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Abstract Background Evidence-based practice (EBP) is the integration of best research evidence with clinical expertise and patients’ values and preferences. Little is known about knowledge, attitudes, and application of EBP among chiropractic students and trainees. Our aims were to (1) examine the feasibility of implementing a new journal club format within a Swiss university chiropractic healthcare education setting, and (2) assess the associations between the new journal club implementation and EBP characteristics among chiropractic students. Methods A before-and-after study was conducted through a newly implemented journal club with 5th and 6th year chiropractic students and postgraduate trainees between 1 February 2021 and 31 July 2021. The journal club was developed based on the “community of practice” and “team-based learning” conceptual frameworks. EBP knowledge, attitudes, personal application, and future use, were assessed with a validated questionnaire. We summarised participant characteristics using descriptive statistics, estimated before-and-after EBP total and subscale scores (i.e., knowledge, attitudes, personal application, and future use), and conducted an exploratory subgroup analysis based on journal club attendance (Group A: 3–5 sessions attended; Group B: ≤ 2 sessions attended). Results Among 32 eligible students and trainees, 29 participants (mean age 26 years; 79% women) were enrolled: 25 (78%) responded to the pre- and 29 (91%) to the post-assessment surveys. Most (80%) were chiropractic students and 20% were postgraduate trainees. Group A consisted of 12 (41%) and Group B of 17 (59%) participants, respectively. We found reasonable feasibility for the new journal club format and our findings were compatible with no difference in before-and-after EBP scores (median EBP total score before: 72.6 [IQR, 63.7–77.4], and after: 73.4 [IQR, 61.3–78.2]). Exploratory subgroup analyses based on journal club attendance were consistent with our overall findings. Conclusion Our study suggests that the newly implemented journal club and embedding chiropractic educational research within the journal club were feasible and acceptable. Small before-and-after differences in the EBP subscale scores for knowledge, attitudes, personal application, and future use were observed in chiropractic students and postgraduate trainees. The small study size and short timeframe during a single semester limit potential inferences.

Background: Evidence-based practice (EBP) is the integration of best research evidence with clinical expertise and patients' values and preferences. Little is known about knowledge, attitudes, and application of EBP among chiropractic students and trainees. Our aims were to (1) examine the feasibility of implementing a new journal club format within a Swiss university chiropractic healthcare education setting, and (2) assess the associations between the new journal club implementation and EBP characteristics among chiropractic students. Methods: A before-and-after study was conducted through a newly implemented journal club with 5th and 6th year chiropractic students and postgraduate trainees between 1 and 2021 and 31 July 2021. The journal club was developed based on the "community of practice" and "team-based learning" conceptual frameworks. EBP knowledge, attitudes, personal application, and future use, were assessed with a validated questionnaire. We summarised participant characteristics using descriptive statistics, estimated before-and-after EBP total and subscale scores (i.e., knowledge, attitudes, personal application, and future use), and conducted an exploratory subgroup analysis based on journal club attendance (Group A: 3–5 sessions attended; Group B: ≤ 2 sessions attended). Results: Among 32 eligible students and trainees, 29 participants (mean age 26 years; 79% women) were enrolled: 25 (78%) responded to the pre- and 29 (91%) to the post-assessment surveys. Most (80%) were chiropractic students and 20% were postgraduate trainees. Group A consisted of 12 (41%) and Group B of 17 (59%) participants, respectively. We found reasonable feasibility for the new journal club format and our findings were compatible with no difference in before-and-after EBP scores (median EBP total score before: 72.6 [IQR, 63.7–77.4], and after: 73.4 [IQR, 61.3–78.2]). Exploratory subgroup analyses based on journal club attendance were consistent with our overall findings. Conclusion: Our study suggests that the newly implemented journal club and embedding chiropractic educational research within the journal club were feasible and acceptable. Small before-and-after differences in the EBP subscale scores for knowledge, attitudes, personal application, and future use were observed in chiropractic students and postgraduate trainees. The small study size and short timeframe during a single semester limit potential inferences. [ABSTRACT FROM AUTHOR]

Background: Improving the quality of patient care remains a global necessity. Despite system and professional benefits, current evidence indicates that the spread of improvement principles among front-line healthcare workers remains poor.While education and training alone are unlikely to result in consistent improvement practice, coaching can play a critical role in sustainable, evidence-based improvement implementation. Peer quality improvement coaching (PQIC) places the power and agency in the shared relationship between coach and coachee to shape coachee quality improvement (QI) outcomes.Study objective was to develop and pilot an evidence-based protocol for implementation and evaluation of a PQIC for front-line staff engaged in small to intermediate improvement efforts., Methods: We conducted a multistage case-study design and implementation process. First, a systematised literature review identified themes about the theory and practice of QI coaching (QIC). Second, these themes guided the development of a PQIC protocol. Finally, the protocol was piloted and evaluated among staff in a single-centre tertiary maternity hospital. PQIC effectiveness was assessed using evaluation tools identified in the literature., Results: Effectiveness; strategies and models; moderating factors and methods for evaluation of QIC emerged from the literature. Together with Bloom's taxonomy and Kirkpatrick's educational model, these themes informed the development of this PQIC protocol. It was piloted in three steps: education, coaching and evaluation. A survey revealed that the participants in the education step achieved excellent scores. Following the coaching journey, the coached multidisciplinary team leaders completed their improvement initiatives and demonstrated increased QI knowledge and skills measured by the 'IHI improvement advisor self-assessment tool' and 'IHI assessment scale for collaboratives'., Conclusion: Built on established education, peer coaching and QI concepts, this evidence-based PQIC protocol adds to international evidence on how to support front-line healthcare workers in their improvement efforts. Future research needs to assess protocol effectiveness across different settings., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2025. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ Group.)

Background: This research investigates micro-credentialing as an approach to recognise learning achievements in health. Establishing international standards can ensure consistency, promote equity, and enhance quality of recognition systems. Achieving stakeholder consensus on the key topic areas is an important precursor to lead to relevant topics from which to build appropriate standards. This research supports the efforts by UN agency representatives and experts in qualification systems, medical education, the health and care sector, regulation, and accreditation, to build foundations from which to launch normative work on the application of micro-credentials to award learning achievements for health and care workers., Methods: A modified Delphi study following methodological steps was conducted. From April to May 2021, a literature review investigated existing standards in continuing professional development and the use of micro-credentialing in health. Results from the review informed the initial draft of statements that were then refined through three iterative Delphi rounds between May to September 2021. The process culminated in a final workshop in March 2023., Results: A total of 53 participants completed the Delphi, with results analysed by researchers using qualitative analysis. Consensus was achieved on the core principles to recognise learning achievements. The expert panel agreed on the need for standards that are competency-based, and require evidence of learning indicating what a learner can do. There was also consensus that the characteristics of a valid digital award or micro-credential should be portable, standardised, secure, interoperable, stackable and verifiable., Conclusions: The growing body of literature on micro-credentialing highlights its potential as a method to recognise learning achievements. The interest in alternative pathways to award health practitioners, through short competency-based micro-learning opportunities, has spurred discussions on the practical application of micro-credentials. This research outlines the categories and principles for a proposed framework to implement micro-credentialing to recognise learning achievements within the health and care sector., Competing Interests: Declarations. Ethics approval and consent to participate: This research is conducted with the validation of our research application to the Swiss Cantonal Ethics Board Req-2023-00270. Consent for publication: Not applicable. Competing interests: None declared., (© 2025. The Author(s).)

Objectives: This is a protocol for a Cochrane Review (intervention). The objectives are as follows: To assess the effectiveness of education and training interventions on improving knowledge and skills for managing sexual harassment, and to assess their impact on the incidence of sexual harassment towards healthcare workers in healthcare settings. We will include all forms of sexual harassment committed by patients, visitors, and co-workers., (Copyright © 2025 The Authors. Cochrane Database of Systematic Reviews published by John Wiley & Sons, Ltd. on behalf of The Cochrane Collaboration.)

Disasters are complex global problems with an increasing impact with rising prevalence of associated illness, mortality, and intensifying health inequities. In recent years, there has been an emphasis on integrating trauma-informed care approaches into health policies and protocols. The purpose of the current study was to investigate the benefits of a trauma-informed healthcare training program for hospital-based healthcare providers with a focus on knowledge acquisition, empowerment of professional practice, and personal well-being. The program was implemented in the aftermath of the 2023 earthquakes in southeastern Türkiye. The training consisted of four modules, developed based on psychological trauma theories and behavior change theories, and was evaluated using a mixed-methods approach. Assessments were conducted at the end of the training program, at baseline, and at a 6-month follow-up. A structured questionnaire including items covering the content of the training, trainer effectiveness, and program suitability was administered at the end of the training program. At 6 months, participants completed an 18-item follow-up questionnaire which assessed their understanding of the principles of the trauma-informed care approach. The Maslach Burnout Inventory (MTI) was also administered, and themes regarding the impact of the training program were extracted through in-depth individual qualitative interviews. Data were obtained from 501 program participants. The intervention program was found to improve healthcare workers' understanding of trauma, professional practices, and interpersonal relationships, and significantly reduced symptoms of burnout. These results demonstrate the critical role of trauma-informed training programs in hospitals in disaster-affected regions, especially when assistance to survivors will be enhanced by strengthening healthcare workers' resilience and improving their perceptions of service efficacy and value. The study highlights the need for more widespread adoption of these training initiatives and emphasizes that they may play significant future roles in transforming trauma-informed healthcare systems in disaster-prone countries and regions., (© The Author(s) 2025. Published by Oxford University Press in association with The London School of Hygiene and Tropical Medicine.)

