Health Professions Education Research Articles

Resilience in Oral Health Professional Education: A Scoping Review.

Resilience is defined as an individual's capacity to effectively adapt in the face of challenges without detrimental effects on their health and well-being. This scoping review identifies and rationalises the published concepts that underpin resilience in oral health professional (OHP) education. It provides recommendations for the development of evidence-based strategies for promoting resilience in OHP education. The PRISMA and Arksey and O'Malley methodological frameworks for scoping reviews were used to determine the methodology and answer the question 'What concepts contribute to resilience in OHP Education?'. The search strategy included published literature searches and internet searches. In total, 744 articles on resilience and coping were identified, and 59 were included after excluding irrelevant records. Most studies used surveys as their study design and focused on undergraduate dental students in North America and Asia. Three main themes were identified: factors that contribute to resilience, measurement tools and scales and enhancing resilience. This review highlights a positive correlation between increased resilience and improved outcomes for dental students. Resilience and its related factors are not well understood. There is insufficient evidence to support interventions for building resilience due to inconsistent measuring methods and limited research validating resilience scales in OHP education. Investigators should accurately understand the terminology for clarity and consistency. Validated outcome measures and student feedback should be used to determine the effectiveness of interventions. It is important to teach students coping strategies to manage stressors, and digital applications for building resilience should be developed and tested in OHP student populations.

Environmental Sustainability in Oral Health Professional Education: Approaches, Challenges, and Drivers-ADEE Special-Interest Group Report.

This paper reports on the scholarship activity of the 'Sustainability in Dentistry' Special-interest Group (SiG), which met at the Association for Dental Education in Europe (ADEE) annual conference in Liverpool on 25 August 2023. The aim of this study was to (i) identify current teaching practices and approaches to embedding Environmental Sustainability (ES) in the curriculum in ADEE attendee schools and (ii) explore existing barriers/challenges to incorporating ES in dental education and consider potential solutions. A mixed-methods approach was used to fulfil the aims of this study. A pre-workshop questionnaire was used to explore current teaching practices, challenges and drivers of embedding ES in the curriculum. An interactive workshop at the in-person meeting in Liverpool was used to propose key strategies to overcome the most frequent challenges to embedding ES in the curriculum. The majority of respondents (56%) reported that their institutions do not currently teach ES. Traditional didactic forms of teaching were mostly reported to teach ES in non-clinical environments, and a transition to more environmentally sustainable materials and instruments was the most popular response for clinical teaching. Key barriers to embedding ES in the curriculum were identified, including time constraints and the overloaded curriculum, a lack of expertise/knowledge to teach and lack of practical guidance to support educators, limited learning resources for staff and students and resistance from colleagues regarding the relevance of ES in dentistry. The special-interest group participants proposed strategies to overcome these challenges that centred around 14 themes. This paper reports recent scholarship activity by ADEE's 'Sustainability in Dentistry' SiG. Key strategies for overcoming the most common challenges to embedding ES in the curriculum are also discussed.

From research to resources: developing a case-based learning curriculum for navigating clinical uncertainty

Purpose This study aimed at rethinking ways in which educators from different fields can collaborate to respond to the rapidly evolving demands of health professions education (HPE). The goal was to investigate how a research-to-resources approach can be applied to engage in knowledge translation (KT) of research findings for the benefit of introducing medical students to uncertainty in the clinical learning environment. Design/methodology/approach An interdisciplinary team of medical educators, human resource development (HRD) scholars and emergency medicine fellows engaged in iterative cycles of action research (AR) to develop, pilot and refine case-based learning resources on clinical uncertainty. The team leveraged prior research on physicians’ decision-making during COVID-19, experimented with generative AI tools, and collected feedback from medical students to guide resource development. Findings The findings of this study are twofold. On the one hand, the authors reflect on the lessons learned of developing case-based learning with the help of generative AI. While student feedback indicated that the case helped normalize and process experiences with uncertainty, key challenges included adapting research data to create relevant, sustainable learning resources and designing effective discussion prompts. On the other hand, the authors provide insights into the opportunities and challenges of our interdisciplinary collaboration. The authors show that knowledge utilization is not simple, but complex, and that more work needs to be done to effectively disseminate resources as part of the desired uncertainty curriculum. Practical implications This study attempts to apply a KT framework for bridging the research-practice gap in HPE through interdisciplinary collaboration and AR. It provides lessons learned for developing case-based curricula on complex topics like uncertainty. The findings highlight the need for adaptive KT processes when dealing with rapidly evolving healthcare contexts. Originality/value This paper offers a novel example of research-to-resource KT in medical education, integrating perspectives from HRD and leveraging emerging technologies. It contributes to understanding how interdisciplinary teams can collaborate to create timely, evidence-based educational resources for navigating uncertainty in professional practice. The study also provides insights into the challenges and opportunities of translating complex research findings into practical learning tools to tackle real-world challenges in HPE.

