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In this commentary, we propose the use of video‐reflexive ethnography (VRE) as a means to support integration of patient‐reported outcomes (PROs) in cancer care screening. As for any policy or intervention, the optimization of PROs depends on moving beyond their mere formal introduction, and depends on the integration of PROs in the everyday practice contexts of health care professionals (HPEs). The use of VRE allows for video‐playback sessions among oncology professionals to support team‐based learning and practice‐change grounded in "reflexivity." Through a review of previous methods used to support organizational change in healthcare settings (e.g., policies, quality improvement initiatives, simulation sessions), we present some unsung advantages of VRE that can be applied to a complex integrated setting, such as cancer care. As opposed to other methods to create change, VRE does not dictate new measures, but rather supports "bottom‐up" provider‐initiated changes to health care practices and contexts, grounded in collaborative day‐to‐day practice. We argue that VRE optimizes PROs in cancer care by facilitating their effective and sustainable integration, to promote improved patient care. [ABSTRACT FROM AUTHOR]

Interprofessional collaboration leads to better health outcomes. Measuring attitudes related to interprofessional collaboration is not a simple task, and in Brazil, there are few instruments for this evaluation. This study aimed to evaluate the evidence of validity and reliability of the Brazilian Portuguese version of the Jefferson Scale of Attitudes Toward Interprofessional Collaboration in a population of undergraduate healthcare students. It included 108 undergraduates from medicine, nursing, physiotherapy, dentistry, pharmacy, psychology, and physical education academic programmes. The median age was 22 (18 and 58) and 75% were females. The scale comprises 20 items divided into two domains: working relationships, consisting of 12 items, and accountability, consisting of 8 items. The instrument showed good reliability (Cronbach's alpha = 0.77, 95% CI 0.71–0.83) and no item was considered inconsistent in improving the scale significantly. The scale demonstrated good evidence of validity and reliability for application among a population of Brazilian healthcare students. [ABSTRACT FROM AUTHOR]

BACKGROUND AND OBJECTIVES: Considering the great impact suffered by women with metastatic breast cancer, manifested in physical and/or psychological symptoms, this study seeks to understand the impact of total pain on these patients and to emphasize the importance of interdisciplinary intervention in this context, as well as to list treatment alternatives for better pain management and consequent improvement in quality of life. CONTENTS: A narrative literature review was carried out in Scielo, Pubmed and Google Scholar databases, based on the descriptors “Pain”, “Breast Neoplasms”, “Palliative Care”, “Interdisciplinary Placements”, “Medication Systems” and “Cognitive Behavioral Therapy”, as well as their respective terms in Portuguese, in articles published from 2012 to 2022. 130 publications were found, of which, after applying the criteria, 34 were included in this review. The results obtained point to the impact of total pain on cancer patients, which has repercussions in terms of poorly controlled symptoms of fatigue, dyspnea, poor diet, poor sleep quality, anxiety, and possible depressive episodes. In this context, interdisciplinary and palliative care emerge as central to the treatment of these patients, since they are based on communication, joint decision-making and comprehensiveness. In addition, different techniques were observed, both pharmacological and psychotherapeutic, such as Cognitive-Behavioral Therapy, which can help relieve pain and other symptoms, improving quality of life. CONCLUSION: However, there are still limitations to the inclusion of interdisciplinary teams in clinical practice, due to communication failures, individual conduct and hierarchization, as well as other aspects.

This report presents an evaluation of students’ experiences in a student-run clinic project in Aotearoa New Zealand, aiming to provide interprofessional learning opportunities and accessible health services to the community. Qualitative focus group interviews were conducted with students post-clinical placement. A six-step thematic data analytic approach guided identification of three key themes: placement preparation and understanding expectations, interprofessional relationships and collaboration, and learning experience and value. Students reported positive experiences in this student-run clinic placement, including in respect to collaborative experiences, the development of interprofessional relationships, and value of the learning experience. This report highlights the need for enhanced pre-placement preparation and clarification of expectations regarding a community-based interprofessional placement experience, particularly for first year students. The student-run clinic model has potential to address healthcare disparities and enhance learning through community-engaged experiences. Results provide insights for educational institutions and healthcare providers looking to implement similar initiatives, emphasising collaborative partnerships and student-centred interprofessional education.

