Health Professional Students Research Articles

Experiential Outcomes Among Student Volunteers Providing Mental Health Support in a Student-Run Free Clinic.

Student-run free clinics are primary care clinics committed to providing medical care to uninsured or underinsured individuals. The HAVEN Free Clinic has a department dedicated to mental health called the Behavioral Health Department (BHD). Volunteers include undergraduates and health professional graduate students from the schools of Medicine, Nursing, and Public Health, as well as the Physician Associate Program. Licensed faculty supervise students in conducting screenings, providing psychoeducation, and facilitating referrals; volunteers also participate in didactic sessions and weekly case discussions. This brief report presents the reported experiences and perceived impact among a group of student volunteers. Study participants (n = 30) comprised current and former student volunteers who completed a mixed-methods survey. The surveys were collected retrospectively and gathered quantitative and qualitative data to understand the perceived personal and professional impact associated with volunteering in a behavioral health department at a student-run free clinic. Survey results revealed that volunteering improved students' cultural awareness, confidence initiating referrals, and comfort recognizing emotional distress. There was also improved consciousness surrounding systemic issues (e.g., inadequate access to health insurance) affecting mental health and greater intention to pursue careers that include care to the medically underserved. Limitations include the limited number of respondents and non-behavioral outcomes for patients and students. This study suggests that exposure to a medically underserved immigrant patient population in a student-run free clinic and volunteering in BHD to provide mental health support contributed to students' development as culturally informed future healthcare professionals.

Exploring what works in mental health education for health profession students: a realist review

Introduction Mental health education is essential for preparing healthcare professionals to address the growing needs of patients with mental health challenges. The aim of this study was to understand the current landscape of teaching and learning approaches to mental health education for undergraduate health profession students.MethodologyA realist review was chosen to explore what works for whom, how, and why in teaching and learning for mental health education for undergraduate health profession students. The search strategy was developed iteratively, with support from a research librarian, and additional searches supplemented the initial search. Following screening in duplicate, the selected studies were appraised for relevance, richness and rigour. Intervention (I), Context (C), Actor (A), Mechanism (M) and Outcome (O) configurations were extracted from the data and analysed for patterns and conceptual areas. Stakeholder and Patient and Public Involvement panels supported the refinement of both the Initial Programme Theory (IPT) and Programme Theories (PT).Results78 articles were included. The results identified three critical program theories: (1) direct contact with individuals with lived experience (2), longitudinal and integrative learning approach, and (3) diversity of experiential and community-engaged learning. Integrating these theories into health education curricula may lead to professionals better prepared to address mental health challenges.ConclusionOur realist review identified three critical programme theories for teaching and learning strategies that foster this literacy, including direct engagement with individuals who have lived experiences, a longitudinal and integrative approach to education, and a diverse array of experiential and community-engaged learning opportunities.

Yoga for Wellness: An Innovative Educational Intervention for Health Professions Students

Abstract Context: Health professional trainees need wellness skills. Yoga has been proven to improve wellness and decrease stress in health professionals. Aim: We aim to assess whether educating health profession students about yoga leads to integrating yoga into their lives for personal wellness. Subjects and Methods: A health promotion curriculum focused on ten evidence-based interventions (including yoga) was delivered to health profession students (medical, nursing, physical therapy, and behavioral health). Participants completed unidentified electronic surveys immediately after, 3 and 6 months later. Data are presented using descriptive statistics, themes, and representative quotes. Results: Five hundred and fifty-two students completed the curriculum, from which 150 were interested in yoga, reviewed evidence about the effectiveness of yoga, and practiced yoga for a week. The interested students noted that integrating yoga was achievable, realistic, and relevant. After having team discussions about all of the interventions, 12.5%, 10%, and 11% of the respondents reported practicing yoga immediately after, 3 and 6 months after, respectively. Conclusions: This curriculum was an effective intervention for health professions trainees to develop yoga wellness skills.

