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Background: Use of ultrasonography has revolutionized diagnosis of musculoskeletal disorders. Until now, few studies have investigated usefulness of a short-period workshop for musculoskeletal ultrasound (MSKUS) education. In this research, we attempted to explore (1) whether the physicians felt it useful to attend this type of courses for improving knowledge of sonoanatomy and scanning skills, (2) if the attendees' perceived confidence in musculoskeletal diagnoses by using ultrasound increased following the program and (3) whether differences existed in perceived usefulness and confidence regrading different sessions of the course., Methods: The target participants of the courses were postgraduate physicians without limitation of their specialties. The attendees' responses to questionnaires before and after the course were reviewed. The workshop contained didactic and practical sessions on 6 major joints in accordance with the scanning protocols of EURO-MUSCULUS/USPRM. The course usefulness and perceived confidence in MSKUS examination were evaluated using a 5-point Likert scale. Data relevant to participants' pre-workshop confidence levels were also analyzed. If any participant attended the course for more than 1 time, only their first survey was used for analysis., Results: The study included 156 participants. The average rating for the course usefulness ranged between 4 (useful) to 5 (very useful). There was no difference in perceived usefulness between the didactic and hands-on practical sessions. Participants' perceived confidence significantly increased after the workshop but appeared to be lowest for evaluation on the hip joint. Previous experience in performing MSKUS (in years) was consistently associated with the level of pre-workshop confidence., Conclusion: A short period ultrasound workshop might be useful regarding making musculoskeletal diagnoses by using ultrasound based on an increase in post-workshop confidence in MSKUS examinations. The perceived confidence of hip scanning was lower than that of other joints after the course, indicating inadequacy of education in hip sonoanatomy and intensity of hand-on practice in the present program. An increase in the faculty-to-student ratio or length of practice in the hip section should be implemented in the future course.

Response to sudden epidemic infectious disease emergencies can demand intensive and specialized training, as demonstrated in 2014 when Ebola virus disease (EVD) rapidly spread throughout West Africa. The medical community quickly became overwhelmed because of limited staff, supplies, and Ebola treatment units (ETUs). Because a mechanism to rapidly increase trained healthcare workers was needed, the US Centers for Disease Control and Prevention developed and implemented an introductory EVD safety training course to prepare US healthcare workers to work in West Africa ETUs. The goal was to teach principles and practices of safely providing patient care and was delivered through lectures, small-group breakout sessions, and practical exercises. During September 2014-March 2015, a total of 570 participants were trained during 16 course sessions. This course quickly increased the number of clinicians who could provide care in West Africa ETUs, showing the feasibility of rapidly developing and implementing training in response to a public health emergency.

Objectives: Challenges in healthcare demand great leadership. In response, leadership training programs have been developed within academic medical centers, business schools, and healthcare organizations; however, we are unaware of any well-developed programs for physicians-in-training., Methods: To address this gap, we developed a two-day leadership development course for chief residents (CRs) at the Cleveland Clinic, framed around the concept of emotional intelligence. This paper describes our five-year experience with the CRs leadership program., Results: Since inception, 105 CRs took the course; 81 (77%) completed before-and-after evaluations. Participants indicated that they had relatively little prior knowledge of the concepts that were presented and that the workshop greatly enhanced their familiarity with leadership competencies. Qualitative analysis of open-ended responses indicated that attendees valued the training, especially in conflict resolution and teamwork, and indicated specific action plans for applying these skills. Furthermore, the workshop spurred some participants to express plans to learn more about leadership competencies., Conclusions: This study extends prior experience in offering an emotional intelligence-based leadership workshop for CRs. Though the program is novel, further research is needed to more fully understand the impact of leadership training for CRs and for the institutions and patients they serve., (© The Royal Australian and New Zealand College of Psychiatrists 2016.)

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Background: Antibiotic resistance is a worldwide health concern that necessitates antibiotic stewardship. Medical students significantly impact future healthcare practices; thus, their trust in antibiotic prescription and administration is crucial. This research aims to assess medical students' levels of confidence and knowledge in these areas before and after exposure to virtual antibiotic stewardship education. Methods: A one-group pretest-posttest design was conducted with medical students from King Saud bin Abdulaziz University for Health Sciences in Jeddah, Saudi Arabia. Participants were enrolled in the WHO-online antibiotic stewardship course. Results: The group's baseline confidence and background knowledge were reported to be lower than what was offered after introducing the virtual course. The McNemar–Bowker test showed a significant difference in students' confidence in pre-course and post-course scores (Z = 20, p < 0.002); the matched paired t-test revealed a significant difference in students' knowledge scores (M = 7.66 verses M = 5.36, Z = 3.54, p = 0.001). In the sample, 70% of the students were unfamiliar with antibiotic stewardship; thus, the analysis revealed a significant difference in their familiarity before and after enrolling in the online course (30 vs. 100, p < 0.001). Conclusion: Medical students experience low confidence in the safe practice of the antibiotic stewardship program. The WHO-online antibiotic stewardship course is considered a valuable resource that can be used in a formative medical curriculum. Thus, educators and the academic curriculum must promote practical strategies to minimize antibiotic stewardship literacy and increase antibiotic prescribing and administration quality. Introducing antibiotic stewardship across the medical curriculum and establishing educational courses are some strategies that can be undertaken to ensure that future doctors are well-educated in the principles and practices of the appropriate use of antibiotic stewardship. [ABSTRACT FROM AUTHOR]

