Socioeducational gaps derived from the impact of digitization in Spain 2020

La pandemia de COVID-19 visualizó cómo los activos digitales influyen en la sociedad contemporánea y juegan un papel decisivo en la recuperación económica. El objetivo de este trabajo es identificar las brechas sociales y educativas derivadas del impacto del nivel de digitalización en España 2020. Esta investigación se basa en la educación comparada como metodológica, relacional y crítica con implementación tecnológica; que intenta vincular la educación con los cambios en su entorno social; con el fin de contribuir a la mejora del sistema educativo. En este sentido, a partir del informe DESI de los últimos tres años, se analiza el caso de España en relación con lapuntuación media del resto de países miembros de la UE. Las brechas sociales apuntaban a perfiles de población vulnerable por tener pocas competencias digitales o por estar prácticamente excluida de los servicios y recursos digitales, lograr una nueva perspectiva centrada en el ser humano significa lograr el desarrollo económico. Las brechas educativas apuntaban al Capital Humano y sus bajas competencias en software, pocos especialistas en especialidades TIC y baja representación femenina en especialidadesTIC. Estos resultados mostraron la importancia de la educación STEM sensible al género, que parece ser la clave para el crecimiento económico y la competitividad nacional. The COVID-19 pandemic visualized how digital assets influence contemporary society and play a decisive role in economic recovery. The objective of this work is to identify the social and educational gaps derived from the impact of the level of digitization in Spain 2020. This research is based on comparative education as methodological, relational and critical with the technological implementation; who tries to link education with changes in their social environment; in order to contribute to the improvement of the educational system. In this sense, based on the DESI report for the last three years, the case of Spain is analyzed in relation to the average score of the rest of the EU member countries. The social gaps pointed to profiles of vulnerable populations for having few digital skills or for being practically excluded from digital services and resources, achieving a new perspective centered on the human being will mean achieving economic development. The educational gaps pointed to human capital and its low skills in software, few specialists in ICT specialties and low female representation in ICT specialties. These results showed the importance of STEM and gender-sensitive education, which appears to be the key to economic growth and national competitiveness.

Design Culture in the Era of Industry 5.0: A Review of Skills and Needs

The objective of this article is to analyse the designer skills and company needs that are important for design culture development in the coming era of Industry 5.0. For this purpose, 83 SMEs operating in the manufacturing sector in Italy, Spain, Romania, and Poland were analysed. Qualitative and quantita-tive research conducted within the European project Intride let the authors state that in the 21st century context, companies will need to look for designers with specific skills. Based on their study, the authors indicate the most important skills for further development of design culture from the areas of soft, technological, design, digital, and green skills. Further, the authors suggest that it is necessary to con-tinue research on identifying the most needed skills for smart designers in manufacturing and in rele-vant curricula at universities, which might fill educational gaps related to these skills. They propose the concept of the “smart designer” as a design innovation trigger in the manufacturing sector.

The Closing Educational Gap in E-privacy Management in European Perspective

Educational gaps are increasingly salient as skills and knowledge gain prominence in digital societies. E-privacy management, namely, the ability to control the flow of information about the self, is an important asset nowadays, since a skillful use of digital technologies enables full participation in social life and limits the exposure to unwarranted algorithmic processes. We investigate whether and why education affects e-privacy management, and whether the educational gaps vary following a country’s degree of digitalization. We empirically test two sets of mechanisms, one derived from the digital divide and diffusion of innovations theories and the other from the reflexive modernization theory. The study employs Eurobarometer 87.1 data ( N = 21,177), collected in 2017 among representative samples from 28 European countries, and uses multilevel linear regression model. Findings suggest that the years spent in education positively affect e-privacy management, and that this effect is largely mediated by digital skills and Internet use, and to a lesser extent by a reflexive mind-set. The educational gap in e-privacy management narrows in more digitalized countries.