Julie M Collis,1 Sarah Barradell,1 Patrick Broman,1,2 Sharon Brownie1– 3 1School of Health Sciences, Swinburne University of Technology, Melbourne, VIC, Australia; 2Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand; 3Griffith Health, Griffith University, Gold Coast, QLD, AustraliaCorrespondence: Julie M Collis, Email jcollis@swin.edu.auPurpose: Organizational and university staff buy-in and advocacy are critical considerations in planning successful interprofessional education (IPE) initiatives in healthcare, such as interprofessional student-led clinics (SLCs). This study was designed with the purpose of gaining deeper insight into current views and perspectives of academic and professional staff at an Australian university, as a precursor to planning IPE and SLC activities.Methods: All academic and professional staff from within the School of Health Sciences were invited to participate in the study. In-depth-qualitative interviews were conducted with 16 staff to explore academic and professional staff perspectives on IPE and SLCs. Reflexive thematic analysis was used to analyse the data.Results: Findings are grouped within five themes that incorporate broad perspectives on the tensions and possibilities of IPE and establishment of SLCs: Academic and professional staff commitment; Better/smarter IPE; Student-led clinic potential; Vision and innovation; and Strategy and resourcing. The themes reflect the high value placed on IPE by academic and professional staff and incorporate innovative ideas on how to prepare students for a rapidly changing and evolving healthcare environment. A reticence towards standard models of university based SLCs was expressed.Conclusion: Academic and professional staff insights suggest university leaders need to develop a greater strategic focus on improving IPE. Effective engagement with staff is required to support IPE planning and implementation. If considering implementation of SLCs, contemporary fit-for-purpose models should be explored such as partnerships with primary healthcare providers, community wellness facilities, and hospital clinics rather than traditional university-based clinics.Keywords: health occupations, interprofessional education, interdisciplinary placement, patient care team

This report presents an evaluation of students’ experiences in a student-run clinic project in Aotearoa New Zealand, aiming to provide interprofessional learning opportunities and accessible health services to the community. Qualitative focus group interviews were conducted with students’ post-clinical placement. A six-step thematic data analytic approach guided identification of three key themes: placement preparation and understanding expectations, interprofessional relationships and collaboration, and learning experience and value. Students reported positive experiences in this student-run clinic placement, including in respect to collaborative experiences, the development of interprofessional relationships, and value of the learning experience. This report highlights the need for enhanced preplacement preparation and clarification of expectations regarding a community-based interprofessional placement experience, particularly for first year students. The student-run clinic model has potential to address healthcare disparities and enhance learning through community-engaged experiences. Results provide insights for educational institutions and healthcare providers looking to implement similar initiatives, emphasising collaborative partnerships and student-centred interprofessional education. [ABSTRACT FROM AUTHOR]

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Introduction Pre-registration interprofessional rural immersion programmes provide students with first-hand insight into challenges faced in rural clinical practice and can influence future practice intentions. The impact of short rural and hauora Māori interdisciplinary placements on early healthcare careers is unknown. Aim Explore whether a 5-week rural interprofessional education programme influenced graduates’ choices to work in primary care, rurally, and with Māori patients. Methods We conducted a survey-based, non-randomised trial of graduates from eight healthcare disciplines who did (n = 132) and did not (n = 479) attend the Tairāwhiti interprofessional education rural programme with hauora Māori placements. Participants were surveyed at 1-, 2-, and 3-years’ post-registration. Self-reported practice location and vocation were analysed with mixed-model logistic regression. Free-text comments were analysed with Template Analysis. Results We did not identify any measurable impact on rural or community workforce participation at 3-years’ post-registration. Free-text analysis indicated that a short rural interprofessional immersion placement had long-term self-perceived impacts on desire and skills to work in rural locations, and on desire and ability to work with Māori and embrace Māori models of health. Discussion Our study suggests that short rural immersion placements do not increase rural workforce participation during early healthcare careers. Three-years’ post-graduation may be too early to determine whether rural placements help to address rural health workforce needs. Reports from rural placement participants of increased ability to care for people from rural backgrounds, even when encountered in a city, suggest that assessment of practice location may not adequately capture the benefits of rural placement programmes.

Pharmacy students as future leaders of the pharmaceutical system must acquire different necessary skills through an interdisciplinary approach and pre-exposure to real challenges. To empower pharmacy students, a three-phase short-term elective course has been designed, conducted, and evaluated. The primary objectives of the course were outlined by needs assessment. The course was designed based on Harden’s 10-steps course planning. The content of the curriculum and educational strategies were determined through nominal group technique. The Delphi method has been used to decide on the methods of delivering the content in the course. The education process was problem-based and based on active learning. In addition, working in small groups and role-play were also used. Finally, the efficacy of the course was quantitatively and qualitatively evaluated by the Kirkpatrick model and semi-structured interviews. Based on Kirkpatrick’s assessment criteria participants’ performance was statistically significant (p

Introduction. Pre-registration interprofessional rural immersion programmes provide students with first-hand insight into challenges faced in rural clinical practice and can influence future practice intentions. The impact of short rural and hauora Māori interdisciplinary placements on early healthcare careers is unknown. Aim. Explore whether a 5-week rural interprofessional education programme influenced graduates' choices to work in primary care, rurally, and with Māori patients. Methods. We conducted a survey-based, non-randomised trial of graduates from eight healthcare disciplines who did (n = 132) and did not (n = 479) attend the Tairāwhiti interprofessional education rural programme with hauora Māori placements. Participants were surveyed at 1-, 2-, and 3-years' post-registration. Self-reported practice location and vocation were analysed with mixed-model logistic regression. Free-text comments were analysed with Template Analysis. Results. We did not identify any measurable impact on rural or community workforce participation at 3-years' post-registration. Free-text analysis indicated that a short rural interprofessional immersion placement had long-term self-perceived impacts on desire and skills to work in rural locations, and on desire and ability to work with Māori and embrace Māori models of health. Discussion. Our study suggests that short rural immersion placements do not increase rural workforce participation during early healthcare careers. Three-years' postgraduation may be too early to determine whether rural placements help to address rural health workforce needs. Reports from rural placement participants of increased ability to care for people from rural backgrounds, even when encountered in a city, suggest that assessment of practice location may not adequately capture the benefits of rural placement programmes. [ABSTRACT FROM AUTHOR]