Engaging Health Professional Doctoral Students in Research Training to Expand Evidence-Based Practice in Rural Substance Use Prevention and Treatment: Curriculum for the Culturally-Centered Addictions Research Training (C-CART) Program

In Arizona, United States, long distances to services, diverse populations, and medical provider shortages impact substance use disorder (SUD) prevention and treatment for Indigenous and historically excluded populations. To address these issues, the Culturally-Centered Addictions Research Training Program (C-CART) is designed to engage doctoral students and future and practicing clinicians in culturally-centered, community-engaged, interdisciplinary team-based research. C-CART Scholars engage in team-based projects designed in collaboration with community partners and academic mentors, focusing on culturally-responsive interventions for SUD. Evaluation of the C-CART program indicates significant growth in Scholars’ research skills, cultural competency, and collaboration experiences. The C-CART Curriculum is designed with the goal of advancing health equity and improving SUD treatment outcomes in diverse healthcare settings. This paper describes the C-CART Curriculum with the hope that it will serve as a model for future initiatives that aim to train students in culturally-centered methodologies and further the interests of other diverse communities that are under or improperly served. C-CART’s model is a step toward connecting rural, community-based programs and clinics with university researchers, thereby building trust and improving practice through strong networks and culturally-centered clinical research training.

IPE Competencies Achieved Through Remote Delivery of Interprofessional Team-Based Field Work in Public Libraries During the COVID-19 Pandemic

Social distancing during COVID-19 required that field work training for health profession students be delivered remotely. Little is known about educational outcomes among students who participated in interprofessional education (IPE) using remote delivery during the pandemic. This study examined the IPE learning outcomes among health profession students ( n = 39) from a large suburban academic health sciences center. Students from nursing (BSN), social work (BSW/MSW), public health (MPH), and library information science (MLIS) participated in a team-based IPE service-learning program in public libraries for up to 16 weeks. Students completed the IPEC Competency Self-Assessment tool at pre- and post-program participation, and responded to open-ended questions about their experience post-participation. Paired t -tests were used to compare pre- and post-test scores (both item and domain scores). Thematic analysis was used to analyze open ended responses. Paired t- tests for 30 students showed a statistically significant improvement in IP interactions ( p < .05) and an increase in IP values and ethics. Thematic analysis revealed competency attainment in all four IPEC core competencies as well as another learning outcome: confidence. Results suggest that remote delivery of an IPE program can be effective in achieving IPE learning outcomes.

Learning theories and their applications in interprofessional education (IPE) to foster dual identity development

ABSTRACT Interprofessional teaching and learning is a key component of interprofessional education for collaborative practice (IPECP), which aims to prepare health professional students and practitioners to work effectively and collaboratively with each other and with patients to address the Quintuple Aim (better health, better care, better value, better work experience, and better health equity). However, interprofessional teaching and learning is complex and challenging, as learners come together with diverse professional knowledge, skills, and experience; potential preconceived notions and prejudices against each other, and diverse expectations and conditions in which learning will occur. As a result of this complexity, there is no one-size-fits-all IPECP intervention as the current literature and practice lack a clear, consistent theoretical foundation, and guidance for interprofessional teaching and learning. This article aims to critically analyze and apply the main four learning theories (behaviorism, cognitivism, constructivism, and humanism) in interprofessional education (IPE). The article discusses the views of learning theories and explains the nature of interprofessional teaching and learning, and the process of designing and implementing interprofessional learning experiences that foster dual (professional and interprofessional) identity in developing future interprofessional practitioners.

Environmental responsibility in the Israeli health system in the era of climate change: a required paradigm shift

