With increasing use of [177Lu]-DOTATATE peptide receptor radionuclide therapy (PRRT) across the UK, variation in clinical and practical delivery aspects is likely to exist between centres. The aim of this study was to capture current practice in the UK by surveying administration methodologies, imaging and dosimetry protocols, discharge restrictions, workforce and task duration, and treatment-related incidents. A web-based survey with 54 questions was used to investigate PRRT therapy practice. The survey included multiple-choice and free-text questions and was distributed to UK National Health Service centres via professional mailing lists and direct contact. Responses were reviewed and interpreted by a panel of nuclear medicine physicists. Twenty responses were received from National Health Service centres, representing 20/24 UK sites delivering [177Lu]-DOTATATE therapy. Inter-centre variation was observed in administration methods, imaging schedules, dosimetry practice, and discharge restrictions for radiation safety. Most centres (15/20) do not routinely perform dosimetry imaging, primarily due to imaging time and staffing constraints, and lack of interest due to limited perceived clinical benefit. Approximately 59 treatment-related incidents were reported over a 21-month period; contamination and human error were cited as the most common causes. This survey demonstrates variation in the practical aspects and implementation of [177Lu]-DOTATATE therapy in the UK. Variability in behavioural restrictions highlights the need for clear national guidance on performing risk assessments for PRRT, to ensure a consistent patient experience. Free-text responses, particularly those relating to administration methods and incident learning, demonstrate the range of experiences across centres and the potential value of shared learning.

This study aims to analyze the patterns of students’ verbal and nonverbal participation at each stage of the Think Pair Share (TPS) learning model in history learning in grade XI of SMA Negeri 7 Semarang. This study employed a descriptive qualitative approach with history teachers and eleventh-grade students as the research subjects. Data were collected through non-participant observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The results show that students’ participation develops progressively across each stage of TPS. In the think stage, participation appears in the form of cognitive engagement and nonverbal activities such as reading and note-taking. In the pair stage, verbal participation increases through paired discussions that encourage students’ confidence in expressing opinions, asking questions, and responding to peers. In the share stage, participation is reflected in oral communication as well as nonverbal responses such as attention and feedback during presentations. In addition, students’ participation is influenced by internal factors such as self-confidence and learning readiness, as well as external factors including teaching strategies, opportunities to speak, and teacher appreciation. Therefore, the Think Pair Share model is effective in promoting students’ active engagement, both verbally and nonverbally, in history learning.

Entrustable Professional Activities in Dutch General Surgical Training: Perspectives of Surgeons and Trainees.

Urban economic inequality continues to challenge efforts towards inclusive and sustainable development. This article presents a case study of a participatory, community– university partnership that co-developed a culturally grounded food delivery initiative to promote economic opportunities in Caño Martín Peña (CMP), a historically marginalised community in San Juan, Puerto Rico. Anchored in a community economic development (CED) framework and guided by a shared action learning approach, the project connected CMP’s small, family-owned restaurants with the neighbouring financial district, Milla de Oro (MdO), through a locally designed lunch delivery system. The initiative, Hecho Para Llevar, emerged from a collaboration between Worcester Polytechnic Institute (WPI) and Proyecto ENLACE, a local community development corporation. Using mixed methods – including interviews, surveys and iterative participatory engagement – the project identified shared interests, logistical barriers and opportunities for mutual benefit. The resulting model leverages community assets such as culinary traditions and informal delivery networks, whilst addressing structural challenges like limited market access and digital infrastructure. Economic projections suggest that the initiative can generate sustainable income for restaurants and delivery workers, whilst offering affordable, culturally relevant meals to MdO employees. We underscore the ethical imperative that replication of this model must avoid placing disproportionate responsibility on marginalised communities and instead ensure shared accountability among institutional and systemic actors. This case contributes to the scholarship of engagement by demonstrating how participatory, cross-sector strategies can bridge spatial and economic divides, foster community agency and offer a replicable – and ethically grounded – model for equitable urban development.

