Element Program Research Articles

Public–Private Partnering in Nuclear Reactor Development—Historical Review and Implications for Today

Abstract The dominant nuclear reactor technologies that comprise the current global operating fleet were developed and deployed over a relatively short, midtwentieth century, period spanning the 1950s and 60 s. Four of these technologies were deployed at fleet scales and commercially exported. The historical record indicates a remarkably consistent process of phased technology development that enabled the commercialization of designs that would define the global nuclear marketplace, beginning with research and development (R&D) and advancing through test reactors, small and large demonstration reactors, and first commercial-scale units. Following proof-of-principle R&D, historical commercialization lead times (from decision to construction of a demonstration reactor to first commercial launch) ranged from 12 to16 years for these four commercial technologies. Key factors contributing to successful commercialization included durable government support for early R&D and varying degrees of public–private partnering through commercial launch. This partnering included arrangements for technical support, siting, facility ownership, nuclear material provision, and cost sharing. The policy environment was characterized by unambiguous government support; stabile, effective and informed government program management and oversight; and flexibility in the public–private partnership arrangements to promote technology development and demonstration. Government advocacy was structured to support progressively increasing industry independence and self-sufficiency. This experience is documented and analyzed in this paper to provide salient lessons and example program elements for contemporary efforts to stimulate development and commercialization of a new generation of advanced nuclear technologies through collaboration and public–private partnerships.

Quality, availability and suitability of antimicrobial stewardship guidance: a multinational qualitative study.

Antimicrobial stewardship (AMS) programmes are established across the world to treat infections efficiently, prioritize patient safety, and reduce the emergence of antimicrobial resistance. One of the core elements of AMS programmes is guidance to support and direct physicians in making efficient, safe and optimal decisions when prescribing antibiotics. To optimize and tailor AMS, we need a better understanding of prescribing physicians' experience with AMS guidance. To explore the prescribing physicians' user experience, needs and targeted improvements of AMS guidance in hospital settings. Semi-structured interviews were conducted with 36 prescribing physicians/AMS guidance users from hospital settings in Canada, Germany, Israel, Latvia, Norway and Sweden as a part of the international PILGRIM trial. A socioecological model was applied as an overarching conceptual framework for the study. Research participants were seeking more AMS guidance than is currently available to them. The most important aspects and targets for improvement of AMS guidance were: (i) quality of guidelines; (ii) availability of infectious diseases specialists; and (iii) suitability of AMS guidance to department context. Achieving prudent antibiotic use not only depends on individual and collective levels of commitment to follow AMS guidance but also on the quality, availability and suitability of the guidance itself. More substantial commitment from stakeholders is needed to allocate the required resources for delivering high-quality, available and relevant AMS guidance to make sure that the prescribers' AMS needs are met.

PROTOCOL: Street outreach conflict mediation programs for reducing violence.

This is a protocol for a Cochrane Review (intervention). The objectives are as follows: This systematic review will synthesize the available evaluation research on the effectiveness of street outreach conflict mediation programs. The review seeks to answer the following primary question: Are street outreach worker strategies that use conflict mediation and/or violence interruption strategies effective at reducing violence? Assuming a sufficient number of eligible studies, this review will also address two additional questions: Are there certain program elements that render these strategies more or less effective? Are there certain conditions under which these strategies are more or less effective? As policymakers struggle to understand the policy options available to them for preventing and reducing violence, having clear answers to these three questions will help them make more informed decisions. The primary focus of this review is the effect of these strategies on violence. Nonetheless, when data are available we will collect information on secondary outcomes such as the cost-effectiveness of these strategies and their impacts on perceptual or attitudinal measures such as fear, perceived safety, and violence-related norms.

Analysis of Anonymous Student Narratives About Experiences with Emergency Medicine Residency Programs.

