Research Team Research Articles

Genome-wide expression analysis of LACS gene family implies GhLACS25 functional responding to salt stress in cotton

BackgroundLong-chain acyl-coenzyme A synthetase (LACS) is a type of acylating enzyme with AMP-binding, playing an important role in the growth, development, and stress response processes of plants.ResultsThe research team identified different numbers of LACS in four cotton species (Gossypium hirsutum, Gossypium barbadense, Gossypium raimondii, and Gossypium arboreum). By analyzing the structure and evolutionary characteristics of the LACS, the GhLACS were divided into six subgroups, and a chromosome distribution map of the family members was drawn, providing a basis for further research classification and positioning. Promoter cis-acting element analysis showed that most GhLACS contain plant hormones (GA, MeJA) or non-biological stress-related cis-elements. The expression patterns of GhLACS under salt stress treatment were analyzed, and the results showed that GhLACS may significantly participate in salt stress response through different mechanisms. The research team selected 12 GhLACSs responsive to salt stress for tissue expression analysis and found that these genes are expressed in different tissues.ConclusionsThere is a certain diversity of LACS among different cotton species. Analysis of promoter cis-acting elements suggests that GhLACS may be involved in regulating plant growth, development and stress response processes. GhLACS25 was selected for in-depth study, which confirmed its significant role in salt stress response through virus-induced gene silencing (VIGS) and induced expression in yeast cells.

Predictors of Adverse Drug Reaction-Related Hospitalisations Among People with Dementia: A Retrospective Case-Control Study.

Adverse drug reactions (ADRs) are common among people with dementia; however, little is known about the magnitude and predictors associated with ADR-related hospitalisation among these individuals. This study aimed to determine the magnitude, types, drugs implicated and predictors of ADRs associated with hospitalisation among people with dementia. This retrospective case-control study analysed medical records of individuals aged ≥ 65 years with dementia admitted to major public hospitals in Tasmania, Australia, from July 2010 to July 2021. Adverse drug reactions and implicated drugs were identified using administrative data and cross-checked with hospital medical records, with consensus reached among the research team. Of the 7928 people admitted to hospital at least once within the study period, 1876 (23.7%) experienced at least one ADR-related hospitalisation. Of these, 300 case patients with 311 ADRs and 300 control patients were randomly selected. The most common types of ADRs were renal (acute kidney injury; AKI) (36.0%), followed by neuropsychiatric (17.6%), cardiovascular (16.0%) and haematological (13.1%). Diuretics, renin-angiotensin system (RAS) inhibitors and anti-thrombotics constituted the main implicated drug classes. The ADR-related hospitalisation was associated with: chronic kidney disease (CKD) (OR 8.00, 95% CI 2.63-24.28, p < 0.001), Australian-born (OR 1.62, 95% CI 1.08-2.43, p = 0.019), hypertension (OR 1.48, 95% CI 1.01-2.17, p = 0.044) and the number of medicines (OR 1.06, 95% CI 1.00-1.12, p = 0.022). Potentially inappropriate medication use and anticholinergic burden did not predict ADR-related hospitalisation. These predictors could help identify the individuals at the highest risk and enable targeted interventions to be designed.

An assessment of federal alcohol policies in Canada and priority recommendations: Results from the 3rd Canadian Alcohol Policy Evaluation Project.

To systematically assess the Canadian federal government's current alcohol policies in relation to public health best practices. The 2022 Canadian Alcohol Policy Evaluation (CAPE) Project assessed federal alcohol policies across 10 domains. Policy domains were weighted according to evidence for their relative impact, including effectiveness and scope. A detailed scoring rubric of best practices was developed and externally reviewed by international experts. Policy data were collected between June and December 2022, using official legislation, government websites, and data sources identified from previous iterations of CAPE as sources. Contacts within relevant government departments provided any additional data sources, reviewed the accuracy and completeness of the data, and provided amendments as needed. Data were scored independently by members of the research team. Final policy scores were tabulated and presented as a weighted overall average score and as unweighted domain-specific scores. Compared to public health best practices, the federal government of Canada scored 37% overall. The three most impactful domains-(1) pricing and taxation, (2) marketing and advertising controls, and (3) impaired driving countermeasures-received some of the lowest scores (39%, 10%, and 40%, respectively). Domain-specific scores varied considerably from 0% for minimum legal age policies to 100% for controls on physical availability of alcohol. Many evidence-informed alcohol policies have not been adopted, or beenadopted only partially, by the Canadian federal government. Urgent adoption of the recommended policies is needed to prevent and reduce the enormous health, social, and economic costs of alcohol use in Canada.

