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The article "Environmental footprinting in health care: a primer" published in the Medical Journal of Australia discusses the environmental impacts of health care systems, which contribute to 4-5% of global greenhouse gas emissions. The article introduces environmental footprinting techniques to uncover these impacts, focusing on GHG emissions and supply chains. It explains the distinction between direct and indirect impacts, scopes of emissions accounting, and environmental footprinting methods such as life cycle assessment (LCA) and environmentally extended input-output analysis (EE-IOA). The article emphasizes the importance of considering environmental sustainability in health care decision-making and advocates for improving environmental footprinting literacy, incorporating it into existing frameworks, investing in infrastructure, increasing transparency, and learning from other successful initiatives. [Extracted from the article]

Background: To minimize loss of life, modern mass casualty response requires swift identification, efficient triage categorization, and rapid hemorrhage control. Current training methods remain suboptimal. Our objective was to train first responders to triage a mass casualty incident using Virtual Reality (VR) simulation and obtain their impressions of the training's quality and effectiveness. We trained subjects in a triage protocol called Sort, Assess, Lifesaving interventions, and Treatment and/or Transport (SALT) Triage then had them respond to a terrorist bombing of a subway station using a fully immersive virtual reality simulation. We gathered learner reactions to their virtual reality experience and post-encounter debriefing with a custom electronic survey. The survey was designed to gather information about participants' demographics and prior experience, including roles, triage training, and virtual reality experience. We then asked them to evaluate the training and encounter and the system's potential for training others. Results: We received 375 completed evaluation surveys from subjects who experienced the virtual reality encounter. Subjects were primarily paramedics, but also included medical learners as well as other emergency medical service (EMS) professionals. Most participants (95%) recommended the experience for other first responders and rated the simulation (95%) and virtual patients (91%) as realistic. Ninety-four percent (94%) of participants rated the virtual reality simulator as "excellent" or "good." We observed some differences between emergency medical service and medical professionals regarding their prior experience with disaster response training and their opinions on how much the experience contributed to their learning. We observed no differences between subjects with extensive virtual reality experience and those without. Conclusions: Our virtual reality simulator is an automated, customizable, fully immersive virtual reality system for training and assessing personnel in the proper response to a mass casualty incident. Participants perceived the simulator as an adequate alternative to traditional triage and treatment training and believed that the simulator was realistic and effective for training. Prior experience with virtual reality was not a prerequisite for the use of this system. [ABSTRACT FROM AUTHOR]

Consumer and community involvement (also referred to as patient and public involvement) in health-related curricula involves actively partnering with people with lived experience of health and social care systems. While health professions education has a long history of interaction with patients or consumers, a shift in the way consumer and community engage in health-related education has created novel opportunities for mutual relationships valuing lived experience expertise and shifting traditional education power relations. Drawing on a mixed methods design, we explored consumer and community involvement practices in the design and delivery of health-related education using the capability, opportunity, motivation and behaviour framework (COM-B). In our results, we describe educator capabilities, opportunities and motivations, including identifying barriers and enablers to consumer and community involvement in health-related education. Educators have varying philosophical reasons and approaches for involving consumers and community. There is a focus on augmenting student learning through inclusion of lived and living experience, and on mutual transformative learning through embedding lived experience and co-creating learning. How these philosophical positionings and motivations shape the degree by which educators involve consumers and community members in health-related curricula is important for further understanding these educational partnerships within universities. [ABSTRACT FROM AUTHOR]

Abstract Background To minimize loss of life, modern mass casualty response requires swift identification, efficient triage categorization, and rapid hemorrhage control. Current training methods remain suboptimal. Our objective was to train first responders to triage a mass casualty incident using Virtual Reality (VR) simulation and obtain their impressions of the training’s quality and effectiveness. We trained subjects in a triage protocol called Sort, Assess, Lifesaving interventions, and Treatment and/or Transport (SALT) Triage then had them respond to a terrorist bombing of a subway station using a fully immersive virtual reality simulation. We gathered learner reactions to their virtual reality experience and post-encounter debriefing with a custom electronic survey. The survey was designed to gather information about participants’ demographics and prior experience, including roles, triage training, and virtual reality experience. We then asked them to evaluate the training and encounter and the system’s potential for training others. Results We received 375 completed evaluation surveys from subjects who experienced the virtual reality encounter. Subjects were primarily paramedics, but also included medical learners as well as other emergency medical service (EMS) professionals. Most participants (95%) recommended the experience for other first responders and rated the simulation (95%) and virtual patients (91%) as realistic. Ninety-four percent (94%) of participants rated the virtual reality simulator as “excellent” or “good.” We observed some differences between emergency medical service and medical professionals regarding their prior experience with disaster response training and their opinions on how much the experience contributed to their learning. We observed no differences between subjects with extensive virtual reality experience and those without. Conclusions Our virtual reality simulator is an automated, customizable, fully immersive virtual reality system for training and assessing personnel in the proper response to a mass casualty incident. Participants perceived the simulator as an adequate alternative to traditional triage and treatment training and believed that the simulator was realistic and effective for training. Prior experience with virtual reality was not a prerequisite for the use of this system.

