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Inclusive work-integrated learning (WIL) requires collaboration between universities, host organizations and students, particularly, when designing and delivering WIL for students with disabilities. Host organizations, however, are not often included in the collaborations. This study explored host organization knowledge, capacity and challenges to providing WIL experiences for students with disability. A case study multi-method approach comprising an online survey and focus groups was undertaken. Host organizations, represented by supervisors, providing WIL to students enrolled in health courses at two Australian higher education institutions participated. The perceived need for student disclosure, office building limitations, and host organization limited knowledge of WIL expectations, training and student needs impeded the development and provision of optimal WIL experiences for students with disability. A strengths-based approach is proposed to improve the inclusion of host organizations in stakeholder collaborations, their capacity and confidence to support students with disability on WIL and to provide relatable student WIL experiences.

Mindset is defined as an individual's beliefs about their inherent characteristics and whether or not those characteristics can be developed. Growth mindsets have been associated with improved academic performance and resilience and may benefit students transitioning to graduate health professions education. This study examined the relationships between mindset, learning behaviors, and learning outcomes of first-semester graduate health professions students enrolled in a neuroanatomy course and examined other factors that may impact academic performance. Forty-one participants completed an electronic survey that included demographics and a mindset questionnaire. Learning outcomes, or grades, and learning behaviors, including office hour and tutoring session attendance, participation in bonus activities, and email correspondence with the course instructor, were collected. Based upon the mindset questionnaire, 10 participants were categorized as "strong growth", 28 participants as "growth with some fixed", and 3 participants as "fixed with some growth". There were no significant differences in mindset score based upon demographic characteristics. No significant correlations were found between mindset score, learning behaviors, or learning outcomes. Using a multivariable model, the factors that best predicted overall course grade were undergraduate grade point average (GPA) and number of prerequisite courses taken. While the lack of heterogeneity in mindset impacts the ability to determine potential relationships between studied variables, this study demonstrates that graduate health professions students largely have growth mindsets, perform well on academic assessments, including undergraduate coursework, and demonstrate frequent positive learning behaviors. Developing and reinforcing these behaviors as undergraduates may positively impact future success at the graduate level.

An increasing amount of evidence suggests that learners within Higher Education (HE), and graduates, are struggling with their transition into the workplace. With the increased prominence of workplace learning requirements, these challenges are becoming more evident for learners during HE studies. This study aimed to identify the challenges faced by learners and graduates transitioning into the healthcare workforce, and the challenges experienced by key groups such as healthcare employers and other influencers within HE. The key focus was on disability, part-time work and transitions into the workplace. Thirty-two individuals participated in an online survey focused on equity and employability. Questions were both quantitative and qualitative in nature. Participants were learners, graduates, academics, career advisory staff, and employers. Thematic analysis of the qualitative data identified eight themes. Challenges identified by participants included work-life balance, stigma and stereotypes, organisational and individual empowerment, navigating additional administrations tasks, information and signposting, consistency in language and messaging, advocacy, and exemplars for guidance. The study highlights the responsibilities of all involved with HE provision, and the importance of collaboration with employers to inform, educate and advocate for all learners to maximize employability opportunities and enhance transitions into employment. Policy and practice in this area should quality assure the robustness of the support, aiming to meet individual needs, including education to empower and facilitate individual agency, as well as reviewing the visibility and accessibility of resources.

Background: To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the 'black box' to understand students' conceptualizations of STEM careers. Aims: The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by STEM definition (inclusion/exclusion of medical careers). Samples: In Study 1, the sample was US college students (N = 125) who were mostly White (80%). In Study 2, the sample was US 10th-grade high school students (N = 455) who were mostly Black (79%). Methods: In Study 1, students completed an online questionnaire. In Study 2, students completed various measures of math achievement, motivation (science and math expectancies of success, interest and importance value) and career interest with an importance. Results: In Study 1, medical careers were less often classified as STEM careers than traditional STEM careers, but more often classified as STEM than non-STEM careers. In Study 2, science importance value was the only motivational predictor of students' STEM+Medicine career interest, and no motivation constructs predicted traditional STEM career interest. Boys expressed greater interest in traditional STEM careers, while girls expressed greater interest in STEM+Medicine careers. Conclusions: Students' conceptualizations of STEM are not binary. Thus, we recommend researchers are explicit about their definition of STEM with study participants, in their coding and in their publications.