Integrating Healthcare Education for Best Practice – A Question of which Health Professionals Between Paediatric and adult Chronic Kidney Disease (CKD) Patients – Topic Tagging and what is ‘Deemed’ Clinically Relevant Context – A Qualitative Perspective

Education and information seeking is pinnacle for patients with Long-Term Conditions (LTCs) like Chronic Kidney Disease (CKD) to take ownership of health and disease and navigate healthcare between health sectors. Patient and Public Involvement (PPI) are key to help understand gaps in health education. Aims/ Objectives: 1) Involving patients between two support groups to help understand which topics and subjects are pertinent to CKD patients; 2) Involving patients to understand whether, retrospectively there has been an educational neglect in healthcare; and 3) To understand how healthcare and education for CKD patients could be more integrated. Methods: Two PPI workshops were implemented (May and June 2019) after reviewing NIHR INVOLVE best practice guidelines. Fourteen (14) topic tags were applied over 1-month (March and April 2020) between the Renal Patient Support Group (RPSG) (est.2009) and the Kidney Disease and Renal Support (KDARs) (est.2014) for Kids platforms. Ethics: Group disclaimers encouraged informed consent. GDPR (2018) guidelines were implemented to ensure best practice surrounding confidentiality and data protection. Results: Thematic Analysis was used to highlight findings, according to over-arching themes having used Nvivo-12 software to code and help understand where there are healthcare educational inefficiencies. Five themes were identified through this study including 1) Using Different Mediums to Collect Qualitative Data and Understanding Healthcare; 2) Reliability and Validity of using the Internet to Collect Data; 3) Healthcare, Patient and Public Involvement and Maintaining Confidentiality through Online Methods to collect Qualitative Data; 4) Advantages, Disadvantages and Limitations to Online Data Collection and Peer Support Groups and 5) Using Qualitative Methodology to Understand Educational Needs for CKD Patients. Discussion: Wider Allied Health Professionals (AHPs) could increasingly find themselves taking on roles, particularly where involvement is increasingly dependent bridging educational gaps and ‘alleviating misinformation’ through technology and ‘online spaces’. Conclusion: This is the first UK retrospective study that examines educational gaps between online paediatric and adult CKD patients close to two decades (16 years), and highlights where further PPI-focused research would help understand where healthcare requires investment

By Default: The Origins of Gendered Inequalities in Pandemic Parenting

The COVID-19 pandemic dramatically increased families’ childcare responsibilities, disproportionately affecting mothers and undermining their careers and wellbeing. Using two waves of interviews with 77 mothers of young children, we examined why mothers—especially in dual-earner, different-gender couples—took on more pandemic parenting. We found that pre-pandemic gendered structures of paid work led many families to lean on mothers by default. First, within-couple gaps in job types, pay, and work hours led some mothers to do more childcare to protect partners’ work as primary earners. Second, educational gaps within couples led some mothers to do more as the only parent able to work fully remote. Third, pre-pandemic childcare gaps within couples led children (and partners) to rely more heavily on mothers, even when both partners were home full-time. We discuss the implications for research on gender inequalities in paid work and parenting and for policy efforts to address gender inequalities at home.

Advancing OB/GYN Knowledge, Competence, and Performance Related to Abnormal Uterine Bleeding and Intravenous Iron Supplementation for Effective Management of Iron Deficiency Anemia: Outcomes Analysis from a 2019 Educational Initiative

