Healthcare Professional Students Research Articles

Developing a framework and digital toolkit for healthcare professional students and educators to support Technology-Enabled Practice Education (TEPE)

Practice education is a core component of speech and language therapy education. COVID-19 led to the abrupt disruption of student placements and the rapid adoption of technology-supported solutions to ensure the continuity of clinical learning, including telepractice and simulation-based learning. Technology brings many opportunities. For example, simulation-based learning allows students to engage with rare clinical presentations or practise skills before meeting clients. However, the sudden shift to technology solutions meant that many practice educators and students were learning through trial and error as they engaged with the technology. Furthermore, telepractice requires additional skill learning and competency development for both students and educators. This study aimed to evaluate the experience of students and educators involved in practice education during the pandemic and identify how technology-enabled practice education can be effectively supported in the future. Using a six-step co-design approach, we considered the extant literature and evaluated the benefits and challenges of using technology-enabled practice education during the pandemic. Through an iterative co-design process, we synthesised the learning to develop a framework to support technology-enabled practice education and an online toolkit resource to support students engaging with technology-enabled practice education.

Gaps in sexual health content of healthcare professional curriculum: a systematic review of educational interventions

BackgroundSexual health care, including assessment and patient teaching, is part of comprehensive patient care. Health professional (medical and nursing) students’ education in sexual health lacks uniformity in content and assessment skills.ObjectivesThe current systematic review aimed to assess sexual health educational curriculum for health professional students regarding the educational content, duration, and evaluation of these educational interventions.MethodsThis systematic review followed the preferred reporting guidelines for systematic reviews. A comprehensive search was conducted between May–August, 2023 across four databases (PubMed, Scopus, CINAHL, EMBASE), outlining 614 sources. Following the screening process, 36 educational intervention studies were deemed eligible for inclusion. The quality assessment of these studies was conducted using The Effective Public Health Project tool, which was found appropriate for evaluating this type of research.ResultsThe studies had a global representation, with most studies conducted in the US. Limited nursing educational interventions were found. Three main categories emerged from the analysis of the educational interventions: one-time interventions, workshops, and semester courses. These categories differed in terms of their duration. Upon evaluating the educational intervention programs, it was found that the majority relied on participant self-reporting, while only a few included objective evaluations.ConclusionsThis review revealed inconsistencies in educational content for healthcare professional students and may impact their clinical skills, particularly in sexual health. The variation in content, duration, and evaluation methods created challenges in assessing the interventions. The lack of standardized sexual health education highlighted a significant gap, raising concerns about students’ ultimate proficiency in this area. Bridging this divide is essential by integrating comprehensive sexual health content and assessment skills into the health professional curriculum.

Better together: utilizing an interprofessional course and escape room to educate healthcare students about opioid use disorder

BackgroundThe aim of the present study was to determine the impact of an innovative interprofessional educational activity on healthcare professional students’ learning. The educational activity targeted student knowledge of opioid use disorder (OUD) and perceptions of working with an interprofessional team while caring for patients with OUD.MethodsStudents from nursing, pharmacy, physician assistant, dentistry, social work, and medicine programs were recruited to participate in the interprofessional educational activity. The educational experience included seven asynchronous modules and a virtual synchronous escape room. Prior to the educational programming, participants completed a pre-survey that assessed their knowledge and attitudes towards working on an interprofessional team and perceptions of patients with OUD. The asynchronous modules were required in order to participate in the escape room and each module contained its own pre/post quiz to assess student knowledge.ResultsA total of 402 students participated in the course. Prior to participating in the course, students disagreed that they had extensive educational experience with SUD (2.45 ± 0.79). The students displayed significant improvement in the knowledge based areas after completing the seven asynchronous modules. The largest significant area of knowledge-based improvement was seen in treatment of OUD where on the pre-quiz 65.54 ± 20.21% were answered correctly compared to 95.97 ± 9.61% on the post-quiz. Participation in the escape room significantly changed the students’ perceptions of working in interprofessional teams while managing patients with OUD. Of the eleven perception variables assessed, seven showed a significant increase in the post-survey. Following the escape room, participants also strongly agreed that they now would refer patients to colleagues in other disciplines.ConclusionsAn interprofessional educational experience including both an asynchronous course and virtual synchronous escape room can increase participant knowledge around OUD and may improve student perceptions of working with an interprofessional team and caring for patients with OUD.

