An Innovative Course on Involving Patients in Health Professions Education.

Background & Need For Innovation: Patients can be actively involved in various aspects of health professions education (HPE). However, learners in HPE graduate programs have minimal opportunities to learn how to involve patients in HPE.

Steps Taken For Development And Implementation Of Innovation: We designed, implemented, and evaluated a 12-week asynchronous, online graduate course that provides learners such opportunities.

Extending social accountability mandates to biomedical research in Canadian faculties of medicine.

Background: Social accountability (SA), as defined by Boelen and Heck, is the obligation of medical schools to address the needs of communities through education, research and service activities. While SA is embedded within health profession education frameworks in medicine, they are rarely taught within graduate-level (MSc/PhD) education.

Methods: As these programs train future medical researchers, we invited first-year graduate students enrolled in a mandatory professionalism class at our institution ( = 111) to complete a survey on their perceptions of the importance of SA in their research, training, and future careers.

A Medical Education Research Library: key research topics and associated experts.

When clinician-educators and medical education researchers use and discuss medical education research, they can advance innovation in medical education as well as improve its quality. To facilitate the use and discussions of medical education research, we created a prefatory visual representation of key medical education research topics and associated experts. We conducted one-on-one virtual interviews with medical education journal editorial board members to identify what they perceived as key medical education research topics as well as who they associated, as experts, with each of the identified topics.

Patient references in the 2005 and 2015 CanMEDS frameworks.

Background: Patient involvement in postgraduate medical education (PGME) can help residents improve their communication, professionalism, and collaboration. The CanMEDS Framework defines such competencies for physicians and informs teaching and assessment activities in PGME. However, it is unclear how patients are referenced in the CanMEDS Framework and if these references encourage the active involvement of patients in PGME.

Including patients and caregivers in assessment in the pediatric competence by design curriculum: A national consensus study.

Although evidence supports diverse assessment strategies, including patient/caregiver involvement in Competency-Based Medical Education (CBME), few residency programs formally include patients/caregivers in assessment. We aimed to determine the milestones for which patient/caregiver inclusion would be valuable in the Canadian Pediatric Competence By Design (CBD) curriculum.Program directors from 17 Canadian pediatric residency programs were invited to participate in a Delphi study.

Nursing students' use of social media in their learning: a case study of a Canadian School of Nursing.

Background: Social media has diverse applications for nursing education. Current literature focuses on how nursing faculty use social media in their courses and teaching; less is known about how and why nursing students use social media in support of their learning.

Objectives: The purpose of this study was to explore how nursing students use social media in their learning formally and informally.

The perceptions and experiences of medical students in a pediatric buddy program: a qualitative study.

Background: Partnership programs between medical students and patients provide students with non-clinical experiences that enhance medical learning, especially with respect to humanistic care. We explored the perceptions and experiences of medical students in a pediatric oncology buddy program.

Methods: Using a basic interpretive qualitative approach, we conducted interviews with 15 medical students at three time points: before meeting his/her buddy (pre-interview), four months into the partnership (4-month interview), and at the end of the partnership (post interview).

Fundamental Teaching Activities in Family Medicine Framework: Analysis of Awareness and Utilization.

Introduction: In 2015, the College of Family Physicians of Canada, in performing their commitment to supporting its members in their educational roles, created the Family Medicine Framework (FTA). It was designed to assist family medicine educators with an understanding of the core activities of educators: precepting, coaching, and teaching within or beyond clinical settings. Given that an examination of member awareness of FTA has not been previously undertaken, our primary objective was to conduct an evaluation on its utility and application.

A Qualitative Exploration of the Teaching- and Learning-Related Content Nursing Students Share to Social Media.

Social media have many applications in health professions education. The current literature focuses on how faculty members use social media to supplement their teaching; less is known about how the students themselves use social media to support their educational activities. In this study, this digital artifact collection qualitatively explored what educational content nursing students shared with their social media accounts.

Meaningful relationships as a driving force in the experience of parents of a child living with polyposis conditions.

While much research has been conducted on the experiences of individuals with inflammatory bowel diseases, there remains a dearth of research conducted on those affected by polyposis conditions. As a result, little is known about the lived experiences of those with polyposis conditions, especially in the cases of parents of pediatric patients with these conditions. Using a hermeneutical phenomenological qualitative research approach, this study sought to explore the lived experiences of parents of children with polyposis conditions, with specific attention paid to the processes in which parents engage in order to adapt to their realities.

