Health Professional Courses Research Articles

Towards decolonising research methods training: the development of a locally responsive online learning course on research methods for mental health in war and conflict for researchers and practitioners in the Gaza Strip.

Concerns exist that online learning directed at non-Western settings to strengthen research capacity imposes Western-centric epistemology, provides unidirectional transfer of knowledge, and neglects local paradigms and expertise. We argue that a plurality of voices, histories and epistemologies are essential to strengthen research capacity. We share our experience developing and teaching an online course for mental health professionals and researchers in the Gaza Strip. Birzeit University and King's College London developed and delivered the course equally, focusing on the intersection between qualitative research methods, mental health and conflict, and addressing local research needs. We incorporated local case studies and expertise, encouraged interaction in English and Arabic, and stimulated critique of Western theories. Seventeen participated, 12 completed the pre-course questionnaire, 15 completed the post-course questionnaire and four undertook semi-structured interviews. Our pre-course survey showed participants most needed coding and qualitative data analysis skills. Post-course findings showed improved qualitative research skills. Most agreed the course was comprehensive and well delivered, with relevant case studies. Three themes were identified: (1) the course was locally contextualised and met students' needs; (2) the course fostered dialogic and multi-directional learning and (3) suggestions for improvements. Several participants wanted some topics in greater depth and further specialised training. A few suggested the course be in Arabic. Fostering multi-directional learning is key for non-Western knowledge, epistemologies, and languages to gain prominence in Western academia. A social transformation would see local researchers and educators engage with and use local methods and paradigms in mental health in war and conflict.

Animações procedimentais em saúde: Proposta de Metodologia de Design para a Universidade Aberta do SUS (UNA-SUS/UFMA) | Procedural animations in health: Proposal of Design Methodology for the Open University of the Brazilian Unified Health System of the Federal University of Maranhão

Animações instrucionais são recursos efetivos no aprendizado de conteúdos. Todavia, seu desenvolvimento demanda investigação científica para promover eficácia comunicativa considerando aspectos pedagógicos e de design da informação. Consderando isto, foi proposta uma metodologia para desenvolvimento de Sequências Pictóricas de Procedimentos Animadas -SPPAs na área de saúde para a UNA-SUS/UFMA - Universidade Aberta do SUS da Universidade Federal do Maranhão. A metodologia se fundamentou nos resultados de um Estudo da Representação Gráfico-informacional de SPPAs na área médica em uma amostra de 100 animações juntamente com Análise de contexto com os coordenadores da e alunos da UNA-SUS/UFMA. A Metodologia proposta consta de três fases: (a)Decupagem: definição de conteúdo; resultando em um roteiro; (b) Representação: visualização dos conteúdos; resultando em um storyboard visual; e (c) Finalização: edição final e veiculação da animação. A metodologia foi avaliada positivamente através de grupo focal com desenvolvedores.*****Procedural animations are important resources in learning content and are employed by the Open University of the Brazilian Unified Health System of the Federal University of Maranhão in its courses for health professionals. However, the development of animations is carried out unsystematically and neglecting representational aspects of information design. Aiming to contribute to the informaion design process of these animations, a design methodology was proposed for the Open University. This was founded on the results of a study on graphic representation of a sample of 100 animations and on context analysis. This was conducted through semi-structured interviews with coordinators of the intuition and online questionnaire with students. The results indicated deficiencies in the animation sample, especially omission of inventory information and warnings. In the context analysis, the interviewees pointed out the need for a methodology to assist the production of animations. In the questionnaire, the students considered animations important and motivating for their learning. Based upon these results, a methodology consisting of three stages was proposed: (1) Decoupage: definition of the graphic-informational structure of the animation content; (2) Representation: design of information through images and narration/audio; and (3) Finishing: animation editing and closing of file. The methodology was evaluated through a focus group with designers, instructional designers and information technology professionals, who considered it satisfactory and useful. It is concluded that the proposed methodology ensures the systematic inclusion of information design aspects in the production of procedural animations, thus, meeting its objective.

