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With the growing utilization and expanding role of breast MRI, breast imaging radiologists may encounter an increasing number of incidental findings beyond the breast and axilla. Breast MRI encompasses a large area of anatomic coverage extending from the lower neck to the upper abdomen. While most incidental findings on breast MRI are benign, identifying metastatic disease can have a substantial impact on staging, prognosis, and treatment. Breast imaging radiologists should be familiar with common sites, MRI features, and breast cancer subtypes associated with metastatic disease to assist in differentiating malignant from benign findings. Furthermore, detection of malignancies of nonbreast origin as well as nonmalignant, but clinically relevant, incidental findings can significantly impact clinical management and patient outcomes. Breast imaging radiologists should consistently follow a comprehensive search pattern and employ techniques to improve the detection of these important incidental findings. [ABSTRACT FROM AUTHOR]

Copyright of Voces y Silencios is the property of Universidad de los Andes 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 clinical role of a clinical officer in Uganda is very similar to that of a physician associate/assistant in the United States. This article describes the qualifications and workforce role of clinical officers in Uganda, as well as their use in two primary care programs that provide effective, low-cost medical care to a growing population with an increasing burden of chronic disease. [ABSTRACT FROM AUTHOR]

Aim: To develop a better understanding of the perceptions of first point of contact roles within primary care by pre‐registration students of the Allied Health Professions (AHPs). Background: General practice in the UK is under growing pressure from declining general practitioner (GP) numbers and increased service demand. The National Health Service (NHS) is attempting to mitigate this demand by making more effective use of its highly experienced workforce through the creation of first contact practitioners (FCPs). Working in primary care, FCPs are highly experienced AHPs with three or more years of relevant clinical experience. Methods: An abductive qualitative research approach underpinned by a descriptive phenomenological methodology was adopted. Thematic analysis was used to analyse the focus group transcripts. Findings: Twenty two final‐year pre‐registration AHP students participated in three focus groups. Two themes with sub‐themes were identified: (1) Understanding of the role—pathway to the role; role clarity; and sources of knowledge. (2) Impact on service—positives and challenges. Conclusions: This study synthesised new findings from the previously unexplored FCP stakeholder of pre‐registration AHP students. Participants generally understood the FCP's purpose of unburdening GPs and perceived the FCP model to contribute to the solution of rising clinical and financial pressures within the NHS, and primary care specifically. However, there was confusion regarding the scope of practice of an FCP. It is vital that the future workforce understand this role through effective education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. 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 Medical Imaging & Radiation Sciences is the property of Elsevier B.V. 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 Medical Imaging & Radiation Sciences is the property of Elsevier B.V. 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.)

Teaching and learning are collaborative processes that require the support and participation of professionals from diverse backgrounds. The implementation of interprofessional education has proven to be beneficial in preparing students for the world of work. Despite the advantages, there is a lack of studies encouraging interprofessional education at universities in South Africa. This study was underpinned by the adapted model ‘Concerned-Based Model for Student Development’ as a theoretical lens. A single case study design was adopted in this qualitative study. A purposive sampling strategy was selected to recruit participants. The findings revealed that students shared a positive view toward interprofessional education. They believed interprofessional education significantly strengthened their content knowledge and practical skills collaboratively with other professions. This study contributes to the understanding of interprofessional education at a higher education institution in the South African context. It also provides an opportunity for academics to develop network learning communities with professionals in their subject areas to strengthen collaboration. Since this study was limited to the South African context, it is recommended to include participants from global HEIs to share good practices. [ABSTRACT FROM AUTHOR]

Peer-assisted learning (PAL) is a long-standing educational concept in higher education (HE) and has been subjected to ongoing development and ultimately implementation into many so-called 'high-risk' programmes. Substantial literature and evidence are available to confirm that PAL is an effective tool for unlocking active learning in medical education. This paper focuses on the effects of same-year/level PAL (SPAL) implementation on the academic performance of tutors and tutees in a health-sciences extended curriculum programme (ECP) at a University of Technology (UoT) in South Africa (SA). A retrospective, longitudinal and quantitative analysis of pre- and post-intervention results of three consecutive ECP student cohorts (2017-2019) was conducted to determine whether SPAL implementation enhanced academic performance. Total population sampling was applied and 138 ECP students participated in this study. A statistically significant difference (p-value <0.05) was found in the overall comparison between the pre- and post-intervention results after the dependent t-test was performed. Although not all ECP students benefited from this SPAL intervention, the findings of the study suggest that for the majority of ECP students, SPAL can be considered an innovative educational intervention and strategy to improve academic success and preparedness for future studies. [ABSTRACT FROM AUTHOR]

Vasculogenic erectile dysfunction (ED) is the most common form of ED affecting the male population. Once the first line investigation for erectile dysfunction, penile Doppler ultrasound examinations have reduced in number following the introduction of oral phosphodiesterase inhibitors as a treatment method. As such, skilled professionals versed in the performance of these examinations are dwindling. This skill deficit is compounded by the lack of standardisation that exists in the performance and interpretation of penile haemodynamics relative to impotence of vascular origin. Despite the success of pharmacological agents in the treatment of vasculogenic dysfunction, penile Doppler examinations are still relevant in the assessment of ED in non‐responders, and those patients in which pelvic surgery or trauma has altered the normal erectile mechanism. Growing evidence in the literature also suggests that vasculogenic ED may be an early indicator of systemic vascular disease and therefore prognostic of future cardiovascular events. Considering this, the relevance of Doppler assessment of penile haemodynamics with ultrasound should not be underestimated. This article will introduce the sonographer to advanced vascular anatomy of the penis, pathophysiology of erectile function and the principles of normal and pathological penile haemodynamic patterns. It also aims to suggest a standardised protocol for the performance of penile Doppler ultrasound relative to primary vasculogenic ED and reduce the amount of variability that exits between operators. As such the sonographer can make a significant contribution to patient management pathways. [ABSTRACT FROM AUTHOR]