The needs of individuals are increasing and diversifying in the rapidly changing world. Individuals cannot continue their lives in society through the only theoretical knowledge, and they also use the skills they have gained. In this regard, the social studies course has an important function in terms of where and how the skills will be used. The fact that the nature of the social studies course is a course in which the theoretical and practical information that prepares students for life are provided, has made it important to teach the skills in the social studies course compared to other courses. In this study, the skills included in the social studies course curriculum in Turkey were examined. In the study, it was observed that the skills were not directly included in the curriculum implemented until 2005. Therefore, the study was limited to the skills included in the social studies course curriculum implemented since 2005. In this study in the case study design, document analysis was applied, and the findings were subjected to descriptive analysis. Thus, it is purposed to reveal the change and transformation by determining the skills added and removed in the social studies course curriculum. [ABSTRACT FROM AUTHOR]

Abstract With the advent of high-throughput genome sequencing, bioinformatics training has become essential for research in evolutionary biology and related fields. However, individual research groups are often not in the position to teach students about the most up-to-date methodology in the field. To fill this gap, extended bioinformatics courses have been developed by various institutions and provide intense training over the course of two or more weeks. Here, we describe our experience with the organization of a course in one of the longest-running extended bioinformatics series of workshops, the Evomics Workshop on Population and Speciation Genomics that takes place biennially in the UNESCO world heritage town of Český Krumlov, Czech Republic. We list the key ingredients that make this workshop successful in our view, explain the routine for workshop organization that we have optimized over the years, and describe the most important lessons that we have learned from it. We report the results of a survey conducted among past workshop participants that quantifies measures of effective teaching and provide examples of how the workshop setting has led to the cross-fertilisation of ideas and ultimately scientific progress. We expect that our account may be useful for other groups aiming to set up their own extended bioinformatics courses.

Abstract Background The aims of this article are to assess dental students’ knowledge about herbal medicine usage and the potential benefits and side effects, and to conduct a short course about herbal medicine. Methods All fourth-year pre-doctoral students were invited to participate in a herbal medicine course as a test while the sixth-year students were the control group. A survey was tested for validity and reliability. It comprised of 16 multiple choice questions was given before the course and one month after the course. The sum score of knowledge for each participant was calcuated based on the ability to identify the use of herbs in dentistry with high-quality evidence (correct answer) or total answer for periodontal disease and caries. Results The response rate for completing the study was 112 fourth-year students (73.7%) and 64 sixth-year students (39.0%). More than half of the participants (52.5%) were unsure about the importance of herbal medicine in dentistry. However, the majority also stated that the most common herbs used in dentistry were clove (62.9%), followed by curcuma turmeric (54.7%) and meswak (43.0%). The fourth-year students displayed evidence of a higher overall knowledge score after the course in herbal medicine related to periodontal disease in total and correct answers (mean 4.48 ± 4.13, 3.73 ± 3.31, respectively) compared to before the course (mean 0.84 ± 1.23, 0.74 ± 1.16, respectively) (p-value

The European Union (EU), as well as the entire world, is facing emerging challenges in the cybersecurity domain. Two of the most prominent challenges are citizens' cybersecurity awareness which is the first line of defense against cybersecurity incidents, and the cybersecurity skill gap expected to lead to a future shortage of cybersecurity professionals. This paper presents an effort to combat those issues through the implementation of an intra-European course on cybersecurity awareness. The course engages university students from four EU member states who learn about increasing cybersecurity awareness while practically developing cybersecurity awareness activities for preadolescents. The paper provides an overview of the course and lessons learned from implementing it in international cooperation. The intention is to provide a guide for the development of such courses and outline success factors others can adopt and pitfalls that should be avoided. [ABSTRACT FROM AUTHOR]

With the advent of high-throughput genome sequencing, bioinformatics training has become essential for research in evolutionary biology and related fields. However, individual research groups are often not in the position to teach students about the most up-to-date methodology in the field. To fill this gap, extended bioinformatics courses have been developed by various institutions and provide intense training over the course of two or more weeks. Here, we describe our experience with the organization of a course in one of the longest-running extended bioinformatics series of workshops, the Evomics Workshop on Population and Speciation Genomics that takes place biennially in the UNESCO world heritage town of Český Krumlov, Czech Republic. We list the key ingredients that make this workshop successful in our view, explain the routine for workshop organization that we have optimized over the years, and describe the most important lessons that we have learned from it. We report the results of a survey conducted among past workshop participants that quantifies measures of effective teaching and provide examples of how the workshop setting has led to the cross-fertilisation of ideas and ultimately scientific progress. We expect that our account may be useful for other groups aiming to set up their own extended bioinformatics courses. [ABSTRACT FROM AUTHOR]

