Education Partnership Research Articles

A strategic brand development framework for expanding cardiovascular and endocrinology treatments in emerging markets

This paper introduces a conceptual framework for strategic brand development in the pharmaceutical industry, specifically targeting the cardiovascular and endocrinology treatment sectors in emerging markets. The framework explores how stakeholder engagement, market segmentation, and brand positioning can enhance access to critical treatments, addressing growing public health challenges in these regions. Cardiovascular and endocrinological disorders, such as heart disease and diabetes, are rising rapidly in emerging markets due to lifestyle changes, urbanization, and increased life expectancy. Pharmaceutical companies face unique challenges in expanding their market presence in these regions, including varying healthcare infrastructure, economic disparities, and regulatory environments. The proposed framework emphasizes the importance of engaging key stakeholders—such as healthcare professionals, policymakers, and patients—through targeted educational campaigns, partnerships, and advocacy. Effective stakeholder engagement fosters trust and collaboration, which is essential for expanding access to life-saving treatments. In addition, market segmentation is a critical component of this strategy, allowing companies to tailor their marketing efforts to specific demographic groups, economic conditions, and healthcare needs in each region. By identifying the most relevant segments and understanding their unique needs, companies can ensure that their treatments reach the populations most at risk for cardiovascular and endocrinological diseases. Brand positioning is another cornerstone of this framework. By clearly defining and communicating the value of their treatments in terms of efficacy, affordability, and accessibility, pharmaceutical companies can differentiate themselves in increasingly competitive markets. Strategic positioning not only enhances brand visibility but also builds long-term customer loyalty, which is crucial for sustaining market growth in emerging economies. Overall, this conceptual framework provides a roadmap for pharmaceutical companies to strategically develop their brands in the cardiovascular and endocrinology sectors, ultimately contributing to improved public health outcomes in emerging markets.

The contribution of public libraries in strengthening digital citizenship in Egyptian society – an exploratory study

Purpose This study aims to assess the involvement of Egyptian public libraries in supporting digital citizenship and propose a vision to leverage their role in promoting digital citizenship culture, aligning with Egypt Vision 2030 for sustainable development. Design/methodology/approach A questionnaire was used to sample 21 public library managers in Egypt. The study adopted a descriptive-analytic approach, measuring library readiness infrastructure, strategic planning for digital citizenship support and participation ratings on nine dimensions of digital citizenship as defined by the Ribble model. Findings Results indicated a moderate level of participation overall (average score of 1.72), with high levels in dimensions like digital access and digital literacy but much lower levels in others, particularly digital law and digital health and safety. Library readiness was found to have a positive effect on the level of digital citizenship promotion. Research limitations/implications The small sample size may limit generalizability. Future research should explore best practices for digital citizenship programming in libraries and strategies for overcoming implementation barriers. Practical implications The study underscores the need for Egyptian public libraries to enhance their readiness and participation in promoting digital citizenship. This requires investment in digital resources, staff training, community outreach and collaboration with educational institutions and community partners. Originality/value This study provides insights into the role of public libraries in promoting digital citizenship in the context of a developing country’s national vision. It offers a framework for libraries worldwide to assess and enhance their digital citizenship initiatives.

1.Y.1. Navigating choppy water for global health competencies, education and innovation in Europe

