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Background: Escape rooms (ERs) are being increasingly used in nursing education as an active and game-based learning method. Purpose: To conduct a systematic review to synthesize evidence on the current use of ERs in nursing education. Methods: A mixed methods systematic review was performed to identify and synthesize existing literature. Five databases were searched in July 2023. Descriptive and thematic analysis were used to synthesize quantitative and qualitative data, respectively. Results: A total of 333 studies were found after searching 5 databases. After 2 independent reviews, a total of 57 studies were identified across 5 countries. There were 16 qualitative studies, 34 quantitative studies, and 7 mixed methods studies. Four main themes were identified. Conclusions: ERs are widely used across different topics and settings in nursing education and are enjoyed by the majority of participants; however, more rigorous research is needed to confirm whether ERs improve learning outcomes. [ABSTRACT FROM AUTHOR]

The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts selfefficacy and entrepreneurial intention. Furthermore, entrepreneurial selfefficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities. [ABSTRACT FROM AUTHOR]

Abstract Background Mentoring involves the informal conveyance of knowledge, social capital, and support, as perceived by the recipient to be pertinent to aspects of work, career, and personal or professional development. Students pursuing health-related courses need access to mentorship and its benefits during their formative academic and career states. However, in Sub-Saharan Africa, many institutions have not fully embraced this despite the benefits of mentorship. Aim The primary purpose of this study was to assess medical students’ knowledge about mentorship and explore their attitudes and practices toward mentorship. Methodology We held an online cross-sectional study utilizing a pre-tested self-reported questionnaire targeting health professional students in the faculty of medicine, Mbarara University of Science and Technology (MUST). The collected data were coded and summarized using descriptive statistics and thematic analysis. Results Two hundred eighty-three (283) students participated in this study. Of this group, 79.9% were aware of mentorship, 61% were willing to commit 1–2 h a week for mentorship, and Zoom was the preferred mode of communication; 98.2% expressed the need for a structured student-led hybrid mentorship program. Conclusion Mentorship at Mbarara University of Science and Technology was considered beneficial by health professions students in the Faculty of Medicine. Recommendation Future studies should explore accessibility to mentorship and the effectiveness of existing mentorship processes.

This article details a ‘puzzling’ teaching and learning method to engage undergraduate nursing (BSN) and exercise sciences (BSES) students in physiology or medicine Nobel Prize-winning discoveries, while reviewing course material through the “Puzzling Physiology and Nobel Laureates” (PPNL) game. The qualitative evaluations of 117 undergraduate BSN and BSES students revealed that 95% and 96%, respectively, agreed the game provided an opportunity to utilize critical thinking and problem-solving skillsets. Moreover, 96% of the 117 anonymous student respondents voted on increasing the number of PPNL game sessions per semester, and 94% agreeing the gamified learning strategy should be offered in subsequent classes as well. Interestingly, nearly 90% agreed that the learning experience was ‘fun’, and that it increased awareness of physiology and/or medicine discoveries. The style of the “Puzzling Physiology and Nobel Laureates” game lends to its reproducibility in a wide array of physiology courses for both majors and nonmajors. [ABSTRACT FROM AUTHOR]

Background: Mentoring involves the informal conveyance of knowledge, social capital, and support, as perceived by the recipient to be pertinent to aspects of work, career, and personal or professional development. Students pursuing health-related courses need access to mentorship and its benefits during their formative academic and career states. However, in Sub-Saharan Africa, many institutions have not fully embraced this despite the benefits of mentorship. Aim: The primary purpose of this study was to assess medical students' knowledge about mentorship and explore their attitudes and practices toward mentorship. Methodology: We held an online cross-sectional study utilizing a pre-tested self-reported questionnaire targeting health professional students in the faculty of medicine, Mbarara University of Science and Technology (MUST). The collected data were coded and summarized using descriptive statistics and thematic analysis. Results: Two hundred eighty-three (283) students participated in this study. Of this group, 79.9% were aware of mentorship, 61% were willing to commit 1–2 h a week for mentorship, and Zoom was the preferred mode of communication; 98.2% expressed the need for a structured student-led hybrid mentorship program. Conclusion: Mentorship at Mbarara University of Science and Technology was considered beneficial by health professions students in the Faculty of Medicine. Recommendation: Future studies should explore accessibility to mentorship and the effectiveness of existing mentorship processes. [ABSTRACT FROM AUTHOR]

Abstract Background Universities have widely switched from traditional face-to-face classes to online instruction as a result of the epidemic. Self-directed learning is becoming the new norm for university students’ learning styles. The ability of health professions students to learn independently during online study directly impacts the effectiveness of online medical education. The ability to learn on their own initiative may be affected by health professions students’ professional identities, defined as their positive perceptions, evaluations, emotional experiences, and identity as professionals related to medicine. This study aimed to look into the current status and the factors that influence health professions students’ self-directed learning ability (SDLA) during online study and its relationship with professional identity. Methods This study was conducted from September to November 2022 at a medical school in East China. An online questionnaire was used to collect participants’ status of online learning, self-directed learning ability (SDLA), and professional identity. Results One thousand two hundred ninety-eight health professions students demonstrated intermediate self-directed learning ability during online study. In terms of teacher-student interaction (F = 14.778, P

The article evaluates the interuniversity geriatric case competition established by the Geriatric Workforce Enhancement Programs (GWEP) of Saint Louis University (SLU) and the University of Minnesota (UMN) to help students gain geriatric competencies. A 22-item rubric was used by the judges to rate presentations. It notes that the competitions provided novel and engaging interprofessional learning activities for health professional students, coaches, and judges.

