Lifelong Learning Research Articles

Capacity for Competence Development: Unlocking Potential for Lifelong Learning in Later Working Life.

The retention of older workers has become a key policy issue in European welfare states. Consequently, there is an increased focus on how lifelong learning, or continued competence development, can extend working life. This article explores the dynamics of competence development among employees aged 55 years and older regarding their learning practices and attitudes toward competence development, based on qualitative fieldwork conducted in nine governmental workplaces across Denmark. To gain a comprehensive understanding of the factors that influence willingness to participate in competence development, the article introduces the analytical framework "capacity for competence development" and highlights five factors that influence this capacity: time, economy, learning culture, energy, and purpose. The article argues that (non)participation in competence development is not static and is not solely the responsibility of employees or managers. Rather, it is co-produced by complex workplace dynamics, including policies, age stereotypes, as well as ways of organizing work and learning. In conclusion, the article emphasizes the potential for competence development and suggests that most employees aged 55 years and older want to participate but await the right circumstances. Their participation could be enhanced through an increased focus on the five identified factors in the capacity for competence development.

Perspectives of teachers and students on the impact of online classrooms during the COVID-19 pandemic

During the COVID-19 pandemic, transformation from face-to-face classrooms to online classrooms took place in higher education. This study aimed to evaluate the impact of teaching and learning of this change on students’ and teachers’ perspectives. The study also investigated the various impact factors that hindered online teaching and learning during the COVID-19 lockdown period. In total, 383 students and 83 teachers at Walailak University, Thailand, who had at least 3 months of experience with online learning and teaching were asked to complete questionnaires that asked about their perspectives with respect to their online classroom experience. The student questionnaire asked about the quality of teachers, quality of communication, the student’s work, student’s concentration, and satisfaction with the online classroom experience. The teacher questionnaire asked about the teacher’s perspective with respect to how the restrictions of online teaching affected teachers, students, and courses. The relations between students and teachers were analyzed by a chi-square test using the SPSS program version 25.0, with defined p-values as <0.05 and < 0.10 of student and teacher perspectives, respectively. Relations were found between student GPA and student work and student concentration in online classrooms. The teachers’ perspective with respect to online teaching was found to be related to the restrictions that online teaching placed on teachers, students, and course management. The results of the study show teachers’ awareness about restrictions that online teaching placed on teachers, students, and course management. Institutions should prioritize and practice using educational technologies at scale, install ICT infrastructure, and engage in lifelong learning.

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

English proficiency of Japanese third-age learners: A Quantitative Inquiry

The EFL (English as a Foreign Language) participation and engagement of third-age learners, whose ages range from 50 up to 70 and above has received global attention. Japanese third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning. Utilizing a descriptive-correlational approach, the study assessed the level of English language proficiency (ELP) of 59 Japanese third-age learners registered in the 2023-2024 EFL program in five cities of Aichi prefecture, Japan, when they were taken as a whole and when they were demographically grouped by sex, age, educational background, and weekly average study time. The results show that on average, third-age learners in Japan achieve an intermediate level of English proficiency or B1, with variances observed attributed to demographic criteria such as sex, age, educational background, and weekly English study time. The study found a significant relationship between ELP and the respondents’ demographic, indicating that ELP levels are influenced by sex, age, educational attainment, and the number of hours spent learning English per week, with males showing higher proficiency and older learners generally showing higher levels. The study underscores the need for tailored English language instruction for third-age learners, taking into account their specific demographics. It also considers the policy implications of institutionalizing programs for third-age learners in Japan, aiming to promote active aging, social integration, and overall well-being. Researchers, teachers, and curriculum designers may use this study as one of the bases for developing tailored curricula and instructional materials for third-age learners.

Influence of Higher Education E-Service Quality on E-Learning Student Satisfaction; As Moderated By Digital Literacy: A Mixed Method Research Approach