BackgroundEnvironmental management in the Israeli health system is driven primarily by safety regulations. Such regulations aim to reduce hazardous exposures to employees, patients, and visitors, as well as some specific aspects of broader environmental toxicity to humans and nature. Most environmental precautions in the system target traditional exposures and do not specifically consider the health system’s own impact on climate change. This article aims to justify incorporating climate change mitigation actions into short- and long-term plans in Israeli health organizations and present a schematic strategic roadmap to do so.Main bodyClimate change poses many threats to global health, including risks from severe weather events, changes in vector-borne diseases, increased hazardous air pollutants, food and water shortages, and adverse effects on reproductive health. The most effective effort in climate change mitigation is reducing greenhouse gas emissions to the atmosphere. Ignoring the health sector’s emissions contradicts the ancient medical principle: first, do no harm (primum non-nocere). Furthermore, many climate mitigation methods introduce additional health co-benefits. Special attention and medical considerations are needed to safely reduce emissions from the health sector. This article reviews healthcare’s most common emission sources, including energy consumption, transportation, food, waste, supplies, and the supply chain. An organizational carbon management strategy should include recognizing the problem and committing to action, estimating the organizational carbon footprint, developing and prioritizing alternative interventions, and developing a carbon management plan with measurable short- and intermediate-term goals.ConclusionClimate mitigation in the health sector is encompassed by the moral obligation of the Israeli healthcare system to do no harm. Performance measures to support GHG emission reductions should be adopted into the existing, successful Israeli programs of quality measures in medicine, both in the community and hospitals. In addition, Israel academic institutions for health and medical education should incorporate sustainable health into their curricula for students of health professions and as part of continuous medical education. Such policy actions will contribute to a healthy health system that supports climate change mitigation while providing health co-benefits to the Israeli population.

The State of Mental Health in Medical Students in 2023 from 18 Countries.

In recent years, it is increasingly apparent that medical students are particularly susceptible to mental health problems. The most recent cohort of medical students experienced the effects of COVID-19 prior to matriculating into their programs, a critical period for their transition to adulthood. This study aims to quantify these effects alongside the current mental well-being of students. In Fall 2023, participants from 18 countries were recruited from the International Collaboration and Exchange Program (ICEP), a global networking program for health professions students. An online survey was distributed to gather insights into their overall mental health and primary sources of stress. Validated questionnaires were used to assess mental well-being: Oldenburg Burnout Inventory (OLBI), General Health Questionnaire 12 (GHQ-12), and CAGE questionnaire, a screening test for problematic alcohol consumption. Of 507 ICEP participants, 357 (70.4%) responded to the survey. Results revealed that 52.1% of participants identified academic studies as their primary source of stress. The OLBI screened 36.3%, 50.1%, and 50.1% positive for burnout, disengagement, and exhaustion, respectively. The GHQ-12 identified 33.1% of participants to be in psychological distress, and the CAGE showed 5.9% of participants had experienced issues with alcohol. These results indicate that a significant percentage of participants experienced symptoms indicative of poor mental well-being, a consistent finding across the regions studied. Given the diverse regions captured in this sample, these findings warrant further attention.

Novel Elective Course on Substance Use for Pharmacy Students in Jordan.

Novel Elective Course on Substance Use for Pharmacy Students in Jordan.

Experiences of Health Professional Students Delivering a Community-Outreach TeleheAlth Program for COVID Education and Health Promotion to Older Adults.

To describe students' experiences as health coaches in a student-delivered Community Outreach teleheAlth program for COVID education and Health promotion (COACH). This qualitative description study collected data from student coaches (n = 19) who engaged in a 45-to-60-min semi-structured interview conducted via one-on-one on Zoom video-conferencing calls. Most (74%) student coaches were female with an average age of 25.6 years. Fifty-eight percent were from visible minority populations, and 42% administered COACH in suburban/rural areas. Coaches were located throughout British Columbia, Canada. Interview questions focused on students' experiences delivering COACH, their understanding of various health-related topics (eg, chronic care, virtual health, health promotion), and possible impacts on their beliefs and future practice. Interviews were transcribed verbatim and analyzed thematically. Findings were reported in accordance with the Standards for Reporting Qualitative Research guidelines. Three themes emerged from our analysis, including: (1) knowledge and skill acquisition for professional development; (2) appreciating relationship-based client-centered care; and (3) developing clinical interests and gaining clinical experiences. COACH supported the development of knowledge, skill, and confidence in medical school students in areas of health promotion, virtual care, and chronic disease management. Emerging themes were found to be representative of the six domains of the Canadian Medical Education Directors for Specialists (CanMEDS) framework (Theme 1: scholar and health advocate; Theme 2: professional and collaborator; Theme 3: leader and communicator). (ClinicalTrials.gov ID: NCT04492527).