Background: Sonographers are tertiary qualified health professionals who acquire, measure, and interpret diagnostic ultrasound images. Ultrasound is also used by many health professionals other than sonographers. As the imaging objectives of these two groups differs, and in the interest of enhancing education, we performed a literature review. Method: Research questions drove the literature search that initially yielded >4,000 articles: subject and theme relevance checks reduced this to a final selection of 44. Based on dominant themes within articles, the final 44 were placed into 7 categories, 3 in 'skills development' and 4 in 'educational methods' domains. In each category, articles were grouped by research participant type: 1. Sonographer or 2. Health Professional, and citation frequency used to measure impact. Result: Six sonographer‐focused and 16 health professional focused articles were assigned to the skills development domain. The highest impact sonographer‐focused article emphasised psychomotor skills for optimal development, the highest impact health professional focused article centered on rapid image acquisition and interpretation. Six sonographer‐focused and 16 health professional focused articles were assigned to the educational methods domain. The highest impact sonographer‐focused article identified a limitation of high‐fidelity simulators, the highest impact health professional focused article cited a limitation of education delivery. Conclusion: Different sonographic imaging skills and educational methods are used for sonographers and health professionals. Sonographers utilise a wide range of imaging skills: teaching methods should be tailored accordingly. Health professionals rely on condensed imaging skills and standardised protocols: this requires a customised approach and may be enhanced by sonographer involvement. [ABSTRACT FROM AUTHOR]

An interview with opera star Ana María Martínez, is presented. Topics include her thirty-year operatic career and sense of purpose, advice on repertoire choice, and her musical upbringing in a family of musicians. The interview, conducted by Melissa Treinkman, delves into Martínez's personal insights on maintaining vibrancy and passion throughout her career.

The authors explore the lessons learned from a pharmacy technician apprentice program by the Cleveland Clinic School of Pharmacy Technology in collaboration with the Cleveland Clinic department of pharmacy. Topics discussed include the beginning of the apprentice program as a pilot program in 2019, barriers to the program's growth, and the challenges faced by the apprentices.

The article focuses on the evolution of training for perfusionists in the field of cardiopulmonary bypass over the past 70 years. Topics include the lack of formal education pathways for perfusionists when the field began, the initial training methods involving on-the-job experiences alongside technicians, and the establishment of the American Society of Extracorporeal Technology (AmSECT) to support professionals in this rapidly growing area.

Artificial intelligence (AI) tools that enhance image acquisition, measurement, and interpretation are a valuable part of contemporary sonographic imaging systems, and emerging AI technology is forecast to feature more extensively in future systems. In this commentary, we draw upon contemporary literature and our experience in curriculum design to indicate how educators should approach integrating AI into the pre‐qualification sonography curriculum. This integration will promote understanding of and engagement with the technology to ensure that graduates are prepared for work with AI‐assisted systems. Knowledge of the technical and interpretive applications, the legal and ethical concerns, plus industry and accreditation body collaboration are proffered as important parts of an AI‐integrated training program. [ABSTRACT FROM AUTHOR]

Background: Health Data Science (HDS) is a novel interdisciplinary field that integrates biological, clinical, and computational sciences with the aim of analysing clinical and biological data through the utilisation of computational methods. Training healthcare specialists who are knowledgeable in both health and data sciences is highly required, important, and challenging. Therefore, it is essential to analyse students' learning experiences through artificial intelligence techniques in order to provide both teachers and learners with insights about effective learning strategies and to improve existing HDS course designs. Methods: We applied artificial intelligence methods to uncover learning tactics and strategies employed by students in an HDS massive open online course with over 3,000 students enrolled. We also used statistical tests to explore students' engagement with different resources (such as reading materials and lecture videos) and their level of engagement with various HDS topics. Results: We found that students in HDS employed four learning tactics, such as actively connecting new information to their prior knowledge, taking assessments and practising programming to evaluate their understanding, collaborating with their classmates, and repeating information to memorise. Based on the employed tactics, we also found three types of learning strategies, including low engagement (Surface learners), moderate engagement (Strategic learners), and high engagement (Deep learners), which are in line with well-known educational theories. The results indicate that successful students allocate more time to practical topics, such as projects and discussions, make connections among concepts, and employ peer learning. Conclusions: We applied artificial intelligence techniques to provide new insights into HDS education. Based on the findings, we provide pedagogical suggestions not only for course designers but also for teachers and learners that have the potential to improve the learning experience of HDS students. [ABSTRACT FROM AUTHOR]

The goal of this study is to relate an extension experience in the mental health field among adolescents in a community, with focus on preventing suicide in adolescence. The study describes health educational activities, conducted in two Youth Stations in the town in the countryside of Ceará, which took place in September 2022. The activities were realized by nursing and physical education students, who were members of the Liga Interdiscplinar de Pormoção à Saúde do Adolescente [Interdisciplinary League for Adolescent Health Promotion] at Universidade Estadual Vale do Acaraú [Vale do Acaraú State University] in Sobral-CE, Brazil. The obtained results revealed that the extension activities with adolescents contributed to the participants’ critical thinking skills, enabling them to express their opinions, share personal experiences, and clarify doubts related to the topics discussed. It is concluded that the educational actions carried out by university students are of paramount importance both for the participants and for the students themselves, as they address common issues related to the adolescent population, fostering a valuable exchange of knowledge. Additionally, these actions helped the students become integrated into the community and gain a new perspective on different realities. [ABSTRACT FROM AUTHOR]

