Program Content Research Articles

Learning in motion! Design of an evidence-based professional development programme to empower teacher educators to adopt play-based, gender-responsive pedagogies

ABSTRACT The 2030 Agenda for Sustainable Development calls for action to achieve global goals relating to quality education and gender equality. Teacher education is a setting where novel pedagogical practices can be introduced and mainstreamed, ultimately influencing the educational experience at the school level. This study aimed to design a professional development programme to support teacher educators at Palestinian universities to adopt gender-responsive and play-based learning practices. The researchers used the Behaviour Change Wheel (BCW) to develop an evidence-based intervention, resulting in the selection of six intervention functions (education, persuasion, training, environmental restructuring, modelling, and enablement) and 16 behaviour change techniques from the following taxonomy categories: natural consequences, feedback and monitoring, comparison of outcomes, comparison of behaviour, shaping knowledge, repetition and substitution, antecedents, social support, and goals and planning. Mode of delivery primarily involved face-to-face group-based facilitation. Using the BCW to guide the intervention development process allowed for a comprehensive review of teacher educators existing perspectives and the design of programme content to support them to change their teaching practices. The resulting novel professional development programme for teacher educators will be further researched to confirm relevance and impact.

The American Headache Society First Contact-Headache in Primary Care program: Current metrics, knowledge assessments, and direction for future initiatives.

This study examines the American Headache Society First Contact-Headache in Primary Care program metrics to date in order to assess the program's reach and provide direction for future initiatives. Approximately 4 million primary care office visits annually are headache-specific encounters. Therefore, it is important that primary care providers are knowledgeable about headache management. Recognizing the need, the American Headache Society First Contact designed the comprehensive First Contact-Headache in Primary Care program with input from an advisory board comprised of a diverse group of physicians and advanced practice providers with backgrounds in family and internal medicine, pediatrics, obstetrics and gynecology, and neurology. This is the first study to assess the reach of the program and critically examine how to best meet the needs of clinicians and patients going forward. We report descriptive statistics for the First Contact website metrics from October 2020 to June 2023 and grand rounds program data from May 2020 to December 2023. We also conducted a cross-sectional analysis of survey data from presentations conducted at two large national family medicine symposia, as well as a thematic analysis of the question: "Please indicate what areas of your practice could be enhanced or improved with additional education?" The First Contact program homepage was the second most visited page on the American Headache Society website (>100,000 views). A total of 20 podcast episodes were created for the program (>3500 plays). The First Contact program held 99 events (72 institutional grand rounds, 22 State-level meetings, and five national meetings), reaching >7000 clinicians. The institutional grand rounds and state-level meetings were held across 27 States and Washington D.C. Only 31.9% (30/94) of First Contact program events (excluding national meetings) occurred in the West census region, which has the fewest headache subspecialists and lowest headache subspecialist density in the United States. When examining survey data of participants who attended the two virtual national family medicine symposia (39.3% response rate, N = 636/1620), 85.7% (544/635) reported being "completely confident" or "veryconfident" in their ability to recognize and accurately diagnose patients presenting with a primary complaint of headache and 81.5% (517/634) reported being "completely confident" or "very confident" in their ability to develop evidence-based treatment plans that are tailored to the needs of individual patients. The use of diagnostic tools to recognize patients with migraine (60.4%, 384/636) and translating standards of care to the practice setting (42.5%, 270/636) were the most reported intended changes by participants. Most participants reported that program content was of clinical relevance and would improve their patients' outcomes (90.5% [571/631] and 90.6% [572/631], respectively). Over three-quarters (77.8%, 495/636) of participants reported areas of their practice that can be improved by additional education specifically regarding workflow, diagnosis, and management. This study evaluates one of the first national initiatives for primary care education. Data from the two First Contact Family Medicine national symposia indicate the program is generally well received with most participants reporting improved confidence and intention to implement key changes in practice to improve care for patients with headache; however, there remain areas of exploration for education that could further enhance participant experience and expand the reach of the initiatives. Areas for future programming include continued education on multifactorial approaches to headache treatment and suggestions for addressing cost, insurance, and time constraints. Also, future work may examine where the First Contact program might focus initiatives based on specific areas of need in headache care, such as geographic "desert" areas, racial and ethnic disparities, and uninsured/underinsured populations.