In this mixed methods and multi-phased study, through a multi-round feedback and confirmation process, we established a meaningful approach to developing, revising, and finalizing a competency framework for InterProfessional Informationists (IPI). As an emerging profession, IPI has not yet been established as a formal educational program with a guiding framework. It is important both to the field of practice and to educational programming to develop a competency framework, specifically targeted to IPI, and has been informed/verified through current practice. Our process started with using the initial competency framework developed by Tang and Martin (2019) as the basis, and involved gathering comments from numerous stakeholders, including IPI students and working professionals from relevant communities ranging from health science librarians to library directors, informationists, and LIS scholars and educators. The finalized IPI framework features four levels, six competency areas, and 67 elements, with separate beginner and advanced levels for subject expertise and work practice/culture. By including a variety of voices, this comprehensive framework not only outlines relevant foundational knowledge, skills, and attitudes (KSAs), but also accentuates timely cutting-edge skills and forward-looking elements required of InterProfessional Informationists.

The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional programme. In recognition of institutional racism and significant health and wellbeing disparity in Indigenous wellbeing, "cultural safety" is recognised as essential knowledge across professions in tertiary education. An assessment task was designed to support students' written critical reflection to promote their cultural safety practice. A collaborative autoethnography by four academics critically reflected on the tensions in marking this reflective assignment as non-Indigenous educators. Thematic analysis was conducted on transcriptions of the authors' discussions and a framework was developed in response to repeating sites of tension. "The Indigenous allyship assessment framework: sharing the load" was framed around the central theme of Navigating the Unsettling. It specifically draws attention to navigating the "Personal (Heightened Responsibility" and "Partial Knowledge)," "Pedagogical (Judge the Meaningful" and "Feedback Conversations)" and "Persons and Processes (systems) (Efficiency Culture" and "Cost of Marking)" tensions. Our conclusion was that non-Indigenous educators need to consciously navigate unsettling challenges to do justice to assessment tasks to promote cultural safety.

Health professions students can increase their understanding of how social determinants impact health equity through experiential learning opportunities. Using key informant interviews with faculty and staff familiar with experiential education programs in medicine, dentistry, nursing, pharmacy, public health, and social work, we sought to identify key features and best practices to inform the broader implementation of these programs. Interviews were recorded and compiled notes were reviewed to identify common themes across programs. Experiential learning helped teach students competencies related to health equity. However, many programs were challenged by limited infrastructure and the need for faculty training on health equity topics. Key informants noted that programs should be linked to accreditation and curricular requirements. Strong community partnerships also facilitated successful program implementation. Our findings can help guide other schools considering experiential learning programs, as well as future research in this area.

While the medical field in the United States is renowned for research and innovation, with large numbers of world-class healthcare facilities and cutting-edge technologies, inequities in overall health outcomes demonstrate pronounced disparities in accessing care. This article addresses increasing provider diversity and cultural humility as critical steps in ensuring advancements are made to equitable care under the current confines of the American healthcare system. Increasing diversity amongst medical providers starts before students begin applying to medical school. Critical strategies are needed at the K-12 level to ensure early exposure to Science, Technology, Engineering, and Mathematics (STEM). Research demonstrates that early exposure to STEM can positively impact children's interest, confidence, and pursuit of STEM careers, including medicine. Early exposure to STEM can increase engagement and motivation in STEM subjects particularly for girls and racially marginalized groups.

