Scientific Training Research Articles

Prevalence and associated factors of family planning among students of health training institutes in Juba: A cross sectional descriptive study

Introduction: Family planning (FP) is less prevalent in South Sudan yet information on the subject is scarce and varied from one source to another. This study assessed the prevalence and associated factors in family planning among students at health science training institutes in Juba City. Method: This was a cross-sectional survey of students’ self-reported utilisation of FP methods. Four hundred randomly selected students from five health training institutes (HTIs) in Juba City participated. Data collection was done using a pretested structured questionnaire. IBM SPSS 23 software was used for data analysis. Chi squared tests and regression analyses were performed to determine the associated factors. Results: Among the 400 participants, the lifetime prevalence of FP methods was 77.3%, of which modern contraceptive use was 22%. FP was more prevalent among participants aged 45-50 (85.7%) and females (80.7%). Eighty-seven percent of divorced couples and 91.3% of traditional believers reported practicing FP. More nursing/midwifery cadres within the professional category reported practicing FP, as well as 90.4% of rural respondents. Eighty-three percent of respondents working in pharmacies said they practice FP, compared to 68.1% of those working in clinics. FP practice was similar among participants who were aware (78.9%) and those who denied being aware (72.5%). Marital status (p < 0.001), religion (p < 0.001), residence (p < 0.001), and place of work (p = 0.037) were significantly associated with FP. Conclusion: The prevalence of family planning among students at Health Training Institutes in Juba City is high compared to national estimates, but the contraceptive overall prevalence rate is still low. It is significantly associated with marital status, religion, residence, and place of work. There is a need to continue the effort.

+Ciencia: a training program to increase evidence-based science communication and literacy for Hispanic high school and undergraduate students.

Science misinformation represents a significant challenge for the scientific community. Hispanic communities are particularly vulnerable due to language barriers and the lack of accessible information in Spanish. We identified that a key step toward enhancing the accessibility of information for non-native English-speaking communities involves imparting science communication education and training to Hispanic youth. Our goal was to provide them with the skills to become science ambassadors who can effectively engage with their communities and bridge communication gaps. To address this, we developed the first science communication training program in Spanish for Hispanic high school and undergraduate students in Puerto Rico. The program called +Ciencia aims to provide training and education on science communication for Hispanic minorities through experiential and collaborative learning. In the short term, our multifaceted approach works to counter misinformation and promote science literacy within the broader community. Over the long term, our grassroots efforts with students will evolve into a generation of professionals equipped with strong engagement skills and comprehensive training in science communication with a specific focus on Hispanic audiences. Herein, we describe the components of this educational program and provide open access to educational materials and articles developed by three cohorts.

PROFESSIONAL MOTIVATION OF STUDENTS AS A FACTOR FOR INTEGRATING FUNDAMENTAL AND CLINICAL DISCIPLINES IN HIGHER MEDICAL EDUCATION

This article addresses the pressing issue of medical education: the integration of fundamental and clinical disciplines. Given the rapid pace of scientific and technological advancements, the professionalism of modern doctors largely relies on their natural and scientific training, which begins in the early stages of medical university education. Medical and biological physics play an important role in this training, but integrating them into medical education is challenging due to the complexity of the discipline's content, which students must grasp at the outset of their education, and the lack of understanding among first-year students about the connections between physics, mathematics, and medicine. The article discusses various approaches to teaching medical and biological physics, focusing on creating professional motivation among students to master fundamental sciences. It highlights the example of designing an X-ray computed tomography (CT) scanner as a means of motivating students to excel in their studies. The importance of leveraging students' prior knowledge from school textbooks on physics, biology, and chemistry to solve tasks fundamental to clinical practice is emphasized. Using the practical lesson topic “Physical foundations of X-ray diagnostics and X-ray therapy” as an example, the article demonstrates the need to focus on the properties of X-ray radiation relevant to medical applications, such as rheography, fluorography, and CT scans. Professional motivation is further enhanced through activities like participating in a biophysics scientific circle and visiting university clinics and training centers, where students can witness the practical application of their theoretical knowledge. The article underscores the importance of integrating fundamental and clinical disciplines while adhering to pedagogical principles such as scientific rigor, continuity, and consistency.

