Interactive Sessions Research Articles

Pengenalan Marketplace Hingga Robot Line Follower: Inovasi KKN Tematik di Dusun Gunungsari Desa Mlarak Kabupaten Ponorogo

The Thematic Community Service Programme in Gunungsari Subvillage, Mlarak Village, Ponorogo Regency strives to introduce digital technology and robotics to locals. This initiative concentrates on two key areas: introducing marketplaces to local UMKM and educating youth about line follower robots. The program aims to reduce the digital gap, enhance local economic competitiveness, and spark technological interest among young people. The program's execution involves two primary phases. The first phase focuses on familiarizing and training UMKM in marketplace usage, covering account setup, online store operations, and digital marketing tactics. The second phase comprises workshops and demonstrations of line follower robots at local schools, engaging students in basic robot programming and operation. The approach includes interactive sessions, hands-on training, and personalized guidance for participants. The initiative successfully enhanced the marketplace skills of 10 UMKM, with 60% of them beginning to market their products online actively. Concurrently, the line follower robot introduction attracted 60 students, resulting in a 75% increase in their interest in robotics technology, as indicated by post-event surveys. Furthermore, the program fostered collaboration among students, community members, and local government in efforts to advance technology and boost the local economy.

A case study of HyFlex in GIS classes at the University of Illinois

This paper is a case study of two undergraduate geographic information systems (GIS) classes offered in hybrid flexible (HyFlex) mode at the University of Illinois (USA) in the Spring semester of 2022. A specific focus is placed on the relationship between student performance and the percentage of course time spent in in-person vs. online synchronous mode during semiweekly interactive sessions. Multiple regression analysis was performed using final semester course scores as the dependent variable and percentage of online interactive session participation, absenteeism, overall grade point average, and expressed gender as independent variables. The analysis results were consistent with existing research in finding no significant relationship between levels of online interactive session participation and final semester course scores. Although the results in this case study cannot and should not be generalized, the broader objective of this report is to share specific performance results that can inform future research on the effectiveness of HyFlex instruction in GIS.

Effects of a Chatbot-Based Intervention on Stress and Health-Related Parameters in a Stressed Sample: Randomized Controlled Trial.

Stress levels and the prevalence of mental disorders in the general population have been rising in recent years. Chatbot-based interventions represent novel and promising digital approaches to improve health-related parameters. However, there is a lack of research on chatbot-based interventions in the area of mental health. The aim of this study was to investigate the effects of a 3-week chatbot-based intervention guided by the chatbot ELME, specifically with respect to the ability to reduce stress and improve various health-related parameters in a stressed sample. In this multicenter two-armed randomized controlled trial, 118 individuals with medium to high stress levels were randomized to the intervention group (n=59) or the treatment-as-usual control group (n=59). The ELME chatbot guided participants of the intervention group through 3 weeks of training based on the topics stress, mindfulness, and interoception, with practical and psychoeducative elements delivered in two daily interactive intervention sessions via a smartphone (approximately 10-20 minutes each). The primary outcome (perceived stress) and secondary outcomes (mindfulness; interoception or interoceptive sensibility; subjective well-being; and emotion regulation, including the subfacets reappraisal and suppression) were assessed preintervention (T1), post intervention (T2; after 3 weeks), and at follow-up (T3; after 6 weeks). During both conditions, participants also underwent ecological momentary assessments of stress and interoceptive sensibility. There were no significant changes in perceived stress (β03=-.018, SE=.329; P=.96) and momentary stress. Mindfulness and the subfacet reappraisal significantly increased in the intervention group over time, whereas there was no change in the subfacet suppression. Well-being and momentary interoceptive sensibility increased in both groups over time. To gain insight into how the intervention can be improved to achieve its full potential for stress reduction, besides a longer intervention duration, specific sample subgroups should be considered. The chatbot-based intervention seems to have the potential to improve mindfulness and emotion regulation in a stressed sample. Future chatbot-based studies and interventions in health care should be designed based on the latest findings on the efficacy of rule-based and artificial intelligence-based chatbots. German Clinical Trials Register DRKS00027560; https://drks.de/search/en/trial/DRKS00027560. RR2-doi.org/10.3389/fdgth.2023.1046202.

A Systematic Narrative Review of Recent Obesity Interventions with Black Women in the United States.