• The paradigm shift of precision healthcare requires nurses to be prepared to provide genomics-informed nursing care. • We provided additional evidence that using a validated tool can provide actionable information when designing educational strategies. • The value of our study is that our methodology and results can provide nurse educators with evidence to design tailored genetics and genomics nursing education. This study aimed to investigate the genomics literacy of Finnish and Filipino nursing students as a basis for developing a genomics nursing education course. This is a cross-sectional online survey using the 31-item Genomic Nursing Concept Inventory, IBM SPSS version 27, and item-analysis. A total of 245 nursing students participated in the study; 75% reported that they had not completed any genetics-genomics courses. The GNCI scores ranged from 2 to 31 total correct answers out of a total possible score of 31. The GNCI mean score of the Finnish cohort (9.53; SD = 3.48; 36% correct) was significantly lower compared to the Filipino cohort (16.21; SD = 9.74, 58% correct). These results show that the genomics literacy of nursing students in Finland and the Philippines is weak, particularly in human genome homogeneity and genotype-phenotype association concepts. We recommend designing effective genetic and genomic educational programs and updating the nursing curricula. [ABSTRACT FROM AUTHOR]

Background: The aims of this article are to assess dental students' knowledge about herbal medicine usage and the potential benefits and side effects, and to conduct a short course about herbal medicine. Methods: All fourth-year pre-doctoral students were invited to participate in a herbal medicine course as a test while the sixth-year students were the control group. A survey was tested for validity and reliability. It comprised of 16 multiple choice questions was given before the course and one month after the course. The sum score of knowledge for each participant was calcuated based on the ability to identify the use of herbs in dentistry with high-quality evidence (correct answer) or total answer for periodontal disease and caries. Results: The response rate for completing the study was 112 fourth-year students (73.7%) and 64 sixth-year students (39.0%). More than half of the participants (52.5%) were unsure about the importance of herbal medicine in dentistry. However, the majority also stated that the most common herbs used in dentistry were clove (62.9%), followed by curcuma turmeric (54.7%) and meswak (43.0%). The fourth-year students displayed evidence of a higher overall knowledge score after the course in herbal medicine related to periodontal disease in total and correct answers (mean 4.48 ± 4.13, 3.73 ± 3.31, respectively) compared to before the course (mean 0.84 ± 1.23, 0.74 ± 1.16, respectively) (p-value < 0.001). The post-course periodontal disease total and correct answers were statistically significant between fourth- and sixth-year students. Conclusion: Herbal medicine has a potential positive impact on dentistry. However, these effects are not fully investigated and received full attention in academic institute. This short educational program related to medicinal herbs can improve the knowledge of dental students. This will help increase the awareness about the use and potential side effects of herbal medicine in the dental field. [ABSTRACT FROM AUTHOR]

Abstract To sustain the health of humans, animals, and their shared environment, global advocacy in policy, funding, education, and training in multi‐actor, multi‐domain, and multi‐level collaboration is required. Emerging interdisciplinary concepts such as One Health, Planetary Health, and Eco‐Health (OH/PH/EH) have flagged opportunities to promote health across species; however, there is a lack of understanding about the extent and type of available education and training of professionals working in these disciplines. Therefore, this review aims to identify the ongoing efforts in the pedagogy of imparting OH/PH/EH education across the globe. We conducted a systematic Google database search between August and October 2021. The specific course types covered in this review were limited to degree programs and short courses. All courses using the terms “One Health,” “Planetary Health,” and “Eco health” were included. A descriptive analysis was conducted to understand the distribution of these courses based on the course type, geographic region, mode of delivery, duration, and course fees. A total of 61 courses delivered across the globe were identified in this review. Among these courses, there were three doctoral degrees, 31 master's degrees, two bachelor's degrees, and 25 short courses documented. The majority of the courses were related to OH (n = 43), followed by PH (n = 10), and EH (n = 08). Overall, there are still a limited number of courses or programs offered on OH/PH/EH, especially for PH and EH. There was geographic inequity as the reviewed courses were centered around the European region. There were also differences in the mode of delivery, as there was a preference for online delivery of courses, and many of them were diploma or certificate courses. Acknowledging the essence of these frameworks in tackling real‐world issues, OH/PH/EH education should be made more available in higher education to help mould OH/PH/EH‐oriented professionals.

Introduction: The study aimed to evaluate the consequences of introducing online modalities for emergency remote teaching during the coronavirus disease 2019 pandemic, on students' learning satisfaction in the endodontic preclinical course and their performance in the summative examination. Materials and Methods: On completion of the preclinical endodontic course, 39 students were E-mailed an online questionnaire investigating their overall satisfaction with online modalities used for emergency remote teaching. They were requested to evaluate their satisfaction with three methods of lecture delivery: conventional face to face, online synchronized and online asynchronized, in terms of comprehension and retention of knowledge, communication with the lecturer, time convenience, Internet or technical support, transportation for face-to-face lectures, and stress-free learning. Students' scores were compared to scores of students who took the course before the pandemic and received only conventional face-to-face teaching. Data were statistically analyzed. Results: A response rate of 100% showed that 87% of the students were satisfied with the online modalities used for emergency remote teaching. Students were significantly less satisfied with online-asynchronized lectures in terms of communication with the lecturer (P < 0.001) and with online-synchronized lectures in terms of time convenience (P < 0.001). The students' examination performance was not affected by shifting to emergency remote teaching (P = 0.076). Conclusion: Dental students were satisfied with online modalities used for emergency remote teaching in the preclinical endodontic course and their academic performance was not adversely affected.

