Articles

Background:</b> Within contemporary medical education systems dominated by the biomedical paradigm, medical students commonly experience a decline in empathy alongside uncertainty in professional identity formation. Narrative medicine, as an educational approach designed to bridge objective technical reasoning and subjective human experience, has been proposed as a response to this humanistic crisis. However, the psychological mechanisms underlying its effects, the boundaries of existing empirical evidence, and strategies for systematic implementation remain insufficiently clarified. <b>Content:</b> Drawing on a comprehensive review of the literature, this article elucidates two core theoretical mechanisms through which narrative medicine operates. First, through the cycle of attention, representation, and affiliation combined with reflective practice, narrative medicine facilitates the coordinated development of cognitive empathy and emotional resonance. Second, through narrative integration, it supports learners in transforming fragmented clinical experiences into coherent professional identities. A synthesis of empirical studies published over the past decade indicates that well designed narrative medicine curricula can enhance reflective capacity, communication skills, and a sense of professional meaning, although their effectiveness is substantially moderated by curricular intensity, pedagogical modality including digital and multimodal approaches, and cultural context. <b>Conclusion:</b> The integration of narrative medicine currently faces structural barriers, including limited curricular space, the scarcity of standardized assessment tools, and insufficient faculty development. Future efforts should adopt implementation science frameworks to shift from isolated elective offerings toward longitudinal spiral curricula, develop multidimensional evaluation strategies, and explore the use of emerging technologies such as artificial intelligence and virtual reality in narrative pedagogy. These efforts may establish narrative medicine as a foundational pathway for cultivating physicians with core humanistic competencies.

<b>Background:</b> Tobacco endgame, defined as elimination of commercial tobacco sales The U.S. tobacco control landscape is a complex, adaptive system shaped by diverse stakeholders, evolving products and regulations, shifting social norms, and the strategic countermeasures of a powerful industry. Managing such complexity requires more than isolated interventions—it demands a coordinated, enterprise-wide approach that accounts for dynamic interactions, feedback loops, and emergent risks. <b>Objective:</b> Drawing on complex systems thinking, Zachman enterprise architecture model, and public health best practices, we conceptualize tobacco control as an evolving enterprise progressing through six interconnected phases: (1) Conception &#x26; Initiation, (2) Policy &#x26; System Design, (3) Implementation &#x26; Operation, (4) Evaluation &#x26; Adaptation, (5) Consolidation &#x26; Endgame Transition, and (6) Sustainment or Sunset. Each phase incorporates governance structures, performance benchmarks, and transition criteria designed to manage interdependence and reduce systemic vulnerabilities. <b>Results:</b> The lifecycle framing emphasizes how tobacco control in the U.S. can evolve as a complex, adaptive enterprise—integrating public health objectives with legal, operational, and cultural change processes. This model supports strategic sequencing, cross-sector alignment, and risk mitigation against emergent industry tactics, enabling a resilient and measurable pathway to the endgame. <b>Conclusions:</b> Seeing tobacco control as a complex enterprise that operates under a lifecycle model may offer a roadmap for achieving and sustaining the tobacco endgame. Using this approach may enhance policy coherence, resource efficiency, and adaptability, ensuring tobacco endgame is achieved.

This study investigated the English-only language-in-education policy in three primary schools in Ghana: University Primary, OLA Presby Primary and Apewusika Primary School in the Cape Coast Metropolitan in the Central Region of Ghana. The study employed Coulmas’s (2005) eight-step language planning model as a conceptual framework for the study. Nine teachers were randomly selected from Basic One to Basic Three to respond to the selection and supply items. The selected items were analysed and put into frequencies and percentages, while the supply items were coded into recurrent themes. Findings from data indicate that most teachers preferred using the local language (Fante) as a medium of instruction in the lower primary. The study also revealed that code missing is a significant feature in teacher-learner interaction. It was also observed that teachers encountered little problems when using Fante as a medium of instruction. Finally, most teachers express a lukewarm attitude towards using English as a medium of instruction in the lower primary school.

