Implementation of a virtual curriculum for medical students completing clinical rotations in neurosurgery.

Expulsion poses a significant barrier to high-quality and inclusive early care and education (ECE), leading to both immediate and long-term negative consequences for children and their families. This descriptive, exploratory study examined whether ECE providers' knowledge of child development, burnout, and organizational climate was associated with their attitudes and perceptions related to expulsion risk. A total of 309 ECE providers in one state in the Southeastern region of the United States taking part in a program evaluation completed an online survey prior to program implementation. Multiple linear regression analyses were conducted to assess associations among providers' knowledge of child development, burnout, organizational climate, and attitudes related to expulsion risk. Provider burnout was found to be significantly associated with providers' attitudes related to expulsion risk (β =.36, p <.001) despite relatively modest levels of burnout reported by this sample. Organizational climate was significantly associated only with the hopelessness subscale of the expulsion risk measure used (β = -.21, p =.034). Findings are somewhat consistent with prior research and have implications for the field regarding methods to address ECE provider burnout and organizational climate to mitigate expulsion risk and promote more inclusive ECE environments.

The Russian invasion of Ukraine displaced millions of children who face acute stress and require rapid adaptation to unfamiliar environments, potentially affecting lifelong health outcomes. This qualitative study explored factors influencing dietary acculturation and eating habits of Ukrainian children resettled in Finland. Five focus groups were conducted in August 2024 with 16 mothers and 12 children (aged 8-13 years) recruited through the Ukrainian Association in Finland. Interviews were conducted in Ukrainian, and transcripts were analysed in English using ATLAS.ti software, applying a socio-ecological framework to identify drivers and barriers across societal, school, family, and child levels. Major barriers included financial constraints and unfamiliar mixed ingredients in school meals at societal and school levels; strict adherence to Ukrainian food practices, unstructured snacking, and stress eating at family level; and resistant food preferences and picky eating at child level. Key drivers were affordable fresh produce and fish availability, free school lunches, and immigrant support; mandatory meal attendance, repeated exposure, and early food education; transition to bicultural eating patterns and adopting Finnish parental practices; and gradual food tasting and increased vegetable and fish consumption. Age-dependent patterns emerged as both barriers and drivers, with younger children showing less entrenched preferences and stronger peer conformity, facilitating dietary change, while older children's established tastes hindered acculturation. Dietary acculturation is shaped by multi-level factors, including children's age, family practices, food policy, and Finland's supportive context. Quantitative studies are needed to confirm findings across socio-ecological levels.

In a context of growing democratic fragility, education is increasingly called upon to cultivate democratic participation, relational responsibility, and civic engagement. However, dominant approaches to education for democracy continue to privilege cognitive knowledge and procedural participation, often overlooking the embodied, affective, and relational dimensions through which democracy is first encountered and lived. This paper advances the concept of democracy-as-becoming to examine democratic learning in Early Years and Primary Education, where democratic relations are enacted through everyday pedagogical encounters rather than transmitted as abstract knowledge. The study draws on a transnational Participatory Action Research (PAR) programme conducted within the Aesthetic and Embodied Learning for Democracy-as-Becoming (AECED) project across multiple European contexts. Focusing on four cases in Portugal and Croatia, the paper presents a cross-case analytical synthesis of professional learning processes in which educators participated as co-researchers. These cases combined aesthetic, embodied, narrative, and digital pedagogical practices across online and face-to-face professional learning environments. Data included reflective writings, online discussions, observation notes, and visual and narrative artefacts generated through iterative PAR cycles. The analysis identifies three interrelated pedagogical ecologies—embodied, aesthetic–narrative, and digital/hybrid—through which democratic becoming is enabled, negotiated, and constrained. Across these ecologies, democratic learning emerged through relational grounding, co-creation, and embodied participation, while also being shaped by institutional conditions and perceptions of pedagogical risk. The paper contributes a data-informed conceptual model of democratic becoming grounded in cross-case analysis, highlighting how democratic sensibility develops through the interaction of relational, embodied, professional, and institutional dimensions. It concludes by discussing implications for teacher education, curriculum design, and research on democratic education, emphasising the need to recognise aesthetic and embodied pedagogies as core infrastructures of democratic life.

