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This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

The article presents a speech by Diane B. Ginsburg, associate dean for healthcare partnerships, clinical professor in the division of pharmacy practice and G.D. Searle Endowed Fellow in Pharmacy at The University of Texas at Austin College of Pharmacy, delivered at the Harvey A.K. Whitney Lecture. Topics discussed include her selection as a recipient of the Harvey A.K. Whitney Lecture Award, the purpose of pharmacy, and issues facing the profession.

Background: In recent years, limited studies have evaluated the development of cultural awareness, sensitivity, skills, communication and competence among nursing students using different models and curricula. Objectives: This study aimed to evaluate the effectiveness of a new internationally developed curriculum for transcultural nursing education. Methods: This mixed methods study was conducted on nursing students (n = 83) who attended a transcultural nursing course from 2021 to 2022 during the fall semester. A paired samples test was used to compare total scores, and the related-samples Wilcoxon signed-rank test was used to compare subscale scores. Results: The vast majority (94.0%) of the participants mentioned Islam as their religion. Turkish was the mother tongue of 91.6% of them, while 10.8% were able to speak English and 6.0% were able to speak Kurdish fluently. The mean score for the achievement of cultural competence subdimension posttest was significantly greater (p < 0.001). Posttest mean scores for challenges and barriers in providing culturally competent care subdimensions were significantly lower (p = 0.003). The mean score on the culturally sensitive communication subdimension pretest was 21.00 ± 4.76, and the mean score on the posttest increased to 23.02 ± 6.05, which was a statistically significantly greater difference (p = 0.024). According to the qualitative results of our study, five main themes were analyzed: transcultural nursing as an opportunity, transcultural nursing as a didactic process, transcultural nursing as a professional field, transcultural care as a safe environment, and transcultural care as an obligation. Conclusions: In this study, after a semester of continuing education, nursing students developed respect for cultural diversity, cultural competence, and culturally sensitive communication. [ABSTRACT FROM AUTHOR]

Background: The challenges associated with ensuring widespread system changes to enable early diagnosis and prevention of oral cancer could benefit from interprofessional practice. A needs assessment study was conducted to inform the Interprofessional Education and Collaborative Practice (IPECP) course related to oral cancer. The primary objectives of this study were 1) to establish a tool assess the knowledge attitude and practice (KAP) related to prevention and early detection of oral cancer of health professional students, and 2) to assess the same KAP of pre-licensure dental students. Additional objectives were to consider the possibility that dental students would demonstrate good scores related to early detection and prevention of oral cancer thus indicating their readiness for interprofessional learning and collaborative practice. Methods: Two questionnaires were utilized for this study which included 1) Readiness for interprofessional learning was assessed using the pre- validated tool of Readiness for Interprofessional Learning Scale (RIPLS) 2) A questionnaire to assess the KAP related to early diagnosis and prevention of oral cancer which was developed, validated, and evaluated. Statistical analysis includes, descriptive statistics, Mann–Whitney U test, Ordered logistic regression and Probit analysis. p value was set at < 0.05. Results: A total of 130 dental students (74.6% female) were included in the study. Mean scores related to KAP were 15.96 ± 1.394, 4.70 + 1.146, 7.02 ± 1.019 respectively. The mean score of RIPLS was 73.15 ± 15.961. The probability of overall samples to have good RIPLS scores was around 0.68 to 0.76 (Male 0.68—0.82 & Female 0.68 -0.74). The percentage of students having good knowledge score was 93.8%, good attitude score was around 54.6% and good practice score was around 90%. Conclusion: Knowledge and practice related to prevention and early detection of oral cancer were scored highly. Attitude scores were lower in a relatively higher proportion of participants and needed to be addressed in the curriculum. RIPLS score indicates a positive attitude towards interprofessional learning. [ABSTRACT FROM AUTHOR]

Background: The role of animal-assisted therapy (AAT) in complementary and alternative medicine is well acknowledged. AAT is widely patronized, in developed countries such as USA, Canada, and many European countries, but less so in developing countries in Africa including Ghana. For persons in developing African countries and elsewhere to benefit from AAT, healthcare professionals must be acquainted with it recommend it to their patients when necessary. This study therefore assessed the perspectives of clinical-level medical students on AAT. Method: A semi-structured questionnaire was used to collect data in a cross-sectional study from 206 randomly selected clinical-level medical students of the University for Development Studies, Tamale, Ghana. The data was analyzed using Microsoft Excel and SPSS (Version 26) and the results were presented in Tables and charts. The association between demographic variables and the knowledge and attitude of the students were determined using ANOVA, while bivariate Pearson's correlation was used to measure the relationships between continuous variables. Associations were considered significant when p-value < 0.05. Results: The knowledge about AAT among the medical students was very poor (0.971 ± 2.407 over 10; 9.7%); almost all of them (≈ 99.0%) had very little or no exposure to AAT in school or at home. The attitude of the students was however averagely positive (3.845 ± 0.748 over 7; 54.9%), with a perceived health benefit of ATT score of 4.768 ± 1.002 (68.1%). The motivation of the students to acquire more knowledge and skills about AAT mostly through lectures and practical sessions (70.9%) was good (4.809 ± 1.221; 68.7%). Female students were significantly more knowledgeable about AAT than their male counterparts (1.5 versus 0.6; p-value = 0.006). No other sociodemographic characteristics had any significant association with knowledge, attitude, and perception of benefit variables. However, a significant positive relationship was found to exist between the students' knowledge, attitude and perception of animal-assisted therapy (r ≥ 0.236; p-value ≤ 0.001). Conclusion: We conclude that the knowledge about AAT among medical students is inadequate and this is worrying given the beneficial complementary role of AAT in achieving SDG 3. Medical schools and their regulators in Ghana should incorporate complementary and alternative medicine (CAM) lessons in their training curricula. For practising medical doctors, topics on CAM should be discussed during their Continuous Professional Development sessions. With better knowledge, physicians would possibly be more willing and confident in recommending this useful complementary and alternative medicine to patients who may seek other forms of therapy besides conventional medicine or which will augment the orthodox medication the patients may have been using to treat their conditions. [ABSTRACT FROM AUTHOR]

Aims: To describe an Aboriginal cultural immersion delivered to dietetics students at a large university in Australia and assess its effectiveness as a method to teach Aboriginal history, culture, diet, and health in dietetics. Methods: Taking a strength‐based approach, Aboriginal processes of learning were privileged, with the cultural immersion being co‐designed with immersion educators, a First Nations researcher, and dietetics academic. The cultural immersion consisted of an opening ceremony and four stations of yarning, weaving, bush tucker, and artefacts/medicines. A mixed‐methods approach was used, with triangulation of data from pre‐ and postsurveys, station mapping, and focus group interviews. Quantitative and qualitative data were simultaneously analysed from participating first‐year Master of Nutrition and Dietetics students and then drawn together for an integrated understanding of the impact of the cultural immersion on student learnings. Results: Fifty‐three students completed pre‐ and postsurveys and 36 participated in focus groups. Through sharing lived experiences, learning through culture, and keeping sessions practical and Aboriginal leadership, each cultural immersion station utilised Aboriginal processes of learning that meaningfully engaged students with Aboriginal education content, appreciate holistic health and increased their general knowledge on Aboriginal history, culture, diet, and health (all p < 0.001). Conclusion: Cultural immersion is one teaching method to enhance student knowledges and can be a part of a programmatic and integrated approach that embeds Aboriginal content throughout the whole curriculum. It is necessary that institutions recognise the value of cultural immersions to student learnings and commit to providing ongoing support. [ABSTRACT FROM AUTHOR]

