Healthcare Education Research Articles

Exploring alternative practice placement models in occupational therapy and physiotherapy: perspectives and experiences of learners and practice educators: a qualitative systematic review

AbstractWithin physiotherapy and occupational therapy practice placements, there is a predominance of the one-to-one supervision model which creates limitations for placement capacity expansion. Alternative placement models must be explored to meet training requirements for these professions and ensure the availability of a future workforce. The aim of this review is to explore the experiences and perceptions of practice educators and learners regarding alternative placement models, to inform future planning and the adoption of these opportunities. This qualitative systematic review followed the Joanna Briggs Institute methodology. A comprehensive search was conducted across six databases (CINAHL, MEDLINE, PubMed, Scopus, ERIC, PsycINFO), covering the period from January 2010 to December 2022. Meta-aggregation was used to synthesise the findings from the included studies. A total of 16 articles were included within this review. The learner voice was represented in 14 categories aggregated to five synthesised findings: professional growth and development, personal and psychological adaptation, alliances within collaborative learning, educational and learning process, and managing professional relationships. The practice educator voice was represented in 11 categories aggregated into four synthesised findings: providing the right support; professional identity; peer relationships and levels of satisfaction. This review highlights positive aspects associated with skill development, personal growth, and the formation of professional identity following alternative placement experiences. However, it also reveals concerns including uncertainty and anxiety related to role clarity, expectations, and the structure within these environments. This understanding of the perceptions and experiences of both learners and practice educators can inform the development of targeted support and guidance from universities, addressing these challenges and enhancing overall satisfaction. Further adoption of alternative placement models has the potential to expand practice placement capacity for learners offering a promising environment for healthcare education. These models provide learners with invaluable experiences and skills essential for their future careers.

Meaningful Patient Participation in Health Care Education: A Theoretically Informed Study Exploring Boundaries and Identities

Abstract Purpose After recent policy and practice changes, health care schools are expected to involve patients as partners in the management, design, and delivery of professional curricula. However, what these partnerships mean for academic communities and the processes needed to support them are not yet understood. This study examines what involving patients as partners within an academic community means for key stakeholders. Method A qualitative case study design with a social constructivist philosophical stance was used. Communities of practice served as the theoretical framework. Semistructured interviews were conducted with patients and educators from the University of Leicester between November 2021 and May 2022. Focus groups were held with penultimate-year students. Data were analyzed using reflexive thematic analysis informed by communities of practice. Results The sample comprised 40 participants. Ten patients and 10 educators participated in 40- to 60-minute interviews. Twenty students participated in 1 of 5 focus group discussions lasting 30 to 50 minutes. Two overarching themes were reported: “boundaries as (permeable) barriers to participation” and “identity as an interpretive lens.” Boundaries among patients, educators, and students can hinder patients’ meaningful involvement in health care education. Boundaries are marked through differences in knowledge, a lack of shared vision, and a lack of trust in patients. Patients, educators, and students have separate distinct identities. They experience tensions of identity when they meet across boundaries. These tensions reveal insights into the construction of the typical patient identity in health care education. Conclusions Applying communities of practice illuminated boundary and identity issues that patients, educators, and students experience when patients are involved in health care education. Health care schools should develop comprehensive training for patients, provide faculty development regarding patient involvement, support students to trust in patient teachers, and embed a distinctive strand of patient involvement across health care curricula.

Unmet Needs of Children and Young Adults With ADHD: Insights From Key Stakeholders on Priorities for Stigma Reduction.

Individuals with ADHD continue to face stigma, which can negatively impact their access to, adherence to, and quality of mental health services, as well as their overall wellbeing. Perspectives of various stakeholders regarding priorities for stigma reduction remain underexplored. This study explores young adult, parent, teacher, and mental health care professional perspectives on unmet needs of children and young adults with ADHD in the Netherlands, in the context of stigma reduction. A total of 24 respondents participated in seven small focus group discussions (FGDs). The FGDs facilitated in-depth discussions exploring stakeholder group perspectives on unmet needs of children and young adults with ADHD in educational, professional, and social settings. Data was analyzed using thematic content analysis. Three thematic categories of unmet needs were identified: (1) a lack of awareness, knowledge, and understanding of ADHD; (2) insufficient personalized approaches in education and health care; and (3) limited accessibility of information and support services. Within theme 1, respondents primarily highlighted the importance of improving education for primary school teachers and mental health care professionals. Theme 2 underscored the need for increased capacity for personalization and attention to the sociopsychological factors of ADHD, alongside recognizing strengths. Theme 3 emphasized the need for easy access to reliable information and mental health care, including peer networks, as well as proper follow-up and continuity of care. Findings highlight the need for improving our understanding of ADHD as a complex biopsychosocial condition, which requires specific adjustments in education and mental health care. Interventions to improve support and disrupt stigmatization should meet diverse needs, incorporate multi-level strategies, and involve key stakeholders.

