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Background: Peer assisted learning (PAL) has become increasingly popular in higher education, and a range of benefits have been reported for students. However, there is scant knowledge on PAL study groups in physiotherapy undergraduate training. Objectives: This study aimed to generate in-depth knowledge about the experiences of PAL study groups from the perspective of physiotherapy students. Methods: We conducted focus group interviews with 15 first-semester students who had attended PAL study groups, and 8 third-semester students who had been PAL leaders. The interviews were analyzed using an inductive, thematic analysis. Results: Four main themes were generated: 1) An overwhelming transition – Eased by PAL study groups; 2) The significant role model – Creating safe learning environments; 3) Building a bridge between theory and practice through scaffolding; and 4) Time to mature and filtered knowledge. Conclusion: Overall, we found that PAL study groups formed an important community of practice, and that the PAL leaders became important role models, providing academic, social, and emotional support. Students learning from students in PAL study groups seemed beneficial to bridge theory and practice. Our findings support the implementation of PAL study groups as a supplement to formal teaching and suggest that PAL aids students' transition to the university environment. [ABSTRACT FROM AUTHOR]

Background: Health Education England (HEE) and the Royal College of Speech and Language Therapists (RCSLT) have identified the need to increase placement capacity. Speech and language therapy is a shortage profession in the UK, so services need to consider innovative placement models to increase their placement offers without increasing the time burden on speech and language therapists (SLTs). Aims: To increase capacity for pre‐registration practice‐based learning by using peer‐assisted learning (PAL) in a group model of student placement to enable student‐led service delivery which provides high standards of clinical care and student experience and is an efficient use of SLT time. Methods & Procedures: A paediatric speech and language therapy service hosted eight student speech and language therapists (SSLTs) for their final pre‐registration placement. SSLTs completed pre‐ and post‐placement confidence ratings for a range of clinical skills; SSLTs and SLTs rated how useful different types of support were, and education settings provided feedback about working with the SSLTs. The number of clinical sessions completed by the SSLTs and the percentage of outcomes achieved for children with speech, language and communication needs were calculated. SLTs completed time‐trackers for placement‐related activities. Outcomes & Results: The impact of the placements was assessed using a tri‐vector methodology consisting of: self‐reporting by the student (using an evaluation form), feedback from the placement sites (schools) and analysis of targets set for individual children. SSLTs reported increased confidence in all clinical areas in their post‐placement evaluation form. SLTs reported increased confidence in SSLTs working independently and an increase in the perceived benefit to the service for having SSLTs in comparison with the time invested in supporting SSLTs. SSLTs and SLTs found all types of support provided during the placement useful. Schools reported high levels of satisfaction for working with SSLTs. SSLTs completed more clinical sessions than an SLT would have been able to in the time SLTs invested in placement‐related activities. Children achieved 60% of the targets set by SSLTs. Conclusions & Implications: This placement model increased the capacity for SSLT placements by using PAL in a group model of student placement to enable student‐led service delivery. The model provided high standards of clinical care and student experience and was an efficient use of SLT time. Wider use of this placement model would increase placement capacity and could also address vacancies in services. WHAT THIS PAPER ADDS: What is already known on the subject: SSLTs and SLTs are positive about the benefits of paired placements in comparison with individual placements. Other allied health professions have demonstrated that larger placements can be an effective way to support students and have used students to deliver student‐led services. What this study adds to existing knowledge: This paper is the first to look at whether PAL in a group model of student placements can be used in speech and language therapy to enable student‐led service delivery which provides high standards of clinical care, maintains high standards of student experience and is an efficient use of SLT time. What are the potential or actual clinical implications of this work?: This paper demonstrates that PAL can be used effectively in a group model of student placements in a paediatric SLT service to increase student capacity and enable student‐led service delivery. The proposed placement model provides a high‐quality placement for SSLTs and the children they work with, and is also an efficient use of SLT time. [ABSTRACT FROM AUTHOR]

Introduction: There is a paucity of research on conducting written formative assessment with constructive feedback for theory paper writing for postgraduates of Community Medicine in India. The concept of "Written Formative assessments with Peer-Assisted Learning Program" was implemented to improve the first 2 levels of Miller's Pyramid and assess its impact on the summative assessment. Materials and Methods: The program was conducted for 2 batches of postgraduate students in the Community Medicine enrolled for the academic session of 2016–2019 and 2017–2020. The written formative assessment was conducted every Saturday for 1 h from August to March month in 2018 and 2019. After each test, answer papers were evaluated by the peer and faculty from the department. Written and oral feedback was given by the peer. After IEC approval, we planned to assess the program's effect on level 1 and level 2 Kirkpatrick's framework. The data were analyzed using SPSS statistical package version 24 (SPSS Inc., Chicago, IL, USA). P < 0.05 was considered statistically significant. Results: Total 23 formative written assessments were conducted per year. The proportions of knowledge, comprehension, and analytical type of questions asked were 47%, 32%, and 21%, respectively. The mean attendance rate was 76.28% ±16.4%. There was no statistically significant difference in the average percentage of marks in formative (weekly test) and summative assessment (university final examination). There was a statistically significant positive co-relation of projected mean marks and summative assessment marks with the co-efficient of the determination being 22.6%. There was overall positive feedback of the formative and peer-assisted learning (PAL) from post graduate students. Conclusions: Written Formative Assessment with PAL program is one of the effective programs for postgraduate students to gain confidence in writing and presentation skills and to score higher in theory examination. [ABSTRACT FROM AUTHOR]