Aim: Objective structured clinical examinations have long been used in dietetics education. This observational study aims to describe the development, deployment, feasibility and validity of assessment using an oral interview in place of traditional objective structured clinical examinations, and to determine the ability of this assessment to identify students who are either not ready for placement or may require early support and/or remediation. Methods: Student assessment data were collected over a two‐and‐a‐half‐year period and used to test the predictive ability of an oral interview to determine dietetic placement outcomes and highlight a need for early remediation. Descriptive statistics as well as a between‐group one‐way ANOVA was used to describe results. Results: A total of 169 students participated in the oral interview and subsequent medical nutrition therapy placement over the study period. Significant differences in oral interview score were seen between students who passed placement and students who passed with remediation or those who failed. Oral interview performance was able to predict placement outcome, yet required less resources than traditional objective structured clinical examinations. Conclusion: An oral interview may provide the same utility as the objective structured clinical examination in dietetics education. [ABSTRACT FROM AUTHOR]

Objective: To understand the biopsychosocial dimensions of university health sciences students' experiences during the COVID-19 pandemic. Participants: Health sciences students (n = 297) from two universities in July and August 2020. Methods: Participants completed a Web-based survey asking about depression, anxiety, physical activity, coronavirus threat, and career commitment. Results: Moderate or severe depression and anxiety were reported by 28.6% and 31.3% of respondents, respectively. Depression and anxiety were positively correlated with perceived coronavirus threat and negatively correlated with career commitment and strenuous physical activity. A change in career commitment interests during the COVID-19 pandemic was reported by 11% of respondents. Conclusions: Identified factors that could be targeted by universities to support their students and secure career commitment include online learning challenges, ability to secure clinical placements, mental health (anxiety and depression), financial challenges, family pressure, and promotion of physical activity. [ABSTRACT FROM AUTHOR]

Objectives: To understand college and university student knowledge, attitudes, and behaviors (KAB) regarding COVID-19 prevention strategies. Methods: Thirteen colleges and universities volunteered to conduct an anonymous electronic survey in April 2021 to assess students' KAB about mask use and vaccination to prevent COVID-19. Results: Three-quarters of students indicated they "Always" wore a mask correctly when in public indoor places. Of those not yet vaccinated, 55% expressed concern about unknown side effects. Over half of students were unsure or believe they do not need to continue wearing masks after vaccination and older students more likely to be vaccinated. There was a significant inverse correlation between intention of getting vaccinated and intention to attend a large indoor party without a mask. Conclusions: Colleges and universities are important to community efforts to slow the COVID-19 pandemic. The KAB findings can inform approaches to increase overall mask use and vaccination uptake among young students. [ABSTRACT FROM AUTHOR]

Promoting peace with patients requires clinicians to be skilled in helping patients feel safe, respected, and heard. Close listening is a teachable skill set that enables clinicians to focus sensory attention on a patient and to cultivate space for reflection before speaking. While communication skills are taught in health professions education, close listening is rarely formally emphasized as an equally important skill. This article draws on musical arts education methods to suggest strategies for teaching close listening that can be applied to peace promotion in patient care. [ABSTRACT FROM AUTHOR]

Purpose: The current study revisits our previous research, delving deeper into microaggressions (MAs) and interpersonal conflict (IC) in speech, language, and hearing sciences (SLHS) training programs. Participants came from both marginalized and nonmarginalized backgrounds. Method: A 39-item electronic survey based on our previous research was distributed online to 236 participants of current and former SLHS students through social media and e-mail listservs. Results: Students that identified as belonging to marginalized and nonmarginalized groups reported high levels of MAs and IC, respectively. Linear regression revealed that the more marginalized identities a participant reported, the more aggression they experienced. Analyses also suggest that specific cultural and linguistic identities more likely predicted experiencing specific types of MAs than others. MAs and IC were largely underreported. Conclusions: This study highlights the quantifiable prevalence of MAs and IC in SLHS training programs. It underscores the urgent need for targeted interventions to address systemic inequities. Overall, these findings emphasize the importance of fostering an inclusive and equitable environment in SLHS, promoting cultural competence, and social justice in the professions. [ABSTRACT FROM AUTHOR]

Background: Play can help paediatric patients cope with hospitalisation. Education on the use of play for healthcare professionals (HCPs) is lacking, with playful interactions often occurring unsystematically without formal training. This scoping review systematically describe the frameworks, design, and evaluation methods of educational programmes for HCPs on the use of play in paediatric clinical practice. Methods: We conducted the scoping review by searching nine databases for white literature and websites for grey literature. Two reviewers independently screened titles/abstracts and reviewed full texts. Kirkpatrick's evaluation model was applied to report the evaluation methods of educational programmes. Results: After identifying 16534 white and 955 grey items we included twenty articles but no grey literature. The educational programmes vaguely defined play for procedural and normalising purposes and mostly targeted mono-professional groups, mainly nurses. The evaluation methods identified in the articles were reported in accordance with Kirkpatrick levels 1: reaction (n = 13); 2a: attitude (n = 7); 2b: knowledge (n = 3); 3: behaviour (n = 6); 4a: organisational practice (n = 1) and 4b: patient outcomes (n = 4). Conclusion: The few educational programmes available on the use of play for HCPs are not uniformly described. Future educational programmes would benefit from integrating the needs of HCPs, patients and parents, and using a theoretical framework and systematic evaluation. [ABSTRACT FROM AUTHOR]

Purpose: To present the first 14 years' data from 1 academic institution using the American Foundation for Suicide Prevention's online Interactive Screening Program (ISP). The ISP probes suicide risk factors in healthcare workers, utilization of mental health services, levels of engagement, and seeks to reduce barriers to help-seeking. Design: Data from all healthcare system students, medical trainees, physicians, nurses, and staff who completed the ISP's online Stress and Depression Questionnaire between May 1, 2009, and April 30, 2023, were tabulated and analyzed for features related to burnout, depression, suicide risk, treatment, and engagement with program counselors. Results: 5368 individuals engaged in ISP screening. Findings included 39.9% experiencing depression symptoms, 53.9% symptoms of burnout, and 10% suicidal ideation. In this self-selecting group, medical students reported depression symptoms less than physicians in practice, nurses almost 3 times more than physicians, and females more than males. Suicide risk was indicated by multiple domains of distress, with 49.4% in the highest risk tier. At the time of completing the questionnaire, 13.1% were receiving counseling/therapy. After receiving feedback, more than one-quarter of all participants (27.6%) engaged with the program counselors, with an additional 941 individuals who were not already receiving counseling or therapy accepting referrals to mental health providers. Conclusion: The unattended high distress levels throughout the healthcare training and workforce demonstrated the need for safe screening and referral, while the level of engagement and referrals generated by the ISP attested to its effectiveness. [ABSTRACT FROM AUTHOR]

