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In 2020, following the disruption of COVID-19, we rapidly moved the interprofessional Peer Teacher Training (PTT) program, traditionally delivered via blended learning to 'online only' format. Consisting of seven modules, the PTT program is designed to provide health professional students with opportunities to develop skills in teaching, feedback, assessment, teamwork and communication, in preparation for peer teaching and future practice. This study sought to compare 'blended learning' with 'online only' delivery. 'Blended learning' format, included a one-day face-to-face session, requiring 9 facilitators. Students participated in small group learning activities, and were formatively assessed on their teaching and feedback skills. 'Online only' delivery occurred across three weeks, using asynchronous and synchronous activities, requiring 11 facilitators. Students completed a post-course questionnaire. Data were analysed using descriptive statistics and thematic analysis. Eighty-five students completed the program; 36 in 'blended learning' and 49 'online only' format, from six disciplines (health sciences, medicine, nursing, pharmacy, oral health and public health). All (100%) 'blended learning' and 67% 'online only' participants completed the questionnaire. Both sets valued the online reading, discussion boards, videos, with opportunities to practice teaching skills, give and receive feedback. They reported an increased understanding of the roles of other disciplines. However, the 'face-to-face' component had some associated benefits, including a more positive attitude towards interprofessional learning and intention to teach. While 'online only' delivery of the program provided an effective alternative to the traditional 'blended learning' format, additional 'real-time' sessions may improve student engagement.

Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.

In 2020, following the disruption of COVID-19, we rapidly moved the interprofessional Peer Teacher Training (PTT) program, traditionally delivered via blended learning to ‘online only’ format. Consisting of seven modules, the PTT program is designed to provide health professional students with opportunities to develop skills in teaching, feedback, assessment, teamwork and communication, in preparation for peer teaching and future practice. This study sought to compare ‘blended learning’ with ‘online only’ delivery. ‘Blended learning’ format, included a one-day face-to-face session, requiring 9 facilitators. Students participated in small group learning activities, and were formatively assessed on their teaching and feedback skills. ‘Online only’ delivery occurred across three weeks, using asynchronous and synchronous activities, requiring 11 facilitators. Students completed a post-course questionnaire. Data were analysed using descriptive statistics and thematic analysis. Eighty-five students completed the program; 36 in ‘blended learning’ and 49 ‘online only’ format, from six disciplines (health sciences, medicine, nursing, pharmacy, oral health and public health). All (100%) ‘blended learning’ and 67% ‘online only’ participants completed the questionnaire. Both sets valued the online reading, discussion boards, videos, with opportunities to practice teaching skills, give and receive feedback. They reported an increased understanding of the roles of other disciplines. However, the ‘face-to-face’ component had some associated benefits, including a more positive attitude towards interprofessional learning and intention to teach. While ‘online only’ delivery of the program provided an effective alternative to the traditional ‘blended learning’ format, additional ‘real-time’ sessions may improve student engagement. Practitioner Notes 1. ‘Online only’ delivery of teacher training provides an effective alternative to ‘blended learning’ format. 2. Opportunities for ‘real time’ participation, with formative assessment and feedback increases engagement. 3. Clearly structured online modules and provision of simple teaching frameworks assist students to apply what they have learnt to different contexts. 4. Face-to-face sessions bring associated benefits, promoting a more positive attitude towards interprofessional learning and intention to teach. 5. Ensuring the provision of opportunities for Peer Teacher Training alumni is an important next step. [ABSTRACT FROM AUTHOR]

The article presents an introduction to the historical value of used playing cards. Details are given noting not only how playing cards in themselves are historically valuable due to their political and social meanings, but also how playing cards were more common than blank writing paper in the earlier centuries of the Modern era and the ways they were often reused for scrap paper. Dozens of examples of cards which were reused are given, highlighting how they provided primary material for historical study.

Background: Few studies on tarsometatarsal fracture dislocations report on plantar pressure analysis and quality of life. The primary aim of this study was to determine the added value of plantar pressure analysis. The secondary aim was to determine quality of life and functional outcome., Materials and Methods: With a median followup of 76 months, 26 patients with an isolated Lisfranc injury participated. The Short Form 36 (SF-36) was used to determine the health related quality of life. Functional outcome was assessed with the American Orthopaedic Foot Ankle Society (AOFAS) midfoot score and a Visual Analog Scale (VAS). A Wilcoxon Signed Rank test was used to assess whether plantar pressure and foot position variables differed between the injured and uninjured foot. Correlations between outcome data were identified using Spearman Rank Correlation., Results: With respect to the plantar pressure analysis, a reduced contact time of the forefoot was found for the injured foot compared with the contralateral side (p = 0.045). The injured side showed reduced contact surface of the forefoot (p = 0.048) and an increased contact surface for the midfoot (p = 0.019). The latter was paralleled by higher maximum pressures at the midfoot (p = 0.016). Patients reported a median score of 101 for the SF-36, 72 for the AOFAS midfoot score, and 7 for the VAS., Conclusion: Plantar pressure measurements showed an adjusted walking pattern. Despite a fair outcome score, the quality for life of patients following a Lisfranc fracture dislocation returned to normal compared with normative data for the general population.

The aim of this study was to assess the functional effects and mechanical contribution of Ankle Foot Orthoses (AFO) prescribed to overcome drop-foot gait. We hypothesized that poor functional effects of the AFO relate to insufficient mechanical contribution of the AFO during the swing phase, or unwanted constraining of the ankle during the stance phase. In seven patients with Stroke or Multiple Sclerosis, we determined changes in energy cost of walking resulting from wearing an AFO, as a measure of the functional effects. In addition, an instrumented gait analysis was performed, and the mechanical AFO properties were measured, to calculate the mechanical contribution of the AFO. The AFO was sufficiently stiff to effectively support the foot in swing, without hampering the ankle during stance. For the whole group, there was a significant improvement in walking speed and energy cost (12%). However, the AFO had no functional benefit in terms of a reduced energy cost of walking for three patients, who coherently demonstrated no pathological plantar flexion during swing without their AFO. We conclude that functional benefit from the AFO was only found when the mechanical AFO characteristics met the need to support the patients' mechanical deficiencies.