Context: Peer-assisted learning (PAL) has been shown to benefit students across educational levels. Current research has investigated perceptions of PAL, postgraduate impact, as well as prevalence. This study investigated athletic training students' perceptions of an intentional PAL pedagogy on both the peer-student and peer-tutor. In this study, the peer-tutors had training prior to implementation. Objective: To explore athletic training students' perceptions of an intentional PAL pedagogy. Design: Qualitative study using a phenomenological approach. Setting: Focus group interviews with professional undergraduate athletic training students. Patients or Other Participants: Eleven athletic training students from 1 accredited athletic training program volunteered for this study. Five students (4 females, 1 male) serving as peer-tutors and 6 (5 females, 1 male) peer-students participated in focus group interviews in spring term 2015. The peer-tutors completed training prior to tutoring the peer-students. Main Outcome Measure(s): Focus group interviews were conducted with a structured interview protocol. The peer-student and peer-tutor groups were asked separate questions. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation. Results: Themes indicated that both peer-students and peer-tutors perceived that, through PAL, they collaborated, built relationships, gained confidence, were exposed to varied techniques, and the PAL pedagogy served as a way to review and practice, which changed their clinical educational experiences. Peer-tutors developed skills in leadership and teaching through their PAL experience. Conclusions: Evidence demonstrated that PAL created a learning environment in the student's clinical educational experiences that involved collaboration, relationships, confidence building, and more time for review and practice. [ABSTRACT FROM AUTHOR]

Background: The benefits of early patient mobility in the hospital environment has been well established. This article highlights an interactive peer-assisted learning (PAL) mobility laboratory. Physical therapy (PT) students taught patient mobility skills to nursing students, with the goal of enhancing mobility knowledge and improved understanding of the two disciplines' roles and responsibilities. Method: The students were divided into 10 groups, with six nursing and three PT students in each group; each group rotated through the 10 mobility stations every 20 minutes. After completing all stations, the nursing students reviewed a case scenario requiring application of the recently learned knowledge and skills. Results: Analysis revealed that the nursing students demonstrated significant improvement in overall knowledge of safe patient mobility, as well as improved confidence in the instruction of safe patient mobility. Conclusion: Both groups reported that the PAL strategy was successful in achieving the intended goals of improved interprofessional understanding. [ABSTRACT FROM AUTHOR]

Objective. This study addressed whether medical students using peer-assisted learning (PAL) can deliver training comparable with didactic teaching provided by a specialist. Methods. Twelve senior students were trained in PAL and the gait, arms, legs, spine (GALS) screening technique for musculoskeletal system (MSS) examination. The students recruited and trained 45 year-2 students in the use of GALS. Nineteen students were recruited by a physiotherapist for GALS training tutorials. Trainee responses were compared by analysis of pre/post training confidence (using 100 mm visual analogue scale), course experience questionnaires (using a 5-point Likert scale) including free text comments, and in end of year examinations. Results. Trainee confidence increased after PAL training from 3.7 to 89.9 (P < 0.0001). There were no significant differences in confidence levels from student trainees after PAL when compared with expert-led teaching. Results from course experience questionnaires demonstrated benefits in all parameters investigated with all students recommending PAL training. No differences between PAL and expert-led training were observed. Free-text comments showed that PAL-trained students perceived that this learning technique has potential to be applied to other areas of training, an observation not raised by expert-trained students. Examination results revealed that PAL-trained and expert-tutored students were respectively, 1.4 and 1.3 times more likely to pass the MSS examination, when compared with students undertaking standard training (P < 0.002 and P = 0.0001, respectively). Conclusion. PAL is a useful adjunct to musculoskeletal clinical skills training. Students using PAL techniques offered a comparable level of training with that provided by an expert. [ABSTRACT FROM AUTHOR]

Objectives: Undergraduate ultrasound education is becoming increasingly important, but its expansion is limited by time, space and the availability of trained faculty. In order to validate an alternative and more accessible teaching model, our aim was to assess whether combining teleguidance and peer‐assisted learning to teach ultrasound is as effective as traditional in‐person methods. Methods: Peer instructors taught 47 second‐year medical students ocular ultrasound via either teleguidance or traditional in‐person methods. Proficiency was assessed using a multiple‐choice knowledge test and objective structured clinical examination (OSCE). Confidence, overall experience, and experience with a peer instructor were measured using a 5‐point Likert scale. Two one‐sided t‐tests were used to measure equivalency between the two groups. The null hypothesis that the two groups were not different was rejected when P < 0.05. Results: The teleguidance group performed as well as the traditional in‐person group in terms of knowledge change, confidence change, OSCE time and OSCE score (p = 0.011, p = 0.006, p = 0.005 and = 0.004, respectively, indicating the two groups are statistically equivalent). The teleguidance group rated the experience highly overall (4.06/5), but less than the traditional group (4.47/5; P = 0.448, indicating statistical difference). Peer instruction was rated 4.35/5 overall. Conclusion: Peer‐instructed teleguidance was equivalent to in‐person instruction with respect to knowledge change, confidence gain and OSCE performance in basic ocular ultrasound. [ABSTRACT FROM AUTHOR]

Background: Blended teaching combines traditional in‐person components (simulation‐based training and clinical‐based placement) with online resources. Due to the COVID‐19 pandemic, we modified our Women's Health Interprofessional Learning through Simulation (WHIPLS) program – to develop core obstetric and gynaecological skills – into a blended teaching program. There is limited literature reporting the observations of blended teaching on learning. Aims: To qualitatively evaluate the blended teaching program and explore how it contributes to learning. Materials and Methods: This study was performed at Monash University in Melbourne, Australia. A total of 98 medical students and 39 midwifery students participated. Data were collected by written survey and analysed by authors using a thematic analysis framework. Results: Students reported that in‐person teaching remains a vital aspect of their curriculum, contributing an averaged 63.2% toward an individual's learning, compared with online. Five substantial themes demonstrate how students learnt and maximised education opportunities using a blended teaching program: 'low‐pressure simulation environments', 'peer‐assisted learning', 'haptic learning', 'scaffolded learning' and 'the impact of online discourse'. Discussion: In‐person teaching remains a cornerstone of obstetric and gynaecological clinical skills education, of which interprofessional simulation and clinical‐based placement are key components. Teaching via online discourse alone, is not sufficient to completely replace and provide comparable learning outcomes, but certainly plays an important role to prime students' learning and to maximise in‐person opportunities and resources. Our study reveals key pedagogies of a blended (online and in‐person) learning program, providing further evidence to support its ongoing utility as a feasible and warranted approach to learning. [ABSTRACT FROM AUTHOR]

Presents a letter to the editor regarding the use of peer-assisted learning programs in order to improve the clinical examination skills of medical students.

