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School-based research centres are growing in number and have potential to amplify school students’ voices in research through activities within the school. This paper explores how one research centre in an independent school in Australia, in a financially and socially privileged context, is using tertiary-type structures (namely, an ethics committee, research journal and conference) to engage students in research activities and give them voice about research in their school. Writing as centre director and practitioner researcher in the school, I explore these activities which position research as a skill with potential to further students’ academic capital, as well as their ability to challenge their understanding of privilege in the world. A core motivation for this paper is consideration of the transposition of structures designed for adults into the school context and exploring how students engage with these structures in order to have a voice as researchers and in research.

In the 20th century, the introduction of multiple vaccines significantly reduced childhood morbidity, mortality, and disease outbreaks. Despite, and perhaps because of, their public health impact, an increasing number of parents and patients are choosing to delay or refuse vaccines. These individuals are described as “vaccine hesitant.” This phenomenon has developed due to the confluence of multiple social, cultural, political, and personal factors. As immunization programs continue to expand, understanding and addressing vaccine hesitancy will be crucial to their successful implementation. This review explores the history of vaccine hesitancy, its causes, and suggested approaches for reducing hesitancy and strengthening vaccine acceptance. In the 20th century, the introduction of multiple vaccines significantly reduced childhood morbidity, mortality, and disease outbreaks. Despite, and perhaps because of, their public health impact, an increasing number of parents and patients are choosing to delay or refuse vaccines. These individuals are described as “vaccine hesitant.” This phenomenon has developed due to the confluence of multiple social, cultural, political, and personal factors. As immunization programs continue to expand, understanding and addressing vaccine hesitancy will be crucial to their successful implementation. This review explores the history of vaccine hesitancy, its causes, and suggested approaches for reducing hesitancy and strengthening vaccine acceptance. [[ Pediatr Ann . 2015;44(4):e71–e75.]

Background Assessing the competencies of health professions educators remains a significant challenge, prompting the consideration of Entrustable Professional Activities (EPAs) as a potential solution. EPAs represent responsibilities that individuals can be entrusted to perform once they have demonstrated sufficient competence and reliability. Originating from the complexities of competency-based medical education, the concept of EPAs is still relatively new in the field of dentistry. To date, most published EPAs focus primarily on dental students, with limited attention given to their application for dental educators. Therefore, the rationale for this review was to systematically explore the existing literature on EPAs for dental educators, providing a foundation for the future development of structured and effective EPA frameworks tailored to dental education. Methods Addressing the research question- What are the elements of EPAs for dental educators, as described in the literature? - the review adhered to the Joanna Briggs Institute scoping review framework and the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Scoping Reviews methodology (PRISMA-ScR). Employing a rigorous three-step search strategy across five electronic databases (PubMed, Google Scholar, Scopus, Cochrane Library and ProQuest), the review includes articles published between January 1, 2005 and October 1, 2024 with eligibility criteria targeted papers published in English with keywords/Search term (\"Entrusted Professional Activities” OR \"Entrustable Professional Activities” OR“Entrustable profession* activit*”) AND (“Dental Educator*” OR “Dental Education” OR Dentistry). The results were summarized, coded and thematically categorized and mapped to existing competency for dental educators. Results The review scoped five articles that described a total of forty-three (43) EPAs. Seven (7) of these EPAs were found to overlap; therefore, they were consolidated to four (4) EPA statements following a consensus, resulting in a total of 40 final EPA statements. The review yielded seven (7) themes: Teaching; with five EPAs, Bedside Teaching; with seven EPAs, Surgical Teaching skills; with 7 EPAs, Mentoring and coaching; with two EPAs, Research and scholarships; with eight EPAs, Educational development; with seven EPAs and Assessment; with four EPAs. Conclusions This review established a foundation for a larger study designed to develop a framework of EPAs tailored specifically for dental educators. Protocol registration The protocol have been published in JMIR Research Protocols https://doi.org/10.2196/74225 .

The study aims to investigate the mediating role of output, productivity, and outcome variables in the relationship between input or process variables and research performance. By examining how these variables interact, the study aims to enhance our understanding of the factors that influence research performance. This role was investigated using the bootstrap method to calculate the indirect effects of the four developed models. Furthermore, the Hayes' Process macro SPSS Model 6 was applied to process the results of surveys and investigations of 150 research directors at Indonesian universities. The experience of these directors in conducting and managing research in the universities was used as high-quality and accurate information. The results showed the output, productivity, and outcome variables act as partial mediators in the relationship between inputs and processes on research performance. Therefore, this study theoretically and practically contributes to the implementation of policies in evaluating research performance in universities institutionally, nationally, and globally. A comprehensive approach is urgently needed to improve the research performance evaluation system at universities in Indonesia. The current evaluation system is considered not to reflect current policies and conditions. To deal with the problem, a study is needed to identify the variables that influence research performance in higher education, including indicators that reflect these variables. Studies are also needed to investigate the relationship between these variables to better understand how they interact to optimize research performance in the university environment. Therefore the instrument needs to be reformulated, including to facilitate institutional diversity in the evaluation process. This study will contribute to both theoretical and practical aspects, including policy implementation in planning research programs in tertiary institutions at the institutional, national, and global levels, as well as policymakers in implementing a better research evaluation system.

