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Children are targeted by unhealthy food marketing on digital media, influencing their food preferences, intakes and non-communicable disease risk. Restaurant mobile applications are powerful platforms for collecting users' data and are popular among children. This study aimed to provide insight into the privacy policies of top dine-in and fast-food mobile apps in Canada and data collected on child users. Privacy policies of the top 30 fast-food and dine-in restaurants in Canada were reviewed. A convenience sample of 11 English-speaking Canadian residents aged 9-12 years with fast-food apps on their mobile phones were recruited to use ≥1 fast-food restaurant mobile app(s). Children used the app(s) for 5-10 minutes and placed food orders. Parents submitted a Data Access Request (DAR) on their child's behalf to the food company. Descriptive analysis and a flexible deductive approach to content analysis evaluated data collected through DARs. Overall, 26 privacy policies were analyzed. The intended age of app users was indicated by 12 (46%) food companies, 10 (39%) of which specified it as ≥13 years. No company had a compulsory age verification process. Twenty-four (92%) companies disclosed the data collected on app users: 23 (89%) did not distinguish between information pertaining to children or adults, and 21 (81%) described a protocol for action if they inadvertently collected data on children. Twenty-four DARs were sent to companies; 11 (45.8%) of which were fulfilled by companies, and 4 (16.7%) resulted in the receipt of children's data. All responding food companies were found to collect sociodemographic information on child participants (e.g., name, email). Some collected other information, such as order details and available promotional offers. This study demonstrates current fast-food and dine-in restaurant privacy policies are insufficient and provides insight into data collected on children via fast-food apps. Policies must be strengthened to ensure children's privacy and protection online., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2025 Mulligan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Purpose: Entrustable professional activities (EPAs) are used to support clinical skills training by providing a scaffold for practice and feedback. The aim of this study was to evaluate how written feedback provided for EPAs supports medical students' learning., Materials and Methods: The written feedback for two EPAs (admit or consult patient and discharge summary) was analysed using a mixed methods approach. Content analysis determined the types of feedback received. Qualitative analysis identified themes related to the feedback quality. Hattie and Timperley's feedback model that provides a framework for effective feedback was used as an interpretive lens for our analysis and integrated findings., Results: Written feedback was provided for 89.5% of 997 EPAs. The proportions of feedback types to support learning were as follows: feedback related to what was done well (75.6%), areas for improvement (27.7%) and next steps (17.4%). Only 10% of EPAs received all three types of feedback. EPAs completed independently were more likely to receive any feedback. Feedback for supervised EPAs was more likely to include areas for improvement or next steps. Qualitative analysis identified two themes: effective feedback for present and future performance with detailed description of performance or targeted advice, and lack of specific guidance for improvement with affirmative statements or non-specific directions., Conclusions: EPAs most often elicited feedback about what is done well without areas or strategies for improvement. Descriptive feedback and tailored advice are ideal, but uncommon. Students and supervisors need guidance on how to optimise feedback through instruction and EPA form design., (© 2024 Association for the Study of Medical Education and John Wiley & Sons Ltd.)

Introduction: The COVID-19 pandemic has had a significant and ongoing impact on health care, particularly for medical radiation science (MRS) professionals. There exist many studies that describe the negative effects of clinical placement restrictions and access to universities on the well-being of all health professional students during the pandemic. There also exists evidence of changes to MRS student teaching and impacts to students and academic clinical educators; however, there exists a paucity of research that investigates how changes have affected the performance of students within the clinical environment and entering the workforce. This study surveyed workplace MRS clinical educators within Australia to gather their perspectives regarding the impact of COVID-19 on student clinical education., Methods: A descriptive study comprising an online structured survey of 44 questions was provided to Medical Imaging and Radiation Therapy Clinical Educators across Australia., Results: A total of 55 survey responses were received. Of note, respondents described heavy reductions to student intake capacity, losses of clinical placement time, a noted theory-practice gap and possibility of sites 'failing to fail' students. Negative impacts to all domains of MRPBA professional capabilities, as well as a perceived unpreparedness to meet the MRPBA capabilities were described. There was general agreement that graduating students will require supportive periods upon entry into the profession., Conclusion: This study highlights the considerable impact of changes to the education and training of MRS students in response to COVID-19. The results pose a real concern for a generation of MRS students affected by the COVID-19 pandemic., (© 2024 The Author(s). Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.)