Survey of attitudes toward performing and reflecting on required team service-learning (SASL): psychometric data and reliability/validity for healthcare professions students in preclinical courses

PurposePreviously we assessed healthcare professional students’ feelings about team-based learning, implicit bias, and service to the community using an in-house paper survey. In this study, we determined whether this survey is a reliable and valid measure of prospective medical students’ attitudes toward required service-learning in an Immunology course. To our knowledge, no published questionnaire has been shown to be dependable and useful for measuring such attitudes using only eight survey items.MethodsFifty-eight prospective medical students in Colorado (CO) and 15 in Utah (UT) completed the same Immunology course using remote technology. In addition to the usual course content, students were required to write critical reflections on required team service-learning. On the last day of class, they completed the survey of attitudes toward service-learning (SASL).ResultsData analyses found Cronbach’s alpha values of 0.84 and 0.85 for the surveys of UT and CO students, respectively. Factor analysis of CO student data revealed only one Eigenvalue greater than one (3.95) justifying retention of a single factor termed “attitudes toward required service-learning.” In addition, CO students’ attitudes toward community service were highly positive, while UT students’ attitudes were nearer neutral (p < 0.0001).ConclusionOur factor analysis and good Cronbach’s alpha values support the conclusion that the SASL was a reliable measure of prospective medical students’ attitudes toward required team service-learning for an Immunology course. Moreover, we used the SASL to distinguish these attitudes in CO versus UT students, and, thus, the SASL appears to be a valid measure of this difference. Calculation of similarly good Cronbach’s alpha values – for a predecessor of the SASL among pharmacy, masters, and medical students at another institution – indicates that the SASL may be useful more widely. However, the reliability and validity of the SASL needs to be demonstrated more rigorously for other healthcare students at different universities.

A Survey of the Prevalence of Impostor Phenomenon Among US Entry-Level Doctor of Physical Therapy Students

Introduction. Individuals experiencing impostor phenomenon (IP) report feelings of intellectual phoniness and are unable to internalize their successes. Students experiencing IP may incur barriers to success in their educational and professional careers. The purpose of this study was to investigate the prevalence of IP in entry-level, physical therapist (PT) education programs in the United States. Review of the Literature. The prevalence of IP among other students of health care professions has been established. No previous study has investigated the prevalence of IP in Doctor of Physical Therapy (DPT) students. Subjects. Five hundred ninety-three US-based, entry-level, DPT students were recruited in the study. Methods. An anonymous, electronic survey of demographic data and the Clance Impostor Phenomenon Scale (CIPS) were distributed. Doctor of Physical Therapy students who scored ≥ 62 on the CIPS demonstrated feelings of IP. Results. Four hundred thirty-nine (74.03%) respondents demonstrated feelings of IP. Female students (78.9%) experienced greater feelings of IP than male students (59.7%). A smaller proportion of African Americans (59%) demonstrated feelings of IP compared with students of other races (75.1%), although this association was no longer significant when considering gender. Discussion and Conclusion. Nearly three-quarters of the DPT students enrolled in US-based, entry-level PT education programs who participated in this study met the criteria for IP, with female students more likely to report IP compared with male students. Doctor of Physical Therapy students reported lack of resources or decreased awareness of resources to support IP. Physical therapist education programs should consider identifying students with IP and develop methods to support student success.

Exploring communication apprehension in nursing and healthcare education: A scoping review

AbstractCommunication among healthcare professionals is critical to optimizing patient outcomes, and communication education is incorporated into the educational programs of healthcare professions students. Communication can be a source of stress for new healthcare professionals, however, there is a lack of research on communication apprehension (CA) in healthcare students, especially in nursing education. This scoping review sought to explore CA and factors associated with CA among healthcare professions students. This scoping review report was guided by the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews (Tricco et al., Annals of Internal Medicine, 2018, 169, 467–473). Twenty studies of healthcare professions students were included for analysis. The percentage of health professions students with high CA ranged from 0.7% to 27%. Five out of seven intervention studies demonstrated a significant decrease in CA after the intervention. This review identified inconsistent associations between CA and various individual and educational factors. More research is needed utilizing rigorous research designs, designs employing qualitative methodology, and studies to investigate the impact of language on CA in health professions students who speak English as a second language.

