Foundational Knowledge Research Articles

Fostering Entrepreneurial Creativity in Secondary School Students: Integrating Foundational Community Knowledge into Design and Technology Education

Fostering Entrepreneurial Creativity in Secondary School Students: Integrating Foundational Community Knowledge into Design and Technology Education

An interpretative phenomenological study about maternal perceptions of cesarean birth.

To explore the perceptions of Jordanian primipara and para 1 women regarding Cesarean section delivery and provide insights for clinical practice, policy development, and future research to optimize maternity care practices and outcomes in Jordan and similar contexts. Global Cesarean section (CS) rates have risen steadily over recent decades. Jordan has witnessed a significant increase in CS rates. This trend has sparked interest in understanding the underlying factors behind this phenomenon and the perceptions surrounding CS delivery. Understanding these factors is essential for informing healthcare practices and promoting optimal maternal and neonatal health outcomes. Forty-one primipara and para 1 women were interviewed within seven focus groups. The analysis was conducted using interpretative phenomenological analysis with the assistance of the NVivo 12 software program. Three main themes were identified: The Foundation of Women's Knowledge and Cognitive Structures; The Influential Parties in Shaping Women's Perceptions; and Transforming Perception into Action. To offer empathetic, comprehensive, and patient-centered care, healthcare professionals should discuss delivery options with pregnant mothers and factor in maternal preferences and perceptions. This study underscores the importance of supportive dialogue and informed decision-making in maternity care, advocating for a more individualized approach to childbirth.

Transfer STEM Immersion: Creating a Summer Orientation Program for Incoming 2- to 4-Year STEM Transfer Students

ABSTRACT STEM transfer students undergo an institution-specific adjustment and navigate field-specific ambiguities that accompany STEM higher education. Summer orientation programs aimed at preparing and socializing undergraduate STEM students often focus on providing high school students with foundational academic knowledge rather than providing transfer students, who have already acquired academic capital, with support in acclimating to a new environment. In this brief, we describe the creation of Transfer STEM Immersion (TSI), a summer orientation program for 2- to 4-year STEM transfer students and present evaluation research data documenting its impact. Using Transfer Student Capital as a guiding framework, we describe the strategic development and implementation of TSI, including program design, participant recruitment, and content considerations. We conclude with recommendations for campus leaders who seek to create similar programming that centers incoming transfer students, considers the field-specific complexities of STEM, and facilitates a more transparent and equitable transfer process.

Education and Training Assessment and Artificial Intelligence. A Pragmatic Guide for Educators

The emergence of ChatGPT and similar new Generative AI tools has created concern about the validity of many current assessment methods in higher education, since learners might use these tools to complete those assessments. Here we review the current evidence on this issue and show that for assessments like essays and multiple-choice exams, these concerns are legitimate: ChatGPT can complete them to a very high standard, quickly and cheaply. We consider how to assess learning in alternative ways, and the importance of retaining assessments of foundational core knowledge. This evidence is considered from the perspective of current professional regulations covering the professional registration of Biomedical Scientists and their Health and Care Professions Council (HCPC) approved education providers, although it should be broadly relevant across higher education.

Combining referenced publication year spectroscopy and topic clustering to identify key knowledge foundations in scientometrics: an analysis of recipients of the Price Award

Combining referenced publication year spectroscopy and topic clustering to identify key knowledge foundations in scientometrics: an analysis of recipients of the Price Award

Assessing the Implementation of Senior High School Mathematics Curriculum: Teachers’ and Students’ Perceptions in Calbayog City Division, Philippines