The Links Worker Programme is built upon seven essential Primary Care Team Capacities—Team Wellbeing, Shared Learning, Awareness, Intelligence, Signposting, Problem Solving, and Network Building—and five central Links Approach objectives: Adapting to Diagnosis, Living Well Day to Day, Facing Challenges, Navigating Services, and Dying Well. Embedding Community Links Workers (CLWs) within Primary Care empowers General Practices to connect outwardly with their communities, addressing the social determinants of health that contribute to longstanding health inequalities. Inclusion health refers to socially excluded individuals who face compounded risks like stigma, poverty, trauma, and discrimination. These barriers often prevent people in inclusion health groups from accessing needed care, resulting in poor health outcomes and shorter life expectancy. Social and environmental risk factors accumulate over time; for example, someone who is both homeless and facing addiction may experience amplified health challenges and reduced life opportunities. Early adversity further increases the likelihood of social exclusion and poor health, highlighting the need for a focused, systemic response to reduce healthcare inequalities. The CLP serves as a bridge for General Practice, connecting patients to various community resources, such as Allied Health Professionals, Job Centres, social services, schools, employers, and housing providers. This support allows individuals to define their own care journeys, emphasising what matters to them based on their lived experiences. While medical models focus on treating health conditions, they often overlook the social factors that drive ill-health. The Links Worker Programme seeks to bring these factors to the forefront by listening to, learning from, and amplifying the voices of individuals they support. This approach fosters spaces that respect individual choice and prevents unmet needs from lingering throughout life. Shared learning within the Links Worker Programme has sparked interest among GP practices and expanded through initiatives like the Deep End GP Steering Group, local GP Clusters, and city-wide collaborations. Workforce development is further supported by training and shadowing opportunities for pharmacy and medical students across different specialties. By navigating complex barriers, CLWs help patients find their own paths and take an active role in managing their health. The ALLIANCE has been delivering this service for 10 years. It started as a pilot in 2014, the programme saw seven Community Links Practitioners start their journey working in seven Deep End GP practices across Glasgow. Over the past decade, the ALLIANCE now employs more than 80 Links Workers across Glasgow and West Dunbartonshire, as well as having a partnership with the Trussel Trust basing Links Workers in their foodbanks. We have also ventured on a new partnership with SGN, funding two Energy Efficiency Outreach Workers through the programme, equipping individuals with the skills and resources needed to tackle fuel poverty. Audience: People with an interest in inclusion health. People with an interest in raising the voice of lived experience. People with an interest in collaboration across health and third sector. Outcomes: Participants will have increased knowledge of health inclusion from a Scottish perspective Participants will have gained examples of involvement from those with lived experience.

Background: The +AGIL Barcelona program is an evidence-based, real-world, multidomain, and multidisciplinary initiative aimed at promoting healthy aging by enhancing older adults’ intrinsic capacity through a coordinated approach involving primary care, geriatrics and community resources. It aligns with the WHO’s ICOPE guidelines, emphasizing functional independence and an active lifestyle. Co-designed with healthcare professionals and end-users, the program bridges the gap between research findings and real-world practice. Initially implemented at one Primary Care Center (PCC), it showed significant improvements in physical function at three months, sustained at 6 months - even among individuals with cognitive decline. Building on its success, +AGIL is scaled to three PCCs with varied socio-demographic profiles, optimizing local resources to create a sustainable, person-centered care model. Approach: The implementation follows a stepped-wedge, cluster-randomized design, integrating a complex intervention into routine care. Each PCC begins with a baseline control period during which the +AGIL model is co-designed to fit local contexts. Participatory co-creation methodologies, including focus groups and technical sessions, are guided by Participatory Action Research (PAR) principles and actively engaged stakeholders – healthcare professionals, community agents and older adults. To ensure governance and share learning, a motor group oversees the global coordination and strategic decisions, while local implementation groups adapt and manage the program's day-to-day operations. Continuous evaluation identifies barriers and tailors solutions to diverse socio-economic contexts, ensuring seamless integration into routine clinical practice. Results: Preliminary findings indicate high acceptance of the +AGIL Barcelona across PCCs, with improved coordination between healthcare and community resources. The co-creation process yields practical tools, including a desk prism for healthcare professionals, a foldable physical activity guide, and informational brochures for participants and community agents. These tools have strengthened community engagement and empowered stakeholders to support program delivery actively. Implications: The +AGIL Barcelona program exemplifies key pillars of integrated care: a) Person centered-care, co-design approach prioritizes individual autonomy, aligning interventions with participants’ needs and preferences; b) coordinated care, the program fosters collaboration between healthcare providers and community agents to deliver accessible, continuous care that supports aging in place; c) system-based approach, levering existing healthcare and community assets, the program demonstrates system integration and resources optimization. The program’s sustainability and adaptability showcase a model of collaborative leadership and continuous improvement. Its flexible design translates scientific evidence into real-world clinical applications, bridging the gap between research and practice. A unique strength of +AGIL Barcelona lies in its bottom-up development: healthcare teams at each PCC lead the design and solutions, ensuring contextual relevance and alignment with existing workflows. This approach enhances sustainability, supports integration into daily clinical operations, and fosters long-term engagement. Through its replicable and scalable model, +AGIL Barcelona addresses the complex challenges of an aging society, paving the way for inclusive, person-centered, and sustainable healthcare solutions for older populations.