Patient Education in Health Care: Exploring Strategies for Effective Comprehension, Recall, and Compliance

ABSTRACT Introduction Patient education is recognized to be essential in orthotic and prosthetic care. However, there are no current standardized methods of educating patients. This literature review looked at the most effective current methods of educating patients in terms of comprehension, recall, and compliance. Methods Inclusion and exclusion criteria for articles were determined. Search strategy was developed using keywords, MeSH terms, and Boolean operators and applied to three different databases (Medline Ovid, Embase, and Web of Science). Results After searching on Medline Ovid, Embase, and Web of Science, 833 articles were found after deduplication, with 49 articles included in the final review. Conclusions The review found that delivering the education in terms of behavioral advice and multimodal methods was the most effective. Patients’ preference of education delivery, mood, attitude toward their condition, and relationship with their provider also need to be considered. Further research needs to be done on effective methods of delivering patient education. Clinical Relevance This research has the potential to lead to future studies in educating patients who utilize orthotic and prosthetic devices. The aim of the project is to eventually standardize or create best practice guidelines for patient education in the field of Orthotics and Prosthetics with the intent of improving comprehension, recall, and compliance.

Professional nurses’ perspectives on the implementation of integrated chronic disease management model

Background: The integrated chronic disease management (ICDM) model is seen to be a promising strategy as it is gaining global acceptance as an approach to enhance healthcare delivery.Objectives: The study objectives were to explore and describe professional nurses’ perspectives on the model, identify challenges experienced during implementation and identify factors that could improve the model implementation.Method: An explorative, descriptive qualitative design was used, nine professional nurses from three selected facilities were interviewed. Data obtained from semi-structured individual interviews were analysed using thematic analysis and NVivo software.Results: Three main themes emerged: the professional nurses’ perceived benefits of the model, challenges experienced during implementation and recommendations to ensure effective implementation of the model. The perceived benefits of the model included the integration of care, adequate medication and the alleviation of stigma related to diseases. However, the challenges of the model included a shortage of staff, poor infrastructure and patients missing scheduled appointments. The study noted the need for adequate staff, infrastructure and ongoing training for the successful implementation of the model.Conclusion: Despite challenges in the South African healthcare system, professional nurses perceived the implementation of the model positively. The study highlighted the need for adequate staff, adequate infrastructure and ongoing training for staff.Contribution: This study outlined the challenges and recommendations identified, enabling healthcare organisations, policymakers and educators to develop targeted strategies for successful implementation. The findings will also inform future research focussed on optimising the utilisation of the model in the study setting and similar contexts

