Healthcare Education Research Articles

Occupational well-being among health and social care educators: Structural equation modelling

This study tested whether empirical data about health and social care educators' occupational well-being would fit the proposed Content Model for the Promotion of the School Community Staff's Occupational Well-being. Descriptive, cross-sectional survey was conducted with 552 health and social care educators in 2020. Results confirmed that the four-aspect Content Model for the Promotion of School Community Staff's Occupational Well-being is suitable for promoting health and social care educators' occupational well-being, with some modifications. The results strengthen the view of occupational well-being as a wide-ranging phenomenon, the development of which should take into account four aspects of promoting occupational well-being.

Communication skills, expertise and ethics in healthcare education and practice

This interview represents an opportunity to take stock of the positioning of our discipline – broadly characterised as discourse / rhetoric / communication studies – in the context of healthcare education and practice, while at the same time exploring intersections between communication/discourse/rhetoric and ethics, through the discussion of what is articulated as the framework of ‘communication ethics’. More specifically, the notions of relationality and responsibility are alluded to as being the core of communication ethics – an effort to extend the notion of ‘communication expertise’, as outlined in previous research, as a necessary point of departure from the communication skills view which currently dominates healthcare education and practice. The interview was first published as ‘Communication skills, expertise and ethics in healthcare education and practice’, as part of a Special Issue titled ‘Rhetoric and Health’, Rivista Italiana di Filosofia del Linguaggio (RIFL) 15 (1): 106–122, https://doi.org/10.4396/2021060INT2

ОПЫТ РЕАЛИЗАЦИИ ПИЛОТНОГО ПРОЕКТА «ГРОДНЕНСКАЯ УНИВЕРСИТЕТСКАЯ КЛИНИКА» В АСПЕКТЕ ЭФФЕКТИВНОСТИ ПРАКТИКООРИЕНТИРОВАННОЙ ПОДГОТОВКИ МЕДИЦИНСКИХ КАДРОВ

The training of highly professional medical staff with minimal need in their further workplace adjustment is an important current problem facing health care and medical higher education institutions authorities. To a large extent, existing clinical healthcare organizations, which are an example of cooperative relationships are serving this purpose. At the same time, the existing practice of their functioning indicates an insufficient degree of integration of the academic environment and practical healthcare. The purpose of this publication is to summarize the experience of the pilot project “Grodno University Clinic” implementation regarding the efficiency of practice-oriented training of medical staff. The integration of academic medicine and practical healthcare in a university clinic allows solving a number of important problems. Maximum involvement of teaching staff in medical activities allows maintaining and improvement of their professional competencies. The logical consequence of this process is the improvement of the quality of practice-oriented undergraduate and postgraduate training of medical specialists. Participation of the students in the diagnostic and treatment process as both active observers and direct participants to an even greater extent contributes to a quality learning experience and a conscious approach to choosing their future specialization.

The potential of artificial intelligence to revolutionize health care delivery, research, and education in cardiac electrophysiology.

The field of electrophysiology (EP) has benefited from numerous seminal innovations and discoveries that have enabled clinicians to deliver therapies and interventions that save lives and promote quality of life. The rapid pace of innovation in EP may be hindered by several challenges including the aging population with increasing morbidity, the availability of multiple costly therapies that, in many instances, confer minor incremental benefit, the limitations of healthcare reimbursement, the lack of response to therapies by some patients, and the complications of the invasive procedures performed. To overcome these challenges and continue on a steadfast path of transformative innovation, the EP community must comprehensively explore how artificial intelligence (AI) can be applied to healthcare delivery, research, and education and consider all opportunities in which AI can catalyze innovation; create workflow, research, and education efficiencies; and improve patient outcomes at a lower cost. In this white paper, we define AI and discuss the potential of AI to revolutionize the EP field. We also address the requirements for implementing, maintaining, and enhancing quality when using AI and consider ethical, operational, and regulatory aspects of AI implementation. This manuscript will be followed by several perspective papers that will expand on some of these topics.

