Foundational Topics Research Articles

Implementation and Evaluation of a Pediatric Palliative Care Curriculum for Adult-Track HPM Fellows

IntroductionHospice and Palliative Medicine (HPM) fellowship training provides education on caring for patients from early childhood through adulthood. Yet, there are few guidelines about how to teach these key components, and more specifically the components of Pediatric Palliative Care (PPC), to fellows who have a variety of backgrounds prior to entering HPM fellowship. MethodsWe created a curriculum in PPC that could be used with adult-track HPM fellows. We developed an outline for material to cover during each of the three weeks of PPC clinical rotations. We also created a longitudinal lecture series encompassing several foundational topics and concepts in PPC. We conducted “Just-in-Time” evaluation of the clinical rotation curriculum utilizing a critical reflection model as well as focus groups with fellows and faculty members to further explore the knowledge, attitudes, and perceptions of the entire PPC curriculum. Transcripts were coded Nvivo and template analysis was used to understand code distribution between and within focus groups. ResultsEight overarching codes emerged from the focus groups: “Staffing Issues,” “Learning Structure,” “Useful Material,” “Topics Attending Contingent,” “Time Management,” “Teachable Moment,” “Not Useful Material,” and ”Adherence to Teaching Materials.” ConclusionThe study revealed some limitations in the current curriculum design, such as its lack of consistency. However, it also highlighted several strengths, including the importance of flexibility and personal responsibility for learning. The results provide valuable insights into the experiences among fellows and educators at a single institution with a PPC Curriculum for adult-track HPM fellows.

Introducing BRAINOER: The Behavioral Research and Interdisciplinary Neuroscience Open Educational Repository.

Foundational textbooks for neuroscience courses can be cost-prohibitive for students and may omit recent advances in the field. Therefore, an Open Educational Resource (OER) repository was curated using existing OER materials for use in behavioral neuroscience and physiology courses. The Behavioral Research and Interdisciplinary Neuroscience Open Educational Repository (BRAINOER) contains 9 modules that include the following foundational topics: (1) The Brain and Nervous System, (2) Neurons, (3) The Endocrine System, (4) Neurotransmitters and Psychopharmacology, (5) Motor Processing, (6) Advanced Brain Functions, (7) Sensation and Perception, (8) Genetics and Evolution, (9) Research, Design, and Methods. Each module contains learning objectives in a checklist format, and modules are divided into basic and advanced content where appropriate. Because the repository is divided into content modules, the materials can be used as a full-curriculum or assigned on a module-by-module basis.

Defining the Landscape of Educational Experiences in Transplant Infectious Diseases: A National Survey of Infectious Diseases Fellows in the United States.

Transplant infectious diseases (TID) is a growing area of expertise within infectious diseases (ID), but TID training is not standardized. Previous surveys of fellows identified opportunities to improve TID education resources but did not explore didactic, clinical, and nonclinical experiences comprehensively. The American Society of Transplantation ID Community of Practice surveyed adult and pediatric fellows in US-based general ID or dedicated TID training programs to explore their didactic exposure, clinical experiences, and non-direct patient care activities in TID. A total of 234 fellows initiated the survey, and 195 (83%) (190 general ID and 19 TID fellows, including 125 adult, 76 pediatric, and 8 combined adult-pediatric fellows) completed the entire survey. More than half of the fellows described receiving no formal curricular content on most foundational topics in transplant medicine. Almost all respondents (>90%) had some inpatient TID experience, but for >60% of fellows this was <12 weeks annually. Clinical exposure varied by fellow and patient type-in an average month rotating on an inpatient TID service, more than half of adult fellows had evaluated ≥10 kidney, liver, or hematopoietic stem cell transplant recipients but <10 heart, lung, pancreas, or intestinal recipients; pediatric fellows saw <10 of all patient types. Nearly half (46%) of general ID fellows had not spent any time in the dedicated TID clinic at their program. Few fellows had participated in protocol development, organ selection meetings, or donor evaluations. This survey highlights important gaps in TID training. Given the increasing need for TID specialists, updated curricula and educational resources are needed.

