Healthcare Students Research Articles

Attitude towards cholera vaccination and its related factors in Jordan amid the 2022 Middle East outbreak

BackgroundAn outbreak of cholera was reported in the Middle East by the second half of 2022. Raising public awareness and vaccination against cholera represent critical factors in the preventive efforts. The current study aimed to assess the knowledge of cholera and attitude towards its vaccination among a sample of the general public residing in Jordan.MethodsAn online self-administered questionnaire was distributed to the residents in Jordan using a snowball convenience-based sampling approach. The questionnaire based on previously published studies included items to evaluate sociodemographic variables, knowledge about cholera symptoms, transmission, and prevention and the willingness to accept cholera vaccination. Additionally, four items based on the validated 5 C scale in Arabic were included to assess the psychological factors influencing attitude to cholera vaccination.ResultsThe final study sample comprised 1339 respondents, of whom 1216 (90.8%) heard of cholera before the study. Among those who heard of cholera, and on a scale from 0 to 20, the overall mean cholera Knowledge score (K-score) was 12.9 ± 3.8. In multivariate analysis, being over 30 years old and occupation as healthcare workers or students in healthcare-related colleges were significantly associated with a higher K-score compared to younger individuals and students in non-healthcare-related colleges. Overall, the acceptance of cholera vaccination if cases are recorded in Jordan, and if the vaccine is safe, effective, and provided freely was reported among 842 participants (69.2%), while 253 participants were hesitant (20.8%) and 121 participants were resistant (10.0%). In linear regression, the significant predictors of cholera vaccine acceptance were solely the three psychological factors namely high confidence, low constraints, and high collective responsibility.ConclusionsIn this study, the identified gaps in cholera knowledge emphasize the need to enhance educational initiatives. Although cholera vaccine acceptance was relatively high, a significant minority of the respondents exhibited vaccination hesitancy or resistance. The evident correlation between the psychological determinants and attitudes toward cholera vaccination emphasizes the need to consider these factors upon designing public health campaigns aimed at cholera prevention. The insights of the current study highlight the importance of addressing both knowledge gaps and psychological barriers to optimize cholera control strategies.

Understanding Health Care Students' Perceptions, Beliefs, and Attitudes Toward AI-Powered Language Models: Cross-Sectional Study.

ChatGPT was not intended for use in health care, but it has potential benefits that depend on end-user understanding and acceptability, which is where health care students become crucial. There is still a limited amount of research in this area. The primary aim of our study was to assess the frequency of ChatGPT use, the perceived level of knowledge, the perceived risks associated with its use, and the ethical issues, as well as attitudes toward the use of ChatGPT in the context of education in the field of health. In addition, we aimed to examine whether there were differences across groups based on demographic variables. The second part of the study aimed to assess the association between the frequency of use, the level of perceived knowledge, the level of risk perception, and the level of perception of ethics as predictive factors for participants' attitudes toward the use of ChatGPT. A cross-sectional survey was conducted from May to June 2023 encompassing students of medicine, nursing, dentistry, nutrition, and laboratory science across the Americas. The study used descriptive analysis, chi-square tests, and ANOVA to assess statistical significance across different categories. The study used several ordinal logistic regression models to analyze the impact of predictive factors (frequency of use, perception of knowledge, perception of risk, and ethics perception scores) on attitude as the dependent variable. The models were adjusted for gender, institution type, major, and country. Stata was used to conduct all the analyses. Of 2661 health care students, 42.99% (n=1144) were unaware of ChatGPT. The median score of knowledge was "minimal" (median 2.00, IQR 1.00-3.00). Most respondents (median 2.61, IQR 2.11-3.11) regarded ChatGPT as neither ethical nor unethical. Most participants (median 3.89, IQR 3.44-4.34) "somewhat agreed" that ChatGPT (1) benefits health care settings, (2) provides trustworthy data, (3) is a helpful tool for clinical and educational medical information access, and (4) makes the work easier. In total, 70% (7/10) of people used it for homework. As the perceived knowledge of ChatGPT increased, there was a stronger tendency with regard to having a favorable attitude toward ChatGPT. Higher ethical consideration perception ratings increased the likelihood of considering ChatGPT as a source of trustworthy health care information (odds ratio [OR] 1.620, 95% CI 1.498-1.752), beneficial in medical issues (OR 1.495, 95% CI 1.452-1.539), and useful for medical literature (OR 1.494, 95% CI 1.426-1.564; P<.001 for all results). Over 40% of American health care students (1144/2661, 42.99%) were unaware of ChatGPT despite its extensive use in the health field. Our data revealed the positive attitudes toward ChatGPT and the desire to learn more about it. Medical educators must explore how chatbots may be included in undergraduate health care education programs.

