Parenthood intentions of 16-18-year-olds in England: a survey of school students.

There is a need to understand teenagers' views towards having children to better tailor sexuality and reproductive health education. We conducted a survey of parenthood intentions for 16-18-year-old students. The survey was anonymous, contained open-ended and multiple-choice questions and was live from 10 May 2021 to 18 July 2022. The sample size was n = 931. Quantitative data were analysed descriptively and using chi-squared tests; qualitative data were analysed thematically. The majority of students (64%) indicated they wanted to have children in the future, with 49% desiring to have two children. Students who opted against having children cited the turbulent state of the world, concerns about parenthood, and, for many females, negative associations to pregnancy and childbirth. Many students felt concern about the possibility of having children in the future (45%), expressing concerns about their ability to have healthy children and worries about the lives their children might lead. Six themes were identified in their responses to the question 'What are your concerns about the possibility of having children in the future?': Fears; Self-doubt; Health and wellbeing; Big investment; Hinderance to personal aspirations; and Non-inclusive LGBTQ+ education. We conclude by making recommendations as to how school reproductive health and sex education might be improved.

Diet-Nutrition Information Seeking, Source Trustworthiness, and Eating Behavior Changes: An International Web-Based Survey.

To understand the extent to which different sources of diet and nutrition information are sought, trusted, and relied upon for making dietary changes, the present international web-based survey study gauged participants' (n = 3419) diet-nutrition information-seeking behaviors from 22 interpersonal and general sources with varying quality, trust levels in these sources, and reliance on each source for making dietary changes. Qualitative insights were also captured regarding trustworthiness formation. The results revealed a disconnect between source popularity and perceived trustworthiness. While nutrition-health websites, Google-Internet searches, and diet-health books were most commonly consulted, participants placed the highest level of trust in nutrition scientists, nutrition professionals, and scientific journals, suggesting that frequent information seeking from a subpar source may not be a reliable predictor of the level of trust assigned to it. Although the frequency of source-seeking behaviors and source trustworthiness both contributed to dietary changes, the latter appeared to have a more pronounced influence. When a source was less trusted, there was a reduced likelihood of relying on it for changing diet. Additionally, source seeking may not always translate into effective dietary change, as shown by the less strong correlation between the two. These associations significantly differed depending on the source.

Reproductive health education in the schools of the four UK nations: is it falling through the gap?

Reproductive health education is crucial to ensure young people understand their reproductive system and can make informed decisions about their sexual lives and fertility, including whether they want to have children or not. This study involved an investigation of the intended UK school curricula for 14-18 year-olds as they relate to reproductive health. Analysis revealed substantial differences. Most, but not all, specifications include sexually transmitted infections, hormonal aspects of reproduction, contraception, the menstrual cycle and assisted reproductive technology (ART). Important topics, such as endometriosis, fertility, preconception health, pregnancy, miscarriage, menopause and infertility (except in the context of ART) are missing from examination specifications and/or the RSE/RSHP curricula. We conclude that many young people in the UK are at risk of leaving school with inadequate understanding of concepts that have important implications for their reproductive health. There are differences between nations, with Scotland having the most comprehensive coverage of topics in its curriculum. High-quality reproductive health education should be an entitlement for all young people. It should give young people accurate and up-to-date information and enable them to discuss issues and develop their own thinking. Ideally, sex and reproductive health education would be taught comprehensively across the RSE/RSHP and science curricula.

Evolutionary stasis: creationism, evolution and climate change in the Accelerated Christian Education curriculum.

There has been little consideration in the science education literature of schools or curricula that advocate creationism. Accelerated Christian Education (ACE) is among the world's largest providers of creationist science materials with a curriculum divided into a system of workbooks which students complete at their own speed. This article examines the ways in which ACE presents particular areas of science that it considers to be contentious, namely evolution and climate change. The ACE curriculum has recently been rewritten, and we show that, like previous editions, the current curriculum relies on rote memorisation to the exclusion of other styles of learning, and that information presented is often misleading or distorted. Religious explanations of natural phenomena are sometimes given in place of scientific ones, and creationist assumptions are inserted into lessons not directly related to evolution or the Big Bang. Those who reject creationism are depicted as making an immoral choice. ACE's recent curricula also add material denying the role of humans in climate change. It is argued that both the teaching methods and content of the ACE curriculum place students at an educational disadvantage.