The implementation of the Senior High School (SHS) Mathematics curriculum in the Philippines has introduced new challenges for both teachers and students, particularly in adapting to the demands of the K to 12 education reform. This study assessed the seriousness of issues encountered in implementing the SHS Mathematics curriculum based on the perceptions of SHS mathematics teachers and students in the Department of Education at Calbayog City Division, Samar, Philippines. Using a descriptive survey design, the study involved 31 mathematics teachers, identified through total enumeration sampling, and 320 SHS students, selected via simple random sampling. A 4-point Likert-type scale survey questionnaire was used to examine the implementation issues of the SHS Mathematics curriculum. The results revealed that mathematics teachers perceived curriculum-related, teacher-related, and student-related issues as moderately serious, highlighting significant challenges such as gaps in foundational knowledge, insufficient preparedness, and difficulty adapting to the increased academic demands of the SHS program. In contrast, SHS students rated curriculum and teacher-related issues as moderately serious but viewed student-related issues as less serious. These results emphasize the need for professional development programs that equip teachers with student-centered pedagogical strategies to address diverse learning needs. To enhance teaching effectiveness and improve student outcomes, it is recommended that SHS mathematics teachers receive sufficient support, including access to relevant training and resources.

Technology Focus: Drilling Automation and Innovation (February 2025)

Everywhere you look these days, there is talk of how advances in big data, artificial intelligence (AI), and machine learning (ML) will revolutionize virtually every aspect of our lives. The thought of letting computer algorithms pore over mounds of data collected every day and spit out solutions to our biggest problems is certainly appealing. This month, we will look at how researchers in the drilling domain are using this potential to improve well construction. I would be remiss if I did not caution the reader to maintain some healthy perspective when looking at how other areas have been changed and assuming that a direct analog exists for drilling. Consider this: It is estimated that there are fewer than 100,000 wells drilled each year, meaning that more data is generated by traffic in a small city in a day than is produced by the entire global drilling industry each year. Suffice it to say, while AI and ML are powerful tools that will certainly effect change, one should not expect off-the-shelf solutions to simply be plug-and-play for revolutionizing drilling. Instead, it will be careful application of these tools combined with a strong grounding in the fundamental physics and engineering of the domain that will lead to meaningful progress. I urge readers to keep this in mind as they peruse the selection of papers for this month. Each takes a different approach to how problems are solved with data and algorithms, but they all share a common thread: There must be a solid foundation in domain knowledge to build a successful solution. Much like a sledgehammer, AI and ML are powerful tools, but they are not the right tool for every job. The key is knowing exactly when and how to use them in conjunction with everything else in the toolbox to achieve the maximum benefit. Recommended additional reading at OnePetro: www.onepetro.org. IPTC 24078 - Real-Time Detection of Stuck Pipe Using Hybrid AI/Physical-Prediction Models by Mohammed A. Malki, Saudi Aramco, et al. SPE 217953 - Drillstring Failures: Inevitable or Not? by G. Plessis, NOV, et al. SPE 220690 - Automating Drilling Practices To Compensate for Interactions Between Tool Joints and the Rotating Head by David Forrest, Precision Drilling, et al.

Separation of life stages within anaerobic fungi (Neocallimastigomycota) highlights differences in global transcription and metabolism.

Anaerobic gut fungi of the phylum Neocallimastigomycota are microbes proficient in valorizing low-cost but difficult-to-breakdown lignocellulosic plant biomass. Characterization of different fungal life stages and how they contribute to biomass breakdown are critical for biotechnological applications, yet we lack foundational knowledge about the transcriptional, metabolic, and enzyme secretion behavior of different life stages of anaerobic gut fungi: zoospores, germlings, immature thalli, and mature zoosporangia. A Miracloth-based technique was developed to enrich cell pellets with zoospores - the free-swimming, flagellated, young life stage of anaerobic gut fungi. By contrast, fungal mats contained relatively more vegetative, encysted, mature sporangia that form films. Global gene expression profiles were compared from two sample types (zoospore-enriched cell pellets vs. mature mats) harvested from the anaerobic gut fungal strain Neocallimastix californiae G1. Despite cultures being grown on glucose, the fungal zoospore-enriched samples were transcriptionally primed to encounter plant matter substrate, as evidenced by upregulation of catabolic carbohydrate-active enzymes and putative carbohydrate transporters. Furthermore, we report significant differential gene expression for gene annotation groups, including putative secondary metabolites and transcription factors. Understanding global gene expression differences between the fungal zoospore-enriched cells and mature fungi aid in characterizing fungal development, unmasking gene function, and guiding cultivation conditions and engineering targets to promote enzyme secretion.

Sox17 and Erg synergistically activate endothelial cell fate in reprogramming fibroblasts.

