European School Research Articles

Promoting sexual health in schools: a systematic review of the European studies

Abstract Background Sexual ill-health causes a high health burden. There is, therefore, a need for more effective sexual health promotion interventions. Previous research has focused on preventive sexual health interventions and the limited evidence concerning school-based sexual health promotion interventions has not been synthesized. Hence, this study aimed to systematically review the current evidence on the effects of sexual health promotion interventions conducted in European schools. Methods A systematic review based on the JBI and PRISMA standards was performed, encompassing searches in seven databases to identify sexual health promotion interventions conducted in European schools between 2012 and 2022. Data coding was performed according to a predetermined protocol and a narrative synthesis of the included studies was performed, highlighting the collective results. Results The review included 17 records, reporting 16 individual studies conducted in 7 European countries. Of the 16 included studies, 13 had a quantitative research design, and three had a qualitative design. All qualitative studies described positive effects as experienced by the participants, and ten of the quantitative studies showed statistically significant positive effects on at least one of the outcomes of interest. Conclusions The findings indicate good evidence for the effectiveness of interventions with a health promotion approach, underscoring the importance of sexual health resources such as respect, communication skills, and attitudes. Most sexual health promotion intervention studies have focused on sexual health resource outcomes connected to attitudes and skills, whereas, e.g., sexual health literacy is less studied and can be recommended to be included in future research. Key messages • The synthesized evidence sheds light on the lack of evaluated interventions employing holistic and positive, resource-focused sexual health promotion interventions targeting European adolescents. • The included school-based sexual health promotion studies, although limited in number, show evidence of promising effects on sexual health outcomes among participants.

Global health education in Europe: an insight into the student’s perspective

Abstract Background As the world grows ever connected, more importance is placed on aptness in Global Health. For medical students, incorporating social, environmental, cultural, and global issues in the curriculum is pivotal to their success as future medical professionals. In spite of this, students are dissatisfied with ongoing pedagogy. In review of existing evidence, we discovered that there is no set standard for European medical schools to follow in Global Health teaching. This is evidenced by variation in the course requirement and in the topical content covered. Consequently, students have self-perceived and actual gaps in their Global Health knowledge. Another point highlighted in our research was that despite the importance students have placed on Global Health education, they have viewed it as less relevant in comparison to other aspects of Medicine. To improve this lack of engagement, students have made suggestions that could potentially have a positive impact on teaching methods if they were to be implemented. Objectives Our background review and evidence gaps inspired us to conduct an online survey in our university. Examining this, together with reviewing existing evidence on student opinions and experiences from all over Europe, will give us the opportunity to uncover student sentiment towards Global Health education. Results Our survey is underway; its results will be discussed in our presentation. Conclusions In analysing existing survey results and in executing a survey in our medical school, we have gained some insight and understanding into the perspectives, knowledge gaps, and suggestions of medical students as concerns their Global Health education in Europe. These should be considered in forming and refining the Global Health curriculum of European medical schools. Key messages • Explore the attitudes and opinions of European students towards Global Health education. • The medical student’s perspective should be considered to guide a better-suited education in Global Health across Europe; this is of the utmost importance in a now globalised world.

Digital health literacy in schools: empirically navigating novel data from students and teachers

Abstract With the introduction of the Digital Competence Framework (DigComp+) by the European Commission, European schools have committed to promoting digital and media literacy systematically. DigComp+ shares several intersections with health literacy, e.g., information management, using digital tools, and taking action on the digital and commercial determinants of health, making it an ideal curriculum to teach digital health literacy in schools. However, internationally, not much is known about digital health literacy in schools. The aim of this study is to present data from a representative school study of students and teachers in 16 federal states in Germany. Data was collected using an online survey from a representative sample of N = 1,448 students (9-18 years) and a convenient sample of N = 1,600 teachers. With SPSS, descriptive statistics, chi-square tests, and internal consistency were calculated. Cronbach’s alpha indicated good internal consistency for both tools. Low digital health literacy was reported by 52,9 of students and ∼39,3% of teachers. In students, low digital health literacy linked with younger age (X2 (2)=34.69, p = <.001), family affluence (X2 (4)=24.16, p = <.001), and parental education (X2 (2)=8.26, p=.016). In teachers, it was linked to age (p < .048), school position (p < .001), and their own digital health literacy DHL (p < .001). More than 45% of teachers reported not teaching digital health literacy in schools, while on average, 55% of students indicated they would not learn it in schools. Based on the first digital health literacy in schools study, results suggest DigComp+ is almost not used to teach digital health literacy and both students and teachers have significant deficits in their digital health literacy. Teachers should be trained in digital health literacy so that they can include it in their classroom teachings to promote the digital health literacy of students.