Purpose: Bard by Google, a direct competitor to ChatGPT, was recently released. Understanding the relative performance of these different chatbots can provide important insight into their strengths and weaknesses as well as which roles they are most suited to fill. In this project, we aimed to compare the most recent version of ChatGPT, ChatGPT-4, and Bard by Google, in their ability to accurately respond to radiology board examination practice questions. Methods: Text-based questions were collected from the 2017-2021 American College of Radiology's Diagnostic Radiology In-Training (DXIT) examinations. ChatGPT-4 and Bard were queried, and their comparative accuracies, response lengths, and response times were documented. Subspecialty-specific performance was analyzed as well. Results: 318 questions were included in our analysis. ChatGPT answered significantly more accurately than Bard (87.11% vs 70.44%, P <.0001). ChatGPT's response length was significantly shorter than Bard's (935.28 ± 440.88 characters vs 1437.52 ± 415.91 characters, P <.0001). ChatGPT's response time was significantly longer than Bard's (26.79 ± 3.27 seconds vs 7.55 ± 1.88 seconds, P <.0001). ChatGPT performed superiorly to Bard in neuroradiology, (100.00% vs 86.21%, P =.03), general & physics (85.39% vs 68.54%, P <.001), nuclear medicine (80.00% vs 56.67%, P <.01), pediatric radiology (93.75% vs 68.75%, P =.03), and ultrasound (100.00% vs 63.64%, P <.001). In the remaining subspecialties, there were no significant differences between ChatGPT and Bard's performance. Conclusion: ChatGPT displayed superior radiology knowledge compared to Bard. While both chatbots display reasonable radiology knowledge, they should be used with conscious knowledge of their limitations and fallibility. Both chatbots provided incorrect or illogical answer explanations and did not always address the educational content of the question. [ABSTRACT FROM AUTHOR]

The advent of artificial intelligence (AI) and natural language processing technologies has ushered in a new era of innovative educational tools and resources. ChatGPT, a prominent AI-powered language model, has demonstrated remarkable potential in various fields. In this study, we aim to explore the ability of ChatGPT to answer Pharmacotherapy Specialist (BCPS) exam questions and provide justifications for its answers. We conducted a comprehensive content analysis to scrutinize the applicability and competence of ChatGPT in addressing BCPS exam inquiries while substantiating the correctness of its responses. Our findings reveal that ChatGPT was able to answer 94 out of 128 questions (73.43%) correctly and justify 80.16% of the correct answers appropriately and 76.18% of the noncorrect answers in all questions. Conclusion: The ChatGPT's ability to answer the Pharmacotherapy Specialist (BCPS) exam and justify the answers was good. ChatGPT could help pharmacists in their preparation for this exam with caution. ChatGPT is still in the early phase of use by educators and students worldwide, and its ability to answer exams will be better in the near future. Attending training workshops about ChatGPT and AI is very important and highly recommended. Practice ChatGPT in medical and health sciences education is very important and highly recommended to explore the potential uses, benefits and risks and suggest recommendations for best practices. [ABSTRACT FROM AUTHOR]

This document provides guidance for secondary educators on implementing Multi-Tiered Systems of Support (MTSS) to address the needs of students with reading difficulties. It emphasizes the importance of integrating reading instruction into content-area classes and providing intensive interventions for students with documented reading difficulties. The document also highlights effective instructional strategies for vocabulary, reading comprehension, and co-teaching in middle school classrooms. It suggests strategies to increase students' intrinsic motivation to read and manage challenging behaviors, and provides a list of practitioner-focused resources for secondary special educators related to reading instruction. [Extracted from the article]

A student learning outcome (SLO) assessment checklist to ensure quality in SLO assessment among Radiologic Technology students is presented.

Purpose To assess whether first-year radiography students observed differences between what they were taught in didactic and laboratory courses and how technologists perform chest imaging procedures during clinical experiences. Methods This study used a mixed-methods approach with a cross-sectional survey, consisting of 11 quantitative and 11 qualitative items, during the fall 2020 semester. The survey asked participants to evaluate survey statements based on their observations of radiographers' behaviors during chest imaging procedures in relation to the 11 American Registry of Radiologic Technologist clinical competency areas. Participants rated their evaluations based on the degree to which they agreed or disagreed with statements regarding radiographers' behaviors using a 5-point Likert scale, ranging from strongly disagree (1) to strongly agree (5). For each statement, a follow-up, open-ended question asked participants to provide reasons why they thought technologists did or did not exhibit certain behaviors. Data were analyzed quantitatively with differential statistics and qualitatively by thematically categorizing open-ended responses. Results A total of 19 first-year radiography students (N = 19) completed the survey. Most participants somewhat agreed or strongly agreed with 8 out of the 11 competency statements based on their observations of technologists when performing chest imaging procedures: room preparation (73.7%), patient identity verification (89.5%), examination order verification (79%), patient assessment (79%), equipment operation (52.6%), patient management (100%), technique selection (73.6%), and image evaluation (94.7%). Most participants somewhat disagreed, strongly disagreed, or were neutral with 3 out of the 11 categories: patient positioning, radiation safety, and image processing. Qualitatively, participants responded that technologists only provided lead shielding for pediatric patients, were not instructing patients to take 2 inspirations before making an exposure, and were cropping their images electronically before submitting them for diagnoses. Discussion Participants reported inconsistencies between what they were taught and what they saw technologists doing during chest imaging procedures related to patient positioning, radiation safety, and imaging processing. Participants' responses stated that these inconsistencies might be because of an increase in technologist responsibilities, patient volumes, and fear of not including relative anatomy on their images. Conclusion Participants reported the most disagreement with radiation safety during chest imaging procedures. Although lead shielding for abdominal and pelvic procedures is no longer recommended, shielding patients during chest imaging procedures is still recommended. Radiography programs can educate students that inconsistency between task order does not mean there is a gap between theory and practice. [ABSTRACT FROM AUTHOR]

The article discusses the use of the generative artificial intelligence (AI) tool ChatGPT as a teaching and learning resource for radiologic science education. Topics covered include ChatGPT's provision of accurate information on a diverse range of topics via appropriate text and translations in its responses, its engagement in conversation, and its limitations. Also noted are ways in which students and educators can use ChatGPT profitably, and samples of its usage and output.