A History of Chinese Scholarship: Cantered on World Islam Religion Studies

The sorting out of the academic history of Islamic education abroad should start with the translation of foreign achievements and their introduction and analysis. Undoubtedly, the translation and annotation work of the Quran is the most important. The Quran is a fundamental classic of Islam and a fundamental work in Islamic research. Chinese translations are certainly helpful for this study. Since the 1920s, new translations have been continuously released around the world, and to this day, there are still new translations about to be published. To study the translation and annotation of the Quran, it is necessary to immediately study Islamic law. The research on Islamic jurisprudence in the Chinese academic community started relatively late and has a relatively weak foundation. At the beginning of the research, there were only a few translations that could represent the achievements of educational law research in China. There is no doubt that the sect is Shia and the second largest sect in Islam. In terms of academic research on Shia, Shia research has not received sufficient attention from the domestic academic community for a long time. After the Islamic Revolution in Iran, scholars published and translated works, as well as papers, on Shia studies. Since the 1990s, a large number of works on this topic have emerged. Since 2003, Shia has become a hot topic in the Middle East research center. The study of Sufism is the most unique in the study of Islamic ideologies. Research on Sufism in China can be said to have just begun. Sufism not only injected important spiritual vitality into the development and dissemination of Islam, but also had a lasting impact on its internal trends and movements since modern times. Therefore, Sufism and Islamic law are the two most important foundational topics in Islamic research. From the above achievements, it can be seen that there are several types of research on Sufism in China according to its nature. But the existing achievements are still in the initial stage of academic research and need to be greatly strengthened.

Talent Management in Industry 4.0: A Bibliometric Review of Required Skills and Competencies

This bibliometric study systematically analyzes the evolving field of talent management within the context of Industry 4.0, employing VOSviewer for mapping and visualizing key research themes, collaborations, and temporal trends from 2012 to 2024. The analysis revealed distinct thematic clusters focusing on the integration of digital transformation within traditional HR practices, emphasizing core competencies, firm capabilities, and the evaluation of job performance. Temporal trends indicate a shift from foundational topics to more complex issues such as leadership competencies and the strategic implications of digital technologies. Density visualizations highlighted areas with heavy research concentration and potential gaps, suggesting opportunities for future studies particularly in emerging and less explored themes. The co-authorship analysis provided insights into collaborative networks, indicating a mix of well-established research groups and emerging scholars. This study not only maps the current landscape but also guides future research directions in talent management amidst rapid technological advancements.

Bibliometric Analysis on Agronomy Topics

This study employs bibliometric analysis and network visualization techniques to explore the evolution and current trends in agronomy research over the past decade. Through a series of VOSviewer visualizations, we analyze thematic clusters, research trends over time, author collaborations, and potential research opportunities within the field. Our findings indicate a dynamic shift from foundational topics such as soil and nutrient management towards more complex issues like crop-specific adaptations and environmental stress responses. Additionally, the analysis of co-authorship networks reveals robust collaborative patterns among scholars, emphasizing both dense clusters and isolated research activities. The study also identifies emerging research areas, including sustainable pest management and the agronomic impact on food quality, highlighting gaps and opportunities for future research. This comprehensive overview not only charts the scientific landscape of agronomy but also serves as a guide for future scholarly endeavors aimed at enhancing sustainable agricultural practices.

Comparative Evaluation of LLMs in Clinical Oncology.