Attitudes of Healthcare Professionals and Internship Students Toward Patient Safety During the COVID-19 Pandemic in Qom, Iran, 2021

Background: The main problems endangering patient safety are errors and accidents caused by healthcare providers, mainly due to their unfavorable patient safety attitudes. Objective: This research aims to investigate the attitudes of healthcare professionals and internship students toward patient safety during the COVID-19 pandemic. Methods: A cross-sectional study was conducted. Using the convenience sampling method, 232 healthcare professionals and students under training and internships were selected in intestinal care units, general wards, and operating room departments in 3 teaching hospitals affiliated with Qom University of Medical Sciences, Qom, Iran. Data gathering was performed during August and September 2021, when the majority of visits to the hospitals were related to patients with COVID-19. The inclusion criteria included medical staff and students with at least six months of work experience in hospitals admitting COVID-19 patients. The exclusion criteria were unwillingness to participate, withdrawal from the study, and not completing the research. The Data collection tool was the Safety Attitude Questionnaire. Results: Most of the study participants were nurses (73.27%), women (55.60%), married (56.47%), and with lower incomes than expenses (50%). The mean safety attitude score of the participants was 99.07± 16.31. Average scores of safety attitude in groups of nurses, nursing internship, operating room nurses, and operating room internship were 98.69, 100.26, 108.16, and 96.40, respectively. Pearson correlation test showed no significant correlation between the safety attitude scores of healthcare professionals and their age (P = 0.652) and work experience (P = 0.441). Based on the Kruskal-Wallis test, the income status perception of the study participants was significantly correlated with their safety attitude scores (P = 0.001). Conclusions: The COVID-19 pandemic had not a significant effect on the attitude of healthcare professionals in comparison with previous studies. However, in this study, the attitudes of the healthcare professionals and interns were inappropriate. It is recommended that specialized training courses on how to deal with crises such as pandemics be planned and held for healthcare providers.

Drug take-back program: assessment of knowledge, practices, and barriers to safe disposal of unused medication among healthcare students in a Nigerian university

BackgroundThe safe disposal of unused medication is a critical public health issue, with risks including environmental pollution, accidental ingestion, and misuse. Inadequate adherence to proper disposal methods among healthcare students could affect the practice of safe disposal of unused medicines as future healthcare professionals. This study, conducted at a Nigerian university, aimed to assess the knowledge, adherence to safe disposal practices, and barriers faced by healthcare professional students regarding unused medication disposal.MethodsA cross-sectional study was carried out among 930 healthcare students in a Nigerian University, comprising medical and surgery, nursing, pharmacy, physiotherapy, and medical laboratory science students. Information was gathered from respondents using a self-administered questionnaire. Multivariate analyses were used to evaluate the relationship between specific variables and participants’ knowledge and practice scores, while chi-square and logistic regression tests were used for categorical variables at p < 0.05.ResultsA total of 930 students participated in this study. The results revealed a significant gap in knowledge, with (67.7%; 630) of the participants unaware of proper disposal methods and most scoring either 0 (31.9%; 297) or 1 (46.0%; 428) out of 4 on a knowledge-based questionnaire. Pharmacy students were the most knowledgeable, with 44.4% falling into the high knowledge category. However, their knowledge did not always correspond to correct practices, with only (10.1%; 94) of participants reporting use of recommended disposal methods such as returning unused medicine to a pharmacy or a drug take-back program. Significant associations were found with course of study (χ²=12.14, p = 0.033) and awareness of correct disposal methods (χ²=4.035, p = 0.045). Those aware of the correct disposal method had a higher odds ratio of high knowledge score (OR = 1.62, 95% CI: 1.1–2.41, p = 0.018) compared to those who were not aware. In terms of disposal practices, those who had received training on safe disposal had significantly higher odds of good practice score (OR = 2.25, 95% CI: 1.36–3.74, p = 0.002). Major barriers identified included lack of access to drug take-back programs (50.4%; 469), lack of knowledge (36.8%; 342), and inconvenience (10.3%; 14).ConclusionA knowledge gap was revealed among the respondents regarding the safe disposal of unused medications. Despite the presence of knowledge and awareness, these do not necessarily translate into good disposal practices. This call for strategies to overcome identified barriers, with the aim to bridge the knowledge-practice gap and promote safe disposal of unused medication. The study underscores the urgent need for improved public health policies and educational programs on safe medication disposal.

