Future Healthcare Professionals Research Articles

Comprehensive Analysis of Empathy by Using Jefferson Scale of Empathy – Student Version Among Undergraduate Medical and Dental Students

Empathy is essential in medicine, but many healthcare professionals struggle to integrate empathetic communication in practice. This study aims to assess empathy levels among medical and dental students and their association with age. Objectives: To evaluate empathy levels among medical and dental students using the Jefferson Scale of Physician Empathy-Student Version and examine the correlation with age. Methods: Conducted at a private medical college in Lahore, this study involved 324 medical and dental students. Empathy levels were measured using the Jefferson Scale of Physician Empathy and the data were analyzed with SPSS version 24.0. Non-parametric tests were employed to assess differences in the Jefferson Scale of Physician Empathy and subscale scores among participants, with statistical significance set at p<0.05. Results: The average Jefferson Scale of Physician Empathy score was 66.67 ± 9.5. Among the subscales, "standing in the patient's shoes" had the lowest average score. Bachelor of Dental Surgery students scored slightly higher in perspective-taking and compassionate care, while MBBS students scored higher in standing in the patient's shoes. An inverse relationship between age and empathy scores was observed, with older students exhibiting lower empathy levels. Conclusions: It was concluded that Empathy levels among medical students in Pakistan were lower compared to international studies. Emphasizing empathy in medical education should be a priority to enhance compassionate care and professional development among future healthcare professionals.

THE DEVELOPMENT OF GERIATRIC AND ANTI-AGING SCIENTIFIC SCHOOL IN UKRAINE

This manuscript explores the historical development and significance of geriatric and anti-aging research in Ukraine, emphasizing its vital role in advancing global gerontology and geriatrics.The manuscript highlights the multidisciplinary aims of Ukrainian gerontological research, including understanding the biological mechanisms of aging, developing medical treatments for chronic diseases prevalent in older populations, and addressing the social and psychological aspects of aging. It also discusses the challenges of Ukraine’s aging population, such as healthcare policy reform, improved geriatric care integration, and increased funding for aging research. A significant emphasis is placed on incorporating anti-aging studies into medical education. By updating medical curricula to include comprehensive anti-aging education, Ukraine can better prepare future healthcare professionals to meet the evolving needs of its aging population. The manuscript concludes that such educational reforms are crucial for enhancing the effectiveness and sustainability of Ukraine’s healthcare system, ultimately improving the quality of life for older adults and aligning with global trends in aging research.

Assessment of Knowledge and Practices of Medical Emergencies in Medical and Dental Students of the University of Ha'il, Saudi Arabia: A Cross-Sectional Study.

Aim and background Medical emergencies (MEs) pose urgent threats to life and occur frequently, with primary care providers seeing at least one emergency per year. Common MEs include asthma, anaphylaxis, seizures, and cardiac arrest. However, many medical offices are ill-equipped to handle these emergencies. Practices should obtain appropriate emergency equipment and medications based on their patient population, provider expertise, and proximity to the ER. A lack of emergency preparedness and training can have fatal consequences, so all healthcare providers must be well-prepared to respond. Providing basic life support (BLS) is the crucial first step until definitive treatment is available. The study aimed to assess emergency-related knowledge, its relationship to expertise, and the need for emergency management training among medical/dental students at University of Ha'il (UOH) in Saudi Arabia. Methods The study included 214 participants. It consisted of male and female dental and medical students in their clinical years at the UOH in Saudi Arabia. This targeted sampling approach ensured the study focused on the relevant demographic factors of dental and medical students to provide insights into their level of MR-related knowledge and its relationship to their expertise, as well as their awareness and need for training in ME management. The researchers aimed to assess these factors among the medical and dental students at the UOH. Result Dental and medical students show a strong grasp of emergency care fundamentals, with 78.6% familiar with BLS protocols. Most students correctly identify crucial actions, such as assessing airway, breathing, and circulation (ABCs), and immobilizing the head and neck for spinal injuries. Responses to emergencies include starting chest compressions, calling 911, and administering appropriate treatments for cardiovascular, respiratory, and neurological issues. Despite high competency levels, continuous education is vital to maintain and enhance their preparedness for emergencies. Conclusions Dental and medical students demonstrate a solid understanding of BLS, with 78.6% familiar with protocols and many identifying critical emergency actions. However, inconsistencies in responses highlight the need for ongoing education to improve decision-making and preparedness. Continuous training will ensure these future healthcare professionals are equipped to handle real-world emergencies effectively.