Scholarly practitioners are broadly defined as healthcare professionals that address critical practice problems using theory, scientific evidence, and practice-based knowledge. Though scholarly practice is included in most competency frameworks, it is unclear what scholarly practice "is," how it "develops" and how it is "operationalized" in clinical practice. The aim of this review was to determine what is known about scholarly practice in healthcare professionals. We conducted a scoping review and searched MEDLINE, EMBASE, CINAHL from inception to May 2020. We included papers that explored, described, or defined scholarly practice, scholar or scholarly practitioner, and/or related concepts in healthcare professionals. We included a total of 90 papers. Thirty percent of papers contained an explicit definition of scholarly practice. Conceptualizations of scholarly practice were organized into three themes: the interdependent relationship between scholarship and practice; advancing the profession's field; and core to being a healthcare practitioner. Attributes of scholarly practitioners clustered around five themes: commitment to excellence in practice; collaborative nature; presence of virtuous characteristics; effective communication skills; and adaptive change ethos. No single unified definition of scholarly practice exists within the literature. The variability in terms used to describe scholarly practice suggests that it is an overarching concept rather than a definable entity. There are similarities between scholarly practitioners and knowledge brokers regarding attributes and how scholarly practice is operationalized. Individuals engaged in the teaching, research and/or assessment of scholarly practice should make explicit their definitions and expectations for healthcare professionals.

Contribution: This study provides evidence for the benefit of short online courses for the transdisciplinary competence development of graduate students. It shows the significant challenges students face while learning, and provides instructional recommendations to improve students' learning quality and professionalism. Background: Developing wearable and collaborative robots require industry collaboration and transdisciplinary competence. Industry's involvement in long-term programs is becoming infeasible, and the nature of transdisciplinary learning has not been explored to inform instructional practices. Intended Outcomes: This study aimed to provide instructional recommendations based on an in-depth examination of a diverse group of graduate students' learning and teamwork experiences as well as outcomes in a 5-day online transdisciplinary course. Application Design: Thirty-one graduate students of engineering, industrial design, and health fields from four countries participated in online mixed-discipline instructional sessions and teams to address a real industry challenge. A mixed-methods approach was used to examine students' experiences and learning outcomes based on a competence measure, session participation data, student journal entries, team progress reports, team elaboration visuals, and final team presentations. Findings: Students' knowledge of industrial design, medical considerations, ethics and standards, effective teamwork, and self-regulated learning were increased. Students' high motivation helped them deal with the challenges involved. Daily student journals, team reports, and visual elaboration tools were found to be beneficial for determining the challenges and learning quality. The observed student progress within five days is promising, making it worthwhile to further explore the benefits of short online courses for increasing graduates' readiness and establishing university-industry collaborations in education.

The University of Arkansas for Medical Sciences (UAMS) Summer Undergraduate Research Program (SURP) aims to increase diversity in research and health-related careers. The SURP provides underrepresented minority (URM) and disadvantaged students with research, mentoring, and networking experiences; real-life surgical observations; and simulated cardiovascular demonstrations. A postprogram survey was developed to assess program outcomes and explore ways of improving the program to stimulate URM and disadvantaged students' interest in research and health-related careers. This is a report of those postprogram survey findings. Using a survey research design, an online survey was emailed to participants (n = 88). Data were collected for 6 weeks beginning March 2020. There were 37 multiple-choice and open-ended questions regarding education, career choices, and program experiences. Responses were downloaded to statistical software for analyses. Quantitative data were analyzed using descriptive statistics. Major themes were identified for qualitative data. Responses were received from 44.3% (n = 39) of former SURP participants. Overall, 59% stated that the SURP influenced their career goals. When asked about mentor-mentee relationships, 69.3% responded that their interactions were excellent or good; 61.5% maintained contact with their mentor after the SURP. Finally, 79% indicated their SURP experience was excellent or good, and 84.6% would recommend the SURP to others. The SURP has been successful at providing URM and disadvantaged students with positive research experiences and long-term mentor-mentee relationships and has influenced educational and/or career goals. Programs that expose URM and disadvantaged students to basic, clinical, and/or translational research are beneficial for stimulating interest in research and health-related careers.

The study investigated the effect of leisure time satisfaction levels of healthcare workers on their job motivations during COVID-19 pandemic. 147 healthcare workers (mean age, 34.13±9.24 years; 57.8% (n=85) women and 42.2% (n=62) men) from a Turkish public hospitals who worked in pandemic hospitals in Istanbul during the COVID-19 global epidemic, were participated in the study voluntarily. Questionnaire method was used in conducting this study. The questionnaire consisted of three parts such as demographic information form, leisure time satisfaction scale and job motivation scale. SPSS v.21.0 (SPSS Inc., Chicago, Illinois, USA) statistical program was used to analyze the data. Frequency, T-Test, Anova, Regression and Correlation Analyzes were performed. Results show that the satisfaction of healthcare workers from their leisure time affected their job motivation positively, while leisure time satisfaction and job motivation differed by demographic variables.