Academic emergency medicine (EM) communities have viewed anonymous online communities (AOC) such as Reddit or specialty-specific "applicant spreadsheets" as poor advising resources. Despite this, robust EM AOCs exist, with large user bases and heavy readership. Insights about applicants' authentic experiences can be critical for applicants and program leadership decision-making. To date, there are no EM studies to qualitatively assess EM AOC narratives during the application cycle. Our goal was to perform a qualitative analysis of students' EM program experiences through a publicly available AOC. This was a qualitative analysis of a publicly available, time-stamped, user-locked AOC dataset: "Official 2020-2021 Emergency Medicine Applicant Spreadsheet." We extracted and then de-identified all data from selected sub-sheets entitled "Virtual Interview Impressions" and "Rotation Impressions." Four investigators used constant comparative method to analyze the data inductively, and they subsequently met to generate common themes discussed by students. Preliminary thematic analysis was conducted on a random sample of 37/183 (20%) independent narratives to create the initial codebook. This was used and updated iteratively to analyze the entire narrative set consisting of 841 discrete statements. Finally, two unique codes were created to distinguish whether the identified sub-themes, or program attributes, were likely "modifiable" or "non-modifiable." We identified six major themes: living and working conditions; interpersonal relationships; learning experiences, postgraduate readiness, and online/virtual supplements. Common sub-themes included patient population (13%); resident personality (7%); program leadership personality (7%); relationship with faculty/leadership (6%); geography (4%); practice setting (4%); program reputation (4%), and postgraduate year-3 experiences (4%). Modifiable sub-themes outnumbered non-modifiable sub-themes, 60.7% to 39.3%. In this analysis of selected medical students' narratives in an AOC, the majority of identified themes represented topics that may serve as external feedback for EM residency programs and their clerkships. Selective use of AOCs may set a precedent for future program assessments by applicants and inform program leadership of important programmatic elements in the eyes of applicants. It elucidates important themes in their interactions or learning experiences with programs and creates opportunities for learner-centric program improvement.

Best practice models of aged-care implemented for First Nations people: a systematic review aligned with the Good Spirit Good Life quality of life principles

BackgroundAged-care programs that are based in First Nations worldviews are believed to translate to improved quality of life for First Nations Elders. First Nations perspectives of health and well-being incorporates social and cultural determinants in addition to traditional Western biomedical approaches. This is exemplified by the Good Spirit Good Life (GSGL) framework, which comprises 12 strength-based factors determined by First Nations Elders as constituting culturally appropriate ageing. Our objective was to conduct a systematic review of existing aged care models of practice to determine the degree of alignment with the GSGL framework. Recommendations of the national Australian Royal Commission into Aged Care Quality and Safety informed this work.MethodsWe conducted a systematic search of academic and grey literature in the PubMed, Scopus, Ovid Embase, and Informit online databases. Inclusion criteria comprised English language, original research describing the implementation of First Nations culturally appropriate aged care models, published before August 2022. Research that was not focused on First Nations Elders’ perspectives or quality of life was excluded. We subsequently identified, systematically assessed, and thematically analyzed 16 articles. We assessed the quality of included articles using the Aboriginal and Torres Strait Islander Quality Assessment Tool (ATSIQAT), and the Joanna Briggs Institute (JBI) critical appraisal tool for qualitative research.ResultsMost studies were of medium to high quality, while demonstrating strong alignment with the 12 GSGL factors. Nine of the included studies detailed whole service Models of care while 7 studies described a single program or service element. Thematic analysis of included studies yielded 9 enablers and barriers to implementing models of care.ConclusionsBest-practice First Nations aged care requires a decolonizing approach. Programs with strong adherence to the 12 GSGL factors are likely to improve Elders’ quality of life.

