A National Survey of Pharmacy Skills Laboratory Faculty Perceptions of Evaluation, Promotion, and Workload Policies.

Linking entrustable professional activities and professional practice skills laboratory modules to reinforce student learning and practice readiness for community introductory pharmacy practice experiences.

An urgent need exists to elevate the agenda of family ethics, rooted in family nursing's moral commitment to the well-being of families and society. This paper highlights the practice, research, and educational implications for this agenda. Grounded in relational ethics, this vision calls for a curriculum and practice landscape that reflects the lived realities of diverse families and communities. Clinically, it recommends the creation of interdisciplinary care protocols that embed structured family ethics conversations, drawing on an understanding of family systems. In research, it advocates for expanding studies that examine how familial and cultural values shape moral distress and care outcomes, and for broadening traditional bioethical inquiries to include family-centered perspectives. Educationally, it urges the integration of real-world scenarios, cultural analysis, and emotional intelligence training into classrooms and skills labs. Together, these strategies aim to cultivate ethically grounded, socially responsive nurses equipped to lead transformative changes in family health care.

Hepatitis C virus (HCV) transmission continues to be a significant problem among high-risk populations and has prompted widespread risk-factor based screening in Australia. Current evidence indicates a higher-than-expected local HCV prevalence in non-high-risk populations, justifying broader screening strategies in support of national HCV elimination efforts. This pilot study evaluated the feasibility and scalability of a non-risk-based point-of-care HCV screening approach with a focus on consumer experience and acceptability. Over a 10-month period, individuals attending outpatient and community services were offered point-of-care HCV screening using the Abbott Bioline rapid HCV antibody test. Participants with reactive results received HCV-related education and were referred for confirmatory HCV antibody and RNA testing at local pathology services. Patients with detectable HCV RNA were offered expedited access to the Liver Clinic for assessment and treatment, coordinated by the Liver Clinical Nurse Consultant (CNC). A total of 1,086 individuals were screened, among whom 1.7% (n = 19) tested positive for HCV antibodies. This is notably higher than the national notification rate of 0.0281% indicating an unrecognised burden of HCV in this population. Among participants, 60.2% reported never having undergone HCV testing before. Consumer satisfaction was highly favourable, with > 95% of patients reporting that the test was easy to complete, and they would recommend it to family and friends. Each patient interaction, including consent, testing, result interpretation, counselling, and documentation, was completed within 20min. Importantly, the Bioline test did not require laboratory infrastructure or skill set, is easily administered in community or outpatient settings, and delivers immediate results, enabling timely counselling, education, and linkage to care. This proof-of-concept study demonstrates that non-risk-based opportunistic approach to HCV screening is both acceptable to our community and effective in identifying individuals with previously undiagnosed chronic HCV infection. The approach is scalable, resource-efficient, and represents a viable alternative to traditional, risk-based screening strategies in the context of broader public health efforts toward HCV elimination. Notably, our non-stigmatising "why not?" approach of testing allowed for concomitant education of our consumers and improved awareness of Hepatitis C and other blood-borne viruses.

Traditional microbiology experimental teaching methodology, often based on rigid "cookbook" experiment plans, fails to meet the growing need to cultivate skilled and innovative individuals. Course-based undergraduate research experiences (CUREs) provide a solution by integrating research-based learning into the curriculum, offering an opportunity to improve the "hard" and "soft" skills for science, technology, engineering, and mathematics (STEM) students. In this study, a CURE was incorporated into the microbiology experiment curriculum focusing on the isolation and characterization of antimicrobial-producing lactic acid bacteria (LAB) from fermented Sichuan pickles. The CURE was divided into four key sections: (i) designing an experimental plan, (ii) isolation of LAB, (iii) evaluating the antibacterial effects and antibacterial active substances of LAB, and (iv) identifying LAB species and completing the experimental report. Through a tutor observation of the experiment process and a student questionnaire survey, the study demonstrated that CURE-based microbiology experiments significantly improved students' laboratory skills and microbiological-related experimental operation ability and nurtured their scientific thinking. This approach enhances students' preparedness for future career success and cultivates the growth of a well-rounded, skilled person in STEM disciplines.

From Learner to Pedagogue: How operating room nursing students develop pedagogical competence through peer-assisted learning and near-peer teaching.

