Undergraduate Health Professional Students Research Articles

Physical Activity Level, Weight Categories, and Fat Distribution: A Crosssectional Study of College Students

Introduction: Overweight and obesity are growing problems worldwide, along with a decrease in physical activity. This trend is also seen in the United Arab Emirates, including insufficient exercise among university students. This study aimed to evaluate the physical activity level, weight categories, and fat distribution among female college students and determine the correlations and associations between these factors and demographic factors. Methods: A cross-sectional quasi-experimental study was conducted among 204 female undergraduate health profession students recruited through a convenience sampling technique. Data were collected using anthropometric measurements and a self-administered International Physical Activity Questionnaire (IPAQ). The relationships between weight categories (Body Mass Index, BMI), fat distribution (Waist-to-Hip Ratio, WHR), and levels of physical activity, as well as the relationship between BMI and WHR, were analyzed using the PSPP statistical program. Results: The mean age of the students was 20.5 ± 1.9 years, with an average BMI of 25.4 ± 6.6 kg/m2. About 60.3% of the students were moderately active. Physical activity levels were significantly associated with BMI categories (P= 0.008). BMI and WHR categories were also significantly associated (P= 0.012). There was a strong association between students' perceived physical activity levels and their actual activity, as measured by the IPAQ short form (P= 0.001). No significant relationships were found between physical activity, anthropometrics, and demographic characteristics Conclusion: Female college students demonstrated moderate levels of physical activity, and a negative correlation was detected between their physical activity levels and weight categories. None of the studied demographics showed a correlation or association.

Examining the perception of undergraduate health professional students of their learning environment, learning experience and professional identity development: a mixed-methods study

BackgroundThe quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development.MethodsAn explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®.ResultsThe questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a “more positive than negative” perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a “good” perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom.ConclusionsThe learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care.

Co-design and mixed methods evaluation of an interdisciplinary digital resource for undergraduate health profession students to improve the prevention, recognition, and management of delirium in Ireland: a study protocol.

Delirium is a common symptom of acute illness which is potentially avoidable with early recognition and intervention. Despite being a growing concern globally, delirium remains underdiagnosed and poorly reported, with limited understanding of effective delirium education for undergraduate health profession students. Digital resources could be an effective approach to improving professional knowledge of delirium, but studies utilising these with more than one profession are limited, and no evidence-based, interdisciplinary, digital delirium education resources are reported. This study aims to co-design and evaluate a digital resource for undergraduate health profession students across the island of Ireland to improve their ability to prevent, recognise, and manage delirium alongside interdisciplinary colleagues. Utilising a logic model, three workstreams have been identified. Workstream 1 will comprise three phases: (1) a systematic review identifying the format, methods, and content of existing digital delirium education interventions for health profession students, and their effect on knowledge, self-efficacy, and behavioural change; (2) focus groups with health profession students to determine awareness and experiences of delirium care; and (3) a Delphi survey informed by findings from the systematic review, focus groups, and input from the research team and expert reference group to identify resource priorities. Workstream 2 will involve the co-design of the digital resource through workshops (n = 4) with key stakeholders, including health profession students, professionals, and individuals with lived experience of delirium. Lastly, Workstream 3 will involve a mixed methods evaluation of the digital resource. Outcomes include changes to delirium knowledge and self-efficacy towards delirium care, and health profession students experience of using the resource. Given the dearth of interdisciplinary educational resources on delirium for health profession students, a co-designed, interprofessional, digital education resource will be well-positioned to shape undergraduate delirium education. This research may enhance delirium education and the self-efficacy of future health professionals in providing delirium care, thereby improving practice and patients' experiences and outcomes. Not applicable.