Pharmaceutical Product serialization aims to assign distinct serial numbers to items within a pharmaceutical supply chain. However, this process faces several security challenges like Theft of valid serial numbers may occur, enabling the labelling of counterfeit products. Therefore, it's essential to ensure the uniqueness of serial numbers can be verified at any point in the product's lifecycle within the supply chain. Intimidatory nodes along the distribution network could corrupt planned changes of custody for products. Ensuring verifiability of compliance with these changes is crucial. Manufacturers and consumers need assurance that perishable goods with expired shelf lives are appropriately discarded. In this paper, we review a product serialization method leveraging blockchain technology to address these security concerns within a multi-party perishable goods supply chain. Blockchains offer potential solutions by providing a secure platform for data sharing in multi-party environments, enhancing security and transparency. Within Blockchain technology, each distribution partner is registered to uphold transparency regarding drug information. The system facilitates real-time transfer of ownership changes, recording them as blocks with date and time stamps. This ensures visibility to all partners in real time, maintaining the authenticity of drugs. This article aims to outline how Blockchain technology benefits the pharmaceutical industry by enhancing traceability and trackability of drugs throughout the entire pharmaceutical supply chain.

This study aimed to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s) or not, using Stake’s Countenance Evaluation Model. The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and unstructured interview), observation and documentary analysis. Quantitative data were tabulated, organised, analysed and interpreted to draw sound conclusions and generalisations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study looked at the congruence between what was intended to occur and what was observed before and during the implementation of the curriculum in the Asante Akim North District. On the transactions, it was revealed that teachers in the district communicate the problem the topic seeks to address and the specific objectives to the learners during instruction. Also, teachers varied their teaching methods, techniques and strategies. However, teachers failed to take students out on field trips. Also, they failed to use video documentaries to deliver their lessons inhibiting students’ creativity as they are denied the opportunity to explore and get first-hand information to build up knowledge and develop the needed attitudes and values. From the findings, it is therefore recommended that the National Council for Curriculum and Assessment should increase the time allotted to the teaching of Social Studies at the SHS level from 3-periods of 40 minutes a week to 5-periods of 40 minutes a week to give teachers and learners ample time to discuss, debate, digest and solve problems during instructional hours to enable the goal of the subject attained.

The purpose of the study was to assess the perceptions and challenges facing in the implementation process of the IN-IN-OUT programme in selected colleges of education in the Ashanti Region of Ghana. The descriptive cross-sectional survey was employed as the research design in this study. The population was made up of supervisors, mentors, and mentees from St. Louis and Wesley Colleges of education who have been posted to various communities in the Ashanti Region of Ghana to practice teaching. Purposive and random Sampling techniques were used to select tutors, teacher-trainees, mentors and assemblymen in the practicing communities. The study's main data collection tools were questionnaires and interview and classroom observation protocols. The data collected were scored and analyzed using the Statistical Package for Social Scientists (SPSS) computer software. Frequencies, percentages, and other measures of central tendencies were calculated. The study revealed that teacher-trainees, mentors, and assemblymen in the two (2) communities saw the IN-IN-OUT programme as useful to a large extent, even though they had varied opinions. While some say the program was merely useful, some see it as very useful and others saw the program as extremely useful. The study also revealed that the challenges faced by the various teacher trainees, mentors, and supervisors include social problems, financial difficulties, and time constraints. It is recommended that teacher trainees are posted to the rural and peri-urban communities, one can be sure that after their certification they will be fully prepared to face the challenges ahead of them. It is also recommended that the government and stakeholders should as a matter of urgency commit more money to this programme.

The purpose of the study was to examine Social Studies teachers’ knowledge in the implementation of Social Studies lessons in formative assessment practices in Asante Akim North Municipality in the Ashanti Region of Ghana. The study employed both descriptive and interpretative techniques. The population for the study consisted of all Social Studies teachers and students in the Senior High Schools in the Asante Akim North Municipality of the Ashanti Region. Purposive, convenient and simple random sampling techniques were used to select the schools, teachers and students for the study in all, seventeen (17) Social Studies teachers and fifty (50) students were selected from six (6) Senior High Schools. The main instrument for data collection observation, interview and focus group discussion. The study revealed that not lessons presented were in line with the general objective of the subject (Social Studies). This affected the students understanding of concepts in the subject in helping them to right wrong their decision making. The study also indicates that teaching and learning Social Studies should not be one-man affair, with the teacher doing all the talking and the students doing all the listening. It is recommended that Ghana Education Service should organise workshops and in-service training for Social Studies teachers at the Senior High School level on how to present and evaluate social Studies lessons in order to realise the goals and objectives envisaged for national development. It is also recommended that teachers who have the exposure of the subject and are equally qualified to teach it at the Senior High Schools but are found teaching at the basic level, should be allowed by the Ghana Education Service to teach the subjects at the Senior High School level. The Government of Ghana should make it a laid down policy for the recruitment of qualified Social Studies teachers to teach at the Senior High School (SHS) level for effective assessment in the classroom.