This series of six articles is inspired by themes arising from the Royal College of Midwives' state of midwifery education report. The series explores the current landscape and challenges in educating the future midwifery workforce, particularly those that relate to the higher education workforce. This penultimate article examines the interplay between the practice and academic environments and the impact this has on both students and staff alike, particularly in the wake of changing standards for student supervision. The article explores whether the nature of being an educator in a health field such as midwifery is unique because of the need to support students through placement challenges when there are limitations on what higher education institutions can realistically influence. It also examines the 'extra' responsibilities put on midwifery education staff to support students by way of 'academic assessor' roles. [ABSTRACT FROM AUTHOR]

Background/Aims: To date, Solihull training for midwives in Northern Ireland has been facilitated as continuing professional development; however, incorporating Solihull Approach Antenatal Foundation Training in undergraduate midwifery education has been recommended. The aim of this pilot study was to evaluate the provision of this training for undergraduate midwifery students. Methods: This mixed-method evaluation study used pre- and post-test questionnaires with a purposive sample of 24 final year midwifery students. The data were analysed using descriptive statistics with thematic analysis of free text comments. Results: Four themes emerged: perceived benefits in clinical practice; increased knowledge and confidence; increased recognition of the public health role of the midwife; and integration and timing of the training. Conclusions: The innovative initiative was positively evaluated and considered an enhancement to current education provision. However, the initiative would have been welcomed earlier in the education programme. Implications for practice: Solihull Approach training will be provided at undergraduate level and introduced earlier in the programme, with the subsequent potential to incrementally build on this foundation and include further tiers of training. The impact of students' application of the Solihull Approach in clinical practice warrants further investigation. [ABSTRACT FROM AUTHOR]

AIM The aimof this study was to analyze nursing student level of knowledge and understanding of current experiences of Indigenous people within the Canadian health care system to identify curricular gaps that need to be addressed. BACKGROUND In response to the 2015 Truth and Reconciliation Commission of Canada, nursing schools have begun incorporating Indigenous health content into curricula. However, few studies about the implementation and effectiveness of this education exist. METHOD Students wrote a reflection and engaged with colleagues' reflections after watching a video from the Aboriginal Peoples Television Network. Fifteen reflections were selected using systematic, random sampling to undergo thematic analysis. RESULTS Two themes were identified: 1) students' understanding of barriers Indigenous populations face when accessing the health care system and 2) students' perceptions of strategies to ensure culturally safe care for Indigenous populations. CONCLUSION Analysis of students' learning through a reflection activity can improve the Indigenous health content curriculum. [ABSTRACT FROM AUTHOR]

AIM The aim of this systematic review was to evaluate the effectiveness of using objective structured clinical examinations (OSCEs) and standardized patient (SP) simulations in family nurse practitioner (FNP) education to increase students' knowledge and skill competency. BACKGROUND Many programs use OSCE and SP simulation, but there is limited empirical data demonstrating their effectiveness for Kirkpatrick's level of learning. METHODA systematic search of published and unpublished literature was conducted in seven databases/registries in February 2023. Quantitative, experimental studies and quasi-experimental studies with comparison and explicit FNP learner population were included. RESULTS Of 4,442 records, zero studies met the inclusion criteria. Some studies with eligible designs investigated different populations (e.g., acute care nurse practitioner, prelicensure students). CONCLUSION The absence of included studies in this systematic review upholds the established need for continued investigation and can be used to support funding opportunities addressing this critical gap in nursing education science. [ABSTRACT FROM AUTHOR]

Background: Peer assisted learning (PAL) has become increasingly popular in higher education, and a range of benefits have been reported for students. However, there is scant knowledge on PAL study groups in physiotherapy undergraduate training. Objectives: This study aimed to generate in-depth knowledge about the experiences of PAL study groups from the perspective of physiotherapy students. Methods: We conducted focus group interviews with 15 first-semester students who had attended PAL study groups, and 8 third-semester students who had been PAL leaders. The interviews were analyzed using an inductive, thematic analysis. Results: Four main themes were generated: 1) An overwhelming transition – Eased by PAL study groups; 2) The significant role model – Creating safe learning environments; 3) Building a bridge between theory and practice through scaffolding; and 4) Time to mature and filtered knowledge. Conclusion: Overall, we found that PAL study groups formed an important community of practice, and that the PAL leaders became important role models, providing academic, social, and emotional support. Students learning from students in PAL study groups seemed beneficial to bridge theory and practice. Our findings support the implementation of PAL study groups as a supplement to formal teaching and suggest that PAL aids students' transition to the university environment. [ABSTRACT FROM AUTHOR]

This study evaluated the effects of a comprehensive school-based sexuality education programme in enhancing sexual health knowledge and understanding among adolescents, parents and school personnel in six secondary schools in Hong Kong. Study outcomes were evaluated through pre- and post-tests. A total of 1588 students, 40 parents and 271 school personnel participated. Baseline student knowledge scores were highest among younger students, with significant improvements observed in both years for all grades except one. Baseline student attitude scores were ≥ 85% for younger students, with no significant improvement, while older students showed significant improvements. Parents scored below 40% correct at baseline for knowledge items, while self-efficacy items were generally higher. Baseline teacher knowledge scores were higher than parents, but self-efficacy scores were comparable or lower. Baseline guidance counsellors' surveys indicated low confidence levels and awareness of community resources to support students. This study identified a clear need for sexuality education in Hong Kong and a special focus on students in schools traditionally serving a high proportion of non-Chinese speaking students. The programme has significant potential for expansion in Hong Kong schools as well as for dissemination in Mainland China. [ABSTRACT FROM AUTHOR]

Despite the importance of sexual well-being in overall health, health providers do not communicate with their patients about sexual health sufficiently and highlight their discomfort with the topic as one key barrier. This study tested the effectiveness of a brief reflective sexual health workshop as an online intervention to increase comfort in sexual health communication. Participants were students enrolled on an undergraduate medical programme at a private university in Malaysia who were randomly allocated to a workshop that focused either on sexual health communication (intervention, n = 48) or on cultural competence in communication training (active control, n = 50). While the workshops varied in their focus, both followed identical structures and tasks. Multilevel modelling analyses revealed that both workshops increased subjective (self-reported) comfort and observed comfort through more direct verbal mentions of sex during history-taking. However, the sexual health workshop was more effective than the cultural competence workshop in reducing verbal avoidance behaviours and in promoting awareness of the value of effective communication about sex. Our Findings highlight the value of conducting brief reflective workshops that focus on comfort in communication to supplement other aspects of the medical school curriculum. [ABSTRACT FROM AUTHOR]

