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BACKGROUND: The Mini Mental State Examination (MMSE) is a cognitive test that is commonly used as part of the evaluation for possible dementia. OBJECTIVES: To determine the diagnostic accuracy of the Mini-Mental State Examination (MMSE) at various cut points for dementia in people aged 65 years and over in community and primary care settings who had not undergone prior testing for dementia. SEARCH METHODS: We searched the specialised register of the Cochrane Dementia and Cognitive Improvement Group, MEDLINE (OvidSP), EMBASE (OvidSP), PsycINFO (OvidSP), LILACS (BIREME), ALOIS, BIOSIS previews (Thomson Reuters Web of Science), and Web of Science Core Collection, including the Science Citation Index and the Conference Proceedings Citation Index (Thomson Reuters Web of Science). We also searched specialised sources of diagnostic test accuracy studies and reviews: MEDION (Universities of Maastricht and Leuven, www.mediondatabase.nl), DARE (Database of Abstracts of Reviews of Effects, via the Cochrane Library), HTA Database (Health Technology Assessment Database, via the Cochrane Library), and ARIF (University of Birmingham, UK, www.arif.bham.ac.uk). We attempted to locate possibly relevant but unpublished data by contacting researchers in this field. We first performed the searches in November 2012 and then fully updated them in May 2014. We did not apply any language or date restrictions to the electronic searches, and we did not use any methodological filters as a method to restrict the search overall. SELECTION CRITERIA: We included studies that compared the 11-item (maximum score 30) MMSE test (at any cut point) in people who had not undergone prior testing versus a commonly accepted clinical reference standard for all-cause dementia and subtypes (Alzheimer disease dementia, Lewy body dementia, vascular dementia, frontotemporal dementia). Clinical diagnosis included all-cause (unspecified) dementia, as defined by any version of the Diagnostic and Statistical Manual of Mental Disorders (DSM); International Classification of Diseases (ICD) and the Clinical Dementia Rating. DATA COLLECTION AND ANALYSIS: At least three authors screened all citations.Two authors handled data extraction and quality assessment. We performed meta-analysis using the hierarchical summary receiver-operator curves (HSROC) method and the bivariate method. MAIN RESULTS: We retrieved 24,310 citations after removal of duplicates. We reviewed the full text of 317 full-text articles and finally included 70 records, referring to 48 studies, in our synthesis. We were able to perform meta-analysis on 28 studies in the community setting (44 articles) and on 6 studies in primary care (8 articles), but we could not extract usable 2 x 2 data for the remaining 14 community studies, which we did not include in the meta-analysis. All of the studies in the community were in asymptomatic people, whereas two of the six studies in primary care were conducted in people who had symptoms of possible dementia. We judged two studies to be at high risk of bias in the patient selection domain, three studies to be at high risk of bias in the index test domain and nine studies to be at high risk of bias regarding flow and timing. We assessed most studies as being applicable to the review question though we had concerns about selection of participants in six studies and target condition in one study.The accuracy of the MMSE for diagnosing dementia was reported at 18 cut points in the community (MMSE score 10, 14-30 inclusive) and 10 cut points in primary care (MMSE score 17-26 inclusive). The total number of participants in studies included in the meta-analyses ranged from 37 to 2727, median 314 (interquartile range (IQR) 160 to 647). In the community, the pooled accuracy at a cut point of 24 (15 studies) was sensitivity 0.85 (95% confidence interval (CI) 0.74 to 0.92), specificity 0.90 (95% CI 0.82 to 0.95); at a cut point of 25 (10 studies), sensitivity 0.87 (95% CI 0.78 to 0.93), specificity 0.82 (95% CI 0.65 to 0.92); and in seven studies that adjusted accuracy estimates for level of education, sensitivity 0.97 (95% CI 0.83 to 1.00), specificity 0.70 (95% CI 0.50 to 0.85). There was insufficient data to evaluate the accuracy of the MMSE for diagnosing dementia subtypes.We could not estimate summary diagnostic accuracy in primary care due to insufficient data. AUTHORS' CONCLUSIONS: The MMSE contributes to a diagnosis of dementia in low prevalence settings, but should not be used in isolation to confirm or exclude disease. We recommend that future work evaluates the diagnostic accuracy of tests in the context of the diagnostic pathway experienced by the patient and that investigators report how undergoing the MMSE changes patient-relevant outcomes.