Diverse Approaches to Assessing What Matters to Older Adults

Asking older adults What Matters to them and assuring that care plans are aligned with these preferences is the cornerstone of an Age-Friendly Health System (AFHS). Health systems have struggled to identify clear ways to ask this question and meaningfully utilize the responses. Both simple and complex options for addressing this challenge have been developed at Rush University Medical Center. At Rush, nurses began asking every inpatient What Matters and placing the response on the white board in the patient’s room. Results of this practice include increased awareness of staff and significant increases in patient satisfaction. Qualitative analysis of responses yields increased awareness of patterns that the hospital can more systematically address. The Rush Center for Excellence in Aging hosts Schaalman Senior Voices, in which older adults from diverse backgrounds are given the unique opportunity to offer their perspectives on life, health and aging related to “What Matters” to them. The films have been used effectively to stimulate conversations among older adults and families in the community and in health professions courses, and with health systems executives. The Rush College of Medicine has integrated AFHS training into communication skills for medical students. Faculty introduce the 4Ms and demonstrate methods for having What Matters (WM) conversations. Students then practice WM conversations with simulated patients; some have had the opportunity to practice with real patients in preceptorships. Implications for the health system and community will be discussed as Rush builds an Age-Friendly Health Community.

“I teach it because it is the biggest threat to health”: Integrating sustainable healthcare into health professions education

Background Steering planetary and human health towards a more sustainable future demands educated and prepared health professionals. Aim This research aimed: to explore health professions educators’ sustainable healthcare education (SHE) knowledge, attitudes, self-efficacy and teaching practices across 13 health professions courses in one Australian university. Methods Utilising a sequential mixed-methods design: Phase one (understanding) involved an online survey to ascertain educators’ SHE knowledge, attitudes, self-efficacy and teaching practices to inform phase two (solution generation), ‘Teach Green’ Hackathon. Survey data was descriptively analysed and a gap analysis performed to promote generation of solutions during phase two. Results from the hackathon were thematically analysed to produce five recommendations. Results Regarding SHE, survey data across 13 health professions disciplines (n = 163) identified strong content knowledge (90.8%); however, only (36.9%) reported confidence to ‘explain’ and (44.2%) to ‘inspire’ students. Two thirds of participants (67.5%) reported not knowing how best to teach SHE. Hackathon data revealed three main influencing factors: regulatory, policy and socio-cultural drivers. Conclusions The five actionable recommendations to strengthen interdisciplinary capacity to integrate SHE include: inspire multi-level leadership and collaboration; privilege student voice; develop a SHE curriculum and resources repository; and integrate SHE into course accreditation standards.

An exploration of UK student physiotherapists' goal setting practices within anterior cruciate ligament rehabilitation

Anterior cruciate ligament (ACL) injuries are a common and complex injury coupled with a lengthy rehabilitation. Goal setting is said to be an effective psychological tool within ACL rehabilitation due to its simplicity and is commonly used amongst sport and health professionals. To date, literature surrounding goal setting practices has only focused on qualified therapists. The central aim of this study was to explore UK student physiotherapists' perceptions towards goal setting practices used in ACL rehabilitation and whether they feel prepared for practice. Semi-structured interviews involving 11 participants from one UK university was conducted using an inductive approach. Data analysis included thematic analysis with triangulation and a comprehensive five-stage analysis process to enhance confirmability and credibility, whilst respecting ethical considerations. Participants reported some understanding of goal setting and the importance of involving the patient during this process. However, participants negatively experienced goal setting practices as being mainly therapist/protocol led. The training participants received on goal setting was minimal, but further training was welcomed by all participants. The findings were consistent with previous UK and international research surrounding inadequate education and training across sport and health professionals when applying goal setting practice within ACL rehabilitation. These findings suggest that, initially, a review of the psychological content of sport and health professional courses is warranted to clearly identify potential knowledge gaps. There is also an opportunity whereby a global specialist interest group could be designed to share psychological practices and globally connect like-minded sport and health professionals together.