Objective: The aim of this prospective randomised trial was to assess the impact of the team-based learning approach on basic musculoskeletal ultrasound skills in comparison to both peer-assisted and conventional teaching and to examine the influence of gender and learning style on learning outcomes. Methods: In this prospective randomised trial, we randomly assigned 88 students to 3 groups: team-based learning (n = 19), peer-assisted learning (n = 36) and conventional teaching (n = 33). Pre-existing knowledge was assessed using a multiple-choice (MC) exam. Student performance after completing the course was measured using an Objective Structured Clinical Examination (OSCE) and a second MC exam. Students were asked to complete Kolb's Learning Style Inventory and to evaluate the course. Results: There was a significant gain in theoretical knowledge for all students (p < 0.001). The team-based learning groups' performance proved to be significantly superior on the OSCE (p = 0.001). As gender had no significant effect on practical or theoretical performance, learning style was linked to differences in the practical outcome. An evaluation showed overall satisfaction with the course and with the respective teaching methods. Conclusion: Team-based learning proved to be superior to peer-assisted and conventional teaching of musculoskeletal ultrasound skills. [ABSTRACT FROM AUTHOR]

Introduction: This small-scale study explores the experiences of staff and students in using a pyramidal model of peer-assisted and long-arm supervision in a role-emerging practice placement in the United Kingdom (UK). Method: Two final year postgraduate diploma occupational therapy students from a UK university entered into a peer-assisted learning arrangement with two occupational therapy students from a Polish university, with UK university staff acting as long-arm supervisors. The setting was a home for older people with no occupational therapy service. This participatory action research preliminary study used interviews to explore the student and supervisor experiences whilst on placement. Findings and discussion: The findings suggest that high levels of personal and professional development can develop in students when this model is used. [ABSTRACT FROM AUTHOR]

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers' DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was g = 0.86 (95% confidence interval [CI] = [0.43, 1.28], p <.001, I 2 = 83.74%, k = 46) and g = 0.31 for students (95% CI = [0.19, 0.42], p <.001, I 2 = 61.38%, k = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers' instructional changes, describing support practices in greater detail, and advancing technological supports. [ABSTRACT FROM AUTHOR]

First-generation students at U.S. universities have lower academic performance than their continuing-generation counterparts. They also have a lower level of academic self-regulation and academic self-efficacy. Bandura's social cognition theory and Zimmerman's self-regulation theory were used as theoretical frameworks to guide an intervention program relating to self-efficacy and self-regulation. A pretest and posttest survey measured changes in the participants' use of the academic self-regulatory strategies and level of confidence in using those strategies. An open-ended questionnaire provided a detailed account of the participants' lived experiences of the program. The researcher-facilitator designed an academic self-regulation program using Zimmerman's (1998) self-regulated learning framework to increase the use of academic self-regulatory strategies and confidence in using the strategies among first-generation students in occupational therapy. The results of the survey revealed statistically significant changes in the participants' use of academic self-regulatory strategies and level of confidence after the intervention. The participants also reported that the program improved their academic goalsetting, self-assessment, self-reflection and implementation of various strategies to improve their learning. Overall, the program improved the participants' use of academic self-regulatory strategies and confidence in using those strategies. Findings from this study can inform occupational therapy programs about the benefits of an academic self-regulation program on students' learning, which has implications for their academic performance and overall success in the program. [ABSTRACT FROM AUTHOR]

Background Objective structured clinical examinations ( OSCEs) are associated with high stress and anxiety levels, which could have a negative impact on student performance. Students frequently have no opportunity to practise OSCEs other than in the high-stakes examination itself. This study describes the design and implementation of a peer-run mock OSCE exam for medical students, and the feasibility, acceptability and perceived impact of this educational initiative. Methods An OSCE training programme was designed by four fourth-year students. It involved the recruitment of 103 fourth-year tutors to facilitate the running and feedback of OSCE stations to 245 third-year medical students prior to their summative end-of-year exam. Tutees and tutors completed a questionnaire to assess the quality and perceptions of the benefits of this educational intervention. Results A total of 245 (85% of the year-3 group) tutee and 65 tutor surveys were completed over three evenings: 100 per cent of respondents classified the quality of the OSCE stations and resuscitation session as 'fantastic' or 'good'. The main themes from the tutee comments were: improved confidence and valued feedback. The main themes from the tutor comments were: motivation to continue with peer-assisted learning ( PAL) projects and improved teaching skills. Conclusions The peer-assisted mock OSCE improved tutee confidence and reduced the anxieties associated with OSCEs. Tutors gain valuable teaching skills. This PAL model is an acceptable, feasible and beneficial method of preparing students for this challenging style of health care examination. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. Methods: A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Results: Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Conclusion: Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students' knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed. [ABSTRACT FROM AUTHOR]

Rural health work-integrated learning exposes students to the unique features of rural professional practice and provides opportunities to improve students’ work-readiness. Service learning placements delivered in rural settings seek to address the dual goals of student learning and meeting community identified needs. This research aimed to evaluate the experiences of students and supervisors who were involved in service learning placements in various rural and regional communities across a range of educational and health settings. Thirty-eight participants completed an online survey, reporting high levels of satisfaction with this placement format. Students experienced a strong sense of belonging within the host organisation, felt welcomed, and engaged in organizational and community activities. Supervisors universally reported feeling well supported. Ongoing attention to supervisory confidence, particularly when supervisors are unfamiliar with the service learning placement format is indicated, along with the need to develop student awareness of and access to interprofessional learning opportunities. [ABSTRACT FROM AUTHOR]

