Working Group Research Articles

3D PRINTING OF THIN-WALLED MODELS - STATE-OF-ART

The paper presents an analysis of the state of the art regarding the production of thin-walled models using 3D printing technology. Data based on the Web of Science database was presented in quantitative terms and divided into individual areas of science. 189 publications were found in the years from 2013 to 2024, of which the most, i.e. 82 in the area of Mechanical Engineering. It was observed that some of the publications are grouped around issues related to the study of mainly mechanical properties of both samples and thin-walled cellular structures. Another group of works concerns methods of obtaining thin-walled models using 3D printing technologies. The article characterizes selected exemplary works representing individual areas of science. The need to perform tests of the mechanical properties of thin-walled elements, especially those with a thickness of less than 2 mm, was indicated. Appropriate examples were provided to demonstrate the lower mechanical properties of thin-walled elements compared to solid-type parts manufactured by 3D printing.

Data-Driven Teamwork

Group assignments are a staple in higher education, providing opportunities to enhance collaboration and communication skills. However, we frequently encounter grievances related to group work as coordinators of large STEM units (800 students). Our student survey identifies work ethic and communication discrepancies between group members as barriers, often leading to uneven workloads, dissatisfaction, and diminished collaborative learning (Bacon et al., 1999). Common mitigation strategies to address work ethic discrepancies, like group charters and peer evaluations, often prove ineffective, since they could be ignored if not properly followed up or enforced (Chang & Brickman, 2018). Another barrier to group productivity lies in the team formation process itself. Traditional team formation methods – self-selection, random assignment, or instructor-led grouping – each present inherent limitation. Self-selection often results in homogenous groups susceptible to "groupthink" (Janis, 1982), limiting the diversity of thought essential for creative problem-solving. Random assignment, while seemingly impartial, can lead to imbalanced skillsets and an uneven distribution of workload (Bacon et al., 1999). While instructor-led grouping might seem ideal, it is logistically impractical within large cohorts (Decker, 1995). Computer-aided team selection offers a promising alternative. Its automated process streamlines team formation, generates diverse teams, and allows instructors to focus on teaching, despite concerns about increased workload (Cavanaugh et al., 2004). To address these group work challenges, we have developed a multi-pronged strategy integrating computer-aided team selection with a comprehensive follow-up and feedback framework. Our goal is to transform group work from a source of anxiety to a rewarding learning experience. Our approach combines technology with strategic interventions: Computer-aided Team Formation: We utilise Gruepr, an open-source team selection software (Hertz, 2021), to generate groups based on student preferences including work styles and meeting preferences (Cavanaugh et al., 2004). Gruepr integrates seamlessly with our learning management system, Canvas. Structured Communication, Collaboration, and Proactive Monitoring: Regular temperature-check surveys deployed through Canvas allow students to rate their group's progress and workload distribution. This data enables early identification of potential issues. To encourage group dialogue, the aggregated and anonymised outcome is shared with team members Facilitating Peer Feedback and Communication through SRES: The Student Relationship Engagement System (SRES), a learning analytics tool (Liu et al., 2017), was used to communicate aggregated peer feedback to individual group members, encouraging constructive dialogues regarding group progress. Our evaluation compared student performance, feedback, and complaints from the current year to previous years, alongside an estimation of staff workload. Preliminary findings demonstrate a reduction in staff time spent on group formation using Gruepr's automated grouping, highly contingent upon accurate survey design. Complaints, though still reported, were less severe, suggesting that regular temperature checks promoted proactive communication. Importantly, student feedback provided valuable insight, with many groups identifying the need for increased in-person interaction and improved scheduling strategies to accommodate diverse commitments. Our poster will elaborate on these results, showcasing both successes and challenges, and propose a refined workflow to further enhance collaborative learning experiences.