Medical laboratory workforce readiness is critical for strengthening health systems in fragile and post-conflict settings. However, empirical evidence on how educational quality translates into employability remains limited. This study examined the associations between curriculum relevance, practical training exposure, and instructor competency on employment outcomes among medical laboratory students and graduates in Mogadishu, Somalia, with student self-efficacy and job readiness modeled as mediating mechanisms. Using a quantitative cross-sectional design, data were collected from 291 final-year students and recent graduates and analyzed using Partial Least Squares Structural Equation Modeling. The measurement model demonstrated satisfactory reliability and validity. The structural results indicated that curriculum relevance, practical training exposure, and instructor competency significantly predicted student self-efficacy, whereas curriculum relevance and self-efficacy significantly predicted job readiness. Student self-efficacy also had a significant positive effect on employment outcomes, whereas job readiness did not exhibit a direct effect. Mediation analysis further revealed that student self-efficacy significantly mediated the relationship between practical training exposure and both job readiness and employment outcomes, while job readiness did not serve as a significant mediator, and sequential mediation pathways were not supported. The model explained 68.3% of the variance in student self-efficacy and 58.2% in job readiness, but only 2.3% in employment outcomes, indicating limited predictive power for the final outcome variable. These findings highlight the central role of psychological readiness mechanisms in understanding the relationship between training quality and employability in post-conflict health education systems. The study contributes theoretically by testing a multistage mediation framework grounded in Social Cognitive and Human Capital theories and offers policy-relevant insights for curriculum reform, experiential learning enhancement, and faculty development to strengthen health workforce preparedness.

Transition to residency (TTR) courses are increasingly implemented in U.S. medical schools and result in increased confidence among incoming residents (Acad Med J Assoc Am Med Coll 90:1324-1330, 2015, Acad Med 90:1116, 2015).There is limited literature describing TTR courses in Obstetrics and Gynecology (OBGYN). This study aimed to characterize the structure, content, and perceived benefit of OBGYN TTR courses. An anonymous observational cross-sectional survey was distributed to all residents at 22 OBGYN residency programs between July and September 2024. The 36-item electronic questionnaire assessed residents' participation in an OBGYN TTR course, and if so, its duration, structure, activities, topics, and use of competency-based assessments. Respondents rated the course and individual activities and topics using a 5-point Likert scale and identified the most important topics to include in a TTR course. Descriptive statistics and Kruskal-Wallis tests were used for analysis. A total 121 of 552 residents (21.9%) responded to the survey, from the 22 programs to which the survey was sent. Residents represented 73 medical schools from all U.S. census regions. Nearly half of respondents (45.5%) reported receiving no OBGYN TTR course. Most were integrated within a general TTR course and spanned two weeks or less. The most common learning activities were didactic lectures (85%) and surgical skills lab (68%) with residents favoring ambulatory procedure, surgical, and ultrasound skills labs and obstetric simulations. There was a large overlap between topics residents perceived most important to include and those that are currently most utilized. These topics included suturing and knot tying (82%), normal obstetric care (40%), abdominal/pelvic anatomy (40%), and intrapartum care and conduct of normal labor (37%). Few respondents received competency-based assessments such as APGO's PrepForRes quiz (19.1%) or a standardized handover (3.1%). OBGYN TTR courses are inconsistently implemented across U.S. medical schools. Residents perceive greater educational value from experiential learning and from core clinical topics. These findings highlight opportunities to expand and standardize OBGYN TTR curricula, emphasize hands-on learning modalities, and incorporate milestone-based assessments to better prepare graduates for the transition to residency.

In many low- and middle-income countries (LMCIs), particularly in Sub-Saharan Africa (SSA), skull base surgery is limited by inadequate infrastructure, scarce surgical tools, and few structured training opportunities. Given its technical complexity, requiring mastery of intricate neurovascular and craniofacial anatomy, as well as a coordinated multidisciplinary approach, these gaps pose major barriers to safe and effective care. To sustain the training of LMICs neurosurgeons, the authors propose a practical framework for establishing skull base skills laboratories in resource-limited settings. We describe the microsurgical laboratory at IRCAD Africa, Kigali, inaugurated in October 2023, providing training for African surgeons in minimally invasive surgery (MIS) across multiple surgical disciplines; this includes skull base surgery through both open microsurgical and endoscopic techniques. Training included theoretical and practical modules, live demonstrations, and supervised cadaveric dissections. Trainees reflected daily on their learning via structured questionnaires. The IRCAD Africa 360° Skull Base Course, launched in May 2024 and repeated in May 2025, trained 75 surgeons from 12 African countries. The course featured 11 wet lab stations with preserved human specimens, covering six modules: antero-lateral corridor, temporal fossa floor, petrous bone and posterior petrosal approach, cranio-cervical junction, endoscopic endonasal, and extended endonasal approaches. Essential tools and practical guidelines were provided. Participants reported high satisfaction with both theory and hands-on training. SSA neurosurgeons show growing interest in developing skull base surgery skills. Cadaveric dissection remains the most effective training method and the IRCAD Africa 360° Skull Base Course demonstrates that high-level skull base education can be successfully delivered in resource-limited settings.

