Tanmay Bagade

Background and Purpose: Prone positioning for play (‘Tummy Time’) is an evidence‐based recommendation that supports early sensory‐motor development during infancy. Infants who require neonatal intensive care face a heightened risk of motor developmental delays, underscoring the importance of early developmental care practices. Routine implementation of tummy time remains limited in many settings in India and is not included in national guidelines. Socio‐cultural factors further influence the adaptation of such a cost‐effective intervention in India. In response, a structured tummy time practice was introduced at discharge from the neonatal intensive care unit (NICU) of a tertiary‐care hospital in India in 2016. This study explored multidisciplinary NICU healthcare workers' perspectives on implementing tummy time, including its perceived feasibility, acceptability and long‐term integration into routine practice. Methods: We conducted in‐depth semi‐structured interviews with 12 NICU staff members representing varied professional roles. Interviews followed a predefined schedule, they were audio‐recorded, transcribed verbatim, translated where needed and analysed thematically using MAXQDA software. Results: We identified the following five themes: knowledge of practice: indications, benefits and precautions; attitudes towards tummy time; family beliefs, caregiver confidence and cultural influences; translating knowledge into practice (staff learning, family coaching and follow‐up) and solutions and strategies (engagement and awareness). The health workers reported being knowledgeable about tummy time and considered it easy to implement. Key barriers centred on parents' lack of confidence in handling their infants. Participants noted that frequent counselling and practical demonstrations can address these barriers. They also highlighted the need for greater awareness in the community and among medical professionals to support consistent practice. Discussion: NICU staff viewed tummy time positively, considered it feasible to deliver as part of routine care and felt it had become integrated into routine clinical practice 5 years after its initial introduction. These findings support the integration of structured tummy time education and demonstration into standardized NICU discharge pathways in tertiary‐care hospitals in India, alongside strategies to strengthen caregiver confidence and broader awareness among healthcare providers and the community.

Purpose of Review: Alzheimers disease (AD) remains a progressive neurodegenerative disorder with limited disease-modifying treatment approaches. This scoping review aimed to systematically examine and critically evaluate the existing clinical evidence on stem cell therapy for AD, focusing on therapeutic efficacy, safety, cognitive and functional outcomes, neuroimaging, and improvement of biological markers for disease progression. Recent Findings: A search of PubMed, Google Scholar, and ClinicalTrials.gov identified 3158 records, of which seven clinical studies met the eligibility criteria. The included studies comprised early-phase clinical trials, pilot studies, and observational studies involving predominantly patients with mild to moderate AD. Mesenchymal, umbilical cord-derived, and telomerase-positive stem cell therapies administered through intravenous, intracerebroventricular, intranasal, and intrathecal routes demonstrated encouraging preliminary signals across cognitive, functional, neuroimaging, and biomarker outcomes. Improvements or stabilization in Mini-Mental State Examination (MMSE), Montreal Cognitive Assessment (MoCA), Alzheimer’s disease assessment scale cognitive subscale (ADAS-Cog), and functional measures were reported, alongside reductions in CSF amyloid-β or tau-related biomarkers and evidence of reduced hippocampal atrophy in selected studies. Across the included studies, stem cell therapies showed generally favorable tolerability, with predominantly transient and mild adverse events. Summary: Current clinical evidence supports the potential of stem cell therapy as a biologically active and potentially disease-modifying approach for AD. However, definitive conclusions remain limited by small sample sizes, heterogeneous cell products and delivery protocols, methodological variability, and limited long-term follow-up. Future multicenter, Phase IIb/III trials with standardized cell products, administration protocols, outcome measures, and long-term safety monitoring are required to establish clinical efficacy and translational feasibility.