Abusive relationships and their repercussions from the perspective of undergraduate healthcare students

in several dimensions. Abusive relationships reflect patriarchal society, and perpetuate abuse of power and gender inequality. Existing literature focuses on marital relationships, pointing out a need for further investigation into violence in dating relationships and among young people. The goal was to analyze the perspective of health students on abusive relationships and their repercussions. This is a qualitative study, carried out in a private Higher Education Institution (IES), in 2023, with female students, over 18 years old. Data were collected through semi-structured interviews, and analyzed and interpreted through Minayo content analysis. The research was approved by the IES ethics committee. The interviewees highlighted violence and possessiveness in abusive relationships, highlighting impacts on victims' mental health and the importance of information and positive representation of women in the media for prevention. The study emphasizes the urgency of understanding abusive relationships and disseminating information to promote more equitable and safe relationships.

Assessing Weight Stigma: Validating Attitudes and Beliefs Questionnaires Among Future Healthcare Professionals.

Background This study aimedto establish the reliability and validity of the Anti-Fat Attitudes (AFA) questionnaire and the Beliefs About Obese Persons (BAOP) scale. Methodology A convenience sample of 257 students from three distinct sections of the University of Medicine and Pharmacy "Grigore T. Popa" Iasi (Medical Faculty, Nutrition and Dietetics, and Nursing) participated in an observational study. Construction validity was tested with exploratory factor analysis. The students completed a form containing sociodemographic data, the AFA questionnaire, and the BAOP scale. Weight and height were self-reported and used to determine the body mass index. Results The value of the Cronbach alpha coefficient for the AFA questionnaire indicated adequate internal consistency (0.862). The exploratory factor analysis identified the following three factors corresponding to the original questionnaire: Dislike, Fear of Fat, and Willpower. We validated a single-factor structure of the BAOP scale, which had adequate internal consistency (0.781). There were statistically significant differences (AFA: p = 0.02; BAOP: p = 0.03) between the scores of the students from Nutrition and Dietetics, Nursing, and General Medicine. Conclusions This study demonstrated that the AFA questionnaire and the BAOP scale could be used to evaluate weight stigma in healthcare students, providing a useful tool to assess the effects of weight stigma awareness interventions in this population.

Adrift down under: An integrative review of international students’ experiences in Australian higher education including shaping factors

Australia is currently one of the leading destination countries for International Students (IS), ranking third in popularity as a study destination. There is sparse research into the experience of IS including the factors influencing their experience within the Australian higher education system. This integrative review aims to synthesize knowledge on the IS’ experience in Australian higher education, including the factors influencing their experience. The review included 15 qualitative studies, three quantitative studies, three mixed methods studies and two literature reviews. IS perceived their study experience in Australia as challenging. They reported English unproficiency, poor academic performance, lack of academic support, low-quality courses, and work-study imbalance as factors that lead to insufficient learning engagement. IS reported difficulties in adjusting to the culture due to language barrier, negative emotions, and stronger acculturation orientation toward their heritage culture. IS reported the difficulties in establishing rapport with both domestic students, university teachers, and obstacles in building meaningful relationships within the local community as factors hindering the development of rapport with these entities. Despite encountering the challenges, IS have recognised the imperative of seeking avenues to foster connections with their fellow peers, their teachers, and the broader Australian community. They noted that their proactive efforts to connect with others, participation in work integrated learning, engagement in extracurricular activities, and prolonged residency in Australia were influential factors that facilitated opportunities for connectedness. These findings emphasise the significance of fostering networks between international students, domestic peers, university educators, and the Australian community. Such networks facilitate cultural understanding, elevate academic achievements, and contribute to the holistic well-being of students. The findings offer valuable assistance in equipping stakeholders and higher educational institutions with essential insights to effectively support IS and address their needs comprehensively. These insights are significant for global education providers aiming to support IS and cultivate a positive study environment. Further research should explore the experiences of international nursing, medical, and healthcare students, considering their involvement with patients and the healthcare team in the Australian system, potentially influencing their experience.