As artificial intelligence (AI) tools become widely accessible, more patients and medical professionals will turn to them for medical information. Large language models (LLMs), a subset of AI, excel in natural language processing tasks and hold considerable promise for clinical use. Fields such as oncology, in which clinical decisions are highly dependent on a continuous influx of new clinical trial data and evolving guidelines, stand to gain immensely from such advancements. It is therefore of critical importance to benchmark these models and describe their performance characteristics to guide their safe application to clinical oncology. Accordingly, the primary objectives of this work were to conduct comprehensive evaluations of LLMs in the field of oncology and to identify and characterize strategies that medical professionals can use to bolster their confidence in a model's response. This study tested five publicly available LLMs (LLaMA 1, PaLM 2, Claude-v1, generative pretrained transformer 3.5 [GPT-3.5], and GPT-4) on a comprehensive battery of 2044 oncology questions, including topics from medical oncology, surgical oncology, radiation oncology, medical statistics, medical physics, and cancer biology. Model prompts were presented independently of each other, and each prompt was repeated three times to assess output consistency. For each response, models were instructed to provide a self-appraised confidence score (from 1 to 4). Model performance was also evaluated against a novel validation set comprising 50 oncology questions curated to eliminate any risk of overlap with the data used to train the LLMs. There was significant heterogeneity in performance between models (analysis of variance, P<0.001). Relative to a human benchmark (2013 and 2014 examination results), GPT-4 was the only model to perform above the 50th percentile. Overall, model performance varied as a function of subject area across all models, with worse performance observed in clinical oncology subcategories compared with foundational topics (medical statistics, medical physics, and cancer biology). Within the clinical oncology subdomain, worse performance was observed in female-predominant malignancies. A combination of model selection, prompt repetition, and confidence self-appraisal allowed for the identification of high-performing subgroups of questions with observed accuracies of 81.7 and 81.1% in the Claude-v1 and GPT-4 models, respectively. Evaluation of the novel validation question set produced similar trends in model performance while also highlighting improved performance in newer, centrally hosted models (GPT-4 Turbo and Gemini 1.0 Ultra) and local models (Mixtral 8×7B and LLaMA 2). Of the models tested on a standardized set of oncology questions, GPT-4 was observed to have the highest performance. Although this performance is impressive, all LLMs continue to have clinically significant error rates, including examples of overconfidence and consistent inaccuracies. Given the enthusiasm to integrate these new implementations of AI into clinical practice, continued standardized evaluations of the strengths and limitations of these products will be critical to guide both patients and medical professionals. (Funded by the National Institutes of Health Clinical Center for Research and the Intramural Research Program of the National Institutes of Health; Z99 CA999999.).

Exploring the Reform of Piano Course Teaching based on AGIL Model

University music performance majors are strongly encouraged to take a piano fundamentals course as one of their necessary foundational topics. For college music achievement majors, it is very crucial to develop and raise students' piano playing proficiency and expertise. For the analysis and creation of complex systems, the AGIL model serves as a theoretical framework. This model may be used to create a complete methodology for piano instruction that emphasizes the growth of the student's flexibility, goal achievement, skill integration, and pause in action. Learning to play the piano may test these connections in the brain that control movement in students and people with poor motor abilities, and it can even improve coordination. Thus, we suggested the AGIL model for the reform of piano course teaching to further encourage the creative growth of piano instruction for music majors in colleges and universities in a diverse environment. The dataset used was made up of Chinese piano students. The performance measures used to assess suggested efficacy include ideal teaching, student performance, note-reading skill, teamwork ability, and student support rate. The evaluation's results indicate that the AGIL approach has provided 98.5% which seems to be useful for improving students' piano skills.

Analyzing the Evolution of Sustainable Product Development Studies: A Bibliometric Review of Eco-friendly Innovation and Market Adoption

In response to escalating environmental concerns, sustainable product development has emerged as a pivotal strategy across industries. This paper presents a bibliometric review of eco-friendly innovation and market adoption within the realm of sustainable product development. The analysis spans from 1992 to 2024, synthesizing findings from 980 scholarly publications. Key themes, influential contributors, and temporal trends are identified through citation analysis, co-citation analysis, and bibliographic coupling techniques. The results underscore the significant impact of research in this field, with notable contributions addressing bio-composites, green IT, consumer behavior, and corporate sustainability. Visualizations elucidate evolving research clusters, from foundational topics to emerging areas such as circular economy and eco-innovation. Future research directions include eco-friendly materials, green product innovation, circular economy integration, sustainable product design, and supply chain implementation. This study provides valuable insights for academia, industry, and policymakers to advance environmental sustainability and socio-economic development.