Data-Driven Teamwork

Group assignments are a staple in higher education, providing opportunities to enhance collaboration and communication skills. However, we frequently encounter grievances related to group work as coordinators of large STEM units (800 students). Our student survey identifies work ethic and communication discrepancies between group members as barriers, often leading to uneven workloads, dissatisfaction, and diminished collaborative learning (Bacon et al., 1999). Common mitigation strategies to address work ethic discrepancies, like group charters and peer evaluations, often prove ineffective, since they could be ignored if not properly followed up or enforced (Chang & Brickman, 2018). Another barrier to group productivity lies in the team formation process itself. Traditional team formation methods – self-selection, random assignment, or instructor-led grouping – each present inherent limitation. Self-selection often results in homogenous groups susceptible to "groupthink" (Janis, 1982), limiting the diversity of thought essential for creative problem-solving. Random assignment, while seemingly impartial, can lead to imbalanced skillsets and an uneven distribution of workload (Bacon et al., 1999). While instructor-led grouping might seem ideal, it is logistically impractical within large cohorts (Decker, 1995). Computer-aided team selection offers a promising alternative. Its automated process streamlines team formation, generates diverse teams, and allows instructors to focus on teaching, despite concerns about increased workload (Cavanaugh et al., 2004). To address these group work challenges, we have developed a multi-pronged strategy integrating computer-aided team selection with a comprehensive follow-up and feedback framework. Our goal is to transform group work from a source of anxiety to a rewarding learning experience. Our approach combines technology with strategic interventions: Computer-aided Team Formation: We utilise Gruepr, an open-source team selection software (Hertz, 2021), to generate groups based on student preferences including work styles and meeting preferences (Cavanaugh et al., 2004). Gruepr integrates seamlessly with our learning management system, Canvas. Structured Communication, Collaboration, and Proactive Monitoring: Regular temperature-check surveys deployed through Canvas allow students to rate their group's progress and workload distribution. This data enables early identification of potential issues. To encourage group dialogue, the aggregated and anonymised outcome is shared with team members Facilitating Peer Feedback and Communication through SRES: The Student Relationship Engagement System (SRES), a learning analytics tool (Liu et al., 2017), was used to communicate aggregated peer feedback to individual group members, encouraging constructive dialogues regarding group progress. Our evaluation compared student performance, feedback, and complaints from the current year to previous years, alongside an estimation of staff workload. Preliminary findings demonstrate a reduction in staff time spent on group formation using Gruepr's automated grouping, highly contingent upon accurate survey design. Complaints, though still reported, were less severe, suggesting that regular temperature checks promoted proactive communication. Importantly, student feedback provided valuable insight, with many groups identifying the need for increased in-person interaction and improved scheduling strategies to accommodate diverse commitments. Our presentation will elaborate on these results, showcasing both successes and challenges, and propose a refined workflow to further enhance collaborative learning experiences.

Anthropocene angst: Authentic geology and stratigraphic sincerity

In March 2024, the Anthropocene Working Group’s proposal for a formal Anthropocene Series/Epoch of the Geologic Time Scale was formally rejected by the Subcommission on Quaternary Stratigraphy. What does the failed formalization effort reveal about the relationship between science and normativity under conditions of ‘climate crisis’? Drawing on four years of ethnographic observation of the Anthropocene Working Group, this article explains how the Group developed its proposal, why it failed, and what it reveals about the social construction of geological truth. The effort to formalize an Anthropocene unit was based on a coupling of science and politics, wherein geo-scientists could make normative assertions in the register of scientific fact. Ultimately, the Group failed because it was seen as appropriating incumbent geological techniques to advance claims about the future, transitioning geology from a descriptive science about the past to a site of warning.

A risk-based approach to mitigating the Gen(AI) challenge to assessment integrity