Healthcare professionals' experiences of required competencies in mentoring of interprofessional students in clinical practice: A systematic review of qualitative studies.

To synthesize evidence on healthcare professionals' experiences of competencies in mentoring undergraduate healthcare, social care and medical students during their interprofessional clinical practice. This review was conducted by the JBI methodology for systematic reviews of qualitative evidence. Studies were included if they were based on the phenomenon of interest and used qualitative or mixed methods (qualitative share). The included studies were critically appraised using the standardized JBI Critical Appraisal Checklist. Qualitative research findings were extracted and synthesized using the meta-aggregation approach. Five databases (CINAHL, PubMed, Scopus, Medic and ProQuest) were systematically searched from each database's inception on 28 June 2023. A total of 5164 studies were initially screened, and 25 were identified for inclusion in this review. Three synthesized findings were identified: competencies related to (1) preparing for and developing interprofessional clinical practice, (2) supporting the learning process in interprofessional clinical practice and (3) creating an interprofessional mentor identity. Although competent mentors are essential to implementing and developing interprofessional clinical practice, some mentors find interprofessional mentoring challenging. High-quality interprofessional mentoring requires specific competence that differs from profession-specific and individual mentoring. To ensure that interprofessional clinical practice is of high quality and strengthens students' professional and interprofessional growth, special attention should be given to mentors' interprofessional mentoring competence, and a range of opportunities and organizational structures should be provided for competence development. This systematic review provides insights into the specific competencies required for interprofessional mentoring. These findings can support healthcare professionals, educators and policymakers in developing interprofessional clinical practice and mentoring competence. This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement and ENTREQ reporting guidelines. No patient or public contribution.

Conversations about death and dying: A co-created workshop for healthcare students

The topic of the physiology of death and dying and how to communicate with people at the end of life is largely absent from healthcare curricula within the U.K. This is despite research indicating that healthcare students find death to be an upsetting experience, and national recommendations advocating that such education be mandatory. This case study outlines the design, delivery, and evaluation of a workshop exploring death and dying in terms of physiology and communication. This intervention was co-created with students using an action research approach. Students appeared to increase in knowledge and skills relating to talking with dying patients and their families, through engagement in the workshop, as evidenced by the evaluation. This study has wider implications for other healthcare courses nationally as higher education institutions seek to address the gap in knowledge and skills relating to death and dying in pre-registration healthcare students. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0/ .

Perceptions and attitudes of health science students relating to artificial intelligence (AI): A scoping review.

The recent integration of artificial intelligence (AI) across education, research, and clinical healthcare has led to a growing interest in AI training for healthcare students. This scoping review seeks to delve into existing literature, aiming to evaluate the perceptions and attitudes, of health science students toward the implementation of AI in their field. This review followed the methodological guidance offered by Arksey and O'Malley and the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR). A systematic search was conducted in the databases Medline, Emcare, and Scopus. Studies using both quantitative and qualitative methodologies were eligible if they explored the perceptions or attitudes of health science students in relation to AI. Relevant data from eligible articles was extracted and analyzed using narrative synthesis. Ten studies were included. Articles reported on the primary outcomes of perceptions (i.e., thoughts, ideas, satisfaction, etc.) and attitudes (i.e., beliefs, tendencies, etc.). Disciplines included nursing, diagnostic radiography, pharmacy, midwifery, occupational therapy, physiotherapy, and speech pathology were featured. Overall, students felt positively about the potential benefits AI would have on their future work. Students' interest and willingness to learn about AI was also favorable. Studies evaluating attitudes found positive correlations between attitudes toward AI, AI utilization, and intention to use AI. Negative perceptions related to threats of job security, and a lack of realism associated with AI software. Overall, evidence from this review indicates that health science students' worldwide hold positive perceptions toward AI. Educators should focus on instilling positive attitudes toward AI, given correlations between AI exposure and intention to adopt AI.