Abstract Global health is rapidly evolving against a backdrop of increasingly complicated, intersecting challenges and crises across health, socio-economic and ecological systems. Interconnected social justice movements call for greater acknowledgement, accountability and qualified responses to address inequities and their structural drivers. The field of global health is going through a period of reckoning and debate about how colonial legacies and structural inequities pervade the sector and how activities of global health professionals across research, policy and practice are complicit in and perpetuating them. Simultaneously, global health education (GHE) is growing, with new speciality degrees and core or elective courses integrated into degrees in medicine, health and other disciplines. Thus, GHE holds great potential as a space to train future professionals with competencies and aptitudes to confront inequalities through innovative, evidence-informed and sensitive approaches. Yet it is also a space in which inequalities may be reproduced through material and epistemic injustices. To address these paradoxical tensions, transformation in GHE is needed in terms of what is taught, how it is taught and who is involved in teaching. This Pecha Kucha workshop will contribute to this discourse by exploring perspectives on issues including: i) What key competencies and content should be included in GHE across different disciplines and Bachelor, Master or Doctoral level?; ii) How can we better practice and develop in educators and students critical perspectives and capacities to be equipped for and responsive to inequities and social injustice?; and iii) How can we ensure meaningful engagement and partnership in education with countries across varied contexts and communities with direct lived experience of marginalisation and deprivation? Four panellists with diverse backgrounds and perspectives will provide insights on their initiatives to tackles such issues within their own institutions and European alliances, followed by a short discussion with the audience. The presentations will emphasise the need to progressively build affective, practical and cognitive competencies to critically engage with historical, geopolitical and structural inequities and injustices, including how they manifest in local contexts. Panellists will highlight examples of innovative methods and approaches to build these capacities, including through co-design in education that fosters self-reflexivity in students and builds alliances and partnerships with non-academic stakeholders, such as civil society and people with lived experience. The Pecha Kucha workshop aims to inspire exchange across institutions and countries, and with the audience, about how we can collaboratively set our compasses and our sails to navigate the choppy waters of tackling pervasive colonial legacies and sailing towards an equitable, inclusive and effective future for education and action in global health. Key messages • Transformation is urgently needed to ensure that global health education builds curricula and competencies that are sensitive and responsive to historical injustice and structural inequities. • Equitable partnerships across institutions and with diverse stakeholders, and innovative educational approaches such as gamification and co-design, can address tensions in global health education. Speakers/Panelists Henrique Barros ASPHER, Porto, Portugal Victoria Saint Bielefeld University, Bielefeld, Germany Francisco Mboufana Department of Community Health, School of Medicine, Eduardo Mondlane University, Executive Secretary, Maputo, Mozambique Mariam Sbaiti Faculty of Medicine, School of Public Health, Imperial College London, London, UK

Defining Systemic Change in School Counseling: A Delphi Study

ABSTRACT Systemic change is regarded as a key component of professional school counseling practice for increasing positive, equitable outcomes for PreK-12 students. Although related constructs like leadership and advocacy have been thoughtfully explored, systemic change requires consultation and collaboration with educational and community partners. To date, there has been a lack of clarity around how systemic change looks in practice for school counselors. The purpose of this study was to explore the foundational components of systemic change in school counseling. Using Delphi methodology, an expert panel of 22 participants consisting of professional school counselors, counselor educators, and school counseling supervisors developed a consensus list of 130 items describing the core beliefs, knowledge, dispositions, and skills necessary for school counselors to conduct systemic change. The findings suggest future implications for school counseling research, preparation, and consultation.

“You can't ignore us”: Multiliteracies and disruption in youth activism

AbstractThis article examines the activism of student protesters in a rural Rust Belt community's Black Lives Matter protest, challenging prevailing stereotypes about civic engagement, literacies, and youth involvement in rural settings. Utilizing critical ethnography and nexus analysis to examine disruptions of discourses in place and interview student participants about their activism, findings showcase how students strategically practiced multiliteracies to upturn power dynamics and assume leadership roles within a socio‐spatial landscape. Examining youth protest literacies can inform education partners of the ways students already engage in civic discourse and how understanding their co‐construction of space can inform practices across learning communities.

Strategies for effective CBL implementation: from company selection to course evaluation

In this study, we explore the key factors that educators must consider when designing challenges based on the Challenge-Based Learning (CBL) strategy, where the industrial sector serves as the educational partner. Building on our proposed definition of the CBL technique, we outline a methodology complete with practical suggestions to effectively tackle the challenges encountered during the strategy’s implementation. The recommended steps involve choosing a training partner, establishing the company’s role in the challenge, taking economic factors into account, and pinpointing crucial milestones in the course development, which includes recognizing the partner’s involvement and significance in the course evaluation. Our proposal draws from the authors’ experiences in applying this methodology within the context of an Industrial Automation course.

The Boston Declaration 2025: Plan and Pledges for Progress in Global Neurosurgery

Global neurosurgery has been described as the clinical and public health practice of neurosurgery with the primary purpose of ensuring timely, safe, and affordable neurosurgical care to all who need it. Global neurosurgery activities in the form of mission trips, educational partnerships, and research collaborations have been in place for decades. Still, there have been no central organizing efforts to improve the harmonization of these endeavors until recently. The 2016 Bogotà Declaration on Global Neurosurgery was the first meeting of global neurosurgery practitioners from low- and middle-income countries (LMICs) and high-income countries (HICs) to organize a consensus statement around the global gaps in neurosurgery care and goals for its future development. Since then, interest in global neurosurgery has grown dramatically among neurosurgeons, trainees, nurses, and allied professionals. Global neurosurgery has emerged as a distinct academic subspecialty within neurosurgery. However, recent evidence demonstrates that wide gaps remain in access to safe, timely, and affordable neurosurgical care. Quite as important is the current dominance of global neurosurgery discourse by HIC actors. The Boston Declaration seeks to further define a unified vision of progress as global neurosurgery continues to grow and evolve. This ambitious initiative will review existing evidence, employ on-the-ground expert experience, and seek broad inclusivity and transparency to formulate a new set of goals for global neurosurgery and a structure that shifts the agency to LMIC actors. We propose a path to developing a new consensus statement and action plan, the 2025 Boston Declaration for Global Neurosurgery.