This study aimed to explore the preprofessional identity of undergraduate nutrition and dietetic students to guide curriculum development to better support the expectations of students and promote career readiness in a changing profession. Qualitative focus group discussions in March, 2021. An Australian university. First-year students enrolled in the Bachelor of Nutrition (n = 50) or Bachelor of Dietetics (n = 58) at the University of the Sunshine Coast. Student sociodemographics, motivations for and influences on career choice and preprofessional identity, expectations of professional competency and practice, degree, and career expectations. Descriptive statistics were conducted, and focus group discussions were analyzed using the Framework Approach. Motivations and skills were consistent across both cohorts, centering on an interest in nutrition and respectful, professional conduct and communication. Expectations were similar across both degrees, with a focus on placement, real-world learning experiences, and staff support. Career expectations for both cohorts included business ownership. This research provided an understanding of students' preprofessional identity, which was similar for both nutrition and dietetics students. Motivations identified in this research can be used to inform activities across nutrition and dietetic programs that support career readiness. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to gain a better understanding of nursing/midwifery students' perspectives on a pedagogy of caring and online learning during the COVID‐19 pandemic. In addition, it aimed to determine if the COVID‐19 pandemic impacted students' perceptions and experience of online learning and students' desire to enter the nursing/midwifery workforce. Design: Mixed methods. Methods: A multi‐centre cross‐sectional survey of Australian nursing and midwifery students was undertaken to explore students' experience of learning during the COVID‐19 pandemic. Results: There are several key findings from this study that may be relevant for the future delivery of undergraduate health education, students transitioning to practice and healthcare workforce retention. The study found that although students were somewhat satisfied with online learning during COVID‐19, students reported significant issues with knowledge/skill acquisition and barriers to the learning process. The students reported feeling less prepared for practice and identified how clinical staff were unable to provide additional guidance and support due to increased workloads and stress. The textual responses of participants highlighted that connection/disconnection, empathy and engagement/disengagement had an impact on learning during COVID‐19. Conclusion: Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. In addition, graduates entering the workforce felt less prepared for entry into practice due to changes in education delivery during COVID‐19 that they perceived impacted their level of clinical skills, confidence and ability to practice as new graduate nurses/midwives. Patient or Public Contribution: Not applicable. Impact: Attention must be given to the transition of new graduate nurses and midwives whose education was impacted by pandemic restrictions, to support their professional career development and to ensure retention of future healthcare workforce.Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. Educators should consider how connection and engagement can be actively embedded in the online learning environment. [ABSTRACT FROM AUTHOR]

Aim: To explore the feasibility of development and implementation of an educational intervention addressing sexual and gender minority healthcare issues; examine recruitment processes and instrument appropriateness. Design: Non‐randomized feasibility study. Methods: The educational intervention was developed and implemented in family nurse practitioner courses with data collection from August through December 2022. Clinical preparedness, attitudinal awareness and basic knowledge were measured using the lesbian, gay, bisexual and transgender Development of Clinical Skills Scale. Results: Development and implementation of the intervention was feasible but will require amendment before progressing to the pilot study. Clinical preparedness and basic knowledge increased post‐intervention, but attitudinal awareness did not improve. Recruitment did not achieve the desired sample size. Instrument internal consistency reliability was confirmed. Conclusion: Feasibility was established but will require amendment prior to the pilot study. Implications for the Profession and/or Patient Care: To prepare nurses and nurse practitioners to care for sexual and gender minority patients. Impact: This study addressed the feasibility of developing and implementing a sexual and gender minority healthcare education using an e‐Learning platform. Findings confirm that the intervention was feasible but will require amendment. The intervention increased knowledge and clinical preparedness in caring for this population, but recruitment was challenging. This research will impact nurses, nurse practitioners and nurse educators. Reporting Method: The authors adhered to the relevant EQUATOR guidelines. The Consolidated Standards of Reporting Trials guideline extension for reporting randomized and feasibility guidelines were used. Public Contribution: Sexual and gender minority community members contributed to the intervention development. What Does this Paper Contribute to the Wider Global Clinical Community?: The feasibility of using interactive e‐learning educational resources to provide sexual and gender minority healthcare curriculum.Evidence to support the use of the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale to measure learning outcomes. Trial Registration: This study was not prospectively registered because it was an educational intervention involving graduate student nurses and did not assess clinical outcomes of patients. [ABSTRACT FROM AUTHOR]

This pre-test post-test control group design sought to compare the effectiveness of delivering different types of information ([1] factual information vs. [2] factual information + descriptive and explanatory information vs. [3] factual information + descriptive, explanatory + directive information) in an animated video intervention in increasing university students' autism knowledge and openness toward peers on the autism spectrum. The sample consisted of 92 undergraduates (27 males, 65 females; age range = 18–36) from various universities in Singapore. Participants were randomly assigned to one of the three experimental conditions/videos, where they completed a measure of their autism knowledge and openness scale, before viewing a 5-minute long animated video containing different types of information about autism. After which, participants completed the measure of autism knowledge and openness scale again, followed by a measure of their empathy level. Results indicated that participants' autism knowledge improved following the viewing of the animated video. However, the three different videos containing different types of information did not differ in influencing participants' openness toward peers on the autism spectrum. Nevertheless, qualitative responses proposed that the video containing factual information, with descriptive, explanatory, and directive information was useful in helping participants to know how to interact with their peers on the autism spectrum. The findings of this study provide preliminary support for the most effective method to educate and raise awareness about autism, among the general student population in order to foster a supportive and inclusive environment. [ABSTRACT FROM AUTHOR]

Purpose: The recognition of adverse drug reactions (ADRs) is an important part of daily clinical work. However, medical education in this field is mostly drug-based and does not address adequately the complexity of this field regarding individual risk factors and polypharmacy. This study investigates the potential of the web-based serious game SeeMe (side-effect exposure—medical education) in pharmacological education of medical students to improve the recognition of relevant ADRs. Methods: One hundred fifty-seven medical students were recruited to evaluate the serious game SeeMe. SeeMe was developed to improve knowledge and recognition of ADRs in clinical practice. Players take on the role of a physician trying to understand fictional patients with ADRs. Before and after an 8-week playing period, an evaluation was carried out through a pre- and post-questionnaire and a pre- and post- knowledge test. Results: The students achieved significantly better results in the knowledge test, as almost twice as many exam-relevant questions were answered correctly (p < 0.001). The serious game had a positive effect on the students' perception of the importance of ADRs. Conclusion: This study demonstrates the potential of web- and case-based fictional serious games in medical education. The improved recognition of side effects represents a crucial step for education and training in clinical pharmacology. Future versions of the serious game may take this further and focus on training in the treatment of ADRs and their relevance in various healthcare professions. [ABSTRACT FROM AUTHOR]

This article describes course-based projects in a Masters of Social Work class designed to explore the importance of environmental issues on the interactions between humans and animals. Three service-learning projects were implemented within a community "EarthFest" event to promote increased awareness of sustainability and actions to protect the environment while enhancing both welfare of animals and health and human well-being. Therapy and robotic animals were integrated into the projects to provide direct, hands-on benefits and interaction for participants. These projects reinforced social work values of service and social justice while developing student's skills in creating and facilitating an animal-assisted activity focused on sustainability. [ABSTRACT FROM AUTHOR]

This study was planned to determine the relationship between the attitudes of nursing students towards death and dying patients and their empathic tendencies. This study was conducted with a descriptive and correlational design. The research was completed with 176 students. Positive significant relationship found between between the FATCOD and ETS scores. It was observed that a 1-point increase in the Empathic Tendency Scale score caused an increase of 0.502 points in the FATCOD score. İt is recommended providing training sessions with simulation applications for nursing students to prepare them for end-of-life care experiences. [ABSTRACT FROM AUTHOR]

The article presents a study which investigated whether a three-dimensional (3D)-printed bronchial tree model induced greater learning efficacy and student satisfaction than a traditional slide-based presentation among respiratory therapy students. Topics discussed include production of 3D-printed bronchial tree model, characteristics of participants and written examination scores, and limitations of the study.