“What Did You Say, ChatGPT?” The Use of AI in Black Women's HIV Self-Education: An Inductive Qualitative Data Analysis

Abstract The emergence of widely accessible artificial intelligence (AI) chatbots such as ChatGPT presents unique opportunities and challenges in public health self-education. This study examined simulations with ChatGPT for its use in public education of sexual health of Black women, specifically in HIV prevention and/or HIV PrEP use. The research questions guiding the study are as follows: (a) does the information ChatGPT offers about HIV prevention and HIV PrEP differ based on stated race? and (b) how could this relatively new platform inform public health education of Black women educating themselves about sexual health behaviors, diagnoses, and treatments? In addressing these questions, this study also uncovered notable differences in ChatGPT's tone when responding to users based on race. This study described valuable insights that can inform health care professionals, educators, and policymakers, ultimately advancing the cause of sexual health equity for Black women and underscoring the paradigm-shifting potential of AI in the field of public health education.

Implementation of Educational Opportunities for Social Determinants of Health in Health Professions Education: A Scoping Review

Objective Health professions programs have recently increased their efforts to educate health care professionals about the social determinants of health (SDH); however, there seems to be a disconnect between graduate medical education and its applicability to other peer health professions. The current scoping review aims to map the literature that explores the implementation of educational opportunities focused on SDH in health professions education programs. Data Sources PubMed, CINAHL, ERIC, Education Source, and the Health Policy Reference Center were searched to identify relevant articles. Study Selection To be included in our review, articles had to have been published in the last 5 years and describe how material related to SDH was implemented into a graduate health professions education program. Outcomes were analyzed by thematic categories by type of curricular delivery (didactic, clinical education, service-learning experience, or reflection), timing of the implementation in the program, methods of implementation, and assessment after implementation. Data Extraction Our search identified 2006 articles that were reviewed by study authors; 36 were included in our full-text review. Information extracted included the study design, type of graduate education, aims of the studies, description of technique, timing of implementation, type of curricular delivery, and outcomes. Data Synthesis The majority (23, 63.9%) of studies used an observational design and used 2 or more (27, 75.0%) types of curricular delivery presented to medical students. Didactic (19, 52.8%) and small-group discussion (14, 38.9%) methods were used most often. Assessments were mostly student reflections or self-report items. Overall, students reported increased knowledge and satisfaction with activities. Conclusions Results of our scoping review indicated that various education opportunities related to SDH exist in graduate health professions education but are likely insufficient. More studies are necessary to investigate the purposeful implementation of SDH and the best methods to assess student knowledge of SDH. Future research should also investigate how to objectively assess student learning of SDH.

Ten tips for effective use and quality assurance of multiple-choice questions in knowledge-based assessments.

Multiple-choice questions (MCQs) are the most popular type of items used in knowledge-based assessments in undergraduate and postgraduate healthcare education. MCQs allow assessment of candidates' knowledge on a broad range of knowledge-based learning outcomes in a single assessment. Single-best-answer (SBA) MCQs are the most versatile and commonly used format. Although writing MCQs may seem straight-forward, producing decent-quality MCQs is challenging and warrants a range of quality checks before an item is deemed suitable for inclusion in an assessment. Like all assessments, MCQ-based examinations must be aligned with the learning outcomes and learning opportunities provided to the students. This paper provides evidence-based guidance on the effective use of MCQs in student assessments, not only to make decisions regarding student progression but also to build an academic environment that promotes assessment as a driver for learning. Practical tips are provided to the readers to produce authentic MCQ items, along with appropriate pre- and post-assessment reviews, the use of standard setting and psychometric evaluation of assessments based on MCQs. Institutions need to develop an academic culture that fosters transparency, openness, equality and inclusivity. In line with contemporary educational principles, teamwork amongst teaching faculty, administrators and students is essential to establish effective learning and assessment practices.

Evaluation of the implementation of the objective structured clinical examination in health sciences education from a low-income context in Tunisia: A cross-sectional study.

Objective structured clinical examination (OSCE) is well-established and designed to evaluate students' clinical competence and practical skills in a standardized and objective manner. While OSCEs are widespread in higher-income countries, their implementation in low-resource settings presents unique challenges that warrant further investigation. This study aims to evaluate the perception of the health sciences students and their educators regarding deploying OSCEs within the School of Health Sciences and Techniques of Sousse (SHSTS) in Tunisia and their efficacity in healthcare education compared to traditional practical examination methods. This cross-sectional study was conducted in June 2022, focusing on final-year Health Sciences students at the SHSTS in Tunisia. The study participants were students and their educators involved in the OSCEs from June 6th to June 11th, 2022. Anonymous paper-based 5-point Likert scale satisfaction surveys were distributed to the students and their educators, with a separate set of questions for each. Spearman, Mann-Whitney U and Krusakll-Wallis tests were utilized to test the differences in satisfaction with the OSCEs among the students and educators. The Wilcoxon Rank test was utilized to examine the differences in students' assessment scores in the OSCEs and the traditional practical examination methods. The satisfaction scores were high among health sciences educators and above average for students, with means of 3.82 ± 1.29 and 3.15 ± 0.56, respectively. The bivariate and multivariate analyzes indicated a significant difference in the satisfaction between the students' specialities. Further, a significant difference in their assessment scores distribution in the practical examinations and OSCEs was also demonstrated, with better performance in the OSCEs. Our study provides evidence of the relatively high level of satisfaction with the OSCEs and better performance compared to the traditional practical examinations. These findings advocate for the efficacy of OSCEs in low-income countries and the need to sustain them.