The purpose of the study was to examine the perceptions and effective implementation of peace education in Senior High Schools in Ekumfi District in the Central Region of Ghana. The study was underpinned by the Integrative Theory of Peace Education (ITPE) [1]. The study adopted the mixed methods approach where the exploratory sequential mixed method design was employed. The convenience and stratified random sampling techniques were used to select 20 and 350 participants for the qualitative and quantitative stages of the study respectively. Semi-structured interview guide and questionnaire were the main tools used to collect data for the study. The qualitative data were analyzed through the thematic approach with the help of NVivo 12 Plus while the quantitative data were analyzed using descriptive statistics like mean, frequency, and standard deviation with the aid of SPSS version 20. The study indicated that peace education in the schools is relevant in mentoring students who would be advocates of peace in their respective communities, preparing future leaders who are required to uphold peace and espouse peaceful attributes in their dealings with the publics as well as championing the path of national development. The study also revealed that teachers needed to be trained on the principles, knowledge, and skills required to effectively deliver peace education in the schools. The point is made that when these challenges are tackled, it will pave the way for the smooth implementation of peace education in the schools. It is recommended that peace education should be accorded the needed importance in the school curriculum. It is also recommended that the management of the schools should design and implement co-curricular programmes that are tailored towards the delivery of peace education to the students. It is further recommended that the National Council for Curriculum and Assessment (NaCCA) of the Ghana Education Service should incorporate peace education as a topic in the Social Studies curriculum as part of the curriculum reforms for the Senior High Schools in Ghana.

<b>Introduction:</b> One Key Question® is a patient-centered tool that seeks to understand patient pregnancy intention and counseling. This pilot study aimed to assess implementation of OKQ at an urban healthcare facility and improve understanding of short interpregnancy intervals (IPI). <b>Methods:</b> We describe the implementation of OKQ in our setting using the Diffusion of Innovation Theory as a framework. We broke this up into two phases – the first to assess provider acceptance of the OKQ integration into the clinic workflow and the second to assess how well documentation of OKQ answers occurred in our EMR. <b>Results:</b> Most providers in the first phase reported awareness of the inclusion of OKQ in the EHR, yet most physician providers reported only using OKQ at “some visits” (n=5) compared to the MAs, who reported using OKQ at “every visit” (n=8). Most providers felt that OKQ was an effective method of providing preconception and contraception care for women of reproductive age (n=10). Sixty-four patients completed a survey on OKQ after their visit who identified as young (mean age 28.7), either Black (46.9%) or Hispanic (51.6%) and pregnant (61%). Of those, 83% reported that they were not asked OKQ and 42% reported receiving counseling on optimal IPI. In those patients, 78% had documentation of usage of OKQ in the medical record. Discussion: The implementation of OKQ provided an opportunity to provide standardized preconception and contraception care to our patient population and improve information regarding short IPI. However, challenges existed in implementation which much be overcome to benefit from OKQ. <b>Significance:</b> OKQ has been used successfully in primary care and other settings to assess pregnancy intentions. This article adds to the literature by investigating the implementation of OKQ in a low-resource setting during prenatal and gynecology care. It shares struggles of implementing OKQ in an electronic medical record and how to roll out this program in a setting where pregnancy intention already is including in various forms by our providers.

The global banking industry is subject to ever-growing regulatory requirements, designed to prevent financial tour de force repeats tearing through the world economy. The changes are incomplete and new rules being enacted each year. Implementing and executing these rules and regulations requires the guiding principles from senior management to reach the product desks in a clear and efficient way. Technical systems must implement these rules. Differences in interpretation, implementation, and warnings must be addressed during normal operations. Most importantly, systems must provide warning alerts to management and the business as early as possible, to allow for proper handling. History has shown that the importance of early warnings has been overlooked repeatedly. Real-time capabilities are essential to meet these business needs. Organizations must therefore be ready to embrace a next-generation architecture that enables real-time alert and warning generation. Systems based on a streaming architecture, combined with systems enabling the real-time flow of events between domains supported by orchestration, provide a solid foundation to meet these requirements.