Health Care Disciplines Research Articles

Challenges of innovation management in health system organizations: evidence from Germany

ABSTRACT The introduction of innovations poses particular challenges for organizations in the healthcare sector. These can be analyzed based on adoption and diffusion theory. In this study, a two-stage qualitative research design consisting of expert interviews (n = 13) and 3 workshops (n = 26) was used to analyze the experiences of healthcare professionals and related disciplines concerning innovation perception and communication and to derive management challenges for organizations. As part of the interview analysis, a total of 489 text segments were deductively assigned to the diffusion process categories of innovation (n = 100), process (n = 15), social system (n = 15) and information exchange channels (n = 59), and a further 219 text segments, synthesized into 18 categories, were inductively identified as management challenges. The results were validated during the workshop and expanded to include findings on innovation transfer and innovation perception. It was shown that digital innovations in organizations in the healthcare system context are associated with high expectations and that these can be influenced by various interacting communication partners and channels. There is a growing impression that the adoption and diffusion processes of telemedicine and digital innovations on an individual, social and organizational level are more subliminal than previously assumed.

Interprofessional Team Training With Virtual Reality: Acceptance, Learning Outcome, and Feasibility Evaluation Study.

Effective interprofessional teamwork is vital for ensuring high-quality patient care, especially in emergency medicine. However, interprofessional education often fails to facilitate meaningful interaction among health care disciplines. It is therefore imperative to afford early opportunities for cultivating interprofessional teamwork skills. While in-person simulation-based training has been shown to improve performance, this is resource-intensive, especially if it involves multiple professions. Virtual reality (VR)-based training is an innovative instructional approach that demands fewer resources and offers the flexibility of location-independent learning. This study aimed to develop and evaluate the acceptance, learning outcome, and feasibility of an interprofessional team (INTEAM) training course that included a VR simulation of a neurological emergency case. This 1-group study used a pre- and posttest design to evaluate the 2-hour INTEAM training course for nursing and medical students. The course included an e-learning part, VR simulation, and debriefing. The main learning objectives were derived from the entrustable professional activity 6, namely to handle a common problem in emergency medicine (headache due to subarachnoid hemorrhage and epileptic seizure) that requires interprofessional collaboration, including a structured handover. We used validated and self-constructed questionnaires, pre- and posttests, and open questions to assess the acceptance, learning outcome, and feasibility of the course. The data of 42 students (21 nursing and 21 medical students) were analyzed and showed good usability in the System Usability Scale (median 72.5, IQR 65-80). The perception of usefulness (median 6, IQR 5.8-6.9) and ease of use (median 5.9, IQR 5.1-6.3) was good among all students. There was a significant increase in the handover performance from pre- (median 8, IQR 6-9) to posttraining (median 8, IQR 7-9; z=-2.01; P=.045; r=0.33) and of the confidence in caring for patients with seizures (median 3, IQR 2-3 and median 3.5, IQR 3-4, respectively; z=-3.8; P<.001; r=0.60). In 67% (14/21) of the simulations, technical issues occurred, but all simulations could be carried out completely. The new INTEAM training course was well received by nursing and medical students. The handover skills and confidence in caring for patients with seizures were improved after the course. Despite technical challenges with the VR simulations, none required termination, and this demonstrates that our approach is feasible. These promising results encourage the use of VR simulations for team training in the education of nursing and medical students.

Developing and validating the diversity, equity, inclusion, and antiracism staff perceptions of college climate (DEIA SPCC) scale in pharmacy staff

Background: This study focuses on the development and validation of the Diversity, Equity, Inclusion, and Antiracism Staff Perceptions of College Climate (DEIA SPCC) Scale. The goal of this study was to create and validate a standardised tool to assess pharmacy staff perceptions of DEIA within their institutions, thereby aiding in the evaluation and advancement of DEIA initiatives in colleges of pharmacy. Methods: A 20-item survey covering four domains - diversity, equity, inclusion, and antiracism - was distributed to pharmacy staff through the American Association of Colleges of Pharmacy (AACP) directory. The survey's validity was assessed using factor analysis and reliability analysis. Results: There was a total of 135 staff member responses. Results demonstrated high reliability and consistency across all four domains, with the Cronbach’s alpha ranging between 0.764 to 0.951. Conclusion: The study concluded that the DEIA SPCC survey is a practical, validated tool for pharmacy institutions to assess and enhance their DEIA climate from the perspective of their staff, potentially extendable to other healthcare academic disciplines. Further research is suggested to validate the survey in broader contexts and explore the predictors of survey scores.