Perception of COVID-19 infection risk among students in healthcare professions: a qualitative study.

The aim of this study was to describe how students in healthcare professions perceived the risk of COVID-19 infection during their curricular internships in the post-lockdown period, in order to evaluate possible corrective and/or improvement actions to ensure future safe learning experiences. Is a descriptive qualitative study conducted in March 2021 using Focus Groups, with the participation of students from all the involved study programs, based on a voluntary proactive sampling approach. The study was conducted among students in healthcare professions at the University of Bologna, in collaboration with the Local Health Authority of Imola, who were undertaking curricular internships in various public or private healthcare, social, and non-healthcare settings, as specified in the educational plan. The results showed that the students reported having knowledge about preventive measures to avoid infection, being attentive observers of the organizational aspects within their internship contexts, and considering the internship tutor as a significant guiding figure in their perception of risk and the related measures to be adopted. Despite the challenges, the students evaluated their internship experience as an opportunity to acquire distinctive skills. Students who embarked on their internships without prior experience expressed additional and diverse aspects that warrant further investigation. Therefore, it was deemed necessary to conduct further qualitative research to broaden the perception of SARS-CoV-2 infection risk in this group of students.

Healthcare Profession Students' Motivations for Learning About Community Organizing: A Thematic Analysis.

Background Medical care now emphasizes community health, prevention, health promotion, and collaboration. Integrating medical students into community health initiatives enhances their community health and student skills. In an aging multicultural population, the involvement of healthcare professionals in community health management is vital. However, medical education in Japan lacks sufficient exposure to community health issues. A program in Shimane Prefecture aimed to address this gap by revolutionizing medical education through community organizations. Methods This study employed a reflexive thematic analysis based on relativist ontology and constructivist epistemology. Participants aspiring to be healthcare professionals from Japanese high schools and universities were recruited from rural Shimane Prefecture. Computer-based questionnaires were used to collect data on participants' reasons, motivations, and visions for community-organizing education. The thematic analysis followed Braun and Clarke's approach and involved systematic coding, theme identification, and refinement. Results Three themes emerged from the analysis. In expanding hopes for unknown potential, participants sought improved communication skills, real-world understandings, and fresh perspectives and aimed to promote personal growth through community engagement. In acquiring activeness and new perspectives through connections with peers, hands-on learning and collaboration with peers with shared interests were motivating factors. Participants sought to generate inquiries and discover their activities. Regarding the desire to connect with diverse individuals driven by a strong curiosity about the community, participants aimed to learn community engagement techniques, understand community involvement methods, and explore the relationship between social issues and health. Conclusion Community-organizing education plays a pivotal role in shaping future healthcare professionals. Our analysis underscores the need for curriculum reform, including experiential learning and peer interaction, to facilitate a comprehensive understanding of health and community dynamics. Future studies should assess the long-term impacts of these experiences on students' careers and community health to contribute to advancements in medical education and community-oriented healthcare professionalism.

