On September 13 and 14, 2022, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a workshop entitled Foundations of Data Science for Students in Grades K?12. Speakers and participants explored the rapidly growing field of K-12 data science education, by surveying the current landscape, surfacing what is known, and identifying what is needed to support student learning, develop curriculum and tools, and prepare educators. To support these conversations, four papers were commissioned and discussed during the workshop. This publication summarizes the presentations and discussion of the workshop. Table of Contents Front Matter 1 Introduction 2 Vision for K12 Data Science Education and Outcomes 3 Current Landscape of Data Science Education 4 Supporting Implementation: Tools, Resources, and Teacher Preparation 5 Looking Forward References Appendix A: Workshop Agenda Appendix B: Biographies of Committee Members and Presenters Appendix C: Submitted Cases

Precision medicine is focused on the individual and will require the rapid and accurate identification and prioritization of causative factors of disease. To move forward and accelerate the delivery of the anticipated benefits of precision medicine, developing predictable, reproducible, and reliable animal models will be essential. In order to explore the topic of animal-based research and its relevance to precision medicine, the National Academies of Sciences, Engineering, and Medicine convened a 2-day workshop on October 5 and 6, 2017. The workshop was designed to focus on the development, implementation, and interpretation of model organisms to advance and accelerate the field of precision medicine. Participants examined the extent to which next-generation animal models, designed using patient data and phenotyping platforms targeted to reveal and inform disease mechanisms, will be essential to the successful implementation of precision medicine. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction to Precision Medicine and Animal Models 2 Existing Precision Medicine Initiatives 3 The Promise and Perils of Animal Models 4 Reproducibility and Predictivity 5 In Vitro Alternatives to Animal Models 6 Assessing Safety and Toxicology 7 Patient Perspectives 8 Reflections on the Workshop References Appendix A: Agenda Appendix B: Planning Committee Biographies Appendix C: Speaker Biographies

To explore various aspects of faculty development, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine held a virtual workshop in August 2020 titled Health Professions Faculty for the Future. At the workshop, presenters provided examples of how educators are using effective teaching strategies and of practices in health professional education. This publication summarizes the presentation and discussion of the workshop. Table of Contents Front Matter 1 Introduction 2 Evaluating Outcomes Based on Thoughtful Program Designs (Step 5) 3 Building Pathways and Broadening Recruitment (Steps 1 and 2) 4 Training New Recruits and Current Faculty to Be Effective Educators (Step 3) 5 Building Facilitating Structures for Informal Faculty Development (Step 4) 6 Closing Reflections Appendix A: Members of the Global Forum on Innovation in Health Professional Education Appendix B: Workshop Agenda Appendix C: Speaker Biographical Sketches Appendix D: Best Andragogical Practices for Online Learning and Faculty Development Appendix E: Forum-Sponsored Products

The social determinants of mental health involve the economic, social, and political conditions into which one is born that influence a person's mental health - and, in particular, that affect the likelihood a person raised in deficient or dangerous conditions often associated with poverty will develop persistent mental health challenges throughout his or her life. To explore how health professions education and practice organizations and programs are currently addressing social determinants that contribute to mental health disparities across the lifespan, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine hosted a workshop in Washington, DC on November 14-15, 2019. This publication summarizes the presentation and discussion of the workshop. Table of Contents Front Matter 1 Introduction 2 The Social Determinants of Mental Health 3 Recruiting and Supporting a Diverse Workforce 4 Experiential Learning In and Out of the Classroom 5 Turning Experience into Policy Appendix A: Members of the Global Forum on Innovation in Health Professional Education Appendix B: Planning Meeting and Workshop Agendas Appendix C: Speaker Biographical Sketches Appendix D: Background Paper Appendix E: Faculty Development Materials Appendix F: Forum-Sponsored Products

The Board on Health Care Services of the National Academies of Sciences, Engineering and Medicine hosted a virtual workshop, funded by the Social Security Association, to examine disability associated with hematopoietic stem cell transplantation. The workshop, held on November 15, 2021, included presentations on the functional outcomes for individuals who have received hematopoietic stem cell treatment, as well as medical advances, developments, and research in this area. This Proceedings of a Workshop highlights the presentations and discussions that occurred in the workshop. Table of Contents Front Matter 1 Introduction 2 Overview of Hematopoietic Stem Cell Transplantation and Disability in the United States 3 Late Effects of Hematopoietic Stem Cell Transplantation 4 Hematopoietic Stem Cell Transplantation Survivorship 5 The Future Outlook for Stem Cell Transplantation and Disability Appendix A: References Appendix B: Workshop Agenda Appendix C: Biographical Sketches of Workshop Planning Committee Members and Speakers

