The Effectiveness of a Parent Empowerment Intervention for Caregivers of Children with Cystic Fibrosis: A Randomized Controlled Trial.

This paper focused on the effectiveness of a parent empowerment intervention based on nursing education (PEINE). This study examined whether the intervention improved the quality of life of children with cystic fibrosis (CF) and improved their caregivers learn about the disease and develop problem-solving and coping skills. This randomized-controlled trial used a pretest-posttest parallel-group research design. The sample consisted of 48 parents (caregivers) of children with CF. Participants were randomly assigned to an intervention (n = 24) and a control group (n = 24). The intervention group received PEINE and standard care and treatment for ten weeks. The control group received standard care and treatment. Data were collected using a Disease Information Survey (DIS), the Ways of Coping Inventory (WCI), the Problem-Solving Inventory (PSI), and the Cystic Fibrosis Questionnaire (CFQ-R). After the intervention, the intervention group DIS scores (d: 1,627 [CI: 0.934,2.305], had more correct answers than the control group. Nursing interventions were effective (p < .001). There was no significant difference in the mean pretest-posttest PSI scores (d: 0.378 [CI: -0.221-0.972], posttest WCI scores (d: 0.239 [CI:-0.356-0.831]) between the intervention and control groups (p>.05). There was a significant difference in the mean posttest CFQ-R scores between the intervention and control groups (d: 1.363 [CI: l.698, 2.015]);(p < .001). PEINE increased the intervention group participants develop disease-management skills. However, the increase in their PSI and WCI scores was statistically insignificant. PEINE also increased the quality of life of children with CF. Parents of children followed in pediatric pulmonary diseases participated in the study. Parents were informed during outpatient clinic visits. After the first meeting, the children and parents who voluntarily agreed to participate in the research were contacted by phone. The outpatient nurse assisted in communicating with children and parents.

What is already KnownPlanned nursing education positively affects disease management.Problem solving and coping skills of parents of children with chronic diseases are negatively affected.Health-related quality of life in children with CF varies depending on parent-related variables (disease knowledge, problem solving and coping with stress, etc.).What this paper addsPEINE helps caregivers.PEINE increase the quality of life of children with CF.PEINE results in positive clinical outcomes regarding the care and treatment of children with CF.PEINE did not increase parents' problem solving and stress coping skills.Nursing initiatives that deal with cultural and ethnic structure should be planned in parent-oriented interventions.Trial registration: ClinicalTrials.gov, NCT03800459.

A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study.

AIM: This study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course. BACKGROUND: Fostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes. DESIGN: A quasi-experimental study with pre-test/post-test assessments. METHODS: Third-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined. RESULTS: There was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = -0.343, p = 0.01). CONCLUSIONS: Compared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.

Peering into the team role kaleidoscope: the interplay of personal characteristics and verbal interactions in collaborative problem solving.

The objective of this study is to explore the relationship between personality and peer-rated team role behavior on the one hand and team role behavior and verbal behavior on the other hand. To achieve this, different data types were collected in fifteen professional teams of four members (N = 60) from various private and public organizations in Flanders, Belgium. Participants' personalities were assessed using a workplace-contextualized personality questionnaire based on the Big Five, including domains and facets. Typical team role behavior was assessed by the team members using the Team Role Experience and Orientation peer rating system. Verbal interactions of nine of the teams (n = 36) were recorded in an educational lab setting, where participants performed several collaborative problem-solving tasks as part of a training. To process these audio data, a coding scheme for collaborative problem solving and linguistic inquiry and word count were used. We identified robust links and logical correlation patterns between personality traits and typical team role behaviors, complementing prior research that only focused on self-reported team behavior. For instance, a relatively strong correlation was found between Altruism and the Team builder role. Next, the study reveals that role taking within teams is associated with specific verbal interaction patterns. For example, members identified as Organizers were more engaged in responding to others' ideas and monitoring execution.

The Effect of a Physical Activity Program on Subjective Well-Being, Happiness and Problem-Solving Skills in Patients with Schizophrenia: A Randomized Controlled Trial.

