Health Professions Education Research Articles

Improving selection procedures in health professions education from the applicant perspective: an interview study

IntroductionApplicant perceptions of selection impact motivation and performance during selection, and student diversity. However, in-depth insight into which values underly these perceptions is lacking, creating challenges for aligning selection procedures with applicant perceptions. This qualitative interview study aimed to identify values applicants believe should underlie selection, and how, according to applicants, these values should be used to make specific improvements to selection procedures in undergraduate health professions education (HPE).MethodsThirty-one applicants to five undergraduate HPE programs in the Netherlands participated in semi-structured interviews using Appreciative Inquiry, an approach that focuses on what goes well to create vision for improvement, to guide the interviews. Transcriptions were analyzed using thematic analysis, adopting a constructivist approach.ResultsApplicants’ values related to the aims of selection, the content of selection, and the treatment of applicants. Applicants believed that selection procedures should aim to identify students who best fit the training and profession, and generate diverse student populations to fulfill societal needs. According to applicants, the content of selection should be relevant for the curriculum and profession, assess a comprehensive set of attributes, be of high quality, allow applicants to show who they are, and be adapted to applicants’ current developmental state. Regarding treatment, applicants believed that selection should be a two-way process that fosters reflection on study choice, be transparent about what applicants can expect, safeguard applicants’ well-being, treat all applicants equally, and employ an equitable approach by taking personal circumstances into account. Applicants mentioned specific improvements regarding each value.DiscussionApplicants’ values offer novel insights into what they consider important preconditions for the design of selection procedures. Their suggested improvements can support selection committees in better meeting applicants’ needs.

Setting up and operationalizing a health professions education research (HPER) unit: AMEE Guide No.170

In the same way as clinical medicine, health professions education should be evidence-based rather than based on tradition and convenience. Health professions education research (HPER), an academic area that first emerged in the 1950s, is essential for identifying new and better ways to educate health professionals. Again, just as with clinical research, setting up sustainable HPER units is critical to coordinate research efforts and facilitate the production of clear and strategic HPER. In this AMEE guide we draw upon the scholarly and grey literature and our own experiences as HPER unit leaders in several different global contexts to provide practical guidance on establishing and sustaining a HPER unit. We outline the multiple elements and considerations required to set up and operationalize a successful HPER unit, from engagement of key stakeholders and documentation of milestones to the production of programmatic research and its implementation. These are considered under the areas of • Who do you need to partner with? • Setting the agenda – or What will your unit be known for? • Your most valuable resource – people! • Operationalizing your HPER agenda • Leading the way We provide concrete tips on each of the above and illustrate these key steps with examples from our own experiences or the wider literature. Whether the reader is beginning, maintaining, or seeking to renew their HPER unit, we hope that the guidance we provide is as useful as it has been to us during our own research program building endeavours.

The link between patient safety competence and adverse event among master of nursing students: a cross-sectional mixed-methods study

BackgroundPatient safety (PS) is a core competency for registered nurses. However, there is a gap between the PS competence of nursing students and their clinical experience in PS. This study explored the effect of PS competence levels on the occurrence of adverse events (AEs) among nursing master’s students in China.MethodsA sequential mixed methods design was used, with a purposive sample across seven colleges. A total of 327 graduate nursing students, aged 22 to 38, participated in the survey, and 15 participated in qualitative interviews. The Health Professional Education in Patient Safety Survey (H-PEPSS) assessed the students’ competence levels in PS. The respondents also reported any AEs that they had been involved in over the past year.ResultsA total of 78 AEs occurred in the past year, with 17.7% of the participants involved 1 to 3 AEs. The most common AEs were medication administration errors (30.77%) and improper use of medical equipment/supplies (28.20%). Students acquired more competencies from the clinical setting than from the classroom setting. Three competencies learned from classroom settings were associated with clinical AEs: low clinical safety skills [OR = 0.61], inappropriate identify, response to and disclosing AE and close calls [OR = 0.454], and low confidence in working in teams with other health professionals [OR = 2.168]. Qualitative data analysis revealed five themes: recognizing AEs, reducing harm by addressing immediate risks to patients and others involved, promoting safe medication and clinical practice, managing members’ authority and team dynamics, and dealing with inter-professional conflict.ConclusionsThe quantitative and qualitative data align, supporting the enhancement of students’ PS competence.

