One-year Program Research Articles

Developing a Family Medicine Program in Jordan: appraisal of trainees and trainers and final assessment outcomes

Introduction Curriculum development in medical education, particularly in family medicine, is essential for preparing healthcare professionals to meet evolving patient needs. This article examines the development of a Family Medicine program in Jordan, focusing on challenges, methodologies, and outcomes. Methods The curriculum was developed through collaboration between Jordanian and European universities, emphasizing core family medicine principles, evidence-based practice, and local context. Two cohorts of trainees participated in the one-year program, which used a 'whole task learning model' covering communication, clinical knowledge, and community health. Feedback was gathered through focus group interviews with trainers and trainees, and pre- and post-test data were analyzed to assess effectiveness. Results Feedback indicated positive perceptions among trainers and trainees. Trainees valued the transition to Arabic-led lectures, improved primary care understanding, and trainer engagement. Strengths included evidence-based guidelines and patient interaction emphasis. Areas for improvement included more face-to-face training and practical opportunities. Trainers suggested enhancing practical skills training and increasing Arabic materials. Despite pretest score variations, both cohorts showed significant improvement. Challenges such as non-participation and cheating highlighted the need for regular attendance and academic integrity. Conclusion The research underscores the importance of feedback from trainees and trainers in curriculum development. Continuous improvement, comprehensive assessment, and prioritizing linguistic and cultural relevance are crucial for enhancing primary care delivery in Jordan.

How a buddy scheme created social and intercultural space for international and home students

Buddy schemes are a form of learning intervention that create a space for students to support each other by ‘sharing knowledge, ideas and experience between [...] participants’ (Boud, 2001, p.3). The author set up and conducted research to evaluate a buddy scheme to support international Nursing students on a one-year programme by matching them with a home-student buddy studying at the same level. This small-scale, qualitative study sought to investigate international and home students’ experiences of participating in the buddy scheme. An online survey asked students to evaluate their access to social and academic support before and during the scheme through textual and numerical questions. A self-selecting subgroup of participants subsequently took part in semi-structured interviews to reveal their experiences and insights. These were recorded and transcribed before the data were analysed using inductive textual analysis to identify key themes. In line with wider literature, this study found peer support has a positive influence on international students’ socio-cultural transition (McPherson, Punch and Graham, 2017; Shu et al., 2020; WONKHE, 2022), yet it is also ‘mutually beneficial’ (Boud, 2001, p.3), having a positive impact on both groups of students. Home students valued the opportunity to build relationships with peers they would not have otherwise met (Bethel, Ward and Fetvadjiev, 2020). This opportunity for intercultural exchange enriched their experience too. As such, this study adds weight to existing evidence that buddy schemes are a useful means by which UK universities can support international and home students.

Educational intervention to raise awareness and foster responsibility for Chagas disease risk factors in the rural community of Texca, Guerrero, Mexico.”

Problem consideredChagas disease is a vector-borne parasitic infection considered of public health importance. For farmers and residents of endemic areas, vectors are part of their day to day life and they often lack awareness of their infectious potential, so the risk they pose is not a main concern in their lives. So far, existing measures set in place to eradicate the vector have not been effective long-term. MethodsIn this study, a one-year program was designed and implemented to inform and assess the knowledge, attitudes, and perceptions of 81 parents or heads of household regarding the risk of transmission and prevention of Trypanosoma cruzi infection. The program aimed to raise awareness of the crucial role they play in the prevention and control of vectors associated with Chagas disease. ResultsAfter educational interventions, a notable increase in the percentage of knowledge regarding the parasite, transmission factors, and Chagas disease was observed. ConclusionThis might suggest that properly implementing educational interventions within the population, with training from health professionals and through public programs, will allow for the reduction of infection risks. In the long term, it could significantly reduce the incidence of the disease in the region and state.