Background: Objective structured clinical examination (OSCE) is well‐established and designed to evaluate students' clinical competence and practical skills in a standardized and objective manner. While OSCEs are widespread in higher‐income countries, their implementation in low‐resource settings presents unique challenges that warrant further investigation. Aim: This study aims to evaluate the perception of the health sciences students and their educators regarding deploying OSCEs within the School of Health Sciences and Techniques of Sousse (SHSTS) in Tunisia and their efficacity in healthcare education compared to traditional practical examination methods. Methods: This cross‐sectional study was conducted in June 2022, focusing on final‐year Health Sciences students at the SHSTS in Tunisia. The study participants were students and their educators involved in the OSCEs from June 6th to June 11th, 2022. Anonymous paper‐based 5‐point Likert scale satisfaction surveys were distributed to the students and their educators, with a separate set of questions for each. Spearman, Mann–Whitney U and Krusakll–Wallis tests were utilized to test the differences in satisfaction with the OSCEs among the students and educators. The Wilcoxon Rank test was utilized to examine the differences in students' assessment scores in the OSCEs and the traditional practical examination methods. Results: The satisfaction scores were high among health sciences educators and above average for students, with means of 3.82 ± 1.29 and 3.15 ± 0.56, respectively. The bivariate and multivariate analyzes indicated a significant difference in the satisfaction between the students' specialities. Further, a significant difference in their assessment scores distribution in the practical examinations and OSCEs was also demonstrated, with better performance in the OSCEs. Conclusion: Our study provides evidence of the relatively high level of satisfaction with the OSCEs and better performance compared to the traditional practical examinations. These findings advocate for the efficacy of OSCEs in low‐income countries and the need to sustain them. [ABSTRACT FROM AUTHOR]

The implementation of interprofessional education (IPE) into higher education curricula is a significant method for creating professionals with the skills necessary for interprofessional collaboration (IPC), including those in the health sciences, nursing, pharmacy, and nutrition. Due to the changes in health services, which are becoming more integrated, it is vital to have the capacity for interprofessional collaboration. The readiness of the pupils for IPE must be assessed before to its implementation in order to identify the subjects that should be highlighted at that time. This research is a cross-sectional study using descriptive analysis method. The distribution of respondents was as all in 4th semester students, consist of department of Pharmacy (n=92), department of Nursing (n=88), department of Public Health (n=95), department of Nutrition (n=66) and department of Physical Education (n=42) in Faculty of Health Sciences. Questionnaire data collection was carried out online. The independent variable that is measured is the student's readiness for Interprofessional Education. The results findings there is a significant difference between the readiness of students in Nurse department and students of all department. The nurse department received the highest score (score = 68.47) and the Health Education received the lowest score (score = 65.59). But all department receive score > 80% of the total score. There is still room for improvement in the areas related to the value of learning together in practical situations. [ABSTRACT FROM AUTHOR]

Background: Medical confidentiality is an essential condition in the trust-based relationship between healthcare practitioners. It is, in fact, specified in several constitutions as well as the medical professional code of conduct. A breach of secretiveness or confidentiality may result in illicit repercussions and professional consequences, as well as civil lawsuits for damages and compensation by the person harmed. Objective : The goal of this study is to determine what is the correlation of observed privileged communication and ethics on communication among allied health students in University of Makati. The study can provide information to educators, learners and researchers on the correlations of the profile demographic of the allied health students, privileged communication and ethics in communication. Methodology: This research used a quantitative approach in order to examine and analyze measurable data using statistical approaches. Furthermore, this study utilized descriptive correlational research. The total population sampling technique is used to determine and specify the population of respondents. The research tool consisted of 20 item questions for privileged communication and another 20 items for ethical principles. The study also utilized a 4-point likert-scale questionnaire by the use of an online data gathering application for data collecting while descriptive statistics and weighted mean, The researchers utilized frequency, percentage, mean, standard deviation, chi-square, and Pearson R correlations. Findings: The findings of the study revealed the majority of the respondents are in the age group of 22 years old, most of them are females, nursing students are the majority respondents, and Roman Catholic is the majority when it comes to religion. It was also revealed that the correlation between privileged communication and ethical principle has a strong positive relationship between privileged communication and ethical principles, as indicated by a correlation coefficient of 0.954 and a significant p-value of 0.1024. Furthermore, a correlation coefficient of 0.954 and a p-value of 0.1024 shows that the privilege communication and ethical principle have a high positive relationship thus, null hypothesis is rejected. Conclusions : The study suggests that allied health students understand the importance of privileged communication and ethical principles in healthcare. The strong positive relationship between these variables indicates the recognition among students of the critical role these principles play in promoting ethical decision-making and protecting patients' rights to privacy and confidentiality. [ABSTRACT FROM AUTHOR]

Purpose: Globally, countries with both developed and developing economies are struggling to secure sufficient participation in vocational education to generate the range and quantum of skills required for their communities and realising national social and economic goals. In an era of high aspiration, vocational education and the occupations it serves are increasingly seen as being a less than desirable outcome by young people and their parents. Hence, there is a need to identify means by which to inform and engage young people in considering vocational education and the occupations it serves. The case study discussed in this paper is contextualised within the Australian state of Queensland, which, like many other countries is struggling to have a workforce sufficient to meet communities' healthcare needs as its population both grows and ages. Methods: The study data were collected from 1) interviews with healthcare-related stakeholders including health industry representatives, teachers or practitioners, and healthcare providers, 2) focus groups with senior secondary students, and 3) surveys with these participant groups. It provides a descriptive analysis of efforts to secure greater participation by young people in allied health roles, and, in particular, young Australian Indigenous people. Findings: The study participants included those from regional and metropolitan centres and from state and independent schools, and in all of which the focus on engagement was central. Findings indicated that engagement was necessary to advise young people about these occupations, the effective preparation for them, and likely retention in the workforce. Conclusion: This study highlights the need for intentional strategies to engage young people, their parents/guardians and with those efforts likely needing to be organised and enacted at the local level. This requires collaboration and engagement from education, industry, and local communities. Essentially, a systemic approach is required, specifying roles for government, employers, educational systems, and teachers and parents who engage directly with young people. In all, engagement, advice and opportunities locally are all emphasised in the study reported here. [ABSTRACT FROM AUTHOR]