Healthcare education program in multiple system atrophy: Safety, quality and satisfaction from a national registry-based longitudinal study

Healthcare education program in multiple system atrophy: Safety, quality and satisfaction from a national registry-based longitudinal study

Prevalence of Urinary Tract Infection among Women in Virudhunagar, Tamil Nadu: Treatment Approach and Perspectives

Introduction: Urinary tract infections (UTIs) represent a significant health burden, particularly among women worldwide. Understanding the prevalence and associated risk factors of UTIs is crucial for effective management and treatment. This research focuses on exploring the prevalence of UTIs in women in Virudhunagar, Tamil Nadu, and identifying the microbial agents responsible for these infections. Aim: The primary objective of this study is to determine the prevalence of urinary tract infections among women in Virudhunagar, Tamil Nadu, and to investigate associated risk factors. Additionally, the research aims to evaluate the microbial agents causing UTIs in the region to inform the development of tailored and effective treatment strategies. Study Design: A Prospective Observational Study was conducted over a period of 6 months at the Outpatient and Obstetric and Gynaecological department of a Tertiary Healthcare Teaching hospital. Female patients presenting with symptoms suggestive of UTIs were recruited for participation in the study after providing informed consent. Methodology/Methods: Data collection encompassed various parameters including patient demographics, symptoms, urine culture results, prescribed antibiotics, and concurrent medications. A sample size of 480 participants was determined through an extensive review of literature. Statistical analysis was performed to analyze the collected data. Results: Out of the 480 participants, 117 individuals tested positive for UTIs, indicating a prevalence rate of [24.4%]. The age group 15-24 exhibited the highest incidence of UTIs, with a mean age of 30. Educational and marital status was found to influence infection rates. Common symptoms included increased frequency of urination and painful urination. E.coli was identified as the primary pathogen responsible for UTIs. Cephalosporin antibiotics were the most frequently prescribed treatment modality. Conclusion: Urinary tract infections are prevalent among women in Virudhunagar, Tamil Nadu, as evidenced by the findings of this study. The identification of associated risk factors and microbial agents provides valuable insights for clinical decision-making and the development of tailored treatment approaches. These findings underscore the importance of continued research in UTI management to address the global health burden posed by this infection.

Geographically weighted regression analysis to assess hotspots of early sexual initiation and associated factors in Ethiopia

BackgroundEarly sexual initiation (ESI) causes unintended pregnancy, sexually transmitted infections (STI), high risk of depression and anxiety, developmental delays, lack of emotional maturity, and difficulty in pursuing education. This study aims to analyze the geographically weighted regression and associated factors of ESI of women in Ethiopia. MethodsThe study utilized data from the Ethiopian Demographic and Health Survey, 2016. It included a weighted sample of 11,775 women. Spatial regression was carried out to determine which factors are related to hotspots of ESI of women. To identify the factors associated with ESI, a multilevel Poisson regression model with robust variance was conducted. An adjusted prevalence ratio (APR) with its 95 % confidence interval was presented. ResultsThe prevalence of ESI was 75.3 % (95%CI: 74.6 %, 76.1 %), showing notable spatial variation across different regions of Ethiopia. Areas of significant hotspots of ESI were identified in Western and Southern Tigray, most parts of Amhara, Southern, Central and Western Afar, Eastern Gambella, and North Western SNNPR. The significant variables for the spatial variation of ESI were; being single, rural residence, and having no formal education of the women. Factors including; wealth index, marital status, khat chewing, education level, residence, and region were associated significantly with ESI in the multilevel robust Poisson analysis. ConclusionA higher proportion of ESI in women was found. Public health interventions must be made by targeting hotspot areas of ESI through increasing health care access and education (specifically among rural residents), developing a comprehensive sexual education, implementing policies and laws that outlaw early marriage, and mass community-based programs to increase awareness about the importance of delaying sexual activity.