Trends and Comparative Analysis in College of Teacher Education Graduates' Licensure Examination Performance (2021-2024)

This study aims to analyze and identify trends in the passing rates of graduates from a College of Teacher Education (CTE) over a four-year period, compare the passing rates between different programs within the CTE, and investigate the differences between the CTE graduates' passing rates and the national average passing rate for the Licensure Examination for Professional Teachers (LEPT). Employing a quantitative, longitudinal, and descriptive approach, the study interprets changes in performance from 2021 to 2024. Data were collected from official CTE records, ensuring compliance with ethical standards and data privacy regulations. The participants included all graduates who took the licensure examinations within the specified years, with data cleaned to handle missing information and remove outliers. Descriptive statistics, trend analysis, and comparative analysis against national averages were performed. The findings reveal an overall decline in passing rates from September 2021 to March 2024, with significant fluctuations. BEED graduates consistently outperformed the national average, suggesting potential differences in program content or student preparedness compared to BSEd programs. Conversely, BSEd graduates exhibited more variable performance. The study underscores the need for targeted interventions and further investigation to understand the underlying causes of these trends, ultimately aiming to enhance the quality and consistency of teacher education programs.

Application of the Methodology of joint Distributed Activities to ensure the unity of the Structure and Content of Higher Pedagogical Education Programs

Application of the Methodology of joint Distributed Activities to ensure the unity of the Structure and Content of Higher Pedagogical Education Programs

Assessing population structure and morpho-molecular characterization of sunflower (Helianthus annuus L.) for elite germplasm identification.

Sunflower (Helianthus annuus L.), known for its adaptability and high yield potential, is vital in global edible oil production. Estimating genetic diversity is a key pre-breeding activity in crop breeding. The current study comprised of 48 genotypes which were assessed for their biometrical traits at department of Oilseeds, Tamil Nadu Agricultural University, during the rainy season of 2022. The lines were subsequently characterised using 103 simple sequence repeat (SSR) markers for molecular diversity analysis. The results indicated that the net nucleotide distances indicated varying genetic divergence, with subpopulations II and V showing the highest (0.056) and I and IV the lowest (0.014). Subpopulation IV exhibited the highest heterozygosity (0.352), while subpopulation III had the lowest heterozygosity and a low Fst (0.173). Principal components analysis (PCA) and hierarchical cluster analysis were employed for assessing the morphological diversity, facilitating genotype grouping and parent selection for breeding programs. The first four components cumulatively accounted for 86.72% of the total variation. Cluster Analysis grouped 48 sunflower genotypes into three clusters based on genetic diversity. COSF 13B stands out for its high head diameter, oil content, seed yield, and oil yield based on mean performance of morphological data. Principal coordinate analysis (PCoA) mirrored the groupings from the Neighbor Joining method, with the first three components explaining 27.24% of the total variation. Molecular data analysis identified five distinct clusters among the germplasm. By integrating morphological and molecular marker data with genetic distance analysis, substantial diversity was revealed with the genotypes RHA 273 and GMU 325 consistently demonstrated high oil yield per plant. The genotypes GMU 477, GMU 450, COSF 13B, RHA 102, CMS 1103B, and RHA GPR 58 have been identified as suitable parents for enhancing oil content in sunflower breeding programs. These findings also aid in selecting SSR markers for genotype characterization and in choosing diverse parents for breeding programs.