Integrative Oncology Leadership Collaborative (IOLC): Making tools (and a new PRO) for whole person cancer care to be routine and regular.

355 Background: Nearly two-thirds (62%) of people with cancer want to know about non-tumor directed therapies such as exercise, nutrition counseling, massage, and meditation before starting conventional treatment, but only 33% of oncologists agree with that timeline, according to a 2022 online survey . In 2021-2022, Samueli Integrative Health Programs (now Healing Works Foundation) funded a two-year integrative oncology leadership collaborative (IOLC) with a goal to further whole person cancer care, also called integrative oncology. The IOLC adapted a new patient reported outcome (PRO), and patient education and workflow resources used in whole person primary care for use in cancer care. The Personal Health Inventory (PHI), a person-focused PRO intake tool to elicit “what matters”, was made oncology-specific and deployed at several centers including a VA Medical Center. The IOLC created or adapted additional resources, resulting in a set of open-source tools for use in mainstream oncology practice. Methods: 13 cancer care organizations met monthly in 90-min virtual format from April-Dec 2021. From Jan-Dec 2022 sessions were held twice monthly over 1-hr. Year One allowed group cohesion in discussion-based review of the current state of whole person cancer care and covered foundational topics to include guideline-based supportive care and group medical visits. IOLC members suggested changes to the primary care PHI along with development of new oncology-specific whole person care resources. In Year Two, IOLC members were encouraged to beta test the PHI and related-resources in their practice settings and a Patient Empowerment and Advocacy Collaborative (PAEC) was developed as part of the group to bring in direct patient experience. The oncology-specific PHI was trialed within the Dayton VA Whole Health Oncology clinic from Oct 2021-June 2023. It proved feasible for use at any stage of the cancer care experience in 25 intake encounters. Results: PHI oncology-specific adaptations included replacing “Healthy Days” with FACT-G7 and the Patient Dignity Question (PDQ). Nineteen “pocket guides” were created and posted free online to support whole person cancer care. The patient voice was expanded through the formation of the PAEC in Year Two, and the group led two joint sessions where advocates provided input on IOLC tools’ development. Conclusions: A group of cancer care professionals and patients, working together in a sponsored community of practice, created no-cost resources, including a new PRO called the PHI, to further whole person integrative cancer care. The PHI demonstrated feasibility in a veteran population with cancer and can be offered at any time in the oncology trajectory, from diagnosis to end of life, surviving to thriving. Next steps are to formally test these tools in various oncology practice settings.

ECHO "Bootcamp": An Innovative Training Model to Onboard Providers in the Care of Gender Diverse Patients.

Purpose: Extension for Community Health Outcomes (ECHO) is a model of continuing medical education meant to connect academic medical center-based specialists with community providers to increase capacity in managing complex health conditions. The purpose of this study was to evaluate the effectiveness of a shortened "bootcamp" ECHO model in increasing participant competence with topics related to transgender and gender diverse (TGD) health care and the impact of "bootcamp" participation on enrollment in an ongoing ECHO series. Methods: An ongoing monthly ECHO series was instituted on topics of TGD health. After 2 years, the team implemented a four-session "bootcamp" for four consecutive weeks during March 2022 to introduce foundational topics for new participants who had joined or were considering joining the ongoing series. Qualitative and quantitative results were collected from self-reported pre-/post-surveys as well as from in-session quizzes. Results: There were 71 participants in the "bootcamp" including health care providers and support staff. Attendees reported a 10.3% increase (p = 0.02) in self-reported comfort providing care to transgender patients. Pre-/post-knowledge improved in areas of health inequities (50% vs. 74% correct pre/post), surgical requirements (33% vs. 74%), and effects of masculinizing (55% vs. 70%) and feminizing (64% vs. 89%) hormone therapy. Prescribing providers reported a significant change across four areas of practice competency. Among 71 "bootcamp" participants, 15 registered for the ongoing program. Conclusion: Use of a "bootcamp" highlights ways to increase participant comfort and knowledge in providing TGD health care in a shortened timeframe and recruit new participants to an ongoing ECHO curriculum.