Chan and Colloton’s book is one of the first to provide a comprehensive examination of the use and impact of ChatGPT and Generative AI (GenAI) in higher education. Since November 2022, every conversation in higher education has involved ChatGPT and its impact on all aspects of teaching and learning. The book explores the necessity of AI literacy tailored to professional contexts, assess the strengths and weaknesses of incorporating ChatGPT in curriculum design, and delve into the transformation of assessment methods in the GenAI era. The authors introduce the Six Assessment Redesign Pivotal Strategies (SARPS) and an AI Assessment Integration Framework, encouraging a learner-centric assessment model. The necessity for well-crafted AI educational policies is explored, as well as a blueprint for policy formulation in academic institutions. Technical enthusiasts are catered to with a deep dive into the mechanics behind GenAI, from the history of neural networks to the latest advances and applications of GenAI technologies. With an eye on the future of AI in education, this book will appeal to educators, students and scholars interested in the wider societal implications and the transformative role of GenAI in pedagogy and research.

Integrating generative AI (GAI) into higher education is crucial for preparing a future generation of GAI-literate students. However, a comprehensive understanding of global institutional adoption policies remains absent, with most prior studies focusing on the Global North and lacking a theoretical lens. This study utilizes the Diffusion of Innovations Theory to examine GAI adoption strategies in higher education across 40 universities from six global regions. It explores the characteristics of GAI innovation, including compatibility, trialability, and observability, and analyses the communication channels and roles and responsibilities outlined in university policies and guidelines. The findings reveal that universities are proactively addressing GAI integration by emphasising academic integrity, enhancing teaching and learning practices, and promoting equity. Key policy measures include the development of guidelines for ethical GAI use, the design of authentic assessments to mitigate misuse, and the provision of training programs for faculty and students to foster GAI literacy. Despite these efforts, gaps remain in comprehensive policy frameworks, particularly in addressing data privacy concerns and ensuring equitable access to GAI tools. The study underscores the importance of clear communication channels, stakeholder collaboration, and ongoing evaluation to support effective GAI adoption. These insights provide actionable insights for policymakers to craft inclusive, transparent, and adaptive strategies for integrating GAI into higher education.

The advancement of generative AI technologies underscores the need for AI literacy, particularly in Southeast Asia’s elementary Science, Technology, Engineering, Art, and Mathematics (STEAM) education. This study explores the development of AI literacy principles for elementary students. Utilizing existing AI literacy models, a three-session classroom intervention was implemented in an Indonesian school, grounded in constructivist, constructionist, and transformative learning theories. Through design-based research (DBR) and network analysis of reflection papers (n = 77), the intervention was evaluated and redesigned. Findings revealed clusters of interdependent elements of learner experiences, categorized into successes, struggles, and alignments with learning theories. These were translated into design moves for future intervention iterations, forming design principles for AI literacy development. The study contributes insights into optimizing the positive effects and minimizing the negative impacts of AI in education.

The IOC-UNESCO Ocean Literacy for All A toolkit is the result of a joint work and contributions of members of this global partnership. It provides to educators and learners worldwide the innovative tools, methods, and resources to understand the complex ocean processes and functions and, as well, to alert them on the most urgent ocean issues. It also presents the essential scientific principles and information needed to understand the cause-effect relationship between individual and collective behavior and the impacts that threaten the ocean health.