The global strategic transition towards a bioeconomy is markedly at odds with the marginalization of biology within secondary education curricula. This misalignment in policy results in a significant workforce gap that jeopardizes international competitiveness. This paper advocates for the development of a foundational "life science mindset," which includes systems thinking, scalar reasoning, and bioinspired innovation, beginning in early education. By analyzing international models and proposing a comprehensive implementation strategy, we illustrate that promoting this mindset through policy reform, pedagogical innovation, and ecosystem partnerships is not simply an enhancement of education but an essential prerequisite for sustaining bioinnovation and ensuring future economic resilience.

Cadaveric dissection remains vital in early medical education, yet India faces persistent cadaver shortages. Main objectives of this study were to estimate awareness and willingness toward body donation and to identify independent determinants of willingness among adults attending a tertiary-care outpatient department in North-East India. We conducted a cross-sectional questionnaire survey of adult patients and attendants at All India Institute of Medical Sciences, Guwahati (March-May 2025). The main outcome was willingness to donate one's body after death. Predictors included demographics, residence, education/occupation, morbidity, comfort discussing voluntary body donation, information sources, knowledge ("where to donate," "who can consent," "importance of body donation"), perceived family agreement, and advocacy. Multivariable logistic regression estimated adjusted odds ratios (aORs) of 309 respondents (mean age 35.3±10.5 years; 64.1% male), the most frequently cited barrier to willingness was the desire to fulfil religious rites after death (52.3%). In the adjusted model (n=233), family agreement (aOR 15.50; 95% CI: 6.29-38.22) and encouraging others (aOR 7.90; 95% CI: 2.97-21.02) were the only independent positive predictors. Urban residence (aOR 0.68; 95% CI: 0.36-1.29) and knowing where to donate (aOR 1.97; 95% CI: 0.97-4.00) showed suggestive, non-significant trends. Willingness for body donation depends mainly on expected family approval and peer influence but not demographic profile or knowledge. Efforts should focus on helping families accept donation and empowering local advocates, alongside respectful cultural engagement and clear donation logistics.

While there has been a recent focus on reforming kindergarten curricula to emphasize a play-based learning (PBL) approach, a lingering dichotomy remains between play-based learning and pedagogical instruction aimed at academic preparation. Early music education is a critical component of the current policy emphasis on arts education and PBL, yet there is scarce research on play-based pedagogy in music education, particularly regarding children’s engagement and the applied instructional models. This study investigates how instructional practices affect children’s behavioral and emotional engagement in musical play. Data were collected at two Hong Kong kindergartens (K1–K3) using classroom observations and the Engagement Check II (ECII) tool. Thematic content analysis revealed three instructional approaches: teacher-directed routines with minimal aspects of play, guided play within structured musical contexts, and open-ended, child-initiated musical play. Analysis of the ECII data revealed high levels of behavioral engagement, with guided-play contexts yielding higher levels of behavioral and emotional engagement compared to highly teacher-directed instructional approaches. Differences in engagement levels during musical play were revealed to be correlated with age. This study highlights the need for culturally responsive music teacher training, supportive school culture, and aligned curriculum and policy implementation.

Objective: The aim of this study was to explore how healthcare professionals in the Republic of Ecuador perceive violence against women, its underlying social determinants, and their role in prevention and response within the healthcare setting. Methodology: A qualitative descriptive study was conducted using purposive sampling. Ten healthcare professionals with experience in managing cases of violence against women participated. Data were collected through semi-structured interviews and analysed using Braun and Clarke’s reflective thematic analysis. The ATLAS.ti software was used throughout the analysis process. Results: The participants emphasised the normalisation of microaggressions, institutional shortcomings in prevention systems, and the need for gender-sensitive professional training. Three main themes emerged from the data analysis: (1) the characteristics and identification of violence against women, (2) the social dimensions of violence against women, and (3) combating violence against women in clinical and educational settings. Conclusions: The healthcare professionals highlighted the need to recognise normalised and less visible forms of violence reflected in everyday attitudes and behaviours. They emphasised the importance of early identification, multidisciplinary care and sex education as preventive strategies. The social context and deep-rooted power dynamics favour the perpetuation of violence against women. Healthcare professionals can play an important role in the prevention of violence against women by improving care for survivors, identifying areas for improvement within existing prevention systems, and promoting sex education.