INTEGRATING SEMANTIC SEARCH IN E-LEARNING TECHNOLOGIES: THE ELSE SYSTEM

The integration of semantic web methodologies and e-learning technologies is a challenge that has attracted a lot of attention for a decade. Given this, the purpose of this paper is the definition of a new e-learning semantic web methodology for the development of courses for health professionals in both distance and residential learning modes. ELSE is an ontology-based system which allows the construction of customized e-learning courses according to the needs and learning preferences of the user. It integrates semantic search methodologies and e-learning technologies. The underlying methodology relies on a reference domain ontology and teaching multimedial interactive modules, referred to as Reusable Learning Objects (RLOs), which are annotated according to the concepts of the ontology. The user can specify his/her training needs by selecting a set of concepts from the ontology, and the SemSim semantic search engine allows the identification of the set of RLOs that satisfy the user request at best, in efficient way. SemSim is a semantic similarity method which has been extensively experimented with and shows a higher correlation with human judgment with respect to the most relevant similarity methods defined in the literature. The set of RLOs is successively reorganized according to the learning preferences of the user. ELSE has been developed within a project of the CME (Continuing Medical Education) program - ECM for Italian participants - whose goal is the introduction of new methodologies and tools to keep updated health professionals and, in particular, medical specialists, in order to ensure effectiveness, safety, and efficiency of the national health service. ELSE has been tested and validated in the domain of osteoporosis, and the overall judgment about the system is very positive, both in terms of usability and effectiveness of customization. The system has been developed in cooperation with the ECM provider SPES S.c.p.A., accredited by the Italian Ministry of Health.

The development and evaluation of an evidence-based suicide prevention strategy in Flanders (Belgium)

Abstract Background Suicide rates in Belgium have been consistently high, with a current prevalence of 15.1 suicides per 100.000 inhabitants, which is 1.5 times higher than the European average. In Flanders (northern part of Belgium) more than 10.000 suicide attempts are being registered every year and studies show that 13 % of the population reports a lifetime history of suicidal thoughts. Since 2006 an extensive Suicide Prevention Strategy has been implemented in Flanders, aiming to decrease the Flemish suicide rate by 20% by 2020 (baseline year 2000). Methods The Suicide Prevention Strategy has been developed by a team of experts, involving multiple stakeholders and the lay public. The 'Flemish Centre of Expertise in Suicide Prevention' (VLESP) was launched by the government to coordinate and monitor the prevention campaigns, tools and interventions included in the strategy, and to study their effectiveness. Results The Suicide Prevention Strategy includes five key strategies namely: 1) mental health promotion, 2) providing helplines and online help, 3) educating health professionals and community facilitators, 4) developing programs targeting high risk groups, 5) developing and implementing targeted suicide prevention guidelines for health professionals and other key gatekeepers. A range of innovative suicide prevention tools and interventions, such as an e-learning course for health professionals, smartphone applications and group therapies for suicidal individuals, have been developed and positively evaluated. In 2017 (in comparison with the year 2000) suicide rates in men decreased with 27% and suicide rates in women with 26%. For suicide attempts, a decrease of 19% was noted. Conclusions Suicide prevention is a public health priority in Flanders. A combination of evidence-based tools and interventions have been developed and assessed in the past years, resulting in a decrease in suicide rates.

Computers, carbohydrates and cola: Designing an online lab experience for undergraduate health sciences and non-majors in a pandemic paradigm.

Colleges and educational institutions throughout the globe have adapted a pseudo-online educational model. This is also evident in health sciences courses designed for biochemical and chemical education. Biochemistry (along with general, organic and analytical) education is significant in the basic prerequisite education of undergraduate health sciences and non-majors curriculum, including a selection of human physiology and nutrition courses. Providing practical and empirical experiences for students enrolled in chemistry for health professions course is essential, even in this time of uncertainty. Here an option for a simple and safe, comprehensive virtual learning experience on carbohydrates and chemistry topics in connection with healthcare was developed by complementing an existing virtual lab collection and implementing this approach in an undergraduate health sciences (non-majors) course. Student responses to this online learning approach were recorded in a post-lab survey.