Creating a Model for Advanced Practice Provider Mentorship.

Advanced practice providers (APPs), widely considered essential to the delivery of healthcare, are one of the fastest-growing workforces in the United States. However, the APP role is evolving, and professional growth and advancement programs for APPs are still emerging at many institutions. Professional mentorship has been long embraced by other healthcare disciplines and numerous organizations because of the benefits gained from helping employees increase knowledge, enhance skills, and achieve scholarly goals, such as retention. Thus, there is a dearth of evidence on building effective APP mentorship models. This article details the development of an APP mentorship model and program designed to support both the mentor and mentee across the career trajectory.

Elements Supporting Translation of Evidence Into Practice: A Model for Clinical Nurse Specialist and Nurse Scientist Collaboration.

To present evidence-based elements supporting the synergistic relationship between nurse scientists and clinical nurse specialists to improve the translation of evidence into practice. Using best-practice elements to support the improvement of evidence-based translation, we define the roles and synergies between nurse scientists and clinical nurse specialists within clinical environments. Five themes were identified in the literature review:● Although clinical nurse specialists and nurse scientists differ in focus and competencies, they are in key positions to collaborate to meet healthcare demands.● Clinical nurse specialists are well-equipped to implement the science developed by nurse scientists.● To meet the increased demands and complexity of the healthcare system and patient needs, organizational leadership must lend support to clinical nurse specialists and nurse scientist collaboration.● Clinical nurse specialists are well-positioned to foster interprofessional partnerships and generate opportunities for evidence-based project initiatives across healthcare disciplines.● Clinical nurse specialists should utilize professional models to inform practice to improve the review, translation, and implementation of research into practice. Projects conducted using a collaborative structure had a system-level impact and long-term sustainability capabilities. Additionally, projects were more likely to be disseminated by clinical nurse specialists within a formal structure.

Building bridges - Fostering collaborative education in training dental informaticians.

Dental informatics is an emerging discipline. Although the accreditation agency governing dental education programs asserts the importance of informatics as foundational knowledge, no well-defined dental informatics courses currently exist within the standard predoctoral dental curriculum. There is a nationwide lack of dental informatics academic programs. This training gap is due to a lack of qualified dental informaticians to impart knowledge on dental informatics. This paper aims to introduce a novel conceptual framework for an interdisciplinary dental informatics program in preparing students to become dental informaticians. In 2023, we developed a standalone graduate certificate program in dental informatics at Indiana University (IU) School of Dentistry in collaboration with IU Luddy School of Informatics, Computing, and Engineering and IU Fairbanks School of Public Health. Feedback was collected through online surveys to assess course quality from students who took Introduction to Health Information in Dentistry. Feedback was analyzed qualitatively, utilizing a thematic analysis approach. Common responses relevant to dental informatics education were grouped into themes. Five major themes emerged during our analysis of the students' feedback: foundational knowledge and skills; experiential learning: learning by doing; access to resources and working on clinical information systems; health promotion through team-based learning; and retention of knowledge assessment and application. A conceptual framework was formulated through these themes as a guideline for future program improvement. This interdisciplinary educational program framework showed how students and faculty from various disciplines could collaborate, learn from each other, and bring in expertise from different domains. The collaboration happens in clinical, laboratory, and virtual settings to acquire hands on learning through practice and research projects. The developed conceptual framework aligned with the interdisciplinary nature of dental informatics. It can potentially be adopted by other interdisciplinary informatics programs in health and non-health care disciplines.

Content Analysis of Brief Telephonic Conversation with Parents of Children with Cleft Lip and Palate During Sustained Anticipatory Guidance Sessions.

Cleft lip and palate (CLP) represents complex congenital anomalies that necessitate a comprehensive approach to care, involving multiple healthcare disciplines. The primary aim of the study is to explore the content of periodic telephone support calls between parents/caregivers of children with CLP and pediatric dentist during sustained anticipatory guidance. The qualitative analysis was conducted with the available telephonic recordings that was obtained from the STOP database. 40 recordings of 8 children were used for this study. The recorded interviews were translated and transcribed verbatim and analysed using the thematic content analysis method. The four major themes that were addressed by the dentist were the general health of the baby, oral health and development, surgery-related concerns and emotional support. It was also observed that the parents demonstrated a positive shift in oral health related behaviour significantly improving their child's oral hygiene practices. The telephonic support calls offer valuable insights into the concerns and topics the parents of children with CLP are eager to discuss. These calls not only address general concerns, receiving emotional support from the professionals, demonstrate the health related behavior shift that takes place during SAG and reassures parents of their support.