Enhancing University English Teaching through Mobile Interactive Applications from an Educational Technology Perspective

In the context of globalization and rapid advancements in information technology (IT), the application of educational technology in higher education has become increasingly prevalent. Particularly in university English teaching, mobile interactive applications have emerged as a significant teaching model. These applications transcend the constraints of time and space, providing students with a flexible learning environment that promotes interaction between teachers and students, thereby enhancing learning outcomes. However, existing research has primarily focused on the technological development and effectiveness evaluation of mobile interactive applications, neglecting the impact of student interaction and trust on learning outcomes. Additionally, there is a lack of dynamism and personalization in the recommendation of educational resources and study partners. This study constructs global and local dynamic trust models for mobile interactions, calculates trustworthiness based on mobile interactive behaviors, and integrates mobile interaction trust relationships and behaviors with a dynamic English recommendation algorithm, thereby providing a new theoretical framework and a practical approach for university English teaching, aiming to enhance the teaching effectiveness and improve students’ learning experiences.

Building pedagogical partnerships

Engaging students as pedagogical partners in teaching and learning in higher education is becoming increasingly prevalent. However, developing and sustaining such partnerships can be challenging. The present study highlights the potential of utilizing work-integrated learning (WIL) students as partners. Semi-structured interviews were conducted with 18 university instructors to explore how access to an online learning assistant (OLA) program helped them navigate remote instruction challenges. The OLA program was a novel WIL initiative providing co-operative (co-op) education students with full-time, paid work to assist instructors transitioning to remote learning. Unexpectedly, our findings demonstrate that pedagogical partnerships emerged in the context of this WIL program, leading to teaching and learning benefits. Online learning assistants were able to assist instructors with many of the difficulties they faced, although some program challenges also emerged. Our findings suggest that full-time, paid co-op student positions offer a unique program structure that make them ideal for the development and ongoing success of pedagogical partnerships.

Robotics in revolutionizing neurosurgery.

Robot-assisted neurosurgery has revolutionized intricate brain and spinal procedures. From PUMA 560 to NeuroArm and ROSA, robotic systems have enhanced precision and enabled minimally invasive techniques. Despite challenges in LMICs, collaborative efforts in infrastructure, education, and international partnerships can foster equitable adoption of these transformative technologies.

Experiences of Newly Qualified Nurses' Engagement with Quality Improvement in Practice: A Qualitative Follow-Up Study.

Nurse education plays an essential role in preparing future nurses to engage with quality improvement (QI) initiatives in their organisations and improve patient care. However, frontline nurses continue to report that a lack of QI knowledge hinders their abilities to engage in improvement work. In the UK, student nurses are now trained in QI within their degree to enable them to contribute to improvements once qualified. This qualitative follow-up study investigated the sustainability of QI engagement in nurses who undertook QI training and a QI project during their degree and explored the factors influencing their engagement in QI once qualified. This paper followed the COREQ criteria to report upon 10 semi-structured interviews undertaken with registered nurses and focuses on their experiences of QI engagement post-registration. The data were investigated using an inductive thematic analysis and Nvivo 14. Five themes emerged: transition to a newly qualified nurse, QI knowledge decline, influencing factors (hierarchy, leadership, COVID-19 pandemic, data access and location), and skill transferability. This study showed that qualified nurses can sustain their QI knowledge and remain engaged with QI where they experience positive QI leadership and were exposed to ongoing QI activity in their preceptorship year. However, a lack of QI opportunities and a culture which does not consider QI a responsibility of new nurses is seen to hinder engagement. Educational institutions and practice partners require careful collaboration to assess and develop ongoing QI learning activities that support new nurses to engage in QI.

Parental Involvement In The Learners’ Reading Development

Good parenting in reading development causes intellectual stimulation, better self-concept, and better educational aspirations in the child. Parents’ greater involvement would result in a greater reading relationship with their children. In this premise, the key purpose of this study was to find out the involvement of parents in the Learners’ Reading Development as a facilitator, role models, and motivators. Data needed for this descriptive study was collected from 89 parents using a 30-item self-made data-gathering instrument that has passed the rigorous test of validity and reliability. The collected data was dealt with using the mean and Mann-Whitney U-test. The results revealed that the level of Parental Involvement in the Learners’ Reading Development was high in terms of facilitator, role model, and motivator. A difference was found in the level of parental involvement in the learners’ reading development in the area of facilitator when compared to the average family monthly income. The result of this study serves as a a guide for parents and teachers in finding ways to improve the learners’ reading skills. The study calls for education authorities to formulate parental involvement policies and programs for early reading development to ensure high levels of parent-teacher partnership in basic education. Keywords: Parental Involvement, reading development, learners, Manjuyod, Negros Oriental.