Introduction: This paper explores the impact of college e-service quality on student satisfaction in the context of the innovative practice of "Internet + Education" in order to research whether there is any difference in students' perception of college e-service quality under the influence of different levels of digital literacy. The research object of this paper is students of universities in Kunming, and the SERVQUAL model is extended. Among them, the independent variables are the five dimensions of e-service quality. The dependent variable is online education student satisfaction. The moderating variable is digital literacy. This research is based on relevant service theories. A combination of quantitative and qualitative methods is used. The results of the research show that the impact of service quality on college students' e-learning satisfaction is different under different levels of digital literacy. Objective: The research objective of this paper is to investigate the impact of the quality of e-services in higher education on student satisfaction in order to research whether there are differences in students' perceptions of the quality of e-services in higher education under the influence of different levels of digital literacy. Theoretical Framework: This research was expanded with the SERVQUAL model and followed the exploratory sequential mixed methods process of scientific investigation, from the initial selection of variables to the final discussion of recommendations and countermeasures. Method: In this study, the scientific survey process of exploratory sequential mixed methods was used to research the satisfaction of college students with online education based on the theory of digital literacy and service quality, using college students in Kunming, China, as the target of the survey, and a combination of quantitative and qualitative research methods. Results and Discussion: The results of the analysis showed that the independent variable: the five factors of e-services (the higher, the higher the satisfaction of students. And under the moderating variable, digital literacy moderated all the other factors, only the relationship between responsibility and e-learning student satisfaction had no significant moderating effect. [synthesize the main results of the research]. In the discussion section, these results will be correlated according to the theoretical framework, highlighting the identified effects and relationships. This section also considers possible limitations of the research. Research Implications: 1. theoretical significance: by constructing a comprehensive theoretical model, this research aims to provide new insights into the field of e-learning. It not only helps to understand the impact of E-learning platform design and service quality, but also emphasizes digital literacy as an important moderating variable. 2. Practical significance: The research results will provide value to educational technology developers and educational policy makers, helping them to optimize e-learning platforms to enhance user experience and learning outcomes. Originality/Value: This research expands the SERVQUAL model by taking online education as the background, combining the actual situation of online education in China, and taking digital literacy as the variable. It allows colleges and universities to break through the original traditional education model. And lifelong learning and personalized learning are the focus of the reform of continuing education in colleges and universities. The results of this research will promote colleges and universities to continuously improve the quality of online education and provide reference for schools and teachers to carry out online education and continuing education.

Overview of the State of Influence of Information Technology on the Government Sector in Bosnia and Herzegovina

In today’s technology world, many businesses rely on information technology. This influence has its reflection also on government sectors. Services and work are based on using different information technology programs, internal and external apps, digital documents, signatures etc. Information technology requires the entire package of knowledge, skills, and competencies necessary for employees within a government organization to master and to achieve organizational goals. In first, digital competences are a basis that civil servants must have in order to master day-to-day business activities. These digital competences are not only learned, but through life-long learning they complement, perfect and create new ones. As one of the new scientific approaches, this article uses one of the innovative explanations as well as indicators of adaptation to a changing work environment. In short, human capital is the subject analyzed with influences for continuous improvement of knowledge and learning as well as influences of information technology. This process of adaptation to change, transforms critical business capabilities into modern ones. Through desk and situation analysis with government officials, the study found that the impact of information technology on the work environment is evident, and that environment includes a range of digital skills, continuous learning, and modern skills that combines in one. The conclusions of this paper are necessary for the continuous monitoring and professionalization of government employees in the areas of using information technology in their daily work.

Readiness for Autonomy Among CFL Learners: A Malaysian Perspective

Learner autonomy is paramount in 21st-century education, representing a crucial qualification for lifelong learning. In the area of Chinese as a second/foreign language (CSL/CFL), it is also an important objective of curriculum instruction. However, there is a dearth of empirical research on learner autonomy in a wide range of cultural contexts and distinct domains of language use, especially in the context of CFL. This study aims to scrutinize the readiness for autonomy of CFL learners within the Malaysian settings. The research utilized a quantitative approach to analyze the data. A closed-ended questionnaire survey was conducted with 600 participants. Specifically, the data were synthesized through descriptive statistical analysis to concretely consider the respondents' readiness for learner autonomy in terms of perception of responsibility, assessment of ability, and engagement in the activities in Chinese learning. Findings indicated that Malaysian CFL learners demonstrated a medium readiness for autonomy in Chinese learning. While participants exhibit a relatively high perception of responsibility for autonomous learning, their ability to assess autonomy in decision-making within Chinese learning is somewhat unsatisfactory. Additionally, they express less enthusiasm about engaging in autonomous learning activities inside and outside the classroom. The current study illuminates theoretical and practical dimensions concerning the readiness for autonomy in Chinese learning among Malaysian CFL learners. Moreover, it is anticipated to offer implications for further studies on autonomy development among CFL learners in analogous contexts.

Sparsify dynamically expandable network via variational dropout

This paper develops a new method for lifelong learning referred to as Sparsify Dynamically Expandable Network (SDEN) via Variational Dropout, which explores a sparse model while preserving the performance. Dynamically Expandable Network (DEN) can learn a sequence of tasks via performing network retraining, network expansion by adding only the necessary neurons, and network split to effectively prevent semantic drift in an online manner. To overcome point estimation of parameters in DEN, Bayesian Compression for DEN is developed under the Bayesian framework. However, this method demands more time for model training and testing. To improve the model efficiency, we propose SDEN under the efficient sparse learning framework. We validate our SDEN in the lifelong learning scenarios with multiple frequently used benchmarks, on which it can obtain comparable classification accuracy, and less training and testing time compared with the comparison methods. Furthermore, our method can also learn a more sparse network structure which means fewer network parameters.