Background: There is usually an apprehension fear among medical student and doctors about use of statistics in their academic study. Objective: This study aim to compare the impact of three teaching methods to popularize the concept of positive deviance (PD) through Normal curve theory among medical student. Materials and Methods: This quasi-experimental study was conducted over two months. 149 first-year MBBS students were divided into three groups, receiving different interventions. Kruskal-Wallis H test and Paired t test applied to see the statistical significance of intervention. Results: A Total 149 students during post-intervention assessments showed significant improvements (p < 0.001) in knowledge scores across all groups, with the Positive deviance (PD) approach demonstrating the most gains (Cohen's d=12.671). Conclusions: This study conclude that the implementation of the normal curve along with PD as a conceptual framework proven to be a significant technique which highlights the effectiveness of using Normal curve and PD concepts to make statistics easy for medical students. [ABSTRACT FROM AUTHOR]

Background: Peer-assisted learning (PAL) has become a well-accepted teaching method within medical education. However, descriptions of on-ward PAL programmes are rare. We introduced a PAL programme with a focus on clinical competencies on internal medicine wards. Aims: To assess the effects of an on-ward PAL programme on self-assessed clinical competencies. Method: A total of 168 medical students were randomly assigned to one of the seven intervention wards or one of the seven control wards. During their 5-week ward-placement, the intervention group (IG; n = 88) received 10 patient-centred tutorials lead by final year tutors: (I) history taking, (II) physical examination, (III) blood withdrawal, (IV) infusion, (V) patient files, (VI and VII) ECG, (VIII-X) chart rounds. The control group (CG; n = 80) did not take part in the PAL programme. Clinical competencies were self-assessed pre- and post-intervention. Results: For five of the ten assessed clinical competencies, increases in self-confidence ratings were significantly higher in the IG as compared to CG. Conclusions: Results provide preliminary evidence to suggest that PAL programmes on internal medicine wards and with final year students as peer tutors may represent a valuable additional tool within medical clerkships. However, the findings must be confirmed and clarified in further research. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is prioritized as a critical component in preparing pre-licensure health professional students for effective teamwork and collaboration in the workplace to facilitate patient-centered care. Knowledge in anatomy is fundamental for healthcare professionals, making interprofessional anatomy education an attractive intervention for IPE and anatomy learning. Since 2009, the Education Program in Anatomy at McMaster University has offered an intensive 10-week IPE Anatomy Dissection elective to seven health professional programs annually. From 2011, students were invited to complete the Readiness for Interprofessional Scale (RIPLS) and Interprofessional Education Perception Scale (IEPS) before and after the elective. A total of 264 students from 2011 to 2020 completed RIPLS and IEPS. There were significant differences before and after the elective in students' total RIPLS scores and three of the four subscales: teamwork and collaboration, positive professional identity, and roles and responsibilities. Similarly, there were statistical differences in the total IEPS scores and two of three subscales: competency and autonomy and perceived actual cooperation. Statistically significant differences in RIPLS and IEPS total scores across several disciplines were also observed. This study demonstrates the elective's impact in improving students' IPE perceptions and attitudes, likely from the extended learning and exposure opportunity with other disciplines. [ABSTRACT FROM AUTHOR]

Introduction: In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening. Method: A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated. Results: Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience. Conclusion: The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice. [ABSTRACT FROM AUTHOR]

Peer-led assessment (PLA) has gained increasing prominence within health professions education as an effective means of engaging learners in the process of assessment writing and practice. Involving students in various stages of the assessment lifecycle, including item writing, quality assurance, and feedback, not only facilitates the creation of high-quality item banks with minimal faculty input but also promotes the development of students' assessment literacy and fosters their growth as teachers. The advantages of involving students in the generation of assessments are evident from a pedagogical standpoint, benefiting both students and faculty. However, faculty members may face uncertainty when it comes to implementing such approaches effectively. To address this concern, this paper presents twelve tips that offer guidance on important considerations for the successful implementation of peer-led assessment schemes in the context of health professions education. [ABSTRACT FROM AUTHOR]

Phenomenon: Developing foundational clinical procedural skills is essential to becoming a competent physician. Prior work has shown that medical students and interns lack confidence and competence in these skills. Thus, understanding the student's perspective on why these skills are more difficult to acquire is vital for developing and reforming medical curricula. Approach: This study explored procedural skills learning experiences of medical students with qualitative methods. Through purposive sampling, 52 medical students from the third, fourth, and final years were selected for inclusion. Data were collected using six audio-recorded, semi-structured focus group discussions. Transcripts were manually coded and analyzed using inductive content analysis. Findings: Students provided rich and insightful perspectives regarding their experiences in learning procedural skills that fell into three broad categories: 1) barriers to procedural learning, 2) reasons for learning, and 3) suggestions for better learning outcomes. Students described a range of barriers that stemmed from both patient and clinician interactions. Students were reluctant to make demands for their own benefit during clerkships. The most commonly expressed reason for wanting to learn procedural skills was the desire to be a competent and independent intern. The motivators suggested that students felt empathetic toward interns and visualized a successful internship as a learning goal. Participants suggested peer learning, improved teaching of procedural skills, assessments, and feedback to improve their learning. Insights: This study generated valuable information to promote critical reflection on the existing curriculum and pedagogical approaches to procedural skills development. Medical educators need to sensitize the clinical teachers to student perspectives and what students are really learning to make impactful changes to teaching and learning procedural skills. Students' self-advocacy skills and self-directed learning skills need to be developed for them to seek out learning opportunities and to promote life-long learning. Lessons from this study may also apply to curriculum design in general, especially in teaching clinical skills. Empowering the learner and embracing a learner-centered approach to teaching and learning procedural skills will benefit future clinicians and their patients. [ABSTRACT FROM AUTHOR]