Background: Technological advancements have significantly reshaped health care, introducing digital solutions that enhance diagnostics and patient care. Artificial intelligence (AI) stands out, offering unprecedented capabilities in data analysis, diagnostic support, and personalized medicine. However, effectively integrating AI into health care necessitates specialized competencies among professionals, an area still in its infancy in terms of comprehensive literature and formalized training programs., Objective: This systematic review aims to consolidate the essential skills and knowledge health care professionals need to integrate AI into their clinical practice effectively, according to the published literature., Methods: We conducted a systematic review, across databases PubMed, Scopus, and Web of Science, of peer-reviewed literature that directly explored the required skills for health care professionals to integrate AI into their practice, published in English or Spanish from 2018 onward. Studies that did not refer to specific skills or training in digital health were not included, discarding those that did not directly contribute to understanding the competencies necessary to integrate AI into health care practice. Bias in the examined works was evaluated following Cochrane's domain-based recommendations., Results: The initial database search yielded a total of 2457 articles. After deleting duplicates and screening titles and abstracts, 37 articles were selected for full-text review. Out of these, only 7 met all the inclusion criteria for this systematic review. The review identified a diverse range of skills and competencies, that we categorized into 14 key areas classified based on their frequency of appearance in the selected studies, including AI fundamentals, data analytics and management, and ethical considerations., Conclusions: Despite the broadening of search criteria to capture the evolving nature of AI in health care, the review underscores a significant gap in focused studies on the required competencies. Moreover, the review highlights the critical role of regulatory bodies such as the US Food and Drug Administration in facilitating the adoption of AI technologies by establishing trust and standardizing algorithms. Key areas were identified for developing competencies among health care professionals for the implementation of AI, including: AI fundamentals knowledge (more focused on assessing the accuracy, reliability, and validity of AI algorithms than on more technical abilities such as programming or mathematics), data analysis skills (including data acquisition, cleaning, visualization, management, and governance), and ethical and legal considerations. In an AI-enhanced health care landscape, the ability to humanize patient care through effective communication is paramount. This balance ensures that while AI streamlines tasks and potentially increases patient interaction time, health care professionals maintain a focus on compassionate care, thereby leveraging AI to enhance, rather than detract from, the patient experience. ., (© Javier Gazquez-Garcia, Carlos Luis Sánchez-Bocanegra, Jose Luis Sevillano. Originally published in JMIR Medical Education (https://mededu.jmir.org).)

Background: Patient-ventilator asynchrony (PVA) can result in ventilator-induced lung injury (VILI), prolong mechanical ventilation, and ventilator withdrawal failure. The ability of healthcare providers in China to recognize patient-ventilator asynchrony is unknown. The aim of our study was to evaluate the ability and potential influencing factors to correctly identify patient-ventilator triggering asynchrony in tertiary hospitals in China., Methods: This was an observational study carried out in 53 tertiary hospitals in China. A total of 191 healthcare providers were asked to finish entry test and evaluation test sequentially. Entry test identified qualified professionals by matching concepts with its corresponding interpretations. Evaluation test assessed the ability in recognizing patient-ventilator asynchrony waveforms by matching asynchrony waveforms with corresponding concepts. A total of 109 qualified professionals were identified. Further analysis based on professional title, role in critical care team, years of experience in managing invasive mechanical ventilation, number of published articles in the field of clinical critical respiratory medicine and training in respiratory waveform/respiratory mechanics was carried out among qualified professionals. A self-innovate Remote-VentlateView platform was used to discriminate the patient-ventilator triggering asynchrony., Results: Among 109 qualified professionals, the average recognition accuracy was 3.45 out of 8 sets. Inconsistency of concept cognition and waveform recognition of patient-ventilator asynchrony was found among all types of asynchronies. The accuracy of the trained professionals was greater than that of the nontrained professionals for ineffective trigger [76.7% vs. 59.2% (p = 0.009)], auto-trigger [26.7% vs. 12.2% (p = 0.014)] and reverse triggers [30.8% vs. 12.2% (p = 0.002)]. Professionals who published more than 2 articles in the field of critical respiratory performed better on auto-triggers [41.7% vs. 15.9% (p = 0.001)] and reverse triggers [38.9% vs. 19.2% (p = 0.018)]. Neither experience in managing invasive mechanical ventilation nor professional title was associated with the ability of healthcare providers to identify asynchrony., Conclusions: Receiving training in mechanical ventilation and conducting critical respiratory clinical research may increase healthcare providers' ability to identify patient-ventilator asynchrony by using waveform analysis. The Remote-VentlateView platform may assist in identifying patient-ventilator asynchronies., Competing Interests: Declarations. Ethics approval and consent to participate: The ethics review board of Peking Union Medical College Hospital approved the study protocol (K2983). Written informed consent of agreement on disclosure of desensitization information for non-profit and non-interventive clinical investigation was obtained from all patients or next-of-kin before the patients were admitted to the intensive care unit. Consent for publication: Images in this manuscript are entirely unidentifiable and there are no details on individuals reported within the manuscript. Consent for publication of images are not required. Declaration of Generative AI and AI-assisted technologies in the writing process: No Generative AI and AI-assisted technologies was used in writing process. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Background: TeamSTEPPS ® (Team Strategies and Tools to Enhance Performance and Patient Safety) is an evidence-based program developed to train healthcare professionals working in any environment where communication and teamwork are important. Two questionnaires have been developed for the program: Teamwork Attitudes Questionnaire (T-TAQ) and Teamwork Perceptions Questionnaire (T-TPQ). The aim of this scoping review is to explore and describe the current research regarding those measurement tools across the health sciences education continuum, and consider where, when, how and with whom these tools are being used., Methods: The study was conducted, planned, and reported according to the PRISMA-ScR checklist. PubMed and Web of Science databases were searched with the keyword, ″TeamSTEPPS″ in December 2023., Results: Forty-nine studies using any or both of T-TAQ and T-TPQ were considered eligible for this review. Twenty one of the studies were conducted with students, particularly nursing students; and twenty eight with health professionals, particularly nurses. TeamSTEPPS ® training was conducted for both students and health professionals in 30 of the studies. T-TAQ was used in 26 of the studies; and T-TPQ in 17 studies. Both tools were used together in six of the studies. These measurement tools were applied to the students just before and after the training in 15 studies; and to the health professionals in five of the studies., Conclusion: T-TAQ and T-TPQ were used in the studies involving the students and healthcare professionals with or without educational programs at all levels of healthcare education continuum and service, and were applied at various time intervals according to the aim of gathering data on the teamwork constructs seperately or holistically., Competing Interests: Declarations. Ethics approval and consent to participate: Human Ethics and Consent to Participate declarations: not applicable. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Background: Cancer poses a life-threatening public health challenge, particularly impacting low- and middle-income countries (LMICs). This study focuses on India, where the cancer burden is substantial, with approximately 1.2 million new cancer cases recorded in 2020, emphasising the urgent need for effective prevention, early detection, treatment, and support services. The lack of local workforce capacity in rural areas exacerbates this challenge, necessitating collaborative efforts. The nonprofit organization Extension for Community Healthcare Outcomes (ECHO) employs the 'Hub and Spoke' model in India to bridge gaps in cancer care. The review aimed to assess the scale and impact of ECHO's initiatives, evaluate findings, examine the model's implementation, and assess its acceptability among healthcare professionals (HCPs) in preventing and treating cancer., Method: This systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Eight studies, comprising six quasi-experimental and two observational studies, employing the ECHO Model for cancer care training programmes were identified. The quality of the selected articles was assessed using a standardized critical appraisal tool developed by the Joanna Briggs Institute (JBI)., Results: The findings reveal that ECHO India actively collaborates with experts and institutions, conducting programmes and webinars in 12 states/Union Territories to enhance professionals' expertise in cancer care. Published literature, though limited, emphasises ECHO's training impact, with knowledge gains ranging from 7% to 51%. The model's adoption, retention, and reach are evident through 24 institutes/hubs implementing ECHO programmes in oncology. However, challenges such as low pre post assessment response rate and internet connectivity were observed., Conclusion: ECHO India's work in cancer care is substantial, addressing gaps in workforce capacity. The systematic review highlights the need for more publications to capture ECHO's impact comprehensively. The findings contribute valuable insights to ongoing efforts to reduce India's cancer burden and improve the well-being of its population., Competing Interests: Declarations. Ethics approval and consent to participate: Not applicable. Consent for publication: Not applicable. Competing interests: All the authors are employees of ECHO India (not-for-profit organization)., (© 2025. The Author(s).)

Objectives: This pilot test of the 4Ms-Behavioral Health (4Ms-BH) training program was designed to assess knowledge gains, clinical behavior change, and acceptability among mental health clinicians and compile lessons to guide widespread implementation of the framework. The ultimate future goal is to improve care for older adults by expanding the 4Ms framework for behavioral health providers., Method: Fifteen mental health clinicians from Community Mental Health Centers in three states completed eight hours of live session training over six months: one three-hour introduction followed by five monthly application sessions. Clinicians completed knowledge and clinical behavior measures before and after training, along with follow-up discussion regarding acceptability and sustainability., Results: Although knowledge gains were not significant in the overall 4Ms knowledge assessment, knowledge in the Medication and Mobility domains improved at 17% and 15%, respectively. Participants completing the program demonstrated an increased frequency of clinical behaviors pertinent to older adult care with large effect sizes in each of the 4Ms assessment and action activities from pre-training to post-training (Cohen's d range = 0.82 - 1.66, p  ≤ 0.01)., Conclusion: The 4Ms-BH framework was well-received by participants, who demonstrated some significant knowledge gains and clinical behavior change. These pilot data suggest that this framework has strong potential to effectively train mental health clinicians with little geriatric training.