Curriculum Innovations: Near-Peer Learning in Neurology Residency Training on Cerebrovascular Disease in a Teaching Hospital in China.

Traditional faculty-led training is teacher-centric and requires substantial investments in teaching faculty and resources. Near-peer learning (NPL) is a teaching strategy in which senior residents instruct juniors who are only 1 or 2 years earlier in their training. NPL promotes student engagement and may enhance teaching competency of participants. We implemented an NPL instructional design for a course on cerebrovascular disease for residents in China. Tutors and tutees will be able to (1) demonstrate knowledge of cerebrovascular anatomy, (2) understand cerebrovascular physiology, and (3) use neuroimaging and physiology to evaluate cerebrovascular pathology. From December 2019 to March 2022, NPL was implemented in a neurology residency training program in China. A series of NPL lectures was conducted in addition to traditional faculty-led lectures. The NPL intervention consisted of senior resident tutors who designed and led lectures on foundational topics in cerebrovascular neurology (e.g., anatomy and imaging of cerebral blood vessels, clinical and imaging features of ischemic and hemorrhagic stroke) under the guidance of faculty instructors. Tutees were junior residents in the same program. Precourse/postcourse examinations and feedbacks through online questionnaires were used to evaluate the effectiveness of the NPL intervention on knowledge acquisition and teaching competency. Over 3 academic years, 57 total residents participated, including 18, 18, and 21, respectively. All participated in the NPL intervention, with some attending more than once. Participants could be assigned as tutor or tutee in different years. Eighteen lectures were delivered by 15 tutors. The rest were tutees. Postcourse examination scores improved significantly compared with precourse scores (64.22 ± 12.11 vs 59.80 ± 15.88, p = 0.003), with the most remarkable improvements seen for the first-year residents and first-time participants. One hundred sixty-two postsession feedbacks from participants (both tutors and tutees) and 15 postprogram feedbacks from tutors were collected. Respondents thought highly of NPL, reporting gain in knowledge and teaching opportunities. NPL enabled residents to acquire foundational knowledge of cerebrovascular diseases and provided senior residents with teaching opportunities.

Smart textbooks and LMS-integrated digital tools incentivize student engagement and facilitate learning in an undergraduate immunology course.

Abstract During the COVID-19 pandemic, educators were compelled to quickly pivot their face-to-face courses to a hybrid, online, or asynchronous delivery, and to develop learning management (LMS) course websites to seamlessly delivery course content, assignments, assessments, and other instructional tools. Concurrently, textbook publishers are offering LMS-integrated, comprehensive, digital solutions, including “smart” or adaptive learning electronic textbooks. W.W. Norton &amp; Company publisher has recently released digital resources to complement the 5 thedition of Peter Parham’s The Immune System, including chapter reading assignments which incorporate adaptive quizzing and gamification using the InQuizitive feature. Here, based on student responses in early questions, subsequent questions are personally curated by learning objectives and difficulty level. Instructors may customize the difficulty level and determine a minimum score to be achieved to earn the assigned points which incentivizes students to read the textbook prior to classroom meetings or discussions. Additionally, instructor resources include Case Studies in Immunology, slides and graphics, animations, activities, primary literature suggestions, and an LMS-integrated test maker. Overall, student feedback was overwhelmingly positive, grades were substantially higher compared to previous semesters, and because more students came to class prepared, classroom time was used more efficiently such that all foundational topics outlined by the AAI Education Ad Hoc Committee were delivered. Therefore, LMS-integrated, adaptive learning textbooks are an essential component for a successful undergraduate immunology course.