Background: Although Integrated Care is formalised in health policy in some countries committed to universal coverage, small, rural and/or remote municipalities face specific challenges as different sectors compete for a limited workforce, housing constrains inward recruitment, and the transport infrastructure limits access to specialised hospital services and diagnostic support located in larger, more distant municipalities. In small, rural or remote systems, it is even more crucial to embed workforce planning, education and technological innovation at the heart of a population based intersectoral network model to guarantee equity of access to comprehensive healthcare including specialist services. Approach: This 60-minute workshop is led by the School of Public Health from the University of São Paulo, the University of the West of Scotland and IFICs Rural, Remote and Islands Special Interest Group. Contributors will share three short case studies that provide insights into the challenges and innovations experienced to transform the local reality in three different contexts in Brazil and Europe. Two different integrated care initiatives in São Paulo State adopted a systematic inter-professional and inter sectoral educational (IPE) program: (Transforming Together in the North Coast Region, a partnership between the State Health Secretariat and IFIC Scotland; and system strengthening in the northeast as documented in the PhD thesis of Pereira, 2022). In both examples, frequent meetings of professionals from health, social development, education and housing teams enabled the workforce to reflect on their current roles and challenges and to co-design feasible actions, responsibilities and deadlines based on their local context, opportunities and workforce strengths. This Transforming Together approach has now been applied with Manx Care partners on the Isle of Man and adapted to enhance integrated care for older people in Malta. All three experiences demonstrate the potential for IPE and collaboration to build workforce capability to co-design and deliver a more sustainable integrated network of care and support. Reflective practice and collaborative problem solving engaged health workers, managers and patient representatives in co-creating achievable and sustainable solutions for their context. The constructive, person-centred approach encouraged protagonism, active listening, sharing, collaborative leadership, horizontal relationships and co-design. Despite the different policy and funding context, there were similar success factors: collaborative multidisciplinary working; creating time and space for IPE and reflection on lived experiences to stimulate empathy and compassion; authentic sharing of strengths and challenges to build mutual trust and shared responsibility; shared learning from small changes; recognition of the potential and empowerment for each individual to act to privilege integrated care as a gold standard for the whole healthcare network. Participants will reflect on the three case studies and share insights from their own context on how to build system resilience within metropolitan, urban or smaller integrated systems. Participants will discuss how IPE and collaboration has considerable potential to be replicated and woven through all integrated care learning systems.

