Pilot testing the feasibility of the fostering positive care interactions for residents with dementia in pain (FPCI) intervention in nursing homes.

ABSTRACT This study examined physical education teachers’ perceptions of opportunities and challenges in implementing model-based practices (MBP) following a 25-hour continuous professional development (CPD) course. Through qualitative analysis of focus group data collected at three time points, nine in-service PE teachers navigated conceptual, pedagogical, cultural, and political dilemmas when integrating student-centred models into practice. Thematic analysis revealed that whilst CPD stimulated teachers’ curiosity and motivation to experiment with new instructional strategies, the absence of continuous mentorship and collaborative learning structures significantly limited sustained implementation. Teachers faced persistent systemic barriers, including institutional resistance and grade-focused assessment cultures. Notably, implementation challenges affected experienced educators as much as early-career teachers. Findings suggest that meaningful MBP adoption requires restructured professional development combining initial intensive training with ongoing mentorship and collaborative reflection within professional learning communities, supported by conducive school cultures and assessment policies.

9036 Background: Mentorship is a cornerstone of physician career development, linked to improved well-being, job satisfaction, research productivity, and faculty retention. Clinician educators often cite lack of mentorship as a major barrier to career advancement. We developed and piloted a year-long virtual mentorship program (VMP) with the American Society of Clinical Oncology (ASCO) for hematology/oncology (H/O) career development in medical education. Methods: We piloted the program during the 2024-2025 ASCO VMP cycle. Mentors and mentees applied via survey and were matched by committee members based on interests and goals. Each pair was required to complete a mentorship plan, including goals in three domains: professional development/course work, administrative/leadership experience, and scholarly output. We conducted an anonymous retrospective survey of participants via Qualtrics upon cycle completion. Surveys assessed: meeting cadence, satisfaction, goal attainment, and perceptions of career trajectory. Confidence in mentoring and knowledge growth related to pursuing a medical education career were assessed using a 5-point Likert scale with retrospective pre–post ratings. Paired scores were analyzed using the Wilcoxon signed-rank test after excluding ties. Results: Thirty-eight mentors and 42 mentees participated in the pilot. Survey response rate was 40% (mentors: 36.8%, mentees: 42.9%). Most met monthly (mentors: 35.7%, mentees: 44.4%) or every 2-3 months (mentors: 42.9%, mentees: 38.9%). Satisfaction was high (mentors: 71.4% “very satisfied,” 21.4% “satisfied”; mentees: 66.7% “very satisfied,” 27.8% “satisfied”), and nearly all would recommend the program (mentors: 100%, mentees 94.4%). The mentorship plan was discussed by all, with the majority reporting goal achievement (mentors: 92.9%, mentees: 88.9%). Most plan for ongoing mentoring after cycle completion (mentors: 78.6%, mentees: 72.2%). All respondents reported improved perceptions of career trajectory, with all mentors and 92.9% of mentees expressing greater interest in medical education careers and all noting a higher perceived likelihood of success. Mentors’ confidence in mentoring increased by a mean of 0.29 on a 5-point scale, but the Wilcoxon test was non-significant (p = 0.22). Mentees’ knowledge of medical education careers increased significantly with a mean gain of 0.57 (p = 0.016). Conclusions: Our pilot medical education VMP was highly valued, with strong satisfaction, widespread goal attainment, improved perceptions of career trajectory, and plans for sustained relationships beyond the defined mentorship period. These findings support virtual mentorship as a feasible strategy for clinician educator career development within H/O. Collaboration with and organizational support from professional societies will be essential for scalable, sustainable program development.

