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.

Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission.

Teachers have different perceptions of how to enhance student learning. Whereas some take a teacher-centred perspective, others lean more towards a student-centred approach. Many studies in higher education have invoked Korthagen's onion model (2014) to explain how teachers' perspectives can impact their teaching practices.

The imperative for (and opportunities of) research on adaptive expertise in health professions education.

In this editorial, three Advances in Health Sciences Education editors argue for the importance and impact of adaptive expertise on the future of health professions education and work. They present a sample of the broad range of theory-informed research currently contributing to understanding and applying adaptive expertise in health professions education. They reflect on the unique opportunities that interdisciplinarity offers this endeavour.

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.

Creativity: A viable and valuable competency in medicine? A qualitative exploratory study.

Purpose: To explore and describe medical students, postgraduate medical trainees, and medical specialists' perceptions of creativity, the importance they attach to creativity in contemporary healthcare, and, by extension, how they feel creativity can be taught in medical education.

Methods: The authors conducted seven semi-structured focus groups with medical students ( = 10), postgraduate medical trainees ( = 11) and medical specialists ( = 13).

Results: Participants had a trifurcated perception of creativity, which they described as a form of art that involves thinking and action processes.

Continuous enhancement of educational quality - fostering a quality culture: AMEE Guide No. 147.

Internal quality assurance (IQA) is one of the core support systems on which schools in the health professions rely to ensure the quality of their educational processes. Through IQA they demonstrate being in control of their educational quality to accrediting bodies and continuously improve and enhance their educational programmes. Although its need is acknowledged by all stakeholders, creating a system of quality assurance has often led to establishing a 'tick-box' exercise overly focusing on quality control while neglecting quality improvement and enhancement.

Design and evaluation of a team-based interprofessional practice placement: A design-based research approach.

Introduction: Team-based Interprofessional Practice Placements (TIPPs) are innovative training practices. Evidence to substantiate the design of TIPPs is limited. This study explores the design and evaluation of TIPPs to support undergraduate students in gaining a better understanding of the complexity of patient problems in primary care settings and of collaboration within interprofessional teams.

Creation and evaluation of a novel, interdisciplinary debriefing program using a design-based research approach.

Background: The emergency department (ED) witnesses the close functioning of an interdisciplinary team in an unpredictable environment. High-stress situations can impact well-being and clinical practice both individually and as a team. Debriefing provides an opportunity for learning, validation, and conversation among individuals who may not typically discuss clinical experiences together.

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.

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.

Applying Landscapes of Practice Principles to the Design of Interprofessional Education.

Issue: Although interprofessional education (IPE) is acknowledged as a way to prepare health professions students for future interprofessional collaboration (IPC), there is a need to better ground IPE-design in learning theory. Landscapes of practice and its concepts of knowledgeability and identification are suggested as a framework that may help optimize IPE. This Observation paper provides an explanation of how these concepts might be used in IPE-design.

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.

Collaborative learning: Elements encouraging and hindering deep approach to learning and use of elaboration strategies.

Aim: The purpose of this research was to investigate students' approaches to learning and use of cognitive strategies in a collaborative learning environment with team-based learning.

Method: In a mixed-methods study, 263 medical students from 6 different semesters answered the R-SPQ-2F Questionnaire and MSLQ's items that measure elaboration and rehearsal strategies. ANOVA was used to compare differences between semesters, and Pearson's correlation to investigate how approaches to learning, cognitive strategies, and academic achievement correlate.

Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement: a grounded theory study.

Background: Research is of great value to make advancements within the medical field and, ultimately, offer the best possible patient care. Physician-scientists are key in contributing to the development of medicine, as they can bridge the gap between research and practice. However, medicine currently faces a physician-scientist shortage.

Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education.

Purpose: This study sought to identify key features of an organizational quality culture and explore how these features contribute to continuous quality improvement of undergraduate medical education.

Method: Between July and December 2018, researchers from Maastricht University in the Netherlands conducted a multicenter focus group study among 6 education quality advisory committees. Participants were 22 faculty and 18 student representatives affiliated with 6 medical schools in the Netherlands.

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.

Mind the gap: Teachers' conceptions of student-staff partnership and its potential to enhance educational quality.

Student-staff partnerships as a concept to improve medical education have received a growing amount of attention. Such partnerships are collaborations in which students and teachers seek to improve education by each adding their unique contribution to decision-making and implementation processes. Although previous research has demonstrated that students are favourable to this concept, teachers remain hesitant.

A review to identify key perspectives in PBL meta-analyses and reviews: trends, gaps and future research directions.

In the past 50 years, the original McMaster PBL model has been implemented, experimented, revised, and modified, and is still evolving. Yet, the development of PBL is not a series of success stories, but rather a journey of experiments, failures and lessons learned. In this paper, we analyzed the meta-analyses and systematic reviews on PBL from 1992 to present as they provide a focused lens on the PBL research in the past 5 decades.

How theory and design-based research can mature PBL practice and research.

Many educational institutions in higher education switched to problem-based learning (PBL) in the last 5 decades. Despite its' successful implementation worldwide, many institutions still encounter problems in their daily teaching practices that limit deep learning in students. This raises the question: How else can we look at PBL practice and research? The main argument of this reflective paper is to better align PBL practice with the theories or principles of contextual, constructive, self-directed and collaborative learning.

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.

Assessors' interpretations of narrative data on communication skills in a summative OSCE.

Objectives: Increasingly, narrative assessment data are used to substantiate and enhance the robustness of assessor judgements. However, the interpretation of written assessment comments is inherently complex and relies on human (expert) judgements. The purpose of this study was to explore how expert assessors process and construe or bring meaning to narrative data when interpreting narrative assessment comments written by others in the setting of standardised performance assessment.

Social Interactions of Clerks: The Role of Engagement, Imagination, and Alignment as Sources for Professional Identity Formation.

Purpose: Participating in clinical practice shapes students' identities, but it is unclear how students build meaningful relationships while "dipping into" various social contexts. This study explored with whom students interacted, which social relationships they built, and how these relationships contributed to the formation of a professional identity.

Method: In this longitudinal study at University Medical Center Groningen, University of Groningen, the Netherlands, 9 undergraduate medical students recorded experiences of thinking about themselves as future professionals (September 2015 to March 2017).

Exploring the effect of PAs on physician trainee learning: An interview study.

Background: Physician assistants (PAs) often have been embedded in academic medical centers to help ensure an adequate patient care workforce while supporting compliance with work-hour restrictions for residents and fellows (also called trainees). Limited studies have explored the effect of PAs on trainee learning. This qualitative study explored, from the perspective of physician faculty and PAs, how PAs working in the clinical learning environment can enhance or hinder trainee learning.