Informing Digital Programs for Lupus Self-Management Education: A Systematic Scoping Review.

We describe the characteristics, content, and effectiveness of digital self-management (SM) education programs for lupus and other chronic conditions to identify gaps and inform the improvement of future programs in lupus. Three bibliographic databases were searched for articles published between May 2012 and April 2022. The search was cast to capture the breadth of digital SM education programs in the following conditions: lupus, epilepsy, fibromyalgia, multiple sclerosis, sickle cell anemia, Sjogren's syndrome, psoriatic arthritis, and rheumatoid arthritis. Title and abstract screening, as well as full-text review, was conducted by two independent reviewers. Data extraction was first completed by one author charting all studies and then, a second time, by four members of the research team charting collaboratively. Of the 1,969 articles identified through the search, 14 met inclusion criteria. Two additional articles were included following bibliography review. The 16 articles represented 12 unique digital SM education programs. Programs covered five conditions: epilepsy (n=3), fibromyalgia (n=2), multiple sclerosis (n=4), lupus (n=1), and rheumatoid arthritis (n=2). Most programs were asynchronous and internet-based (n=9) with a prescribed sequence of content (n=8). Peer, technical, or specialist support was offered in seven programs. Most programs demonstrated statistically significant improvement of symptoms in the intervention group (n=8). This scoping review summarizes the current landscape for digital SM education programs in lupus and similar conditions. In lupus, further investigation will fill in the gaps around digital SM education needs, user experience and evaluation of outcomes.

Technology-enhanced mindfulness-based collaborative social reasoning to improve adolescents' social-emotional competencies.

This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( = .13), and lower externalizing ( = .07) and bullying behaviors ( = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.

A Systematic Literature Review of Informal STEM Learning

Student learning outside the formal classroom is inextricably linked to informal learning environments. In many countries, most activities that employ informal learning prioritize the integration of science, technology, engineering, and mathematics (STEM) disciplines and have shown a positive impact on increasing students’ interest, self-efficacy, and awareness of the STEM field. Thus, this study aims to systematically review the activities reported in the relevant studies focusing on informal STEM learning for K–12. High-index journals published under SCOPUS and Web of Science databases were utilized using a predetermined search strategy and retrieved two research team members’ screened articles. Only empirical studies containing the terms “STEM education”, “summer camp”, and “informal learning” in the title, abstract, and keyword were included. Data were coded and organized into a matrix that was qualitatively assessed and categorized into themes. Based on the 25 studies reviewed, it was found that the integration of STEM disciplines in informal learning is notably varied. The characteristics of the STEM activities can be organized into seven themes: inquiry, focus on problems, design, cooperative learning, student-centred, hands-on, and 21st-century skills. Practice recommendations include a quality curriculum that aligns with informal STEM learning needs.

A systematic literature review of research examining the impact of citizenship education on active citizenship outcomes

