UNASSIGNED: The COVID-19 pandemic highlighted gaps in the public health workforce\'s capacity to deploy digital technologies while upholding ethical, social justice, and health equity principles. Existing public health competency frameworks have not been updated to reflect the prominent role digital technologies play in contemporary public health, and public health training institutions are seeking to integrate digital technologies in their curricula.
UNASSIGNED: As a first step in a multiphase study exploring recommendations for updates to public health competency frameworks within the Canadian public health context, we conducted a rapid review of literature aiming to identify recommendations for digital competencies, training approaches, and inter- or transdisciplinary partnerships that can enhance public health practitioners\' capacity to support the digital transformation of public health.
UNASSIGNED: Following the World Health Organization\'s (2017) guidelines for rapid reviews, a systematic search was conducted on Ovid MEDLINE, Ovid Embase, ERIC (Education Resources Information Center), and Web of Science for peer-reviewed articles. We also searched Google Scholar and various public health agency and public health association websites for gray literature using search terms related to public health, digital health, practice competencies, and training approaches. We included articles with explicit practice competencies and training recommendations related to digital technologies among public health practitioners published between January 2010 and December 2022. We excluded articles describing these concepts in passing or from a solely clinical perspective.
UNASSIGNED: Our search returned 2023 titles and abstracts, of which only 12 studies met the inclusion criteria. We found recommendations for new competencies to enable public health practitioners to appropriately use digital technologies that cut across all existing categories of the core competencies for public health framework of the Public Health Agency of Canada. We also identified a new competency category related to data, data systems management, and governance. Training approaches identified include adapted degree-awarding programs like combined public health and informatics or data science degree programs and ongoing professional certifications with integration of practice-based learning in multi- and interdisciplinary training. Disciplines suggested as important to facilitate practice competency and training recommendations included public health, public health informatics, data, information and computer sciences, biostatistics, health communication, and business.
UNASSIGNED: Despite the growth of digital technologies in public health, recommendations about practice competencies and training approaches necessary to effectively support the digital transformation of public health remain limited in the literature. Where available, evidence suggests the workforce requires new competencies that cut across and extend existing public health competencies, including new competencies related to the use and protection of new digital data sources, alongside facilitating health communication and promotion functions using digital media. Recommendations also emphasize the need for training approaches that focus on interdisciplinarity through adapted degree-awarding public health training programs and ongoing professional development.

UNASSIGNED: Defibrillation is a critical intervention in managing cardiac emergencies, yet healthcare workers (HCWs) preparation for utilizing defibrillators remains inadequate, particularly in low and middle-income countries. This quality improvement project aimed to assess and enhance HCWs\' knowledge, skills, and attitudes toward defibrillator use in the emergency department (ED) through a 1-h defibrillator workshop.
UNASSIGNED: An observational clinical audit was conducted within the ED of a tertiary care hospital. Pre- and post-workshop data were collected from the participants using structured questionnaires for demographics, knowledge assessment (20 multiple-choice questions), skills assessment (10-step checklist), and attitude evaluation (Likert-scale statements). The workshop included theoretical instruction and hands-on practice, with a post-workshop assessment conducted one week later. Data analysis employed descriptive statistics and paired t-tests, while ethical considerations ensured confidentiality and consent.
UNASSIGNED: The study included 38 participants, demonstrating significant gaps in defibrillator knowledge, skills, and attitudes pre-workshop. Post-workshop assessments revealed a marked improvement in knowledge scores (P<0.05), attitudes (P<0.05), and practical skills (P<0.05). Participants\' confidence and preparation for managing cardiac emergencies notably increased, indicating the workshop\'s efficacy in addressing the identified deficiencies.
UNASSIGNED: The 1-h defibrillator workshop effectively enhanced HCWs\' competence and readiness to utilize ED defibrillators. The observed improvements underscore the importance of targeted educational interventions in bridging knowledge gaps and fostering proactive attitudes toward emergency management. Regular training sessions should be conducted to sustain these enhancements and improve patient outcomes in the ED.