This article discusses the need to improve the experience of individuals with chronic heart failure (CHF) who are nearing the end of their lives. Despite advancements in medical treatments for heart failure, the goal of therapy remains to delay disease progression. Palliative care is recognized as an important aspect of CHF management, focusing on improving the quality of life for patients and their families. The article suggests several priorities for improving care, including training healthcare professionals in palliative care, recognizing the role of general practitioners, utilizing nurse practitioners and community-based nurses, conducting research on patient preferences, transitioning cardiologists to be part of the palliative care team, and evolving societal expectations to prioritize a good death. [Extracted from the article]

This paper presents reflections on a one-year public health (PH) Longitudinal Integrated Foundation Training (LIFT) program at Betsi Cadwaladr University Health Board (BCUHB). The program, introduced by Health Education and Improvement Wales (HEIW), aims to expose junior doctors to preventative medicine and population health approaches. Key experiences included contributing to a preconception care draft strategy, participating in a nuclear power plant decommissioning consultation, attending a Cryptosporidium outbreak meeting, and witnessing the implementation of Wales' 20mph speed limit law. These experiences provided insights into the multifaceted nature of PH work, including health improvement, health protection, and healthcare PH. The placement highlighted the importance of interdisciplinary collaboration, evidence-based policymaking, and effective communication in addressing complex health issues. Challenges included balancing clinical responsibilities with PH learning opportunities and adapting to the broader scope of PH work. In conclusion, integrating PH training into medical education is crucial for addressing rising chronic diseases and encourages junior doctors to embrace such opportunities for professional growth and developing new perspectives on population health.

This article describes a post-fellowship preceptorship training program to train sub-specialty colorectal surgeons in gaining proficiency in robotic colorectal surgery using a dual-surgeon model in the Australian private sector. The Australian colorectal surgeon faces challenges in gaining robotic colorectal surgery proficiency with limited exposure and experience in the public setting where the majority of general and colorectal surgery training is currently conducted. This training model uses graded exposure with a range of simulation training, wet lab training, and clinical operative cases to progress through both competency and proficiency in robotic colorectal surgery which is mutually beneficial to surgeons and patients alike. Ongoing audit of practice has shown no adverse impacts. [ABSTRACT FROM AUTHOR]

This article explores the issue of gender under-representation in healthcare leadership, despite women making up the majority of the global health workforce. The Advancing Women in Healthcare Leadership (AWHL) initiative aims to address this issue through system-level changes. The article highlights the role of professional medical colleges and member organizations in promoting gender equity and advancing women in leadership positions. These organizations are involved in various aspects of medical careers, including training accreditation, development of programs, leadership opportunities, and policy advocacy. The article emphasizes the importance of collaboration and co-production in implementing interventions for gender equity in healthcare leadership. The document also discusses the efforts of Australian medical organizations to promote gender equity and diversity in leadership positions, including the prevention of harassment and discrimination. However, there is a need for more evidence on the implementation and enforcement of these policies. The organizations are committed to collective action and are working towards developing gender equity-focused training accreditation standards and advocating for broader change in the healthcare sector. Ongoing research and collaboration are also mentioned to address the barriers to women's advancement in healthcare leadership. [Extracted from the article]

This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 2, 2023. This conference took a closer look at what chiropractic programs are doing to identify burnout and build student, faculty, and staff resilience in the psychosocial domain. During the meeting, presenters and panelists took an in-depth look at research related to how chiropractic programs are addressing issues in mental health of students, faculty, and staff as this relates to burnout and resilience in the chiropractic program and practice. [ABSTRACT FROM AUTHOR]

Objective: To determine whether there is a lack of diffusion in the knowledge of selective removal of carious tissue (SRCT) and to examine whether cognitive biases influence professionals in their decision to implement SRCT. Additionally, this study seeks to identify whether the lack of knowledge diffusion and cognitive biases act as barriers to the adoption of SRCT in practice. Material and Methods: A series of questions was administered to dental professionals aiming to assess their knowledge of SRCT, their opinions on its use, and whether they incorporated this technique. Some questions were designed to identify potential factors influencing their decision-making process. The data was presented in terms of frequency percentages and analyzed using association tests (p>0.05). Results: Out of 568 respondents, fifty-four individuals (9.5%) were not in favor of SRCT, while eighty-nine did not implement it in their practice. Professionals who were less inclined to use SRCT included those who had not studied it, endodontists, specialists unrelated to dentistry/pediatric/dental clinic, and dentists who had completed their degrees more than four years ago. Cognitive biases, such as outcome bias, overconfidence bias, and bias against new beneficial therapies, were found to be influenced by SRCT knowledge, specialized fields, postgraduate education, and the duration of professional training. Regarding the removal of carious tissue at pulp walls in very deep cavities, 158 respondents answered correctly, while 410 respondents provided incorrect responses. Conclusion: A deficiency in the dissemination of SRCT knowledge was identified. Cognitive biases exerted a significant influence on decision-making concerning the removal of carious tissue. These two findings contribute to the limitation in translating SRCT into clinical practice.

The article discusses the importance of intersectional mentoring for women in medicine. It highlights the need to address the systemic barriers that prevent women from diverse backgrounds from benefiting from traditional mentoring models. The article emphasizes the underrepresentation of women in medical leadership roles and the impact of gender differences on career progression. It suggests that intentional same-gender mentorship and intersectional approaches can attract more women to male-dominated specialties, provide meaningful role modeling, and address sensitive topics such as sexism and sexual harassment. The article concludes with recommendations for improving intersectional mentoring programs, including increased awareness of systemic exclusion, showcasing potential mentors from minority backgrounds, challenging disparities in support, and providing incentives for mentoring efforts. [Extracted from the article]

Introduction: Global calls for action to support sustainable development through food systems and nutrition provide context to examine to what degree nutrition and dietetics professionals are equipped for this challenge. The purpose of this research is to investigate content related to sustainable food systems in training standards from Spanish-speaking countries and examine what level of knowledge is required. Methods: Researchers conducted a content analysis of documents informing nutrition and dietetics training standards for content related to sustainable food systems, including dimensions of these complex topics. Relevant content was then analyzed according to the level of cognitive complexity per Bloom's Revised Taxonomy. Results: Of 21 eligible countries, documents describing competencies, standards or codes of ethics were found for six, four of which included relevant standards: Colombia, Mexico, Paraguay, and Peru. Overall, there was minimal comprehensive inclusion of sustainable food systems, but partial inclusion of one or more important sustainability dimensions. These were required at a mix of levels of cognitive complexity. Conclusions: This research adds to a small body of evidence documenting the state of readiness of nutrition and dietetics professionals to contribute to sustainable development. It highlights a moderate level of readiness in four Spanish-speaking countries, and opportunities for increased emphasis on comprehensive sustainability-informed education and training standards, which can help prepare practitioners for effective practice. Funding: MITACS Global Research Internship.

