Education Of Healthcare Professionals Research Articles

Development of Competency Profile for Doctoral Candidates in Diagnostic Healthcare Fields: A Scoping Review

Background: Competency frameworks play a crucial role in guiding the education and training of doctoral candidates in diagnostic healthcare Fields. This scoping review aims to systematically map the existing literature on the development of competency frameworks and competency profiles tailored for doctoral-level education in diagnostic healthcare professions, particularly Pathology. Methodology: The Arksey and O’Malley framework was applied to undertake this scoping review. A comprehensive search strategy was developed using a combination of medical subject headings (MeSH) terms and keywords related to competency frameworks, clinical competence, professional competence, diagnostic healthcare profession, doctoral education, and synonyms. Electronic databases such as PubMed, Scopus and Web of Science were searched, along with targeted searches of grey literature sources like Google scholar. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency profile/framework for doctoral candidates in a Diagnostic healthcare profession. Data compilation was qualitative. Results: The total records identified from the databases were n=204,351. Out of these the records removed before screening were Duplicate records removed (n =137,300). Records marked as ineligible by automation tools (n =51030), Records removed for other reasons (n =12,521). Records screened were n=3500. Based on the exclusion criteria n=3253 records were excluded. Reports which could not be retrieved were n=122. Finally, n=135 reports were assessing for eligibility and out of these n=71 were excluded from Allied Health Sciences and n=64 were excluded because they focused primarily on competencies of Nursing students. Finally, n=21 studies were included in the scoping review and the findings were charted. Conclusion: We observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within medical professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimize uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.

Physical activity implementation in the curricula of healthcare professions: a systematic review

Background The objective was to investigate the impact of physical activity (PA) teaching and learning approaches in healthcare professionals (HCPs) education on PA-related knowledge, confidence, and behaviour. Methods Eligible experimental studies investigated the effect of interventions that incorporate PA in to the undergraduate and postgraduate education, and continuous professional development of any HCP (medical doctors, nurses, physiotherapists, etc.) on PA-related outcomes including knowledge, perceptions, and confidence to prescribe PA. Six databases (Cochrane Central Register of Controlled Trials, CINAHL, Embase, ERIC, Medline, and SPORTDiscus) were searched from inception to October 2022. Risk of bias was assessed using the Joanna Briggs Institute critical appraisal tools. A narrative data synthesis was undertaken to assess the overall effectiveness of the reviewed educational interventions: knowledge, perceptions, confidence, attitudes, beliefs, and changes in behaviour/practice. Results A total of 32 studies comprising 3,256 participants fulfilled the eligibility criteria. The most frequently employed learning approach in eligible studies was training workshops (n=13), followed by experiential learning (n=4). Half of the studies included knowledge as an outcome (n=16) and 10 studies each included a measure of confidence and changes in behaviour/practice. Randomized controlled trials (RCTs) (n=7), showed no improvement in any measure of knowledge, confidence, or behaviour. Two RCTs reported beneficial effects of experiential learning on confidence and perceived behavioural control. In non-randomised studies, training workshops and didactic input with and without simulated e-learning led to statistical improvements in knowledge, confidence, perceived competence, and attitudes. Discussion Most of the eligible studies lacked an adequate sample size, and, in many cases, there was a high loss to follow up which represents a threat to the internal validity of the studies. We found that a blended approach to teaching and learning supported with experiential or simulated experiences to improve the knowledge, perceived competence, and confidence to prescribe PA.

Lived experiences of transgender and nonbinary people in the perioperative context: a qualitative study.

Transgender and nonbinary (TNB) people experience obstacles that create barriers to accessing health care, including stigmatization and health inequities. Our intention was to describe the lived experiences of TNB patients and identify potential gaps in the education of health care professionals. We conducted a qualitative descriptive study influenced by phenomenology by interviewing with TNB adults who underwent surgery in Canada within the previous 5 years. We recruited participants using purposeful and snowball sampling via online social networking sites. Audio recordings were transcribed. Two authors coded the transcripts and derived the themes. We interviewed 21 participants, with a median interview duration of 49 minutes. Participants described positive and negative health care encounters that led to stress, confusion, and feelings of vulnerability. Major themes included having to justify their need for health care in the face of structural discrimination; fear and previous traumatic experiences; community as a source of support and information; and the impact of interactions with health care professionals. Participants detailed barriers to accessing care, struggled to participate in shared decision-making, and desired trauma-informed care principles; they described strength in community and positive interactions with health care professionals, although barriers to accessing gender-affirming care often overshadowed other aspects of the perioperative experience. Additional research, increased education for health care professionals, and policy changes are necessary to improve access to competent care for TNB people.