159 Qualitative insights into the skills development, health outcomes, and school experience of adolescent peer-leaders of a physical activity programme in second level schools

Abstract Purpose The Active School Flag (ASF) is a whole-of-school, physical activity (PA) programme in Ireland. At second level, student leadership is central to ASF, as adolescents aged 15–16 years in Transition Year (TY), are peer-leaders (PL) of ASF in their school. TY is a one-year programme unique to Ireland, that provides adolescents with skills and personal development opportunities. PLs receive leadership training and have a dedicated weekly class to plan the delivery of whole-of-school PA events and surveys. This study explored the impact on PL skills development, health outcomes, and school experience. Methods In April and May 2023, focus groups were conducted with PL (n = 33, 67% female) in eight schools during their second year of ASF. PL were asked about their experience of implementing ASF. Data were analysed using reflexive thematic analysis informed by Braun and Clarke, (2019). Five themes and 29 subthemes were generated. Results Themes included: (1) Enhanced personal development through ASF, (2) ASF builds community in the school, (3) Value and recognition of ASF in the school community, (4) Without ASF school would be plainer, (5) PL experience of their participation in ASF. Findings demonstrate the impact of key ASF intervention components on PL skills, health, and school experience. PL developed transferable skills including verbal and written communication (theme 1) through dissemination of whole-of-school survey results and sharing PA messages with school members. Shared leadership training supported PL to feel part of a group (theme 2) and facilitated a comfortable social and learning environment (theme 4). Attending ASF weekly timetabled class stimulated a positive mood among PL (theme 5). Although PL felt school members supported them (theme 3) during whole-of-school PA events, some PL experienced anxiety and frustration working with school members (theme 5). Conclusions Results provide valuable information to inform school staff and management how leading ASF can influence adolescents, including developing transferable skills, enhancing social and mental health, and supporting a positive school experience. These insights highlight the potential impact of a whole-school PA programme on a broad range of outcomes, demonstrating the added value of student-led initiatives. Funding Source Mayo Education Centre, Healthy Ireland

Estimating the effect of intergroup contact over years: evidence from a youth program in Israel

AbstractWe study how an intervention combining youth intergroup contact and sports affects intergroup relations in the context of an active conflict. We first conduct a randomized controlled trial (RCT) of one-year program exposure in Israel. To track effects of a multiyear exposure, we then use machine-learning techniques to fuse the RCT with the observational data gathered on multiyear participants. This analytical approach can help overcome frequent limitations of RCTs, such as modest sample sizes and short observation periods. Our evidence cannot affirm a one-year effect on outgroup regard and ingroup regulation, although we estimate benefits of multiyear exposure among Jewish-Israeli youth, particularly boys. We discuss implications for interventions in contexts of active conflict and group status asymmetry.

A Mixed-Method Study of Pre-service Teachers’ Self-efficacy in the Indonesian Teacher Professional Education Program

<p><span lang="EN-US">In order to enhance the quality of national teacher selection in Indonesia, the government has introduced the Pre-service Teacher Professional Education Program (PTPE). This one-year program follows a four-year undergraduate degree and aims to produce highly qualified teachers. Teachers’ self-efficacy, which refers to the belief in one's ability to perform teaching tasks successfully, is essential in ensuring effective education. When pre-service teachers have a strong sense of efficacy during their education programs, they are more likely to be confident in assisting students in achieving learning goals. Accordingly, this study aimed to examine the pre-service teachers' self-efficacy level and identify the significant factors contributing to their development. The researchers employed an explanatory sequential mixed-method approach (Creswell, 2012) involving 37 pre-service teachers to achieve a comprehensive understanding. The study utilized the Teachers’ Sense of Efficacy Scale, the Sources of Self-Efficacy Inventory, and interviews as data collection instruments. The findings revealed two primary outcomes: 1) pre-service teachers exhibited an excessively high measure of self-efficacy, and 2) mastery experience, vicarious experience, verbal persuasion, and psychological arousal significantly contributed to pre-service teachers’ self-efficacy. The implications of this research extend to future investigation, the PTPE program, teacher educators, teacher tutors, and school leaders to support the development of pre-service teachers’ self-efficacy.</span></p>

The Diabetes Remission in India (DiRemI) study: Protocol for a prospective matched-control trial.