Evaluating the impact of a synchronous virtual interprofessional education workshop series on perceptions of interprofessional education for preclinical health professional students.

Evaluating the impact of a synchronous virtual interprofessional education workshop series on perceptions of interprofessional education for preclinical health professional students.

Multiple Intelligence Among Health Professionals Students in Selected Health Science Institute, Kathmandu

Introduction: Health professionals’ education often uses traditional teaching methods like lectures, which may not meet the diverse learning needs of students. Gardner’s Theory of Multiple Intelligences highlights nine types of intelligence that affect how students learn. This study aims to analyze of multiple intelligence among Health professional students. Method: A descriptive cross-sectional design was carried out among 275 student in Manmohan Memorial Institute of Health Sciences, Kathmandu using non-probability purposive sampling technique. Data was collected through self-administered questionnaire technique by using Gardner’s Multiple Intelligence Test and VAK learning styles model and analyzed by descriptive and inferential statistics using SPSS 25. Ethical approval was taken from NECHO IRC. Results: Bodily-kinesthetic intelligence had the highest mean score (6.0), followed by naturalist intelligence (5.8). Female students scored highest in kinesthetic learning style (10.2) and bodily-kinesthetic intelligence (6.0) but lowest in linguistic, spatial, and musical intelligence (4.9). Bachelor of Pharmacy students had the highest visual learning style score (10.7), while BSc Nursing students had the lowest linguistic intelligence score (4.4). Intrapersonal intelligence negatively correlated with visual learning style (r = -0.161, P = 0.006) and positively with kinesthetic learning style (r = 0.213, P = 0.001). Age had positive correlation with linguistic (r = 0.139, P = 0.025), bodily-kinesthetic (r = 0.151, P = 0.015), interpersonal (r = 0.239, P = 0.000), and naturalist intelligence (r = 0.212, P = 0.001). Among females, kinesthetic learning style positively correlated with intrapersonal intelligence (r = 0.256, P = 0.000), whereas in males, spatial intelligence negatively correlated with auditory learning style (r = -0.266, P = 0.050). Conclusion: Bodily-kinesthetic and naturalist intelligences were the highest among students, with distinct gender and program-specific variations in learning styles and intelligences. Significant correlations between learning styles, intelligences, and demographic factors suggest the need for tailored teaching approaches.. Thus, Educators should adopt multimodal teaching strategies that align with diverse learning styles and intelligences to enhance academic outcomes.

Using the OSCE to assess medical students’ communication and clinical reasoning during five years of restricted clinical practice

BackgroundObjective and Structured Clinical Examination (OSCE) is a widely used evaluation method for health profession students. In Chile, physicians OSCEs have incorporated clinical reasoning and patient-centered communication assessment since 2015. The overall impact of the COVID-19 pandemic on undergraduate medical clinical practice remains unknown, in particular whether this context disproportionately affected lower-income regions, as was the case analysed in this study.AimThis research compares the OSCE patient-centered communication and clinical reasoning results among five cohorts of intermediate-level medical students with restricted clinical practice in Chile.MethodsWe designed an observational study analyzing five cohorts of fourth-year medical students with different clinical practice opportunities, with 3rd to 4th-year progression analysis in two cohorts. Adaptations to compensate lack of clinical practice hours include high-fidelity simulation and theoretical discussion of clinical cases, as well as formative OSCE at third-year level in two cohorts. Communication in OSCE was assessed using the Communication Assessment Tool (CAT) and Clinical Reasoning (CR) with a register form (that includes a global score, History Taking, Differential Diagnosis, and Therapeutic Plan subscores). Descriptive statistics and central tendency measurements were applied to analyze CAT and CR scores, along with Kruskal-Wallis tests and Wilcoxon’s test for paired sample analysis.FindingsThe 2018 cohort shows the lowest results in both variables although it was the cohort with more clinical practice opportunities. The higher CAT result was in the 2021 cohort, while the 2022 cohort exhibited a significantly higher CR score (p < 0.05). There is a linear tendency to grow over the years for both measures. The 2023 cohort shows significant improvement between third-year and fourth-year OSCEs in all items of CAT and a detriment in CR, while the 2022 cohort shows a significant increment in CR and four items of CAT (p < 0.05).ConclusionThe students with fewer hours of clinical practice showed similar CR and communication results to the prepandemic group, probably because of the adaptations implemented. Simulation was an effective alternative practice in a restricted clinical practice context. Component-by-component analysis and trends of change are a better approach to assessing progression than global scores.