The Yurok Tribe partnered with the University of California Davis (UC Davis) Superfund Research Program to identify and address contaminants in the Klamath watershed that may be impairing human and ecosystem health. We draw on a community-based participatory research approach that begins with community concerns, includes shared duties across the research process, and collaborative interpretation of results. A primary challenge facing University and Tribal researchers on this project is the complexity of the relationship(s) between the identity and concentrations of contaminants and the diversity of illnesses plaguing community members. The framework of bi-directional learning includes Yurok-led river sampling, Yurok traditional ecological knowledge, University lab analysis, and collaborative interpretation of results. Yurok staff and community members share their unique exposure pathways, their knowledge of the landscape, their past scientific studies, and the history of landscape management, and University researchers use both specific and broad scope chemical screening techniques to attempt to identify contaminants and their sources. Both university and tribal knowledge are crucial to understanding the relationship between human and environmental health. This paper examines University and Tribal researchers' shared learning, progress, and challenges at the end of the second year of a five-year Superfund Research Program (SRP) grant to identify and remediate toxins in the lower Klamath River watershed. Our water quality research is framed within a larger question of how to best build university-Tribal collaboration to address contamination and associated human health impacts.

The Health Resources and Services Administration Special Projects of National Significance launched the Systems Linkage and Access to Care for Populations at High Risk of HIV Infection Initiative in 2011. Six state departments of health were funded to utilize a modified Learning Collaborative model to develop and/or adapt HIV testing, linkage to care and retention in care system-level interventions. More than 60 Learning Sessions were held over the course of the Learning Collaborative. A total of 22 unique interventions were tested with 18 interventions selected and scaled up. All interventions were created to impact services at a systems level, with standardized protocols developed to ensure fidelity. Our findings provide key lessons and present considerations for replication for use of a modified Learning Collaborative to achieve state-level systems change.

Interdisciplinary learning facilitates communication and collaboration with disciplines from outside the medical realm, as is needed in an increasingly complex healthcare system. However, the term ‘interdisciplinary learning’ is often used imprecisely and is often mistaken for interprofessional learning, resulting in terminological and educational confusion. When aware of the definition of both interdisciplinary and interprofessional learning, it is possible to strengthen the potential of both forms of learning. First, the authors propose to reach consensus on the definition of a discipline. When defining the medical discipline without making subdisciplines, it implies that interprofessional learning in healthcare is not necessarily interdisciplinary. Second, the authors elaborate on the specific learning outcomes of interdisciplinary learning. Both interdisciplinary and interprofessional learning focus on ‘boundary crossing’ as a potential key learning outcome. The boundaries crossed however are different. Interdisciplinary learning requires boundary crossing at the level of epistemics and ‘academic cultures’, more so than interprofessional learning.

Objective: to reveal the tensions perceived by community actors in the settlement and conformation of the territory during the internship of the School of Medicine of Universidad de Antioquia in the rural settlement Granizal between 2009 and 2018. Methods: Hermeneutic study that used Grounded Theory techniques to collect and analyze data. Eleven in-depth interviews with leaders were conducted and two focus groups with community mothers, teachers and leaders were carried out which were analyzed with open, axial and selective coding techniques. Results: there is a permanent tension between leadership with different shades and the community unity which receives various threats due to the permanent eviction of their vital spaces by outlaw actors linked to drug trafficking, to the absence of the State and to internal interests for power. This tension seeks to be overcome through the collective effort to learn to survive and through the links that are born from the trust generated with the University and the internship of the Faculty of Medicine that has supported the progressive understanding of the social determination of the health-disease process which has allowed for greater wellbeing. Conclusions: There are constant community struggles in Granizal to overcome the deprivations of subsistence vital minimums, in which autonomy and human development are debated between hope and despair to maintain firmness in the construction of the social fabric and in the search for solutions that make life and wellbeing possible. [ABSTRACT FROM AUTHOR]

This article aims to report the experience of monitoring the growth and development of children up to twenty-four months of age in a Family Health Strategy. This is an experience report on actions aimed at child health, carried out in a municipality in the interior of Rio Grande do Sul. The initiative was based on concerns about fragmented care, unsatisfactory monitoring of children and the need to promote changes in the community. Interdisciplinarity, due to its potential to consolidate comprehensive care and more resolute practices, was the guiding principle for developing care for children. Actions include shared childcare consultations, home visits and educational group activities, advocating, above all, health promotion, prevention of diseases, ensure a successful growth and development process, and guarantee the longitudinality of care. The service methodology developed allowed for reflections on how positive it is to break with fragmented professional thinking, integrating knowledge from different areas. The search for and maintenance of interdisciplinary action were challenging and continually mobilized reflections in the team, but also expanded the possibilities and capacities to transform children's health care practices. [ABSTRACT FROM AUTHOR]