An investigation into parental awareness of the importance of gut health in infancy and of the effect of mode of delivery and gestational age on their infant’s gut health

The early establishment of the gut microbiome during the first 1000 days of life is crucial for health and development during childhood and beyond(1,2). The composition of the microbiome is influenced by various factors including mode of delivery, gestational age, feeding method, medication use, and other early life experiences(1). Disruptions to optimal early microbial colonisation, as presented with preterm infants, and infants delivered via caesarean section, can compromise microbial diversity which in turn may manifest in health problems(2,3). This study aims to investigate parental awareness around infantile gut health to establish potential gaps in the education provided by healthcare professionals (HCPs).This study involved the distribution of a 15-item questionnaire to parents of infants aged 0-12 months, via a parenting platform, ‘everymum.ie’. Descriptive statistics were conducted using IBM SPSS V29. Frequencies, Cross-tabulations and Pearson Chi-Squares were performed to analyse categorical variables (significance at p≤0.05).A total of 933 valid responses were collected. The majority of respondents were female (98%), aged between 25 and 44 years (95%) and had received third level education (85%). Of the sample, 76% did not receive any information from a HCP on the importance of their infant having a healthy gut. Only 15% of parents received this information before their infant’s birth and 22% received this information after. Furthermore, 89% of respondents did not receive any information from a HCP about the role of pre- or probiotics for their infant’s gut health.Of the 364 parents (39%) who gave birth via caesarean section, 70% were not aware that mode of delivery was linked to their infant’s gut health and 73% did not receive information on the importance of their infant having a healthy gut. Almost 7% of the sample (n=64) had a premature infant. Of this subgroup, only 22% received information after their infant was born on the importance of gut health in infants. Furthermore, 86% of parents with a preterm infant did not receive information about the role of prebiotics or probiotics in relation to their infant’s gut health. There was no significant difference in the information provided to those with or without a preterm infant, and those who gave birth vaginally or via caesarean section, where p=0.950 and p=0.824, respectively.This study highlights gaps in parental knowledge around infantile gut health and in the education provided by HCPs. Preterm infants and those born via caesarean section are particularly at risk of disruptions to optimal early microbial colonisation and these parents may potentially benefit from information on the importance of supporting their infant’s gut microbiome for long term health and development. Further support and education for HCPs appears necessary to help deliver this message to parents to reduce the burden of health problems during infancy.

Национальные клинические рекомендации по диагностике и лечению Ph-негативных миелопролиферативных новообразований (истинной полицитемии, эссенциальной тромбоцитемии, первичного миелофиброза) (редакция 2024 г.)

The development of National clinical guidelines on diagnosis and treatment of Ph-negative myeloproliferative neoplasms provides the knowledge basis for decision making in diagnosis, therapy, prevention, and rehabilitation in compliance with evidence-based medicine principles in order to ensure appropriate medical care in a particular clinical setting. The clinical guidelines underly the choice of optimal methods of diagnosis, therapy, prevention, and rehabilitation as part of a patient’s medical care, the development of criteria for the assessment of medical care quality, medical care standards, medical care procedures, setting standards on equipment and management of diagnostic and therapeutic procedures, and provision of continuous medical education and advanced training for healthcare professionals. In 2013, a working group was formed to develop and formulate clinical guidelines on the treatment of myeloproliferative neoplasms. These guidelines were first published in 2014, afterwards they were revised and republished. The dynamic development of current hematology presupposes constant updating of knowledge and implementation of new diagnosis and treatment methods in clinical practice. In this context, clinical guidelines present a dynamic document to be continuously amended, expanded, and updated in accordance with scientific findings and new requirements of specialists who are directly involved in treatment activities. The present edition is an upgraded version of clinical guidelines with updated information on classification, diagnosis, prognosis, current methods of therapy, and their efficacy and tolerability assessment. The guidelines are intended for oncologists, hematologists, healthcare executives, and medical students.

