Undergraduate Training Research Articles

Clinical laboratory shadowing- an elective program in undergraduate health professions training: perception, strengths and challenges

Abstract Background The authors aim to evaluate the perception, strengths, and challenges in the implementation of “Clinical Laboratory Shadowing” as an elective module for third-year professional medical students. Methods Clinical Laboratory shadowing is an elective module designed by the faculty of Biochemistry for Phase III part-2 medical students. The elective comprises modules explaining the functioning of the Biochemistry Laboratory in a hospital. The students are provided insights into the different processes involved in laboratory testing. They are taught about total quality management of the Biochemistry Laboratory. Thirteen students from Batch 2019 and eight students from Batch 2020 volunteered to attend the elective. Students’ feedback regarding the learning was analyzed with the help of a questionnaire. Pre-test and post-test questions were evaluated to test the knowledge gained during the elective. Two focus group discussions were conducted regarding the benefits and areas for improvement for the elective. Results Following the elective module there was a significant improvement in the test score compared to baseline. A majority (84–95%) of students perceived that the shadowing elective was well planned, and materials were well prepared, there was appropriate engagement with the facilitators, gained knowledge on the principles of total quality management, good laboratory practices, disease process, and diagnosis. Most (53–74%) of the students felt that this elective was not monotonous and not difficult. Around 84–95% of students felt that this elective module enhanced the importance of interprofessional communication and teamwork. Moreover, through focused group discussions, several recurring themes emerged. Among these, the scope for improvement within the module is profound. The faculties were of the opinion that the shift from conventional training to competency-based learning was effectively embraced by the students, underscoring the importance of consistent small group activities in the module to enhance the skills of Good laboratory practices. The students expressed a desire for additional clinical correlation and interpretation classes in the elective module, showing their preference for student-centred clinically oriented learning. Conclusion The current study concludes that including an elective module on Clinical laboratory shadowing is an overall positive experience for medical students in enhancing their knowledge of basic sciences and application of the concepts in diagnosing cases. This elective may be desirable to adopt in other medical colleges in India.

PhysioCAFUN: A competency-based curriculum development guideline to strengthen physiology education in Africa.

Physiology education in Africa faces challenges due to gaps in curricula across many of its universities, such as divergent content, a lack of standardized competencies, and suitable benchmarking. Here, we describe the development of Physiology Curriculum for African Universities (PhysioCAFUN), a competency-based curriculum development guideline, as a first step to address such shortcomings. A committee of 15 physiologists from different African regions, Europe, and USA was constituted to draft the PhysioCAFUN, which was introduced and revised during the joint East African Society of Physiological Sciences (EASPS) and African Association of Physiological Sciences (AAPS) conference held in Tanzania late 2023. The PhysioCAFUN consists of 23 modules. Modules 1-15 cover the organ systems, including principles and concepts of physiology, molecular biology and cell physiology. Modules 16-23 contain optional content, including environmental physiology, pharmacology, and topics related to skill development. PhysioCAFUN serves as a freely available resource document for African stakeholders regarding the desired undergraduate physiology training and competencies. It will help universities in Africa, and elsewhere, to draft a curriculum suitable for their local needs where there is a dearth of physiologists, or to benchmark and revise their curricula where physiology programs are already in place.

It's All About Empowerment and Confidence: Experience of Newly Registered Nurses in an Intensive Clinical Training Course.

This study investigated how intensive clinical nursing training influences the confidence of newly registered nurses in speaking up about their opinions and concerns within their current work settings. A qualitative approach with thematic analysis was used. In-depth interviews were conducted with 64 newly graduated RNs to explore their experience in attending an undergraduate intensive clinical training course. Four main themes emerged from the texts: (a) facing the workplace reality with confidence, (b) being equipped with knowledge and skills, (c) merging with the health care team, and (d) being empowered with high self-esteem. The newly graduated nurses believed that the intensive clinical nursing training course enhanced their confidence, improved their communication skills, and empowered them to speak up for their rights and those of their patients. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Development of an Interprofessional Education Project in Dentistry Based on the Positive Behavior Support Theory: Pilot Curriculum Development and Validation Study.