This article seeks to determine the attitudes of undergraduate nursing students toward e-learning at the (X). A quantitative, non-experimental, descriptive, and exploratory approach was the procedural methodology selected in this study. A suitable sample of sophomore nursing scholars (n = 71) was registered. A total of 58 students returned the questionnaire (82.8% were females). Students who have previous computer training were significantly more confident in connecting to the internet than those with no prior computer training (t = 2.1, p < 0.05). Students who had prior experience in e-learning predicted they would feel significantly more nervous when working with computers than those who did not have this prior experience (t = 2.3, p < 0.05). In general, our investigation uncovered a differently favorable view of nursing students towards e-learning, however, some negative attitudes were also recorded. Factors likes students` motivation and personalities, backgrounds and feelings related to the control of their educational process must be considered in the application of e-learning.

Reflective practice is a complex concept to adequately describe, communicate about and, ultimately, teach. Unrelieved tensions about the concept persist within the health professions education (HPE) literature owing to reflection's diverse theoretical history. Tensions extend from the most basic, e.g., what is reflection and what are its contents, to the complex, e.g., how is reflection performed and whether it should be evaluated. Nonetheless, reflection is generally seen as vital to HPE, because it imparts crucial strategies and awareness to learners in their professional practices. In this article, we explore both conceptual and pedagogical dimensions of teaching for reflection. We address the concept of reflection, its application to practice, and how to remain faithful to transformative, critical pedagogy when teaching for it. We present (a) an analysis of two theories of education in HPE: Transformative Learning and Vygotskian Cultural Historical Theory. We (b) outline a pedagogical approach that applies Piotr Gal'perin's SCOBA: schema for the complete orienting basis of an action. We then employ (a) and (b) to provide affordances for developing materials for educational interventions across HPE contexts.

This study aimed to assess the knowledge, perception, influencing factors as well as suggested strategies to reduce academic dishonesty among healthcare students. A cross-sectional design that employed a self-administered online questionnaire was used to collect data among healthcare students in Afe Babalola University, Ado-Ekiti, Nigeria. Purposive and simple random sampling techniques were used in selecting the respondents. Knowledge was categorised into poor (< 50% of total score), fair (50-69% of total score) and good ([greater than or equal to] 70% of total score) while perception was classified as positive ([greater than or equal to] 50% of total score) and negative (< 50% of total score). Association between student demographics, and perception of academic dishonesty was analysed using Chi-Square and Fisher Exact tests. Differences in knowledge between demographics was analysed using independent sample T-test and One way Analysis of variance. Three hundred thirty-five students were enrolled in this study of which 83.3% were female and the mean age of the respondents was 19.33 years. 29.8% and 94.9% of the students showed good knowledge and positive perception of academic dishonesty respectively. There was a significant difference in knowledge based on students' level of study (p < 0.001) and departments (p < 0.001). Fear of failure (77.0%), social stigma and peer pressure (37.0%) were commonly identified reasons for academic dishonesty among students while strict punishment (18.3%) and proper invigilation (16.2%) were the most suggested strategies (n = 178) to control academic dishonesty among students. Poor to fair knowledge and positive perception towards academic dishonesty was shown by majority of the students. Educational intervention in form of training and proper implementation of suggested strategies is warranted to improve knowledge, reduce misconceptions and ultimately reduce academic dishonest behaviours among students.

Internationally many health professions courses require the inclusion of Indigenous health curricula and skilled educators are vital to achieving this. In this Australian qualitative study, 20 non-Indigenous nursing and allied health educators teaching Aboriginal and Torres Strait Islander people's health were interviewed on perspectives of teaching Indigenous health. Inductive thematic analysis identified three areas relating to perceptions of what to teach, how to teach and student experiences. Educators described teaching mostly novice-level knowledge concepts with a greater focus on Indigenous cultures rather than understanding power, race and settler colonial processes. Teaching was often informed by educators' personal and professional experiences. However, there was little critical reflexivity about whether these experiences may have modelled culturally unsafe practices or privileged settler colonial paradigms. Hence, despite good intentions of educators, teaching sometimes promoted paternalism, assimilation, stereotyping and ill-informed assumptions about Indigenous labour. Study findings indicate an imperative for theory-informed educator strengthening to understand recommended teaching approaches, impacts of settler colonialism and strategies for disrupting settler colonial cycles in education. Until institutional structures decentre colonial norms and implement cultural safety in learning and teaching practice, efforts to improve Aboriginal health equity will fall short.

