Browsing by Issue Date, starting with "2025-07-02"
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- Blended intensive program for enhancing knowledge and skills towards the use of artificial intelligence by physiotherapy studentsPublication . Alves Lopes, António; Chana Valero, P.; Alessie, J.; Tavakoli, A.; Dvoracek. M.; Lastovicka. O.; Klein, T.; Schneider, D.; Lehtiniemi, O.; Garcia-Muro San José, F.; Saris, R.; Grüneberg, C.; Arntz, A.; Teztlaff, M.; Rowe, M.Introduction: Blended Intensive Programs (BIP) combine short-term mobility with online collaboration in higher education. These programs enable students from Higher Education Institutions (HEI) to engage in interdisciplinary learning. This study explores the self-reported impact of a BIP focused on Artificial Intelligence (AI) and its applications in self-productivity, education, research, and clinical practice. The programme aimed to provide students with opportunities to experience how AI can improve workflow efficiency and communication, support learning, facilitate research, and contribute to clinical practice. Methodology: A consortium of nine institutions across seven countries organised a BIP from January 27 to February 21, 2025. The programme involved 15 teachers and 30 students, including two online sessions and an in-person week. The program covered the concept, history, and trends of Artificial Intelligence (AI), along with its applications in learning, research, and clinical practice. Topics include AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion. The programme also addressed opportunities, challenges, and ethical considerations in physiotherapy education and practice. Student feedback on their experiences and learning outcomes was collected through an online questionnaire with a Likert scale and open-ended questions. Results: Out of 30 participants, 28 responded to the survey. The majority reported an increased understanding of Artificial Intelligence (AI) and its ethical considerations. Many found the programme beneficial in developing their knowledge and skills in applying AI to personal productivity, learning, research, and clinical practice. Topics such as AI as a personal coach, learning assistant, creative partner, research aid, and clinical companion were positively received. Regarding programme structure and support, most respondents felt well-informed about its organisation and content. Access to relevant documents was generally well-rated, and teacher support during lectures, workshops, and student presentations was viewed positively. In terms of overall quality, 23 participants rated the programme as Very Good, and 4 as Good. Additionally, 24 respondents Strongly Agreed that they would recommend the programme to other students, 3 Agreed. Conclusions: The survey data suggests that the BIP may have contributed to students’ overall understanding of Artificial Intelligence and its applications in learning, research, and clinical practice. The programme structure, combining online sessions with in-person activities, received generally positive feedback. Participants highlighted the relevance of AI in various contexts, particularly in productivity, education, and professional development. The findings indicate the potential benefits of incorporating BIPs into healthcare education to foster interdisciplinary collaboration and innovation in AI. However, the study’s limitations, including the small sample size and reliance on self-reported data, should be considered when interpreting the results. Future research could explore the long-term impact of such programmes on students’ professional paths and contributions to AI-driven initiatives. Studies with larger sample sizes and objective learning outcome assessments could provide a more comprehensive evaluation of BIPs in education and inform their further development.
- Blended intensive programmes in higher education: an opportunity to engage students, improve knowledge and skillsPublication . Alves Lopes, AntónioIntroduction: Blended Intensive Programmes (BIPs) are innovative, short-term educational initiatives under the Erasmus+ framework, combining physical mobility with virtual learning components. These programmes are designed to promote interdisciplinary learning and introduce innovative teaching methods, making them accessible to students and staff across various academic fields and study cycles. They provide valuable mobility opportunities, particularly beneficial for students unable to commit to traditional long-term exchanges such as semester or year-long programmes. BIPs promote transnational and transdisciplinary collaboration, often focusing on global challenges and emergent topics, aligned with the United Nations’ Sustainable Development Goals. This study investigates the self-reported impacts on students participating in five BIPs conducted over three years. Methodology: Several higher education institutions from different European countries collaboratively organised five BIPs involving a total of 156 students and more than 50 teachers and facilitators. Typically, each BIP spanned approximately two months, consisting of at least two online sessions complemented by one intensive in-person week, awarding students three ECT credits upon completion. Programme topics included Global Health and Social Challenges, Digital Health and Emerging Technologies in Healthcare, Artificial Intelligence (AI) and its Applications in Learning, Research, and Clinical Practice, and Respiratory Physiotherapy for Chronic Obstructive Pulmonary Disease (COPD) patients. Student feedback regarding their experiences, perceived impacts on knowledge and future professional roles, and the overall quality of the programmes were collected via an online questionnaire featuring Likert-scale and open-ended questions. Results: From the 156 student participants, 111 completed the survey. Responses indicated predominantly positive feedback, with participants acknowledging substantial contributions to their knowledge enhancement and professional development. A majority selected "Agree" or "Strongly Agree" regarding these aspects, with fewer participants remaining neutral or expressing disagreement. Lectures and interactive activities were particularly appreciated for promoting knowledge acquisition and skill development, described as informative and beneficial by most respondents. Educators received favourable feedback for their supportive roles during lectures and practical sessions. Overall programme quality was highly rated, with most participants indicating ratings of "Good" or "Very Good." Furthermore, a substantial majority of respondents would recommend the BIPs to peers, reflecting the perceived success and positive impact of these programmes. Conclusions: The study could suggest that these kinds of programs enhance students' knowledge, skills, and professional competencies while fostering engagement and interdisciplinary collaboration. The positive feedback highlights the importance of combining online and in-person learning experiences, suggesting that BIPs could represent a valuable alternative to traditional mobility programmes. Their alignment with global challenges and sustainability further emphasises their potential as an innovative educational tool within higher education institutions. The findings may support the implementation and expansion of such programmes, recommending their broader integration into curricular activities across Europe.
- Book of Abstracts – 7th CiiEM International Congress: Empowering One Health to Reduce Social VulnerabilitiesPublication . Centro de Investigação Interdisciplinar Egas Moniz; Fernandes, Ana IsabelIn face of today’s complex global challenges — from climate change and pandemics to widening social inequalities — the One Health approach has emerged as a vital framework for building a more resilient, inclusive, and sustainable future. The 7th CiiEM International Congress, held under the theme “Empowering One Health to Reduce Social Vulnerabilities”, aimed to contribute meaningfully to this vision by fostering dialogue, showcasing cutting-edge research, and promoting cross-sector collaboration. Held from 2 to 4 July 2025 in Caparica, Portugal, and organised by the Egas Moniz Center for Interdisciplinary Research (CiiEM), this edition brought together an interdisciplinary community of researchers, practitioners, and stakeholders united by a common purpose: transforming science into societal impact. The scientific programme was structured around several key themes that reflect both the urgency and the complexity of applying a One Health lens in today’s world. Topics ranged from the role of technological innovation in advancing biomedical research to the challenges of digital exclusion and equitable access to health-enabling technologies. Sessions also explored the intersection of urban planning and public health, highlighting how the design of our cities can support physical, mental, and environmental well-being. Other central themes included mental health and psychological resilience, sustainable food systems, antimicrobial resistance, and the social dimensions of healthcare access. By addressing these interdependent areas, the Congress aimed to promote scientific literacy, foster intersectoral collaboration, and support the translation of research into impactful policies and practices that reduce social vulnerabilities and strengthen community health. The Congress offered a rich platform for collaboration and innovation, supported by symposia, poster sessions, and fruitful networking opportunities. It welcomed over 200 participants, including 20 invited speakers, and featured around 130 scientific contributions — presented as oral or poster communications — selected through a rigorous peer-review process.