Non-medical use of tranquilizers and sedatives by 15-16-year-old adolescents in Estonia, 2003–2019

Abstract Background Non-medical use of prescription drugs has become a global concern in recent decades. This study aimed to explore trends in non-medical tranquilizers and sedatives use (NTSU) among adolescents in Estonia from 2003 to 2019. Methods Utilizing data from the cross-sectional European School Survey Project on Alcohol and Other Drugs (ESPAD) conducted in 2003-2019, study included 15-16-year-old Estonian schoolchildren (n = 11,328; 48.6% boys). Cochran-Armitage test was employed to assess changes in NTSU trends, with statistical significance set at p < 0.05. Prevalence rates and 95% CIs used as outcome measures. Results From 2003 to 2019, the lifetime prevalence of NTSU significantly increased for both genders, with girls consistently showing higher rates. Among boys, NTSU rose from 5.0% (95% CI 3.8-6.5) to 11.3% (95% CI 9.6-13.3), particularly among those reporting NTSU 1-2 times, from 3.0% (95% CI 2.1-4.2) to 8.2% (95% CI 6.7-9.9), p < 0.001. Similarly, for girls, NTSU rose from 12.6% (95% CI 10.7-14.7) to 17.5% (95% CI 15.4-19.7), p < 0.001. There was an increase among girls reporting NTSU 1-2 times from 7.5% (95% CI 6.0-9.2) to 10.6% (95% CI 9.0-12.4), p < 0.001, and those reporting NTSU three or more times, from 5.1% (95% CI 3.9-6.6) to 6.9% (95% CI 5.6-8.4), p = 0.017. Among boys reporting medical tranquilizers and sedatives use (MTSU), NTSU rose from 21.1% (95% CI 13.9 to 30.0) in 2003 to 41.4% (95% CI 32.3 to 50.9) in 2019, p = 0.006. However, there was no statistically significant change in NTSU among girls reporting MTSU, remaining at 44.1% (95% CI 36.0 to 52.4) in 2019, p = 0.951. Conclusions Study reveals a significant increase in lifetime NTSU from 2003 to 2019, with girls consistently showing higher prevalence. Targeted interventions are needed to address adolescent non-medical prescription drug use, particularly among girls. Moreover, substantial NTSU among those reporting MTSU highlights the need to monitor and address non-medical usage in this subgroup. Key messages • Estonian adolescent non-medical tranquilizers and sedatives use surged from 2003 to 2019, particularly among girls, highlighting the need for targeted interventions. • The high prevalence of non-medical tranquilizer and sedative use among those reporting medical tranquilizer and sedative use underscores the necessity for vigilant monitoring.

Unequal cannabis use among European adolescents: the mediating role of perceived access and risk

Abstract Introduction Cannabis use among adolescents is a public health concern, because of its association with the use of other illicit drugs, mental health disorders, and social problems. Most studies show that adolescents from low socioeconomic status (SE) background are more likely to use cannabis, but the causes of SE inequalities remain to be understood. We test whether access and risk perceptions of cannabis use among disadvantaged adolescents explain the SE gradient. Objectives The aim of this study was to measure the mediating effect of access perception and risk perception on the association between SE status and cannabis use among European adolescents in 2019. Methods A cross-sectional, observational, analytical study was conducted, among 16-year-old students, based on data from the European School Survey Project on Alcohol and Drugs (ESPAD) in 2019. The outcome was cannabis use (experimental, regular, and problematic) and the exposure was SE status (parental education and subjective social status). Mediating variables were perceived accessibility and perceived risk of cannabis use. We used logistic regressions, where the odds ratio (OR) reduction measures the part of the association explained by the mediators. Results Regular and problematic cannabis use was significantly more prevalent among adolescents with a lower SE background (low parental education and low subjective social status, p < 0,001). This relationship remained significant after adjustment for perceived access and risk, and the modification of ORs was of a small magnitude (a non-significant reduction of the association). Conclusions Perceived accessibility and risk showed a weak mediating effect of the association between SE background and cannabis use. Consequently, these factors cannot be considered as major explanations for the higher use among worse-off adolescents. Reinforcing information or imposing stronger barriers in access may not help reduces SE inequalities in cannabis consumption. Key messages • Perceived accessibility and risk hardly explain the association between socioeconomic background and cannabis use among European adolescents. • Reinforcing information or imposing stronger barriers in access may not help reduces socioeconomic inequalities in cannabis use.