On Sep 15, 1972, instead of celebrating the nation's innovators, the White House received the first indictments in the Watergate scandal that brought down Nixon's presidency. The prize ceremony was postponed. Then postponed again. With the exception of an inquiry in Science asking \"Whatever Are the Presidential Prizes?\" the award disappeared with little notice. Prize missteps signaled disarray in the government's nascent innovation policy. Just months after initial planning for the Experimental Technology Incentives Program (ETIP), Branscomb left the administration for a job at IBM. In Jan 1973, David resigned as OST head, lamenting that his ideas were not heeded. Rather than replace him, Nixon abolished the entire office. Stever then assumed a dual role as White House science advisor and NSF director, where he continued to reshape the government as an innovation catalyst. DeSimone, for his part, became an innovation czar under Stever, and earned minor notoriety for attempting to convert the US to the metric system. In Oct 1973, a distracted Nixon granted the National Medal of Science after a two-year hiatus with a speech that failed to mention the word innovation. Four months later the president resigned.

This ultrasound-guided erector spinae plane (ESP) nerve block model is designed to instruct emergency medicine (EM) attending and resident physicians. However, this innovation is appropriate for all levels of learners, including medical students, advanced practice clinicians (APCs), and clinicians in other medical specialties. The ESP nerve block is a relatively new regional anesthesia technique that involves injection of local anesthetic along the fascial plane below the erector spinae muscles.1-3 The ESP nerve block was first described in 2016 by Forero et al. to help manage severe thoracic neuropathic pain resulting from malunion of multiple rib fractures and metastatic disease of the ribs.1 The block has since emerged as a safe, feasible and effective analgesic intervention for various pathologies, including management of pain for acute rib fractures.2,3 However, barriers to implementation into routine practice in the emergency department (ED) exist due to gaps in knowledge about the block and a lack of training.4 We created a novel, inexpensive, and portable ultrasound-guided ESP nerve block model that can be used to facilitate training for EM physicians and residents. This innovation model is designed to facilitate hands-on training of the ultrasound-guided ESP nerve block using a practical, realistic, and cost-effective ballistics gel model. By the end of this training session, learners should be able to: 1) identify relevant sonoanatomy on the created simulation model; 2) demonstrate proper in-plane technique; and 3) successfully replicate the procedure on a different target on the created training model. We created a cost-effective ESP nerve block model using a 3-D printed spine and ribcage suspended in ballistics gel that is compatible with ultrasound. The use of ballistics gelatin in the model closely simulates the viscosity and density of animal tissue, allows for ultrasound use, and is cost-efficient and more feasible than other organic models because it can be easily melted and re-used.5 At the time of this model's creation, the only previous approach to creating an ESP model was a porcine model that used meat cuts from the lower thoracic region and spine. However, the major limitation of this porcine model was its limited shelf life.6 The created ESP model was incorporated into a hands-on training module that took place one to two times per week over two months. Additional sessions were incorporated on a case-by-case basis. All participants were first given access to an educational ESP Nerve Block PowerPoint presentation to be reviewed prior to attending in-person sessions. The training sessions were promoted through weekly email reminders containing the dates and a link to an online sign-up sheet. Additionally, on training days, our project director actively sought to recruit available participants on-shift. Each training day, a one-to-two-hour window was made available for participants to attend. Each training session was conducted with a small group of four or fewer trainees beginning with a short didactic lecture presented by a lead instructor, either the Associate Research Director of Emergency Medicine or the Medical Director for Division of Pain Medicine, followed by live demonstration of the nerve block using the ESP model. Participants were then given the opportunity to practice on the ESP model. Sessions ended when all participants demonstrated proper and successful technique with the model, reported adequate confidence with the block, and all questions were addressed. Feedback on technique was provided throughout the training session by the lead instructor. Post-education surveys were distributed to all participants electronically to assess training impact. The survey collected data on the participants' title, prior experience performing ESP nerve blocks, competency of the teaching model, and their comfort with performing the block after the training. The Institutional Review Board (IRB) reviewed and deemed this project exempt from full board review. Thirty-four participants attended the in-person training sessions, consisting mainly of EM attending (16/34; 47%) and resident (13/34; 38%) physicians. Fourteen (14/34; 41%) participants returned completed surveys, of which 50% were residents (7/14; 50%) and 50% attending physicians (7/14; 50%). The majority (12/14; 86%) of respondents reported no prior experience in performing an ESP block with only 14% (2/14; 14%) reporting performing fewer than two ESP nerve blocks per year. All respondents (14/14; 100%) agreed or strongly agreed that the education session with the ESP model improved their confidence, knowledge, and skills to perform the block. All (14/14; 100%) agreed or strongly agreed that they felt confident in their ability to use ultrasound to identify landmarks on the model pertinent to performing the ESP block. All (14/14; 100%) reported that they felt that the material presented during these training sessions was relevant to their practice in the ED, within their scope of practice, and part of their job as an ED physician. All (14/14; 100%) reported they felt performing ESP blocks in the ED could positively impact patient outcomes and reported an increased likelihood of performing the ESP block in the ED following this training session. Lastly, respondents were asked to list any barriers that might inhibit them from performing the ESP block on shift, in addition to any strategies to facilitate ESP block use. Four participants (4/14; 29%) reported barriers to performing an ESP block including time constraints (50%) and patient mobility limitations (50%). Twelve participants (12/14; 86%) reported facilitators to performing ESP blocks, the most common of which being easier access to supplies and assistance with procedure setup (43%), followed by increased education sessions (21%). Our survey results indicate that our learners perceived an increase in knowledge, confidence, and skills in performing ultrasound-guided ESP blocks after using our innovative model as a hands-on teaching tool during a training session. A simple 30-minute training session with a novel ballistics gelatin ESP model can improve confidence, knowledge, and skills in performing this block in the ED, even amongst nerve block naive physicians. Additionally, by identifying barriers to the use of the ESP block in the ED, researchers can create strategies to mitigate these challenges to increase utilization of these procedures for appropriate patients in the ED. These strategies include but are not limited to addressing ways to mitigate time constraint issues, patient mobility limitations, access to supplies, assistance with procedure set up, and increasing education sessions to increase physician comfort with successful completion of the procedure. Erector spinae plane nerve block, ultrasound, regional anesthesia, rib fractures, ballistics gel model, hands-on training.