This conference was convened by the Chiropractic Educators Research Forum (CERF) on June 24, 2023. This meeting provided a forum for the presentation of scholarly works in education theory and practice. This conference specifically focused on research related to developing competency in practice-relevant skills, knowledge, and attitudes. As educators, we help our students develop their cognitive, psychomotor, and affective abilities. Throughout this process, we must keep in mind what we are producing: health care providers. Our graduates must demonstrate competency in relevant knowledge, skills, and attitudes to practicing health care in a professional and evidence-based manner (ie, intersection of best evidence, clinical expertise, and patient values). Therefore, integrating practice-relevant skills, knowledge, and attitudes is essential throughout our programs. During the June 2023 CERF meeting, presenters and panelists took an in-depth look at education research and how chiropractic programs work to deliver practice-relevant education. [ABSTRACT FROM AUTHOR]

This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 3, 2022. This meeting provided a forum for the presentation of scholarly works in education theory and practice. This conference specifically focused on research related to education research and building faculty scholarship and research capacity. During the December 2022 CERF meeting, presenters and panelists took an in-depth look at education research and how chiropractic programs work to enhance research and scholarship capacity. [ABSTRACT FROM AUTHOR]

We developed a Research Readiness Survey (RRS) to identify students' information literacy needs prior to instruction by a team of faculty members and librarians in our doctor of chiropractic program clinical research literacy courses. In addition to describing students' responses to our RRS, we explored associations between (1) students' overall performance on the RRS and their prior earned degrees and (2) their self-reported ability and performance on questions pertaining to evaluating information quality (standard 3 of the Association of College and Research Libraries [ACRL] Information Literacy Competency Standards for Higher Education). The RRS is composed of 50 questions, of which 22 pertain to information literacy knowledge assessment per ACRL standards. We calculated means and standard deviations for summary scores on 4 ACRL standards and for a total RRS score. We used analysis of variance to assess whether standard 3 scores differed by students' self-reported ability to judge health information quality and whether there was an association between total RRS scores and students' previously earned degrees. In 2017–2018, 245 students (70% of matriculates) completed the RRS. Students performed best on standard 3 (average score 67%) and worst on standard 2, the ability to access information (average score = 59%). Students who reported an average ability to judge information quality had higher standard 3 scores than students who reported poor ability (p =.003). Students with bachelor's degrees had higher total RRS scores than students with associate's degrees (p =.004). Matriculating students had the most difficulty with accessing information, supporting the need to include librarians on the teaching team. [ABSTRACT FROM AUTHOR]

Objective: To evaluate an imaging protocol for use as a diagnostic and calibration tool for dentists before and after practical activity. Material and Methods: Thirty photos of children's teeth with or without changes in dental enamel were selected and evaluated by a group of experienced dentists previously calibrated to establish the diagnosis defined as the gold standard. After instructions, the images were shown to a group of postgraduate dentists for free identification of dental changes. Subsequently, a lecture on molar incisor hypomineralization (MIH) was carried out, and, at 14 days and all calibration was performed using the criteria previously. The retest was performed at 28 days. After experience in clinical activity in the following two weeks, the post-test was performed at 49 days. Data were analyzed using Cohen's kappa coefficient. Results: Theoretical learning on the subject showed low inter-examiner agreement when the diagnosis of defects was made from images obtained from intraoral photographs. After clinical practice, there was greater intra-examiner agreement. After theoretical training, dentists started to identify different types of enamel alteration, although with low agreement between them. Conclusion: Clinical experience in theoretical and imaging training favored the identification of defects. However, it is necessary to improve the protocol to establish a reliable and viable diagnostic method for calibration in MIH.

Every Doctor, Every Setting: a national framework to guide coordinated action on the mental health of doctors and medical students, 2019 [website]. https://lifeinmind.org.au/every-doctor-every-setting (viewed Feb 2022). For many years, the Australasian Doctors' Health Network (http://www.adhn.org.au/) of doctors' health services has provided confidential helplines for medical practitioners. Keywords: Doctors' health; Health policy; Education, professional EN Doctors' health Health policy Education, professional 338 341 4 09/27/22 20221001 NES 221001 Coordinated systemic change and enhanced access to care are needed to improve doctors' wellbeing Over the past decade, there has been growing recognition of the prevalence of psychological distress across the medical profession and that practitioner wellbeing has significant implications for patient safety. [Extracted from the article]

This article focuses on the research and scholarship of leadership training. We begin by defining and giving context to the concept of leadership training. Then, we provide a high-level literature review of the history and components of leadership training (e.g., content, pedagogy, and assessment). Next, we connect leadership training with the leadership learning framework (LLF) to address common critiques of leadership training. The article concludes with projections of leadership training in the future and ethical questions for leadership educators to consider when designing leadership training programs., (© 2024 The Author(s). New Directions for Student Leadership published by Wiley Periodicals LLC.)