ETwinning in Science Learning: The Perspectives of Pre-service Primary School Teachers

<p style="text-align:justify">eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative.</p>

From Consoles to Classrooms: Preliminary Insights About Pre-Service Teachers and Video Games

Integrating video games into the classroom is a promising way to enhance learning experiences, as the market of serious games is expanding. European schools are investing in digital equipment, and the use of educational video games is technologically viable. Nonetheless, actual experiences of video games in class are still rare. A key gap to be explored is understanding how pre-service secondary teachers perceive and are prepared to use digital games in their future classrooms. Do they think it would enhance their teaching and their students’ learning? Do they feel prepared for it? To answer these questions, and possibly address future challenges, we conducted a comprehensive study with students at Zurich University of Teacher Education (PHZH). The research process began with the development and testing of a detailed questionnaire that focused on participants' personal gaming behaviour, preferences, and perceptions of the educational potential of video games. Key areas such as serious games, game design, gamification, game-based learning, and game culture were explored to assess the relevance and understanding of these concepts in an educational context. This paper explains the development and structure of the questionnaire as a measurement instrument as well as the underlying literature and methodological considerations. The first implementation and the preliminary survey with 48 PHZH students are presented, and the practicability and reliability of the questionnaire are evaluated. The result of the survey suggests pre-service teachers are generally positive about integrating video games and game design into the classroom, yet enthusiasm is not enough without additional support.

Trends of European School of Urology (ESU) training and resident education: an overview of 2 decades of EAU education programme.

Over the last 2 decades, various education and training programmes have been launched by the European School of Urology (ESU) on behalf of the European Association of Urology (EAU) Education Office. These include e-learning platforms, in-person meetings, courses, podcasts, webinars, sub-specialisation meetings and the European Urology Resident Education Programme (EUREP), all of which aim to achieve standardisation in urological education (SISE) and training at the highest level. Data from the last 2 decades of all ESU activities were collected by the EAU/ESU office and analyzed for attendance, geographical, gender and age trends. Demographic data on registrations and attendances at EUREP were also monitored and analysed. A descriptive analysis of participation and trends is provided. A total of 4750 participants have completed ESU courses (including guideline courses, specialization courses and webinar courses). Similarly, a total of 5958 trainees attended the EUREP from 2004 to 2022 of which the male: female ratio was 3.75:1. However, the proportion of females increased 3.5-fold from 10.7% in 2004 to 37.1% in 2022(p < 0.001). There is a growing interest in the meeting, with increasing registrations over this time (353 in 2004 to 599 in 2023, p < 0.001). The mean age of participants is constantly decreasing (32.6 years in 2004 to 31.54 in 2022), with a mean yearly decrease of -0.18% (p < 0.001). ESU courses have had increasing interest and participation from young urologists worldwide. During EUREP, while the trainee age has decreased, there has been a surge in the proportion of female trainees. ESU is providing all modes of education and training across the world with both virtual and in-person meetings and courses, which would help in the development and preparation of urologists of the future and provide the best patient care.