Effective interprofessional education (IPE) can facilitate teamwork between dentists and dental technicians, thereby enabling the efficient provision of high-quality dental care. This study aimed to design and assess an IPE module named Project 35, which was offered to dental and dental technology students early in their undergraduate training as a precursor to a more comprehensive IPE curriculum in dentistry and dental technology. Leveraging positive behavior support (PBS) theory, Project 35 was devised as an innovation and entrepreneurship educational training framework. It used project-based learning to cultivate teamwork skills and to promote the professional development of dental and dental technology students. The pilot study was designed to present the IPE module and preliminarily assess its validity. In survey 1, which was conducted immediately after the course, the dental and dental technology students' self-reported skill acquisition and attitudes were assessed and compared. Survey 2, conducted 1 year after the course, focused on the comparative benefits of Project 35 training for dental technology students versus an untrained group. A total of 66 students, including 36 dental students and 30 dental technology students who had undertaken the training, were recruited. Project 35 training improved teamwork skills for students in both disciplines comparably, and the students recognized the training as highly valuable and effective. The mean values for all items indicating skills improvement of students ranged from 4.13 (SD 0.797) to 4.63 (SD 0.495) for dental students and from 4.13 (SD 0.869) to 4.74 (SD 0.619) for dental technology students. Among the dental technology students, the trained group showed greater independent and innovative approaches and was more optimistic about the future of the profession than the nontrained group (P<.05). Despite the small sample size, the validity of the Project 35 training system was evident, and the success of our pilot study provides a sound basis for the future development of IPE in clinical dental and dental technology education programs.

Evaluation of Preclinical Class I Amalgam Cavity Preparation: A Comparison of Two Assessment Methods

Preclinical assessment forms an effective strategy in undergraduate training. It enhances the continuous development of skills, facilitates early intervention, and optimizes training resources. Constructive feedback provided to the student fosters continuous improvement in preparedness for professional practice and has implications for the development of a learning culture characterized by student activity. This indeed ensures that a smooth transition will be made toward clinical application of skills. The aim of the study was to evaluate examiner`s reliabilities while applying two different assessment methods: a Glance and Grade assessment method and a Checklist and Criteria assessment method. A total of 100 class I amalgam cavity preparations were assessed by three independent examiners to evaluate Class I amalgam cavity preparations on artificial first mandibular molar teeth prepared by second-year undergraduate dental students in a preclinical laboratory setting. Statistical analysis for inter-examiner and intra-examiner variability was tested using one-way ANOVA test and a paired t-test, respectively. Results of this study showed that intra-examiner variability was significantly reduced with Checklist and Criteria assessment method. The inter-examiner variability was present in a Glance and Grade assessment method while with the Checklist and Criteria assessment method, there was an extremely high level of agreement among the examiners. The study's findings indicated considerable variability among examiners using the Glance and Grade assessment method. However, the Checklist and Criteria assessment method demonstrated remarkable consistency among examiners, indicating that it may offer a more standardized and reliable approach to evaluation.

Scoping the requirements for a genomic competency framework to inform the integration of genomics into pharmacy undergraduate curricula

