety, depression, and anger while the Memorial Symptom Assessment Scale (MSAS) evaluates symptoms commonly seen with chemotherapy. MSAS means were also broken down into physical, psychological, and global distress index (GDI) subsets. Pts filled out the same surveys at their 6 and 12 week visits to assess change over time. Results: 40 pts completed the baseline surveys, and 36 of them had at least one additional visit. Some key demographics were: 82.2% female, 17.8% male, 22.2% GI cancer (71.4% colonic adenocarcinoma, 14.3% rectal adenocarcinoma, 14.3% anal squamous cell carcinoma), 77.8% breast cancer (81.8% ductal carcinomas, 9.1% lobular carcinomas, 9.1% invasive metaplastic carcinoma, 52.5% ER+, 42.5% PR+, 22.5% HER2+), and 27.5% of patients underwent concurrent therapies with chemotherapy. Table 1 summarizes the mean score comparisons from baseline to 6 and 12 weeks for the ETS and MSAS. We observed significantly decreased psychological symptoms at week 12 compared to baseline (p = 0.023), while physical symptoms did not change significantly (p = 0.21). Conclusions: We successfully conducted a pilot study distributing a standardized educational brochure, thus demonstrating feasibility of this intervention. Measured psychological symptoms decreased over time, while physical symptoms did not, which aligns with side effect progression from cumulative chemotherapy burden. We plan to expand standardized pt education materials to other cancer types, incorporate digital educational tools, and further explore pt education barriers. Clinical trial information: NCT04694794 .[Table: see text]

Encouraging Improvements to Opioid and Substance Use Disorder Care Quality in Nursing Homes

Encouraging Improvements to Opioid and Substance Use Disorder Care Quality in Nursing Homes

Explaining the Role of Medical Teachers in Electronic Learning Environments

Introduction: E-learning environments are now increasingly used by medical schools around the world. In designing any electronic learning environment, attention to different components such as learner characteristics, teacher's role, curriculum approach, teaching-learning process, content and educational media should be considered by designers. In this regards, the role of teachers and presentation of new educational roles for him and having teaching skills in the virtual environment is very important. This study aimed to explain the role of medical teachers of Guilan University of Medical Sciences in electronic learning environments. Methods: This qualitative study was conducted with content analysis approach during 14 months (the year 2021-2022) on 15 medical teachers and medical students who were selected by the purposive sampling method. Data were collected using semi- structured interviews and were coded through MAXQDA20 software. Categorization of codes and extraction of classes were done according to the guided content analysis approach based on Graneheim and Lundman. The Guba and Lincoln criteria were used to ensure the rigor. Results: Analyzing the statements of the participants led to the identification of the professor's presence-cognitive theme in electronic learning environments. The main classes included appropriate teaching process in the e-learning environment (subcategories include: using virtual education in appropriate courses, designing appropriate teaching content, revision in students evaluation and using appropriate teaching methods to facilitate learning), and the teacher's participation in creating a sense of belonging to the e-learning environment (subcategories include: the effective presence of the teachers, the social presence of the teachers, the educational leadership and creating a sense of belonging in the students). Conclusion: According to the results of the study, acquisition of virtual teaching skills, cognitive presence of teachers in e-learning environments and attention to the formation of a sense of belonging to the environment in students are the most important roles of medical teachers in e-learning environments. University administrators should provide sufficient resources to manage new educational environments, remove administrative and structural barriers, and motivate faculty members to use electronic education systems.

Artificial Intelligence and its scope in Latin American higher education

Artificial Intelligence (AI) is having a significant impact on Latin American higher education. Through a bibliographic methodology of a qualitative nature, it has been possible to analyze and understand the scope of AI in this area. In the first place, it is highlighted that AI in Latin American higher education has allowed expanding access to education, breaking geographical and economic barriers. This is achieved through the availability of digital educational resources and the ability to participate in online learning programs. In addition, AI has promoted the personalization of learning, adapting the educational process to the individual needs of students. Through intelligent tutoring systems and AI-based educational platforms, relevant content can be offered and adapted to each student, as well as provide instant and personalized feedback. AI has also improved the efficiency and quality of higher education. By automating administrative and repetitive tasks, time is freed up for educators to focus on more meaningful activities, such as curriculum design and individual attention to students. In addition, AI enables data analysis and pedagogical reporting, facilitating evidence-based decision making. However, ethical and privacy challenges associated with the use of AI in higher education are recognized. It is necessary to ensure the protection of students' personal data and address issues of fairness and transparency in the development and implementation of AI systems. In conclusion, AI is transforming higher education in Latin America, providing access, personalization, efficiency and quality. The qualitative bibliographic methodology has allowed us to understand the scope of AI in this area, highlighting its positive impact and the challenges that must be addressed for its responsible implementation.