This study is to comprehensively review recent obesity interventions for Black women in the United States. We searched PubMed and EBSCOhost for articles published between 2013 and 2022 using a comprehensive search strategy. Two reviewers screened titles, abstracts, and full texts. Data from the included articles were extracted.Qualitative themes related to the intervention designs were identified across studies. Fifty-two studies were included in the review. Interventions typically aimed to reduce weight by targeting diet and/or physical activity. Intervention activities were delivered virtually and in-person via several formats including didactic content and interactive sessions. Outcomes were assessed through a variety of research designs. Across papers, we identified six key themes of intervention design: integration of technology, centering community and culture, personalization of content, use of social support, skill-building through intervention activities, and addressing comorbid health conditions. To address the obesity epidemic, future research can build upon key lessons learned from recent interventions tailored to Black women.

Acceptability of community health worker and peer supported interventions for ethnic minorities with type 2 diabetes: a qualitative systematic review.

Ethnic minority groups in high income countries in North America, Europe, and elsewhere are disproportionately affected by T2DM with a higher risk of mortality and morbidity. The use of community health workers and peer supporters offer a way of ensuring the benefits of self-management support observed in the general population are shared by those in minoritized communities. The major databases were searched for existing qualitative evidence of participants' experiences and perspectives of self-management support for type 2 diabetes delivered by community health workers and peer supporters (CHWPs) in ethnically minoritized populations. The data were analysed using Sekhon's Theoretical Framework of Acceptability. The results are described within five domains of the framework of acceptability collapsed from seven for reasons of clarity and concision: Affective attitude described participants' satisfaction with CHWPs delivering the intervention including the open, trusting relationships that developed in contrast to those with clinical providers. In considering Burden and Opportunity Costs, participants reflected on the impact of health, transport, and the responsibilities of work and childcare on their attendance, alongside a lack of resources necessary to maintain healthy diets and active lifestyles. In relation to Cultural Sensitivity participants appreciated the greater understanding of the specific cultural needs and challenges exhibited by CHWPs. The evidence related to Intervention Coherence indicated that participants responded positively to the practical and applied content, the range of teaching materials, and interactive practical sessions. Finally, in examining the impact of Effectiveness and Self-efficacy participants described how they changed a range of health-related behaviours, had more confidence in dealing with their condition and interacting with senior clinicians and benefitted from the social support of fellow participants and CHWPs. Many of the same barriers around attendance and engagement with usual self-management support interventions delivered to general populations were observed, including lack of time and resource. However, the insight of CHWPs, their culturally-sensitive and specific strategies for self-management and their development of trusting relationships presented considerable advantages.

Enhancing comfort of resident physicians treating adults with intellectual and developmental disabilities by facilitating meaningful interactions.

Many physicians feel uncomfortable caring for patients with intellectual and developmental disabilities (IDD). While some residency training programs include lecture content on IDD, few provide structured experiences with individuals with IDD. One strategy for improving comfort is "contact theory:" increasing interactions with "dissimilar" people can lead to decreased negative attitudes toward that population. Evaluate the impact of an interactive session on resident physicians' comfort with adults with IDD. Small groups of resident physicians and artists with IDD collaborated on art projects during the noon conference. A prospective pre-post-intervention survey, including the validated Interaction with Disabled Persons Scale (IDP), evaluated residents' comfort with patients with IDD before and after the session. 53 residents completed both pre- and post-conference surveys. Mean IDP scores decreased from 78.7 (10.9) to 75.8 (9.5; p < 0.01), indicating decreasing discomfort. The mean level of comfort interacting with individuals with IDD increased from uncomfortable 3.6 (1.2), before the intervention, to comfortable 4.4 (1.2) after the intervention (p = <0.01). The mean level of comfort treating individuals with IDD increased from uncomfortable 3.5 (1.1) to comfortable 4.1 (1.3) after the intervention (p < 0.01). Providing resident physicians with real-life connections with people with IDD was associated with increased comfort. If statistically significant improvements occurred after one session, future studies should evaluate if additional experiences with people with IDD could have more substantial, lasting impacts on future doctors' comfort with and willingness to care for patients with IDD.

Development of a neonatal cardiac curriculum for neonatal-perinatal medicine fellowship training.