BackgroundBlack, Indigenous, and people of color (BIPOC) experience disproportionately negative mental health outcomes, including rising suicide rates, and persistent barriers to culturally responsive care. Systemic racism, discrimination, and historical trauma contribute to mistrust of traditional mental health systems. Peer-led approaches that center lived experience and shared cultural identity may offer culturally responsive alternatives that foster emotional connection and trust.ObjectiveThis study examined pretraining to posttraining changes in emotional well-being, empowerment, and interpersonal outcomes among BIPOC participants who completed Emotional CPR (Emotional Connection, Empowering, Revitalizing), a trauma-informed, peer-led mental health education program facilitated by BIPOC trainers.MethodsA convergent mixed methods pre-post design was used. Eighty-five BIPOC participants completed validated self-report measures immediately before and after a 12-hour web-based Emotional CPR training delivered over 3 consecutive days. Outcomes included loneliness, empowerment, flourishing, hope, active-empathic listening, mindfulness, social connectedness, and affect. Paired-samples 2-tailed t tests examined pre-post differences. Seventeen participants participated in 2 posttraining focus groups conducted through Zoom. Qualitative data were analyzed using thematic analysis informed by phenomenological principles. Quantitative and qualitative findings were integrated during interpretation.ResultsParticipants (N=85; mean age 41.9, SD 11.2 years; women: n=65, 76.5%) reported significant reductions in loneliness (P=.03; d=0.25) and significant increases in positive affect (P=.002; d=–0.37). Significant declines were observed in empowerment (P=.03; d=0.26), active-empathic listening (P=.02; d=0.26), flourishing (P=.02; d=0.27), and hope (P<.001; d=0.41). No significant changes were observed in social connectedness or mindfulness. Qualitative themes included empowerment through skill-building, emotional vulnerability, cultural trust and safety, challenges in sustaining confidence after training, and the application of skills in daily life. Participants described increased self-awareness and emotional openness, particularly within a culturally responsive training environment. Qualitative findings suggested that increased emotional awareness may have influenced posttraining self-assessments.ConclusionsParticipation in BIPOC-facilitated Emotional CPR training was associated with short-term reductions in loneliness and increased positive affect, alongside modest declines in self-rated empowerment and hope. Qualitative findings suggest that increased emotional awareness and engagement with systemic stressors may temporarily influence self-perceived competence. Ongoing reinforcement, mentorship, and follow-up sessions may support sustained empowerment and emotional resilience in culturally responsive peer-led interventions.

&lt;p&gt;The education sector has recently focused more on results than on the quality of learning, often evaluating schools based on student pass rates and comparisons across districts. However, true learners’ performance depends on daily classroom teaching, which is shaped by how teachers are supported and monitored. Departmental heads (DHs), with their subject expertise and teaching knowledge, play a vital yet often underappreciated role in this process. Despite this, little research has examined how DHs in South Africa use Distributed Leadership (DL) to enhance performance in geography. This study explored the application of DL among DHs to enhance learners’ performance in geography. It also examined how DHs’ understanding of how DL differs from other leadership practices based on their profession. James Spillane’s DL theory was adopted for this study. An exploratory, phenomenological, qualitative design within a constructivist paradigm was employed, utilizing interviews to interpret DHs' lived experiences and leadership practices. Purposive sampling was employed to select six DHs from schools that offer geography up to Grade 12. Semi-structured interviews were conducted online using Microsoft Teams to collect data. The interviews were recorded, transcribed, coded, thematized, and analyzed using thematic analysis with ATLAS.ti. Findings reveal that DHs apply DL to support teachers, promote collaboration, and improve geography performance. The study recommends that DHs adopt DL through ongoing development, mentoring, and collaboration. Delegating roles based on strengths and involving teachers and learners in decision-making, alongside strategies such as fieldwork and multi-stakeholder support, can improve geography performance and reduce resource disparities.&lt;/p&gt;

Developing community disaster resilience through collaborative professional development: Integrating teachers, informal educators, and emergency management personnel

The development of digital technology has encouraged micro, small, and medium enterprises (MSMEs), particularly in the culinary sector, to adapt by utilizing online applications as a strategy to increase competitiveness. This community service activity aims to improve the understanding and capabilities of business owners at Kedai Jajanan Zahira in Surabaya in utilizing online applications as a marketing and sales tool. The method used in this study is Participatory Action Research (PAR), an approach that actively involves business actors in every stage of the process. These stages include problem identification, planning, implementation, and evaluation. Data collection techniques were carried out through interviews and direct observation to obtain a realistic picture of business conditions. The results of the activity showed an increase in business owners' understanding of the importance of digitalization, improved skills in using food delivery applications and social media, and increased market reach and interaction with consumers. In addition, the use of online applications also contributed to increased operational efficiency, such as more systematic order management and transaction recording. Overall, mentoring in the use of online applications has proven effective in increasing the competitiveness of culinary businesses. This activity has a positive impact not only on increasing sales, but also on business sustainability through increased digital literacy and the ability to adapt to technological developments. Therefore, ongoing mentoring is needed so that business actors can consistently optimize the use of digital technology in developing their businesses.