O USO DE ANTIBIÓTICOS E A PRESENÇA DE BACTÉRIAS MULTIRRESISTENTES: REVISÃO NARRATIVA

Antimicrobial resistance originated by both natural processes and artificial selection. This scenario is directly associated with the inappropriate use of these medications, representing a significant concern for global, public health. Objective: To analyze the use of antibiotics and the presence of multidrug-resistant bacteria. Methods: This is a literary review of 7 articles that were researched through VHL, LILACS, MEDLINE, WPRIM Pacific Western, CUMED and Google Scholar. Results: 7 articles were included in the narrative review. The use of antibiotics, both in animals and in humans, increases the presence of antimicrobial-resistant bacteria in the community and in hospitals. Which minimizes the spectrum of efficient antibiotics on the market. Due to this, it causes an increase in the length of stay for these patients in hospitals. Conclusion: Adopt measures such as continuing education for health professionals and the public. These measures are essential to address this complex challenge and ensure the sustainable use of antibiotics for future generations.

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.

A design thinking approach to developing an online curriculum in interprofessional education in health in South Africa

Background. The design of contemporary curricula in health professions education in South Africa (SA) is constantly evolving, as there is a need to ensure that students are adequately prepared to work in complex healthcare environments. The World Health Organization proposes that a way to accomplish this is through interprofessional education (IPE), where students from two or more professions learn from one another to improve health outcomes. Objectives. To reflect on the design of an introductory module of a postgraduate diploma in IPE in health at a historically disadvantaged institution in SA, where a student-centred approach to learning and teaching was adopted. Methods. Through an auto-ethnographic methodology, a design thinking approach was used to carefully construct and align an introductory module in IPE in the postgraduate programme. Considering the remote learning environment, this article also examines the importance of educational technologies in the design process of this online curriculum. Results. The results of this study demonstrated the process used in the design of an IPE module supported by the five stages of design thinking to critically appraise the student-centred approach to learning and teaching. The instructional design tools used for this module included the university’s learning management system, Google Suite, Flip, Google Jamboard, webinars, presentations, elevator speeches, quizzes and guest speakers. The end product was an interactive online module that was intentionally designed to be interactive and provide students with a core understanding of IPE. Conclusion. This article demonstrates how an IPE module with a focus on theories, models and concepts can provide the foundation for students to understand the importance of IPE to transform the future of healthcare in SA.

Twelve tips for strengthening global equity in health professions education publication

Despite recent calls to engage in scholarship with attention to anti-racism, equity, and social justice at a global level in Health Professions Education (HPE), the field has made few significant advances in incorporating the views of the so-called “Other” in understanding the nature, origin, and scope of knowledge as well as the epistemic justification of knowledge production. Editors, authors, and reviewers must take responsibility for questioning existing systems and structures, specifically about how they diffuse the knowledge of a few and silence the knowledge of many. This article presents 12 recommendations proposed by The Global South Counterspace Authors Collective (GSCAC), a group of HPE professionals, representing countries in the Global South, to help the Global North enact practical changes to become more inclusive and engage in authentic and representative work in HPE publishing. This list is not all-encompassing but a first step to begin rectifying non-inclusive structures in our field.

Retraumatization in Undergraduate Medical Education: Evaluating the Prevalence and Support Resources Available to Students