The topic of neonatal cardiovascular care in neonatal-perinatal medicine (NPM) fellowship training has continued to transform due to increased complexity of patients, development of specialized units, continued Accreditation Council for Graduate Medical Education requirements, and clinical practice variation across centers that care for neonates with congenital heart disease (CHD). We developed a neonatal cardiac curriculum comprised of eight interactive sessions with novel active learning concepts specific to our NPM fellows. A self-assessment survey in comfort in managing infants with CHD and perceived competency in neonatal cardiology topics was performed by all neonatology fellows at baseline and after completion of the curriculum. The American Board of Pediatrics Subspecialty In-training Exam (SITE) scores for fellows were compared to that of the national average. The average comfort score (0-100) of the first-year fellows increased from 33 to 76, and that of the second and third-year fellows increased from 72 to 86, and 75 to 86, respectively. The first-year fellows improved their competency score by 44 points (3 standard deviations), the second-year fellows improved their score by about 26 points (one standard deviation), and there was an overall 9-point increase in the competency score of all fellows (one standard deviation). The average local SITE score was lower than the national average before the initiation of this curriculum, became nearly equal to the national average score at the end of the first year the curriculum was implemented, and has progressively become higher since then. Due to the variable clinical exposure and differing practice models of managing CHD a neonatal cardiac curriculum may be beneficial to NPM trainees.

Effects of a culturally tailored low-glycaemic index dietary educational intervention on reducing cardiometabolic risk among Chinese adults with obesity: a randomized controlled trial.

An assessor-blinded randomized controlled trial was conducted to assess the effect of a culturally tailored low-glycaemic index (GI) dietary educational intervention on body mass index and cardiometabolic risks for Chinese people with obesity in Hong Kong. A total of 166 Chinese adults in Hong Kong with obesity were randomized to the intervention group (n = 83) or the control group (n = 83). The intervention group received the culturally sensitive low-GI dietary educational intervention based on the health belief model, consisting of an educational booklet, one individual interactive educational session, and three follow-up telephone calls. The control group received general advice on a healthy diet, including a pamphlet, one individual education session, and three follow-up telephone calls. Outcome measures included body mass index, cardiometabolic risk factors, dietary intake variables, and sense of satiety. Data collection was conducted at baseline and post-intervention at 12 weeks. A generalized estimating equation model was used to compare the difference in changes in outcome variables between groups. Compared with the control group, the intervention group exhibited a significant reduction in dietary glycaemic load (β = -6.963, P = 0.026) at post-intervention. No significant effects were found on other outcomes. A 12-week culturally tailored and health belief model-based low-GI dietary educational intervention significantly reduced the dietary glycaemic load and showed the feasibility of the low-GI dietary intervention in Chinese adults in Hong Kong with obesity. A longer intervention period and follow-up might be required to achieve improvements in reducing cardiometabolic risk factors in people with obesity. ClinicalTrials.gov: NCT04152213.

Pelatihan Sistem Informasi Manajemen Data pada Sumber Daya Manusia Kesejaterahan Sosial

This activity discusses the importance of training in implementing data management information systems to increase the efficiency and effectiveness of human resource (HR) management in the context of social welfare. Data management information systems provide a structured framework for managing HR data, enabling organizations to make better and faster decisions. However, the successful implementation of this system depends on HR's understanding and skills regarding its use. Therefore, this activity proposes a comprehensive training program for HR that focuses on the use of data management information systems. Effective training methods include practical learning, case simulations, and interactive sessions to ensure in-depth understanding and practical application of the material studied. Through this approach, it is hoped that organizations can improve the performance of their human resources in managing social welfare data, which will ultimately have a positive impact on operational efficiency and effectiveness as well as the resulting social impact.

Preface: 6th International Conference on Art, Design and Cultural Studies (ADCS 2024)

6th International Conference on Art, Design and Cultural Studies (ADCS 2024) was held during April 13-14, 2024 in Wuhan City, China, and this conference was a great success. The conference provides a useful and wide platform both for display the latest research and for exchange of research results and thoughts in Art, Design and Cultural Studies. The success and prosperity of the conference is reflected high level of the papers received. The aim of ADCS 2024 is to provide a platform for educators, sociologists, designers, writers, historians and graduate students from different cultural backgrounds to present and discuss research, developments and innovations in all fields of Art, Design and Cultural Studies. It provides opportunities for the delegates to exchange new ideas and application experiences, to establish business or research relations and to find global partners for future collaboration. We would like to acknowledge all of those who supported 6th ADCS. Each individual in addition, institutional help was very important for the success of this conference. Especially we would like to thank the organizing committee for their valuable advices in the organization and helpful peer review of the papers. It was a fully synchronized online conference that had live Q&amp;A, participants jointly listened to presentations, and attended other live events associated with the conference. Each speech lasted for 30 minutes, including 5 minutes for Q&amp;A. and for other sessions, there was 20 minutes for each presentation, including 5 minutes for Q&amp;A. The interaction session was made the real experience to the participants and they had good exposure with the foreign university students and delegates. We would like to thank all the author submitted papers to the conferences and thank you all the reviewers for their time and effort in reviewing articles. Finally, it is a great honor to thank you all of behind staff who made their constant effort to make sure the conference process can go smoothly and the proceeding team who have dedicated their constant support and countless time to bring these scratches into this volume. Shanhong Zhu, Jiayu Liang Conference Committees