This study describes and evaluates a comprehensive training programme to improve identification of patients for palliative care (PC) using the Supportive and PC Indicators Tool - Low Income Settings (SPICT-LIS). The 2-day (3 hours each) training was for healthcare professionals (HCPs) working in a family medicine service unit, and it consisted primarily of didactic sessions on early identification of patients with PC needs using SPICT-LIS, case-based learning on its application, familiarisation with general PC principles and ongoing mentorship. The training was evaluated using structured questionnaires before and after the training programme. 58 HCPs were trained. The mean age was 35.55 years (SD=9.08), and the mean years of work in family medicine was 7.51 years. Before the training, only 33% were familiar with the SPICT-LIS, and 66% were confident in identifying patients with PC needs, which improved to 100% and 97% post-training, respectively. After the training, all participants agreed that using the SPICT-LIS in clinical practice is feasible. Training HCPs in the family medicine setting to use SPICT-LIS is useful and can improve their confidence in the early identification of patients with PC needs. HCPs found SPICT-LIS a feasible tool for use in clinical practice.

This study explores teachers’ views on scientific inquiry-based teaching following their participation in an e-mentoring professional development program. Ten teachers from Western Anatolia (five science and five classroom teachers) were interviewed using a semi-structured protocol designed to investigate their experiences, challenges, and reflections on implementing inquiry in the classroom. The interview tool, developed through expert feedback and pilot testing, included eight open-ended questions with follow-up prompts to elicit in-depth responses. Data were collected via online interviews, transcribed, and analyzed using MAXQDA. Findings indicate that teachers valued scientific inquiry for its potential to promote student curiosity, engagement, and critical thinking. However, they reported significant barriers, including time constraints, limited resources, and the need for sustained professional support. Teachers also highlighted the importance of creating a supportive classroom climate and redefining their instructional roles within inquiry-based lessons. The study underscores the value of tailored professional development initiatives that address teachers’ specific contexts and needs. Recommendations include the integration of interactive reflection tools, structured peer collaboration, and ongoing mentorship to strengthen teachers’ confidence and competence in scientific inquiry pedagogy.

Operational research (OR) in eye care within resource-constrained settings helps develop context-specific solutions to local challenges. Building OR capacity among eye care personnel enables them to independently generate evidence that drives improvements in eye care delivery. This protocol describes the extended phase of the Institutional Operational Research Capacity Building (I-ORCB) program designed to train eye care professionals in the fundamentals and applications of OR. The I-ORCB program will be conducted in collaboration with Seva Canada and the Pragyaan Sustainable Health Outcomes Foundation over 3 years (2024-2027). A total of 10 partner eye hospitals in India and Nepal will participate. The training is organized around 7 work packages covering quantitative and qualitative research methods, data management and analysis, community engagement, scientific writing, grant writing, and ethics. The program will be implemented in two sequential phases: (1) protocol development and ethics committee submission and (2) mentoring, data collection, data analysis, and manuscript preparation. Delivery will include workshops, ongoing mentorship, e-resources, and structured monitoring mechanisms. Evaluation will follow the Kirkpatrick model, and cost-effectiveness will be assessed through the change in knowledge among the participants brought about by the workshops. This program is currently in the implementation phase. As of March 2025, a total of 10 teams have been enrolled in the I-ORCB program. Data collection for program evaluation began in June 2025 and is expected to continue until late 2026. Expected results include enhanced OR competencies among hospital teams, institutional strengthening for research, development of peer-reviewed manuscripts, and improved capacity to apply OR to service delivery challenges. The results of this program are expected to be published in 2027. The I-ORCB program applies a practical, learning-by-doing approach and is grounded in the Cooke framework for research capacity building. By integrating structured mentorship, institutional ownership, and flexible virtual learning components, the program is expected to strengthen OR culture in low- and middle-income countries and improve the delivery of eye care services in South Asia.