Background: In the past, evidence-based medicine (EBM) and shared decision-making (SDM) have been taught separately in health sciences and medical education. However, recognition is increasing of the importance of EBM training that includes SDM, whereby practitioners incorporate all steps of EBM, including person-centered decision-making using SDM. However, there are few empirical investigations into the benefits of training that integrates EBM and SDM (EBM-SDM) for junior doctors, and their influencing factors. This study aimed to explore how integrated EBM-SDM training can influence junior doctors' attitudes to and practice of EBM and SDM; to identify the barriers and facilitators associated with junior doctors' EBM-SDM learning and practice; and to examine how supervising consultants' attitudes and authority impact on junior doctors' opportunities for EBM-SDM learning and practice. Methods: We developed and ran a series of EBM-SDM courses for junior doctors within a private healthcare setting with protected time for educational activities. Using an emergent qualitative design, we first conducted pre- and post-course semi-structured interviews with 12 junior doctors and thematically analysed the influence of an EBM-SDM course on their attitudes and practice of both EBM and SDM, and the barriers and facilitators to the integrated learning and practice of EBM and SDM. Based on the responses of junior doctors, we then conducted interviews with ten of their supervising consultants and used a second thematic analysis to understand the influence of consultants on junior doctors' EBM-SDM learning and practice. Results: Junior doctors appreciated EBM-SDM training that involved patient participation. After the training course, they intended to improve their skills in person-centered decision-making including SDM. However, junior doctors identified medical hierarchy, time factors, and lack of prior training as barriers to the learning and practice of EBM-SDM, whilst the private healthcare setting with protected learning time and supportive consultants were considered facilitators. Consultants had mixed attitudes towards EBM and SDM and varied perceptions of the role of junior doctors in either practice, both of which influenced the practice of junior doctors. Conclusions: These findings suggested that future medical education and research should include training that integrates EBM and SDM that acknowledges the complex environment in which this training must be put into practice, and considers strategies to overcome barriers to the implementation of EBM-SDM learning in practice. [ABSTRACT FROM AUTHOR]

Background: Personalised learning, an educational approach that tailors teaching and learning to individual needs and preferences, has gained attention in recent years, particularly in higher education. Advances in educational technology have facilitated the implementation of personalised learning in various contexts. Despite its potential benefits, the literature on personalised learning in health sciences higher education remains scattered and heterogeneous. This scoping review aims to identify and map the current literature on personalised learning in health sciences higher education and its definition, implementation strategies, benefits, and limitations. Methods: A comprehensive search of electronic databases, PubMed, Scopus, Google Scholar, Educational Research Complete, and Journal Storage (JSTOR), will be conducted to identify relevant articles. The search will be limited to articles published in the English language between 2000 and 2023. The search strategy will be designed and adapted for each database using a combination of keywords and subject headings related to personalised learning and health sciences higher education. Eligibility criteria will be applied to screen and select articles. Data extraction and quality assessment will be performed, and thematic synthesis will be used to analyse the extracted data. Discussion: The results of the scoping review will present a comprehensive and coherent overview of the literature on personalised learning in health sciences higher education. Key themes and topics related to personalised learning, its definitions, models, implementation strategies, benefits, and limitations, will be identified. The geographical and temporal distribution of research on personalised learning in health sciences higher education will also be described. This scoping review will provide a structured synthesis of the available evidence on personalised learning in health sciences higher education, highlighting potential gaps and areas for future research. The findings will contribute to ongoing scholarly and policy debates on personalised learning in higher education, informing the development of best practices, guidelines, and future research agendas. [ABSTRACT FROM AUTHOR]

This article discusses a case study conducted by the University of Notre Dame, Australia, and the University of Tasmania, which aimed to engage students in the co-design and delivery of an interprofessional program. The study focused on the development of interprofessional practice for preclinical medical students and final year paramedicine students. The students were involved in various aspects of the program, including the design of learning outcomes, development of learning activities, and facilitation of case-based discussions. The outcomes of the program were positive, with students rating the interprofessional approach highly. The article emphasizes the importance of student partnership in shaping health professional education and fostering interprofessional collaboration. [Extracted from the article]

Infographics have been recognised as effective visual tools for concise and accessible communication of data and information in various higher education disciplines, particularly in medical education. However, there is a lack of research on their impact on professional skills, difficulty levels, motivation, and overall satisfaction in health science students. Thus, the present study aimed to analyse the knowledge and usage of graphical resources among health science students and evaluate their competencies, the level of challenge they encountered, and their motivation and satisfaction after completing an infographic creation activity. The InfoHealth educational innovation project, conducted by five teachers from the Faculty of Medicine, served as the context for this study, with 143 students voluntarily participating. The intervention involved students working in groups of 2–3 and selecting their own topics for the infographics while receiving instruction, online guidance, and feedback from teachers. A questionnaire was administered to assess students' perception of skill development and satisfaction with the activity. The findings revealed that schemes were the most recognized and used graphical summaries, compared to synoptic tables and Venn diagrams. The activity led to an increase in professional skills acquisition, motivation, and satisfaction, positively impacting students' interest in evidence-based practice and reinforcing their knowledge. This study highlights the potential of infographics as a pedagogical tool for competency development and student engagement in health science education, suggesting the need for further research comparing infographics with traditional study methods and involving multidisciplinary teams to promote essential skills for future clinical practice. [ABSTRACT FROM AUTHOR]

