Didactic Teaching Research Articles

A Multimodal, Resident-led Newborn Emergencies Night Curriculum.

Following graduate medical education duty hour reform, many programs have migrated to a night float model to achieve duty hour compliance. This has led to increased focus on optimizing nighttime education. A 2018 internal program evaluation of the newborn night rotation revealed that most pediatric residents received no feedback and perceived little didactic education during their four-week, night float rotation. One hundred percent of resident respondents were interested in increased feedback, didactics, and procedural opportunities. Our objective was to develop a newborn night curriculum to ensure timely formative feedback, enhance trainee didactic experience, and guide formal education. A multimodal curriculum was designed to include senior resident-led, case-based scenarios, a pre- and post-test, a pre- and post-confidence assessment, a focused procedure "passport," weekly feedback sessions, and simulation cases. The San Antonio Uniformed Services Health Education Consortium implemented the curriculum starting from July 2019. Thirty-one trainees completed the curriculum in over 15 months. There was a 100% pre- and post-test completion rate. Test scores rose from an average of 69% to 94% (25% increase, P < .0001) for interns and an average of 84% to 97% (13% increase, P < .0001) for third-year residents (PGY-3s). When averaged across domains assessed, intern confidence rose by 1.2 points and PGY-3 confidence rose by 0.7 points on a 5-point Likert scale. One hundred percent of trainees utilized the on-the-spot feedback form to initiate at least one in-person feedback session. As resident schedules evolve, there is an increased need for focused didactics during the night shift. The results and feedback from this resident-led and multimodal curriculum suggest that it is a valuable tool to improve knowledge and confidence for future pediatricians.

304 A Novel Burn Education Program in a New Comprehensive Burn Center

Abstract Introduction In 2020 a large academic hospital with an existing pediatric burn program expanded its services to take adults. Prior to opening the comprehensive center, training and education for the nursing staff was designed and implemented, in amalgamation with the existing pediatric education program. This study describes and evaluates the implementation and efficacy of a novel burn nursing education program, established using the American Burn Association’s (ABA) nursing competencies and Kolb’s Experiential Learning Model. Methods For the purpose of this study Cohort 1 (C1) is defined as 83 nurses hired prior to 2021 and Cohort 2 (C2) is defined as 304 nurses hired after 2022. Didactic and simulated education sessions were created and presented in tandem for both initial and ongoing competency. Didactic sessions were evaluated in two cohorts because the program content was redesigned after 2021. C1 was evaluated using a pre-posttest, whereas, C2 was evaluated using only a post-test. Simulated content was evaluated using the verification in practice method with a check off sheet created using institutional wound care guidelines. Course efficacy was evaluated by attendees using a 1-5 Likert scale. Test scores from 2020-2022 were compared using a T-test with a p-value of &amp;lt; 0.05 considered significant. Results To date 387 nurses have completed a written exam, been validated in practice, and if in C1, completed an annual ongoing burn competency activity. In 2020, C1 showed a statistically significant increase in pre and posttest scores from 66.87%±9.36 to 88.26%±7.90, p=0.000015. When C1 was retested in 2021 using the same posttest, the scores were 80%±1.73 in 2020 to 84.33%±3.84 in 2022, p=0.36. The mean score for posttests for C2 in 2022 was 88%. Course evaluations returned by 155 nurses (77%) in 2020 indicated the course was too long, and some of the information was exorbitant for nursing practice. Therefore, in 2021 the course was redesigned. An additional 251 (65%) nurses have taken the course since, and have reported a mean of 4.5/5 for course efficacy and 4.9/5 for an increase in nursing confidence to care for the burn patient population. Conclusions The education program resulted in significantly higher posttest scores in C1 during the 2020-2021 period showcasing an increase in initial burn knowledge. Although the scores for C1 in 2022 were not statistically significant, the increase in mean scores shows the nurses not only retained the initial information, but built on it throughout the year with the addition of clinical practice. Nurses in C1 continue to practice at high levels and train nurses in C2 who reported the course was critical to their understanding of burn care. Nurses in both C1 and C2 will be required to complete an annual burn competency module to ensure ongoing competency in burn care. Applicability of Research to Practice Nursing Education