Background: Integrated care can enhance health outcomes for patients, as well as improve healthcare efficiency for organisations. However, it is unclear what values and competencies health professionals need to develop at the pre-qualification stage to engage in integrated care practice upon graduation. Therefore, this review aimed to identify published integrated care competencies for professional entry health professional education programmes., Methods: Guided by the systematic search methods of the Preferred Reporting Items for Systematic Review and Meta-Analyses, PubMed and CINAHL were searched for publications between January 2013 and December 2022. A two-stage screening process was used to determine eligibility of papers against the set inclusion criteria., Findings: The initial search yielded 493 articles, with 35 articles eligible for full text screening. Of these, five articles addressed integrated care curriculum in a general sense and were included in the review. The focus of these articles was mainly educational activities and professional attributes deemed important for students to experience and develop if they are to work across sectors and systems. However, no studies described a specific set of integrated care competencies for students enrolled in any health discipline at professional entry level., Discussion: Since our review, several frameworks covering a broad range of professional competency domains for integrated care have been recently published. A distillation of these frameworks is now needed to identify the unique capabilities required for new health professionals to deliver integrated care., Conclusion: Educators now need specific integrated care competencies so they can create appropriate, learning, teaching and assessment experiences for pre-entry students., (© 2025 Association for the Study of Medical Education and John Wiley & Sons Ltd.)

Inadequate sleep is a common problem among those receiving palliative care services, yet there is limited knowledge regarding nonpharmacological sleep interventions among staff. An educational online program was developed to address this deficit. This study assessed the extent of knowledge acquired following the online educational sleep program and determined the feasibility of using this intervention with palliative care professionals. Thirty-one participants (54.8% licensed nurses) completed the educational program. Most worked in either inpatient residential (38.7%) or home-based (35.5%) settings and had considerable experience working in palliative care. The total average pretest score was 67.5% (SD, 6.5%; range, 56.3%-79.2%) compared with the total average posttest score of 93.1% (SD, 6.0; range, 78.7%-100%). There was a significant mean difference in the scores as documented by a paired-sample t test ( t30 = -21.9, P < .0001). The results did not differ between the disciplines and those working in each setting or by years of experience. The study had a 51.6% recruitment rate and an 88.6% retention rate. The significant increase in the palliative care professionals' knowledge following the educational program suggests it is a useful tool for nurses, aides, social workers, and managers to improve direct care., Competing Interests: The authors have no conflicts of interest to disclose., (Copyright © 2024 by The Hospice and Palliative Nurses Association. All rights reserved.)

Polypharmacy is commonly encountered by providers caring for patients with medically complex and palliative care needs in many settings. The purpose of this quality improvement project was to measure the impact of an evidence-based educational deprescribing intervention on polypharmacy rate and provider confidence and knowledge in the nursing home. We invited providers working in 52 nursing homes to attend a 1-hour-long educational deprescribing session. Twenty-one nurse practitioners and 1 physician assistant across 11 states participated in the intervention. Provider confidence level related to deprescribing improved in all categories, with statistical significance demonstrated with both paired t test and Wilcoxon signed rank test ( P < .001). The polypharmacy rate 3 months after the intervention decreased more in centers where a provider had attended the training. Additional open-ended data about experiences with and barriers to deprescribing were collected and analyzed. The findings from this quality improvement project demonstrate that an educational intervention focused on providers practicing in the nursing home setting can improve deprescribing confidence and reduce polypharmacy rates. These findings may be used to implement similar deprescribing education programs for palliative care nurses and providers that prioritize goals of care for patients living with serious illness., Competing Interests: The authors have no conflicts of interest to disclose., (Copyright © 2024 by The Hospice and Palliative Nurses Association. All rights reserved.)

Background: Healthcare-associated infections and antibiotic resistance worsen globally. Antibiotic stewardship programs (ASP) aim to optimise infection treatment and curb resistance, yet implementation hurdles persist. This study examined ASP challenges in ICUs., Methods: This study employed a qualitative methodological design to evaluate the implementation process of an antibiotic stewardship program (ASP) in eight intensive care units (ICUs) across Argentina. Thirty-four semi-structured interviews with healthcare workers (HCWs) were conducted. Interviews were analysed guided by Normalisation Process Theory, examining coherence, cognitive participation, collective action, and reflexive monitoring constructs., Results: Key challenges included insufficient human resources, lack of institutional support, and resistance to change, particularly among staff not initially involved in the study. Despite these challenges, the program saw partial success in improving ICU practices, particularly in antibiotic use and communication across departments. The main strategy implemented in this quality improvement collaborative was the use of improvement cycles, which served as the central component for driving change. However, participation in improvement cycles was inconsistent, and sustainability post-intervention remains uncertain due to workload pressures and the need for continuous education. Concerns about workload and communication barriers persisted. Many participants did not perceive training as a separate component, which led to low engagement. Resistance to change became evident during modifications to clinical guidelines. The intervention had a positive impact on various processes, including communication and record keeping., Conclusion: This study underscores the persistent challenges in implementing ASPs in healthcare, emphasising the need for enhanced collaboration, workforce capacity building, and evidence-based practices to overcome barriers and optimize antimicrobial use to improve patient outcomes., Competing Interests: Declaration of competing interest The authors confirm there are no conflicts of interest to declare., (Copyright © 2024 Australasian College for Infection Prevention and Control. Published by Elsevier B.V. All rights reserved.)

Background: Needlestick and sharp injuries (NSIs) among healthcare workers (HCWs) are a significant concern in infection prevention. This study analyzes the incidence and characteristics of NSIs at Queen Mary Hospital and assesses the effectiveness of targeted training programs for interns., Methods: A retrospective analysis was conducted on NSI reports from 2014 to 2023, focusing on episodes involving medical, nursing, allied health, and other staff. Personal coaching training programs for newly recruited interns were implemented in 2019 to enhance safety practices. NSI episodes were analyzed in relation to patient days and full-time equivalents (FTE)., Results: During the study period, there was a mean of 464,118 patient days per year, with an average of 5,928 HCWs per year. A total of 1,076 NSI episodes were reported, resulting in a mean of 2.31 episodes per 10,000 patient days and 1.82 episodes per 100 FTE. Medical staff accounted for 502 episodes (47%), while nursing staff had 339 episodes (32%). The mean NSI episodes among medical staff were significantly higher than nursing staff per year, measured per 10,000 patient days (1.08 ± 0.21 vs. 0.73 ± 0.16, p = 0.001) and per 100 FTE (8.46 ± 1.95 vs. 1.62 ± 0.40, p < 0.001). Of the 1,076 episodes, 430 (40%) occurred in HCWs with less than 1 year of experience, with 278 (65%) attributed to interns, contributing to 26% of the overall NSI burden. Most incidents among interns occurred in wards (95%, 264/278), with 95% (252/264) involving hollow needles. Notably, 54% (149/278) involved safety-equipped devices, yet 94% (140/149) of these were not activated properly. Following targeted training, NSI rates among interns significantly decreased from 0.82 to 0.46 per 10,000 patient days (R 2  = 0.977, p = 0.001) and from 6.84 to 3.40 per 100 FTE (R 2  = 0.874, p = 0.020) from 2019 to 2023., Conclusions: The study highlights the ongoing issue of NSIs among HCWs, especially inexperienced interns. While training programs have shown promise in reducing NSI rates, the high incidence of safety devices not being effectively utilized underscores the need for continuous education and hands-on training to enhance safety practices and prevent NSIs in healthcare settings., Competing Interests: Declarations. Ethics approval and consent to participate: The research was conducted in accordance with the Declaration of Helsinki. This study was approved by the Institutional Review Board of The University of Hong Kong/Hospital Authority Hong Kong West Hospital Cluster (IRB reference number: UW 24–624). Informed consent to participate from all of the participants in the study was waived by the Institutional Review Board of The University of Hong Kong/Hospital Authority Hong Kong West Hospital Cluster. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Background: The World Stroke Academy (WSA), the educational platform of the WSO, provides high-quality stroke education to health care professionals worldwide. Understanding the learning needs and preferences of WSA members is crucial for effective knowledge translation. This study aims to (1) assess demographics and professional backgrounds of WSA members, (2) identify preferences in knowledge acquisition, and (3) evaluate audience retention during WSA webinars., Methods: A survey was developed using Qualtrics and distributed via email to all WSA members from May 8 to May 23, 2023. The survey included multiple-choice, rating scale, and ranking questions. Audience retention data were obtained from the latest 6 WSA webinars (May 2023-December 2023). Descriptive variables were reported, and χ 2 analysis and multinomial regression models were used., Results: A random sample of 1065 WSO members received the survey; 327 initiated it (participation rate, 30.7%), and 236 completed it (completion rate, 72.2%). The mean age (SD) of participants was 46.7 (±11.6) years; 57.2% identified as male. Most respondents were stroke specialist physicians (65.3%) and were based in Europe (35.2%). Online journal articles represented 41.6% of the total time allocated for stroke education, with 17% allocated to webinars. Social media usage patterns showed X (formerly Twitter) as the top choice (34.7%). Age, profession, and location significantly influenced social media platform use. Audience retention was at 50% at the 57-minute mark and 44.3% at the end of webinars., Conclusions: Tailoring WSA webinar content to meet health care professionals' needs and enhancing interactive components can improve audience retention. These insights will guide the future development of the WSA portfolio., Competing Interests: Dr Saposnik receives the University of Toronto Clinician-Scientist Merit Award following a peer-reviewed compensation. He was also supported by the World Stroke Organization as the former Editor-in-Chief of the World Stroke Academy and received an unrelated investigator-driven grant from Hoffman Laroche. The other authors report no conflicts.

Consultation following evidence-based practice (EBP) training enhances the uptake of EBPs. Yet, little is known about what occurs during consultation, and it is often difficult for providers to engage in consultation. This study examined provider engagement in consultation and the content and strategies used during consultation following training in Trauma-focused Cognitive Behavioral Therapy (TF-CBT) as part of a community-based learning collaborative (CBLC). Minute-to-minute live coding of consultation calls revealed most content was clinically-oriented and the most common strategies used by consultants were didactic in nature. Providers with more years of professional experience and those with greater TF-CBT knowledge attended significantly more consultation calls. Providers with a greater average weekly caseload and providers who were supervisors presented significantly more cases on calls. Providers with greater TF-CBT knowledge spoke significantly more minutes on calls. Consistent with previous work, findings highlight difficulties with provider engagement in consultation and that providers with more baseline expertise are most likely to be engaged. Findings suggest tailoring EBP training efforts to better engage providers at greatest risk for low engagement., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: Dr. Amanda Jensen-Doss was previously a compensated consultant/advisory board member for Kristi House, co-sponsor of the study.

