The use of artificial intelligence in education (AIEd) has become increasingly significant globally. In China, there is a lack of research examining the behavioral intention toward AIEd among pre-service special education (SPED) teachers in terms of digital literacy and teacher self-efficacy. Building on the technology acceptance model, our study evaluated the aspects influencing pre-service special education teachers\' intention toward AI in education. Data was gathered from 274 pre-service SPED teachers studying at a Chinese public normal university of special education and analyzed using structural equation modeling (SEM). The results show that digital literacy is associated with the perceived usefulness and ease of use of AIEd, which influences SPED teachers\' intention to use AIEd. Additionally, digital literacy significantly impacts the self-efficacy of SPED teachers. Given these results, AI designers in special education should comprehend the effectiveness and usability of AIEd for fostering behavioral intention formation. Simultaneously, special educational programs that identify key content and activities for digital literacy training should be developed, and educators should attempt to execute the relevant pre-service training to enhance the intention of pre-service SPED teachers toward AIEd.

UNASSIGNED: The COVID-19 pandemic had a significant impact on healthcare delivery worldwide. Digital tools emerged as a preferred solution for maintaining healthcare services during this crisis. This study aimed to assess the magnitude of digital health literacy among healthcare professionals in Ethiopia in 2020-2023.
UNASSIGNED: A systematic review and meta-analysis were conducted following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Articles published from 2020 to 2023 were reviewed using various electronic databases such as Medline, PubMed, and Cochrane Library, CINAHL, HINARI, Science Direct, Google Scholar, and Global Health. Meta-analysis was performed using STATA 17, and publication bias and heterogeneity were assessed.
UNASSIGNED: Six studies involving a total of 2739 participants were included in the analysis. The pooled level of high digital health literacy among health professionals in Ethiopia during the pandemic was found to be 56.0% (95% CI: 55, 58). Several factors were identified as significant contributors to high digital health literacy, including internet use (AOR = 2.72, 95% CI: 1.86, 3.98), perceived ease of use (AOR = 2.79, 95% CI: 1.83, 4.25), favorable attitude (AOR = 2.49, 95% CI: 1.61, 3.85), perceived usefulness (AOR = 2.29, 95% CI: 1.65, 3.18), information-communication-technology training (AOR = 6.09, 95% CI: 1.83, 24.27), and educational level (AOR = 3.60, 95% CI: 2.96, 4.37).
UNASSIGNED: The study findings revealed a moderate level of high digital health literacy among Ethiopian health professionals. Factors such as internet use, favorable attitude, and information-communication-technology training were associated with high-level digital health literacy. To enhance digital health literacy, it is crucial to provide timely training and improve internet access for healthcare professionals. Additionally, promoting the perception of digital tools as useful and supporting evidence-based decision-making can further improve digital health literacy. Comprehensive information-communication-technology training programs should be implemented to equip healthcare professionals with necessary skills to effectively combat outbreaks like the COVID-19 pandemic.

OBJECTIVE: This study examined how digital literacy moderates the relationship between ageism experiences and social participation among community-dwelling older adults.
METHODS: Regression analysis of data from the 2020 National Survey of Older Koreans with 9,920 participants was conducted to identify the association of ageism experiences with social participation in model 1. The moderating effects of digital literacy were examined by adding an interaction term in model 2.
RESULTS: In model 1, both ageism experiences and digital literacy were significant predictors of social participation. However, in model 2, the interaction term of digital literacy rendered the association between ageism experiences and social participation non-significant. Model 2 explained approximately 18.4 % of the total variance in social participation.
CONCLUSIONS: By highlighting the importance of digital literacy in increasing social participation among older adults, this study offers valuable insights for interventions aimed at improving digital literacy to promote successful aging in a technology-dependent society.