In learning health systems (LHS), real-time evidence, informatics, strategies, partnerships, and experiences are aligned to support continuous innovation and improvements in care. Distinct from traditional research that aims to close knowledge gaps, LHS build evidence for how healthcare systems can deliver high-value, person-centred care to effectively impact social drivers of health and wellbeing. In Canada, there are a handful of groups and institutions that have recognized the potential for LHS to transform status quo intersections of learning, evidence, and everyday care, however, these efforts remain siloed with lessons learned not widely spread. To address this fragmentation and cultivate harmonized leadership, knowledge exchange, and capacity building, the Learning Health Hub was launched. Serving as a centralized network for those doing LHS work, the mission of the Learning Health Hub is to foster collaboration and integration of LHS work in Canada, disseminate best practices for LHS, and enhance collective capacity to drive improvements in healthcare quality and outcomes. To support these goals, map out assets, identify needs and barriers, and build momentum for larger-scale impact, the Learning Health Hub sought to first identify priority challenges that exist within Canadian LHS. With this understanding, the Hub will support those developing relevant and effective strategies and approaches and pave the way for meaningful and sustainable change in healthcare systems across the country. In June 2024, the Learning Health Hub hosted a virtual symposium to convene patient partners, researchers, health professionals, system operators, trainees, and policymakers doing LHS work and facilitate necessary dialogue on challenges to this work. This free symposium was broadly advertised in established networks using social media and e-mail lists, and within professional and patient partner networks. Methods: Through facilitated small-group generative activities, participants were tasked with brainstorming and prioritizing key challenges experienced in their LHS work in Canada, and to describe possible approaches to solution these key challenges. Following each of these generative activities, a large group debrief allowed participants to share, discuss, and further contextualize these challenges and solutions. Annotated generative guides completed by small group facilitators, notes from symposium leads, and messages contributed to the chat were collected, analyzed, and interpreted. Findings: Over two half-days, the LHH virtual symposium included over 120 attendees from across Canada representing broad sectors, settings, and roles. Identified priority challenges included those related to facilitating patient partnership, creating enabling environments, and evaluation. Laying the groundwork for the development of a learning agenda, symposium findings will support future research, policy, and practice efforts to drive meaningful and sustainable change in healthcare systems across Canada. By harnessing national momentum and promoting diverse partnerships, the Learning Health Hub will support the transformational and agile uptake of evidence and foster a culture of shared values, learning, and continuous improvement. This includes a focus on the mechanisms and processes of care integration and the ways that care delivery can capture and address structural and social determinants of health, support cross-sectoral care delivery, and leverage existing data infrastructure.

Modern society faces technological and social transformations driven by digitalization and the development of artificial intelligence (World Economic Forum, 2025). According to the Future of Jobs Report (2025) published by the World Economic Forum, technology itself does not change the environment; rather, change is initiated by people who are able to adopt and apply these innovations. The ability to adapt to change becomes a crucial factor, while the expansion of digital opportunities is considered one of the most influential trends reshaping professional activity. Acquisition of knowledge enhances adaptability and ensures the efficiency of work processes, as understanding allows tasks to be completed more effectively. Learning becomes more effective when it is linked to knowledge-sharing processes. Knowledge sharing within an organization not only develops competencies but also enables employees to better understand innovations, apply them in practice, and create as well as implement innovative solutions.The article presents an analysis of key factors influencing knowledge sharing and lifelong learning at the organizational level. It employs methods of scientific literature and document analysis to discuss the factors and components of knowledge sharing, the importance of lifelong learning, and the organizational factors that determine its necessity. The essential elements influencing both processes are identified, emphasizing their interconnection. The aim of the article is to analyze the main factors of knowledge sharing and lifelong learning. To achieve this goal, three tasks are formulated: (1) to analyze the theoretical aspects of knowledge sharing; (2) to analyze the theoretical aspects of lifelong learning; and (3) to identify the key factors of these processes within the organizational context. The conclusions highlight that knowledge sharing relies on trust, a supportive organizational environment, and dedicated learning time.

