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Introduction and Objectives: Simulation-based training has been defined as the use of a person, device, or set of conditions to present and evaluate problems authentically that can be applied to many different disciplines and types of trainees. The usage of simulation, in Health professions practice and education, is still growing, with a possible impact also on research. However, the increase in the number of scientific publications makes it difficult to know the scientific structure and development of this field. Visualization techniques based on bibliometric data are useful for the understanding of scientific fields. Material and Methods: This is a bibliometric, descriptive, and retrospective study. The author identified publications from the Pubmed database from 2000 till 2022 related to the use of Simulation in Health Professions Education using this search string ("Teaching"[Mesh] OR "education" [Subheading] OR "Education"[Mesh]) AND ("Patient Simulation"[Mesh] OR "Computer Simulation"[Mesh] OR "Simulation Training"[Mesh] OR "High Fidelity Simulation Training"[Mesh]). From the titles and abstracts of these publications, was selected the main terms related to the field, extracted by VOSviewer software, to create a visualization of the most important trends referred to in the literature. Results: The author identify 2,212 eligible references (1,825 Clinical trials and Randomized Controlled Trials and 389 Meta-Analysis and Systematic Reviews). Upon analysing the co-occurrence of the Mesh terms associated with simulation and education, the most common one was the usage of this approach in different areas and education levels in the medical profession followed by nursing and allied health. It was noticeable also in the emergence after 2017 of the use of this strategy with nursing students. Conclusions: In overall, as shown by the published research, the interest in simulation has grown exponential, influencing all aspects related to the use of this approach in the education and training of Health Professions. As the global need for health care continues to grow, many challenges to clinical training remain unaddressed. Patient and context simulation has the potential to address these challenges using local and online available resources. Despite the growing evidence of simulation applied to the context of health professions education, integration of this approach into the academic curriculum is still slow because of various interrelated human, organizational and technical challenges. N/A

The role of feminist theory in health professions education is often ‘ova-looked’. Gender is one cause of healthcare inequalities within contemporary medicine. Shockingly, according to the World Health Organisation, no European member state has achieved full gender equity in regard to health outcomes. Further, contemporary curricula have not evolved to reflect the realities of a diverse society that remains riddled with inequity. This paper outlines the history of feminist theory, and applies it to health professions education research and teaching, in order to advocate for its continued relevance within contemporary healthcare.

Interactive learning through interprofessional education enhances collaborative practice. This study aims to determine the attitude, perception, and readiness of Omani undergraduate health professions students toward interprofessional education and practice.A total of 327 Omani undergraduates across different health fields participated in this cross-sectional study. Data was gathered via an online-based survey by using two previously validated and reliable tools: 1) the Student Perceptions of Interprofessional Clinical Education-revised (SPICE-R2) and 2) the Readiness for Interprofessional Education Scale-modified. Data were analysed using descriptive and inferential statistics.The overall mean score of the students' attitude and readiness toward interprofessional education was 56.77 (SD = 5.51). The overall mean score of the students' perception toward interprofessional education was 41.42 (SD = 4.56). The overall mean attitude and readiness score and perception score were higher for the pharmacy students than for the rest of the students; however, no statistically significant difference was noted in the scores of attitude and readiness (Overall, the study revealed that all the health professionals in Oman, irrespective of the profession, disclosed a favourable attitude, a high state of readiness, and a positive perception toward interprofessional education and practice. Furthermore, all the health professionals considered teamwork and collaboration to be essential for better quality care and practice.التعلم التفاعلي من خلال التعليم المهني المشترك يعزز الممارسة التعاونية. تهدف هذه الدراسة إلى تحديد المواقف والإدراك والاستعداد تجاه التعليم المهني المشترك والممارسة بين طلاب التخصصات الصحية الجامعيين العمانيين.شارك 327 طالب جامعي عماني من التخصصات الصحية المختلفة في هذه الدراسة المقطعية. تم جمع البيانات من خلال استبانة عبر الإنترنت من خلال أداتين موثقتين مسبقا ومعولتين: 1) إدراك الطلاب للتعليم السريري المهني المشترك المنقحة، 2) مقياس الجاهزية المعدل للتعليم المهني المشترك. تم تحليل البيانات باستخدام الإحصاء الوصفي والاستنتاجي.كان المتوسط العام لموقف الطلاب واستعدادهم تجاه التعليم السريري المهني المشترك 56.77 مع انحراف معياري5.51. وكان متوسط الدرجة الإجمالية لإدراك الطلاب تجاه التعليم السريري المهني المشترك 41.42 مع انحراف معياري4.56. كان المتوسط العام لدرجات المواقف والإدراك والاستعداد تجاه التعليم المهني المشترك أعلى بين طلاب الصيدلة مقارنة بالطلاب في التخصصات الصحية الأخرى رغم أنه لم يلاحظ أي فروق إحصائية.بشكل عام، كشفت الدراسة أن جميع طلاب التخصصات الصحية في عمان، بغض النظر عن التخصص، أظهروا موقفا إيجابيا، وحالة عالية من الاستعداد، وإدراكا إيجابيا تجاه التعليم والممارسة المهنية المشتركة. بالإضافة إلى ذلك ، قدر جميع المهنيين الصحيين العمل الجماعي والتعاون كأساسيات.

Climate change poses unprecedented threats to health, leading to higher rates of heat stress; cardiopulmonary illness; food-, water-, and vector-borne diseases; adverse pregnancy outcomes; poor mental health; and premature death. These impacts are inequitably distributed, with vulnerable populations bearing the greatest burdens. Nurse practitioners must be prepared to care for people affected by climate change and to advocate for policies to mitigate its harm. To date, efforts to integrate climate change and health concepts into health professions education are lacking. This article describes one nursing school’s experience incorporating these concepts into nurse practitioner curricula.

Objectives Despite a large body of research on selection in medical education, very little is conducted in other health professions. This study investigated the predictive validity of multiple selection tools on academic and clinical performance outcomes of undergraduate physiotherapy students. Design A retrospective observational study. Setting: Undergraduate physiotherapy program in Australia. Participants 497 undergraduate physiotherapy students across seven entry cohorts. Including students directly from secondary school (n=381) and with prior tertiary study (n=116). Main outcome measures Academic performance as measured by written examinations. Clinical performance, measured by Objective Structured Clinical Examinations (OSCEs) during on-campus units and the Assessment of Physiotherapy Practice (APP) for off-campus clinical placements. Predictor variables included selection tools (academic achievement, interview, aptitude test) and demographic variables (age, gender). Results Selection interview was a positive predictor of OSCEs and final year clinical performance in direct school leaver participants. Academic achievement scores from selection positively predicted written examinations scores. Conclusion Clinical and academic performance were predicted by tools measuring different domains at selection. Assessing broadly across academic and non-academic domains at selection can be valuable in identifying applicants who will be able to meet the range of outcomes for course completion and subsequent registration in the physiotherapy profession.