Osteometric characteristics of the Medieval population of Northern Sudan (based on materials from the Deraheib monument)

Introduction. Paleoanthropological studies of Medieval North African materials are extremely few. Despite the large number of international expeditions working in the region, very few results of craniometric and osteometric data are presented. This is partly due to the loss of practical measurement skills in European anthropological schools in the second half of the 20th century, partly due to the difficulties of studying the graves of the Islamic period. Several seasons of work of the Nubian Archaeological and Anthropological Expedition of the Research Institute and the Museum of Anthropology of Lomonosov Moscow State University on the Southern Necropolis of the medieval site Derakheyb (Republic of Sudan) were devoted to the study of this population. The purpose of the publication is characteristics of the medieval population buried in the Southern Necropolis of the Derakheyb site due to osteological features and introducing the new data. Materials and methods. The material is the bones of the postcranial skeleton of adult individuals (14 men and 9 women). The technique corresponds to the classical program in the modification of V.P. Alekseev (a total of 74 signs and 16 pointers). The reconstruction of the body length was carried out, the total body dimensions were described, and the proportion indicators were calculated. For intra-group analysis, the principal component method was used, which was carried out using individual data using the R language. Results and discussion. The male population is characterized by average total body size and shoulder width, while the female series is relatively narrow-shouldered. In the male series, the distal parts of the arms and legs are elongated relative to the proximal ones, and the lower limbs are elongated relative to the upper ones. The women's series featured a more graceful physique. The distal part of the leg is elongated relative to the proximal one, as in the male group; there is also some shortening of the upper limbs relative to the lower ones. Body length varies between 166 cm for men and 156 cm for women. Conclusion. According to osteometry data, the medieval population of the city of Derakheyb can be characterized as heterogeneous, the individuals that stand out mainly correspond to those that stood out according to craniological data. The male part of the population is medium-massive, and the female part is graceful. The entire sample is characterized by shortened lower limbs relative to the arms, as well as elongated distal parts of the arms and legs relative to the proximal ones, which reflects one of the features of the tropical adaptive type.

The Industrial Design Model in Italy at the Stage of Formation. The Aemilia Ars Group

The article considers the formation of the industrial design model in Italy in the peculiarity of socio-political conditions at the turn of the 20th century. Orientated towards the prospects of the design industrial culture, the progress of new art tended towards two vectors of development: a strong influence of traditional heritage of the great classical past and passion for modern examples of European design schools. The design, formed within the boundaries of the Italian regional version of the Art Nouveau style, stile Liberty, became a product of a specifically Italian design and artistic culture with a strong designer’s original creative beginning. It allowed freedom of experimentation in the search for its own unique means of expression. The industrial model of design was determined by the experience of the great craft heritage in addition to the influence of the artistic traditions of the new style. The new “revival” of the artistic industry of Italy took place in symbiosis of the activities of an artist-designer and artistic craft and industrial production. The Aemilia Ars group, as a regional design and production association, became an exemplary model of industrial design in Italy. The multidisciplinary structure of the association, which included a collaboration of architects, designers, and artisans specialising in various areas of the art industry, allowed the implementation of interdisciplinary tasks: from architectural restoration to interior design solutions. The group was an example of a unique design culture focused on a scientifically based approach, regional craft artistic traditions and an original style of a creative experiment. The great design-artistic and technological heritage as well as design potential of the Aemilia Ars craft traditions can still be found in the practice of a number of local associations of embroiderers of modern Bologna.

The dark side of text-matching software: worries and counterproductive behaviour among European upper secondary school and bachelor students

Text-matching software (TMS) is a standard part of efforts to prevent and detect plagiarism in upper secondary and higher education. While there are many studies on the potential benefits of using this technology, few studies look into potential unintended side effects. These side effects include students worrying about being accused of plagiarism due to TMS output, even though they did not intentionally plagiarise. Although such worries are frequently mentioned in the literature, little is known about how prevalent they are, why they occur and how students react to them. This paper aims to fill this knowledge gap.The data for the study comprise 36 interviews with upper secondary and Bachelor students from three European countries combined with survey data from 3,424 students from seven European countries representing a broad range of disciplines.The study found that a substantial proportion of the two groups of students – 47% of upper secondary and 55% of Bachelor students – had experienced TMS-related worries during their current studies. Furthermore, there were substantial differences across countries. Students worry partly because they have a poor understanding of how TMS is used in their institution, and partly because they know that plagiarism is taken very seriously. The study shows that TMS-related worries can lead students to become very focused on not being caught plagiarising, to such an extent that some adopt citation practices that they believe are suboptimal.The paper concludes that institutions using TMS should always combine it with training for students and teachers. Students should be clearly informed about how TMS is used and should develop an understanding of plagiarism and good citation practice that goes beyond the narrow focus on any overlap between texts elicited by the software.