Sox17-Erg direct reprogramming is a potent tool for the in vitro and in vivo generation of arterial-like induced-endothelial cells from fibroblasts. In this study, we illustrate the pioneering roles of both Sox17 and Erg in the endothelial cell reprogramming process and demonstrate that emergent gene expression only occurs when both factors are co-expressed. Bioinformatic analyses and molecular validation reveal both Bach2 and Etv4 as integral mediators of Sox17-Erg reprogramming with different roles in lung and heart fibroblast reprogramming. The generated organ-specific induced endothelial cells express molecular signatures similar to vasculature found in the starting cell's organ of origin and the starting chromatin architecture plays a role in the acquisition of this organ-specific identity. Overall, the Sox17-Erg reprogramming mechanism provides foundational knowledge for the future recapitulation of vascular heterogeneity through direct reprogramming.

15-Month-Olds' Understanding of Imitation in Social and Instrumental Contexts.

From early in development, humans use imitation to express social engagement, to understand social affiliations, and to learn from others. Nevertheless, the social and instrumental goals that drive imitation in everyday and pedagogical contexts are highly intertwined. What cues might infants use to infer that a social goal is driving imitation? Here we use minimal and tightly controlled visual displays to evaluate 15-month-olds' attribution of social goals to imitation. In particular, we ask whether they see the very same simple, imitative actions shared between two agents as social or nonsocial when those actions occur in the absence or presence of intentional cues such as obstacles, object goals, and efficient, causally effective action. Our results suggest that infants' attributing social value to imitation only in the absence of such intentional cues may be a signature of humans' early understanding of imitation. We propose, moreover, that a systematic evaluation of a set of simple scenarios that probe candidate principles of early knowledge about social and instrumental actions and goals is possible and promises to inform our understanding of the foundational knowledge on which human social learning is built, as well as to aid the building of human-like artificial intelligence.

Tobacco Mosaic Virus Movement: From Capsid Disassembly to Transport Through Plasmodesmata

Determining mechanisms to establish an initial infection and form intracellular complexes for accumulation and movement of RNA plant viruses are important areas of study in plant virology. The impact of these findings on the basic understanding of plant molecular virology and its application in agriculture is significant. Studies with tobacco mosaic virus (TMV) and related tobamoviruses often provide important foundational knowledge for studies involving other viruses. Topics discussed here include capsid disassembly, establishment of a virus replication complex (VRC), and transport of the VRCs or virus components within the cell to locations at the plasmodesmata (PD) for intercellular virus RNA (vRNA) movement. Seminal findings with TMV and related tobamoviruses include detecting co-translational disassembly of the vRNA from the virus rod, full sequencing of genomic vRNA, and production of infectious transcript for genetic studies determining virus components necessary for intercellular movement and biochemical and cell biological studies determining the host factors, protein and membrane, needed for replication and movement. This review highlights many of the studies through the years on TMV and selected tobamoviruses that have impacted not only our understanding of tobamovirus accumulation and movement but also that of other plant viruses.

Can generative artificial intelligence productivity tools support workplace learning? A qualitative study on employee perceptions in a multinational corporation