Enhancing Digital Health Awareness and mHealth Competencies in Medical Education: Proof-of-Concept Study and Summative Process Evaluation of a Quality Improvement Project.

Currently, there is a need to optimize knowledge on digital transformation in mental health care, including digital therapeutics (eg, prescription apps), in medical education. However, in Germany, digital health has not yet been systematically integrated into medical curricula and is taught in a relatively small number of electives. Challenges for lecturers include the dynamic field as well as lacking guidance on how to efficiently apply innovative teaching formats for these new digital competencies. Quality improvement projects provide options to pilot-test novel educational offerings, as little is known about the acceptability of participatory approaches in conventional medical education. This quality improvement project addressed the gap in medical school electives on digital health literacy by introducing and evaluating an elective scoping study on the systematic development of different health app concepts designed by students to cultivate essential skills for future health care professionals (ie, mobile health [mHealth] competencies). This proof-of-concept study describes the development, optimization, implementation, and evaluation of a web-based elective on digital (mental) health competencies in medical education. Implemented as part of a quality improvement project, the elective aimed to guide medical students in developing app concepts applying a design thinking approach at a German medical school from January 2021 to January 2024. Topics included defining digital (mental) health, quality criteria for health apps, user perspective, persuasive design, and critical reflection on digitization in medical practice. The elective was offered 6 times within 36 months, with continuous evaluation and iterative optimization using both process and outcome measures, such as web-based questionnaires. We present examples of app concepts designed by students and summarize the quantitative and qualitative evaluation results. In total, 60 students completed the elective and developed 25 health app concepts, most commonly targeting stress management and depression. In addition, disease management and prevention apps were designed for various somatic conditions such as diabetes and chronic pain. The results indicated high overall satisfaction across the 6 courses according to the evaluation questionnaire, with lower scores indicating higher satisfaction on a scale ranging from 1 to 6 (mean 1.70, SD 0.68). Students particularly valued the content, flexibility, support, and structure. While improvements in group work, submissions, and information transfer were suggested, the results underscore the usefulness of the web-based elective. This quality improvement project provides insights into relevant features for the successful user-centered and creative integration of mHealth competencies into medical education. Key factors for the satisfaction of students involved the participatory mindset, focus on competencies, discussions with app providers, and flexibility. Future efforts should define important learning objectives for digital health literacy and provide recommendations for integration rather than debating the need for digital health integration.

Future healthcare professionals on working conditions in Poland: perspective of medical university students.

Students of medical universities, future employees, will have an impact on the shaping healthcare system. It is important to know and understand their opinions on the factors affecting working conditions and, consequently, changes necessary to improve effectiveness of health care. Students' expectations can contribute to the changing working conditions for graduates and bring added value to health system redefinition. The study used factor analysis to check whether its use was justified. Reliability analysis was performed and structure indicators were determined for each question. The anonymous survey was conducted from September 2017 until March 2018; 1205 students were randomly selected for the sample. Eighty percent of the students declared interest in healthcare changes, >50% reported that the main factors influencing the work were competencies, financing, medical equipment and organization. Over 90% of the respondents indicated too long wait times for an appointment with a specialist and admission to hospital as the reason for the low efficiency of healthcare, whereas >80% of the survey participants considered insufficient funding to be a barrier. The need for changing the financing scheme was underlined by >90% of the students, and of health priorities by about 80%. Approximately 71% of the respondents were in favour of limiting the role of government in decision-making processes and introducing changes into the education system. Students' views on organizational and financial factors of working conditions can contribute to improvement in systemic solutions at both micro and macro levels. Limiting the role of politicians in planning and implementing reforms can motivate employees to be more creative and decisive. Analysis of opinions can bring added value to health policy and systemic changes and should be extended by further research results after the COVID-19 pandemic. Students' interest in healthcare reform encourages reflection on enriching education with managerial skills. Med Pr Work Health Saf. 2024;75(4):321-332.