The onset of COVID-19 pandemic and inundation of the U.S. health care system emphasized infrastructural and health professional education vulnerabilities. A planning committee of the National Academies of Sciences, Engineering, and Medicine Global Forum on Innovation in Health Professional Education conducted a series of public workshops in the fall of 2021 to explore whether students and trainees should be viewed as members of the health workforce, particular in times of emergency as was experienced during the COVID-19 public health crisis. The planning committee gathered educators, students, administrators, and health professionals to share ideas, experiences, and data to strategize expansion of learning opportunities for medical trainees and enhancement of medical preparedness to unforeseen crises without compromising the quality of patient care. The workshops explored issues such as identifying evidence on value-added roles for students to serve in the delivery of care and in a public health capacity, and balancing the role of learners as consumers (tuition payers) and not licensed providers versus members of the health workforce. This Proceedings highlights presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 The Decision-Making Process of Leaders 3 Keeping Learners in the Field 4 Learner Considerations 5 Cultural Safety Considerations 6 External Factors 7 Evolution of a Decision Tree Appendix A: Evolution of a Decision Tree Appendix B: Unanswered Questions for Further Exploration Appendix C: Members of the Global Forum on Innovation in Health Professional Education Appendix D: Workshop Agenda Appendix E: Speaker Biographical Sketches

An estimated 10 percent of children in the United States are living with disabilities, including a disproportionate number of children living in poverty and children of marginalized racial and ethnic groups. During the pandemic, children with disabilities suffered disproportionately compared to their peers without disabilities. To learn more about what policies and practices might be sustained or implemented beyond the pandemic to support children with disabilities and their families, the Board on Children, Youth, and Families hosted a workshop on June 13-15, 2022. Workshop presenters included service providers, researchers, government leaders, youth with disabilities, and caregivers of children and youth with disabilities. In this workshop, practices were identified that could improve the system of care for children with disabilities as well as improve access to services for underserved and marginalized populations. Table of Contents Front Matter 1 Introduction 2 Telehealth in Hospital and Outpatient Settings 3 School and Educational Settings 4 Home Care Settings 5 State and Federal Policy 6 Health Equity 7 Public Health and Emergency Planning 8 Planning for Recovery 9 Looking Forward References Appendix A: Workshop Agenda Appendix B: Biographical Sketches of the Planning Committee Members and Workshop Speakers

'Long COVID' refers to the wide range of long-lasting symptoms experienced by some patients after a SARS-CoV-2 infection. The most common symptoms include fatigue, headache, brain fog, shortness of breath, hair loss, and pain. At this time, there are many knowledge gaps related to Long COVID, including the prevalence of the condition, the impact of the symptoms on survivors' ability to function, and the long-term course of the condition. While many individuals with Long COVID recover within one year, others experience little or no decrease in symptom severity over time. Long COVID symptoms can affect a person's ability to work and otherwise function in daily life, so people with the condition may need to utilize programs such as Social Security Disability Insurance (SSDI) and the Supplemental Security Income Program (SSI). The Social Security Administration (SSA), which administers both of these programs, requested that the National Academies of Sciences, Engineering, and Medicine host a public workshop to discuss research into the long-term health effects of COVID-19, their impacts on individuals and populations, and how the SSDI and SSI programs can support individuals who suffer disability as a result of Long COVID. This publication summarizes the presentation and discussion of the workshop. Table of Contents Front Matter 1 Introduction 2 Overview of Long COVID and Disability 3 Postacute Sequelae of SARS-CoV-2 Infection and Implications for Recovery 4 Patient and Caregiver Perspectives on Living with Long COVID 5 Long-Term Impairments and Functional Limitations Related to Long COVID 6 Clinical Practices and System Approaches for Improving Health and Recovery from Long COVID 7 Exploring Future Directions in the Treatment of Long COVID Appendix A: References Appendix B: Workshop Agenda Appendix C: Biographical Sketches of Workshop Planning Committee Members and Speakers