Advantages and prospects of constructive learning of school mathematics epistemes in a pedagogical higher educational institution

Relevance. In the context of constant changes in the educational sphere, the introduction of constructive teaching to the epistemes of mathematics is an urgent task, the study of this topic helps to adapt teaching methods to modern requirements and effectively introduce innovations into pedagogical practice. Purpose. The purpose of the study was to analyse the effectiveness of constructive teaching of mathematics epistemes in a pedagogical higher educational institution in order to identify and evaluate the results obtained. Methodology. The following methods of scientific cognition were used: literary analysis, synthesis, deduction, and induction. Results. The study identified specific epistemic competencies needed by future mathematics teachers, such as the ability to analyse mathematical concepts, identify connections between them, and develop systematic mathematical thinking. Specific elements of successful educational programmes were also highlighted, such as precisely tuned courses, systematic practical exercises, and effective feedback that contribute to the development of professional competence of future mathematics teachers. The methods contributing to the effective mastery of educational material by students and to the development of pedagogical competence in the field of mathematics education were considered. Tools and criteria were also proposed to assess the effectiveness of the implementation of constructive teaching of epistemes of mathematics, contributing to the development of systematic mathematical thinking and deep awareness of students. Conclusions. Constructive learning based on an epistemic approach is aimed at developing students� holistic understanding of mathematics, supporting flexibility, creative problem solving and interest in the subject. The study proposed strategies and methods aimed at developing the professional competence of future mathematics teachers, including special educational courses, practical exercises, and feedback from experienced teachers. Keywords: educational practice; professional competence; applied sciences; methodology; teaching; learning; abilities

The Effectiveness of Mentoring Programs on Empowering Women Entrepreneurs in Tanzania: A Case of Babati District Council

Purpose: Women entrepreneurs in Tanzania are making significant contributions to their local economies, driving innovation, and creating employment opportunities. However, they still face numerous challenges, including limited access to financing, inadequate business skills, and gender-based discrimination.To address these challenges and unlock the full potential of women entrepreneurs, mentorship programs have emerged as a powerful mechanism.
 Methodology: The study examined the effect of empowering women entrepreneurs through mentoring programs, a case study of Babati District Council. The study used mixed research approach and employed sequential explanatory research design. Descriptive and regression analysis were used to analyze the data and presented by tables and figures.
 Findings: The findings revealed the strong relationship between mentorship programs and women entrepreneurs' empowerment, as evidenced by a high R-squared value of 0.76. This means that approximately 76% of the variation in women entrepreneurs' empowerment can be explained by mentorship programs. The significant relationship between mentorship programs and women entrepreneurs' empowerment is further supported by a low p-value of 0.001, indicating that the observed relationship is unlikely to be due to chance.The study concluded mentorship programs have a significant impact on women entrepreneurs' empowerment.
 Unique Contribution to Theory, Practice and Policy: From the findings, it recommended fostering mentorship opportunities to support and uplift women in their entrepreneurial journeys. This study has contributed to the advancement of knowledge and practice in the field of mentoring programs for women entrepreneurs in Tanzania. The research has provided valuable insights and recommendations that can guide policymakers, practitioners, and researchers in their efforts to support women entrepreneurs. The study proposed a theoretical framework that elucidates the means by which mentoring programs can empower women entrepreneurs. It also identified crucial elements of effective mentoring programs, including regular meetings, clearly defined goals and expectations, active listening, and constructive feedback. Additionally, the study pushed for policies that foster an enabling environment for women entrepreneurs, including access to financing, education, and networking opportunities. Such policies can facilitate the growth and development of women-led enterprises.

An Assessment of the Current Level of Implementation of the Core Elements of Antimicrobial Stewardship Programs in Public Hospitals in Ghana.