Entrustable Professional Activites for Clinical Competence

Aim: In recent years Entrustable Professional Activities (EPAs) have developed as an essential framework for competency-based medical education (CBME) implementation, which has become an important component of contemporary medical education. The need to close the gap between healthcare professional education, healthcare delivery, and societal demands motivates the transition to CBME. While the competencies describe the attributes that medical professionals should possess, the EPAs describe the practical activities that learners are expected to perform in their medical education and future careers. The difficulty of translating abstract abilities into clinical practice in the real world encouraged the development of EPAs, which are specific activities or responsibilities that may be delegated to learners upon demonstrating competency. With the introduction of EPAs, medical education programs have discovered a more effective means of assessing competencies that aligns them with the professional tasks that students are expected to perform. This alignment promotes a meaningful connection between intended competencies and real-world practice, which ultimately improves the readiness of future medical professionals. Methods: The article was prepared by the traditional review method. Results: This article highlights the particular features of EPAs and the significance of competency-based assessments being grounded in actual clinical situations. EPAs enable learners to advance progressively, fostering preparedness as well as responsibility over time. It is discussed how the incorporation of technology into EPAs has the potential to improve both teaching and learning. The use of technological support and mobile applications can make EPAs more applicable and comprehensible to both faculty and students. Conclusions: The integration of CBME and EPAs is a promising strategy for addressing concerns about medical education’s effectiveness. By actively engaging in real-world tasks, EPAs facilitate the internalization of competencies by learners. By providing a structured, adaptable, and context-specific approach to competency assessment, EPAs enable learners to assume responsibilities progressively, thereby facilitating their path to becoming competent and confident healthcare professionals. By recognizing the complementary nature of EPAs and competences, medical education programs can develop thorough and efficient training techniques that bridge the gaps between theoretical knowledge and practical clinical abilities.

Effect of social capital on enrolment of informal sector occupational groups in the national health insurance scheme in Ghana: a cross-sectional survey

BackgroundEnrolment of informal sector workers in Ghana’s National Health Insurance Scheme (NHIS) is critical to achieving increased risk-pooling and attainment of Universal Health Coverage. However, the NHIS has struggled over the years to improve enrolment of this subpopulation. This study analysed effect of social capital on enrolment of informal sector workers in the NHIS.MethodsA cross-sectional survey was conducted among 528 members of hairdressers and beauticians, farmers, and commercial road transport drivers’ groups. Descriptive statistics, principal component analysis, and multinomial logit regression model were used to analyse the data.ResultsSocial capital including membership in occupational group, trust, and collective action were significantly associated with enrolment in the NHIS, overall. Other factors such as household size, education, ethnicity, and usual source of health care were, however, correlated with both enrolment and dropout. Notwithstanding these factors, the chance of enrolling in the NHIS and staying active was 44.6% higher for the hairdressers and beauticians; the probability of dropping out of the scheme was 62.9% higher for the farmers; and the chance of never enrolling in the scheme was 22.3% higher for the commercial road transport drivers.ConclusionsSocial capital particularly collective action and predominantly female occupational groups are key determinants of informal sector workers’ participation in the NHIS. Policy interventions to improve enrolment of this subpopulation should consider group enrolment, targeting female dominated informal sector occupational groups. Further studies should consider inclusion of mediating and moderating variables to provide a clearer picture of the relationship between occupational group social capital and enrolment in health insurance schemes.

Does the level of burnout differ between occupational groups in Lithuania?

The strain on workers of the healthcare system and education sector increased psychological distress and burnout. This study aimed to distinguish the occupational group that is the most affected by occupational burnout and to reveal the scope of psychosocial risk factors among each occupational group. This is a cross-sectional study that analyzed burnout syndrome among 1,046 participants of different occupational groups in association with psychosocial work environment factors in Lithuania. The anonymous questionnaire was composed of the standardized Job Content Questionnaire (JCQ), and the Copenhagen Burnout Inventory (CBI). To find out associations between psychosocial work environment factors and burnout dimensions, a multiple logistic regression model using the stepwise method was applied. The burnout levels in all three dimensions (personal, work-related, and client-related burnout) were significantly higher in physicians' and nurses' groups compared with public health professionals, teachers, and managers (p < 0.05). The job demands were associated with the personal burnout subscale for all occupations, except public health specialists - each one-unit increase of this variable significantly increased the probability of personal burnout from 10 to 16%, respectively by the occupation. Co-worker support was found to have a buffering effect for all occupational groups, except managers - and significantly reduced personal burnout for physicians (OR = 0.80), nurses (OR = 0.75), public health specialists (OR = 0.75), and teachers (OR = 0.79). The burnout levels in all three dimensions differed between occupational groups: there were significantly higher in physicians' and nurses' groups compared with public health professionals, teachers, and managers. Considering the occupational preventive measures in the healthcare sector attention should be paid to the reduction of workload and ensuring good relations between co-workers.