Needs, Roles, and Challenges of Young Latin American and Caribbean Neurosurgeons

Barriers to neurosurgery training and practice in Latin American and Caribbean countries (LACs) have been scarcely documented. The World Federation of Neurosurgical Societies Young Neurosurgeons Forum survey sought to identify young neurosurgeons' needs, roles, and challenges. We present the results focused on Latin America and the Caribbean. In this cross-sectional study, we analyzed the Young Neurosurgeons Forum survey responses from LACs, following online survey dissemination through personal contacts, social media, and neurosurgical societies' e-mailing lists between April and November 2018. Data analysis was performed using Jamovi version 2.0 and STATA version16. There were 91 respondents from LACs. Three (3.3%) respondents practiced in high-income countries, 77 (84.6%) in upper middle-income countries, 10 (11%) in lower middle-income countries, and 1 (1.1%) in an unclassified country. The majority (77, or 84.6%) of respondents were male, and 71 (90.2%) were younger than 40. Access to basic imaging modalities was high, with access to computed tomography scan universal among the survey respondents. However, only 25 (27.5%) of respondents reported having access to imaging guidance systems (navigation), and 73 (80.2%) reported having access to high-speed drills. A high GDP per capita was associated with increased availability of high-speed drills and more time dedicated to educational endeavors in neurosurgery, such as didactic teaching and topic presentation (P<0.05). This survey found that neurosurgery trainees and practitioners of Latin America and the Caribbean face many barriers to practice. These include inadequate state-of-the-art neurosurgical equipment, a lack of standardized training curricula, few research opportunities, and long working hours.

Domestic Abuse Screening: Normalizing Assessment at Triage through Simulations

Background: Research suggests those residing in rural and remote locations across the province are more vulnerable to domestic violence (DV), with rates of DV and domestic homicide being three times higher than in urban areas (Canadian Domestic Homicide Prevention Initiative, 2019). Alberta has the third highest rate of police reported DV cases across Canada (Statistics Canada, 2019). Complex social determinants leading to this increase include geographic and social isolation, economic barriers, traditional social values, barriers to services, public visibility and the prevalence and normalization of firearms (Canadian Domestic Homicide Prevention Initiative, 2019). This simulation helps participants to recognize signs of possible domestic violence using screening tool at triage, understand and identify local processes available for domestic abuse and what resources their care area may have for victims. Methods: To support and empower frontline healthcare professionals to recognize and respond to domestic violence within the healthcare setting, a partnership between South Zone (SZ) educators, the AHS (Alberta Health Services) eSIM team and the Provincial Domestic Abuse Response Team (DART) was created. Through a shared vision of empowering frontline healthcare staff, a unique Domestic Violence Screening Scenario was developed. Utilizing a flipped classroom approach, participants are provided didactic education prior to participating in the SBE, followed by a debrief using an adapted PEARLS framework approach. The approach provides a psychologically safe, judgement free environment to engage in critical reflexivity and discussion of the complex social determinants that place those residing in rural and remote areas at additional risk of experiencing DV (Canadian Domestic Homicide Prevention Initiative, 2019). Additionally, participants are given the opportunity to practice utilization of the DV universal screening tool and develop understanding of the importance of routine screening within a healthcare setting. Currently this education scenario is provided during the annual Rural Skills Days at each of our south zone sites. Evaluation Methods: The SZ educators, AHS eSIMs Provincial Scientific team and DART developed several evaluation tools to capture data regarding the impact and applicability of the SBE Domestic Violence Screening Scenario, both on participants and patients seeking support for domestic violence in the emergency department setting. Data collection activities to measure the outcomes and impact of the SBE include: A pre- and post-SBE quantitative survey, which includes effective self-reported measures on: (1) attitudes of personal bias (2) communication strategies and (3) awareness of organizational resources. Participants will be contacted 3 and 6 months after the session for the following: Completion of the same evaluation survey (pre- and post-SBE) to capture data regarding the applicability of SBE learning to their clinical role in the emergency department. Participation in semi-structured interviews to collect rich data concerning applicability of the SBE, longitudinal impact on clinical practice and participants success in integrating domestic violence screening. Results: As a result of the SBE pre-qualitative evaluation surveys and post simulation debriefing sessions, participants are more likely to admit discomfort in caring for patients who are experiencing DV, due to lack of knowledge and training in this area. Through the pre-session evaluation survey and the post-session debrief period, many participants shared discomfort in caring for patients experiencing DV. Furthermore, due to a lack of knowledge and training in this area of practice, many professionals disclosed avoiding asking patients about DV even when injuries point to violence in the home. Advice and Lessons Learned: We have found Rural Emergency Department nurses are not comfortable with asking the domestic violence screening question due to discomfort with the subject matter, dual relationships with patients living in the same small communities, and lack of experience when building rapport with patients who are experiencing DV. We recommend the following considerations when implimenting a similar educational opportunity to support healthcare professionals to practice DV screening and to build skills needed to support patients experiencing DV: Utilization of a scaffold approach. Collaboration with content experts such as DART team members is imperative when running simulations to standardize how DV patients presenting to the ED (Emergency Department) are cared for provincially. It is important to use an inter-professional approach to strengthen the ED team to assist in role clarity when caring for patients experiencing DV.