Challenges faced by human resources for health in Morocco: A scoping review.

Human resources for health (HRH) play a pivotal role in effective health system operation, yet various impediments challenge sustainable development. This scoping review aimed to explore these challenges and potential solutions in aligning the health workforce to meet the evolving healthcare needs of the Moroccan population. We conducted a scoping review searching PubMed, Science Direct, Cairn and Google Scholar for relevant articles published between 2014 and 2023. Additionally, non-peer-reviewed literature sourced from Ministry of Health consultations and allied websites was included. Among the nineteen studies meeting our inclusion criteria, the majority were cross-sectional and predominantly focused on challenges faced by nurses. While some papers delineated multiple HRH challenges (5/19), the rest addressed specific challenges. The identified challenges span organizational and personal levels. Organizationally, the focus was on training, lifelong learning, continuing education, health coverage and shortages, and job satisfaction. At a personal level, HRH in the public health sector encountered challenges such as burnout, stress, and broader occupational health concerns. The reviewed publications underscored a spectrum of challenges necessitating robust policy interventions. Despite promising developments in the Moroccan healthcare system, addressing the unequal urban-rural HRH distribution, augmenting funding, and enhancing HRH quality of life stand as pivotal imperatives.

Innovative Methodologies of Active Learning to Develop the Competencies of the Future of Work

International organizations promoting economic growth and global development are increasingly requesting higher education systems to prepare students with the fundamental attitude and skills to be competitive in the future workplace. After conducting two separate literature reviews on active learning strategies and on the most demanded competencies in the future of work, the paper proposes a comprehensive framework of 31 competencies pivotal for future professionals to thrive in an innovative work landscape. In the effort to nurture these skills, it further explores the contributions of the most popular active learning methodologies and delves into the role of digital technologies in enhancing the learning experience. Significantly, the paper reveals that active learning not only develops technical and methodological competencies but also enriches social, personal, and particularly digital skills, positioning students to effectively navigate and contribute to the digital economy. The emergent pedagogies underscore the importance of fostering lifelong learning, self-agency, and the adept use of diverse tools and resources, essential for the professionals of today and tomorrow.

TheSAGES MASTERS program bariatric surgery pathwayselects 10 seminal publications on adjustable gastric banding.

Bariatric surgery is one of the clinical pathways of the Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) Masters Program, and laparoscopic adjustable gastric banding (LAGB) is one of the three anchoring bariatric procedures. To improve surgeon lifelong learning, the Masters Program seeks to identify sentinel articles of each of the 3 bariatric anchoring procedures. In this article, we present the top 10 articles on LAGB. A systematic literature search of papers on LAGB was completed, and publications with the most citations and citation index were selected and shared with SAGES Metabolic and Bariatric Surgery Committee members for review. The individual committee members then ranked these papers, and the top 10 papers were chosen based on the composite ranking. The top 10 sentinel publications on LAGB contributed substantially to the body of literature related to the procedure, whether for surgical technique, novel information, or outcome analysis. A summary of each paper including expert appraisal and commentary is presented here. These seminal articles have had significant contribution to our understanding and appreciation of the LAGB procedure. Bariatric surgeons should use this resource to enhance their continual education and acquisition of specialized skills.

Second language learning motivation, life-long learning and 21st century skills in today's globalized world: A validation study

Knowledge production in today’s world presupposes skills necessary for successful knowledge construction and knowledge update. Such skills include English as a foreign language (EFL), life-long learning and 21st century skills. This study presents a quantitative pilot study (N=200) that examines the relationship between EFL learning motivation, communication in L1 and L2, some aspects of life-long learning and certain 21st century skills. The paper seeks to explore what this relationship is like and in what way these factors are connected and how they potentially impact one another. The study presents the validation of the instrument used for the research, and reports some of the preliminary findings. Based on the results, it is concluded that the ideal L2 self is a predictor of L2 learning motivation, willingness to use dictionaries and cooperation during EFL classes. The results also indicate that participants exhibit the necessary ICT and L1 skills for their studies of EFL, and positively relate to communicative situations with native and non-native speakers of English.