A global investigation into antimicrobial knowledge in medicine, pharmacy, nursing, dentistry and veterinary undergraduate students: A scoping review to inform future planetary health multidisciplinary education

BackgroundInappropriate use of antimicrobials can push the environment out of balance, and cause unnecessary waste that can contaminate our soil, animals and waterways. Health professional education is committed to preparing students for antimicrobial stewardship (AMS) and supporting planetary health, but a more multidisciplinary action is needed to curb the expansion of antimicrobial resistance (AMR). The aim of this scoping review is to showcase the current antimicrobial knowledge of undergraduate students across the disciplines of medicine, pharmacy, nursing, dentistry and veterinary. This will consequently showcase the gaps and trends across the different disciplines and countries to help inform planetary health multidisciplinary undergraduate curriculums.MethodsA search of the existing literature published prior to December 2023 was conducted using CINAHL, EMBASE, MEDLINE, SCOPUS, and ERIC databases. Studies were excluded if they included postgraduate students or discussed the knowledge, attitude and practice (KAP) of students towards antimicrobial prescribing, AMR and AMS related to a specific learning activity.ResultsA total of 144 articles were included. The most represented countries were India and Pakistan accounting for 17% and 8% of the studies, respectively. Single-disciplinary research accounted for approximately 80% of the studies. Medicine was the most represented discipline in both single-disciplinary and multidisciplinary research, appearing in approximately 62% of the studies, followed by pharmacy appearing in approximately 30% of the studies and dentistry appearing in approximately 18% of the studies. Three major priority themes were identified: students are more familiar with the term AMR compared to AMS; inappropriate use of antimicrobials is seen as the main driver of AMR; and the need for more training and education in the field of appropriate antimicrobial prescribing, AMR and AMS.ConclusionThis review has highlighted that there is a need for more AMS interprofessional education (IPE) activities in all five disciplines, and especially within the disciplines of nursing, veterinary and dentistry, as shown by a lack of multidisciplinary research in this area. Most of the knowledge assessments have just touched the surface of AMS and focused on inappropriate antimicrobial use alone. Interdisciplinary planetary health education needs to go beyond these skills and broaden the understanding of other factors that can contribute to AMR such as inappropriate disposal, environmental contamination, monitoring and surveillance, one health, false allergies, and more importantly, how each health professional can contribute to a team.

Empowering Educators: Integrating Sustainable Health in Healthcare Professionals’ Training

Abstract Despite efforts to realize Agenda 2030, the sustainable development goals (SDGs) may not be achieved. This already now impacts public health and healthcare, including the training of providers. “Sustainable health” addresses this urgency by emphasizing health as key to achieving the SDGs. While the UN developed a competency framework for teachers in 2011, the specific competencies needed to train in sustainable health remain unclear. Transformative learning (TL) is crucial to integrating sustainable development in higher education (HE), yet its application in the education of health professionals is limited. TL entails a profound transformative journey that reshapes perceptions and experiences, necessitating a shift in the educator’s role from information provider to facilitator of transformative processes. According to a 2019 literature review on TL for healthcare students, teachers need detailed and practical guidelines on how to implement TL. We aimed to develop an evidence-based matrix outlining a) the educational strategies needed to ensure that students develop sustainable health competencies, and b) the competencies teachers need to use these strategies in a quality-assured way. We conducted a literature review to identify key dimensions of teacher competencies and educational strategies for sustainable health. We surveyed teachers at Karolinska Institutet to assess the relevance of these competencies and teachers’ confidence in using them. Focus group discussions were conducted, to explore barriers and enablers to develop competencies and use educational strategies. We present a competency framework for HE teachers, accompanied by recommended educational strategies and self-assessment tools to gauge further training needs. To be used by teachers and educational developers, it will be openly accessible in Swedish and English. This study contributes to enhancing competencies in training health professionals to contribute to achieving sustainable health for all. Key messages • Educators need to be equipped with competencies to lead transformative learning processes to enable future generations of health professionals to achieve sustainable health for all. • Educators need to be supported to transform their role and practice to provide relevant training for future health care providers.