The development of digital technology has driven significant changes in marketing strategies, particularly for Micro, Small, and Medium Enterprises (MSMEs). However, many MSMEs in rural areas are still unable to optimally utilize digital marketing, including in Kademangan Village. Therefore, this community service activity aims to increase the capacity of MSMEs through digital marketing training and mentoring in order to create a smart economy in a smart village. The method used is a qualitative descriptive approach with activity stages including problem identification, planning, training, mentoring, evaluation, and reporting. Data collection techniques were carried out through observation, interviews, questionnaires, and documentation. Training activities included an introduction to digital marketing, the use of social media, and the use of marketplaces, while mentoring was provided to ensure direct implementation by MSMEs. The results of the activity showed an increase in participants' understanding and skills in utilizing digital media for product marketing. Participants were able to create and manage business accounts, compile promotional content, and begin optimizing digital platforms to expand market reach. Furthermore, the evaluation results showed a significant increase between the pre-test and post-test, as well as a high level of participant satisfaction with the activities carried out. This activity contributes to driving the digital transformation of MSMEs at the village level and supporting the realization of a smart economy. However, challenges remain, such as limited internet access and inconsistent digital account management. Therefore, ongoing mentoring and support from various parties are needed to ensure the program's sustainability.

Purpose to increase the community's capacity to process local raw materials into hygienic, high-quality shredded meat products with extended shelf life, while simultaneously enhancing product appeal through better and more informative packaging. The training was conducted in a participatory manner, involving material delivery and hands-on practice, covering shredded meat processing techniques, selecting food-grade packaging materials, designing product labels, and maintaining simple business records. Ongoing mentoring was provided to ensure that the acquired knowledge and skills could be independently applied by partners in their daily production activities. The results of the activity demonstrated an increase in community knowledge and skills in processing and packaging catfish and palm mushroom shredded meat products, as well as a heightened awareness of the importance of product quality and the added value of local commodities. The resulting shredded meat products have the potential to be developed as an alternative source of income for rural communities. Overall, this Community Service Program (PKM) activity not only has an economic impact through increased product sales value but also a social impact by encouraging community independence and empowerment, and strengthening the role of universities in supporting sustainable economic development based on local potential.

This study examines how elementary teachers new to Science, Technology, Engineering, Arts, and Mathematics (STEAM) perceive its relevance, implement it, and experience related challenges in classroom practice. Addressing the increasing demand for interdisciplinary, student-centered learning, the study employed a qualitative design using open-ended questionnaires administered to 12 purposively selected teachers in a private elementary school in North Jakarta. Data were analyzed through inductive thematic analysis to explore teachers’ perceptions, strategies, challenges, and professional learning needs. Findings indicate that teachers view STEAM as a holistic, future-oriented pedagogical approach aligned with child development and twenty-first-century competencies. However, implementation remains at an early stage, characterized by cautious, planning-focused experimentation. Teachers reported enhanced student engagement, improved collaboration, and the emergence of inquiry-based practices during integrated activities, despite challenges such as limited instructional confidence, lack of formal training, time constraints, and classroom management demands. The study provides empirical insight into how novice educators navigate STEAM integration without structured preparation and underscores the importance of sustained, practice-based professional learning. It concludes that effective and sustainable STEAM implementation requires alignment among classroom practice, professional development, and educational policy, supported by ongoing mentoring and collaborative learning structures to strengthen teachers’ confidence and professional identity.

Purpose: To improve production efficiency and quality of dodol (sweet potato cracker), crackers, and seaweed sticks at the IRT Aisyiah Alak Kupang household through the adoption of innovative mixers and cutting machines. Methodology/Approach: The study was conducted at the IRT Aisyiah Alak Kupang with mixers and cutting machines sourced from Maksindo Surabaya. Methods included field surveys, machine operation training, technical assistance, and production evaluation. Data were analyzed quantitatively and qualitatively using simple production analysis software and the participatory rural appraisal approach. Results/Findings: Dodol production capacity increased from 3 kg to 6 kg per week, and crackers and seaweed sticks from 2 kg to 4 kg per week, respectively. Production time decreased by about 50%, partner income doubled, and marketing reach expanded through digital platforms and branding development. Conclusions: The community empowerment program at IRT Aisyiah Alak Kupang successfully enhanced efficiency, capacity, and quality of dodol and seaweed sticks. The implementation of mixing and cutting machines, together with digital marketing, improved partner income and business sustainability. Ongoing mentoring is provided, and the development of supporting equipment, such as modern drying tools, is recommended for further study to strengthen program outcomes. Limitations: Testing was limited to a single partner location and did not extensively explore various machine types or digital marketing techniques. Contributions: The study contributes to the development of appropriate technology for local food processing, particularly in the seaweed industry of East Nusa Tenggara, and strengthens community economic empowerment while preserving local wisdom.