Teaching Strategies and Examples of Patient Safety Education in Nursing Students

The second National Patient Safety Comprehensive Plan was developed in 2023. In this, national-level patient safety education is designated as the fifth core task, with the establishment of an educational system for preliminary healthcare professionals included as a detailed task. The foundation for providing patient safety education to preliminary healthcare professionals has now been established. In 2011, the World Health Organization (WHO) published standard guidelines for patient safety education for healthcare professionals. This study introduces the WHO's 'Patient Safety Curriculum Guide: Multi-professional Edition' and shares the experiences and cases of patient safety education conducted for nursing students—that is, future nurses—according to these guidelines. The patient safety and nursing course was designed as an elective in the second semester of the third year. Before the class was conducted, only 6.9% of the students were familiar with the concept of patient safety. Of the 11 WHO topics, this course covers nine (excluding infection control and medicine safety) and is divided into seven modules. Three modules consist of lectures only, whereas the remaining modules involve practical training. To practice patient safety, it is essential for all healthcare professionals to acquire knowledge regarding patient safety during their undergraduate curriculum. This study aimed to provide foundational information regarding patient safety education for nursing and other healthcare students who have not yet undergone patient safety training.

The Impact of the Fungal Priority Pathogens List on Medical Mycology: A Northern European Perspective.

Fungal diseases represent a considerable global health concern, affecting >1 billion people annually. In response to this growing challenge, the World Health Organization introduced the pivotal fungal priority pathogens list (FPPL) in late 2022. The FPPL highlights the challenges in estimating the global burden of fungal diseases and antifungal resistance (AFR), as well as limited surveillance capabilities and lack of routine AFR testing. Furthermore, training programs should incorporate sufficient information on fungal diseases, necessitating global advocacy to educate health care professionals and scientists. Established international guidelines and the FPPL are vital in strengthening local guidance on tackling fungal diseases. Future iterations of the FPPL have the potential to refine the list further, addressing its limitations and advancing our collective ability to combat fungal diseases effectively. Napp Pharmaceuticals Limited (Mundipharma UK) organized a workshop with key experts from Northern Europe to discuss the impact of the FPPL on regional clinical practice.

Healthcare professionals' competencies and confidence in managing hospitalized patients with type 2 diabetes.

In hospitals, 15%-20% of patients have diabetes. Therefore, all healthcare professionals (HCPs) must have a basic knowledge of in-hospital diabetes management. This survey assessed the knowledge of diabetes among HCPs in Denmark. A 27-item questionnaire was developed and reviewed independently before the survey was distributed. The questionnaire contained seven baseline questions on the HCPs' current workplace, educational level, usual shift routines and years of experience, 18 multiple-choice questions and 2 cases. A total of 252 completed questionnaires were returned by 133 (52.8%) physicians, 101 (40.1%) nurses and 18 (7.1%) healthcare assistants. HCPs answered 50% of the questions correctly. Having experience from endocrinological departments increased the correct response score (0%-100%) by 6.2% points (95% CI 0.3-12.1) (p = 0.039) and 3.1% points (95% CI 1.5-4.7) for every increase in confidence level on a scale from 1 to 10 (p < 0.001). HCPs scored 8 out of 10 on a confidence level scale on average. In a fictive case, 50% of HCPs administered the correct bolus insulin dose. Hyperglycaemia (>10.0 mmol/L) and hypoglycaemia (<3.9 mmol/L) were correctly identified by around 40% of HCPs. Hypoglycaemia was rated more important than hyperglycaemia by most HCPs. Significant gaps in identifying hypo- and hyperglycaemia and correct administration of bolus insulin have been identified, which could be targeted in future education for HCPs. HCPs answered 50% of questions related to in-hospital diabetes management correctly. Experience from endocrinological departments and self-rated confidence levels are associated with HCPs' in-hospital diabetes competencies.

Care needs for urinary incontinence in older adults: Latent profile analysis.

This study utilized latent profile analysis to investigate care needs subgroups among older adults with urinary incontinence. The "Elderly Urinary Incontinence Care Needs Inventory" surveyed 510 participants in two Guangzhou City hospitals from July 2022 to June 2023. Latent profile analysis created a classification model, and variance and correlation analysis assessed influencing factors. A total of 510 older adults with urinary incontinence participated. The standardized total care needs score was 78.77 ± 5.03, with variations across dimensions: social participation needs scored (71.16 ± 10.32), daily life care needs (78.80 ± 5.51), medical care needs (77.33 ± 12.17), psychological comfort needs (76.97 ± 6.51) and health education needs scored highest (82.67 ± 6.77). Three distinct profiles emerged: "medium," "high SPN-PCN" and "high DLCN-MCN-HEN". The majority belonged to the "high SPN-PCN" profile. Significant correlations were found with age, education, leaks and frequency of micturitions. Research findings showed the existence of three distinct categories, with a notable majority of participants belonging to the "high SPN-PCN" group. The significance of having these classes identified lies in the move away from a one-size-fits-all approach to a more nuanced understanding of care needs. Customized nursing interventions can be devised based on specific factors, such as age, education level, urinary incontinence-related symptoms and potential category. For instance, for the "high SPN-PCN" group, our nursing strategy can encompass heightened psychological support and expanded opportunities for social engagement.Furthermore, in the training and education of healthcare professionals, recognizing and meeting the needs of each potential category of older adults might require more attention. Geriatr Gerontol Int 2024; 24: 758-765.