Background: Retraumatization is the conscious or unconscious reminder of past trauma that results in a re-experiencing of the initial traumatic event. This phenomenon has been well-studied in primary and secondary education and has been shown to negatively impact the learning environment. Retraumatization in the context of undergraduate medical education has yet to be evaluated. Therefore, we sought to explore the prevalence of retraumatization in medical students, identify specific areas of UME that are retraumatizing, and evaluate effectiveness of psychological support available to students. Methods: A survey was created by a multidisciplinary team of health professions educators, revised through an iterative process, and distributed to all medical students at a single, large, academic institution. Respondents who endorsed prior trauma exposure met inclusion criteria for completing the survey. Data was analyzed using Microsoft Excel. Results: Of the school’s 1400 students, 85 responses were recorded for a response rate of 6.07%; this consisted of 20 males (23.5%), 46 females (54.1%), and 19 nonbinary (22.4%) students. 32 (37.6%) students reported no prior trauma and were excluded from survey completion. Of the 53 (62.4%) students completing the survey, retraumatization was experienced by 32 students (60.4%), which represents a prevalence of 37.6% among all medical students surveyed. 50% of females (n=23), 10% of males (n=2), and 36.8% of nonbinary (n=7) students reported retraumatization. Clinical rotations were identified as a retraumatizing setting by 59.3% (n=19) of students. Despite the availability of support services, 11 students (20.8%) reported being unaware of them when experiencing retraumatization. When asked about utilization of services, the majority of those who had experienced retraumatization did not utilize them (65.6%, n=21). Conclusion: Retraumatization is occurring in undergraduate medical education, particularly in the clinical years. Medical schools should attempt to enhance the ease of utilization of support resources to improve the learning environment for students.

From individual to interprofessional: characteristics of assessment tasks to assess interprofessional collaboration in healthcare education

ABSTRACT To develop independent healthcare professionals able to collaborate in interprofessional teams, health professions education aims to support students in transitioning from an individual perspective to interprofessional collaboration. The five elements that yield the conditions for effective interprofessional collaboration are: (1) positive interdependence, (2) individual accountability, (3) promotive interaction, (4) interpersonal skills, and (5) reflection on team processes. The aim of the current study is to gain insights into how to design tasks to assess a student team as a whole on their interprofessional collaboration. This was a pilot study using a qualitative design to evaluate an interprofessional assessment task. Four interprofessional student teams, comprising physiotherapy, occupational therapy, arts therapy and nursing students (N = 13), completed this task and five assessors used a rubric to assess video recordings of the teams’ task completion, and then participated in a group interview. The completed rubrics and the interview transcript were analyzed using content analysis. Findings showed that the combination of individual preparation, an interprofessional team meeting resulting in care agreements and team reflection was a strength of the assessment task, enabling the task to elicit sufficient promotive interaction between students. Areas for improvement of the assessment task were however, due to a lack of interdependence, the care agreements which now proved to be the sum of students’ intraprofessional ideas rather than an interprofessional integration of agreements. Additionally, assessors suggested that a series of varying assessment tasks is required to draw conclusions about students’ interprofessional competence.

Is use of ChatGPT cheating? Students of health professions perceptions

Purpose The purpose of this study is to explore student perceptions of generative AI use and cheating in health professions education. The authors sought to understand how students believe generative AI is acceptable to use in coursework. Materials and methods Five faculty members surveyed students across health professions graduate programs using an updated, validated survey instrument. Students anonymously completed the survey online, which took 10–20 min. Data were then tabulated and reported in aggregate form. Results Nearly 400 students from twelve academic programs including health and rehabilitation science, occupational therapy, physical therapy, physician assistant studies, speech-language pathology, health administration and health informatics, undergraduate healthcare studies, nurse anesthesiology, and cardiovascular perfusion. The majority of students identify the threat of generative AI to graded assignments such as tests and papers, but many believe it is acceptable to use these tools to learn and study outside of graded assignments. Conclusions Generative AI tools provide new options for students to study and learn. Graduate students in the health professions are currently using generative AI applications but are not universally aware or in agreement of how its use threatens academic integrity. Faculty should provide specific guidance on how generative AI applications may be used.

Generative artificial intelligence and the personalization of health professional education: A narrative review.

This narrative review examined the intersection of generative artificial intelligence (GAI) and the personalization of health professional education (PHE). This review aims to the elucidate the current condition of GAI technologies and their particular uses in the field of PHE. Data were extracted and analyzed from studies focusing on the demographics and professional development preferences of healthcare workers, the competencies required for personalized precision medicine, and the current and potential applications of artificial intelligence (AI) in PHE. The review also addressed the ethical implications of AI implementation in this context. Findings indicated a gender-balanced healthcare workforce with a predisposition toward continuous professional development and digital tool utilization. A need for a comprehensive educational framework was identified to include a spectrum of skills crucial for precision medicine, emphasizing the importance of patient involvement and bioethics. AI was found to enhance educational experiences and research in PHE, with an increasing trend in AI applications, particularly in surgical education since 2018. Ethical challenges associated with AI integration in PHE were highlighted, with an emphasis on the need for ethical design and diverse development teams. Core concepts in AI research were established, with a spotlight on emerging areas such as data science and learning analytics. The application of AI in PHE was recognized for its current benefits and potential for future advancements, with a call for ethical vigilance. GAI holds significant promise for personalizing PHE, with an identified need for ethical frameworks and diverse developer teams to address bias and equity in educational AI applications.