Awareness of Healthcare Faculty Students on Telehealth: A Mixed Methods Study

Objective: The aim of the study is to determine the awareness and opinion of students in health professions’ faculties about telehealth. Method: This cross-sectional study was designed using a mixed methods approach including both quantitative and qualitative components. Seven hundred nighty seven second-year students from faculties of Medicine, Pharmacy, Dentistry and Nursing at Ege University were included in the study. A form including a section for personal information of the participants and items to determine students' awareness level on telehealth was created by researchers to collect quantitative data. The qualitative data were collected through semi-structured interviews with three students from each faculty selected by purposive sampling. The relationship between responses to propositions and participants' socio-demographic characteristics was evaluated using t-test and ANOVA. Chi-square tests were used to evaluate other characteristics of the students according to their schools and their responses to propositions about telehealth. For qualitative data, manual descriptive analysis was used. Interview transcripts were read by two researchers, code was assigned to each concept, and they were grouped under thematic headings. Results: Of the participants, 28.8% reported that they have already heard of the term telehealth. Students are much less familiar with the terms of telenursing and teledentistry. The average total awareness score of the students was 12.70±7.27 [0-27]. Conclusion: Majority of the students are found to lack sufficient awareness of telehealth. This outcome highlights importance of determining awareness levels of future healthcare professionals, who will use these services in their professional lives; especially given that telehealth services have begun to be used widely around the world and have become legally regulated in our country. It points out the necessity of receiving education on this topic during undergraduate period.

A systematic review of medical practitioners’ retention and application of basic sciences to clinical practice

BackgroundMedical education offers the foundational base for future healthcare professionals, with basic sciences playing a pivotal role in providing essential knowledge and skills for clinical practice. However, the long-term retention and application of this knowledge in clinical practice remain a significant challenge. This systematic review synthesised global evidence from diverse studies on the short / long-term retention and clinical application of basic sciences among medical doctors.MethodsA comprehensive search was conducted across six databases, including Web of Science, Scopus, Medline, CINAHL, Emcare, and Informit. The review included studies that encompassed a variety of study designs, participant groups, and educational interventions. The Quality Assessment with Diverse Studies (QuADS) tool was utilised to assess the quality of the reviewed studies.ResultsA total of 10 studies were included in the review. The findings revealed that rehearsals significantly optimise the retention of basic science knowledge among medical practitioners. Retention varied by discipline, with medical practitioners retaining more knowledge in anatomy (mean scores ranging from 45.0 to 82.9%), while microbiology had the lowest retention score (39.1%). Factors influencing retention included age, gender, and curriculum type. Educational interventions such as targeted courses, integration of basic sciences with clinical skills, generative retrieval and continuous quality improvement in the curriculum were found to enhance both knowledge retention and clinical reasoning. The concept of ‘encapsulated knowledge’ demonstrates that integrated basic science knowledge helps in synthesising clinical presentations, reducing the need for detailed recall as clinical experience increases. The reviewed studies primarily involved interns and surgeons, leaving a significant gap in research for specialties like internal medicine and primary care/ general practice.ConclusionDetailed retention of basic science knowledge may diminish over time; however, the conceptual framework remains essential for ongoing learning and clinical reasoning. This review’s findings highlight the need for specialised educational interventions to improve long-term retention. Continuous professional development and targeted educational techniques are vital for maintaining clinical competence and applying basic science knowledge effectively throughout a medical career. Further research is needed to address gaps in specialty-specific knowledge application and the impact of different instructional methods.