Perceptions of Human Factors and patient safety education in undergraduate healthcare curricula: a pharmacy perspective

Abstract Introduction A recent systematic review identified a lack of formal patient safety (PS) education in undergraduate healthcare curricula1. Gaps were also identified in relation to teaching of Human Factors (HF) in this context. Aim This qualitative study aimed to examine the perceptions of School of Pharmacy faculty at an Irish university relating to PS/HF in undergraduate healthcare education. Methods Qualitative semi-structured interviews were conducted with seven School of Pharmacy faculty at an Irish university. Findings from a recent systematic review were used to inform research and interview questions.[1] Sampling was purposive and included lecturers from the disciplines of clinical pharmacy and pharmaceutics. Interviews were conducted, either in person or virtually, then transcribed and anonymised. Reflexive thematic analysis (TA) was chosen as the method of analysis, [2] conducted by the first author with input from the wider research team. Within the reflexive piece of this work was the drive to be informed by the lived experience of participants. In alignment with the principles of reflexive TA, an iterative approach was taken to data collection and analysis.[2] This approach informed a sample size which facilitated in-depth exploration of the topic. Results Seven interviews were conducted, and six key themes were derived from the analysis. These are presented in Table 1 along with the identified subthemes. Conclusion This study demonstrates gaps relating to HF/PS teaching in undergraduate pharmacy education in the Irish context. Findings of this study indicate that much PS learning is implicit and occurs while students are on clinical placement. Lack of synergy between the academic and clinical settings was identified as a gap. Interprofessional education was identified as a platform which may help bridge this gap. In agreement with previously published literature, there is a need for robust competency frameworks to underpin safety content.[1] These findings will inform future initiatives to develop HF and PS competency in undergraduate healthcare education. A limitation of this research is that all data were collected at a single university. A strength is that this study captures the lived experience of PS education from the perspective of academic staff at an Irish school of pharmacy which in 2015 made the transition to a new MPharm programme.

Assessment of Self-Medication Practices among Undergraduate Students Before and During COVID-19

Objective: To assess self-medication knowledge, prevalence, reasons, and conditions among undergraduate medical students. Material and Methods: A survey was conducted among 329 undergraduate healthcare students in tertiary care hospitals &amp; IOD using a self-administered questionnaire. Descriptive statistics were used to summarize the data, and categorical variables were analyzed with Chi-square and logistic regression tests at a significance level of p &lt; 0.05. Results: Self-medication was prevalent among 202 (61.4%) participants: 54 (26.7%) before COVID-19, 16 (7.9%) during COVID-19, and 132 (65.3%) both periods. Knowledge levels varied: 179 (54.4%) with poor knowledge, 150 (45.6%) with good knowledge regarding self-medication. Painkillers 176 (87.1%) were commonly self-administered class of drug, with fever 166 (82.6%) being the most treated condition. Individuals often used their own prior prescriptions 125 (62.5%) as a source of information for self-medication. The predominant reason for self-medication was fear of contact with the infected person during the pandemic, along with fear of quarantine or isolation. Conclusion: In conclusion, this study reveals concerning self-medication practices among undergraduate healthcare students, particularly with painkillers for common ailments. Field of study, academic year, and personal background influenced self-medication tendencies, while highlighting knowledge gaps. The COVID- 19 pandemic exacerbated these behaviours, necessitating immediate attention. Healthcare education must adapt to equip future professionals with decision-making skills amid rising self-medication practices.

