The purpose of this report is to design, develop, and evaluate a cost-effective applicator for interstitial brachytherapy (ISBT) to minimize patient morbidity and facilitate access to curative radiation treatment for gynecologic cancers, especially in low-resource settings. A computer-aided design and prototype were developed of a proposed applicator that incorporates 44 slotted channels to gently guide needles, with or without a tandem, through the vaginal canal, effectively eliminating the need for transcutaneous needle insertions typically employed during ISBT of advanced gynecologic cancer and thus reducing the risk of vaginal laceration and bladder or rectal injury. The tested prototype was developed using AutoCAD software (Autodesk, San Francisco, CA) and 3D printed in Accura Xtreme Gray material using stereolithography. Small-scale iterative tests using a gelatin phantom were conducted on this prototype to confirm the efficacy of the applicator through inter-operator usability, needle stability, and needle arrangement. A promising prototype was developed aimed at addressing key issues with traditional perineum-based templates to facilitate ISBT, including being able to cover bulky tumors with parametrial extension reliably, decrease the risk of tissue or organ injury, and treat women with a prior hysterectomy. Results of preclinical testing demonstrated that the applicator met its purpose, suggesting that it may facilitate ISBT without the morbidity typically associated with the procedure, especially by addressing concerns associated with implementing the procedure in low-resource settings. The applicator shows substantial promise in the treatment of advanced gynecologic cancer. While further testing remains necessary to confirm its translatability to the clinical setting, the applicator appears capable of meeting its design objectives, representing its potential for improving upon current methods.

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Despite the growing interest in differences in thinking, much less is known about differences in how children think and how they come to think. The aim of this scoping review is to map out the key concepts underpinning the conceptual boundaries of children’s (5–12 years of age) individual differences in thinking. The scoping review identified eight papers for analysis; all of which were set in an educational context. The findings presented inconclusive results regarding learning and thinking differences related to students’ academic achievement. This review has identified two main drawbacks with this research area. Firstly, there is little consensus between the models employed to understand the different ways children think. To further place these findings into context we look at conceptualisations of individual differences, where individuality is considered a process of stable characteristics interacting with more dynamic structures. This analysis highlights the second drawback, previous research has solely focused on exploring thinking characteristics that are not stable and are therefore subject to change depending on the context. The review found that there is little to no research which explores thinking preferences in children that are consistent across contexts and time. Moreover, there was no research identified that explored the impact of differences in thinking outside the educational domain, such as children’s wellbeing. Further research is required to identify the more stable characteristics that reflect and capture children’s different ways of thinking.