Background: The COVID-19 pandemic highlighted that hand hygiene (HH) is key in preventing health care-associated infections. Patients and families are understudied targets for infection prevention and control practices. Previous campaigns to change HH behavior have been effective, but often face systemic challenges with implementation., Methods: The "Hand Hygiene Heroes" educational campaign was developed to improve patient and family HH at 2 tertiary care pediatric and obstetrics hospitals. Its multiple phases included visual materials, tailored activities for 9 hospital units, and long-term evaluation during a 2-year period. HH rates among patients/families and health care workers were measured at baseline and throughout the campaign via direct observation., Results: Overall, HH significantly increased for both patients/families (OR 1.82, P .041) and health care workers (OR 2.15, P < .001) after campaign initiation. However, individual units had varying degrees of sustainment on follow-up evaluations., Discussion: Duration of intervention, activity simplicity, active participation, and resource availability may affect success of campaign initiatives. Positive prognostic factors included mixed leadership support from administration and frontline workers, predetermined sustainability plans, and tailored activities by target audience., Conclusions: Implementation of hospital educational campaigns can be resource-intensive but can positively impact patient and family HH., (Copyright © 2025 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.)

Introduction: This study aims to assess various models of psychological debriefing, their benefits, and the impact of their implementation on medical trainees & healthcare professionals' stress management skills, mental well-being, and clinical performance., Methods: This review queried PubMed, ProQuest, Web of Science, and Google Scholar databases for articles regarding psychological debriefing in medical education published through May 2024. Included studies that assessed the utilization, implementation, and effectiveness of various psychological debriefing models in the hospital setting among nursing staff, medical trainees, and attending physicians. Outcomes evaluated were successful debriefing models, associated benefits, and attendees' attitudes toward implementation., Results: Sixteen studies were included. In all psychological debriefing models, attendees had improved coping skills following a challenging clinical scenario and supported the future use of these sessions. However, several barriers to the success of these sessions like untrained facilitators and insufficient time devoted have been noted., Conclusion: Psychological debriefing sessions assisted attendees cope with stressful situations, improved self-confidence, and advocate for themselves. Different models of psychological debriefing can be implemented depending on the resources of each facility., Competing Interests: Declaration of interest statement The authors have nothing to disclose., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Introduction: As the delivery of continuing medical education moves towards digital modes, determining how to embed and capitalise on the skills of specialised educators in digital modalities is critical. Drawing on social theories of adult learning and behaviour change, this study trialled multiple delivery modes of education about reproductive genetic 'carrier screening' with varying levels of specialised educator (genetic counsellors) input to examine clinical effectiveness, and health care practitioners and educator preferences., Methods: A subset of health care practitioners (n = 209) interested in offering carrier screening through a large study were randomly allocated to receive education via face-to-face, a pre-recorded video or an online module, with active or passive educator input. The modes were evaluated using four levels of behaviour-linked outcomes., Findings: The results of our study show that although face-to-face and a video modality with active educator input had the highest completion rates and impact on clinical practice, there was little difference across modes on self-reported behaviour change outcomes. The educators observed that there was no one-size-fits-all approach to education delivery and reported benefits and drawbacks to each. Going forward, 56% of health care practitioners considered an online mode of education delivery, such as videos, written material or both, to be viable approaches with options for ongoing educator support., Conclusion: Embedding highly specialised educators with ongoing support and incorporating aspects of social learning within functional digital platforms should be considered in the development of continuing medical education, especially for health care practitioners who may work in smaller and isolated clinics., (© 2024 Association for the Study of Medical Education and John Wiley & Sons Ltd.)

Study Objective: Evidence-based menstrual health education is not mandated in any US state or territory. Aspects of normal and abnormal menstruation impact quality of life and educational engagement, but many youths are not prepared to know when to seek medical help. We sought to determine which topics should be included in a third- through eighth-grade school-based menstrual health curriculum., Methods: We conducted a cross-sectional online survey of medical professionals who care for patients with menstrual problems. We asked participants to indicate the top 3 menstrual health topics by grade, and we compared the most common responses by year. We also solicited general comments about the curriculum content., Results: Surveys from 55 medical professionals met the criteria for analysis. The topics selected most frequently were normal and abnormal menstruation, reproductive anatomy, puberty timeline, and menstrual products. Most recommended the topics of puberty timeline (38, 69.1%) and reproductive anatomy (34, 61.8%) for third grade, introducing normal menstruation (31, 56.4%) and menstrual products (24, 46.3%) in fourth grade, and abnormal menstruation (27, 49.1%) in sixth grade. More complex topics, such as world cultures around menstruation (14, 25.5%) and period poverty (11, 20.0%), were preferred for eighth grade. Many providers emphasized the importance of teaching normal vs abnormal menstruation in a school health curriculum., Conclusion: Medical professionals provided recommendations for a school-based menstrual health curriculum that introduces topics at developmentally appropriate ages from a medical perspective, teaches basic menstrual symptom management, and instructs on warning signs for abnormal menstruation., Competing Interests: Conflicts of Interest Maureen K. Baldwin serves on the Medical and Scientific Advisory Committee for the National Hemophilia Foundation and for the Foundation for Women & Girls+ with Blood Disorders. Sydney C. Jones reports no conflicts., (Copyright © 2024. Published by Elsevier Inc.)

Objective: To study the impact of respectful maternity care (RMC) training of health care providers on RMC and birth satisfaction in mothers undergoing normal vaginal birth., Methods: A prospective interventional study was performed comparing RMC and birth satisfaction in women undergoing vaginal births before and after RMC training of health care providers from November 2021 to March 2023 in a tertiary care center in India. Person-centered maternity care (PCMC) and birth satisfaction scale-revised (BSSR) scales were used to study women's RMC and birth satisfaction, respectively., Results: A total of 100 women undergoing normal vaginal birth were enrolled in pre- and post-intervention phases. The intervention was done through formal and onsite training of health care providers in RMC. The mean total PCMC scale score in the post-training group demonstrated a remarkable increase to 51.95 ± 6.50, significantly higher than the pre-training mean of 32.82 ± 8.47 (P < 0.0001). The mean ± SD of the BSSR scale total score in the post-training group increased significantly to 27.17 ± 3.67, surpassing the pre-training mean of 21.19 ± 5.48 (P < 0.0001)., Conclusion: The study showed significant improvement in RMC and birth satisfaction score in the post-training group thereby emphasizing the importance of RMC training of health care providers in the facility., (© 2024 International Federation of Gynecology and Obstetrics.)

Objective: The purpose of the present study was to assess the benefits of simulation for advancing knowledge and assisting healthcare staff in optimization of procedures when managing severe pre-eclampsia/eclampsia (sPE/E)., Methods: A randomized educational trial was conducted with two groups: Group I received theoretical training, while group II received the same training along with simulation scenarios based on the management of sPE/E. The study involved 199 healthcare providers, including physicians, midwives, skilled birth attendants, and nurses. The study analyzed the percentage of correct answers on both the multiple-choice questions (MCQ) and the objective structured clinical examinations (OSCE) to evaluate theoretical knowledge and clinical skills objectively., Results: Statistically significant differences were found immediately after training between groups I and II, whose mean percentages were 65.0% (±11.2) versus 71.0% (±9.8) (P < 0.001). A statistically significant reduction in the percentage of correct answers was found in both groups and demonstrated a discrepancy between immediate post-training test and post-training test at 3 months scores of 11.6% (±1.3) in group I versus 7.2% (±0.6) in group II. OSCE1 and OSCE2 scores were significantly higher in group II than in group I (P < 0.001)., Conclusion: Simulation combined with theoretical training would appear to be an interesting method of training for advancing knowledge and improving skills of healthcare providers in their management of sPE/E. Our goal is for this method to be used to reduce real-life maternal mortality in the South Kivu region of the Democratic Republic of Congo., (© 2024 International Federation of Gynecology and Obstetrics.)

Background: Global research has revealed inadequate levels of Auditory Processing Disorder (APD) awareness and knowledge among related professionals leading to neglect of this specific type of hearing impairment that is estimated to present in 50% of children with learning disabilities (dyslexia included) and more than 70% of adults with presbycusis or mild cognitive impairment., Purpose: The aim of the current study was to record APD awareness and knowledge among professionals working in both Healthcare and Education sectors., Methods: A 36-question questionnaire was developed and addressed to medical doctors of different specialties (ENTs and non-ENTs), therapists (speech & language therapists, occupational therapists, psychologists), and educators (of both typical and special education). The questionnaire was sent to Professional Societies of interest as well as a University Rectorate where authors are affiliated, requesting the spreading to all members, and was also posted to related private groups in social media. Data concerning APD-training and knowledge were gathered from 522 questionnaires. Level of knowledge was recorded both subjectively (self-rating) and objectively (pre-defined scoring of items)., Results: Analysis showed insufficient knowledge concerning APD among specialties. ENTs and/or therapists scored statistically significantly higher compared to other medical specialties and educators, while still lower than 50%. The current level of awareness on APD might negatively affect the way individuals with APD are addressed, all the way from referral to management. Levels of awareness and knowledge among professions which are related to APD either directly or indirectly can be further improved through formal education targeting bachelor, master and PhD programs of medical doctors, therapists and educators., Conclusion: We are proposing the development of educational programs that target ENT doctors so that children and adults receive more elaborate services both diagnostically and from a rehabilitation point of view. This will improve quality of life and mental health., Competing Interests: Declarations. Ethics approval and consent to participate: It is clearly stated in Materials & Methods under Study Design that the questionnaire “was accompanied with an introductory text concerning the context and purposes of the study, as well as the terms of participation. The study was approved by the bioethics committee of the authors’ affiliated Medical School (project ID 6.611; 2022/06/14). Participation to the research was optional and completely anonymous.” Human ethics: Approved by the bioethics committee of Medical School of Aristotle University of Thessaloniki. Following European ethics for data protection. Approval number 6.611 on June 14th, 2022. Conflict of interest: The authors declare no conflicts of interest., (© 2024. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