BACKGROUND: The value of simulation in emergency medicine is indisputable because it allows training and acquisition of many technical and non-technical skills (TS and NTS). In France, there are no curriculum regarding the use of simulation as a teaching tool during emergency medicine residency. The aim of this study was to design the content of a national simulation-based curriculum for emergency medicine residency programs.
METHODS: The Delphi method was conducted between March and June 2022. The questionnaire was divided into three sections: TS, NTS and clinical situations as starting points (SSPs). A panel of emergency physicians\' experts on simulation education was established. An online survey was conducted in which they were asked to score, on a four-point Likert scale, the suitability of skills and SSPs to be taught through simulation courses during the emergency medicine residency. The questionnaire was revised between each round following comments or suggestions for additional items from the experts.
RESULTS: Sixty-six experts completed the Delphi process. The initial questionnaire included 64 TS, 37 NTS and 103 SSPs. The experts\' comments led to the addition of 12 TS, 24 NTS and 6 SSPs. Consensus was obtained after three rounds. The experts selected 24 TS and 20 NTS to be taught as a priority through simulation during the emergency medicine residency, and 15 SSPs to be used in priority.
CONCLUSIONS: With a Delphi method, French experts in simulation-based emergency medicine education have selected 24 technical and 20 non-technical skills to be taught as a priority with simulation-based training to emergency medicine residents.

OBJECTIVE: To determine the effect of serious games on undergraduate nursing students by the meta-analysis method.
BACKGROUND: There is a need for greater focus on enhancing the knowledge and skills of undergraduate nursing students. Generation Z students desire active engagement in the learning process. When compare with conventional learning approaches, serious games can enhance pupil interest by making the learning process more captivating.
METHODS: Systematic review and meta-analysis.
METHODS: A total of nine databases were systematically searched from inception to April 2024. The Cochrane RoB-2 tool and the Joanna Brigg\'s Institute Critical Appraisal Tool for quasi-experimental designs were used to undertake quality appraisal. A narrative synthesis, a meta-analysis and subgroup analysis were conducted to analyze the study outcomes.
RESULTS: In the study, 19 experimental studies included 14 randomized controlled trials and five quasi-experimental studies. When compare with control groups, serious games in RCTs showed significant improvements in knowledge (SMD 1.24, 95 % CI 0.52-1.96; P<0.001) and skills (SMD 0.50, 95 % CI 0.13-0.87; P<0.01). Subgroup analysis for technical skills outcomes demonstrated that serious games in RCTs were more effective than control groups (SMD 0.62, 95 % CI 0.20-1.05; P<0.001).
CONCLUSIONS: Serious games had a beneficial impact on the knowledge and skills of undergraduate nursing students. In the context of serious game intervention, it is imperative to carefully consider the approach.

UNASSIGNED: The objective performance evaluation of an athlete is essential to allow detailed research into elite sports. The automatic identification and classification of football teaching and training exercises overcome the shortcomings of manual analytical approaches. Video monitoring is vital in detecting human conduct acts and preventing or reducing inappropriate actions in time. The video\'s digital material is classified by relevance depending on those individual actions.
UNASSIGNED: The research goal is to systematically use the data from an inertial measurement unit (IMU) and data from computer vision analysis for the deep Learning of football teaching motion recognition (DL-FTMR). There has been a search for many libraries. The studies included have examined and analyzed training through profound model construction learning methods. Investigations show the ability to distinguish the efficiency of qualified and less qualified officers for sport-specific video-based decision-making assessments.
UNASSIGNED: Video-based research is an effective way of assessing decision-making due to the potential to present changing in-game decision-making scenarios more environmentally friendly than static picture printing. The data showed that the filtering accuracy of responses is improved without losing response time. This observation indicates that practicing with a video monitoring system offers a play view close to that seen in a game scenario. It can be an essential way to improve the perception of selection precision. This study discusses publicly accessible training datasets for Human Activity Recognition (HAR) and presents a dataset that combines various components. The study also used the UT-Interaction dataset to identify complex events.
UNASSIGNED: Thus, the experimental results of DL-FTMR give a performance ratio of 94.5%, behavior processing ratio of 92.4%, athletes energy level ratio of 92.5%, interaction ratio of 91.8%, prediction ratio of 92.5%, sensitivity ratio of 93.7%, and the precision ratio of 94.86% compared to the optimized convolutional neural network (OCNN), Gaussian Mixture Model (GMM), you only look once (YOLO), Human Activity Recognition- state-of-the-art methodologies (HAR-SAM).
UNASSIGNED: This finding proves that exercising a video monitoring system that provides a play view similar to that seen in a game scenario can be a valuable technique to increase selection accuracy perception.

Objective evaluation of microsurgical technique quality is vital for successful training in neurosurgery. This study aimed to assess the accuracy of automatically detecting a neurosurgeon\'s proper posture and hand positioning using computer vision. We employed the RTMPose neural network model to identify key anatomical points in the neurosurgeon\'s projection and calculated various angles formed by connecting these points. By utilizing machine learning on these angles, we were able to classify images of the surgeon\'s posture and hands into correct positions and various types of errors with an accuracy of at least 0.9. Computer vision enables successful detection and objective assessment of the neurosurgeon\'s posture and hand positions. The high accuracy of this detection can pave the way for a new training approach in neurosurgery.

