What is the learning effect of video review in postgraduate medical education: a systematic review.

Background: Video review is a feasible, commonly used learning tool, but current literature lacks a comprehensive review of its impact on learning in postgraduate medical education. This systematic review aims at examining the learning effect of video review of resident performance in clinical practice during postgraduate medical education.

Methods: A systematic literature search was conducted from May 2023 to July 2023 with an update on 12/12/2023.

The future of midwifery care and education in Belgium: A discussion paper.

Background: Advanced education of midwives acting during the first 1000 days in life is key in optimum care provision for intergenerational health and wellbeing.

Aim: This paper provides a comprehensive analysis of the current context of midwifery care and (inter)national trends in midwifery education. Gaps for optimizing midwifery education in Belgium are defined.

Exploring influencing factors to clinical leadership development: a qualitative study with healthcare professionals in Flemish nursing homes.

Background: Nursing homes face a critical need for competent healthcare professionals to deliver high-quality care. Focusing on clinical leadership is crucial for equipping healthcare professionals with the skills necessary to manage complex care needs, collaborate effectively within multidisciplinary teams, and improve care quality in nursing homes. Developing clinical leadership fosters professional growth and enhances healthcare professionals' ability to tackle the challenges unique to the nursing home environment.

The development of a research-based interprofessional communication behaviors repository in healthcare education: A systematic review.

Interprofessional communication is crucial for patient care, yet there is a dearth of comprehensive assessment tools essential to train and assess healthcare students. While the Interprofessional Educational Collaborative framework (IPEC) outlines eight sub-competencies, it lacks detailed behavioral indicators. This study aimed to create a repository of interprofessional communication behaviors to complement the IPEC sub-competencies.

Clinical leadership in nursing homes: A qualitative study of healthcare professionals' perspectives on concept and characteristics.

Aim(s): To conceptualise and identify characteristics of clinical leadership in the nursing home setting.

Design: A qualitative study using semi-structured focus group interviews and a thematic analysis.

Methods: Five semi-structured focus group interviews were conducted with 41 healthcare professionals from nursing and other healthcare disciplines working in nursing homes (such as nurse assistants, licensed practical nurses, registered nurses (RNs), occupational therapists, recreational therapists, psychologists and gerontologists).

The identification of requirements for competency development during work-integrated learning in healthcare education.

Background: Work-integrated learning (WIL) is widely accepted and necessary to attain the essential competencies healthcare students need at their future workplaces. Yet, competency-based education (CBE) remains complex. There often is a focus on daily practice during WIL.

Development of a competency framework for advanced practice nurses: A co-design process.

Aims: The aim of the study was to develop a comprehensive competency framework for advanced practice nurses in Belgium.

Design: A co-design development process was conducted.

Methods: This study consisted of two consecutive stages (November 2020-December 2021): (1) developing a competency framework for advanced practice nurses in Belgium by the research team, based on literature and (2) group discussions or interviews with and written feedback from key stakeholders.

Description of the methodology for developing and validating the WHO's family planning and comprehensive abortion care competencies for the primary health care workforce.

A qualified health workforce is essential to receiving effective, timely, affordable, equitable and respectful family planning and comprehensive abortion care. However, in many countries, health workers lack the competencies required to deliver quality family planning and comprehensive abortion care services. Competency-based education and learning aims to train and assess competencies.

A Qualitative Textual Analysis of Feedback Comments in ePortfolios: Quality and Alignment with the CanMEDS Roles.

Introduction: Competency-based education requires high-quality feedback to guide students' acquisition of competencies. Sound assessment and feedback systems, such as ePortfolios, are needed to facilitate seeking and giving feedback during clinical placements. However, it is unclear whether the written feedback comments in ePortfolios are of high quality and aligned with the current competency focus.

Automating the Identification of Feedback Quality Criteria and the CanMEDS Roles in Written Feedback Comments Using Natural Language Processing.

Introduction: Manually analysing the quality of large amounts of written feedback comments is time-consuming and demands extensive resources and human effort. Therefore, this study aimed to explore whether a state-of-the-art large language model (LLM) could be fine-tuned to identify the presence of four literature-derived feedback quality criteria ( and ) and the seven CanMEDS roles ( and ) in written feedback comments.

Methods: A set of 2,349 labelled feedback comments of five healthcare educational programs in Flanders (Belgium) (specialistic medicine, general practice, midwifery, speech therapy and occupational therapy) was split into 12,452 sentences to create two datasets for the machine learning analysis.

When theory beats practice: the implementation of competency-based education at healthcare workplaces : Focus group interviews with students, mentors, and educators of six healthcare disciplines.

Background: Work-integrated learning constitutes a large part of current healthcare education. During the last decades, a competency-based educational (CBE) approach has been introduced to reduce the theory-practice gap and to promote continuous competency development. Different frameworks and models have been developed to support CBE implementation in practice.

Fitness-for-purpose of the CanMEDS competencies for workplace-based assessment in General Practitioner's Training: a Delphi study.