Introduction: Sleep concerns have become increasingly common over the past few decades. This study outlines the perceived needs and gaps in pediatric sleep education, drawing insights from a diverse international cohort of pediatric sleep health professionals., Methods: International Pediatric Sleep Association (IPSA) members were invited to complete an online survey examining a variety of topics related to pediatric sleep education developed by the education committee., Results: There were 111 survey respondents, largely comprised of medical healthcare providers, representing 39 countries. The majority of respondents worked with children and adolescents aged 0-18 years and endorsed the importance of both comprehensive and developmentally appropriate screening for sleep issues in clinical practice, ranging from bedtime behaviors and daytime dysfunction to sleep-related breathing and movement disorder symptoms. Respondents also stressed the importance of including diverse topics in pediatric sleep education, including behavioral sleep issues and sleep in neurodevelopmental disorders, thus underscoring the need for comprehensive training programs. Participants advocated for improved access to screening tools and intervention protocols. There was an identified notable gap in formal sleep education during professional training. Potential barriers identified included time constraints and a lack of resources. Preferences for training online and through professional organization websites underscored the importance of accessible learning platforms. Integrating online resources into education programs could enhance accessibility and engagement., Conclusion: The demand for enhanced sleep education underscores the complexity and significance of pediatric sleep health and highlights an urgent need for tailored and accessible sleep education programs to address the multifaceted challenges in pediatric sleep. Addressing educational needs helps cultivate a skilled workforce to manage pediatric sleep disorders and promote healthy sleep practices. Teaching activities and collaboration play crucial roles in advancing the pediatric sleep community., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Objectives: Behaviour change interventions offered opportunistically by healthcare professionals can support patient health behaviour change. The Making Every Contact Count (MECC) programme in Ireland is a national programme to support healthcare professionals to use brief behavioural interventions. The aim of this study was to gain an in-depth understanding of the enablers of, and barriers to, embedding MECC across the healthcare system., Design: A qualitative interview study., Methods: We conducted individual semi-structured interviews to understand barriers and enablers to MECC implementation. Our sample was 36 participants (11 health promotion and improvement officers, 9 nurses, 15 allied health professionals and 1 training instructor) who have a direct role in either supporting or delivering brief interventions to patients. Data were analysed using a Framework Analysis approach guided by the Theoretical Domains Framework (TDF)., Results: Eight theoretical domains influenced MECC implementation: environmental context and resources, intentions/goals, beliefs about the consequences of MECC delivery, knowledge, healthcare professionals' beliefs about their capability to deliver MECC interventions, social and professional role and identity, and reinforcement and skills. Environmental context and resources was the most strongly endorsed domain with key influencing factors including consultation type/setting, making MECC a routine part of clinical practice, a multi-professional approach, access to/visibility of resources/services, management support/expectations, impacts of the COVID-19 pandemic, and the salience of the MECC programme and the strategic fit of MECC with other health service initiatives., Conclusions: While individual factors influence national implementation of behaviour change interventions, creating enabling environments for healthcare staff is crucial for widespread adoption across healthcare systems., (© 2025 The British Psychological Society.)

Background: While technology brings many opportunities for optimizing and improving health services, the lack of professionals trained in telehealth poses an important obstacle. Despite the existance of core competency frameworks for some healthcare professions, there is currently no consensus or guidelines on the core competencies that telehealth professionals should possess within the context of a higher education curriculum. This can hinder the potential benefits of healthcare service delivery., Objective: To establish a consensus on the core competencies in telehealth that should be integrated into higher education curricula for healthcare professionals., Methods: A three-round international eDelphi study was conducted. The panel comprised of a diverse group of experts in telehealth, clinicians, lectures and professors, administrators, and teaching coordinators. In the first round, an international steering committee developed a list of competencies that were presented to the panel members and they were asked to rate their level of agreement and suggest additional competencies. The consensus was established based on the competencies that achieved a high level of agreement (>75%) by the end of the third round., Results: We included 100 panellists from 18 different countries. By the end of the third round, we reached a consensus for 47 core competencies in a telehealth curriculum organized into 12 domains: principles of telehealth; care planning and management; assessment, diagnosis, and treatment; adequacy of the environment; professionalism; legal aspects; patient privacy; patient safety; access and equity; patient preference; technology; applicability of telehealth., Conclusion: We identified the core competencies in a telehealth curriculum organized into 12 domains to be used as a foundation for training future health professionals., Competing Interests: Declaration of competing interest None., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Aim: To synthesize evidence on healthcare professionals' experiences of competencies in mentoring undergraduate healthcare, social care and medical students during their interprofessional clinical practice., Design: This review was conducted by the JBI methodology for systematic reviews of qualitative evidence., Methods: Studies were included if they were based on the phenomenon of interest and used qualitative or mixed methods (qualitative share). The included studies were critically appraised using the standardized JBI Critical Appraisal Checklist. Qualitative research findings were extracted and synthesized using the meta-aggregation approach., Data Sources: Five databases (CINAHL, PubMed, Scopus, Medic and ProQuest) were systematically searched from each database's inception on 28 June 2023., Results: A total of 5164 studies were initially screened, and 25 were identified for inclusion in this review. Three synthesized findings were identified: competencies related to (1) preparing for and developing interprofessional clinical practice, (2) supporting the learning process in interprofessional clinical practice and (3) creating an interprofessional mentor identity., Conclusion: Although competent mentors are essential to implementing and developing interprofessional clinical practice, some mentors find interprofessional mentoring challenging. High-quality interprofessional mentoring requires specific competence that differs from profession-specific and individual mentoring., Implications for the Profession And/or Patient Care: To ensure that interprofessional clinical practice is of high quality and strengthens students' professional and interprofessional growth, special attention should be given to mentors' interprofessional mentoring competence, and a range of opportunities and organizational structures should be provided for competence development., Impact: This systematic review provides insights into the specific competencies required for interprofessional mentoring. These findings can support healthcare professionals, educators and policymakers in developing interprofessional clinical practice and mentoring competence., Reporting Method: This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement and ENTREQ reporting guidelines. No patient or public contribution., (© 2024 The Author(s). Journal of Advanced Nursing published by John Wiley & Sons Ltd.)

There remains an urgent need for expanded genomics training in undergraduate medical education, especially as genetic and genomic assessments become increasingly important in primary care and routine clinical practice across specialties. Physician trainees continue to report feeling poorly prepared to provide effective consultation or interpretation of genomic test results. Here we report on the development, pilot implementation, and evaluation of an elective offering for pre-clinical medical students called the Sanford Precision Health Scholars Immersive Learning Experience (PHS), which was designed leveraging genetic counseling expertise as one means to address this need. This 9-week course, piloted in Fall 2021 at UC San Diego, afforded students the opportunity to build technical skills and competencies in clinical genomics while identifying, addressing, and engaging with pervasive health disparities in genomics. Interactive exercises focused students' learning on strategies for empathic and compassionate patient interactions while supporting the application of concepts and knowledge to future practice. Upon completion of the course, participants reported increases in confidence related to skills required for clinical genomics practice. Drawing on learnings from this pilot implementation, recommendations for refining the program include deepening pedagogical engagement with ethical issues, expanding the offering to trainees across health professions, including pharmacy students, and incorporating an optional experiential learning component. Educational offerings, like PHS, that are designed with the input of genetic counseling expertise may ease pressures on the genetic counseling profession by building a more genomic-literate healthcare workforce that can better support efforts to expand access for patients., (© 2024 The Authors. Journal of Genetic Counseling published by Wiley Periodicals LLC on behalf of National Society of Genetic Counselors.)

Objective: This article, based on a plenary presentation from ICCH 2024, examines the challenge of balancing objectivity and complexity, and the risk of violent simplification, when it comes to teaching and assessing interprofessional healthcare communication., Discussion: Interpersonal communication, that is, conversation, makes all aspects of human social life possible. Conversation is complex and is managed by participants in emergent and dynamic ways. To facilitate the practical needs of teaching and assessment, we simplify conversation into produced objectivities that reflect disciplinary and dominant cultural norms and values at the time of their creation. These objectivities do not necessarily adequately reflect the way in which conversations unfold in dynamic, participant-managed ways as they often list specific contextualized behaviors rather than the context-free system of conversation. Despite this, they often become standardized and used in ways that can lead to harm for students, patients and carers, and educators. This violent simplification is made possible through educational and healthcare systems that reinforce disciplinary silos and underinvest in communication education., Conclusions: Engaging with the complexity of conversation within our educational practices is necessary to reduce the risk of harm. This involves explicit consideration of how objective tools are created and used in communication education, increased investment from education and healthcare sectors, and integrating knowledge about how conversation works from research of communication-in-practice., Competing Interests: Declaration of Competing Interest The author declares that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier B.V. All rights reserved.)

Objective: This report summarizes results from a national survey that aimed to assess the training and technical assistance needs of individuals who work in mental health., Methods: A survey was distributed to mental health workers by 10 regional centers of a large, nationwide, federally funded training and technical assistance network during January-October 2021., Results: A total of 2,321 individuals from 58 states and territories responded to the survey. The three training and technical assistance needs they indicated most frequently were equitable and culturally responsive services, co-occurring mental and substance use disorders, and mental health awareness and literacy., Conclusions: The survey findings reflect the continued need to address inequities in mental health services, particularly for communities of color. In addition, a cluster of topics (i.e., mental health awareness and literacy, trauma-informed care, crisis services, grief, and provider well-being) stemmed from the COVID-19 pandemic and its effects on the nation's mental health., Competing Interests: The authors report no financial relationships with commercial interests.