Stress Perception and Coping Strategies Among Healthcare Students: A Systematic Review

Background: The prevalence of stress among university students, particularly those studying in healthcare fields, has emerged as a significant worldwide concern. stress is characterized as a state of mental strain or anxiety stemming from challenging situations. The aim of this review is to deliver a systematic review of previous research, and knowledge on the stress perceived by healthcare students and their coping mechanisms. Methods: The articles were obtained from the online databases which are PubMed, Ovid Medline, Scopus, CINAHL, and EBSCO Discovery services. Only 40 studies were included in this review. Results: The result revealed, final year healthcare students mainly from medical and nursing course received stress from workload and assignment, lack of professional knowledge and skill and lack of free time. The students applied problem-focused, emotional-focused and avoidant coping to cope with their stressors. Conclusion: In conclusion, this review indicates the need for future research to focus on perceived stress and coping mechanisms especially for final year healthcare courses other than medical and nursing to emphasize the broader significant and potential impact on the finding.

Microaggression Interactions Among Healthcare Professionals, Trainees and Students in the Clinical Environment: A Mixed-Studies Review.

This review aims to comprehensively consolidate and synthesize the existing body of empirical research on the perceptions and experiences of healthcare professionals, trainees, and students concerning microaggression interactions within diverse clinical settings. The review protocol was registered with the international prospective register of systematic reviews (PROSPERO CRD42024546443). We employed the Joanna Briggs Institute's mixed-methods systematic review approach. Comprehensive electronic database searches were conducted across eight databases (Medline, Embase, CINAHL, PsycINFO, Scopus, Web of Science, Social Science Database, and ProQuest Dissertation and Theses) from their respective inception dates up to October 1, 2023. The selection criteria included studies reporting instances of interprofessional or intra-professional microaggressions occurring in clinical environments among healthcare professionals, trainees, and students identifying as heterosexual and without disabilities. In total, 37 studies met the eligibility criteria and were included in our review. Our analysis revealed three primary themes: Racial Microaggressions in the Clinical Environment, Gender Microaggressions in the Clinical Environment, and Religious Microaggressions in the Clinical Environment. Research must delve deeply into these experiences to better understand their long-term consequences, while policy initiatives should be designed to establish equitable, inclusive, and respectful healthcare environments. Collaborative endeavors bridging research and policy are paramount to dismantling barriers and nurturing an inclusive healthcare landscape.

The Prevalence of Temporomandibular Disorders Among Dental and Medical Students in Taif, Saudi Arabia: A Cross-Sectional Study.

Objectives This study was undertaken to investigate the prevalence of temporomandibular disorders (TMDs) and the impact of various contributing factors among undergraduate healthcare students in the region of Taif, Saudi Arabia. Methods A total of 100 undergraduate students were recruited from both the College of Medicine and the College of Dentistry at Taif University, Taif, Saudi Arabia. Data were collected on demographic parameters and the Helkimo's index (anamnestic {Ai} and clinical dysfunction {Di} component) using an anonymous self-administered questionnaire, as well as clinical examinations. Results A significantly high prevalence (97%) of TMDs was observed among the sampled students, with most of them (44.0%) experiencing severe symptoms that might negatively impact their quality of life. On clinical examinations, most of the students (75.0%) showed signs of mild clinical dysfunction, which might indicate an early stage of TMD. Moreover, factors that include older age, majoring in "dentistry" studies, being allergic, having oral habits, poor mental health, and previous COVID-19 infections were found to be significantly associated with TMDs. Conclusion The findings indicate a relatively high TMD prevalence among the sampled undergraduate healthcare students, especially those studying "dentistry". Curriculum modifications, coupled with more awareness and education, are recommended to achieve early diagnosis and help in reducing the incidence of TMD among this population.