On October 14 and 15, and December 8, 2021, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a virtual Summit entitled Taking Stock of Science Standards Implementation. Participants explored the landscape of state science standards implementation, identified where there have been successes and challenges, and determined next steps and the resources needed for continuing or re-invigorating implementation efforts. This publication summarizes the presentations and discussion of the event. Table of Contents Front Matter 1 Introduction 2 From Vision to Reality 3 The Landscape of Implementation 4 The Role(s) of Leadership 5 Centering Student Experience in Science 6 Teacher Professional Learning 7 Curriculum and Instructional Materials 8 Assessment as a "Caring Practice" - Systems of Assessment 9 Tools and Resources to Build Capacity and Drive Coherence 10 Reflections and Possible Next Steps References Appendix A: Workshop Agenda Appendix B: Biographies of Committee Members and Presenters

The COVID-19 pandemic was arguably the greatest disrupter health professional education (HPE) has ever experienced. To explore how lessons learned from this unprecedented event could inform the future of HPE, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop series in 2020 and 2021. The first workshop focused on identifying challenges faced by educators, administrators, and students amidst the pandemic and how the different stakeholder groups shifted and adapted in response. The second workshop explored how experts from various health professions might respond to hypothetical?but realistic?future world situations impacting HPE. The final two workshops contemplated the future of HPE post-COVID and explored next steps for applying lessons learned from the workshop series to allow educators to test and evaluate educational innovations in real time. This Proceedings of a Workshop summarizes discussions from the second, third, and fourth workshops in this series. Table of Contents Front Matter 1 Introduction 2 Scenario Planning 3 Challenges and Opportunities During the Pandemic 4 Exploring a Value Proposition for Making Changes 5 Preparing for the Future 6 Building the Bridge Forward Appendix A: Members of the Global Forum on Innovation in Health Professional Education Appendix B: Workshop Agendas Appendix C: Speaker Biographical Sketches Appendix D: Timeline of the Workshop Series Activities

To better understand the inequalities facing lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth and the promising interventions being used to address these inequalities, the National Academies of Sciences, Engineering, and Medicine's Board on Children, Youth, and Families hosted a virtual public workshop titled Reducing Inequalities Between LGBTQ Adolescents and Cisgender, Heterosexual Adolescents, which convened on August 25?27, 2021. The workshop was developed by a planning committee composed of experts from the fields of sociology, medicine, public health, psychology, social work, policy, and direct-service provision. This Proceedings of a Workshop summarizes the presentations and discussions from that workshop. Table of Contents Front Matter 1 Introduction 2 LGBTQ Youth of Color 3 Promising Interventions in Personal, Carceral, and Care Systems 4 Promising Interventions for Families and Communities 5 Promising Interventions in Mental, Emotional, and Physical Health 6 Promising Interventions in Education 7 Closing Reflections References Appendix A: Workshop Agenda Appendix B: Biographical Sketches of Planning Committee Members and Workshop Speakers

There is a void in evidence-based information for making informed decisions on how to optimize care for older adults, particularly those 80 years and over. Because older adults are vastly underrepresented in clinical trials, there is a dearth of information about the appropriate use of drugs in this population. Yet older adults have higher rates of comorbidities and simultaneous use of multiple medications than the general population, and are the majority users of many medications. Additionally, age-related physiological and pathological changes, particularly for adults 80 years of age and older, can lead to significant differences in the pharmacokinetics (PK)2 and pharmacodynamics (PD)3 of a given drug compared to the general population. On August 5 and 6, 2020, the National Academies of Sciences, Engineering, and Medicine hosted a workshop titled Drug Research and Development for Adults Across the Older Age Span. The workshop was designed to examine the challenges and opportunities in drug research and development for older adult populations, explore barriers that impede safety and efficacy studies in these populations, and share lessons learned for better understanding clinical pharmacology for populations over age 65. This publication summarizes the presentation and discussion of the workshop. Table of Contents Front Matter 1 Introduction 2 Inclusion of Older Adults in Clinical Trials: An Evolving Landscape 3 Overcoming Key Barriers 4 Alternative Study Approaches 5 Strategies for Engaging Older Adults in Clinical Research 6 Clinical Trials in the Era of COVID-19 and Beyond 7 Reflections and Key Takeaways Appendix A: References Appendix B: Workshop Agenda Appendix C: Speaker Biosketches