Methods of teaching flute playing: Synthesis of Ukrainian and European schools

The aim of the study was to investigate the methods of teaching flute playing through the unification of international schools. In the course of the study, a series of focus groups were held with 26 people, including experienced flutists, teachers of music schools and conservatories, and students of music faculties. The focus groups helped to find out which teaching methods are most effective and which aspects of Ukrainian and European schools can be successfully combined to achieve the best results in flute teaching. The study found that different breathing techniques, hand and finger positions, interpretation of musical works and development of musical ear are important for flute playing. The results of the study showed that the Ukrainian school emphasizes folk traditions and emotional expression, while the European school focuses on technical excellence and academic accuracy. The focus group participants agreed that a synthesis of these approaches could provide students with a more comprehensive music education, combining technical skills with a deep emotional understanding of music. Based on the data obtained, recommendations for teachers were developed that include a combination of techniques from both schools, which contributes to the harmonious development of students’ musical abilities. The study points out the importance of an individual approach and the need to adapt techniques to the needs of each student, which is a key aspect of successful flute teaching. This approach allows taking into account the individual characteristics of each musician, contributing to their harmonious development and success in their musical career

Diversity of style in the works of the artist (Naziha Selim)

Iraqi art underwent a significant transformation in the second half of the 20th century, seeking to remove established norms, which led to ground-breaking outputs from artists like Naziha Salim. Her work represents a pivotal shift, rooted in two main aspects: the inspiration from cultural heritage and its contemporary application. Salim's art exemplifies beauty through the use of modern techniques, diverse materials, varying styles, and the interplay of lines and space, alongside the strategic use of color masses. This diversity is the cornerstone of this study. The research is structured into four chapters. The first chapter addresses the research problem, stemming from the question: To what extent does the diversity of style manifest in Naziha Salim's works? The aim is to explore this diversity, alongside highlighting the research's significance and scope. The second chapter comprises two sections: the first reviews the multiplicity of styles in modern European art schools, while the second delves into the diversity of styles in contemporary Iraqi painting, particularly focusing on the experiences of various artists, with a special emphasis on Naziha Salim's work. The third chapter outlines the research methodology, detailing the study population, which includes 15 of Salim's artworks. The sample consists of three works, selected and analyzed based on expert recommendations, employing a descriptive analytical approach to meet the study's objectives and derive conclusions. The fourth chapter presents the research findings, such as Salim's reflection of the social environment and the juxtaposition of reality's tragedies, forming a stylistic, intellectual, and nationalistic vision. The conclusions suggest that the artistic scene revolves around the genuine impetus behind creating art and its relationship with environment, history, and the artist’s introspection. Additionally, the chapter includes recommendations and proposals, concluding with images of the analyzed artworks.

Exclusive and dual use of electronic cigarettes among European youth in 32 countries with different regulatory landscapes

BackgroundThe Tobacco Products Directive (2014/40/EU) partially harmonised the regulation of electronic cigarettes (e-cigarettes) in Europe, but individual countries maintain jurisdiction over bans on use in public places, domestic advertising, taxation...

Medical school origins of award-winning anaesthetists; analysis of a complete national dataset