Telemedical Franconian Obesity Aftercare Therapy (Tele-FANT) Results of a Formative Evaluation

Following rehabilitation, patients are often unable to continue with the behavioral changes they had learned there in the long term. It is therefore important to offer aftercare services to improve self-management. Internet-based and telephone aftercare concepts in particular are low-cost and flexible in application, and offer an opportunity to significantly increase the use of aftercare measures. In, the"Tele-FANT" project, obese patients were supported by an aftercare therapist over a period of 12 months following their inpatient rehabilitation stay by regular telephone or video consultations. A one-group pre-post design was used for the formative evaluation. Participants took part in a written survey at the start of rehabilitation, at the end of rehabilitation and 4, 8 and 12 months after rehabilitation. As a key variable, body weight (external measurement by the family doctor) was also recorded at all measurement times to calculate the percentage weight loss from the start of rehabilitation. Descriptive parameters were calculated at the beginning, as well as mean differences and standardized effect sizes (SES) at the post-measurement time points. A total of 47 obese rehabilitation patients (mean BMI=44.56, SD=7.23) from the Frankenlandklinik Bad Windsheim were recruited to participate in the aftercare program. The complete program up to the 12-month follow-up was completed by 30 participants (drop-out: 36.2%). The remaining participants showed a high level of acceptance for both the structural processes and the content of the aftercare program. A weight loss of at least 10% was achieved by 13 participants (50%) at the 12-month follow-up, a further 4 participants (15.4%) had lost 5 to 10%. The participants were able to reduce their BMI by an average of 4.45 BMI points from 43.69 (SD=7.25) to 39.24 (SD=7.25) since the start of rehabilitation (mean effect size: SES=0.61). In the formative evaluation, the "Tele-FANT" aftercare program shows good feasibility and promising results with regard to the goal of weight reduction/stabilization. However, the high drop-out rate indicates that some of the participants were not satisfied with the program or were unable to achieve the desired outcome. The next step would be to test the effectiveness of the "Tele-FANT" aftercare concept in a randomized control group study.

Content and Effect of Introduction Programmes to Increase Retention and Decrease Turnover of Newly Graduated Nurses in Hospitals: Umbrella Review.

The aim of this study is to combine and compare results from systematic reviews reporting the content and effect of programmes for the introduction of newly graduated nurses employed in hospital settings on increasing retention and decreasing turnover. An umbrella review. The electronic databases of PubMed/MEDLINE, CINAHL and PhycInfo were searched in January 2023 for eligible systematic reviews. The search string consisted of keywords extracted from the PICOS inclusion criteria. The AMSTAR 2 instrument was used for critical appraisal of the methodological quality of the eligible systematic reviews. The process and results of the review were presented using a narrative description of the data. Five systematic reviews, reporting 84 intervention studies evaluating nine types of introduction programmes from 2001 to 2018, were included in the umbrella review. All nine programme types were executed by nurses in a preceptor or mentor role and the content was directed towards training of the preceptor/mentor and introduction of the newly graduated nurses. The nine programmes showed overall positive effects on retention and turnover. Mentorship and Preceptorship were the most frequently evaluated programmes in the included intervention studies of the five reviews. However, the lack of transparency of the reviews and the bias of the intervention studies within the reviews, made it difficult to conclude specific effects of the content of the nine programmes. The protocol for the umbrella review is registered with Open Science Framework (https://OSF.IO/DXYS4). A weak introduction to hospital employment of newly graduated nurses may decrease retention and increase turnover. Structured and personal introduction by a mentor can have an effect on the newly graduated nurses' intentions to stay in their hospital care position. AMSTAR 2. None.

Rationale and design of Healthy Kids Beyond the Bell: a 2x2 full factorial study evaluating the impact of summer and after-school programming on children’s body mass index and health behaviors