BACKGROUND: Training in mechanical ventilation is a key goal in critical care fellowship education. Web-based simulators offer a cost-effective and readily available alternative to traditional on-site simulators. However, it is unclear how effective they are as teaching tools. In this study, we evaluated the test scores of fellows who underwent mechanical ventilation training by using a web-based simulator compared with fellows who used an on-site simulator during a mechanical ventilation course. METHODS: This was a nonrandomized controlled trial conducted as part of a mechanical ventilation course that involved 70 first-year critical care fellows. The course was identical except for the simulation technology used. One group of instructors used a traditional on-site simulator, the ASL 5000 Lung Solution (n = 39). The second group was instructed in using a web-based simulator, VentSim (n = 31). Each fellow completed a pre-course test and a post-course test by using a validated, case-based ventilator waveform examination that consisted of 5 questions with a total possible score of 100. The primary outcome was a comparison of the mean scores on the posttest between the 2 groups. The study was designed as a non-inferiority trial with a predetermined margin of 10 points. RESULTS: There was no significant difference in the mean ± SD pretest scores between the web-based and the on-site groups (21.1 ± 12.6 and 26.9 ± 13.6 respectively; P = .11). The mean ± SD posttest scores were 45.6 ± 25.0 for the web-based simulator and 43.4 ± 16.5 for on-site simulator (mean difference 2.2; one-sided 95% CI --7.0 to ∞; Pnon-inferiority = .02 [non-inferiority confirmed]). Changes in mean ± SD scores (posttest -- pretest) were 25.9 ± 20.9 for the web-based simulator and 16.5 ± 15.9 for the on-site simulator (mean difference 9.4, one-sided 95% CI 0.9 to ∞; Pnon-inferiority < .001 [non-inferiority confirmed]). CONCLUSIONS: In the education of first-year critical care fellows on mechanical ventilation waveform analysis, a web-based mechanical ventilation simulator was non-inferior to a traditional on-site mechanical ventilation simulator. [ABSTRACT FROM AUTHOR]

The article offers guidance for creating a benchmark for student achievement or performance in higher education institutions, particularly in a radiology technology program. It outlines the components of a Joint Review Committee on Education in Radiologic Technology (JRCERT) assessment pan. Factors considered when creating a benchmark include ability of students to meet a program's minimum level of achievement, positional competence, historical data trends and communities of interest.

Background: This study aimed to evaluate the effects of first principles of instruction on trauma management skills for undergraduate nursing students. Method: Two hundred twenty-four nursing students from Fujian Medical University were divided into control and experimental groups. Participants in the experimental group applied first principles of instruction and introduced design modifications to acquire trauma management skills. Results: Scores for trauma management skills were significantly higher in the experimental group than in the control group. In addition, 89% of students strongly agreed with using first principles of instruction and indicated satisfaction with the teaching mode. Conclusion: First principles of instruction enhance theoretical understanding of trauma management skills, with significant score differences between experimental and control groups. High student satisfaction underscores the effectiveness of this approach in creating a conducive learning environment. Integrating first principles of instruction holds promise for deeper comprehension and long-term educational success among nursing students. [J Nurs Educ. 2024;63(11):731–736.] [ABSTRACT FROM AUTHOR]

Objective: Wound care is an important component of nursing care, consuming a significant amount of working hours. Literature reports the existence of many barriers to evidence-based wound care and that nursing students have an increasing need for education in this field. While blended learning activities have shown some benefits in learning outcomes, dedicated wound care modules within baccalaureate nursing courses occur infrequently. The aim of this study was to facilitate an increase in confidence and knowledge of evidence-based wound care in third-year baccalaureate nursing students. Method: In this descriptive pre–post research design, a dedicated wound care module within a baccalaureate nursing course (using a constructivist learning approach) was offered to students in a university in Australia. Pre- and post-implementation surveys were completed (2018–2020). Due to a small number of matching participants, only descriptive statistics were calculated for all variables. Results: A total of 276 students were invited to respond to the survey and 41 responded initially, 35 responded post the wound care module, and 26 responded to the survey after six months. Positive outcomes were noted in increased levels of confidence in the student nurses' ability to assess, manage and prevent wounds; as well as to apply evidence-based practice and change management following the educational wound care module within the baccalaureate nursing course. Conclusion: Implementation of a dedicated wound care module within a baccalaureate nursing course in this sample of third-year students fostered a positive change in the knowledge of evidence-based wound management, assessment and prevention. Education of the next generation of registered nurses in this valuable area of practice is an important part of baccalaureate nursing education. [ABSTRACT FROM AUTHOR]

BACKGROUND: Chronic pain is the type of pain that healthcare professionals frequently encounter. Health care students' attitudes towards pain management are not sufficient and this negatively affects their chronic pain management. When students cannot manage the chronic pain they will experience professional burnout, depersonalization, and a decrease in compassion and empathy in patient care. Therefore, the first step in improving health care students' attitudes towards patients with chronic pain is to determine their attitudes. OBJECTIVE: This study aims to test the validity and reliability of the Scale for Healthcare Professionals' Attitudes towards Patients with Chronic Pain (HCPAPCP Scale) in healthcare students. METHOD: This quantitative study was conducted with 205 health care students in January-February 2022. Data were collected online with Personal Information Form and the HCPAPCP Scale. To determine the reliability of the scale, internal consistency and test-retest, and for construct validity, exploratory factor analysis and confirmatory factor analysis were performed. RESULTS: The results of the exploratory factor analysis showed that the two-factor scale consisting of 18 items, the factor structure, and the distribution of factors in items were the same as the findings of the original scale. The Cronbach's Alpha coefficient was 0.88 for the first factor and 0.74 for the second factor. Test-retest reliability was 0.60. In confirmatory factor analysis, the model had a good and acceptable fit. CONCLUSION: We found that the HCPAPCP Scale was valid and reliable in healthcare students. [ABSTRACT FROM AUTHOR]

Background: The opening up of the laws to medicinal cannabis in recent years is a key factor in the growth of this therapy, but there is little information about what nurses know and think about it. The present paper seeks to analyze the knowledge, opinions, and experiences of nurses and nursing students in Portugal regarding the use of cannabis and to understand gender differences. Methods: A self-completion questionnaire was drawn up and published online. It received face and content validity and was approved by the Ethics Committee. The instrument includes socio-demographic data, questions about knowledge, opinions, experiences, and training in cannabis. The data was collected and processed by applying descriptive and inferential statistics using the chi-square test and Fisher's exact test on the SPSS platform. Results: The majority of the 610 participants were women. The therapeutic benefits of medical cannabis were appreciated by 79,6% of nurses and 84,3% of students. When asked about the functions of the endocannabinoid system, 71,7% of nurses and 79,5% of students had never heard of it. There is a statistically significant gender difference concerning personal experience of cannabis use to treat symptoms or illnesses. Conclusions: As the levels of knowledge were low and a minority had education on medical cannabis, there is a need for further education of nurses and for this emerging area to be included in the curricula. [ABSTRACT FROM AUTHOR]