The provision of optimum health care services requires collaboration of health care professionals in integrated interprofessional (IP) teams. This guide addresses the practical aspects of establishing and delivering pre-licensure IP programs to prepare graduates of health professional programs to work in teams and wider collaboration, and consequently enhance the quality of health care. The main updated IP frameworks are presented to highlight commonalities that represent the essential competencies and outcomes of programs implementing interprofessional education (IPE). We discuss how these may be adapted to the local context, and present examples of models of implementation to guide the initial steps of establishing similar programs. Examples of pre-licensure IP practice-based learning, such as community-based, simulation-based, student-run and led clinics, and interprofessional training wards, and post-licensure interprofessional learning (IPL), are described. We consider assessment of IPL along the continuum of learning IP. This guide also emphasises the need to tailor faculty development programs for local contexts and consider factors affecting sustainability such as funding and accreditation. We finish with the governance of IP programs and how global IP networks may support interprofessional practice-based learning from development to delivery.

High-level disinfection and sterilization are complex processes, requiring initial and ongoing training of frontline staff. 1 A key component of appropriate disinfection and sterilization is point-of-use precleaning performed by front-line staff. Our facility implemented an annual hospital-wide education and competency program for staff that perform precleaning of reusable medical devices., (Copyright © 2024 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.)

Summary Statement: Interprofessional simulation-based team training (ISBTT) is promoted as a strategy to improve collaboration in healthcare, and the literature documents benefits on teamwork and patient safety. Teamwork training in healthcare is traditionally grounded in crisis resource management (CRM), but it is less clear whether ISBTT programs explicitly take the interprofessional context into account, with complex team dynamics related to hierarchy and power. This scoping review examined key aspects of published ISBTT programs including (1) underlying theoretical frameworks, (2) design features that support interprofessional learning, and (3) reported behavioral outcomes. Of 4854 titles identified, 58 articles met inclusion criteria. Most programs were based on CRM and related frameworks and measured CRM outcomes. Only 12 articles framed ISBTT as interprofessional education and none measured all interprofessional competencies. The ISBTT programs may be augmented by integrating theoretical concepts related to power and intergroup relations in their design to empower participants to navigate complex interprofessional dynamics., Competing Interests: The authors declare no conflict of interest., (Copyright © 2024 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the Society for Simulation in Healthcare.)

Purpose: Healthcare professionals experience stressors that begin during training and persist into their careers that adversely impact their well-being. This study aims to identify students' and professionals' stress levels, satisfaction with wellness domains, barriers to wellness, and stress management practices., Design: This study was a cross-sectional self-reported survey study., Settings and Sample: The study included students (N = 242) and professionals (N = 237) from medicine, nursing, pharmacy, physical therapy, social work, and counseling/psychology., Measures: The Managing Health & Wellness in Health Professions Training and Practice survey was used to capture wellness practices and barriers among participants. Results: Students reported significantly higher perceived stress compared to professionals ( P < 0.001). Total wellness is significantly higher among professionals compared to students ( P < 0.001). A higher stress rate is significantly related to being female, having a lower wellness score, and facing more barriers ( P < 0.001). Intellectual health is the most valuable wellness domain for providers (M = 3.71, SD = 0.9) and students (M = 3.43, SD = 0.85), followed by spiritual health for providers (M = 3.4, SD = 1.1), and work/learning environment for students (M = 3.33, SD = 0.93). Professionals and students are least satisfied with their physical and financial health. Barriers include fatigue, workload/productivity in clinical practice, work hours, and burnout., Conclusions: Healthcare professionals exhibit a variety of stress management practices, encounter barriers, and prioritize different wellness domains. Healthcare systems should incorporate self-care education into their curricula and implement systemic changes to foster a thriving healthcare workforce., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Objective: This study evaluates the effectiveness of the Training to Increase Minority Enrollment in Lupus Clinical Trials with Community Engagement (TIMELY) program on enhancing referrals of underrepresented patients to lupus clinical trials. TIMELY leverages two existing American College of Rheumatology online educational initiatives: Materials to Increase Minority Involvement in Clinical Trials (MIMICT), a continuing medical education activity for health care providers, and the community health worker (CHW) Lupus Clinical Trials Training (LuCTT). TIMELY introduced a unique roundtable meeting format to build on the existing online educational programs and facilitate discussions between local clinical trial sites and provider and CHW participants., Methods: This study used an online pretest and posttest design to assess changes in theory-based behavioral predictors of lupus clinical trial referrals and engagement (ie, knowledge, attitudes, self-efficacy, and intentions) among providers and CHWs. Participants completed MIMICT or LuCTT and then were eligible to participate in roundtable meetings. Paired t-tests were used to assess changes in composite scores before and after the intervention for each of the outcomes., Results: The final sample included 40 providers and 18 CHWs. Knowledge scores increased significantly for both providers (P < 0.01) and CHWs (P < 0.001) on completion of MIMICT and LuCTT, respectively. After participating in the TIMELY roundtable, providers' composite scores for self-efficacy and intentions significantly increased (P < 0.001). Provider self-efficacy gains were sustained at three months' follow-up (P < 0.001)., Conclusion: These promising findings highlight the potential and opportunities for the TIMELY program to improve behavioral predictors of trial referrals, including CHW knowledge and providers' knowledge, self-efficacy, and intentions to refer underrepresented patients to lupus clinical trials., (© 2024 American College of Rheumatology.)

Breastfeeding theoretical and skills training is important for health care professionals engaging with the mother infant dyad to increase breastfeeding exclusivity and duration. The aim of this study was to evaluate the knowledge, attitudes and practices (KAPs) of health care professionals following completion of a university professional graduate programme in breastfeeding and lactation. A pre and post-educational study design was used. All students enrolled in a six month programme were invited to complete an online anonymous survey at two time points: January 2023 and July 2023. Ethical approval (LS-C-23-17) was obtained in January 2023. Descriptive statistics were utilised to report percentages and means, and independent T tests were used to report mean differences between variables on knowledge, attitude and practices. All students completed the module. The pre survey participant response rate was n = 55 (92.82%) and the post survey participant response rate n = 33 (60%). Comparison of the pre and post questionnaire report nine statistically significant results following completion of the university breastfeeding and lactation programme. Knowledge scores increased specifically with higher mean knowledge scores for reporting "I am confident with my knowledge about breastfeeding" and statistically significant mean difference of 0.29 following completion of the module (95% CI, 0.13 to 0.45) (t (64) = 3.59, p = 0.001). The programme evaluation identifies the importance of a professional graduate breastfeeding and lactation education programme for interdisciplinary health care professionals increasing knowledge, attitudes and practices and ultimately increasing breastfeeding rates in the short and long term, with improved maternal and child health outcomes., Competing Interests: The authors have declared no competing interests., (Copyright: © 2025 McGuinness et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: Continuing Professional Development (CPD) is provided through in-service programs organized based on competency development and lifelong learning for healthcare professionals to stay fit with the required knowledge and skills. However, healthcare professionals' financial constraints and tight schedules sending them away from the workplace for CPD training is a challenge. eLearning is becoming the best solution to overcome those barriers and create accessible, efficient, flexible, and convenient professional development. However, evidence is limited on health professionals' intention to use eLearning-based CPD and its predictors. Hence this study aimed to assess healthcare professionals' intention to use eLearning-based CPD and its predictors in Amhara region referral hospitals, in Ethiopia., Methods: A cross-sectional study was conducted from March 28 to April 28, 2023. A total of 976 healthcare professionals participated in this study. Proportional allocation and simple random sampling were used to select participants for the study. UTAUT2 model was applied to develop a theoretical framework. A structured self-administered questionnaire was used and a 5% pretest was performed. Data were entered into Epi data 4.6 and exported to SPSS 26 for descriptive analysis. AMOS 23 SEM was also used to describe and assess the degree and significance of relationships between variables., Results: About 51.8% (506/976) (95% CI: 48.7-55.0) of participants have the intention to use eLearning for CPD. Performance expectancy (β = 0.233, p-value < 0.01), effort expectancy (β = 0.082, p-value < 0.05), facilitating condition (β = 0.102, p-value < 0.05), hedonic motivation (β = 0.199, P-value < 0.001), habit (β = 0.473, P-value < 0.001), and computer literacy (β = 0.116, p-value < 0.001) had a positive relationship with intention to use eLearning based CPD. Age and gender were also a moderator of the habit of using eLearning based on CPD., Conclusion: and recommendation. Overall, healthcare professionals' intention to use eLearning-based CPD was found low. Performance expectancy, effort expectancy, facilitating condition, hedonic motivation, habit, and computer literacy had a significantly positive influence on the intention to use eLearning-based CPD. The development of a user-friendly eLearning-based CPD development that meets user expectations can enhance the intention to use., Competing Interests: Declarations. Ethics approval and consent to participate: Ethical clearance was obtained from the ethical review committees of the University of Gondar College of Medicine and Health Science with ethical reference number IPH/2495/2023. Informed consent was obtained from study participants after each study participant has been informed of the study’s objectives and goals. Participants were notified that participation is voluntary and that they can stop the survey at any point if they are uncomfortable with it. The data collection technique was kept private to protect the confidentiality of any information provided by study participants. This study was not experimental study. Additionally, this study was conducted according to the Helsinki. Declaration. Consent for publication: Not applicable. Competing interest: The authors declare no competing interests., (© 2025. The Author(s).)