Background: Universities have widely switched from traditional face-to-face classes to online instruction as a result of the epidemic. Self-directed learning is becoming the new norm for university students' learning styles. The ability of health professions students to learn independently during online study directly impacts the effectiveness of online medical education. The ability to learn on their own initiative may be affected by health professions students' professional identities, defined as their positive perceptions, evaluations, emotional experiences, and identity as professionals related to medicine. This study aimed to look into the current status and the factors that influence health professions students' self-directed learning ability (SDLA) during online study and its relationship with professional identity. Methods: This study was conducted from September to November 2022 at a medical school in East China. An online questionnaire was used to collect participants' status of online learning, self-directed learning ability (SDLA), and professional identity. Results: One thousand two hundred ninety-eight health professions students demonstrated intermediate self-directed learning ability during online study. In terms of teacher-student interaction (F = 14.778, P < 0.001), student–student interaction (F = 15.713, P < 0.001), and learning concentration (F = 13.424, P < 0.001), there were significant differences in health professions students' self-directed learning ability. Professional identity and self-directed learning ability positively correlated (r = 0.589–0.802, P < 0.01). Academic atmosphere and professional identity were significant predictors. Conclusions: The self-directed learning ability of health professions students while receiving instruction online is at an intermediate level and is influenced by several factors. Developing health professions students' professional identities can enhance their ability for self-directed learning. [ABSTRACT FROM AUTHOR]

Abstract Background In healthcare practice, ethical challenges are inevitable and their optimal handling may potentialy improve patient care. Ethical development in medical education is critical for the transition from a medical and health sciences student to an ethical healthcare practitioner. Understanding the health professions students’ approaches towards practice-driven ethical dilemmas could harness i the effective ethical development in their medical education. This study attempts to identify the health professions students’ approaches towards practice-driven ethical dilemmas. Methods An inductive qualitative evaluation was conducted on six recorded videos of health professions students’ case-based online group discussions, followed by a one-hour online ethics workshop. The online ethics workshop was organized with students from the College of Medicine, College of Dental Medicine and College of Pharmacy at the University of Sharjah, and the College of Medicine at the United Arab Emirates University. . The recorded videos were transcribed verbatim and imported to the qualitative data analysis software of MAXQDA 2022. Data were analyzed applying four stages of review, reflect, reduce and retrieve and two different coders triangulated the findings. Results Six themes emerged from the qualitative analysis of the health professions students’ approaches to the practice-based ethical dilemmas; (1) emotions, (2) personal experiences, (3) law and legal system, (4) professional background, (5) knowledge of medical research and (6) inter-professional education. In addition, during the case-based group discussions in the ethics workshop, students efficiently applied the relevant ethical principles of autonomy, beneficence, non-maleficence and justice in their reasoning process to reach an ethical decision. Conclusion The findings of this study explained how health professions students resolve ethical dilemmas in their ethical reasoning process. This work sheds light on ethical development in medical education by gaining students’ perspectives in dealing with complex clinical scenarios. The findings from this qualitative evaluation will aid academic medical institutions in developing medical and research-based ethics curriculum to transform students to ethical leaders.

Hani Atwa,1,2 Enjy Abouzeid,2,3 Nahla Hassan,2 Asmaa Abdel Nasser2,4 1Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain; 2Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt; 3Faculty of Medicine, Ulster University, Londonderry, UK; 4Health Professions Education Center, Ibn Sina National College for Medical Studies, Jeddah, Saudi ArabiaCorrespondence: Hani Atwa, Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain, Tel +97335635809, Email hanysma@agu.edu.bh; doctorhani2000@yahoo.comBackground: In interprofessional learning, students from different professions learn about, from, and with each other so that they can collaborate effectively, deliver high-quality healthcare, and achieve positive health outcomes. This study aimed to explore the readiness of students from four health professions education programs for interprofessional learning.Methods: A cross-sectional descriptive study was carried out on 339 students. The Readiness for Interprofessional Learning Scale (RIPLS) was used to collect data. Descriptive statistics were used. Paired-samples t-test and ANOVA test were used to compare the responses of participants. Correlations between dependent and independent variables were explored by Pearson’s correlation test. The statistical significance level was set at p < 0.05.Results: The reliability study of the collected data showed excellent internal consistency (Cronbach’s ɑ = 0.819). Results revealed a statistically significant difference between the responses of students from the four programs regarding the “Roles and Responsibilities” subscale (p = 0.000). A statistically significant difference between male and female students regarding two statements within the “Teamwork and Collaboration” subscale and one statement within the “Negative Professional Identity” subscale (p < 0.05) was also detected. The correlation study showed a weak but statistically significant correlation between RIPLS mean scores and the students’ study program (p < 0.015).Conclusion: In conclusion, the students showed readiness for IPL as evidenced by their positive perception of the interprofessional learning concepts.Keywords: RIPLS, interprofessional learning, health professions students, readiness for interprofessional learning

Background: In healthcare practice, ethical challenges are inevitable and their optimal handling may potentialy improve patient care. Ethical development in medical education is critical for the transition from a medical and health sciences student to an ethical healthcare practitioner. Understanding the health professions students' approaches towards practice-driven ethical dilemmas could harness i the effective ethical development in their medical education. This study attempts to identify the health professions students' approaches towards practice-driven ethical dilemmas. Methods: An inductive qualitative evaluation was conducted on six recorded videos of health professions students' case-based online group discussions, followed by a one-hour online ethics workshop. The online ethics workshop was organized with students from the College of Medicine, College of Dental Medicine and College of Pharmacy at the University of Sharjah, and the College of Medicine at the United Arab Emirates University.. The recorded videos were transcribed verbatim and imported to the qualitative data analysis software of MAXQDA 2022. Data were analyzed applying four stages of review, reflect, reduce and retrieve and two different coders triangulated the findings. Results: Six themes emerged from the qualitative analysis of the health professions students' approaches to the practice-based ethical dilemmas; (1) emotions, (2) personal experiences, (3) law and legal system, (4) professional background, (5) knowledge of medical research and (6) inter-professional education. In addition, during the case-based group discussions in the ethics workshop, students efficiently applied the relevant ethical principles of autonomy, beneficence, non-maleficence and justice in their reasoning process to reach an ethical decision. Conclusion: The findings of this study explained how health professions students resolve ethical dilemmas in their ethical reasoning process. This work sheds light on ethical development in medical education by gaining students' perspectives in dealing with complex clinical scenarios. The findings from this qualitative evaluation will aid academic medical institutions in developing medical and research-based ethics curriculum to transform students to ethical leaders. [ABSTRACT FROM AUTHOR]