In the evolving landscape of higher education, emerging technologies such as Generative AI (GenAI) present both opportunities and challenges. The rapid increase in access to, and sophistication of, GenAI poses significant challenges for our institution and the wider sector (Bearman & Luckin 2020, Bobula 2024, Chan & Hu 2023). The most immediate of these challenges is the increased risk to the existing approaches used to assure that students achieve the stated outcomes of their learning experiences. Director of Higher Education Integrity Unit, TEQSA, Dr Helen Gniel argues ‘We are entering an age where institutions can no longer ensure the integrity of every single assessment, and it makes sense to think at that bigger level […] what are the mechanisms that you have in place to be confident that an individual has demonstrated the learning outcomes to receive that degree’(TEQSA information request: AI risk mitigation, webinar, 21 March 2024). While higher education institutions are exploring opportunities to realise the potential benefits of GenAI, our immediate focus is on mitigating these risks. This poster describes institutional Programmatic Assessment Security Project (PASP) at the University of Newcastle (UON), a pioneering four-stage initiative designed to address academic integrity risks associated with inappropriate uses of GenAI in summative assessment (Lodge 2024). Academic integrity risks in this context refers to the potential for students to engage in academic misconduct by using GenAI tools in ways that violate institutional policies or ethical standards for assessment. These risks pose a threat to the validity and reliability of summative assessments, potentially compromising the integrity of academic qualifications and the learning process itself. Led by the central teaching and learning support unit, in collaboration with the Artificial Intelligence Working Group (AIWG) a group of expert practitioners and academic stakeholders at UON, the PASP aims to secure assessments across a program of study, assuring student attainment of program learning outcomes. This innovative approach aligns with the sector’s focus on programmatic assessment and supports compliance with regulatory requirements, including TEQSA’s mid 2024 request for institutions to submit a detailed action plan to mitigate the risks that GenAI poses to the integrity of awards (TEQSA 2024). This poster showcases exemplary innovation in practice through the PASP, advancing research and practice in technology-enhanced learning (TEL). The PASP employs a risk-based approach, identifying seven risk factors for inappropriate student use of GenAI in assessment tasks. The first step in this project involved Course Coordinators completing an Assessment Reflection Survey, guiding them to reflect on individual assessment tasks in relation to these risk factors. The survey data were then used to compile an understanding of the varying levels of assessment risk across the institution’s programs. The PASP will deliver a defined series of secure assessments, delivered at key moments across a program of study to assure student attainment of program learning outcomes. This poster provides insight into UON’s contemporary and agile approach to TEL and assessment redesign, with potential for staff at other institutions to adopt similar responses.

Games: The WD-40 of Learning

The educational landscape has undergone a paradigm shift in recent years, particularly due to the COVID-19 pandemic. The rapid transition to remote learning environments, while ensuring educational continuity, may have inadvertently compromised the development of essential soft skills necessary for in-person interactions, such as communication, collaboration, and teamwork—skills that are vital for success in the workplace (Knight et al., 2021). While games have long been used in education (Conney & Darcy, 2020; Pagel et al., n.d.; Yuan et al., 2020), this study explores the potential of modernizing traditional game-based learning by integrating digital consoles and physical games into contemporary business classroom settings. This approach leverages the inherent appeal and engagement of games (Conney & Darcy, 2020; Hunicke et al., 2004), while fostering the development of critical soft skills. Building upon established frameworks for evaluating educational games, we explore the effectiveness of collaborative games in promoting positive learning experiences. Studies have shown that GBL can enhance motivation, knowledge retention, and problem-solving skills (Lester et al., 2023). Furthermore, collaborative games, by their very nature, necessitate effective communication, teamwork, and strategic planning among players (Pagel et al., n.d.). This project delves deeper into this aspect, investigating the potential of collaborative games to specifically address the regression of soft skills observed in the post-pandemic era. The initial pilot phase of this research focused on Pico Park on the Nintendo Switch and the Team 3 board game as potential collaborative games to cultivate soft skills. Using the MDA Framework (Hunicke et al., 2004), a well-established educational game evaluation tool, we assessed the games' ability to foster desired soft skills. Both games require effective communication, coordination, and strategic thinking, which are essential for fostering teamwork, collaboration, and problem-solving. Additionally, their accessibility and diverse formats (digital and physical) offer opportunities for students to practice soft skills in different learning environments, ultimately contributing to the research's goal of investigating the effectiveness of collaborative games in promoting positive learning experiences. The pilot involved approximately 50 students across three classes of the same course. Anonymous open-ended feedback was collected from participants using a survey questionnaire adapted from Conney and Darcy's (2020) design, which was based on the Kirkpatrick Four Level Evaluation Model (Kirkpatrick & Kirkpatrick, 1959, 1994). Participants were asked to provide their perceptions of the games, what they learnt, and the potential impact on their future group work. Preliminary findings from the pilot data are promising. Students found the games "fun", "different learning", “useful”, “refreshing”, "amazing", "engaging", "excellent for communication" and more (n=50). 98% of students (n=50) felt more confident in their ability to collaborate with others after playing the games and nearly 95% (n=50) indicated that it helped them identify potential teammates for their group assignments. Anecdotal evidence from academics and students corroborates the quantitative results, reporting increased motivation, improved team dynamics, and a more positive overall learning experience, suggesting that these activities significantly improved teamwork skills. To compliment this qualitative feedback, academics (n=3) observed a decrease in group issues and an increase in grades of around 5% for the major group assessment, bringing the average up from 60% in previous semesters to 65% in the trial period. This research aims to contribute to the existing literature on educational games and soft skills development. By demonstrating the positive impact of collaborative games on student engagement, teamwork, and soft skill development, we hope to encourage further exploration and implementation of this approach in classrooms. The findings of this pilot study highlight the potential of games to not only revitalise traditional pedagogy but also exhibits how technology can be used to address the critical need of fostering essential soft skills in a post-pandemic educational landscape.