Mock Urinalysis Demonstration: Making Connections among Acid–Base Chemistry, Redox Reactions, and Healthcare in an Undergraduate Nursing Course

A mock urine chemical analysis demonstration was designed for an undergraduate chemistry for health professions course, mainly composed of undergraduate nursing students. This demonstration was presented after a midsemester lecture series on acid–base chemistry, redox reactions, and colorimetry in chemical education and medical diagnostic practices. Chemistry is a first-year core subject in undergraduate health professions (nursing, exercise sciences, premedical, etc.) curricula, making it an important topic for teaching and learning. Here, a demonstration was created to help nursing students visualize the role of acid–base, redox chemistry, and colorimetry, in relation to healthcare diagnostics. Five mock urine sample solutions were made, using “everyday” grocery items and several lab materials, to simulate five patient samples: metabolic alkalosis, muscular degenerative disease, glycosuria/diabetes mellitus, metabolic acidosis, and diabetic acidosis/ketoacidosis. The undergraduate health professions students (127 of 148 polled) were able to learn acid–base and redox chemistry while solving the mystery of a “scenario” urine sample. Additionally, students responded well to this demonstration, with 137 of 148 polled recommending this demonstration for future chemistry for health professions classrooms. These mock urine samples are easy to make and are a cost-effective, student friendly, and engaging way to illustrate acid–base and redox chemistry to undergraduate health professions students. The results of the mock urine sample analysis (using urine diagnostic strips) were reproduced in three separate student groups totaling nearly 170 individuals.

Triggering language and maths anxiety in non-medical prescribing students

Maths anxiety is a debilitating fear of mathematics, which often stems from early learning experiences. Despite their ability to confidently perform complex numerical tasks, such as drug calculations, as an intrinsic part of their role, health professionals often disclose experiencing maths anxiety. Health professionals who have returned to education to study non-medical prescribing are required to undertake a numeracy exam, which can trigger symptoms of maths anxiety. This study explores the use of language in teaching and learning numeracy with non-medical prescribing students, and identifies that use of terminology more closely aligned with health professionals' language results in lower levels of anxiety than using school-like mathematical terminology. The findings of this study can be used to inform supportive teaching practices for health professional educational courses that have a numeracy component.

Medical and Health Care Professionals' Sexuality Education: State of the Art and Recommendations.

Sexuality is considered an important aspect of holistic care, but research has shown that it is often not considered, as it should be, in health services. Addressing clients’ sexuality requires a multidisciplinary approach and is not the responsibility of a single professional. The literature underlines that university students or those working in hospitals and other health care facilities are not adequately prepared to meet patients’ needs regarding sexuality. The objective of this study was, therefore, to review the scientific literature addressing training courses for health professionals in sexuality between 2000 and 2020. Several studies have shown enhancement in health care professionals’ ability to deal with patients’ sexuality issues after participating in sexuality education programs, regardless of the course load and modality, even if the long-term effects have still to be proved. Health care professionals therefore require education in the area of sexuality, regardless of their discipline. According to the articles reviewed, in order to improve the performance and comfort level of health care professionals to deal with patients’ sexuality, investments in training are necessary. Further evaluations of interdisciplinary sexuality education programmes should use larger samples and explore the differences across disciplines.

A mapping review of models of practice education in allied health and social care professions

Introduction Practice education is fundamental to pre-registration learning for many health and social care professions, yet finding sufficient opportunities for students is challenging. One-to-one student–educator pairings are common, and while different models could increase placement opportunities, the associated terminology is inconsistent and an overview of advantages, challenges and available evidence is missing. This mapping review identifies, categorises and critically considers the evidence for different models of practice education used by health and social care professions. Method Papers from 2008 onwards reporting on practice education approaches in allied health or social care profession courses were identified in three databases. Data was extracted, methodological quality categorised and a typology of practice education models developed. Findings Fifty-three papers were reviewed and developed into a typology of 14 models. Mapping indicated issues with a lack of high-quality research and limitations in available outcome indicators. Pre-requisites for the effective operation of different models include preparation, communication and allowing sufficient time for new ways of working. Conclusions Practice education discourse is characterised by varied terminology and practices. Various models for structuring practice education exist, though the evidence for their effectiveness and impact on capacity is limited. Using consistent language and considering wider impacts and outcomes is recommended in future study.

