Future Experiences Research Articles

People experience similar intrusions about past and future autobiographical negative experiences

People experience similar intrusions about past and future autobiographical negative experiences

Fossil Fuel Layoff: Capturing Decarbonization Impacts on Workers Through a Refinery Closure

We surveyed and interviewed oil refinery workers who lost their jobs when a refinery in California shutdown in October 2020 to document post-layoff employment outcomes. Workers experienced post-layoff median hourly wage losses of 24 percent, a 26 percent unemployment rate, and reported frustrating job search experiences marked by a difficulty to convey skills to new employers. Our study harbingers future transition experiences of fossil workers and identifies social insurance responses that could inhere within climate change policies to shield workers from economic risk. Workers identified a need for third-party certification of their skills, benefits negotiators, and wage supports.

NAKHE Leadership Mentor Program: An Opportunity for Inter-Institutional Exchange in Kinesiology

ABSTRACT College leadership in the 21st century is incredibly difficult, and leadership in Kinesiology can be rather complex in some departments. Mentoring is an important part of success in any leadership role, and individuals who receive mentoring typically outperform those who do not receive it. The National Association of Kinesiology in Higher Education (NAKHE) has an innovative and impactful initiative in place that focuses on mentoring for success in academic leadership: the Leadership Mentor Program. The Leadership Mentor Program is designed to build inter-institutional mentoring and networking between university Kinesiology departments and to increase aspiring administrator’s understanding of the job requirements of a Kinesiology administrator. Given the challenging environment in higher education today and the need to continue to examine exemplary models of leadership mentoring, the purpose of this paper is to: (a) outline contemporary challenges in academic leadership in general and Kinesiology specifically; (b) discuss some of the types and benefits of mentoring, with a focus on inter-institutional mentoring, (c) describe our experiences with the NAKHE Leadership Mentor Program from the perspective of the mentor and mentee; and (d) recommend possible future experiences for this program so as to guide individuals who are interested in pursuing this opportunity.

Making surgical education intuitive: A surgical robotics primer for pre-clinical medical students

BackgroundAs robotic surgeries increase nationwide, residency programs are implementing commensurate curriculum. Medical student exposure and comfort with these surgeries, however, is lagging. This program sought to improve student interest and confidence through additional robotic exposure. MethodsA two-part educational program was implemented at an academic institution. Part-one included a surgeon-led lecture and part-two a hands-on robotics primer where students were exposed to 3-D anatomy and instrumentation via robotic console. Data was collected via RedCap and analyzed for significance (p ​< ​0.05). ResultsThirty-two students participated in part one, ten of which were selected for part two. The majority (82 ​%) reported being interested or very interested in pursuing additional robotic experiences and 40 ​% reported improved confidence in actively assisting in a robotics case (p ​< ​0.005). ConclusionConducting robotic exposure events improves medical students' confidence and interest in seeking future robotic surgery experiences. As robotic surgery expands, medical students have shown to benefit from earlier exposure.

Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments

This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students identified the potential of AI in supporting teachers and noted that AI educational agents fall short when compared to emotionally and intellectually complex humans. Overall, we argue that even without technical expertise, middle schoolers can articulate deep, multifaceted understandings of the possibilities and pitfalls of AI in education. Centering student voices in AI design can also provide learners with much-desired agency over their future learning experiences.

Personality changes during adolescence predict young adult psychosis proneness and mediate gene-environment interplays of schizophrenia risk.

Psychotic symptoms in adolescence are associated with social adversity and genetic risk for schizophrenia. This gene-environment interplay may be mediated by personality, which also develops during adolescence. We hypothesized that (i) personality development predicts later Psychosis Proneness Signs (PPS), and (ii) personality traits mediate the association between genetic risk for schizophrenia, social adversities, and psychosis. A total of 784 individuals were selected within the IMAGEN cohort (Discovery Sample-DS: 526; Validation Sample-VS: 258); personality was assessed at baseline (13-15 years), follow-up-1 (FU1, 16-17 years), and FU2 (18-20 years). Latent growth curve models served to compute coefficients of individual change across 14 personality variables. A support vector machine algorithm employed these coefficients to predict PPS at FU3 (21-24 years). We computed mediation analyses, including personality-based predictions and self-reported bullying victimization as serial mediators along the pathway between polygenic risk score (PRS) for schizophrenia and FU3 PPS. We replicated the main findings also on 1132 adolescents recruited within the TRAILS cohort. Growth scores in neuroticism and openness predicted PPS with 65.6% balanced accuracy in the DS, and 69.5% in the VS Mediations revealed a significant positive direct effect of PRS on PPS (confidence interval [CI] 0.01-0.15), and an indirect effect, serially mediated by personality-based predictions and victimization (CI 0.006-0.01), replicated in the TRAILS cohort (CI 0.0004-0.004). Adolescent personality changes may predate future experiences associated with psychosis susceptibility. PPS personality-based predictions mediate the relationship between PRS and victimization toward adult PPS, suggesting that gene-environment correlations proposed for psychosis are partly mediated by personality.