Peer Instruction as an Alternative Active Learning Pedagogy Across the Pharmacy Curriculum

ObjectiveThe objective of this study was to determine if peer instruction (PI) is a useful active learning pedagogy to increase correct responses to pharmacotherapy concepts throughout didactic education in a Doctor of Pharmacy curriculum. MethodsPeer instruction was implemented into 3 pharmacy practice courses spanning 3 years of didactic pharmacy education at Cedarville University: Introduction to Self-Care (PHAR 6112) in the first professional year, Respiratory Module (PHAR 6261) in the second professional year, and Special Populations Module (PHAR 7343) in the third professional year. ConcepTests, which are multiple-choice questions written to help students apply previous knowledge to new scenarios, were re-polled based on a PI algorithm after peer discussion. Changes in students paired before and after peer discussion ConcepTest responses were analyzed using a McNemar test and descriptive statistics. ResultsA total of 52 first-year students, 43 second‐year students, and 49 third-year students participated in each respective course. Across all courses, an increase in the percentage of correct responses to ConceptTests after peer discussion was observed from the first polling (51.2%) to the second polling (90.4%). This increase in the percentage of correct responses was observed across all years of the curriculum, with greater increases in cohorts with previous participation in PI-based sessions. ConclusionThe use of PI fostered improvement in the percentage of correct responses to ConcepTests focused on pharmacotherapy concepts throughout the first 3 years of didactic education. This pedagogy may be an effective and useful active learning strategy in pharmacy education that does not require significant classroom infrastructure changes.

Analysis of Teaching-Related Criteria Within Promotion and Tenure Documents from US Pharmacy Schools

ObjectiveTo describe teaching-related criteria within promotion and tenure (PT) guidance documents from US-based colleges/schools of pharmacy. MethodsPT guidance documents were retrieved from college/school websites or via electronic mail. Institutional characteristics were compiled using available online data. Using qualitative content analysis, a systematic review of PT guidance documents was conducted to identify how teaching and teaching excellence were considered in decision of promotion and/or tenure at each institution. ResultsPT guidance documents were analyzed from 121 (85%) colleges/schools of pharmacy. Of these, 40% included a requirement that faculty must achieve excellence in teaching for promotion and/or tenure, though excellence was infrequently defined (14% of colleges/schools). Criteria specific to didactic teaching were most frequently included (94% of institutions). Criteria specific to experiential (50%), graduate student (48%), postgraduate (41%), and interprofessional (13%) teaching were less frequently included. Institutions frequently required student (58%) and peer (50%) evaluations of teaching to be considered in PT decisions. Most institutions acknowledged many teaching accomplishments as examples indicating teaching success rather than strictly requiring specific criteria to be fulfilled. ConclusionTeaching-related criteria within PT criteria of colleges/schools of pharmacy often lack clear guidance regarding quantitative or qualitative requirements for advancement. This lack of clearly specified requirements may result in faculty members’ inability to self-assess for readiness for promotion and inconsistent application of criteria in PT decisions by review committees and administrators.