An academic pharmacy elective designed on the three pillars of academia.

The objective structured clinical examination (OSCE) is a key method of assessing clinical competency in advanced practitioner education in the UK. Despite its widespread use, research exploring the perceptions of reliability and validity of the OSCE among student advanced practitioners is limited. A mixed-methods exploratory survey was distributed nationally to student advanced practitioners who had completed an OSCE assessment. Quantitative data were analysed using descriptive statistics, while qualitative data underwent inductive thematic analysis. Students generally perceive the OSCE as an appropriate assessment approach that provides valuable opportunities to demonstrate clinical skills. However, issues such as examination-related anxiety, variation in structure and assessor roles as well as limited realism of scenarios were identified. Preparation through formative OSCE, access to skills laboratories and peer support were critical to student confidence. Ethical concerns surrounding video recording without explicit consent were also raised. OSCEs remain a vital assessment tool in advanced practice education, yet improvements are needed to enhance realism, standardise structure, ensure ethical practice and better support students. Further research is recommended to examine the impact of formative OSCEs and alternative assessment models on student development. This article is the second of three; the first considered educators' views of using OSCEs and the third is to consolidate and provide an in-depth discussion of findings.

Artificial intelligence (AI) is rapidly reshaping clinical education by embedding assessment and feedback into everyday learning activities. Medical students can now use machine learning dashboards, generative AI, large language models, and emerging agentic systems to practice clinical reasoning, communication, and procedural skills while receiving individualized feedback within seconds. However, the availability of more data and more feedback does not necessarily produce better learning. This Viewpoint is intended for clinical educators, assessment leaders, curriculum committees, faculty developers, and institutional leaders who must decide how AI should be used in formative activities without reducing education to automated scoring. AI-assisted formative assessment is defined in this paper as the intentional use of AI tools to generate, organize, and support interpretation of performance information for learning rather than grading. Its distinctive contribution lies in the scale, adaptivity, conversational simulation, pattern detection, and possible autonomy of AI systems. However, AI outputs become formative only when learners and educators interpret them critically, judge their trustworthiness, and translate them into a small number of focused follow-on learning actions. This paper synthesizes the current evidence base while noting that much of it remains early, heterogeneous, and concentrated in short-term or single-setting studies. It examines key risks, including hallucination, automation bias, epistemic overtrust, hidden curricular effects, and broader concerns related to professional identity, power asymmetries, data privacy, and inequitable access. It also presents context-specific implementation examples for preclinical case-based learning, communication and objective structured clinical examination preparation, procedural skill laboratories, clerkship learning, and programmatic assessment portfolios, together with practical implications for faculty development, institutional governance, and phased local implementation. As a Viewpoint rather than an empirical study or systematic review, the framework and examples should be interpreted as evidence-informed design propositions that require local evaluation and validation. Overall, the value of AI-assisted formative assessment depends less on the volume of AI-generated feedback than on educational designs that preserve learner agency, professional judgment, and human accountability.

Nursing students need repeated, low-stakes practice to develop and maintain clinical competencies, yet faculty availability, workload, and limited lab resources often interfere with additional practice opportunities. These constraints can hinder skill development, confidence, and clinical readiness, emphasizing the need for innovative strategies to expand hands-on learning. A peer-led open skills lab model was implemented, with senior nursing students serving as paid laboratory assistants. Guided by faculty and structured within Peyton's 4-step teaching framework, students provide hands-on instruction and a supportive environment for junior nursing students. This initiative enhances student confidence, clinical skills, and judgment while providing senior students with leadership and teaching experience. The peer-led open lab model expands access to practice, strengthens competency development, and fosters the next generation of nursing educators, offering a sustainable solution to faculty workload challenges.