Importance Hospital at Home (HaH) services, offering acute care in patients’ homes, are increasingly recognized for their clinical and cost-effectiveness. In response to the 2021 NHS England initiative promoting HaH, understanding the barriers and facilitators to its implementation is essential for effective scaling across health systems. Objective To explore the key factors that enable or impede the successful development and implementation of HaH services within the English NHS, focusing on provider and system-level influences. Design/Intervention A comparative qualitative case study design was employed, involving in-depth data collection across eight HaH services within three Integrated Care Systems (ICSs) in England. Data was collected from 81 interviews with clinicians, policymakers and managers along with observations and documentation. Setting The study was conducted in multiple HaH services operating within ICSs in England, encompassing diverse organizational and service delivery contexts. Results The results revealed five key themes: adaptation of clinical practices for home-based care; Influence of change agents and leadership experience; access to resource and support, including staffing and digital infrastructure; governance structures, with innovation-friendly policies supporting progress; shared learning and collaboration with hospital-based clinicians Conclusion The successful implementation of HaH services depends on dynamic adaptation of clinical practices, effective leadership, supportive governance, and ongoing cross-sector collaboration. These findings offer practical insights for healthcare leaders and policymakers aiming to expand HaH and similar home-based care models within complex healthcare systems.

Working in the ambulance service is complex and unpredictable, requiring newly employed nurses to rapidly assume autonomous clinical responsibility. Introductory training often relies on traditional supervision models that may not fully support transition into practice. Peer learning (PL) has been shown to promote collaboration, confidence, and professional development in educational settings; however, its use during workplace introduction in ambulance services remains largely unexplored. To describe the use of PL in the introductory training of newly employed nurses in the ambulance service and how it was experienced by newly employed nurses and clinical supervisors. A qualitative descriptive study with an inductive thematic analysis approach was used. Data were collected through individual and focus-group interviews and analysed using reflective thematic analysis as outlined by Braun and Clarke. Four clinical supervisors and ten newly employed nurses who had PL in their introductory training participated in the study. The study follows the COREQ checklist for reporting qualitative research. This study explored the experiences of newly employed nurses and clinical supervisors of PL during the ambulance service’s introductory training. Three main themes were identified: becoming an independent professional, safe space for shared learning, and a balancing act as a supervisor. PL supported the gradual transition into autonomous practice, facilitated emotional and professional support through peer collaboration, enhanced role clarity, and emphasized the importance of supervisors in fostering independence while providing accessible guidance. Across all themes, feedback and reflection were central to learning, helping nurses make sense of their experiences, gain confidence, and adapt to the demands of the ambulance context. PL was seen as a valuable, structured learning phase that promotes mutual learning and professional development for new nurses. PL represents a valuable structured learning phase within a structured onboarding programme for newly employed nurses in the ambulance service. By combining PL with facilitated supervision and reflection, PL may support a safe and sustainable transition into practice in complex clinical environments.

Since its establishment in 2005, the HTAi Patient and Citizen Involvement in HTA Interest Group (PCIG) has worked to strengthen health technology assessment (HTA) by systematically incorporating patient and citizen perspectives. Over two decades, PCIG has advanced this goal through multistakeholder projects and collaborations that have produced practical tools, guidance, and methods to support patient involvement in HTA worldwide. Through global knowledge exchange, PCIG has fostered shared learning and capacity building for inclusive, participatory HTA. Its work continues to drive a shift in the mindset of the HTA community - from passive consultation to active partnership with patients and citizens - and encourages investment in robust research to understand patient perspectives. As health systems increasingly aim to reflect lived experiences and community values to improve the implementation and impact of services, PCIG's journey offers a compelling example of the long-term value of collective action, sustained engagement, and meaningful involvement in HTA.

There is a growing number of large-scale digitalisation programmes in health and care, each aiming to coordinate digital technologies across systems and organisations. This paper draws on findings from three independent evaluations of national initiatives within the English National Health Service, examining implementation, reception, and lessons for future efforts. We evaluated three national programmes collectively valued at £13 billion. We conducted 1079 interviews with implementers, frontline staff, patients, decision-makers, and vendors. We also observed 819 clinical encounters and meetings, and reviewed 2219 documents, including plans, minutes, business cases, and lessons-learned reports. Data gathered over 15 years enabled detailed analysis of temporal and contextual variation. Although programme goals differed, common themes emerged. Integrating new technologies with existing legacy systems constrained progress and demanded long-term systemic change, particularly in larger programmes involving multiple technological systems. The most significant challenges were sociotechnical. Expectations were inflated, timelines politically driven, and governance unstable, with objectives drifting over time. Conflicting priorities undermined coordination, and valuable learning was not consistently retained. National support and system-level coordination are essential for large-scale digital transformation. We propose a three-stage model: invest in infrastructure, enable shared learning, and build on these foundations to drive advanced innovation.