Transformative Landscape of Anesthesia Education: Simulation, AI Integration, and Learner-Centric Reforms: A Narrative Review

Transformative Landscape of Anesthesia Education: Simulation, AI Integration, and Learner-Centric Reforms: A Narrative Review

StudyNotion - An Edtech Website

In an era defined by rapid technological advancement, education stands as a crucial arena ripe for transformation. Our Edtech website emerges as a beacon of innovation, aiming to revolutionize traditional learning paradigms through the seamless integration of cutting-edge technology. With a multifaceted approach, our platform offers a comprehensive suite of tools and resources tailored to meet the diverse needs of students, educators, and institutions alike. At the heart of our platform lies a commitment to accessibility and inclusivity, ensuring that learning opportunities transcend geographical boundaries and socioeconomic barriers. Through interactive modules, engaging content, and personalized learning pathways, we empower learners to cultivate their intellectual curiosity and unlock their full potential. For educators, our platform serves as a dynamic hub for professional development, fostering collaboration, and knowledge sharing within a vibrant community of practice. From virtual classrooms to collaborative project management tools, we provide the scaffolding necessary to facilitate effective teaching in the digital age.Furthermore, our platform harnesses the power of data analytics and artificial intelligence to deliver actionable insights and personalized recommendations, facilitating data-driven decision-making and enhancing learning outcomes. In essence, our Edtech website represents more than just a digital learning platform; it embodies a vision for the future of education—one where technology serves as a catalyst for empowerment, innovation, and lifelong learning. Join us on this transformative journey as we redefine the possibilities of education in the 21st century and beyond. This abstract succinctly captures the essence of the Edtech website, highlighting its goals, features, and the transformative potential it holds for education.The abstract for the Edtech Website project encapsulates the endeavor to create an innovative educational platform tailored for diverse learners. This project aims to develop a user-friendly website offering interactive learning resources, personalized study tools, and collaborative features. Key objectives include providing seamless navigation, curating diverse educational content, implementing adaptive learning algorithms, and fostering real-time collaboration among students and educators. Emphasizing scalability, compatibility, and security, the website seeks to empower learners globally with accessible, engaging, and personalized learning experiences, ultimately fostering academic excellence and lifelong learning opportunities.

Skilling in the Informal Economy in India: Identifying and Addressing Inequities in Designing and Delivering Lifelong Learning Opportunities

Lifelong learning opportunities (LLOs) for adults enhance their capabilities and resilience in adapting to changing circumstances, especially in the context of livelihoods. However, informal economy workers face barriers to accessing LLOs, including the digital divide among other challenges. An action research case study of an Indian LLO provider shifting to hybrid vocational education reveals the potential of digital LLOs, where low mobile data costs, high phone penetration, and flexible options mitigate learning expenses. The study details the constraints that the informal economy learners and the LLO providers face and thus contributes to the literature analyzing the broader implications of market changes and skill development for sustainable development.

Proposing an Interprofessional Competency Framework for Person-Centered Care Connecting Interprofessional Education and Collaborative Practice

Introduction: The number of complex healthcare problems is increasing, the workforce is diminishing, and healthcare costs are rising. Interprofessional Education and Collaborative Practice is a promising solution, necessitating the cultivation of skills and competencies among health and social care professionals. The central question guiding this study revolves around the possibility of merging interprofessional collaboration, lifelong learning, the International Classification of Functioning, Disability and Health (ICF), and the Rehabilitation Competency Framework (RCF) into a unified competency framework that can be used in both education and in the work field. Method: In total, five modified Delphi rounds were executed during three phases specifically comprising the design, relevance, and report stages. The first contains a literature search, the second includes 11 pilots with surveys, and the last finalized the INPRO Competency Framework (INPRO CF). Results: The primary result is the INPRO CF that is readable, accurate, applicable, and accepted. It contains five domains, 17 competencies, and 200 learning outcomes or behaviors. It exists in four languages (Dutch, Finnish, English, German). Discussion: The INPRO CF is a relevant interprofessional competency framework designed to alleviate deficiencies between education and practice so it is suitable for a lifelong learning process. It demonstrates adaptability across various contexts. Implications for Practice The INPRO Competency Framework provides a structured overview of the learning journey in becoming an experienced interprofessional collaborator and is applicable in both practice and educational settings. The INPRO Competency Framework provides a comprehensive understanding of goals that an individual in a team can work on and structures those that it would like to achieve. The INPRO Competency Framework has the potential to positively impact person centered care by promoting collaboration among health and social care professionals. It simultaneously can contributes to transforming education by shaping curricula and preparing students for interprofessional teamwork in their future careers.