Introduction: Antimicrobial resistance (AMR) is becoming a threat to global public health. Antimicrobial stewardship (AMS) program (ASP) is one of the 5 strategic areas in the Ghana National Action Plan to fight this menace. Assessment of the core elements of ASP in a hospital setting has been identified as a pragmatic way of identifying the barriers and facilitators for its effective implementation. Method: The World Health Organization's toolkit for assessment of the 7 core elements of ASP in hospitals in low and middle income countries was used for this situational analysis of public hospitals in 2 regions of Ghana. The core elements included leadership commitment, accountability and responsibility, pharmacy expertize, AMS actions and interventions, education and training, and periodic monitoring and surveillance. Data collected using a checklist were imported into STATA version 14 for descriptive and bivariate analyses. Results: 15 public hospitals were assessed with the toolkit. Most of them were primary health care facilities (n = 12, 80.0%), had bed capacities between 100 and 199 beds, less than 50 medical doctors (n = 12, 80.0%), less than 5 pharmacists (n = 10, 66.7%), and between 100 and 199 nurses. Performances in 4 out of the 7 core elements were most deficient and they included leadership commitment, pharmacy expertize, AMS actions (interventions) implemented, monitoring and surveillance of antibiotic use, and bacteria resistance rates. Pharmacist-led ASPs were also found to be associated with their formal training on AMS. Key barriers identified included lack of skilled human resources, lack of available time for AMS-related duties and poor laboratory infrastructure. Conclusion: There was sub-optimal performance for almost all the core elements of ASP in the public hospitals in Ghana hampered mostly by lack of skilled human and financial resources. Pharmacists must be empowered through formal training and certificate programs in infectious disease management and AMS principles and strategies to enhance their contribution toward ASPs in hospitals. The results from this study should encourage nationwide assessment of ASPs across hospital settings in Ghana to better evaluate the level of their implementation and address potential barriers to guide AMS policies and ASP strategy development toward the fight against AMR.

Opioid stewardship program implementation in rural and critical access hospitals in Arizona.

The objective of this study is to examine rural hospitals' status in implementing opioid stewardship program (OSP) elements and assess differences in implementation in emergency department (ED) and acute inpatient departments. Health administrator survey to identify the number and type of OSP elements that each hospital has implemented. Arizona critical access hospitals (CAHs). ED and acute inpatient department heads at 17 Arizona CAHs (total of 34 assessments). Implementation of 11 OSP elements, by department (ED vs inpatient) and prevention orientation (primary vs tertiary). The percentage of implemented elements ranged from 35 to 94 percent in EDs and 24 to 88 percent in acute care departments. Reviewing the prescription drug monitoring program database and offering alternatives to opioids were the most frequently implemented. Assessing opioid use disorder (OUD) and prescribing naloxone were among the least. The number of implemented elements tended to be uniform across departments. We found that CAHs implemented, on average, 67 percent of elements that prevent unnecessary opioid use and 54 percent of elements that treat OUD. Some OSP elements were in place in nearly every Arizona CAH, while others were present in only a quarter or a third of hospitals. To improve, more attention is needed to define and standardize OSPs. Equal priority should be given to preventing unnecessary opioid initiation and treating opioid misuse or OUD, as well as quality control strategies that provide an opportunity for continuous improvement.

Matematik Destekli Programlamaya Giriş Eğitiminin Bilgi İşlemsel Düşünme Üzerindeki Etkisi

The study aims to research the effect of an introductory programming course equipped with math-based programming activities on computational thinking skills and self-efficacy. A static-groups pre-test post-test quasi-experimental design was used. One hundred seventy-six 6th-grade students of a public school participated in the study. Eighty-nine of these students were in the experimental group, and 87 were in the control group. While the students in the experimental group received introductory programming education with Math-supported activities, the students in the control group received programming education with traditional course activities. Equivalent programming activities were carried out in both groups. Data were collected via two scales; Computational Thinking Test and Self-Efficacy Perception Scale for Computational Thinking Skills. After the study was completed, post-test scores were analyzed by ANCOVA analysis by controlling pre-test scores. The findings indicated no difference between the two groups regarding computational thinking test performance. Similarly, no conclusion stated a difference between the groups’ perceptions of self-efficacy of computational thinking. According to these results, evaluations regarding the positive and negative effects of using mathematics and programming together in an elementary programming education, which is thought to be related to Computational Thinking Skills, were reached at the skills of the study.

Implementation and mixed-methods evaluation of "Walk with a Doc" program at Stony Brook.