Transforming STEM Education with Design Thinking

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

MycoTWIN Working Group Discussion: A Multi-Actor Perspective on Future Research Directions for Mycotoxins and Toxigenic Fungi Along the Food and Feed Chain

Mycotoxin research is facing unprecedented challenges, starting from the urgent need to cope with the consequences of climate change, the global shortage of grain due to unstable political scenarios, and the major transformation of the supply chains after the COVID-19 pandemic. In this scenario, the mycotoxin contamination of human and animal foods is still unavoidable, thus representing a major challenge to global food security. Next to this, the shift to sustainable and circular food production might be accompanied by an increase in food safety issues involving mycotoxins, e.g., when new technologies are applied to reuse side streams from the food industry, it is not known if and how mycotoxins accumulate in these by-products. MycoTWIN is an EU-funded Horizon 2020 project which fosters knowledge transfer and scientific cooperation within the Mediterranean area, involving worldwide experts, decision makers, and stakeholders in the field of mycotoxigenic fungi and mycotoxins. The MycoTWIN project hosted working group meetings, whose aim was to propose operational plans and/or scientific strategic plans to shape the future research directions to better cope with these challenges. In the working group cycle “Future proof approaches for the management of toxigenic fungi and associated mycotoxins along the food chain”, a multi-actor group was guided in co-creation exercises to elaborate on future research directions and propose relevant actions to be implemented for the present to long-term time periods. The discussion focused on three main topics relevant to the assessment and management of risks associated with mycotoxins and toxigenic fungi: (i) needs for the harmonization of molecular and chemical methods and data analysis, (ii) from lab research to marketable solutions: how to fill the gap, and (iii) gaps in data quality for risk assessment.

LINGUISTIC AND DIDACTIC BASIS FOR THE DEVELOPMENT OF FUTURE DOCTORSʼ SPEAKING COMPETENCY

The article defines the content of the concept of “future doctorʼs speech competence” as an integral quality of a medical student, which is manifested in the general ability and readiness to use language means, the laws of their functioning for the construction and understanding of speech utterances in the context of professional activity of doctors; the linguodidactic principles of development of future doctorsʼ speech competence are substantiated. These include the laws of mother tongue acquisition that contribute to the intensive development of communicative and linguistic skills; general didactic and specific principles that determine the direction in the development of means of developing linguistic skills; forms, methods and techniques that correspond to the main forms of work in higher education; teaching aids, the use of which affects the effectiveness of the content of education. It is noted that the development of future doctorsʼ speech competence can be carried out using the following methods of language teaching: oral presentation by the teacher (narration, explanation, lecture), conversation, work with a textbook, observation and analysis of language phenomena, exercise method, programmed learning and interactive methods. The following interactive learning methods have become valuable for the development of medical students’ language competence: work in small groups, imitation, simulation, discussion, microphone, talk shows, rotating groups. All these methods combine into one whole the activities of the teacher and students, which are aimed at improving language knowledge, developing communicative and speech skills, allow to manage studentsʼ cognitive activity productively and realize educational, educational, developmental, motivational, control and correctional functions of learning in a higher education institution