Learning collaboratives are a widely used implementation strategy for supporting the spread of complex innovations, but little is known about how learning collaboratives develop and sustain over time. The OncoPRO initiative, a PCORI-funded national learning collaborative focused on implementing remote symptom monitoring (RSM) using electronic patient-reported outcomes (ePROs) in oncology, provides a unique opportunity to explore this process. By examining how OncoPRO fosters collaboration, shares strategies, and adapts to diverse sites, this study offers critical insights into both the development of learning collaboratives and their ability to support the long-term success of complex healthcare initiatives. This study employed a multi-methods implementation science approach to examine the development and first year of the OncoPRO initiative. From conception through year 1 (March 2023-December 2024), OncoPRO provided support to 12 independent health systems. We identified cross-organizational barriers encountered during the development of a national learning collaborative, and the implementation strategies employed to address them, using field notes generated during all OncoPRO-related meetings, site-level communications, and site presentations during meetings. We systematically identified and categorized barriers and implementation strategies using the Consolidated Framework for Implementation Research (CFIR) 2.0 and the Expert Recommendations for Implementing Change (ERIC) frameworks. Strategies were then categorized into domains based on their alignment with each other and learning collaborative implementation components or processes. We identified 29 overarching barriers (e.g., lack of best practices; clinician buy-in) that were addressed through 37 foundational implementation strategies relevant to developing and facilitating the learning collaborative. These implementation strategies were organized into six domains: building a multi-level foundation, engaging and onboarding implementation sites, building shared learning structures, supporting technical rollout, embedding feedback loops and quality monitoring, and stimulating demand for RSM and collaborative participation. Most barriers were addressed using multiple strategies, and individual strategies often targeted several barriers simultaneously. Broad strategies addressing multiple barriers (e.g. build a coalition; identify early adopters) were deployed early to develop a base for the collaborative. As the initiative matured, strategies targeting specific barriers (e.g. develop and implement quality monitoring systems) were added to support site-level operationalization and continuous improvement. This study describes our approach to building a national learning collaborative for ePRO-enabled RSM implementation in oncology, focused on the initial phase of implementation. It offers a case study and potential roadmap for others involved in the initial development of large-scale collaboratives for complex interventions. This descriptive process analysis lays the groundwork for future analyses of implementation variation and strategy effectiveness across participating health systems, and highlights how learning collaboratives can support the implementation of complex quality initiatives like RSM in oncology.

Integrating synergistic learning and ability grouping with AI-generated multi-tiered tasks to enhance reading attitudes and outcomes.

A multi role learning management system plays an important role in supporting academic activities within modern educational institutions. With the increasing adoption of digital learning environments, web based platforms are required to enable effective interaction among administrators, faculty members, and students. This paper presents the design and implementation of a multi role learning management system developed using Java, Spring Boot, and MySQL. The system incorporates secure authentication, role based authorization, and customized dashboards to address the functional requirements of different users. Administrators manage users, roles, and system configurations, while faculty members create and manage courses, handle enrollments, and share learning resources. Students can enroll in courses, access learning materials, and monitor their academic progress online. The proposed solution follows a layered architectural approach and employs RESTful services to ensure scalability, maintainability, and security. Experimental evaluation shows improved efficiency, data consistency, and reduced manual workload, making the system suitable for institutional academic management.

As generative AI applications in supply chain management become increasingly thorough, systematic studies on how it could promote enterprise innovation are yet to come to light. This paper takes 298 manufacturing enterprises in Zhejiang Province as samples, uses questionnaire surveys and PLS-SEM methods to investigate how generative AI exerts its influence on supply chain innovation, and tests the role of knowledge sharing and supply chain learning as a mediator. Research has found that generative AI capabilities can significantly enhance knowledge sharing and supply chain learning levels. Knowledge sharing not only promotes supply chain learning but also has a direct driving effect on supply chain innovation, playing a key mediating role between generative AI capabilities and innovation. In contrast, the hypothesised mediation of supply chain learning did not receive statistical support. This indicates that the impact of generative AI on supply chain innovation does not depend on supply chain learning. The results reveal the transmission path of generative AI in supply chain innovation, emphasising the core position of knowledge sharing in the process of transforming technological capabilities into innovative results. This paper provides new empirical evidence to understand AI-driven innovation and provides reference practice to promote digital transformation and collaborative innovation among manufacturing enterprises.