AIM The aim of this study was to determine what is known about using simulation as an intervention to develop teaching competencies in health professions educators. BACKGROUND No reviews are available that integrate the body of evidence about simulation to develop role competency in clinical educators. METHOD Scoping review methodology was used to identify interventions that used simulation to develop teaching competencies for health professions educators. RESULTS Thirteen articles met inclusion criteria. Simulation contexts were academic settings, either as a single activity or being embedded in larger curriculum. Backgrounds were tied to specific objectives related to faculty role expectations. Facilitator and educational strategies varied from loosely to highly structured. Outcomes were primarily posteducational self-assessments. CONCLUSION Simulation to develop teaching competencies is a promising strategy and an important area of future research for nursing education.

Objectives: The preparatory year programme (PYP) at King Abdulaziz University, Jeddah, Saudi Arabia, is a one-year programme for students preparing for a full multi-year degree curriculum at a university. It offers a bridge between high-school and university-level studies of the students. This study aimed to evaluate the impact of the King Abdulaziz University PYP on students of the health professions education colleges from the viewpoints of the students and the faculty. Methods: This descriptive study was conducted between May 2019 and January 2020 at King Abdulaziz University, in Jeddah, Saudi Arabia and was based on data collected from both students and faculty to assess their perceptions. The data were collected from students through self-administered questionnaires and from faculty members through structured interviews. Descriptive statistics were used for analysis. Results: A total of 633 students responded to the questionnaire (response rate: 88.3%), of which almost half agreed that the PYP made them self-confident and reinforced their discipline (49.2% and 46.9%, respectively). Less than two-thirds agreed that the preparatory year reinforced their sense of responsibility and helped them adapt to the university educational environment (60.6% and 64.3%, respectively). Conversely, more than half (58.5%) disagreed that the preparatory year classes helped them select their majors as well as that the preparatory year prepared them for their major classes (57.2%). A total of 24 faculty members who taught PYP students claimed that there should be careful consideration of the contents of the courses offered to the students in the preparatory year programme, especially the content related to the healthcare profession education. They argued that it is better to have a separate track in the PYP that includes subjects directly related to the study of health professions (such as molecular sciences, genetics, medical terminology, English for medical purposes, etc.). Conclusion: The impact of the PYP on students attending the health professions colleges was found to be weak as per the perceptions of both students and faculty members. In-depth studies are necessary for further investigation of this impact. Keywords: Universities; Health Occupations; Undergraduate Medical Education; Curriculum; Saudi Arabia.

Background To facilitate inclusive healthcare and increase cultural capabilities, health professions students require authentic interprofessional learning experiences that challenge their social, professional, and historical positioning. Tag Team Simulation (TTS) is an innovative approach to develop students’ interprofessional collaboration and cultural competency for working with Aboriginal people. Method Co-designed and delivered by Aboriginal people and an interdisciplinary team of health professions academics, this pilot aimed to: (a) evaluate the effect of TTS on students’ self-rated cultural capabilities (Cultural Capabilities Measurement Tool) and interprofessional attitudes (Interprofessional Attitude Scale), and (b) explore students’ simulation learning experience. Results Students’ respect, communication, and safety and quality scores on the Cultural Capabilities Measurement Tool were significantly higher post simulation, as were their Interprofessional Attitude Scale scores. Students experienced the simulation as authentic and effective in advancing their communication skills and cultural understanding. Conclusions This co-designed interprofessional simulation improved health professions students’ self-rated cultural capabilities and interprofessional attitudes. Coupled with positive student feedback, results indicate that TTS is an innovative simulation method for building cultural competence in health professions students across disciplines.

IntroductionCOVID-19 has imposed many shared limitations on medical and health education. Just like other health professions programs at most institutions, the Qatar University health cluster (QU Health) applied a containment approach and shifted all learning online, and onsite training was replaced by virtual internships (VIs) during the first wave of the pandemic. Our study aims to explore the challenges of virtual internships during the COVID-19 pandemic and their influence on the professional identity (PI) of the health cluster students from the College of Medicine, the College of Health Sciences, and the College of Pharmacy at Qatar University.MethodsA qualitative approach was employed. In total, eight focus groups with students (N = 43) and 14 semi-structured interviews with clinical instructors from all the health cluster colleges were conducted. Transcripts were analyzed following the inductive approach.ResultsThe major challenges reported by students were mainly related to the lack of the required skills for navigating the VI, professional and social stressors, the nature of VIs and the quality of learning, technical and environmental issues, and the development of students' professional identity in an alternative internship environment. The challenges relating to the development of professional identity included: limited clinical (practical) experience, a lack of experience in fighting a pandemic, a lack of communication and feedback, and a lack of confidence in meeting the internship's goals. A model was constructed to represent these findings.DiscussionThe findings are important in identifying the inevitable barriers to virtual learning for health professions students and provide a better understanding of how such challenges and different experiences would be affecting the development of their PI. Hence, students, instructors, and policymakers alike should strive to minimize these barriers. Since physical interactions and patient contact are indispensable components of clinical teaching, these extraordinary times demand innovations involving technology and simulation-based teaching. There is a need for more studies that are focused on determining and measuring the short- and long-term effects of the VI on students' PI development.