Conceptualizing White Allyship among Undergraduate Students in the United States

ABSTRACT Colonialism in the U.S. has embedded anti-Blackness in social institutions, including but not limited to those of higher education. Preliminary research indicates that white allyship, or white people’s efforts to dismantle racism by advocating for and partnering with People of Color, is protective and beneficial to Black communities. However, little work has sought to clarify conceptualizations of white allyship – especially comparing the perspectives of Black and white students. To address this, the present study recruited 24 undergraduate students (12 Black, 12 white) to participate in semi-structured interviews focused on white allyship. Data were systematically transcribed, then coded using thematic analysis. Results indicated that Black and white students have somewhat similar understandings of allyship spanning from emotional support to actively resisting oppression; however, Black students generally conceptualized ally behaviors as involving more risk-taking. These data lend support to what Black Activists have been urging for years: emotional support and self-education are important ally behaviors, yet combating anti-Blackness also involves disrupting the systems that perpetuate it. Findings have implications for vested partners in education, institutions, and researchers.

The Role of a School-Community Partnership in Enhancing Inclusive Special Education within a School District

ABSTRACT This study examined the role of a school-community partnership in enhancing special education within a public school district. Specifically, it sought to understand both the influences on and the influences of the school-community partnership. Factors considered by the partnership included research, data, expertise, resource constraints, and lived experiences. The partnership’s influence included changes in classroom practices and professional development, as well as increased knowledge about inclusive special education and families’ goodwill toward the school district. Though the partnership did not have a district-level policy influence on special education, it did have a demonstrable influence in localized yet impactful ways.

The Influence of Governance on Competence and Partnership in Higher Education

The study assesses the influence of governance on competence and partnership in university education in The Gambia using the situation as a mediating factor in a trilateral relationship. The study applied a questionnaire survey design using three universities as the study population. The PLS-SEM approach assesses the measurements and structural models. The study's findings established that governance significantly influences competence and partnership in university education in The Gambia. However, the situation as an environmental factor lacks the mediation capacity in the trilateral relationship. The study outcome shows differences, but only two were significantly contextual in relation to governance. The study recommends further research that adopts a qualitative approach to help provide a proper understanding of university governance in The Gambia.

Progress and Challenges in Canada's Path Toward the Elimination of Cervical Cancer.

Cervical cancer is almost entirely preventable and treatable when detected early, making its elimination within reach for Canada and the world. However, cervical cancer is now the fastest-increasing cancer (+3.7% per year since 2015) in Canada as of 2023, marking the first significant increase in cervical cancer incidence since 1984. The human papillomavirus (HPV) vaccine and cervical screening are key preventive measures, with targets set by the WHO and the Canadian Partnership Against Cancer (CPAC) to eliminate cervical cancer in Canada by 2030 and 2040, respectively. These targets include increasing HPV vaccination rates, implementing primary HPV screening, and improving follow-up for abnormal HPV+ results. However, Canada's progress has been impeded by significant challenges. As of the most recent data, HPV vaccine coverage rates in Canada range from 47% to 81%, with an estimated national HPV vaccination completion rate of 64% in Canada, far below the target of 90% by 2025 set by the CPAC. With the exception of British Columbia and Prince Edward Island, the adoption of HPV DNA testing as the primary screening method has been slow across the Canadian provinces and territories despite its superior sensitivity compared with traditional cytology. This article reviews the current state of HPV vaccination and screening in Canada, emphasizing the need for coordinated efforts, transparency, and resource sharing to overcome barriers. Key recommendations include the dissemination of accessible educational materials, partnerships, and collaboration, including nationwide task forces and roundtables, and the implementation of standardized guidelines for HPV screening. Achieving cervical cancer elimination requires a united approach involving federal, provincial, and territorial health authorities, researchers, clinicians, NGOs, community groups, and patients' voices working together to ensure consistent, effective, timely, and meaningful cervical cancer prevention strategies are used across the country.