The global rise in diabetes, particularly in India, poses a significant public health challenge, with factors such as limited awareness, financial strain, and cultural considerations hindering its effective management. Although lifestyle changes have shown promising results, their consistent implementation and maintenance continue to pose challenges. Most studies have focused primarily on dietary modifications, overlooking other essential aspects of lifestyle intervention. The DiRemI study aims to address these gaps by evaluating the efficacy of a comprehensive one-year program that combines diet, exercise, psychological support, and medical management to achieve weight loss, diabetes remission, and improved glycemic control among patients with type 2 diabetes (T2D) in India, while also considering the unique needs of the Indian population. The DiRemI study is a prospective, open-label, matched-group trial aimed at assessing the impact of a one-year online integrated intensive lifestyle intervention (ILI) comprising dietary modifications, physical activity, psychological support, and medical management on weight loss and remission in adult T2D patients (aged 30-70 years), with a body mass index (BMI) between 25 and 35 kg/m2, and disease duration of <15 years. ILI will be compared with routine medical care (RMC). Participants will be recruited from three clinics: one providing ILI and two others providing RMC. The co-primary outcome will be weight loss and remission at 12 months, with a follow-up at 18 months. The proposed sample size is 360 participants (180 each in intervention and control group). The DiRemI study represents the first large-scale remission study in India to show the effectiveness of an integrated approach in the remission and management of T2D and its complications. The findings of this study hold the potential to report evidence-based strategies for managing T2D both in India and globally, thus alleviating the substantial burden of diabetes on public health systems. Clinical Trials Registry, India (Registered Number: CTRI/2023/06/053885).

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Creating and supervising expressive arts groups for migrant families on the Mexican border

Voces, a coalition of volunteer expressive arts therapists, created a one-year programme for Central American migrants at a large Mexican shelter on the US border during 2020–21. A team of four psychosocial professionals at the shelter were trained via an online course and weekly self-care and supervision. Two Hispanic members of Voces guided the team in using music, dance, role-play, stories and art to help address the high levels of anxiety, post-traumatic stress disorder (PTSD) and depression shown by the evaluations of 900 migrants waiting up to a year for US entry. The Voces members guided shelter professionals to create expressive arts groups for different ages of children and for parents. With scarce materials, online resources like Pixar/Disney shorts and Pinterest posters, culturally relevant music and cartoons were used to address emotional regulation, conflict resolution, attachment and self-concept.

Pro: Integrated Five-Year Anesthesiology Residency Should Be Implemented Widely

Pro: Integrated Five-Year Anesthesiology Residency Should Be Implemented Widely

Perception of National Youth Service Corps (NYSC) among corps medical doctors in Nigeria: a cross-sectional study

BackgroundThe National Youth Service Corps (NYSC) is a compulsory one-year programme for graduates of tertiary schools including doctors. This study was conducted to find out the benefits and challenges of the programme among corps medical doctors as well as their treatment in their places of primary assignment (PPAs). The study would influence policymaking so as to improve the experiences of corps medical doctors and help NYSC to achieve its objectives.MethodsA descriptive cross-sectional survey was conducted among 399 medical doctors doing their compulsory national youth service in Nigeria. The research instrument was developed by the researchers and pretested before use. The outcome variables were: overall benefit, overall challenge and overall PPA treatment. The data obtained were analyzed using descriptive statistics and chi-square test using p < 0.05.ResultsMajority of respondents (83.5%) believed that the scheme offered one or more benefits to corps medical doctors (overall benefit). These benefits include exposure to new culture (47.6%), gaining medical/surgical skills (36.3%) and finding a lover/spouse (4.5%). Similarly, most of respondents (89.2%) reported one or more challenges (overall challenge). Some of the challenges reported include; no provision of accommodation (51.6%), poor remuneration (44.7%) and exploitation of corps doctors by their employers (41.4%). There was a statistically significant association between overall benefit and region of deployment (p value: 0.013). Region of deployment and marital status were found to have a statistically significant association with the overall challenge with p-values of 0.031 and < 0.001 respectively. Overall treatment at PPAs was mostly reported to be bad (77.2%) and it had a statistically significant association with marital status (p-value: 0.002) and religion (p-value: 0.024).ConclusionMost respondents reported poor PPA treatment and this calls on the government and other stakeholders to take drastic measures to improve the welfare of corps medical doctors in order to positively influence their perception of the scheme and encourage their continued participation.