Name of all authors as they appear in the published original article (INSERT ONLY IF correcting author names or adding authors. Insert the correct version of the author list)Correction on: Wynne K, Mwangi F, Onifade O, Abimbola O, Jones F, Burrows J, Lynagh M, Majeed T, Sharma D, Bembridge E, Stubbs M, Sunner C, Bergmann J, Bagade T and Malau-Aduli BS (2024) Readiness for professional practice among health professions education graduates: a systematic review. Front. Med. 11:1472834. doi: 10.3389/fmed.2024.1472834.The article type for this article was erroneously given as: Review. The correct type for the article is Systematic Review. The original version of this article has been updated.There was a mistake in figure 1 as published. The PRISMA flowchart (Figure 1) lists the database sources as Google Scholar (n=25), PubMed (n=16), and "Unspecified (n=4,122). The corrected figure 1 appears below.The original version of this article has been updated.Reminder: Figures, tables, and images will be published under a Creative Commons CC-BY license and permission must be obtained for use of copyrighted material from other sources (including re-published/adapted/modified/partial figures and images from the internet). It is the responsibility of the authors to acquire the licenses, to follow any citation instructions requested by third-party rights holders, and cover any supplementary charges. The search details were not provided previously. The full search strings, dates, and platforms are provided below. Database (Platform)Result counts Scopus ("Health Occupations" OR "Students, Health Occupations" OR Medicine OR Nursing OR Midwifery OR Pharmacy OR Dentistry OR "Allied Health Occupations" OR "Occupational Therapy" OR "Physical Therapy Modalities" OR "Speech-Language Pathology" OR Audiology OR Dietetics OR "Nutrition Sciences" OR Optometry OR Podiatry OR "Medical Laboratory OR Radiology OR "Physician Assistants" OR "Public Health" OR "Veterinary Medicine" OR Chiropractic) W/4 graduat* ("ready for practi*" OR "readiness for practi*" OR "readiness to practi*" OR "practice readiness" OR "prepared for practi*" OR "prepared to practi*" OR "preparedness for practi*" OR "prepared for clinical practice" OR "preparedness for clinical practice" OR "transition to practice" OR "transition into practice" OR ((readiness OR preparedness OR prepar* OR preparation) W/3 (practice OR work OR profession*))) #1 AND #2 "limit 3 to" ("yr="2014 -Current") ((TI "ready for practi*" OR AB "ready for practi*") OR (TI "readiness for practi*" OR AB "readiness for practi*") OR (TI "readiness to practi*" OR AB "readiness to practi*") OR (TI "practice readiness" OR AB "practice readiness") OR (TI "prepared for practi*" OR AB "prepared for practi*") OR (TI "prepared to practi*" OR AB "prepared to practi*") OR (TI "preparedness for practi*" OR AB "preparedness for practi*") OR (TI "prepared for clinical practice" OR AB "prepared for clinical practice") OR (TI "preparedness for clinical practice" OR AB "preparedness for clinical practice") OR (TI "transition to practice" OR AB "transition to practice") OR (TI "transition into practice" OR AB "transition into practice") OR (((TI readiness OR AB readiness) OR (TI preparedness OR AB preparedn ess) OR (TI prepar* OR AB prepar*) OR (TI preparation OR AB preparation)) N3 ((TI practice OR AB practice) OR (TI work OR AB work) OR (TI profession* OR AB profession*))))"limit 3 to" ("yr="2014 ("ready for practi*" or "readiness for practi*" or "readiness to practi*" or "practice readiness" or "prepared for practi*" or "prepared to practi*" or "preparedness for practi*" or "prepared for clinical practice" or "preparedness for clinical practice" or "transition to practice" or "transition into practice" or ((readiness or preparedness or prepar* or preparation) adj3 (practice or work or profession*))).ti,ab.

Background: A comprehensive sexuality education is evidenced to provide youth with the skills and knowledge required to promote sexual and reproductive health. Comprehensive sexuality education is recommended globally as an effective intervention for a range of improved sexual health outcomes, including reducing sexually transmitted infections and teenage pregnancies. The Australian curriculum, despite attempts to provide comprehensive guidance for teaching, is unsuccessful in guiding adequate sexuality education for Australian adolescents; observably, its delivery is incohesive, with the relevance and scope varying among students. Simultaneously in Australia, we sustain alarmingly high rates of sexually transmitted infections in young people and an adult population with increasing uptake of assisted reproductive technologies. The diverse identities of adolescents and the changing nature of sexuality in society warrant an in-depth exploration into the ideas and issues of youth in order to provide sexuality education that is reflective of the population it serves and improve sexual and reproductive health outcomes nationally. Methods: Utilising thematic analysis methodology, nine focus groups consisting of 2–6 Australian participants aged 15–18-year-old were analysed to better understand what is required within sexuality education. For increased validity and interpretation of data, this project utilised a Youth Advisory Group of four members to validate the thematic analysis. The study’s Youth Advisory Group further engaged in the co-design and development of recommendations for delivering sexuality education in Australia that reflected the thematic findings from the focus groups and their own lived experience. Results: Thematic analysis revealed three prominent themes within focus group participants’ experiences; “culture of sex”, “content of sexuality education” and “sources of sexuality education beyond formal education”. The qualitative analysis revealed evidence of the complex relationship between these themes and Australia’s underperforming sexuality education. While these appear to be objectively undesirable and reflect the flaws within sexuality education, they presented guidance for the recommendations, informing the co-design conducted by the Youth Advisory Group. Conclusion: The findings of this study, together with relevant literature, provide evidence for the complexities of adolescent sexual experience and endorse comprehensive sexuality education in the context of contemporary Australian high schools, promoting the appraisal of current practice for improved sexual and reproductive outcomes in Australia, now and in the future.