The rapid shift to virtual learning in response to the COVID-19 pandemic contributed to high academic stress among health profession students. High academic stress was associated with impaired psychosocial well-being and decreased academic performance. The purpose of this study was to assess the relationship between academic stress, anxiety, sleep disturbances, depressive symptoms, academic performance, and the moderating effect of resourcefulness among undergraduate health profession students. This descriptive and cross-sectional study included undergraduate health profession students. The primary investigator distributed the study link to all students through the university's Central Messaging Centre, Twitter account, and WhatsApp. The study variables were measured using the Student Life Stress Inventory, the Generalized Anxiety Disorder-7 questionnaire, the Centre for Epidemiology Scale of Depression, the Pittsburgh Sleep Quality Index, and the Resourcefulness Skills Scale. Pearson R correlation and linear regression analysis were utilized for statistical analysis. Our sample included 94 undergraduate health profession students, 60 % of which were females with a mean age of 21, and the majority were nursing and medicine students. High academic stress, anxiety, sleep disturbances, depressive symptoms, and resourcefulness were reported among 50.6 %, 43 %, 79.6 %, 60.2 %, and 60 % of the participants, respectively. However, no effect of resourcefulness was found on any of the study variables. Instead, academic stress and sleep disturbances were the strongest predictors of depressive symptoms regardless of the level of resourcefulness. Adequate academic support during virtual learning and tools to early detect subtle signs of high academic stress, anxiety, depression, and sleep disturbance should be routinely utilized by educational institutions. In addition, incorporating sleep hygiene and resourcefulness training in health professions education is highly indicated. • High academic stress among health profession students contributes to high depressive symptoms. • Sleep disturbances mediates the effect of academic stress on depressive symptoms. • Academic stress and sleep disturbances are the strongest predictors of high depressive symptoms. • Regular monitoring of academic stress, sleep quality, and depressive symptoms is recommended. • Incorporating sleep quality and resourcefulness training in health professions curricula is recommended. [ABSTRACT FROM AUTHOR]

Introduction: Despite recent educational advances, the need for a national standardized primary palliative care curriculum for health professions students remains evident. Methods: An interprofessional leadership team developed a set of core learning objectives built on previously published competencies. A survey was then sent to palliative care experts for feedback and consensus. Results: Twenty-eight of 31 objectives met a 75% consensus threshold, 2 were combined with others, and 12 were refined based on survey feedback. Discussion: With interprofessional input at all stages, we finalized a comprehensive list of 26 learning objectives for a primary palliative care curriculum targeting health professions students. These objectives will be widely available through an online course but can also be adopted for use by individual educators across health professions institutions. These objectives and related curriculum are critical to producing practice-ready clinicians who are prepared to care for the burgeoning population of seriously ill patients. [ABSTRACT FROM AUTHOR]

The article discusses a study conducted by Gordana Kovačević and colleagues, published in the journal "Central European Journal of Public Health." The study aimed to evaluate the immune status of young people in the Vojvodina province, Serbia, regarding human papillomavirus (HPV) infection. The results showed low levels of naturally induced HPV-specific serum antibodies among the unvaccinated population.

This research article examines data from an in-person 2017 survey on LibGuides usage, perceptions, and awareness of health professions students seeking bachelor and graduate-level degrees. Almost 45% (n = 20, N = 45) of participants who visited the library's website at least once per week indicated awareness of library-created LibGuides. Nearly 90% (n = 8, N = 9) of health professions students who had not visited the library's website were unaware of the guides. The statistical analysis shows significant associations between various variables (academic level, library workshop attendance, research guide type usage, research guide page usage) and library guide awareness. The data did not reveal any significant relationships between other variables (undergraduate class level, field of study, and library website visit frequency) and guide awareness. The authors discuss implications for health sciences libraries and suggestions for future research. [ABSTRACT FROM AUTHOR]

Introduction.: Assessing interprofessional education (IPE) learning experience effectiveness for developing interprofessional collaborative practice (IPCP) skill ability is important; however, current assessment measures pose considerable time burdens to respondents and learning experience logistics. Review of Literature.: The Interprofessional Collaborative Competencies Attainment Survey (ICCAS) is a frequently used measure for self-assessed IPCP skill ability. The ICCAS instrument is administered after an interprofessional learning experience and uses a retrospective pretest/posttest design to assess 20 items and includes one additional item assessing overall skill gain (ICCAS-Q21). Although the total ICCAS score can reveal changes in IPCP abilities after an IPE learning experience, a brief measure may facilitate assessment with greater efficiency. The purpose of this investigation was to determine if the ICCAS-Q21 has the psychometric properties to serve as a stand-alone assessment instrument of self-assessed change in ability to perform the IPEC core competency skills. Subjects.: Complete ICCAS scores were analyzed from 1,480 students from 12 different health professions programs (Fall 2019 [ n = 807] and Spring 2020 [ n = 673]). Methods.: The ICCAS was completed after 2 in-person IPE forums. Total ICCAS pretest, posttest, and pretest–posttest difference (gain) scores were determined. Interprofessional Collaborative Competencies Attainment Survey interitem reliabilities were assessed, and Pearson correlations were conducted with ICCAS-Q21 and the total ICCAS pretest, posttest, and gain scores. Results.: Total ICCAS scores increased after each IPE forum (P <.001). High internal consistency was observed among all items of the ICCAS. Interprofessional Collaborative Competencies Attainment Survey-Q21 was highly correlated with ICCAS gain scores (Fall r =.431, Spring r =.468; P <.001). Discussion and Conclusion.: Interprofessional Collaborative Competencies Attainment Survey-Q21, a single-item assessment instrument, has psychometric properties that warrant its use to evaluate the self-assessed change in IPE core competency skill ability and is a good proxy for the full ICCAS instrument. This brief assessment instrument provides additional flexibility in assessment techniques for IPCP learning experiences. [ABSTRACT FROM AUTHOR]

Healthcare professionals are standing against the widespread use of e-cigarettes among the population, especially young adults. E-cigarettes are generally introduced, especially via social media platforms, as a safer alternative to conventional cigarette smoking. The aim of this study was to measure the prevalence of e-cigarette use among healthcare professions students at the University of Jordan, as well as to explore their knowledge and attitudes toward the use of e-cigarettes. An anonymous Google-Form®-based cross-sectional questionnaire was presented to potential participants at the University of Jordan. Students' responses were analyzed using SPSS® 23.0 software. A total of 679 online surveys were completed. About 37.4% of students reported using e-cigarettes at least once in their lifetime and about 20% of students were current e-cigarette users. The multivariate analysis showed that the factors associated with E-cigarette smoking are being male, having mothers, siblings, or friends using e-cigarettes, having easy access to e-cigarettes, and having social media as the main source of knowledge regarding e-cigarettes. The relatively high acceptance level and use of e-cigarettes among health professions students should be an alarming sign to decision-makers to give more attention to legislation that controls tobacco products including e-cigarette selling and advertising. [ABSTRACT FROM AUTHOR]