Longitudinal assessment of pharmacy student well-being using the well-being index and 5 gears assessment

ObjectiveThe objective of the study was to assess the level of pharmacy student well-being during the first 2 years of their didactic education utilizing the Well-being Index (WBI) and 5 Gears assessment. MethodsWBI and 5 Gears data were tracked monthly for first- and second-year students enrolled at the Medical University of South Carolina College of Pharmacy from September 2019 to March 2022. Data were collected through monthly RedCap surveys, then de-identified and separated into 4 study cohorts (A-D). Data were analyzed using descriptive statistics. ResultsResponses from 279 students were evaluated. WBI ratings showed variance across the first and second professional years of the program. Students also reported fluctuations in WBI throughout academic years, most often correlating with major events (scheduled breaks, COVID-19 pandemic). Similarly, the 5 Gears assessments results also changed throughout the study period, including variance within and between each academic year. ConclusionIncorporating well-being assessments into the co-curriculum has allowed us to identify when students are struggling with their well-being, provide tools and resources to help enhance their well-being, and opportunities to discuss struggles with their peers. Colleges of Pharmacy must incorporate holistic approaches to address all aspects of well-being, including consideration of how the curriculum is impacting the student experience as well as institutional approaches to well-being.

Strategies for Improving Mental Health in Physician Assistant Students.

Michelle M. Wallace, DMSc, PA-C, is a clinical professor and Director of Didactic Education in the Physician Associate Program, Wichita State University, Wichita, Kansas. Correspondence should be addressed to: Michelle M. Wallace, DMSc, PA-C, Physician Associate Program, Wichita State University, 1845 Fairmount Street, Box 214, Wichita, KS 67260; Email: [email protected] The author declares no conflict of interest.

A Blended Learning Approach to Emergency Airway Training in a Low Resource Environment

Introduction:Global Emergency Care Skills (GECS) is a charity which delivers medical training to health care professionals in low and middle income countries. Teaching airway management both didactically and through simulation training is a key component of the GECS Emergencies and Trauma Course. In 2022, a team of doctors delivered an intensive, five-day teaching course with a strong emphasis on airway management and airway emergencies at St. Joseph’s Nyabondo Mission Hospital in rural Kenya. This course was delivered to a group of doctors, nurses and clinical officers. At the conclusion of this course we collected qualitative feedback from course participants. The aim of this study was to assess airway knowledge and skills acquisition, as well as real-world application and potential for ongoing teaching of acquired airway skills.Method:A questionnaire was distributed to course participants to ascertain their experience of didactic airway teaching, airway skills stations, and airway simulation. Each question offered a binary response. To continue to enhance course content, we invited participants to submit qualitative feedback at the end of the questionnaire.Results:Questionnaires were returned by 19 of a total 24 participants. 53% were registered nurses, 21% were clinical officers, 5% were medical officers and 21% did not respond to this question. Median post graduate clinical experience was four years (2.75-5.25). 37% indicated that they had not heard of simulation training for medical education before undertaking this course. 58% had no previous airway training although 63% had prior exposure to clinical situations which required emergency airway management. 100% reported feeling more confident in their airway skills and potential for training colleagues following this course.Conclusion:The results indicate that participants gained knowledge, skills, and confidence when approaching airway emergencies. Furthermore, results showed increased perceived competence by participants at providing airway training to colleagues.

Czech instrumentals as shell nouns in L2 pedagogy

Using shell nouns is to facilitate efficiency by avoiding the repetition of long stretches of text (Kolhatkar &amp; Hirst, 2014: 499), and to organize discourse in maintaining its coherence (Schmid, 2000; Flowerdew, 2003a). Identifying such coherence can be helpful for language users and learners in effectively expressing themselves, summarizing text, and retrieving information (Flowerdew, 2003b; Hinkel, 2004). According to Lin (2023), the instrumental case-marking is regarded as a Czech language-specific strategy for the use of shell nouns. As the field of language teaching and learning particularly focuses on the importance of using shell nouns (Schmid, 2018: 123), this study analyzes and discusses Czech shell nouns from the perspective of second language pedagogy. The aim is to investigate how Czech instrumentals are used as shell nouns in L2 data, based on learner corpora from CzeSL-SGT and LCSL. The results show that Czech instrumentals are used less frequently on average in learner corpora than in L1 data. In addition, there are very limited construction patterns of shell nouns used by these learners, and the average distribution of shell noun instrumentals is low. At the end of this study, specific pedagogy strategies derived from the discussion are presented, followed by proposed didactic instructions with a focus on the L1 Chinese learners. To sum up, from the perspective of L2 pedagogy, this study highlights that the appropriate use of Czech instrumentals as shell nouns can enhance Czech writing performance in text organization, as well as reading ability in information tracing and text summarization for learners of Czech.