AbstractThis article reports on a systematic review of the evidence concerning the impact of citizenship education, specifically focusing on the effect of different teaching activities on a range of active citizenship outcomes. It provides a narrative synthesis of 109 articles in peer reviewed journals, representing a wide range of methodological approaches. The review was undertaken for a teacher audience and the research team identified four themes with practical implications. First, we discuss the significance of school ethos and distinguish between distinctive aspects of ethos in the literature including relationships between students and teachers, values and behaviours. Second, we explore some of the characteristics of successful projects, including detailed consideration of the type of projects selected for action by young people, the role of teachers, and the duration of projects. This discussion suggests that, whilst full project cycles (involving students identifying and researching areas for action and devising, implementing and reviewing action plans) are valuable, there is also evidence to suggest that short, partial projects may be easier to implement and still secure comparable benefits. Third, we consider the evidence about whether and how citizenship education can have some compensatory effect, closing the civic gap between different groups of young people. In the fourth theme we consider the wide range of teaching strategies which have been demonstrated to have some success in practice.Context and implicationsRationale for this studyThis literature review was undertaken on behalf of a teacher's organisation to consider the evidence base for citizenship education.Why the new findings matterThe review demonstrates the breadth of evidence for the positive impact of citizenship education and highlights several avenues for further exploration relating to school ethos, action projects and reducing inequalities.Implications for researchers and educational institutionsImplications for practice relate to the importance of how students perceive the ethos of the school as a whole, as well as their experiences when learning citizenship. This has specific implications for school leaders whose support is required to nurture a positive school ethos (beyond the formal curriculum). Implications for citizenship teachers include making use of short, partial active citizenship projects more routinely; and adopting strategies for closing the civic gap. Researchers are urged to move beyond large‐scale surveys to explore longitudinal studies in specific contexts to track impacts over time for different students.

Action research as professional learning in and through practice

ABSTRACT It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures and the Professional Learning Framework (see text), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. The findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices.

Challenges in Researching Endangered and Vulnerable Languages in Serbia within the Project “Vulnerable Languages and Linguistic Varieties in Serbia”: Methodological and Ethical Issues

In the paper we define, elaborate and illustrate what language documentation is, firstly by focusing on the global context where the large number of vanishing languages warrants such an approach in applied linguistics, and then by narrowing our scope to the local context of the Republic of Serbia, which itself has a certain number of endangered and vulnerable languages and language varieties. Indicating the discrepancy between official records found in world catalogues and databases (UNESCO’s Atlas of the World’s Languages in Danger, Ethnologue, and The Catalogue of Endangered Languages (ELCat)) and the situation in the field as described by researchers familiar with the local context, we investigate the experiences of a team of researchers currently working on documenting Aromanian, Banat Bulgarian, Vojvodina Rusyn (Ruthenian), Judezmo (Ladino), Romani (Gurbet and Arli varieties), Megleno-Romanian and Romanian (Bayash and Vlach varieties) as endangered and vulnerable languages and language varieties in Serbia. Using interviews as a method for collecting data, conveying the researchers’ experiences in the field and their ways of dealing with various issues that come up in the process of language documentation, we have singled out two broad fields of topics. The first one tackles methodological challenges encountered prior and during field work, whereas the second focuses on ethical issues that necessarily must be resolved due to the participation of human subjects. In terms of the first group of topics, we have focused on research design (considerations involved in the project preparation), sampling (usually relying on researchers’ previous experiences more than on official records), personal involvement (often inevitable, but researchers do present strategies that help them maintain objectivity), and establishing first contact and recruiting informants (which also relies on previous work in the community). As for the second group of topics, that concerns ethical issue, the researchers have discussed the ways of getting informants’ consent for research and how they explain the importance of language documentation for that particular community and its members. Additionally, it addresses the issue of compensation that sometimes occurs, where informants expect either material or other kind of reward for helping out the research team. The paper also discusses how researchers deal with various sensitive topics that may range from personal issues to political opinions, and finally, the ethical responsibility that the researchers have towards the community they are studying in terms of giving something back and providing a sustainable relationship towards the language in question. We conclude by positioning the process of language documentation in the wider field of social studies, indicating its importance not only for sociolinguistics but also for the sociology of language, sociology of ethnicity and other related disciplines.