Short-term equine interaction for reducing test anxiety and facilitating coping skill development in college students during examination periods: A preliminary study

Mental health concerns are common among college students and more prevalent during examination periods when stress and anxiety are heightened. While the benefits of equine interaction have been reported, the impact of short-term equine interaction on coping skills valuable for managing test anxiety have yet to be studied. Therefore, the purpose of this preliminary study was to evaluate the impact of short-term equine interaction during the college examination period on development of coping skills and anxiety levels associated with testing, both self-reported and those reflected in physiological measures. Full-time college students engaged in a one-hour equine interaction session held on campus at the onset of final exam week. Participants completed a survey targeting perception of anxiety levels and coping skills. Heart rate and salivary cortisol measurements were collected pre- and post-session. Paired t-tests were performed between pre- and post- session measures and correlations between survey answers and physiological measures determined. Significant reductions were found in all areas of anxiety (Overall Academics P = 0.0003, Final Exam Preparation P = 0.0003, Taking Final Exam P = 0.0003). The reduction in exam-related anxiety was positively correlated to cortisol concentrations (r = 0.69, P = 0.03) with lower concentrations (P = 0.05) and increased heart rate (P = 0.003) post-session. Regarding coping skills, improvements were observed post-session in assertiveness (P = 0.008). Skill development coupled with reduced anxiety supports the potential benefits short-term equine interaction can offer students during the high stress periods, but these findings should be confirmed with more in-depth study.

Edutainment on Display: Enhancing Learning Experiences Through Scientific Dramatizations of Gas Transport

Background: Edutainment describes the confluence of education and entertainment. Also termed dramatization, each participant imitates specific content elements, while the entire group embodies a fundamental concept. It harnesses the engaging nature of theater and enhances learning experiences with gamification. OBJECTIVE: This pilot study aims to use edutainment, in the form of dramatization, to teach cardiovascular topics to young learners and evaluate their engagement in science. HYPOTHESIS: We posit that applying this approach to education will better engage learners of all ages and enhance science learning. Methods: Kids’ Tech University (KTU) is an annual four-day program hosted by Virginia Tech in which children (ages 8-12) participate in interactive sessions about science and technology. During the 2023 event, six groups of four to eight students attended small group discussions to assess understanding of gas transport and learn about the circulatory system. Learners then took part in an activity where they represented red blood cells and traced blood flow through parts of the circulatory system marked by signs in the room (i.e., left atrium, brain). Everyday items—cotton balls and recycled paper—symbolized biological components—oxygen (O2) and carbon dioxide (CO2), respectively. Donning of red and blue party hats symbolized the oxygenation state of blood, enabling visual differentiation and providing more recognizable cues for learning diffcult concepts. The walking speed mirrored blood flow rates across various vessels, resembling arterial (fast) and venous (slow) velocities. Initially, students moved slowly towards the right side of the heart before swiftly transitioning to the lungs for CO2-O2 exchange. Afterward, they moved slowly to the left side of the heart and were propelled to different organs (brain, gallbladder, eyes, etc.) where they facilitated O2-CO2 exchange, and were returned as deoxygenated. The cycle repeated as the students continually discussed the science behind their dramatization. DATA/RESULTS: When studied at the 2023 event, enhanced learning was observed through qualitative assessments, as students were allowed to go through the simulation—first guided and then independently—to reinforce concepts, supplemented by additional discussions. Furthermore, students continued to remain engaged throughout the duration of the activity and expressed positive sentiments about their experience with dramatizations. Additional data will be gathered during another trial of this activity in January at the 2024 KTU to further add to our findings. CONCLUSION: The use of dramatization in teaching the intricacies of the circulatory system to a group of students is effective in cultivating interest and engagement in science learning. Reenacting core concepts using everyday items is an effective teaching tool that should continue to be explored in other settings and areas. This study will continue into 2024 to allow additional data collection. VTCSOM. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Educating the next generation of radiologists: a comparative report of ChatGPT and e-learning resources