Adopted students’ educational paths and inclusiveness of Italian school system: an explorative study using parents’ evaluation

ABSTRACT Using a mixed-method approach, the study explored the capacity of the Italian educational system to be oriented at inclusion examining, according to adoptive parents' perspectives, the enforcing of the national guidelines on adopted students' right to education (NG). It explored the main obstacles and opportunities faced by families in their children's school path, as well as their suggestions to meet adoptive children's educational needs. Eighty parents of school-aged (6–14 years) adopted students participated in the study. Sixty-five were involved in the quantitative step of research and filled out an ad hoc survey; 15 took part in the qualitative step, by participating in the focus group discussions. Results show that adopted students face a variety of educational barriers in school environments and their educational paths are not always characterized by the principles of NG, suggesting that Italian schools are generally little equipped to promote the school achievement and inclusion of adopted students. The findings are discussed highlighting some practical implications to improve adopted students' adjustment at school and underlining the need to promote specific training programs for teachers, better communication among partners involved in the adoption process, and measures aimed at supporting adoptive families.

Factors that predict adolescents' engagement with STEM in and out of school

AbstractMaintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included ninth and tenth grade students (N = 852) from ethnically diverse public schools in the Southeastern United States, approximately evenly divided by gender. Findings from regression analyses revealed that girls and participants who perceive educational barriers to STEM were less engaged in STEM classes, whereas those who reported learning about more male scientists in class, and those who reported higher levels of belonging, STEM growth mindset, and STEM motivation were more engaged in STEM classes. Those who reported higher critical motivation, critical action, belonging, and STEM motivation were more engaged in STEM activism outside of school. Findings suggest that STEM teachers and out‐of‐school program developers may learn new ways to engage students from each other. Further, findings highlight some factors that may promote engagement in STEM both in and out of schools such as belonging and STEM motivation.

Effects of video self‐modeling on the preference and reinforcer value of toys for children diagnosed with autism spectrum disorder

AbstractA primary characteristic of autism spectrum disorder includes restrictive and repetitive patterns of behavior. Because having few preferred items and activities can lead to social, communicative, and educational barriers, it is important to increase the number of preferred stimuli in the individual's environment. One way to do this is through conditioned reinforcement via observation. Such procedures involve the acquisition of a skill or change in behavior as a result of indirect contact (i.e., observation) with contingencies received by others. While conditioning through observation has been shown to be effective, one novel approach is video self‐modeling. The purpose of the current study was to assess the effects of video self‐modeling on the preference and reinforcer value of toys for children diagnosed with autism spectrum disorder.

Analyzing the Education Gap Between Rural and Urban Environments in China

Three major issues that widened the Education Gap in rural and urban environments in China are, 1) the lack of financial support in governmental funding, 2) the lack of qualified teachers in rural education systems, and 3) barriers in education after the National Curriculum Reform towards suzhi jiaoyu, human quality education. This paper provided details on the influences of educational investments and funding on reported rural school dropout rates, misconceptions about rural students ability and competence swayed by negative stereotypes, neglected rural students feelings and issues in rural ideology and values as burdens on rural students, and the mismatch in curriculum with examination as an assessment tool in the current education system. Along with current educational efforts at the core to increase literacy rates, quality of population, and promote human modernization, suggestions were offered on how society, government, and the field of education can take positive actions that have profound impacts on rural students life, such as to increase educational investments toward rural education in the maintenance of school functioning, hiring qualified teachers as well as raise their wages, and effective use of the internet as the access to high-quality courses to prepare rural students for future assessments. Doing so would help them attain quality education, have better academic, health, and life outcomes, and contribute to society.

‘Kola nga bwoyiga ate oyige nga bwokola’: navigating dance pedagogies in technologically less advanced African environments during the COVID-19 pandemic

ABSTRACT The Covid-19 pandemic impacted dance practice in African communities, which at the time were still grappling with building technological infrastructure and resources to advance dance education, research, scholarship, and practice. How did the dance teachers and students in environments with less developed information and communication technological (ICT) infrastructure in African countries such as Uganda navigate online teaching and learning of dance during the covid-19 pandemic? This article engages the Kiganda education philosophy ‘kola nga bwoyiga ate oyige nga bwokola’ (learn as you do and do as you learn) as an analytical frame to unpack how the dance teachers and students in Uganda navigated dance pedagogies during the pandemic. The reflections of the teachers and students revealed how the pandemic dismantled the sense of community as an actual essence dance in local communities. The pandemic stirred a radical rethink on framing online and distance dance teaching and learning, applying context-centered and technologically-responsive pedagogies, and using motion picture tools to teach indigenous dance traditions. The discussion unpacks how ‘kola nga bwoyiga ate oyige nga bwokola’ centered pedagogic reimaginations and maneuvers to activate agency, adaptation, resilience, and contextualization, underscoring the value and relevance of Indigenous worldviews in overcoming ever-emerging barriers in dance education.