Optimising Healthcare Education with Design-Based Theory

Introduction In complex, and socially dynamic educational systems, traditional research methodologies often fail to connect with everyday practice, creating a need for “usable knowledge” when solving individual and collective education problems (Design-Based Research Collective, 2003). Traditional methods are effective, but do not necessarily uncover the nature of changes to student thinking during an education experience. With this, Design-Based Research (DBR) is a proposed solution that emerges as a pivotal methodology in educational research, as it aims to integrate theories of learning with practical experiences. Seen as a systematic yet adaptable approach, DBR integrates iterative cycles of analysis, design, and evaluation in collaboration with researchers and practitioners within authentic educational settings, (Harrington, 2012; Wang & Hannafin, 2005). This (poster) presentation will describe how DBR was utilised to create a learning environment to improve learning experiences within healthcare education. An analysis of the problem highlighted that healthcare students experienced high levels of anxiety during high-fidelity simulation when asked to perform and treat simulation manikins (Aiello et al., 2023). In part, the main issues relate to a lack of environmental authenticity, resulting in under-stimulation and performance anxiety resulting in over-stimulation. This relates to the Yerkes Dodson stress performance curve and suggests that too little or too much arousal results in poor performance (Yerkes, 1908). The hypothesis therefore was to design a solution for peak performance by increasing environmental authenticity and managing anxiety. Method The hypothesis is conceptualised as a ‘design solution’ rather than an intervention. To provide an authentic learning experience virtual reality environments were developed, and to aid performance anxiety, the centering technique was used. Centering is a visualisation technique that teaches participants to focus on the here and now, reduce negative thoughts, and lower anxiety. Virtual reality scenarios were provided prior to each simulation and included a ward-based environment (nurse students) and a rescue helicopter (paramedic students). The study involved 35 Master of Nursing Science, Entry to Practice student nurses at the University of Melbourne and 33 Bachelor of Health Science, Paramedicine students at Auckland University of Technology and industry experts within nurse and paramedic education. All data was collected for each cohort iteratively in 2023 and 2024 to evaluate and develop the design. Data collection included using the State-Trait Anxiety Inventory as a pre-test baseline to measure general and long-standing anxiety for each participant. Within-test heart rates was recorded on a Polar H10 chest strap to measure an objective physiological response to stress. Post-test participants completed the Competitive State Anxiety Inventory–2R after each simulation to understand subjective anxiety and several focus groups were completed to gain further insight into experiences and perspectives. Discussion and Conclusion This presentation outlines the design characteristics used to support student learning within healthcare education settings. Design-Based Research offers a robust framework to develop and refine educational practices through iterative design and implementation cycles. Early results suggest that both virtual reality and the centering technique impact healthcare learning and the implementation of this approach could lead to long-term resilience and build confidence that maximises potential.

The Palliative Arts: Envisioning a New Paradigm in Palliative Care.

A growing body of evidence supports the effectiveness of arts-based interventions in nurturing human connection, healing, and reflection-for patients living with illness, their families, and their health care communities. Thus, we propose that these interventions, what we call the Palliative Arts-just as much as science-should be systematically integrated in clinical education, practice, research, wellness, leadership, and advocacy to impact person-centered outcomes. Our interprofessional team describes a variety of arts-based programming that its authors are leading to highlight the breadth of existing Palliative Arts work and point to future horizons for its integration in health care education and clinical settings. We propose that the Palliative Arts can inform a new paradigm, one with the potential to foster person-centered innovation and meaningful change in the field of palliative care-and health care at large.

The evolution of medical education in the era of Covid-19 and beyond: a longitudinal study.

The COVID-19 pandemic has brought about profound transformations in nearly all aspects of life, leaving its impact on the global community as a whole. Nowhere has this transformation been more pronounced than in the sphere of education, including medical education. Healthcare professionals and educators faced the daunting task of preparing the next generation of practicing physicians amid the ongoing public health crisis. The study involved students from three different Chinese medical universities (groups A, B, and C, respectively). The research employed two instruments: a Scale of Satisfaction with Simulation-Based Education and a Scale of Satisfaction with Telemedicine Competency Education. Data were collected at three different time points: 2020-2021 (online/distance learning), 2021-2022 (hybrid learning), and 2022-2023 (traditional face-to-face learning). It was revealed that students demonstrated the highest level of satisfaction during the hybrid learning period (Time Point 2), while online/distance learning (Time Point 1) received the lowest ratings. Statistical analysis indicated significant differences in satisfaction levels across the various time points. Hybrid learning emerged as the preferred method among students, yielding the highest level of satisfaction. Online/distance learning during the 2020-2021 academic year and traditional face-to-face instruction in 2022-2023 exhibited lower satisfaction levels. The research findings underscore the practical significance of hybrid learning for students in medical educational programs, suggesting its potential for optimizing educational curricula and resources within academic institutions.

Designing Immersive Reality Environments in Healthcare Education

This paper presents a proposed research framework aimed at addressing the critical need for innovative approaches in healthcare education by exploring the implementation of Augmented Reality (AR) and Virtual Reality (VR) technologies across Australasia. Utilizing an Educational Design Research (EDR) methodology, the proposed study seeks to develop a comprehensive, context-sensitive framework for the effective integration of AR and VR in healthcare curricula. The study navigates the unique challenges posed by Australasia's diverse cultural landscape, varying resource availability, and distinct institutional policies. Through iterative cycles of analysis, design, development, and evaluation, the proposed research intends to create and assess contextualized AR/VR experiences, their impact on student learning outcomes, and their potential to enhance healthcare education quality. The resulting framework and guidelines are intended to serve as a robust foundation for healthcare institutions across Australasia, potentially revolutionising healthcare professional training and ultimately contributing to improved patient care and public health outcomes. This proposed research not only addresses a significant gap in the current literature but also provides practical, evidence-based solutions for the successful adoption of cutting-edge technologies in healthcare education. Finally, the proposed framework generalisability to a global context focusing on the United Nations Sustainable Development Goals of quality education and good health for all.