‘The Little Things’: The Temporality of Young People’s Strategies for Existential, Grounded, and Expansive Wellbeing in Rural Australia

AbstractThis paper is based on research in rural southeast Australia with young people from recent migrant and refugee backgrounds. While existing research on the wellbeing of this group often emphasises successful settlement through education, employment, and belonging as pathways to future wellbeing, this paper asks what we can learn from young people’s own experiences and understandings of wellbeing. Guided by the words, images, and reflections of young people involved in this research, the paper explores everyday wellbeing as an existential, relational, and situated happening that takes both time and place. Young people in the study highlighted the importance of finding beauty, joy, and connection in ‘the little things’ of daily life to bring a sense of meaning into monotonous temporal rhythms and weekly routines structured by work and study. Drawing from Todres and Galvin’s ‘dwelling-mobility’ wellbeing framework, this paper conceptualises young people’s ability to be well as intricately intertwined with their ability to experience their lives over time as grounded and secure, while also having a sense of greater meaning and possibility. Ultimately, the paper illustrates how young people understand their ability to be well as temporally complex, informed by ongoing, non-linear interactions between past, present, and future experiences as they look forward and back over their lives, seeking to transform the passage of time from meaningless to meaningful.

Natural language processing reveals differences in mental time travel at higher levels of self-efficacy

The (re-)construction of past and future personal experiences, termed mental time travel (MTT), is highly adaptive and contributes to self-related beliefs and attitudes. Mounting evidence suggests that self-efficacy (SE), the belief that one can overcome obstacles on their own account, is functionally related to MTT. In the present study, we used novel methods for the analysis of MTT narratives based on natural language processing (NLP) to investigate the relation between SE and MTT. We demonstrated that self-efficacious participants remembered and imagined experiences which were semantically less similar and contained a wider variety of contents. Additionally, increased SE was related to a positive reappraisal of personal episodes and reports of a more active role within mental scenarios. In conclusion, NLP appears to be a valuable method to quantify changes to the (re-)construction of personal experience that might support cognitive and emotional functioning.

Exploring the "led" in health professional student-led experiences: a scoping review.

To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.

Undergraduate musculoskeletal ultrasound training based on current national guidelines—a prospective controlled study on transferability

IntroductionMusculoskeletal ultrasound (MSUS) is integral to routine clinical diagnostics for musculoskeletal and joint disorders. This study aims to establish and validate a sonography course tailored to undergraduate medical students acquiring MSUS-specific skills at a German university.MethodsA blended learning training concept, comprising 24 instruction sessions of 45 min each, was designed based on the current national guidelines of the German Society for Ultrasound in Medicine (DEGUM). This program was integrated into the clinical phase of the undergraduate students’ medical education. The self-perceived improvement in competency and the effectiveness of the course design were evaluated using a a 7-point Likert scale questionnaire. Objective learning success was evaluated via a written test and a “Direct Observation of Practical Skills” practical exam. Control groups included medical students without MSUS training (control group 1) and doctors who had completed DEGUM-certified basic MSUS courses (control group 2). Both control groups completed the written test, while control group 2 also took the practical final exam. The study involved 146 participants: 56 were allocated to the study group, 44 to control group 1, and 46 to control group 2.ResultsThe study group rated their skills significantly higher after the course (p < 0.01). Participants expressed high satisfaction with the course design, the teaching materials, and the teachers. The study group's performance on the final written test was comparable to those of control group 2 (p = 0.06) and significantly superior to control group 1 (p < 0.001). Additionally, the study group’s performance on the practical final exam was not significantly different from control group 2 (p = 0.28), with both groups achieving scores exceeding 80%.ConclusionBoth subjective and objective measures of learning suggest that an MSUS course designed for postgraduates can be effectively adapted for undergraduate medical students. Incorporating MSUS training into the clinical curriculum is recommended to enhance future medical professionals' educational experience and practical skills.

