Supportive care in transplantation: A patient-centered care model to better support kidney transplant candidates and recipients.

Kidney transplantation (KT), although the best treatment option for eligible patients, entails maintaining and adhering to a life-long treatment regimen of medications, lifestyle changes, self-care, and appointments. Many patients experience uncertain outcome trajectories increasing their vulnerability and symptom burden and generating complex care needs. Even when transplants are successful, for some patients the adjustment to life post-transplant can be challenging and psychological difficulties, economic challenges and social isolation have been reported.

PEARLS debriefing for social justice and equity: integrating health advocacy in simulation-based education.

Addressing health inequities in health professions education is essential for preparing healthcare workers to meet the demands of diverse communities. While simulation has become a widely recognized and effective method for providing safe and authentic clinical learning experiences, there has been limited attention towards the power of simulation in preparing health practitioners to work with groups who experience health disparities due to systems of inequality. Balancing technical proficiency with educational approaches that foster critical reflection and inform action oriented towards social accountability is essential.

Virtual reality simulation for facilitating critical reflection and transformative learning: pedagogical, practical, and ethical considerations.

There is growing recognition that preparing health professionals to work with complex social issues in the delivery of healthcare requires distinct theoretical and pedagogical approaches. Recent literature highlights the significance of employing simulated environments which aim to immerse learners in the experiences of diverse populations and bridge the gap between academic learning and lived realities across a diverse society. Virtual Reality (VR) is gaining traction as a promising pedagogical approach in this context.

Losing Much More Than a Transplant: A Qualitative Study of Kidney Transplant Recipients' Experiences of Graft Failure.

Introduction: Kidney transplant recipients with graft failure are a growing cohort of patients who experience high morbidity and mortality. Limited evidence guides their care delivery and patient perspective to improve care processes is lacking. We conducted an in-depth exploration of how individuals experience graft failure, and the specific research question was: "What impact does the loss of an allograft have on their lives?"

Methods: We adopted an interpretive descriptive methodological design.

"I seemed calmer, clearer, and better able to react to challenging situations": phenomenological reflections on learning about mindfulness in health professions education.

It is widely acknowledged that healthcare practitioner well-being is under threat, as many factors like excessive workloads, perceived lack of organizational support, the rapid introduction of new technologies, repercussions of the COVID-19 pandemic, and other factors have transformed the health care workplace. Distress, anxiety and burnout are on the rise, and are particularly concerning for health professions' students who must navigate challenging academic and clinical demands, in addition to personal responsibilities. While not a panacea for the systemic issues at play, 'mindfulness practices' have shown some promise in supporting students to navigate stressful environments.

Towards anti-racist futures: a scoping review exploring educational interventions that address systemic racism in post graduate medical education.

Since 2020, brought to the forefront by movements such as Black Lives Matter and Idle No More, it has been widely acknowledged that systemic racism contributes to racially differentiated health outcomes. Health professional educators have been called to address such disparities within healthcare, policy, and practice. To tackle structural racism within healthcare, one avenue that has emerged is the creation of medical education interventions within postgraduate residency medical programming.

Discovering clinical phronesis.

Phronesis is often described as a 'practical wisdom' adapted to the matters of everyday human life. Phronesis enables one to judge what is at stake in a situation and what means are required to bring about a good outcome. In medicine, phronesis tends to be called upon to deal with ethical issues and to offer a critique of clinical practice as a straightforward instrumental application of scientific knowledge.

Transforming self-experienced vulnerability into professional strength: a dialogical narrative analysis of medical students' reflective writing.

Medical students' efforts to learn person-centered thinking and behavior can fall short due to the dissonance between person-centered clinical ideals and the prevailing epistemological stereotypes of medicine, where physicians' life events, relations, and emotions seem irrelevant to their professional competence. This paper explores how reflecting on personal life experiences and considering the relevance for one's future professional practice can inform first-year medical students' initial explorations of professional identities. In this narrative inquiry, we undertook a dialogical narrative analysis of 68 essays in which first-year medical students reflected on how personal experiences from before medical school may influence them as future doctors.

From reflection to phronesis in 'good' physiotherapy practice.

Background: Reflection is promoted in health professional education as a way to learn in and on practice. 'Being reflective' is considered important to 'good' and 'expert' physiotherapy practice, yet there is limited research on reflective practices of experienced physiotherapists. For Aristotle, a good person reasons and acts in ways to promote human flourishing.

Creating synergies among education/research, practice, and policy environments to build capacity for the scholar role in occupational therapy and physiotherapy in the Canadian context.

Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors-education/research, practice, and policy/regulation-that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors.

Mindfulness and therapeutic relationships: A phenomenological inquiry into paediatric occupational therapists' practices.

Background: A growing body of literature points to the potential of mindfulness to support therapeutic relationships, and the importance of the therapeutic relationship when working with children and youth, yet little attention has been paid to this topic in occupational therapy.

Aims/objectives: The aim of this study was to inquire into occupational therapists' experiences of mindfulness in the therapeutic relationship with children and youth.

Materials And Methods: Hermeneutic phenomenology was the methodological approach, with Heidegger's concepts of being-with and care as theoretical underpinnings of the study.

Two Puzzles, a Tour Guide, and a Teacher: The First Cohorts' Lived Experience of Participating in the MClSc Interprofessional Pain Management Program.