This article discusses the potential dangers of maize starch excipient allergy in medications. Maize starch is a common excipient used in drug products, present in about 37% of marketed medications. While adverse reactions to excipients are relatively uncommon, cases of sensitivity to specific excipients have been reported. It is important for healthcare professionals to be aware that drug allergies may not always be due to the active ingredient of the drug but can be caused by excipients. Excipients can vary between different brands and generic medications, so close attention should be paid while prescribing and dispensing medications. The article emphasizes the need for heightened recognition among healthcare professionals of excipients as a cause of allergy. [Extracted from the article]

Keywords: Education, medical; Education, professional; Educational measurement EN Education, medical Education, professional Educational measurement 16 19 4 07/05/22 20220701 NES 220701 No consensus on research skills in medical curricula perpetuates the unmet need for clinician researchers Despite increasing emphasis on research translation, underpinned by the growth in hospital-university health precincts ("academic health centres"), there is a persistent and unmet need for clinician researchers in Australia and New Zealand.1-3 Such careers and the relevance of learning research remains opaque to medical students, and expectations for graduate research competencies are unclear. Specifically, AQF level 9E requires graduates to have "undertaken a program of structured learning with some independent research and a significant proportion of practice-related learning. This will lead to greater clarity for curriculum and program designers and teachers and, importantly, to greater awareness of the place of research in future careers for the students and graduates of our medical schools. [Extracted from the article]

The role of culture in palliative care for Aboriginal and Torres Strait Islander peoples builds on over 60 000 years of history and includes meaningful practices to support a good "finishing up". The Gwandalan National Palliative Care Project aims to build capacity in those who deliver palliative care to embed culturally responsive care in all end-of-life settings. Community consultation, value co-creation and user-centred design ensured that diverse Aboriginal and Torres Strait Islander perspectives informed the Gwandalan curriculum. Emerging communities of practice serve as yarning circles where barriers to and enablers of service delivery can be shared and addressed collaboratively. [ABSTRACT FROM AUTHOR]

Value co-creation focuses on creating value with and for multiple stakeholders - through purposeful engagement, facilitated processes and enriched experiences - to co-design new products and services. User-centred design enables multidisciplinary teams to design and develop or adapt resources from the end user's perspective. Combining value co-creation and user-centred design offers an effective, efficient, user-friendly and satisfying experience for all participants, and can result in co-created, tailored and fit-for-purpose resources. These resources are more likely to be adopted, be usable, be sustainable and produce outcomes that matter, and thereby create value for all parties. Over the past 6 years, the Education and Innovation Department at Australian General Practice Accreditation Limited has used these methods to co-create education and training programs to build workforce capacity and support implementation of many person-centred integrated care programs. In this article, we present examples of how Australian General Practice Accreditation Limited used value co-creation and user-centred design to develop and deliver education programs in primary health care, and offer insights into how program developers can use these methods to co-create any health care product, service or resource to better address end user needs and preferences. As we strive to strengthen the role of consumers as active partners in care and improve service delivery, patient outcomes and patient experiences in Australia, it is timely to explore how we can use value co-creation and user-centred design at all levels of the system to jointly create better value for all stakeholders. [ABSTRACT FROM AUTHOR]

Understanding why people endorse health-related conspiracy theories is important because these beliefs are associated with important health attitudes, intentions and behaviours. Practical recommendations to communicate with patients about health-related conspiracy theories Keywords: Education, professional; Health communication; Vaccination refusal; Education, public health; COVID-19 EN Education, professional Health communication Vaccination refusal Education, public health COVID-19 381 384 4 05/04/22 20220501 NES 220501 Addressing patients' beliefs in health conspiracy theories requires an understanding of underlying motivations On 10 September 2021, the Therapeutics Goods Administration (TGA) announced new restrictions on general practitioners prescribing oral ivermectin.1 These changes mean that GPs can only prescribe oral ivermectin for TGA-approved conditions, scabies and certain parasitic infections. Health-related conspiracy theories take many different forms, but typically suggest that information is deliberately concealed from the public by individuals or powerful groups within the government or health industry.5 Misinformation - or false, misleading information6 - often contains conspiracy theories, but sometimes it does not. [Extracted from the article]

Abstract Background Chiropractic students demonstrate philosophically opposing views about the chiropractic profession. The primary aim was to describe chiropractic students’ responses to statements about chiropractic identity, role, setting, and future direction. A secondary aim was to describe the frequency of internally conflicting responses. Methods Three datasets from Europe, North America, and Australia/New Zealand were pooled in a secondary data analysis. Chiropractic students from 25 chiropractic training institutions completed interrelating surveys (combined response rate 21.9%) between 2013 and 2018. The survey instrument investigated student viewpoints about chiropractic professional identity, role, practice setting and future direction of chiropractic practice. Student attitudes about chiropractic were described using weighted proportions to adjust for unequal population sampling across the three geographical regions. The frequency of concordant and discordant student responses was described by combining identity items with items that explored responses about practice role, setting and future direction. The relationship between student characteristics (age, sex, education, association membership and geographical region) and ideologically conflicting responses were assessed using the Chi-squared test and Cramér’s V. Results Data from 2396 student chiropractors (50.8% female; from Europe 36.2%, North America 49.6% and Australia/New Zealand 14.5%) were analysed. For identity, nearly half of the chiropractic students (weighted 45.1%) agreed that it is important for chiropractors to hold strongly to the traditional chiropractic theory that adjusting the spine corrects “dis-ease” and agreed (weighted 55.5%) that contemporary and evolving scientific evidence is more important than traditional chiropractic principles. The frequency of discordant (ideologically conflicting) student responses ranged from 32.5% for statements about identity versus role, to 51.4% for statements about identity versus future. There was no association between student age, sex and internally conflicting responses. Chiropractic students’ professional association membership status, pre-chiropractic education and geographical region were associated with ideologically conflicting responses. Conclusions Chiropractic students in this analysis show traditional and progressive attitudes towards the chiropractic profession. Individual student responses frequently contradict in terms of professional ideology, but most (approximately half) students demonstrate concordant progressive and mainstream attitudes. Ideological conflict may raise concerns about some students’ ability to learn and make clinical judgements, and potential for disharmony in the chiropractic fraternity.