Latinx populations experience health disparities and are underrepresented among health professionals. One strategy to address these health disparities includes increasing the proportion of Latinx health professionals. The purpose of this study was to examine barriers and facilitators for Latinxs in pursuing health professions careers in a Midwestern state experiencing dramatic increases in Latinx populations, especially in rural areas. We conducted focus groups with Latinx high school, undergraduate, and graduate health professions students in rural and urban settings to examine barriers and opportunities for promoting health professions careers. Although many of our results confirm findings from other studies, novel future directions for this work should include comprehensive interventions that span the health professions education pipeline, including interventions that engage Latinx parents. A need also exists for increased representation of Latinx science teachers, counselors, staff, faculty, and particularly senior administrators in academic settings, from high school to graduate health professions schools to serve as role models, mentors, and advocates for Latinx health professions students. Educational programming of this magnitude requires institutional commitment to diversity, driven by leadership, with an explicit commitment to workforce and student diversity.

Stressors inherent to training and stemming from the learning environment are associated with high rates of burnout, depression, and mental health problems in health professions students (HPS). There is evidence that disadvantaged or stigmatized groups are particularly affected. These problems not only impact students after graduation but may also have detrimental effects on patient outcomes. Resilience, conceptualized as the process of adapting well in the face of adversity, has inspired an increasing number of interventions aimed at addressing those problems in HPS. These interventions have mostly targeted individual students and their psychological traits while ignoring social and structural factors that may enhance or undermine individual resilience. To address this gap in the literature, the authors reviewed the evidence for psychosocial determinants of resilience and proposed a model inspired by the social determinants of health literature and the "upstream-downstream" metaphor. In this theoretical paper, the authors propose that upstream determinants such adverse childhood experiences and socioeconomic and sociodemographic markers of disadvantage have a direct effect on psychological adjustment and an indirect effect mediated by resilience. Additionally, the authors propose that the institutional downstream drivers of learning environment, social support, and sense of belonging moderate the direct and indirect effects of the upstream determinants on psychological adjustment. Future research should test these hypotheses and gather evidence that may guide the development of interventions. The authors present their model as part of a comprehensive response to recent calls to action to address diversity, equity and inclusion in health professions education.

The United States is experiencing a physician shortage and rural areas are especially impacted. Programs exist to recruit college and medical students to work in rural areas, but few programs are focused on the high school "pipeline." Medical students, residents and physicians who have lived in rural areas are more likely to practice in those areas. This article describes the development, implementation, and evaluation of a workshop to educate rural high school students about preparing for health professions careers. Evaluations of the workshop were positive and indicated increased knowledge and interest in careers in medicine and health professions. It is somewhat promising that even a brief educational program has the potential to increase interest of rural high school students to pursue medical or health professions careers, and perhaps ultimately increase the number of those practicing in rural areas. The authors discuss limitations and suggest changes for future workshop presentations.

The perineal body is located where four muscles (the superficial anal sphincter, the bulbospongiosus and both superficial transverse perineal muscles) have a common insertion at a nondescript point between the vagina or penile bulb and the anus. Health professions students have difficulty identifying its location and do not have a full appreciation of its function. Clinically, it provides support for the pelvic organs, especially in women. To help clarify the function of the perineal body, a demonstration can be performed which uses three student volunteers and a faculty member. By using one of their hands to represent the perineal muscles, a "perineal body" can be formed. As each person pulls in their respective direction, tension on the "perineal body" is formed; illustrating the concept that the perineal body provides pelvic organ support. During the demonstration, the faculty member discusses the clinical importance of the perineal body. The whole high yield demonstration takes less than two minutes to complete.