Clinical Simulation Program for the Training of Health Profession Residents in Confidentiality and the Use of Social Networks.

In the transition to a professional learning environment, healthcare professionals in their first year of specialized postgraduate clinical training (known as residents in Spain) are suddenly required to handle confidential information with little or no prior training in the safe and appropriate use of digital media with respect to confidentiality issues. The aims of this study were: (1) to explore the usefulness of an advanced clinical simulation program for educating residents from different healthcare disciplines about confidentiality and the dissemination of clinical data or patient images; (2) to explore the use of social networks in healthcare settings; and (3) to explore participants' knowledge and attitudes on current regulations regarding confidentiality, image dissemination, and the use of social networks; Methods: This was a cross-sectional study. Data were collected from all 49 first-year residents of different health professions at a Spanish hospital between June and August 2022. High-fidelity clinical simulation sessions designed to address confidentiality and health information dissemination issues in hospital settings, including the use of social networks, were developed and implemented. Data were assessed using a 12-item ad hoc questionnaire on confidentiality and the use of social media in the healthcare setting. Descriptive of general data and chi-square test or Fisher's exact test were performed using the SPSS 25.0 software; Results: All the participants reported using the messaging application WhatsApp regularly during their working day. A total of 20.4% of the participants stated that they had taken photos of clinical data (radiographs, analyses, etc.) without permission, with 40.8% claiming that they were unaware of the legal consequences of improper access to clinical records. After the course, the participants reported intending to modify their behavior when sharing patient data without their consent and with respect to how patients are informed; Conclusions: The use of advanced simulation in the training of interprofessional teams of residents is as an effective tool for initiating attitudinal change and increasing knowledge related to patient privacy and confidentiality. Further follow-up studies are needed to see how these attitudes are incorporated into clinical practice.

Contextualising knowledge translation in nursing homes: A transdisciplinary online workshop

Few studies describe workshops as a method for obtaining and integrating diverse participant perspectives for contextualisation. This article describes an online workshop as a transdisciplinary data collection method for contextualising theoretical elements of a framework for knowledge translation to improve wound care in South African nursing homes. Knowledge translation can be more effective when the theoretical components are contextualised and aligned with the specific needs in the context. The online workshop was conducted with 10 participants involved with wound care and change processes in nursing homes across South Africa. The participants consisted of healthcare professionals, family members of those in care and nursing home management staff. Participatory design principles were applied during the online workshop, which was hosted on BlackBoard CollaborateTM Ultra. In this qualitative study, live polls, facilitated discussion, virtual whiteboard posts, and breakaway activities were used to collect the data. The data were analysed and integrated using both deductive and inductive processes for a comprehensive understanding. The workshop enabled the researchers to ascertain integrated perspectives to contextualise the knowledge translation framework’s elements. Barriers to evidence-based wound care in nursing homes and nine values for dignified care for older persons were identified.Transdisciplinary contribution: This article shows how an online workshop was conducted with a group of participants from various healthcare disciplines, family members and institutional management to achieve a contextualised and pragmatic description of theoretical elements. Contextualisation aims to enhance the effectiveness of a knowledge translation framework for use in nursing homes.

Implementation of an electronic patient portal in routine mental health care of hospitals in Germany – evaluation of attitudes of healthcare providers

BackgroundThe use of digital tools such as electronic patient portals in different health care disciplines and settings has been increasing, but the rate of implementation in clinical practice still lags behind expectations. While studies have linked the use of electronic patient portals to positive health outcomes for patients, studies addressing the viewpoints of healthcare providers are rare.MethodsWe performed an online survey of attitudes of healthcare providers towards an electronic patient portal for mental health hospitals. The portal was developed by five communal providers of mental health care in different regions in Germany. The survey was carried out during the early phase of implementation of the portal.ResultsTwenty project leaders and 37 clinicians from five different mental health hospitals answered the questionnaire (response rate: 45% and 28%). Overall, acceptance of online applications among respondents was high. The healthcare providers mentioned perceived benefits (e.g. accessibility of new patient groups, use of therapy-free periods) as well as a number of technical, structural, organizational and staffing barriers for successful implementation in hospital settings (e.g. workload of healthcare providers and lack of staff, limited digital competences, unstable WLAN).ConclusionThe perceived barriers and facilitators of the implementation of online applications and electronic patient portals in mental health hospitals identified by healthcare providers may be taken into account. Improving commitment of the healthcare providers to implementation and use of digital interventions may help foster digitalisation in mental health hospitals.