Comparing Objective and Subjective Assessments of Traction in Shoulder Dystocia Simulation Training

OBJECTIVE: The assessment of participants’ applied traction to the fetal mannequin’s head during a simulated shoulder dystocia (SD) management sequence has not been evaluated for inter- or intra-rater reliability. We sought 1) to compare preceptors’ subjective assessments of applied force to the objective measurements derived from embedded force sensors; 2) to determine whether simulation training that includes assessment of force reduces participants’ applied traction; and, 3) to determine whether force-based simulation training improves recognition of SD and reduces brachial plexus injury (BPI) in the clinical setting. METHODS: Participants completed a baseline assessment in which they were asked to manage a case of SD using a task trainer (PROMPT, Limbs & Things) that includes a fetal mannequin that measures traction applied to the head. Two preceptors subjectively determined whether traction on the fetal head was appropriate. Participants completed training and then performed the same scenario for the final assessment. Clinical outcomes of SD deliveries were compared before and after a one-year program of simulation training of all L&D providers. RESULTS: There was poor agreement between preceptors’ subjective assessments of force and the objective force measurements, with kappa scores ranging from 0.04-0.17, poor inter-rater reliability (ICC = 0.2905) and intra-rater reliability (ICC =0.4391). Nevertheless, the mean peak force applied to the fetal mannequin decreased from 87N at the baseline assessment to 70N at the final assessment. Clinically, training increased awareness of SD and the decreased the rate of SD-associated BPI. (Table) CONCLUSION: SD simulation training is effective at decreasing the amount of force applied to the fetal head. Objective measurement of force is an important aspect of SD simulation training as preceptors are unable to reliably estimate force

Impact of collaborative health education and leadership programme on pharmacy education in Zimbabwe

To ameliorate the impact of brain drain on quality of education at the University of Zimbabwe, the Health Education Advanced Leadership in Zimbabwe (HEALZ) programme was implemented in 2012. The authors present a retrospective narrative review of the pharmacy educators’ activities under the programme, and the impact on pharmacy education. Five pharmacy educators were enrolled into the one-year programme between 2016 and 2020. The programme consisted of three intensive one-week face-to-face sessions focused on health professions education. In between the sessions, the educators conducted needs’ assessments to establish gaps in pharmacy training and developed curricula in the areas of herbal medicine, snakebites, drug-herb interactions, oncology, and health economics. Thereafter, they delivered seven conference abstracts and nine continuing professional development training sessions. The pharmacy educators are now working on transferring the HEALZ programme to the two new pharmacy training institutions, to strengthen the pharmacy education workforce across the country.

Belonging, trust and social isolation: the move on-line during the time of COVID – A longitudinal study

The move to on-line teaching in UK higher education was swift and dramatic as the Covid pandemic drove society into lockdown. Programmes and modules traditionally taught face to face were suddenly converted to be delivered in an on-line format. This research explores the experience of this process over an academic year, at all levels of educational progression, from first year undergraduates, to post-graduates on a one-year programme. Using a qualitative focus group strategy, this research project investigated key themes of motivation and engagement, and the impact the move on-line had on the students sense of belonging, the formation of trust, and the impact on social isolation. The main finding of this research are that programmes of study that move on-line must focus on more than simple issues of delivery, but recognise the significance of the socio-emotional dimensions of study and the need to build networks and relationships, in order to establish, grow, and maintain motivation and engagement.