The Reliability, Validity and Cross-Cultural Adaptation of Turkish Version of Jefferson Scale of Empathy for Health Professions Students

Objective: The study is aimed to study for the reliability, validity, and cross-cultural adaptation of the Turkish version of the Jefferson Scale of Empathy for undergraduate health profession students (JSE-HPS).
 Methods: Cultural adaptation of JSE-HPS was carried out in 5 stages according to the protocol of Beaton et al.JSE-HPS was administered to students who educated in the departments of Physiotherapy and Rehabilitation, Nursing and Health Management. The reliability of JSE-HPS was evaluated by internal consistency and test-retest analysis using Cronbach's alpha and intraclass correlation coefficient (ICC), respectively. Criterion validity assessed by comparing the scores of JSE-HPS and Emphatic Tendency Scale (ETS). An analysis of construct validity was carried out by exploratory and confirmatory factor analysis.
 Results: The exploratory factor analysis revealed the presence of three factors that explain 44.68% of the total variance and that correspond to the dimensions of the original scale. Following factor structures were obtained as “Perspective taking”, “Compassionate care” and “Standing in patient's shoes”. Turkish version of JSE-HPS total score were significantly correlated with the ETS total score (r=0.187, p=.005). The Cronbach’s Alpha internal consistency coefficient was found α = .793. The test-retest reliability coefficient was 0.86. The confirmatory factor analysis verified a good fit of the model (χ2/df = 1.776).
 Conclusion: The Turkish version of JSE-HPS is a valid and reliable scale for evaluating empathy levels of undergraduate health professions students.

What works for whom, how and why in mental health education for undergraduate health profession students? A realist synthesis protocol

IntroductionIt has been shown that mental health education can support positive attitudes of health profession students towards people with mental health challenges, which supports them to provide optimal healthcare to...

International short-term placements in health professions education-A meta-narrative review.

In order to be prepared for professional practice in a globalised world, health professions students need to be equipped with a new set of knowledge, skills and attitudes. Experiential learning gained during an international placement has been considered as a powerful strategy for facilitating the acquisition of global health competencies. The aim of this review was to synthesise the diverse body of empirical research examining the process and outcomes of international short-term placements in health professions education. A systematic review was conducted using a meta-narrative methodology. Six electronic databases were searched between September 2016 and June 2022: Medline, Embase, CINAHL, PsycINFO, Education Research Complete and Web of Knowledge. Studies were included if they reported on international placements undertaken by undergraduate health professions students in socio-economically contrasting settings. Included studies were first considered within their research tradition before comparing and contrasting findings between different research traditions. This review included 243 papers from 12 research traditions, which were distinguished by health profession and paradigmatic approach. Empirical findings were considered in four broad themes: learner, educational intervention, institutional context and wider context. Most studies provided evidence on the learner, with findings indicating a positive impact of international placements on personal and professional development. The development of cultural competency has been more focus in research in nursing and allied health than in medicine. Whereas earlier research has focussed on the experience and outcomes for the learner, more recent studies have become more concerned with relationships between various stakeholder groups. Only few studies have looked at strategies to enhance the educational process. The consideration of empirical work from different perspectives provides novel understandings of what research has achieved and what needs further investigation. Future studies should pay more attention to the complex nature of the educational process in international placements.

Equipping undergraduate medical and nursing students with elderly health care assessment skills at Makerere University, College of Health Sciences, Uganda

BackgroundElderly health care training and aging science remain the least prioritized discipline of medical education in many African countries. With scant scientific evidence on elderly health care in low-income countries, coupled with limited exposure to elderly health care training, this project aimed to equip undergraduate health professional students with elderly health care assessment skills and research through an online course and a clinical placement.MethodsStudents (3rd year) underwent online elderly health care training through the Alison courses published by the Advanced Learning Academy in Ireland. The students were then subjected to an online exam with a pass mark of 80%. Students were also trained on standard elderly health care assessment tools through a one-day session. For practical skills on data collection, each student assessed 15 elderly patients at the Mulago National Referral Hospital Assessment Centre. All tools once filled in were assessed for completion. A one-day reflection session was held with students, faculty and the project leads to share findings from the various tools used to assess elderly individuals. The students shared their experiences and provided feedback on the online training as well as the hardships they may have experienced while administering the tools. A certificate of participation was provided to the students at the end of the project.ResultsAll the students (10) gained knowledge on elderly assessment skills, the impact of aging on various body systems, and how to manage common occurrences among elderly individuals. The average score in the post-exam was 82% (standard deviation ± 2.01). All students (10) reported having had this as their first training on the assessment of functionality among elderly individuals.ConclusionsThe students gained knowledge of elderly health assessments as well as the impact of aging on various body systems. They also gained insight into how to care for the elderly holistically with an added understanding of how to manage spinal and traumatic brain injuries.

Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: a cross-sectional study

BackgroundInterprofessional education (IPE) is expected to help prepare undergraduate health profession students to collaborate with other healthcare professionals in realising quality of care. Studies stress the necessity of students’ readiness for interprofessional learning (IPL) in view of designing IPE programs. The present study aims to determine students' IPL-readiness and looks at related differences in students enrolled in different programs and at different phases in their educational program.MethodsA cross-sectional survey study was set up among 1139 students from six health programs at HueUMP, using the Readiness for Interprofessional Learning Scale (RIPLS). Statistical analysis was performed using Kruskal–Wallis H and Mann–Whitney U tests.ResultsThe overall mean RIPLS score was 68.89. RIPLS scores significantly differed between programs and between phases in the educational programs. Medical students presented a lower readiness level for IPL than students from other programs. In contrast to a significant increase in RIPLS scores of students in the clinical phase in Vietnamese traditional medicine, medicine, and pharmacy, a decrease in RIPLS scores was observed in students in the clinical phase in odonto-stomatology.ConclusionsThe differences could be related to differences in educational programs and the study phases in a particular program. These results offer insights to direct the design and implementation of IPE in health education curricula and especially underscore the need to provide IPE throughout the curriculum.

Knowledge and Attitude of Undergraduate Health Professions Students towards Hepatitis B and C.

The current study sought to establish the attitude and knowledge level of medical science students in Tibah University towards hepatitis B and C. A cross-sectional study involving 369 students drawn from the faculties of medicine, dentistry, applied medical sciences, pharmacy, nursing, and medical rehabilitation sciences was conducted where a standardised questionnaire was used to determine the attitude and knowledge level of undergraduate students drawn from the college of medicine in Tibah University, Saudi Arabia, regarding viral infections. With a mean of 0.71, 0.69, and 0.66 and a standard deviation (SD) of 0.24, 0.34, and 0.24 for virology and transmission, symptoms and clinical outcomes, and treatment and prevention, respectively, the knowledge level of the health professions students towards hepatitis B and C infections was significant. The knowledge level about the infections was higher among male students than among female students. Similarly, students in their final years of medical school had significantly higher knowledge levels about hepatitis B and C than their counterparts in their first years of medical school. There was also a positive correlation between the attitude of the health professions students towards the disease and their knowledge levels of the disease. Findings indicate that enhanced instruction on the nature, virology, transmission, symptoms, treatment, clinical outcomes, and prevention of hepatitis B and C can help improve the knowledge levels and attitude of the health professions students towards the disease and its management.

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review.

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review.

Research involvement among undergraduate health profession students in a resource-limited setting: awareness, attitude, motivators and barriers

Research involvement among undergraduate health profession students in a resource-limited setting: awareness, attitude, motivators and barriers

Üniversite öğrencilerinde Tip D kişilik ve dürtüsellik arasındaki ilişki

Abstract
 Aim: Type D personality is defined as a type in which negative affecttivity (NA) and social inhibition (SI) are prominent. Type D personality is associated with psychiatric symptoms. The aim of the present study is to investigate the relationship between Type D personality and impulsivity in a non-clinical population. 
 Materials and Methods: In total, 462 undergraduate health Professional students were recruited to the study. Subjects were evaluated using Beck Anxiety Inventory (BAI), Beck Depresssion Inventory (BDI), Barratt Impulsivity Scale-11 (BIS-11) and Type D Personality Scale (DS-14).
 Results: The frequency of type D personality was 39.6%. The BAI, BDI and BSI scores were higher in participants with Type D personality compared to the group without Type D personality. Correlation analysis demonstrated that Type D personality was posivitely correlated with the severity of depression and anxiety. Impulsivity scores measured by the BSI was posivitely correlated with Type D personality, depression and anxiety scores. Regression analysis demonstrated that impulsivity was predicted by male sex and depression scores.
 Conclusion: Type D personality was correlated with the severity of depression and anxiety. Depression scores and male sex predicted impulsivity.