Purpose The purpose of this study was to explore employees’ perceptions and firsthand experiences of the impact of generative artificial intelligence (AI) productivity tools, specifically Microsoft 365 Copilot, on individual and collective learning processes within a multinational corporation. In doing so, the study provides insights into how these tools can shape workplace learning dynamics, fostering both individual skill development and collaborative knowledge-sharing practices. Design/methodology/approach The authors collected responses from 357 participants through a survey that included both multiple-choice and open-ended questions. This study focuses exclusively on the qualitative responses. The reflexive thematic analysis method was used to capture and interpret employees’ perceptions of the role of Microsoft 365 Copilot – a generative AI-powered assistant integrated into the Microsoft 365 suite of applications (e.g., Word, Excel, PowerPoint, Outlook, Teams) – in enhancing their work and learning opportunities in the workplace. Findings The results highlight four key themes contributing to workplace learning. At the individual level, Task Support illustrates the extent to which generative AI productivity tools transform work practices and facilitate both formal and informal learning pathways, while Meaningful Work underscores the tools’ role in enhancing employees’ foundational knowledge through enriched information. At the organisational level, organisational culture suggests the importance of fostering a supportive environment for AI integration, while organisational socialisation highlights its influence on team cohesion and the informal knowledge-sharing processes essential for effective collaboration within and among team members. Practical implications The results of this study offer actionable insights for organisations integrating generative AI productivity tools in the workplace. Understanding employees’ perceptions of the role of AI in workplace learning can inform the design of targeted training programmes that promote individual skill development and foster collaborative knowledge sharing. Furthermore, a supportive organisational culture that positions AI as a complementary resource can improve employee engagement, reduce resistance to new technologies and encourage a growth-oriented mindset, ultimately driving both personal and organisational development. Originality/value This study shifts the narrative around the role of AI in the workplace by examining how generative AI productivity tools can enhance workplace learning at both individual and organisational levels, rather than focusing solely on their potential to disrupt work through displacement and automation. By positioning AI-based applications as complementary to human work, this approach highlights their potential as enablers of skill development, knowledge sharing and job enrichment, fostering a more adaptive and learning-oriented work environment.

Assessment of Youtube Kids Application on Children's Comprehension and Retention of Scientific Concepts

It can be said that the effects of YouTube Kids as an educational tool on children's comprehension and retention of scientific concepts are evaluated. As digital media continues to be used increasingly for early education, this research explores to what extent content accessibility, design and interactivity impact learning outcomes for children aged 6-10. Pre and post tests were combined with focus group discussions where participants discussed what they understood and remembered in the content they had been exposed to after being curated in scientific material. Findings show that although the content is visually engaging and age appropriate, it promotes initial interest and comprehension, retention is highly dependent on complementary activities and parental mediation. They further show both the promise and constraints of platforms such as YouTube Kids for shaping foundational scientific knowledge. In this paper, we recommend how to optimize digital educational tools for better learning outcomes.

Sleep Patterns and Human Brain Health.

It is a widely held opinion that sleep is important for human brain health. Here we examine the evidence for this view, focusing on normal variations in sleep patterns. We discuss the functions of sleep and highlight the paradoxical implications of theories seeing sleep as an adaptive capacity versus the theory that sleep benefits clearance of metabolic waste from the brain. We also evaluate the proposition that sleep plays an active role in consolidation of memories. Finally, we review research on possible effects of chronic sleep deprivation on brain health. We find that the evidence for a causal role of sleep in human brain health is surprisingly weak relative to the amount of attention to sleep in science and society. While there are well-established associations between sleep parameters and aspects of brain health, results are generally not consistent across studies and measures, and it is not clear to what extent alterations in sleep patterns represent symptoms or causes. Especially, the proposition that long sleep (>8 hours) in general is beneficial for long-term brain health in humans seems to lack empirical support. We suggest directions for future research to establish a solid foundation of knowledge about a role of sleep in brain health based on longitudinal studies with frequent sampling, attention to individual differences, and more ecologically valid intervention studies.

P-967. Impact of simulated ID rounds for third year pharmacy students (P3s) in an infectious diseases (ID) elective