Educating Nursing and Health Care Professionals to Create Sustainable Change Through Innovation Education.

Health care needs new solutions to address enduring challenges faced by our nurses, health care professionals, patients, and populations. This paper describes the need for preparing nurses and health care professionals with health care innovation education. One School of Nursing formalized innovation education through a new health care innovation online graduate certificate program. The Health Care Innovation certificate program is a 12 credit, four course online program open to nurses and health care professionals aiming to create positive change in the health care industry. Graduates of the Health Care Innovation Certificate program reflected on 1) their motivations to pursue the program; 2) how the program helped inform their innovation knowledge to develop their innovations; and 3) how the program supported their life transformative education. There is great potential to drive positive change for our health care industry through the availability of formalized innovation education for nurses and health care professionals in the United States. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Health science students’ preparedness for climate change: a scoping review on knowledge, attitudes, and practices

IntroductionClimate change (CC) is a global public health issue, and the role of health professionals in addressing its impact is crucial. However, to what extent health professionals are prepared to deal with CC-related health problems is unclear. We aimed to evaluate the knowledge, attitudes, and practices of health students about the CC.MethodsWe conducted a scoping review through systematic searches in PubMed, Scopus, Web of Science, Proquest, and EBSCO. We included original scientific research with no language or time restrictions. Two authors independently reviewed and decided on the eligibility of the studies, then performed data extraction.Results21 studies were included, with a total of 9205 undergraduate nursing, medical, pharmacy, and public health students mainly. Most health science students (> 75%) recognized human activities as the main cause of CC. However, they perceived a lack of knowledge on how to address CC. Moreover, we found inadequate coverage or limited development of CC in related curricula that may contribute to incomplete learning or low confidence in the theoretical and practical concepts of students.ConclusionThe findings of our scoping review suggest that while health sciences students possess a general understanding of CC, there is a significant gap in their knowledge regarding its specific health impacts. To address this gap, there is a need for targeted education and training for future health care professionals that emphasizes the health effects of CC.

Facilitators and Barriers in the Implementation and Adoption of Patient-Reported Outcomes Measurements in Daily Practice

ObjectivesAt the Erasmus Medical Center, patient-reported outcomes measures (PROMs) are implemented on a hospital-wide scale. However, less than half of the patients and healthcare professionals (HCPs) use these PROMs. Therefore, this study aimed to investigate facilitators and barriers for adoption of PROMs to develop guidance around implementation. MethodsA mixed-methods study with a combination of interviews and focus groups and questionnaires was conducted, involving patients, both PROM nonresponders and PROM responders, HCPs, and medicine students and nurse specialists in training (hereafter “students”). Interview transcripts were subjected to thematic content analysis. Subsequently, questionnaires were developed and presented to all stakeholders to validate the findings. Finally, identified themes and implementation recommendations were presented in a final questionnaire to the Value-Based Healthcare Erasmus Medical Center expert group to prioritize findings. ResultsInterviews were conducted with 15 patients, 14 HCPs and 4 students, and 2 focus groups with 5 students. The questionnaire was completed by 370 of 999 responders (37.0%), 173 of 1395 nonresponders (12.5%), and 44 of 194 HCPs (22.7%), and 40 students were reached via an open link. The identified facilitators and barriers were grouped into 4 overarching themes: training on PROMs at different levels in the education of (future) HCPs, motivate and reduce the burden for the HCP, implement generic and disease-specific PROMs simultaneously, and motivate, activate, and reduce the patient burden. ConclusionsProviding end users with digital tools, implementation support, and a clear hospital-wide vision is important, yet this does not guarantee successful adoption of PROMs. Successful adoption necessitates ongoing efforts to engage, motivate, and train end users.