• Learning methodologies to develop soft skills such as decision making, team working and critical thinking beyond cognitive skills were important during the social distance term in COVID-19. • The Escape Zoom® is an effective teaching strategy, perceived with satisfaction by students as a form of learning with colleagues, in a ludic way. • This article provides a new option in teaching–learning strategies using on-line gamification to improve soft and cognitive learning experience. The teaching–learning process has gone through major changes due to the COVID-19 pandemics and it has been left to professors to adapt the teaching process and find ways to keep students engaged. There has been a need to establish collaborative and active strategies for working in the online environment. The development of a game for both teaching and evaluating de interdisciplinary learning content on an online platform may create a gameful experience and stimulating environment that makes complex learning goals achievable. To analyze how nursing students feel in relation to their participation and learning in an Escape Room activity taking place in an online environment. This is a descriptive and exploratory cross-sectional cohort study. The study was carried out in a higher education institution. The sample consisted of 73 students. After implementation of Escape Zoom® in the first semester of 2021, adapted questionnaires to assess students' satisfaction and perception of learning were applied. In the Educational Practices Questionnaire, all statements obtained greater than 70% agreement, which revealed students' satisfaction, especially with learning with colleagues. As for learning, 93.2% of students' statements expressed that the Escape Zoom® favors teamwork and 91.8% of student's statements agreed that the activity is effective for learning and would recommend it to other colleagues. The Escape Zoom® is an effective teaching strategy, perceived with satisfaction by students as a form of learning with colleagues, in a game-oriented way. It also has the potential to promote the development of soft skills. [ABSTRACT FROM AUTHOR]

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI 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.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI 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.)

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI 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.)

Copyright of HNO is the property of Springer Nature 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.)

Abstract Introduction In the Indian subcontinent, Master’s-level Public Health (MlPH) programmes attract graduates of diverse academic disciplines from health and non-health sciences alike. Considering the current and futuristic importance of the public health cadre, we described them and reviewed their transdisciplinarity status based on MlPH admissibility criteria 1995 to 2021. Methods Using a search strategy, we abstracted information available in the public domain on MlPH programmes and their admissibility criteria. We categorized the admission criteria based on specified disciplines into Health science, Non-health science and Non-health non-science categories. We described the MlPH programmes by location, type of institution, course duration, curriculum, pedagogical methods, specializations offered, and nature of admission criteria statements. We calculated descriptive statistics for eligible educational qualifications for MlPH admission. Results Overall, 76 Indian institutions (Medical colleges—21 and Non-medical coleges—55) offered 92 MlPH programmes (Private—58 and Public—34). We included 89 for review. These programmes represent a 51% increase (n = 47) from 2016 to 2021. They are mostly concentrated in 21 Indian provinces. These programmes stated that they admit candidates of but not limited to “graduation in any life sciences”, “3-year bachelor’s degree in any discipline”, “graduation from any Indian universities”, and “graduation in any discipline”. Among the health science disciplines, Modern medicine (n = 89; 100%), Occupational therapy (n = 57; 64%) is the least eligible. Among the non-health science disciplines, life sciences and behavioural sciences (n = 53; 59%) and non-health non-science disciplines, humanities and social sciences (n = 62; 72%) are the topmost eligible disciplines for admission in the MPH programmes. Conclusion Our review suggests that India’s MlPH programmes are less transdisciplinary. Relatively, non-medical institutions offer admission to various academic disciplines than the medical institutions in their MlPH programmes. India’s Master’s level public health programmes could be more inclusive by opening to graduates from trans-disciplinary backgrounds.

Introduction: The increased use of life-sustaining measures in patients with poor long- and middle-term expected survival concerns health care providers regarding disproportionate care. The objective of this study was to report the prevalence of perceived inappropriate care among intensive care unit (ICU) staff physicians, training physicians, nurses, and practical nurses in a Brazilian public hospital. Methods: We conducted a cross-sectional study with the medical and nursing team of a 34-bed multidisciplinary ICU of a tertiary teaching hospital in Southern Brazil from January to July 2019. A total of 151 professionals completed an anonymous electronic survey. Results: The response rate was 49.5%. One hundred and eighteen (78.1%) respondents reported disproportionate care in the work environment. Nurses and practical nurses were less likely to receive formal training on end-of-life communication compared to physicians (10.6% vs. 57.6%, p < 0.001). Twenty-nine (28.1%) nurses and practical nurses vs. 4 (0.08%) physicians claimed that there were no palliative care deliberations in the ICU (p = 0.006). Of 48 senior and junior physicians, 43 (89.5%) believed that collaboration between physicians and nurses was good, whereas 58 out of 103 (56.3%) nurses and practical nurses disagreed (p < 0.001). Conclusion: This is the first survey on the perception of inappropriate care conducted in Latin America. The study included junior physicians and practical nurses working in a high-complexity medical center associated with the Brazilian public health system. Most health care providers perceived disproportionate care in their daily practice, regardless of their professional class. [ABSTRACT FROM AUTHOR]