Lifestyle behaviors and mental health of health professional students during COVID-19, as measured by the CDC’s BRFSS, for the HOLISTIC cohort study

The World Health Organization estimates a 25% increase in anxiety and depression prevalence during the COVID-19 pandemic. 50% of surveyed US healthcare workers reported increased anxiety, and 27% of Chinese health professional students reported psychological distress. The mental health of US health professional students and their coping mechanisms, especially during an adverse time such as the pandemic, is less well understood. This study examined the US health professional students’ lifestyle behaviors and their association with the prevalence of poor mental health days. 890 students across seven health sciences colleges in 2020 and/or 2021 were recruited using convenience sampling. Participants completed socio-demographic questions and items from the U.S. Centers for Disease Control and Prevention’s (CDC) Behavioral Risk Factor and Surveillance System (BRFSS) 2019 survey. The participants reported a median of 7 days with poor mental health (IQR: 3-15 days) in the past 30 days. Female sex (OR 1.70, 95% CI [1.21, 2.38]), Asian race (OR 1.47, 95% CI [1.06, 2.06]), adverse childhood events (OR 2.01, 95% CI [1.45-2.78]), and frequent cannabis use (OR = 2.03, 95% CI [1.14-3.61]) were each associated with an increased risk of poor mental health during the COVID-19 pandemic. Exercise (OR 0.64, 95% CI [0.42-0.97]) was found to be a protective factor during COVID-19. These results indicate the need to design, implement, and evaluate mental health support services for health professional students, particularly among certain demographic groups. Students who are frequent cannabis users or have significant childhood trauma are more likely to have poor mental health and, as such, may benefit from additional support. A lifestyle psychiatry approach to overall wellness may offer students valuable and holistic coping mechanisms that incorporate lifestyle behaviors known to positively impact mental health.

A Narrative Review of Strategies and Interventions to Mitigate Microaggressions as a Form of Workplace Violence.

A Narrative Review of Strategies and Interventions to Mitigate Microaggressions as a Form of Workplace Violence.

You Deserve to Be Here: Evidence-Based Management Strategies for Pharmacy Students Battling Imposter Phenomenon.

You Deserve to Be Here: Evidence-Based Management Strategies for Pharmacy Students Battling Imposter Phenomenon.

Enhancing Interprofessional Community Engagement and Humanistic Interactions in Health Professional Education in Salvador, Brazil: The Programa Candeal Experience.

Twenty years of existing medical literature speak to a global interest in interprofessional experiences and the role of community engagement in the formation of 21st century health professionals, with recent literature highlighting shortcomings in the ability to form satisfactory therapeutic alliances with patients of lower socioeconomic status. A paucity of literature regarding effective interventions to rectify these gaps in care remains. This manuscript reports the findings of a retrospective analysis of participant satisfaction with Programa Candeal, a previously un-evaluated interprofessional health education program at the Bahiana School of Medicine and Public Health in Salvador, Brazil, seeking to improve the capacity of health professional students to work successfully on interdisciplinary health care teams through hands-on experience interacting with disenfranchised populations outside of the traditional roles of provider and patient. Results of a mixed quantitative-qualitative survey reveal that Programa Candeal is successful in encouraging health professional students to practice community engagement, cultivates a literacy with the concept of multi professional teamwork, and promotes humanistic interactions with community members at some of the widest socioeconomic divides in Brazil. This manuscript also highlights the relative ease of implementing a semi-automated online evaluation protocol without undue administrative burden in a low-resource environment.