Implementation barriers and considerations for recommending and administering the human papillomavirus (HPV) vaccination in oncology settings.

Survivors of childhood and adolescent cancer experience low human papillomavirus (HPV) vaccination rates-a crucial form of cancer prevention. Oncology provider recommendations may increase young survivors HPV vaccine intent, but HPV vaccination is not typicallyprovided in the oncology setting. Thus, we explored the implementation barriers of providing the HPV vaccine in oncology. We interviewed oncology providers in a variety of specialty areas about their perceptions of the HPV vaccine and to explore barriers to recommending and administering the vaccine in their clinics. Interviewswere audio recorded, quality checked, and thematically analyzed. Emergent themes were then mapped onto the Capability, Opportunity, Motivation, and Behavior (COM-B) Model and the Theoretical Domains Framework. A total of N=24 oncology providers were interviewed. Most provided direct clinical care (87.5%) and most commonly specialized in pediatric oncology (20.8%), medical oncology (16.7%), bone marrow transplant (16.7%), and nurse coordination (16.7%). Two themes emerged within each COM-B domain. Capability: 1) educational barriers to HPV vaccination and 2)complicated post treatment HPV vaccination guidelines. 1) perceived importance of HPV vaccine and 2)concern about blurred scope of practice. 1) hospital administration and time concern barriers and 2) clinical workflow integration concerns. Implementing HPV vaccination in the oncology setting has the potential to increase HPV vaccination rates among young survivors. Multi-level barriers to providing the HPV vaccine in the oncology setting were identified by participants. Leveraging existing implementation strategies may be an effective way to mitigate provider identified barriers and increase vaccination rates.

The Educational Barriers and Needs of Tertiary Arts Entrepreneurship Education: A Case Study in the Greater Bay Area of China

This study aimed to explore the educational status of entrepreneurship education within tertiary arts education and examine the perspectives of arts experts (educators, managers, entrepreneurs, etc.) regarding the needs of students in arts institutions in the Greater Bay Area (GBA) of China. The study employed a qualitative method with two steps: document analysis and focus group interviews. Findings showed that entrepreneurship courses, classroom lectures, and practice-based training via entrepreneurship competition were the main teaching methods in the current state of arts entrepreneurship education in the GBA. The shortage of competent teachers and the lack of joint efforts among stakeholders are the significant barriers in developing tertiary arts entrepreneurship education in the GBA. Accordingly, to facilitate art entrepreneurship education at GBA, this study suggests improving the entrepreneurship guidance mechanism; establishing an environmental model conducive to art entrepreneurship; and strengthening cooperation among government, society, and academia to enhance art entrepreneurship education.

Survey on the Attitudes Towards and Perception of Reproducibility and Replicability in Sports and Exercise Science

There are formal calls for increased reproducibility and replicability in sports and exercise science, yet there is minimal information on the overall knowledge of these concepts at a field-wide level. Therefore, we conducted a survey on the attitudes and perceptions of sports and exercise science researchers towards reproducibility and replicability. Descriptive statistics (e.g., proportion of responses), and thematic analysis, were utilized to characterize the responses. Of the 511 respondents, 42% (n = 217) believe there is a significant crisis of reproducibility or replicability in sports and exercise science while 36% (n = 182) believe there is a slight crisis. 3% (n = 15) of respondents believe there is no crisis while 19% (n = 95) did not know. Four themes were generated in the thematic analysis: the research and publishing culture, educational barriers to research integrity, research responsibility to ensure reproducibility and replicability, and current practices facilitating reproducibility and replicability. Researchers believe that engaging in open science can be detrimental to career opportunities due to lack of incentives. They also feel journals are a barrier to reproducible and replicable research due to high publication charges and a focus on novelty. Statistical expertise was identified as a key factor for improving reproducibility and replicability in the future, particularly, a better understanding of study design and different statistical techniques. Statistical education should be prioritised for early career researchers which could positively affect publication and peer review. Researchers must accept responsibility for reproducibility and replicability with thorough project design, appropriate planning of analyses, and transparent reporting practices.