The ESC Working Group on Cardiovascular Surgery

The ESC Working Group on Cardiovascular Surgery

The key to bringing DNA collections to the next level

DNA collections are a valuable type of Natural Science collection, enabling the validation of past research, serving as a source for new genomic studies and supporting ex situ conservation. The DiSSCo Flanders DNA collection working group, aiming to advance and "unlock" their DNA collections, identified the need for: 1) actively sharing best practices regarding the management of DNA collections; and 2) providing guidance on how to bring theory into practice. By combining best practice examples from within the working group with available literature and brainstorming ideas, the working group co-created two outputs, referred to as: the "Challenges" and the "Key". The Challenges are a list of obstacles to DNA collection management, which shape the structure of the linked Key and can also be used to spark discussion amongst stakeholders. The Key is a tool that guides users through the maturation process of their DNA collection in a standardised way. It stimulates holistic growth, breaks down the needed work into manageable steps and helps to decide priorities during the process. Furthermore, the Key facilitates communication with both internal stakeholders and external DNA collection managers. The Key distinguishes itself from other self-assessment tools in several ways: it includes (re)investigation of the collection’s purpose and context; it is specialised for DNA collections; it delivers concrete goals linked to relevant information and shared experience; and it is inclusive, targeting all Natural Science DNA collections, regardless of their context or size.

What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example

What was the Educational Challenge? Representation gaps in medical education publishing are widely recognized and may be attributed to epistemic injustice, defined as ‘wrong done to someone in their capacity as a knower.’ Although peer review is meant to ensure ‘rigor,’ some quality assurance practices can inadvertently silence entire populations and impede understanding of a field’s foundational concepts. What was the Proposed Solution? To honor our journal’s commitment to equitable knowledge production, a diversity, equity, and inclusion working group at Teaching and Learning in Medicine (TLM) reimagined rigor to include striving for a ‘more equitable, diverse, and inclusive research system.’ How was the Proposed Solution Implemented? We implemented structural peer review reform at TLM by adapting Hogan et al.’s Dimensionality and R4P framework for health equity, prioritizing change in our communication with contributors. What Lessons Learned are Relevant to a Wider Audience? Since implementation, our journal has received feedback expressing appreciation for humanity and personal connection in our peer review, and we have observed increased publications from geographically marginalized authors. We believe our outcomes result from respecting marginalized authors’ authority to pursue their own interests, concerns, and successes with respect to knowledge production. What are the Next Steps? We believe our approach can be adopted by other peer-reviewed journals. We invite application and critique of our framework to advance community development in creating relevant, accessible, and equitable knowledge production for all people.

Implementation of the Trilingual Handbook and Anti-Bullying Action for Teacher Working Group in Enrekang City

Implementation of the Trilingual Handbook and Anti-Bullying Action for Teacher Working Group in Enrekang City

An Artificial Intelligence Approach for Test‐Free Identification of Sarcopenia

ABSTRACTBackgroundThe diagnosis of sarcopenia relies extensively on human and equipment resources and requires individuals to personally visit medical institutions. The objective of this study was to develop a test‐free, self‐assessable approach to identify sarcopenia by utilizing artificial intelligence techniques and representative real‐world data.MethodsThis multicentre study enrolled 11 661 middle‐aged and older adults from a national survey initialized in 2011. Follow‐up data from the baseline cohort collected in 2013 (n = 9403) and 2015 (n = 10 356) were used for validation. Sarcopenia was retrospectively diagnosed using the Asian Working Group for Sarcopenia 2019 framework. Baseline age, sex, height, weight and 20 functional capacity (FC)–related binary indices (activities of daily living = 6, instrumental activities of daily living = 5 and other FC indices = 9) were considered as predictors. Multiple machine learning (ML) models were trained and cross‐validated using 70% of the baseline data to predict sarcopenia. The remaining 30% of the baseline data, along with two follow‐up datasets (n = 9403 and n = 10 356, respectively), were used to assess model performance.ResultsThe study included 5634 men and 6027 women (median age = 57.0 years). Sarcopenia was identified in 1288 (11.0%) individuals. Among the 20 FC indices, the running/jogging 1 km item showed the highest predictive value for sarcopenia (AUC [95%CI] = 0.633 [0.620–0.647]). From the various ML models assessed, a 24‐variable gradient boosting classifier (GBC) model was selected. This GBC model demonstrated favourable performance in predicting sarcopenia in the holdout data (AUC [95%CI] = 0.831 [0.808–0.853], accuracy = 0.889, recall = 0.441, precision = 0.475, F1 score = 0.458, Kappa = 0.396 and Matthews correlation coefficient = 0.396). Further model validation on the temporal scale using two longitudinal datasets also demonstrated good performance (AUC [95%CI]: 0.833 [0.818–0.848] and 0.852 [0.840–0.865], respectively). The model's built‐in feature importance ranking and the SHapley Additive exPlanations method revealed that lifting 5 kg and running/jogging 1 km were relatively important variables among the 20 FC items contributing to the model's predictive capacity, respectively. The calibration curve of the model indicated good agreement between predictions and actual observations (Hosmer and Lemeshow p = 0.501, 0.451 and 0.374 for the three test sets, respectively), and decision curve analysis supported its clinical usefulness. The model was implemented as an online web application and exported as a deployable binary file, allowing for flexible, individualized risk assessment.ConclusionsWe developed an artificial intelligence model that can assist in the identification of sarcopenia, particularly in settings lacking the necessary resources for a comprehensive diagnosis. These findings offer potential for improving decision‐making and facilitating the development of novel management strategies of sarcopenia.