Effect of 12-week Intensive Training on More Downward Limb Explosive Power of Adolescent Taekwondo Athletes

Objective: To explore the influence of enhanced training on the explosive force of more downward limbs of young taekwondo athletes, and to provide a reference for scientific training of young taekwondo athletes. Methods: Twenty-four young male taekwondo athletes were randomly divided into two groups:the intensive training group (12 people) and the control group (12 people). The subjects in the intensive training group received 60 minutes of intensive physical training three times a week. In contrast, the issues in the control group did not receive extra physical training except regular training. Results: Before and after intervention, it was found that the standing long jump and standing triple jump in the intensive training group were significantly higher than those before intervention (P < 0.05), and the standing triple jump in the intensive training group was significantly higher than that in the control group (P < 0.05). Conclusion: After 12 weeks of intensive training intervention, the more downward limb explosive force quality of athletes have been significantly improved, so 12 weeks of intensive training can be used as a training means for more downward limb explosive force quality of young Taekwondo athletes.

Unique therapeutic project reinforcening the importance of the bond between doctor and patient for adherence to the treatment of chronic diseases: Experience report from medicine students

The population is not limited to the expressions of the illnesses they have. Some obstacles, such as low adherence to treatment, refractory patients, users' dependence on the health service, among others, highlight the complexity of the subjects who use health services and the limits of clinical practice centered on the disease¹. It is well known that the doctor-patient relationship is a fundamental factor for adherence to treatment, always aiming for the best result to improve the quality of life for individuals and the whole community. This relationship is a topic that is currently finding renewed interest in scientific production, training and clinical practice, with the application of communication techniques that can provide better quality care and treatment².

The effects of mobile phone dependence on athletic performance and its mechanisms.

Mobile phone dependence (also known as internet dependence, MPD), defined as a problematic behavior characterized by excessive use or intermittent craving to use a mobile phone, results in various social, behavioral, and affective problems in daily life. In sports, MPD is directly related to the physical and mental health and sports performance of athletes. The individual and environmental factors, neurobiological mechanisms and theoretical models of MPD affecting athletic performance were analyzed by reviewing previous studies, aiming to construct effective training and development protocols to prevent and control the occurrence of MPD in athletes. At present, athletic performance can be affected by MPD through individual factors and environmental factors. The neurobiological mechanisms between the two are based on the brain reward system and microwave radiation from mobile phones, with athletic performance being restricted by alterations in the corresponding brain regions. Relevant theoretical models mainly include the social cognitive model of self-regulation and the integrative model of self-control, which explain the interrelationship between MPD and athletic performance from the perspectives of athletes' self-regulation and self-control, respectively. As an emerging phenomenon, the influence pathways and mechanisms by which MPD affects athletic performance need to be further investigated. A longitudinal perspective should be adopted to trace the dynamic impact relationship between the two, and developing relevant theoretical frameworks from an interdisciplinary research perspective should be valuable for providing theoretical support for coaches and sports administrators to formulate scientific training protocols and thus improve the mental health of athletes.

Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program.

In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening. A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated. Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience. The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice.

DISSERTATION AND ALTERNATIVE POSSIBILITIES OF RESEARCH RESULTS PRESENTATION OF BACHELORS IN GREAT BRITAIN

DISSERTATION AND ALTERNATIVE POSSIBILITIES OF RESEARCH RESULTS PRESENTATION OF BACHELORS IN GREAT BRITAIN

PhD Thesis on AI: a New Challenge of the Digital Era

An analytical review of the models and risks in the researcher’s reproduction system in the scientific specialty “1.2.1. Artificial Intelligence and Machine Learning” is presented. The issues of graduate school management and regulatory barriers in the training of young scientists are considered. Successful practices for defending a PhD thesis at leading national research universities have been identified and categorized. The justifications for the need to protect a PhD thesis by machine learning engineers are given. Proposals for changes to the scientific model of postgraduate studies and for AI augmentation of scientific research have been summarized, which help overcome risks in assigning qualification based on the textual results of scientific work.

Development and Implementation of Visualization of CPU Components using AR

Augmented Reality (AR) technology presents innovative solutions for visualizing complex concepts and systems. This paper investigates the utilization of AR in the visualization of CPU (Central Processing Unit) components, with the objective of augmenting comprehension and learning within computer architecture. By developing an AR application, CPU components are depicted in three dimensions, enabling users to interactively explore and comprehend their functionalities and interconnections. The paper delineates the design and execution of the AR system and discusses its potential advantages for education, training, and technical problem-solving in computer science and engineering. Keywords: Augmented Reality, CPU Components, Visualization, Computer Architecture.

The Arcus Experience: Bridging the Data Science Gap for Nurse Researchers.