Objective Therefore, we assessed the knowledge, preparedness, and attitude of these students towards COVID-19 outbreak in Sub-Saharan Africa. Methods This cross-sectional study used convenience sampling to recruit participants from institutions under African Forum for Research and Education in Health (AFREhealth). Survey was developed in QuestionPro software covering the participants’ socio-demographic characteristics, knowledge, attitude, and preparedness towards the COVID-19 outbreak. Data were analysed and the association between variables was tested. Results The mean age of the 336 students was 25•75 (±7•88) years. Most (99•7%) knew the cause of COVID-19 which could be transmitted via droplets (97•3%). Several participants vowed to adhere to preventive measures (92•3%) and claimed their curriculum equip them with skills addressing infectious disease outbreaks (63•6%). Nursing students were better prepared than other students (p=0•001). Students from West African regions were more prepared (p=0•001) and aware they could contract COVID-19 if they cared for infected persons (p=0•001). Conclusion Students are knowledgeable about COVID-19, adequately prepared to handle epidemics, have positive attitude towards infection prevention, and their training institutions and government has taken adequate measure address the COVID-19 outbreak Funding AFREhealth

This article provides a qualitative examination of student responses to an enjoyable online experience illustrating structure-function relationships of chemical messengers (neurotransmitters) in the human nervous system via text messaging emojis (often employed during mobile phone messaging). The “N.A.M.E.” (Neurotransmitters as Messaging Emojis) FUN! experience was presented to 216 undergraduate health professions students enrolled in a human physiology course during Spring 2020 ( N = 117) and Spring 2021 ( N = 99) semesters as a learning tool, during a time in which students struggled with the concepts of neurotransmitter function. Additional goals for this fun experience design are to 1) engage health professions students in the topics of chemical messengers in the nervous system, and provide 2) a learning tool for students enrolled in the human physiology courses and 3) a memorization online worksheet for select neurotransmitter function. Student participants were able to access the online neurotransmitter fun experience via mobile phone and/or laptop. Resulting analyses of the voluntary and anonymous survey highlight positive responses in both Spring 2020 and 2021 semesters to the online “N.A.M.E.” experience and furthermore the recommendation of student participants to include this online experience in future lecture assignments for the Human Physiology course. Here, we examine several data sets (tables) as we review student choices for matching emojis to neurotransmitter function and qualitative responses on the efficacy of this online match-up fun as a learning tool in a human physiology course for health professions.

Background Alzheimer's disease is the most common form of dementia, making it urgent to prepare health providers in interprofessional teams to care for those affected. Methods An unfolding geriatric simulation-enhanced interprofessional education program was designed using an ACE.S case and breakout activities for an interprofessional group of nursing, social work, speech therapy and nutrition students. Results Pre post education measures revealed a decrease in perceived challenges for interprofessional collaboration, with no change in readiness for interprofessional learning. Satisfaction with the education design was rated positively, and individual education components were rated as valuable. Conclusions This study offers educators an effective example of an unfolding active interprofessional geriatric education related to Alzheimer's care.

STUDY OBJECTIVES: Despite increasing recognition of its importance, sleep medicine education remains limited during medical training. We sought to assess the baseline knowledge of a group of health professions trainees and to determine whether an educational sleep medicine “boot camp” led to improvement in sleep medicine knowledge. METHODS: Participants attended a 2-day introduction to sleep medicine course designed for new sleep medicine fellows in July 2017 and 2018. Participants completed 2 validated sleep knowledge questionnaires (The Assessment of Sleep Knowledge in Medical Education and The Dartmouth Sleep Knowledge and Attitude Survey) prior to and at the conclusion of the course. RESULTS: A total of 21 health professions trainees including 14 sleep medicine fellows completed both presurveys and postsurveys. Baseline Assessment of Sleep Knowledge in Medical Education Survey score was 21.4 ± 3.4 out of 30 (71.4% ± 11.4%) and baseline Dartmouth Sleep Knowledge and Attitude Survey score was 16.1 ± 2.4 out of 24 (67.3% ± 9.9%). There was no difference in baseline scores between sleep medicine fellows and other health professions trainees. There was a statistically significant improvement in the Assessment of Sleep Knowledge in Medical Education Survey (2.9 ± 2.1 points, P = .004) and Dartmouth Sleep Knowledge and Attitude Survey (2.5 ± 3.0 points, P = .001) scores among all participants after the course, without a difference in degree of improvement among sleep medicine fellows compared to other health professions trainees. CONCLUSIONS: Our findings suggest that baseline sleep medicine knowledge is higher than previously reported among health professions trainees. An educational sleep medicine boot camp improved knowledge even in a group of learners with high baseline knowledge and interest in sleep medicine, including new sleep medicine fellows. CITATION: Wappel SR, Scharf SM, Cohen L, et al. Improving sleep medicine education among health profession trainees. J Clin Sleep Med. 2021;17(12):2461–2466.

Little research has been conducted on training students of different health professions to deliver culturally appropriate care to patients observing religious fasting. This study aimed to formulate an online educational module on caring for patients with diabetes observing religious fasting and evaluate the module's impact.Third-year doctor of pharmacy students participated in an online module at the end of their core pharmacist-patient communication class. The module involved discussions and case scenarios addressing Muslim, Jewish, and Hindu patients with diabetes considering fasting. Students were provided with Ramadan Communication (RAMCOM), a tool designed to facilitate counseling of patients on religious fasting and were encouraged to use principles of motivational interviewing in addressing cases. A 13-item questionnaire was administered before and after the module. Answers provided on an open-ended item addressing students' experiences with the module were analyzed qualitatively using conventional content analysis.Of 140 students taking the class, all students completed the module and 135 completed both questionnaires. The module elicited a statistically significant improvement in confidence across all 13 survey items. The computed aggregate score increased from 2.65 (0.56) to 3.66 (0.50) (P .001), with 71% of students finding the module to be useful or extremely useful. Qualitative analysis provided insight into students' experiences, including how the module produced an improvement in student confidence as well as opportunities for module improvement.A brief online module significantly improved pharmacy students' confidence in working with patients from different cultures and religions considering religious fasting.

Implementation science approaches the challenges of translating evidence into practice as a matter of scientific inquiry. This conceptual paper uses an implementation science lens to examine the ways in which evidence from health professions education research is brought to bear on decision-making. The authors describe different decision-making contexts and the kinds of evidence they consider, and from this, they outline ways in which research findings might be better presented to support their translation into policy and practice. Reflecting on the nature of decision-making in health professions education and how decisions are made and then implemented in different health professions education contexts, the authors argue that researchers should align their work with the decision-making contexts that are most likely to make use of them. These recommendations reflect implementation science principles of packaging and disseminating evidence in ways that are meaningful for key stakeholders, that stem from co-creation of knowledge, that require or result in meaningful partnerships, and that are context specific and relevant. Supplementary Information The online version of this article (10.1007/s40037-021-00688-3) contains supplementary material, which is available to authorized users.