To know the experience of matrix support in the perception of doctors and nurses in Primary Health Care in a district of Caucaia-CE, Brazil. Quantitative cut of a descriptive-exploratory study, with a quantitative-qualitative approach, having as subjects physicians and nurses working in the territory. Data collected through printed questionnaires, recorded interviews and notes in a field diary, from August 2021 to January 2022. 25 professionals answered the questionnaire, 92% said they performed mental health actions in the units of operation, 84% assured that they were satisfied with the participation in the matrix support, and that it has changed or can change the assistance, being unanimous in considering the matrix support important. Low adherence of non-medical professionals to mental health actions and matrix support was observed. Matrix support was being carried out in the researched district, but there is a need for greater adherence of non-medical professionals [ABSTRACT FROM AUTHOR]

To present qualitative results from a group intervention aimed at improving education and interprofessional collaboration in multidisciplinary residents and medical residents, with emphasis on the context of hospital care. This is a qualitative study, in which nine residents participated. The intervention developed with the participants was divided into four meetings lasting two hours each and promoting activities aimed at fostering interprofessional competences. The meetings were audio recorded and later transcribed, and the transcripts were subjected to thematic content analysis. Two basic categories were configured, whose corresponding reports indicate that, according to the participants, the intervention was beneficial in the sense that, dialogically, it enabled them both to recognize obstacles to teamwork in the health field and to outline expedients capable of overcoming them. The intervention generated contributions to the improvement of education and interprofessional collaboration with the participants. [ABSTRACT FROM AUTHOR]

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Copyright of Enfermagem Brasil is the property of Atlantica Editora 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.)

Copyright of Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais 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.)

To build a serial album about congenital heart diseases as an instrument for Health Education. The construction took place in two stages: Integrative review on the topic and elaboration of a serial album based on the data obtained and the researcher's experience. The study followed Resolution 466/12, is approved by the ethics committee with opinion number 2931.261. The album consists of 10 illustrations, which are exposed to the participants, and 10 corresponding script sheets, which are aimed at the professional. Consisting of the following pathologies: Interventricular Communication (IVC), Interatrial Communication (CIA), Arterial Canal Persistence (PCA), Transposition of the Great Arteries (TGA), Tetralogy of Fallot (T4F), Aortic Stenosis (AS), Pulmonary Atresia (AP), Atrioventricular Septal Defect (DSAV). development of the serial album was intended to provide the multidisciplinary team with educational material that enables the family to understand their child's congenital heart disease and clarify the doubts of parents and family members regarding the child's treatment and follow-up by the specialized service, minimizing stress and encouraging empowerment and confidence in the care. [ABSTRACT FROM AUTHOR]

Instagram allows for graphical and visual information exchange. This paper aims to explore the current landscape of rheumatology on Instagram and analyse the accounts available based on their objectives and level of engagement. The search term "#rheumatology" reveals 62 results, leaving 55 after careful exclusion. On grouping into "educational", "broadcasting", "support", and a combination of all three, an analysis is carried out using the total number of posts, follower counts, number of caption characters (last 10 posts), likes per post (last 10 posts), archived stories, reels, IgTV (Instagram Television) videos, hashtags, and links in bio. The analysis reveals that 29 accounts (52.7%) disseminate educational content, 36 (65.4%) are run by organisations, and 22 (40.0%) are of an institute or clinic. Character counts (rho 0.44, p = 0.0006) and videos (likes for ten posts 149 vs. 54, p = 0.006) positively correlate with the number of likes, while hashtag use and post count have no statistical significance with likes. Reels and IgTV videos are infrequently used (18.18%, 3.6%). The rheumatology social media landscape is in its nascency and currently split into educational and broadcasting accounts with a significant overlap between the two. The positive correlation of character counts and videos and the negative correlation of hashtag use and post count with likes lay the case for quality content to improve engagement. Social media editors may ensure quality content for rheumatology education using Instagram. Key Points • The current landscape of Instagram use in rheumatology is limited and largely orientated towards educative content. • Likes on Instagram are positively correlated with caption character counts and videos. • Using currently underutilised tools like videos, engaging captions, and infographics may enhance the utility of Instagram in rheumatology education. [ABSTRACT FROM AUTHOR]