Is There a Problem With Evidence in Health Professions Education?

What constitutes evidence, what value evidence has, and how the needs of knowledge producers and those who consume this knowledge might be better aligned are questions that continue to challenge the health sciences. In health professions education (HPE), debates on these questions have ebbed and flowed with little sense of resolution or progress. In this article, the authors explore whether there is a problem with evidence in HPE using thought experiments anchored in Argyris' learning loops framework.From a single-loop perspective ("How are we doing?"), there may be many problems with evidence in HPE, but little is known about how research evidence is being used in practice and policy. A double-loop perspective ("Could we do better?") suggests expectations of knowledge producers and knowledge consumers might be too high, which suggests more system-wide approaches to evidence-informed practice in HPE are needed. A triple-loop perspective ("Are we asking the right questions?") highlights misalignments between the dynamics of research and decision-making, such that scholarly inquiry may be better approached as a way of advancing broader conversations, rather than contributing to specific decision-making processes.The authors ask knowledge producers and consumers to be more attentive to the translation from knowledge to evidence. They also argue for more systematic tracking and audit of how research knowledge is used as evidence. Given that research does not always have to serve practical purposes or address the problems of a particular program or institution, the relationship between knowledge and evidence should be understood in terms of changing conversations and influencing decisions.

Reinventing Peer Assisted Learning as an Innovative Tool in Health Professions Education

Reinventing Peer Assisted Learning as an Innovative Tool in Health Professions Education

Preface

5th International Conference on Civil Engineering Trends and Challenges for Sustainability (CTCS-2023) (Under the Aegis of ICETE 2023 Multi-Conference Platform) 19th & 20th December 2023 Organized by Department of Civil Engineering About NITTE (Deemed to be University) Nitte (Deemed-to-be University) has its roots in a group of Institutions established by the Nitte Education Trust. The Trust was established in 1979 by one of India’s respected Statesman, Late Justice KS Hegde, Supreme Court Judge and Speaker of Lok Sabha, with the mission of empowering rural youth through quality education and healthcare. The Trust has established 36 institutions spread in three campuses at Nitte, Mangalore and Bangalore. It offers education in diverse areas of learning including health professions education, engineering, management, humanities, general education, vocational training, and school/pre-university education. The University offers a total of 98 programs in the disciplines of engineering, medicine, allied health sciences, dentistry, pharmacy, nursing, physiotherapy, speech and audiology, biological sciences, media & communication, commerce, science, management, and Architecture. It has 10,000+ students, over 875 faculty members and over 2475 support staff on roll. The University campuses are spread over 52 acres in Deralakatte-Paneer areas of Mangalore and 110 acres in Nitte. The University received A+ Grading in NAAC accreditation in 2021. It has been consistently placed in the Top 65-80 rank band in NIRF. The University is placed in the 401 to 450 Rank Band in the QS Rankings for Asia Region. It has received Diamond rating in the QS I-Gauge India Ratings. The Constituent colleges of the university have good standing in their disciplines in the NIRF rankings. In 2023, Nitte University has obtained 65th Rank, the dental college ranked 5th and pharmacy colleges ranked 46th in NIRF. The BPharm program of the University is accredited by NBA. The teaching hospital is accredited by both NABH and NABL. About the Institute Nitte Mahalinga Adyantaya Memorial Institute of Technology(NMAMIT), Nitte, established in 1986 and recognized by the All India Council for Technical Education, New Delhi, has been a constituent college of Nitte (Deemed to be University), Mangaluru, since June 2022. Rank band 101-150 in the National Institutional Ranking Framework (NIRF) 2023 by Ministry of Education, Government of India, the College has been placed under ‘Platinum’ category for having high industry linkages by the AICTE-CII Survey of Industry-Linked Technical Institutes 2020. NMAMIT, the off-campus centre of Nitte DU located at Nitte village, has active collaborations with several international universities and organizations for faculty and student exchanges, research, internships and placements. The Institute offers UG engineering program in eleven disciplines; Artificial Intelligence & Machine Learning (AI&ML), Artificial Intelligence & Data Science (AI&DS), Biotechnology (BT), Civil Engineering(CIV), Computer & Communication Engineering (CCE), Computer Science & Engineering(CS), Electrical & Electronics Engineering (E&E), Electronics & Communication Engineering (E&C), Information Science & Engineering (IS), Mechanical Engineering(MECH) and Robotics & Artificial Intelligence (R&AI ). Out of these programs, seven UG programs i.e., BT, CIV, CS, E&E, E&C, IS and MECH are accredited by NBA, New Delhi under Tier - I category till 30 June 2025. The institute also offers PG program M.Tech. in seven disciplines namely Construction Technology, Computer Science & Engineering, Cyber Security, Electric Vehicle Technology, Machine Design, Structural Engineering and VLSI Design & Embedded Systems as well as MCA program. All the departments have qualified research guides for students interested in taking up research work leading to Ph.D. List of About the Organizing Department, About the Conference, Keynote Speakers, Theme of the Conference, Thrust Areas, Publication Partner, Paper Submission, Accommodation, Conference Location and Contact Us are available in this Pdf.