BackgroundThe ultimate aim of medical education is to produce successful practitioners, which is a goal that educators, students and stakeholders support. These groups consider success to comprise optimum patient care with consequently positive career progression. Accordingly, identification of the common educational features of such high-achieving doctors will facilitate the generation of clinical excellence amongst future medical trainees. In our study we source data from British clinical merit award schemes and subsequently identify the medical school origins of anaesthetists who have achieved at least national distinction.MethodsBritain operates Distinction Award/Clinical Excellence Award schemes which honour National Health Service doctors in Scotland, Wales and England who are identified as high achievers. This quantitative observational study used these awards as an outcome measure in an analysis of the 2019–20 dataset of all 901 national award-winning doctors. Where appropriate, Pearson's Chi-Square test was applied.ResultsThe top five medical schools (London university medical schools, Edinburgh, Dundee, Aberdeen and Glasgow) were responsible for 56.4% of the anaesthetist award-winners, despite the dataset representing 85 medical schools. 93.6% of the anaesthetist merit award-winners were from European medical schools. 8.06% of the anaesthetist award-winners were international medical graduates compared with 11.5% non-anaesthetist award-winners being international medical graduates.ConclusionsThe majority of anaesthetists who were national merit award-winners originated from only five, apparently overrepresented, UK university medical schools. In contrast, there was a greater diversity of medical school origins among the lower grade national award-winners; tier 3 award-winners represented 20 different medical schools from three continents. As well as ranking educationally successful university medical schools, this study assists UK and international students, by providing a roadmap for rational decision making when selecting anaesthetist and non-anaesthetist medical education pathways that are more likely to fulfil their career ambitions.

Evaluation of university and training standards in clinical perfusion, an European-wide survey.

Adequate theoretical and practical training of prospective clinical perfusionists is essential for maintaining clinical standards and ensuring patient safety during cardiac surgery procedures. Perfusion schools play a crucial role in establishing and maintaining higher education and training standards in clinical perfusion. The aim of this study is to obtain a comprehensive overview of European training standards in clinical perfusion in 2023. For this study, 53 perfusion schools in Europe were found and contacted, of which 30 (56.6%) responded, giving a sample size of n = 30, which were then included in the data analysis. The quantitative data of the survey are analysed using descriptive methods. The university and training standards in clinical perfusion in Europe vary in many respects. Starting with the entry criterion for studies (most frequently a required bachelor's degree 36.7% or 2nd most common an university entrance qualification 30%), the duration [from <12 months (13.3%) up to 36 months (13.3%)] and regarding the content of the teaching in clinical perfusion [<30 European Credit Transfer System (ECTS) (33.3%) and more than 180 ECTS (6.7%)]. The mean value for teaching in clinical perfusion content is 62.63 ECTS credits. The obtained results show important differences between countries and schools. As such, they form a valuable database for future discussions establishing a common European curriculum and training standards for perfusionists. For the generalizability of the results, further evaluations and larger samples are needed.

Undergraduate occupational medicine education in European Medical Schools: better training to meet today’s challenges

BackgroundOccupational medicine (OM) faces considerable challenges today, one of them related to the university training of future physicians considered suboptimal at a global level as it has been pointed out in many studies. The aim of this study is to update the state of OM medical education in European universities.MethodsBetween March and August 2022, an e-mail survey regarding OM training to undergraduate medical students was conducted among OM professors at European universities in 28 countries (n = 347).ResultsOf the 347 universities, 53 medical schools from 19 countries responded (response rate = 15.3%). In 89% of cases, OM was taught. The average number of hours per academic year was 24.3, with significant variation within the same country. Lectures were the most popular teaching technique (98%), with a considerable use of modern approaches such as problem-based learning (61%), and e-learning (57%). While occupational diseases and principles of prevention were covered, other subjects such as the environmental impact or collaboration with an OM physician were poorly represented in the educational program.ConclusionAccording to data, several European medical schools may provide insufficient OM education and training to their students. The education of undergraduate occupational medicine students in European medical schools should be designed to equip them with the knowledge and skills required to meet today’s challenges. It is critical that undergraduate OM education in European medical schools be enhanced, harmonized, and standardized.

Personality, Social Factors, Brain Functioning, Familial Risk, and Trajectories of Alcohol Misuse in Adolescence