Effects of implementing a vaccination tool in the electronic medical record on vaccination coverage of patients with immune-mediated inflammatory diseases: a prospective cohort study

Background The rising incidence of immune-mediated inflammatory diseases (IMID) requires innovative management strategies, including effective vaccination. We aimed to assess the impact of an electronic medical record (EMR)-integrated vaccination tool on vaccination coverage among patients with inflammatory bowel diseases (IBD), rheumatological and dermatological conditions. Methods A prospective observational study compared vaccination coverage before (2018) and after (2021) implementing the module. Vaccination data for influenza, pneumococcus, hepatitis B and tetanus, and potential predictors were collected from 1430 IMID patients (44.9% male, median age (interquartile range [IQR]) 54 (40–66) years, 789 with IBD, 604 with rheumatological and 37 with dermatological conditions). Data were analysed using McNemar, chi-square tests and multinominal logistic regression. Results Significant increases in pneumococcus (56.6% to 73.1%, p < .001) and hepatitis B vaccination (62.2% to 75.9%, p < .001) were observed. Influenza vaccination rates increased among IBD (76.2% to 80.5%, p = .006) but remained stable overall (73.1% to 73.2%, p = 1.000). Tetanus vaccination rates decreased (71.5% to 55.0%, p < .001). The proportion of fully vaccinated patients (against influenza in the past year for patients >50 years old and/or under immunosuppressive therapy, against pneumococcus in the past 5 years for patients >65 years old and/or under immunosuppressive therapy and additionally against hepatitis B for IBD patients) rose from 41.3% to 54.8% (p < .001 all using McNemar). Factors associated with vaccinations included age, immunosuppressive therapy and education level. Conclusions Increased vaccination coverage was measured after implementing the vaccination tool. The COVID19 pandemic and the 2018 measurement might have increased vaccination awareness. Education of patients and healthcare professionals remains crucial.

The Impact of Virtual Teaching and Learning on Skill and Knowledge Acquisition in the Training of Health Professionals

This paper aims to examine how virtual teaching and learning affect the acquisition of skills and knowledge among healthcare professionals in Ghana using the SWOT framework and socio ecological model. The findings indicate that virtual teaching offers benefits such as improved accessibility, flexibility, cost effectiveness and opportunities for expanding training using technologies. However challenges were noted in skill development and digital disparities. Threats included declines in competency and sustainability issues. The socio ecological perspective emphasized how factors across levels are interconnected. In conclusion the combined analysis using SWOT and socio ecological models provides an understanding of how virtual teaching impacts healthcare education in Ghana. Recommendations include investing in infrastructure training faculty members and supporting learners better; promoting collaboration among healthcare professionals; well as establishing quality assurance measures and plans, for long term sustainability. The study provides guidance on how to enhance the execution and impact of virtual education programs, in training health professionals. The results guide the development of policies based on evidence, allocation of resources and collaboration across sectors to establish an enduring policy framework for virtual healthcare professional education in Ghana.

Development of a Behavior-Change Intervention toward Benzodiazepine Deprescribing in Older Adults Living in Nursing Homes

ObjectiveWe aimed to develop a context-specific intervention toward benzodiazepine deprescribing in nursing homes (NHs), with insights from behavior-change theories and involvement of stakeholders. DesignSelection of behavior change techniques (BCTs), through online survey and group discussion, followed by operationalization of these BCTs into intervention components. Setting and ParticipantsThe intervention was developed for Belgian NHs, involving various stakeholders: health care professionals (HCPs), NH administrators, and policy makers. MethodsUsing the Theory and Techniques Tool, we preselected the BCTs linked to one of the 9 Theoretical Domain Framework domains identified as being the main barriers for benzodiazepine deprescribing in Belgian NHs. These were then presented to stakeholders. Based on the APEASE (Acceptability, Practicability, Effectiveness, Affordability, Side-effects, and Ethics) criteria, participants ranked BCTs through an online survey, and then performed final selection during a group discussion. Selected BCTs were operationalized into intervention components, with specific contents and methods of delivery validated by stakeholders. ResultsThirty-seven potential BCTs were identified. Eighteen stakeholders participated in the survey, and 7 in the group discussion. This led to the final inclusion of 9 BCTs: instruction on how to perform the behavior, information about health consequences, pros and cons, problem solving, goal setting (behavior), social comparison, restructuring physical environment, restructuring social environment, and graded tasks. These BCTs were operationalized into a 6-component intervention: process and goal setting, HCP education, physical environment adaptations, audit and feedback, NH residents’ and relatives’ increased awareness, and multidisciplinary work. Conclusion and ImplicationsUse of a theory-based approach toward intervention development has the potential to improve the probability of its feasibility and effectiveness in tackling barriers to benzodiazepine deprescribing. By doing so, we have developed a multifaceted approach with actions taken at the patient, HCP, and NH levels. Our novel 6-component intervention will be evaluated in a pilot cluster-randomized controlled trial to assess its feasibility.