As HPE begins to turn their attention to the lived experiences of minoritized groups in society, health professions education (HPE) researchers need to be aware of the history of social science research and the ways it contributes to creating systems of oppression. This is because as 'knowledge producers,' we make decisions about how to design our studies, analyze and interpret data, and report it in ways that are frequently oblivious to the harmful legacy of social science research, and how it continues to bring harm to minoritized communities. To not do so is to perpetuate a system that has historically served the dominant group at the expense of those who are limited in representing the world for themselves. This article proposes that HPE researchers engage in disruptive research practices by delinking with their disciplinary training, and reimagine their role in the research process. To accomplish this, I suggest that they engage in three strategies: attend to the research team's composition, embrace critical theory and investigate epistemological ignorance. These strategies are nowhere close to exhaustive, and they do not extend as far as the conversation must go in reimagining our role in the research enterprise. However, in providing some initial thoughts on this topic, I hope to invite the HPE community into discussion on how we might harness our collective responsibility to resist research practices that are harmful and unjust to minoritized communities.

The purpose of this study was to use a grounded theory, qualitative approach to gain a deeper understanding of students' self-regulated learning processes in a required first-year gateway Anatomy and Physiology (A&P) course that is critical for success in health care-related academic programs and professions. At the end of a two-semester sequence in A&P, students were recruited to participate in individual 30-minute semi-structured interviews based on questions related to their metacognitive beliefs and behaviors. Investigators reviewed verbatim transcripts from 25 primarily first-year students and identified four major themes: 1) career orientation, 2) relevance of Anatomy and Physiology, 3) success as the ability to earn good grades, as well as retention and ability to apply materials, and 4) student behaviors referring to the learning and metacognitive strategies reported by students. Within the theme of student behaviors, four sub-themes emerged: collaborative work with peers, self-responsibility, self-awareness, and evolution as learners. The results of this study will help investigators to design and implement strategies to improve success in this course for pre-health professional students.

I Ola Kohala is an educational pilot project that strengthens opportunities for middle and high school students in North Hawai?i to explore opportunities in higher education and health professions through strengthening cultural identity and civic responsibility. The program is also focused on delivering quality rural health education for health professions students, including pharmacy students from the University of Hawai?i at Hilo Daniel K. Inouye College of Pharmacy (DKICOP) and medical students at the University of Hawai?i at Manoa John A. Burns School of Medicine (JABSOM). The project's purpose is to strengthen the pipeline for local students to pursue higher education and consider careers in health and promote physician retention in North Hawai?i by connecting with the medical community at JABSOM. Designed and funded by the medical school's Department of Native Hawaiian Health's Native Hawaiian Center of Excellence (NHCOE), the project worked closely with community partners to develop an educational curriculum that enabled participants to better understand the critical connection between cultural traditions and the importance of higher education as it relates to health concerns within their community. All activities took place in the Kohala district to strengthen participants' sense of place and nurture the practice of aloha ?aina. The long-term goals of the I Ola Kohala project are to provide participants with connections to resources that further their education and potential to pursue careers in the health professions, increase the number of medical student experiences in North Hawai?i, and empower the Kohala community to build educational pathways to promote students' educational success. The hope is that these types of programs will allow physicians in training to learn about rural communities and may potentially influence their desire to provide health care for underserved populations.

This study aims to discuss the importance of education in vertical transition between social strata in the context of career choices and vocational awareness sources in children with low socioeconomic level. The study used a phenomenological design within a qualitative research approach framework. The study group consisted of 55 fourth-grade students enrolled in a primary school in a low socioeconomic area of Izmir province in Turkey. Findings of the research laid out that the students mostly wanted to be a doctor, their positive attitudes towards the profession and their desire to be beneficial to the society gained importance in their career choices, taking the example of people who they encountered in real life and who they watched on TV affected their career choices, and that there were participant views indicating that a thorough presentation of careers was not conducted even though a number of professions were mentioned in the lesson. The findings were discussed in terms of carrying out vocational guidance more carefully for participants consisting of children with low socioeconomic level who have parents with low education level so that its disadvantages can be eliminated. [This study was presented at 17th International Primary Teacher Education Symposium (IPTES, 2018), Ankara, Turkey.]