The impact of Covid-19 on recovery after sexual violence and abuse: Voices of help-seeking survivors and those individuals working within specialist support services in England

We examined the impact of Covid-19 on service delivery within specialist sexual violence services and the healing journeys of survivors of sexual violence and abuse through the experiences of 22 professionals and 221 service users in England. The pandemic posed challenges across all sectors and economies across the globe, but practices and innovations that emerged at that time could enhance future services and user experiences. Thematic analysis was used to identify key themes within the data. Overall, the negative impacts of Covid-19 outweighed the positive changes: survivors reported increased feelings of depression, anxiety, and worry, exacerbated by isolation and lost connections with friends and family, and access to strategies for managing their mental health. Difficulties/delays in accessing support, service provision, and disruptions to rapport, trust, and safety were widespread in participants’ reports. Conversely, for some, requirements to remain at home provided safety from the world, and space for healing, and even prompted survivors of non-recent abuse to seek help. Remote service delivery was beneficial where clients could be ‘at a distance’ in discussing sensitive issues. Together with insights from professionals about their own isolation, blurred boundaries, and concerns regarding client confidentiality and engagement, this research highlights an agile sector responding to an unprecedented situation. Moving forward, survivors’ preferences for flexible/remote support must be integrated into everyday delivery.

“Throw Dat Hat!”: Educational Experiences, Attainment, and Aspirations of Adolescent Female Trafficking Survivors in a Residential Facility

This study addresses the gap in research on the educational experiences of adolescent human trafficking survivors, with a focus on their past, present, and future educational experiences and goals. Its objective is to inform the best practices for educational programming within female adolescent residential care centers in the United States. Drawing on a subset of data from a broader mixed-methods case study conducted at the Allasso House residential facility, this research involved 11 current residents. The data sources included case files detailing their past educational experiences, assessments of their current educational achievements, and interviews exploring their future aspirations. The findings reveal key themes related to the residents past risk factors, current educational successes and barriers, and tensions in setting future goals. Most of the residents expressed a desire to attain high school equivalency, identifying financial stability as a primary motivation. They also aspired to form healthy families, while placing significant value on material success. Unlike studies that define success primarily through survival, sobriety, and the avoidance of re-trafficking, this research highlights the broader aspirations of these adolescents, emphasizing the critical role of education in general wellbeing, risk mitigation, and future success. This study underscores the importance of prioritizing educational attainment and long-term aspirations in future research and in the design of residential programs for adolescent survivors of trafficking.

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

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

Emotional future simulations: neural and cognitive perspectives.

LeDoux's work on the emotional brain has had broad impact in neuroscience and psychology. Here, we discuss an aspect of the emotional brain that we have examined in our laboratory during the past two decades: emotional future simulations or constructed mental representations of positive and negative future experiences. Specifically, we consider research concerning (i) neural correlates of emotional future simulations, (ii) how emotional future simulations impact subsequent cognition and memory, (iii) the role of emotional future simulations in worry and anxiety, and (iv) individual differences in emotional future simulation related to narcissistic grandiosity. The intersection of emotion and future simulation is closely linked to some of LeDoux's primary scientific concerns.

Development of nursing students' professional identity in different mentoring approaches during clinical training: A quasi-experimental study

BackgroundThe professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies. AimThe aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI. DesignThis study used a quasi-experimental design. SettingsThe study was conducted at the Department of Health Studies in Croatia. ParticipantsThe 119 first, second, and third year ungraduate nursing students. MethodsStudents were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises. ResultsBoth groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions. ConclusionsDuring the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.

Artificial intelligence as a means of developing creativity in future technology teachers.

The article considers and analyzes the possibilities of using artificial intelligence (CatGPT, AI) in the training of future specialists, namely for the development of creativity in future technology teachers. The key aspects that should be taken into account and used for the development of creativity are identified, and possible disadvantages of this innovative technology are noted. The rapid development of artificial intelligence has burst into almost all spheres of life, we focused on the use of some AI tools in the training of future technology teachers and the development of their creativity. We analyzed several approaches to using CatGPT to facilitate the organization of classes. Such as: idea generation, scenario building, storytelling and role-playing, problem-solving exercises, creative writing and documentation, interactive learning modules, individual learning paths, innovative challenges that help future teachers gain practical experience and adapt faster to the modern requirements of pedagogical practice. In the article, we offer several working tools from our own "piggy bank" and the principles of their use. The article highlights the current state of AI use in the educational environment and provides recommendations for practicing teachers on the effective use of artificial intelligence technologies. We are convinced that the use of artificial intelligence in the development of creativity of future technology teachers has an important impact on the personal development of creative potential. By using artificial intelligence, we can ensure the active participation of students in the learning process. AI tools stimulate curiosity, promote active research, experimentation, and problem solving. However, along with the great opportunities for using artificial intelligence, there are also threats such as the loss of the human factor, the dissemination of personal data, and financial losses. Therefore, for a good result in the development of creativity of future technology teachers, it is necessary to take into account all the advantages and disadvantages of using AI using strategies balanced between opportunities and challenges.