Enhancement of helping skills using videos and blended learning in social and health care education

ABSTRACT Students in social and health care education often encounter difficulties translating the concepts in communication into the complexities of interpersonal dynamics and diversified contexts in practicums. Most previous resources were developed in English, and some Chinese materials were not up to date. In this project, social work teachers produced two sets of videos and initiated coursework revamping by engaging students in producing more communication skills videos. An e-learning community has been set up for the storage of teacher’s demonstration videos and quality student videos. The video was applied in skill practice courses and disseminated to social work practicum supervisors and students during the pandemic, as their face-to-face learning opportunities were restricted. Students reported improvements in levels of skills and competence after watching the videos. It shows that videos on communication skills can be further promoted as a blended learning strategy in professional practice training.

Health promoting resources and lifestyle factors among higher education students in healthcare and social work programmes: a survey with a longitudinal multicentre design

BackgroundIt has been suggested that the university environment, to improve students’ health status and educational outcomes, should be based on a health promoting approach. More knowledge is needed about health promoting resources and lifestyle factors that may be of value for students in higher education and their future work-life balance. The aim of this study was to explore health-promoting resources, general health and wellbeing, and health promoting lifestyle factors among fourth and final semester students in higher education in healthcare and social work.MethodsThis longitudinal study is based on self-reported data collected through a web-based questionnaire that included questions about general health, wellbeing, and healthy lifestyle factors and made use of instruments: the Sense of Coherence (SOC) scale, the Salutogenic Health Indicator Scale (SHIS), and five questions from the General Nordic Questionnaire (QPS Nordic). The questionnaire was distributed among students enrolled in seven different healthcare and social work programmes at six universities in Sweden. Data was collected when students were in their fourth (2019/2020) and final (2020/2021) semesters analysed with multiple linear and logistic regressions.ResultsThe survey included responses from students during the fourth (n = 498) and the final (n = 343) semester of higher education programmes in health and social work. Total SOC scores decreased between the fourth semester and the final semester. The prevalence of the health promoting lifestyle factor of physical exercise decreased between the fourth and final semesters. Students in their final semester reported valuing group work more highly than did students in their fourth semester. Despite this, students in both the fourth and the final semester reported high SOC, low levels of good general health and perceived wellbeing, and sleeping problems.ConclusionsStudents’ report of good general health were associated with wellbeing, high-intensity physical training, and no sleeping problems A high SOC level was associated with good general health, perceived wellbeing, and no sleeping problems. A higher SHIS level was also associated with wellbeing and no sleeping problems. Therefore, we suggest further research focusing on how to prepare students in healthcare and social work during higher education for a future work-life in balance targeting effects on sleep quality.

Acute stroke care in low and middle-income countries.

The purpose of this article is to discuss the global impact of stroke, the disparities and barriers to implement stroke care, and the global efforts to improve access to acute treatments in low and middle-income countries (LMICs). Disparities in access to stroke care are influenced by socioeconomic inequalities, geographic disparities, and limited healthcare infrastructure, particularly in LMICs. Effective stroke care requires a coordinated approach involving emergency services, rapid diagnosis, timely treatment, and early rehabilitation. However, there are significant delays in implementing evidence-based practices, particularly in areas where stroke care resources are scarce.Key barriers include geographic disparities, economic constraints, insufficient healthcare infrastructure, low public awareness, and weak policy frameworks. Addressing these challenges requires strengthening health systems, promoting universal health coverage, enhancing public and healthcare provider education, leveraging technology like telemedicine, and fostering international collaboration. Global efforts, including initiatives by the World Stroke Organization, focus on improving stroke care through infrastructure development, workforce training, and policy advocacy. These recommended strategies aim to make stroke care accessible and effective for everyone, regardless of location or socioeconomic status, ultimately helping to reduce the global burden of stroke.