Peer teacher training develops “lifelong skills”

Introduction Peer teaching is a valuable approach whereby students engage in reciprocal teaching and learning. However, there is limited literature on preparing students for this role, known as Peer Teacher Training (PTT), and exploring its long-term impact. This study investigates the impact of a previously implemented PTT programme on participants’ application to clinical practice and their preparation for a future educator role. Methods A convergent mixed methods approach was used involving questionnaires and semi-structured interviews after a mean time interval of seventeen months post-course. All participants who had previously undertaken the programme (n = 20), were invited to join. Results Fifteen respondents completed the questionnaire, with twelve participating in one-to-one interviews. Participants demonstrated sustained improvements in perceived understanding and application of educational principles with greater confidence to teach upon entering the workforce. Interviews highlighted enhanced preparation for future educator roles, reflective teaching practices, influence over career choices and a wider benefit of the PTT to patients, peers, and students. Discussion This study demonstrates the long-term benefits of a PTT through sustained improvements in participants’ confidence and perceived competence in teaching skills. Future work should focus on integrating PTT into the medical curricula and expansion to include other healthcare professional students.

The Human Library and the development of cultural awareness and sensitivity in occupational therapy students: a mixed methods study.

Monash university in Australia has adopted the Human Library as a teaching activity aimed at enhancing occupational therapy (OT) students' cultural awareness and sensitivity; however, its effect on cultural competence in healthcare profession students has not been previously investigated. To examine whether participation in a Human Library can facilitate the development of OT students' cultural awareness and sensitivity and to understand the factors contributing to changes in cultural competence from the students' perspective. This is a mixed-method study. Quantitative data was collected by participant characteristic survey and pre/post-Human Library cultural competence assessment (CCA). The quantitative data was used to inform the selection of participants and questions for the second qualitative phase. Quantitative data were analyzed using independent samples and paired t-tests, analysis of variance and Pearson correlation. Qualitative data were analyzed using coding reliability thematic analysis. Statistically significant increases were noted in CAS, CCB and overall CCA scores from pre- to post-Human Library. Participant characteristics such as gender, work experience in aged care and the health sector had a positive effect on pre-Human Library CCA results. Qualitative data demonstrated that participants perceived they had a level of cultural competence prior to attending the Human Library however, still made gains in cultural awareness and sensitivity and were motivated and inspired to provide culturally congruent healthcare. The Human Library can be considered for inclusion within a suite of learning methods for healthcare professional student curricula as a cost-effective, flexible teaching method for the development of competencies for culturally congruent healthcare.

Editor’s Welcome

Tēnā koutou katoa and welcome to Issue 36 of Te Hautaka o ngā Akongā Rongoā, the New Zealand Medical Student Journal (NZMSJ). The theme of this issue is “Advocacy in Health,” which is crucial in the betterment of the healthcare system for both patients and health professionals. It is our privilege to share with our readers a wide range of insightful and high-quality articles by health care professional students, clinicians, and academics from Aotearoa. Advocacy plays a core role in the realm of healthcare, serving as a powerful catalyst for positive change and improved outcomes on both individual and systemic levels. Healthcare advocacy for the individual involves standing up for the rights, needs, and well-being of patients, ensuring that their voices are heard and their concerns addressed. On a broader scale, advocacy in healthcare contributes to the refinement of healthcare policies, regulations, and services. As providers working on the front lines, health professionals often better identify areas of necessary improvement than policy-makers. Advocacy campaigns and initiatives can shed light on systemic issues, drive policy changes, and influence healthcare regulations that ultimately shape the healthcare experience for everyone. We believe that by holding stakeholders accountable and pushing for transparency, advocacy serves as a counterbalance to potential shortcomings in the healthcare sector. Overall, the significance of ad- vocacy in healthcare extends beyond individual cases, contributing to a more inclusive, patient-centric, and effective healthcare system for entire communities and populations.