Ice hockey requires two levels of specific agility, involving different abilities, where the level of agility and their constraints might vary by the performance level. Therefore, this study aimed to compare the relationship level between on-ice and off-ice change of directional speed (COD) of youth hockey players at two performance levels. The study was conducted during the hockey season, including U16 elite players (n = 40) and U16 sub-elite players (n = 23). Both groups performed specific on-ice fitness tests (4-m acceleration, 30-m sprint, and 6 x 54-m tests, an on-ice Illinois agility test with and without a puck) and off-ice tests consisting of non-arm swing countermovement jumps (CMJs), broad jumps, and pull-ups. Pearson correlation showed that the acceleration performance of elite players was related to the CMJ (r = -0.46) and the broad jump (r = -0.31). Sub-elite players showed stronger dependence of the 30-m sprint on the CMJ (r = -0.77) and the broad jump (r = -0.43), the relation of pulls ups (r = -0.62) and the CMJ (r = -0.50) to the 6 x 54-m test, yet no association to acceleration. Elite players differ between off-ice and on-ice performance constraints, where their skating sprint is less related to their vertical and horizontal take-off abilities than in sub-elite players. Sub-elite players\' off-ice power determines their sprint and repeated sprint performance. COD performance of elite and sub-elite players is based on different conditioning constraints.

UNASSIGNED: The aim of this systematic review is to provide an evidence-based synthesis of the literature on the topic of technical and tactical competencies of tennis players and to answer the following research questions: (1) What is the state of the art of research on technical and tactical competencies (i.e., skills and knowledge) and tennis; (2) What are the most important topics related to technical and tactical competencies in tennis players.
UNASSIGNED: Electronic searches were conducted in Web of Science, PubMED and SPORTDiscus (August to September 2023). This systematic review was conducted in accordance with PRISMA guidelines. To reduce risk, all published literature was searched and primary studies were included. The search terms included skills or competencies, match or play, player and tennis and excluded studies on non-competitive tennis players-notation analysis, AI method, systematic review and validation of tools.
UNASSIGNED: Of the 390 publications found in these searches, 13 articles were considered relevant and included in this study. They were divided into three categories: (1) technical-tactical skills, (2) match situations and (3) match performance. There was clear evidence that there is a test instrument for analyzing tactical-technical skills that has sufficient reliability and validity and is of practical value to tennis coaches. The development of tactical-technical skills is influenced by method (variability between/within skills), conditions (court size, ball type) and areas of development (situational awareness, anticipation, decision making). There are differences in match and stroke performance between different quality groups (professionals, juniors), which can also be influenced by mental strength. For a comprehensive study of tennis players\' abilities, the use of modern technologies is possible and necessary in the future. Future research should focus on the creation of competency models for the playing level of tennis players, which could include at least three key elements: (1) key competencies, (2) description of standards, (3) evidence.

BACKGROUND: Factors that may affect the performance of healthcare professionals performing resuscitation include stress, social profile, fatigue, empathy, and resilience. Interpersonal skills are required for better performance. This study aimed at evaluating the change in empathy and mental resilience in health professionals who have the status of instructor potential achieved after successfully completing a certified training/intervention course and want to develop/certify as course instructors.
METHODS: Healthcare professionals attended the Generic Instructor Course (GIC), a two-day course training instructor candidates from different training courses. Empathy and the cultivation of mental resilience of adult healthcare professional trainers were measured in order to investigate whether participation in a simulated training process can influence these characteristics of the trainer and how these characteristics interact with the training process. Four measurements were recorded: (i) baseline (before the GIC course), (ii) after the course, (iii) follow-up after one month, and (iv) follow-up after three months.
RESULTS: Ninety participants in the GIC course were the study sample. Participants showed statistically higher empathy after participation in the GIC vs. baseline, one-month, and three-month follow-up (p = 0.023). Resilience did not reveal any statistical difference, after the participation in the GIC and follow-up measurements (p = 0.084). For both variables (empathy and resilience), demographics did not have any association with the variables.
CONCLUSIONS: Besides its primary aim of training and certifying future instructors in resuscitation courses, the GIC also had a positive impact on the participants\' empathy.

The most effective way of delivering regional anaesthesia training and the best means of demonstrating competency have not been established. Clinical competency, based on the Dreyfus and Dreyfus lexicon, appears unachievable using current training approaches. Lessons should be taken from the worlds of music, chess, and sports. Modern skills training programmes should be built on an explicit and detailed understanding with measurement of a variety of factors such as perception, attention, psychomotor and visuospatial function, and kinesthetics, coupled with quantitative, accurate, and reliable measurement of performance.