Abstract Background ID Rounds simulate real-world multidisciplinary ID rounds for P3s enrolled in the ID elective. Two faculty play the ID attending and 4th year pharmacy students on their Advanced Pharmacy Practice Experiences play the roles of the ICU fellow, nurse, microbiologist, and radiologist. An ID consult for a patient with post-influenza pneumonia along with the patient’s general information and basic labs are presented. P3s are guided to navigate the patient care process, collecting and assessing information, and formulating, implementing, and evaluating therapeutic recommendations. Challenges incorporated include a weight discrepancy, altering antimicrobials, monitoring drug levels, following cultures, and discharge planning. The purpose of this study was to assess the impact of ID Rounds on achieving Doctor of Pharmacy educational outcomes and professional activities. Methods An anonymous, electronic survey was distributed to P3s to assess the impact of ID Rounds. Survey questions were designed in accordance with the standards set by the American Association of Colleges of Pharmacy Curriculum Outcomes and Entrustable Professional Activities, using a Likert scale. Student perceptions were also collected. Results 36 P3s responded and all strongly agreed or agreed that ID Rounds helped them learn foundational knowledge of inpatient rounds and enhanced their professional skills by building and maintaining trust among their colleagues. Majority strongly agreed or agreed that ID Rounds helped them understand the role of a pharmacist in optimizing antimicrobial use (94.5%, 34/26), become better communicators (94.5%, 34/36), and support the achievement of shared goals on a team (97.2%, 35/26). Majority rated ID Rounds a 4 out of 5 in difficulty, found the activity as an engaging way of learning about inpatient rounds, and enjoyed participating. Conclusion ID Rounds allowed pharmacy students to achieve key standards in Doctor of Pharmacy educational outcomes and professional activities. Students responded positively to ID Rounds, which actively involved them in a real-world scenario, enabling the application of critical skills such as collaborative practice, critical thinking, and effective communication. These competencies are fundamental to the practice of pharmacy. Disclosures All Authors: No reported disclosures

P-949. The Success of Rapid-Fire Journal Club in Achieving Doctor of Pharmacy Educational Outcomes

Abstract Background Rapid-fire journal club is an activity in the infectious diseases elective for pharmacy students in their third professional year. In small groups, students were tasked with completing a journal club on an assigned study evaluating new antibiotics for treatment of resistant gram-negative infections. Students were given 1 week to prepare their presentation, and 10 minutes deliver their presentation. The goal of rapid-fire journal club was to engage pharmacy students in primary literature relating to new antibiotic agents and differentiate how each of the agents is best used in practice. The purpose of this study was to assess the impact of rapid-fire journal club on achieving Curriculum Outcomes and Entrustable Professional Activities (COEPA) within a Doctor of Pharmacy Program. Methods Student feedback was anonymously collected via an electronic survey. Students evaluated the impact of rapid-fire journal club across the 3 domains of the American Association of Colleges of Pharmacy (AACP) COEPA educational outcomes (Knowledge, Skills, and Attitudes) on a Likert scale from strongly disagree (1) to strongly agree (5). Student perceptions and feedback on the activity were also collected. Results 29 of the 38 students who participated responded. Majority strongly agreed or agreed that rapid-fire journal club allowed them to build foundational knowledge of antibiotics for resistant gram-negative infections (27/29, 93.1%), solve problems (21/29, 72.4%), improve communication among colleagues (24/29, 82.7%), understand the role of primary literature in improving antibiotic use (26/29, 89.7%), support shared goals on a team (25/29, 86.2%), and build and maintain trust among colleagues (25/29, 86.2%). Majority of students rated the activity a 3 out of 5 in difficulty, found the activity engaging, and enjoyed participating. Conclusion Rapid-fire journal allowed pharmacy students to achieve key Doctor of Pharmacy educational outcomes across the 3 COEPA domains. The activity was positively received by students and provided them with a unique activity within the classroom. Disclosures All Authors: No reported disclosures

P-1869. Utilizing Large Language Models for Enhanced Decision Support in Travel Medicine Clinic: our experience at Mayo Clinic

Abstract Background The integration of Generative AI (GAI) into healthcare systems is increasingly recognized for its potential to transform patient management. The primary aim of this research was to evaluate and quantify the performance of large language models (LLMs) in generating actionable travel medicine advice. Architectural design of the Travel Clinic LLM project. Four phases of Discovery, Design, Evaluation, and Implementation/Deployment. Methods This study utilized two iterative phases of evaluation. In the initial phase, LLMs were prompted with detailed clinical scenarios including demographic data, medical and immunization histories, and specific travel plans. These prompts were designed to mimic typical inquiries encountered in travel consultations. The LLMs' initial responses were generated using the CDC’s Yellow Book as a foundational knowledge base. In the subsequent phase, the prompts were refined for greater specificity and clarity, and the knowledge base was enhanced by transitioning to Travax’s Travelers’ Health database. Additional structured data inputs included an exhaustive list of vaccines from our pharmacy formulary and a detailed table of vaccine contraindications. The responses were evaluated and scored by ID clinicians from the Mayo Clinic. Results Initial findings after first iteration revealed limited efficacy with recall at 23.9%, an F1 score of 38.6%, accuracy also at 23.9%, and precision maintained at 100%, utilizing the CDC's Yellow Book. With the implementation of Travax and refined prompting techniques, preliminary results suggest a notable improvement in the quality of responses, though detailed scoring is presently underway. Improvements in the LLM’s performance can be attributed to several key adjustments: the adoption of a more comprehensive knowledge base, refined prompt engineering, and the incorporation of structured data to support more accurate and detailed recommendations. The collaborative engagement of Mayo Clinic with Google and Travax facilitated a synergistic approach to optimizing the AI model's utility and integration. Future plans include embedding the LLM into our EMR system. Conclusion The findings from this study highlight the significance of strategic collaborations between large healthcare centers, IT industry, and specialized knowledge database firms in effectively harnessing GAI for clinical use. Disclosures All Authors: No reported disclosures