Re-discovery and taxonomic clarification of Oreocharis leveilleana (Gesneriaceae) in Guizhou, China, over 100 years

Oreocharis leveilleana Fedde was collected in Ta-pin in 1910 and published in 1911. The collected location was verified within western Luodian County, Guizhou Province, China. However, there have been no records of the species’ collection for more than 100 years since then. After extensive investigations by our research team on the type locality and its surrounding areas, we found that it is widely distributed in western Luodian County and eastern Wangmo County, Guizhou Province, China. During further research on the original literature, type specimens and type locality of O. leveilleana, the taxonomic position of O. leveilleana, which was once treated as a synonym of O. auricula (S.Moore) C.B.Clarke, was found to have a taxonomic problem. Through morphological research combined with geographical distribution analysis, it has been determined that it should belong to the genus Petrocodon Hance and it is the same species as P. coccineus (C.Y.Wu ex H.W.Li) Yin Z.Wang. According to the regulations and suggestions of the 2018 "International Code of Nomenclature for Algae, Fungi, and Plants (Shenzhen Code)", we propose and confirm a new combination – Petrocodon leveilleanus (Fedde) X.X.Bai &amp; F.Wen and treat P. coccineus as a synonym of the new combination. Due to its unique bright red flowers within Petrocodon, its original Chinese name has been retained.

Collaborative Action Research As an Approach to School Improvement to Develop Inclusive Education in Pakistan

ABSTRACT Education in Pakistan continues to be underfunded and only one in three children complete primary education. Children with special needs face further barriers to access good quality education, with an estimated less than one in ten disabled children attending any school. In this situation, mainstream schools struggle to provide an inclusive education environment. Given these multiple challenges, Collaborative Action Research (CAR) was used to attempt to improve educational services, by facilitating teachers, school management, and families and parents to work together to promote inclusion. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the Action Research cycles of plan-act-observe-reflect to develop practical strategies, materials, and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Support from school management as well as interdisciplinary collaboration were crucial factors for implementing Action Research and the innovations resulting from this process. Resulting strategies were found to benefit all children in class, leading to enhanced engagement and attainment of children with special needs as well as their peers. Both occupational therapists and teachers discovered the value of interprofessional collaboration through this process. A Resource Guide has been produced and is freely available.

The development and structural validity testing of the Person-centred Practice Inventory-Care (PCPI-C).

Person-centred healthcare focuses on placing the beliefs and values of service users at the centre of decision-making and creating the context for practitioners to do this effectively. Measuring the outcomes arising from person-centred practices is complex and challenging and often adopts multiple perspectives and approaches. Few measurement frameworks are grounded in an explicit person-centred theoretical framework. In the study reported in this paper, the aim was to develop a valid and reliable instrument to measure the experience of person-centred care by service users (patients)-The Person-centred Practice Inventory-Care (PCPI-C). Based on the 'person-centred processes' construct of an established Person-centred Practice Framework (PCPF), a service user instrument was developed to complement existing instruments informed by the same theoretical framework-the PCPF. An exploratory sequential mixed methods design was used to construct and test the instrument, working with international partners and service users in Scotland, Northern Ireland, Australia and Austria. A three-phase approach was adopted to the development and testing of the PCPI-C: Phase 1 -Item Selection: following an iterative process a list of 20 items were agreed upon by the research team for use in phase 2 of the project; Phase 2 -Instrument Development and Refinement: Development of the PCPI-C was undertaken through two stages. Stage 1 involved three sequential rounds of data collection using focus groups in Scotland, Australia and Northern Ireland; Stage 2 involved distributing the instrument to members of a global community of practice for person-centred practice for review and feedback, as well as refinement and translation through one: one interviews in Austria. Phase 3: Testing Structural Validity of the PCPI-C: A sample of 452 participants participated in this phase of the study. Service users participating in existing cancer research in the UK, Malta, Poland and Portugal, as well as care homes research in Austria completed the draft PCPI-C. Data were collected over a 14month period (January 2021-March 2022). Descriptive and measures of dispersion statistics were generated for all items to help inform subsequent analysis. Confirmatory factor analysis was conducted using maximum likelihood robust extraction testing of the 5-factor model of the PCPI-C. The testing of the PCPI-C resulted in a final 18 item instrument. The results demonstrate that the PCPI-C is a psychometrically sound instrument, supporting a five-factor model that examines the service user's perspective of what constitutes person-centred care. This new instrument is generic in nature and so can be used to evaluate how person-centredness is perceived by service users in different healthcare contexts and at different levels of an organisation. Thus, it brings a service user perspective to an organisation-wide evaluation framework.

