Development, implementation, and evaluation of the elective course "Holistic Marketing in Pharmacy".

Patient with pluripathology-centered care: The patients' voice and the professionals' vision

Cultivating compassion in the midwifery workplace culture to strengthen workforce resilience: An ecological futures approach and qualitative Scottish study.

There is a recognised desire to teach amongst GP trainees yet limited formal opportunities to do this. There are known benefits of near-peer teaching to both teacher and learner, but minimal research investigating the role of GP trainees as teachers in a clinical setting. This study aims to evaluate the views of GP trainees participating in a teaching scheme piloted at the University of Manchester. This mixed-methods study was conducted over a three-year period. In years one and three, evaluation was undertaken using questionnaires comprising Likert scale items and free-text responses (n = 11). In the second year, qualitative data was collected via a focus group with GP trainees following their teaching experiences (n = 8). Subsequently, a thematic analysis was conducted. GP trainees reported benefits including improved clinical skills, job satisfaction and development of leadership skills. There was a noted impact on their teaching skills, as GP trainees demonstrated their ability to be adaptable to learners' needs and develop interactive, structured teaching sessions. The main challenges identified were organisation and time management, balancing responsibilities and adapting to student needs. Trainees unanimously felt the scheme allowed them to meet their portfolio requirements, develop their teaching skills and made them more likely to consider pursuing medical education as part of their future careers. All participants expressed a desire to continue with teaching and reported improved job satisfaction. Participation in a near-peer teaching scheme can have significant positive impacts on GP trainees' personal and professional development. Despite some challenges, trainees reported numerous benefits from undertaking the scheme. Formal teaching opportunities for GP trainees could contribute to the development of a skilled and motivated future workforce of clinician-educators in general practice.

Learning & professional development: WAIT: Setting expectations in hospitalized patients.

Conferences are critical but often underleveraged vehicles for advancing nursing practice and leadership. Barriers, including staffing constraints, costs, and limited organizational support, dampen access and impact. This article offers a practical, structured approach that positions conference attendance as a strategic investment for both nurses and healthcare organizations. Scientific conferences serve as vital platforms for the exchange of knowledge, ideas, and advancements across disciplines. These gatherings bring together practitioners, researchers, scholars, and leaders, fostering collaboration and innovation. Through presentations, workshops, and discussions, attendees share emerging findings and methodologies, contributing to collective growth and advancement. Conferences provide opportunities for networking, enabling professionals to establish valuable connections and partnerships that may lead to future collaborations and interdisciplinary projects. Moreover, they create forums for peer review, where participants receive constructive feedback on their work, refine their approaches, and identify new directions for inquiry. Ultimately, these events shape clinical practice, operational strategies, and research priorities, thereby advancing both healthcare delivery and professional development.

Nurses are central to cancer care for children and adolescents, yet no comprehensive synthesis has defined essential core competencies for pediatric oncology nursing (PON) practice internationally, particularly in Latin America and the Caribbean (LAC). This scoping review mapped and synthesized evidence on PON competencies relevant to clinical practice, education, and research in LAC settings. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses-extension for scoping reviews (PRISMA-ScR) and Joanna Briggs Institute (JBI) guidance, we searched Medical Literature Analysis and Retrieval System Online (MEDLINE)/PubMed, Cochrane Library, Excerpta Medica Database (EMBASE), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Science, Scopus, ScienceDirect, and Latin American and Caribbean Health Sciences Literature (LILACS), and additional sources, including ProQuest Dissertations & Theses Global, British Library, Google Scholar, medRxiv, ClinicalTrials.gov, and the World Health Organization (WHO)-International Clinical Trials Registry Platform (ICTRP), from inception to December 31, 2023, without language restrictions. Two independent reviewers performed study selection, data extraction, and synthesis. A total of 50 studies published between 1987 and 2021 were included. Most were quantitative or expert opinion (n=46), with 21 (42%) addressing clinical practice, 16 (32%) education, and 13 (26%) research. Methodological quality was moderate to high according to JBI appraisal tools. Across studies, 28 core competencies were identified and grouped into six domains: clinical and supportive care (n=16; 57.1%), education and research (n=4; 14.3%), leadership and professional development (n=3; 10.7%), engagement, advocacy and promotion (n=2; 7.1%), interprofessional collaboration across the cancer care journey (n=2; 7.1%), and health policy and service development (n=1; 3.6%). This review synthesizes PON competencies relevant to LAC. Mapping these competencies identifies priorities for workforce development, education, and research and may support efforts to strengthen PON capacity and improve the quality of childhood cancer care across diverse health systems.

Implementing gestational weight gain guidelines in midwifery practice: A qualitative study using Normalisation Process Theory.