The aim of this randomized controlled trial was to examine the effect of Physical Activity Program applied to patients with schizophrenia on subjective well-being, happiness and problem-solving skills levels. This study was conducted with a total of 86 individuals diagnosed with schizophrenia (43 intervention and 43 control) registered in a family health center. Subjective Well-Being Scale, the Short Form of the Oxford Happiness Questionnaire and Problem-Solving Inventory were used to collect the data at baseline and, post-intervention. Significant increases in subjective well-being, happiness, and problem-solving skills were found in the intervention group after the total of 12 weeks of the Physical Activity Program, which included walking and exercises, compared to the control group. Accordingly, it can be said that the Physical Activity Program is an effective method that increases subjective well-being, happiness and problem-solving skills. ClinicalTrials.gov Identifier number is NCT15976921 and date of registration is 21/11/2023, retrospectively registered.

David vs. Goliath: comparing conventional machine learning and a large language model for assessing students' concept use in a physics problem.

Large language models have been shown to excel in many different tasks across disciplines and research sites. They provide novel opportunities to enhance educational research and instruction in different ways such as assessment. However, these methods have also been shown to have fundamental limitations. These relate, among others, to hallucinating knowledge, explainability of model decisions, and resource expenditure. As such, more conventional machine learning algorithms might be more convenient for specific research problems because they allow researchers more control over their research. Yet, the circumstances in which either conventional machine learning or large language models are preferable choices are not well understood. This study seeks to answer the question to what extent either conventional machine learning algorithms or a recently advanced large language model performs better in assessing students' concept use in a physics problem-solving task. We found that conventional machine learning algorithms in combination outperformed the large language model. Model decisions were then analyzed via closer examination of the models' classifications. We conclude that in specific contexts, conventional machine learning can supplement large language models, especially when labeled data is available.

The role of intraverbal bidirectional naming in the establishment of comparative relations.

The purpose of the current study was to extend the research on the possible role of verbal mediation in the establishment of comparative relations. We conducted four experiments in which 14 participants received conditional discrimination training with nonarbitrary and arbitrary stimuli, followed by derived comparative and transformation of function tests. Participants learned to select the smallest or biggest comparison across multiple exemplars in the presence of abstract samples. Next, participants learned to select arbitrary comparisons in the presence of contextual cues to establish a size ranking among comparisons. To assess verbal mediation during mutual and combinatorial entailment tests, participants were instructed to talk out loud. When they failed to perform correctly during derived relations tests, participants were trained to tact and intraverbally relate stimuli. The results suggest that relational training alone was not sufficient to establish comparative relations and that adult participants engaged in problem solving consistent with intraverbal bidirectional naming during emergent relations tests.

Predicting the level of resilience of adults aged 25-65 relation to the elderly according to their interpersonal problem-solving methods.

BACKGROUND: Elderly home caregivers are among the first and most important people involved in elderly care. Since the process of caring for the elderly affects the mental, physical, and life conditions of the caregivers, it is of utmost importance to study interpersonal problem-solving methods and the role they play in the resilience of caregivers. In this regard, the study was conducted to predict the resilience of adults aged 25-65 years compared to the elderly according to their interpersonal problem-solving methods. MATERIALS AND METHODS: This is a descriptive correlational study. Two-hundred and sixty-two adults aged 25-65 living in Iran in different genders, marital status, majors, and occupations participated in this study. The data obtained from responding to questionnaires of resilience and interpersonal problem solving of respondents were analyzed using Pearson's correlation coefficient and linear regression correlation coefficient. RESULTS: The findings showed that there is a significant relationship between resilience and some problem-solving methods (frankness and transparency, realism, exposure, sympathy, pursuit and challenge, and incentive agreement) of elderly home caregivers. According to the result of linear regression, among the respondents' interpersonal problem-solving methods, realism was the only predictive variable for resilience (P = 0.006). That is, being more realistic is related to more resilience in caring for the elderly. CONCLUSIONS: Some interpersonal problem-solving methods of adults are related to their resilience in caring for the elderly. Paying attention to these resilient practices and behaviors can be effective in improving the quality of care for the elderly and reducing their difficulties. The results of this study can be used in long-term and practical planning for elderly home caregivers.

