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hapTEL, an interdisciplinary project funded by two UK research councils from 2007 to 2011, involves a large interdisciplinary team (with undergraduate and post-graduate student participants) which has been developing and evaluating a virtual learning system within an HE healthcare education setting, working on three overlapping strands. Strand 1 involves the technical development and evaluation of the hapTEL workstation which simulates clinical conditions for dental training including haptics (sense of touch). Strand 2 involves examining the traditional undergraduate curriculum and how this could benefit from the use of haptics. Strand 3 is concerned with the educational evaluation of the impact of the work carried out within Strands 1 and 2. Two theoretical frameworks (Entwistle, (1987) and Webb and Cox (2004)) have been used to identify as many factors as possible which could affect the impact of Technology Enhanced Learning (TEL) on the quality of the learning achieved. These frameworks have formed a foundation for measuring the impact of TEL on curriculum change, teachers' pedagogical practices, students' learning and on institutional practices. A range of quantitative and qualitative methods were designed, piloted and evaluated in order to measure the impact of TEL on teaching and learning; and to have a rich and robust data set which also addresses the variables in the frameworks. The results from using these frameworks show that institutional and departmental factors should be considered when evaluating the impact of TEL in higher education and that these had a major influence on the design and curriculum integration of the hapTEL systems. We have also shown that by involving the end users from the beginning enabled not only an enhancement of the students' learning experiences but also a modification to the traditional curriculum itself and the successful integration of TEL within a very traditional undergraduate higher education dental curriculum. The conclusions from this paper confirm earlier reviews of researching TEL that technology integration is extremely complex and the related research requires a comprehensive approach of both quantitative and qualitative methods if one is to take account of the range of variables identified by theoretical frameworks. Finally, repeating the range of empirical investigations for a second year enables researchers to validate the effectiveness of the methods used in the initial year and thereby maximise the reliability and generalisability of the research outcomes. (Contains 5 figures and 1 table.)

Introduction: The Erasmus+O‐Health‐EDU project aims to gain a comprehensive view of oral health professional (OHP) education in Europe, through the development of web‐based surveys and online toolkits. A glossary to facilitate a common language through which academic teams could cooperate and communicate more accurately was identified as a key need within the project. The aim of ARTICULATE was thus to create a shared language, with a European focus, for terms and concepts used in the field of OHP education. Methods: The methodology was developed from those published for construction of other glossaries with a circular and iterative process: the creation of content and definitions by a group of experts in OHP education, the testing of "fitness for purpose" of the content, and stakeholder consultation. All creation steps were followed by refinements based on testing results and stakeholder comments. The final glossary was then launched as an online resource including a built‐in mechanism for user feedback. Results: The scope and structure of the glossary were mapped out at a workshop with 12 dental education experts from 7 European countries. A total of 328 terms were identified, of which 171 were finally included in ARTICULATE. After piloting with a close group of other colleagues, the glossary was opened for external input. Thirty European Deans or Heads of Education assessed the definition of each term as "clear" or "not clear." A total of 86 definitions were described as "clear" by all individuals. Terms deemed unclear by at least one individual were revisited and changes made to 37 of the definitions. In conjunction with the launch of the glossary, a range of stakeholder organisations were informed and asked to participate in an open global consultation by providing feedback online. Since its launch in June 2021, the ARTICULATE website (https://o‐health‐edu.org/articulate) has had an average of 500 visits/month. To promote community ownership, forms embedded on the ARTICULATE webpage allow users to give feedback and suggest new terms. A standing taskforce will meet regularly to consider amendments and make changes to ensure that the glossary remains a relevant and up‐to‐date resource over time. Conclusion: ARTICULATE is a unique, evolving, online glossary of terms relating to OHP education, created as a resource for all interested OHP educators. The glossary is a key output of the O‐Health‐Edu project, which relies on a comprehensive vision of OHP education to address the future oral health needs of the European population. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To appreciate the health inequities experienced by transgender people • To acknowledge that healthcare professionals often lack the competence and skills required to treat transgender people sensitively • To learn about the co-production, content and delivery of a transgender awareness training session Nurses and doctors must be culturally competent to care for transgender patients. However, there is little time dedicated to lesbian, gay, bisexual, transgender and queer plus (LGBTQ+) health in undergraduate and postgraduate nursing and medicine education and healthcare professionals often lack the competence and skills to treat transgender patients sensitively. At Queen's University Belfast, a transgender awareness training session was developed to enhance the cultural competence of nursing and medicine students and academic staff. The training was co-produced with students and transgender people and delivered by a transgender person. Training on transgender health should be designed in collaboration with transgender people and should be a core component of undergraduate and postgraduate healthcare curricula. [ABSTRACT FROM AUTHOR]

When talking recently to a group of nurses with experience in all areas of care, I was reminded of the primary drive of many who enter the nursing profession: to help people in need and make a difference to people’s lives. What attracted these colleagues to nursing remained a key driving force in their nursing practice. [ABSTRACT FROM AUTHOR]