Factors affecting physicians' attitudes towards patient-centred care: a cross-sectional survey in Beijing.

OBJECTIVES: Patient-centred care has been raised as an important component in providing high-quality healthcare services. This research aims to measure physicians' attitudes towards patient-centred care in Chinese healthcare settings and to identify the sociodemographic predictors of their attitudes using an exploratory research design. DESIGN: A cross-sectional survey. SETTING: Twelve hospitals in Beijing, China. PARTICIPANTS: 1290 physicians from 12 hospitals in Beijing were invited to take part in the survey using snowball sampling methods. There was a response rate of 84% (n=1084), of which 1053 responses (82%) were valid and included in this research. METHODS: This research used a survey containing a previously validated 6-point Likert scale called 'Chinese-revised Patient-Practitioner Orientation Scale' (CR-PPOS). Descriptive statistics and multivariable logistic regression analyses were performed to measure participants' attitudes and to identify the sociodemographic predictors of Chinese physicians' attitudes towards patient-centred care. RESULTS: Gender, professional title (ie, seniority) and hospital type influence Chinese physicians' attitudes towards patient-centred care. Female physicians, physicians with intermediate titles and those who work in tertiary (ie, top-level) hospitals tend to have higher patient-centred attitudes (OR=1.532, 95% CI 1.160 to 2.022; OR=2.089, 95% CI 1.206 to 3.618; OR=2.198, 95% CI 1.465 to 3.297) than male physicians with other titles, and than those who work in first, secondary or private hospitals. Physicians working in non-surgical departments, those who have received training in doctor-patient communication, and those who are satisfied with their income obtained high patient-centred scores, both on the overall CR-PPOS and its two subscales. CONCLUSIONS: This research identified sociodemographic predictors of Chinese physicians' attitudes towards patient-centred care. The findings contribute to knowledge of factors to be considered in reforming medical education and the Chinese healthcare system to improve physician-patient relationships and provide high-quality healthcare to patients. However, these findings are exploratory in nature and require further investigation to establish their validity and generalisability.

Susceptibility to COVID-19 Nutrition Misinformation and Eating Behavior Change during Lockdowns: An International Web-Based Survey.

To understand the susceptibility to nutrition-health misinformation related to preventing, treating, or mitigating the risk of COVID-19 during the initial lockdowns around the world, the present international web-based survey study (15 April-15 May 2020) gauged participants' (n = 3707) level of nutrition-health misinformation discernment by presenting them with 25 statements (including unfounded or unproven claims circulated at the time), alongside the influence of information sources of varying quality on the frequency of changes in their eating behavior and the extent of misinformation held, depending on the source used for such changes. Results revealed widespread misinformation about food, eating, and health practices related to COVID-19, with the 25 statements put to participants receiving up to 43% misinformed answers (e.g., 'It is safe to eat fruits and vegetables that have been washed with soap or diluted bleach'). Whereas higher quality information sources (nutrition scientists, nutrition professionals) had the biggest influence on eating behavior change, we found greater misinformation susceptibility when relying on poor quality sources for changing diet. Appropriate discernment of misinformation was weakest amongst participants who more frequently changed their eating behavior because of information from poor quality sources, suggesting disparities in the health risks/safety of the changes performed.

The final frontier: what is distinctive about the bioethics of space missions? The cases of human enhancement and human reproduction.

We examine the bioethical issues that arise from long-duration space missions, asking what there is that is distinctive about such issues. We pay particular attention to the possibility that such space missions, certainly if they lead to self-sustaining space settlements, may require human enhancement, and examine the significance of reproduction in space for bioethics. We conclude that while space bioethics raises important issues to do with human survival and reproduction in very hazardous environments, it raises no issues that are distinct from those in terrestrial bioethics. Rather, space bioethics raises extreme versions of bioethical issues that are already found in the military, when working in extreme environments (such as Antarctica), or when living in circumstances (such as in prison) where one's autonomy is severely curtailed.