ABSTRACT Background and Context Computational thinking and early programming skills are essential for digital literacy. This study investigates the code literacy (reading and explaining code) of first-grade students (ages 6–7) in a mandatory Early Childhood Robotics (ECR) program. The research focuses on students’ confidence and actual ability to interpret sequences, conditions, and loops, with specific attention to gender-related differences. Objective The study aims to investigate the relationship between students’ self-perceived comfort with their own and others’ code and their actual performance. It also explores whether participation in the ECR program is associated with early differences in coding comprehension between girls and boys. Method A mixed-methods approach was used to collect data from 89 first graders. Quantitative measures included surveys assessing self-perception and expert-based evaluations of coding performance. Qualitative data were gathered through interviews to capture students’ attitudes and engagement. Objective assessments examined students’ ability to read and explain block-based code involving sequences, conditions, and loops. Findings Results revealed a significant gap between self-perception and actual ability, particularly for more complex structures. While two-thirds of students could handle simple code, only 42% understood loop structures. Girls outperformed boys in all coding types. Despite differences in performance, 85% of students expressed a strong willingness to participate again, suggesting high levels of interest and positive attitudes toward the program. Implications These findings highlight the educational value of introducing structured robotics and programming programs in early primary education. Mandatory ECR programs can promote widespread engagement and may support balanced early participation in computational learning.

ABSTRACT BEST in CLASS-PK is an evidence-based intervention for children at risk for emotional and behavioral disorders. It supports early care and education teachers’ delivery of Tier 2 behavioral supports through training on key instructional practices. To date, BEST in CLASS-PK has only been studied in the context of efficacy trials where university-based staff, trained and employed by program developers, provide direct coaching to participating teachers under optimal conditions. The current project is a replication trial, where BEST in CLASS-PK was evaluated under real-world conditions that required participating programs to use their existing coach infrastructure. At the end of study Years 1 and 2, researchers facilitated 1-hour focus groups with center-based coaches (n = 14). Researchers also completed focus groups with site lead coaches (n = 4) who supported center-based coaches. Data were analyzed using thematic analyses (Braun & Clarke, 2006). Findings were applied to the PRISM implementation science framework to understand the relation between contextual factors and program implementation. Staff perceived that BEST in CLASS-PK enhanced the classroom environment for all children and provided tangible resources for teachers. Organizational shortfalls in staffing, competing priorities, and limited involvement of co-teachers created barriers in responding to children’s behavioral and instructional needs. Participants asserted that routine feedback sessions with coach colleagues and supervisors were key to sustained implementation and that BEST in CLASS-PK fit well with other early care and education initiatives. Environmental factors, from pandemic recovery and catastrophic weather events to sociopolitical barriers to participation, hampered uptake of the program.

In Bandung City, stunting prevalence declined from 28.12% in 2019 to 12.4% in 2024 alongside improvements in nutrition surveillance and community outreach. This study examines how institutional networks shape stunting governance at the local level. Using a qualitative approach, data were collected through semi-structured interviews with government officials, health center staff, and community cadres, complemented by non-participant observations of coordination meetings and social network analysis of inter-institutional interactions. The findings indicate that strong ties among core government actors—Bappelitbang, the Health Office, and the Population and Family Planning Office—support stable coordination and consistent program implementation. Meanwhile, weak ties with external actors, including universities, religious organizations, and private sector partners, contribute additional resources and ideas, although engagement remains uneven. Health centers and community cadres function as bridging actors that translate policy into community-level action, particularly in early detection and nutrition education. The Task Force for Stunting Acceleration (TPPS) provides a formal platform that structures cross-sector collaboration. Overall, the study highlights the importance of balanced institutional linkages in enabling coordinated stunting interventions while acknowledging ongoing challenges related to capacity disparities and sectoral boundaries.

Abstract Background Early detection efforts in melanoma by dermatologists have led to a rising incidence of localized melanoma without a corresponding decrease in late-stage disease or mortality, raising concerns about overdiagnosis. However, little is known about dermatologists’ perspectives on melanoma screening and overdiagnosis. Objectives To explore US dermatologists’ views on melanoma screening and overdiagnosis and whether information about overdiagnosis should be communicated to patients and the public. Methods Data were collected from semistructured qualitative interviews (n = 15) of US board-certified dermatologists recruited via two email listservs (local and national). Interviews were conducted from January to April 2024. We performed a thematic analysis from qualitative interviews. Results Dermatologists [8 woman (53%) and 7 (47%) men, all of whom were non-Hispanic (n = 15) and 10 (67%) of whom were White; mean (SD) age 43.7 (7.6) years] described the benefits of melanoma screening, including early detection, patient education and reassurance. They also reported potential psychological, physical and economic harms of melanoma screening. Many dermatologists felt that the harms of screening did not outweigh the potential benefit. They acknowledged melanoma overdiagnosis as a phenomenon but thought that it mostly happened in other clinician practices due to excessive biopsies, and that a main source of the phenomenon was pathologists who overinterpret histological slides. Dermatologists expressed uncertainty and hesitation about discussing overdiagnosis with patients and the public. Conclusions US dermatologists recognized the benefits and harms of melanoma screening, with many believing that the potential benefits outweighed the harms. While overdiagnosis was acknowledged as a concern at the population level, most dermatologists did not perceive it as a significant issue in their own practices or view themselves as contributors to the problem. Instead, they attributed overdiagnosis primarily to pathologists’ diagnostic decision-making. Furthermore, dermatologists were reluctant to discuss the potential harms of melanoma screening, including overdiagnosis, with patients or the public, especially without the backing of a professional organization. This reluctance has important implications for shared decision-making, informed consent in melanoma screening and efforts to address melanoma overdiagnosis.