Optimizing health system volume flexibility: key determinants and strategies during the COVID-19 crisis.

The need to match highly variable demand for healthcare services with existing capacity has been a significant health system challenge experienced by the COVID-19 pandemic. Despite mounting research on various COVID-19 responses in the recent literature, there has not been a structured review examining key determinants of health system volume flexibility. The focus of the present research is to review recent literature based on a conceptual framework developed based on the volume flexibility literature on COVID-19. The review also provides a meaningful way to guide practice and future research in the area. A literature review was performed guided by the theoretical frameworks developed in the previous volume of flexibility literature. Selected research papers were reviewed and analyzed to identify key determinants of health system volume flexibility. Seven determinants of health system volume flexibility under three domains (demand management, capacity management, and performance) included demand management strategies, integration, capacity management strategies, workforce management, technology, quality of disease outcomes, and health system knowledge. The research provides both health systems researchers as well as practitioners with a foundational conceptual framework and knowledge related to health system volume flexibility. In addition, this research identifies future research areas to expand knowledge relevant to health system volume flexibility.

Jigsaw technique: Will it help Gen Z nursing students?

This research focuses on Generation Z (Gen Z) students, specifically those in nursing colleges. Gen Z individuals display unique characteristics in terms of thinking, personality, lifestyle, and learning preferences compared to preceding generations, necessitating adaptations in teaching methodologies within nursing schools. This study explores the effectiveness of the Jigsaw Technique (JST) in engaging first-year undergraduate nursing students in learning process. Four topics (modules): Cardiovascular system (Module 1), Respiratory system (Module 2), Endocrine system (Module 3) and Central nervous system (Module 4) were selected. Module 1 and 2 were taught by JST to Group I (Jigsaw group) and by conventional didactic lectures to Group II (Lecture group). The groups alternated teaching methods for the remaining modules. Scores in pre, post and retention tests were higher in Group I than in Group II. The results were statistically highly significant (p=0.000) for modules 1,2 and 4 and not significant (p=0.411) for module 3. Analysis of student feedback revealed that 63% of students liked JST. 71% responded that this is an interesting way of learning the topic, helped them in improving their communication skills and improved interaction with their peers. 77% found that JST helped them understand the topic easily. 69% want this technique should be used for teaching other physiological concepts and for other undergraduate subjects as well. The study concludes that using and integrating this student-centric teaching method into Gen Z nursing education holds promise for building a foundation of robust knowledge and developing essential personality skills crucial for future nursing professionals.

Scaling of Students’ Language Skills in English as a Foreign Language

This article explores the essential components of effective language skills assessment in English as a Foreign Language (EFL) teaching, focusing on the integration of knowledge, skills, and principles. It emphasizes the importance of teachers' understanding of language, proficiency in test design and implementation, and adherence to ethical practices such as fairness, reliability, and validity. The study highlights common methodological challenges, including insufficient teacher training, over-reliance on summative assessments, and lack of diversity in testing methods, and offers practical solutions to address these issues. By integrating foundational knowledge, practical skills, and ethical principles, educators can enhance the quality of assessments, fostering student engagement and supporting their language development. This framework provides valuable insights for improving assessment strategies and aligning them with evolving educational demands.