BackgroundThe Structured Days Hypothesis posits that structure protects children against obesogenic behaviors (e.g., physical inactivity, unhealthy dietary intake) and, ultimately, prevents the occurrence of excessive weight gain. The hours following school (i.e., 3–6 pm school days) and summer vacation are two “windows of vulnerability” when children may experience less structure. Programs that provide a healthy structured environment and may prevent BMI gain exist for both time periods (i.e., after-school programs and summer day camps). Unfortunately, these programs are cost prohibitive for children from low-income families to attend. This study will test the impact of providing vouchers to access existing, community-operated after-school and summer programs on BMI z-score, body composition, and obesogenic behaviors (i.e., physical activity, screen use, diet, and sleep) of children (5–12 years) from schools that primarily serve families with low income.MethodsThe study will employ a 2x2 factorial design. Participants (N = 480) attending 4 elementary schools in one school district will be randomly assigned to a no treatment control, after-school program voucher only, summer day camp voucher only, or after-school and summer day camp vouchers. Vouchers will cover the full cost of attending a pre-existing community-based after-school or summer camp program. The primary outcome (BMI z-score) will be measured at baseline (before end of school year, ~ May), 3-month follow-up (after summer, ~ August), and 12-month follow-up (end the following school year, ~ May). Secondary outcomes include body composition (i.e., whole-body fat mass, fat free mass, and percent body fat) and obesogenic behaviors (i.e., physical activity, sedentary time, sleep, screen-time, and diet). The study will also employ a rigorous process evaluation which will consider after-school and summer camp program attendance and content. Analyses will examine differences between the four groups in BMI z-score, body composition, and obesogenic behaviors. Incremental cost effectiveness ratios will determine the cost effectiveness of the intervention.DiscussionThe current study will provide critical information for researchers, practitioners, and policy makers seeking to combat the childhood obesity epidemic in children from families with low-income during the school year and summer.Trial registrationNCT05880901. Registered 27 May 2023.

Policy of Vocational Education Development in the Context of Digital Transformation: A Study in Ho Chi Minh City

The context of digital transformation has posed many policy requirements in the management of vocational education activities. In that context, the requirements for building and developing a team of teachers; requirements for innovation in training program content; changes in teaching and learning methods; and requirements for facilities and digital infrastructure equipment require the state to have appropriate vocational education development policies that meet the requirements of the digital transformation context. The purpose of this study is to assess: (i) The importance of vocational education development policies in the context of digital transformation in Ho Chi Minh City; (ii) The position and role of vocational education development policies in the context of digital transformation in Ho Chi Minh City; (iii) The contributions of policies to vocational education development in the context of digital transformation in Ho Chi Minh City; (iv) Some limitations in vocational education development policies in the context of digital transformation in Ho Chi Minh City. To achieve the set objectives, this study surveyed 137 people who are managers, teachers at several vocational education institutions and civil servants, public employees at several departments, branches, and business owners in Ho Chi Minh City. The study has shown that although Ho Chi Minh City has had many timely policies to develop vocational education, there are still limitations that have not kept up with the requirements of the digital transformation context. Therefore, the proposed solutions will contribute to perfecting Ho Chi Minh City’s vocational education development policies in the context of digital transformation.

Learning by Doing: The Potential for Experiential Education in Health Promotion

Background: Rural populations face significant health disparities (e.g., high rates of chronic diseases) and unique accessibility barriers (e.g., limited healthcare facilities). Training higher education students to serve as facilitators for chronic disease prevention programs may address rural health promotion needs. Purpose: The purpose of this pilot, exploratory study was to create an experiential learning opportunity for students and examine their experiences. Methodology/Approach: Project leaders completed a Diabetes Prevention Program Lifestyle Coach training and, based on their experiences, created training program goals, content, and schedule. Undergraduate students in health-related programs or courses were recruited to participate. Four students completed a 4-week experiential training program and, at the end of the program, participated in an individual qualitative interview for researchers to understand their experiences. Findings/Conclusions: Data were analyzed through a qualitative-descriptive approach. The main theme, experiential learning, branched into two subthemes: (a) professional development and (b) program implementation and future program directions. Students’ experiential learning influenced their personal and programmatic views of prevention training. Implications: The benefits of experiential learning in prevention will enhance students’ education and future employment experiences. Future studies should improve upon training delivery and examine the acceptability of this method of delivery in the rural population.

A Study on the Development of Information and Communication Technology-Based Oral Functional Rehabilitation Exercise Program Content for Elderly People.