ABSTRACT Objective: To assess the understandings of a pedagogical intervention on the Brazilian National Policy of Permanent Health Education targeted at secondary technical and vocational nursing students. Method: Applied, pedagogical intervention study conducted with twenty-three students of a secondary technical nursing course; questionnaires, focal group, and thematic content analysis were employed. Results: Intervention, collectively built by manager, nursing teachers, and researchers, is assessed to have led to a problematization of the concepts of education and continuing and permanent education. The following thematic categories emerged from the analysis: Prior knowledge of students and understandings of the classroom intervention; Relation between permanent education and educational welcome in health units; Ethics concerns and the articulation of care practice and theory; and Work process and approximations to permanent health education. Conclusion: The pedagogical intervention is assessed to have favored the critical reflection of the aspiring nursing technicians on permanent health education and the need for a collaborative pedagogical planning for aligning the health team’s work process.

Of course, the reliability of the provider-directed patient self-examination is patient-dependent, but many patients can be successfully coached through the basic examination manoeuvres and enjoy participating in the process. Keywords: Clinical competence; Clinical decision-making; Physician-patient relations; Telemedicine; Education, graduate; Education, professional EN Clinical competence Clinical decision-making Physician-patient relations Telemedicine Education, graduate Education, professional 131 134 4 02/22/22 20220215 NES 220215 Medical providers who learn physical examination techniques early in medical training can spend years honing the craft of observation, palpation and auscultation. As useful as these problem-specific telemedicine manoeuvres can be, some patient complaints are not appropriate for a telemedicine visit. [Extracted from the article]

In this paper we pay homage to Dr Alan H. Adams, who was born on November 3, 1945, and passed away on December 26, 2020. An early adopter of problem-based learning and evidence-based medicine, he contributed substantially to improving chiropractic education, research, and developing an evidence-based practice mindset for chiropractic practice. People who knew Al best recall that he was a fluent instigator of collaborative relationships, and he inspired and advanced many people in their academic and scientific careers. His curiosity, expertise, and mentorship were appreciated by many people and developed numerous interprofessional collaborations. [ABSTRACT FROM AUTHOR]

Unprecedented financial and logistical barriers in educating nurses during COVID-19 have threatened nursing education. The purpose of this article is to provide a template to facilitate the maintenance and stability of teaching and learning in a pandemic environment for nursing school administration and faculty leaders. The National Incident Management System (NIMS), previously used in training nurses for emergency preparation and response, has been applied as a guiding framework. The framework consists of five elements: Preparedness, Communication/Information Management, Resource Management, Command and Ongoing Management/Maintenance. This paper addresses how schools of nursing may apply each of these elements to address both the needs of the institution and community. The Comprehensive Vulnerability Management paradigm is further offered as a lens for professional development. Free preparedness education is showcased from leading nursing and healthcare professional and government organizations. Finally, the Quality and Safety Education for Nurses competencies are used for integrating NIMS and social dimensions of disaster. Such tools may equip academic leaders at schools of nursing to surmount challenges posed by the pandemic, and to ensure educational readiness to respond to global health crisis through use of the NIMS framework. • The COVID-19 pandemic has produced unprecedented barriers to nursing education. • Supporting nursing education to respond to the current global emergency and future health needs is an ongoing priority. • Implementing the National Incident Management System can help address challenges faced by nursing schools during COVID-19. • Academic nursing leaders may consider professional development to advance emergency management skills during the pandemic. [ABSTRACT FROM AUTHOR]

Background: Chiropractic students demonstrate philosophically opposing views about the chiropractic profession. The primary aim was to describe chiropractic students' responses to statements about chiropractic identity, role, setting, and future direction. A secondary aim was to describe the frequency of internally conflicting responses. Methods: Three datasets from Europe, North America, and Australia/New Zealand were pooled in a secondary data analysis. Chiropractic students from 25 chiropractic training institutions completed interrelating surveys (combined response rate 21.9%) between 2013 and 2018. The survey instrument investigated student viewpoints about chiropractic professional identity, role, practice setting and future direction of chiropractic practice. Student attitudes about chiropractic were described using weighted proportions to adjust for unequal population sampling across the three geographical regions. The frequency of concordant and discordant student responses was described by combining identity items with items that explored responses about practice role, setting and future direction. The relationship between student characteristics (age, sex, education, association membership and geographical region) and ideologically conflicting responses were assessed using the Chi-squared test and Cramér's V. Results: Data from 2396 student chiropractors (50.8% female; from Europe 36.2%, North America 49.6% and Australia/New Zealand 14.5%) were analysed. For identity, nearly half of the chiropractic students (weighted 45.1%) agreed that it is important for chiropractors to hold strongly to the traditional chiropractic theory that adjusting the spine corrects "dis-ease" and agreed (weighted 55.5%) that contemporary and evolving scientific evidence is more important than traditional chiropractic principles. The frequency of discordant (ideologically conflicting) student responses ranged from 32.5% for statements about identity versus role, to 51.4% for statements about identity versus future. There was no association between student age, sex and internally conflicting responses. Chiropractic students' professional association membership status, pre-chiropractic education and geographical region were associated with ideologically conflicting responses. Conclusions: Chiropractic students in this analysis show traditional and progressive attitudes towards the chiropractic profession. Individual student responses frequently contradict in terms of professional ideology, but most (approximately half) students demonstrate concordant progressive and mainstream attitudes. Ideological conflict may raise concerns about some students' ability to learn and make clinical judgements, and potential for disharmony in the chiropractic fraternity. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to compare the lexical sophistication of personal statements submitted by professional physical therapist education program applicants with those generated by OpenAI's Chat Generative Pretrained Transformer (ChatGPT)., Methods: Personal statements from 152 applicants and 20 generated by ChatGPT were collected, all in response to a standardized prompt. These statements were coded numerically, then analyzed with recurrence quantification analyses (RQAs). RQA indices including recurrence, determinism, max line, mean line, and entropy were compared with t-tests. A receiver operating characteristic curve analysis was used to examine discriminative validity of RQA indices to distinguish between ChatGPT and human-generated personal statements., Results: ChatGPT-generated personal statements exhibited higher recurrence, determinism, mean line, and entropy values than did human-generated personal statements. The strongest discriminator was a 13.04% determinism rate, which differentiated ChatGPT from human-generated writing samples with 70% sensitivity and 91.4% specificity (positive likelihood ratio = 8.14). Personal statements with determinism rates exceeding 13% were 8 times more likely to have been ChatGPT than human generated., Conclusion: Although RQA can distinguish artificial intelligence (AI)-generated text from human-generated text, it is not absolute. Thus, AI introduces additional challenges to the authenticity and utility of personal statements. Admissions committees along with organizations providing guidelines in professional physical therapist education program admissions should reevaluate the role of personal statements in applications., Impact: As AI-driven chatbots like ChatGPT complicate the evaluation of personal statements, RQA emerges as a potential tool for admissions committees to detect AI-generated statements., (© The Author(s) 2024. Published by Oxford University Press on behalf of the American Physical Therapy Association. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.)