Physical therapy education programs are incorporating digital delivery strategies into their curricula more than ever during the COVID-19 pandemic. The literature on digital and blended strategies ...

Women emerged against significant obstacles in the nineteenth century to claim a right to participate in the health professions. Women were excluded from many areas of medical and dental practice until well after the 1964 Civil Rights Act forbade discrimination on the basis of sex. Their entry has been, and continues to be, blocked by discrimination, misogyny, and harassment both personal and institutional. The formation of women-specific surgical subspecialty organizations has improved access to mentoring, sponsorship, and acceptance. This article reviews the history of some of the older organizations with recommendations for OMFS women's action.

This will be a systematic mixed studies review in which the following research question is answered: "What is known about resilience in the specific population of students of the allied health professions in the tertiary education setting?" Inclusion and exclusion criteria Articles will be included if they meet the following criteria: • empirical studies (quantitative, qualitative or mixed methods). Proposed protocol systematic mixed studies review. Simpson.Desley.Nov.2021 3 • peer-reviewed journal articles published in English from January 2000 to time of June 2022. • contain each of the search terms within the title, abstract and/or keywords. • The abstract reveals that the population group under study includes allied health professions students that are not part of the medical, dental, nursing or midwifery professions (i.e. those defined according to Allied Health Professions Australia). • Studies will be included if medicine and/or nursing and/or dentistry students are included in the study population, provided that one or more of the allied health disciplines are also in the sample and the data analysis separates the disciplines. • Studies will be included if the population includes allied health professions following graduation, provided that the study sample also included students of the allied health professions e.g. intervention studies. • Populations where the students are identified to be either undergraduate or postgraduate provided that undergraduates are included in the sample.

The purpose of this article is to curate key events in the Philippines’ occupational therapy profession’s contemporary history. This study utilised a historiography methodology with an interpretati...

Introduction The need to maintain medical ethical standards during conflict and peace has been the source of considerable academic discourse. Although still an unsolved challenge, scholars have made significant contributions to the literature, constructing categorizations that can help military providers contend with ethical conflicts. However, insights into the ethical comportment of military interprofessional healthcare teams (MIHTs) have yet to be reported. Materials and Methods This interview-based study collected insights from 30 military healthcare providers who participated in and/or led MIHTs. Altogether, participants represented 11 health professions, both officers and enlisted military members, and the U.S. Army, Navy, and Air Force. Following Grounded Theory methodology, data were collected and analyzed in iterative cycles until theme saturation was reached. Results The research team identified two themes of ethical bearing that enable MIHT success in and across care contexts. One theme of successful ethical bearing is “raising concerns,” referring to speaking up when something needs to be addressed. The other is “making compromises,” where individuals have to make sacrifices (e.g., lack of equipment, non-sterile environment, etc.) to give patient care. Conclusions These data suggest that effective MIHTs have a collective moral compass. This moral compass is the team’s ability to judge what is ethically right and wrong, as well as the team’s willingness and ability to act accordingly—to consistently “do the right thing.” There is a collective moral compass, and while the team may not all agree on what exactly is true north—they are all bending that way.

Introduction Although the importance of student wellness has been emphasized across health professions including pharmacy, there is a lack of information on the prevalence of such wellness programs in pharmacy schools. The objectives of this study were to determine the prevalence of student wellness programs in United States (US) schools of pharmacy and to describe their basic structure. Methods Deans from the 143 US schools of pharmacy were asked to participate in this study by completing an electronic survey. Institutions with wellness programs were prompted to answer questions related to their program, including who initiated the program, who participated, where wellness principles were taught and incorporated, and what dimensions of wellness were promoted. Results Forty-six responses were collected for a response rate of 32.2%. Thirty-four (73.9%) of respondents answered that they had a school wellness program. Similar numbers of private and public schools completed the survey at 24 (52.3%) and 22 (47.8%), respectively. The majority of programs targeted students (97.1%), faculty (79.4%), and staff (76.5%), were initiated by either the office of the dean (73.5%) and/or faculty (58.8%), and were comprised of faculty (88.2%), staff (82.4%), and office of the dean (67.6%). Wellness principles were most often taught and practiced during extracurricular events and didactic courses. Conclusions This descriptive, survey-based study provides a snapshot on the current incorporation of wellness initiatives across US schools of pharmacy. Further studies are needed to elucidate best wellness practices within pharmacy academia.

The work-readiness skills and attributes that facilitate healthcare graduates to succeed in their new workplaces are not well defined. In particular, the perspectives of supervisors of graduates in the diverse hospital and community settings of healthcare practice are not well represented in research about work-readiness. Interview data from a case study of twenty-nine supervisors of speech-language pathology graduates was thematically analysed, using Boundary Critique Theory to interpret how the supervisors’ understanding of graduate work-readiness was bounded within their understanding of their own system, needs and work environment. The four themes captured the skills that the supervisors perceived as critical for graduate work-readiness: Independence; Attitude; Teamwork; and Learning. A tension was identified within these themes, as supervisors’ understanding of work-readiness was bounded by an expectation that graduates are able to moderate how they transfer and apply their graduate skills in their workplace according to the complexity of client needs and the workplace setting. This study increases the visibility of the supervisors’ boundaries around what are and are not considered to be work-ready skills, attributes and expectations of a work ready speech-language pathology graduate. This knowledge can be used to facilitate speech-language pathology graduates to successfully transfer, apply and expand these skills as they transition to work, and may be useful for other health professions to explore.

Introduction In an effort to increase the rigour of evaluation in health professions education (HPE), a range of evaluation approaches are used. These largely focus on outcome evaluation as opposed to programme evaluation. We aim to review and critique the use of outcome evaluation models, using the Kirkpatrick Model as an example given its wide acceptance and use, and advocate for the use of programme evaluation models that help us understand how and why outcomes are occurring. Methods We systematically searched OVID medline, Scopus, CINAHL and Pubmed, and hand searched six leading HPE journals to provide an overview of the use of the Kirkpatrick Model as well as a range of programme evaluation models in HPE. In addition to this, we synthesised the existing critiques of the Kirkpatrick Model as an example of outcome evaluation, to highlight the limitations of such models. Results The use of the Kirkpatrick Model in HPE is widespread and increasing; however, studies focus on categorising outcomes, rather than explaining how and why they occur. The main criticisms of the model are as follows: it is outcomes focused and fails to consider factors that can impact training outcomes; it assumes positive casual linkages between the levels; there is an assumption that the higher-level outcomes are more important; and unintended impacts are not considered. The use of the Kirkpatrick Model by the MERSQI, BEME and WHO contribute to the myth that the Kirkpatrick Model is the gold standard for programme evaluation. Discussion Moving forward, evaluations of HPE interventions must shift from focusing largely on measuring outcomes of interventions with little consideration for how and why these outcomes are occurring to programme evaluation that investigates what contributes to these outcomes. Other models that facilitate the evaluation of the complex processes that occur in HPE should be used instead of Kirkpatrick's.