BACKGROUND: The growing use of artificial intelligence (AI) in healthcare necessitates understanding the perspectives of future practitioners. This study investigated the perceptions of German-speaking medical and dental students regarding the role of artificial intelligence (AI) in their future practices.
METHODS: A 28-item survey adapted from the AI in Healthcare Education Questionnaire (AIHEQ) and the Medical Student\'s Attitude Toward AI in Medicine (MSATAIM) scale was administered to students in Austria, Germany, and Switzerland from April to July 2023. Participants were recruited through targeted advertisements on Facebook and Instagram and were required to be proficient in German and enrolled in medical or dental programs. The data analysis included descriptive statistics, correlations, t tests, and thematic analysis of the open-ended responses.
RESULTS: Of the 409 valid responses (mean age = 23.13 years), only 18.2% of the participants reported receiving formal training in AI. Significant positive correlations were found between self-reported tech-savviness and AI familiarity (r = 0.67) and between confidence in finding reliable AI information and positive attitudes toward AI (r = 0.72). While no significant difference in AI familiarity was found between medical and dental students, dental students exhibited slightly more positive attitudes toward the integration of AI into their future practices.
CONCLUSIONS: This study underscores the need for comprehensive AI education in medical and dental curricula to address knowledge gaps and prepare future healthcare professionals for the ethical and effective integration of AI in practice.

BACKGROUND: The use of telehealth has rapidly increased, yet some populations may be disproportionally excluded from accessing and using this modality of care. Training service users in telehealth may increase accessibility for certain groups. The extent and nature of these training activities have not been explored.
OBJECTIVE: The objective of this scoping review is to identify and describe activities for training service users in the use of telehealth.
METHODS: Five databases (MEDLINE [via PubMed], Embase, CINAHL, PsycINFO, and Web of Science) were searched in June 2023. Studies that described activities to train service users in the use of synchronous telehealth consultations were eligible for inclusion. Studies that focused on health care professional education were excluded. Papers were limited to those published in the English language. The review followed the Joanna Briggs Institute guidelines for scoping reviews and was reported in line with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. Titles and abstracts were screened by 1 reviewer (EG). Full texts were screened by 2 reviewers (EG and JH or SC). Data extraction was guided by the research question.
RESULTS: The search identified 8087 unique publications. In total, 13 studies met the inclusion criteria. Telehealth training was commonly described as once-off preparatory phone calls to service users before a telehealth visit, facilitated primarily by student volunteers, and accompanied by written instructions. The training content included guidance on how to download and install software, troubleshoot technical issues, and adjust device settings. Older adults were the most common target population for the training. All but 1 of the studies were conducted during the COVID-19 pandemic. Overall, training was feasible and well-received by service users, and studies mostly reported increased rates of video visits following training. There was limited and mixed evidence that training improved participants\' competency with telehealth.
CONCLUSIONS: The review mapped the literature on training activities for service users in telehealth. The common features of telehealth training for service users included once-off preparatory phone calls on the technical elements of telehealth, targeted at older adults. Key issues for consideration include the need for co-designed training and improving the broader digital skills of service users. There is a need for further studies to evaluate the outcomes of telehealth training activities in geographically diverse areas.

UNASSIGNED: Use of healthcare wearable devices holds significant potential for improving the prevention and management of cardiovascular diseases (CVD). However, we have limited knowledge on the actual use of wearable devices by CVD patients and the key factors associated with their use. This study aims to assess wearable device use and willingness to share health data among CVD patients, while identifying socio-demographic, health, and technology-related factors associated with wearable technology use.
UNASSIGNED: Using a national survey of 933 CVD patients, we assess use of wearable healthcare devices (use, frequency of use and willingness to share health data from wearable with a provider), and a set of socio-demographic factors (age, gender, race, education and household income), health-related variables (general health, presence of comorbid conditions: diabetes and high blood pressure, attitude towards exercise) and technology self-efficacy using logistic regression.
UNASSIGNED: Of the 933 CVD patients, 18.34% reported using a healthcare wearable device in the prior 12 months. Of those, 41.92% indicated using it every day and another 19.76% indicated using it \'almost every day\'. 83.54% of wearable users indicated their willingness to share health data with their healthcare providers. Female CVD patients are more likely to use wearables compared to men (odds ratio (OR) = 1.65, 95% confidence interval (CI) = 1.04-2.63). The odds decrease with age, and are significantly high in patients with higher income levels. In comparison with non-Hispanic White, Hispanic (OR = 0.14, 95% CI = 0.03-0.70) and African Americans (OR = 0.17, 95% CI = 0.04-0.86) are less likely to use healthcare wearables. CVD patients who perceive their general health to be better (OR = 1.45, 95% CI = 1.11-1.89) and those who enjoy exercising (OR = 1.76, 95% CI = 1.22-2.55) are more likely to use wearables. CVD patients who use the internet for searching for medical information (OR = 2.10, 95% CI = 1.17-3.77) and those who use electronic means to make appointments with their providers (OR = 2.35, 95% CI = 1.48-3.74) are more inclined to use wearables.
UNASSIGNED: Addressing low wearable device usage among CVD patients requires targeted policy interventions to ensure equitable access. Variations in gender, age, race/ethnicity, and income levels emphasize the need for tailored strategies. Technological self-efficacy, positive health perceptions, and exercise enjoyment play significant roles in promoting wearable use. These insights should guide healthcare leaders in designing effective strategies for integrating wearables into cardiovascular care.