Abstract Background The COVID-19 vaccine hesitancy or refusal has actually been a threat to global health. In the current situation, health professions students are at risk for SARS-CoV-2 infection during their internship at healthcare facilities. Furthermore, those future healthcare workers will advise people to accept the COVID-19 vaccination. Therefore, the attitude of students towards vaccine acceptance and the predicting factors needs to be elucidated. This study applied the Health Belief Model to determine predictors of COVID-19 vaccine acceptability among health professions students. Methods Nine hundred eleven students participated in a cross-sectional online survey in Vietnam. Data were collected from 1st April to 30th June 2021. Data analysis was performed using SPSS software version 20.0 with Chi-square and Kruskal-Wallis tests before executing multinomial logistic regression to identify predictors of the COVID-19 vaccine acceptability Results The overall vaccine acceptance, hesitancy, and refusal rates were 58% (95% CI: 54.7% - 61.3%), 40.4% (95% CI: 37.2% - 43.7%) and 1.5% (95% CI: 0.8% - 2.6%), respectively. Regarding vaccination hesitancy, a predictor such as "Receiving recent flu shots” had a negative correlation, whereas "Vaccines have little efficacy & serious adverse effects” (Perceived barriers), nationality, and majors were positive correlates. For refusal, "Unvaccinated students feasibly infected COVID-19 during hospital internship” (Perceived susceptibility) was a negative correlate. For predicting both hesitancy and refusal, "Mass media appreciating effectiveness and safety of vaccines" (Cues to action), and " Health professions students get serious complications of COVID-19 if not vaccinated" (Perceived severity) were negative predictors. In contrast, "Manufacturers do not disclose adverse effects of vaccines" (Cues to action), and "Adverse effect causes death" (Perceived barrier) were recognized as positive predictors. Strong Health Belief Model predictors of vaccine refusal were "Manufacturers do not disclose adverse effects of vaccines" (Cues to action) with OR= 5.299(95% CI: 1.687-16.641, p= 0.004), and "Adverse effect causes death" (Perceived barrier) with OR= 10.255 (95% CI = 3.528-29.814, p= 0.0005). Conclusion Health professions students' acceptability of COVID-19 vaccination might be based on the perceived susceptibility to and severity of COVID-19, concerns about vaccine efficacy and safety, and the influence levels of information from various sources. Health education and measures to prevent the harmful effects of COVID-19 vaccine misinformation could potentially improve the acceptance rate of the COVID-19 vaccine

Veena S Singaram,1 Kimesh L Naidoo,2 Shenuka Singh3 1Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; 2Paediatrics and Child Health, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; 3Discipline of Dentistry, School of Health Sciences, College of Health Sciences, University of KwaZulu-Natal, Durban, South AfricaCorrespondence: Veena S Singaram Email singaram@ukzn.ac.zaPurpose: Self-directed learning (SDL) has been advocated for effective training of final-year health professions students. COVID-19 challenges conventional teaching, learning, and assessment in the clinical environment. This study aimed to identify and explore enablers and barriers to SDL among final-year health professions students training during the COVID-19 pandemic.Methods: Adopting the SWOT (strengths, weaknesses, opportunities and threats) framework, this study explored the clinical learning and training experiences of final-year health professions students during the pandemic. A survey was conducted via online platforms. Data from 155 respondents were thematically analyzed.Results: Personal attributes such as reflection, self-determination, motivation, resilience, and positive learning behaviors and skills were identified as SDL enablers. Collaborative learning networks and online learning platforms facilitate learning needs and goals. Fear and anxiety, untrusted learning sites, uncertainty about graduation, financial issues and challenges in the learning environments were the major themes related to barriers to SDL.Conclusion: The importance of SDL as a skill for uncertain times warrants further investigation in the training of future healthcare professionals. Inclusive planning and engagement with final-year health professions students to address identified stressors, as well as the creation of shared platforms where students are part of the decision-making processes for clinical learning and training are recommended. Responsive curricula that optimize unpredictable disruptions in clinical training are needed to equip students to diagnose their own learning needs and implement appropriate learning strategies.Keywords: undergraduate medical students, learning environment, clinical training, medical curriculum, self-directed learning, COVID-19, health professions students

Objective: The purpose of this study was to examine the associations between mental health concerns, positive and negative feelings, and engagement in unhealthy behaviors among US college students during the pandemic. A secondary purpose was to explore positive changes in health and well-being. Methods: College students completed a 45-item online survey in the fall of 2020 that examined demographics, health literacy, health behaviors, overall health and well-being, and academic and financial impacts. Median-unbiased estimation for odds ratio and exact mid-p method inference methods were conducted using R version 4.0.3. We conducted content analysis for qualitative open-ended survey responses. Results: Gender, degree program, and religiosity were associated with having mental concerns. These socio-demographic variables, along with age and ethnicity, were linked to positive and negative feelings. Participants who felt threatened, afraid, stressed, and sad were likely to report mental concerns. Participants who felt cheerful, calm, rested, and full of interests were likely to report no mental concerns. Students who felt sadder, less calm, and less full of interests were likely to engage in unhealthy behaviors. Conclusions: Findings contribute to an increased understanding of mental health and engagement of unhealthy and healthy behaviors among students informing recommendations for services across campuses and communities. [ABSTRACT FROM AUTHOR]

Background: A growing body of research demonstrates that adapting the popular entertainment activity "escape rooms" for educational purposes as an innovative teaching method can improve the learning experience. Escape rooms promote teamwork, encourage analytical thinking, and improve problem solving. Despite the increasing development and use of escape rooms in health sciences programs and academic libraries, there is little literature on the use of this method in health sciences libraries with health professions students. Case Presentation: Staff at a health sciences library collaborated with faculty to incorporate escape rooms into library instruction in a variety of settings (in-person, hybrid, online) and formats (team, individual) with health professions students from various disciplines (optometry, pharmacy, medicine). The escape rooms described in this paper offered unique experiences for students through active learning. Discussion: Important considerations when planning escape rooms for health sciences library instruction include deciding on team-based or individual design, calculating potential costs in time and money, deciding on an in-person, hybrid, or online format, and determining whether grades should be assigned. Escape rooms can be an effective strategy for library instruction in the health sciences, working in multiple formats to bring game-based learning to a variety of health professions students. [ABSTRACT FROM AUTHOR]

