Mental health problems in adolescence can have a profound influence on school functioning, educational attainment and thus future societal participation. Supported education (SEd) is a potentially useful method for educational professionals to help adolescents with mental health problems in secondary school improve their functioning by stimulating collaboration, ownership, and participation. In this study, we examined the feasibility of SEd in secondary education by examining its acceptability, implementation, and preliminary effectiveness. We performed a mixed-methods study using quantitative data (questionnaires) and qualitative data (interviews) from educational professionals (EP) and adolescents, aged 13–17, about their experiences with a SEd intervention. Regarding the acceptability of the intervention, three main themes emerged: (a) structure, (b) autonomy, and (c) applicability of the intervention. Themes regarding the implementation were: (a) lack of time, (b) personal attitude, (c) mastery, and (d) complexity of the school environment. The findings show that, for those that followed the intervention, SEd is a promising approach to support adolescents with mental health problems to improve their functioning and participation in school. Further research is needed on the effectiveness of the intervention.This article belongs to the Special Issue Children and Young People’s Participation in Health and Well-Being.
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For decades, Scandinavian culture effectively prohibited the development of special provisions for talented students in higher education. However, in recent years, a cultural shift has gradually made more room for excellence and talent development in the national discourses. This paper analyzes the climate for talent development in Denmark, Sweden, and Norway. Following a first inventory of honors programs in Scandinavian higher education in which the only programs were found in Denmark, 10 experts were interviewed to analyze their national situation and reflect on the leading role of Denmark. In this country, external incentives, focus on quality, pioneers, and an open atmosphere were found to produce a culture more appreciative of excellence over the last decade. Starting from the Danish experience, the situation in Norway and Sweden is analyzed, showing that the combination of factors leading to change in Denmark is not yet present here. Lessons for other countries are highlighted, notably the importance of sharing information and exchanging knowledge at an international level.
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Chest imaging plays a pivotal role in screening and monitoring patients, and various predictive artificial intelligence (AI) models have been developed in support of this. However, little is known about the effect of decreasing the radiation dose and, thus, image quality on AI performance. This study aims to design a low-dose simulation and evaluate the effect of this simulation on the performance of CNNs in plain chest radiography. Seven pathology labels and corresponding images from Medical Information Mart for Intensive Care datasets were used to train AI models at two spatial resolutions. These 14 models were tested using the original images, 50% and 75% low-dose simulations. We compared the area under the receiver operator characteristic (AUROC) of the original images and both simulations using DeLong testing. The average absolute change in AUROC related to simulated dose reduction for both resolutions was <0.005, and none exceeded a change of 0.014. Of the 28 test sets, 6 were significantly different. An assessment of predictions, performed through the splitting of the data by gender and patient positioning, showed a similar trend. The effect of simulated dose reductions on CNN performance, although significant in 6 of 28 cases, has minimal clinical impact. The effect of patient positioning exceeds that of dose reduction.
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