The establishment of a Research Ethics Committee (REC) is a significant step to ensure the standard procedures in ethics review process that protect human participants. However, in instances when RECs are not yet established, surrogate activities are practiced by some institutions. The objective of this study was to identify prevailing research ethical practices of research directors and faculty researchers in the absence of a research ethics committee in their respective academic institutions. Specifically, it aimed to explore the participants’ 1) experiences in research subject protection and 2) challenges when there is no existing REC in the institution. Participants were selected from universities in Manila City whose institutions did not have RECs at the time of the conduct of this study. Key informant interviews and focus group discussions were used as approaches for data collection. The authors used NVivo to organize data from the transcribed audio-recorded interviews and were analyzed utilizing a basic interpretive qualitative approach. Based on the results, surrogate practices of participants involved (1) providing “informed consent forms” to target participants and the (2) roles of different personalities in the evaluation/conduct of the research paper. Implications of this study and recommendations were likewise discussed in this paper.

[...]with procurement, a public organization must specify both the problem and proposed solution up front, establish constraints, and require bidders to define precisely what they will do and provide and how much it will cost. [...]public education organizations can use RPPs to evaluate impact in real time, thus strengthening the effectiveness of interventions while building credibility with stakeholders. [...]RPPs allow public education organizations to engage in a more nimble and iterative design and build process. [...]public education leaders may think that an RPP is just one more thing taking attention away from their real jobs.

Purpose The Participatory Autism Research Collective (PARC) was initially set up with the purpose of bringing autistic people, including scholars and activists (but not exclusively), together with early career researchers and practitioners who work with autistic people, with the aim being to build a community where those who wished to see more significant involvement of autistic people in autism research could share knowledge and expertise. This paper aims to discuss this issue. Design/methodology/approach This paper explores the development of the PARC network, reflecting upon its activities and ethos within current higher education practices and structures. Findings In supporting autistic individuals in their attempts to establish themselves within academic systems that may not always be considerate or accommodating, the existence of PARC creates a structure with which autistic people can influence social change. PARC serves as a network of support, strengthening the presence of autistic scholars in academia. It also provides a structure through which autistic people are able to demonstrate helpful practices with which to engage more broadly. Originality/value The PARC network is the first autistic-led venture of its kind in the UK to have a sustained impact. PARC is growing to become an important element in the field of autism studies both by supporting emerging autistic academics and by promoting ethical and participatory research methods and practices.

The first table of contents listed articles on ballistic missile defense, air bags, reindustrializing America, reconsidering Medicare, and export controls. Reading the archive is an opportunity to imagine alternative universes with different policies, where, for example, air bags were not adopted; where failure to secure agreements on arms control risked nuclear war; or where efforts to combat AIDS never happened. Or an alternate world in which policies to limit greenhouse gas emissions began as early as 1987, the year Issues published an article about climate change by Jessica Tuchman Mathews, who was then the vice president and research director of the World Resources Institute.