BACKGROUND: It is predicted that artificial intelligence (AI) will transform nursing across all domains of nursing practice, including administration, clinical care, education, policy, and research. Increasingly, researchers are exploring the potential influences of AI health technologies (AIHTs) on nursing in general and on nursing education more specifically. However, little emphasis has been placed on synthesizing this body of literature. OBJECTIVE: A scoping review was conducted to summarize the current and predicted influences of AIHTs on nursing education over the next 10 years and beyond. METHODS: This scoping review followed a previously published protocol from April 2020. Using an established scoping review methodology, the databases of MEDLINE, Cumulative Index to Nursing and Allied Health Literature, Embase, PsycINFO, Cochrane Database of Systematic Reviews, Cochrane Central, Education Resources Information Centre, Scopus, Web of Science, and Proquest were searched. In addition to the use of these electronic databases, a targeted website search was performed to access relevant grey literature. Abstracts and full-text studies were independently screened by two reviewers using prespecified inclusion and exclusion criteria. Included literature focused on nursing education and digital health technologies that incorporate AI. Data were charted using a structured form and narratively summarized into categories. RESULTS: A total of 27 articles were identified (20 expository papers, six studies with quantitative or prototyping methods, and one qualitative study). The population included nurses, nurse educators, and nursing students at the entry-to-practice, undergraduate, graduate, and doctoral levels. A variety of AIHTs were discussed, including virtual avatar apps, smart homes, predictive analytics, virtual or augmented reality, and robots. The two key categories derived from the literature were (1) influences of AI on nursing education in academic institutions and (2) influences of AI on nursing education in clinical practice. CONCLUSIONS: Curricular reform is urgently needed within nursing education programs in academic institutions and clinical practice settings to prepare nurses and nursing students to practice safely and efficiently in the age of AI. Additionally, nurse educators need to adopt new and evolving pedagogies that incorporate AI to better support students at all levels of education. Finally, nursing students and practicing nurses must be equipped with the requisite knowledge and skills to effectively assess AIHTs and safely integrate those deemed appropriate to support person-centered compassionate nursing care in practice settings. INTERNATIONAL REGISTERED REPORT IDENTIFIER IRRID: RR2-10.2196/17490.

Participation in democracy, in today’s digital and datafied society, requires the development of a series of transversal skills, which should be fostered in higher education (HE) through critically oriented pedagogies that interweave technical data skills and practices together with information and media literacies. If students are to navigate the turbulent waters of data and algorithms, then data literacies must be featured in academic development programmes, thereby enabling HE to lead in the development of approaches to understanding and analysing data, in order to foster reflection on how data are constructed and operationalised across societies, and provide opportunities to learn from the analysis of data from a range of sources. The key strategy proposed is to adopt the use of open data as open educational resources in the context of problem and research-based learning activities. This paper introduces a conceptual analysis including an integrative overview of relevant literature, to provide a landscape perspective to support the development of academic training and curriculum design programmes in HE to contribute to civic participation and to the promotion of social justice.

Information literacy skill acquisition is a form of learning that is influenced by cognitive, emotional, and social processes. This research studied how two emotional constructs (emotional intelligence and dispositional affect) and two cognitive constructs (motivation and coping skills) interacted with students’ information literacy scores. Two studies were carried out with a group of undergraduate students. Correlation and regression analyses revealed that emotional intelligence and motivation significantly predicted students’ information literacy scores. Instruction librarians may consider incorporating greater awareness of the emotional and cognitive aspects of information literacy skill acquisition in their instructional content and delivery.

Digital technology has changed the way in which students utilize visual materials in academic work and has increased the importance of visual literacy skills. This paper reports the findings of a research project examining undergraduate and graduate students’ visual literacy skills and use of images in the context of academic work. The study explored types of visual resources used, the role that images play in academic papers and presentations, and the ways students select, evaluate, and process images. The findings of the study indicate that students lack skills in selecting, evaluating, and using images. Students use a range of visual resources in their presentations but rarely use images in papers.