Examining the influence of team-based learning on medical students' comprehension and attitudes regarding psychedelic therapies.

This study evaluates the impact of a two-hour team-based learning (TBL) curriculum on medical students' knowledge, comprehension, ethical understanding, and attitudes towards psychedelic therapies. Sixty-three pre-surveys and fifty post-surveys assessed students' perceived knowledge and attitudes using Likert scales. Forty-eight matched pre/post-knowledge tests with multiple-choice questions quantified changes in comprehension. The TBL approach featured independent learning, team readiness assessments, and application exercises. Post-curriculum, students demonstrated significantly improved test scores (mean 41.4% increase, p < 0.0001) and more positive attitudes across 16 of 18 items (p ≤ 0.0495). Overall attitude scores increased 23% (p < 0.0001). Qualitative feedback reflected enhanced comfort discussing psychedelics clinically. While some students expressed support for psychedelic-assisted therapy, others cited reservations. This innovative curriculum bridged an important education gap given the increasing relevance of psychedelic medicine. Findings suggest TBL enhances medical student preparedness in this emerging field. Continued curricular development is warranted to ensure proper psychedelic education aligns with patient needs and legislative policies. As psychedelic research progresses, maintaining instructional excellence is crucial for future healthcare professionals.

Implementation of Physical Activity in the Curricula of Medical Schools and Healthcare Professions Across Europe: The VANGUARD Project Study Protocol.

The 2018 published World Health Organisation (WHO) Europe physical activity factsheet reports, specify agreed targets for physical activity and articulate the need to improve the education of medical doctors and healthcare practitioners in order to increase physical activity and reduce sedentary time in people at risk and/or living with Noncommunicable Diseases (NCDs). Given the dearth of relevant initiatives and the continuous need to increase physical activity participation towards better health management of NCDs, the aim of this study is to embed physical activity in the undergraduate curricula of future frontline healthcare professionals (medical doctors and allied health professions) in European countries. The Virtual Advice, Nurturing, Guidance on Universal Action, Research and Development for physical activity and sport engagement (VANGUARD) project consists of a collaborative partnership Consortium between six European Universities, WHO Europe and Ministry representatives that has been developed to implement physical activity in the curricula of medical schools and healthcare professions. The methodology of the VANGUARD project is informed by the WHO implementation guidance and the Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) framework. Through a carefully planned implementation process and via using established appropriate implementation evaluation tools, the end result of the VANGUARD project will be the a) implementation of a physical activity module in six different European Universities (five medical schools and one physiotherapy department) and b) development of a toolkit/guide, in order to assist other healthcare systems and European Universities to develop relevant grass-root innovations for addressing the decline in physical activity levels.

Sustainable Healing and Therapeutic Design Driven Well-Being in Hospital Environment

Despite the growing awareness of healing hospitals, they are still far from being globally widespread, and traditional hospital building models are increasingly unable to address the serious resource constraints and environmental stresses that we face today. In addition, sustainable development concepts have become key driving forces in the construction process of healing buildings. Currently, while research on healing hospital design continues to grow, there is relatively little that specifically addresses the integration of sustainable development concepts. Hence, this paper aims to explore the current state of development and knowledge structure of sustainable healing and therapeutic design (HTD) in hospital scenarios using a systematic methodology that integrates macro-quantitative bibliometric analysis and follow-up micro-qualitative content analysis methods based on data from the Web of Science (WOS) database, which investigates eight research objectives, including the background, current state, hotspots, high-frequency words, integration with sustainable development goals (SDGs), particularly SDG3, “Ensure healthy lifestyles and promote well-being of people of all ages”, and the challenges posed by public health emergencies, such as the COVID-19 era, for sustainable HTD in hospitals. This paper identified six main clusters: the environment of a hospital, mental health, quality of life, illness and care, COVID-19, and wound healing. These clusters were taken from keyword network visualization analysis, emphasizing key terms focused on wound healing, mental health, quality of life, nursing, children, and evidence-based design via high-frequency keyword analysis. These have been further grouped into three categories: strategy, approach, and method. Subsequently, this paper further explores how hospital HTD relates to SDG 3 targeted on reducing child mortality (SDG 3.2), promoting mental health and physical health (SDG 3.4), and achieving universal health coverage (SDG 3.8) to explore wound healing, mental health, quality of life, nursing, and children, which are stressed in the results of both macro-quantitative bibliometric and follow-up micro-qualitative content analyses. In addition, it is shown that more changes should be made to sustainable hospital HTD in the context of the pandemic era to cope with unpredictable crises. Finally, the expression HTD is discussed to justify the keywords. The results of this study complement sustainable hospital HTD and provide assistance to future architects, policy makers, and healthcare professionals.