The exchange programs organized by the European Young Family Doctors Movement (EYFDM) under the leadership of the World Organization of Family Doctors (WONCA) offer young family physicians the opportunity to learn about primary healthcare systems in different countries. Prior to the Primary Care Show 2025 conference held in Birmingham, UK, on May 14-15, 2025, a two-day exchange was run as part of the Royal College of General Practitioners (RCGP) Primary Care Show 2025 exchange program. The exchange program enabled an insight into the UK's primary healthcare system. General Practitioner (GP) trainees and GPs in their first five years of training across the world were invited to attend a pre-conference exchange. Primary care services observation included preventive healthcare, chronic disease management, women's health services, and vaccination. Significant shared learning and development took place for hosts, exchange delegates, and the organising committee.

ABSTRACT Supporting inclusive education through interprofessional collaboration requires developing capacity among school professionals. Partnering for Change (P4C) fosters inclusive-learning environments through teacher–occupational therapist (OT) partnerships, but its capacity development process is underexplored outside of Canada. To explore capacity development to create inclusive learning environments among teachers and OTs during interprofessional collaboration within P4C in Sweden. An embedded mixed-methods design was used in this small exploratory study. Ten P4C-teachers and five OTs, along with eight control teachers, completed questionnaires on knowledge, beliefs, and skills for inclusion, analysed using descriptive statistics, Friedman’s ANOVA, and parallel coordinates plots. Three focus groups with P4C-professionals were analysed to identify categories related to capacity development and collaboration. Self-reported inclusion-related knowledge, beliefs, and skills increased over time among participants, with larger changes among P4C-teachers compared to controls. P4C-professionals’ experiences of capacity development included greater awareness of pupil diversity, class-wide adaptations, and differentiated teaching. Classroom-based collaboration supported shared learning and solution development. Key aspects of collaboration included valuing roles, open communication and shared goals. Findings suggest P4C supports capacity development for inclusion through interprofessional collaboration. Further research with larger samples is needed to confirm these results.

Trainer disengagement, learner passivity and relational mistrust hinder effective workplace-based assessment (WBA) in postgraduate medical education. This study evaluated the impact of two conjoint WBA workshops on trainees' feedback literacy, trainers' motivation to engage in WBA and relational trust. Mixed-methods study engaged 26 trainees and 16 trainers. Quantitative data were collected via pre-post surveys (81% trainee and 75% trainer response rates) using Feedback Literacy Behaviour Scale, Continuing Professional Development Reaction Questionnaire and Workplace-Based Assessment Trust Inventory. Six post-workshop focus groups (24/26 trainees in 4 groups; 11/16 trainers in 2 groups) were thematically analysed. Quantitative and qualitative findings were integrated through side-by-side interpretation. Trainees demonstrated significant improvement in 'Provide Feedback' (p = 0.04) and 'Manage Affect' (p = 0.01). Trust showed no overall change, though perceptions of trainer ability improved (p = 0.047), reflecting the gradual nature of trust and limits of a brief intervention. Trainers reported higher moral norm (p = 0.04) and belief in positive consequences (p < 0.01). Qualitative findings showed participants reframed WBA as a learning dialogue, valued structured and emotionally safe practice and recognised the need for psychological safety and relational continuity. Yet hierarchical norms, unfamiliar pairings and brief duration constrained trust building. Conjoint WBA workshop enhanced feedback literacy and trainer motivation. Although trust gains were constrained by hierarchical culture and short duration, the shared learning model shows promise as a faculty development strategy for trust building. Future iterations should embed conjoint learning longitudinally and incorporate culturally sensitive design to strengthen relational outcomes.