Involuntary commitment and medical education on mental health diseases across Europe

Abstract Background Psychiatric diseases are projected to become one of the greatest contributors to the global burden of disease by 2030, already presenting as one of the principal causes of DALYs lost in Europe. Given the particular nature of psychiatric disorders, national legislatures have been enacted by each European country regarding the possibility of involuntary psychiatric treatment. As practical implementations vary greatly from country to country, we wish to analyse how different attitudes to involuntary treatment affect health outcomes, so as to propose a uniform guideline for European medical practitioners. We also wish to analyse whether medical education targeted at communication with psychiatric patients has an effect on involuntary treatment rates and general mental well-being. Methods We conducted a systematic review on PubMed to identify studies pertaining to how legislature on involuntary commitment varies between European countries, as well as to what extent it is utilised. We also looked at the extent of medical education on psychiatric diseases. Results Preliminary results show that involuntary hospitalisation rates vary greatly within Europe, with certain countries being almost 20 times more likely to utilise such measures than others, notwithstanding similar mental illness prevalence. Results do not seem correlated to legislation types. Conclusions Given the vastly different use of involuntary commitment, a more standardised European approach should be implemented, especially in sight of the growing prevalence and burden of disease of psychiatric illnesses. Furthermore, an often-overlooked aspect of medical education is how to understand and communicate effectively with patients dealing with mental diseases: we advocate for continuous education, regardless of medical specialty. Key messages • Involuntary hospitalisation rates vary greatly across Europe, but the effects of this phenomenon have been poorly studied. We propose a more unified approach to maximise the efficacy of such a law. • We advocate for a more thorough education of health professionals on mental illnesses, regardless of medical specialty, in sight of the growing prevalence of such diseases.

Effect of Virtual-Reality-Based Training on Emotions of Medical Students Undertaking Radiation Emergency Medicine: An Educational Experimental Study.

Integration of head-mounted virtual reality (VR) devices has been revolutionary in health professions education. In disaster preparedness training, VR simulation-based learning exposes health care professionals to the unique challenges of diverse scenarios, enhancing their adaptability. The aim of the study was to evaluate the effectiveness of a head-mounted VR tool for teaching basic radiation emergency medicine skills to medical students. The participants were 64 medical students (5th-year) who underwent a 3-hour training session in radiation emergency medicine that was conducted via head-mounted VR devices. Students scored their perceived emotion, performance, and self-efficacy at various time points in a self-reported online questionnaire. Comparison of survey responses before and after the session showed significant differences in terms of neutral emotion (P = 0.011), negative activating emotions (P < 0.001), and negative deactivating emotions (P = 0.004). The post-hoc test revealed statistically significant differences in negative activating emotions between before and during (P < 0.05), and between before and after (P < 0.05) the VR simulation. In addition, negative deactivation and neutral emotions changed significantly after the simulation. The use of head-mounted VR devices was effective in modulating medical students' emotions and contributed to improving their perceived performance in radiation emergency medicine.