CONVERGE Training Modules: A free online educational tool for hazards and disaster researchers and practitioners

The National Science Foundation-supported CONVERGE facility was established in 2018 as the first social science-led component of the Natural Hazards Engineering Research Infrastructure (NHERI). Headquartered at the Natural Hazards Center at the University of Colorado Boulder, CONVERGE identifies, trains, connects, and funds researchers across disciplines in the hazards and disaster field. This article provides an overview of one of our most widely used tools, the CONVERGE Training Modules. These free, interactive, online trainings are designed for students, early career professionals, and others who are new to hazards and disaster research and practice. Since July 2019, our team has released 10 modules that cover a range of foundational topics in hazards and disaster research, including Institutional Review Board procedures, conducting emotionally challenging research, cultural competence, collecting and sharing perishable data, social vulnerability, and disaster mental health. In addition, CONVERGE offers advanced trainings in specialized topics such as broader ethical considerations for hazards and disaster researchers, reciprocity, gender-based violence in fieldwork, and public health implications of hazards and disaster research. Between July 2019 and November 2022, 6,311 unique users registered for the modules, and these users logged 7,222 module completions. Of the module completions to date, the largest percentage of users completed only one (46.0%) of the available trainings, although a small group of “superusers”—whom we surveyed for this article—have completed all or almost all of the available modules. When asked why they planned to complete the modules at the time of registration, most users indicated that it was to fulfill a classroom or other educational requirement (51.2%), for personal interest/to learn more (9.0%), or to prepare for or to support research (7.1%) or practice-oriented activities (5.8%). In addition to providing more information regarding module users, this article details the development of the technology and discusses the impact and success of this tool for transferring knowledge and skills to the hazards and disaster research and practice community. We conclude with a discussion of future directions for this research-based educational intervention.

Computer Adaptive Practice for a Foundation Mathematics Course

The Computer Adaptive Practice Quiz (CAP Quiz) is a Moodle plugin that uses an Elo rating system to facilitate mastery of mathematical skills. The CAP Quiz presents students with one question at a time and selects each question to give students an estimated 0.75 chance of getting the question correct. By working through questions until their score reaches a desired threshold, students achieve mastery of the required mathematical skills while being exposed to questions at an appropriate level. The CAP Quiz can be used with STACK questions to assess mathematical skills and has been especially useful for foundational skills such as fraction arithmetic and factorising.&#x0D; Students entering tertiary foundation mathematics courses often arrive with misconceptions or knowledge gaps in foundational topics. I will outline how we have used the CAP Quiz to set up a co-requisite approach to achieving mastery in some identified core skills. I will also discuss the setup process for CAP Quiz, some initial reflection on the success of the co-requisite model, and some future developments and research questions.

Pandemic publishing: A bibliometric review of COVID‐19 research in the crisis and disaster literature

Iconic events have traditionally instigated progression in the fields of crisis and disaster science. In the wake of the COVID-19 pandemic, the pressing question is how this global health emergency impacted the research agendas of our field. We reviewed contributions in ten important crisis and disaster journals in the two and a half years following the COVID-19 outbreak from 1 January 2020 to 30 June 2022. Specifically, we conducted a bibliometric review using thematic mapping analysis to distill the major themes covered by the emerging COVID-19 literature within crisis and disaster science (N = 239 articles). Our results indicate that several well-known topics are applied to the COVID-19 pandemic, such as risk, crisis communication, governance, resilience and vulnerability. The pandemic also gave rise to new topics, such as citizen behavior, state power, and the business and mental health impact of crisis measures. Several studies are already looking ahead by identifying lessons for preparedness and mitigation of future pandemics. By taking stock of the surge of COVID-19 studies while this academic literature is still taking shape, this review sets the stage for future contributions to the crisis and disaster literatures. It provides valuable lessons for what topics are studied and what themes need more attention. The COVID-19 pandemic is destined to become an iconic event for our literature that not only strengthens and deepens existing debates, but also clearly offers the opportunity to draw in new perspectives and broaden the horizon of crisis and disaster science.