Predictors of health professional students' attitudes toward LGBTI individuals: A cross-sectional study from Turkey

AimThis study aimed to examine the relationships between the demographic characteristics, knowledge, and attitude of health professional students toward lesbian, gay, bisexual, transgender, and intersex (LGBTI) individuals. MethodsA total of 860 undergraduate health professional students were enrolled in this analytical cross-sectional study. ResultsThe attitudes of health professional students toward LGBTI individuals are moderately positive. Some variables such as gender, faculty/department, mother's working status, having knowledge about LGBTI, having friends who are openly LGBTI, and thoughts about being an LGBTI explained 17.1 % of the variance in attitudes toward LGBTI individuals. ConclusionSince negative attitudes may prevent LGBTI individuals from receiving effective health care, courses that increase students' awareness of their own prejudices and knowledge of LGBTI health and communication should be integrated into undergraduate programs.

Knowledge, attitudes, behavioral and organizational factors of health professions students for a competent smoking cessation practice: An instrument adaptation and psychometric validation study in Spanish and English samples

BackgroundTo improve smoking cessation, training of health professions students is essential. However, no specific instrument is available to assess factors that may affect students' learning about smoking cessation practice. AimTo adapt and validate the Knowledge, Attitudes, Behaviors and Organization questionnaire in the population of undergraduate health professions students. DesignMethodological research. MethodsThe researchers conducted this study with 511 Spanish and 186 English health professions students from four different universities. We used a four-step approach: 1) adaptation of the items to the target population and validation of the content by a panel of experts; 2) a pilot study to test face validity; 3) linguistic adaptation of the Spanish version to English; and 4) the psychometric assessment based on construct validity, criterion validity and internal consistency. ResultsExploratory factor analysis revealed four subscales for the Spanish version, namely ‘Individual knowledge and skills’, ‘Individual attitudes and beliefs’, ‘Organizational support’ and ‘Organizational resources’, which accounted for 85.1% of the variance. Confirmatory factor analysis in the holdout Spanish and English samples revealed adequate goodness-of-fit values, supporting the factor structure. Hypotheses testing demonstrated significant differences by capacitation in smoking cessation interventions and degree courses, providing further evidence regarding construct validity. All the subscales correlated positively with the criterion variables (5 A’s smoking cessation model), except for the ‘Organizational resources’ subscale, which was not significantly correlated with the 5 A's. The overall Cronbach’s alpha was.83 for the Spanish version and.88 for the English one. ConclusionsOur results provide empirical support for the use of the Knowledge, Attitudes, Behaviors and Organization questionnaire for Students as a reliable and valid instrument to assess knowledge, attitudes, behaviors and organization perceptions in health professions students, which is essential for competent smoking cessation practice. Interestingly, ‘Organizational resources’ subscale presented the lowest correlations among factors and did not correlate with any component of the 5 A's, suggesting the need of enhancing students' responsibility and involvement during their internships, as well as the interest of some organizations.

Examining the impact of the core principles of physiology with prelicensure BSN and BSES students: a qualitative analysis.

This article will 1) initially outline first-year nursing and undergraduate exercise sciences student perspectives on examinations of the 2011 Michael-McFarland (M-M2011) core principles in physiology through an anonymous online survey, and 2) model an updated approach based on these qualitative findings. Briefly, for the first perspective (i of iii), 93.70% of the 127 respondents answered whether "homeostasis" was important to understanding healthcare topics or diseases introduced in the course agreed; this matches the M-M2011 rankings. A close second was "interdependence" at 93.65% (of 126 responses). However, in this regard "cell membrane" was identified as least important (which is in contrast with the 2011 M-M rankings, as "cell membrane" tied as the no. 1 ranked core principle) with only 66.93% (of 127 responses) agreeing. The next perspective (ii; in preparation for physiology topics on licensure exams), "interdependence" topped the list with 91.13% (of 124 respondents) agreeing to its importance. For the second (ii) perspective, "structure/function" had 87.10% (of 124 respondents) in agreement, with "homeostasis" in a near tie (86.40% of 125 responses). Again, "cell membrane" was the least with only 52.38% (of 126 student responses) agreeing. For the third perspective (iii; careers in healthcare), again "cell membrane" trailed at 51.20% (of 125 responses) agreeing to its importance, with "interdependence" (88.80% of 125 responses), with "structure/function" (87.20% of 125 responses) and "homeostasis" (86.40% of 125 responses) topping the list of important concepts (principles) needed for careers in healthcare. Finally, the author presents a "Top Ten" List of Core Principles of Human Physiology for Undergraduate Health Professions students, based on the survey.NEW & NOTEWORTHY This article will 1) outline prelicensure nursing and exercise sciences student perspective examinations of the 2011 Michael-McFarland (M-M 2011) core principles in physiology through an anonymous online survey, and 2) model an updated approach largely based on qualitative survey responses from first-year nursing students. As a result, the author presents a "Top Ten" List of Core Principles of Human Physiology for Undergraduate Health Professions students.