THE IMPACT OF AUGMENTED REALITY (AR) ON CUSTOMER EXPERIENCE MANAGEMENT

This study explores the impact of Augmented Reality (AR) technology on customer engagement, the influence of cultural factors on AR adoption, and the long-term effects of AR on customer loyalty and brand advocacy. Through a comprehensive analysis of survey data, three key hypotheses were tested. First, the effectiveness of AR on customer engagement was evaluated, revealing that AR significantly enhances customer interaction and engagement with brands across diverse industries. Second, the study investigated the role of cultural factors in moderating AR adoption. The findings indicate that cultural influences significantly shape customer perception and comfort levels with AR, especially when experiences are tailored to specific cultural contexts. Lastly, the long-term impact of AR on customer loyalty was assessed, showing that AR experiences positively influence brand loyalty and the likelihood of customers recommending brands to others. The results from this research support the integration of AR technology as a strategic tool for enhancing customer engagement and loyalty, particularly when cultural considerations are incorporated into AR experiences. The implications of these findings suggest that businesses adopting AR can benefit from increased customer satisfaction, deeper engagement, and stronger brand advocacy, positioning AR as a critical component in future marketing and customer experience strategies.

The Skill of Analysis and Synthesis for Teaching Research Competence: A Study in Higher Education

The ability to analyze and synthesize is a crucial cognitive skill in teachers' initial research training. This competence involves various mental actions for processing both theoretical and empirical information. It enables students to accurately present and understand their investigative experiences, fostering new knowledge from their interpretations. This research aims to evaluate student and teacher assessments during the research training regarding analysis and synthesis skill development. A mixed-method approach was used, with a qualitative focus through case studies. Results indicate that students engaged effectively in analysis and synthesis activities during training, demonstrating skill achievement. This success is linked to a supportive learning environment with participatory teaching methods and positive interactions among educators. Challenges encountered were addressed effectively, providing valuable insights for enhancing future training experiences in developing analytical and synthesis skills in teaching and research contexts.

Mediating role of alexithymia in relationship between cyberbullying and psychotic experiences in adolescents

BackgroundToday, addressing issues related to the use of virtual space is of paramount importance due to its significant impact on mental well-being. This is especially crucial when the research community consists of teenagers who are cyber bullies or their victims who have higher vulnerability. The aim of the present study was to investigate the mediating role of alexithymia in the relationship between cyberbullying and psychotic experiences in adolescents.MethodsThe research method employed in this study was correlational, and the study population consisted of all male and female middle school students in Tehran during the 2022–2023 academic years. As for data collection, the Cyber-Bullying/Victimization Experiences questionnaire, Community Assessment of Psychic Experiences, and the Toronto Alexithymia scale were applied. A total of 602 samples were gathered by using multi-stage cluster sampling from Tehran in Iran. Four selection of the sample, the regions in Tehran were selected randomly according to the geographical directions of them and then some schools and classes were chosen randomly. Sample was included in the analysis after data entry into SPSS software and subsequent structural equation modeling using AMOS software.ResultsAccording to the findings, cyberbullying (β = 0.11,p < 0.05) and cyber victimization(β = 0.41, p < 0.001) were significant predictors of psychotic experiences. Alexithymia partially mediated the relationship between cyberbullying and psychotic experiences with the mediation effect of 0.28 and cyber victimization and psychotic experiences with the mediation effect of 0.18.ConclusionsThese findings underscore the importance of identifying cyber victims or cyberbullies in order to prevent alexithymia and psychotic experiences in future, in order to prevent more serious problems and becoming psychotic.Trial registrationThe goals and conditions of this research were investigated and approved by the Ethics Committee of Alzahra University in Tehran (code: ALZAHRA.REC.1402.055) on 13th September 2023.

Diving into research without wading through content: A skills-based cell biology course emphasizing the unknown.

In a typical undergraduate biology curriculum, students do not dive into research until they first wade through large amounts of content. Biology courses in the first few years of the college curriculum tend to be lecture-based and exam-based courses. As a result, science students are mainly exposed to content knowledge-not the skills scientists practice daily. While students may practice manual techniques in lab sections of lecture courses, the higher-level analytical research skills are reserved for the final semesters of college. To address this issue, we created an undergraduate cell biology course centered around practicing research skills, and fully accessible to students with no prerequisite content knowledge. In our course, students read primary literature (no textbooks) and were assessed by writing 12 analytical response papers and a full research proposal (no exams). Each student chose a topic for their semester-long project, conducted a literature review, and proposed future experiments-all in a stepwise fashion with plentiful feedback. The students' thorough comprehension of the primary literature, along with successful completion of the research proposals, shows that the course achieved its goals of building these skills-even in the nonbiology majors taking this pilot course. Pre- and post-survey results demonstrate that students gained feelings of confidence and preparedness for future research experiences. We envision a future model in which such a skills-based course replaces a more traditional cell biology course, giving students the opportunity to practice high-level analytical research skills from very early on in the undergraduate biology curriculum.