Introdução: As instituições de acolhimento infantojuvenil devem funcionar de forma semelhante a uma residência, fornecendo conforto aos acolhidos. Os profissionais atuantes nesses espaços socioassistenciais são chamados de educadores sociais. No Brasil, desde o princípio, sua formação não se deu por processos formais e, até hoje, constata-se a falta de qualificação apropriada. Com o projeto de extensão intitulado “Grupo de cuidados com crianças e adolescentes em acolhimento institucional: proposta de intervenção” notou-se a necessidade de capacitação e sensibilização dos educadores atuantes. Objetivo: Descrever as atividades interdisciplinares realizadas no processo de capacitação de educadores sociais, executadas por discentes de graduações da área da saúde através de uma subdivisão do projeto de extensão principal, sendo então denominada “Grupo de cuidados: quem cuida do cuidador?”. Método: Estudo descritivo do tipo relato de experiência sobre a prática extensionista de acadêmicos de saúde realizada em 2021 na Instituição de Acolhimento Laura Vicuña, localizada na cidade de Petrolina-PE, através do projeto de extensão “Grupo de Cuidados com Crianças e Adolescentes em Acolhimento Institucional: proposta de intervenção”. Utilizando a plataforma Google Meet, foram realizadas oficinas online perpassando o conhecimento prévio, a abordagem do tema principal, problematização e compartilhamento de vivências inseridas nas temáticas. Foram abordados temas importantes para a construção de pensamento crítico, político e social, além de temas que versam sobre a importância da saúde mental do cuidador para o bom acolhimento de jovens. Resultados: Baseando nas experiências vivenciadas e na troca de informações durantes as oficinas, observa-se a carência de qualificação associada a contratação, gerando estresse no trabalho, por não saberem como agir frente às adversidades. No entanto, nota-se o interesse em instruir-se para melhor oferta de cuidado, resultando na participação ativa de toda a equipe nos encontros. A proposta interdisciplinar permitiu que assuntos importantes das diversas áreas de conhecimento fossem introduzidos e discutidos durante a capacitação, ofertando melhor conhecimento não só para a equipe de educadores, como para a equipe organizadora da capacitação. Conclusão: É possível constatar a importância da transmissão de conhecimentos para que a prática do educador social seja sensível e baseada em evidências, promovendo a melhoria na sua rotina laboral e, consequente diminuição do esgotamento mental. Com base nisso, espera-se que a qualidade de vida se desenvolva positivamente, a partir de entendimento que saúde é um estado de bem-estar físico, mental e social e que o trabalho tange grande parte das preocupações do indivíduo. Por fim, pode-se concluir que a interdisciplinaridade e a troca de experiências entre comunidade e instituição favorece o desenvolvimento acadêmico, profissional e pessoal dos discentes.

Introdução: A institucionalização de crianças e adolescentes é caracterizada como medida protetiva excepcional para aqueles que tiveram seus direitos violados e sua integridade física e psicológica ameaçadas. Apesar de ter caráter provisório, a permanência desses jovens pode se estender além do tempo esperado. Isto posto, as experiências que motivaram o afastamento da família, aliadas à vivência prolongada em uma instituição, fragilizam a saúde mental dessa população. Além disso, a insuficiência de trocas afetivas significativas e a carência de atenção individualizada dificultam a permanência na casa. Diante disso, é possível perceber a necessidade de uma atuação interdisciplinar de caráter extensionista que possa auxiliar na obtenção de melhor convívio na instituição. Objetivo: Relatar a experiência de acadêmicos da área de saúde na realização de um projeto de extensão intitulado “Grupo de cuidados com crianças e adolescentes em acolhimento institucional: proposta de intervenção” que atua em uma instituição de acolhimento para meninas. Método: Trata-se de um estudo descritivo do tipo relato de experiência sobre a prática extensionista realizada por estudantes de enfermagem, farmácia e medicina da Universidade Federal do Vale do São Francisco – UNIVASF, ambientando-se na instituição de acolhimento Laura Vicuña, em Petrolina-PE, no decorrente ano. Os encontros foram realizados semanalmente de forma presencial através do método Cuidado em Grupo, que permite intervenção por meio de orientações interdisciplinares e esclarecimento de dúvidas, além de execução de cuidado coletivo através de escuta qualificada. A proposta de trabalho visou abordar os temas de forma descontraída e as dinâmicas foram indispensáveis pois acredita-se que assim é possível introduzir os assuntos de forma lúdica e promover a construção de vínculo entre o grupo. Diferentes temáticas foram desenvolvidas, perpassando desde higiene pessoal até autoestima, intercalando entre a apresentação pela equipe e a promoção da discussão a partir das experiências pessoais das jovens. Resultados: A prática extensionista nessa instituição permitiu que a equipe observasse o enfoque da saúde mental em todos os encontros, mesmo que não fosse o ponto central do dia. Ao discorrer sobre autoestima, por exemplo, sentimentos negativos foram apresentados em suas falas, sendo possível perceber discursos de cunho suicida. A escuta qualificada torna viável a constatação que os traumas vivenciados em suas antigas residências contribuem para problemas que acontecem na instituição. Ademais, a fragilidade em sua saúde mental associada ao isolamento social propiciou o aumento de horários ociosos nos quais a tristeza ou a apatia tornam-se presente. A partir disso, o grupo de docentes do projeto de extensão foi sensibilizado pela experiência e buscou sempre discutir em reuniões as melhores formas de versar sobre os tópicos propostos. Conclusão: Nota-se a necessidade de uma abordagem precisa sobre saúde mental e seus aspectos, para acolhidas e equipe de educadores sociais, constatando a necessidade de apoio permanente para a instituição. A experiência extensionista é vista como positiva pois auxilia na formação de profissionais sensibilizados e capazes de promover escuta qualificada. Por fim, a parceria entre universidade e sociedade é imprescindível para populações que necessitem de algum auxílio, seja de atendimento ou de educação em saúde.