A Review on cLF36, a Novel Recombinant Antimicrobial Peptide-Derived Camel Lactoferrin.

Lactoferrin is an antimicrobial peptide (AMP) playing a pivotal role in numerous biological processes. The primary antimicrobial efficacy of lactoferrin is associated with its N-terminal end, which contains various peptides, such as lactoferricin and lactoferrampin. In this context, our research team has developed a refined chimeric 42-mer peptide known as cLF36 over the past few years. This peptide encompasses the complete amino acid sequence of camel lactoferrampin and partial amino acid sequence of lactoferricin. The peptide's activity against human, avian, and plant bacterial pathogens has been assessed using different biological platforms, including prokaryotic (P170 and pET) and eukaryotic (HEK293) expression systems. The peptide positively influenced the growth performance and intestinal morphology of chickens challenged with pathogen bacteria. Computational methods and in vitro studies showed the peptide's antiviral effects against hepatitis C virus, influenza virus, and rotavirus. The chimeric peptide exhibited higher activity against certain tumor cell lines compared to normal cells, which may be attributed to the peptide's interaction with negatively charged glycosaminoglycans on the surface of tumor cells. Importantly, this peptide exhibited no toxicity against host cells and demonstrated remarkable thermal and protease stability in serum. In conclusion, while our investigations suggest that the chimeric peptide, cLF36, may offer potential as a candidate or complementary option to some available antibiotics, antiviral agents, and chemical pesticides, significant uncertainties remain regarding its cost-effectiveness, as well as its pharmacodynamic and pharmacokinetic characteristics, which require further elucidation.

Transformative engagement with community music-making for older adults: a scoping review protocol.

This scoping review has 3 objectives: to identify the literature on older adults' engagement with community music-making in which an experience of transformative change is noted; to explore the different ways transformation is described; and to identify factors that enable this experience. Music has been shown to stimulate transformation (positive change) in individuals. Documented experiences of transformation fall into 3 broad areas: self-perception, quality of life, and personal growth. Yet the specific elements of musical experience that enable such effects remain little understood. Identifying the literature on this topic will enable deeper understanding and identify gaps in knowledge. The review will include peer-reviewed publications, systematic and scoping reviews, and gray literature, including theses and reports. Studies will focus on older community-dwelling adults (60 years or over) engaged in group music-making in community settings. The studies must include enquiry into transformative effects. Music used therapeutically in health settings; individual music-making; and listening (rather than active music-making) will be excluded. Any empirical methodology will be accepted. The review will follow the JBI guidelines for scoping reviews. Databases to be searched will include MEDLINE (Ovid), CINAHL (EBSCOhost), PsycINFO (Ovid), Scopus, Embase (Ovid), Informit, Cochrane Library, Campbell Collaboration, JBI EBP, Web of Science, JSTOR, Academic Search Ultimate (EBSCOhost), ProQuest Dissertations & Theses Global, and Google Scholar. Studies must be published in English, from 2000 until the present. Retrieved studies will be independently screened by at least 2 reviewers. Data will be extracted using a data extraction tool developed by the research team. The findings will be presented in tabular format, supported by a narrative summary. https://osf.io/ftuhx.