Demand for online education has increased in recent decades. Uptake of postgraduate nursing education in this mode is on the rise, yet many students do not achieve completion. Student engagement is vital to success in online postgraduate nursing programs. Technology enables a more efficient means of monitoring engagement, yet limited literature is available on how the design of online postgraduate nursing programs impacts student engagement. This integrative review aims to identify barriers and facilitators to engaging in online postgraduate nursing programs. Four databases, including Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, Scopus, and Medline, were systematically searched to identify relevant literature published over the period 1990 to 2022. Fifteen papers met the inclusion criteria. Thematic analysis generated three themes: design and delivery, support and connectivity, and student factors and success. The findings of this review uncover the range of indiscriminate variables and experiences that students have with online learning, making engaging instructional design a complex process. Nursing faculty require time and resources to develop skills specific to delivering "distance" education without being distant to the students. This review concludes that online postgraduate nursing programs are not a panacea, with ethical issues identified for higher education providers. [ABSTRACT FROM AUTHOR]

Limited studies examine the impact of multicultural counseling and training conceptual models on the experiences of community clients. The Community Counseling, Education, and Research Center (CCERC) model is designed to meet community client needs for counseling services and training needs of counseling students through multiculturalism, love ethic, and trauma sensitivity. A thematic analysis of client responses about their experience of the model revealed that counseling was validating, positive, meaningful, and helpful. Implications and recommendations for future research are provided. [ABSTRACT FROM AUTHOR]

The work-ready capabilities of graduates are a critical quality concern for universities: some emerging professional disciplines continue to face claims of theory-practice gaps. The diversity of perspectives on the quality of graduate work-readiness suggests that this is a wicked problem that cannot be absolutely solved but that can be resolved by careful interventions to bridge gaps between stakeholder expectations. This article chronicles the introduction and ongoing refinement of assessment for learning within an undergraduate paramedicine programme. Assessment is constructed as an authentic, immersive and continuous feature of learning design, fusing theory with the practices and expectations of industry. Theory-in-context education practice responds to perceptions that theory and practice reside in separate domains of universities and industry. The authors report action research cycles spanning a decade of planning, acting and evaluating innovations to enhance graduate work-readiness. Their work promotes design principles and actions applicable to local resolution of such wicked problems. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to describe the design and evaluation of a pilot leadership development programme for infection prevention and control (IPAC) professionals during the COVID-19 pandemic. The programme's aim was to improve IPAC knowledge and capacity in the health-care system by developing the leadership skills and capacities of novice and advanced Infection Control Professionals (ICPs), to respond flexibly, and competently, in their expanding and ever-changing roles. Design/methodology/approach: The leadership programme was piloted with seven nurses, who were part of a clinical nursing team in New South Wales, Australia, over a 12-month period between 2021 and 2022. The programme was designed using a leadership development framework underpinned by transformational leadership theory, practice development approaches and collaborative and experiential learning. These principles were applied during programme design, with components adapted to learners' interests and regular opportunities provided for collaboration in active learning and critical reflection on workplace experiences. Findings: The authors' evaluation suggests that the programme was feasible, acceptable and considered to be effective by this cohort. Moreover, participants valued the opportunities to engage in active and experience-based learning with peers, and with the support of senior and experienced ICPs. The action learning sets were well-received and allowed participants to critically reflect on and learn from one another's experiences. The mentoring programme allowed them to apply their developing leadership skills to real workplace challenges that they face. Research limitations/implications: Despite a small sample size, the authors' results provide empirical evidence about the effectiveness of using a practice development approach for strengthening ICP leadership capacity. The success of this pilot study has paved the way for a bigger second cohort of participants in the programme, for which further evaluation will be conducted. Practical implications: The success of this leadership programme reflects both the need for leadership development in the IPAC professions and the applicability of this approach, with appropriate facilitation, for other professions and organizations. Originality/value: ICP leadership programmes have not been previously reported in the literature. This pilot study builds on the growing interest in IPAC leadership to foster health system responsiveness and change. [ABSTRACT FROM AUTHOR]

Developing Allied Health (AH) graduates who are skilled in responding to public health needs is crucial, particularly in rural areas where workforce shortages and poor health outcomes are common. However, workforce shortages make it difficult to provide rural work-integrated learning (WIL) opportunities to teach these skills. This paper presents a model of Service-Learning (SL) that innovatively employs WIL for AH students while addressing rural health needs. The model was developed based on the experiences of a rural WIL team who implemented over 400 SL WIL experiences over six years. Key aspects highlight the importance of relationship building and meeting the needs of three key stakeholders, namely the community and host-site, students, and the enrolled university. Student support, interprofessional education and evaluation were also embedded in the model. This SL model adopts a flexible approach and provides a useful guide for developing SL for WIL despite challenges in rural areas. [ABSTRACT FROM AUTHOR]

Purpose: The prevalence of odontogenic infections remains one of the highest in the world. If untreated, odontogenic infections can break through the limitation, disseminate to other organs or spaces, and cause high mortality rates. However, it is still difficult to rapidly target limited or disseminated infections in clinical practice. The type of disseminated odontogenic infections and the responsible bacteria have not been described in detail. Methods: Search databases (e.g., PubMed, MEDLINE, Web of Science, Embase) for reports published from 2018.1 to 2022.9. Use search strategies: ("odontogenic infections" OR "pulpitis" OR "periapical lesions" OR "periodontal diseases") AND ("disseminated infections" OR "complication"). Results: Fourteen different types of disseminated odontogenic infections, most of which are polymicrobial infections, can spread through the body either direct or through hematogenous diffusion. Multiple microbial infections can be more invasive in the transmission of infection. Secondary infections are commonly associated with bacteria like Fusobacterium spp., Streptococcus spp., Peptostreptococcus spp., Prevotella spp., and Staphylococcus spp. Antibiotics with broad-spectrum activity are fundamental as first-line antimicrobial agents based on the microorganisms isolated from disseminated infections. Conclusion: This review elaborates on the epidemiology, microorganisms, risk factors, and dissemination routes, and provides evidence-based opinions on the diagnosis, multidisciplinary management, and prevention of odontogenic infections for dentists and clinicians. [ABSTRACT FROM AUTHOR]