The enduring success of the European Course in Pediatric Neurosurgery, established 36 years ago by Maurice Choux, Concezio Di Rocco, and Karl Hovind, who organized it for the first time in Marseille, France in 1986, has motivated the propagation of similar courses in the Americas and Asia-Pacific regions. This project was strongly encouraged and endorsed by the World Federation of Neurological Surgeons (WFNS), European Society for Pediatric Neurosurgery (ESPN), International Society for Pediatric Neurosurgery (ISPN) and the local pediatric institutions and leaders [1]. The aim of this course is to promote the development of pediatric neurosurgery through the education and training of residents and practicing neurosurgeons [2]. Designed to cover the major fields in pediatric neurosurgery, the scientific program is divided into annual courses over a 3-year cycle, with each annual course based on a 4-day program divided in morning sessions comprising lectures and case discussions, as well as afternoon sessions with lectures, videos, “hands-on”, and “solve a case” sessions. During the course, a transfer of expertise between teachers, regarded as leading experts in their scientific field, and trainees is actively promoted and encouraged. The atmosphere of this course is informal and the number of trainees is thus limited in order to further promote open discussions and the development of collegiality relationships. An official certificate of completion is awarded to those who attend the full cycle of courses (three parts). The first Latin American Course in Pediatric Neurosurgery (LACPN) was held in Florianopolis, Brazil in March 2004, organized by Helio Machado and Ricardo Santos de Oliveira (3). Following the astonishing success of the first course, the second course moved to Puerto Iguazu, Argentina (2005), and the third to Mangaratiba in Rio de Janeiro, Brazil (2006). The second cycle was held in Natal, Brazil (2007), Cordoba in Argentina (2008), and Campos do Jordao, Brazil (2009). The third cycle started in Pirenopolis, Brazil (2010) and moved to Puerto Vallarta, Mexico (2011), and Buenos Aires (2012). In 2013, we celebrated the tenth anniversary of our LACPN. The course was held in Imbassai, Bahia, Brazil. After a pause, the LACPN restarted the fourth cycle in 2016, in Guaruja, then in 2018 in Lagoa Santa, and 2022 in Fortaleza. This cycle was done entirely in Brazil, and in 2020 the LACPN was recognize as an official course of the Brazilian Society for Pediatric Neurosurgery (SBNPed). Over the past 18 years of LACPC more than 310 different trainees (from Brazil, Argentina, Chile, Colombia, Uruguay, Mexico, Venezuela, Bolivia, Cuba, and others) and 72 faculty invitees (from Brazil, Argentina, Chile, Mexico, USA, France, Italy, Costa Rica, Colombia, Turkish, Singapore, Spain, UK, and Australia) have attended the course. The aim of the course is to have in each of the three regions (Europe, Latin-America, and Asia-Pacific) the same series of lectures and workshops, conducted in the same language, with the same organizational frame. Through the promotion of the course worldwide, we hope to build a common spirit among neurosurgeons with pediatric interests, fostering the development of confidence, collaboration, and progress. The LACPN is unique and different course. The course has ratings of over 80% in scientific programming, enabling an immersion in pediatric neurosurgery. The 5th cycle will begin in 2024 Argentina (Tigres), near Buenos Aires and then in Rio de Janeiro (2026). Be part of LACPN!

This paper presents and examines the students’ present situation analysis of mechanical engineering. In order to investigate present situation analysis, the data is collected through questionnaires of present situation analysis are distributed to the students of mechanical engineering study program with the total 111 students. A qualitiative with descriptive research method is adopted for this evaluation study. The results generated by PSA questionnaire is shown that the students learning input including listening input, speaking input, reading input, and writing input. Based on the findings, most of the students’ proficiency levels at beginner category. Regarding listening input, the students’ preferences input for listening used authentic materials and the topic preferences of students were about daily routines. Speaking input, most of the students’ input for speaking preferred monologue and dialogue with new vocabularies list and phonetic transcription with the desired topic for speaking input that was mechanical engineering field. Reading input, students’ preferences for reading input were authentic materials closely related to daily life with the topics desired for reading input was daily routines. Writing input, the students preferred to the explaination of the structures of the text related to the topics with the length of words was 100 – 150 words.

Background: Treatment of pelvic floor disorders is important due to the increasing number of these diseases and is one of the multidisciplinary therapies that should be performed with respect to the role of each group in the treatment. Physiotherapy not included in bachelor physiotherapy curriculum. Therefore, introducing students to pelvic floor physiotherapy as part of an independent training unit was designed and implemented. Findings: 84% of students expressed their satisfaction with this course and 100% of professors found it necessary and suggested to be included in the physiotherapy curriculum.