Rapid technological advances have transformed medical education, particularly in radiology, which depends on advanced imaging and visual data. Traditional electronic learning (e-learning) platforms have long served as a cornerstone in radiology education, offering rich visual content, interactive sessions, and peer-reviewed materials. They excel in teaching intricate concepts and techniques that necessitate visual aids, such as image interpretation and procedural demonstrations. However, Chat Generative Pre-Trained Transformer (ChatGPT), an artificial intelligence (AI)-powered language model, has made its mark in radiology education. It can generate learning assessments, create lesson plans, act as a round-the-clock virtual tutor, enhance critical thinking, translate materials for broader accessibility, summarize vast amounts of information, and provide real-time feedback for any subject, including radiology. Concerns have arisen regarding ChatGPT's data accuracy, currency, and potential biases, especially in specialized fields such as radiology. However, the quality, accessibility, and currency of e-learning content can also be imperfect. To enhance the educational journey for radiology residents, the integration of ChatGPT with expert-curated e-learning resources is imperative for ensuring accuracy and reliability and addressing ethical concerns. While AI is unlikely to entirely supplant traditional radiology study methods, the synergistic combination of AI with traditional e-learning can create a holistic educational experience.

To study the efficacy of case based learning on prescription practices in post graduate students on geriatric patients attending medical OPD

BackgroundRationalizing drugs and deprescribing potentially inappropriate medicines in elderly patients is a major challenge faced by doctors in today’s era due to the ever-increasing number of diseases, drugs, changing guidelines, and indications. The objective of this study was to study the efficacy of case-based learning on prescription practices in postgraduate students on geriatric patients attending medical outpatient department (OPD). MethodsObservation cross-sectional study done on postgraduate medicine residents working in medicine/geriatric OPD. Prescriptions were analyzed for quality by prescription quality index (PQI) score. The baseline PQI score was generated. An interactive workshop and training session on case-based learning on appropriate prescribing for the elderly was conducted. The prescribing habits and PQI scores were reassessed and compared to assess the change in PQI scores along with satisfaction levels and faculty feedback. ResultsA total of 60 prescriptions from 24 medicine residents were initially assessed for baseline PQI. A total of 41 residents participated in the workshop. Sixty fresh prescriptions were reassessed after one month of the workshop. The mean baseline PQI was 27.15 (±3.70) which increased to 31.81 (±3.60) [p < 0.001. The majority of the faculty (10/12) felt improvement in prescribing practices. Two third of residents (28/41) had a very good and excellent level of satisfaction with the case-based learning. ConclusionCase-based learning is an effective tool for enhancing the prescribing skills of postgraduates, especially in geriatric patients. There was a significant improvement in PQI score after the case-based learning workshop in the prescriptions of the postgraduate students with a p-value of < 0.001.

Relationship between Effectiveness of Flipped Classroom, Blended Learning and Task-oriented Teaching Methods on Academic Achievement among Vocational College Students in an OBE IT system environment

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

Near-peer interactive sessions: a paradigm shift in medical physiology teaching in India.

Near-peer interactive sessions: a paradigm shift in medical physiology teaching in India.

Patient research partner engagement in OMERACT: Enhancing engagement through the implementation of patient engagement in research tools

ObjectivesThis paper describes the evolution and impact of Patient Research Partners (PRPs) in shaping research within OMERACT and provides a framework to enhance their engagement. This session explored one component of a validated framework to evaluate meaningful patient engagement. It provides insights, identifies opportunities for improvement, and recommends using the Patient Engagement in Research (PEIR) Framework, PEIR Plan Guide (workbook), and PEIRS-22 (scale) to guide and measure PRPs' engagement. MethodsBefore the conference, the team held planning sessions and selected the Feel-Valued component of the PEIR Workbook for exploration. During OMERACT 2023, we discussed this topic using the PEIR Plan Guide in an interactive plenary session. ResultsThe plenary session produced 72 items from 14 breakout tables addressing PEIR Framework themes. ConclusionsThis paper highlights the role and evolution of PRPs in shaping research within OMERACT. It emphasizes enhancing and accurately measuring PRP engagement through the PEIR Framework, PEIR Plan Guide, and PEIRS-22. The insights and methodologies presented aim to fortify future PRP engagement, ensuring it aligns with OMERACT's principles of patient-centred research.