The Impact of Virtual Teaching and Learning on Skill and Knowledge Acquisition in the Training of Health Professionals

This paper aims to examine how virtual teaching and learning affect the acquisition of skills and knowledge among healthcare professionals in Ghana using the SWOT framework and socio ecological model. The findings indicate that virtual teaching offers benefits such as improved accessibility, flexibility, cost effectiveness and opportunities for expanding training using technologies. However challenges were noted in skill development and digital disparities. Threats included declines in competency and sustainability issues. The socio ecological perspective emphasized how factors across levels are interconnected. In conclusion the combined analysis using SWOT and socio ecological models provides an understanding of how virtual teaching impacts healthcare education in Ghana. Recommendations include investing in infrastructure training faculty members and supporting learners better; promoting collaboration among healthcare professionals; well as establishing quality assurance measures and plans, for long term sustainability. The study provides guidance on how to enhance the execution and impact of virtual education programs, in training health professionals. The results guide the development of policies based on evidence, allocation of resources and collaboration across sectors to establish an enduring policy framework for virtual healthcare professional education in Ghana.

Investments in Scientific Teaching Staff – Main Determinant of Quality Medical Education

Abstract Science has emerged as a powerful tool to facilitate researchers in conducting trustful summary of achievements in clinical practice. Science has a leading role in modern medicine as it allows prediction of the future development of new scientific ideas, formulating the prospects for future development. The purpose of the article was to make a comparative analysis and evaluation of the allocated funds for scientific and teaching staff hired under second employment contract in the university clinics or accredited teaching hospitals or departments for clinical training of the Medical University – Sofia for the period 2013-2022, and to show the effectiveness of investing in human capital. For the purposes of the research, the following were used: documentary method, analysis and synthesis and comparative method. During the analyzed period, a permanent tendency towards a decrease in the total number of clinical teachers in all clinical training centres was observed. The total amount of funds spent on the wage fund for the ten-year period increased by 35.7% compared to the beginning of the period. The increase in the funds for the salary fund of the clinical teachers stems from the policy that was introduced in 2016 with the Collective Labor Agreement – together with the social partners stimulation (bonus) for theoretical and practical training of medical students both in the Bulgarian language (state order), as well as payment for English language training. With a view to improving the quality of education of future healthcare Professionals, MU – Sofia continuously invests its own funds in its scientific and teaching staff. Proof of the effectiveness of the invested funds are the results of the last 10 years of the Rating System of the higher schools in the Republic of Bulgaria, in which MU – Sofia was ranked first in the five professional areas in which it conducts training.

Establishing consensus on nutrition competencies for medicine: a Delphi study

BackgroundSignificant research, regulatory bodies and even governmental resolutions have identified meaningful nutrition education for medical and other healthcare professionals as a priority. Doctors are well placed to provide nutrition care,...

생애말기 의학적 돌봄 향상을 위한 연명의료결정법의 개정방안

The Act on Hospice and Palliative Care and Decisions on Life-Sustaining Treatment for Patients at the End of Life (ELDA) was passed by the Korean National Assembly in 2016 and came into effect in 2018. Although the stated purpose of the act is to uphold patient autonomy and dignity in the context of end-of-life (EOL) care, its utilization remains low, with only some 40% of EOL decisions reflecting patients’ direct opinions. This study aims to pinpoint areas for enhancing ELDA by comparing it with similar systems in other countries and gathering expert opinions. To achieve this, we reviewed ELDA, compared it with EOL care systems in Taiwan, Japan, the UK, the US, and Germany, and surveyed Korean medical experts to collect their thoughts on how ELDA might be improved. On this basis, we make several recommendations, including broadening the scope of ELDA, bolstering the role of advance directives, and providing education for healthcare professionals. These recommendations are expected to increase the utilization rate of ELDA and enhance the quality of EOL care in South Korea.

Academic integrity: Unique challenges for professional healthcare education with new emerging threats

AbstractThis chapter provides unique challenges to academic integrity for professional healthcare educators while recognizing new emerging threats on the horizon.