Purpose This paper aims to focus on investigating information literacy (IL) capabilities and IL self-assessment of Vietnam’s upper secondary students. Design/methodology/approach The investigation was conducted in two upper secondary schools in the country using a multiple-choice questionnaire. The questionnaire was based on the IL competency-level assessment toolkit of high schools in the USA, the tool for real-time assessment of IL, to measure students’ IL in terms of developing search strategies, evaluating information sources, using information ethically and using English to engage with information effectively. Findings The findings reveal that students’ IL has not been well equipped. There is a real need to work toward improving the IL capability of Vietnam’s upper secondary students. The findings also reveal gender differences in IL capabilities. Research limitations/implications The research used a closed-response questionnaire, which is considered appropriate to engage with Vietnamese high-school students, to explore students’ lower-level IL skills and their self-assessment rather than higher-level thinking competencies. Practical implications This research may help Vietnam’s educators understand high-school students’ IL competency and raise their awareness of the importance of IL to encourage the implementation of an IL programme. Originality/value This study contributes to the existing knowledge by adding substantially to current understanding of IL level of Vietnamese upper secondary students – a context which has not been explored to date. It also indicates gender inequality in IL capabilities.
Background Poor mental health among university students remains a pressing public health issue. Over the past few years, digital health interventions have been developed and considered promising in increasing psychological wellbeing among university students. Therefore, this umbrella review aims to synthesize evidence on digital health interventions targeting university students and to evaluate their effectiveness. Methods A systematic literature search was performed in April 2021 searching PubMed, Psychology and Behavioural Science Collection, Web of Science, ERIC, and Scopus for systematic reviews and meta-analyses on digital mental health interventions targeting university students. The review protocol was registered in the International Prospective Register of Systematic Reviews PROSPERO [CRD42021234773]. Results The initital literature search resulted in 806 records of which seven remained after duplicates were removed and evaluated against the inclusion criteria. Effectiveness was reported and categorized into the following six delivery types: (a) web-based, online/computer-delivered interventions (b) computer-based Cognitive Behavior Therapy (CBT), (c) mobile applications and short message service (d) virtual reality interventions (e) skills training (f) relaxation and exposure-based therapy. Results indicated web-based online/computer delivered-interventions were effective or at least partially effective at decressing depression, anxiety, stress and eating disorder symptoms. This was similar for skills-training interventions, CBT-based intervention and mobile applications. However, digital mental health interventions using virtual reality and relaxation, exposure-based therapy was inconclusive. Due to the variation in study settings and inconsistencies in reporting, effectiveness was greatly dependent on the delivery format, targeted mental health problem and targeted purpose group. Conclusion The findings provide evidence for the beneficial effect of digital mental health interventions for university students. However, this review calls for a more systematic approach in testing and reporting the effectiveness of digital mental health interventions.
Information literacy (IL) research has been hitherto dominated by the USA, Australia and the UK [22]. Vietnam, however, remains under-represented and there is no IL work in upper secondary schools in the country to date. This paper, which is part of an ongoing PhD research, presents preliminary findings of the study to understand IL level of students as well as explore the practice of teaching and learning IL. The research proposes a model to help develop IL for schools in Vietnam based on Standards for the 21 st-Century Learner introduced by the American Association of School Librarians (AASL), and driven by study programme as well as current educational initiatives in the country. The research employs a mixed methods approach to assist the researcher in providing a rich picture of the practice of IL in the Vietnamese educational context. The preliminary findings indicate that there are some aspects of students' IL level that need to be improved. The findings also show that teaching IL is not the focus of the school although they acknowledge its importance to pupils. It is clear that more work needs to be done to strength students' capabilities.
The evolution of preclinical in vitro cancer models has led to the emergence of human cancer-on-chip or microphysiological analysis platforms (MAPs). Although it has numerous advantages compared to other models, cancer-on-chip technology still faces several challenges such as the complexity of the tumor microenvironment and integrating multiple organs to be widely accepted in cancer research and therapeutics. In this review, we highlight the advancements in cancer-on-chip technology in recapitulating the vital biological features of various cancer types and their applications in life sciences and high-throughput drug screening. We present advances in reconstituting the tumor microenvironment and modeling cancer stages in breast, brain, and other types of cancer. We also discuss the relevance of MAPs in cancer modeling and precision medicine such as effect of flow on cancer growth and the short culture period compared to clinics. The advanced MAPs provide high-throughput platforms with integrated biosensors to monitor real-time cellular responses applied in drug development. We envision that the integrated cancer MAPs has a promising future with regard to cancer research, including cancer biology, drug discovery, and personalized medicine.
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