Preparing medical teachers in their role as mentor for medical students

In conclusion, effective mentoring is a key strategy to support the growth and development of future healthcare professionals. Mentors have a key role to play and we must prepare them for this role so that they prioritize mentorship in their work schedule, and accordingly help students to become competent healthcare professionals.

Impacts of Clinical Decision Support Systems on the Relationship, Communication, and Shared Decision-Making Between Health Care Professionals and Patients: Multistakeholder Interview Study.

Clinical decision support systems (CDSSs) are increasingly being introduced into various domains of health care. Little is known so far about the impact of such systems on the health care professional-patient relationship, and there is a lack of agreement about whether and how patients should be informed about the use of CDSSs. This study aims to explore, in an empirically informed manner, the potential implications for the health care professional-patient relationship and to underline the importance of this relationship when using CDSSs for both patients and future professionals. Using a methodological triangulation, 15 medical students and 12 trainee nurses were interviewed in semistructured interviews and 18 patients were involved in focus groups between April 2021 and April 2022. All participants came from Germany. Three examples of CDSSs covering different areas of health care (ie, surgery, nephrology, and intensive home care) were used as stimuli in the study to identify similarities and differences regarding the use of CDSSs in different fields of application. The interview and focus group transcripts were analyzed using a structured qualitative content analysis. From the interviews and focus groups analyzed, three topics were identified that interdependently address the interactions between patients and health care professionals: (1) CDSSs and their impact on the roles of and requirements for health care professionals, (2) CDSSs and their impact on the relationship between health care professionals and patients (including communication requirements for shared decision-making), and (3) stakeholders' expectations for patient education and information about CDSSs and their use. The results indicate that using CDSSs could restructure established power and decision-making relationships between (future) health care professionals and patients. In addition, respondents expected that the use of CDSSs would involve more communication, so they anticipated an increased time commitment. The results shed new light on the existing discourse by demonstrating that the anticipated impact of CDSSs on the health care professional-patient relationship appears to stem less from the function of a CDSS and more from its integration in the relationship. Therefore, the anticipated effects on the relationship between health care professionals and patients could be specifically addressed in patient information about the use of CDSSs.

The Impact of Primary Literature-Based, Critical Thinking Activities on Competency Enhancement for Pre-Health Students

Thinking and reasoning competencies are crucial for the success of future healthcare professionals and are noted as pre-professional competencies for medical school admissions. At Agnes Scott College, our graduate-level Medical Cell Biology class focuses on cellular structure and function in human disease. In this course, students complete assignments meant to foster critical thinking competencies, wherein they analyze primary articles on the cellular pathogenesis of disease and relevant drug therapies. To assess student perspectives on these assignments, we developed a survey to gauge student attitudes toward the effectiveness of these assignments in supporting their learning and preparing them as applicants to various health professions programs. Attitudinal data shows that these assignments have helped students think critically when evaluating scientific literature and bolstered their understanding of cell biology in the progression and treatment of human pathologies, better preparing them for their future careers in the health professions.

A Scoping Review Protocol to Map Knowledge and Attitudes about Patient Safety among Students in Healthcare Undergraduate Courses.

