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Creating a family health history interview protocol for use with undergraduate health professional students: A scoping review.
Public Health Pract (Oxf)
June 2025
Department of Health and Behavioral Sciences, University of Colorado Denver, P.O. Box 173364, Campus Box 188, Denver, CO, 80217-3364, USA.
Background: Family health history can be used as a health promotion tool to assess health risk, improve data collection and disease prevention, initiate interventions, and motivate behavioral change, but its utility as a public health tool has not been fully explored. Collecting information for a family health history can be a challenging task. However, it is an important skill for undergraduate students to learn, particularly those in pre-health majors.
View Article and Find Full Text PDFEffects of intra-class peer mentorship intervention programme on the academic performances of academically underperforming medical students in Nigeria.
BMC Med Educ
January 2025
Department of Human Physiology, Nnamdi Azikiwe University, Awka, Nigeria.
Background: A significant gap exists in understanding the effectiveness of intra-class (same-class) level peer mentorship programmes designed to enhance academic performance, well-being, and student involvement among underperforming medical students. This study assessed the effectiveness of intra-class (same-class) peer mentorship programme on the academic performances, subjective well-being and school engagement of academically underperforming medical students in Nigeria.
Methods: This was a quasi-experimental research consisting of the pretest-posttest control design at Nnamdi Azikiwe University, Awka, Nigeria.
Residency training programs to support residents working in First Nations, Inuit, and Métis communities.
BMC Med Educ
January 2025
Department of Paediatrics, Faculsty of Medicine and Dentistry, College of Health Sciences, University of Alberta, 3-490 Edmonton Clinic Health Academy, 11405-87 Avenue NW, Edmonton, AB, T6G 1C9, Canada.
Background: To gain culturally appropriate awareness of First Nations, Inuit and/or Métis Health, research suggests that programs focus on sending more trainees to First Nations, Inuit and/or Métis communities Working within this context provides experiences and knowledge that build upon classroom education and support trainees' acquisition of skills to engage in culturally safe healthcare provision. This study examines residents' and faculty members' perceptions of how residency training programs can optimize First Nations, Inuit and/or Métis health training and support residents in gaining the knowledge, skills, and experiences for working in and with First Nations, Inuit and/or Métis communities.
Methods: A qualitative approach was used, guided by a relational lens for collecting data and a constructivist grounded theory for data interpretation.
A Flipped Classroom Model to Enhance Simulation Education for Percutaneous Renal Surgery.
Urol Pract
November 2024
Department of Urology, Mayo Clinic, Rochester, Minnesota.
Introduction: The limitations of lectures are magnified when teaching technical skills. A "flipped classroom" (FC) model allows learners to first review material and replaces lectures with active teacher-learner engagement. FC has been shown to improve knowledge retention, but its impact on skill acquisition is unknown.
View Article and Find Full Text PDFBeyond the Case Study: Laboratory Activities to Complement Integumentary Education.
Adv Skin Wound Care
January 2025
Deborah M. Wendland, PT, DPT, PhD, CPed, is Professor, Mercer University, Department of Physical Therapy, Atlanta, Georgia, USA. Kathryn Panasci, PT, DPT, CWS, is Associate Professor, Department of Rehabilitation Sciences and Assistant Dean for Interprofessional Education, School of Health Professions at Texas Tech University Health Sciences Center, Lubbock, Texas, USA. At Texas State University, Round Rock, Texas, USA, Hope A. Martinez, John S. Mantanona, Melinda G. Powers, and Rachael L. Sausman are physical therapy students and Karen A. Gibbs, PT, PhD, DPT, CWS, is Professor, Department of Physical Therapy.
Objective: To present a full scope of detailed and engaging laboratory activities recommended by physical therapist clinicians and educators from across the US to assist health professions faculty to develop new or improve current integumentary/wound management (IWM) instruction.
Methods: A three-round Delphi survey was conducted to update IWM curriculum recommendations for entry-level doctor of physical therapy education. First-round participants provided ideas for laboratory activities.
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