Walking groups run by trained individuals, lasting under an hour in a natural environment, may be a cost-effective way by which to encourage sustainable changes in physical activity as well as foster companionship and a shared experience of wellness among participants. Walk with a Doc (WWaD) is a national program that provides a platform for medical professionals, including physicians and medical students, to deliver a short talk on a health topic prior to walking side by side with patients and community members. To evaluate the WWaD Chapter at Stony Brook following implementation, a questionnaire was designed utilizing a mixed-methods approach (i.e.,containing qualitative and quantitative items) and administered to all attendees monthly prior to the health discussion. The aim of the questionnaire was fourfold: first, to obtain participant demographics; second, to obtain information on attendees' own perceptions of their health status and the role exercise plays in their health; third, to gain data on physical activity levels, including lengths of exercise sessions and types of activities performed; and fourth, to learn more about attendees' motivations and goals for participating in the walks. We received an IRB exemption. Physician and medical student volunteers were recruited from Stony Brook University Hospital, a suburban tertiary care center, to oversee program logistics. WWaD was scheduled to take place on the third Sunday of every month for 1 h at Heritage Park in Mount Sinai, New York. The event was advertised by volunteers to colleagues, peers, patients, and community members utilizing word of mouth, printed flyers, emails to listservs, and social media outlets. Each month, a physician volunteer oversaw a brief discussion (approximately 10 min in length). Over the course of the 5 month evaluation period, 91individuals participated in the walks, including repeat attendees. After excluding duplicate or incomplete entries, data from 30 participants were included in this analysis. The majority of participants were female (n=24) with a mean age of 50 years (range, 23-98 years). Feedback on WWaD program elements was largely positive. Participants commended the monthly speakers for "informative talks" (n=6) on "interesting topics" (n=4), with plans to review the supplemental information in educational pamphlets following the walk (n=4). The brochures were also deemed "helpful." Overwhelmingly, patients referred to the community gathering and team building aspects of WWaD as the "most enjoyable" aspect of the program (n=8) and a key driver for participation. This mixed-methods study of the WWaD chapter at Stony Brook contributes to a growing body of evidence highlighting the value of walking groups as effective avenues for collaboration in producing accessible healthy behavior.

Joint educational programs as a tool to increase the international competitiveness of a regional university

The article is devoted to the practices’ study of increasing the international competitiveness of a regional university through the joint educational programs development and implementation. The paper provides a review and systematization of legislative acts on the education of foreign citizens in Russian universities. The main system elements of joint educational programs aimed at improving the international competitiveness of higher education institutions have been highlighted. The implementation results of a joint educational program at the Penza Branch of the Financial University under the Government of the Russian Federation under an agreement with the Eastern Institute of the Shandong University of Finance and Economics (People’s Republic of China) have been presented. The directions of further cooperation with partners within the framework of joint educational programs have been outlined. The article materials will be relevant for heads of universities, branches, as well as vice-rectors as a practical case in the development of international activities.

A Common Trajectory Toward a Professional Identity as a Faculty Developer.

Professional identity formation is a complex construct that continually evolves in relation to an individual's experiences. The literature on educators identifying as faculty developers is limited and incompletely addresses how that identify affects other identities, careers, and influences on teaching. Twenty-six health professionals were trained to serve as faculty developers within our educational system. We sought to examine the factors that influence the professional identity of these faculty developers and to determine whether a common trajectory existed. We employed a constructivist thematic analysis methodology using an inductive approach to understand the experiences of faculty developers. We conducted semistructured recorded interviews. Coding and thematic analysis were completed iteratively. We identified eight primary themes: (1) initial invitation, (2) discovery of faculty development as a professional activity, (3) discovery of educational theory, skills, and need for more education, (4) process of time and experience, (5) fostering relationships and community, (6) transfer of skills to professional and personal roles, (7) experiences that lead to credibility, and (8) sense of greater impact. An individual's journey to a faculty developer identity is variable, with several shared pivotal experiences that help foster the emergence of this identity. Consideration of specific programmatic elements to support the themes identified might allow for a strategic approach to faculty development efforts in health professions education.