Context: Simulations and standardized patient (SP) encounters are used to provide clinical experiences for students. In athletic training, no research has examined the perceived educational benefits of these interventions. Objective: To explore athletic training students' perceptions regarding small group SP encounters and individual casebased simulations (CBSs). Design: Grounded theory. Setting: One midwestern university. Patients or Other Participants: Nine athletic training students (3 males, 6 females; 20 ± 0.833 years old) who enrolled in a lower extremity orthopaedic evaluation course during their first or second semester in an athletic training program. Main Outcome Measure(s): Semistructured interviews were recorded, transcribed verbatim, and analyzed using open coding and axial and selective coding (ie, to develop themes/threads). To ensure trustworthiness, we used member checks and peer debriefing. Results: For both the small group SP counter and individual CBS, 2 themes emerged: (1) reflection-on-specific action and (2) increased confidence. Participants reflected on both experiences when providing patient care. Participants felt that both encounters could improve their confidence with regard to future clinical evaluations. Specific to the small group SP encounters, peer-assisted learning emerged as a theme. Participants felt they learned from and with each other when performing the evaluation together. Specific to the individual CBS, organization of thoughts emerged as a theme. During the individual CBSs, participants felt they developed, controlled, and organized their thoughts during the evaluation. Conclusions: Both teaching encounters can be integrated into the curriculum of an athletic training program. Each strategy provides students with a nonthreatening educational experience with no harm to patients. In addition, each encounter can correspond to content taught in the classroom or laboratory. The long-term benefits of small group SP encounters and CBSs are unclear, and more research is needed. [ABSTRACT FROM AUTHOR]

Purpose: The objectives of this study were to describe the clinical communication practices of student audiologists during case history taking and feedback giving using simulated peer role play consultations and to explore whether clinical communication skills outcomes can be achieved through simulated peer role play. Method: An exploratory, qualitative research design was used for this pilot study. A total of four simulated peer role play consultations were videorecorded, comprising two adult diagnostic audiology case scenarios. Eight online interviews were conducted with the student participants following the simulated audiological consultation. Analysis of the video-recorded sessions incorporated an interactional sociolinguistic focus, and interviews were analyzed using inductive thematic analysis. Results: Findings from the video analysis and interviews were triangulated, with a specific focus on establishing commonalities in terms of communication skills of student clinicians, reflections of their own skills, and the simulated peer patient's reflections on the student clinician's skills. Although variation was noted in terms of case history taking skills, feedback giving was similar among all student clinicians. These communication practices are consistent with findings from related literature on consultations with real patients. Student clinicians reflected on feedback giving as more challenging than case history taking, with room for improvement suggested by the simulated peer patients. Conclusions: Our findings highlight key questions regarding the use of peer simulation in facilitating the development of communication skills for audiological consultations among student audiologists. We discuss some considerations for using this approach to clinical training more effectively. [ABSTRACT FROM AUTHOR]

Aim: To synthesize research investigating suicide, suicide attempts, self‐harm and suicide ideation in nursing and midwifery students, a group of interest due to high rates of suicide among qualified nurses. Specific areas of interest for this review included prevalence, factors which may contribute to or mitigate risk and suicide prevention interventions. Design: A systematic review was conducted, and Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) guidelines were followed. Data Sources: Three electronic databases were searched, and additional articles identified using hand‐searching. Studies were included if they examined suicide, suicide attempts, self‐harm or suicide ideation in nursing or midwifery students. Review Methods: Studies were deduplicated and assessed for inclusion. Data from included studies were extracted, quality of studies assessed and data synthesized, informed by study focus, design and assessed quality. Results: About 46 studies of largely moderate to low quality were identified. A high‐quality study demonstrated increased risk of suicide in Swedish female nursing students, and increased risk of self‐harm in nursing students of both sexes. Prevalence of suicide ideation did not appear to differ across course year, or between nursing students and students on other programmes. Psychiatric conditions, particularly depression, were associated with suicide ideation. Three studies related to suicide prevention interventions were identified. Integration of wellness initiatives into the curriculum and peer support were preferred interventions among nursing students and teaching staff. Conclusions: To understand the extent of suicide and self‐harm among nursing and midwifery students there is a need for further epidemiological research stratified by programme of study. To develop prevention interventions and initiatives for nursing students, high‐quality longitudinal studies should examine characteristics associated with suicide and self‐harm. Impact: Current findings suggest interventions could include support for students experiencing mental health difficulties, foster peer support, and help develop wellness. No patient or public contribution. [ABSTRACT FROM AUTHOR]

In 2008, an interprofessional education (IPE) working group was formed to develop a module on interdisciplinary low-back pain management to fill a curricular gap at our institution. This article describes the program evaluation outcomes and highlights factors contributing to its successful implementation over 8 years through reference to Brigg's Presage-Process-Product (3-P) Model of Teaching and Learning. Program evaluation occurred through administration of a pre- and postmodule Health Professional Collaborative Competency Perception Scale, with scores compared using paired t tests. Descriptive statistics were analyzed from 5-point Likert scales for module session components. A total of 853 students from 9 health care occupations (medicine, chiropractic, physiotherapy, pharmacy, nursing, nurse practitioner, occupational therapy, physiotherapy assistants, and occupational therapist assistants) participated in 51 iterations of the module from 2011 to 2019, averaging 16 participants each session. All Health Professional Collaborative Competency Perception Scale items significantly improved from pre- to postintervention (p <.001) for learners from 6 health professions. Module components were rated highly, with the majority of learners rating these as 4 (helpful) or 5 (very helpful) for their learning. Participants also improved their scores in perceived history and physical exam comfort, knowledge of pharmacotherapy, management options, and attitudes regarding an interprofessional approach to back pain (p <.001). This article describes the presage, process factors, and products of this model IPE program that provides learners from various health care professions with an opportunity to gain a deeper understanding of the interdisciplinary management of low-back pain, as demonstrated through improvement in collaborative competencies. [ABSTRACT FROM AUTHOR]

Paediatric nursing training has been reduced in scope, which has become a concern in nursing education. Little is known regarding students' experiences and what they learn about children as patients during courses. For the students in this study, paediatric nursing training consists of a 1-day observation practice. The aim of the present study was to examine this observation practice in paediatric nursing and discuss the consequences of the reduction of practical training for the level of knowledge of student nurses after graduation. A descriptive and interpretative design with a hermeneutical approach was employed to examine students' experience in hospitals. Individual interviews were conducted with 11 students, and the data analysis followed Brinkmann and Kvale's three levels of interpretation. The study was reported in accordance with the COREQ checklist. Three themes emerged: 'preparing the child for a procedure or treatment'; 'the importance of the care provided by parents'; and 'the lack of hands-on paediatric nursing training for students'. This study has implications for nursing in terms of paediatric competence. The findings suggest that students receive insufficient practical training in paediatric nursing. A discussion is required regarding paediatric nursing in nursing education, as well as how to meet national and international requirements. [ABSTRACT FROM AUTHOR]