Technology life cycle analysis: From the dynamic perspective of patent citation networks

Technology development is a blend of inheritance and innovation that follows certain rules along a technology trajectory. This trajectory charts a technology's evolution and is among the best-supporting data for decision making. Technology life cycle (TLC) analysis, as one of the foundational topics in the field of technology management, is of vital importance for describing the evolutionary path of technology. However, most current methods simply rely on static patent indicators, which neglect the dynamic aspects of a technology's development. To overcome this limitation, we propose a framework of diverse characteristics and novel procedures for identifying the entire span of a technology's life cycle from a series of patent citation networks. After retrieving patent data with a well-defined search strategy, a sequence of patent citation networks is constructed year by year. Network attribute indicators are then calculated for each of the networks and used to inform an evolution model, which reveals the TLC. To illustrate the strengths and potential of this approach, we have taken additive manufacturing technology as an example for analysis. Through the framework, we are able to demonstrate the technology at various stages of its maturity and how it has changed over time, along with some areas of competitive advantage and promising future opportunities.

Assessing the Effect of a Hospice and Palliative Medicine Curriculum on Emergency Medicine Residents' Knowledge.

Background: In the average Emergency Medicine (EM) residency program there is little formal Hospice and Palliative Medicine (HPM) training, despite these skills used frequency in the Emergency Department (ED) setting, from symptomatic management to end of life communications. Objective: This research project aims to determine if a Free Open Access Medical Education based HPM curriculum will improve knowledge and comfort level of end-of-life care in EM residents within the ED. The curriculum consisted of an in-person lecture series along with self-directed learning through online modules covering a variety of foundational topics. Methods: A 10-point Likert-scale pre- and post-intervention self-survey, assessing HPM comfort level and foundation/knowledge base and skills, was administered to the residents. Results: 16/18 residents (89%) responded to the pre-intervention survey and 13/18 residents (72%) answered the post-intervention survey. There was a statistically significant increase of the residents' understanding of the difference between hospice and palliative care (pre-intervention mean of 4.44, post-intervention mean of 7.69, P = .004), as well as their perspective of how often they consult those services for patients they see in the ED (pre-intervention mean of 2.19, post-intervention mean of 3.92, P = .02) and their overall understanding of the foundations of this field (pre-intervention mean of 4.19, post-intervention mean of 7.23, P = .0002). Conclusion: The curriculum increased the EM residents' understanding of the foundations of the HPM field, their fundamental knowledge of the differences between the 2 disciplines, and the frequency of how often they consult these specialties in the ED.

Hospitality and tourism service innovation: A bibliometric review and future research agenda

Adopting a life cycle innovation process model, including innovation creation, diffusion, and evaluation, this research analyzed the knowledge development of service innovation research over the past decade with the goal of integrating the existing research and developing recommendations for future research. A co-citation analysis was conducted of 175 hospitality and tourism management innovation articles and 788 service management innovation articles collected from the ISI Web of Science. The results indicate the two literatures are quite disparate. Innovation performance and measurement were the foundational topics of the HTM research while the SM research focused more heavily on service-dominant logic (SDL) and dynamic capabilities. Regarding key topics which have evolved in the last decade, HTM research focused on collaborative innovation and knowledge sharing; the SM research emphasized open innovation and value co-creation. Bridging the two literatures, a conceptual model is proposed and opportunities for future hospitality service innovation research are proposed.

Addressing the Dynamic Information Technology Landscape: A Course Reflection

The field of Information systems (IS) is dynamic and rapidly changing due to technology innovation and emerging technologies. The changing nature of this field poses a significant challenge for educators trying to stay up to date in their preparation of future technology leaders. Despite this challenge, the IS2020 model curriculum, as well as organizational leaders, are calling on IS educators to find ways to develop and deliver student competencies related to innovation and emerging technologies to meet the needs of the IS workforce. Therefore, the goal of this paper is to present a plan for the teaching and learning of these topics within an IS program. This paper outlines a framework for course delivery based on foundational topics that can be utilized for mastering the technology innovation challenge in the classroom and be adapted in response to the changing nature of the discipline. The course plan focuses on theoretical foundations and connects with practice for exploring the application of concepts so students can be introduced to what is really happening in relation to technology in business and the discipline of IS. The course model was tested in-person and online and can be adapted depending on university schedules and teaching modalities.