Students' Empathy Attitude in Helping To Overcome Difficulties in Mobile Device Programming Learning

Learning is a process of making people or living creatures learn. Learning is very important for students in an era of increasingly rapid technology, one of which is learning to program mobile devices. Of course, in learning there must be achievements learning that must be achieved by students. To achieve learning, students must overcome challenges with different levels of difficulty. This level of difficulty can influence the emotional development of students, especially in providing a sense of empathy towards other students. This research raises the problem of the level of difficulty faced by students in the process of learning mobile device programming and how to empathize in helping students overcome these difficulties. This research method uses a qualitative method with a descriptive approach where the researcher describes the literature review and describes the answers to existing problems. By collecting data through interviews, observations and literature studies. This research was carried out at one of the 11th grade Surakarta State Vocational Schools in phase F on the achievements per mobile device programming element. Based on the results of research in learning mobile device programming, educators know the importance of understanding students' level of difficulty using theory Bloom's Taxonomy and students' empathetic attitude towards the difficulties they face based on Erik Erikson's theory. So that an empathetic attitude can influence students' success in achieving learning.

Modelling of Photovoltaic Generators Based on a Linarized Equivalnet Circuit

In this paper, a new method on modeling of PV generators, for association with electromagnetic software programs, is proposed. The application of a linearization process, on nonlinear and well-tested current-voltage equations using Taylor’s scheme, leads to uncoupling of the current and voltage quantities in each time step of a digital simulation. This uncoupling is represented by a linearized equivalent electrical circuit. Using the proposed equivalent photovoltaic generator circuit, the application of nodal analysis on equivalent resistive circuits derives a photovoltaic system model of linear algebraic equations. This remarkably simplifies photovoltaic systems modeling because one can develop a photovoltaic generator element in electromagnetic transient programs for power systems analysis.

Vaccination Guidelines for Pregnant Women: Addressing COVID-19 and the Omicron Variant.

Vaccinations are an essential element of public health programs around the world, which have a major impact on morbidity, mortality, and costs of the health care system. In recent years, with a better understanding of the effectiveness and safety of vaccinations, many recommendations have been developed for administering vaccines to adults. Countless physiological changes occur during pregnancy, including those affecting the immune system. Pregnant women are at increased risk of developing infections and resulting complications. According to research, vaccines are immunogenic and safe for pregnant women. Pregnancy is not an absolute contraindication to vaccination. After administration of vaccines to pregnant women, the concentration of antibodies increases, which can be transferred to the child in the second and third trimesters of pregnancy and provide protection in the first months of life. The Advisory Committee on Immunization Practices (ACIP), guidelines of the Centers for Disease Control and Prevention (CDC), and the American College of Obstetrics and Gynecology (ACOG) unanimously recommend vaccination of pregnant women if a safe vaccine is available and there is a risk of exposure of the woman to a disease that threatens herself or her developing baby. In everyday clinical practice, medical professionals should provide their patients with the necessary information on vaccinations, which may contribute to greater awareness and implementation of vaccinations. This article aims to review current global recommendations for the vaccination of pregnant and breastfeeding women, including against the Omicron variants of SARS-CoV-2.

Evaluasi Program Pengelolaan Sampah Hasil Rumah Tangga

The problem of household waste is the responsibility of all parties, including the village government and the community itself. In the implementation of the waste management program in Kemantren Village it has not been effective and efficient so an evaluation of this program is needed. This research aims to evaluate the household waste management program in Kemantren Village, Tulangan District, Sidoarjo Regency. The type of research is descriptive qualitative by collecting data using observation and interview techniques. This research uses a program suitability model by David Korten. The results of the research show that the problem of household waste in Kemantren Village has not been resolved optimally, so a household waste management program has been implemented since 2018 by the village government. This waste management program includes collecting and transporting waste using three-wheeled trucks and operational costs come from mandatory monthly fees. based on the program suitability model by David Korten that the household waste management program in Kemantren village is not running effectively and efficiently because there is a mismatch between the elements of the waste management program and the capacity of human resources in implementing this waste management program.

Starting early: Case study of mentoring for undergraduate training through the Veterans Health Administration and implications for promoting equity.