Aim: Google Classroom (GC), an e-learning platform, has received a lot of attention in the educational community. The aim of the study was to investigate the effectiveness of GC on students in learning a difficult-to-understand topic like nervous system. Materials and Methods: A total of 144 students studying in the Department of Nursing participated in the study. Students were divided into 3 groups: The group receiving classical education (Group 1), the group receiving education with GC (Group 2), and the group receiving supplementary education with GC and classical education (Group 3). Research data were collected through "Structured Student Introduction Form", "Google Classroom Satisfaction Questionnaire" and "Nervous System Anatomy Knowledge Exam". Results: In the results, students stated that they found the system and the use of GC easy and that they were satisfied with it. When the achievement tests between the groups were analyzed, the post-test achievement level of Group 2 and Group 3 was significantly higher than Group 1 (p<0.005), and the post-test achievement level of Group 3 was significantly higher than Group 2 (p<0.005). At the same time, although students were generally satisfied with GC, they reported that they experienced problems such as difficulty accessing the internet and uploading homework, and distraction. Conclusion: Since health sciences education is an applied education, its suitability for distance education is controversial. However, the study found that providing distance education as a support to traditional education increased interest in the course, motivation and success. [ABSTRACT FROM AUTHOR]

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The well-being of people is a key aspect of the field of psychology. Hence, it is important to analyse the variables that are related to life satisfaction and happiness as perceived by individuals and that, therefore, increase their overall well-being. The main objective of this study was to analyse the predictive capacity of emotional intelligence and perceived social support on both the level of life satisfaction and perceived happiness. A total of 380 psychology students completed the Trait Meta Mood Scale, the Multidimensional Scale of Perceived Social Support, the Satisfaction with Life Scale, and the Subjective Happiness Scale. The results show that both emotional intelligence and social support are related to and predictive of subjective happiness and life satisfaction. The importance of developing the components of emotional intelligence and promoting an adequate social network in young people is highlighted. [ABSTRACT FROM AUTHOR]

Background: The development of procedural skills is essential in health sciences education. Rubrics can be useful for learning and assessing these skills. To this end, a set of rubrics were developed in case of neurophysiotherapy maneuvers for undergraduates. Although students found the rubrics to be valid and useful in previous courses, the analysis of the practical exam results showed the need to change them in order to improve their validity and reliability, especially when used for summative purposes. After reviewing the rubrics, this paper analyzes their validity and reliability for promoting the learning of neurophysiotherapy maneuvers and assessing the acquisition of the procedural skills they involve. Methods: In this cross-sectional and psychometric study, six experts and 142 undergraduate students of a neurophysiotherapy subject from a Spanish university participated. The rubrics' validity (content and structural) and reliability (inter-rater and internal consistency) were analyzed. The students' scores in the subject practical exam derived from the application of the rubrics, as well as the rubrics' criteria difficulty and discrimination indices were also determined. Results: The rubrics´ content validity was found to be adequate (Content Validity Index > 0.90). These showed a unidimensional structure, and an acceptable internal consistency (α = 0.71) and inter-rater reliability (Fleiss' ƙ=0.44, ICC = 0.94). The scores of the subject practical exam practically covered the entire range of possible theoretical scores, showing all the criterion medium-low to medium difficulty indices - except for the one related to the physical therapist position-. All the criterion exhibited adequate discrimination indices (rpbis > 0.39), as did the rubric as a whole (Ferguson's δ = 0.86). Students highlighted the rubrics´ usefulness for learning the maneuvers, as well as their validity and reliability for formative and summative assessment. Conclusions: The changed rubrics constitute a valid and reliable instrument for evaluating the execution quality of neurophysiotherapy maneuvers from a summative evaluation viewpoint. This study facilitates the development of rubrics aimed at promoting different practical skills in health-science education. [ABSTRACT FROM AUTHOR]

The following two articles appeared as a serial from late 1986 and throught 1987 in the Curriculum distributed by the Optometric Extension Program Foundation. This series, “adds to the concepts developed by A.M. Skeffington, OD, for describing the emergent in his model of vision. The series will be published in its entirety throughout Volume 12 as a tribute to Dr. Mort Davis, who passed last year. We hope you enjoy his brillaince. [ABSTRACT FROM AUTHOR]

The World Health Organization (WHO) defines the Social Determinants of Health (SDOH) as the non-medical factors influencing health outcomes. SDOH is associated with conditions in which people are born, grow, work, and live. Medical schools and licensing bodies are increasingly recognizing the need for doctors and healthcare professionals to be aware of their patient's social context and how it impacts their states of health and disease. However, there is considerable variation in the approaches of different institutions and countries to incorporating SDOH into their curricula. In order to allow clinicians to adopt a holistic approach to patient health, equipping them with extensive knowledge of SDOH would give learners the confidence, skills, knowledge, and attitudes needed to effectively engage with patients and their families. This approach aids health professionals with knowledge of the influence of the social context and cultural factors that affect patients' behaviors in relation to health. Incorporating the SDOH in medical and health professional school curricula would contribute towards adequately preparing future healthcare practitioners to provide effective, comprehensive, and equitable care, especially to marginalized and underserved populations. The Guide will take an evidence-based approach grounded in the available contemporary literature and case studies. The focus will be on integrating SDOH into undergraduate and postgraduate medical curricula to promote an understanding of the social factors that influence patients' and communities' health. Ultimately, this guide seeks to contribute to the reduction of inequalities in health. [ABSTRACT FROM AUTHOR]