Overcoming barriers to equality, diversity, inclusivity, and sense of belonging in healthcare education: the Underrepresented Groups’ Experiences in Osteopathic Training (UrGEnT) mixed methods study

BackgroundIndividuals from minority groups have historically faced social injustices. Those from underrepresented groups have been less likely to access both healthcare services and higher education. Little is known about the experiences of underrepresented students during their undergraduate studies in osteopathy in the UK. The aim of this project was to explore awareness of cultural diversity and beliefs about patients from underrepresented groups in current osteopathic educational environments and evaluate students’ preparedness to manage patients from diverse groups. The project also aimed to investigate the educational experiences of students from underrepresented backgrounds during their training and their opinions on changes that could support better levels of recruitment and achievement. The findings were discussed with stakeholders in interactive workshops with the aim to develop recommendations for action and change.MethodsA transformative action research paradigm informed this mixed methods project. It included: 1/ a survey of students from all seven osteopathic educational providers in the UK using the Multidimensional Cultural Humility Scale (MCHS); 2/ a series of focus groups with students from underrepresented groups (women, students with disabilities, students from minority ethnic backgrounds, and students identifying as LGBTQIA+); and 3/ a workshop forum to discuss findings.ResultsA total of 202 participants completed the MCHS and demographic questionnaire and seven focus groups were conducted. A model was developed to describe participants’ training experiences comprising two main themes: institutional contextual obstacles (with four sub-themes) and underrepresented students’ conceptual understanding of Equity, Diversity and Inclusion (EDI). Recommendations for change identified in the workshops were based on three topics: institutions, staff, and students.ConclusionOur findings confirm conclusions from other institutions that staff education is urgently needed to create and maintain equitable, inclusive environments in osteopathic educational institutions in the UK to support all students, particularly those from underrepresented groups. Institutional EDI processes and policies also need to be clarified or modified to ensure their usefulness, accessibility, and implementation.

Advances in remote and cloud-based simulation through web conferencing platforms.

Simulation-based learning has become an essential element in entry-level perfusion education. While the use of simulation has been demonstrated to improve patient outcomes, few institutions possess the budgetary resources to build and maintain a high-fidelity simulation environment. This project aims to identify novel uses of web conferencing platforms to support in-person, remote, and virtual simulation exercises. The Zoom Virtual Meeting platform (Zoom Video Communications, Inc.) was incorporated into the perfusion simulation curriculum at the Medical University of South Carolina CVP Program. Among the observed benefits of incorporating meeting platform software included high-definition audio/visual outputs and recording capabilities, 3-D remote simulation, remote simulation proctoring, and classroom-based learning. Additional Zoom features included remote controlled screen access and sharing, annotations, and break-out rooms and activities. The combination of high-fidelity simulation with virtual and remote features may enhance the learning experience in healthcare education. Future developments in technology and software, simulation education, and instructions through virtual/remote learning may provide a pathway for the future of cardiovascular perfusion education.

Accuracy of a chatbot in answering questions that patients should ask before taking a new medication

BackgroundThe potential uses of artificial intelligence have extended into the fields of health care delivery and education. However, challenges are associated with introducing innovative technologies into health care, particularly with respect to information quality. ObjectiveThis study aimed to evaluate the accuracy of answers provided by a chatbot in response to questions that patients should ask before taking a new medication. MethodsTwelve questions obtained from the Agency for Healthcare Research and Quality were asked to a chatbot for the top 20 drugs. Two reviewers independently evaluated and rated each response on a 6-point scale for accuracy and a 3-point scale for completeness with a score of 2 considered adequate. Accuracy was determined using clinical expertise and a drug information database. After the independent reviews, answers were compared, and discrepancies were assigned a consensus score. ResultsOf 240 responses, 222 (92.5%) were assessed as completely accurate. Of the inaccurate responses, 10 (4.2%) were mostly accurate, 5 (2.1%) were more accurate than inaccurate, 2 (0.8%) were equal parts accurate and inaccurate, and 1 (0.4%) was more inaccurate than accurate. Of the 240 responses, 194 (80.8%) were comprehensively complete. There were 235 (97.9%) responses that scored 2 or higher. Five responses (2.1%) were considered incomplete. ConclusionUsing a chatbot to answer questions commonly asked by patients is mostly accurate but may include inaccurate information or lack valuable information for patients.

Learning from others: how insights from healthcare, law, and aviation can inspire accounting education

Dutch accounting education has an excellent reputation; yet future-proofing it is challenged by a tight labour market and the continuously expanding societal roles and expectations imposed on accountants. In this article, we share insights on how three other professions – healthcare, law and aviation – have approached challenges similar to those currently faced by accounting educators. First, we show how healthcare education deals with ever-growing amounts of knowledge that young professionals should master. Second, we share how law educators have developed a new post-graduate approach linking theory and practice. Third, we demonstrate how aviation training fosters competence development without overloading the curriculum.