Abstract. There is no doubt that environmental education at an early age is significant for human development. This paper presents the "RSECed" project, which engages grade 8 learners in Kenya with remote sensing and environmental conservation using Google Earth Engine (GEE). By integrating theoretical and practical sessions, the project introduces satellite-based Earth observation to enhance learners’ understanding of vegetation health, forest cover, and land use classification. Results from 196 participants demonstrated significant improvements in remote sensing literacy, environmental awareness, and digital mapping skills. The study highlights the effectiveness of early environmental education through hands-on geospatial technology, fostering STEM interest and empowering learners as future environmental stewards. The findings emphasize the need for context-specific approaches and further research to support teachers in remote sensing education for sustainable development.

Early literacy instruction plays an important role in teaching profession. Primary school teachers offer early literacy instruction to elementary school students at different developmental stages, starting from 69 months of age. One of the second-year courses in the education faculty curriculum, Early Literacy Instruction, provides pre-service primary school teachers with knowledge on how to teach literacy. Although the knowledge and skills related to the early literacy process, which requires dedication and planning, are presented to students in undergraduate courses, it is known that pre-service teachers experience professional anxiety regarding this course. The purpose of this study is to analyze self-efficacy of pre-service teachers studying at primary school teaching departments for early reading and writing instruction and to examine the problems they face and potential solutions. In this study, which is based on a convergent parallel mixed design, a self-efficacy scale for early literacy teaching has been applied to 216 second, third, and fourth-year students at the primary school teaching department within quantitative context. On the other hand, within a qualitative framework, semi-structured interviews were conducted with 30 pre-service teachers. The findings of the study reveal that, regarding total scores, pre-service teachers' perceptions of self-efficacy are at a moderate level and that there is no significant difference between pre-service teachers' perceptions of self-efficacy and the gender variable. However, it also shows that there is a significant difference between pre-service teachers' perceptions of self-efficacy regarding class level and passing grades variables. Furthermore, based on the views of the pre-service teachers, the present study purports some recommendations regarding the use of technological tools in early literacy education.

Purpose Developmental Dyscalculia (DD) is a specific neurodevelopmental learning disability that significantly impairs an individual’s ability to learn and process mathematical concepts. Given that preschool and primary school years represent critical windows for early intervention, this article aims to provide a comprehensive, state-of-the-art review of current assistive technology applications designed to support children with DD during this foundational educational period. Materials and Methods The study systematically examines the landscape of current technological interventions and classifies them into four primary categories: (1) Mobile technology, (2) Digital-physical interaction technology, (3) Artificial intelligence (AI), and (4) Eye-tracking technology. The review evaluates the pedagogical mechanisms of these tools to understand how they address specific neurocognitive deficits. Results The analysis reveals that these technologies offer substantial core benefits for early intervention, specifically by enabling highly personalized learning pathways, enhancing student motivation, delivering instant feedback, and providing multisensory learning support. Conversely, the review identifies significant practical barriers to classroom implementation, including high deployment costs, the necessity for specialized teacher training, and the variable educational quality of existing applications. Conclusions Assistive technologies demonstrate profound potential in building more inclusive, effective, and responsive learning environments for children with DD. Addressing the identified implementation challenges provides a clear roadmap for future interdisciplinary research, ensuring that these technological advances can be successfully and sustainably integrated into early childhood mathematics education.