Background/Objectives: This study was conducted to develop information and communication technology (ICT)-based oral functional rehabilitation exercise (OFRE) program content to effectively improve the oral function of the elderly people. Methods: After selecting evidence-based effective OFRE items through systematic review, the final items were constructed through the validity evaluation of detailed items through an expert Delphi survey. The items were composed in a simple content form that can be performed directly and applied to ICT-based mobile applications. Results: The final content items consisted of an oral functional motor-ability measurement, oral Pilates videos, and games. The first is to measure the maximum opening amount before and after exercise, and the opening amount was designed to be measured by eating the fruit displayed on the screen by opening and closing the lips. The second one consisted of eight exercises in the video, and each exercise was to be performed at least three times a day, with a total of two sets. The third is a salivary secretion function exercise that stimulates the salivary glands to stimulate the user's interest and enable them to perform oral movements on their own. It consists of a lip and respiratory muscle exercise that inflates the cheeks and bursts a balloon, and the image disappears when the word in the image presented on the screen is pronounced correctly. It consists of pronunciation exercises. Conclusions: This content development attempt can be expanded into new convergence research linked to ICT and can be used as basic data when developing related content as part of digital care for the elderly in the future.

Bridging the knowledge gap: educational needs of Iranian women for virtual breast cancer prevention: a qualitative study

BackgroundBreast cancer prevention is a globally significant and cost-effective public health priority, particularly in low- and middle-income countries. Empowering women through improved health literacy is a key strategy for reducing the disease burden. However, effective educational programs must be tailored to the specific cultural context and needs of the target community. This study explored the educational needs of Iranian women for a virtual breast cancer prevention program.MethodsA descriptive qualitative design was used from January to July 2022. Purposive sampling with maximum variation was utilized to recruit a sample of 28 participants. Data collection was conducted through semi-structured interviews. Following the method outlined by Graneheim and Lundman, qualitative content analysis was employed to analyze the interview data. MAXQDA 2020 software was used for data analysis. Components of trustworthiness, including credibility, dependability, confirmability, and transferability, were considered.ResultsOur findings identified three primary categories: “developing women’s scientific, practical, and attitudinal capabilities”; “features of program content”; and “principles of electronic content design”. These results offer valuable insights into the educational needs of Iranian women for virtual breast cancer prevention programs.ConclusionsTo design an effective virtual program, it is crucial to address all three domains: cognitive, emotional, and psychomotor. Program content should be organized and presented using methods that sensitize women to the importance of breast cancer prevention and motivate them to participate. Furthermore, the program’s design should be grounded in evidence-based practices and principles of electronic content design, ensuring cultural sensitivity to the needs of Iranian women.

Regulatory Support of Safe Environment for Adolescents in Educational Institutions of the Republic of Kazakhstan

Organization of a safe educational environment for children and adolescents is a priority for the policy of any state. In our case, the authors understand the concept of “safe environment” as an environment without aggression, without bullying, particularly in educational institutions of the Republic of Kazakhstan. The article considers the issues of tolerance education reflection in regulatory documents of international and republican levels. Over the years of independence in the republic a number of documents have been developed and approved that provide a bullying-free environment for children and teenagers. These include: Constitution of the Republic of Kazakhstan, Law “On Education”, Law “On the Rights of the Child”, Law “On Gender Equality” and others. But, unfortunately, some of them do not work in practice to the fullest extent and remain only a formal statement. The object of the research is legislative documents of the international level and the level of the Republic of Kazakhstan. The following methods were used: theoretical (analysis of psychological, pedagogical and scientific and methodological literature on the studied problem, analysis of the content of contemporary programs; study of the current international and national statutory documents that define the features of teenager’s development.

A mixed-methods evaluation of a dementia education program for hospital staff and volunteers in Melbourne, Australia

ABSTRACT People with dementia have a high likelihood of being hospitalized at some point during the disease process. Recent research has found that more can be done to improve dementia care in hospitals. One of the strategies suggested to help achieve this objective is to provide dementia education programs to hospital staff. Such programs have the potential to improve the knowledge, attitudes, and skills of staff in caring for people with dementia to optimize their in-hospital experiences and clinical outcomes. This paper reports a mixed-methods evaluation of a dementia education program delivered to staff at a hospital in Melbourne, Australia. The quantitative evaluation found significant improvements in participant’s knowledge of dementia but did not show significant improvements in “social comfort,” a measure of how comfortable respondents are around people with dementia. Qualitative interview data supported the quantitative finding regarding improvements in knowledge about dementia and demonstrated participants were largely satisfied with the content of the education program. However, qualitative data also indicated a problem with engagement with some non-clinical staff. There is a need to improve the quality of care for patients with dementia in hospitals, and this study shows that a dementia education program can be effective in improving staff knowledge about people with dementia.