Higher education integrating into the “Belt and Road” economic development and its path selection, taking Kyrgyzstan as an example

Since its inception in 2013, “The Belt and Road Initiative” has become an important engine driving global economic growth. The initiative has not only promoted infrastructure construction in countries along the Belt and Road but also strengthened financial integration, unimpeded trade, people-to-people exchanges, and policy communication. In this context, higher education, as an important avenue for talent training and scientific and technological innovation, is of great significance to promoting the economic and social development of countries along the Belt and Road. By strengthening academic cooperation with Chinese universities, Kyrgyzstan can enhance its curriculum, adopt advanced teaching methods, and integrate cutting-edge research to foster more skilled labor. In addition, innovation and technology transfer through higher education partnerships can drive sustainable economic growth and diversification. This paper explores the strategic path of integrating higher education into the Belt and Road. Initiative, focusing on academic collaboration, enhancing R&D capabilities, and fostering an entrepreneurial ecosystem.

Pioneering family medicine: A collaborative global health education partnership in Ethiopia

In 2013, Ethiopia launched its first Family Medicine (FM) residency programme at Addis Ababa University (AAU). The University of Toronto’s Department of Family and Community Medicine (DFCM) was invited to support Addis Ababa University’s Department of Family Medicine’s (AAU-FM) educational programme activities forming the Toronto Addis Ababa Academic Collaboration in Family Medicine (TAAAC-FM). This paper describes the TAAAC-FM partnership, a capacity-strengthening initiative that focuses on four key levers of academic engagement and transformation: education offerings for AAU-FM trainees, partnership preparation of DFCM faculty, fostering AAU-FM faculty development and leadership, and lastly scholarship, knowledge sharing and mentorship. Toronto Addis Ababa Academic Collaboration in Family Medicine operates on principles of respect, flexibility and cultural sensitivity. Monthly virtual meetings and annual in-person faculty visits fostered curriculum support, teaching and leadership training, ensuring that the programme remained responsive to evolving needs. The partnership has contributed to a Community of Practice (CoP) to advance FM in Ethiopia, promoting shared learning. Addis Ababa University’s Department of Family Medicine faculty leads in various roles, engages with global FM communities, and contributes to policy development, demonstrating significant progress in FM education and leadership. Looking ahead, TAAAC-FM aims to adapt its efforts based on the capacity built with AAU-FM, continue faculty development, and strengthen linkages within the global healthcare community. The partnership’s success underscores the importance of collaborative, culturally informed high-low resource setting approaches to FM training and healthcare system strengthening, offering valuable insights for similar initiatives.

Leveraging Multi-Sectoral Partnership for Colorectal Cancer Education and Screening in the African American Community: A Protocol and Preliminary Results.

Colorectal cancer (CRC) awareness and screening rates are still low in African Americans (AAs), especially for those who do not have regular access to health care. We established a multi-sector community partnership between academia, health system, cancer advocacy, and local county treasurer's office (CTO), to test a pilot CRC screening intervention using a tailored educational brochure and fecal immunochemical test (FIT). Participants were recruited at a local CTO in an urban midwestern region. Once eligible, participants were assigned to 2-by-2 intervention arms by educational strategy (brochure vs. no brochure) and FIT provision strategy (direct provision by onsite staff vs. indirect provision via phone/online request). We compared the effect of different strategies on FIT return rates. Of 1500 individuals approached, 212 were eligible for the study. The final sample consisted of 209 participants who were predominantly men (57%) and AAs (85%). No differences were found in the return rates by educational brochure (24% [brochure] vs. 23% [no brochure]; p = 0.82). In regard to FIT provision strategy, direct FIT provision yielded higher return rates than indirect provision (31% vs. 15%; p = 0.01). When the four groups were compared, direct provision with education brochure yielded the highest return rates (33.9%), followed by direct provision only (27.5%), indirect provision only (18%), and indirect provision with a brochure (12.2%). For community-based CRC screening intervention using stool-based test, the direct provision of FIT kits with educational brochure outperforms the other three strategies.

Hidden in plain sight: New partners for forensic nursing education

BackgroundBreaking disciplinary silos and increasing understanding for students has the potential to transform the future of healthcare, yet it can be challenging to develop interdisciplinary simulations. MethodsWhile integrating the AACN Essentials into a new course about forensics in the healthcare setting, innovative simulation design helped undergraduate nursing and pre-health track science students demonstrate specific sub-competencies. ResultsThe simulations resulted in self-reported increased student learning. ConclusionWith simulation-based experiences in both healthcare and chemistry lab settings, nursing faculty and students, science faculty and students interested in health sciences, public safety, and counseling services are ubiquitous to institutions of higher learning that house nursing programs and are all great partners in designing simulations in the interdisciplinary forensic science field.