Research Information Management System

This paper examines patterns in knowledge production within the top-five economics journals from 2000 to 2024. Drawing on the full set of published articles and associated bibliometric details, citations, co-authorship links, and institutional affiliations, I document notable shifts in the orientation of research. The share of theoretical work has declined, while empirical fields, particularly development, labor, and public economics, have expanded. Network analysis shows that although the substantive questions and analytical approaches in top-five journals are changing, a small group of U.S. universities continues to account for a disproportionate share of highly cited work and occupies central positions in citation networks, a core that at the same time facilitates communication and exchange across fields.

A significant and growing proportion of graduate economics job advertisements in the UK and other countries mentions programming skills. Do undergraduates see that shift, and do they want their degree programme to keep pace? We answer these questions with the first multi-year survey of student attitudes towards programming, administered to 317 economics majors in Years 2–4 at a UK university. The support for curricular integration is overwhelming: 92% favours adding programming and 55% favour making it mandatory. Further analysis shows that support for a compulsory course is strongest among final-year and international students, while the preference for earlier programming exposure is the highest among those still uncertain about their career plans. Confidence in programming skills remains low even in the final year, and students regard generic computer science modules as poor substitutes for economics-focused instruction. Taken together, the survey results strongly suggest that in undergraduate economics programming should be introduced early on and that it should be embedded in discipline-specific content. Moreover, its teaching should be supported throughout the economics curriculum to meet the students’ demand, enhance their employability, and close the skill gaps before they become entrenched.

This study examines the effectiveness of the Neuroconstructivism (NeuroConstruct) teaching model in enhancing creative thinking, mathematics achievement, attention, and working memory among grade 7 students. A true experimental pre-test and post-test control group design was employed, involving 70 randomly selected students from a total sample of 126 at a secondary school in Phayao, Thailand. The experimental group received instruction through the NeuroConstruct teaching model, while the control group followed the 5E teaching model. Three assessments were utilized: a creative thinking test, a mathematics achievement test, and cognitive ability software to measure attention and working memory. The findings indicate that Grade 7 students from a single Thai secondary school who participated in the NeuroConstruct teaching model demonstrated higher post-test performance in creative thinking, mathematics achievement, attention, and working memory than those who received the 5E teaching model following a five-week intervention. These results provide comparative evidence supporting the instructional potential of a NeuroConstruct teaching model in the studied context. However, outcomes were measured immediately after the intervention, and therefore, the sustainability of these improvements over time cannot be inferred. Moreover, although the observed gains are theoretically consistent with Neuroconstructivism, alternative explanations, such as novelty effects, teacher effects, or Hawthorne effects, cannot be fully ruled out in the absence of an attention or placebo control condition. Accordingly, the findings should be interpreted cautiously and warrant replication across diverse educational settings and extended time frames. This study’s key novelty lies in translating Neuroconstructivism—predominantly a theoretical account of developmental, multi-constraint cognition—into a classroom-tested, phase-structured teaching model with actionable lesson procedures. By operationalizing neuroconstructivism principles into six implementable teaching syntaxes and evaluating them in a true experimental classroom design, the study makes an applied contribution that bridges theory and practice in educational neuroscience.

Background: Congenital cytomegalovirus infection (cCMVi) is a major global health problem and a leading cause of childhood hearing, visual, and intellectual disability. Development of an effective vaccine against CMV is a high priority, and there is optimism that one will be achieved soon. Previous mathematical modelling to predict the impact of CMV vaccination in low CMV seroprevalence, high-income populations indicate that vaccinating infants could be a highly efficient strategy to prevent cCMVi, even with only a modestly effective vaccine (i.e., <50% protective against primary infection). However, whether vaccinating infants is optimal in high CMV seroprevalence settings, where rates of cCMVi are correspondingly higher, is unclear. Methods: We adjusted our existing agent-based stochastic model to study CMV vaccine efficacy in high seroprevalence settings (reaching 90%) with Brazil as a test case. Results: Our results suggest that vaccinating 12-year-old girls and women of childbearing age would have limited ability to reduce cCMVi rates in Brazil, even with a vaccine conferring complete life-long protection against CMV infection. In contrast, vaccinating infants was predicted to provide substantial long-term reductions in the number of cCMVi cases in Brazil, even if it only induced protection equivalent to natural immunity against CMV reinfection and reactivation. Further, our model predicted that if two-thirds of Brazilian infants were vaccinated, a modestly effective vaccine would reduce the number of cCMVi cases by up to 76%. Conclusion: Together with results from other studies, this analysis underscores that infancy is likely the optimal target age for CMV vaccination to prevent cCMVi in all populations, regardless of the CMV seroprevalence. Furthermore, our findings predict large reductions in disease due to cCMVi worldwide through attainable vaccination scenarios.

Introduction: Climate change threatens human health by exacerbating existing health inequities, increasing climate-related illnesses, and disrupting healthcare systems. Preparing future physicians to address these challenges is essential for resilient healthcare systems. While climate health education in medical schools is gaining traction globally, its integration remains inconsistent, with limited consensus on core competencies. Methods: A systematic search of peer-reviewed and gray literature was conducted across databases including PubMed, ERIC, EMBASE, and CINAHL. Inclusion criteria required frameworks to address climate or planetary health in medical education and to reflect consensus-level guidance from national or regional bodies. Each framework was thematically assessed for competencies and domains. Results: 12 frameworks met inclusion criteria. Key competencies identified varied among the frameworks and included medical knowledge of climate change’s health impacts, skills in climate-informed clinical practice, advocacy for sustainable healthcare, and addressing health equity. Unique aspects of climate health, such as Indigenous knowledge and environmental justice, appeared in a few frameworks. While foundational knowledge was universally emphasized, domains such as health system sustainability and interprofessional skills were less consistently integrated. Conclusion: Our findings underscore the paucity of globally aligned, evidence-based competency frameworks, especially in the Global South, needed to equip future physicians with the skills to address the health impacts of climate change. Establishing standardized competencies will support consistent education and preparedness among future physicians worldwide. This review reveals a need for standardized frameworks to ensure comprehensive climate-health education across diverse medical education systems. Current frameworks demonstrate progress, yet gaps remain, especially in practical, action-oriented skills and specific competencies for vulnerable populations.