Creating a safe space: medical students’ perspectives on using actor simulations for learning communication skills

BackgroundCommunication skills are an essential part of clinical competence that need to be acquired during health professions education. Simulations are extensively used for learning communication skills and have long been integral to medical degree programmes. In this research we use qualitative methodology to explore fourth-year medical students’ experiences in simulations aimed at improving versatile doctor-patient communication, focusing on their learning with trained actors.MethodsThe data comprises reflective writings from 208 fourth-year medical students, gathered after a communication skills course. These students provided informed consent for their writings to be included in the research. We performed an inductive qualitative content analysis on the textual data, with findings presented as themes, supported by categories, codes, and excerpts from raw data to enhance the trustworthiness of the analysis.ResultsWe identified eight key themes capturing students’ learning experiences through simulations: practising in a safe learning environment, valuing feedback, gaining new perspectives, finding simulations valuable and enjoyable, boosting confidence and self-knowledge, and viewing simulations as authentic and engaging learning opportunities. Some students offered critical perspectives on simulations. Throughout the course, students learned diverse aspects of patient care, emotional and behavioural communication dynamics, and lessons from medical errors. Some students offered critical perspectives on simulations, and a few indicated they did not learn anything new.ConclusionsA safe learning environment is vital for encouraging learners to explore, make errors, and absorb feedback to improve their communication with patients. Students predominantly valued the communication skills training with actors and the constructive feedback received and given in the debriefing discussions. However, some students expressed critical views toward simulations. Simulations are not static; they evolve and require continual improvements. Hence, we advocate for the ongoing exploration and enhancement of communication skills learning methods, including simulations, with careful consideration for students’ vulnerability and the importance of psychological safety. Additionally, it is critical to address students’ perceptions that certain clinical teachers prioritise biomedical knowledge over communication skills. Providing tailored training for teachers regarding the learning methods and the desired outcomes of communication courses is essential.

Building the OAChangeMap to improve the service delivery of the New South Wales Osteoarthritis Chronic Care Program: a worked example of using a co-design framework.

The Osteoarthritis Chronic Care Program (OACCP) has been implemented in Australian public hospitals to deliver best-evidence OA care. It is important to ensure that the OACCP continues to deliver evidence-based OA care as intended. We aimed to identify barriers and enablers to delivering the OACCP, prioritise the barriers, and generate strategies to address them. This study provides a worked example of a seven-step theory-informed co-design framework. We invited OACCP coordinators to participate in semi-structured interviews (analysed thematically) and complete a questionnaire to identify barriers and enablers to delivery of the OACCP. We then invited a broader group of stakeholders (OACCP coordinators, health managers, policy makers, consumers, researchers) to prioritise the barriers via a short survey (survey 2). We held five co-design workshops where we mapped the priority barriers to the Theoretical Domains Framework and developed strategies to address them. Sixteen coordinators were interviewed and the main barriers identified were: 1. patients often have beliefs that are inconsistent with best-evidence care; 2. there are aspects of clinical care that are not delivered optimally; and 3. system level factors are a barrier to optimal patient care and sustainability of the OACCP. We co-designed a plan for action with patient educational materials, shared decision-making tools, and health professional education and training. Our worked example of co-design used a theory-based, data driven approach with key stakeholders, identified and prioritised barriers to the delivery of the OACCP, acknowledged enablers, and generated a plan for feasible strategies to improve the program.

Evaluating Accuracy of AI-Generated Travel Vaccine Recommendations: GPTs in Public Health

Abstract Introduction Artificial intelligence (AI), particularly generative pre-trained transformers (GPTs), holds promise for enhancing public health strategies like travel vaccine recommendations. This pilot study evaluated GPTs’ accuracy in delivering tailored vaccine advisories compared to standards set by public health professionals. Integrating AI’s data analysis capabilities into healthcare decision-making could improve recommendation precision and personalization. Methods This retrospective study analyzed GPT travel vaccine recommendation accuracy against a gold standard from health professionals for 90 travelers visiting various countries. Sociodemographic data and vaccine recommendation outcomes were examined. Accuracy assessments were stratified by age, sex, country of travel, duration of travel, type of travel, and specific vaccines. Results Preliminary results showed an 77.43% overall accuracy across all vaccine recommendations. Specific vaccine accuracies varied, with 97.78% alignment for hepatitis A, 93.51% for typhoid fever and 89.36% for rabies. However, lower accuracies were observed for cholera (33.33%) and encephalitis (56.25%). Moderate accuracies were noted for yellow fever (75%), 74.07% for malaria prophylaxis, diphtheria and tetanus (63.33%), and dengue (57.58%). Stratified analyses are expected to provide more realistic results and highlight discrepancies in certain groups. Conclusions This pilot demonstrates GPTs can be a valuable tool for supporting international vaccination professionals, but they are still not a substitute for these professionals, achieving 77.43% overall accuracy. Recommendations include: a) Educate health professionals in the use of GPTs, b) Developing guidelines for ethical and accurate AI use in public health, c) Using AI to strengthen surveillance and response systems. Combining AI with traditional strategies aims to optimize international traveler health outcomes. Key messages • Using artificial intelligence can optimize and facilitate the task of clinical consultancy in traveler’s advice. • It is necessary to establish guidelines for AI use to ensure ethical and accurate applications.