The Effects of Virtual Reality Used in Healthcare Education on Cybersickness and Sense of Presence: A Systematic Review

Abstract The purpose of this systematic review was to present the current state of the science related to healthcare students’ outcomes associated with virtual reality effects on cybersickness and sense of presence. Results of the database searches of MEDLINE/PubMed, Scopus, ISI Web of Science, CINAHL, and Cochrane identified 101 articles. Seven articles were isolated for inclusion in this review. The primary search terms were “healthcare students,” “virtual reality,” “cybersickness,” and “sense of presence.” The studies were published between 2016 and 2020 and were conducted in Israel, the United States, the United Kingdom, Singapore, Belgium, and Brazil. The research design was quasi-experimental in six studies and experimental design in one study. Interventions were mostly carried out with nursing, medical, and dental students. Three studies used immersive virtual reality simulation with a head-mounted display, while the others used non-immersive three-dimensional visuals. According to the results, students perceived a high sense of presence and a low level of cybersickness in virtual reality simulations. There is limited robust research exploring healthcare students’ outcomes related to virtual reality on cybersickness and sense of presence.

Uncovering the factors underlying collaboration outcomes in interprofessional education: A preliminary investigation involving healthcare students

BackgroundInterprofessional education (IPE) incorporates healthcare students from various disciplines to learn with, about, and from one another, aiming to foster effective collaboration. However, the factors that promote these collaboration outcomes remain elusive. Recognizing this knowledge gap, this study utilizes self-determination theory applied in a ten-day IPE programme. The study aims are twofold: to clarify the potential influence of personal factors (autonomy, competence, and relatedness) and environmental factors (clear goals and technology support) on collaboration outcomes (team goal achievement and team effectiveness) and to examine the effect of the IPE on these outcomes. MethodologyThe study utilized an IPE programme that integrated asynchronous and synchronous learning methods across two institutions in Hong Kong and the United Kingdom. This involved 147 students from diverse healthcare disciplines who were enrolled in the IPE programme. A pre- and post-test design was employed to examine programme effects. Multiple regression analysis was conducted to explore the factors influencing these outcomes, while paired samples t-tests were used to evaluate the effect of the IPE programme on collaboration outcomes. ResultsAmong the personal factors, a sense of relatedness emerged as an important predictor of team effectiveness and goal achievement. Clear goals and technology support positively influenced collaboration outcomes. A paired samples t-test indicated significant improvements in collaboration outcomes after the IPE simulation. ConclusionThese findings highlight the importance of designing a large IPE programme that meets basic psychological needs (especially the sense of relatedness) and provides clear goals and adequate technology support in the IPE context. This study is helpful to understand how personal and environmental factors promote the collaboration outcomes in medical education and provide insights for future IPE curriculum development.

Impact of a first-year medical student patient navigation initiative on healthcare access and students' skills

Background: Medical schools with complex patient populations, characterized by linguistic diversity and uncertain immigration status, face challenges in imparting essential skills in patient care, particularly in understanding healthcare barriers, building rapport, and fostering empathy. A South Florida medical school with a predominantly non-English-speaking and undocumented patient population piloted a Patient Navigation (PN) program within the first-year curriculum to address these challenges. We present the student feedback from the program’s first two years to guide medical schools in simultaneously caring for this unique patient population, with the aim of enhancing medical education. Methods: This program diverged from traditional Patient Navigation approaches by leveraging specialized hospital-associated translation services and collaborating with the Health System's Financial Assistance program. We performed a crosssectional study on student feedback surveys to identify program features significantly associated with a satisfying PN experience, and to provide insights to optimize and refine the program for future implementations. Results: The program engaged 245 out of 306 first-year medical students in PN for 118 patients. Successful contact was established with 55% of patients and 70% achieved their navigation objectives. Satisfaction metrics revealed that students given patients were nearly five times more satisfied than their counterparts. This positively impacts both student experience and patient outcomes, showcasing the program's effectiveness in bridging healthcare disparities. Discussion: The PN program proved successful in linking low-risk patients to follow-up care, offering medical students first-hand exposure to the challenges of care for primarily non-English-speaking and undocumented populations. The initiative aimed to enhance healthcare access for marginalized patients while providing medical students with an immersive understanding of patient-centric care beyond conventional curricular offerings. Key lessons learned include improving communication channels between students and patients, and optimizing community resources for streamlined patient support. Future iterations will prioritize these lessons, emphasizing cultural competence and patient advocacy to enhance both student education and patient care outcomes.

