From fixer to facilitator: an interpretative phenomenological study of diabetes person-centred counselling and empowerment-based education.

Background: The purpose of this study is to explore the professional and personal experiences of multidisciplinary healthcare professionals during and following diabetes counselling and empowerment-based education.

Methods: Everyone who had participated in a diabetes counselling and empowerment course between 2008-2016 was invited to respond to an online survey and follow-up telephone interview if willing. Interviews were recorded and transcribed verbatim.

Exploring yarigai: The meaning of working as a physician in teaching medical professionalism.

Introduction: The shift in medical professionalism now considers the well-being of physicians, given the prevalence of burnout and the importance of work-life balance. To reconsider the question 'Why do doctors work for the patient?' and explore the meaning of working as a physician, this study adopts the concept of ',' which represents fulfillment and motivation in meaningful work. The authors' research questions are: How do doctors recount experiences of in caring for patients? What kind of values are embodied in their stories about ?

Method: They adopted narrative inquiry as the methodology for this study.

Striking fear into students' hearts: Unforeseen consequences of prescribing education.

Purpose: Undergraduate medical education (UGME) has to prepare students to do safety-critical work (notably, to prescribe) immediately after qualifying. Despite hospitals depending on them, medical graduates consistently report feeling unprepared to prescribe and they sometimes harm patients. Research clarifying how to prepare students better could improve healthcare safety.

Evaluating real-patient learning in medical education - Hungarian validation of the Manchester Clinical Placement Index.

Introduction: The Manchester Clinical Placement Index (MCPI) is an instrument to measure medical undergraduates' real-patient learning in communities of practice both in hospital and in GP placements. Its suitability to evaluate the quality of placement learning environments has been validated in an English-language context; however, there is a lack of evidence for its applicability in other languages. Our aim was to thoroughly explore the factor structure and the key psychometric properties of the Hungarian language version.