During the COVID-19 pandemic, health professionals adapted, innovated, and accelerated in order to meet the needs of students, patients, and the community. To examine and learn from these experiences, the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education convened a series of workshops, the first of which was a one-day virtual workshop on December 3, 2020. The first workshop explored lessons learned in the grand challenges facing health professions education (HPE) stemming from the COVID-19 pandemic and how those positive and negative experiences might inform development of sustainable improvements in the value, effectiveness, and impact of HPE. Educators, students, administrators, and health professionals shared ideas, stories, and data in an effort to discuss the future of HPE by learning from past experiences. Topics included: evaluation of online education; innovations in interprofessional education and learning opportunities within the social determinants of health and mental health; effects on preclinical and clinical education; regulatory and accreditation changes affecting HPE; and stress and workload on students and faculty. This publication summarizes the presentations and panel discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Looking Back and Moving Forward 3 Innovation Brought by COVID-19 4 An Interprofessional Framework for the Future Appendix A: Members of the Global Forum on Innovation in Health Professional Education Appendix B: Workshop Agenda Appendix C: Speaker Biographical Sketches Appendix D: Workshop Resources and Presenter Handouts Appendix E: Forum-Sponsored Products

Regenerative medicine holds the potential to create living, functional cells and tissues that can be used to repair or replace those that have suffered potentially irreparable damage due to disease, age, traumatic injury, or genetic and congenital defects. The field of regenerative medicine is broad and includes research and development components of gene and cell therapies, tissue engineering, and non-biologic constructs. Although regenerative medicine has the potential to improve health and deliver economic benefits, this relatively new field faces challenges to developing policies and procedures to support the development of novel therapies are both safe and effective. In October 2016, the National Academies of Sciences, Engineering, and Medicine hosted a public workshop with the goal of developing a broad understanding of the opportunities and challenges associated with regenerative medicine cellular therapies and related technologies. Participants explored the state of the science of cell-based regenerative therapies within the larger context of patient care and policy. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Skin and Musculoskeletal Tissues 3 Hematologic and Immunologic Applications 4 Neurological and Ophthalmological Tissues 5 Cardiovascular and Lung Tissues 6 Renal Tissue 7 Looking Toward the Future: Concluding Thoughts References Appendix A: Workshop Agenda Appendix B: Speaker Biographical Sketches Appendix C: Statement of Task Appendix D: Registered Attendees

Mental, neurological, and substance use (MNS) disorders have a substantial impact on global health and well-being. Disorders such as depression, alcohol abuse, and schizophrenia constitute about 13 percent of the total burden of disease. Worldwide, MNS disorders are the leading cause of disability, and the 10th leading cause of death. Despite this high burden, there is a significant shortage of resources available to prevent, diagnose, and treat MNS disorders. Approximately four out of five people with serious MNS disorders living in low- and middle-income countries do not receive needed health services. This treatment gap is particularly high in Sub-Saharan Africa (SSA). Challenges to MNS care in SSA countries include a lack of trained mental health professionals, few mental health facilities, and low prioritization for MNS disorders in budget allocations. African countries, on average, have one psychiatrist for every 2 million people, whereas European countries have one psychiatrist per 12,000 people. Expanding on previous efforts to address the development and improvement of sustainable mental health systems in SSA, the Institute of Medicine convened this 2015 workshop series, bringing together key stakeholders to examine country-specific opportunities to improve the health care infrastructure in order to better prevent, diagnose, and treat MNS disorders. Providing Sustainable Mental and Neurological Health Care in Ghana and Kenya summarizes the presentations and discussions from these workshops. Table of Contents Front Matter 1 Introduction and Overview 2 Kenya 3 Ghana 4 Case Studies 5 Perspectives on Potential Next Steps Appendix A: References Appendix B: Workshop Agendas Appendix C: Registered Attendees Appendix D: Participant Biographies Appendix E: Providing Sustainable Mental Health Care in Kenya: A Demonstration Project Appendix F: Providing Sustainable Mental Health Care in Ghana: A Demonstration Project