Introduction: In the Indian subcontinent, Master's-level Public Health (MlPH) programmes attract graduates of diverse academic disciplines from health and non-health sciences alike. Considering the current and futuristic importance of the public health cadre, we described them and reviewed their transdisciplinarity status based on MlPH admissibility criteria 1995 to 2021.Methods: Using a search strategy, we abstracted information available in the public domain on MlPH programmes and their admissibility criteria. We categorized the admission criteria based on specified disciplines into Health science, Non-health science and Non-health non-science categories. We described the MlPH programmes by location, type of institution, course duration, curriculum, pedagogical methods, specializations offered, and nature of admission criteria statements. We calculated descriptive statistics for eligible educational qualifications for MlPH admission.Results: Overall, 76 Indian institutions (Medical colleges-21 and Non-medical coleges-55) offered 92 MlPH programmes (Private-58 and Public-34). We included 89 for review. These programmes represent a 51% increase (n = 47) from 2016 to 2021. They are mostly concentrated in 21 Indian provinces. These programmes stated that they admit candidates of but not limited to "graduation in any life sciences", "3-year bachelor's degree in any discipline", "graduation from any Indian universities", and "graduation in any discipline". Among the health science disciplines, Modern medicine (n = 89; 100%), Occupational therapy (n = 57; 64%) is the least eligible. Among the non-health science disciplines, life sciences and behavioural sciences (n = 53; 59%) and non-health non-science disciplines, humanities and social sciences (n = 62; 72%) are the topmost eligible disciplines for admission in the MPH programmes.Conclusion: Our review suggests that India's MlPH programmes are less transdisciplinary. Relatively, non-medical institutions offer admission to various academic disciplines than the medical institutions in their MlPH programmes. India's Master's level public health programmes could be more inclusive by opening to graduates from trans-disciplinary backgrounds. [ABSTRACT FROM AUTHOR]

This study presents a reflective analysis of the implementation of interprofessional education in undergraduate nursing courses, considering as an example the curricula of undergraduate nursing careers in Brazil. Despite investments to advance interprofessional education, its practice is not institutionalized in the curricula of undergraduate courses. These findings represent a limitation for the implementation of interprofessional education in nursing courses, and the case of Brazil allows to learn lessons for the education of nursing professionals in other countries of the Region of the Americas. Recommendations are provided for training, management and intersectoral articulation of health and education services, with emphasis on primary health care and the Sustainable Development Goals, aimed at educational institutions wishing to implement interprofessional education. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Atencao Primaria a Saude is the property of Revista de Atencao Primaria a Saude 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.)

Copyright of Revista Família, Ciclos de Vida e Saúde no Contexto Social (REFACS) is the property of Universidade Federal do Triangulo Mineiro, Instituto de Ciencias da Saude 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.)

Copyright of Saberes Plurais is the property of Saberes Plurais 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.)

Copyright of Revista Salud UIS is the property of Universidad Industrial de Santander 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.)

The current heightened social awareness and anxiety triggered by escalating violence against Black Americans in the United States demands a safe space for reflection, education, and civil discourse within the academic setting. Too often there is an unmet need paired with a collective urgent desire to better understand the chronic existing structural, social, educational, and health inequities affecting disadvantaged populations, particularly Black Americans. In this perspective, the authors provide insight into a shared learning approach that provided a forum to discuss Perspectives Against Racism (PAR). Unlike existing top-down approaches, faculty, trainees, and staff were engaged in leading a series of focused discussions to examine unconscious bias, promote awareness of implicit biases, and reflect on individual and collective roles and responsibilities in working toward becoming antiracist. An existing 1-h graduate elective seminar course was dedicated to creating a space for learning, discussion, and exchange of ideas related to the experience and existence of racism (personal and institutional/systemic). A goal of each session was to go beyond didactics and identify mechanisms to implement change, at the level of the individual, department, and institution. This perspective of the shared experience may provide an adaptable framework that can be implemented in an academic setting at the departmental, center, or institutional level. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas 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.)

Purpose: In response to COVID‐19, dental educators have been tasked with maintaining the quality of education while reducing cost, increasing efficiency, and leveraging technology. Methods: This collaborative, multisite virtual health policy course used the Staged Self‐Directed Learning Model (SSDL) to lead a diverse group of students studying health policy. Twelve Core sessions were offered with three additional sessions in August or December for a total of 15 total synchronous Zoom sessions that covered policy issues on supply, demand, and need for dental care. Results: Twenty‐eight students, seven lead instructors, and two course directors from six schools reported positive feedback on the course format, use of technology and the SSDL model, and breadth of topics presented. Participation by universities in four states with differing health policies stimulated virtual classroom discussions. Conclusion: In conclusion, collaborative interinstitutional virtual teaching and learning is cost effective, efficient, and engaging for students. This model has the potential to continue even when institutions are no longer affected by COVID‐19. [ABSTRACT FROM AUTHOR]