Trust, Science Education and Vaccines.

The issue of trust in science has come to the fore in recent years. I focus on vaccines, first looking at what is known about trust in vaccines and then concentrating on whether what science education teaches about vaccines can be trusted. I present an argument to connect the phenomenon of vaccine hesitancy to the issue of trust and then argue for what an education about vaccines in school science might look like that takes seriously the notion of respect for students, including students who hold views about vaccination with which science teachers might disagree. Trust in others (people and institutions) varies greatly, both between countries and within countries, and depends on the characteristics of both trustor and trustee, and there are great differences in the extent to which people trust vaccines. However, it is a mistake to think that people who do not trust vaccines are simply ill-informed. There are a range of reasons for rejecting what is often an unexamined narrative about vaccines, namely that vaccines are always desirable. Many people come from communities that have sound reasons for being suspicious of what they are told by governments, business and the medical establishment. COVID-19 and earlier reactions to vaccination health scares show how important high-quality education about vaccines is. Much of that education can take place out of school, but the foundations are laid in school. Vaccine rejection and hesitancy have major global public health implications. Good quality vaccine education should help students understand about relevant biology and the nature of science; it should also be respectful of all students, including those who come from families that reject vaccines or are hesitant about them.

Can an evolutionary perspective shed light on maternal abuse of children?

Although the theory of evolution lies at the heart of contemporary biology, its influence on the study of child psychology and psychiatry has been limited. In earlier work we have argued that evolutionary thinking has much of value for clinicians. Here, we explore the possible significance of evolutionary theory for understanding child abuse by mothers, particularly neglect, emotional abuse and physical abuse. We draw on the research of anthropologists, primatologists and evolutionary theorists to make predictions about the environmental circumstances under which one would expect such abuse to be more prevalent. We discuss how in modern, Western cultures there is less understanding of the circumstances that may influence, even predispose, a mother to limit her emotional and material commitment to an infant or child. We use four short vignettes of clinical cases and one longer case description to illustrate the insights offered to clinicians by an evolutionary approach. We see our work both as contributing to greater understanding of these matters and as facilitating more compassionate models of care and intervention for women in such circumstances.

Health promotion perspectives on the COVID-19 pandemic: The importance of religion.

In this article we examine the importance of religion for COVID-19 health promotion. We advance three main arguments. First, religion plays an important role in affecting how likely it is that people will become infected with COVID-19. Second, religion should not be seen as a 'problem' with regards to COVID-19 but as an important part of the worldview and lifestyle of many people. Third, there are valuable health promotion lessons we can learn not only from the intersection of religion and other infectious diseases, but also from approaches taken within science education. Contentious science topics such as evolution and vaccine hesitancy have been effectively communicated to those with a religious faith who are disposed to reject them by reframing and considering religion as a worldview and treating those who do not accept standard scientific theories sensitively. Religion has much to contribute to health promotion, including introducing perspectives on life's meaning and on death that can differ from those held by many without religious faith. Furthermore, religious leaders are important gatekeepers to their communities and can therefore play a vital role in policy implementation, even when that policy makes no overt reference to religion. Our contention is that by working with those of faith in the context of COVID-19, health promotion can be enhanced.

Science Education in the Light of COVID-19: The Contribution of History, Philosophy and Sociology of Science.

In this position paper, I examine how the history, philosophy and sociology of science (HPS) can contribute to science education in the era of the COVID-19 pandemic. I discuss shortcomings in the ways that history is often used in school science, and examine how knowledge of previous pandemics might help in teaching about COVID-19. I look at the potential of issues to do with measurement in the context of COVID-19 (e.g. measurement of mortality figures) to introduce school students to issues about philosophy of science, and I show how COVID-19 has the affordance to broaden and deepen the moral philosophy that students typically meet in biology lessons. COVID-19 also provides opportunities to introduce students to sociological ways of thinking, examining data and questioning human practices. It can also enable students to see how science, economics and politics inter-relate. In the final part of the paper, I suggest that there are strong arguments in favour of an interdisciplinary approach in tackling zoonoses like COVID-19 and that there is much to be said for such interdisciplinarity in school science lessons when teaching about socio-scientific issues and issues intended to raise scientific literacy.