To synthesize qualitative evidence on how healthcare personnel experience, perceive and enact elderspeak, patronizing speech and infantilizing communication in interactions with older adults across healthcare contexts. Qualitative meta-synthesis. A systematic database search identified studies reporting healthcare personnel's experiences, perceptions and use of elderspeak and other patronizing communication with older adults. Findings from the included studies were synthesized and interpreted. Medline, Embase, APA PsycINFO, CINAHL and Scopus were searched in July 2024 and updated in November 2025. Thirteen qualitative studies were included. Two descriptive themes were generated: (i) Elderspeak as a communication practice that erodes personhood and (ii) Elderspeak as an institutionalized and normalized communication as behavioural regulation. These informed the analytical theme: Elderspeak as a tension between care, control and personhood. Findings suggest that elderspeak is often used with caring intentions and to facilitate care delivery, cooperation and organizational routines. However, these communication practices may simultaneously constrain older adults' autonomy, participation and personhood. Elderspeak is not merely an individual communication habit but a socially and institutionally embedded practice normalized in everyday care. While it may support care routines and cooperation, it can also position older adults as dependent, less competent or less autonomous, contributing to the erosion of personhood despite caring intentions. Addressing elderspeak requires attention to both communication practices and the organizational contexts in which they occur. Reducing elderspeak requires educational and reflective initiatives that help healthcare personnel recognize how communication practices, such as collective pronouns, terms of endearment, directive language and speaking on behalf of older adults, may unintentionally undermine autonomy and personhood. Promoting person-centred, dignity-affirming communication should be integrated into professional development and quality-improvement initiatives. Reported in accordance with the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. This study is a meta-synthesis; therefore, it does not include patient or public involvement in its design, conduct or reporting. PROSPERO: CRD42024557148.

Investigating AI competence among Chinese secondary school teachers: Insights from the UNESCO framework.

Biology educators increasingly teach in classrooms shaped by digital devices, projected media, bright artificial lighting, dense visual displays, and frequent movement between lecture, laboratory, and online learning tasks. These conditions are often treated as background features rather than as factors that may affect attention, engagement, and cognitive access. Cognitive load theory has helped educators analyze how instructional design can support or overload working memory; however, science educators have fewer practical frameworks for examining the combined sensory, physical, and technological demands of the learning environment. This Perspective uses the term environmental load to describe task-irrelevant cognitive demand produced by the physical, sensory, spatial, and technological conditions of biology learning environments, including lighting, noise, temperature, visual clutter, screen exposure, device interruptions, room arrangement, and limited opportunities for movement. The article situates this concept within prior work on cognitive load, student engagement, classroom design, lighting, and educational technology. It then argues that environmental load is particularly relevant in biology and laboratory learning because students must coordinate terminology, diagrams, models, procedures, safety expectations, and abstract systems while managing the physical space around them. Practical next steps include classroom environment audits, intentional screen breaks, reduced visual complexity during cognitively demanding tasks, research on sensory conditions in science classrooms, and professional development that treats cognitive access as both an instructional and environmental concern.

At the start of their professions, trainees pursuing bachelor's degrees in medicine and surgery participate in a long program that constitutes mainstream medical education. The practicalities surrounding anatomical study, whether by dissection, using cadaveric specimens, or prosection, is essential. However, it requires infrastructure and enough specimens, amongst other paraphernalia, making it challenging to teach effectively in low-resource settings. This narrative review explores the importance of anatomy dissection courses for undergraduate students at the University of Rwanda and how its influences support early career involvement. Unrestricted search was conducted in Google Scholar and PubMed/MEDLINE and other online databases. This focused-on anatomy education and dissection courses for undergraduate students. The significance of utilizing the clinical skills learned of undergraduate students whilst boosting self-confidence to become future successful surgeons. Additionally, the research abilities exhibited by undergraduate students were utilized to enhance their professional development and gain knowledge of anatomical variations when writing case reports. Moreover, various obstacles coincide with the pursuit of anatomical study in Rwanda that affects students enrolling in such anatomy dissection classes. These comprise a dearth of undergraduate students, poor infrastructure of standard laboratories, and insufficient numbers of cadavers. Since there is currently evidence that early involvement has a favorable impact on a student's career, we should discover methods to include medical students in dissection courses.

Late preterm birth: how big is the problem?

Accessible school transportation is often essential to disabled students’ equitable access to education. This study centres on the experiences of education professionals with disabled students’ school transportation in Ontario, Canada’s Greater Toronto and Hamilton Area. Grounded in a Critical Disability Studies perspective, the paper is organized around three key themes: operational barriers, communication complexities, and inclusive practices. Student transportation problems can give rise to serious safety concerns and excessive missed classroom time, and impose severe limitations on extracurricular participation. These issues, often overlooked in policy and practice, are exacerbated by bus driver shortages and the prioritization of cost-minimization over disabled students’ experiences and well-being. Communication gaps between school boards, schools, families, and student transportation providers undermine both reliability and student safety. The paper concludes with recommendations for improving accessible student transportation. The study illuminates the need for cross-sector collaboration, including meaningful engagement with families, to address transportation inequities. • Disabled students face barriers to safe and inclusive school transportation. • Issues with scheduling, route planning, and communication must be addressed. • Education professionals play a key role in shaping accessible school transportation. • Recommendations for policy and practice are proposed for consideration.

Setting the research priorities for Developmental Coordination Disorder (DCD)/Dyspraxia in the UK.

Digital self-harm among adolescents in China: Latent profiles, correlates, and its relationship with suicidal behaviors.

2025-2026 Academic Affairs Committee Report: Advancing Competency-Based Pharmacy Education and Academic Coaching.

Web-based versus simulation-based refresher training in newborn life support: A randomized multicenter noninferiority controlled trial.

Specific and nonspecific diagnoses of dizziness and vertigo in primary care: A descriptive study.

Assessing for neonatal jaundice in the community: an integrative systematic review.