A thoracoscopic cadaveric teaching model for needle decompression of a tension pneumothorax

IntroductionThe purpose of this study was to evaluate the use of a cadaveric teaching model for needle compression of pneumothorax simulated by thoracoscopy.Materials and methodsA standardized didactic instruction was provided to medical personnel participants at a single institution tertiary medical center. A thoracoscope was inserted into cadavers and insufflated to 20 mm Hg for simulation of a tension pneumothorax. The study participants performed six needle decompressions (3 anterior, 3 lateral), which were all directly observed thoracoscopically. Demographic data and post-surveys were obtained. The primary endpoint was participant assessment of this teaching model for a simulated pneumothorax. Secondary endpoints were successful decompression of the pneumothorax, perceived success of each attempt, and injury to intrathoracic structures.ResultsForty participants completed 240 attempted decompressions. Participants reported that 43% had taken ATLS, and 63% had performed a needle decompression on a simulated patient prior to this study. The rate of successful decompressions was 85.86%. Participants reported a perceived successful completion rate of 82%. 73.7% performed this safely, while 88.5% perceived that they performed it safely. 85.7% stated that they felt more confident and capable after the study.ConclusionA simulated model is essential for adequate teaching. Our use of a thoracoscopic cadaveric model provides a realistic simulation of the pneumothorax used for training. Participants had similar rates of actual completion and perceived completion including higher rates of perceived safety. Further use of this model as a teaching tool will potentially improve the success of this life-saving procedure.

Implementation of mobile learning strategies and their effect on English Language Teaching (ELT)

Introduction: Mobile learning strategies are related to remote learning because they motivate learners to use technological devices such as computers, tablets or smartphones for academic purposes. As a result, greater indexes of compromise, learning, and development of communicative competencies in a foreign language are generated. Objective: This study explores how to boost the level of English proficiency among professors by implementing m-learning strategies as a response to the university’s foreign language policy. Methodology: The study was based on action research with data collection instruments such as an entry test, forums, perception surveys, and students’ learning products. Results and discussion: m-learning strategies were used to foster the attainment of academic goals by participants and to enrich their professional growth as teachers and students. Furthermore, they were prompted to update and incorporate technological resources while the didactic teaching process. Conclusions: participants developed a metacognitive process when using m-learning strategies so that they could make autonomous learning decisions and enhance their pedagogical practice.

The use of anthroponyms in the «Foundations of the Academic Style of Speech» course when teaching Russian as a foreign language to philology students

The article is devoted to the study by foreign students of the philological profile of the „Fundamentals of the academic style of speech” course which is difficult to imagine without the use of anthroponyms. At the same time, anthroponyms act both as an object of study and as didactic teaching material. The author shows how, when mastering the academic style of speech, one can make the most of the names of philologists. The assimilation of personal names found in texts in the language of the specialty, the performance of language and speech tasks aimed at enhancing the use of anthroponymic units in the field of academic communication, contributes to the faster entry of foreign philology students into the academic language environment, improving their professional competence. The course „Fundamentals of the academic style of speech” for foreign students of philology is not only a means of communication, but also a tool for the formation of professional competence that helps them gain knowledge in the chosen profile and acquire the desired specialty

A Longitudinal Evaluation of a Multimodal POCUS Curriculum in Pediatric Residents.