Local Food Culture Festival Management Model in Papua

This research is a continuation of research and service as well as articles presented in international seminars and Bapenas FGDs. Research, PkM, International Seminars and FGDs from BAPENAS that have been carried out provide an illustration that Papua has great potential in local food, especially those made from sago. This is supported by the availability of sago forests and people who are starting to understand the preservation of sago forests and people who are creative in processing sago food in various preparations. However, the community has not yet found the right form to promote local food well and have a big impact. Conditions like this provide an opportunity for the government and academics to play a role in formulating the right strategy and realizing it in a major activity that can be known by many people nationally and internationally. One of the activities that can support the condition of people who are in this position is the government implementing a Local Food Culture Festival which is held on a scheduled schedule every year. This research aims to create a management model for local food culture festivals which is carried out in 2 (two) stages, namely Phase I (2023) sharing knowledge of the research team with festival management experts at UNY as well as concocting a suitable or appropriate form for festival management in Merauke Regency, as well as Benchmarking at several Cultural Festivals organized by the Yogyakarta Special Region Government (DIY) in September 2023, and Phase II (2024) the research team will carry out education and FGDs for 3 days for the Tourism and Culture Offices of Merauke Regency and South Papua Province as well as the candidates festival participants from the local food business community. The results of this research found that organizing a festival requires high synergy from the organizing team itself and from the government and sponsors. The most important thing is that it is necessary to carry out a survey or initial analysis of the festival theme which can describe the vision of the activities, potential and targets to be achieved by the festival. The budget and activity plan must be determined well in advance so that it can be included in the annual expenditure of sponsors or local governments. The selection of the organizing team must also be a professional team or a combination of a professional team and the sponsor, so that the implementation can go according to plan. Apart from that, the community must also be involved or empowered to participate. What is different about festivals held in the Papua region is the very dominant role of local communities involved in helping to improve the economy of the local population and promoting existing Papuan culture, apart from that there is still a lack of third parties who are willing to sponsor festival activities in Papua, especially Papuan cultural and local food festival.

Research ethics in a multilingual world: A guide to reflecting on language decisions in all disciplines

Doing research in a globalized context – regardless of the discipline – requires language decisions at different stages of the research process. Many of these language decisions have ethical implications. Existing literature and ethical guidance tend to focus on ethical concerns that arise in communication with participants who use a language different from the main research language. As this article shows, language decisions with potential ethical implications can occur in many additional ways. Two questions guided this work: how do language decisions and research ethics intersect at different stages of the research process, and what potential harm is related to language decisions and how can such concerns be mitigated? Relevant literature – combined with practical research experiences – show that language decisions can potentially result in harm at the conception stage of research projects, when working with participants, during data analysis, interpretation, and dissemination, as well as when managing a research project. Thus, the article highlights that the role of language-related ethical dilemmas is not only organizational (e.g., ensuring participants can understand what the research is about), but also social (e.g., developing trust and relationships in research teams) as well as ideological (e.g., awareness of power structures and diverse worldviews). In order to support researchers in globalized contexts, this article offers a reflective framework that complements regulatory guidance issued by ethical bodies and facilitates a deeper awareness of ethical implications related to language decisions in a multilingual world.

A systematic review to determine the effect of strategies to sustain chronic disease prevention interventions in clinical and community settings: study protocol

BackgroundThe primary purpose of this review is to synthesise the effect of strategies aiming to sustain the implementation of evidenced-based interventions (EBIs) targeting key health behaviours associated with chronic disease (i.e. physical inactivity, poor diet, harmful alcohol use, and tobacco smoking) in clinical and community settings. The field of implementation science is bereft of an evidence base of effective sustainment strategies, and as such, this review will provide important evidence to advance the field of sustainability research.MethodsThis systematic review protocol is reported in accordance with the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) checklist. Methods will follow Cochrane gold-standard review methodology. The search will be undertaken across multiple databases, adapting filters previously developed by the research team, data screening and extraction will be performed in duplicate, strategies will be coded using an adapted sustainability-explicit taxonomy, and evidence will be synthesised using appropriate methods (i.e. meta-analytic following Cochrane or non-meta-analytic following SWiM guidelines). We will include any randomised controlled study that targets any staff or volunteers delivering interventions in clinical or community settings. Studies which report on any objective or subjective measure of the sustainment of a health prevention policy, practice, or programme within any of the eligible settings will be included. Article screening, data extraction, risk of bias, and quality assessment will be performed independently by two review authors. Risk of bias will be assessed using Version 2 of the Cochrane risk-of-bias tool for randomised trials (RoB 2). A random-effect meta-analysis will be conducted to estimate the pooled effect of sustainment strategies separately by setting (i.e. clinical and community). Sub-group analyses will be undertaken to explore possible causes of statistical heterogeneity and may include the following: time period, single or multi-strategy, type of setting, and type of intervention. Differences between sub-groups will be statistically compared.Discussion/conclusionThis will be the first systematic review to determine the effect of strategies designed to support sustainment on sustaining the implementation of EBIs in clinical and community settings. The findings of this review will directly inform the design of future sustainability-focused implementation trials. Further, these findings will inform the development of a sustainability practice guide for public health practitioners.Systematic review registrationPROSPERO CRD42022352333.