Background The present study is the foundational project of TeachABI-Australia , which aims to develop and implement an accessible, nation-wide digital resource for educators to address their unmet acquired brain injury (ABI)-related professional learning needs. The aim of the present study was to identify the adaptations required to improve the suitability and acceptability of the TeachABI professional development module within the Australian education system from the perspectives of Australian educators. Methods The research design employed an integrated knowledge translation approach and followed the ADAPT Guidance for undertaking adaptability research. A purposive sample of eight educators eligible to teach primary school in Australia provided feedback on the module through a quantitative post-module feedback questionnaire and a qualitative semi-structured interview. Results Participants rated the acceptability of the module as 'Completely Acceptable ' (Mdn  = 5, IQR = 1), and reported 'only Minor' changes were required (Mdn  = 2, IQR = 0.25) to improve the suitability to the Australian context. Qualitative analysis of transcripts revealed three broad categories: (1) the usefulness of TeachABI , (2) the local fit of TeachABI , and (3) pathways for implementing TeachABI in the local setting. Recommended adaptations to the module collated from participant feedback included changes to language, expansion of content, and inclusion of Australian resources, legislation, and videos. Conclusions TeachABI is acceptable to Australian educators but requires modifications to tailor the resource to align with the unique schooling systems, needs, and culture of the local setting. The systematic methodological approach to adaptation outlined in this study will serve as a guide for future international iterations of TeachABI .

ABSTRACT Objective: To analyze the patent registrations registered in the nursing area from 2004 to 2019, relating to the beginning of the Professional Masters in Nursing. Method: Electronic documentary research carried out at the bases of the National Institute of Industrial Property and Lattes Platform. After data collection, requests, filing date, patent titles, international patent classification and areas of expertise of depositor / inventors were analyzed. Results: The study points out that there was no significant correlation between the number of registered patents with the prelude to the professional master's degree in nursing, corroborating with previous studies regarding incipience. Final considerations: although two of the initial objectives of professional master's programs are creation and technological innovation, it is analyzed that the granted institutions need to simplify and equip researchers with regard to the patent registration process, so that we can take off in this technological universe.

Abstract Background Health professions’ education programs are undergoing enormous changes, including increasing use of online and intensive, or time reduced, courses. Although evidence is mounting for online and intensive course formats as separate designs, literature investigating online and intensive formats in health professional education is lacking. The purpose of the study was to compare student outcomes (final grades and course evaluation ratings) for equivalent courses in semester long (15-week) versus intensive (7-week) online formats in graduate health sciences courses. Methods This retrospective, observational study compared satisfaction and performance scores of students enrolled in three graduate health sciences programs in a large, urban US university. Descriptive statistics, chi square analysis, and independent t-tests were used to describe student samples and determine differences in student satisfaction and performance. Results The results demonstrated no significant differences for four applicable items on the final student course evaluations (p values range from 0.127 to 1.00) between semester long and intensive course formats. Similarly, student performance scores for final assignment and final grades showed no significant differences (p = 0.35 and 0.690 respectively) between semester long and intensive course formats. Conclusion Findings from this study suggest that 7-week and 15-week online courses can be equally effective with regard to student satisfaction and performance outcomes. While further study is recommended, academic programs should consider intensive online course formats as an alternative to semester long online course formats.

Introduction: In recent decades, in Chile, vocational training in nursing has undergone transformations in their study plans, moving from having a traditional curriculum to one based on competencies, in accordance with the current demands of the labor market. Objective: To analyze two topics derived from the study focused on understanding the life experiences of teachers in a Nursing School on the curricular innovation. Materials and methods: A phenomenological study through in-depth interviews was conducted to twenty teachers, who have participated in the training of nurses. Sampling for convenience was done according to the data saturation criterion. The data analysis was thematic type as proposed by Van Manen. The research was approved by the Ethics Committee of the institution. Results: Seven main themes were identified, two of which are analyzed in this article: innovation as a complex process and unchanged changes. Conclusions: The transition from a traditional curriculum to one based on competences, from the experience of teachers, implies complex challenges and profound changes; considering this, higher education institutions have to provide the conditions to facilitate such a process.

