https://www.um.edu.mt/library/oar/handle/123456789/1179 Sun, 08 Nov 2026 18:30:13 GMT 2026-11-08T18:30:13Z https://www.um.edu.mt/library/oar/handle/123456789/150645 Title: Healthcare professionals’ perceptions about gaps in knowledge, practice, teaching, and research across Europe : a qualitative descriptive study Authors: Aleo, Giuseppe; Walsh, Niamh; Pagnucci, Nicola; Napolitano, Francesca; Bonello, Marjorie; Jones, Petra; Agius, Rachael; Couto, Jose Guilherme; Fitzgerald, Catherine Abstract: Introduction: The education and training of healthcare professionals is constantly evolving, requiring healthcare educators to remain well-informed about new knowledge, innovations in clinical practice, modern teaching methods, and current research skills. However, inequalities in healthcare education persist across Europe, requiring innovative solutions to address these disparities. This study aimed to explore the collective views of healthcare professionals about gaps in knowledge, practice, teaching and research within their specific profession and country.; Methods: A series of six online focus groups were conducted with healthcare professionals from 12 European countries within the framework of a project co-funded by the European Union entitled project “ExChange Of ExpertiSe in healthcare professionals’ education” (ECHOES). Project number: 2023–1-MT01-KA220-HED-000156744. The present study followed the COREQ guidelines for reporting qualitative studies.; Results: Six main themes emerged from the analysis: 1) Discrepancies in educational standards; 2) Access to Continuing Professional Development and importance of e-learning; 3) Need for more interprofessional collaboration and education; 4) Integration of evidence-based practice; 5) Absence of green skills and sustainable healthcare practices; 6) Lack of digital skills and competencies.; Conclusions: Addressing gaps in healthcare education across Europe, in line with the United Nations Sustainable Development Goal 4 ‘Ensuring inclusive and equitable quality education’, will enable to improve quality, continuity, and effectiveness of care, and empower healthcare professionals to navigate the complexities of modern healthcare. However, this requires a concerted effort from educational institutions, healthcare organisations, and policymakers to create a more supportive and resourceful learning environment. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150645 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147478 Title: Auditory and visual processing skills in Maltese children Abstract: Auditory processing (AP) and visual processing (VP) abilities are important for language development, learning, and classroom participation; however, evidence from Malta remains limited. This study investigated AP and VP performance in 8-year-old Maltese children according to gender, primary language, and neurodevelopmental profile. Participants included 83 children: 71 neurotypical (NT) and 12 neurodiverse (ND). AP skills were assessed using a computer-based battery administered via TestFlight, while VP skills were measured using the Motor-Free Visual Perception Test–Fourth Edition (MVPT-4). Language processing was evaluated through a Sentence Imitation Test derived from the Language Assessment for Maltese Children (LAMC). A researcher-developed questionnaire collected demographic and language background data. Data were analysed using descriptive and inferential statistics within an exploratory quantitative framework. Neurodevelopmental status emerged as the strongest determinant of performance, with ND children demonstrating consistently weaker AP and VP outcomes than NT peers. Gender and primary language showed minimal influence. Sentence imitation performance differed according to neurodevelopmental profile but not gender. Findings highlight interactions between perceptual, cognitive, and linguistic processes. Clinically, results support including AP and VP measures in assessment protocols, while educational implications include reducing perceptual load and implementing structured multisensory teaching approaches. This study contributes novel local evidence on perceptual processing in Maltese children within a bilingual context. Description: M.Sc.(Melit.) Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/147478 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145636 Title: Sensitivity and specificity of otoacoustic emission and automated auditory brainstem response tests in universal neonatal hearing screening programme in Malta Abstract: The aim of this study was to evaluate the effectiveness of the Universal Neonatal Hearing Screening Programme in the Maltese Islands between October 2021 and October 2022. A retrospective, cross sectional, non-interventional quantitative research design was employed. The study population consisted of 4,427 newborns delivered in Malta and Gozo during the one-year study period. The results demonstrated that 93% of newborns across both islands were screened, indicating near universal programme coverage and alignment with established standards for accessibility and early hearing detection. The prevalence of confirmed neonatal hearing impairment was 0.21%, corresponding to approximately 2.1 cases per 1,000 live births. Performance evaluation of the screening modalities showed that the Automated Auditory Brainstem Response (AABR) test achieved a sensitivity of 90% and a specificity of 96%, while Otoacoustic Emissions (OAE) testing demonstrated a sensitivity of 80% and a specificity of 91%. Although AABR exhibited higher diagnostic accuracy, the combined use of AABR and OAE improved overall screening effectiveness and population coverage. In conclusion, a staged dual-testing approach incorporating both AABR and OAE enhances diagnostic accuracy and supports the primary objective of early and universal identification of neonatal hearing impairment. Description: M.Sc.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145636 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/145583 Title: A user-experiences-based approach for designing connected speech and language therapeutic toys in a smart city Abstract: This study explores the design, development, and evaluation of SALTT-CITY, a connected bilingual language intervention tool for Maltese-English-speaking children aged between five-to-eight years old, namely those diagnosed with Developmental Language Disorder (DLD). Given the scarcity of local, evidence-based gamified resources for bilingual intervention in Malta, this research seeks to investigate the need for innovative, user-centred tools that combine traditional play with connected technologies. Using a user-centred research design and a mixed-methods approach, the study integrated qualitative and quantitative data collection to explore the diverse perspectives of speech and language pathologists, caregivers and children on the SALTT-CITY board game and companion app. Semi-structured interviews, questionnaires, and thematic analysis were used to scrutinise how connected technologies stand to enhance engagement and accessibility and support both implicit and explicit language intervention approaches. The findings suggest that SALTT-CITY has the potential to facilitate more tailor-made and engaging intervention experiences by aligning with tiered service delivery models and promoting collaborative learning. The study identified key design considerations for integrating connected technologies into language intervention while highlighting challenges related to usability, personalisation, and clinician adoption. Ultimately, this study contributes to the evolving field of gamified and connected therapeutic tools by offering a look into their role in language intervention. Through the bridging of traditional and digital play, SALTT-CITY brought forth a scalable model for the enhancement of language therapy practices, with further implications for future technology assisted therapy. Description: M.Sc.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/145583 2025-01-01T00:00:00Z