Ethical Challenges in Human Space Missions: A Space Refuge, Scientific Value, and Human Gene Editing for Space.

This article examines some selected ethical issues in human space missions including human missions to Mars, particularly the idea of a space refuge, the scientific value of space exploration, and the possibility of human gene editing for deep-space travel. Each of these issues may be used either to support or to criticize human space missions. We conclude that while these issues are complex and context-dependent, there appear to be no overwhelming obstacles such as cost effectiveness, threats to human life or protection of pristine space objects, to sending humans to space and to colonize space. The article argues for the rationality of the idea of a space refuge and the defensibility of the idea of human enhancement applied to future deep-space astronauts.

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students.

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.

Learning and engagement through natural history museums.

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students' learning and engagement.

A Proposal for a UK Ethics Council for Animal Policy: The Case for Putting Ethics Back into Policy Making.

Substantial controversy is a consistent feature of UK animal health and welfare policy. BSE, foot and mouth disease, bovine TB and badger culling, large indoor dairies, and wild animals in circuses are examples. Such policy issues are inherently normative; they include a substantial moral dimension. This paper reviews UK animal welfare advisory bodies such as the Animal Health and Welfare Board of England, the Farm Animal Welfare Council and the Animals in Science Committee. These bodies play a key advisory role, but do not have adequate expertise in ethics to inform the moral dimension of policy. We propose an "Ethics Council for Animal Policy" to inform the UK government on policy that significantly impacts sentient species. We review existing Councils (e.g., the Nuffield Council on Bioethics and The Netherlands Council on Animal Affairs) and examine some widely used ethical frameworks (e.g., Banner's principles and the ethical matrix). The Ethics Council for Animal Policy should be independent from government and members should have substantial expertise in ethics and related disciplines. A pluralistic six-stage ethical framework is proposed: (i) Problematisation of the policy issue, (ii) utilitarian analysis, (iii) animal rights analysis, (iv) virtue-based analysis, (v) animal welfare ethic analysis, and (vi) integrated ethical analysis. The paper concludes that an Ethics Council for Animal Policy is necessary for just and democratic policy making in all societies that use sentient nonhuman species.

The relationship between evolutionary biology and religion.

Belief in creationism and intelligent design is widespread and gaining significance in a number of countries. This article examines the characteristics of science and of religions and the possible relationship between science and religion. I argue that creationism is sometimes best seen not as a misconception but as a worldview. In such instances, the most to which a science educator (whether in school, college or university) can normally aspire is to ensure that students with creationist beliefs understand the scientific position. In the short term, the scientific worldview is unlikely to supplant a creationist one for students who are firm creationists. We can help students to find their evolutionary biology courses interesting and intellectually challenging without their being threatening. Effective teaching in this area can help students not only learn about the theory of evolution but better appreciate the way science is done, the procedures by which scientific knowledge accumulates, the limitations of science, and the ways in which scientific knowledge differs from other forms of knowledge.

Ethical dimensions of therapeutic human cloning.

Therapeutic human cloning has the potential significantly to reduce human suffering and enhance human happiness. This is the main ethical argument in its favour. The main ethical arguments against it centre on questions to do with the moral status of the human embryo. A subsidiary set of arguments arises from the connections between therapeutic human cloning and reproductive cloning. Most of the ethical questions concerning the status of the human embryo have long been examined in the context of abortion, though they are being re-examined in the context of genetic screening and embryo research. A consensus on such matters seems extremely unlikely to result in the near future. The current role of ethicists may not, therefore, be so much to attempt to produce a definitive answer to the question of the status of the human embryo at the very early developmental stages at which therapeutic human cloning would take place, but more to help clarify arguments and indicate the implications of particular approaches. That is what this paper seeks to do.