Readiness for professional practice among health professions education graduates: a systematic review

Readiness to practice is the state of being prepared and capable of engaging in professional activities in a specific field. Graduates of healthcare professions require a diverse set of skills, knowledge and attitudes to meet the demands of complex healthcare settings. This systematic review provides a comprehensive analysis of readiness for professional practice among graduates of health professions education. It encompasses a wide range of articles published between 2013 and 2024, incorporating various health professions and utilizing a combination of quantitative, qualitative, and mixed methods designs. The review identified 93 studies from 32 diverse countries. The review revealed that factors influencing readiness to practice, include individual capabilities, the workplace context, and educational provision. It also explored strategies to enhance readiness to practice. The findings underscore the significance of addressing challenges such as lack of confidence, stress, communication, time management, job satisfaction, clinical experience, academic workload, teaching quality, mentorship and curriculum design. This comprehensive analysis serves as a valuable resource for healthcare educators, policymakers, and practitioners seeking to optimize the preparedness of graduates for the complexities of contemporary healthcare environments. Future studies should explore the interactions between readiness to practice stakeholders’ perception of the educational curriculum, and the quality of support in the professional practice environment.

A learning analytics dashboard to support students' reflection on collaboration

AbstractBackgroundDashboards play a prominent role in learning analytics (LA) research. In collaboration activities, dashboards can show traces of team participation. They are often evaluated based on students' perceived satisfaction and engagement with the dashboard. However, there is a notable methodological gap in understanding how these dashboards support the nuanced process of student reflection.ObjectiveThis paper presents empirical evidence on how students from high and low‐performing groups reflect individually on their performance while using a Learning Analytics Dashboard (LAD).MethodsWe address this in the context of education in healthcare, wherein we captured actions and positioning data from a simulation‐based collaborative activity and generated a collaborative LAD. A total of 41 nursing students were invited to participate in a post‐hoc semi‐structured individual interview to use a collaborative LAD while answering a set of prompts to reflect on their individual and group performance. Students' reflections were coded and analysed using Bain's 5R reflection framework. We used epistemic network analysis to capture the dynamic reflection process and to understand the connections between the reflection stages (from low to high). We compared how different these connections were for students in high and low‐performing groups.Results and ConclusionsOur results revealed that most students were only able to achieve low and middle stages of reflection. Yet, students in low‐performing groups predominantly followed low‐to‐middle stages of reflection. In contrast, students from high‐performing groups demonstrated the ability to transition between low‐to‐middle and low‐to‐high stages of reflection. Based on these findings, we discuss implications for both research and practice, particularly emphasising the necessity to scaffold reflection when using LADs.

Google Glass™ in Healthcare Education: A Scoping Review

Google Glass™ in Healthcare Education: A Scoping Review

Between Tuition Fees and Trainee Allowances: Financing of Schools in the German Health Care System

Schools in the health sector play a significant role in the structure of the German education system. In addition to public schools, there are numerous schools, either substitute or supplementary, in the private sector. Many schools are directly attached to a hospital, in contrast to others operating financially independently having cooperation agreements with corresponding facilities for practical training. This article explains the differences between public, substitute and supplementary schools in the health care sector, with particular emphasis on their financing. It also shows the impact of the integration of a school at a hospital. The information regarding the types of schools was generated through expert interviews and by reviewing current laws. A schematic illustration is intended to promote further understanding of school financing in the health care sector, thus contributing to more transparency. The legal framework conditions for the professions of physiotherapy, occupational therapy and speech therapy are elaborated, as well as basic German Law forming the legal basis for the Hospital Financing Act (KHG). The financing of public schools is regulated by law and is carried by the respective state or municipality. This also applies to public schools in the health care sector. Uniform regulations are also applicable to replacement and supplementary schools falling under the KHG. Trainees receive a salary if their schools cooperate with hospitals with which corresponding funding agreements are in place. However, private schools not affiliated with the KHG training fund must rely on alternative sources of funding, ultimately leading to the necessity to charge tuition fees. Different federal/state-specific regulations contributing to the financing of health care education is often unclear and incomprehensible. Due to current laws, tuition-free education cannot be guaranteed in every federal state or at every school. It remains to be seen if or to what extent changes will take place leading to uniform, transparent and comprehensible financing of the training landscape in the health professions in the German education system.