This study investigated general and subject-specific motivational beliefs from the perspectives of self-determination theory (i.e. intrinsic, identified, introjected, and extrinsic motivation) and achievement goal theory (i.e. mastery, performance-approach, and -avoidance goal orientation including the respective classroom goal structures), their interrelations, their stability over time, and their associations with desirable outcomes (i.e. deep-level learning strategies, self-concept of ability). It was hypothesized that motivational beliefs are interrelated but demonstrate a distinct correlational pattern depending on whether they were assessed as general or subject-specific motivation. In addition, motivational beliefs were hypothesized to relate to learning strategies and ability beliefs. Medical students (n = 146) participated in this longitudinal study with measurement points at the beginning and end of a semester. The questionnaire included established motivational scales to assess motivational beliefs and desirable outcomes. Measurement models were tested using confirmatory factor analyses; correlations of scale means were investigated to assess the nomological network of motivational beliefs. As expected, intrinsic and identified motivation were associated with mastery goal orientation and with desirable outcome variables, such as the use of deep-level learning strategies. General and subject-specific motivation exhibited distinct correlational patterns. Motivation was relatively stable over time. Results did not confirm the factor structure of classroom goal structure. The study emphasizes the benefit of a subject-specific conceptualization of motivation and the need for a careful adaptation of theoretical constructs from the secondary school context to make them fruitful for the promotion of medical students' motivation. Medical teachers can use established motivational interventions (e.g. using an individual frame of reference for feedback) to support students' adaptive motivational beliefs (e.g. self-determined motivation, mastery goals). Given the subject specificity of motivation, it seems beneficial to promote adaptive motivation in the respective medical specialty regardless of students' general motivational characteristics. [ABSTRACT FROM AUTHOR]

Over-the-counter (OTC) medicines intended for short-term use for self-care may be abused or misused. To explore the experiences and perceptions of community pharmacists (dispensers, pharmacists, and pharmacy owners) of the use, abuse, and misuse of OTC medicines by pharmacy customers, and to identify their perceptions of the most appropriate methods to prevent inappropriate use of OTC medicines. A cross-sectional national online survey to community pharmacists in Finland. A previously validated structured questionnaire was modified. Three national pharmaceutical associations were contacted to help in recruitment of their members (n = 5594, calculated target sample size n = 360). Descriptive statistical analyses were conducted. In total, 442 responses were received. Most respondents strongly agreed (Md all = 5) that OTC medicines could be abused or misused; pharmacy owners were more likely to strongly agree than pharmacists (p = 0.012). Pharmacy owners were more likely to think that laxatives were liable for abuse than dispensers (p = 0.008), and that travel sickness medicines were liable for misuse than dispensers (p < 0.001) and pharmacists (p = 0.013). Patient counseling was the most commonly employed method to prevent the problem. Respondents perceived that providing training to staff about OTC medicines that can be abused (Md all = 5) was the most appropriate strategy to prevent OTC medicine abuse; pharmacy owners were more likely to strongly agree or agree of this (p = 0.005) than dispensers. Conclusion: Community pharmacists are aware of the liability of OTC medicines for the potential abuse and misuse. They employ various methods as advising and counseling the customer to support the rational use of OTC medicines. [ABSTRACT FROM AUTHOR]

The Association of Social Work Boards (2022a) released a report evidencing test-taker demographics as the strongest predictor of professional licensure exam pass-rates. The purpose of this study was to examine statistical predictors of social work professional licensure exam pass rate disparities between first-time Black/African American and White test-takers. The study addressed the following research question: To what extent do institutional and state licensure characteristics predict race-based disparities in social work licensure exam pass rates? To answer this question, the authors built a data set in an Excel spreadsheet comprised of institutional and state licensure variables using publicly available and reliable sources. States requiring more clinical supervision hours and imposing higher licensure fees tended to report higher overall pass rates on the ASWB exam. Additionally, a notable correlation was found between states with a higher proportion of Black/African American residents and increased pass rates. Conversely, states that had established a larger number of licensure tiers typically saw lower overall pass rates. Furthermore, it was noted that schools located in the Southern U.S. demonstrated significantly lower ASWB pass rates compared to schools in other regions of the country. Recommendations are made regarding future research efforts and professional licensure and regulation standards. Pass rate disparities have implications for individual exam-takers and their families; for clients and constituencies; and for social work practice, research, ethics, and education. [ABSTRACT FROM AUTHOR]

Purpose: Many studies using machine learning (ML) in speech, language, and hearing sciences rely upon cross-validations with single data splitting. This study's first purpose is to provide quantitative evidence that would incentivize researchers to instead use the more robust data splitting method of nested k-fold cross-validation. The second purpose is to present methods and MATLAB code to perform power analysis for ML-based analysis during the design of a study. Method: First, the significant impact of different cross-validations on ML outcomes was demonstrated using real-world clinical data. Then, Monte Carlo simulations were used to quantify the interactions among the employed crossvalidation method, the discriminative power of features, the dimensionality of the feature space, the dimensionality of the model, and the sample size. Four different cross-validation methods (single holdout, 10-fold, train--validation--test, and nested 10-fold) were compared based on the statistical power and confidence of the resulting ML models. Distributions of the null and alternative hypotheses were used to determine the minimum required sample size for obtaining a statistically significant outcome (5% significance) with 80% power. Statistical confidence of the model was defined as the probability of correct features being selected for inclusion in the final model. Results: ML models generated based on the single holdout method had very low statistical power and confidence, leading to overestimation of classification accuracy. Conversely, the nested 10-fold cross-validation method resulted in the highest statistical confidence and power while also providing an unbiased estimate of accuracy. The required sample size using the single holdout method could be 50% higher than what would be needed if nested k-fold crossvalidation were used. Statistical confidence in the model based on nested k-fold cross-validation was as much as four times higher than the confidence obtained with the single holdout--based model. A computational model, MATLAB code, and lookup tables are provided to assist researchers with estimating the minimum sample size needed during study design. Conclusion: The adoption of nested k-fold cross-validation is critical for unbiased and robust ML studies in the speech, language, and hearing sciences. Supplemental Material: https://doi.org/10.23641/asha.25237045 [ABSTRACT FROM AUTHOR]