Abstract Background This study aims to ascertain whether (1) an educational program is sufficient to achieve adequate Diaphragm Ultrasound (DUS) assessments on healthy volunteers and (2) combining a video tutorial with a practical session is more effective in making learners capable to obtain accurate DUS measurements, as opposed to sole video tutorial. Results We enrolledstep 1: 172 volunteers naïve to ultrasound. After watching a video tutorial, a questionnaire was administered and considered to be passed when at least 70% of the questions were correctly answered. Course participants who passed the theoretical test were randomized to either intervention or control group. Learners randomized to the interventional group underwent to a practical training, tutored by an expert, before accessing DUS examination. Participants randomized to the control group directly accessed DUS examination, without any practical training. DUS measurements by learners and tutors were recorded and checked for accuracy, according to predefined criteria. Detection of both acoustic windows and accurate DUS assessment was achieved by 83.7% learners of the intervention group while 3.5% only among controls (p

Abstract Background Use of ultrasonography has revolutionized diagnosis of musculoskeletal disorders. Until now, few studies have investigated usefulness of a short-period workshop for musculoskeletal ultrasound (MSKUS) education. In this research, we attempted to explore (1) whether the physicians felt it useful to attend this type of courses for improving knowledge of sonoanatomy and scanning skills, (2) if the attendees’ perceived confidence in musculoskeletal diagnoses by using ultrasound increased following the program and (3) whether differences existed in perceived usefulness and confidence regrading different sessions of the course. Methods The target participants of the courses were postgraduate physicians without limitation of their specialties. The attendees’ responses to questionnaires before and after the course were reviewed. The workshop contained didactic and practical sessions on 6 major joints in accordance with the scanning protocols of EURO-MUSCULUS/USPRM. The course usefulness and perceived confidence in MSKUS examination were evaluated using a 5-point Likert scale. Data relevant to participants’ pre-workshop confidence levels were also analyzed. If any participant attended the course for more than 1 time, only their first survey was used for analysis. Results The study included 156 participants. The average rating for the course usefulness ranged between 4 (useful) to 5 (very useful). There was no difference in perceived usefulness between the didactic and hands-on practical sessions. Participants’ perceived confidence significantly increased after the workshop but appeared to be lowest for evaluation on the hip joint. Previous experience in performing MSKUS (in years) was consistently associated with the level of pre-workshop confidence. Conclusion A short period ultrasound workshop might be useful regarding making musculoskeletal diagnoses by using ultrasound based on an increase in post-workshop confidence in MSKUS examinations. The perceived confidence of hip scanning was lower than that of other joints after the course, indicating inadequacy of education in hip sonoanatomy and intensity of hand-on practice in the present program. An increase in the faculty-to-student ratio or length of practice in the hip section should be implemented in the future course.

Background: Medical thoracoscopy (MT) is an important procedure in the management of patients with pleural diseases. Objectives: We designed a survey to explore whether the participants of our courses implement MT at their hospital after attending the course as no real-life data exist. Methods: We distributed by e-mail a questionnaire to the participants of the courses. The questionnaire included general information about the participants, the precourse experience on MT, the postcourse implementation of the technique, and the reasons for failure. Results: Responses were obtained from 104 of 324 (32.3%) identified emails. Responders were males (76%), seniors (59.7%), respiratory physicians (91.3%), working in a public/university hospital (78.8%), and mostly beginners (65.3%) from 41 countries. Following the course, 58.6% of responders either created or modified a MT program in their workplace. The reasons for not performing MT before the course were as follows: patients' referral to a thoracic surgeon, not enough training, lack of funding, department understaffed, and refusal by the hospital/department. Overall, these reasons were significantly decreased (p = 0.002) after the course. Conclusions: Real-life data of our survey suggest that more than half of the responders have implemented the technique or modified their practice according to the skills they got from the course. [ABSTRACT FROM AUTHOR]

Purpose There is a growing need for specialty pharmacy leaders within integrated delivery networks (IDNs). Traditional training for students and residents has not met the demand for pharmacy leaders in this space. This article describes the partnership between UW Health (UWH) and the University of Wisconsin School of Pharmacy (UWSOP) in developing a specialty pharmacy elective course at UWSOP and in creating a postgraduate residency training program at UWH. Future directions for the partnership are discussed. Summary Members of the leaderships of UWH and UWSOP met to discuss expanding coursework related to specialty pharmacy business fundamentals at UWSOP. This meeting led to the development of a 2-credit elective course beginning in spring 2017. The course focused on marketplace economics, channel strategies, and specialty pharmacy practice development. Additionally, UWH identified the need to provide postgraduate training to meet the increasing demand across IDNs for specialty pharmacy leaders. The residency program was initiated in 2013 and received accreditation in 2016. The residency provides experience in specialty pharmacy leadership, managed care, finance, the revenue cycle, accreditation, and the supply chain. Future partnership opportunities include creation of a longitudinal student pharmacist track and joint project coordination between UWSOP students and UWH residents. Conclusion This partnership has provided a pathway for students to gain expertise in specialty pharmacy business fundamentals as well as postgraduate training opportunities for future specialty pharmacy leaders. IDN and school of pharmacy partnerships can expand educational opportunities for future specialty pharmacy leaders and help fulfill the market gap in specialty pharmacy leaders. [ABSTRACT FROM AUTHOR]

