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Integrating competency-based, interprofessional teamwork education for students: guiding principles to support current needs and future directions.
Front Med (Lausanne)
January 2025
Department of Anesthesiology and Pain Management, Offices of the Undergraduate Medical Education and Quality, Safety and Outcomes Education, UT Southwestern Medical Center, Dallas, TX, United States.
Interprofessional teamwork is vital to effective patient care, and targeting healthcare learners earlier in their education can lead to greater improvement in confidence and competence in teamwork skills. Despite this, institutions have continued struggling to integrate competency-based interprofessional teamwork curriculum in undergraduate health care professions' education. The current article provides guidance related to design, implementation, and assessment for institutions seeking to implement competency-based teamwork education and training strategies for healthcare students.
View Article and Find Full Text PDFFrontier-Model Chatbots Can Help Instructors Create, Improve, and Use Learning Objectives.
Adv Physiol Educ
January 2025
Department of Kinesiology and Outdoor Recreation, Southern Utah University, Cedar City, UT, USA.
Learning Objectives (LOs) are a pillar of course design and execution, and thus a focus of curricular reforms. This study explored the extent to which the creation and usage of LOs might be facilitated by three leading chatbots: ChatGPT-4o, Claude 3.5 Sonnet, and Google Gemini Advanced.
View Article and Find Full Text PDFEffectiveness of a program director for osteopathic medical education to support osteopathic recognition at a training site with multiple programs.
J Osteopath Med
January 2025
Director of Medical Education, OhioHealth/Doctors Hospital, Columbus, OH, USA.
Context: With the advent of the Single Accreditation System (SAS) within the Accreditation Council for Graduate Medical Education (ACGME), few programs have achieved Osteopathic Recognition (OR) status to date. OR is an accreditation that graduate medical education (GME) programs can achieve to distinctly acknowledge the additional focus on osteopathic training. There is an effort by national osteopathic organizations to determine barriers for programs to achieve OR and what innovative methods might help overcome them.
View Article and Find Full Text PDFHow to Integrate Neuroethics into a Neuroscience Course - And Drive Student Engagement with Core Concepts.
J Undergrad Neurosci Educ
December 2024
Berman Institute of Bioethics, Johns Hopkins University, Baltimore, MD 21205; Center for Teaching Excellence and Innovation, Johns Hopkins University, Baltimore, MD 21205.
Students are thinking about ethical, moral, and societal implications of science-as individuals and communities- regardless of whether these topics are part of formal curricula. Ethical questions can arise from broad neuroscientific questions (What is consciousness?), emerging topics (e.g.
View Article and Find Full Text PDFBuilding nursing students' professional identity through the 'Design process' methodology: A qualitative study.
Nurse Educ Pract
January 2025
Grupo de Innovación Docente INTERMASTER, Universitat de Barcelona, Spain; Grupo de Innovación Docente IDhEA-Fundación Index, Spain; Departament d'Infermeria Fonamental i Clínica, Facultat d´Infermeria, Universitat de Barcelona, Spain. Electronic address:
Aim: To explore the elements of nursing identity recognized by nursing students in models developed through the 'Design process' methodology.
Background: The construction of nursing professional identity is a complex process involving identification, group belonging, partial assessments and social representations. Nursing identity is one of the most stereotyped and its formation during the nursing degree has a significant impact on professional development.
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