Lockbox enrichment facilitates manipulative and cognitive activities for mice.

Background: Due to the lack of complexity and variety of stimuli, conventional housing conditions of laboratory mice do not allow these animals to fully express their behavioral repertoire, including manipulative and cognitive activities. Therefore, we designed mechanical puzzles, so-called lockboxes, for mice that can be provided in their home cages. We investigated the impact of the lockbox enrichment on their phenotype and affective state when compared to conventional housing (CH) and super-environmental enrichment (SEE). Methods: Young adult female C57BL/6JCrl mice were examined before and after 2-month exposure to the different types of enrichment in a phenotyping test battery, including tests for trait and state anxiety-related behavior, calorimetric measurements, body weight measurements, the analysis of stress hormone metabolite concentrations, and sequential problem-solving abilities with a novel lockbox. At the end of the study, adrenal gland weights were determined and pathohistological evaluation was performed. For all continuous variables, the relative variability was calculated. Results: While the different types of enrichment affected trait anxiety-related behavior, neither state anxiety-related behavior nor physiological variables (i.e., bodyweight, resting metabolic rate, stress hormone metabolite concentrations, adrenal gland weights) were influenced. LE improved sequential problem-solving (i.e., solving novel lockboxes) when compared to SEE. Regardless of the housing condition, the relative variability increased in most variables over time, although the coefficient of variation decreased for some variables, especially in animals with access to LE. There was no evidence of toxicopathological effects associated with the material from which the lockboxes were made. Conclusions: All lockboxes are available as open-source tool. LE revealed beneficial effects on the affective state of laboratory mice and their performance in solving novel lockboxes. Neither relevant phenotype of the mice nor reproducibility of the data were compromised by LE, similar to SEE. The lockboxes may also be used as novel approach for assessing cognition in mice.

Understanding disciplinary perspectives: a framework to develop skills for interdisciplinary research collaborations of medical experts and engineers.

BACKGROUND: Health professionals need to be prepared for interdisciplinary research collaborations aimed at the development and implementation of medical technology. Expertise is highly domain-specific, and learned by being immersed in professional practice. Therefore, the approaches and results from one domain are not easily understood by experts from another domain. Interdisciplinary collaboration in medical research faces not only institutional, but also cognitive and epistemological barriers. This is one of the reasons why interdisciplinary and interprofessional research collaborations are so difficult. To explain the cognitive and epistemological barriers, we introduce the concept of disciplinary perspectives. Making explicit the disciplinary perspectives of experts participating in interdisciplinary collaborations helps to clarify the specific approach of each expert, thereby improving mutual understanding. METHOD: We developed a framework for making disciplinary perspectives of experts participating in an interdisciplinary research collaboration explicit. The applicability of the framework has been tested in an interdisciplinary medical research project aimed at the development and implementation of diffusion MRI for the diagnosis of kidney cancer, where the framework was applied to analyse and articulate the disciplinary perspectives of the experts involved. RESULTS: We propose a general framework, in the form of a series of questions, based on new insights from the philosophy of science into the epistemology of interdisciplinary research. We explain these philosophical underpinnings in order to clarify the cognitive and epistemological barriers of interdisciplinary research collaborations. In addition, we present a detailed example of the use of the framework in a concrete interdisciplinary research project aimed at developing a diagnostic technology. This case study demonstrates the applicability of the framework in interdisciplinary research projects. CONCLUSION: Interdisciplinary research collaborations can be facilitated by a better understanding of how an expert's disciplinary perspectives enables and guides their specific approach to a problem. Implicit disciplinary perspectives can and should be made explicit in a systematic manner, for which we propose a framework that can be used by disciplinary experts participating in interdisciplinary research project. Furthermore, we suggest that educators can explore how the framework and philosophical underpinning can be implemented in HPE to support the development of students' interdisciplinary expertise.