New roles of students as partners: Importance of students’ roles, level of preparedness and available opportunities on the basis of a validated self-assessment questionnaire

BackgroundUnlike in the past, when students were considered clients of universities, today, students are expected to be partners in designing, implementing and evaluating educational programs.MethodsIn this explorative study, a questionnaire was designed and validated to assess the importance of health professions students'roles, the level of opportunities available and the level of students’ preparedness to fulfill their roles from their own perspectives. Its face, content and construct validity and reliability were assessed in different steps by 25 faculty members and 468 students. The validated questionnaire was completed by 626 students to have a pilot assessment of the existing status at our university. The Mann‒Whitney U test and Kruskal‒Wallis test were used to compare the mean scores of different groups of students. The data were analyzed via SPSS version 25.ResultsThe questionnaire with 43 items was compiled in nine roles, namely, reflective trainee; interactive knowledge seeker; active listener; role model as student/apprentice; collaborative learner; mentor; assessor; strategic and critical learner; and active participant. The validity and reliability of the questionnaire were verified by acceptable measures. The mean scores of importance, opportunities and preparedness were 175 ± 27, 149 ± 29, and 145 ± 27, respectively, out of 215. A moderate correlation between the scores of preparedness and importance and a strong correlation between the scores of preparedness and opportunity were reported (P < 0.001). There was no significant difference in the mean scores across the different groups of students, except for the mean scores of importance and preparedness, which indicated higher scores of importance and readiness in female students than in male students.ConclusionFor the first time, a valid and acceptable questionnaire was designed and validated to assess health professions students’ roles, and the 13 previously defined roles for students were redefined and categorized into9 new roles. The importance of these roles, the levels of available opportunities, and students'preparedness to play them at Tabriz University of Medical Sciences were insufficient from students’ perspectives. It is recommended that the status of SaP in other Persian- or English-speaking countries be assessed via the validated questionnaire in this study.

Implementation Security and Privacy in the Era of Industry 4.0 to Protect Digital Attacks on Health Profession Students: SOAR Analysis

Health Profession Students are Generation Z potential targets in today's digital world. However, in the era of Industry 4.0, technological developments also impact high risks to security and privacy. Therefore, efforts to increase digital security and privacy awareness are the top priorities to protect against digital attacks as a threat to students' health. This research aims to conduct data mapping precisely where students' online activities can be explored in detail so that the threat of digital attacks can be overcome with practical strategic steps using SOAR analysis. The research uses descriptive quantitative methods with a structured questionnaire survey approach and a sample of 372 university students with a health major. The results of the study show an overview of student activities in the digital world, namely the use of passwords on systems they do not know the validity of, low knowledge about the use of software as a two-step security tool, and students behave passively when they become victims of digital crime. Strategic steps in protecting against digital attacks include strengths, opportunities, aspirations, and results. This research offers a robust strategic basis for formulating a curriculum related to security and privacy awareness policies for students in overcoming digital threats in the industry 4.0 era and designing a program plan to engage students in digital literacy as agents of change actively. Future research should analyze Security and Privacy in Industry 4.0 to protect against digital attacks, expanding the sample to various Indonesian universities and study programs.

How to evaluate the quality of the clinical learning environment in health professions education? Protocol of a systematic review

Background Internships can constitute up to one third of the curriculum and during these internships, the foundation for developing specific health professional competencies is formed. The clinical learning environment (CLE) is a critical determinant of the overall quality of internships in health profession education, shaping students’ professional competencies and experiences. Objective This systematic review aims to identify and categorize assessment tools available for evaluating the quality of the CLE in health professions education. Methods This in the International Database of Education Systematic Reviews preregistered systematic review [IDESR000098] will consider peer-reviewed articles in English where instruments are developed and validated to illustrate the quality of the CLE in higher education health professions students. The search strategy will encompass multiple electronic databases, including MEDLINE, EMBASE, the Cochrane Library, ERIC, Education Research Complete, Education Database, and CINAHL. Studies will be independently assessed for risk of bias using the COSMIN Risk of Bias checklist for systematic reviews of PROMs. We will summarize and tabulate the basic characteristics of each identified tool and via a comprehensive table we will summarize the reported psychometric properties. Discussion This systematic review protocol will outline a comprehensive approach to identifying and evaluating assessment tools for measuring the quality of the CLE in health profession students. It is assumed that the findings will offer several notable advantages and impacts, which could significantly influence the quality of clinical education for health profession students.