In academic medicine, extramural grant funding is widely regarded as a hallmark of scholarly success. Yet, in medical education (MedEd), the economics of grant funding are poorly matched to the scale and cost of most scholarly projects. Small-dollar MedEd grants, typically under $10,000, have low success rates that rival those of large clinical awards, but still require time-intensive applications. Using an illustrative economic model, the authors estimate that the faculty labor required to prepare a typical MedEd application, approximately 40 hours, often costs the institution more than the proposal's expected monetary value. These conservative estimates exclude indirect cost limitations, the added burden of reviewer time, and the applicant's opportunity cost: every hour invested in a low-probability application is an hour not spent designing studies, collecting data, analyzing results, or publishing scholarship. Thus, for most small MedEd projects, the math does not add up. Repeated applications can drain time, money, and energy, while constant grant chasing risks undermining the very scholarship that funding is intended to support. The authors encourage institutions to reconsider blanket expectations for extramural MedEd funding, shifting instead toward more sustainable support models. These include internal micro-funding to cover modest research costs, protected-time awards that address the major constraint on faculty productivity (ie, time), scholarship-first mindsets that reward contributions irrespective of external dollars, collaborative funding mechanisms that pool institutional resources, and scholarly communities of practice that offer ongoing mentorship and infrastructure. The authors further argue that institutions supported by student tuition and public funds have an ethical obligation to subsidize educational research and innovation, as the quality of educational practice is inseparable from the quality and safety of healthcare itself. Redirecting faculty efforts from low-probability, low-yield grant chasing toward scholarship can foster a more sustainable research culture that rewards quality, drives innovation, and delivers lasting educational impact.

This study examined teachers’ understanding, beliefs, and attitudes toward the implementation of the competency-based curriculum in Addis Ababa. A concurrent embedded mixed-methods research design was employed. Data were collected from 384 teachers who were proportionately selected from all schools using a simple random sampling technique to complete the questionnaire. Additionally, 20 teachers were purposively selected for interviews. Quantitative data were analyzed using descriptive statistics, including mean and standard deviation, while qualitative data were analyzed thematically. The results of the study indicate that teachers have conflicting understandings of the goals of the competency-based curriculum. They report possessing a strong grasp of pedagogical content knowledge, general pedagogical knowledge, and subject matter knowledge. Additionally, teachers recognize the benefits of the competency-based curriculum for students in developing the outlined competencies. However, the findings also reveal that teachers exhibit moderately low attitudes toward its implementation; as a result, they were employing the basic principles of the competency-based curriculum only to a limited extent, including student-centered approaches, authentic learning, and authentic assessment methods. Finally, the study suggests several strategies to enhance teachers’ understanding, beliefs, and attitudes toward the competency-based curriculum. First, policymakers should ensure that teachers receive adequate training, supported by ongoing professional development and mentorship. Second, Education Bureaus should organize workshops and training sessions specifically designed to equip teachers with practical skills for implementing this innovative approach. Additionally, teacher training institutions can play a key role by integrating competency-based curriculum principles into their programs.