From the first European Climate Risk Assessment to action in policy and practice

Abstract The first European Climate Risk Assessment (EUCRA), produced by the European Environment Agency in March 2024, engaging nearly 100 authors across Europe, highlights health among the most at-risk sectors. According to the structured risk assessment that was conducted to support the transparent identification of priorities for policy action, more and urgent action is needed to reduce health risks from heat indoors and outdoors; from wildfires and outbreaks of vector- and water-borne diseases. The responsibility for managing risks lies both with the EU and Member States, and the policy readiness varies depending on the risk. The European Climate and Health Observatory, set up to better understand, anticipate and prevent climate risks to human health in Europe, in the most recent report ‘Responding to climate change impacts on human health in Europe: focus on floods, droughts and water quality’ provides in-depth analyses of some climate-related risks to health and presents examples of responses to them in both policy and practice. Both assessments emphasise that without fast and systemic action to increase societal resilience, the health impacts of the changing climate will worsen, affecting already disadvantaged or vulnerable groups the most. Health and health-determining sectors have the opportunity to address the health impacts of climate change by, among others, increasing the climate resilience of health systems; developing, updating and implementing national health adaptation plans; and supporting the education and training of public health and healthcare professionals on climate change threats. At the same time, addressing health impacts from climate extremes requires responses across sectors, actors and spatial scales.

Evaluation of food pattern behaviours following nutritional education for health professionals

Abstract Background The “Work Programme - UN Decade of action on nutrition 2016-2025” highlights the importance of implementing Recommendation 19 of the Second International Conference on Nutrition of FAO and WHO related to nutrition education interventions (NEI) for health professionals (HP), in order to develop nutritional skills based on national dietary guidelines and coherent policies relating to food. The Local Health Agency integrated with Trieste University (ASUGI), since 2009, has performed 25 NEI with the formation of 910 HP. Post pandemic, the content of ASUGI’s last 5 NEI, programmed by the prevention plan of the Autonomous Region of Friuli Venezia Giulia, was aligned with the principles of the European Farm to Fork Strategy linked to Sustainable Healthy Diets (SHD). Objectives The objectives of the training programme (TP), approved for Continuing Medical Education, was to change and evaluate food pattern behaviour (FPB) of HP (n = 200) to adhere to the SHD. TP was characterized by a systemic view on complex interconnections between nutritional and sensorial food value, sustainability of food chain systems, evolution of urban food environments, as contexts into which SHD choices can be applied. The 2 days training, spread over 14 hours with 40 participants, concluded with interactive work and experiences to applied knowledge and beginning to make informed healthy dietary choices in practice. Results 6 months after the conclusion of TP it was reported that the percentage of HP who consumed the recommended portions of fruits and vegetables had increased from 62% to 70% and from 28% to 35% respectively, while those who consumed no cured meats, red meats or legumes, changed from 24% to 35%, from 19% to 25%, from 6% to 3% respectively. Conclusions The evaluation of the TP systemic structure has shown its effectiveness in improving some healthy FPB of HP and the importance of applying a continuous improvement process of the program to better adhere to the whole SHD. Key messages • The systemic and integrated structure of nutritional education intervention programs for health professionals contributes to improving their healthy food pattern behaviour. • The relationships between complex policies of food systems and the 17 SDGs included in the training programs on nutrition education are useful for promoting adherence to healthy and sustainable diets.