A pressing challenge in the modern health care system is the gap between education and clinical practice. Emerging technologies have the potential to bridge this gap by creating the kind of team-based learning environments and clinical approaches that are increasingly necessary in the modern health care system both in the United States and around the world. To explore these technologies and their potential for improving education and practice, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in November 2017. Participants explored effective use of technologies as tools for bridging identified gaps within and between health professions education and practice in order to optimize learning, performance and access in high-, middle-, and low-income areas while ensuring the well-being of the formal and informal health workforce. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Technology in Education 3 Bridging the Education-to-Practice Gap 4 Technology in Research 5 Applying Technology to Real-Life Problems 6 Making Connections Through Technology Appendix A: Workshop Statement of Task Appendix B: Workshop Agenda Appendix C: Speaker Biographical Sketches Appendix D: Forum-Sponsored Products

The mental health and well-being of health professionals is a topic that is broad, exceptionally relevant, and urgent to address. It is both a local and a global issue, and affects professionals in all stages of their careers. To explore this topic, the Global Forum on Innovation in Health Professional Education held a 1.5 day workshop. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 A Design Thinking, Systems Approach to Well-Being 2 Creating a Culture of Well-Being 3 Breakout Session Discussions 4 Leadership in Organizational Resilience 5 Building on the Lessons Learned Appendix A: Workshop Agenda Appendix B: The Importance of Well-Being in the Health Care Workforce Appendix C: Listening to Leadership Appendix D: Speaker Biographical Sketches Appendix E: Forum-Sponsored Products

Randomized controlled trials (RCTs) have traditionally served as the gold standard for generating evidence about medical interventions. However, RCTs have inherent limitations and may not reflect the use of medical products in the real world. Additionally, RCTs are expensive, time consuming, and cannot answer all questions about a product or intervention. Evidence generated from real-world use, such as real-world evidence (RWE) may provide valuable information, alongside RCTs, to inform medical product decision making. To explore the potential for using RWE in medical product decision making, the National Academies of Sciences, Engineering, and Medicine planned a three-part workshop series. The series was designed to examine the current system of evidence generation and its limitations, to identify when and why RWE may be an appropriate type of evidence on which to base decisions, to learn from successful initiatives that have incorporated RWE, and to describe barriers that prevent RWE from being used to its full potential. This publication summarizes the discussions from the entire workshop series. Table of Contents Front Matter 1 Introduction 2 Perspectives on Real-World Evidence 3 Learning from Success 4 Barriers and Disincentives to the Use of Real-World Evidence and Real-World Data 5 Getting Unstuck: Mythbusting the Current System 6 When Is a Real-World Data Element Fit for Assessment of Eligibility, Treatment Exposure, or Outcomes? 7 How Tightly Should Investigators Attempt to Control or Restrict Treatment Quality in a Pragmatic or Real-World Trial? 8 Obscuring Intervention Allocation in Trials to Generate Real-World Evidence: Why, Who, and How? 9 Gaining Confidence in Observational Comparisons 10 Looking Ahead References Appendix A: Related Resources Appendix B: Workshop One Agenda Appendix C: Workshop Two Agenda Appendix D: Workshop Three Agenda

On November 13 and 14, 2018, members of the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education participated in a joint workshop with affiliates of the National Center for Interprofessional Practice and Education. The workshop participants explored the intersection of health professions education and practice. Both sectors are working toward the same goal of improving the health of patients and populations, without compromising the mental stability and wellbeing of the workforce or its learners. However, while education and practice have the same goal, there is a need for greater alignment between the sectors to more fully realize these desired outcomes. For example, educators, practitioners, and administrators must learn to adapt and respond to the growing role of technology within a wider context, in order to most effectively apply higher education within health systems. This publication summarizes the presentations and discussions from the workshop. Table of Contents Front Matter 1 Introduction 2 Workforce and Training Data 3 Patient-Centered Care and Education 4 The Role of Health Care in Developing the Health Workforce 5 Meeting Needs of Populations, Students, and Educators 6 Envisioning Future Educators 7 Disruption in Health Education and Practice Appendix A: Workshop Agenda Appendix B: Speaker Biographical Sketches Appendix C: Forum-Sponsored Products