The Influence of Ceftriaxone Medicine on Youth Health: A Case Study of Kabul University

This study investigates patterns and determinants of Ceftriaxone use among Kabul University students, aiming to inform strategies for promoting rational antibiotic use and mitigating antibiotic resistance. A cross-sectional survey was conducted with 165 students using a structured questionnaire to assess Ceftriaxone usage patterns, awareness of antibiotic resistance, healthcare accessibility, and affordability perceptions. Results indicate varying levels of Ceftriaxone use among students, with 40% reporting high usage primarily for bacterial infections. Moderate awareness of antibiotic resistance was observed, yet concerns about resistance development were prevalent among respondents. Healthcare services were perceived as moderately accessible and somewhat affordable, although disparities existed across student demographics and provinces. Key findings underscore the need for targeted educational campaigns to enhance understanding of antibiotic resistance and promote prudent antibiotic use practices among students. The study's implications extend to healthcare policy and practice, advocating for improved communication between healthcare providers and students regarding antibiotic prescriptions. Future research should focus on longitudinal studies to track changes in antibiotic usage patterns and assess the effectiveness of educational interventions in improving antibiotic stewardship among university populations.

Graduate Healthcare Students' Mental Health: A Pilot Study

Graduate Healthcare Students' Mental Health: A Pilot Study

A longitudinal examination of the measurement properties and invariance of the Sleep Condition Indicator in Chinese healthcare students

BackgroundThe Sleep Condition Indicator (SCI), an insomnia measurement tool based on the updated Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria with sound psychometric properties when applied in various populations, was evaluated here among healthcare students longitudinally, to demonstrate its measurement properties and invariance in this particularly high-risk population.MethodsHealthcare students of a Chinese university were recruited into this two-wave longitudinal study, completing the simplified Chinese version of the SCI (SCI-SC), Chinese Regularity, Satisfaction, Alertness, Timing, Efficiency, Duration (RU_SATED-C) scale, Chinese Patient Health Questionnaire-4 (PHQ-4-C), and sociodemographic variables questionnaire (Q-SV) between September and November 2022. Structural validity, measurement invariance (MI), convergent and discriminant validity, internal consistency, and test–retest reliability of the SCI-SC were examined. Subgroups of gender, age, home location, part-time job, physical exercise, and stress-coping strategy were surveyed twice to test cross-sectional and longitudinal MI.ResultsWe identified 343 valid responses (62.9% female, mean age = 19.650 ± 1.414 years) with a time interval of seven days. The two-factor structure was considered satisfactory (comparative fit index = 0.953–0.989, Tucker–Lewis index = 0.931–0.984, root means square error of approximation = 0.040–0.092, standardized root mean square residual = 0.039–0.054), which mostly endorsed strict invariance except for part-time job subgroups, hence establishing longitudinal invariance. The SCI-SC presented acceptable convergent validity with the RU_SATED-C scale (r ≥ 0.500), discriminant validity with the PHQ-4-C (0.300 ≤ r < 0.500), internal consistency (Cronbach’s alpha = 0.811–0.835, McDonald’s omega = 0.805–0.832), and test–retest reliability (intraclass correlation coefficient = 0.829).ConclusionThe SCI-SC is an appropriate screening instrument available for assessing insomnia symptoms among healthcare students, and the promising measurement properties provide additional evidence about validity and reliability for detecting insomnia in healthcare students.

Longitudinal measurement invariance and psychometric properties of the Patient Health Questionnaire-Four in China

BackgroundDepression and anxiety symptoms among medical students are often a concern. The Patient Health Questionnaire-Four (PHQ-4), an important tool for depression and anxiety screening, is commonly used and easy to administer. This study aimed to assess and update the longitudinal measurement invariance and psychometric properties of the simplified Chinese version.MethodsA three-wave longitudinal survey was conducted among healthcare students using the PHQ-4. Structural validity was based on one-factor, two-factor, and second-order factor models, construct validity was based on the Self-Rated Health Questionnaire (SRHQ), Sleep Quality Questionnaire (SQQ), and Rosenberg Self-Esteem Scale (RSES), and longitudinal measurement invariance (LMI), internal consistency, and test–retest reliability were based on structural consistency across three time points.ResultsThe results of the confirmatory factor analysis indicated that two-factor model was the best fit, and LMI was supported at three time points. Inter-factor, factor-total, and construct validity correlations of the PHQ-4 were acceptable. Additionally, Cronbach’s alpha, McDonald’s omega, and the intraclass correlation coefficient demonstrated acceptable/moderate to excellent reliability of the PHQ-4.ConclusionsThis study adds new longitudinal evidence that the Chinese version of the PHQ-4 has promising LMI and psychometric properties. Such data lends confidence to the routine and the expanded use of the PHQ-4 for routine screening of depression and anxiety in Chinese healthcare students.