This guide aims to support our colleagues to have comprehensive understanding of student engagement in health professions education. Despite the universal agreement about the significance of student engagement, there is lack of uniformity in conceptualizing and operationalizing this emerging construct. We review the theoretical basis explaining student engagement from three main perspectives: behavioral, psychological, and socio-cultural. In addition, we propose a contemporary and comprehensive framework for the student engagement in higher education, which is applicable to health professions education contexts. Drawing from this framework, we explain the conceptualization of the construct and its preceding factors, mediators, dimensions, spheres, and outcomes of student engagement. The proposed framework introduces student 'engagement through partnerships' as a novel component compared with the existing models of student engagement in higher education. This way, we are proposing a mixed model that not only considers the student as a 'customer' but also as a 'partner' in education. Engagement of students through partnerships include four areas: (1) provision of the education program, (2) scholarly research, (3) governance and quality assurance, and (4) community activities. This guide will provide practical applications on how to improve student engagement in health professions education. Finally, we highlight the current gaps in areas of research in the student engagement literature and suggested plans for future directions. Practice points Student engagement is student investment of time and energy in academic and non-academic experiences that include learning, teaching, research, governance, and community activities. Students are involved in these aspects at the cognitive, affective, behavioral, agentic, and socio-cultural dimensions. Student engagement could be explained by three theoretical perspectives: behavioral, psychological, and socio-cultural. The theoretical framework for student engagement in health professions education consists of five components: (1) antecedents of engagement, which refer to institutional and student factors as well as the interactions (student-student and student-staff), (2) mediators of engagement, which include self-efficacy, motivation, belonging, and reflectivity, (3) engagement dimensions, which refer to the five dimensions of engagement: cognitive, behavioral, emotional, agentic, and socio-cultural, (4) Spheres of engagement, which refer to engagement in own learning and engagement through partnerships, and (5) outcomes of engagement, which are short-term and long-term. Engagement through partnerships includes four main areas: (1) provision of the education program, (2) scholarly research, (3) governance and quality assurance, and (4) community activities. The following measures are necessary to promote student engagement in HPE: (1) promote a culture of community and psychological safety, (2) create a culture of 'students as partners', (3) promote the use of active, collaborative learning methods with relevance to future career, and (4) promote the use of technology-enhanced learning. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Research in Nursing (JAREN) is the property of Hemsirelikte Egitim ve Arastirma Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Simulation is increasingly used in medical education, promoting active learning and retention; however, increasing use also requires considerable instructor resources. Simulation may provide a safe environment for students to teach each other, which many will need to do when they enter residency. Along with reinforcing learning and increasing retention, peer teaching could decrease instructor demands. Our objective was to determine the effectiveness of peer-taught simulation compared to physician-led simulation. We hypothesized that peer-taught simulation would lead to equivalent knowledge acquisition when compared to physician-taught sessions and would be viewed positively by participants. Method: This was a quasi-experimental study in an emergency medicine clerkship. The control group was faculty taught. In the peer-taught intervention group, students were assigned to teach one of the three simulation-based medical emergency cases. Each student was instructed to master their topic and teach it to their peers using the provided objectives and resource materials. The students were assigned to groups of three, with all three cases represented; students took turns leading their case. Three groups ran simultaneously. During the intervention sessions, one physician was present to monitor the accuracy of learning and to answer questions, while three physicians were required for the control groups. Outcomes compared pre-test and post-test knowledge and student reaction between control and intervention groups. Results: Both methods led to equally improved knowledge; mean score for the post-test was 75% for both groups (p=0.6) and were viewed positively. Students in the intervention group agreed that peer-directed learning was an effective way to learn. However, students in the control group scored their simulation experience more favorably. Conclusion: In general, students' response to peer teaching was positive, students learned equally well, and found peer-taught sessions to be interactive and beneficial. [ABSTRACT FROM AUTHOR]

Occupational therapy students working with people with dementia experience communication barriers. Peer-led communication training, combined with simulation using the Curtin University Empathy Simulator (CUES), may develop students' communication skills and confidence. This study investigated peer-led, communication training on occupational therapy students' communication and perceived knowledge, confidence, and satisfaction. A mixed-methods quasi-experimental study design was used. The experimental group (n = 27) completed peer-led face-to-face training and interacted with the CUES. The control group (n = 26) completed online peer-led training. Evaluation included observation, pre-post questionnaires, and semi-structured interviews. Self-rated communication skills, knowledge, and confidence improved significantly in both groups, the control group experienced greater improvements (p ≤ 0.001) compared to the experimental group. In contrast, qualitative results found peer-led communication training using a virtual avatar fostered safe, authentic and practical learning environments. Peer-led training using the CUES developed occupational therapy students' ability to communicate with people with dementia. [ABSTRACT FROM AUTHOR]

Introduction. The Kawa Model is a conceptual occupational therapy model of practice that uses the metaphor of a river as a medium to support the exploration of self, life events, and environment. In this study, the Kawa Model was used by occupational therapy students during a practice placement in a remote community setting as a tool to support learning, build self-awareness, and promote reflection on personal and professional development. Method. The study used an exploratory qualitative research design. Six student participants were purposively recruited and orientated to the use of the Kawa Model at the beginning and throughout their remote community practice placement. Semistructured interviews were used to collect data which were analysed thematically using interpretative phenomenological analysis (IPA). Findings. Analysis of the student transcripts revealed three overarching themes: self-awareness, the development of personal and professional skills, and working with metaphor. All students identified the model as a reflective tool that enhanced their understanding of their student selves in a remote setting. The students described the growth of various professional skills including communication, goal planning, and confidence. Whilst initially students found the metaphor challenging to fathom, throughout their placement, they found it impactful for comprehending their development of self. Conclusion. This study revealed that the students' self-awareness and personal and professional development were influenced by their engagement with and application of the Kawa Model. Repeated engagement with the Kawa Model enhanced the students' journey of personal and professional skill development. [ABSTRACT FROM AUTHOR]