The Fellows Project: Education Skills for Health Profession Students

Abstract: New information technologies have produced profound changes in education and society. All knowledge areas have been constantly reinvented, readjusted and recreated to fit the changing demands of professional practice. Education in the health professions has also followed this trend. It is now clear how students, the future educators, are involved in this transformation and have been vectors of these changes. In parallel, the new curricula for health professions courses presuppose the active participation of students in their own training and in the training of their peers. This new way of teaching, which privileges teamwork, peer learning, interdisciplinarity, and autonomy, stimulates and demands this leadership role from students. Active student participation in undergraduate educational activities has several benefits: it favors learning; interpersonal relationships; acquiring skills in communication, mentoring, leadership, research, and management and develops social accountability. Undergraduate students in the health professions, even at the earliest stages of their education, make their choices and direct their interest to the area of knowledge they desire in professional life. When this choice falls on a specific area of health, they find, at the undergraduate level, ways to begin to develop their knowledge and skills in clinical practice, surgery, pediatrics, laboratory research, public health and other areas, but find no support for training when they intend to be future teachers. In this context, the FELLOWS Project emerged, proposed and carried out by medical students, a blended learning teaching development project that aims to train and improve education skills for students of the health professions, herein presented as an experience report. In 2017 the project took place from April to October, in monthly nighttime meetings, and eventually on Saturdays. It was conducted by four medical students (coordinators), two supervising local teachers and had collaborators from other medical education institutions. In 2018 the educational activities were held exclusively by students/resident coordinators and supervising teachers through two immersion sessions (Friday, Saturday and Sunday), separated by a 4 month-period, during which an education project was prepared, created in groups of six students accompanied by a tutor and a coordinator. The activities of the FELLOWS Project follow the National Curriculum Guidelines for the Undergraduate Medical Course of 2001 and 2014, meet the demands of health education in Brazil and respect the desired profile of the professional graduate, with social accountability. It offers contact with and progressive skills of communication and competencies for teaching, using active teaching-learning methodologies, teamwork, the use of digital technologies, exercising oral and written communication and creativity for innovation. The FELLOWS Project implementation process has brought direct benefits to the organizers and participants and indirect benefits to the educational institutions to which they belong, as it involved knowledge production, student engagement and social accountability.

The Fellows Project: Education Skills for Health Profession Students

Abstract: New information technologies have produced profound changes in education and society. All knowledge areas have been constantly reinvented, readjusted and recreated to fit the changing demands of professional practice. Education in the health professions has also followed this trend. It is now clear how students, the future educators, are involved in this transformation and have been vectors of these changes. In parallel, the new curricula for health professions courses presuppose the active participation of students in their own training and in the training of their peers. This new way of teaching, which privileges teamwork, peer learning, interdisciplinarity, and autonomy, stimulates and demands this leadership role from students. Active student participation in undergraduate educational activities has several benefits: it favors learning; interpersonal relationships; acquiring skills in communication, mentoring, leadership, research, and management and develops social accountability. Undergraduate students in the health professions, even at the earliest stages of their education, make their choices and direct their interest to the area of knowledge they desire in professional life. When this choice falls on a specific area of health, they find, at the undergraduate level, ways to begin to develop their knowledge and skills in clinical practice, surgery, pediatrics, laboratory research, public health and other areas, but find no support for training when they intend to be future teachers. In this context, the FELLOWS Project emerged, proposed and carried out by medical students, a blended learning teaching development project that aims to train and improve education skills for students of the health professions, herein presented as an experience report. In 2017 the project took place from April to October, in monthly nighttime meetings, and eventually on Saturdays. It was conducted by four medical students (coordinators), two supervising local teachers and had collaborators from other medical education institutions. In 2018 the educational activities were held exclusively by students/resident coordinators and supervising teachers through two immersion sessions (Friday, Saturday and Sunday), separated by a 4 month-period, during which an education project was prepared, created in groups of six students accompanied by a tutor and a coordinator. The activities of the FELLOWS Project follow the National Curriculum Guidelines for the Undergraduate Medical Course of 2001 and 2014, meet the demands of health education in Brazil and respect the desired profile of the professional graduate, with social accountability. It offers contact with and progressive skills of communication and competencies for teaching, using active teaching-learning methodologies, teamwork, the use of digital technologies, exercising oral and written communication and creativity for innovation. The FELLOWS Project implementation process has brought direct benefits to the organizers and participants and indirect benefits to the educational institutions to which they belong, as it involved knowledge production, student engagement and social accountability.