Impact of Interprofessional Student Teams at a Remote Area Medical Event in Rural Appalachia.

Education in interprofessional collaboration is vital to expand healthcare access, especially in areas of higher disparity. To address this need, interprofessional faculty collaborators incorporated undergraduate and graduate health profession students into teams at an annual Remote Area Medical event in rural Appalachia between 2017 and 2020. This article evaluates the impact of an interprofessional student teams model on both patient care experience and students' interprofessional collaboration attitudes and behaviors. Student volunteers completed pre- and post-event surveys containing questions about demographics, open-ended questions, and questions from two instruments: the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, Version 2 (SPICE-R2) and the Interprofessional Collaborative Competency Attainment Scale-Revised (ICCAS-R). Quantitative data were analyzed statistically; qualitative data thematically. Tally forms collected patient care interventions that were compared to regional health disparities. Two years of survey data and four years of intervention data were analyzed. There was an increase (p < 0.001) in the post-event survey SPICE-R2 factors (teamwork, healthcare outcomes, and roles and responsibilities) in 2020 but not in 2019. ICCAS-R mean post-event composite scores increased (p < 0.05) in both 2019 and 2020. Qualitative coding of open-ended responses revealed interprofessional competency themes and provided event feedback. Over 5,900 health-disparity-focused interventions were completed between 2017 and 2020. Students participating in interprofessional teams demonstrate changes in attitudes towards the interprofessional approach to care, an improved ability to collaborate interprofessionally, and a positive impact on patient care interventions. The findings allow educators to understand how experiential interprofessional education influences students' interprofessional attitudes and beliefs while benefitting patient care.

Development and implementation of a self-directed learning readiness scale for undergraduate health professional students.

To motivate students toward the path of lifelong learning, it is important to train them for a self-directed learning (SDL) approach, where they identify the need of learning the content as well as look forward to attaining the learning outcome, independently. The level of readiness for SDL will allow the learner to be self-disciplined, self-organized, an effective team builder and communicator, a self-assessor, and a self-reflector, thus being a self-learner with the ability to accept and give constructive feedback. The aim of the study was to develop, validate, and implement the SDL readiness scale for health professional students. The readiness scale of 43 items was used in four sub-titles (awareness, learning strategies, and style, motivation, team building) was developed using the Delphi method with 12 experts and was implemented for the medical students at Karamsad, Gujarat as a cross-sectional survey after a pilot trial scale from May 2021 to September 2021, using mean, the standard deviation for each item, and arrived sub-titles. The ANOVA test was used to find differences in readiness scores as per different years of the medical program. The result demonstrates that the maximum score was obtained for the first-year medical student (149.89 ± 24.72), which dropped in year 2 (136.35 ± 32.26) but increased by the final year (147.67 ± 56.66), although not as high as the initial joining year. However, a statistically significant difference per gender was identified for a few items of the scale [(items 24 (P < 0.034), 26 (P < 0.0005), 37 (P < 0.035), and 40 (P < 0.013)]. The logistic regression analysis showed no statistical significance for the DSVS-self-directed learning readiness scale (SDLRS) score and demographic variables. The outcome of the study strongly suggests training/sensitization sessions for students to highlight the importance of a SDL approach in a digital millennium. Moreover, a longitudinal follow-up needs to be conducted for the readiness score of the students based on the developed scale and subsequent training sessions need to be organized for students as well as faculty for better outcomes for the students toward SDL sessions.