A Comparison of Detour Behaviors in Some Marine and Freshwater Fish Species.

Evidence of detour ability to reach a salient goal in marine fishes (Chromis viridis, Chrysiptera parasema, Dascyllus aruanus) and freshwater fishes (Xenotoca eiseni, Danio rerio) has been observed using a "four-compartment box task" with an opaque barrier. The first experiment investigated this ability in marine fishes (Chromis viridis, Chrysiptera parasema, Dascyllus aruanus). Fish were placed in a four-compartment box, with social stimuli not accessible due to an opaque barrier. Two symmetrical apertures midline in the corridor allowed the fish to temporarily abandon the goal's view and attempt to circumvent the barrier. Marine fish showed searching behavior in the two compartments near the social stimuli. In the second experiment, the detour abilities of a marine fish (Dascyllus aruanus) and two freshwater fishes (Xenotoca eiseni, Danio rerio) were compared using a modified version of the apparatus, with elongated compartments continuing further from the obstacle barrier and social stimuli. This enabled the evaluation of the dependence on effective distance to achieve the social goal. Both marine and freshwater fish exhibited detour skills. Additionally, Danio rerio's differential spatial explorations inside compartments supported an active interest in searching for conspecifics, suggesting possible social object permanence retention. Overall, these results highlight the ecological salience of detour skills in fishes, irrespective of species-specific adaptations.

Cultivating Physical and Mental Wellness: The Impact of Storytelling and Puzzle Sessions on Generational Change.

In the urban landscape of Chennai, a pathologist, deeply concerned about the future of the younger generation, initiated a community-driven initiative aimed at fostering physical and mental wellness among children. Through a blend of captivating storytelling and stimulating puzzle sessions, the initiative sought to combat trends of laziness, gadget dependency, and poor dietary habits prevalent among youth. The sessions, designed to engage young minds while imparting valuable life lessons and problem-solving skills, garnered remarkable responses from participants and parents alike. Children previously disengaged or branded as slow learners or attention deficit by their peers and parents also displayed increased curiosity and attentiveness, underscoring the efficacy of interactive learning experiences. Lessons gleaned from the initiative highlighted the innate love for stories, the joy of puzzles, the impact of shared experiences, parental influence, the importance of healthy habits, moral education, and the listening skills of children. This conclusion was derived based on the consistent observations made during the sessions, where children's increased attentiveness and participation, particularly those with attention deficit, were noted through qualitative assessments and feedback from parents, alongside informal behavioral evaluations conducted throughout the initiative. The journey not only transformed the initiator into a nurturing storyteller but also influenced her role as a mother, emphasizing genuine interaction and empathetic communication. The call to action emphasizes proactive measures to instill positive habits and values in children, prioritizing holistic development over traditional measures of success. By investing in storytelling, puzzle-solving, and empathetic mentorship, stakeholders can empower future generations to navigate life's challenges with resilience and compassion. Ultimately, the power of storytelling lies in its ability to captivate, inspire, and shape the hearts and minds of individuals across generations, paving the way for a brighter tomorrow.

The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study.

PURPOSE: This study investigated the effect of simulation-based training on nursing students' problem-solving skills, critical thinking skills, and self-efficacy. METHODS: A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants' problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05. RESULTS: The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025. CONCLUSION: The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

How to teach students of medical and biological sciences electrophoresis in the spirit of physical chemistry - a laboratory exercise scenario.

Gel electrophoresis is one of the most important and most widely used tools in biomedical sciences. However, when students are acquainted with these techniques, information related to practical applications often neglects the physicochemical foundations of the occurring phenomena. The following article proposes a laboratory exercises scenario conducted in the problem-solving and decision-making strategies, which aims to familiarize beginner students with the physicochemical basis of electrophoresis in a simple and accessible way. By analyzing the scheme presented, students will gain knowledge of the basic sciences, as they will learn about the advantages and limitations of the method in addition to its applications. The experiments are designed in a way that allows students to draw conclusions about the parameters affecting the electrophoresis process and the sources of obvious errors. Moreover, the use of simple ionic dyes eliminates the need for complex apparatus and toxic reagents, which may be harmful. The main outcome of the class is to develop students' skill to design their own simple experiments using this commonly used technique.