Abstract Introduction The application of genomics is due to have a significant impact on the role of pharmacy within future healthcare systems. Since 2021, the updated GPhC education standards have included a requirement to apply the principles of genomics,1 but a lack of consistency across UK pharmacy programmes has led to inequity of genomics literacy for pharmacy students.1 National UK genomic workforce strategies include a pharmacy undergraduate indicative syllabus focussing on upskilling the NHS workforce in readiness for the wider implementation of genomics.2,3 There is a lack of UK research exploring the undergraduate genomic education requirements of pharmacy professionals. Aim Scope the requirements of a genomic competency framework for undergraduate pharmacy curricula. Methods Ethics approval was obtained from Swansea University ethics committee in July 2023. Fifteen multi-professional stakeholders from across the UK, perceived as genomic experts and/or pharmacy educationalists from each devolved nation, were selected using purposive sampling and all were invited to participate within a virtual semi-structured interview (SSI) and a consecutive focus group. SSIs and the focus group were facilitated and recorded using Microsoft® Teams and pre-designed open question topic frameworks were used. All data was anonymously transcribed verbatim and analysed using thematic analysis. Results Twelve participants consented and SSIs were held between September/October 2023. Five participants attended the consecutive focus group in December 2023. Five SSI themes were identified: Competency development - where the need for pharmacists to have comprehensive knowledge of the aspects and factors affecting the use of genomic testing within clinical practice (e.g. research and consent) was identified, whilst others described the need for pharmacists to focus on pharmacogenomics only; Curriculum approach – where there were variations in the depth of general genomic training and appropriate topics needed by pharmacists and the requirement for genomics to be scattered throughout undergraduate programmes; Future practice roles - the current postgraduate pharmacogenomic module could be used to establish the future undergraduate requirements and the need for pharmacy curricula to focus on the application of genomics to medicines rather than as a diagnostic tool; Genomic topics - participants acknowledged the complex nature of determining the genomic undergraduate curricula requirements without routine mainstream use of genomics within clinical practice but suggested pharmacy genomic competencies needing further refinement; Level of knowledge - participants highlighted the need for overall genomic pharmacy knowledge but a deeper level of pharmacogenomic knowledge and recommended that the competency framework should be relevant and achievable across healthcare sectors. Discussion and conclusion Genomic competencies should be established for pharmacy professionals as appropriate to their job roles. Once genomics is widely implemented, clarity around genomic competence requirements will develop, following workforce upskilling. The varied backgrounds of study participants impacted their opinions which were potentially influenced by their knowledge of the pharmacist role across sectors and their lack of familiarity with current pharmacy training. Study limitations are small participant numbers and low data generalisability. A genomic competency framework is needed to standardise pharmacy training and study findings will be used to develop a UK consensus for UK genomic undergraduate pharmacy training.

Lessons learned from the experiences of patients with long-term conditions: recommendations for enhancing the undergraduate medical curriculum

ABSTRACT The importance of involving patients in medical education is widely accepted, but their contribution to medical curriculum design is not well documented. Patients have the potential to bring a unique perspective and more refined experience to curriculum development. This applies particularly to those with long-term conditions (LTCs) who have multiple exposures to doctors throughout their healthcare journey. The aim of this study is to explore what views patients with LTCs have on the attributes medical students require to have, in order to provide them with high-quality care. Ten patients with LTCs, encompassing both primary and secondary care over a broad set of demographics, were interviewed by telephone using a semi-structured questionnaire. The interviews were recorded using a digital voice recorder and manually transcribed verbatim onto a Microsoft Word document for thematic analysis using NVIVO software and following Braun and Clarke’s six-phase framework. Five themes have emerged highlighting where the care of LTC patients could be improved: ‘advocacy’; ‘compassion’; ‘the desire to be acknowledged as an individual’”; acknowledgement of their expertise”; and ‘benefits of continuity of care’. The findings make a major contribution to undergraduate and postgraduate clinical training development. They reinforce themes in healthcare which need more emphasis in the medical curriculum, whilst simultaneously highlighting that even well-recognised concepts such as patient-centred holistic care, are not well implemented in the context of actual practice.

Survey to identify barriers and enablers to implementation of genomics in pharmacy practice across healthcare sectors in a rural community