“Just a pocket knife, not a machete”: Large language models in TEFL teacher education &amp; digital text sovereignty

This paper approaches AI in TEFL teacher education from a perspective of digital text sovereignty (digitale Textsouveränität). Digital sovereignty (digitale Souveränität) is a concept that goes beyond media literacy and data literacy as a set of skills, to include personal competences in a more Humboldtian vision of education. Digital text sovereignty focusses on all those aspects of digital sovereignty that apply to the reception and production of texts, from the ability to produce and consume digital texts to the development of a critically-reflexive attitude to these texts (Frederking, 2022; Frederking &amp; Krommer, 2022), making it especially useful in contexts of TEFL teacher education. This paper is based on an empirical study conducted within the EFL teacher education department of a German metropolitan university during the 2023 summer term. It analyses 21 student essays written after an interactive 90-minute training session on ChatGPT conducted in three intact TEFL teacher education seminars. Qualitative content analysis is used to identify domains of digital text sovereignty discussed in these essays, and to identify key themes related to four aspects of digital text sovereignty: Mediality, Source Code, Intentionality, and Veracity. The findings might be of interest for researchers and teachers educators interested in (a) modelling digital text sovereignty as it applies to AI, and (b) developing teacher education material and programs that target digital text sovereignty in an AI context, or that aim to support (future) teachers in developing an AI-informed pedagogy.

SAGES White Paper on the importance of diversity in surgical leadership: creating the fundamentals of leadership development (FLD) curriculum.

The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has long recognized and championed increasing diversity within the surgical workplace. SAGES initiated the Fundamentals of Leadership Development (FLD) Curriculum to address these needs and to provide surgeon leaders with the necessary tools and skills to promote diversity, equity, and inclusion (DEI) in surgical practice. In 2019, the American College of Surgeons issued a request for anti-racism initiatives which lead to the partnering of the two societies. The primary goal of FLD was to create the first surgeon-focused leadership curriculum dedicated to DEI. The rationale/development of this curriculum and its evaluation/feedback methods are detailed in this White Paper. The FLD curriculum was developed by a multidisciplinary task force that included surgeons, education experts, and diversity consultants. The curriculum development followed the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional design model and utilized a problem-based learning approach. Competencies were identified, and specific learning objectives and assessments were developed. The implementation of the curriculum was designed to be completed in short intervals (virtual and in-person). Post-course surveys used the Kirkpatrick's model to evaluate the curriculum and provide valuable feedback. The curriculum consisted of interactive online modules, an online discussion forum, and small group interactive sessions focused in three key areas: (1) increasing pipeline of underrepresented individuals in surgical leadership, (2) healthcare equity, and (3) conflict negotiation. By focusing on positive action items and utilizing a problem-solving approach, the curriculum aimed to provide a framework for surgical leaders to make meaningful changes in their institutions and organizations. The FLD curriculum is a novel leadership curriculum that provided surgeon leaders with the knowledge and tools to improve diversity in three areas: pipeline improvement, healthcare equity, and conflict negotiation. Future directions include using pilot course feedback to enhance curricular effectiveness and delivery.

Microwave Heartprint: A novel non-contact human identification technology based on cardiac micro-motion detection using ultra wideband bio-radar

The existing one-time identity authentication technology cannot continuously guarantee the legitimacy of user identity during the whole human-computer interaction session, and often requires active cooperation of users, which seriously limits the availability. This study proposes a new non-contact identity recognition technology based on cardiac micro-motion detection using ultra wideband (UWB) bio-radar. After the multi-point micro-motion echoes in the range dimension of the human heart surface area were continuously detected by ultra wideband bio-radar, the two-dimensional principal component analysis (2D-PCA) was exploited to extract the compressed features of the two-dimensional image matrix, namely the distance channel-heart beat sampling point (DC-HBP) matrix, in each accurate segmented heart beat cycle for identity recognition. In the practical measurement experiment, based on the proposed multi-range-bin & 2D-PCA feature scheme along with two conventional reference feature schemes, three typical classifiers were selected as representatives to conduct the heart beat identification under two states of normal breathing and breath holding. The results showed that the multi-range-bin & 2D-PCA feature scheme proposed in this paper showed the best recognition effect. Compared with the optimal range-bin & overall heart beat feature scheme, our proposed scheme held an overall average recognition accuracy of 6.16% higher (normal respiration: 6.84%; breath holding: 5.48%). Compared with the multi-distance unit & whole heart beat feature scheme, the overall average accuracy increase was 27.42% (normal respiration: 28.63%; breath holding: 26.21%) for our proposed scheme. This study is expected to provide a new method of undisturbed, all-weather, non-contact and continuous identification for authentication.