Implementing a collaborative medicine and pharmacy educational activity in two countries

ABSTRACT Background To promote better collaboration for patient care, interprofessional education (IPE) is required in many health professions courses. However, successful IPE implementation at scale can be challenging because of complicated logistics and competing priorities. Implementing across multiple geographies adds further complexity. Objective This paper describes the implementation of a full cohort IPE activity for medical and pharmacy students delivered at both the Australian and Malaysian campuses of Monash University. Design We designed a 150-minute, blended learning activity centred around asthma care for second-year medical and pharmacy students. Student perceptions were measured with a pre- and post-activity survey using the validated ten-item, three-factor, SPICE-R2 instrument. Analysis focused on differences between professions and countries. Results All second-year medicine (N = 301 in Australia and N = 107 in Malaysia) and pharmacy students (N = 168 in Australia and N = 117 in Malaysia) participated in the learning activity. A total of 326/693 (47%) students participated in the associated research by completing both the pre- and post-activity surveys. The pre-activity survey showed significant differences in four items between medicine and pharmacy students in Australia and two items in Malaysia. Post-activity, we observed significant changes in 8/10 items when the two professions were combined. Specifically, we noted changes across the countries in perceptions of roles and responsibilities for collaborative practice and patient outcomes from collaborative practice. Conclusions IPE across different professions and countries is feasible. Positive outcomes in role understanding and perceived patient outcomes are achievable through a context-sensitive, locally driven approach to implementation. Longitudinal experiences may be required to influence perceptions of teamwork and team-based care.

Impact of Technology-based Reflective Practice Tools on Student Skill Development

The purpose of this study was to examine how students received the combination of technology-based tools implemented in a staged manner within a curriculum and if any specific tool was of greater benefit in developing their reflective practice skills. Participants were 45 tertiary students enrolled in a health professional course. Qualitative and quantitative analysis revealed student preference for individual tools changed over time. Students preferred supportive tools (simulated video recordings, group blogging and teaching approaches) earlier on and independent tools (e-journaling and online reflective summary writing) in their final year. The findings support the use of different reflective practice tools in course design to better support student development and improve student engagement in reflective practices.

Capacity building in public health with two Saudi universities: Challenges of knowledge transfer

Abstract Introduction Collaboration between SDU and two Saudi Arabian (KSA) Universities started in 2012. Case 1 was a new public university for women; the contract (until spring 2017) aimed at knowledge transfer from SDU to two Bachelor of Science curricula (Epidemiology, and Health Education and Promotion). The aim was to train the trainers by teaching the 1st student cohort 100% by the SDU staff and for later cohorts to increase the teaching by local staff gradually. The SDU teams travelled to KSA to run 1-month courses at a time. In Case 2 (ongoing since 2017), 1-week courses for health professionals are offered in an established mixed-gender university; the courses are for a fee. Lessons learnt In case 1, knowledge transfer was challenging, since the local staff was busy ‘with their own courses’ and had low interest to learn from SDU. The SDU and the local group were working as separate teams. The local staff saw knowledge transfer as receiving the slides and other material from SDU. Only in the 5th contract year, interaction started mainly via staff capacity building workshops organized by SDU. The students appreciated the SDU teaching, and on the administrative level collaboration worked very well. Due to the lack of ownership among local teachers and deficits in cultural adaptation on- site, knowledge transfer was not successful. In case 2, different cultural approaches seem to clash; SDU prefers to market the courses early and e tailor them for the target groups; the Saudi cultural tradition relies less on organized marketing and is flexible with the registration deadlines. For the 1st course, this meant that the SDU team travelled to KSA without knowing who and how many participants had signed up. Learning the background of the participants only when the course started meant that the teaching was finalized from day-to-day while running the course. In the end, based on the course evaluation, the 9 participants were very satisfied with the course.