Initial teacher education in Canada: what the past 50 years have taught us about influence and impact

ABSTRACT Initial teacher education (ITE) has changed dramatically over the past 50 years but some of the same issues persist in Canada and around the world. This article begins with an overview of how teacher education has evolved in Canada with a particular emphasis on the past 50 years. It recounts the gradual rise of professionalisation as teacher preparation moved from normal schools and teachers’ colleges to universities. We discuss the struggles for control of teacher education and how these have played out differently in various provinces and territories. The second part of the article provides an overview of external bodies that influence policies and programmes related to ITE in Canada including government agencies, royal commissions, colleges of teachers, and teachers’ federations. The third part focuses on internal influences on ITE that are both university and school-based and examines some of the points of tension between them including programme content, the balance between theory and practice, and the practicum. Finally, we look at recent developments in ITE focusing specifically on Indigenous education, truth and reconciliation and equity, diversity and inclusion, all of which will continue to be priorities for Canadian ITE moving forwards.

ДОСЛІДЖЕННЯ ТА АНАЛІЗ МЕТОДІВ ВІЗУАЛІЗАЦІЇ ОСВІТНІХ ПРОГРАМ ТА НАВЧАЛЬНИХ ПЛАНІВ У ВИЩИХ ОСВІТНІХ ЗАКЛАДАХ

The task of the research is to identify the most promising visualization methods that can help students and teachers to increase their understanding of the structure and content of educational programs, improve the planning of the educational process, as well as facilitate the adaptation of programs to the changing requirements of educational standards and the needs of the labor market. The purpose of the study is to analyze the existing methods of visualization of educational programs at the university to identify their effectiveness, areas of application and contribution to improving the quality of the educational process. The research method is an analysis with sequential identification of the most influential features of the studied methods on the final result of data presentation.Data visualization is indispensable for research, analysis and presentation of data, thanks to benefits such as improved audience understanding, effective communication and facilitation of teamwork, identification of patterns and anomalies in the presented material, stronger decision support, accessibility and iterative analysis of the presented material Since the success of becoming a specialist in any field is related to the orientation of students in existing educational programs for different levels of training. In the course of the research, examples of the use of methods of visualization of educational programs in scientific research were analyzed. Since visualization methods can play a key role at all stages of the life cycle of an educational program, from design and development to its direct use, the researched visualization methods allow structuring educational programs, graphically displaying the development of an educational program over time, visually displaying how educational modules and courses are related with educational standards and goals, provide a variety of reports and analytics, identify gaps and identify areas for improvement, integrate external educational resources and materials, organize real-time collaboration, adapt the interface and data presentation to the specific needs of students, teachers and other stakeholders . The result of the research, based on the conducted analysis, are the proposed recommendations for the selection and integration of visualization methods into the educational programs of higher educational institutions.

“To Show That There Is Hope”: A Mixed Methods Exploration of Parent Perspectives About an Online, Co-Facilitated Parenting Program for Carers of Adolescents with Disability

Adolescence is a developmental period of significant change and increasing independence, during which parents and caregivers play a critical role guiding their teen toward adulthood. Parents of adolescents with disability face heightened challenges managing their teens’ growing independence and shift to adult-based services across health, recreation, and employment. Using a mixed-methods-treatment-group-only design, this study explored the implementation and outcomes of a program designed to build parenting capacity to support their adolescent with disability. Parents enrolled in one of ten groups were invited to attend three sessions covering content tailored to adolescent development including post-school opportunities, financial support, risk-taking and decision-making, future planning, relationships, and mental health. Surveys were administered pre-program, post-program, and six months after program participation (n = 160) to measure intervention outcomes including parenting self-efficacy, self-advocacy, adolescent self-advocacy, parent confidence to support their adolescent’s growing independence, confidence to support their adolescent through sensitive developmental stages, parental hopes and aspirations, and parental empowerment. A subset of parents (n = 11) also participated in semi-structured interviews about the program’s acceptability and usefulness, and their satisfaction with the program content and delivery. All outcome variables except parent hopes and aspirations increased significantly from pre- to post-program. Parent self-efficacy, self-advocacy, and parental empowerment remained higher 6 months after program completion. Thematic analysis identified program strengths as the co-facilitation model of program delivery, practical and actionable content, the use of narratives and the facilitator’s lived experience as parents of adolescents with disability, the use of visualizations (video, pictures, diagrams), and the service provider’s trusted reputation and credibility. In conclusion, an online co-facilitated group program for parents of adolescents with disability can contribute to positive change for families by improving parent confidence, self-advocacy, and parental empowerment.