Undergraduate clinical assessors make expert, multifaceted judgements of consultation skills in concert with medical school OSCE grading rubrics. Assessors are not cognitive machines: their judgements are made in the light of prior experience and social interactions with students. It is important to understand assessors' working conceptualisations of consultation skills and whether they could be used to develop assessment tools for undergraduate assessment. To identify any working conceptualisations that assessors use while assessing undergraduate medical students' consultation skills and develop assessment tools based on assessors' working conceptualisations and natural language for undergraduate consultation skills. In semi-structured interviews, 12 experienced assessors from a UK medical school populated a blank assessment scale with personally meaningful descriptors while describing how they made judgements of students' consultation skills (at exit standard). A two-step iterative thematic framework analysis was performed drawing on constructionism and interactionism. Five domains were found within working conceptualisations of consultation skills: Application of knowledge; Manner with patients; Getting it done; Safety; and Overall impression. Three mechanisms of judgement about student behaviour were identified: observations, inferences and feelings. Assessment tools drawing on participants' conceptualisations and natural language were generated, including 'grade descriptors' for common conceptualisations in each domain by mechanism of judgement and matched to grading rubrics of Fail, Borderline, Pass, Very good. Utilising working conceptualisations to develop assessment tools is feasible and potentially useful. Work is needed to test impact on assessment quality. [ABSTRACT FROM AUTHOR]

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Background/Aim. In the last two decades there has been a significant progress in rectal cancer surgery. Preoperative radiotherapy, the introduction of staplers and largely improved surgical techniques have greatly contributed to better treatment outcomes, primarily by reducing the frequency of early surgical complications and the rate of local recurrence. The aim of this study was to compare operative and postoperative results in the treatment of rectal cancer between the two groups of surgeons – those who are closely engaged in colorectal surgery and those who deal with these issues sporadically. Methods. This retrospective study included 146 patients who had underwent rectal cancer surgery at the Institute of Oncology of Vojvodina in the period from January 1, 2008 to December 31, 2010. The patients were divided into two groups, the group N1 of 101 patients operated on by trained colorectal surgeons, and the group N2 of 45 patients operated on by surgeons without training in totalmesorectal excision (TME). Results. Preoperative chemoradiotherapy was received by 49 (33.56%) of the patients. A statistically significant difference between the two groups was noted in the duration of surgery and the need for blood transfusion during surgery. Anastomotic leakage occurred in 3 patients from the group N1 and in 10 patients from the group N2. Seven (4.79%) of the patients developed local recurrence after surgical treatment. There were significant differences in local recurrence rate and anastomotic leakage rate between the compared groups. Conclusion. It is necessary to continue education and training in surgery for rectal cancer to master new technologies and surgical techniques and to improve the results of surgical treatment.

Introduction: This scoping review aimed to examine 1) types of inter-professional (IPE) interventions using Strosahl's typology framework, 2) practice outcomes related to healthcare setting and patients using Kirkpatrick's model of training evaluation, and 3) enablers and challenges related to the effectiveness of IPE interventions specific to the mental healthcare setting in order to guide the development of such future programs., Methods: This scoping review was conducted in accordance with the methodology of the Joanna Briggs Institute for scoping reviews. Several databases were searched for relevant studies from database inception until December 2023. Articles were included if it 1) involved IPE interventions within mental healthcare, 2) reported practice outcomes related to healthcare setting and patients, and 3) was published in English. Variables of interest included the mode of IPE intervention using Strosahl's typology, enablers, and challenges related to IPE interventions., Results: Overall, 16 studies were included. IPE intervention outcomes within healthcare setting related to shifts in practice culture, engagement with family members, and increased collaborations with other inter-professional groups. Reported patient outcomes included clinical improvements (e.g., reduced depression and anxiety, psychotropic drug use, better psychosocial functioning), patient empowerment, satisfaction, and confidence in treatment. The enablers and challenges included resource limitations, inter-professional group and individual participation, and pedagogy., Discussion: Future efforts in IPE mental healthcare practice can focus on garnering sustained institutional support, identifying and investing in committed faculty, encouraging greater learner participation, and making iterative changes to the IPE program structure to facilitate involvement of inter-professional disciplines for better patient care., Competing Interests: The authors have no competing interests to declare., (Copyright: © 2024 The Author(s).)

Background: Healthcare professionals traditional education reflects constraints to face the complex needs of people with chronic diseases in primary care settings. Since more innovative and practical solutions are required, Virtual Community of Practices (vCoP) seem to better respond to learning updates, improving professional and organizational knowledge. However, little is known about the value created in vCoPs as social learning environments. The objective of this project was to explore the value creation process of a gamified vCoP ("e-mpodera vCoP") aimed at improving the knowledge and attitudes of primary healthcare professionals (PCPs) (nurses and general practitioners) to the empowerment of people with chronic conditions., Methods: A framework analysis assessed the value creation process using a mixed methods approach. The framework provided awareness about knowledge and usefulness in a learning community through five cycles: (1) immediate value, (2) potential value, (3) applied value, (4) realized value, and (5) reframing value. Quantitative data included vCoP analytics such as logins, contributions, points, badges, and performance metrics. Qualitative data consisted of PCPs' forum contributions from Madrid, Catalonia, and Canary Islands over 14 months., Results: A total of 185 PCPs had access to the e-mpodera vCoPs. The vCoP showed the dynamic participation of 146 PCPs, along 63 content activities posted, including a total of 3,571 contributions (including text, images, links to webpages, and other files). Regarding the value creation process, the e-mpodera vCoP seems to encompass a broad spectrum of value cycles, with indicators mostly related to cycle 1 (immediate value - activities and interactions) and cycle 2 (potential value - knowledge capital); and to a lesser extent for cycle 3 (applied value - changes in practice) and for cycle 4 (realized value - performance improvement). The presence of indicators related to cycle 5 (reframing value), was minimal, due to few individual redefinitions of success., Conclusion: To reach a wider range of value possibilities, a combination of learning objectives, competence framework, challenged-based gamified platform, and pathway model of skill development seems crucial. However, additional research is required to gain clearer insights into organizational values, professionals' lifelong educational needs in healthcare, and the long-term sustainability of performance improvement., Trial Registration: ClinicalTrials.gov, NCT02757781. Registered on 02/05/2016., (© 2024. The Author(s).)