Human physiology is a prerequisite to pathophysiology for baccalaureate of nursing sciences students and requisite for undergraduate exercise sciences students, in an undergraduate health sciences curriculum of Loyola University Chicago Health Sciences Division. This is the first human physiology course required for these first-year students (following anatomy); as such, methods to help students memorize these newly introduced topics during lecture were key. Here we examine the efficacy of mnemonics in an undergraduate health professions human physiology course. During lectures on the nervous system, cell membrane, and action potentials, the author integrated four mnemonics to assist students in memorizing the details of these topics. Student participants (n = 123) completed an anonymous and voluntary qualitative survey. Their responses to the mnemonics survey indicated an overall positive rate - 93% of self-reported effectiveness in memorizing these physiological concepts. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 vaccine hesitancy or refusal has actually been a threat to global health. In the current situation, health professions students are at risk for SARS-CoV-2 infection during their internship at healthcare facilities. Furthermore, those future healthcare workers will advise people to accept the COVID-19 vaccination. Therefore, the attitude of students towards vaccine acceptance and the predicting factors needs to be elucidated. This study applied the Health Belief Model to determine predictors of COVID-19 vaccine acceptability among health professions students.Methods: Nine hundred eleven students participated in a cross-sectional online survey in Vietnam. Data were collected from 1st April to 30th June 2021. Data analysis was performed using SPSS software version 20.0 with Chi-square and Kruskal-Wallis tests before executing multinomial logistic regression to identify predictors of the COVID-19 vaccine acceptability RESULTS: The overall vaccine acceptance, hesitancy, and refusal rates were 58% (95% CI: 54.7% - 61.3%), 40.4% (95% CI: 37.2% - 43.7%) and 1.5% (95% CI: 0.8% - 2.6%), respectively. Regarding vaccination hesitancy, a predictor such as "Receiving recent flu shots" had a negative correlation, whereas "Vaccines have little efficacy & serious adverse effects" (Perceived barriers), nationality, and majors were positive correlates. For refusal, "Unvaccinated students feasibly infected COVID-19 during hospital internship" (Perceived susceptibility) was a negative correlate. For predicting both hesitancy and refusal, "Mass media appreciating effectiveness and safety of vaccines" (Cues to action), and " Health professions students get serious complications of COVID-19 if not vaccinated" (Perceived severity) were negative predictors. In contrast, "Manufacturers do not disclose adverse effects of vaccines" (Cues to action), and "Adverse effect causes death" (Perceived barrier) were recognized as positive predictors. Strong Health Belief Model predictors of vaccine refusal were "Manufacturers do not disclose adverse effects of vaccines" (Cues to action) with OR= 5.299(95% CI: 1.687-16.641, p= 0.004), and "Adverse effect causes death" (Perceived barrier) with OR= 10.255 (95% CI = 3.528-29.814, p= 0.0005).Conclusion: Health professions students' acceptability of COVID-19 vaccination might be based on the perceived susceptibility to and severity of COVID-19, concerns about vaccine efficacy and safety, and the influence levels of information from various sources. Health education and measures to prevent the harmful effects of COVID-19 vaccine misinformation could potentially improve the acceptance rate of the COVID-19 vaccine. [ABSTRACT FROM AUTHOR]

Enhancing health professional students' effective learning and collaborative practice requires a deep understanding of strategies for facilitating interprofessional learning. While faculty members and clinical preceptors are recognized as facilitators in interprofessional education (IPE), there is limited knowledge about the impact of student facilitators' engagement in IPE. Accordingly, this study aims to explore the perceptions and experiences of student facilitators in IPE. Thirteen student facilitators were recruited to lead an interprofessional learning program, and they were subsequently invited to participate in one-on-one interviews. An interview guide was developed to explore their motivations, expectations, engagement, effectiveness, and achievements in IPE facilitation. Thematic analysis was conducted using MAXQDA software to analyze the student facilitators' experiences and perceptions. Eight interviewees from various disciplines, including Medicine, Nursing, Pharmacy, Speech and Hearing Sciences, and Social Work, took part in the study. The findings revealed that student facilitators highly valued their IPE facilitation experience, which aligned with their expectations and led to the creation of social networks, increased confidence, improved understanding of other professions, and the development of lifelong skills. Furthermore, the student facilitators demonstrated cognitive and social congruence by establishing a relaxed learning environment, displaying empathetic and supportive behaviors, and using inclusive language to engage IPE learners in group discussions. This study provides a comprehensive understanding of the role of student facilitators in IPE, contributing to the evolving literature on IPE. A conceptual framework was developed to explore the entire facilitation experience, encompassing the motivations and expectations of student facilitators, their engagement and effectiveness, and the observed achievements. These findings can inform the development of peer teaching training in IPE and stimulate further research in identifying relevant facilitator competencies for optimal delivery of IPE.

The purpose of this study was to examine if eating pathology was associated with attitudes towards obesity among undergraduate health professions students. Undergraduates (n = 222) completed the Eating Pathology Symptom Inventory and measures of attitudes toward appearance. Multiple linear regressions were used to examined effects of eating pathology dimensions on attitudes toward obesity. Significant predictors of negative obesity attitudes were purging, binge eating, muscle building behaviors, and cognitive restraint. Study implications include development of screenings for health professions students to identify those at risk of eating pathology, as unhealthy attitudes toward eating and appearance which may influence patient interactions. [ABSTRACT FROM AUTHOR]

• Health professions students rated Tag Team Simulation useful for their learning. • Simulation co-designed with Aboriginal partners for health professions education. • Cultural capabilities and interprofessional attitudes improved post-simulation. To facilitate inclusive healthcare and increase cultural capabilities, health professions students require authentic interprofessional learning experiences that challenge their social, professional, and historical positioning. Tag Team Simulation (TTS) is an innovative approach to develop students' interprofessional collaboration and cultural competency for working with Aboriginal people. Co-designed and delivered by Aboriginal people and an interdisciplinary team of health professions academics, this pilot aimed to: (a) evaluate the effect of TTS on students' self-rated cultural capabilities (Cultural Capabilities Measurement Tool) and interprofessional attitudes (Interprofessional Attitude Scale), and (b) explore students' simulation learning experience. Students' respect, communication, and safety and quality scores on the Cultural Capabilities Measurement Tool were significantly higher post simulation, as were their Interprofessional Attitude Scale scores. Students experienced the simulation as authentic and effective in advancing their communication skills and cultural understanding. This co-designed interprofessional simulation improved health professions students' self-rated cultural capabilities and interprofessional attitudes. Coupled with positive student feedback, results indicate that TTS is an innovative simulation method for building cultural competence in health professions students across disciplines. [ABSTRACT FROM AUTHOR]