This paper explores the use of theory in longitudinal qualitative research, an approach to research which explores lived experiences as they unfold. The authors illustrate how the complexity of conducting qualitative research through time drives an understanding and use of theory that differs from other research approaches. Longitudinal qualitative research considers time as fluid, subjective, and unbounded--in contrast to the more common taken-for-granted understanding of time as fixed, objective, and linear. Furthermore, longitudinal qualitative research is predicated on a premise of trust in the context of enduring research relationships. Therefore, while subject-matter theories used to investigate topics of interest to health professions educators may be useful frameworks for other types of research, longitudinal qualitative research needs theories that accommodate the myriad of changes in lived experiences through time. The authors share their decade-long, longitudinal qualitative research story, highlighting their decision points and insights. In doing so, they foreground issues such as time as fluid as an important contribution to health professions education literature.

Interprofessional collaboration (IPC) in an experiential learning setting can provide undergraduate and graduate students opportunities to learn about other professional practices, address patient/individual needs, and learn to work in a team setting that is respective of many disciplines. The current study examined the impact of an interprofessional summer camp, Camp Maverick: Rec N' Read, on undergraduate and graduate students' perceptions of their learning. The students participated in focus groups after the IPC experience to reflect on their learning throughout the camp. Our findings suggest that a camp setting, outside of clinical practice, can provide a unique learning experience for individuals in a variety of disciplines related to health, especially those in recreation and leisure sciences. We conclude that the additional IPC learning experiences are needed to bring students the opportunity to learn professional practices in clinical sciences, humanities, and education. It will better prepare students for professional practice.

This study investigates the impact near-peer tutors (NPTs) have on the learning experience of students enrolled on the biomedical and medical science programmes at De Montfort University, UK. Using a questionnaire, tutees were able to comment on their confidence level on certain academic taught topics in human physiology before and after attending near-peer tutored sessions. Statistical analysis showed a significant increase in the level of confidence observed by the tutees after attending the sessions (before vs after, p < 0.05). Tutees enjoyed the level of interaction and active learning with huge praise towards the NPTs. Qualitative data were also captured on the experience and skills gained by NTPs. The near-peer tutors highlighted the importance of these sessions in enhancing their knowledge and gaining valuable employability skills for the workplace. In conclusion, supporting lecturers with additional student-led sessions improved confidence levels and understanding of topics in human physiology among tutees. Having similar NPTs sessions across programmes can prove to be beneficial to student engagement & learning in higher education.

This is a conceptual paper that examines the origin and development of universities and their current role in global society. There has been an unprecedented and exponential growth of technology and artificial intelligence capabilities over the past ten years which is challenging current working practices and affecting all areas of society. The paper examines how this role may change to match the new demands placed on them by a digitally enabled society that has greater leisure time. The design of the paper is first to detail some of the changes in work practices that are taking place and how these will impact on society. It then offers several ways in which universities could modify their role to respond to these emerging challenges. This could include new courses, new organisational structures and new pedagogical practices. The paper provides a platform for discussion and debate around the strategic vision and direction of travel for higher education.

This mixed methods study explores college biology students' perceptions of the utility of evolution knowledge. In Phase I, 14 college biology students from an upper-level Evolution course were interviewed about their evolution acceptance and perceptions of the utility of evolutionary knowledge. In Phase II, findings from Phase I were used to develop a 28-item quantitative Usefulness of Evolution Knowledge Survey. Then, 472 college biology students enrolled in three biology courses were given the Usefulness of Evolution Knowledge survey to identify (1) evolution topics that have the highest utility value for evolution learners, (2) careers for which evolution knowledge is deemed most useful, and (3) relationships among evolution utility value and other constructs. The most useful evolutionary topics were genetic variation and adaptations of particular organisms to particular environments. Evolutionary knowledge was deemed most useful for conservation careers, with less utility for medical and forensic careers, and far less utility for careers in physics or chemistry. Significant relationships were found between perceptions of the usefulness of evolution and evolution acceptance, understanding of evolution, and intended career. Findings are discussed within the framework of the Expectancy Value Theory, and implications for future pedagogical interventions and associated research are provided.