Objective: To explore attitude and readiness of health sciences faculty towards simulation-based inter-professional education (IPE)., Study Design: Qualitative case-study; critical realist paradigm as used. Place and Duration of the Study: Bahria University Health Sciences Campus from December 2022 to March 2023., Methodology: Maximum variation purposive sampling technique was used for selecting the participants. A total of thirty-one participants were selected. Five faculty members from Nursing, five from Doctor of Physical Therapy (DPT), five Medical Laboratory Technologists (MLT), eight participants from medical, and eight from the dental faculty. Data were collected using individual semi-structured interviews and two focus group discussion. Duration of an individual interview was 30 minutes and that of the focus group discussion was 60 minutes. All interviews were recorded and transcribed. Community of inquiry and community of practice theoretical framework were used for guiding the research design and interviews. Pattern matching technique was used for the data analysis. Atlas ti-9 was used for organising the data., Results: Ten themes were identified after the analysis. teamwork, understanding roles and responsibilities, time constraint communication skills, curriculum integration, patient outcome, interprofessional boundaries, ethics in practice, faculty training, and visionary leadership., Conclusion: The faculty members valued interprofessional education but were reluctant to implement it due to the limited resources. There is a need of faculty development for implementation of simulation-based interprofessional education. There is insufficient research on simulation and interprofessional education in Pakistan because of which faculty members are unacquainted of its benefits., Key Words: Interprofessional education, Simulation-based learning, Medical education.

Lifelong learning is a term frequently referred to in the training and continuing professional development of genetic counselors. It implies the ability to continuously engage in self-motivated reflection to identify knowledge gaps and develop a learning plan to address identified needs or interests. In contrast to this definition, the path to continuing professional development for most genetic counselors involves attendance at conferences; yet much data suggest that other forms of learning are more effective at leading to practice change and improved patient or quality outcomes. These conflicting ideas beg the question: what is professional learning? A dialogue between two genetic counselor educators, both with advanced training in health professional education, shares personal beliefs regarding lifelong learning in the genetic counseling profession. This discourse represents an authentic conversation that was audio-recorded and transcribed with minimal editing to improve clarity and readability. The views presented in this dialogue are highly personal, yet grounded in educational theory. References are provided to those that desire further reading on the topics discussed. Several authentic learning strategies are described, including communities of practice, peer supervision, and personal learning projects. The authors consider ways to increase knowledge acquisition from conference attendance and discuss how learning on the job becomes embedded in practice. As a result of this discourse, the authors hope to inspire genetic counselors to reflect over their continuing professional development and consider their job as a learning environment that presents rich, ongoing, and unique opportunities for growth. The authors invite and challenge readers to identify learning needs and set goals for themselves to address those needs. For those with interest in education, it is hoped that the conversation sparks new or invigorated interest that will lead to novel or more effective learning opportunities with improved outcomes for patients, students, and colleagues alike., (© 2023 The Authors. Journal of Genetic Counseling published by Wiley Periodicals LLC on behalf of National Society of Genetic Counselors.)

Introduction: Collaboration between nurses and doctors is necessary for offering care to patients. Using team performance assessment tools and surveying them can be effective in promoting inter-professional collaboration, and the lack of a credible tool to assess inter-professional collaboration competency between the two groups is a major challenge in the healthcare sector. The present study aimed to translate and conduct a psychometric investigation on the inter-professional education collaboration (IPEC) tool for the students of medicine and nursing., Methods: The present study was a cross-sectional one conducted as a psychometric investigation of the IPEC tool at the Iran University of Medical Sciences in 2022. The initial tool contained 42 items developed according to a 5-point Likert scale, which was translated into Persian with the consent of the original researcher. The validity index and the content validity ratio were investigated by a panel of 11 specialists in medical and clinical education, and its construct validity was evaluated using confirmatory factor analysis. Also, the second population of the study included medical and nursing students of Iran University of Medical Sciences and simple random sampling method. Moreover, the reliability of the instrument was investigated using internal consistency, Cronbach's Alpha, and test-retest methods., Results: Based on the indicators calculated to perform a psychometric investigation over the above tool, it had acceptable reliability and validity according to the specialists. The tool evaluates inter-professional collaboration competency between the students of medicine and nursing across four areas (values and ethics, roles and responsibilities, inter-professional communication, and team-based care and teamwork). Moreover, Cronbach's Alpha coefficient for the tool was determined at 0.84., Conclusion: The results of the study showed that the above tool could evaluate inter-professional competency as a valid and reliable questionnaire, and its results could be utilized in planning and education., (© 2024. The Author(s).)

Recently, there is much hype about the Metaverse, especially since COVID-19 has forced many educational programs to adopt online and/or hybrid practices. This study explored the perceptions and experiences of healthcare professionals and digital health practitioners on an in-house developed Metaverse Academy (Metacademy) for Continuing Professional Education (CPE). In a pilot study, majority of participants found the Metacademy a fun and enjoyable place for learning (88.2% each). The most highly rated factors based on the Technology Acceptance Model, were perceived usefulness (18.41±5.38), perceived enjoyment (17.88±3.41) and behavioral intention to use (17.82±2.88). All agreed that the Metacademy was a useful learning tool and had the potential to enhance learning effectiveness (100% each).

A FHIR based platform for case-based instruction of health professions students has been developed and field tested. The system provides a non-technical case authoring tool; supports individual and team learning using digital virtual patients; and allows integration of SMART Apps into cases via its simulated EMR. Successful trials at the University of Queensland have led to adoption at the University of Melbourne.