Introduction: Pediatric residency programs often do not include a point of care ultrasound (POCUS) curriculum. We analyzed a novel POCUS curriculum for pediatric residents that incorporated an online question bank (QB), in addition to a traditional teaching model of didactic instruction and hands-on learning experience. Methods: Four high-yield POCUS topics were chosen: Focused Assessment by Sonography for Trauma (FAST), soft tissue, lung, and cardiac. Residents completed online multiple-choice quizzes before and after each of four in-person learning sessions, taught by ultrasound faculty and fellows. At the end of the academic year participants completed a knowledge retention quiz. Confidence surveys were administered to participants throughout the course of the study. Differences in means were compared by Student's t-test. Results: Learners demonstrated post-intervention score improvement for each of the four modules. Retention testing demonstrated retained improvement for the soft tissue and cardiac modules, but not for the FAST module. Self-reported confidence increased across all four topics. Conclusion: A multimodal POCUS curriculum utilizing a combination of an online QB and in-person teaching demonstrated lasting knowledge for pediatric trainees.

Can a Single Acute Ischemic Stroke Simulation Course Facilitate Mastery? (P9-2.001)

<h3>Objective:</h3> To assess the impact of an acute ischemic stroke (AIS) simulation course on residents’ performance, confidence, and knowledge. <h3>Background:</h3> Previous studies have demonstrated that simulation can promote mastery learning in non-stroke neurological emergencies. <h3>Design/Methods:</h3> We designed an AIS simulation course with three independent scenarios based on previously reported consensus. For each scenario a Minimum Passing Score (MPS) and Mastery Score (MS) was determined by the Angoff method. Thirteen junior neurology residents completed a 20-point knowledge test and 7-point Likert scale confidence survey about AIS before the course and after didactic teaching. A week later, each resident participated in a scored AIS case and then practiced stroke care in second unscored case. Residents again completed the knowledge and confidence assessments. Several weeks later, without notice, each resident was evaluated in a third AIS scenario. For comparison, eight senior residents completed the knowledge test, confidence survey, and the third acute stroke case. Pre-post and between groups comparisons were conducted using paired t-tests and independent t-tests, respectively. <h3>Results:</h3> Junior residents scored better on the knowledge test after the didactic session (mean score pre: 40% to post: 52.2%, p&lt;0.05), but only 3 (23%) initially achieved the MPS score in the first AIS simulation. After the simulation course, 9 junior residents (69%) achieved the MPS threshold. Although none achieved Mastery, junior residents’ mean score in the simulation improved (10.3 (SD=2.8) vs 15.7 (SD=2.6), p&lt;0.001) and their confidence increased (pre mean=3.3 (SD=1.9) vs. post mean =4.9 (SD=1.2), p&lt; 0.001). Eight seniors completed the simulation: five reached MPS (63%) and one achieved Mastery. The simulation scores of the post-course juniors and seniors were similar (mean=15.7 (SD=2.6) vs mean=16.0 (SD=2.5), p=0.793). <h3>Conclusions:</h3> This pilot study suggests that a brief AIS simulation course may improves junior residents’ performance and confidence to a level similar to senior residents, but not to mastery. <b>Disclosure:</b> Dr. Albin has received personal compensation in the range of $5,000-$9,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Continuum: Life Long Learning in Neurology. Dr. Albin has received research support from American Academy of Neurology. Dr. Albin has received publishing royalties from a publication relating to health care. Dr. Albin has received personal compensation in the range of $500-$4,999 for serving as a Instructor with Resuscitation Leadership Academy. Dr. Sigman has nothing to disclose. Dr. Pergakis has nothing to disclose. Dr. Bhatt has nothing to disclose. Dr. Hutto has nothing to disclose. Dr. Koneru has nothing to disclose. Dr. Osehobo has nothing to disclose. Dr. Vizcarra has nothing to disclose. The institution of Dr. Morris has received research support from American Board of Psychiatry and Neurology. The institution of Dr. Morris has received research support from UMB ICTR through NIH NCATS&amp;CTSA grant 1UL1TR003098. The institution of Dr. Morris has received research support from University of Maryland Medical Center.

Poe in Cyberspace: The Pleasure Principle Revisited

Poe in Cyberspace: The Pleasure Principle Revisited

What Residents Want: Perceptions of Learning During a Pediatrics Night Float Rotation.