Undergraduate mentoring and research internships promote entry into graduate training, academic success, research productivity, and greater career satisfaction. Most pathway programs to enhance representation within academia and health care intervene at the graduate level, leaving a critical gap in undergraduate training. The Veterans Health Administration's (VHA's) national network of clinicians and researchers is uniquely suited to provide equitable access to quality mentorship and education for undergraduates interested in health care careers. We present a program evaluation case study of a VHA undergraduate training program incorporating empirically supported components that promote success and transition to graduate school, including tiered mentorship, a didactic-preceptor model, hands-on experience, and interdisciplinary work. We describe participant characteristics and consider the program elements that may contribute to trainees' success, highlighting the importance of undergraduate training within a health care system like VHA. We found that all program completers attained their bachelor's degree and nearly 70% advanced to graduate studies. Despite some differences based on participant characteristics, all program components were deemed useful preparation for professional success, with hands-on research experience and mentoring cited as the most helpful. The promising results of our case study demonstrate the feasibility of successfully implementing an undergraduate training program to provide a pathway to advanced careers in health care within the VHA. We posit that programs like ours can serve as a framework for creating pathway training programs that target undergraduates traditionally underrepresented, subsequently empowering them to pursue health care careers, and ultimately increasing diversity by training professionals who are better prepared to assist with diverse patient needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

CYBERSECURITY AWARENESS AND EDUCATION PROGRAMS: A REVIEW OF EMPLOYEE ENGAGEMENT AND ACCOUNTABILITY

As organizations continue to grapple with the escalating threat landscape of cyber-attacks, the imperative to fortify their cybersecurity defenses becomes increasingly paramount. This review delves into the critical realm of cybersecurity awareness and education programs, focusing on the pivotal factors of employee engagement and accountability. The effectiveness of these programs in cultivating a cyber-resilient workforce is scrutinized through an extensive examination of existing literature, empirical studies, and industry practices. The review begins by exploring the foundational elements of cybersecurity awareness programs, elucidating the significance of imparting knowledge and instilling a culture of vigilance among employees. It examines the diverse methodologies employed in these programs, ranging from interactive workshops and simulated phishing exercises to online modules and gamified learning platforms. A comparative analysis of these approaches sheds light on their respective strengths and limitations. A central theme of this review revolves around the nexus between employee engagement and cybersecurity resilience. It delves into the psychological and behavioral aspects of engagement, assessing how motivational factors and tailored learning experiences contribute to heightened cybersecurity awareness. The impact of organizational culture and leadership support on fostering a sense of responsibility among employees is also explored, emphasizing the need for a holistic approach that transcends mere compliance. Furthermore, the review investigates the role of accountability in sustaining the efficacy of cybersecurity initiatives. It examines the mechanisms employed by organizations to enforce adherence to security policies and protocols, emphasizing the role of robust monitoring systems, clear communication channels, and consequence management. Case studies and real-world examples are integrated to illustrate instances of successful accountability frameworks and their influence on overall cybersecurity posture. This review synthesizes key findings and identifies emerging trends in cybersecurity awareness and education programs, with a particular focus on optimizing employee engagement and fostering a culture of accountability. The insights gleaned from this analysis provide a roadmap for organizations seeking to fortify their defenses against evolving cyber threats by cultivating a vigilant and proactive workforce.
 Keywords: Cybersecurity, Education, Cyber threat, Employee engagement, Accountability.

Essential elements for a nationwide remote pharmacy trainee mentoring program: An opinion of the Ambulatory Care Practice and Research Network of the American College of Clinical Pharmacy

AbstractMentorship is vital for pharmacy trainees to develop professional skills and networks. This paper aims to share the development and implementation of a national remote mentorship program for pharmacy trainees within the American College of Clinical Pharmacy Ambulatory Care Practice and Research Network. We offer recommendations for developing a similar program within organizations emphasizing the program's framework as a resource for similar initiatives. The following key recommendations are proposed to enhance mentorship programs: (1) Program flexibility for tailored interactions; (2) Effective mentor–mentee matching through comprehensive data collection; and (3) Strong, early communication to maintain participant engagement. These strategies are crucial for successfully developing remote mentorship programs in professional pharmacy organizations, as evidenced by limited reports in the current literature.