Patient safety is a global challenge in healthcare, with adverse events representing a significant concern. The integration of patient safety education in undergraduate curricula is crucial in developing a culture of safety and safe practices among future professionals. However, there is a gap in research assessing the levels of knowledge and attitudes about patient safety among undergraduate students in healthcare using validated instruments. This scoping review aims to map the levels of knowledge and attitudes about patient safety among students in healthcare courses, allowing for national and international comparisons. The review will follow the methodological frameworks proposed by the Joanna Briggs Institute (JBI) for scoping reviews. The search will include published and unpublished studies in six databases, with no date or language restrictions. This scoping review was prospectively registered with the Open Science Framework on 17 July 2024. This scoping review will provide a comprehensive overview of knowledge and attitudes about patient safety among undergraduate students in healthcare, identifying gaps in patient safety education and areas for improvement in curricula. The results may guide teachers in creating teaching strategies to prepare future healthcare professionals, reducing knowledge gaps and improving the quality of care.

First insights of integrating the Bonn Internship Curriculum for Point-of-Care Ultrasound (BI-POCUS): progress and educational aspects

BackgroundPoint-of-care ultrasound (POCUS) is rapidly gaining prominence in various clinical settings. As its use becomes more widespread, there is a growing need for comprehensive ultrasound training in medical education to ensure that future healthcare professionals are proficient in this essential diagnostic tool.ObjectiveThis study is the first attempt by the University of Bonn to seamlessly integrate ultrasound courses and the use of ultrasound devices into the regular activities of final year medical students and to evaluate the usage of these devices.MethodsA total of forty students in their practical year were provided with a hendheld ultrasound device for a period of four months. During this time, they were invited to take part in eight optional ultrasound courses in which they acquired images and those images were rated using a specially developed rating system. At the end of the tertial, students were able to take part in a voluntary survey on the use of the equipment.ResultsParticipation in the optional ultrasound courses was well received, with the Introduction and FAST module drawing the largest number of participants (29). Among the ultrasound images acquired by students, those of the lungs obtaining the highest rating, with 18.82 (SD ± 4.30) points out of 23 points, while the aorta and vena cava images scored lowest, with an average of 16.62 (SD ± 1.55) points. The overall mean score for all images was 17.47 (SD ± 2.74). Only 21 students responded to the survey. Of the participating students, 67% used the device independently four times or fewer during the tertial.ConclusionThe study aimed to enhance the BI-POCUS curriculum by improving students' ultrasound skills during their practical year. However, device usage was lower than expected, with most students using it only once a month or less. This raises concerns about the justification of the effort and resources. Future initiatives will focus on technical improvements, better login data provision, and closer monitoring of usage and progress, emphasizing the need for practical ultrasound training in medical education.

International collaboration in health professions education

This article explores the essential elements for achieving excellence in international collaborations within health professions education (HPE), drawing on the Association for Medical Education in Europe (AMEE) ASPIRE Award criteria for International Collaboration. The International Collaboration award transcends recognition of excellence through the award; it aims to foster excellence in international HPE collaborations more broadly, by establishing a framework for evaluation and development that functions cross-culturally. This framework is based on five key elements that contribute to successful collaborations: mutually agreed goals; shared responsibilities and leadership structures; processes that support collaboration; demonstrated long-term impact and sustainability, and evaluation and practice sharing. Recognizing the historical context of unequal power dynamics in international partnerships, this article promotes the development of ethical and equitable collaborations. We advocate for integrating cultural competence, epistemic plurality, and leadership skills into HPE curricula to prepare future healthcare professionals for effective international collaboration.

Implementasi Media Komunikasi Bagi Mahasiswa Perekam Medis Sebagai Penyedia Informasi Kesehatan

This research examines the utilization of communication platforms by medical record students to disseminate health information effectively. In today's information-driven era, especially within healthcare, the role of efficient communication tools is paramount. The study investigates how various media, including social media, electronic health records, and traditional channels, enhance the ability of medical record students to distribute accurate health information. Qualitative methods are employed to analyze the effectiveness of these communication channels in educating the public about health issues. The findings suggest that utilizing these platforms not only enhances students' proficiency in managing health information but also contributes to improving public health literacy. The study underscores the significance of integrating modern communication technologies into health education curricula. This integration is crucial for equipping future healthcare professionals with the skills needed to serve as trustworthy sources of health information.