A Complementary Laboratory Exercise: Introducing Molecular Structure–Function Topics to Undergraduate Nursing Health Professions Students

In both 2016 and 2019, the NCLEX-RN (National Council Licensure Examination – RN computerized exam) test plan outlined 15% of content as “pharmacological and parenteral therapies”. The test plan also includes physiological sciences. The topics of pharmacology encompass the review of drug action in living organisms, such as humans. As such, reviewing correlations of molecular structure and functional groups is a recurrent topic in pharmacological education and prerequisite courses. Many nursing students are required to participate in a specific curriculum, prior to matriculation, which covers pharmacology as it pertains to healthcare. The interdisciplinary topics of healthcare and chemistry, advanced pharmacology, pharmaceuticals, and biochemical pathways in human physiology are apparent in multiple undergraduate nursing program curricula. Here, we have an opportunity for the development of a first year Bachelor of Science in Nursing (BSN) chemistry for health professions course that would introduce molecular structure–function relations concerning pharmacological topics and human physiology chemical pathways. A chemistry computer lab exercise was design to complement undergraduate health professions nursing school chemistry classroom lectures on molecular structure–function relations. Online 2D molecular drawing software was employed as a tool for visualizing a list of molecules to primarily help students understand OTC (over-the-counter) drug “active ingredient” structure pertaining to drug function and biological agents in human physiology. Student responses highlight positive feedback to this useful exercise and further recommendation for use in ongoing undergraduate health professions courses.

Service learning in Spanish for the health professions: Heritage language learners’ competence in action

AbstractThe present study examined the impact of a service learning activity on students’ perceptions of language, identity, and community in an advanced Spanish for the Health Professions course. Forty‐five advanced Spanish heritage learners (SHLs) participated in health fairs as assistants to health‐care providers as part of the curriculum requirements. The mixed‐methods analysis of students’ reflection essays shows that this experience had the greatest effect on participants’ confidence in the use of Spanish as a professional language, on their awareness and understanding of the local Hispanic communities’ needs, and on their emerging identity as Hispanic health‐care professionals. The findings also support the value of service learning as a domestic immersion experience, targeting the specific language and professional needs of SHLs.

Agreeing on global research priorities for medication safety: an international prioritisation exercise.

ObjectivesMedication errors continue to contribute substantially to global morbidity and mortality. In the context of the recent launch of the World Health Organization’s (WHO) Third Global Patient Safety Challenge: Medication Without Harm, we sought to establish agreement on research priorities for medication safety.MethodsWe undertook a consensus prioritisation exercise using an approach developed by the Child Health and Nutrition Research Initiative. Based on a combination of productivity and citations, we identified leading researchers in patient and medication safety and invited them to participate. We also extended the invitation to a further pool of experts from the WHO Global Patient Safety Network. All experts independently generated research ideas, which they then independently scored based on the criteria of: answerability, effectiveness, innovativeness, implementation, burden reduction and equity. An overall Research Priority Score and Average Expert Agreement were calculated for each research question.Findings131 experts submitted 333 research ideas, and 42 experts then scored the proposed research questions. The top prioritised research areas were: (1) deploying and scaling technology to enhance medication safety; (2) developing guidelines and standard operating procedures for high-risk patients, medications and contexts; (3) score-based approaches to predicting high-risk patients and situations; (4) interventions to increase patient medication literacy; (5) focused training courses for health professionals; and (6) universally applicable pictograms to avoid medication-related harm. Whilst there was a focus on promoting patient education and involvement across resource settings, priorities identified in high-resource settings centred on the optimisation of existing systems through technology. In low- and middle-resource settings, priorities focused on identifying systemic issues contributing to high-risk situations.ConclusionsWHO now plans to work with global, regional and national research funding agencies to catalyse the investment needed to enable teams to pursue these research priorities in medication safety across high-, middle- and low-resource country settings.