Abstract Introduction The potential for genomics to improve patient outcomes is being harnessed via national strategy to embed genomic testing into NHS practice, and drive use of precision medicines and pharmacogenomics1. The national pharmacy genomics education and training strategic framework aims to empower the pharmacy workforce, across all sectors, to use genomics to support medicines optimisation2. Cornwall, a rural and coastal county, has areas of marked deprivation with poorer health outcomes3 and challenges in recruiting and retaining healthcare professionals. It is key that rural/coastal communities have equitable access to genomic services and expertise to avoid exacerbating pre-existing health inequalities. Aim To identify barriers and enablers to the implementation of genomics into pharmacy practice in a rural community. Methods Pharmacists and pharmacy technicians working in Cornwall were eligible to participate. An anonymised survey was compiled via Microsoft Forms of closed, multiple choice and optional open questions. Following piloting, the survey link was disseminated via email by pharmacy leaders in community pharmacy, primary and secondary care in May 2024. Responses were stored securely via NHS password protected IT systems and analysed via quantitative and thematic analysis. As this project is defined as a service evaluation, according to the UK NHS Health Research Authority, ethical approval was not required. Results Fourteen pharmacists and 7 pharmacy technicians participated, from primary and secondary care and community hospitals, with no participants from community pharmacy. Seven had received prior training in genomics (teaching sessions (n=5), webinars (n=1), podcasts (n=1), articles in journals (n=2)). One participant had received formal undergraduate training. Key barriers to the implementation of genomics included a lack of education and training (n=5), perceived cost of genomic testing (n=2), difficulty in accessing genomic services (n=1) and lack of expert panels (n=1). It was also felt that genomics services were limited to secondary/tertiary care (n=2). Respondents stated that the rural location impacted the availability of face-to-face training and resources to support training (n=17). Key enablers were the opportunity for precision prescribing (n=8), and improved patient outcomes (n=7). Genomics education and training (n=5) and resources to support training (n=11) were viewed as being pivotal to supporting the mainstreaming of genomics. Discussion and conclusion Participants were keen to further their genomics knowledge, with a preference for face-to-face training. Respondents also highlighted the need for allocated resources to support training. As emphasised in the strategic framework2, workforce upskilling is vital to the successful mainstreaming of genomics, particularly when the majority of pharmacy staff had not received any formal training. There were no participants from community pharmacy, indicating a requirement to further explore barriers and enablers in this cohort. Community pharmacy staff may be reluctant to participate if they perceive genomics to relate solely to secondary/tertiary care. Survey methodology also limited the detail that could be obtained from respondents. This provides helpful preliminary insights on barriers and enablers to genomics implementation into pharmacy practice in rural/coastal areas. Themes could be further explored via semi-structured interviews, with the aim of shaping interventions necessary to ensure equitable provision of genomics services and expertise to these communities.

Graduate reflections on Community Service: a view of roles in practice

BackgroundIn South Africa, newly qualified physiotherapists transition to the workplace during community service, often in diverse healthcare settings, attending to patients with complex ailments. The transition is complicated by the shortage of rehabilitation personnel, especially in rural and peri-urban areas. While higher education curricula should prepare students for the workplace, the roles and expectations of new therapists remain unclear. Assessing how well current curricula, built around the CanMEDS framework, equip students with the competencies needed for entry-level community service practice will help to improve physiotherapy training practices. This study investigated the experiences of community service physiotherapists to inform curriculum design and graduate outcomes.MethodsA descriptive qualitative study was conducted. Graduates were purposefully sampled during their community service year via a class group contact, with a snowball approach to recruit diverse participants. Semi-structured interviews were conducted over MS Teams, recorded, and transcribed. Reflexive deductive coding was used to interpret the data, which was analysed around the CanMEDS roles and graduate outcomes, as well as curriculum constraints and enablers to the workplace transition.ResultsTen community service physiotherapists placed in five different provinces participated. Most identified strongly with their core role as clinicians and felt prepared in terms of clinical skills. However, aspects of roles linked to advocacy, leadership, and professionalism were more complex to navigate. The contexts of placements and the nuances of how the healthcare system operated in each province impacted their experience.ConclusionThe study highlighted varied readiness levels among community service physiotherapists. While many felt competent in specific clinical tasks, there are significant gaps in their preparation for broader community practice challenges. Participants noted their undergraduate training adequately prepared them for the clinician role but not for roles integrating collaboration, communication, patient and professional advocacy. Quality clinical placements and the role of educators were crucial, yet the protective nature of these placements limited exposure to real-world scenarios. Insufficient mentorship and support contributed to feelings of isolation. To enhance preparedness, the curriculum should integrate more experiences addressing real-world challenges, which value multiple competencies and outcomes. Future research should examine the development of context-appropriate competency frameworks and long-term effects of community service on career development.

Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework

AbstractThis study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

Using Virtual Reality in Mental Health Nursing to Improve Behavioral Health Equity.

Nursing students often experience anxiety, stress, and fear during a clinical rotation in a mental health setting due to stressors and biases toward the setting as well as lack experience in caring for patients with mental health conditions. One in four people worldwide suffers from a mental disorder; therefore, it is critical that nurses feel confident interacting with these patients to provide equitable care. Undergraduate training is a critical period for changing students' attitudes toward this population. This study's goal was twofold. First, we offered students' exposure to common behaviors and symptoms displayed by a patient with mental illness through an engaging and immersive virtual reality simulation experience before taking care of patients in a clinical setting. Second, we aimed to determine if a virtual reality simulation will change students' attitude and stigma, favorably, toward patients with mental health conditions. We used a mixed-method comparative analysis to collect information and identify themes on undergraduate students' attitudes and stigma toward patients with mental health conditions. Our findings demonstrate that virtual reality simulations enhance awareness and sensitivity to the situations of others (empathy) while improving their communication skills. The use of virtual reality in a baccalaureate curriculum deepens the understanding of health equity in behavioral health for nursing students.

Nutrition Education and Practice in University Dental and Oral Health Programmes and Curricula: A Scoping Review.

Dentists and oral health practitioners have a potential role in supporting the prevention and management of noncommunicable diseases. However, the extent to which university education prepares practitioners to provide nutrition care is unclear. This scoping review identifies and synthesises the evidence related to university-level nutrition education provided to dental and oral health students globally. A scoping review identified relevant literature through search terms "dentistry," "oral health," or "oral hygiene"; "dental students" or "dental education"; "nutrition education" or "nutrition science." Articles were included that examined nutrition education in undergraduate oral health training; or nutrition knowledge, attitudes, confidence, or skills or dietary habits; experts' opinion papers; and position statements. No limitations on the publication years or languages of the articles were applied. A total of 136 articles were included. Half were surveys of students (n = 49) or academic staff (n = 21). The remainder comprised reports of curriculum initiatives (n = 26), opinion papers or narrative reviews (n = 24), position statements (n = 6), curriculum development (n = 6) and curriculum guidelines (n = 9). While dental and oral health students and curriculum experts overwhelmingly recognised the importance of nutrition, most studies that assessed nutrition knowledge of students revealed limited knowledge. Students were not confident in their skills to provide nutrition care. Lack of nutrition experts on teaching teams and unclear expectations about developing nutrition competencies were identified as barriers to greater nutrition education. Nutrition education in university dental and oral health degrees is highly variable. The potential for oral health professionals of the future to promote oral health through nutrition is unrealised.

Undergraduate musculoskeletal ultrasound training based on current national guidelines—a prospective controlled study on transferability

IntroductionMusculoskeletal ultrasound (MSUS) is integral to routine clinical diagnostics for musculoskeletal and joint disorders. This study aims to establish and validate a sonography course tailored to undergraduate medical students acquiring MSUS-specific skills at a German university.MethodsA blended learning training concept, comprising 24 instruction sessions of 45 min each, was designed based on the current national guidelines of the German Society for Ultrasound in Medicine (DEGUM). This program was integrated into the clinical phase of the undergraduate students’ medical education. The self-perceived improvement in competency and the effectiveness of the course design were evaluated using a a 7-point Likert scale questionnaire. Objective learning success was evaluated via a written test and a “Direct Observation of Practical Skills” practical exam. Control groups included medical students without MSUS training (control group 1) and doctors who had completed DEGUM-certified basic MSUS courses (control group 2). Both control groups completed the written test, while control group 2 also took the practical final exam. The study involved 146 participants: 56 were allocated to the study group, 44 to control group 1, and 46 to control group 2.ResultsThe study group rated their skills significantly higher after the course (p < 0.01). Participants expressed high satisfaction with the course design, the teaching materials, and the teachers. The study group's performance on the final written test was comparable to those of control group 2 (p = 0.06) and significantly superior to control group 1 (p < 0.001). Additionally, the study group’s performance on the practical final exam was not significantly different from control group 2 (p = 0.28), with both groups achieving scores exceeding 80%.ConclusionBoth subjective and objective measures of learning suggest that an MSUS course designed for postgraduates can be effectively adapted for undergraduate medical students. Incorporating MSUS training into the clinical curriculum is recommended to enhance future medical professionals' educational experience and practical skills.