Background: In sub-Saharan African countries, including Ethiopia, the utilization of sexual and reproductive health information during adolescence is considered to be low. The aim of this study was to assess the level of sexual and reproductive health literacy among adolescents in Ethiopia as well as the factors associated with sexual and reproductive health literacy in this population. Methods: An institutional-based cross-sectional study design was employed. Systematic sampling methods were used to select 909 study participants. A validated scale was used, consisting of 31 questions with a 5-point Likert scale. A total score was computed, ranging from 31 (minimum score) to 155 (maximum score), which was finally categorized into limited and adequate sexual and reproductive health literacy. A multivariate linear regression model was fitted to determine the factors influencing adolescents' sexual and reproductive health literacy. Results: The percentage of adolescents with slightly adequate and excellent sexual and reproductive health literacy was 38.9% and 6.3%, respectively. On the other hand, 677 (74.5%) participants overall had limited sexual and reproductive literacy. Healthcare workers and reading books were the preferred sources of sexual and reproductive health information that were associated with higher sexual and reproductive health literacy by 6.42 (95% CI 1.62-11.22) and 6.57 (95% CI 1.62-11.22), respectively. Adolescents' ability to pay for their healthcare was associated with better sexual and reproductive health literacy by 13.76 times (95% CI 8.21-19.32). Conclusion: More than three-quarters of the adolescents had limited sexual and reproductive health literacy. Sources of sexual and reproductive health information, including healthcare workers, books, and the Internet, were significantly associated with adolescents' sexual and reproductive health literacy. Hence, primary stakeholders need to incorporate sexual and reproductive health into the curriculum at high schools. [ABSTRACT FROM AUTHOR]

Background: This study aimed to evaluate the knowledge, awareness, and practice of intraoral scanners (IOS) and the factors affecting their accuracy amongst dental interns and practitioners. Methods: This was an observational cross-sectional study in which data was collected from a representative population in Saudi Arabia, with the help of online questionnaires. The forms were distributed to 500 dental interns and practitioners and the questionnaire's validity and reliability were evaluated for vetting and remarks. The questionnaire consisted of three parts: the participants' demographic details, questions on the awareness and knowledge of participants regarding IOS, and the factors affecting the accuracy in clinical use of IOS. Questions were to be answered with 'yes', 'no' and 'I don't know'. Descriptive statistical analysis was performed using the control chart technique and the chi-squared test, with statistical significance set at p < 0.05. Results: Most of the participants (58%) knew about the IOS and its applications (47.5%), but the majority of the participants did not use IOS in their clinics (43.5%). The majority of males (57.39%) and females (50.86%) strongly agreed that cost was a barrier to purchasing an IOS. To better get more knowledge on IOS, the specialists 66 (16.5%) and interns 54 (13.5%) chose continuing dental education programs and workshops. There was a significant association (p < 0.05) of knowledge and awareness, perception, and factors affecting parameters with different categories and years of experience. Conclusion: Within the limitations of this study, most participants had a positive stance towards IOS but due to inadequate knowledge and understanding, its use and applications were minimal. IOS was well-received regardless of operator training and experience. There is a significant need to increase awareness of this concept, as it may increase treatment efficiency and effectiveness. [ABSTRACT FROM AUTHOR]

Background: Screen-based simulation is a cost-effective educational modality that allows nursing students to comfortably acquire new skills as they become accustomed to digital environments. The aim of this study is to evaluate the effectiveness of a screen-based simulation tool in enhancing knowledge and skills related to medication administration and dosage calculation in nursing students. Methods: This multicenter, single-blind, stratified, randomized controlled trial initially enrolled 480 nursing students. The 351 students eligibles were randomly allocated to two groups. Using a screen-based simulation tool (SIMDOSE®), the intervention group was trained in drug administration and dosage calculation through four perfusion clinical cases. The control group underwent the same training content using the paper-and-pencil method. knowledge and skills acquisition, Students' satisfaction, self-confidence and anxiety were analyzed using Jamovi software (version 2.3.18). Results: 4 out of 5 main variables examined were significantly different, specifically in dosage calculation, where the simulation group excelled both in the knowledge post-test (post – pre = 1.00 (20%); p = 0.004) and in the objective structured clinical examination (p = 0.013). The intervention group reported higher levels of satisfaction and self-confidence than the control group (p < 0.001). Their moderate anxiety levels didn't differ significantly (0.161). Conclusion: The SIMDOSE® platform can be used as a supplementary teaching method of dosage calculation for nursing students. Screen-based simulation has benefits that nurse educators should be aware of, such as being a key to more satisfied and confident students. Trial registration: This Moroccan clinical trial was prospectively registered (16/05/2023) in the Pan African Clinical Trial Registry (pactr.samrc.ac.za) with trial registration number PACTR202305505743210. [ABSTRACT FROM AUTHOR]

Background: Reproductive rights are an essential element of public health interventions to reduce adolescent and youth mortality and morbidity. A lack of knowledge about sexual and reproductive health is an important barrier that contributes to a variety of health and social issues. This study assessed the knowledge of reproductive rights among Oda Bultum University students, eastern Ethiopia. Methods: An institution-based cross-sectional study was carried out among 727 students from December 1 to 30, 2020. Participants were selected using a multistage sampling technique. Data were collected using a self-administered, pre-tested, and structured questionnaire. Data were entered into EpiData version 4.1 and analyzed using SPSS version 27. The study employed both bivariable and multivariable logistic regression analysis to determine the variables associated with knowledge regarding reproductive rights. The significance and degree of strength were declared at a p-value < 0.05 using an adjusted odds ratio with a 95% confidence interval. Results: The overall knowledge of reproductive rights among university students was 47.2% (95% CI: 43.3%, 50.9%). Male gender (AOR = 2.11, 95% CI: 1.50, 2.97), urban residence (AOR = 1.62, 95% CI: 1.16, 2.28), formal maternal education (AOR = 2.26, 95% CI: 1.62, 3.17), participation in a sexual and reproductive health club (AOR = 2.67, 95% CI: 1.74, 4.10), utilization of sexual and reproductive health services (AOR = 6.29, 95% CI: 4.22, 9.36), and discussion about sexual and reproductive health issues (AOR = 1.60, 95% CI: 1.11, 2.30) were the factors that improved the knowledge of reproductive rights Conclusions: Almost half of the university students know about reproductive rights. Various factors identified were associated with the knowledge of reproductive rights among university students, including gender, residence, parental education level, engagement in sexual and reproductive health clubs, utilization of sexual and reproductive health services, and discussions about sexual and reproductive issues. Healthcare professionals at all levels should concentrate on offering excellent services related to reproductive health and establishing programs for specific education and counseling on reproductive rights for all well-behaved students. [ABSTRACT FROM AUTHOR]