Student experiences in a novel interprofessional neurodevelopmental clinic: a qualitative study

BackgroundStudent-led clinics can provide low-cost speciality care and practical interprofessional education (IPE) opportunities. In Australia, there are currently limited speciality services available that provide neurodevelopmental assessments that consider fetal alcohol spectrum disorder (FASD) as one possible outcome. The aim of the current study was to understand student experiences in a novel interprofessional student-led clinic for children and adolescents with suspected or confirmed prenatal alcohol exposure.MethodSeventeen allied health university students (11 occupational therapy; 6 psychology) participated in individual semi-structured interviews following completion of a 10-week clinic placement. Reflexive thematic analysis was undertaken using NVivo12.ResultsFour main themes were generated: (1) Interprofessional practice a key for students’ development as future healthcare professionals; (2) Meaningful relationships and students’ belief they made a difference; (3) Novel challenges tested students’ capabilities on placement; and (4) Supervisor attitude and approach to learning supported student development.ConclusionsThe current study demonstrated that the interprofessional student-led neurodevelopmental clinic provided a valuable IPE opportunity for students.

Assessing Weight Stigma: Validating Attitudes and Beliefs Questionnaires Among Future Healthcare Professionals.

Background This study aimedto establish the reliability and validity of the Anti-Fat Attitudes (AFA) questionnaire and the Beliefs About Obese Persons (BAOP) scale. Methodology A convenience sample of 257 students from three distinct sections of the University of Medicine and Pharmacy "Grigore T. Popa" Iasi (Medical Faculty, Nutrition and Dietetics, and Nursing) participated in an observational study. Construction validity was tested with exploratory factor analysis. The students completed a form containing sociodemographic data, the AFA questionnaire, and the BAOP scale. Weight and height were self-reported and used to determine the body mass index. Results The value of the Cronbach alpha coefficient for the AFA questionnaire indicated adequate internal consistency (0.862). The exploratory factor analysis identified the following three factors corresponding to the original questionnaire: Dislike, Fear of Fat, and Willpower. We validated a single-factor structure of the BAOP scale, which had adequate internal consistency (0.781). There were statistically significant differences (AFA: p = 0.02; BAOP: p = 0.03) between the scores of the students from Nutrition and Dietetics, Nursing, and General Medicine. Conclusions This study demonstrated that the AFA questionnaire and the BAOP scale could be used to evaluate weight stigma in healthcare students, providing a useful tool to assess the effects of weight stigma awareness interventions in this population.

Using theoretical engagement to understand workplace learning across contexts-Bringing worlds apart together.

The pivotal importance of workplace learning (WPL) within health professions education has elevated its understanding and improvement to a major research priority. From a sociocultural learning theory perspective, WPL is inherently situated and context-specific. This means that the health care settings in which (future) health care professionals are trained will impact how and what is learned. However, to what extent is the research performed thus far transferable across professional contexts, cultures and borders? To what extent has WPL research sufficiently addressed the contextual characteristics of WPL to enable the evaluation of its transferability? To what extent have methodological and theoretical approaches enabled the building of understanding across contexts? We propose that heightening the transferability of WPL research as well as opening up the conversation to more diverse WPL contexts, settings and cultures will require mapping context and theoretical engagement. To explore what theoretical engagement may afford to our understanding of the influence of context on WPL, we use two theories: Landscapes of Practice and Figured Worlds. These theories with sociocultural groundings provide concrete lenses to understand the interplay between the individual and the context. We conclude with implications for research and practice and advocate for more attention to research practices that may deepen our understanding and heighten the transferability of workplace learning research.