Background: Self-medication is a widespread practice and it is referred to as the self-selection of medication by individuals, to treat self-recognized illnesses, without any consultation or prescription from a medical practitioner. Thus, tending to self-prescribe pain killers to overcome the sensation of pain, and avoid wasting time and money on medical consultation which might be of danger to their health. The main objective of this study was to evaluate the pattern, knowledge and determinants among undergraduate students at Birzeit University, Palestine, towards self-medication. Methods: A descriptive cross-sectional study on analgesics consumption was conducted among undergraduates in health professions students. A questionnaire was distributed to 284 selected students in order to collect information about different aspects of self-medication. Results: 78.1% of the study participants were against self-medication unless it is indicated or necessary. The most common reasons for self-medication were a headache for 70.8% of students. The analgesics and Non-steroidal antiinflammatory drugs were the most commonly used medications, by 135 students (47.5%) and 113 others (39.8%) respectively. Whereas antibiotics were categorized as the third most commonly used type of drug. The pharmacist was the reliable source of information regarding self-medication. However, it is remarkably significant that as the years progress, the use of these drugs increases. Conclusion: This study demonstrated that self- medication practice is very common among health care professions students at Birzeit University. Commonly used drugs were analgesics, Non-steroidal anti-inflammatory drugs and antibiotics. The occurrence of self-medication practice among health professions students increased with year of progression in the school. Key words: Analgesic, Awareness, Health Professions Students, Knowledge, Self-medication.

Interprofessional feedback dialogues play a crucial role in educating the adaptive team members that health care practice requires. The aim of this study is to develop principles for interprofessio...

This case study describes a joint pilot project to implement interprofessional education (IPE) between a United States college of osteopathic medicine and a college of pharmacy co-located on one campus. The pilot was intended to address the Interprofessional Education Collaborative (IPEC) domains and competencies and to serve as a first step and bridge toward future multidisciplinary endeavors. We describe the process of creating an IPE team, developing a workshop and gathering feedback. The key elements for a successful IPE program are identified as: administrative support, faculty engagement, and long-term planning. Challenges to effective implementation encountered were: scheduling conflicts, faculty engagement, and a specific IPE budget. The aim of this paper is to provide insights and share lessons learned regarding approaches taken to implement this IPE initiative. We advance the premise that while IPE is an essential foundation for preparing health professions students for interprofessional patient-centered practices, its implementation has many challenges.

Background Pharmacy is among the most regulated of health professions on the basis of both word count and restrictions. State-level restrictions limit the ability of pharmacists to be fully engaged as members of the health care team. Objective This paper aimed to create a simple benchmark—the Pharmacy Regulatory Innovation Index (PRII)—that takes into account the scope-of-practice allowances that a state provides to pharmacists and the overall regulatory burden for the pharmacy profession using 10 western states as a sample. Methods A scorecard was developed on the basis of the activities reported as necessary for pharmacists to fully engage in the Pharmacists’ Patient Care Process (PPCP). The laws and regulations of 10 western states were analyzed using plain-text interpretation. Results The 10 western states fall into 3 of 4 distinct quadrants. Three states appear in the highly regulated, low-innovation quadrant (Oregon, California, and Nevada), and 2 states appear in the low-regulated, high-innovation quadrant (Idaho and Washington). The remaining 5 states fall in the low-regulated, low-innovation quadrant (Alaska, Hawaii, Montana, Utah, and Wyoming). Conclusion The PRII has been created to assess a state’s regulatory burden and its scope-of-practice allowances, using the PPCP as a guide for innovation. States can use the PRII tool to benchmark their regulations in comparison with those of peer states and identify opportunities for improvement.

Historically, pre-clinical professional veterinary instruction has relied heavily on didactic methods. With the shift toward competency-based education in health professions teaching, instructors at The Ohio State University College of Veterinary Medicine are exploring alternative engagement strategies to focus on learner outcomes. In this article, we report on the integration of competency-based active learning techniques in a large-lecture setting, along with preliminary outcomes from the student perspective. A total of 110 students from Zoonotic Diseases, a two-credit core course offered in the second year of the 4-year professional curriculum, participated in the learning techniques and retrospective pre-/post-questionnaire. Results of the questionnaire indicated improvement in learners’ perceived competency. For practical skills (e.g., donning and doffing of personal protective equipment), students also reported improved self-efficacy. Students enjoyed the interactive and self-directed learning techniques and described an improvement in their ability to evaluate their own understanding of relevant course concepts. The active learning techniques described herein may be used to supplement, and even transform, primarily lecture-based courses to better achieve professional competency and develop practice-ready veterinarians.

This paper explores the use of theory in longitudinal qualitative research, an approach to research which explores lived experiences as they unfold. The authors illustrate how the complexity of conducting qualitative research through time drives an understanding and use of theory that differs from other research approaches. Longitudinal qualitative research considers time as fluid, subjective, and unbounded-in contrast to the more common taken-for-granted understanding of time as fixed, objective, and linear. Furthermore, longitudinal qualitative research is predicated on a premise of trust in the context of enduring research relationships. Therefore, while subject-matter theories used to investigate topics of interest to health professions educators may be useful frameworks for other types of research, longitudinal qualitative research needs theories that accommodate the myriad of changes in lived experiences through time. The authors share their decade-long, longitudinal qualitative research story, highlighting their decision points and insights. In doing so, they foreground issues such as time as fluid as an important contribution to health professions education literature.

