Urinary incontinence (UI) is becoming an increasingly common health problem. UI treatment can be conservative or surgical. This paper focuses on the effectiveness of magnetic stimulation (MS) in the treatment of UI. We performed a systematic review in order to combine and compare results with results from our clinical study. A clinical prospective non-randomized study was carried out at the Ljubljana University Medical Center’s Gynecology Division. It included 82 randomly selected female patients, irrespective of their UI type. The success rate of using MS in treating UI was based on standardized ICIQ-UI SF questionnaires. Patients completed 10 therapy sessions on MS, and follow-up was performed 3 months after the last therapy session. UI improved after treatment with MS. The ICIQ-UI SF score improved in patients regardless of the type of UI. However, the greatest decrease in post-treatment assessment ICIQ-UI SF scores was seen in patients with stress urinary incontinence (SUI). Based on the findings described above, it can be concluded that MS is a successful non-invasive conservative method for treating UI. Future studies are necessary, all of which should include a large sample size, a control group, an optimal research protocol, pre-treatment analyses, standardization, and longer follow-ups.

The importance of research competence in pre-service teacher education has been highlighted in many studies, but concerns over the lack and inconsistency of definition, measurement, and development of research competence still exist. This poses a challenge for pre-service education programmes to provide quality education to pre-service teachers in this area. Through a systematic literature review it was found that there is a gap in the existing literature regarding the definition of research competence in pre-service teacher education, as there seems to be no consensus on the definition. There is, however, an agreement that the development of research competence is an important part of study programmes, as it contributes to higher quality education of pre-service teachers. Addressing this, the review proposes a concise definition of research competence as a multifaceted construct that includes critical thinking, self-directed learning, and organizational skills essential for effective research. The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics. The results suggest that there is a need for greater attention to be paid to the definition and measurement of research competence, as well as its development within pre-service teacher education programmes.

The aim of this study was to investigate the development of the perceived and actual research competence of pre-service teachers enrolled in a master’s programme using a pre-test–post-test research design. Research competence, which encompasses a range of knowledge, skills, and attitudes and includes both perceived (self-reported) and actual (objective) concepts, is critical for effective teaching, teacher professional development, and the integration of research-based practises into the classroom. The study examined how perceived research competence, as measured by a web questionnaire, changed over the course of the semester and how these changes corresponded to actual research competence as measured by the knowledge test. The participants were pre-service teachers from the University of Ljubljana who completed both the web questionnaire and the knowledge test at two time intervals during a research-based course. The results indicate a significant increase in perceived research competence, especially in terms of research knowledge and skills, as well as a significant improvement in actual research competence. While there was a statistically significant increase in positive attitudes towards research, this increase was moderate. This study also emphasises the alignment between perceived and actual research competence over time, suggesting that practical research experiences help students to develop more realistic self-assessments. By furthering the understanding of how research competence develops over time, this study provides actionable insights for the design of more effective research-based teaching.

Introduction and hypothesis: This systematic review analyzes published studies about magnetic stimulation (MS) treatment for UUI and determines whether this treatment is effective and non-invasive. Methods: A systematic literature search was conducted using PubMed, the Cochrane Library, and Embase. The international standard for reporting results of systematic reviews and meta-analyses (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used to guide the methodology of this systematic review. The key search terms were as follows: “magnetic stimulation” and “urinary incontinence.” We limited the time frame to articles published from 1998, when the FDA approved MS as a conservative treatment option for UI. The last search was performed on 5 August 2022. Results: Two authors independently reviewed 234 article titles and abstracts, of which only 5 fitted the inclusion criteria. All 5 studies included women with UUI, but every study had different diagnostic and entry criteria for patients. They also differed in their treatment regimens and methodological approaches to assessing the efficacy of treating UUI with MS, which made it impossible to compare the results. Nonetheless, all five studies established that MS is an effective and non-invasive way of treating UUI. Conclusions: The systematic literature review led to the conclusion that MS is an effective and conservative way of treating UUI. Despite this, literature in this area is lacking. Further randomized controlled trials are needed, with standardized entry criteria, UUI diagnostics, MS programs, and standardized protocols to measure the efficacy of MS in UUI treatment, with a longer follow-up period for post-treatment patients.

Ovarian cancer (OC), particularly high-grade serous carcinoma (HGSC), is a leading cause of gynecological cancer mortality due to late diagnosis and chemoresistance. While studies on OC cell lines have shown that overexpression of the ATP7A membrane transporter correlates with resistance to platinum-based drugs (PtBMs) and cross-resistance to copper (Cu), clinical evidence is lacking. The functionality of ceruloplasmin (CP), the main Cu-transporting protein in the blood, is dependent on, among other things, ATP7A activity. This study investigated ATP7A expression and CP levels as potential biomarkers for predicting responses to PtBMs. We included 28 HGSC patients who underwent neoadjuvant chemotherapy (NACT). ATP7A expression in ovarian and peritoneal tissues before NACT and in peritoneal and omental tissues after NACT was analyzed via qPCR, and CP levels in ascites and plasma were measured via ELISA before and after NACT. In total, 54% of patients exhibited ATP7A expression in pretreatment tissue (ovary and/or peritoneum), while 43% of patients exhibited ATP7A expression in tissue after treatment (peritoneum and/or omentum). A significant association was found between higher ATP7A expression in the peritoneum before NACT and an unfavorable CA-125 elimination rate constant k (KELIM) score. Patients with omental ATP7A expression had significantly higher plasma mean CP levels before NACT. Plasma CP levels decreased significantly after NACT, and higher CP levels after NACT were associated with a shorter platinum-free interval (PFI). These findings suggest that the ATP7A transporter and CP have the potential to serve as predictive markers of chemoresistance, but further research is needed to validate their clinical utility.

This paper investigates the perceived research competence of students at the beginning of their master’s studies in pre-service teacher education programmes at various higher education institutions in Slovenia. Addressing the absence of suitable measurement tools, we developed and validated a Slovenian-language instrument specifically designed to assess research competence among pre-service teachers. Using this instrument, we were able to compare the perceptions of master’s students with a prior bachelor’s degree in education to those without such a degree. The results show that master’s students perceive strong abilities in formulating research objectives, hypotheses and theoretical substantiation, but lack confidence in statistical procedures and using statistical analysis tools such as SPSS. They also feel unprepared to assess the validity and reliability of data collection instruments and to conduct action research. Furthermore, students without a bachelor’s degree in education perceive better knowledge in research areas and exhibit higher confidence in most statistical and methodological aspects. On the other hand, students with a bachelor’s degree in education demonstrate greater confidence in specialised areas such as statistical procedures and action research, and hold more positive attitudes towards the practical application of research in educational settings. Based on these findings, the paper suggests enhancing hands-on research experiences and fostering a supportive community to improve engagement, confidence and research competence among pre-service teachers.