Design and validation of an interprofessional education module to enhance interprofessional competencies among students from healthcare professions

ObjectiveThis article describes the process of developing an interprofessional education (IPE) module in autism spectrum disorder, which incorporates the interprofessional competencies and their applications among selected healthcare professional students. MethodThe paper adapted the “Research and Development method for education research” by Borg and Gall as a basis for the study. The methods used were semi-structured interviews, focus group discussion, and a needs assessment questionnaire. ResultsAn interview guide, group discussion guide, and needs assessment questionnaire were validated with validity indices of 0.92, 0.98, and 1.00, respectively. A needs assessment questionnaire was tested for reliability (r = 0.96). The IPE module and evaluation tools to evaluate its effectiveness were prepared on the basis of the findings. Validity indices for module, simulation videos, case scenarios and the evaluation tools, Interprofessional Competency Assessment Test (IPCAT) and IPCAT-Observation Checklist (IPCAT-OC), were 0.98, 0.97, 1.00, 0.98, and 1.00, respectively. Reliability scores for IPCAT and IPCAT-OC were 0.87 and 0.90, respectively. ConclusionThis module will assist in providing data and necessary information for those researchers who undertake similar educational interventions that focus on the competencies of IPE and collaborative practice, specifically from this region.

Efficacy of online communication partner training package for student healthcare professionals.

People with aphasia are vulnerable recipients of healthcare. The nature of the communicative environment and the communication disability can adversely impact access to timely and quality healthcare. Student healthcare professionals are often underprepared to interact successfully with people with aphasia and may benefit from communication partner training (CPT). To investigate the potential effectiveness and acceptability of a brief, two-part introductory Supported Conversation for Adults with Aphasia (SCA™)-based CPT package, delivered to a sample of students across a diverse range of healthcare disciplines. A pre-post-within group experimental design was used to investigate the potential effectiveness and acceptability of an online CPT package (50 minute module + 1 hour workshop) for healthcare students. The Aphasia Attitudes, Strategies and Knowledge (AASK) survey measured participants' knowledge of aphasia, facilitative communication strategies and attitudes towards people with aphasia. Data were collected pre-training, following the training module and following the workshop, and 6 weeks post-training. Statistical analysis was conducted on the AASK data. In addition, participant feedback (ratings and open text responses) was collected after the workshop. Ratings were analysed descriptively, and thematic content analysis was used for open text responses. 236 participants completed the pre-training AASK and 106 completed the AASK at subsequent time points. Statistically significant gains were demonstrated from pre- to post-module completion. Between the end of the module and the end of the workshop, some gains were maintained and others showed further statistically significantly improvements. While all gains were not maintained at the 6-week follow-up, statistically significantly improvements from pre-training scores remained evident. Student feedback was predominantly positive, with suggested improvements for training content and length. The results provide preliminary evidence that a brief, online CPT package can support student healthcare professionals' knowledge and attitudes towards aphasia and communicating with people with aphasia. Online training was acceptable to students and feasible as an embedded or optional component of curriculum. Ongoing training (e.g., in the form of refresher sessions) and inclusion of a skills-based component are recommended to maximize communication skill development. What is already known on the subject Student healthcare professionals recognize the need to develop knowledge and skills to successfully support people with communication disability, such as aphasia, to participate effectively in their healthcare. Evidence in favour of online communication partner training for student healthcare professionals is currently limited. What this study adds to the existing knowledge This study demonstrates that a brief introductory online communication partner training program can be efficacious for improving knowledge and attitudes regarding communicating with people who have aphasia. What are the potential or actual clinical implications of this work? Students will likely need further ongoing refresher training with inclusion of practical components to develop and maintain the knowledge and skills required to be proficient communication partners with people with aphasia.

What Do Students' Questionnaire Responses Tell Us about Their Language around Person-Centred Care? An Exploratory Sentiment Analysis.

There is a global movement for health and social care to be person-centred: supporting people's active participation when making health decisions and considering their opinions, beliefs, and needs. The World Health Organization recommend the inclusion of person-centred care in health and social care provision. This research aimed to explore Australian health and social care profession students' language around person-centred care. Final-year health and social care professions students, attending one of two Australian universities, participated in an online questionnaire. Responses were analysed and themed to an existing person-centred care framework, then a sentiment analysis was applied to each response. Of the responses collected from 90 students, 235 statements were linked to the four core values of the person-centred care framework: cultivating communication (44%); respectful and compassionate care (35%); engaging patients in managing their care (20%); and integration of care (<1%). Within these, 24 statements were positively aligned (10%); 100 statements were neutral (43%); and 111 statements contained negative sentiments (47%). Almost half of the responses were not aligned with the core values of person-centred care. This suggests that many of the final-year students are not yet conceptualizing care using a person-centred approach.