A partnership between a regional Australian university and the Friendship Village in Vietnam was established in 2016 as part of a health promotion unit of study. The aim of this project was to evaluate the sustainability of the international service learning model of health promotion, and its impacts upon the students and the Friendship Village. International service learning imparts personal growth, self-confidence, cultural competence, and work readiness for participating students. While these outcomes are beneficial to students, the needs of the host community and sustainability of ongoing healthcare are often be ignored, which can raise ethical concerns if not addressed. Qualitative methodology and thematic analysis were applied to survey data. Five themes emerged reciprocal learning, sustainability, building capacity of the students and the Friendship Village, and meeting the needs of the host community. One recommendation includes adequate pre-departure preparation for both partners to understand the principles of the international service learning model, means of sustainability and evaluation.

Typical characteristics of Master's-level education usefully complement the development of professional attributes leading to improved outcomes for those professions. These include critical reflection on one's own practice, scholarship and research, and also that of others. This requires access to and engagement with a well-organized and verified corpus of research-based evidence to support improved practice and scholarship. Taking an interdisciplinary approach from the viewpoints of the teaching and midwifery professions, we argue that access to well-designed Master's-level curricula should form the basis of initial and continuing professional development for all professional practitioners, and that these curricula should be informed by research and linked directly to practice. Additionally, we propose that information and communications technologies, including social media, should better be used to facilitate access to both Master's-level education and its underpinning evidence bases, thereby enabling continuous updating and enhancement activities to be accessible to busy professionals.

Background: Stress, and particularly burnout, is a major problem among healthcare workers and can lead to high staff turnover and low patient/client satisfaction. Objective: To explore the impact of 3-day compassion-focused therapy training on those delivering education to healthcare students. The underpinning premise was that the training course could potentially be replicated through the participants' work with students embarking on a career within the helping professions. Design: Mixed-methods study, with the qualitative findings being presented in this paper. Setting: Training course was delivered in one higher education institution in England. Methods: In total, 44 healthcare lecturers attended the course, with 6 taking part in a reflective focus group. Findings: The analysis highlighted four main themes--reassurance and increased knowledge, increased compassion towards others, self-compassion and empathy, and blocks to compassion. Conclusion: Findings add to previous quantitative research findings showing that participants who undertook training were able to engage with their compassionate self and consider the importance of showing compassion towards the self and others in healthcare education.

Background: Competency models provide useful frameworks for organizing learning and assessment programs, but their construction is both time intensive and subject to perceptual biases. Some aspects of model development may be particularly well-suited to automation, specifically natural language processing (NLP), which could also help make them more generalizable and thus more learner-centric. Aims: In this study, we sought to evaluate the potential for NLP techniques be applied to competency framework development. Materials & Methods: Using NLP, we developed a set of new competency frameworks from a sample of existing leadership competency models from the health professions (e.g. nursing, medicine, healthcare management, social work, spiritual care). We then arranged for a human reviewer who was blind to the frameworks' sources to evaluate their relative coherence. Results: The human-developed frameworks tended to be viewed as more coherent than the NLP-generated frameworks, however the coherence advantage was greatest for the least complex models, and there was no apparent advantage in the most complex model we tested. Discussion: Although NLP did not consistently outperform the human-developed model structures, the pattern of results suggested directions for further model refinement and future study. Conclusion: Replicating this research with a broader sample of competency models will be important for establishing whether the observed relationship between NLP performance and model size is a more widely generalizable principle.

This article analyzes the writing competence of Norwegian students and apprentices in three professions: Healthcare, industrial mechanics and electricians. The research forms part of a large-scale assessment project in vocational education and training (VET). A subset of 108 written test-answers were subjected to an explorative analysis focusing on generic and professional writing competencies. A more text-based and trans-contextual working life for many professions requires not only profession-specific communicative competency, but also a stronger engagement in generic literacy practices. The need for written communication with customers, clients and colleagues across workplaces and countries has increased and the use of understandable language when communicating with non-peers is required. In the study, we found that the generic writing competency declined during apprenticeship, but on the other hand that the use of professional-specific terminology increased. We also found that writing competence seemed to be contextualized according to different traditions, text cultures and discourses across the three professions. The article questions the prevalence of text-based examinations in VET and analytical categories for measuring writing competence that do not take into account a multimodal character of professional communication.