Development of a pharmacy research career pathway discussion tool

Abstract Introduction Research is one of the four pillars of the RPS curriculum and forms Domain 5 of the credentialing pathway. However, gaining and using these research skills in the workplace appears challenging with low self-reported research confidence identified1, lowest domain pass rates in RPS Credentialing reports2 and a minority of the workforce identified as research active3. In order to support Welsh practitioners, Pharmacy Research Wales (PRW) has developed a tool to aid research discussions and awareness, identifying National research opportunities and potential career pathways, with relevant practice and portfolio evidence. Aims Develop a pharmacy research career pathway discussion tool to support career planning and evidence for the RPS credentialing portfolio. Method A literature search and review of RPS, National and local guidelines informed the tool drafting. A Microsoft form “tool” questionnaire was developed (PRW working group) and disseminated by email to a pharmacist cohort (n=10) established by Health Education Improvement Wales to support consultant credentialing. Subsequently members were invited to an in-person one-hour stakeholder development group (n=7) to discuss the tool and agree any modifications. A support moderator took anonymised notes which were reviewed for accuracy, with stakeholder clarification where necessary. No ethics approval was required as no patient involvement and data were anonymised. Questions explored usefulness, self-explanation, pathway self-recognition and improvements. A second draft was presented at 2023 RPS Wales conference research workshop for feedback. Results A schema was drafted describing timelines from foundation to consultant together with relevant examples of research opportunities and suggested portfolio evidence. All survey responses (7/10) indicated usefulness of tool: “good visual guide; draws everything together for the research domain” with 6/7 recognising this pathway as part of their own journey. Respondents (4/7) indicated it was not “self-explanatory”, suggesting removal of abbreviations, an introduction or a step-by-step guide but were positive for use as a mentor/mentee discussion tool. At the RPS research workshop tables (n=6) of ~7 delegates discussed and were asked to self-identify their research progression. Delegates annotated the tool (n=12) with 3, 8, and 1 respectively reporting foundation, advanced and consultant levels. Discussion and conclusion A research tool has been developed to support discussions relating to research career pathway planning and execution. Although there are methodological limitations to this work, for example sample size, it has been well received by the workforce with feedback highlighting areas such as increased awareness of research opportunities, a clear overview of research pathway examples and time investments required, supporting the need for advanced planning. Although aimed at Welsh practitioners, the template is generic and could be extrapolated to the UK workforce. The schema exemplars uni-professional and multi-disciplinary team pathways, the latter relying on research active medical staff. A high percentage of currently credentialled consultant pharmacists described using this latter route, confirming the need to build our own clinical academic workforce and support NHSE survey2 recommendations. Further work is required to embed this tool within the workforce and leadership bodies, facilitating research career pathway awareness, discussions and growth both within and across organisations.

