Researchers propose a unified learning resource recommendation method that goes beyond simple interaction data to model resource dependencies and individual learning abilities—outperforming existing approaches across multiple evaluation metrics.

Joint accreditation provides a streamlined framework for educating the entire healthcare team together rather than one profession at a time. It also affirms ACLM’s ability to develop high-quality educational experiences that strengthen collaboration, enhance clinical performance, and improve patient outcomes.

Nearly one-quarter of teens reported using mobile food delivery services during school hours and almost half said they use them after school, according to a national survey of over 1,000 U.S. adolescents.

A study of more than 350,000 UK students reveals teachers predict higher A-Level grades for girls, potentially giving them an advantage in the university offers system. The research also shows that this is almost certainly because teachers are actively biased towards girls, but because girls benefit from a “halo effect” as they are more likely to display other desirable scholarly characteristics, such as motivation, diligence and engagement with their studies. The authors of the study say that recent discussions about reforming the system of using predicted grades for university offers should be revisited.

Venous thromboembolism education involves complex clinical reasoning, rapidly updated evidence, and high cognitive load. Researchers from Peking University First Hospital and collaborators built a VTE intelligent knowledge base using retrieval-augmented generation, combining evidence-based information, expert experience, and de-identified real-world cases. In a learner pathway, users rated the system positively for clinical decision support, knowledge question answering, and resource recommendation, with median satisfaction scores of 4.00 across dimensions. In a teacher pathway, however, the system showed task-dependent performance: it provided some support for convergent tasks such as lesson planning, but performed less well in creative tasks such as assisted exam item generation. The study suggests that future AI tools for medical education should move beyond single-topic knowledge bases toward a broader knowledge base matrix covering clinical, teaching, and research needs.