Pedagogy and generative artificial intelligence: Applying the PICRAT model to Google NotebookLM

Healthcare educators (HPE) are challenged by rapid developments in Generative Artificial Intelligence (GenAI) tools. They need a standardized model to evaluate these new tools and to guide them in pedagogically-sound integration in the curriculum. PICRAT is an educational model designed specifically to help teachers meet this challenge. NotebookLM is a new multi-featured GenAI tool to help teachers and learners in education and research. Its newest feature allows automatic generation of an engaging podcast (called audio overview) from uploaded education or research content. Using the example of NotebookLM and, specifically, the auto-podcast feature, we illustrate how HPE can use the PICRAT model to evaluate GenAI tools for technology integration. We discuss how this model can be utilized as a standardized approach for evaluation and implementation of GenAI tools in health professions education.

Recovering Hope and a Sense of Agency Through Transformative Education for Internationally Educated Healthcare Professionals in Canada

This study examines the outcomes of transformative education in the program Fostering Canadian Integration for IEHPs: From Learning to Action, created to accompany internationally educated health professionals (IEHPs) in the difficult journey to find fair professional employment in Canada. It shows the importance of self-reflection, a learning community and a welcoming, participatory approach to learning that led to cognitive, emotional and conative transformation for participants. Increased self-awareness of their life journey and emotional patterns, together with critical understanding of their worldviews and new reality supported the participants in the recovery of hope and a sense of agency.

Self-assessed levels of preparedness, engagement willingness and teaching preferences on antibiotic use of medical and pharmacy students in Romanian universities: a cross-sectional study

BackgroundTo effectively support health professionals in optimizing antibiotic prescribing and dispensing, policymakers need to understand how these professionals are trained, feel prepared and want to be educated. The study aimed to assess the current situation and explore potential improvements in antibiotic use among future health professionals in Romania by: (i) evaluating their self-assessed preparedness on antibiotic-related topics, (ii) understanding their perceptions of their role in antibiotic stewardship, and (iii) gathering their recommendations for optimizing antibiotic use.MethodsA survey of students’ self-assessment of technical preparedness, engagement willingness, expectations, teaching preferences, training received and evolution of situation in Romania. Overall, 41 and 38 questions were asked to medical and pharmacy students respectively. Scores were calculated for preparedness, engagement willingness and teaching preferences to enable various comparisons. Exploratory factor analysis was used to explore the questionnaire construct.ResultsA total of 479 participants completed the survey- 233 medical students from 7 universities and 246 pharmacy students from 4 universities. Median overall preparedness score indicated that most students felt prepared in at least 14 questions (out of 22 for medical students, and 19 for pharmacy students). Engagement scores for medical and pharmacy students were similar (2 and 3 out of 4). Overall, more than half reported that ‘yes, very likely’ they received adequate training to ensure the appropriate use of antibiotics in their professional areas (n = 254, 53.5%). Medical and pharmacy students with low preparedness scores expressed a need for more education. Most of both medical and pharmacy students considered the antibiotic situation in Romania ‘will get worse’ (n = 159, 33.5%).ConclusionsThe study’s findings have important implications for the education and training of future Romanian health professionals and highlight the need for further research on optimal and standardized tools to allow for periodic monitoring and evaluation of progress into preparedness, engagement willingness and teaching preferences on antibiotic use.

Exploring the "led" in health professional student-led experiences: a scoping review.

To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.