To investigate the barriers and enablers to creating an interdisciplinary experiential learning program for various health sciences students at a rehabilitation centre. This study aims to formulate a list of recommendations to implementing this type of program at any rehabilitation centre. This is a qualitative study consisting of one-on-one semi-structured interviews. Interviews and data analysis followed the Theoretical Domains Framework (TDF), designed to identify possible cognitive, affective, social, and environmental influences on program implementation. Parkwood Institute (rehabilitation centre), in London, ON, Canada. Three individuals from four key stakeholder groups (rehabilitation centre leaders, university clinical coordinators, health and rehabilitation students, and clinicians) were interviewed for a total of 12 participants. Participants were identified to help with the understanding of developing an interdisciplinary experiential learning program. N/A. Two researchers coded data independently to identify major themes of enablers and barriers to implementing an interdisciplinary experiential learning approach to rehabilitation care. A list of recommendations to implementing an interdisciplinary experiential learning program to university students at a rehabilitation centre, with specific knowledge being informed from Parkwood Institute and Western University students. From a total of 12 interviews, the main themes identified were (1) enablers (reinforcement, beliefs and consequences, optimism, professional identity, knowledge, skills), (2) barriers (environment/resources, beliefs and capabilities), (3) and program development (goals). Recommendations were created and a representative from each stakeholder group reviewed and provided feedback to inform the final set of recommendations. Providing recommendations to developing an interdisciplinary experiential learning program for university students within rehabilitation centres will support the development of interdisciplinary programs in teaching hospitals and provide an exploration into the potential impact these programs could have. Developing programs that could positively impact patient outcomes, enhance educational curricula, and provide students clinical experiences are critical to increasing more supportive opportunities to students, clinicians, and patients. Future research and pilot studies will need to be conducted to fully understand the effects of implementing an interdisciplinary experiential learning approach within rehabilitation centres. None. [ABSTRACT FROM AUTHOR]

This report is about the experience lived in the "Dental prenatal extension project for high risk pregnant women" inserted in the actions of an extension program at the State University of Ponta Grossa, State of Paraná. The project was developed on the pillars of Teaching, Research and Extension with the objective of capacitating undergraduate students in the areas of Dentistry and Nursing under an interdisciplinary view within the scope of Dental Prenatal. The actions focused on the analysis of dental care conditions for pregnant women in municipalities belonging to the third Regional Health Region of Paraná. The project enabled the knowledge of the local reality of the municipalities covered, the dental care of high-risk pregnant women by a multiprofessional team and the realization of professional training. It is concluded that the products resulting from the project made it possible to formulate strategies that promote maternal and child health from an interdisciplinary perspective and also contributed to professional training through the collaborative practice of dental prenatal care. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Médicas de Pinar del Río is the property of Editorial Ciencias Medicas 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.)

Background: in therapeutic decision-making, the importance of knowledge of the drug receptor theory content is recognized; however, there is a lack of proposals from interdisciplinarity, which is useful as reference for teachers to improve the teaching of this process. Objective: to design a methodological proposal with an interdisciplinary approach for the teaching-learning of the content theory of the pharmacological receptor in the Medicine career. Methods: study carried out at the Cienfuegos University of Medical Sciences, during the 2018-2019 school year. From a universe of 250 fourth-year medical students, 75 students were selected through a simple random probability sampling, to whom a survey was applied. 19 professionals were surveyed corresponding to all the teachers involved in the process for teaching the subjects Pharmacology I, Molecular Biology and Nervous, Endocrine and Reproductive Systems. Five key informants selected by intentional non-probability sampling were interviewed. In addition, a documentary analysis was carried out that included the study plans and programs of the Medicine career in Cuba to identify the interrelationship between the disciplines. Results: based on the weaknesses detected, a proposal was elaborated that will facilitate the linking of the subjects, which will allow greater importance and relevance of the knowledge and pharmacological skills in medical training from an interdisciplinary perspective. Conclusions: the experts considered that the proposal will contribute favorably to the preparation of teachers in response to the current medical training model. [ABSTRACT FROM AUTHOR]

The aim of this study was to analyze the scientific production on Interprofessional Education in Health in Brazil in the context of higher education. For this end, an Integrative Literature Review study was carried out. National studies were considered, with text in Portuguese, Spanish and English, published from 2004 to 2020 in the SciELO and LILACS databases, and 16 articles were included in this integrative review study. The results were analyzed using the thematic analysis technique. The categories that denote the scientific production on Interprofessional Education in higher education in Brazil understood Interprofessional Education as a means for the exchange of knowledge, as a space for reflection and as an element for comprehensive care. The results found portrayed the importance of Interprofessional Education in the analyzed context, with a positive impact on the teaching-learning process in higher education in health and, consequently, on the quality of care provided in health care. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Occupational Therapy of University of São Paulo / Revista de Terapia Ocupacional da Universidade de São Paulo is the property of Revista de Terapia Ocupacional da USP 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.)

Copyright of Journal of Nursing UFPE / Revista de Enfermagem UFPE is the property of Revista de Enfermagem UFPE 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.)