Preparing the future pharmacy workforce: competency-based undergraduate curricula for teaching, learning and assessment with a focus on antimicrobial stewardship

Abstract Introduction Competency-based teaching, learning and assessment underpins the requirements for initial training and education of pharmacists (IETPs) in the UK and is set by the General Pharmaceutical Council (GPhC). This competency-based pedagogic approach is conducive when teaching antimicrobial resistance (AMR) and antimicrobial stewardship (AMS) since it ensures that rather than only reciting and absorbing content, student pharmacists gain the necessary skills and behaviours to apply knowledge effectively in clinical practice. This is particularly relevant since newly graduate pharmacists will need to show competency in independent prescribing at the point of graduation from 2026 and education needs to evolve to incorporate prescribing skills including decision making. Aim The aim of this project was to develop a UK-wide national AMS competency framework specifically tailored for student pharmacists and foundation year trainees. Method A working group of academics and pharmacy practitioners from all four nations and with expertise in AMS was set up in September 2022. Student pharmacists from a national organisation (BPSA) and a professional pharmacy body (RPS) are also members. Development of the consensus indicative curriculum for student pharmacists was adapted from published frameworks including those for UK undergraduate medical students1, and a UK wide set of generic AMS competencies for undergraduate healthcare professional education2. The results of a survey3 conducted across Schools of Pharmacy (SoP) aiming to determine the nature and extent of implementation of the latter generic competencies, also informed this project. To ensure consistency, the group has worked with the British Society for Chemotherapy (BSAC) to align to the Keep Antibiotics Working (KAW) website, that provides resources for pharmacy students and educators, aligned to the curriculum domains. No ethics approval was required for this study since it did not involve any participants. Results The final curriculum consists of six domains: Infection prevention and control, antimicrobials and antimicrobial resistance, antimicrobial prescribing and stewardship, vaccine uptake, person-centred care and interprofessional collaborative practice. Each domain includes a competency statement together with accompanying descriptors (74) clearly outlining the knowledge and application required by the newly qualified pharmacist. To support implementation of the framework, the individual competencies were mapped to the revised GPhC standards for the IETPs together with Royal Pharmaceutical Society Prescribing Competency Framework that link to AMR and AMS. The group has also developed a set of suggested practice-based activities aligned with the framework domains to support pharmacists supervising or assessing students on placement. Discussion/Conclusion This project is timely to support development of future pharmacists as leaders in AMS and ensure a portable workforce, since pharmacists will be independent prescribers at the point of registration from 2026. A limitation of the development is the fact that not all SoP have been involved in the process; however, efforts are being made to communicate curriculum content as widely as possible. Though it is not mandatory to implement this curriculum, it provides a benchmark for embedding the competencies into undergraduate pharmacy curricula and allows identification of topics that may not be adequately covered. It also promotes consistency of approach across schools. (500 words)

Health promoting resources and lifestyle factors among higher education students in healthcare and social work programmes: a survey with a longitudinal multicentre design

BackgroundIt has been suggested that the university environment, to improve students’ health status and educational outcomes, should be based on a health promoting approach. More knowledge is needed about health promoting resources and lifestyle factors that may be of value for students in higher education and their future work-life balance. The aim of this study was to explore health-promoting resources, general health and wellbeing, and health promoting lifestyle factors among fourth and final semester students in higher education in healthcare and social work.MethodsThis longitudinal study is based on self-reported data collected through a web-based questionnaire that included questions about general health, wellbeing, and healthy lifestyle factors and made use of instruments: the Sense of Coherence (SOC) scale, the Salutogenic Health Indicator Scale (SHIS), and five questions from the General Nordic Questionnaire (QPS Nordic). The questionnaire was distributed among students enrolled in seven different healthcare and social work programmes at six universities in Sweden. Data was collected when students were in their fourth (2019/2020) and final (2020/2021) semesters analysed with multiple linear and logistic regressions.ResultsThe survey included responses from students during the fourth (n = 498) and the final (n = 343) semester of higher education programmes in health and social work. Total SOC scores decreased between the fourth semester and the final semester. The prevalence of the health promoting lifestyle factor of physical exercise decreased between the fourth and final semesters. Students in their final semester reported valuing group work more highly than did students in their fourth semester. Despite this, students in both the fourth and the final semester reported high SOC, low levels of good general health and perceived wellbeing, and sleeping problems.ConclusionsStudents’ report of good general health were associated with wellbeing, high-intensity physical training, and no sleeping problems A high SOC level was associated with good general health, perceived wellbeing, and no sleeping problems. A higher SHIS level was also associated with wellbeing and no sleeping problems. Therefore, we suggest further research focusing on how to prepare students in healthcare and social work during higher education for a future work-life in balance targeting effects on sleep quality.