The Indiana Area Health Education Centers Scholars program is a 2-year leadership program designed to supplement health professions students' academic training and enhance practice readiness around 6 core topic areas including practice transformation. The study was a retrospective cohort study assessing learners' reported level of self-efficacy on a set of 6 competencies around practice transformation and quality improvement. A total of 68 students graduating in the first cohort responded to the competency questions. Area Health Education Center Scholars reported a significant increase in self-efficacy on the competencies Identify issues emerging in health care delivery such as accountable care organizations, medical homes, and health insurance exchanges; understand how to practice effectively within the organization and culture of the interprofessional team, practice setting, and local health care system, and use an electronic health record to retrieve relevant information and to document care. This study found that learners reported a significant increase in self-efficacy related to implementing practiced transformation. [ABSTRACT FROM AUTHOR]

This article provides a qualitative examination of student responses to an enjoyable online experience illustrating structure-function relationships of chemical messengers (neurotransmitters) in the human nervous system via text messaging emojis (often employed during mobile phone messaging). The “N.A.M.E.” (Neurotransmitters as Messaging Emojis) FUN! experience was presented to 216 undergraduate health professions students enrolled in a human physiology course during Spring 2020 (N = 117) and Spring 2021 (N = 99) semesters as a learning tool, during a time in which students struggled with the concepts of neurotransmitter function. Additional goals for this fun experience design are to 1) engage health professions students in the topics of chemical messengers in the nervous system, and provide 2) a learning tool for students enrolled in the human physiology courses and 3) a memorization online worksheet for select neuro-transmitter function. Student participants were able to access the online neurotransmitter fun experience via mobile phone and/or laptop. Resulting analyses of the voluntary and anonymous survey highlight positive responses in both Spring 2020 and 2021 semesters to the online “N.A.M.E.” experience and furthermore the recommendation of student participants to include this online experience in future lecture assignments for the Human Physiology course. Here, we examine several data sets (tables) as we review student choices for matching emojis to neurotransmitter function and qualitative responses on the efficacy of this online match-up fun as a learning tool in a human physiology course for health professions. [ABSTRACT FROM AUTHOR]

Purpose: Numerous studies have shown that students of health professions report higher perceived stress and lower quality of life (QOL) levels than those in other disciplines. The purpose of this cross-sectional survey study is to assess variations in students’ QOL and perceived stress levels by demographic and college-related factors. Methods: The World Health Organization QOL (WHOQOL) – BREF and Perceived Stress Scale (PSS-14) were used to assess QOL and stress levels among students at King Saud Bin Abdul-Aziz University for Health Sciences (KSAU-HS), Riyadh, during December 2015–June 2016. The WHOQOL-BREF comprises four broad QOL domains: physical health, psychological health, social relationships and environment. A total score from responses to the 14 questions in the PSS was computed. Univariate statistical analyses were performed using the Chi-square/Fisher's exact test or the t-test/Mann-Whitney U test, as appropriate. Linear regression models were used to examine the independent effect of numerous demographic and college-related factors on QOL and PSS. Results: A total of 479 students completed the questionnaire, representing a response rate of 95%. Fifty nine percent of the respondents were females. Then vast majority of respondents were single (96%) and reported a household income of SAR 10,000 or higher (82%). The distribution of college enrollment was as follows: Medicine 37%, Applied Medical Sciences 18%, Nursing 16%, Dentistry 13% and Pharmacy 14%. Scores in a number of QOL domains were significantly different by gender, household income, college, academic level and smoking status. Scores in all four QOL domains were negatively correlated with PSS, indicating that better QOL is strongly and highly significantly related to lower perceived stress levels with correlations ranging from −0.27 to −0.58 (p

Objective: Given the importance of compassion and cultural humility in healthcare providers, the study aspired to investigate the effects of a brief mindfulness practice on compassion and cultural humility in health professions students., Methods: A quantitative, one-group pre-test/post-test study was conducted with 58 participants from undergraduate health profession education programs in the United States. Participants completed questionnaires measuring mindfulness, compassion, and cultural humility before and after engaging in an eight-minute loving-kindness meditation exercise three to four times per week for two weeks., Results: There were statistically significant increases in mindfulness, compassion, and cultural humility after participants engaged in the brief loving-kindness meditation exercise, with small to moderate effect sizes., Conclusion: Brief mindfulness practices may be helpful for cultivating essential qualities such as compassion and cultural humility in health professions students., Innovation: The findings add to the research gap about the effects of mindfulness on health professions students' compassion and cultural humility. Using mindfulness as a training tool in health professions education may foster compassion, cultural humility, and mindfulness in health professions students who will become healthcare providers, addressing individual health concerns but also broader social issues related to social justice and health equity., Competing Interests: We, the authors, declare that we have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

Background: Self-medication is a widespread practice and it is referred to as the self-selection of medication by individuals, to treat self-recognized illnesses, without any consultation or prescription from a medical practitioner. Thus, tending to self-prescribe pain killers to overcome the sensation of pain, and avoid wasting time and money on medical consultation which might be of danger to their health. The main objective of this study was to evaluate the pattern, knowledge and determinants among undergraduate students at Birzeit University, Palestine, towards self-medication. Methods: A descriptive cross-sectional study on analgesics consumption was conducted among undergraduates in health professions students. A questionnaire was distributed to 284 selected students in order to collect information about different aspects of self-medication. Results: 78.1% of the study participants were against self-medication unless it is indicated or necessary. The most common reasons for self-medication were a headache for 70.8% of students. The analgesics and Non-steroidal antiinflammatory drugs were the most commonly used medications, by 135 students (47.5%) and 113 others (39.8%) respectively. Whereas antibiotics were categorized as the third most commonly used type of drug. The pharmacist was the reliable source of information regarding self-medication. However, it is remarkably significant that as the years progress, the use of these drugs increases. Conclusion: This study demonstrated that self- medication practice is very common among health care professions students at Birzeit University. Commonly used drugs were analgesics, Non-steroidal anti-inflammatory drugs and antibiotics. The occurrence of self-medication practice among health professions students increased with year of progression in the school. [ABSTRACT FROM AUTHOR]