Objective: To describe the development of a self-efficacy instrument and to explore the changes by gender in student selfefficacy ratings over 1 year. Design and Setting: An exploratory study utilizing an instrument that measures self-efficacy in undergraduate students in a university setting. Patients or Other Participants: Thirty students (13 males and 17 females) enrolled in the professional phase of an undergraduate athletic training program. Main Outcome Measure(s): Student ratings of self-efficacy were measured using the Self-Efficacy in Athletic Training Student instrument. Validity was established through a panel of experts. Cronbach α was used to establish the reliability of the instrument. The instrument was administered 3 times during an academic year. Students were asked to rate their level of self-efficacy on a Likert scale (1 1/4 not at all confident; 5 1/4 very confident) on 16 components within 3 content areas. Descriptive statistics were calculated, and a nonparametric analysis of variance was used to determine differences in selfefficacy based upon time for each gender. Post hoc contrasts were used to examine when significant differences occurred among the 3 measures. Results: The internal consistency for the overall instrument and each content area ranged from α = 0.91 to 0.96. Analysis of variance indicated statistically significant differences (P < .003) across the 3 times, with significant changes in self-efficacy by gender, with greater increases for females across the 3 measures to similar male levels of self-efficacy at the final measure. Conclusions: Students' self-efficacy can be affected by many factors, some of which may be controlled or influenced. We have developed reliable measure for assessing student self-efficacy. It is the desire of the authors that athletic training programs will develop strategies to improve the efficacy of their students and use this method to assess the effectiveness of those strategies. [ABSTRACT FROM AUTHOR]

In response to growing evidence that student healthcare professionals find professional practicum stressful and that it negatively affects their mental health, a six‐session psychoeducation Resilience and Wellbeing Program was implemented by a professional counselor in Year 3 of the Bachelor of Nutrition and Dietetics at Griffith University, Australia. The aim of this study was to evaluate student dietitians' perceptions of whether the program improved their ability to cope with practicum stressors. The study used a longitudinal cohort design, with students completing surveys at three time points: before and after the program and after the final practicum. The study was completed with two cohorts of students between 2018 and 2020 (n = 111). Most respondents (95%) found their professional practicum to be stressful or challenging on at least some occasions, mostly due to constantly being assessed (56%), finances (40%), and being away from usual supports (38%). Almost all students rated the program as having some value (99%), with the content about stress and self‐care the most highly rated. Qualitative comments revealed the program helped students to manage stress by prioritizing their personal needs. Students used stress management skills during the practicum to achieve balance in their lives, despite pandemic conditions. [ABSTRACT FROM AUTHOR]

Copyright of Karya Journal of Health Science is the property of Karya Journal of Health Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A goal of interprofessional clinical learning experiences is to facilitate learning through co-construction of knowledge in support of patient care. Yet, little is known about knowledge construction processes among health professions students working together to care for patients. Understanding knowledge construction processes can guide health professions educators in the design of interventions to support knowledge construction and high-quality learning in clinical placements. In this article, we describe findings from a proof of concept study that explores the feasibility and utility of using Gunawardena's Interaction Analysis Model (IAM) to evaluate health professions students' knowledge construction processes in clinical placements. The IAM has been used to study knowledge construction processes in computer-supported collaborative learning environments, but not in interprofessional education. The IAM describes five phases of knowledge construction – sharing/comparing; exploring dissonance; co-constructing meaning; testing; coming to agreement/applying co-constructed knowledge – each representing a progressively higher-level learning process. Application of the IAM to learner dialogue proved labor-intensive but feasible and useful as a research tool to characterize learners' knowledge construction behaviors. Our findings suggest that the IAM warrants further study and may offer a framework to guide the design of clinical placements and analysis of interprofessional learning behaviors. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore any differences in game performance variables and knowledge among a cohort of high school students who participated in either homogeneous or heterogeneous skill level groups (N = 126) across a 12-lesson mini-volleyball sport education unit of study. This study followed a mixed-methods approach using a quasi-experimental pre-test/post-test design. The quantitative variables analyzed were decision making, skill execution, game performance, game involvement, and game knowledge. We also evaluated students' performance qualitatively, employing two methods: (a) experts' analysis of students' game performance, and (b) students' and teachers' perceptions of students' performance. We analyzed quantitative data through a series of paired samples t-tests comparing pre- and post-test scores according to the grouping strategy. Students became more competent in their game play and more knowledgeable in their technique, the sport's rules, tactical awareness, and general game knowledge. However, grouping students by skill level had no impact on gains in game performance variables and knowledge. Although sport education literature shows a preference for heterogeneity in ability-based grouping, within our data both heterogeneous and homogenous groups of higher and lower skilled students achieved improvements in game performance and knowledge, leading us to suggest that teachers who are interested in grouping students to create a meaningful learning experience should consider criteria other than student ability. [ABSTRACT FROM AUTHOR]

COVID-19 and rising student numbers are affecting healthcare education, particularly access to clinical placements. As healthcare education is increasingly supported by technology and non-traditional teaching methods, educational experiences gained through clinical placement also require new approaches. This article explores and discusses the use of a simulated clinical placement for a dietetic student cohort. During this virtual placement, students were able to explore and experience a virtual clinical setting and immerse themselves in a placement experience. A vast range of virtual resources were linked to the online placement portal, including statutory and mandatory training, dietetic resources, patient journeys and interprofessional communication. Advantages of this approach include that all students experience a given situation, unlike in traditional placements where workloads, variety and engagement vary; there is also no risk to patient safety. The aim is to enhance the learning experience to create effective, efficient clinicians. This virtual placement for dietetics is part of a bigger project to develop and evaluate the use of a virtual placement framework in a range of professions. The concept of virtual placement may have been brought forward by the COVID-19 crisis but was inevitable with the move to more technology-enhanced learning tools. [ABSTRACT FROM AUTHOR]