Objectives: To evaluate the effectiveness of interventions aimed at reducing stigma or discrimination against people with lived experience of incarceration (PLEIC), and to assess the role of ‘Key Active Ingredients (KAI)’ in influencing changes in stigma-related knowledge, attitudes and behaviours. Design: Systematic review (registered with PROSPERO CRD42024508685). Data sources: MEDLINE, Emcare, EMBASE, PsycINFO, HeinOnline, Sociology Source Ultimate and Web of Science were searched from January 2010 to September 2024. Eligibility criteria: Included studies were intervention-based, published in English from 2010 to present, where at least one primary or secondary outcome was stigma-related. There were no restrictions on context, type or level of stigma or study populations. Data extraction and synthesis: We adapted the KAI model for effective anti-stigma interventions as an a priori framework. An ‘Active Ingredient Score (AIS)’ was developed to measure the impact of KAIs on each anti-stigma intervention. Quality assessment was conducted using the Cochrane Collaboration’s Risk of Bias and the Joanna Briggs Institute Meta-Analysis of Statistical Assessment and Review Instrument. Results: 3926 articles were screened, of which 16 were included, covering 8815 participants across five countries. No studies from low or middle-income countries were found. 12 studies investigated the post-intervention impact on knowledge (positive=11), 12 investigated the impact on attitude (positive=10) and 8 investigated the impact on behaviour (positive=2) towards PLEIC. Of the eight KAIs, only ‘myth-busting’ correlated with greater post-intervention effects on knowledge and attitudes. Both online and face-to-face interventions were equally effective. Overall, study methods were strong for the included randomised control trials (n=3), but weak to moderate for the non-randomised interventions (n=13). Conclusion: Anti-stigma interventions are highly effective at impacting stigma-related knowledge and attitudes towards PLEIC, with myth-busting emerging as an important component. More research, particularly involving women and adolescents, is needed to identify ways to achieve positive impacts on stigma-related behaviour, with longer study follow-up durations.

Adolescents require a specific set of fertility information and services to promote reproductive health and wellbeing extending into adulthood. Due to a common focus on preventing unplanned pregnancy in adolescents, fertility education can be perceived as antithetical. This study explores awareness and attitudes about fertility in adolescents to guide relevant inclusion of fertility in future information and service delivery. Twenty-five adolescents aged 15 to 18 years who had attended secondary schooling in Australia were recruited to participate in nine focus groups. Reflexive thematic analysis revealed three themes (with seven sub-themes) in the transcripts. The importance of fertility education, stigma associated with infertility, and gender roles in the context of reproductive health were identified as being key themes. Broadly, awareness of infertility was seen as important, to navigate potential health consequences and to emotionally support stigmatised people experiencing infertility. This is the first qualitative study about perspectives of fertility and infertility in adolescents aged 18 and under in an Australian context. We make recommendations for developing age-appropriate fertility education, regarding the incorporation of appropriate frameworks in adolescent education to enhance discussions around sex and gender in fertility to align with contemporary preferences.

Background A comprehensive sexuality education is evidenced to provide youth with the skills and knowledge required to promote sexual and reproductive health. Comprehensive sexuality education is recommended globally as an effective intervention for a range of improved sexual health outcomes, including reducing sexually transmitted infections and teenage pregnancies. The Australian curriculum unsuccessfully attempts to provide a comprehensive sexuality education to Australian adolescents; observably, it is incohesive, with the relevance and delivery appearing to vary among students. Simultaneously in Australia, we sustain alarmingly high rates of sexually transmitted infections in young people and an adult population with increasing reliance on assisted reproductive technologies. The diverse identities of adolescents and the changing nature of sexuality in society warrant an in depth exploration into the ideas and issues of youth in order to provide sexuality education that is reflective of the population it serves and improve sexual and reproductive health outcomes nationally. Methods Utilising qualitative research methodology, focus group transcripts of 15–18-year-old Australians were analysed to better understand what is required within sexuality education. For increased validity and interpretation of data, this project utilised a Youth Advisory Group to validate the thematic analysis. The study’s Youth Advisory Group further engaged in the co-design and development of recommendations for delivering sexuality education in Australia that reflected the thematic findings from the focus groups and their own lived experience. Results Thematic analysis revealed three prominent themes within focus group participants’ experiences; “culture of sex”, “content of sexuality education” and “sources of sexuality education beyond formal education”. The qualitative analysis revealed evidence of the complex relationship between these themes and Australia’s underperforming sexuality education. While these results were objectively undesirable, they presented guidance for the recommendations, informing the co-design conducted by the Youth Advisory Group. Conclusion The findings of this study, together with relevant literature, provide evidence for the complexities of adolescent sexual experience and of comprehensive sexuality education in the context of contemporary Australian high schools, to ultimately promote improved sexual and reproductive outcomes in Australia, now and in the future.