Background: Iron deficiency anemia (IDA) is a multifaceted condition associated with immense obstetrical morbidity and mortality, and is especially prevalent in female patients of reproductive age.Abnormal uterine bleeding (AUB), which often manifests clinically as heavy menstrual bleeding (HMB), is the leading cause of IDA among reproductive age women in the United States, with a prevalence ranging from ~30-50% in this patient population; further, HMB is estimated to account for nearly one-third of all IDA causes worldwide. For these reasons, AUB/HMB is generally accepted as the primary causal source of IDA in daily clinical practice.As frontline clinicians who routinely manage HMB, OB/GYNs are optimally positioned to subsequently recognize, diagnose, and treat the IDA precipitated by HMB. However, to ensure the provision of safe and effective care, adaptive educational initiatives with an emphasis on evolving iron supplementation strategies are needed. Methods: Creative Educational Concepts (CEC) conducted a literature review, needs assessment, and detailed gap analysis to identify prominent clinical and educational gaps that exist among OB/GYNs with regard to IDA sign and symptom recognition, epidemiology, clinical gravity and risk factors, formal diagnosis, and appropriate treatment.Consequently, our team at CEC composed a responsive, multi-pronged educational design targeted to obstetricians, gynecologists, and women's health professionals, in a tailored effort to bridge the aforementioned gaps in current practice and improve outcomes for patients.CEC consulted with top experts in obstetrics and gynecology, maternal fetal medicine, pelvic surgery, and hematology at every stage of the educational design and delivery continuum, from proposal ideation to content development to live, on-site presentation.To dynamically engage the target audience, especially at the community, grassroots level, this educational initiative was delivered at a series of five American College of Obstetricians and Gynecologists (ACOG) District Meetings across the United States; live meetings were held in Lake Geneva, WI; San Diego, CA; Kapalua, HI; Rockport, ME; and Manhattan, NY. Results: 203 total clinicians were educated across the initiative Profession MD/DO - 93%APRN/CNM - 3%RN - 2%Other - 2%Specialty General OB/GYN - 81%Maternal/fetal Medicine - 11%Reproductive endocrinology - 4%Pelvic medicine/surgery - 2%Other - 2%>5,000 IDA patients potentially impacted per month as a result of the initiativeStatistically significant advances in learning and knowledge were achieved from pre- to post-activity for all tested educational gaps: Identification of IDA risk factors (85% post vs. 46% pre; P<0.001)Clinical implications of AUB (95% post vs. 74% pre; P<0.001)Appropriate clinical utility of IV iron (93% post vs. 63% pre; P<0.001)Top intended practice changes: Consider IV iron supplementation in my patients with IDA for whom oral iron supplementation is ineffective or intolerableConsider IV iron supplementation as first-line treatment for my patients with severe IDA, ongoing bleeding, and/or absorption deficienciesShare information learned with colleagues and other members of my healthcare teamTop anticipated barriers to change: Limited experience with parenteral iron supplementation therapiesPatient non-adherenceInadequate care coordination between OB/GYNs and primary care physiciansGiven an HMB-associated IDA patient case, activity attendees demonstrated a significant retention of knowledge and clinical performance improvement from pre-test to 4-week follow-up related to appropriate initiation of IV iron 90% at 4-wk follow-up vs. 63% at pre-test (P=0.018) Conclusions: Our 2019 ACOG District Meeting educational initiative precipitated substantive practice advances in knowledge, competence, and performance among OB/GYNs and women's health professionals related to IDA management.Statistically significant performance improvements in appropriate initiation of IV iron for treatment of HMB-associated IDA were achieved at follow-up assessment.Learning and knowledge endpoints for IDA risk factor recognition and AUB clinical implications were not retained with statistical significance at follow-up assessment, thereby evidencing residual educational gaps and a need for ongoing education in this space. Disclosures Shulman: Bayer: Consultancy; AMAG: Speakers Bureau; Lupin: Speakers Bureau; Vermillion: Speakers Bureau. Munro:Vifor: Consultancy; Abbvie: Consultancy, Research Funding; American Regent: Consultancy; Boston Scientific: Consultancy; Daiichi Sankyo: Consultancy. Martin:Daiichi Sankyo: Consultancy. Nelson:Merck: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding, Speakers Bureau; Bayer: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees; AMAG: Consultancy; Agile Pharmaceutical: Consultancy, Research Funding; EvoFem: Research Funding; Sebela Pharmaceutica: Consultancy, Research Funding; TherapeuticsMD: Membership on an entity's Board of Directors or advisory committees; American Regent: Consultancy, Membership on an entity's Board of Directors or advisory committees.