Three Shift Simulation: An Interdisciplinary Simulation With a Focus on Communicating for Safety in Managing the Deteriorating Patient

BackgroundSuboptimal communication from one healthcare professional to another can lead to error and patient harm. Effective communication between nurses and other healthcare professionals contributes to a shared understanding of a patient's condition and their management plan. Simulation for health professional education be an effective method to improve communication for patient safety. AimTo implement a simulated communication intervention, as an extracurricular activity among nursing, pharmacy, and medical students from a multicampus Australian university. MethodsA mixed methods questionnaire with open and closed questions was used to evaluate the direct impact of the simulation intervention, utilizing a validated tool: Satisfaction with Simulation Experience (SSE). The tool was adapted to capture experiences related to communication and patient safety. FindingsIt was found that students’ ability to recognize the role of other health professionals in patient safety increased. Participants reported that the intervention enabled them to work together providing routine care and provided experience collaborating within a multidisciplinary team with the deteriorating patient. The results also demonstrated that participants learned to communicate for patient safety. DiscussionThe simulation intervention contributed to better prepare students in communicating with one another in providing safe care for deteriorating patients. However, transfer of learning in practice was not measured and therefore the impact on long -term patient safety outcomes is unknown, and this requires further investigation. ConclusionIncorporating interdisciplinary simulation with a focus on interdisciplinary communication into undergraduate nursing, pharmacy and medicine curricula can support students' knowledge, skills, and attitudes for quality and safe care.

Being the supervisor: A duo-ethnographic exploration of social justice in postgraduate health professions education.

There is growing global awareness of the importance of matters of equity and social justice. In health professions education (HPE), research has focused at undergraduate level and on health sciences curricula. Increasingly, health care professionals engage in HPE Master's and doctoral studies, where they are educated as curriculum designers and 'producers' of knowledge through their research. Considering their role in shaping what (and how it) is taught in health sciences curricula, questions can be asked about the extent to which postgraduate pedagogies are mindful of matters of social justice. As supervisors of postgraduate HPE students and as directors of such programmes, we interrogated and juxtaposed our perspectives on social justice and how these perspectives influence our postgraduate HPE supervisory and directing practices in our respective contexts. Utilising a duo-ethnographic approach, in which we each represented a site of enquiry, we generated data through written reflections and dialogic engagement framed around research questions about (1) our understanding of social justice, (2) how this influenced our practices as postgraduate supervisors and (3) how this influenced our practices and policies as directors of postgraduate studies. We recorded and transcribed our data generation meetings. Based on open coding of the transcriptions and written reflections, we constructed a conversation around our research questions. We integrated our reflexive journals in the conversation. Our conversations were characterised by three sets of ideas involving the terminology around social justice, the complex nature of social justice, and the individual and social justice. These played out differently in our contexts, but they caution both of us against assumptions and encourage us to create time for conversations with our students, to consider what we 'teach' them, how we guide them and how we avoid gatekeeping their entry into the disciplinary space.

