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Objectives With telemedicine becoming more widely implemented in emergency situations, understanding the quality and content of current findings that explore prehospital telemedicine is vital to establish best practices and guide future research. This systematic review examines the clinical importance of telemedicine in patient-provider ambulance-based settings with a focus on multifunctional systems for general prehospital emergency populations. Methods Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology we found 1564 abstracts, which were blind-reviewed by independent reviewers. Relevant articles were reviewed, classified, and analyzed according to research methods and technology type, as well as quality, cost, and satisfaction. The studies were also reviewed for validated evidence-based practice. Results Those studies that looked at cost, quality, and satisfaction with care generally shared favorable results. Setup notwithstanding, cost was comparable or less than controls. Care quality was also found to be in line with or slightly preferable to face-to-face care with some advantages in response time and quality. Patients and providers were satisfied with the systems. Common obstacles included limited bandwidth and small sample sizes. Conclusions Although feasibility remains salient, research regarding the impact of ambulance-based telemedicine on patients and healthcare providers is encouraging, but nascent. As a whole, this body of literature does not yet adequately speak to the most important concerns of medicine: quality, cost, and satisfaction. More research is needed in each of these areas. However, those studies that do address these matters share hopeful results. Future research should test these mechanisms in prehospital settings with greater rigor.

Students, staff, and faculty in higher education are facing unprecedented challenges due to the COVID-19 pandemic. Recent data revealed that a good number of academic activities and opportunities were disrupted as a result of the COVID-19 pandemic and its variants. While much uncertainty remains for the next academic year, how higher education institutions and their students might improve responses to the rapidly changing situation matters. This systematic review and framework proposal aim to update previous empirical work and examine the current evidence for the effectiveness of growth mindset interventions in young adults. To this end, a systematic search identified 20 empirical studies involving 5, 805 young adults. These studies examined growth mindset within ecologically valid educational contexts and various content areas. Generally, these findings showed that brief messages of growth mindset can improve underrepresented students' academic performance and facilitate other relevant psychological constructs. In addition, we argue, although growth mindset has been identified as a unitary concept, it is comprised of multiple interdependent skills, such as self-control, self-efficacy, and self-esteem. Understanding the nature of growth mindset may contribute to successful mindset implementation. Therefore, this article presents a practical framework to help educators in higher education rethink the multidimensionality of growth mindset and to provide their students with alternative routes to achieve their goals. Finally, additional articles were discussed to help evaluate growth mindset interventions in higher education.

Young children often make pragmatic assumptions when learning new words. For example, they assume that a speaker who uses different words intends to refer to different things – the so-called principle of contrast. We used a standard disambiguation task to explore whether children’s assumptions about contrast depend on how much words differ. Three- to 6-year-olds heard pairs of words that differed in terms of the number, position, and types of phonological contrasts. Results indicate that children were less likely to disambiguate words differing by one phoneme than words differing by two or more phonemes, particularly when those one-phoneme differences were located at the beginning or end of the words (as in fim/vim). Overall, the findings suggest that children’s pragmatic assumptions about two contrasting words depend not only on if words differ, but also on how they differ.