Teaching troubleshooting skills to graduate students.

Troubleshooting is an important part of experimental research, but graduate students rarely receive formal training in this skill. In this article, we describe an initiative called Pipettes and Problem Solving that we developed to teach troubleshooting skills to graduate students at the University of Texas at Austin. An experienced researcher presents details of a hypothetical experiment that has produced unexpected results, and students have to propose new experiments that will help identify the source of the problem. We also provide slides and other resources that can be used to facilitate problem solving and teach troubleshooting skills at other institutions.

Solving problems with an Aha! increases risk preference.

Solving problems with insight culminates in an "Aha! moment": a feeling of confidence and pleasure. In daily life, insights are often followed by important decisions, such as deciding what to do with a new idea. Here, we investigated whether having an Aha! moment affects subsequent decision-making. Because Aha! moments tend to elicit positive affect, which is generally associated with an increased risk-taking tendency, we hypothesized that people would favor a monetary payout with more upside despite greater uncertainty after solving a problem with insight. Participants were asked to solve verbal puzzles and report whether they solved them with insight or without insight. After each puzzle, they chose between two bonuses: a fixed payout or a risk payout with 50% chance of receiving a high or a low payout. Participants were more likely to choose the risk payout after they solved with insight compared to without, suggesting a temporarily higher risk preference. The study provided preliminary evidence of a carryover effect - the impact of an Aha! moment on the subsequent risk choice - that can have implications in everyday decision-making.

Effectiveness of Family Coping Interventions in Improving Problem-Solving Skills in the Care of Children and Adolescent Cancer Survivors during and after Treatment: A Scoping Review.

(1) Context: Cancer triggers significant changes in family dynamics. It is noteworthy that coping and problem-solving skills, particularly in situations involving cancer in children and adolescents, have not been adequately explored in the context of family adaptation. This study aims to analyze the effectiveness of family interventions in coping to improve problem-solving skills in parents and/or caregivers of children and adolescents during and after oncological treatment. (2) Methods: This is a scoping review following the recommendations of the Joanna Briggs Institute and the Systematic Reviews and Meta-Analyses Extension for Scoping Review (PRISMA-ScR), from 2014 to 2024, in the databases LILACS, CINAHL, SCOPUS, Web of Science, and PUBMED. (3) Results: Forty-five studies were eligible. Coping strategies were categorized as follows: (1) positive attitudes (including a sense of courage and hope, family support to enhance resilience, and future planning), (2) caregiver empowerment (involving acceptance of diagnosis, emotional distancing, and coping through religiosity), and (3) communication skills (encompassing professional communication, horizontal dialogue with healthcare teams, and sincere communication with friends and family). (4) Conclusions: Over time, families develop coping and problem-solving strategies that influence changes in family functioning patterns, aiding them in accepting, reinterpreting, and reframing ideas and feelings associated with neoplasia.

Investigating response behavior through TF-IDF and Word2vec text analysis: A case study of PISA 2012 problem-solving process data.

The process data in computer-based problem-solving evaluation is rich in valuable implicit information. However, its diverse and irregular structure poses challenges for effective feature extraction, leading to varying degrees of information loss in existing methods. Process-response behavior exhibits similarities to textual data in terms of the key units and contextual relationships. Despite the scarcity of relevant research, exploring text analysis methods for feature recognition in process data is significant. This study investigated the efficacy of Term Frequency-Inverse Document Frequency (TF-IDF) and Word to Vector (Word2vec) in extracting response behavior features and compared the predictive, analytical, and clustering effects of classical machine learning methods (supervised and unsupervised) on response behavior. An analysis of the PISA 2012 computer-based problem-solving dataset revealed that TF-IDF effectively extracted key response behaviors, whereas Word2vec captured effective features from sequenced response behaviors. In addition, in supervised machine learning using both methods, the random forest model based on TF-IDF performed the best, followed by the SVM model based on Word2vec. Word2vec-based models outperformed TF-IDF-based ones in the F1-score, accuracy, and recall (except for precision) across the logistic regression, k-nearest neighbor, and support vector machine algorithms. In unsupervised machine learning, the k-means algorithm effectively clustered different response behavior patterns extracted by these methods. The findings underscore the theoretical and methodological transferability of these text analysis methods in educational and psychological assessment contexts. This study offers valuable insights for research and practice in similar domains by yielding rich feature representations, supplementing fine-grained assessment evidence, fostering personalized learning, and introducing novel insights for educational assessment.