18-OR - Qualified and Student Healthcare Professionals in Singapore Display Explicit Weight Bias: A Cross-sectional Web-based Survey

18-OR - Qualified and Student Healthcare Professionals in Singapore Display Explicit Weight Bias: A Cross-sectional Web-based Survey

Knowledge, Attitude, and Barriers Toward Deceased Organ Donation Among Health Care Professionals and Medical Students in Southern Saudi Arabia: A Cross-Sectional Study.

Knowledge and attitude of health care professionals and medical students are crucial to promoting positive outcomes of organ donation. This study aimed to evaluate knowledge and attitudes of health care professionals and medical students on organ donation in Southern Saudi Arabia. We conducted a cross-sectional study of consented tertiary hospital health care professionals (n = 200) (group A) and medical students (n = 200) (group B) in Southern Saudi Arabia from December 2022 to April 2023. Anonymous questionnaires in aGoogle form were sentto participants via WhatsApp. The study questionnaire consisted of 3 sections: sociodemographic information, knowledge toward organ donation, and attitude toward organ donation. Both groups had adequate knowledge on organ donation and brain death concepts, but this knowledge was not reflected in willingness to donate among the groups. Among people surveyed, 65% of group A and 45% of group B (P < .001) noted willingness to donate their organs, even to relatives. However, only 22% of group A and 14% of group B were registered as donors. The most common reasons for refusal in both groups were lack of knowledge about donation, fear of body disfigurement after death, and religious factor. Among the health care professionals (group A), although consultants knew more about the donation process, residents had more positive attitudes and motivation for donation. For groups A and B, the primary sources of information were the internet and social media. Attitudes of medical students and health care personnel toward organ donation were positive, although they were generally reluctantto donate their organs. This study repeats the need for education interventions that should stress the importance of donation, brain death irreversibility, national legal regulations for organ donation, the compatibility of organ donation with religious values, and the explanation of inaccurate beliefs.

Healthcare Professionals and Undergraduate Students' Knowledge Toward Drug-Food Interactions in the Eastern Region of Saudi Arabia.

Drug and Food Interactions (DFI) arise when particular nutrients in food interact with drugs when consumed concurrently, consequently resulting in alterations in the pharmacokinetics, pharmacodynamics, and therapeutic effectiveness of the drug. This study aimed to evaluate the information and understanding of healthcare providers (HCPs) about common DFI. A cross-sectional study was achieved by a self-administered online-based questionnaire to gather data from HCPs in eastern region of Saudi Arabia between Sep. to Oct. 2022. The questionnaire integrated questions related to HCP demographic features and knowledge of DFI. The DFIsection included questions that assessed the general knowledge of DFI and knowledge of specific food and drug interactions. A total of 401 participants completed the study questionnaire; 41.4% were undergraduate students, 37.2% were pharmacists, 10.5% were nurses, and 9.5% were doctors. Unfortunately, HCPs are unable to recognize several food types that may interact with medications, which may lead to undesirable consequences associated with an enormous financial burden. For instance, only 27.9% of the HCPs stated that patients on monoamine oxidase inhibitors should avoid cheese. In addition, only approximately 11% of HCPs knew that patients on levothyroxine should avoid cauliflower, those taking digoxin should avoid wheat bran, those taking lithium should avoid cola, and those on heparin should avoid calcium-rich food. Overall knowledge was significantly higher among pharmacists and others HCPs with more than 5 years of experience. This study demonstrated a low level of knowledge regarding specific food and drug interactions among healthcare providers in the eastern region of Saudi Arabia.

42885 Steps for the Implementation of Virginia Dermatology Trainee Advocacy Day 2022: A State- Wide Conference for Healthcare Professionals and Medical Students to Increase Awareness and Advocate for Relevant Issues in Dermatology

42885 Steps for the Implementation of Virginia Dermatology Trainee Advocacy Day 2022: A State- Wide Conference for Healthcare Professionals and Medical Students to Increase Awareness and Advocate for Relevant Issues in Dermatology