The rapid advancement of generative artificial intelligence (GenAI) presents both opportunities and challenges for the Scholarship of Teaching and Learning (SoTL). This paper focuses on how SoTL scholars can thoughtfully integrate GenAI into their research processes while maintaining ethical integrity and preserving the essential human elements of scholarly inquiry. We critically examine GenAI’s capabilities, such as its potential to assist in brainstorming, to structure research ideas and protocols, and to expand methodological toolkits. However, we also emphasize its limitations, particularly regarding data reliability, inherent biases, and ethical concerns, such as transparency and student privacy. Through reflexive engagement with AI tools, we demonstrate how scholars can use GenAI as an intellectual partner rather than a substitute for critical thinking. We summarize our PRACTICE recommendations for use of GenAI in SoTL: Promote reflexivity; Read the literature; Act transparently; Conduct ethical research; Think critically; Invest in continuous learning; Check and validate outputs; Experiment and share. Ultimately, we argue that SoTL scholars must develop new competencies in order to navigate AI-enhanced research. While GenAI holds promise for advancing scholarly inquiry, its ethical use requires careful consideration and ongoing dialogue. By maintaining a balance between leveraging AI’s capabilities and upholding scholarly integrity, researchers can uphold SoTL practices that serve the field’s fundamental purposes: understanding, informing, and evolving teaching and learning for the benefit of students.
Falls are a leading cause of injury-related hospitalization, morbidity, and mortality in older adults, with impaired postural control serving as a key predictor of fall risk. The triceps surae, and particularly the soleus, plays a central role in maintaining upright stance by generating continuous plantarflexion moments that stabilize the body’s center of mass. This mini-review summarizes evidence for the neuromechanical contributions of the soleus to postural stability and how these functions decline with age. Mechanically, the soleus acts as a brace for balance, providing sustained torque through fatigue-resistant type I fibers and a compliant Achilles tendon that buffers perturbations and contributes to ankle stiffness. Age-related reductions in tendon stiffness and rate of torque development compromise these stabilizing properties, increasing fall susceptibility. When passive stiffness is insufficient, the soleus compensates through active contraction, trading energy cost of activation for joint stability. Reflexively, the soleus serves as a stabilizer of balance through strong coupling to spinal, cutaneous, vestibular, and transcortical pathways that rapidly adjust muscle activation in response to perturbations. These reflex mechanisms also degrade with aging, leading to delayed, less adaptable responses. Together, age-related mechanical and neural deterioration reduce the soleus’ ability to sustain balance and contribute to fall recovery. Preserving soleus strength, tendon stiffness, and reflex adaptability through targeted neuromuscular and perturbation-based training may represent an underrecognized but effective strategy to mitigate fall risk and maintain postural control in older adults.
OBJECTIVE:To prepare evidence-based guidelines on psychosis prevention. METHODS:We reviewed evidence on risk factors for/age at onset of psychosis, tools to assess clinical high-risk of psychosis (CHR-P), transition rates, risk calculation/ethical considerations around risk communication, CHR-P biological/clinical correlates, efficacy/cost-effectiveness of interventions/psychosis prevention services. The World Federation of Societies of Biological Psychiatry framework was used to grade evidence regarding interventions/services, elaborating guidelines with evidence-/consensus-based clinical recommendations to prevent psychosis in CHR-P subjects. RESULTS:At the service organisation level, (i) psychosis indicated prevention services might be implemented in close collaboration with early intervention services for psychosis to minimise duration of untreated illness, (ii) intake age criteria should be between 14 to 35, (iii) services should allow access to persons with cannabis use disorder. At the assessment and risk communication level, in clinical settings: (iv) staff in mental health services should be trained in administering/rating CHR-P assessment tools, (v) administer them, (vi) be trained in using/interpreting risk calculators, and (vii) in communicating risk, (viii) only use validated risk calculators, keeping a human-to-human interaction. Also, (ix) prevention services should assess comorbid mental disorders. At the intervention level: (x) staff should offer treatment for abstinence from cannabis, (xi) offer evidence-based treatment for comorbid mental disorders, and (xii) offer treatment for CHR-P based on patient preference, following the 'first do no harm' principle. CONCLUSIONS:Prevention services should be implemented, including interventions for cannabis use, reducing the duration of untreated psychosis, and treating comorbid mental disorders.
Recent research has found evidence of decoupling between the United States and China, driven by these two countries’ quest for technological dominance across industries. Foreign multinational enterprises (MNEs) that were motivated to enter China as a market for inputs or outputs (or both) are particularly vulnerable to this macro-level decoupling. In this context, we identify the growing importance of the political license to operate (PLO) as a meta-complementary resource, which can be restricted or removed at government’s discretion, and is very different from the classic social license to operate. We explore how MNEs navigate threats of PLO removal, as a function of their strategic motivation for operating in China and the features of the related, ‘ordinary’ complementary resources critical to MNE functioning.
The integration of simulation into nursing education is essential for providing safe, structured, and effective clinical learning experiences. This paper presents findings from the 2024 review of simulation regulations in nursing education across the United States and Canada. The authors conducted a descriptive study of simulation regulations in the United States and Canada and compared findings to the results of previous simulation regulation reviews to identify changes in regulations that occurred since 2022. This study noted simulation regulations in 90% of U.S. states and 15% of Canadian provinces. Clinical replacement ratios ranged from 1:1 to 2:1, with limits from 25 to 100% in both countries. Canadian regulations did not elaborate on the use of virtual simulation, simulation best practice, or accreditation standards. Regulations in the United States mentioned virtual simulation in 12 states. Regulations referenced best practice standards in 26% of states; accreditation in 10%. Regulation rose from 35% in 2014 to 68.3% in 2022; and is now at 90% in the United States. This review provides updated information on the evolving, yet inconsistent regulations for simulation education across the United States and Canada. These findings demonstrate an increase in formalized simulation use with continued variability in some key regulatory areas.