Anatomy outreach: A conceptual model of shared purposes and processes.

Anatomy outreach is a well-documented practice by many academic institutions, defined here as when anatomy-related services are provided to external communities. However, most of the current literature on this topic is largely descriptive, focusing on the 'what' of anatomy-related outreach, rather than the generalizable 'why' or 'how'. There exists no shared conceptual model of what anatomy outreach tries to achieve from the perspective of 'outreachers', and how anatomists support these goals. Thus, this study aimed to explore the comprehension of anatomy outreach as a social phenomenon in the anatomy education community. This qualitative research used constructivist grounded theory to explore the perspectives of anatomists with experience facilitating anatomy outreach. A total of 18 participants completed semi-structured interviews. Analysis resulted in the construction of nine broad categories of themes relating to anatomy outreach: types of outreach, specific activities, goals of outreach, subject benefit (why anatomy?), enablers, challenges, appraisal, motivators/drivers, and community perspectives from the immediate anatomy community and wider field (Science, Technology, Engineering, and Mathematics (STEM) and health professions education (HPE)). These results were constructed into a conceptual model of anatomy outreach. The findings suggest that anatomists view the subject matter as a socially connecting experience that can engage a wide variety of individuals. The multimodal nature of anatomy, combined with teaching expertise, lends well to productive outreach. Most 'outreachers' do not have a strong understanding of the impact of their activities, however, and operate on a level of optimism that activities will support diversity, belonging, and health/anatomical literacy.

Insights from Innovative Initiatives towards Flexible Health Professions Education

Insights from Innovative Initiatives towards Flexible Health Professions Education

Launching Cost-effective Virtual Escape Rooms as a Tool for FormativeAssessment

: This paper describes an innovative tool for formative assessment. This involves designing and implementing a Virtual Escape Room for students of Master’s in Health Professions Education (MHPE) at Gulf Medical University. Escape Room is a type of game-based education where players are constrained in a room, and they must solve a series of interconnected challenges in the form of puzzles or riddles to escape the room. Escape rooms are proved to be innovative and engaging learning strategies, although they are resource intensive. We developed cost-effective virtual escape room with the help of Google Workspace tools. Two cycles of escape rooms were conducted on different courses in similar fashion. Questions were based on the learning objectives of selected courses of Master’s in Health Professions Education. These tools were interconnected and revolved around a captivating storyline. Twelve students were grouped into teams of four and were subjected to the game. They played as teams on a smart device for a time duration of ten minutes. Post-activity students were given feedback on their performance on questions and on team-based skills. Students were then engaged in open discussion on their experience, and this was documented for analysis. They also gave feedback on google forms. Analysis of feedback revealed that escape room enhanced students’ engagement and motivation towards learning. It helped foster leadership and team-building skills along with effectively recalling the learned concepts. In addition, students learned to handle stress when faced with challenges. Faculty, on the other hand, developed the skills to plan and execute a unique learning activity. We continue to learn from this experience and will explore further opportunities to expose students and faculty to such engaging and unique learning activities.

Ethical consideration in programme evaluation for health professional education programmes.

To explore the ethical considerations and measures of quality assurance during data-collection for programme evaluation in health professional education. The qualitative case study was conducted at Bahria University of Health Sciences, Karachi, from August to November 2023, and comprised faculty members involved in programme evaluation for at least two years having done a minimum two audit cycles. System thinking philosophical framework was used during the data-collection phase. A diverse sample was selected to ensure representation from different sectors and roles within the teams. Data was collected through participant observation, semi-structured interviews and focus group discussions. Data was subjected to thematic analysis. There were 7 faculty members who were interviewed individually twice in addition to 4 focus group discussion. Members of quality assurance team were experts in their respective fields, but were not found to be wellversed in terms of ethical considerations that should guide data-collection. This lack of knowledge may inadvertently lead to ethical lapses in the evaluation process. Another ethical challenge seen was bias in the data-collection phase. Faculty members integral to programme evaluation efforts were found to lack knowledge regarding ethical considerations in data-collection, which can pose significant risks.