Public health in the United States has long been challenged by budget cuts and a declining workforce. The COVID-19 pandemic exposed the vulnerabilities left by years of neglecting this crucial frontline defense against emerging infectious diseases. In the early days of the pandemic, the University of Texas Medical Branch and the Galveston County Health District (GCHD) partnered to bolster Galveston County’s public health response. We mobilized interprofessional teams of students and provided training to implement projects identified by GCHD as necessary for responding to the pandemic. We provided a safe outlet for students to contribute to their community by creating remote volunteer opportunities when students faced displacement from clinical rotations and in-person didactics converted to virtual formats. As students gradually returned to clinical rotations and didactic demands increased, it became necessary to expand volunteer efforts beyond what had initially been mostly hand-selected student teams. We have passed the initial emergency response phase of COVID-19 in Galveston County and are transitioning into more long-term opportunities as COVID-19 moves from pandemic to endemic. In this case study, we describe our successes and lessons learned.

Introduction The use of ionising radiation in medicine accounts for the majority of radiation exposure from artificial sources. Therefore, all measures to safeguard against unnecessary radiation exposure must be taken. As radiographers are central to radiation protection, this study aimed to determine South African radiographers' attitude towards radiation protection, subjective norm and perceived behavioural control concerning radiation protection. Methods This quantitative cross-sectional study used an online theory of a planned behaviour radiation protection questionnaire shared through social media platforms from August 2019 to February 2020. Diagnostic radiographers registered with the Health Professions Council of South Africa and employed at radiology departments in South Africa were invited to participate in the study. Results Four hundred and seventeen radiographers in South Africa responded to the questionnaire. The majority of respondents (90%, n = 376) plan to use radiation protection; however, only 16% continuously used radiation protection in the past. Respondents felt that using radiation protection was extremely good (72.2%), pleasant (47%), beneficial (74.1%), rewarding (55.2%) and worth the time (52.5%); 57% of respondents indicated that using radiation protection takes longer to complete the examination. Respondents report that approval from patients (43.5%), patients' family (32%), radiographer coworkers (31%), radiology managers (47%) and radiologists (43.9%) is very much important to them. Conclusion The study shows that even though fewer respondents use radiation protection at present, most respondents plan and intend to use radiation protection measures. Respondents felt that radiation protection was good and beneficial, with some respondents feeling that radiation protection is not worth the time, which coincide with lengthening the examination. Overall, South African radiographers' attitudes towards radiation protection, subjective norm, perceived behavioural control and radiation protection intention were high.

Healthcare increasingly emphasizes collaborative treatment by multidisciplinary teams. This is the first research focusing on psychologists’ participation in team-based care, the mix of professionals with whom psychologists collaborate, and how these collaborations vary across practice settings. Data are from 1607 respondents participating in the American Psychological Association Center for Workforce Studies’ 2015 on-line Survey of Psychology Health Service Providers. Practice settings differed markedly in systemic organizational support for interprofessional collaboration and in psychologists’ participation in collaborative activities. Psychologists in individual private practice reported least support for and least occurrence of interprofessional collaboration. Psychologists’ collaboration with non-behavioral health professionals, such as non-psychiatrist physicians and nurses, was more frequent in general hospitals and VA medical centers. Across settings, greater contact with another health profession was generally associated with psychologists being more confident about working with that profession. However, for work with psychiatrists, that association was attenuated. A collaborative practice model is presented for psychotherapy patients also treated by physicians or other professionals who manage a patient’s psychotropic medication.

OBJECTIVE The objective of this scoping review is to identify, collate, and map the evidence on simulation interprofessional education activities in any setting for the education of health professional students. INTRODUCTION Simulation interprofessional education activities comprise in-person and collaborative online learning embedded in formal curricula. Though the number of simulation interprofessional education activities has increased with the knowledge of the importance of effective interprofessional collaboration, the literature still lacks a description of the characteristics of existing activities. INCLUSION CRITERIA This scoping review will consider interprofessional education activities taking place within a simulation environment. Included papers will report on activities with two or more types of learners in health professional programs. METHODS The proposed scoping review will be conducted in accordance with the JBI methodology for scoping reviews. Databases searched will include PubMed, CINAHL, and ERIC. Results will be limited to English-language publications from 2016 to the present year. Data extraction will be performed using a purposefully developed data extraction tool. Teams of reviewers will screen abstracts and full texts of articles for potential inclusion, and decisions will be determined via consensus of two out of three reviewers. Extracted data will be presented in diagrammatic or tabular form in a manner that aligns with the objective of this scoping review. A narrative summary will accompany the tabulated and/or charted results and will describe how the results relate to the review's objective and questions, and how the results might inform future simulation interprofessional education activities in health professions education.

Krystal Hill,1 Catherine Raney,2 Kelli Jackson,3 H Moses Murdock,4 Erika Dawson,5 Roy Hamilton,2 Horace DeLisser,2 Mira Mamtani,6 Jaya Aysola2 1Department of Internal Medicine, Baylor College of Medicine, Houston, TX, USA; 2Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA; 3Department of Internal Medicine, University of Pennsylvania, Philadelphia, PA, USA; 4Brigham and Women’s Hospital, Boston, MA, USA; 5Perelman School of Medicine Office for Diversity and Inclusion, University of Pennsylvania, Philadelphia, PA, USA; 6Department of Emergency Medicine, Perelman School of Medicine, Philadelphia, PA, USACorrespondence: Jaya AysolaPerelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USAEmail jaysola@upenn.eduPurpose: Many academic medical centers fund educational opportunities (pipeline programs) for students who are underrepresented in medicine (URM). However, there is a sparsity of published literature on pipeline programs and an even smaller body of published literature that investigates program effectiveness.Methods: In a retrospective cohort study (n=12) of the Provost’s Summer Mentorship Program-Medicine (SMPM), we evaluated students’ rating of program effectiveness, students’ rating of the program’s impact on their mindsets, and SAT scores. Several program mindsets, including sense of belonging (inclusiveness) in the health professions and connection to mentors in the medical field, reflect common barriers that prevent URM students from pursuing careers in medicine as outlined in pipeline literature. We describe program effectiveness using mean and median ratings of SMPM effectiveness, ratings of mindsets, and SAT scores. We used Wilcoxon Rank Sum to assess pre and post program differences in ratings of mindsets and SAT scores.Results: SMPM was effective for learners. The overall mean rating for SMPM effectiveness was 4.27. Mindsets for confidence, interest, sense of belonging, college mentorship, and physician mentorship were statistically different from the start to the end of SMPM (p< 0.05), with mean improvement of about 34%, 41%, 44%, 180%, and 140% respectively. The mean pre and post SMPM SAT scores as well as 4-month follow-up SAT mean scores were 713 (SD:155), 813 (SD:83), and 1058 (SD:147), respectively. There was a statistically significant difference between all three SAT scores (p< 0.05).Conclusion: In addition to providing educational support, our pipeline program effectively increased students’ sense of belonging in the medical field and their connections to physician mentors, which are two common barriers for URM students who are interested in medicine.Keywords: education, underrepresented in medicine, minority, socioeconomic status

This is a scoping review title registration. There are no previously existing registrations for this title.