Evaluation of an innovative dementia care competency model among physical and occupational therapy students

ABSTRACT The rising prevalence of dementia calls for a competent workforce capable of delivering quality dementia care. A standard for assessing dementia-care-specific competencies is necessary to guide curriculum development and implementation in a competency-based educational framework during academic training. This study evaluated the psychometric properties of the Dementia Care Competency Model (DCCM) among students enrolled in physical (PT) and occupational therapist (OT) programs. Eighty PT and OT students completed the DCCM by rating the 11 sub-competencies using the National Institute of Health Proficiency Likert Scale. The Exploratory Factor Analysis yielded a Kaiser-Meyer-Olkin of 0.878 and Bartlett’s test significance value of < 0.001, which indicates that the data were very good for factor analysis. The Eigenvalues and scree plot derived two factors with an excellent internal consistency (Cronbach’s alpha = 0.936). When examining the grouping of sub-competencies, the two factors that emerged were patient-centered and interprofessional collaborative care. The DCCM version 2.0 can guide educators in designing learning experiences that target the essential competencies in dementia care, ensuring that PT and OT graduates are well-prepared to work with individuals living with dementia. Future research should refine the model by exploring additional sub-competencies within each domain and expanding the model’s applicability across multiple healthcare disciplines.

Lived experiences of working-age polytrauma patients in Germany - A qualitative Analysis

BackgroundSurvivors of a major trauma experience a range of difficulties in relation to the reduction in physical, psychosocial, and cognitive functions, which can result in a reduced health-related quality of life. This study aims to explore lived experiences of major trauma survivors in the German healthcare system. MethodsSemi-structured exploratory interviews were performed with nine major trauma survivors (18–55 years; Injury Severity Score ≥16). For exploratory analyses, an artificial intelligence-based coding software was used. Further, results were clustered by using the International Classification of Functioning, Disability and Health framework (ICF). ResultsCommunication was one of the major topics concerning amongst others diverting opinions between different healthcare disciplines and a general lack of information. The participants showed a high demand for a contact person. Furthermore, social support was essential during recovery for those interviewed. Social network was not only important as emotional and physical support but also for overcoming of gaps in the healthcare system. The support by employers and colleagues seemed to be beneficial for our participants in relation to returning to work. Further, psychological consequences of trauma, and that mobility is a key factor for quality of life, self-efficacy and return to work were discussed. DiscussionThe qualitative analyses highlight several topics such as communication, burden of sickness, support systems that the participants mentioned as important along their journey through the German healthcare system during recovery. Through the ICF model the interplay of certain components that influenced the outcome of the major trauma survivors was visualized. ImplicationsThese results might offer a deepened understanding of modifiable components of a patient pathway in recovery process such as improvements of patient communication, provision of a contact person and others.

“Understanding Dementia Together”: The Design, Delivery and Evaluation of a Collaborative Inter-professional Dementia Workshop for Healthcare Students

Abstract Background A collaborative, multi-disciplinary team input is crucial for the optimal management of a person with dementia. Interprofessional learning (IPL) has benefits at undergraduate level. Allowing students to engage in IPL pre-qualification enables them to understand the value of a collaborative approach in improving patient care, and this insight may cultivate future collaboration. The aim of this study was to develop, deliver and evaluate an IPL dementia workshop for healthcare students across a broad range of relevant disciplines. A secondary aim was to determine the extent of perceived clinical application of learned knowledge in students who completed the workshop and subsequently underwent clinical placement. Methods This study adopted a social constructivist pedagogical approach. A steering group was formed which included faculty members from 11 healthcare disciplines. Disciplines represented included medicine, nursing, dentistry, physiotherapy, radiography, radiation therapy, audiology, speech and language therapy, pharmacy, occupational therapy and paramedicine. Kern's map for the development of a curriculum in medical education informed the development of the intervention. The Alzheimer's Disease Knowledge Scale questionnaire was used to assess students’ knowledge. Results 102 students completed the pre and post workshop surveys. There was a statistically significant increase in student's knowledge (t (11) = -5.251, p≤0.001) and communication scores (Z=-7.792, p≤0.001) post workshop. The follow up of students on clinical placement showed a perceived behavioural change in communication modification, with 79% of students stating that they have changed the way they communicate with a person with dementia. Conclusion The findings of this study provide insight into the optimum modes of design and delivery of an IPL dementia workshop, state of knowledge, confidence, and role recognition across a broad spectrum of healthcare students. The longitudinal follow up of students on clinical placement established perceived behavioural change due to the training.