Feedback of the faculty participants on training workshop on developing multiple choice questions

Introduction: Multiple choice questions are commonly used tools for the written assessment of undergraduate health professions students. Faculty members need training for the development of valid and reliable multiple choice questions. For this purpose, Bilwal medical college organized one-day training workshop on developing multiple choice questions for newly recruited faculty members in March 2021. The main objective of the study was to assess the feedback of the participants on training workshop. Methods: This descriptive cross-sectional study assessed the feedback of the participants of training workshop on developing multiple choice questions. The feedback questionnaire had four questions. First was on “rating training workshop on scale 1 to 10 (1=poor, 10=excellent) for usefulness, content, relevance, facilitation and overall”. Second was on confidence of the participants in developing MCQs after participation based on Likert scale 1 to 4 (1=not confident to 4=extremely confident). Third was on perceptions of the participants on strengths of training workshop. Lastly, fourth was on areas for improvement. The data was analyzed for central tendency using microsoft excel. Results: Participants’ feedback rating about usefulness (8.82±1.51), content (8.12±1.69), relevance (8.35±1.46), facilitation (8.41±1.46) and overall (global) rating (8.35±1.41) was remarkable. Their confidence level after participation (3.41±0.51) was noticeable. Conclusions: The perceptions of the participants immediate after the training workshop i.e, their reaction was positive.

Attitudes toward Obesity and Eating Pathology among Health Professions Students

The purpose of this study was to examine if eating pathology was associated with attitudes towards obesity among undergraduate health professions students. Undergraduates (n = 222) completed the Eating Pathology Symptom Inventory and measures of attitudes toward appearance. Multiple linear regressions were used to examined effects of eating pathology dimensions on attitudes toward obesity. Significant predictors of negative obesity attitudes were purging, binge eating, muscle building behaviors, and cognitive restraint. Study implications include development of screenings for health professions students to identify those at risk of eating pathology, as unhealthy attitudes toward eating and appearance which may influence patient interactions.

시뮬레이션 팀기반 디브리핑이 보건의료계열 대학생의 임상추론, 비판적 사고 및 학습만족도에 미치는 영향

With the recent increase in simulation in the field of health profession education, the standardized guidelines for debriefing are required. The purpose of this study was to identify the effects of team-based debriefing in simulation on clinical judgement, critical thinking and learning satisfaction of undergraduate health profession students. This study was conducted from March 2 to April 20, 2022. This study was used a one-group, pretest-posttest, quasi-experimental design. The subjects were third-year students in the department of nursing and dental hygiene at a university in S city. A total of 12 undergraduate students studying health professions wished to voluntary participate in a course called “Senior Care Convergence Clinical Practicum” for this study. The subjects were divided into three small groups with three nursing students and one dental hygiene student, and participated in team-based debriefing in simulation for senior care. Team-based debriefing was based on Tanner’s Clinical Judgement Model (noticing-interpreting-responding-reflecting). Data was collected by a structured questionnaires including clinical judgement rubrics, critical thinking scale and learning satisfaction numeric rating scale (1-10). The pre- and post- surveys took about 5 minutes. Data analysis was performed descriptive statistics, Cronbach’s α coefficient and Wilcoxon Signed Rank Test using SPSS Statistics Ver. 22.0. The Results showed that there was a statistically significant increase in the subjects’ clinical judgement (Z=2.76, p=.006) and critical thinking (Z=2.94, p=.003) after participating team-based debriefing in simulation. Especially, posttest value (Mean±SD : 34.33±3.26) of clinical judgement had increased compared to pretest value (Mean±SD : 30.50±1.88), and posttest value (Mean±SD : 106.08±11.03) of critical thinking had increased compared to pretest value (Mean±SD : 98.00±8.75). Learning satisfaction after participating team-based debriefing in simulation was 9.92±0.29 points out of 10 points. Accordingly, this study suggest that team-based debriefing in simulation contribute to enhancing clinical judgement and critical thinking as core competencies of health profession students. Accordingly, this study suggested the future study for development of team-based debriefing guideline, based on these findings.