A scoping review protocol with the objective of assessing the range and types of evidence related to virtual simulated placements (VSPs) across the healthcare professions.

Objective: To examine health professions trainees’ end-of-life (EOL) care knowledge, attitudes, and intentions. Methods: IRB-approved online survey of 346 students/5 universities in final training years—public health, pharmacy, physician, physician assistant, occupational therapy, and physical therapy (April-May 2016). Queried knowledge, attitudes, and intentions toward EOL care. Results: Sufficient knowledge of palliative care was reported by 25% while sufficient knowledge of advance care planning (ACP) was 17%. Ninety-six percent thought it important to discuss EOL issues in training; 92% believed their professions played important roles in EOL care. Managing pain was chosen as the best example of palliative care by 93.6% and designating healthcare proxies was reported as the best example of ACP (5.8%). Pharmacy, public health, and rehabilitation therapy students were less likely than physician and physician assistant trainees to report intent to work in EOL care. Among those who want to work in EOL care, 65% reported having clinical experience with seriously ill or dying patients/clients. We discuss other findings related to perceptions of didactic preparation in palliative care, palliative care knowledge access/function, death/dying attitudes, and intentions toward seriously illness care. Discussion: There is interest in and knowledge of palliative care, including EOL care, among multiple health professions. Provides guidance for how we train health professionals to improve population health by optimizing EOL care.

Musculoskeletal disorders can be significantly disabling, particularly those related to work, when the underlying mechanisms and clinical variables are not well known and understood. Nurses usually remain in standing positions or walk for long periods, thus increasing the risk for the development of musculoskeletal disorders, particularly on the foot, such as plantar fasciitis or edema. This type of disorders is a major cause of sickness, absence from work, and also dropout ratios among nursing students, which contributes to the shortage of nursing professionals. This review will address foot disorders that arise from prolonged standing in nursing professionals and describe the main clinical parameters characterizing them, with exclusions for other health professions or disorders with other identified causes. English, French, Portuguese, and Spanish published studies from 1970 to the current year will be considered. The review will follow the JBI methodology, mainly though the PCC mnemonic, and the reporting guidelines for Scoping Reviews. The search will include main databases and relevant scientific repositories. Two independent reviewers will analyze the titles, abstracts, and full texts. A tool developed by the research team will aid in the data collection.

Respondents reported an overall positive attitude toward and interest in CAM. Ninety percent had heard of and three-quarters reported previous experience with CAM practices. Respondents alluded to personal experience but also to knowledge gained about CAM in classes and clinical assignments. Acupuncture, yoga, massage therapy, meditation, cupping, aromatherapy, and chiropractic care were the CAM practices most respondents had heard about; yoga, meditation, massage therapy, aromatherapy, and chiropractic care were the CAM practices most respondents reported personal experience with. The top five practices students planned on making part of their career were yoga, meditation, massage therapy, diet-based therapy, and music therapy. Graduating health professions students had a more positive attitude toward CAM than pre-health professions students. They also had a higher average score for their interest in learning about CAM practices. Three-quarters of respondents planned on making CAM part of their career.

An editorial is presented which discusses Never waste a good crisis: Resilient health professions education, which includes a time where the Covid-19 pandemic is still very active around the world it is also callous to think of a crisis as an opportunity. We want to acknowledge this and we want to send our deepest sympathy to all those who have been personally affected by this pandemic.

Clinical reasoning is the thought process that guides practice. Although a plethora of clinical reasoning studies in healthcare professionals exists, the majority appear to originate from Western cultures. A scoping review was undertaken to examine clinical reasoning related research across Asian cultures. PubMed, SciVerse Scopus, Web of Science and Airiti Library databases were searched. Inclusion criteria included full-text articles published in Asian countries (2007 to 2019). Search terms included clinical reasoning, thinking process, differential diagnosis, decision making, problem-based learning, critical thinking, healthcare profession, institution, medical students and nursing students. After applying exclusion criteria, n = 240 were included in the review. The number of publications increased in 2012 (from 5%, n = 13 in 2011 to 9%, n = 22) with a steady increase onwards to 12% (n = 29) in 2016. South Korea published the most articles (19%, n = 46) followed by Iran (17%, n = 41). Nurse Education Today published 11% of the articles (n = 26), followed by BMC Medical Education (5%, n = 13). Nursing and Medical students account for the largest population groups studied. Analysis of the articles resulted in seven themes: Evaluation of existing courses (30%, n = 73) being the most frequently identified theme. Only seven comparative articles showed cultural implications, but none provided direct evidence of the impact of culture on clinical reasoning. We illuminate the potential necessity of further research in clinical reasoning, specifically with a focus on how clinical reasoning is affected by national culture. A better understanding of current clinical reasoning research in Asian cultures may assist curricula developers in establishing a culturally appropriate learning environment. Supplementary Information The online version contains supplementary material available at 10.1007/s10459-021-10060-z.

Healthcare does not occur in a silo and yet healthcare education remains fractured into individual disciplines. This isolated curricular methodology does not represent the intricate interprofessional environment that healthcare providers are required to thrive in post-graduation. Interprofessional Education (IPE) has been identified as a crucial stratagem for creating effective collaborative healthcare teams. The purpose of this research project was to create an interprofessional education (IPE) simulation that represents the current collaborative healthcare practice environment. Medical students, Physicians Assistant's students and Nursing students from different educational institutes participated in a patient simulation using the Situation Background Assessment and Recommendation communication framework (SBAR). The design of this study was a one-group comparative, quasi-experimental, quantitative pilot study. The study employed the Readiness for Interprofessional Learning Scale (RIPLS) in a pre-and-post questionnaire to measure readiness for IPE simulation and student attitudes. Attitude toward collaboration has been found to positively influence care team collaboration, which can positively affect patient outcomes. The sample population (n=45) included the second-year associate degree nursing students, first-year medical students, and first-year physician assistant students. The results of this study indicated that the implementation and participation in an interprofessional communication simulation had a positive effect on readiness and attitudes.

