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Capability is the ability to perform clinical skills in ever‐changing real world contexts, adapting to challenges and integrating technical and non‐technical skills and competencies, for example, cannulating an uncooperative patient at night. Going beyond teaching competency and ensuring capability is imperative, as recommended by the national outcomes for medical graduates. A course on intravenous cannulation was developed with e‐learning modules and high‐fidelity complex simulation scenarios, aiming to promote capability in practice. The course delivered an intravenous cannulation e‐learning package between two practical simulations to 10 final‐year medical students. The hybrid simulation design consisted of an actor with a bespoke cannulation part‐task trainer strapped to their arm. Each simulation delivered a challenging scenario, requiring the integration of procedural and behavioural skills to succeed. Simulations were video recorded, and participants reviewed their performances before completing semi‐structured interviews. Transcribed interviews were thematically analysed. Interview analysis demonstrated two overarching themes: 'Impact on Capability' and 'Preparedness for Practice'. There was consistent recognition of improved capability from the interviews. Simulation exercises were described as the most valuable tool for developing capability. The e‐learning helped with structure, facilitating students' adaptation to scenarios. Participants felt that training in medical school was largely competency‐based and did not tackle complex interactions. Following e‐learning and simulations, students felt more prepared for clinical practice. The course structure has value for medical professionals in developing capability and preparing for clinical practice, helping to reach standards expected of graduates. Plans to assess capability across multiple undergraduate programmes through Entrustable Professional Activities are in progress. [ABSTRACT FROM AUTHOR]

Introduction: The COVID‐19 pandemic necessitated emergency changes to teaching, learning and assessment across higher education. Healthcare courses were particularly affected because of their interdependence with overstretched health services. We used this unprecedented situation to provide insight into how students react to unexpected crises and how institutions can most effectively support them. Materials and Methods: This cohort study explored students' experiences of the pandemic across programmes and stages from five schools (medicine, dentistry, biomedical sciences, psychology and health professions) in a health faculty in a UK university. We carried out an inductive thematic analysis on the data collected. Results: Many students reported fluctuating emotions and struggled to adapt to home working. Students' changes in motivation and coping strategies varied, many found structure, recreation and social interaction important. Opinions on how well online learning worked relative to face‐to‐face diverged across programmes. Conclusion: A one‐size‐fits‐all blended learning response is unlikely to be appropriate. Our study shows students across one faculty, within one institution, responded diversely to an emergency affecting them all. Educators need to be flexible and dynamic in delivering curricula and supporting students responding to an unexpected crisis during their higher education. [ABSTRACT FROM AUTHOR]

Introduction: Harmonising education to support workforce mobility has been a policy objective for the European Union. However, alignment across varied national contexts presents challenges in dental education. Methods: A systematic literature review with narrative synthesis. Searches of the electronic databases Embase [Ovid]; MEDLINE [Ovid]; Scopus; CINAHL; AMED and PsycINFO were conducted for relevant material published between 2000 and 2019 on undergraduate curricula, quality standards and learning outcomes in dentistry. Results: Seventy‐six papers met the inclusion criteria. Fifty‐three papers were commentaries or editorials, twenty‐one were research studies, and two were literature reviews on specific dental subfields. Eighteen of the research studies reported surveys. The literature contains extensive proposals for undergraduate curricula or learning outcomes, either broadly or for subfields of dentistry. Included papers demonstrated the importance of EU policy and educator‐led initiatives as drivers for harmonisation. There is limited evidence on the extent to which proposed pan‐European curricula or learning outcomes have been implemented. The nature and extent of dental students' clinical experience with patients is an area of variance across European Union member states. Arrangements for the quality assurance of dental education differ between countries. Discussion: Harmonisation of European dental education has engaged educators, as seen in the publication of proposed curricula and learning outcomes. However, differences remain in key areas such as clinical experience with patients, which has serious implications if graduate dentists migrate to countries where different expectations exist. Mutual recognition of professional qualifications between countries relies on education which meets certain standards, but institutional autonomy makes drawing national comparisons problematic. [ABSTRACT FROM AUTHOR]

Introduction: Daybook is an enquiry‐based teaching and learning approach that blends various adult learning theories. It is designed to equip and prepare a new graduate to do a designated job in the workplace. It supports the safe beginner to undertake high‐level thinking that permits adaptation to unfamiliar challenges of the job, as well as use of continuous learning strategies to do the job better. Its aim is to support four main pedagogic pillars of learning: preparing for practice, educating for employability, enhancing capability over competence and lifelong learning. Methods: A study using three successive student cohorts evaluated the perceived sustained impact of Daybook on learners' clinical practice following graduation and entry into the workplace. Using a questionnaire with open‐ended, opinion and closed questions, descriptive quantitative analysis was used on numerical data, and qualitative data underwent a deductive thematic analysis. Results: Quantitative and qualitative results supported one another to identify that the four pedagogic pillars of learning were all impacted positively by use of Daybook. Enhancing capability was the most influenced area. Each of the four areas, although discrete academic entities, demonstrated overlap and commonality. Conclusions: Although an academic exercise, Daybook is perceived to support users' undergraduate learning across the four domains of educating for employability, preparing for practice, enhancing capability and lifelong learning, and this impact sustains through the transition from student to independent practitioner when they qualify. [ABSTRACT FROM AUTHOR]