Draft Genome Sequence of the Yeast Strain UCD465, Isolated from Soil in Ireland.

Ogataea degrootiae is an ascomycete yeast that was first isolated in the Netherlands in 2017. It is a member of the Pichiaceae clade. Here, we present the genome sequence of O.

A qualitative study of patients' and caregivers' perspectives on educating healthcare providers.

Background: Patients/caregivers can be actively involved in the education of healthcare providers (HCPs). The purpose of this study was to explore patients'/caregivers' perspectives on their involvement and roles in the education of HCPs.

Methods: We invited patients/caregivers to participate in one-on-one semi-structured interviews.

An exploration of nursing students' and clinical instructors' perceptions of patient and parent involvement in the assessment of nursing students during pediatric clinical placements: A qualitative study.

Aim: Clinical instructors are typically the sole assessors of nursing students completing their pediatric clinical placement in Canadian children's hospitals, as per their educational institution's assessment criteria and learning objectives. The purpose of this study was to explore nursing students' and clinical instructors' perceptions of and experiences with involving pediatric patients and parents in assessing nursing students during their pediatric clinical placement.

Design: We conducted a qualitative descriptive study.

Patient Involvement in Medical Education Research: Results From an International Survey of Medical Education Researchers.

There are demands to involve patients in medical education research (MER). This study surveyed researchers to examine the extent and nature of patient involvement in MER. It obtained 283 completed surveys (response rate of 5%).

Exploring the connections between programmatic assessment and program evaluation within competency-based medical education programs.

Programmatic assessment and program evaluation are both important within competency-based medical education (CBME) programs. Given this importance, there is value in evaluating programmatic assessment as well as using the information collected in programmatic assessment for the evaluation of CBME programs. In order to help facilitate these two activities, this paper distinguishes between programmatic assessment and program evaluation as well as highlights the connections between them.

Patients' and parents' perspectives of and experiences with assessing nursing students' paediatric clinical practice.

Purpose: To explore patients' and parents' involvement in the formative assessment of undergraduate nursing students' paediatric clinical practice.

Methods: We conducted semi-structured interviews with paediatric patients between 14 to 18 years old and parents who received care from a nursing student while admitted to a paediatric tertiary care hospital in Canada. We analysed the data using qualitative content analysis as well as Lincoln and Guba's criteria for establishing trustworthiness.

Leveraging social media for medical education: Learning from patients in online spaces.

Social media has applications for teaching, learning, and patient involvement in medical education. It has the potential to eliminate hierarchies in educational interactions, thereby allowing patients to communicate, collaborate, and share information with learners. This commentary suggests that we should consider patients as experts who are available on social media platforms and can therefore play a role in medical education.

Resident duty hours: Families' knowledge and perceptions in the paediatric intensive care unit.

Background And Objectives: Resident duty hours remain a controversial topic in the literature. Competing interests include patient safety, resident education, and resident well-being. No studies, however, have sought family members' perspectives on duty hours in the paediatric context.

Patient involvement in resident assessment within the Competence by Design context: a mixed-methods study.

Background: Patients can contribute to resident assessment in Competence by Design (CBD). This study explored the extent, nature, as well as the facilitators and hindrances of patient involvement in resident assessment within and across Canadian specialty/sub-specialty/special programs that are transitioning or have transitioned to CBD.

Methods: We used a two-phase sequential explanatory mixed-methods design.

Observing the influence of the physical environment on family involvement in a rehabilitation setting.

Introduction: Health professionals and institutions need to understand how to facilitate family involvement within settings designed prior to the adoption of patient- and family-centered philosophies. This study sought to explore how the physical environment of an inpatient rehabilitation setting influenced family involvement in health care delivery.

Method: We conducted this study on the inpatient acquired brain injury ward of a Canadian adult rehabilitation center.

Parental characteristics and perspectives pertaining to neonatal visits to the emergency department: a multicentre survey.

Background: Parents take neonates to the emergency department for many reasons, often nonurgent, pressuring an already burdened system. We aimed to characterize these visits and families to identify potential strategies to decrease neonatal emergency department visits.

Methods: We developed and implemented a survey that explored characteristics of neonates and parents/guardians evaluated in the emergency department, perspectives of parents and use of health care services.