Most efforts to improve the educational value of night shifts focus on delivering content through structured sessions. Less is known about aligning curricular efforts with inherent nighttime learning. This study explored interns' nighttime experiences to better understand how learning works for the purpose of designing a curriculum to best support interns' learning at night. The authors employed a constructivist grounded theory approach. They conducted semistructured interviews with 12 Family Medicine and Pediatric interns recruited during their first-night float rotation at a tertiary care children's hospital between February 2020 and August 2021. Interviews elicited stories about nighttime experiences on the basis of a modified critical incident technique. Four authors used an inductive approach to data analysis and codebook development, then all authors participated in a thematic review. The authors identified distinctions between interns' perceptions of teaching and learning, with participants reporting rich instances of experiential learning at night. The authors discovered that interns do not want a didactic teaching curriculum at night. Rather, they want support to optimize workplace learning: the opportunity to independently initiate patient assessments, informal teaching arising from patient care, reassurance that support from supervisors is readily available, orientation to resources, and feedback. Findings suggest informal workplace learning is already occurring at night and historical attempts to implement formal curricula may have a low return on investment. A curricular frameshift is recommended to support learning at night that emphasizes informal teaching responsive to learning needs that arise from patient care, integrating but not emphasizing formal didactics when necessary.

Leadership in PhD (LeaP): A longitudinal leadership skill building program for underrepresented biomedical research trainees

Increasing diversity in the biomedical research workforce is a critical national issue. Particularly concerning is the lack of representation at more advanced career stages/in leadership positions. While there are numerous institutional initiatives promoting professional research skills (i.e., grant writing, presenting, networking) for underrepresented (UR) PhD trainees, there are comparatively fewer opportunities for leadership development. We present a blueprint for Leadership in PhD (LeaP), a cohort-based program aiming to equip UR biomedical research trainees with skills to succeed as academic, industry, and community leaders. In contrast to intensive short-term programs or workshops, LeaP is a longitudinal 4-year experience with an blend of didactic, self-directed, and experiential learning. First year trainees receive foundational didactic instruction on core leadership concepts coupled with facilitated peer discussions and one-on-one coaching support. We outline a program evaluation framework that assesses student learning, satisfaction, and program efficacy. Evaluation data from the inaugural year is presented and discussed.

Effects of Digital Learning and Virtual Reality in Port-A Catheter Training Course for Oncology Nurses: A Mixed-Methods Study.

In-service education for oncology nurses usually adopts didactic teaching. This study investigated the effects of virtual reality (VR) and a digital learning-based Port-A-catheter educational course for oncology nurses. A mixed-methods research design was employed, with a convenience sample of 43 nurses from a regional teaching hospital in Taiwan participating. Measurements were taken at three time points: pre-test, 1st post-test, and 2nd post-test. The data was analyzed using descriptive statistics and repeated ANOVA tests. Results showed significant improvement in Port-A-catheter knowledge and skill levels (p < 0.0001) and high learning attitude and satisfaction scores of 4.29 ± 0.46 and 4.31 ± 0.58 points, respectively. Five qualitative themes emerged, highlighting the realistic VR scenarios, VR practice's usefulness, willingness to learn with VR, VR system limitations, and the potential for future courses. The study concluded that a VR-based educational course effectively enhanced nurses' knowledge, skills, learning attitude, and satisfaction, recommending the inclusion of diverse clinical scenarios for practical learning.

Didactic education for the deaf or hard of hearing learner in a pharmacy curriculum: Commentary

IntroductionThere is a long-standing commitment in higher education to provide parallel experiences for students with disabilities, including those with hearing disabilities or impairments. The commitment remains the same in professional pharmacy school education, with the objective to train competent clinical pharmacy practitioners. CommentaryLimited literature exists to provide schools and colleges of pharmacy (S/COP) with best practices when accommodating students who are deaf or hard of hearing (DHOH) in the didactic pharmacy curriculum. The authors will examine practices implemented at the COP to accommodate students with either a DHOH disability. ImplicationsStudents who are DHOH in didactic pharmacy education require individualized assistance to help ensure success throughout the program. A collaborative approach between the student, disability resources, student affairs office, faculty, and staff help ensure accommodations are met and fosters a culture of inclusiveness.