Convergence or fragmentation? Recent developments in recognition of microcredentials and their impact on higher education in Asia and the Pacific

PurposeThis paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO).Design/methodology/approachThe study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020).FindingsThe paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization.Originality/valueThis paper offers a unique perspective on the development of MCs in the Asia–Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021).

Learning Style Preferences Among Undergraduate Medical Students of Lahore, Pakistan and Factors Related to it

Objectives: The objectives of the study were to assess the learning styles of medical students using the VARK Questionnaire and to study factors related to their learning style preferences. Methods: A descriptive cross-sectional study, using the validated 16-point VARK Questionnaire Version 8.01, was conducted among medical students in Lahore, Pakistan, from May to October 2023. Through non-probability virtual snowball sampling, 360 students from various medical colleges responded to online Google forms distributed via emails and WhatsApp groups. Data were entered, cleaned, and analyzed using Statistical Package for the Social Sciences (SPSS) Version 26. The Chi-square test determined associations between variables, with a significance level set at p < 0.05. Results: The respondents had a mean age of 21.56±1.608. The study revealed that 68.9% preferred a unimodal learning style, with Visual (25%) being the most favored, followed by Read/Write (15.2%), Aural (14%), and Kinesthetic (13.5%).About 65% of respondents were unaware of their learning styles. No statistically significant relationships were found between learning style and gender, clinical year, schooling background, or institute type. However, significant relationships were found with age, academic performance, and preferred teaching methodology (p=0.05, p=0.04, and p=0.007, respectively). Conclusion: The present study highlighted the independence of learning styles from demographics. The identified relationship between learning styles, preferred teaching methodologies, and academic performance emphasizes the significance of this knowledge for medical educators and students in fostering lifelong learning. It's noteworthy that majority of students demonstrated unimodal sensory preferences, reinforcing the importance of tailored teaching strategies to maximize learning potential.  Keywords: Learning, style, VARK, Medical Education, Teaching Methods, Medical Students  

Association between early childhood caries and parental education and the link to the sustainable development goal 4: a scoping review

BackgroundThe goal of the United Nations Sustainable Development Goal (SDG) 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The aim of this scoping review was to map the current evidence on the association between the prevalence of early childhood caries (ECC) and parental education; and to identify possible pathways by which parental education may protect against ECC.MethodsThe two questions that guided this review were: what is the existing evidence on the association between maternal and paternal education and ECC; and what are the pathways by which parental education protects against ECC? The initial search was conducted in January 2023 in PubMed, Web of Science and Scopus. Articles published in English between January 2000 and October 2022 that reported on the association between parental education and ECC were screened, and the extracted data were compiled, summarized, and synthesized. Review papers and non-primary quantitative research papers were excluded from the full-text review. Open coding was applied to develop a conceptual framework.ResultsIn total, 49 studies were included: 42 cross-sectional, 3 case-control and 4 cohort studies. The majority (91.8%) reported on the associations between ECC and maternal (n = 33), paternal (n = 3), and parental (n = 9) level of education, and 13 (26.7%) reported on the association between parental education and the severity of ECC. Mothers with more than primary school education (n = 3), post-secondary/college/tertiary education (n = 23), and more than 4–12 years of education (n = 12) had children with lower risk for ECC. Two studies reporting on parental education found an association between maternal but not paternal education and ECC. The review suggests that achieving the SDG 4.1 may reduce the risk of ECC. Possible pathways by which maternal education protects from ECC were feeding practices, oral hygiene practices, and the use of dental services.ConclusionThe study findings suggests that higher maternal educational level may reduce the risk for the consumption of cariogenic diet, poor oral hygiene practices and poor use of dental services for caries prevention. However, the association between paternal education and ECC was not consistently observed, with significant associations less frequently reported compared to maternal education. Future studies are needed to define the magnitude and modifiers of the impact of maternal education on the risk for ECC.

The Utilization of Podcasts and other Free Open Access Medical Education (FOAM) Resources in Vascular Surgery

Vascular surgery is a dynamic and complex specialty that requires many years of training and lifelong learning. Traditional education methods may not be sufficient to meet the needs and preferences of learners in this field. Podcasting and other Free Open-Access Medical education (FOAM) online materials may provide innovative tools to deliver up-to-date, evidence-based information in an accessible and entertaining format. Many free resources have been developed in the past few years and are now available to vascular surgery learners. The Audible Bleeding podcast is the first and largest podcast in the United States dedicated solely to vascular surgery education. The Society for Vascular Surgery (SVS) is the leading professional organization for vascular surgeons, with a mission to advance excellence and innovation in vascular health. The SVS and the Audible Bleeding podcast have established a successful collaboration that enhances the podcast's quality and promotes the society's mission and vision.