Introduction: Nursing education continues to evolve with the integration of innovative technologies aimed at enhancing student engagement and understanding of complex medical concepts. Gamification, the application of game elements in nongame contexts, emerges as a promising tool in nursing education. Method: Faculty members collaborated with instructional designers to develop, The Treasures of the Renal Isles, a gamified module for nursing education. Drawing upon their expertise, faculty provided content knowledge and identified key gaming elements, while designers crafted a virtual world and storyline to contextualize the learning experience. The module was implemented within the curriculum, and student feedback was solicited through the Gameful Experience Scale (GAMEX), a validated tool for assessing gamified learning experiences. Additionally, exam scores were analyzed to determine the gamified module's impact on learning outcomes. Results: Analysis of student responses to the GAMEX tool revealed favorable perceptions of the gamified renal module. Specifically, 77.3% of students believed that the module facilitated their understanding of renal content, indicating its efficacy in knowledge acquisition. Moreover, 71% of students expressed a desire for additional gamified modules, highlighting their engagement and interest in this instructional approach. However, despite positive feedback, no significant differences in test scores were observed postimplementation. Conclusion: The findings of this project highlight the potential of gamification as an interactive learning method in nursing education. While the gamified renal module received positive feedback from students regarding its effectiveness in facilitating understanding, the lack of significant improvement in test scores warrants further refinement. By incorporating student feedback and revising the module accordingly, nursing educators can utilize gamification to bridge the gap between theoretical knowledge and clinical judgment. The development of additional gamified modules holds promise for enriching the learning experience and preparing nursing students for the complexities of clinical practice. [ABSTRACT FROM AUTHOR]

Background: It is noteworthy that there is an increase in medical lawsuits filed against nurses in Turkey and in the rest of the world. The purpose of this article is to examine nurses' criminal liability and senior nursing students' awareness of these responsibilities. Methods: All senior students (n = 309) of the Faculty of Nursing who were studying in the 2020–2021 academic year of the university constituted the population of the research. The study was completed with 300 students who were studying between the dates of the research and who agreed to participate in the research. Data was collected online via Google Forms. The data obtained from the research was analyzed with the program SPSS 20. Numbers and percentages, averages, and chi-square tests were used to evaluate the data. Results: This article provides an overview of nurses' criminal liability and senior nursing students' awareness of these responsibilities. The article offers striking implications regarding the awareness of trainee nurses who have not yet started their careers regarding the criminal liability of nurses. Conclusion: The result of our research clearly revealed that the majority of senior nursing students have insufficient knowledge about professional criminal responsibilities, that they are not aware of their duties, powers, and criminal responsibilities as defined in legislation, and that they do not know the types of criminal responsibilities. [ABSTRACT FROM AUTHOR]

Food safety is a public health concern worldwide due to an increased morbidity and mortality risk associated with the outbreak of food-borne diseases. This study aimed to assess knowledge, attitude, and food safety practices (KAP) among university students in northern Tanzania. This is interesting because it allows data to be collected for creating awareness on safety, sanitation, and quality of food available within and outside the university environments.We conducted a cross-sectional study among 407 university students in Kilimanjaro region and all authors participated equally. Participants completed an online, self-administered questionnaire. Data was analyzed using SPSS version 25 and summarized using descriptive statistics. The Chi-squared test compared the proportion of KAP by participant characteristics and the multiple logistic regression model used to determine the associated factors. Participants had a mean age (standard deviation) of 23.2 (2.6) years, 51.4% were males, and 83% were < 25 years. The overall proportion of good knowledge, attitude, and food safety practices were 82.6, 78.4, and 31.9%, respectively. Higher odds of knowledge and attitude on food safety were students from KCMUCo (OR = 2.36; 95% CI 1.33–4.17) and (OR = 4.80; 95% CI 2.67–8.63). Also higher odds of food safety practice were students with good knowledge (OR = 1.80; 95% CI 1.03–3.13).Good food safety knowledge but not attitudes was associated with good food safety practices. This shows the need to introduce practical food safety within college environments to help students improve food hygiene and safety practices. [ABSTRACT FROM AUTHOR]

Background: Evidence-based medicine is defined as searching for medical information, reviewing and comparing it to each patient's situation, and then judging the optimal decision. We aimed to measure the psychometric properties of the Evidence-Based Performance Profile (EBP2) Questionnaire among the students of health-related fields at Shiraz University of Medical Sciences. Methods: This cross-sectional study was conducted in 2021. The EBP2 questionnaire, which includes 74 five-Likert-scale items, was translated into the Persian language using the forward-backward translation method. A panel of five experts approved the face, content, and structural validity of the questionnaire. The Cronbach's alpha and McDonald's Omega coefficients were utilized to assess the questionnaire's internal consistency. Furthermore, both confirmatory and exploratory factor analyses were used to assess the questionnaire's construct validity. SPSS software version 25 and LISREL software version 8.8 were used for statistical analysis. Results: Overall, 339 students participated in this study. The cultural adaptability, linguistic equivalence, and content validity of the Persian version of the EBP2 questionnaire were approved by a five-member team of medical experts. In addition, the results showed excellent internal consistency of the Persian version of the EBP2 questionnaire (Cronbach's alpha = 0.962, McDonald's Omega (ML) = 0.963). Moreover, all domains had acceptable reliability (> 0.7), except the Practice domain which had a marginally acceptable Cronbach's alpha coefficient equal to 0.686. Exploratory factor analysis discovered six domains for the questionnaire. Moreover, the confirmatory factor analysis demonstrated that all indices except the comparative fit index (CFI) and adjusted goodness of fit (AGFI) confirmed the validity of the EBP2 questionnaire. Conclusion: The study's findings indicate that the Persian translated of the EBP2 questionnaire exhibited satisfactory validity and reliability for assessing students' evidence-based performance in health-related fields. [ABSTRACT FROM AUTHOR]

Background: Bruxism is a recurrent parafunctional habit characterized by clenching or grinding teeth and/or jaw contractions. It is quite common among dental students and is associated with psychosocial factors such as stress and anxiety. This study aimed to compare bruxism awareness and self-assessment among clinical students with and without bruxism. Methods: This study included systemically healthy individuals aged 18 to 27 years. Intraoral and extraoral examinations were performed on 128 4th- and 5th-grade dental students with (64) and without bruxism (64), 4th and 5th-grade dental students at Bolu Abant İzzet Baysal University who met the inclusion criteria. The diagnosis of bruxism was based on the 2018 International Consensus and data collected through a validated 33-item questionnaire covering general information and bruxism awareness. The questionnaire included multiple-choice questions on bruxism types, risk factors, symptoms, and impact on periodontal tissues. Statistical analyses were performed via IBM SPSS Statistics, and p < 0.05 was considered statistically significant. Results: Clenching and teeth grinding during sleep, tooth wear, muscle fatigue, pain in the temples, jaw pain, joint trismus, neck pain, and jaw joint pain and clenching while awake were significantly different in bruxism patients (p < 0.05). There was no significant difference between the two groups in terms of bruxism type, symptoms, treatment methods, periodontal tissues, occlusal trauma, diagnostic methods, or the relationship between lifestyle and bruxism (p > 0.05). While 71.9% of those diagnosed with bruxism stated that they had bruxism, 68.8% of those who were not diagnosed stated that they did not have bruxism. Conclusion: Although dental students are aware of bruxism, their understanding of its multifactorial nature and treatment options needs improvement. Increasing this knowledge could reduce the prevalence of bruxism among dental students and improve patient care. Clinical trial registration: The clinical trial was retrospectively registered on ClinicalTrials.gov under the identifier NCT06583044, with a registration date of 03/09/2024. https://register.clinicaltrials.gov/prs/beta/studies/S000EUYA00000023/recordSummary. [ABSTRACT FROM AUTHOR]