Many Italian universities during the COVID-19 pandemic had numerous students attending hospital wards. The training of health care students was necessary to prepare for good practices in implementing knowledge about COVID-19 and minimizing contagion among students who carried out the internship. In February 2020, a course aiming to guide health personnel so that they can appropriately address the health emergency posed by the new coronavirus was created, making use of the scientific evidence currently available as well as official sources of information and updates. The aim of this study was the development and validation of a useful tool to evaluate the progress in knowledge regarding COVID-19 of students in degree courses for the health care professions. The reliability of the test was assessed using Cronbach's alpha (a) coefficient, while the responsiveness of the test between T0 and T1 was measured with a student t test. The standard error of measurement was used to calculate the minimal detectable change of the tool. The test is made up of 31 items with four multiple-choice answers, one of which is correct. Fifteen bachelor's degree courses at the Sapienza University of Rome were enrolled, for a total population of 1,017 students from different course years. The test showed good internal consistency, with Cronbach's a values of 0.82. The item-total analysis also showed good results, with homogeneous a values from 0.80 to 0.82 for each item. The student t test showed a difference of 3.59 between T0 and T1 (p < 0.001). The minimal detectable change was 0.47. The test is a useful tool for assessing progress in skills regarding COVID-19 for students from bachelor's degree courses in the health professions. It allows the improvement and acquisition of skills as well as a qualitative analysis of the organization of internship degree courses. [ABSTRACT FROM AUTHOR]

Purpose: To investigate health professions student's awareness, attitude, and perception towards the complementary and alternative medicine (CAM) and also to determine the influence of socio- demographic variables on the descriptive outcomes of this study. Methods: A descriptive, cross-sectional, comparative study was conducted among Undergraduate Health Professions Students (n=398) at King Saud bin Abdulaziz University for Health Sciences at Riyadh campus, through a validated questionnaire. Results: The results of the study revealed that among various modalities of CAM, most students were aware and used prayers/spirituality, followed by nutritional supplements, cupping, massage, herbal medicine and yoga. The least effective modality was aromatherapy, whereas the most harmful modality was acupuncture. The data showed that the students obtained more information from friends/relatives and media and less from formal CAM training/courses. Awareness/self-use and beliefs/attitudes were found to have significant associations (p < 0.05) in regard to gender, parent's educational level, and family income. Conclusion: The study shows that most of the healthcare students are aware of and demonstrate positive attitudes towards the effectiveness and safety of most CAM modalities. However, the lack of formal training or courses is a major barrier towards its use and practice. [ABSTRACT FROM AUTHOR]

Abstract Background Men who have sex with men (MSM) are a priority group in Malawi’s national response to Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS). There are limited data on service providers’ acceptability to deliver appropriate sexual health services in relation to HIV prevention, care and treatment targeting the MSM. We assessed attitudes of healthcare providers already working, health professions students and faculty at health professions training institutions regarding the provision of MSM focused HIV related health services. Methods We conducted a qualitative study between April and May 2017 in Lilongwe, Malawi. We purposively recruited 15 participants (5 health service providers, 5 health professions students and 5 faculty of tertiary health training institutions) among whom individual in-depth interviews were conducted. Interviews were audio recorded, transcribed and analysed thematically. Results Participants recognized MSM as having health needs and rights. Participants generally expressed willingness to deliver appropriate healthcare because they perceived this as their professional responsibility. Participants suggested that it was the responsibility for MSM to disclose their sexual orientation and or preferences when they access care such that healthcare providers better anticipate their care needs. They suggested a need to increase the availability of MSM-centered and friendly health services as well as trained providers that are non-judgmental, non-discriminatory and have respect for people’s right to health care access. Conclusion Despite widespread poor attitudes against MSM in Malawi, health service providers and health professions students and faculty accepted and were willing to provide MSM-focused health services. The acceptability and willingness of health service providers, health professions students and faculty to provide health services to MSM offer hope and scope for efforts to strengthen the delivery of health services and quality of care to MSM in Malawi.

Motivation theory and research remain underused by health professions educators. Some educators say it can seem too abstract. To address this, we applied health care language to learner motivation theories. Using a familiar metaphor, we examined the indications, mechanism of action, administration, and monitoring of learner motivation interventions. Similar to the treatment monographs in medicine compendia, we summarized each motivation intervention in the form of a monograph. The purpose of this guide is for health professions educators to develop an understanding of when (i.e. indication) and how (i.e. mechanism of action) learner motivation interventions work. With this information, they can then access ready-to-implement strategies (i.e. administration) to increase their learner interest and assess the effects of these interventions (i.e. monitoring). [ABSTRACT FROM AUTHOR]

To determine the prevalence of food insecurity and the factors associated with it among health sciences graduate students. A cross-sectional web-based survey conducted in 2019 on an urban health sciences campus of a large, public northeastern university among health sciences graduate students. Food security status was assessed using the US Department of Agriculture validated 6-item short-form food security module. Of the 302 respondents (response rate, 8.8%), the mean age ± SD was 28.8 ± 7.30 years; 28.5% were food insecure. After adjusting for other covariates, receiving loans was independently associated with higher odds of being food insecure (P < 0.001). Universities may consider screening graduate students for food insecurity risk, especially those receiving student loans. Future research on this topic with graduate students and program administrators in other universities may help identify potential interventions. The impacts of the coronavirus disease 2019 pandemic on food insecurity among graduate students merit exploration to develop context-specific interventions. [ABSTRACT FROM AUTHOR]

This paper presents a valuable activity to teach health professions students – the interprofessional geriatric case competition. This program brought together students from multiple health professions to design and present a comprehensive care plan using a simulated complex geriatric patient case. Student participants demonstrated beginning skills in interprofessional collaboration based on the IPEC competencies. The case competition provides a positive, engaging experience to introduce health professions students to geriatric principles and develop their readiness for collaborative interprofessional practice. The competition could be conducted virtually, providing a supplement to on-site education. [ABSTRACT FROM AUTHOR]

: In this study, we describe the smoking patterns of male health professions students in Inner Mongolia, China, and identify factors associated with smoking status. Methods: First- to fourth-year male health professions students (N = 1074) in Inner Mongolia Medical University were interviewed in 2017 regarding their smoking pattern and exposures potentially influencing their smoking status (current-, ex- or never-smoker). We used logistic regression to identify exposures potentially influencing their smoking status. Results: Overall, one-third were current-smokers, among whom three-fifths had moderate or high nicotine dependence. The relative probability of being a current smoker was higher with exposure to a smoking mother, being unsure of the parents’ acceptance of their smoking, and witnessing teachers smoking; it was lower with better knowledge of smoking-related harm and better smoking-related risk perception. Knowledge of smoking-related harm and risk perception may have a greater impact on smoking behavior than exposure to others’ smoking. Conclusion: Promoting knowledge and risk perception related to smoking, and stricter enforcement of the smoke-free policy on campus may be feasible ways to reduce smoking among male health professions students who are future practitioners. [ABSTRACT FROM AUTHOR]