Philosophy and Clinical Reasoning in Rehabilitation Sciences: Bridging the Gap

This paper addresses the relatively overlooked field of rehabilitation and physical medicine, offering an epistemological perspective on clinical reasoning in these disciplines, focusing on three different domains: diagnosis, prognosis, and treatment. Rehabilitation sciences, often overshadowed by medicine and nursing, present unique challenges in terms of clinical reasoning. We explore these challenges, highlighting the distinctive features that set rehabilitation apart from clinical medicine. Notably, rehabilitation focuses on functions, aiming to improve an individual’s quality of life, setting it apart from disease-centered medicine. Drawing also from philosophical insights in nursing literature, we offer a multidisciplinary perspective on the epistemological dimensions of rehabilitation and physical medicine, shedding light on their placement within healthcare disciplines.

Pharmacy—Physiotherapy Interprofessional Education and Practice

Interprofessional education (IPE) is an educational technique in which tutors and students from several healthcare disciplines, such as pharmacy and physiotherapy, collaborate to achieve a common goal. IPE has been shown to increase patient outcomes and professional growth among healthcare teams. Pharmacists and physiotherapists have different knowledge bases and skills, both of which are integral to the effectiveness of a collaborative healthcare team. By bringing their respective expertise together in an interprofessional context these healthcare professionals can work to develop increased understanding, respect for each other’s roles, and the ability to collaborate more effectively.

Development and preliminary validation of the South Wales Social Well-being Scale (SWSWBS)

BackgroundPhysical, mental and social components of well-being are known to be important to health. However, research on well-being often focuses on physical and mental well-being with little attention paid to social well-being. This research aims to develop and preliminarily validate the South Wales Social Well-being Scale (SWSWBS) to measure social well-being.MethodsA non-experimental and cross-sectional design was applied with two phases: scale development and preliminary validation. Initially, 24 items were drawn from a Group Concept Mapping study exploring the concept of social well-being. These items were reviewed and reduced to 14 for preliminary validation among 103 university students and staff in health and social care disciplines. Construct validity (exploratory factor analysis and convergent validity) were tested. Reliability was demonstrated by internal consistency. Floor and ceiling effects were also evaluated.ResultsA 3-factor structure was identified and explored, which highlight the most important features of the social world a person inhabits: “Safe and inclusive interaction with others” (6 items), “Learning, helping, and feeling useful” (4 items), and “Security, worthwhile activities, family and friends” (4 items). The SWSWBS was correlated to the Warwick Edinburgh Mental Well-being Scale and the Four measures of Personal Well-being Scale to some extent. The Cronbach alpha coefficient was 0.85 for the sum score and 0.83–0.86 for individual items. The item-total correlation coefficients ranged between 0.08 and 0.65. The split half reliability coefficient was 0.78. There is absence of a floor effect, but most items had a ceiling effect.ConclusionsPreliminary validation of the SWSWBS shows the scale has satisfactory psychometric properties with good validity, reliability, and reasonable variability. This study needs to be replicated with larger and representative populations to explore how the scale can be used alongside the Warwick Edinburgh Mental Well-being Scale to capture a holistic/multi-dimensional understanding of well-being.

Securing Federated Learning: Approaches, Mechanisms and Opportunities

With the ability to analyze data, artificial intelligence technology and its offshoots have made difficult tasks easier. The tools of these technologies are now used in almost every aspect of life. For example, Machine Learning (ML), an offshoot of artificial intelligence, has become the focus of interest for researchers in industry, education, healthcare and other disciplines and has proven to be as efficient as, and in some cases better than, experts in answering various problems. However, the obstacles to ML’s progress are still being explored, and Federated Learning (FL) has been presented as a solution to the problems of privacy and confidentiality. In the FL approach, users do not disclose their data throughout the learning process, which improves privacy and security. In this article, we look at the security and privacy concepts of FL and the threats and attacks it faces. We also address the security measures used in FL aggregation procedures. In addition, we examine and discuss the use of homomorphic encryption to protect FL data exchange, as well as other security strategies. Finally, we discuss security and privacy concepts in FL and what additional improvements could be made in this context to increase the efficiency of FL algorithms.

Evaluating Case-Based Learning to Enhance Dental Student Performance in Cavity Preparation: A Pilot Study.

