Unravelling Education Needs for Clinical Practice Guideline Development: A Survey Performed in the Netherlands.

Objective: The development of clinical practice guidelines (CPG) has evolved into a rigorous and complex process. There is a need for training of CPG developers including methodologists, panel members and patient representatives. This study explored the educational needs and experiences of CPG developers, with specific attention to the patient perspective and economic considerations.

Challenges and Stimulating Factors for the Incorporation of Economic Considerations in Clinical Practice Guidelines: A Scoping Review.

Rationale, Aims And Objectives: The incorporation of economic considerations in clinical practice guidelines (CPGs) could help promote cost-conscious decision-making in healthcare. Though healthcare expenditures increase, and resources are becoming scarcer, the extent to which economic considerations are incorporated into CPGs remains limited. This scoping review aims to identify the challenges and potential stimulating factors to incorporate economic considerations in CPGs.

International Delphi study on developing entrustable professional activities (EPAs) for master's learners in health professions education.

Background: Competencies-based education has gained global recognition, emphasizing the need for educators to align educational outcomes with healthcare system requirements. However, limited literature exists on competency frameworks and Entrustable Professional Activities (EPAs) specific to health professions educationists, hindering the development of tailored Master's programs.

Aim: This study aimed to develop a competency framework outlining the roles and functions for Master's learners in Health Professions Education (MHPE) and identify the key EPAs that form the foundation of a task-based MHPE curriculum, along with the expected levels of entrustment.

How do mandatory emergency medicine rotations contribute to the junior residents' professional identity formation: a qualitative study.

Background: This study aims to investigate the impact of short-term mandatory emergency medicine rotations on professional identity formation of Japanese junior residents. Using situated learning theory as a theoretical framework, we explore how this rotation, which is part of a two-year Junior residency in the transition period from students to qualified physicians.

Methods: We conducted a qualitative study conducting semi-structured face-to-face interviews with Year 1 postgraduate residents in the 2020-2021 classes of the junior residency program in Okinawa Chubu Hospital, Japan (n = 10).

Qualitative expert evaluation of an educational intervention outline aimed at developing a shared understanding of cross-border healthcare.

Objectives: Although cross-border healthcare benefits many patients and healthcare professionals, it also poses challenges. To develop a shared understanding of these opportunities and challenges among healthcare professionals, we designed an educational intervention outline and invited experts in healthcare and education to evaluate it. The proposed intervention was based on theoretical principles of authentic, team, and reflective learning.

Observation of behavioural skills by medical simulation facilitators: a cross-sectional analysis of self-reported importance, difficulties, observation strategies and expertise development.

Background: The association between team performance and patient care was an immense boost for team-based education in health care. Behavioural skills are an important focus in these sessions, often provided via a mannikin-based immersive simulation experience in a (near) authentic setting. Observation of these skills by the facilitator(s) is paramount for facilitated feedback with the team.

Assessing predictors of students' academic performance in Ethiopian new medical schools: a concurrent mixed-method study.

Background: Since 2012 the Ethiopian Federal Ministry of Health and Education implemented a new medical curriculum in 13 institutions. The new curriculum introduced some questions on its admission policy: students can join with different educational backgrounds. Students' performance on qualifying exams and grade point average are lower than desired.

Task-based training to prevent surgical site infection: A formative evaluation.

Background: Lack of evidence-based training constitutes a serious impediment to preventing surgical site infections in low-middle income countries (LMIC). The purpose of this study was to design and implement an infection prevention training programme and investigate how it might work in an LMIC. Intended for healthcare professionals working in operating rooms, the programme was based on current instructional design principles of interprofessional, task-based learning.

International trainer perceptions of simulation-based learning: a qualitative study.

Objectives:  This study examined trainer perceptions of simulation-based learning for Continuing Professional Development in international settings.

Methods: A qualitative research methodology was used to gain insight into trainer perceptions. Seventeen international physician trainers involved in simulation training in cardiovascular catheterization and intervention were interviewed.

The impact of interprofessional task-based training on the prevention of surgical site infection in a low-income country.

Background: Training is considered instrumental in reducing surgical site infection. We developed training based on authentic tasks, interprofessional learning, and reflective learning for implementation in a low-income country where such training opportunities are rare. This study evaluated the results of training in terms of participants' acceptance, participants' knowledge acquisition, and their self-perceived behavior change.

Spiritual dimension in palliative medicine: a qualitative study of learning tasks: medical students, teachers, educationalists.

Background: Palliative care is gaining importance within the physician's range of duties. In the undergraduate medical curriculum, education on the four dimensions of care is insufficient. The spiritual dimension is hardly addressed.

Design and evaluation of a learning assignment in the undergraduate medical curricula on the four dimensions of care: a mixed method study.