For years, nurse researchers have been called upon to engage with "big data" in the electronic health record (EHR) by leading studies focusing on nurse-centric patient outcomes and providing clinical analysis of potential outcome indicators. However, the current gap in nurses' data science education and training poses a significant barrier. We aimed to evaluate the viability of conducting nurse-led, big-data research projects within a custom-designed computational laboratory and examine the support required by a team of researchers with little to no big-data experience. Four nurse-led research teams developed a research question reliant on existing EHR data. Each team was given its own virtual computational laboratory populated with raw data. A data science education team provided instruction in coding languages-primarily structured query language and R-and data science techniques to organize and analyze the data. Three research teams have completed studies, resulting in one manuscript currently undergoing peer review and two manuscripts in progress. The final team is performing data analysis. Five barriers and five facilitators to big-data projects were identified. As the data science learning curve is steep, organizations need to help bridge the gap between what is currently taught in doctoral nursing programs and what is required of clinical nurse researchers to successfully engage in big-data methods. In addition, clinical nurse researchers require protected research time and a data science infrastructure that supports novice efforts with education, mentorship, and computational laboratory resources.

Analysis of Key Influencing Factors and Policy Recommendations for Agricultural Modernization in Guangdong

In the context of China's push towards agricultural modernization, Guangdong Province faces distinct challenges and opportunities due to globalization and technological advancements. This study identifies five key factors impacting agricultural output in Guangdong: the number of agricultural workers, the area of crops sown, fertilizer usage, agricultural machinery power, and the count of agricultural science and technology personnel. Among these, the personnel dedicated to agricultural science and technology emerge as the most significant, showing a 13% greater impact than the next leading factor, the crop planting area. Conversely, the number of agricultural workers has the least effect. Analysis using the grey correlation method corroborates these findings. However, projections suggest that Guangdong may not meet its 2035 agricultural goals with current policies and development pace. Thus, enhancing the recruitment and training of agricultural science and technology talents is crucial for advancing Guangdong's agricultural modernization and overall agricultural growth.

The judicial expertise - a mandatory part of legal investigations

Both the Civil Procedure Code and the Criminal Procedure Code as well as their application in criminal, civil, commercial and contraventional cases, state the use of scientific evidence in finding out the truth, consisting in the judicial expertise. Unless the law expressly provides for the obligation to carry out an expertise, and we consider here the forensic expertise - meant to establish the days of medical care provided, or the cause of death, or establishing the identity of a person based on the expertise of biological traces, in various other cases the procedural legislation does not oblige the court to administer scientific evidence, leaving the choice to its discretion or, where appropriate, to the criminal investigation body. However, even if there are no provisions that expressly oblige the use of judicial expertise, we consider that both the investigation and prosecution body, the policeman or the prosecutor, as well as the courts, are obliged to order the performance of a judicial expertise when the facts deduced through the investigation or judgment cannot be clarified otherwise than on scientific basis and using the knowledge of experts in the respective domain. Beyond the classical forensic expertise of writing, namely the graphoscopic expertise, of ballistic expertise and automotive technical expertise on the dynamics of the occurrence of driving accidents - our list is not exhaustive - which are commonly carried out in both civil files, but especially in criminal cases there are situations in which we believe that it is necessary to administer scientific evidence to find out the truth. No matter how well prepared the person who finds and investigates a contravention or a crime, is, or those who are called upon to rule on civil cases, they cannot rule on technical issues, the existence of chemicals or possibly prohibited substances, as well as the overcoming of accepted decibels or the existence of products that could be considered waste - and the list could continue with other examples. However, in practice the tendency of those called to perform the act of justice is increasingly observed, to be limited to the mere findings made “with their own senses” by agents, local police or national police workers, employees of the Environmental Guard. These so-called technical findings or observations do not have the value of judicial expertise and cannot supplement such evidence by scientific quality or by objectivity, as long as they are drawn up by individuals who do not have the necessary and recognised level of scientific training, and are part of the bodies who only observe and note the facts and sanction them or send them to competent bodies for resolution. Consistent with European jurisprudence, we believe that finding out the truth involves the use of independent and objective judicial experts, highly trained specialists, or recognized and independent laboratories of expertise.

Effectiveness of work‐based learning training in secondary family and consumer sciences

AbstractThis mixed methods study investigated the effectiveness of work‐based learning (WBL) experiences in secondary Family and Consumer Sciences (FCS) programs, focusing on bridging the gap between secondary education and workforce readiness. Participants included secondary FCS teachers from public middle and high schools in Texas. The findings highlight WBL integration challenges due to varying levels of awareness, training, and industry partnerships among FCS educators. Enhancements in teacher training and stronger industry–education partnerships are recommended to improve the quality and diversity of WBL, aiming to better prepare students for dynamic workforce demands.