Analyzing Instructional Strategies in Science Education: A Dual Approach Combining Systematic Review and Secondary Qualitative Data Analysis

This study employed a dual research approach, incorporating both systematic review and secondary qualitative data analysis, to investigate instructional strategies and their rationales utilized by pre-service and in-service science teachers (PaIST) in physics topics. We chose widely recognized and readily accessible sources with extensive study coverage, including Web of Science, SCOPUS, Taylor & Francis Online, and ProQuest. Only four studies that conformed to our inclusion and exclusion criteria were identified for examination. The analysis unfolded in two phases: first, the identification of instructional strategies employed by PaIST, and second, the exploration of the underlying rationales guiding their choices. Our findings revealed a diverse array of instructional strategies, encompassing direct instruction, thought experiments, demonstrations, hands-on activities, think-pair-share, peer teaching, laboratory exercises, discussion/questioning techniques, drama, and real-life narratives. The rationales underpinning these strategies were multifaceted, aiming to enhance student motivation, stimulate cognitive development, facilitate collaborative group work, and foster meaningful learning experiences. Despite evidence supporting the effectiveness of various external strategies such as STEM education, out-of-school learning, and project-based teaching on students, pre-service and in-service science teachers appear hesitant to adopt these methods. Further research is needed to explore the barriers and factors influencing their instructional choices.

Synopsis of the 2023 U.S. Department of VA and U.S. DoD Clinical Practice Guideline for the Management of Pregnancy

ABSTRACT Introduction This Clinical Practical Guideline provides recommendations based on a systematic review of the evidence to address critical decision points in the management of pregnancy. The guideline is intended to improve patient outcomes and local management of patients who are pregnant. This CPG is based on a systematic review of both clinical and epidemiological evidence and was developed by a panel of multidisciplinary experts. The Work Group provides clear and comprehensive evidence-based recommendations incorporating current information and practices targeting practitioners throughout the DoD and VA Health Care systems. The guideline is intended to improve patient outcomes and local management of patients who are pregnant. This CPG does not address every aspect of routine pregnancy care and is not intended to be a comprehensive guide to all care needed in pregnancy. It also addresses some clinically important and generally accepted standards of pregnancy care interventions that do not have sufficient high-quality evidence to support standalone recommendations. Additionally, it highlights emerging topics that have the potential to impact pregnancy care in the future and identifies gaps in the literature that warrant further research. Materials and Methods The development of all VA/DoD guidelines is directed by the Evidence-Based Practice Guideline Work Group and adheres to the standards for trustworthy guidelines that were set by the National Academy of Medicine. A patient focus group was convened to assess important aspects of treatment for patients and to gain information about patient values and preferences. The Lewin Group, a contracted third party with expertise in CPG development, facilitated meetings and the development of key questions using the population, intervention, comparison, outcome, timing, and setting format. Consensus was achieved among the Work Group through an iterative process involving discussions on conference calls and in person during the recommendation development meeting. An independent third party, ECRI, conducted the systematic evidence review, which the guideline Work Group then used to develop recommendations using the Grading of Recommendations Assessment, Development and Evaluation system (7-9). The search methods and results are detailed in the full guideline. Results This CPG provides 28 clinical practice recommendations that cover selected topics that the Work Group deemed had high priority need for evidence-based standards. The recommendations are divided into 3 main categories: routine care, complicated obstetrics, and mental health. An algorithm delineating recommended interventions and appropriate timing of these interventions over the course of the pregnancy and postpartum period was also created. Conclusion The CPG is not intended to define standards of care nor address all care needed in pregnancy; it does provide comprehensive guidance for routine pregnancy care. It aligns with the VA and DOD’s goal of providing care that is consistent in quality and utilization of resources in efforts to reduce errors and inappropriate variations in practices. In total, the Work Group identified 71 items needing further study, including areas requiring stronger evidence to support current recommendations and newer topics that will guide future guideline development.

Assessment of muscle strength in elderly as a screening method for sarcopenia in primary care: a scoping review

ObjectivesTo identify and map the available evidence for whether a test of handgrip strength (HGS) and/or the chair stand test (CST) have been used as screening tools for the detection...