Design Artifacts: Understanding how Entrepreneurs use Artifacts during Opportunity Development

Design research recognizes the relational and temporal dimensions inherent(ly relevant) to new venture creation, and these aspects receive increasing attention in entrepreneurship research. The current study examines how entrepreneurs use artifacts during early stages of opportunity development from a design perspective. To do so we draw on insights from previous research on artifacts in entrepreneurship studies and apply them to a qualitative study of longitudinal data. This was collected in the form of weekly diary reports from thirteen during a one-year program in a business incubation setting. By identifying seven distinct roles in which entrepreneurs employ artifacts in interaction with relevant stakeholders, a design model of opportunity development as artifact-based problem-solving is derived. The results of our study provide a more nuanced understanding of which and why artifacts are used by entrepreneurs during opportunity development, advance our understanding of the way in which artifacts facilitate the co-creation of entrepreneurial opportunities as well as offer practitioners with concrete illustrations on how to consciously use artifacts for successful opportunity development.

Make IT Work: The Labor Market Effects of Information Technology Retraining in the Netherlands

The aim of this paper is to evaluate the effects of an active labor market program (ALMP) for higher educated workers in the Netherlands. The one-year program is characterized by six months of full-time IT retraining followed by a six-month internship. We estimate the effects of participating on earnings per month and working days per month. The results show significant lock-in effects during the program, lasting up to five months after program start. After this lock-in period, we find significant positive effects on earnings and working days. These positive effects remain significant until the end of the 36-month evaluation period. A conservative cost–benefit analysis based on the effects on earnings shows a return of 2.53% (95% CI 2.02–3.04%), which is low compared to the returns to education in the Netherlands of around 8%. We conclude that IT retraining has positive effects on the labor market outcomes of the participants yet relatively low returns.

Participant experiences of the One-year Yoga Prana Vidya intensive residential programme: A qualitative research study

Introduction: This study explored the outcomes of a One-year Yoga Prana Vidya intensive residential programme with 27 selected participants. The intervention model included components of Physical exercises, Yogic breathing exercises, forgiveness sadhana, various meditations and Yoga Prana Vidya (YPV) energy healing protocols for self and others. Methods: This is a qualitative study to know the experiences of the participants. For data collection, research interviews of all 27 participants were conducted at the end of the programme using open-ended questions. The audio recordings were transcribed, and the contents were analysed for patterns and themes. Results: Five themes emerged from data analysis. Theme 1 showed that a strong purpose of spiritual development motivated majority of participants. Theme 2 identified perceived benefits and multidimensional achievements of participants which are, health improvements, spiritual development, and personal development. Theme 3 relates to some Challenges/difficulties faced in the course of the programme and how they succeeded to overcome. Theme 4 is about their short-term and long-term goals after completing the programme. Theme 5 is their overall experience that summarises it as priceless programme and a great opportunity in life not to miss. Conclusions: Results showed that the purpose of conducting this unique intensive inhouse one-year program is very well accomplished in training and generating leaders with clarity and needed competencies to bring, sustain and promote holistic health for people including physiological and psychological health, together with improving the personality and character building and accelerated spiritual development. This is aligned to the YPV Great Vision of achieving at least one trained healer per family to boost and sustain immunity of entire family and promote good health, peace, happiness and harmony at home and work place. This is a programme of a unique mission to promote multi-dimensional development of participants besides holistic health and peace globally.