Interprofessional competency in clinical students: validating the Clinical student version of the Japanese Self-assessment Scale of Interprofessional Competency (C-JASSIC)

ABSTRACT In this study, we developed and validated the Clinical Student Version of the Japanese Interprofessional Competency Self-Assessment Scale (C-JASSIC) for healthcare students in their clinical practice phase. Data obtained from 331 students (medical, 98; nursing, 99; pharmacy, 134) during orientation for interprofessional education (pre-IPE) and from 319 students (medical, 94; nursing, 93; pharmacy, 132) within a week following IPE (post-IPE) were analyzed. Exploratory pre-IPE and Confirmatory post-IPE factor analyses revealed a consistent 6-factor structure aligning with the Japanese Interprofessional Competency domains. The scale exhibited strong internal consistency, with Cronbach’s α values exceeding 0.8 for all factors both pre- and post-IPE. Scores for overall competency and individual domains increased post-IPE in 234 matched cases. A notable significant pre vs post difference concerned “Understanding of Others,” indicating enhanced interprofessional comprehension after clinical practice. There was a weak but significant positive correlation between IPE satisfaction and difference in pre- and post-IPE scores. However, no significant differences were observed among medical, nursing, and pharmacy students. Despite its strengths, such as its competency-based design and cultural relevance to Japan, a limitation of the study may be potential self-reporting bias. Nonetheless, C-JASSIC represents a valuable tool for seamless competency evaluations from student to professional stages, with implications for broader Asian contexts.

In-Person Versus Online Training in Simulations of Helping Babies Breathe: A Randomized Controlled Trial.

Birth asphyxia is a leading cause of neonatal deaths, but simple interventions may prevent it. The Helping Babies Breathe (HBB) course has significantly reduced neonatal mortality ratesin lower and middle-income countries (LMICs) by training healthcare providers (i.e. midwives and nurses) on the essential skills of bag-and-mask ventilation and postnatal care. Although several studies have supported the efficacy of virtual learning in other medical education programs, there is still a lack of knowledge regarding a virtual approach to HBB. This study aims to compare the effectiveness of online versus in-person learning of the HBB course among medical and nursing students. The study is a two-arm parallel randomized non-inferiority controlled trial, that includes medical and nursing students. Participants were randomly assigned to either online or in-person debriefing during the hands-on simulations of HBB. They attended a pre-recorded lecture before being assigned to one of three instructors for the simulation lab. Participants completed a seven-point anonymous Likert-based questionnaire and a standardized Debriefing Assessment for Simulation in Healthcare Student Version (DASH-SV) Short Form. The primary outcome was the Objective Structured Clinical Exam (OSCE) grade. The trial is listed on ClinicalTrials.gov with the registration number NCT05257499. 47 participants completed the study, with similar baseline characteristics in each arm (gender, age, and class). The participants in both arms reported high levels of satisfaction and confidence, with no significant difference between the two arms. The DASH score over 7 was also similar in the online arm(6.27±0.26) compared to the in-person arm (6.55±0.13) (p=0.07). The mean OSCE scorein the online arm (45.8±5.2) was comparable to the mean OSCE score in the in-person arm (41.3±5.0) (p=0.22). Both online and in-person participants failed the OSCE. The survey responses conveyed that online simulation training is comparable to in-person simulation for the HBB course. Both online and in-person participants failed the OSCE most likely because they needed more training on HBB. This could be due to the fact that the material is too new to the students who needed more practice to pass the OSCE. Further research is needed to confirm these results and explore the long-term impact of online neonatal resuscitation training.