Youth Enjoy Science (YES) Oklahoma (OK) Scholars is an eight-week summer program that engages American Indian high school students in cancer and biomedical research. YES OK uses a relational, place-informed educational model, with a curriculum that emphasizes (1) increasing cancer biology and public health knowledge, (2) developing laboratory and scientific communication skills, (3) strengthening college and career preparation, and (4) connecting scientific learning to cultural and community contexts. YES OK Scholars offers two university courses for general education credit and integrates on- campus lectures and laboratory research experiences, with virtual instruction to increase accessibility. Long-term sustainability is supported through near-peer and community networks, where current and former Scholars contribute to recruitment, mentorship, and community engagement. Implementing a place-informed curriculum posed logistical and institutional challenges; however, through ongoing program adjustments, partnership development, and new partnerships, YES OK developed an ethically transferable framework for increasing Indigenous student participation in cancer research. This paper reports outcomes and implementation challenges since program inception.

BackgroundLeprosy remains a neglected tropical disease and major global public health challenge, particularly in developing countries with severe healthcare workforce shortages hindering control. The southwestern border, represented by Yunnan Province, is a core endemic area. A comprehensive assessment of its leprosy workforce is critical for achieving elimination.Methods/ResultsIn October 2024, a cross-sectional census survey evaluated 423 Leprosy prevention and control personnel across all 129 counties in Yunnan Province, China. These counties were categorized into high (I), moderate (II), and low (III) endemicity areas based on their leprosy burden. Distinct workforce patterns emerged among 423 personnel, Category I areas exhibited the highest proportion of personnel aged 30–39 years (37.5%), along with the continuing education participation (78.5%), the highest full-time employment rate (52.5%), and strongest prescription protocol awareness (72.5%). Category II areas featured the oldest personnel profile (35.0% aged ≥50 years),with a moderate positive correlation between age and years of service (r = 0.58), highest continuing education participation (78.8%). In contrast, Category III areas had the highest proportion under 30 years (20.5%), and highest proportion of personnel with Bachelor’s degrees or higher (69.9%) lowest full-time employment rate (38.4%), highest compensation dissatisfaction (38.4% “below average”), and lowest intention to leave (8.2%). Pervasive workforce aging existed (at least 30% of personnel ≥50 years in Category II and III) and widespread technical gaps (>75% Category III areas lacked essential lab skills). Part-time staffing was common (47.5%-61.6% across categories). Despite over >90% of personnel in these three categories rated their compensation as “average or below”, compensation and career challenges were most acute in Categories I and II.ConclusionsThe Yunnan leprosy workforce shows strengths, notably high continuing education participation (78.5%) and balanced clinical/preventive staffing. However, it faces significant challenges, workforce aging, shortage of highly qualified personnel, and limited lab capacity. Urgent intervention measures are needed to revitalize the workforce, enhance training, and strategically allocate resources to expedite the achievement of leprosy elimination.

Skills laboratories play a vital role in nursing education by helping students develop procedural skills in a safe, controlled setting. Yet, it remains unclear how well these lab-based skills translate to real clinical performance (Related Learning Experience, RLE), especially within Philippine nursing programs. This study compares nursing students' performance in skills lab return demonstrations and in real clinical settings (RLE), and explores how students perceive both environments. A sequential explanatory mixed-methods approach was used. Quantitative data were obtained from the academic records of 138 randomly selected second-, third-, and fourth-year nursing students, comparing their skills lab and clinical (RLE) grades using descriptive statistics and a paired t-test. Qualitative insights were gathered from six focus group discussions and analyzed thematically. Students received higher RLE grades than skills-lab grades (RLE: M = 84.88, SD = 2.01; skills lab: M = 82.60, SD = 5.96; mean difference = 2.28 points, 95% CI 1.29 to 3.27; t(137) = -4.54, p < 0.001; Cohen's dz = 0.39). Thematic analysis revealed four themes: (1) labs build foundational knowledge but can feel unrealistic; (2) clinical exposure and teamwork were perceived to strengthen performance and confidence; (3) memorization-heavy lab training was perceived to limit flexibility in real practice; and (4) emotional factors, such as anxiety and fear of mistakes, shaped students during the transition to patient care. Skills labs are essential for introducing core procedures and building initial confidence, but students' clinical (RLE) grades were modestly higher than their skills lab grades. Students described gaps in realism and assessment alignment between settings, alongside transition anxiety. Enhancing simulation realism, emphasizing clinical reasoning in lab assessments, and strengthening lab-clinical coordination may better align training with clinical expectations and support students' transition to practice.