The development of an alcohol use disorder in adolescence is associated with increased risk of future alcohol dependence. The differential associations of risk factors with alcohol use over the course of 8 years are important for preventive measures. To determine the differential associations of risk-taking aspects of personality, social factors, brain functioning, and familial risk with hazardous alcohol use in adolescents over the course of 8 years. The IMAGEN multicenter longitudinal cohort study included adolescents recruited from European schools in Germany, the UK, France, and Ireland from January 2008 to January 2019. Eligible participants included those with available neuropsychological, self-report, imaging, and genetic data at baseline. Adolescents who were ineligible for magnetic resonance imaging or had serious medical conditions were excluded. Data analysis was conducted from July 2021 to September 2022. Personality testing, psychosocial factors, brain functioning, and familial risk of alcohol misuse. Hazardous alcohol use as measured with the Alcohol Use Disorders Identification Test scores, a main planned outcome of the IMAGEN study. Alcohol misuse trajectories at ages 14, 16, 19, and 22 years were modeled using latent growth curve models. A total of 2240 adolescents (1110 female [49.6%] and 1130 male [50.4%]) were included in the study. There was a significant negative association of psychosocial resources (β = -0.29; SE = 0.03; P < .001) with the general risk of alcohol misuse as well as a significant positive association of the risk-taking aspects of personality with the intercept (β = 0.19; SE = 0.04; P < .001). Furthermore, there were significant positive associations of the social domain (β = 0.13; SE = 0.02; P < .001) and the personality domain (β = 0.07; SE = 0.02; P < .001) with trajectories of alcohol misuse development over time (slope). Family history of substance misuse was negatively associated with general risk of alcohol misuse (β = -0.04; SE = 0.02; P = .045) and its development over time (β = -0.03; SE = 0.01; P = .01). Brain functioning showed no significant association with intercept or slope of alcohol misuse in the model. The findings of this cohort study suggest known risk factors of adolescent drinking may contribute differentially to future alcohol misuse. This approach may inform more individualized preventive interventions.

Medical school origins of award-winning pathologists; analysis of a complete national dataset

BackgroundThe ultimate aim of medical education is to produce successful practitioners, which is a goal that educators, students and stakeholders support. These groups consider success to comprise optimum patient care with consequently positive career progression. Accordingly, identification of the common educational features of such high-achieving doctors will facilitate the generation of clinical excellence amongst future medical trainees. In our study we source data from British clinical merit award schemes and subsequently identify the medical school origins of pathologists who have achieved at least national distinction.MethodsBritain operates Distinction Award/Clinical Excellence Award schemes which honour National Health Service doctors in Scotland, Wales and England who are identified as high achievers. This quantitative observational study used these awards as an outcome measure in an analysis of the 2019-20 dataset of all 901 national award-winning doctors. Where appropriate, Pearson’s Chi-Square test was applied.ResultsThe top five medical schools (London university medical schools, Aberdeen, Edinburgh, Oxford and Cambridge) were responsible for 60.4% of the pathologist award-winners, despite the dataset representing 85 medical schools. 96.4% of the pathologist merit award-winners were from European medical schools. 9.0% of the pathologist award-winners were international medical graduates in comparison with 11.4% of all 901 award-winners being international medical graduates.ConclusionsThe majority of pathologists who were national merit award-winners originated from only five, apparently overrepresented, UK university medical schools. In contrast, there was a greater diversity in medical school origin among the lower grade national award-winners; the largest number of international medical graduates were in these tier 3 awards (13.9%). As well as ranking educationally successful university medical schools, this study assists UK and international students, by providing a roadmap for rational decision making when selecting pathologist and non-pathologist medical education pathways that are more likely to fulfil their career ambitions.

How do teachers view multilingualism in education? Evidence from Greece, Italy and The Netherlands

As an increasing number of multilingual children are enrolled in European schools, it is important to gain more insight into teachers’ attitudes towards multilingual approaches in education. The goal of this study is to investigate the attitudes of primary school teachers in Greece, Italy and the Netherlands, three countries that have a highly multilingual student population but differ with respect to the migration context and language policies. Using an online questionnaire, we assessed teachers’ attitudes towards multilingualism in the school environment and their adherence to monolingual ideals. We aimed to compare the three countries and investigate which factors related to the teachers’ background and school characteristics predict teachers’ beliefs. The results suggest that teachers in Greece are significantly more positive towards multilingualism than teachers in Italy and the Netherlands, despite great individual variation. Moreover, for all three countries, we found that having received training on multilingualism had a positive effect on teachers’ attitudes. In the Netherlands, we found that teachers who taught a greater proportion of multilingual students on average showed more positive attitudes towards multilingualism. We discuss the implications of these findings for educational language policy, highlighting the importance of evidence-based training on multilingualism for all teachers.