BACKGROUND: Artificial intelligence (AI) is expected to play a greater role in neurosurgery. There is a need for neurosurgeons capable of critically appraising AI literature to evaluate its implementation or communicate information to patients. However, there are a lack of courses delivered at a level appropriate for individuals to develop such skills. We assessed the impact of a two day (non-credit bearing) online digital literacy course on the ability of individuals to critically appraise AI literature in neurosurgery.
METHODS: We performed a prospective, quasi-experimental non-randomised, controlled study with an intervention arm comprised of individuals enrolled in our two-day digital health literacy course and a waiting-list control arm used for comparison. We assessed participants\' pre- and post-course knowledge, confidence and course acceptability using Qualtrics surveys designed for the purpose of this study.
RESULTS: A total of 62 participants (33 participants, 29 waitlist controls), including neurosurgical trainees and both undergraduate and post-graduate students, attended the course and completed the pre-course survey. The two groups did not vary significantly in terms of age or demographics. Following the course, participants significantly improved in their knowledge of AI (mean difference=3.86, 95% CI=2.97-4.75, p-value<0.0001) and confidence in critically appraising literature using AI (p-value=0.002). Similar differences in knowledge (mean difference=3.15, 95% CI=1.82-4.47, p-value<0.0001) and confidence (p-value<0.0001) were found when compared to the control group.
CONCLUSIONS: Bespoke courses delivered at an appropriate level can improve clinicians\' understanding of the application of AI in neurosurgery, without the need for in-depth technical knowledge or programming skills.

In the field of educational sciences, combining various research studies is essential for the development of key competencies such as digital and mathematical literacy. However, there is a research gap in understanding the challenges of implementing the Reading, Mind Mapping, and Sharing (RMS) teaching model in Indonesian schools, which requires a model customised for the unique context of the Indonesian education system. The objective of this research is to assess the impact of the RMS teaching model on students\' digital and mathematical literacy. The study employed a quasi-experimental design, consisting of two experimental classes and one control class. The first experimental class used the RMS teaching model with brainstorming techniques. The second experimental class used the RMS teaching model without brainstorming. The control class followed standard instruction based on the school curriculum. During the even semester, a total of 96 secondary school students from two different schools in Bandar Lampung, a province in Indonesia, participated in both the experimental and control groups. Data collection was carried out using a questionnaire and a test. To analyse the data, Winstep and SPSS applications were used. The study\'s findings supported for the effectiveness of the RMS teaching model combined with the brainstorming method in enhancing students\' mathematical literacy and digital literacy. Students who were taught this approach demonstrated higher mathematical literacy skills compared to those who received instruction using the RMS teaching model and direct instruction methods. This model can act as a guide for teachers to modify their approaches creating a captivating learning atmosphere that matches the requirements of students.

As telehealth reshapes healthcare, the landscape for persons with dementia and their caregivers is rapidly evolving. Our scoping review examines how digital health equity was addressed or examined in the context of telehealth interventions among PwD and their family caregivers. We conducted a scoping review and used four electronic databases, PubMed, CINHAL, Embase, and Scopus, using combinations of keywords including \"digital literacy,\" \"caregivers,\" and \"dementia.\" We analyzed 8 studies that met the inclusion criteria. Almost half of the studies were descriptive studies and have emphasized the importance of educating digital inclusiveness to all stakeholders including nurses.

Only ten percent of nursing schools in the US are currently using EHRs in their curriculum. This is seen to decrease students\' effectiveness as new nurses. We began implementation of EHR use in Spring 2024 and have started collecting data as to the effectiveness of this process. This is a starting point using semester 1 junior (J1) students and we plan to have this process follow these students throughout all 4 semesters and assess them in their first year of practice to gain full understanding of the benefits.