Exploring the learning environment through an organizational theory lens: A case study from nursing education.

Background: The calls for curricula review to adequately prepare nursing graduates have increased over the last decade. In response, many nursing education institutions across the world have considered ways to review and renew their curricula. Part of these renewal processes seeks to prepare nursing graduates to function within highly dynamic and challenging environments.

Disentangling faculty development: A scoping review towards a rich description of the concept and its practice.

Background: There is wide variation in how faculty development (FD) is practiced globally and described in the literature. This scoping review aims to clarify how FD is conceptualised and practiced in health professions education.

Methodology: Using a systematic search strategy, 418 papers, published between 2015-2023, were included for full text review.

When I say … social responsiveness.

Hansen et al. grapple with the term "socially responsiveness" to contend that HPE should prioritize questioning the causes of health inequity with a view to transforming systems into socially just spaces.

It's all about the patients: a shift in medical students' approach to learning during a novel distributed integrated clinical rotation.

Introduction: To ensure that pre-final year medical students at Stellenbosch University were able to resume clinical training during the COVID-19 pandemic, a 12-week integrated rotation was introduced, during which students were distributed across a widespread training platform in two provinces of South Africa, utilizing a range of health care facilities in both rural and urban areas, rather than the central academic hospital (CAH) in which they would have been doing clerkships. Called the Integrated Distributed Engagement to Advance Learning (IDEAL) rotation, this clerkship was based on supervised engagement in healthcare services, focusing on patient-based clinical training, self-regulated learning and student participation as integral members of clinical teams. The success of this emergency intervention has led to its formal incorporation into the medical curriculum.

Setting up and operationalizing a health professions education research (HPER) unit: AMEE Guide No.170.

In the same way as clinical medicine, health professions education should be evidence-based rather than based on tradition and convenience. Health professions education research (HPER), an academic area that first emerged in the 1950s, is essential for identifying new and better ways to educate health professionals. Again, just as with clinical research, setting up sustainable HPER units is critical to coordinate research efforts and facilitate the production of clear and strategic HPER.