Generative AI-based knowledge graphs for the illustration and development of mHealth self-management content.

Digital therapeutics (DTx) in the form of mobile health (mHealth) self-management programs have demonstrated effectiveness in reducing disease activity across various diseases, including fibromyalgia and arthritis. However, the content of online self-management programs varies widely, making them difficult to compare. This study aims to employ generative artificial intelligence (AI)-based knowledge graphs and network analysis to categorize and structure mHealth content at the example of a fibromyalgia self-management program. A multimodal mHealth online self-management program targeting fibromyalgia and post-viral fibromyalgia-like syndromes was developed. In addition to general content, the program was customized to address specific features and digital personas identified through hierarchical agglomerative clustering applied to a cohort of 202 patients with chronic musculoskeletal pain syndromes undergoing multimodal assessment. Text files consisting of 22,150 words divided into 24 modules were used as the input data. Two generative AI web applications, ChatGPT-4 (OpenAI) and Infranodus (Nodus Labs), were used to create knowledge graphs and perform text network analysis, including 3D visualization. A sentiment analysis of 129 patient feedback entries was performed. The ChatGPT-generated knowledge graph model provided a simple visual overview with five primary edges: "Mental health challenges", "Stress and its impact", "Immune system function", "Long COVID and fibromyalgia" and "Pain management and therapeutic approaches". The 3D visualization provided a more complex knowledge graph, with the term "pain" appearing as the central edge, closely connecting with "sleep", "body", and "stress". Topical cluster analysis identified categories such as "chronic pain management", "sleep hygiene", "immune system function", "cognitive therapy", "healthy eating", "emotional development", "fibromyalgia causes", and "deep relaxation". Gap analysis highlighted missing links, such as between "negative behavior" and "systemic inflammation". Retro-engineering of the self-management program showed significant conceptual similarities between the knowledge graph and the original text analysis. Sentiment analysis of free text patient comments revealed that most relevant topics were addressed by the online program, with the exception of social contacts. Generative AI tools for text network analysis can effectively structure and illustrate DTx content. Knowledge graphs are valuable for increasing the transparency of self-management programs, developing new conceptual frameworks, and incorporating feedback loops.

“I Don’t Know Whether It’s Priority, or Capacity, or Both”: Implementation Gaps in Employment Policies Targeting People with Disabilities in Kenya and Bangladesh

Disabled people are often excluded from employment, particularly in accessing waged employment. This exclusion persists despite enabling policies and legislature, indicating a need to address gaps in implementation. To improve policy implementation, it is crucial to better understand the gap between policy intention (what was planned) and effect (what happens), including reasons that widen this gap (what explains what happened). This study explores this in the context of Kenya and Bangladesh, drawing on key informant interviews and analysis of policies and programmes related to employment, social protection, and disability. Using the policy triangle framework, we analysed the policy context, process, actors, and content of relevant policies and programmes. The study identified key policy provisions on employment quota, social assistance, job placement services, tax incentives, and training opportunities, all of which were designed to promote employment for disabled people. However, implementation is limited in both countries, for reasons including ambiguity in policies, unavailability of data for monitoring, and lack of transparency among implementers. The data suggest that addressing these aspects would promote accountability among duty-bearers, advocacy power among rights-holders, and ultimately improve implementation and inclusion of disabled people in employment.

Professional training of a foreign language and world literature teacher at the second (master’s) level of higher education: content and structure of the educational program

Professional training of a foreign language and world literature teacher at the second (master’s) level of higher education: content and structure of the educational program