Harnessing Strengths Naturally: Unintentional Appreciative Inquiry in Action

This article explores how an unintentional use of Appreciative Inquiry helped a midwifery student overcome imposter syndrome. By reflecting on her journey and strengths, such as communication and empathy, we reframed her self-doubt into self-assurance. The approach highlights the power of focusing on individual strengths to build confidence and foster growth in healthcare education.

O DIAGNÓSTICO DE CRIANÇAS E ADOLESCENTES AUTISTAS E SUA RECEPÇÃO PELOS SEUS RESPONSÁVEIS

This study aims to address the significant theme of the experience of those responsible for atypical children in the process of diagnosing Autism Spectrum Disorder (ASD). The growing number of ASD cases highlights the importance of understanding family experiences during this procedure, given the complexity of this condition and its impact on the environment or family context. ASD is a complex condition that affects child development and presents significant challenges for families. Understanding how caregivers perceive the diagnosis, face challenges, and experience emotions can provide valuable insights for healthcare professionals, educators, and psychologists. The general objective of the study is to reduce a gap in the literature by exploring the ASD diagnostic process from the perspective of those responsible, with potential implications for clinical practice and the well-being of affected families and children. The method used was a systematic bibliographic review, the research seeks not only to understand the technical aspects of ASD diagnosis, but also to highlight the importance of the emotional and social dimensions involved, highlighting the need for an interdisciplinary approach.

Trends and inequalities in the use of deworming medication during pregnancy in Sierra Leone, 2008–2019

BackgroundIntestinal worm infections are a significant public health concern for pregnant women in low- and middle-income countries. These infections can lead to anaemia, malnutrition, and adverse pregnancy outcomes, including premature birth and low birth weight. Deworming medication during pregnancy is a safe and effective strategy to prevent these complications and improve maternal and child health. This study aims to investigate the trends and inequalities in the use of deworming medication during pregnancy among women in Sierra Leone between 2008 and 2019.MethodsThe study utilised data from the Sierra Leone Demographic Health Surveys conducted in 2008, 2013, and 2019. We used the Health Equity Assessment Toolkit developed by the World Health Organisation to calculate various measures of inequality, including difference, ratio, population attributable risk, and population attributable fraction. An inequality assessment was conducted for five stratifiers: age, economic status, level of education, place of residence, and sub-national province.ResultsThe prevalence of deworming medication during pregnancy was 43.8% in 2008, 72.4% in 2013, and 83.5% in 2019 in Sierra Leone. There was a decrease in age-related inequality from a difference of 3.7% in 2008 to −0.8% in 2019. Economic-related inequality increased from a difference of −8.5% in 2008 to −8.2% in 2019. Both population attributable fraction and population attributable risk were zero in all survey years for economic status, indicating no improvement in the setting average without economic-related inequality. Inequality in education increased from a difference of -8.9% in 2008 to −8.4% in 2019 and decreased from a difference of −2.6% in 2008 to –5.5% in 2019 for place of residence. Provincial inequality decreased from a difference of 29.5% in 2008 to 11.8% in 2019. The population attributable risk for province reveals that the setting average could have been 10.5 percentage points lower in 2008, 8.2 percentage points lower in 2013, and 5.9 percentage points lower in 2019 without provincial inequality.ConclusionThe prevalence of deworming medication use during pregnancy substantially increased from 2008 to 2019 (43.8% to 83.5%) in Sierra Leone. This suggests a positive public health trend in maternal healthcare access and education. Inequalities related to economic status and education increased slightly while age-related, place of residence and provincial inequalities decreased. This indicates an inequitable distribution of this essential healthcare intervention across these stratifiers. The government and policymakers should continue efforts to raise awareness and promote the use of deworming medication during pregnancy.

How to … navigate specialised programmes for early-career doctors in medical education.

Investing in early-career medical education programmes for aspiring clinician-educators, scholars and leaders offers a strategic approach to shaping the future of health professions education internationally. This paper explores the design and impact of a nationally funded Specialised Foundation Programme (SFP) within the United Kingdom. Drawing on existing literature and insights from local trainees, we provide practical guidance for early-career doctors navigating entry into the field of health professions education. Additionally, we discuss the programme's potential to enhance professional development through structured mentorship, formal qualifications and active participation in scholarly activities, while also addressing the challenges inherent in navigating clinical and academic identities. This paper will be valuable to doctors embarking on early-career medical education pathways, programme leaders and international stakeholders seeking to establish similar initiatives to support the next generation of health care educators and scholars.