Background: Burnout is a well-recognized problem among resident physicians. The COVID-19 pandemic impacted the dynamics of the patient/resident relationship and introduced new stressors for medical trainees, such as new restrictions in the hospital, increased patient death, and uncertainty around safety. There is limited research on the implementation of group therapy for residents to address issues of wellbeing and burnout during the pandemic. Method: In response to perceived burnout amongst internal medicine residents, a university-based internal medicine residency program in the Northeast United States implemented process groups, a form of group therapy, in the curriculum. These sessions were held hourly once every five weeks for each cohort of twelve residents during the academic year. We sought to measure resident burnout and identify themes that impacted wellbeing to facilitate the intervention of process groups during the pandemic. In 2021 and 2022, internal medicine residents were invited to complete the Maslach Burnout Inventory (MBI) and answer two open-ended questions about the factors that most negatively and positively influenced their wellness. Results: Of the 134 participants, 82% had high emotional exhaustion or depersonalization. The most prevalent themes hindering wellness were negative personal interactions at work, most notably rude behavior by patients, unsupportive attendings, residency program expectations, and work intensity. Findings unique to the pandemic include social isolation from family, distress from poor outcomes, and fear of contracting or spreading the virus. The most prevalent themes for supporting wellness were personal life, camaraderie, professional satisfaction, and program structured support. Conclusions: Our findings suggest that programs can tailor structured support to improve wellness, despite the presence of significant stressors. [ABSTRACT FROM AUTHOR]

Background: Experiential learning holds high potential for medical students' education in palliative care. At RWTH Aachen University in Germany, medical students can participate in the course "The Patient as Teacher" offering a one-to-one exchange with a terminally ill patient over a period of several weeks complemented with four supervision sessions and writing of a reflective essay. The course had run from 2005 to 2020 before it was paused due to the Covid-19 pandemic. This study aimed to assess the course's value as a palliative care teaching tool by investigating students' motivation and experiences over the years 2005–2020. Methods: A stratified sample of 24 essays was taken from all submitted essays (n = 78), eight essays from the years 2005–2009, 2010–2014, and 2015–2020. Subsequently, a thematic analysis of the selected essays was conducted. Results: The students felt motivated by the opportunity to gain more experience in palliative care, to improve their communication skills and to decrease insecurities in interaction with terminally ill patients. They learned about the patient's biography and medical history, and encountered physical, psychological, social, and spiritual dimensions of living with a life-limiting disease. Moreover, they experienced relationship building and communication with a terminally ill patient outside their role as future doctors. Ultimately, they considered their participation as a beneficial experience on both a personal and professional level. Conclusions: The course "The Patient as Teacher" presents a valuable tool for experiential learning in palliative care, which has elicited an unceasingly positive response among the students who participated over the years. It has facilitated medical students in overcoming insecurities in dealing with terminally ill patients and supported them in further developing their professional identity. [ABSTRACT FROM AUTHOR]

Background: The demand for nursing professionals with advanced education and specialized knowledge is growing, which encourages nursing undergraduates to pursue postgraduate studies. Therefore, an in-depth investigation into the barriers and facilitators affecting the motivation of nursing undergraduates to take postgraduate entrance exams was necessary. This may provide more targeted recommendations for the formulation of relevant policies and the provision of student support. The purpose of this study is to explore the barriers and facilitators affecting the motivation of nursing undergraduates for postgraduate entrance examination. Methods: Data for this study were collected from in-depth semi-structured interviews with 15 nursing undergraduates from Nantong University between October and December 2023. Thematic analysis was employed to analyze the data. Results: Four barriers were identified, including study pressure and internship fatigue, self-doubt and fear of failure, employment pressure, and lack of information and resources. Four facilitators were also identified, including the desire to upgrade academic qualifications and professional skills, career development and transition, escaping clinical work and delaying employment, as well as the power of role models, and social support. Conclusions: The findings may help nursing undergraduates navigate the path to postgraduate entrance exams more effectively and ultimately succeed in their studies and future careers. The study underscores the importance of addressing these barriers and leveraging these facilitators to support the holistic development of nursing students. [ABSTRACT FROM AUTHOR]

Background: Medical education related to bone fracture must address numerous challenges including complex anatomical characteristics, diverse injury mechanisms, fracture typing, and treatment modalities. Our newly developed 3D printed model comprises components that may be combined or split to simulate various anatomical features, fracture types, and treatment modalities. This study aims to analyze the teaching utility of the new 3D-printed model compared with the traditional solid model. Methods: This prospective study included 112 students randomly assigned to fracture-related education with a conventional model or the newly developed 3D-printed model. All students received 40 min of lecture, 20 min for femoral neck and 20 min for tibiofibular fractures, and a post-class quiz (10 min each) immediately followed. Scores on tests of fracture-related knowledge and user satisfaction were measured pre and post education for comparison. Results: The 3D printing group had an advantage in retention of anatomic knowledge, fracture typing and choice of treatment for the femoral neck fracture (P < 0.05). For the tibiofibular fracture the 3D printing group had an advantage in retention of anatomic knowledge and fracture complications (P < 0.05).Scores on the questionnaire survey also showed increased satisfaction in the 3D-printed model group(P < 0.05). Conclusions: The proposed 3D-printed model can enhance the teaching effect significantly and has potential for widespread use in medical student education. [ABSTRACT FROM AUTHOR]

In this editorial, Massimiliano Polastri discusses the potential of artificial intelligence in healthcare. [ABSTRACT FROM AUTHOR]

Corrections to readers' misconceptions should result in higher belief when information sources are of high credibility. However, evaluations of credibility may be malleable, and we do not yet fully understand how changes to a source's credibility influence readers' credibility evaluations and knowledge revision outcomes. Thus, in two experiments, we examined how updating a source's credibility (Experiment 1: initially neutral sources later updated to be high-, low-, or neutral-credibility sources; Experiment 2: initially high- or low-credibility sources later updated to be low- or high-credibility sources) influenced knowledge revision and source credibility evaluations after readers engaged with refutation and non-refutation texts. Results showed that readers revised their credibility judgments from neutral-, high-, and low-credibility initial evaluations, indicating that source judgments are malleable rather than fixed. In addition, refutations from sources that are later revealed to be of high credibility can facilitate revision of both knowledge and initial source credibility evaluations. [ABSTRACT FROM AUTHOR]