Scientific approach, attitudes, and perspectives on research among Swedish physiotherapy students—a cross-sectional study

BackgroundScientific evidence is important to evidence-based practice. Hence, the application of evidence-based practice requires relevant skills and an understanding of science, which therefore need to be learned and trained during the undergraduate program in physiotherapy. The aim of this study was to investigate attitudes, perceived competence, and conditions for a scientific approach among physiotherapy students in Sweden, and to compare attitudes and perceived competence between students in different program years.MethodsPhysiotherapy students from six universities (n = 1499) were invited to respond to a digital survey. The survey contained questions regarding attitudes toward science, perceived competence in research interpretations and open comments regarding requirements for a strengthened scientific approach during education. Comparisons between education years were performed with ANOVA/Kruskal‒Wallis test (scale outcomes) and logistic regression (binary outcomes).ResultsA total of 466 students responded to the survey. In total, 57% (n = 266) of the students had a high interest in science. No significant difference in interest in science was found between students in the three program years, but 75% (n = 347) reported increased interest during the program. A perceived high ability to understand the structure and performance of scientific studies was reported by 31% (n = 144), to evaluate the methodology by 16% (n = 72) and to interpret statistical results from scientific studies by 12% (n = 55). The lowest perceived competence was reported among students in their second year (p < 0.05). A majority of the students (88%; n = 410) reported a perceived personal need for strengthened conditions for a scientific approach, with suggested prerequisites during education via increased theoretical and applied understanding of the research.ConclusionEven though this study does not fully cover physiotherapy students at all undergraduate programmes in Sweden, the results support that a scientific approach and training should be strengthened during education to enable physiotherapists to understand and interpret science and to fully apply an evidence-based approach in upcoming clinical practice. Both theoretical and applied knowledge and understanding are needed.

Innovations for Building Implementation Science Capacity among Researchers and Policymakers: The Depth and Diffusion Model

BackgroundWhile many interventions have reduced transmission of HIV or increased access to HIV care, fewer have been scaled-up or sustained. Implementation science (IS) maximizes the population-level impact of interventions, but globally, knowledge about IS among researchers and policymakers is limited, particularly in low and middle-income countries. This gap can be addressed through an innovative IS training model, the Depth and Diffusion Model, that can be used to build implementation science capacity to increase equity in the distribution of global implementation science training programs.MethodsIn the Depth and Diffusion Model, depth creates an in-country institution as a leader in IS research and training; diffusion ensures the spread of fundamental IS knowledge across universities and governmental agencies throughout the country. We are using the Depth and Diffusion Model in the Vietnam Implementation Science Advancement Program (VISA), a case study of applying this model in practice. VISA’s goals are to: (1) initiate the Hanoi Medical University Implementation Science Program; (2) develop IS knowledge and research capacity among four universities in Vietnam; and (3) cultivate IS capacity among Vietnamese policymakers and health program leaders.DiscussionThe Depth and Diffusion Model is being used to efficiently scale-up IS knowledge among researchers and policymakers, while fostering collaboration to increase impact of research and policies. By the end of VISA, HIV-related IS capacity will be well-established in Vietnam, demonstrating how the Depth and Diffusion Model can be a blueprint for adoption of IS research and practice in a country with limited previous IS capacity.

Strengthening healthcare delivery in Rwanda: Implementation science training for reproductive health researchers

BackgroundAddressing the gap between research and practice is crucial for enhancing reproductive healthcare outcomes. In Rwanda and other low- and middle-income countries, bolstering health researchers’ implementation science (IS) capacity is essential. We present a pre-post-intervention study assessing the influence of an intensive IS training program on Rwandan reproductive health researchers’ perceived IS knowledge and self-efficacy in applying IS in their own research. MethodsTo introduce IS principles, we held a one-day training for a diverse cohort of 25 sexual and reproductive health researchers in Rwanda. The training encompassed modules on IS concepts, methodologies, and practical applications. Pre- and post-training assessments gauged changes in participants’ perceived IS knowledge and self-efficacy in applying IS in their own work. ResultsThe study revealed a significant improvement in self-efficacy related to performing IS related tasks. Researchers reported heightened confidence in designing and implementing evidence-based interventions. In terms of perceived knowledge, participants retained what they learned at 4 months. The training fostered a collaborative learning environment, encouraging participants to exchange ideas and experiences. ConclusionTargeted training in IS appears to enhance reproductive health researchers’ capacity to translate research into practice, potentially leading to improved healthcare outcomes in Rwanda. Moving forward, we advocate for the Ministry of Health to establish structures for IS research agenda-setting, particularly for sexual and reproductive health and rights. Ideally, universities, health systems, and research institutions will incorporate IS capacity strengthening into their routine activities. Ongoing training is crucial to reinforce and expand IS knowledge. Our findings are expected to inform future interventions and guide policy development.