Background: While the Association of American Medical Colleges encourages medical schools to incorporate quality improvement and patient safety (QI/PS) into their curriculum, medical students continue to have limited QI/PS exposure. To prepare medical students for careers that involve QI/PS, the Institute for Healthcare Improvement chapter at an allopathic medical school and school of allied health professions initiated self-directed learning by offering student-led workshops to equip learners with skills to improve the quality and safety of healthcare processes. Methods: In this prospective cohort study, workshops were hosted for medical students between 2015 and 2018 on five QI/PS topics: Process Mapping, Root-Cause Analysis (RCA), Plan-Do-Study-Act (PDSA) Cycles, Evidence Based Medicine (EBM), and Patient Handoffs. Each workshop included a hands-on component to engage learners in practical applications of QI/PS skills in their careers. Change in knowledge, attitudes, and behaviors was assessed via pre- and post-surveys using 5-point Likert scales, and analyzed using either the McNemar test or non-parametric Wilcoxon signed-rank test. Surveys also gathered qualitative feedback regarding strengths, future areas for improvement, and reasons for attending the workshops. Results: Data was collected from 88.5% of learners (n = 185/209); 19.5% of learners reported prior formal instruction in these topics. Statistically significant improvements in learners' confidence were observed for each workshop. Additionally, after attending workshops, learners felt comfortable teaching the learned QI/PS skill to colleagues (mean pre/post difference 1.96, p < 0.0001, n = 139) and were more likely to pursue QI/PS projects in their careers (mean pre/post difference 0.45, p < 0.0001, n = 139). Lastly, learners demonstrated a statistically significant increase in knowledge in four out of five skills workshop topics. Conclusion: Few medical students have formal instruction in QI/PS tools. This pilot study highlights advantages of incorporating an innovative, student-directed modified 'flipped classroom' methodology, with a focus on active experiential learning and minimal didactic instruction. [ABSTRACT FROM AUTHOR]

Copyright of Scientia Medica is the property of EDIPUCRS - Editora Universitaria da PUCRS 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 Colombiana de Psiquiatria is the property of Asociacion Colombiana de Psiquiatria 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: Men who have sex with men (MSM) are a priority group in Malawi's national response to Human Immunodeficiency Virus (HIV) and Acquired Immunodeficiency Syndrome (AIDS). There are limited data on service providers' acceptability to deliver appropriate sexual health services in relation to HIV prevention, care and treatment targeting the MSM. We assessed attitudes of healthcare providers already working, health professions students and faculty at health professions training institutions regarding the provision of MSM focused HIV related health services.Methods: We conducted a qualitative study between April and May 2017 in Lilongwe, Malawi. We purposively recruited 15 participants (5 health service providers, 5 health professions students and 5 faculty of tertiary health training institutions) among whom individual in-depth interviews were conducted. Interviews were audio recorded, transcribed and analysed thematically.Results: Participants recognized MSM as having health needs and rights. Participants generally expressed willingness to deliver appropriate healthcare because they perceived this as their professional responsibility. Participants suggested that it was the responsibility for MSM to disclose their sexual orientation and or preferences when they access care such that healthcare providers better anticipate their care needs. They suggested a need to increase the availability of MSM-centered and friendly health services as well as trained providers that are non-judgmental, non-discriminatory and have respect for people's right to health care access.Conclusion: Despite widespread poor attitudes against MSM in Malawi, health service providers and health professions students and faculty accepted and were willing to provide MSM-focused health services. The acceptability and willingness of health service providers, health professions students and faculty to provide health services to MSM offer hope and scope for efforts to strengthen the delivery of health services and quality of care to MSM in Malawi. [ABSTRACT FROM AUTHOR]

Objectives: To determine the reliability and validity of the Jefferson Scale of Empathy‐Health Profession Students (JSE‐HPS) version as a tool to measure the empathy levels in undergraduate dental students in Nigeria. Methods: A cross‐sectional study conducted from 15 December 2015 to 12 January 2016 among 234 undergraduate dental students of the University of Lagos, Nigeria. Participants were proportionately selected from the first to sixth year by systematic sampling technique. Data were collected with a self‐administered JSE‐HPS questionnaire with internal consistency determined by Cronbach's α‐coefficient reliability test. Data were analysed with SPSS software. Exploratory factor analysis was used to test for the fundamental construct validity of the scale among the students. P values <0.05 were considered significant. Results: The response rate of the respondents was 90.60% with 212 completed questionnaires with a mean age (SD) of 21.18 years (2.43) and internal reliability (Cronbach's α‐coefficient) was 0.84. Factor analysis revealed "Compassionate Care," "Standing in Patients' Shoes" and "Perspective Taking" as first, second and third factors, respectively. The total mean empathy score (SD) was 104.01 (19.64). The mean empathy for females (SD) of 105.34 (17.31) was not significantly higher than the males (P = 0.08). There was a significant difference in empathy levels between the second‐ and the fourth‐year students (P = 0.01). Conclusion: The mean JSE‐HPS score was comparable to those reported for dental, medical and other health professions students and physicians. Thus, this study demonstrates the construct validity and reliability of the JSE‐HPS for measuring empathy among Nigerian dental students. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Background: The flipped classroom is an approach to teaching with independent and asynchronous study of content by students and active learning during scheduled class times. Purpose: The purpose of this review was to systematically examine research on the use of the flipped classroom approach in health professions education. Methods: Eleven electronic databases were searched for peer-reviewed literature from 2005 through September 2017. Inclusion criteria for studies addressed health professions students and quantitative outcomes (quizzes, examinations, course grades). Results: Of the 49 articles identified, 24 met the inclusion criteria. The majority of studies (n = 17) noted a significant improvement in at least 1 student academic outcome using the flipped classroom compared with the traditional lecture. Conclusions: This systematic review of the effects of the flipped classroom approach for the education of health professions students did not reveal compelling evidence for the effectiveness of the method in improving academic outcomes above that of traditional classroom approaches. [ABSTRACT FROM AUTHOR]