Background: In view of the exponential use of the CanMEDS framework along with the lack of rigorous evidence about its applicability in workplace-based medical trainings, further exploring is necessary before accepting the framework as accurate and reliable competency outcomes for postgraduate medical trainings. Therefore, this study investigated whether the CanMEDS key competencies could be used, first, as outcome measures for assessing trainees' competence in the workplace, and second, as consistent outcome measures across different training settings and phases in a postgraduate General Practitioner's (GP) Training.

Methods: In a three-round web-based Delphi study, a panel of experts (n = 25-43) was asked to rate on a 5-point Likert scale whether the CanMEDS key competencies were feasible for workplace-based assessment, and whether they could be consistently assessed across different training settings and phases.

Training to Support ePortfolio Users During Clinical Placements: a Scoping Review.

Unlabelled: ePortfolios are frequently used to support students' competency development, and teachers' and clinical mentors' supervision during clinical placements. User training is considered a critical success factor for the implementation of these ePortfolios. However, there is ambiguity about the design and outcomes of ePortfolio user training.

The role of ePortfolios in supporting learning in eight healthcare disciplines: A scoping review.

Aim: This scoping review aims at providing a summary of available knowledge about the role of ePortfolios in scaffolding learning in eight healthcare disciplines to identify main concepts, best practices, and knowledge gaps.

Background: ePortfolios are well established in scaffolding learning in many healthcare disciplines. Yet, an overview of the ePortfolio literature in the context of healthcare education doesn't exist.

An online Delphi study to investigate the completeness of the CanMEDS Roles and the relevance, formulation, and measurability of their key competencies within eight healthcare disciplines in Flanders.

Background: Several competency frameworks are being developed to support competency-based education (CBE). In medical education, extensive literature exists about validated competency frameworks for example, the CanMEDS competency framework. In contrast, comparable literature is limited in nursing, midwifery, and allied health disciplines.

Development of an integrated competency framework for postgraduate paediatric training: a Delphi study.

Competency-based education (CBE) has transformed medical training during the last decades. In Flanders (Belgium), multiple competency frameworks are being used concurrently guiding paediatric postgraduate CBE. This study aimed to merge these frameworks into an integrated competency framework for postgraduate paediatric training.

Towards an integrated perinatal care pathway for vulnerable women: The development and validation of quality indicators.

Objective: Development and validation of a set of quality indicators for vulnerable women during the perinatal period.

Design: A three-phase method was used. Phase 1 consisted of a literature review to identify publications for the development of care domains and potential QIs, as well as a quality assessment by the research team.

Improving student midwives' workplace learning by moving from self- to co-regulated learning!

Background: Contemporary perspectives on regulated learning are moving beyond models, emphasising individual learning (self-regulated learning) to models that position social transactions at the core of learning (co-regulated learning). In discussing this paradigm shift, it is important to study self- and co-regulated learning in situational context but research in the context of midwifery education is scarce.

Objective: This study aimed to improve our understanding of regulating midwifery students' learning by exploring factors that promote or inhibit the capacity to independently self-regulate learning during internships.

Factors affecting quality of midwifery students learning in the workplace: Results of two ICM congress workshops.

At the 2014 and 2017 International Confederation of Midwives (ICM) conferences, members of the Practice Placements section of the Education Standing Committee (ESC) facilitated 'Education in Clinical Practice' workshops, attended by over 150 participants, reflecting low, middle and high income countries. The participants critically explored how workplace learning might be organised in pre-service midwifery curricula, ensuring achievement of clinical competencies recommended by the ICM and addressed the key issues encountered in providing quality of learning, assessment and supervision in workplace settings. This article discusses the key issues participants identified affecting student learning in the workplace.

A Delphi study to validate competency-based criteria to assess undergraduate midwifery students' competencies in the maternity ward.

Background: workplace learning plays a crucial role in midwifery education. Twelve midwifery schools in Flanders (Belgium) aimed to implement a standardised and evidence-based method to learn and assess competencies in practice. This study focuses on the validation of competency-based criteria to guide and assess undergraduate midwifery students' postnatal care competencies in the maternity ward.

Workplace learning in midwifery education in Flanders (Belgium).

Workplace learning plays a crucial role in midwifery education. Twelve midwifery schools in Flanders (Belgium) implemented a new competency framework and aimed at implementing a more standardized and evidence-based method to learn and assess competencies, as well as to guide continuous competency development in practice. This paper describes the introduction of 'Embo's continuous workplace learning model', a holistic and competency-based method that integrates all workplace learning components.

Continuing midwifery education beyond graduation: Student midwives' awareness of continuous professional development.

Unlabelled: Midwifery education plays an important role in educating graduates about engaging in continuous professional development (CPD) but there is a lack of empirical research analysing student midwives' awareness of CPD beyond graduation. We aimed to explore student midwives' awareness of the need to become lifelong learners and to map their knowledge of CPD activities available after graduation. Therefore, forty-seven reflective documents, written in the last week of student midwives' training programme, were analysed in a thematic way.

Predictors of late initiation for prenatal care in a metropolitan region in Belgium. A cohort study.

Objectives: Timely initiation of prenatal care (PNC) in the first pregnancy trimester allows prevention, identification and treatment of risk factors. However, not all women initiate PNC timely, especially women in a deprived situation. The aim of this study was to measure the prevalence of late initiation, defined as initiation after 14 weeks of gestational age.