Introduction: Healthcare provider burnout is highly prevalent and has negative consequences. However, many healthcare workers in LMICs, including Nepal, rarely recognize or ameliorate it. This problem is worse in rural settings. Competency-focused interventions that are developed using theoretical frameworks can address this gap., Methods: We used Kern's framework of curriculum development to create, refine, and assess a theory-driven intervention tailored to the needs and constraints of rural healthcare workers in Nepal. During the first phase, we conducted a targeted needs assessment using an online survey among nine rural primary care physicians working in Charikot Hospital. We then developed learning objectives for knowledge, attitude, and skills domains based on the World Health Organization (WHO) definition of burnout. Then, we created animated educational videos designed to meet the learning objectives. We then implemented the educational intervention with rural physicians and assessed their knowledge, attitudes, and feedback. During the second phase, we further developed the intervention based on findings from the first phase and assessed acceptability, feasibility, and preliminary impact using pre- and post-intervention questionnaires and key informant interviews., Results: In the first phase, nine physicians participated in the targeted needs assessment, and eight responded to the post-intervention assessment. In the second phase, 18 attendees completed the pre-intervention burnout assessment, and 16 completed both the pre-test and post-test questionnaires. On the pre-test, correct answers across questions ranged from 31-88%, while on the post-test, participants responded correctly 88-100% of the time. Related-samples Wilcoxon signed-rank test showed a statistically significant difference (P = 0.007) in the post-test scores on the knowledge domain. Qualitative results showed burnout as an unrecognized and unreported issue, and its drivers included stigma and feelings of helplessness. Participants praised the interventions and reported that they translated learned skills into practice., Conclusion: In this proof-of-concept study, we found that educational interventions developed using a theory-driven framework to meet the unique needs of rural healthcare workers are acceptable and feasible. Future studies can test the intervention impact in well-powered trials to support scale-up efforts to identify and address burnout., Competing Interests: Declarations. Ethics approval and consent to participate: Ethical approval was obtained from Kathmandu University School of Medical Sciences Institutional Review Committee (KUSMS-IRC) (Approval no: 22/23). Participants provided informed consent electronically before participation. Key Informants Interview participants provided further informed verbal consent before the interview. All human subjects activities were performed in accordance with relevant guidelines and regulations under Kathmandu University's Institutional Review Committee. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Introduction: Health disparities experienced by lesbian, gay, bisexual, and transgender (LGBT) individuals have been partially attributed to healthcare professionals' lack of cultural competence in addressing their specific needs. This study aimed to assess the differences in competencies and preparedness among health professionals from Poland and Spain when working with LGBT patients., Methodology: Data were collected between June and August 2024 through a cross-sectional survey involving 673 health professionals (Mage = 33.54, SD = 9.74; 61.5% female), including 273 participants from Spain and 400 from Poland. Participants completed a self-administered survey, which included sociodemographic questions and the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS). Multivariate linear regression was used to analyze predictors of clinical preparedness, attitudes, and knowledge regarding LGBT care., Clinical Trial Number: not applicable., Results: Spanish health professionals showed higher total LGBT-DOCSS scores compared to Polish participants (B = 0.503, p < 0.001). Gender was a significant predictor, with men scoring higher in clinical preparedness (B = 0.771, p = 0.002), while women scored higher in attitudes (B = -0.457, p < 0.001). In Poland, age was positively correlated with clinical preparedness (B = 0.034, p = 0.022), and physicians scored significantly higher in overall competency compared to nurses/midwives (B = 0.621, p = 0.005). Participation in LGBT-related training was associated with higher clinical preparedness in both countries, with those attending training 3 or more times scoring higher than those who never attended (B = 1.659, p < 0.001)., Conclusion: The study revealed significant differences in LGBT competency between Polish and Spanish health professionals. Factors such as gender, age, profession, and participation in LGBT-related training were associated with these competencies. Results suggest that a more tailored approach in professional education and training may be necessary to ensure all health workers possess adequate skills and attitudes toward LGBT care., Competing Interests: Declarations. Ethics approval and consent to participate: The study was conducted by the Declaration of Helsinki, and approved by the Bioethics Committee of Wrocław Medical University in Poland (Approval No. KB 976/2022) and the University of Valencia in Spain (Approval No. 2024-ENFPOD-3314668). This research is part of the Health Exclusion Research in Europe (HERE) project. Participation in the survey was entirely voluntary, with no collection of personal data, ensuring anonymity throughout. All potential participants were furnished with written information outlining the study’s purpose, objectives, procedures, and data protection measures. They were also allowed to reach out to the investigators with any questions at any point during the study. Informed consent was obtained from all participants before their involvement in the study. Clinical trial number: not applicable. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Evidence-based treatment of chronic pain requires a multidisciplinary approach grounded in the biopsychosocial model. Implementing this approach within health systems relies on its acceptance by both healthcare providers and patients. While pioneering multidisciplinary pain clinics can serve as a model for implementation, a systematic effort is needed to share knowledge effectively and broadly. In the current paper we provide an overview of the knowledge translation initiatives undertaken at our Transitional Pain Service (TPS) at Toronto General Hospital, a state-of-the-art multidisciplinary pain program established in 2014 for patients at risk of developing chronic pain after surgery. The TPS team strives to enhance acceptance of this model of care among patients and providers, facilitate the establishment of similar clinics, and promote patient understanding of the integrated multidisciplinary pain care approach. Guided by the Knowledge to Action (KTA) framework, knowledge translation activities undertaken by our TPS team include clinician training, resources and outreach activities for providers, and patient education. Resource development was preceded by consultation and needs assessment among patients and providers and feedback from both groups was incorporated as part of the development process. The tailored resources were disseminated via the TPS clinic website and monitoring of online usage enables continuous evaluation of engagement. Barriers to engagement with the resources were examined through patient surveys and staff interviews. Based on these activities, we offer insights gained by our team throughout the knowledge translation process and provide recommendations for other clinical teams who wish to undertake similar initiatives., Competing Interests: Declarations. Ethics approval and consent to participate: The activities described in this project were approved by the Quality Improvement Review Committee (QIRC) at the University Health Network (UHN), including protocols and informational consent (QI ID#: 21–0310). QIRC determined that the project falls outside the scope of research requiring Research Ethics Board (REB) review, as described in the Canadian Tri‐Council Policy Statement V.2. This determination was subsequently reviewed and confirmed by a UHN REB Chair. The need for signed consent to participate was deemed unnecessary as part of the approval by QIRC (QI ID#: 21–0310) and in accordance with Canadian Tri‐Council Policy Statement V.2. An informational consent letter was provided instead to all participants, which outlined the objective of the project, privacy and confidentiality, and contact information for the project team and QIRC. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Introduction: Continuing Health Education is a strategy that integrates learning into the work process to transform health practices. Primary health care has proved to be a powerful space for consolidating continuing education, as it promotes reflection and learning based on the local singularities of the territory. Continuing health education is an important strategy for transforming the reality of Primary health care, reinventing work, and consequently changing practices., Objective: This study aimed to identify and analyze the evidence regarding the impact of continuing education for health professionals in Primary Health Care in Brazil., Method: This scoping review protocol that will be developed based on the Joanna Briggs Institute manual and guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The databases included in the study will be MEDLINE/Pubmed, Scielo, Lilacs, EMBASE, and Web of Science. Google Scholar will be used as gray literature. Studies published between 2007 and 2024 will be included, and no language restrictions will be applied. The Rayyan management software will be used as a tool to support the selection of studies. Two independent researchers will carry out a paired review to ensure the relevance of the studies. The studies will be analyzed descriptively, which will be guided by the categorization of results into three large groups: a) thematic areas covered; b) methodologies used; c) work process indicators and/or health results., Discussion: Relevant aspects will be pointed out and interrelated in narrative form with the existing literature on the subject. Through the preparation of this protocol, it is aimed to identify to identify studies with evidence on the impact of continuing education in Primary Health Care in Brazil. This review could support the formulation of new professional training policies for PHC, contributing to the improvement of professional practices and the organization of work based on the needs of each territory., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2025 Pereira et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: Medication reconciliation has been acknowledged as a key intervention against medication errors. More than half of the medication errors that happen during care transitions are caused by unjustified medication discrepancies and up to one-third of these mistakes may be harmful. The study aimed to evaluate the knowledge, attitude and practices (KAP) of health care providers in on medication reconciliation process, pre and post educational intervention., Methods: A hospital-based prospective quasi-experimental pre-post intervention study was conducted from November 2023 to February 2024 among 346 healthcare professionals (medical doctors, pharmacists and nurses) practicing in King Saud Hospital (KSH), Unayzah, Saudi Arabia. The subjects were recruited using the convenience sampling method.An educational intervention workshop was conducted among the healthcare professionals. The KAP was assessed before and after the educational intervention using a content and face validated self-administered questionnaire. The statistical analyses were conducted using the Statistical Package for Social Sciences (SPSS). Wilcoxon Signed Rank Test was used to differentiate the mean response scores for knowledge, attitude, and practice domains, between pre and post intervention. Kruskal Wallis Test followed by Dunn's post hoc test was used to compare the mean response scores for knowledge, attitude and practice domains based on educational qualification and practicing experience for the pre and post-test period. The level of significance is determined at P < 0.05., Results: There was a significant improvement in the participants' knowledge, attitude and practice after the educational intervention with mean scores of 0.72 (SD = 1.67, p < 0.0001*), 0.76 (SD = 1.97, p < 0.0001*), and 0.56 (SD = 2.05, p = 0.001*) respectively. The overall KAP scores showed a statistically significant enhancement after the education intervention with a mean score difference of 2.04 (SD = 4.76, p < 0.0001*).Our study upholds that MedRec is highly valued by the participants due to its significant role in reducing medication errors and enhancing patient safety, and that it has the ability to recognize medication discrepancies and reduce adverse drug events., Conclusion: The education intervention effectively influenced the knowledge, attitude and practice of healthcare professionals regarding medication reconciliation. This study underscores the importance of continuous education and training for healthcare professionals to minimize medication discrepancies and improve patient care., Competing Interests: Declarations. Ethics approval and consent to participate: Ethical approval was obtained from the Human Research Ethics Committee (JEPEM), Universiti Sains Malaysia JEPeM Code: USM/JEPeM/PP/24040353 and also from Ministry of Health, General Directorate of Health Affairs, Regional Research Ethics Committee, Qassim region Saudi Arabia with reference number 607/45/5566. All the methods used in the study complied with the relevant guidelines and regulations specified by the ethical committees. At the beginning of the study, scope and purpose of the study were explained related to questionnaire. All participants were provided their informed consent that their participation in our study was voluntary, and they were assured the identity of participants will not be disclosed or revealed, as only anonymized data will be used, and no personal identifiers will be published and all the information obtained in this study will be kept and handled in a confidential manner. Consent for publication: The authors affirm that consent to publish has been received from all participants should appear in the manuscript. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Background: Faced with the COVID-19 mobility restrictions, the WHO AFRO EPR program pioneered a collaborative initiative with Project ECHO to virtually educate health workers across Africa at scale. This initiative has evolved into a transformative learning journey. This paper aims to present the lessons learned., Results: From April 2020 to February 2024, 287 virtual learning sessions were conducted with over 125,816 attendances from 173 countries and regions. This marked a significant increase compared to pre-pandemic face-to-face training, which targeted fewer than 2,000 participants annually. Survey responses ( n = 43,221) indicated high relevance and applicability, with 97% of respondents planning to use the information in their work and 89% finding the sessions very or extremely relevant. Self-reported knowledge levels increased from 28 to 74% post-session., Discussion: Integrating digital learning into WHO AFRO's education and training toolkit has facilitated immediate emergency responses and enhanced long-term resilience, adaptability, and equity among healthcare workers, especially in under-resourced regions. This initiative has reached more health professionals than pre-pandemic in-person training, facilitating more equitable access to essential knowledge and best practices., Conclusion: The WHO AFRO and Project ECHO partnership navigated a variety of challenges, while establishing a paradigm shift in learning strategies. Emphasizing a digital learning first approach, while retaining in-person elements, this collaborative initiative offers insights for future healthcare education, highlighting adaptability, cost-efficiency, equity, and new technologies in addressing global health challenges. However, to sustain this momentum and further expand access to critical knowledge, stakeholders must commit to continued investment in digital learning infrastructure, training, and technology., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2025 Bonkoungou, Mosha, Abianuru, Okeibunor, Utunen, Balaciano, Barbosa de Lima, Burke, McKenna, Nag, Gueye and Struminger.)