Background The transition from theoretical knowledge to clinical competency in operative dentistry is an ongoing challenge in dental education. Undergraduate students often face a significant gap between understanding theory and applying practical skills for diagnosing and preparing cavities, which leads to decreased confidence, increased stress, and potential errors in clinical practice. Case-based learning (CBL), an active learning strategy that emphasizes real-world scenarios, has shown promise for improving clinical skills and knowledge retention in other healthcare disciplines. This pilot study explored the potential of CBL to address the theory-practice gap and enhance confidence among undergraduate dental students in performing cavity preparations. Methods This pilot study utilized a pre and post-intervention design and involved 30 second-year dental students. Participants completed confidence surveys at three points: before CBL activity, immediately after CBL activity, and following their first clinical cavity preparation procedure. The CBL activity consisted of two components: interactive case discussions and hands-on laboratory exercises designed to simulate real-world dental procedures. The interactive discussions focused on diagnostic and treatment planningwhile laboratory exercises provided practical experience in cavity preparation. Data were analyzed using repeated-measures analysis of variance (ANOVA) to assess the changes in confidence levels across the three survey points. Results CBL significantly increased students' confidence across multiple dimensions (p < 0.05). Confidence in modifying cavity preparations increased from a mean of 2.91 (SD = 0.292) before CBL to 5.12 (SD = 0.331) post-CBL and further to 5.52 (SD = 0.556) after clinical practice. Similarly, confidence in understanding the basic concepts of caries removal improved from 4.82 (SD = 0.528) pre-CBL to 5.45 (SD = 0.564) post-CBL, and to 5.61 (SD = 0.556) post-clinic. However, confidence in performing cavity preparations without faculty guidance remained relatively low, increasing from a baseline mean of 2.67 (SD = 0.478) to 2.91 (SD = 0.384) post-CBL and 3.64 (SD = 0.603) post-clinic. Conclusion Incorporating CBL into the curriculum can significantly improve undergraduate students' confidence in performing cavity preparation. This approach may help bridge the theory-practice gap and better prepare students for the clinical environment. This pilot study provides promising initial data, and further research is needed to determine the long-term impact of CBL and the optimal implementation strategies.

Enactivism: a contemporary perspective of a reconceptualization of Osteopathy

Enactivism is a philosophical and scientific approach that emphasizes the role of the body and its interactions with the environment in shaping cognitive processes and subjective experiences. Meanwhile, osteopathy is a person-centered health care discipline, highlighting the structure-function interrelationship of the body and its selfregulation mechanisms. Both approaches value the body and the environment in health. Several authors have been discussing the urgent need for a reconceptualization of osteopathy and also suggesting integrate biological, psychological and social aspects. Thinking osteopathy as a Therapeutic Rationality, implies recognize its fundamental dimensions: Human Morphology, Vital Dynamics, Medical Doctrine, Diagnostic System and Therapeutic System, all integrated by a philosophical Cosmology, as the original term Medical rationality states, but also embrace a broader perspective allowing an individual and unique process of each person, reflecting the transformation of contemporary medicine to a person approach. Enactivism principles can serve as a basis for a reconceptualization of osteopathy, integrating environmental, psychological, social, and spiritual factors. Osteopathic concepts can probably be updated through the convergence between enactivism and osteopathy, promoting more meaningful and evidence-based clinical practice. Advancing in this direction requires a collaborative dialogue between researchers, health professionals and interested people, seeking an integrated understanding of the relationship between body, mind, environment and health.

Top tips for promoting positive professionalism through medical education

Background Professionalism is a requirement across all healthcare disciplines yet remains challenging to teach and difficult to evidence. Professionalism, as a subject matter, is increasingly recognised in undergraduate and postgraduate formal curricula, where historically, it has sat in the hidden curriculum space. The learning of professionalism is often complicated by its association with negative connotations and focus only being given to the topic only when it lapses. Methods The authors have strong medical education interests and experience in the teaching, learning and assessment of professionalism in inter-professional settings. They have used their extensive experience, collaborative work and the current literature to develop practical top tips to promote professionalism in medical education. Results The practical tips offered are supported by current literature and educational theory and aim to support other institutions, educators and clinicians to embed and promote professionalism in a positive, constructive and pedagogical way. Conclusions The learning of professionalism in medical education remains challenging. The practical tips aim to guide educators to consider innovative strategies and modern educational thinking but also cautions readers to challenge preconceived ideas on how this topic is best presented and embedded in curriculums.