Model Pengelolaan Fullday School untuk Menumbuhkan Karakter Islami pada Siswa SMA di Kota Surakarta

Perkembangan sistem pendidikan semakin hari semakin dinamis dan massif. Sistem dan model pembelajaran dikembangkan untuk dapat memberikan suatu dampak positif dalam pengembangan karakter peserta didik. Penelitian ini secara spesifik bertujuan untuk mendeskripsikan dan menjelaskan tentang model pengelolaan full day school di Sekolah Menengah di Surakarta. Dengan menggunakan metode purposive random sampling, maka ditentukan SMA Muhammadiyah I Surakarta dan SMA Al-Abiding Boarding School sebagai sumber data dalam penelitian ini. Teknik pengumpulan data yang dilakukan dengan tiga cara, yaitu observasi lapangan, wawancara, dan dokumentasi. Dari hasil penelitian ditemukan bahwa dalam mengelola sistem full day school terdapat beberapa tahapan, diantaranya adalah tahap perencanaan, tahap penyusunan program kerja tahunan, dan tahap manajemen kelas. Program perencanaan dimulai dengan evaluasi kegiatan belajar mengajar tahun ajaran yang sudah berlangsung dan peninjauan visi-misi sekolah. Penyusunan program disampaikan pada saat rapat penyusunan program yang dihadiri oleh semua warga sekolah untuk selanjutnya program-program selama satu tahun ke depan. Manajemen kelas dalam sistem fullday school diantaranya adalah manajemen penyusunan jadwal pelajaran, manajemen jam istirahat, pemberian ice breaking, serta manajemen kegiatan keagamaan dan program unggulan.

The influence of non-clinical pharmacists\u2019 understanding of and attitudes towards pharmaceutical care on their willingness to serve as clinical pharmacists in China

BackgroundThe shortage of clinical pharmacists is severe in China, and transferring non-clinical pharmacists into clinical pharmacists serves as a feasible solution to this problem. In China, a one-year training programme is available for non-clinical pharmacists, and those who have finished the programme are certificated as clinical pharmacists. However, not all non-clinical pharmacists are willing to serve as clinical pharmacists, and their willingness to serve as clinical pharmacists may be related to their attitudes towards pharmaceutical care. This study aims to test whether non-clinical pharmacists’ attitudes towards pharmaceutical care is positively correlated with their willingness to serve as clinical pharmacists.MethodsA cross-sectional survey was conducted in secondary and tertiary hospitals in China to collect non-clinical pharmacists’ basic demographic information, attitudes towards pharmaceutical care and willingness to serve as clinical pharmacists. An ordered logistic regression analysis was performed to test the relationship between non-clinical pharmacists’ attitudes towards pharmaceutical care and their willingness to serve as clinical pharmacists.ResultsOne thousand five hundred eighty non-clinical pharmacists from 755 hospitals were invited to participate in the study. Finally, 1308 valid responses were obtained and the response rate reached 82.78%. The regression results (R2 = 0.052, chi-square = 174.024, p < 0.0001) suggested that attitudes towards pharmaceutical care had a positive impact on non-clinical pharmacists’ willingness to serve as clinical pharmacists (p < 0.01). Control variables, such as age (p < 0.05), marital status (p < 0.05), professional title (p < 0.1), educational level (p < 0.1), salary expectations (p < 0.01) and experience providing pharmaceutical care (p < 0.01), also influenced non-clinical pharmacists’ willingness to serve as clinical pharmacists.ConclusionsBased on the results, suggestions are made to increase non-clinical pharmacists’ willingness to serve as clinical pharmacists.

Integrating theory and practice in physical education: preservice teachers’ views on practitioner research

ABSTRACT Practitioner enquiry is a well-established approach to professional learning that can facilitate teachers’ pedagogical knowledge and improve their educational practice. That said, practitioner enquiry is less frequently seen in physical education (PE) initial teacher education and in the general practice of PE teachers. This study examines the experiences and perceptions of 17 secondary PE preservice teachers (PTs) who completed a small-scale practitioner enquiry as part of their one-year postgraduate initial teacher education programme. A questionnaire and group interviews – conducted before, during, and at the end of the small-scale enquiry – were used to generate data. The findings revealed that the practitioner enquiry promoted greater collaboration between the PTs and their school-based mentors as they worked together to develop their shared understanding of the teaching and learning process. The practitioner enquiry also facilitated the PTs’ critical engagement with pedagogical research, enhanced their curricular knowledge and nurtured their independent professional identity.