(1) Background: The Master of Clinical Science program (MClSc) in Advanced Healthcare Practice at (University) introduced a new "Interprofessional Pain Management" (IPM) field in September 2019. The purpose of this study is to inquire into the following research question: What are MClSc Interprofessional Pain Management students' lived experiences of participating in pain management education? (2) This study followed an interpretivist research design. The text that was considered central to descriptions of the lived experience of participating in the IPM program was highlighted and organized into a spreadsheet and then sorted into themes.

Mindfulness in paediatric occupational therapy practice: a phenomenological inquiry.

Purpose: While research into mindfulness practices is on the rise across populations, there is evidence to suggest that clinical practice has outpaced the literature with regard to mindfulness in pediatric rehabilitation. The aim of this study was to explore the perceptions of occupational therapists who opt to incorporate mindfulness into their clinical practices with children and youth.

Methods: Hermeneutic phenomenology was the methodology of the study.

Phronesis in Veterinary Medicine: Navigating the Complexity of Practice with Wisdom.

With the knowledge explosion currently occurring in veterinary medicine, it is difficult to impart to our learners all the actions that be done, let alone teach them how to determine what be done. Ethics curricula can provide an essential part of this answer but leave it incomplete. This can result in the disengagement of veterinary learners from the situational understanding that leads to the most appropriate actions.

"Passion to do the right thing": searching for the 'good' in physiotherapist practice.

Background: Practitioners' perspectives of what constitutes a 'good' physiotherapist have not been explicitly examined despite their potential implications for the future practice of physiotherapy. Physiotherapists' perceptions may inform professional priorities including education curricula, professional practices, competency profiles, and patient interactions.

Purpose: The purpose of this research was to examine physiotherapists' perceptions of what constitutes a 'good' physiotherapist.

"Come and share your story and make everyone cry": complicating service user educator storytelling in mental health professional education.

It has become relatively common practice within health professional education to invite people who have used mental health and social care services (or service user educators) to share their stories with health professional learners and students. This paper reports on findings from a postcritical ethnographic study of the practice of service user involvement (SUI), in which we reflexively inquired into conceptualizations of service user educators' knowledge contributions to health professional education in the accounts of both service user- and health professional educators. This research was conducted in response to recent calls for greater scrutiny surrounding the risks, challenges, and complexities inherent in involving service users in health professional education spaces.

Beyond the Corporatization of Death Systems: Towards Green Death Practices.

One less explored area of research concerns the response to the ecological crisis through environmentally sustainable death practices, which we broadly define in this paper as 'green death practices'. In this paper, interdisciplinary research and scholarship are utilized to critically analyze death practices, and to demonstrate how contemporary Westernized death practices such as embalming, traditional burial, and cremation can have harmful environmental and public health implications. This paper also investigates the multi-billion-dollar funeral industry, and how death systems which place economic growth over human wellbeing can be socially exploitative, oppressive, and marginalizing towards recently bereaved persons and the environment.

"Maybe I would've been more comfortable in my Ignorance?": Exploring future physical therapist's lived experience of an elective pain science course.

Introduction: Through the Master of Physical Therapy program at a Canadian University, Understanding Pain in Rehabilitation (PT9551b) has been an elective option for physical therapy students with the final submission based on a reflective diary. The primary intention of the course is to introduce a critical social science perspective of pain and pain management. A secondary intention is to facilitate student reflection on how they see themselves as 'providers of pain management' or 'providers of physical therapy for people in pain' although at this point, the students' experiences of learning in this way has not been rigorously explored.

The 'responsive' practitioner: physiotherapists' reflections on the 'good' in physiotherapy practice.

Background: Being 'responsive' is named as an element of ethic of care theories, yet how it is enacted is not clearly described in health professional practice. Being 'responsive' is implied within patient-centered approaches and promoted as important to health care practices, including physiotherapy. However, ways of being a responsive practitioner have not been explicitly examined.

Clinical Reasoning in Occupational Therapy Practice: A Scoping Review of Qualitative and Conceptual Peer-Reviewed Literature.

Importance: The occupational therapy clinical reasoning literature includes a large proportion of peer-reviewed qualitative and conceptual articles. Although these articles can contribute to the understanding of how clinical reasoning has been conceptualized in occupational therapy, they have not yet received in-depth analytic attention. To address this gap, we conducted a scoping review.

An integrative review of the qualities of a 'good' physiotherapist.

Introduction: Qualities of a physiotherapist may influence the therapeutic alliance and physiotherapy outcomes. Understanding what qualities constitute a 'good' physiotherapist has yet to be systematically reviewed notwithstanding potentially profound implications for the future practice of physiotherapy.

Purpose: The primary purpose of this review was to critically examine how physiotherapists and their patients describe the qualities of a 'good' musculoskeletal physiotherapist as depicted in peer-reviewed literature.

"We know what they're struggling with": student peer mentors' embodied perceptions of teaching in a health professional education mentorship program.

This paper reports on a study of student peer mentorship in the context of nursing education in a higher education program in Canada. The study used an embodied hermeneutic phenomenological methodology to investigate student peer mentors' perceptions of teaching during peer mentorship. The data were collected over one calendar year (2019) and involved analysis of 10 participants' interview data and their 'body maps,' produced in response to guided questions.

Ethical Tensions in Occupational Therapy Practice: Conflicts and Competing Allegiances.

Background.: Ethical tensions inevitably arise in practice in light of diverse agendas embedded in practice contexts. Such tensions can contribute to moral distress and lead to professional burnout and attrition.