This is a cross-sectional study which assessed the readiness to shift to e-learning in correlation with perceived effectiveness and satisfaction following the sudden shift caused by the coronavirus disease 2019 (COVID-19) pandemic among students and instructors. The study compared perspectives between instructors ( n = 47) and students ( n = 254) at the College of Health and Rehabilitation Sciences (CHRS) at Princess Nourah bint Abdulrahman University (PNU; Riyadh, Kingdom of Saudi Arabia). Data were collected using an online questionnaire using convenient sampling method. The results showed a high level of readiness to shift to e-learning among instructors and students, as well as a positive correlation between perceived effectiveness and satisfaction. However, instructors showed a higher satisfaction level and perceived this shift to be effective more than students. This experience offers a reasonable foundation for any future plans to implement e-learning in health professions education and maximise its benefits without compromising the practical and clinical training provided via face-to-face learning. Further studies are needed to explore e-learning experiences a year after this shift, when educational institutions are expected to have clearer plans and have better prepared for e-learning. In addition, effect of e-learning shift on clinical training outcomes for different health professions is also recommended. https://doi.org/10.26803/ijlter.20.6.2

Entrustable professional activities (EPAs) have emerged as a meaningful framework for achieving competency-based medical education (CBME). However, little is known about how to adapt EPAs to large-scale, multispecialty, system-wide implementations. The authors describe the design and experience of creating such a system based on EPAs and the Van Melle Core Components Framework for all accredited training programs under the auspices of the Royal College of Physicians and Surgeons of Canada. The resulting design is a unique configuration and use of EPAs, called Royal College EPAs. Others looking to implement EPAs for large-scale health professions education systems may want to consider this design approach.

Introduction: A considerable portion of the ethics related to the medical curriculum is taught to the students by a department of forensic medicine. Medical professionals generally depict good ethical behavior while any deviations from the ethical practices negatively affect the intended health care. Ethical behaviour in the professional setting cannot be compromised by healthcare providers as it is a cornerstone of providing the best possible health care. “Television reality’ is a term that needs to be explored by medical professionals once the health care sector is being portrayed in it. Objectives: The primary goal of this study was to investigate how medical professionals perceive their respective characters when they are portrayed through the eyes of others via a teledrama. Other goals included determining how different strata of health professionals felt about the teledrama that was aired, what they thought about health professionals' ethical behaviour, and whether health professionals liked how they were portrayed in the drama. Methods: The study was a descriptive cross-sectional study completed at a tertiary care hospital. The questionnaire was pretested and designed to be a self-administered questionnaire comprised of multiple-choice questions. The participants were allowed to watch an episode of the teledrama before being asked to complete a questionnaire. The findings were analyzed using the SPSS version 23. A p-value ≤ 0.05 was considered as significant. Results: 401 people took part in total (doctors: nurses: other = 109:197:95). The male-to-female ratio was 1:3 (males, n = 113 (28.2%) and females n=288 (71.8%). Only 6.7% (n=27) of participants thought the teledrama was beneficial to society, while the majority thought the opposite. Approximately two-thirds of the participants (n= 268) expressed dissatisfaction with the drama. According to 56.1% (n=225) of the participants, the producer intended to humiliate the medical profession. 34.7 % of participants (n=139) thought the teledrama should be banned. Conclusion: It is one of the prime duties of health professionals to safeguard the medical profession. At the same time the freedom of the producers of teledramas should equally be respected. Anyhow the overall findings were consistent with the fact that a clear majority of participants are hesitant to continue watching such programmes because they negatively portray professionals and the health profession. As a result, before approving the telecast, a scrutinizing mechanism should be established through a responsible body of the Ministry of Health, Sri Lanka.

In both clinical and health professions education research, rich pictures, or participant-generated drawings of complex phenomena, are gaining recognition as a useful method for exploring multifaceted and emotional topics in medicine. For instance, two recent studies used rich pictures to augment semi-structured interviews exploring trainees', health care professionals' (HCPs), and parents' experiences of difficult conversations in the Neonatal Intensive Care Unit (NICU)-an environment in which communication is often challenging, anxiety-provoking, and emotionally distressing. In both studies, participants were invited to draw a picture depicting how they experienced a difficult conversation in this setting. As part of the interview process, participants were asked to both describe how they engaged with rich pictures, and to share their perceptions about the affordances and limitations of this research method. Here, their perspectives are reported and the possibilities of using rich pictures to inform pedagogical innovations in health professions education and research are considered.

This paper argues that abductive reasoning has a central place in theorizing Health Professions Education. At the root of abduction lies a fundamental debate: How do we connect practice, which is always singular and unique, with theory, which describes the world in terms of rules, generalizations, and universals? While abduction was initially seen as the ‘poor cousin’ of deduction and induction, ultimately it has something important to tell us about the role of imagination and humility in theorizing Health Professions Education. It is that which makes theory possible, because it allows us to ask what might be the case and calls attention to the role of creative leaps in theory. Becoming aware of the abductive reasoning we already perform in our research allows us to take the role of imagination—something rarely associated with theory—seriously.

Purpose Simulation is a tool commonly used in the clinical training of students within the health professions fields, such as medicine and nursing. The effectiveness of simulation as a teaching technique has been extensively documented in numerous health care professions; however, little is known about the effectiveness of simulation techniques in audiology education. This study assesses the effectiveness of a simulation activity focused on auditory brainstem response (ABR) testing conducted with students of an applied doctoral program in audiology. Method Twelve 2nd year audiology graduate students enrolled in the auditory electrophysiology course at Towson University in Fall 2018 participated in this pre–post study. Over a 3-week period, each student (a) received didactic instruction in ABR testing, (b) underwent a presimulation exercise skills assessment, (c) participated in a simulation exercise, and (d) underwent a postsimulation exercise skills assessment. Results Significant improvements were observed in clinical skill level for the ABR tasks evaluated in terms of both accuracy and efficiency (time in seconds needed to complete the task). The tasks evaluated included skin preparation, identification of scalp electrode placement sites, and scalp electrode placement in a variety of configurations (single- and two-channel arrays, horizontal and vertical electrode montages). Benefits associated with simulation-based instruction varied by clinical skill as well as by student. Conclusions The data described in this study reinforce the need to incorporate simulation in audiology training programs, especially for complex clinical skills. It also emphasizes the need for additional research that can be useful in the design and implementation of simulation-based exercises.