Civilian and Military Medical School Graduates' Readiness for Deployment: Areas of Strength and Opportunities for Growth.

Past research has examined civilian and military medical schools' preparation of physicians for their first deployment. Most recently, our research team conducted a large-scale survey comparing physicians' perceptions of their readiness for their first deployment. Our results revealed that military medical school graduates felt significantly more prepared for deployment by medical school than civilian medical school graduates. In order to further investigate these results and deepen our understanding of the two pathways' preparation of military physicians, this study analyzed the open-ended responses in the survey using a qualitative research design. We used a descriptive phenomenological design to analyze 451 participants' open-ended responses on the survey. After becoming familiar with the data, we coded the participants' responses for meaningful statements. We organized these codes into major categories, which became the themes of our study. Finally, we labeled each of these themes to reflect the participants' perceptions of how medical school prepared them for deployment. Four themes emerged from our data analysis: (1) Civilian medical school equipped graduates with soft skills and medical knowledge for their first deployment; (2) Civilian medical school may not have adequately prepared graduates to practice medicine in an austere environment to include the officership challenges of deployment; (3) Military medical school prepared graduates to navigate the medical practice and operational aspects of their first deployment; and (4) Military medical school may not have adequately prepared graduates for the realism of their first deployment. Our study provided insight into the strengths and areas for growth in each medical school pathway for military medical officers. These results may be used to enhance military medical training regardless of accession pathway and increase the readiness of military physicians for future large-scale conflicts.

In a positive light? experiencing Seasonal Affective Disorder (SAD) and the promise of biosolidarity

ABSTRACT This paper explores Seasonal Affective Disorder (SAD) as an idiopathic and idiographic phenomenon in a discussion about (low) light and social relations. Tracing a history of unsuccessful biosociality around SAD via archived and contemporary testimony, the paper uses narrative responses from a recent qualitative survey to explore how and why winter depression might be a difficult experience around which to form community. With brief reflections on a series of public workshops led by the research team in Scotland, we suggest that social and cultural geographies of creative practice are one vehicle for fostering new kinds of environmental biosolidarities, arguably rendered essential in the face of uncertain climatic futures that threaten increasingly disruptive light-mental health relations. More broadly, we discuss our contributions to human geographies of light-dark relations, SAD and biosociality. We conclude the paper with a call for more nuanced account of social, cultural, and emotional geographies of environmental illness.

Healing Health Care Disparities: Development and Pilot Testing of a Virtual Reality Implicit Bias Training Module for Physicians in the Context of Black Maternal Health

ABSTRACT Grounded in communication models of cultural competence, this study reports on the development and testing of the first module in a larger virtual reality (VR) implicit bias training for physicians to help them better: (a) recognize implicit bias and its effects on communication, patients, and patient care; (b) identify their own implicit biases and exercise strategies for managing them; and (c) learn and practice communicating with BIPOC patients in a culture-centered manner that demonstrates respect and builds trust. Led by communication faculty, a large, interdisciplinary team of researchers, clinicians, and engineers developed the first module tested herein focused on training goal (a). Within the module, participants observe five scenes between patient Marilyn Hayes (a Black woman) and Dr. Richard Flynn (her obstetrician, a White man) during a postpartum visit. The interaction contains examples of implicit bias, and participants are asked to both identify and consider how implicit bias impacts communication, the patient, and patient care. The team recruited 30 medical students and resident physicians to participate in a lab-based study that included a pretest, a training experience of the module using a head-mounted VR display, and a posttest. Following the training, participants reported improved attitudes toward implicit bias instruction, greater importance of determining patients’ beliefs and perspectives for history-taking, treatment, and providing quality health care; and greater communication efficacy. Participants’ agreement with the importance of assessing patients’ perspectives, opinions, and psychosocial and cultural contexts did not significantly change. Implications for medical education about cultural competency and implicit bias are discussed.