Enhancing cassava grater design: A customer-driven approach using AHP, QFD, and TRIZ integration.

Due to consistent cassava cultivation, small-scale processing centers rely heavily on the cassava grater. However, these machines face stagnation in innovation and design evolution, leading to inefficiencies, limited capacity, and inconsistent output. Adding to these challenges is the competitive global market, demanding a focus on design enhancements. This study employs a multi-faceted approach involving the Analytic Hierarchy Process (AHP), Quality Function Deployment (QFD) and Theory of Inventive Problem Solving (TRIZ) to prioritize customer requirements, propose technically aligned solutions, and offer innovative design options for cassava graters. A total of 10 customer requirements (CR), 21 technical solutions (TS), and 63 innovative design options (IDO) were established and prioritized, aiming for easy adoption by fabricators, engineers, manufacturers, and artisans. Implementing these insights boosts cassava grater efficiency and productivity and significantly advances knowledge. This work presents a thorough scientific framework for product design, empowering local manufacturers to remain viable and relevant in the rapidly changing field of product enhancement.

Initial experience with 3T breast MRI in Ukraine.

OBJECTIVE: Aim: To assess the initial results of using 3 Tesla contrast-enhanced breast magnetic resonance imaging in Ukraine. PATIENTS AND METHODS: Materials and Methods: Our study included 498 diagnostic breast magnetic resonance imaging performed in Neuromed medical center in Kyiv, between March 2020 and December 2022. Patients were positioned prone, with breasts suspended in a dedicated 7-channel bilateral breast coil. MR-images were acquired with the PHILIPS Achieva 3.0Tesla x-series scanner. All studies were made by standard protocol: localizer, morphological and dynamic studies were performed. RESULTS: Results: Our study revealed a statistically significant increase in problem-solving contrast-enhanced breast magnetic resonance examinations compared to other indications. Additionally, we observed a higher incidence of women with a greater amount of fibroglandular tissue (p-value<0.05). CONCLUSION: Conclusions: The utilization of 3Tesla contrast-enhanced breast magnetic resonance imaging has become prevalent in Ukraine as a problem-solving tool for inconclusive findings in ultrasound (US) or/and mammography (MG). It is particularly useful in preoperative local breast cancer staging for women with a significant amount of fibroglandular breast tissue. However, the implementation of breast magnetic resonance imaging in Ukraine is in its nascent stages and requires further investigation, especially in middle-income country settings.

Causal relational problem solving in toddlers.

We investigate young children's capacity for "causal relational reasoning": the ability to use relational reasoning to design novel interventions and bring about novel outcomes. In two experiments, we show that 24-30-month-old toddlers and three-year-old preschoolers use relational reasoning in a causal problem-solving task. Even toddlers rapidly inferred relational causal rules and applied this knowledge to solve novel problems--thus demonstrating both surprisingly early competence in relational reasoning and sophisticated causal inference. In both experiments, children observed a handful of trials in which a mechanistically opaque machine made objects larger or smaller. When prompted to solve a new problem, they used the machine to change the relative size of a novel object - even though its appearance and absolute size differed from previous observations, and even though subjects had never seen the machine generate objects of the required size before. This suggests that children quickly inferred abstract causal relations and then generalized these relations to determine which intervention would bring about the novel outcome required to solve the problem. These findings suggest a close link between early relational reasoning and active causal learning and inference.