Approaches and methodologies for the development of education programmes for natural science subjects teachers

Relevance. This study addresses the need for a new methodological system to meet the current demands of natural science teacher training in schools in Kazakhstan. The effectiveness of this system should align educational objectives with outcomes. Purpose. The aim is to equip future teachers with skills to convey scientific information to pupils of various age groups, introduce methods and teaching configurations to enhance educational activities and apply development methods. Methodology. The study involved theoretical analysis and synthesis of philosophical and educational psychology literature, modelling, observation, and analysis of future teachers' activities. Results. The research investigated and systematised approaches to methodological design in educational programmes, identifying key professional competencies. It established factors of professionalism to form mental models of professional activity and self-concept in individuals. Conclusions. The study highlights the necessity for a revised methodological system to enhance natural science teacher training in Kazakhstan. It emphasises aligning educational objectives with outcomes and equipping future teachers with the skills to communicate scientific information to students effectively. The research has established the importance of integrating modern methods and teaching configurations to foster educational activities. Additionally, it underscores the relevance of developing professional competencies and mental models for professional activity. The findings support the development of educational programmes that address current educational reforms and the interdisciplinary nature of modern science, promoting a comprehensive approach to teacher training in natural sciences. Keywords: innovation process; teacher education; development of educational programmes; methodological system

Research Ethics in Training Curricula of Cameroon Health Training Institutions: A Cross-Sectional Study.

Introduction The quality of protection for research participants in Africa is still marked by the lack of trained actors in this area. The study was conducted to assess the availability of health research ethics in the curricula of health-related sciences training institutions in Cameroon. Methods The study involved a cross-sectional analysis to describe the training curricula on research ethics in health training institutions in Cameroon. Data were collected using a structured questionnaire that was administered face to face to the heads of institutions in late 2020. Results Twenty-one health training institutions were identified, and 18 (85.71%) participated. Health research ethics courses were present in the curricula of 16 (88.88%) of the institutions. Lectures were either a standalone module or part of a module in 14 (77.78%) institutions. The three first topics covered in the courses were the fundamental principles of ethics, the role of the ethics committee in the protection of research participants, and respect for research participants. A total of 14 (77.78%) institutions declared ethical clearance mandatory before the implementation of students' thesis protocols. Eight (50.00%) training institutions declared having at least one qualified lecturer to deliver training in research ethics evaluation. The organization of the training of lecturers in delivering lectures on research ethics was declared to be the main assistance needed. Conclusions The delivery of research ethics education in Cameroon's healthcare institutions is still limited by the fact that it does not cover all eligible populations, is not standardized, and does not yet promote the practice of requiring all student protocols to undergo preethical review prior to implementation. These points should be taken into account by the authorities in charge.

Leveraging digital assets: lessons from a 14-year-old isotope tracer course for professional scientists.

The COVID-19 pandemic and subsequent policies (e.g., social distancing, travel restrictions) challenged both organizers for and attendees of programs typically held in person. Many scientific training programs quickly adapted to virtual formats by incorporating digital assets developed for virtual learning and remote social engagement. At the outset, the value of continuing digital elements with future in-person events was unclear. To examine how virtual resources supported heterogeneous professional training programs, we reviewed survey data for a 14-year-old training program for scientific professionals titled "Isotope Tracers in Metabolic Research: Principles and Practice of Kinetic Analysis." We found a positive relationship between survey satisfaction and the postpandemic in-person program that included digital assets held in 2022 compared to prepandemic in-person programs. To better understand the postpandemic program satisfaction, we assessed the 2021 virtual course format and survey data. We found that although there was a desire to return to in-person programs, the digital assets and approaches were valued. In examining the individual programmatic elements in the 2022 in-person course, there was better "value and understandability" of lectures over previous in-person years. These findings highlight how incorporating new digital engagement strategies for professional development benefits even the most established programs in supporting heterogeneous learners.NEW & NOTEWORTHY We examined impact of leveraging digital assets to support virtual engagement for an in-person program. Using survey data of a 14-year-old program for scientific professionals, we compared pre- and postpandemic in-person programs. Through incorporating digital assets, we found increased survey satisfaction compared to prepandemic in-person programs. These findings highlight how incorporating new digital engagement strategies benefits even the most successful professional development programs.