Objective: To review Australian literature on initiatives used to provide support for pre‐registration health students undertaking a rural placement. Design: A scoping literature review. Setting: Rural, regional and remote areas of Australia. Participants: Publications were sourced from scientific databases including Ebscohost and CINAHL. Grey literature and journal citations were searched to identify other relevant articles. Main outcome measure: Identification of the various initiatives used to support students, evaluation of the success of these initiatives, and the feasibility and sustainability of implementing these initiatives. Results: There were 36 articles included in the final analysis. The findings identified support initiatives specific to individual professions, not on supporting health students as a whole cohort. The key findings were grouped into identification of support initiatives and the alignment of these to students feeling a sense satisfaction, belonging and connectedness. Constraints to support health students undertaking rural placements identified disparity and inequity of support initiatives available for health students with medical students provided more support than other health students. Conclusion: This review highlights the importance of students developing a sense of belonging and building connections to community, which are strongly aligned with rural placements and student satisfaction. The need for socio‐cultural, organisational and institutional support is linked to higher student satisfaction and intention to practice rurally. A centralised collation of support initiatives would benefit students, higher education institutions and stakeholders in their efforts to attract students to undertake rural placements and be immersed in these unique learning experiences. [ABSTRACT FROM AUTHOR]

Introduction: Dyad learning occurs when two students work together to acquire new skills and knowledge. Several studies have provided evidence to support the educational rationale for dyad learning in the controlled simulated setting. However, the role of dyad learning in the clinical setting remains uncertain. Unlike the simulated setting, learning in the clinical setting depends on a complex interplay between medical students, doctors, nurses and patients potentially making dyad learning less valuable in clerkships. The objective of this study was to explore how key stakeholders perceive the value of implementing dyad learning during medical students' clinical clerkships. Methods: In a constructivist qualitative study, we conducted 51 semi‐structured interviews with 36 key stakeholders involved in dyad learning, including 10 medical students, 12 doctors, five nurses and nine patients. Data were coded inductively using thematic analysis, then coded deductively using stakeholder theory as a theoretical framework. Results: We found that stakeholders generally perceived the educational impact of dyad learning in the clinical setting similarly but disagreed on its value. Students emphasised that dyad learning made them participate more actively during patient encounters and patients did not mind having two students present. Doctors and nurses considered dyad learning disruptive to the balance between service and training and reported that it did not resonate with their perception of good patient care. Conclusion: Dyad learning enables students to be more active during their clinical clerkships, but it easily disrupts the balance between service and training. This disruption may be exacerbated by the shifted balance in priorities and values between different stakeholder groups, as well as by making implicit teaching obligations more explicit for supervising doctors and nurses. Consequently, implementing dyad learning may not be perceived as valuable by doctors and nurses in the clinical setting, regardless of its pedagogical rationale. The authors demonstrate that collaborative learning between pairs of medical students is perceived and valued differently by different stakeholders in the clinical setting, particularly with respect to tge patient perspective. [ABSTRACT FROM AUTHOR]

This study aimed to explore factors, perceived by students themselves, that help or hinder development of competency in voice. Focus group interviews were conducted with a convenience sample of 14 speech pathology students (93% female, mean age 22 years). Interviews were transcribed verbatim and analysed using template analysis. Students' perceptions of influencing factors were grouped into two major themes: (1) personal factors, and (2) educational factors. A key finding was that many participants perceived a student's own voice to be a major factor impacting their development and attainment of clinical competency in voice, and that mindsets towards the (un)changeability of students' own voices varied across participants. Students with a performance background were considered to be at an advantage in terms of performing vocal tasks and suitability to work with specific populations. Key facilitatory educational factors included access to and experience of demonstrations (face-to-face and video), additional training workshops, peer learning, and simulation. This study identified a number of personal and educational factors that students perceive to impact the development of competency in voice. Consideration of these holistic factors may assist speech-language pathology educators to deliver optimally effective voice-related curricula. [ABSTRACT FROM AUTHOR]

In an increasingly globalized world, there have been mounting calls for social accountability with respect to recognizing Indigenous and nonwhite human rights within nation states. Thus, this perspective paper reflects on the Canadian occupational therapy journey for social change with a specific focus on Indigenous fieldwork experiences. First, we describe the importance of cultural safety in occupational therapy practice and partnership development. Then we profile a unique and successful fieldwork experience as a guide for facilitating transformative learning during an Indigenous fieldwork placement. The results of a national portrait evaluation of Indigenous fieldwork across Canada and considerations for future actions are also presented. The time is right to create further opportunities to develop creative, constructive dialogue and strategic thinking to engage in and evolve occupational therapy fieldwork education in forward-looking partnerships with Indigenous stakeholders, services and communities. [ABSTRACT FROM AUTHOR]

Introduction: Currently there is a lack of published data examining the clinical impact of pharmacy learners on patient care outcomes in acute care. A collaborative of hospital pharmacists in Canada established consensus on eight clinical pharmacy key performance indicators (cpKPIs) representing essential patient processes of care. Of the eight cpKPIs, admission medication reconciliation has been established as a cornerstone patient care process. The implementation of cpKPI measurement creates an opportunity to quantify pharmacy learner contribution to patient care. Aim: To determine if the presence of pharmacy learners partnering with pharmacists is associated with an increased number of patients receiving admission medication reconciliation (AMR). Methods: In this prospective observational study, pharmacists and learners (on 5‐week rotations) tracked patients receiving AMR in the electronic health record from 25 January to 17 July 2016. The number of patients receiving AMR were compared during timeframes when a learner was present (intervention) to when a learner was not present (control). Results: In the main analysis of 30 learner‐pharmacist pairs with 4684 patients, 1136 patients received AMR in the intervention group versus 887 patients in the control group (adjusted for 5 weeks). The number of patients receiving AMR in the presence of a pharmacy learner partnered with a pharmacist (median = 43, IQR = 23–59) was significantly increased compared to the presence of a pharmacist alone (median = 36, IQR = 17–53, p < 0.001). Learners partnered with pharmacists to perform AMR for 41% of the patients. Conclusion: Overall, pharmacy learners partnering with pharmacists increased the number of patients receiving AMR. [ABSTRACT FROM AUTHOR]