Syphilis is a preventable and curable sexually transmitted infection that remains a significant public health challenge despite the availability of effective antibiotic treatment. Following a decline in the late 20th century, syphilis has re-emerged globally, with rising rates across diverse populations and a particularly concerning increase in congenital infection. The varied and often subtle presentations of syphilis, alongside its asymptomatic stages, can contribute to delayed diagnosis and ongoing transmission. Since many cases are now identified outside specialist sexual health services, nurses have a central role in the early recognition, initial testing, patient education and prevention of the condition. This article outlines the epidemiology, clinical features, diagnosis and treatment of syphilis. It examines prevention strategies including partner notification, emerging biomedical interventions and community-engaged health promotion, highlighting key implications for nursing practice and public health.

Early childhood education (ECE) requires a solid value foundation to ensure that children’s character formation, self-regulation, and social–emotional development evolve holistically and sustainably. However, studies in early childhood education and Qur’anic values are often treated as separate domains and have not yet been conceptually integrated within a developmentally appropriate pedagogical framework. This research aims to analyze the values of children’s education in QS. Luqmān (31): 13–18 based on Tafsīr al-Qurṭubī and formulating a conceptual model of early childhood character development that is in line with the principles of developmentally appropriate practice and play-based learning. This study uses a qualitative approach, with a literature research design and a thematic-conceptual interpretation analysis. The subject of the research is in the form of a QS text. Luqmān (31): 13–18 in Tafsīr al-Qurṭubī, supported by early childhood literature and contemporary character education. Data is analyzed through deep Reading, thematic coding, and conceptual interpretation. The results of the study show that Qur’anic values form an integrated structure of children’s character, including spiritual orientation, moral affection, self-regulation, social responsibility, and communication ethics. These findings have implications for the development of early childhood character education based on habituation, example, and meaningful play experience. This study concludes that Qur’anic values are relevant as the conceptual basis for holistic and contextual early childhood character education.

Introduction: This study aimed to determine the awareness levels of special education teachers regarding early childhood special education services. In this context, teachers’ conceptual knowledge about early childhood special education (ECSE), their general perspectives toward this field, and their sensitivity to related processes were evaluated.Method: This descriptive survey study was conducted with special education teachers working in the province of Samsun, and data were collected from 432 teachers. The data were gathered using the Early Childhood Special Education Awareness Scale developed by the researcher, consisting of six factors.Findings: The findings revealed that special education teachers’ overall awareness levels regarding ECSE services were high. The highest mean was observed in the Individualized Education Planning and Collaboration dimension, whereas the lowest mean was found in the Perception of ECSE and Scientific Approach dimension. Regarding demographic variables, no significant differences were found. Most participants stated that they understood the importance of ECSE but needed support in implementing practical strategies.Discussion: The results indicate the necessity of developing practice-oriented programs adapted to students’ individual needs related to early childhood special education within teacher education and in-service training processes.

This article explores the concept of mathematics anxiety and its roots in early education, teaching methods, and societal perceptions. It argues that fear of mathematics is not inherent but developed through negative conditioning by teachers and parents. The paper highlights the importance of adopting effective teaching strategies that connect mathematical concepts with real-life applications to make the subject more engaging and meaningful. Furthermore, it presents mathematics as a universal discipline that extends beyond academics into everyday life and even spiritual understanding, emphasizing its role in revealing order, logic, and harmony in the universe

ABSTRACT Early Childhood Teacher Education (ECTE) is shaped by historical legacies of racism and white supremacy that continue to structure pedagogical norms, curricular priorities, and professional expectations. These legacies are often reproduced through developmentalist and ostensibly neutral approaches that obscure power, normalize anti-Blackness, and reinforce deficit-based narratives of children, families, and educators. Drawing on Critical Race Theory (CRT) and counternarrative methodology, this article presents counterstories from our experiences as Asian American (AA) women teacher educators working across community college and university contexts. We analyze our pedagogical practices alongside student reflections, course artifacts, and institutional interactions to examine how justice-centered teaching is enacted, constrained, and contested within ECTE. Our analysis identifies three intersecting areas of pedagogical disruption: (1) cultivating relational and collective care cultures, (2) redistributing power through assessment and participation practices, and (3) naming and addressing racialized and oppressive realities through critical engagement, imagination, and action. Together, these disruptions challenge dominant Eurocentric logics and unsettle claims of neutrality in teacher education. By centering students’ lived experiences, community knowledge, and cultural wealth, this study demonstrates how counterstorytelling and justice-centered pedagogy can function as sites of resistance, possibility, and collective responsibility for systemic transformation in ECTE.