In 2016, the American Academy of Pediatrics Section on Orthopaedics established an annual Musculoskeletal (MSK) Boot Camp course to fill the gaps in MSK knowledge, performance, and outcomes for pediatricians and primary care doctors. A standardized one-day curriculum of key MSK topics was developed including short lectures, hands-on workshops, debates, live webinars, and Q&A sessions. A survey was created to evaluate attendee confidence related to diagnosing 20 common MSK conditions in children and adolescents at the beginning and end of the course. Confidence in diagnosing the conditions was gauged using a 6-point Likert-type scale. A two-sample t test was used to compare overall confidence score pre- and post-seminar. In addition, each subtopic was analyzed. The average pre-seminar confidence score was 3.92 versus 4.86 post-seminar. All categories demonstrated a statistically increased confidence score post-seminar (P <.0001). Live MSK continuing education for pediatricians is effective in improving confidence in clinical practice. [ABSTRACT FROM AUTHOR]

Introduction: Medical student involvement opportunities and educational experiences with surgical residents during medical school have been shown to increase the chance of students deciding to specialize in surgical specialties. This study aims to determine the effect of a neurosurgery elective during the second preclinical year on student interest and opinion of neurosurgery. Methods: Thirty-nine students completed opinion-based surveys and factual knowledge quizzes during a neurosurgical elective course over 3 iterations, which included lecture and skills lab instruction. Pre- and post-course surveys used the Likert scale, with a score of 1 corresponding to the most negative opinion and a score of 10 corresponding to the most positive opinion, in order to measure various aspects including interest in neurological surgery, understanding of the field, and perception of female inclusion in the field. Weekly pre- and post-lecture quizzes assessed practical knowledge of neurosurgical topics. Results: A higher percentage of students rated neurosurgery highly as a career possibility (⩾8/10 interest level) post-course (58.6%) compared to pre-course (45.7%). Post-course, students reported a significantly increased mean understanding of neurosurgery on the Likert scale compared to pre-course (6.1 ± 1.7 vs 4.4 ± 2.0; P =.001). Knowledge based-content assessment revealed a significant increase in overall correct answers after lectures (meanpre = 3.85, meanpost = 5.05, P =.001). Inclusion of female instructors in the second and third iteration of the course resulted in a significant increase in students' perception of female inclusion in the field of neurosurgery (7.6 compared to 5.6, P =.01). Conclusions: Early exposure to subspecialties may assist in making important career decisions. The implementation of this neurosurgical elective improved medical students' perception of the field and enhanced knowledge of the lectures and procedures. This study can be used as a framework for implementation of this curriculum at other institutions. [ABSTRACT FROM AUTHOR]

Laboratory-based cadaveric training is essential for the development and refinement of neurosurgical technical skills in the operating room and has become an integral training component around the world. Postresidency fellowship—the first pillar of skull base surgery training—includes both hands-on clinical care and surgery supervised by an experienced skull base surgeon. Time is spent in a skull base laboratory practicing approaches and developing anatomic mastery. The second pillar includes formal skull-base courses—institutional dissection laboratories provide continuous anatomic and surgical education while complementary annual or semiannual cadaver courses gather recognized experts to share their knowledge and experience in an essential 2- to 3-day setting. In this paper, we present the history of the longest running annual skull-base cadaver microsurgical course, which was started by Dr. Ossama Al-Mefty: Annual Surgical Approaches to the Skull Base Course. At the Microscopic and Endoscopic Hands-on Cadaver Workshop, held in St. Louis, Missouri, we celebrated its 30th anniversary in April 2019. We also present the impact this course has had on neurosurgery and skull base surgery and on the professional and scientific developments of its participants in particular. [ABSTRACT FROM AUTHOR]

Background: Injuries remain an important public health concern, resulting in considerable annual morbidity and mortality. In low- and middle-income countries (LMICs), the lack of appropriate infrastructure, equipment and skilled personnel compound the burden of injury, leading to higher mortality rates. As Advanced Trauma Life Support (ATLS) courses remain uneconomical and inappropriate in LMICs, the Primary Trauma Care (PTC) course was introduced to provide an alternative that is both sustainable and appropriate to local resources.Methods: A systematic review was performed in May 2019, utilising MEDLINE, EMBASE, Cochrane Library and Google Scholar. All studies reporting patient related outcomes (mortality and morbidity rates) and course participant related outcomes (knowledge, confidence and skills) in LMICs were included. PRISMA guidelines were adhered to throughout.Results: Nine observational studies were identified (Level 3 evidence). Six studies reported improved knowledge in injury management post-PTC course (p < 0.05). Two studies reported improvements in confidence (p < 0.05) and one on skill attainment (p < 0.0001). One study reported a reduction in mortality rates post-PTC course (p < 0.01).Conclusion: Departmental, institutional and personal improvements may occur in clinical practice as a result of formal PTC training of trauma team members in LMICs. Further high-quality research is needed to evaluate this course's effects on observed change in clinical practice and patient outcomes. This may require long-term observational and epidemiological studies to assess improvements in morbidity and mortality. PROSPERO Registration Number: CRD42019133986. [ABSTRACT FROM AUTHOR]

Background: General physicians play a significant role in the health management of crises. In order to enhance the knowledge and skills of medical students on how to address health-related issues in crises and to promote their ability to manage and deal with such crises after graduation, appropriate training is necessary. Methods: Applying the Delphi method, 103 experts with field experience in health management and crises were invited to participate in the study. The Delphi study provided aggregation of the opinions and extracted the topics. Conventional content analysis was used to make sense of qualitative data gathered during the study. Results: Among the feedback (n = 66) obtained in the first round, a primary list was extracted including 27 topics and 97 single items. Nineteen major topics, encompassing 97 items, were finally determined in the subsequent rounds. The participants agreed to teach this course at the beginning the internship period via different methods of instruction. Conclusion: This study indicated that health management in crises is important and must be taught in medicine. This study provided a blueprint and an educational rationale as well as contents and structure of a course on health management in crisis to be delivered in undergraduate medical education.