Digital transformation poses significant challenges for the Indonesian manufacturing sector in the Industry 4.0 era, demanding human resource (HR) readiness in line with technology adoption. This study analyses HR readiness at PT XYZ, an instant cement manufacturing subsidiary of Major Corporate Group, as it navigates organisational digital transformation. Using a qualitative single-case study design, the population included all PT XYZ employees involved in digital transformation, with a purposive sampling of six key informants: the HR Manager, Production Manager, IT Manager, one Supervisor, and two Production Employees. The instruments consisted of semi-structured interview guidelines, limited observation protocols, and a documentation checklist, analysed through the Miles and Huberman interactive model with thematic techniques for pattern identification. The results indicate an overall positive HR readiness, characterised by a collective understanding of transformation as a change in mindset and culture, supported by inter-divisional collaboration that overcomes psychological resistance and technical obstacles through ongoing training and mentoring. However, generational gaps persist. In conclusion, despite successful adaptation through upskilling, companies need an inclusive strategy for sustainable competitiveness

BackgroundIntroducing point-of-care ultrasound (POCUS) into prehospital emergencies is challenging. This study evaluated a blended POCUS training programme with remote supervision on clinical use and competence in a physician-staffed Emergency Medical Service (EMS).MethodsA prospective observational study considering the RE-AIM framework was conducted over six months in a regional physician-staffed EMS. Board-certified emergency physicians received training in focused protocols for respiratory failure, shock, cardiac arrest, and trauma, combining simulation with real-patient scanning under asynchronous expert supervision. Cases with and without POCUS were compared. Stored clips were reviewed by blinded experts for technical adequacy and interpretation accuracy. Interobserver agreement was measured using Cohen's κ and intraclass correlation coefficient (ICC).ResultsAmong 476 calls, ultrasound-trained physicians attended 375 (78.8%). POCUS was performed in 70 cases (18.7% with a trained physician; 38.3% when the primary indication was present). POCUS use was mainly for respiratory distress (47%) and shock (31%), with low trauma use (~ 6%). Use was reduced during overnight shifts (p = 0.0049). Scene time did not differ between POCUS and non-POCUS cases (21.5 vs 20.2 min, p = 0.64). Approximately 40% of scans met all technical quality criteria. Interpretation accuracy was high—experts agreed with trainees in ~ 80% of cases (κ = 0.79, 95% CI: 0.65–0.92); ultrasound diagnoses were confirmed in 85.7% (ICC = 0.87, 95% CI: 0.75–0.96). POCUS patients had higher clinical severity scores (34% vs 17% with p < 0.005). In some of these cases, episodes of cardiac arrest were documented.ConclusionsBlended training with remote mentorship enabled safe POCUS integration into high-acuity prehospital care without delaying scene time. Ongoing practice and mentorship are recommended to improve image acquisition and sustain skills.Supplementary InformationThe online version contains supplementary material available at 10.1186/s13049-026-01582-9.

Background: Learning assignments are an important strategy in increasing the capacity and career path of nurses, but this process often leads to role changes, academic pressures, and professional identity dynamics that are not fully understood. Purpose: To examine the meaning of the experience of nurses undergoing learning tasks in career development. Method: A phenomenological approach by involving twelve nurses who had completed a learning task. Data was collected through in-depth interviews and thematically analyzed to uncover consistent patterns of experiences among participants. Results: Five themes emerged: competency and career development through learning tasks, institutional and mentor support, emotional responses to academic pressure and dual roles, evolving professional values and identity, and work–family–study balance challenges. Overall, learning tasks support both technical growth and reflective professional maturity. Conclusion: Assignments are transformative experiences that provide career development opportunities, but require policy support and ongoing mentoring for nurses to be able to go through this process optimally.

The present exploratory mixed-methods case study examines the implementation and outcomes of a virtual High-Impact Tutoring through Self-Regulated Learning (HIT-SRL) intervention that integrates evidence-based tutoring practices with self-regulated learning (SRL) principles. Participants included eight fifth-grade students from one elementary school and eight undergraduate college tutors who delivered personalized, science-based literacy instruction. Tutors completed a year-long, SRL-focused training program and received ongoing mentorship. Qualitative data from tutor reflective journals documented tutors’ increasing familiarity with SRL concepts and examples of SRL strategy use during tutoring sessions. Stakeholder feedback from teachers, administrators, and parents reflected positive perceptions of student engagement and instructional quality. Quantitative analyses indicated positive changes in students’ reading scores from pre- to post-intervention. This case study provides descriptive evidence on the structure, implementation, and outcomes of an SRL-informed virtual tutoring model and highlights implications for practice and future research in K–12 settings.