Conventional microsurgical flap dissection courses typically utilize whole-body cadavers and emphasize the advantage of exposing participants to a greater number of flap dissections within a single course. However, we hold a different perspective. Although this viewpoint has been expressed in various courses and academic forums, it has not generated substantial discussion or adoption. We believe the issue is largely conceptual and psychological. Many participants appear to embrace the notion that "the more flaps learned, the better," and course organizers often respond accordingly by promoting the opportunity to learn as many flaps as possible in one setting. In reality, this approach may overlook a fundamental principle: the essence of microsurgical flap training lies in mastering the core techniques of flap dissection-skills that are transferable across virtually all flap harvest procedures. With this philosophy in mind, the Chang Gung Microsurgery Center initiated an annual cadaveric dissection course using isolated lower extremity specimens soon after the establishment of the hospital's skill laboratory and dedicated cadaveric dissection facilities. In this narrative review, we describe the conceptual framework derived from our high clinical case volume and long-standing surgical education philosophy, together with our unique institutional experience and resources. The curriculum focuses primarily on three "mother" flaps that serve as both technical foundations and clinical workhorses-the anterolateral thigh flap, the fibular osteoseptocutaneous flap, and the toe flap-supplemented by other flaps that can be harvested from the lower extremity. We also discuss the transferability of these techniques to other reconstructive applications. Furthermore, we outline how our institution's distinctive resources are integrated to provide participants with a comprehensive understanding of microsurgical practice. The advantages of this lower extremity-focused training model-including improved learning efficiency and reduced financial and administrative burdens for both organizers and participants-are examined. We hope this model may serve as a valuable reference for medical centers currently engaged in, or planning to develop, microsurgical education and training programs.

BackgroundPublic Health Emergency Workforce (PHEW) plays a significant role in the detection and rapid response to emerging diseases, thus helping countries manage global threats. In line with the International Health Regulations’ call for strengthening national capacities, field epidemiology training programs (FETPs) and rapid response teams (RRTs) have been developed to enhance countries’ preparedness and response capacities. This scoping review synthesizes the evidence on available FETPs and RRTs and on their effectiveness as well as the challenges they face.MethodsA scoping review was conducted using EMBASE, Ovid Medline and Scopus databases in addition to the grey literature for studies published after year 2000, in the English language. Studies were selected by two independent reviewers and data were extracted into an excel sheet. Included manuscripts were analyzed through a narrative synthesis.ResultsFour thousand one hundred ten studies were identified from the three peer-reviewed databases and six articles from the grey literature. Finally, 67 studies were included in the review comprising 47 identified through our search and 20 sourced from the references. The studies on PHEW training included FETPs encompassing those with laboratory and veterinary focus, and training on rapid response. Enhancement in learning acquired, course satisfaction, application of skills in workplace and engagements in key emergency response activities were found. However, lack of funding and a standardized curriculum were still among the most common challenges facing FETPs and RRTs.ConclusionWhile PHEW training including FETPs and RRTs are essential for building resilience against health threats, financial challenges, lack of standardized curricula and operating procedures hinders their effectiveness. Integrating One Health and laboratory skills into FETPs are vital, as seen during the COVID-19 pandemic response. Governments should work towards increasing funding and incentivizing graduate retention. They should also collaborate with organizations such as the International Association of National Public Health Institutes (IANPHI) and the Global Field Epidemiology Partnership (GFEP) to establish standardized curricula for FETP and RRT.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12889-026-27361-w.

Extended Reality (XR) technologies offer innovative opportunities to address inequities in laboratory preparation among first-year undergraduate chemistry students, particularly benefiting students from under-served communities. This study presents the development and evaluation of an immersive XR module specifically designed to teach glove hygiene, a critical laboratory safety skill frequently overlooked in traditional high school curricula due to resource constraints. Involving 176 student test cases across diverse institutions, this module integrates active learning and inclusive, equity-driven design principles. A previously piloted VR glove hygiene module revealed significant student enthusiasm but encountered challenges related to nausea during immersive experiences. Addressing this, our refined XR module employs practices for nausea reduction, providing an accessible virtual lab environment with interactive glove hygiene simulations. Preliminary evaluations indicate substantial improvements in students' confidence, reduction in laboratory-related anxiety, and increased engagement, highlighting XR's potential to close preparation gaps. This work underscores the broader impact of XR interventions in STEM education, fostering greater retention and success for underrepresented and first-generation college students.

How prepared are undergraduate first-year medical imaging students for their first clinical placement? A qualitative investigation from the students' and clinical educators' perspectives.