There is an urgent need to improve access to safe surgical and anaesthetic care for children living in many low- and middle-income countries. Providing quality training for healthcare workers is a key component of achieving this. The 3-day Safer Anaesthesia from Education (SAFE)® paediatric anaesthesia course was developed to address the specific skills and knowledge required in this field. We undertook a project to expand this course across five East and Central African countries (Ethiopia, Kenya, Malawi, Uganda and Zambia) and train local faculty. This study reports the outcomes from course evaluation data, exploring the impact on knowledge, skills and behaviour change in participants. Eleven courses were conducted in a 15-month period, with 381 participants attending. Fifty-nine new faculty members were trained. Knowledge scores (0-50 scale) increased significantly from mean (SD) 37.5 (4.7) pre-course to 43.2 (3.5) post-course (p < 0.0001). Skills scores (0-10 scale) increased significantly from 5.7 (2.0) pre-course to 8.0 (1.5) post-course (p < 0.0001). One hundred and twenty-six participants in Malawi, Uganda and Zambia were visited in their workplace 3-6 months later. Knowledge and skills were maintained at follow-up, with scores of 41.5 (5.0) and 8.3 (1.4), respectively (p < 0.0001 compared with pre-course scores). Content analysis from interviews with these participants highlighted positive behaviour changes in the areas of preparation, peri-operative care, resuscitation, management of the sick child, communication and teaching. This study indicates that the SAFE paediatric anaesthesia course is an effective way to deliver training, and could be used to help strengthen emergency and essential surgical care for children as a component of universal health coverage. [ABSTRACT FROM AUTHOR]

Purpose: In support of the sustainable development of our societies, future engineers should have elementary knowledge in sustainability assessment and use of life cycle assessment. Publications on pedagogical experience with teaching life cycle assessment (LCA) in high-level education are however scarce. Here, we describe and discuss 20 years of experience in teaching LCA at MSc level in an engineering university with the ambition to share our insights and inspire teaching of LCA as part of a university curriculum.Methods: We detail the design of an LCA course taught at the Technical University of Denmark since 1997. The course structure relies on (i) a structured combination of theoretical teaching, practical assignments and hands-on practice on LCA case studies, and (ii) the conduct of real-life LCA case studies in collaboration with companies or other organisations. Through the semester-long duration of the course, students from different engineering backgrounds perform full-fledged LCA studies in groups, passing through two iterations—a screening LCA supporting a more targeted LCA.Results and discussion: The course design, which relies on a learning-by-doing principle, is transparently described to inspire LCA teachers among the readers. Historical evolution and statistics about the course, including its 192 case studies run in collaboration with 105 companies and institutions, are analysed and serve as basis to discuss the benefits and challenges of its different components, such as the theory acquisition, the assignment work, the LCA software learning, the conduct of case studies, the merits of industrial collaborations and grading approaches.Conclusions: We demonstrate the win-win situation created by the setting of the course, in which the students are actively engaged and learn efficiently how to perform an LCA while the collaborating companies often get useful insights into their analysed case studies. The course can also be an eye opener for companies unfamiliar with LCA, who get introduced to life cycle thinking and the potential benefits of LCA. We have no hesitation in recommending industries and LCA teachers to engage into such collaborations even in the fundamental teaching of LCA techniques. [ABSTRACT FROM AUTHOR]

Abstract Background Nursing students' attitudes related to health care teams in the context of interprofessional education (IPE) and the impact of these attitudes on IPE and future practice are not fully understood. Purpose The current study assesses baccalaureate nursing students' attitudes toward health care teams and evaluates if these attitudes have changed after completion of a nursing course focusing on health care systems from an interprofessional perspective. Method A convenience sample of 116 undergraduate nursing students in a required interprofessionally-focused course was invited to participate. The Attitudes Toward Health Care Teams Scale Quality of Care subscale (ATHCT-QC) and Team Understanding Scale (TUS) were employed via a pretest-posttest design. Paired samples t -tests were conducted to compare mean scores. Results Ninety-five respondents (81.8%) voluntarily participated at the beginning and conclusion of the course. Conclusions There were no significant differences between pretest-posttest attitudes toward interprofessional health care teams. Nurse educators must create and evaluate innovative IPE interventions to enhance students' preparedness to be effective interprofessional health care team members. Highlights • BSN students must be able to function in collaborative health care teams. • Attitudes toward health care teams may influence interprofessional practice. • BSN students' pre-post attitudes did not statistically change during this study. • Education innovations must prepare BSN students for interprofessional practice. [ABSTRACT FROM AUTHOR]