Background: An increasing number of older people are experiencing homelessness and memory problems, many of whom are supported in temporary hostel accommodation. This can be a challenge for hostel staff who may not have adequate training and support but who often support those with significant memory impairment in their day-to-day work. The study aimed to investigate the training and support that hostel staff require to meet the needs of older hostel residents experiencing memory and cognitive problems, and thus enhance hostel resident quality of life and well-being, considering what additional knowledge, skills, and support hostel staff need to achieve this., Methods: In this qualitative study, we conducted inductive reflexive thematic analysis of semi-structured interviews with health and social care practitioners (n = 17) and hostel staff and managers (n = 15). Participants were recruited from six homelessness hostels, one specialist care home, and National Health and Local Authority Services in England., Results: We identified three main themes: (a) Emotional and psychoeducational support needs within hostel staff teams, including training on memory and cognitive problems, responsive behaviours, communication strategies, and reflective spaces for hostel staff to manage their emotional responses (b) Training and support needs to deliver a person-centred approach, including tools and support packages to enhance hostel residents' independence, multidisciplinary meetings to evaluate hostel residents' needs, and communication strategies tailored to hostel residents' understanding and (c) Support to facilitate collaboration with external agencies, including training on professional language, capacity assessment, dementia case studies, improved communication skills to bring external services into hostels, and reflective practices to advocate for hostel residents with dual diagnoses., Conclusions: The present study highlights how hostel staff could benefit from targeted training in emotional support, person-centred approaches for older hostel residents with memory and cognitive problems, and collaboration with external services. Overall, the current study contributes to understanding of the need for tailored training and support methods within hostels to provide higher quality support to a population that is frequently overlooked., Competing Interests: Declarations. Ethics approval and consent to participate: London (Brighton and Sussex) National Research Ethics Service approved the study (reference: 21/LO/0541) on 6th September 2021. This study was performed in accordance with the declaration of Helsinki and research was conducted in accordance with the protocol approved by the ethics committee. All participants gave written or verbally recorded informed consent prior to interviews. All participants had capacity to consent to participate. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2025. The Author(s).)

Unlabelled: Medical education has not traditionally recognized patient safety as a core subject. To foster a culture of patient safety and enhance psychological safety, it is essential to address the barriers and facilitators that currently impact the development and delivery of medical education curricula. The aim of including patient safety and psychological safety competencies in education curricula is to insert these into the genome of the modern health care worker., (© Peter Lachman, John Fitzsimons. Originally published in JMIR Medical Education (https://mededu.jmir.org).)

This study aims to provide an updated overview of medical error taxonomies by building on a robust review conducted in 2011. It seeks to identify the key characteristics of the most suitable taxonomy for use in high-fidelity simulation-based postgraduate courses in Critical Care. While many taxonomies are available, none seem to be explicitly designed for the unique context of healthcare simulation-based education, in which errors are regarded as essential learning opportunities. Rather than creating a new classification system, this study proposes integrating existing taxonomies to enhance their applicability in simulation training. Through data from surveys of participants and tutors in postgraduate simulation-based courses, this study provides an exploratory analysis of whether a generic or domain-specific taxonomy is more suitable for healthcare education. While a generic classification may cover a broad spectrum of errors, a domain-specific approach could be more relatable and practical for healthcare professionals in a given domain, potentially improving error-reporting rates. Seven strong links were identified in the reviewed classification systems. These correlations allowed the authors to propose various simulation training strategies to address the errors identified in both the classification systems. This approach focuses on error management and fostering a safety culture, aiming to reduce communication-related errors by introducing the principles of Crisis Resource Management, effective communication methods, and overall teamwork improvement. The gathered data contributes to a better understanding and training of the most prevalent medical errors, with significant correlations found between different medical error taxonomies, suggesting that addressing one can positively impact others. The study highlights the importance of simulation-based education in healthcare for error management and analysis., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2025 Skrisovska et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Military medical personnel are crucial in providing life-saving care at the point of injury (POI) in challenging environments such as combat zones and disaster areas. This article examines the specialized training US Military medical personnel undergo before deployment and the increasing trend of deploying as part of multinational forces in operations like those in Afghanistan with NATO and non-NATO countries. Integrating medical teams from diverse backgrounds poses significant challenges in maintaining a cohesive and efficient team due to varying trauma management training standards and medical practices among the allied forces. Tactical Combat Casualty Care (TCCC) training and the development of clinical practice guidelines (CPG) by the US Joint Trauma Service have been key strategies by the US Military to standardize care. However, the variation in trauma management training among NATO allies and the differences in medical subspecialties and approaches can lead to inefficiencies and reduced effectiveness in a multinational trauma center setting. For instance, the approach to trauma care can significantly differ between the US and European countries, impacting the interoperability and teamwork in multinational medical teams. To address these challenges, the article highlights the importance of standardized medical training programs that include cultural awareness to enhance the effectiveness of multidisciplinary, multinational medical teams. It also underscores the necessity for standardized international trauma training in the face of increasing global conflicts and the potential for large-scale combat operations. The article discusses the "Trauma Tuesday" program implemented in Kabul, Afghanistan, as an example of how intensive training and simulation exercises can improve team dynamics, knowledge, and skills in trauma management among a diverse team from various nations. The need for ongoing education and developing a standard for managing trauma patients in international teams is emphasized to ensure effective communication and coordination. The article suggests that multinational trauma training can significantly improve team cohesion and critical life-saving skills, essential for future battlefields where access to definitive care may be delayed. Further research is recommended to explore the best methods for achieving effective multinational medical team integration and training standardization., (Published by Oxford University Press on behalf of the Association of Military Surgeons of the United States 2024. This work is written by (a) US Government employee(s) and is in the public domain in the US.)

Background: The insertion of a tracheostomy is an established technique used to wean patients off ventilatory support, manage secretions in complex conditions, and as a potentially life-saving procedure to bypass upper airway obstruction. Life-threatening complications during aftercare are not uncommon and may be influenced by a lack of education of carers or healthcare providers of children and young people living with a tracheostomy. Education programmes designed and supported by the National Tracheostomy Safety Project are effective, but resources are not available to educate the workforce at scale. With the overarching aim of widening access to paediatric tracheostomy skills training, we present the protocol for the development and evaluation of a novel virtual reality (VR) training tool designed to simulate the emergency management of paediatric tracheostomy complications., Methods and Discussion: A multi-centre, non-inferiority educational interventional study with historical controls will be used to evaluate the novel VR training package. A group of 69 healthcare staff and students will have one week to use the educational intervention as often as necessary to learn paediatric emergency tracheostomy skills. The primary outcome measure is skill performance in simulation in a pre- and post-intervention structure within subjects. Participant performance will also be assessed using non-inferiority metrics against historical traditional educational control data. Secondary outcomes include knowledge gain, knowledge retention, usability, side effects, and participant satisfaction. To minimise the risk of cybersickness, teleportation was the preferred locomotion method for the user navigation within the VR environment., Trial Registration: Full registration of this study was completed at ClinicalTrials.gov. The registration number is NCT06350708 and was accepted on the 4th April 2024., Competing Interests: Declarations. Ethics approval and consent to participate: This study has been assessed and approved by The UoM Research Ethics Committee (2023– 18304–31443 ) and Health Research Authority (336664), and adoption into the National Institute for Health and Care Research: Clinical Research Network Portfolio is complete. Consent for publication: Not applicable. Competing interests: Prof Brendan McGrath declares his position as director of the National Tracheostomy Safety Group Charity and has received research grants from Innovate UK to support his work. Mr Jonathan Abbas is a founder of ExR Solutions Ltd ( https://exr.education ), shareholder of VREvo LTD, and has received research grants from ENT-UK, The Royal Society of Medicine, Health Education England and UKRI in order to support his work., (© 2025. The Author(s).)