Perceived challenges and opportunities for basic scientists transitioning to basic science educators in medical and health professions education

Basic science educators play a significant role in medical and health professions curricula, particularly in the biomedical science components. Although the shift from basic scientists to educators seems promising, no study has yet explored the transition process from the perspective of basic scientists themselves, especially in the early stages of their transition. An anonymous survey with voluntary participation was administered to all basic scientists in National University of Singapore (NUS) Yong Loo Lin School of Medicine. The survey aimed to identify the perceived challenges faced by basic scientists transitioning to basic science educators in medical and health professions education. This study consisted of Likert scale questions, followed by one multiple-choice question and two open-ended questions. Twenty-one basic scientists either postdoctoral fellows or instructors, completed the study. The study found that gaps in clinical content and experience, along with teaching pedagogy and training were among the major concerns for basic scientists aspiring to be basic science educators. These challenges and shortcomings could potentially be addressed by providing them with clinical shadowing opportunities, education mentorship and teaching training. Since most respondents lacked teaching experience, the results might differ if the majority had been involved in teaching within medical and health professions education. Nonetheless, it is important to understand and acknowledge the challenges and concerns experienced by basic scientists and examine how they can navigate them in the process of their transition to teaching medical and health professions. This also provides opportunities for personal reflection and development so that basic science educators will be more prepared for greater challenges and the ever-changing demands of contemporary medical and health professions education.

Integrating planetary health education into tertiary curricula: a practical toolbox for implementation

ObjectiveTo present a series of case studies from our respective countries and disciplines on approaches to implementing the Planetary Health Education Framework in university health professional education programs, and to propose a curriculum implementation and evaluation toolbox for educators to facilitate the adoption of similar initiatives in their programs. We emphasize the importance of applying an Indigenous lens to curriculum needs assessment, development, implementation, and evaluation.MethodsCase studies from Australia and United States were collated using a six-stage design-based educational research framework (Focus, Formulation, Contextualization, Definition, Implementation, Evaluation) for teaching planetary health and methods of curriculum evaluation. These components were then mapped to derive the curriculum implementation toolbox reflecting the six-stage design-based educational research framework.ResultsThe case studies demonstrated different approaches to successful integration of the Planetary Health Education Framework in medicine, nursing, public health, and allied health disciplines. This integration often involved Indigenous perspectives on environmental stewardship, holistic health, and community well-being into the curriculum. The case studies also highlighted the importance of community engagement, cultural competency, and interdisciplinary collaboration in curriculum development. Findings from case studies were used to propose a curriculum implementation toolbox to assist educators in adapting and integrating planetary health education into their own programs.DiscussionWhile valuable frameworks for teaching planetary health in health science programs exist, challenges remain in implementing these frameworks in real-world educational environments. The proposed curriculum implementation toolbox offers practical strategies and resources for educators to incorporate these principles into their teaching. Additionally, the case studies reported here contribute to the growing body of literature on planetary health education pertinent to addressing the triple planetary crisis.

Gaming the System? A Qualitative Exploration of Physician Assistant Learner Perceptions of Virtual Patient Education.

Virtual patients (VPs) are increasingly used in health professions education. How learners engage with VPs and the relationship between engagement and authenticity is not well understood. We explored learners' perceptions of VP education to gain an understanding of the characteristics promoting meaningful engagement in learning, including perceived authenticity. Using a constructivist grounded theory approach, we conducted interviews and focus groups with 11 students from 2 Canadian Physician Assistant programs, where VP learning was implemented to supplement clinical education during the COVID-19 pandemic. We explored trainee perspectives on the use of VPs as an educational modality. Data were iteratively collected and descriptively analyzed thematically using a constant comparison approach until theoretical sufficiency was reached. We identified 3 groups of factors influencing these students' VP learning experiences: (1) technical factors related to the VP platform influenced the perceived authenticity of the patient interactions; (2) individual factors of learners' attitudes influenced their engagement and motivation; and (3) contextual factors related to the learning environment influenced the acceptability and perceived value of the learning experience. Overall, the psychological authenticity of the learning platform and students' motivation for self-directed learning were perceived as most important for students' learning experiences. Implementing VP learning as a supplement to clinical education should be done with consideration of factors that enhance the psychological authenticity of the learning platform, promote learner engagement and accountability, and encourage acceptability of the learning modality through curricular placement and messaging.

Fifteen Tips for Adapting Personalised Blended Learning : A Change Management Educational Strategy in Health Professions Education (HPE)

Fifteen Tips for Adapting Personalised Blended Learning : A Change Management Educational Strategy in Health Professions Education (HPE)