Many pharmacists report they lack nutritional knowledge and believe the best time to educate pharmacists about nutrition is during pharmacy school. Purpose: This study was conducted to determine if today’s pharmacy students receive education in nutrition and if they realize the importance of a nutrition course. Methods: Ninety-five pharmacy students attending pharmacy school were surveyed in two pharmacy schools in the United States. Results: The survey showed only 13.7% received nutrition education and 82.9% of students believed nutrition education should be incorporated into the pharmacy degree curriculum. When the pharmacy-related experience was taken into account, 73.3% of students believed that a nutrition course should be incorporated into the curriculum. Conclusion: This study suggests that pharmacy students from two major universities in Alabama and Illinois realize the importance of nutrition education and believe a nutrition course should be incorporated into the pharmacy degree curriculum.

The decline in undergraduate teaching in plastic surgery may affect student's decisions to pursue a career in the speciality and junior doctors may be insufficiently prepared for plastic surgery rotations during foundation or core surgical training. To address this issue, we have developed a one-day Basic Surgical Skills and Principles in Plastic Surgery Course designed to provide medical students with the relevant skills and knowledge required for placements in plastic surgery as junior doctors. A pre- and post-course questionnaire was used to record self-assessment of confidence in various domains. Our results show that students were significantly less confident in starting foundation training rotations in plastic surgery (mean 3.59, SD 1.56) compared with general surgery (mean 5.75, SD 1.95) (p

Since the Four‐Dimensional Ecology Education (4DEE) framework was endorsed in the fall of 2018 by the ESA Governing Board, activities of the nine‐member 4DEE Subcommittee have focused on developing a self‐assessment rubric, a guide for assessing student learning, support for majors and non‐majors courses, and a comprehensive report. Together, these resources will advance implementation of the 4DEE framework. The subcommittee is also planning to form communities of practice and host online conversations in support of education innovation by all members of the ecological community. [ABSTRACT FROM AUTHOR]

The article discusses developments in the motion picture industry in Hong Kong. Topics mentioned include the role of globalization, the analysis of the culture, sociopolitical, geographical, and economic conditions in the country, and the advantages of the accessibility of online course about Hong Kong films.

The article introduces the experience of creating, teaching and evaluating the SAP at the Faculty of Social and Economic Studies, Jan Evangelista Purkyně University Ústí nad Labem, Czech Republic. The first year lead to several discoveries, the course, Introduction to SAP, should be mainly practically oriented. The lessons should respect the different nature, skills, and year of study of students. Also, the separation of Master's and Bachelor's levels should be suggested in the future. The language barrier was identified (mainly with part-time students) and quick assistance to students who have problems with given tasks should be provided. [ABSTRACT FROM AUTHOR]

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The concept of formation in the field of education seems to have a system of earlier and later approaches. In this context, the history of present Turkish Education System has also found meaningful. In order to explain how education system has developed from the past to present, it is useful to see the education system as the most important function in transferring the existing culture for the growth of future generations. All educational systems run by various groups, except for Enderun School, were connected to a system and a contemporary education system was evolved to provide government supervision. In addition, on realization of importance of education in development activities, Ottoman Empire started to focus on innovations in education systems. At the end of 1800s and beginning of 1900s, efforts were made to develop Ottoman Educaton System on permanent basis by using material equipments for learning which had associated to permanent change in educational behavior. It is observed that the state continued efforts to enhance efficiency of educational institutions till the state was powerless and weak during its last periods. Moreover, the evaluation of historical documents revealed that there was a check on study material by the state in the educational institutions. In other words, it was not allowed to teach a book until it is recommended by the state, hence some books were taken out from school. Another important point revealed during anlysis was related to women' education. Women's education gained importance parallel to view that every citizen must have educational opportunity. [ABSTRACT FROM AUTHOR]

The typical North American curriculum of a lesser-taught Slavic language implicitly relies on the legacy of Johann Gottfried von Herder's interpretation that language in and of itself contains national (ethnic) culture. At the same time, enrolments are dwindling even in courses in the most commonly taught Slavic languages. Millennials' understandable focus on the practicality of the courses they take make it unlikely for the lesser-taught languages to survive the slump. On the other hand, foreign culture courses are appearing to hold their ground more successfully. Slavic departments may reconsider Herder's dictum as they try to maintain or establish programs in lesser-taught languages and cultures. [ABSTRACT FROM AUTHOR]

On planning the economic course of a country, it is necessary to invest in science, technology and education, due to contribute to produce human resources oriented to an optimal development. So, the establishment of public policies by the government with the contribution of related actors creating a social network between both is important to optimize such process. Networks related to public policies formulation in the Science and Technology Committee in the Costa Rican Congress and its relationship with related actors were analyzed due to verify if their approach have a significant impact in Costa Rican society. Closeness between the government and different groups, and a short point of view in the proposals given by related actors were found. We concluded, that there is a weak relationship and a limited coordination between the main actors related with Science, Technology and Education in Costa Rica. [ABSTRACT FROM AUTHOR]