Background: Chronic and palliative care are rapidly gaining importance within the physician's range of duties. In this context, it is important to address the four dimensions of care: physical, psychological, social, and spiritual. Medical students, however, feel inadequately equipped to discuss these dimensions with the patient.

Health Care Needs of Deaf Signers: The Case for Culturally Competent Health Care Providers.

There is a need for culturally competent health care providers (HCPs) to provide care to deaf signers, who are members of a linguistic and cultural minority group. Many deaf signers have lower health literacy levels due to deprivation of incidental learning opportunities and inaccessibility of health-related materials, increasing their risk for poorer health outcomes. Communication barriers arise because HCPs are ill-prepared to serve this population, with deaf signers reporting poor-quality interactions.

Out of sight, out of mind? A qualitative study of patients' perspectives on cross-border healthcare in a European border region.

Objective: To improve our understanding of patients' needs in cross-border healthcare, with a specific focus on handover.

Methods: In this qualitative study, we conducted narrative interviews with 8 patients who had experienced cross-border healthcare, including handover. Based on an inductive analysis, we crafted stories representing participants' perspectives.

Optimizing collaborative learning in online courses.

Currently, higher education institutes are urged to adapt their education programmes rapidly to online courses. This toolbox article provides recommendations for optimising collaborative learning in online courses from the perspective of course design, and the roles of teachers and students, all illustrated in our example. With regards to course design, it is recommended to construct learning tasks for which students need to collaborate to reach a shared goal, use collaboration scripts to structure activities and communication, manage expectations about collaboration, provide room for discussion about the team process, facilitate autonomy and use existing communication tools.

A National, Palliative Care Competency Framework for Undergraduate Medical Curricula.

As nearly all doctors deal with patients requiring palliative care, it is imperative that palliative care education starts early. This study aimed to validate a national, palliative care competency framework for undergraduate medical curricula. We conducted a Delphi study with five groups of stakeholders (palliative care experts, physicians, nurses, curriculum coordinators, and junior doctors), inviting them to rate a competency list.

Going the extra mile - cross-border patient handover in a European border region: qualitative study of healthcare professionals' perspectives.

Background: Cross-border healthcare is complex, increasingly frequent and causes potential risks for patient safety. In this context, cross-border handovers or the transfer of patients from one country to another deserves particular attention. Although general handover has been the topic of extensive research, little is known about the challenges of handover across national borders, especially as perceived by stakeholders.

Palliative care education in the undergraduate medical curricula: students' views on the importance of, their confidence in, and knowledge of palliative care.

Background: The need for palliative care is increasing. Since almost every junior doctor will come across palliative care patients, it is important to include palliative care in the undergraduate curriculum. The objective of this research is to gather undergraduate students' views on palliative care in terms of its importance, their confidence in and knowledge of the domain.

Faculty Use of Active Learning in Postgraduate Nephrology Education: A Mixed-Methods Study.

Background: Active learning is an effective instructional tool in medical education. However, its integration by nephrology faculty remains limited despite residents' declining interest in nephrology.

Study Design: A sequential explanatory mixed-methods study design was used to explore nephrology faculty understanding of difficult teaching topics and active learning integration using the theory of planned behavior as theoretical framework.

Focused echocardiography: Dyad versus individual training in an authentic clinical context.

Purpose: Echocardiography is increasingly being taught to intensive care unit residents. Current training methods require teachers to closely supervise trainees individually, and are time-intensive. To reduce the time burden, dyad training (training in pairs) under simulation conditions has been shown to be non-inferior to individual training.

Serious games as an educational strategy for management and leadership development in postgraduate medical education - an exploratory inquiry.

Background: Previous research has shown that medical residents are in need of additional training in management and leadership skills. One of the possible ways of teaching this competency is the use of a serious game. This study explores residents' views of the potential use of a serious game to teach a module on negotiation in practice management and leadership curriculum.

Factors hindering the implementation of surgical site infection control guidelines in the operating rooms of low-income countries: a mixed-method study.

The study aims to find the factors hindering the implementation of surgical site infection control guidelines in the operating rooms of low-income countries. The design of the study is a mixed-method sequential explanatory study. The setting is Shifa International Hospital and Pakistan Institute of Medical Sciences, Islamabad, Pakistan.

Medical Education to Enhance Critical Consciousness: Facilitators' Experiences.

Purpose: To analyze educators' experiences of facilitating cultural discussions in two global health professions education programs and what these experiences had taught them about critical consciousness.

Method: A multicultural research team conducted in-depth interviews with 16 faculty who had extensive experience facilitating cultural discussions. They analyzed transcripts of the interviews thematically, drawing sensitizing insights from Gramsci's theory of cultural hegemony.

Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue.

Background: We live in an age when education is being internationalized. This can confront students with 'cultural hegemony' that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is 'critical consciousness'.