India's role in the odyssey of medical training in South Africa.

Apartheid had a devastating impact on medical education in South Africa. Until the development of the University of Natal Medical School in 1951, there were minimal opportunities for blacks (collectively Africans, Indians and so-called coloureds) to undertake undergraduate and postgraduate medical training in South Africa. At the height of apartheid (1968-1977), whites who had constituted 17% of the population, accounted for up to 87% of all medical graduates. The African majority, constituting 70% of the population had less than 5% of all medical graduates in South Africa. The global isolation of South Africa from the late 1940s further impacted negatively on the medical training for blacks in South Africa. During apartheid, the Government of India provided full scholarships to the marginalized in South Africa to study medicine in India. This initiative, coming at a time when India was grappling with its post-colonial challenges, was a remarkable yet seldom appreciated gesture.

Improving struggling medical and nursing students’ subjective vitality, school engagement and academic performance through a peer mentorship intervention programme: an intervention protocol

BackgroundThe undergraduate medical training programme is demanding and rigorous. This underlines the importance of a peer mentorship strategy to improve the well-being, self-determination, school connectedness, and performance of struggling medical and nursing students. This study is aimed at identifying struggling medical and nursing students using two cumulative continuous assessment test (CAT) scores, assess their subjective vitality and school engagement and evaluate the impact of the peer mentorship intervention on them.MethodsThe study will adopt a mixed-methods approach and will be conducted in the medical colleges of Nnamdi Azikiwe University, Awka, Nigeria, and the University of Rwanda. Three instruments will be used: The subjective Vitality Scale (SVS), the University Student Engagement Inventory (USEI), and the academic records of the students before and after the commencement of the intervention programme. The consenting least-performing medical and nursing students identified by their low CAT scores (below 45%) in basic medical sciences will be selected for study in each institution. The outcome measures will include students’ CAT scores, subjective vitality, and school engagement scores. The data will be analysed both quantitatively and qualitatively. Thematic content analysis will be adopted in the analysis of the responses generated from the focus group discussion. The mean ± standard deviation or median and interquartile range statistic will be adopted for the quantitative data.DiscussionGiven the paucity of data on struggling medical and nursing students in Nigeria and Rwanda, this research was designed to help in exploring evidence-based interventions to improve and prevent poor subjective well-being of struggling students. The study is expected to fill these knowledge gaps. Trial registration: Pan African Clinical Trial registry, PACTR202405546896613, registration date: 27th May, 2024. This proposal has been supported by grant 1R25TW011217 from the US National Institutes of Health (NIH)/Fogarty International Center (FIC) which also includes co-funds from the U.S. Department of State’s Office of the U.S. Global AIDS Coordinator and Health Diplomacy (S/GAC) and the President’s Emergency Plan for AIDS Relief (PEPFAR) to the African Forum for Research and Education in Health (AFREhealth). The Grant Principal Investigators are Profs. Nelson K.Sewankambo (contact PI), Prisca Adejumo, Jean Bisimwa Nachega, Fatima Suleman.

Gender and Family Stereotypes in a Photograph: Research Using the Eye-Tracking Method

Abstract The article presents the results of a 2022 study involving students training to be civic studies teachers. Three research goals were set: to determine which gender and family stereotypes burden the interpretation of a photograph; to identify qualitative differences in the perception, analysis, and interpretation of the photograph depending on the form of the questions asked; and to gain respondents’ feedback on the test. The test used a computer and was based on a family photograph and a series of questions. Three methods of data collection and analysis were used (audio recording analysis, eye-tracking, interview). The study found that future teachers are substantially influenced by gender stereotypes in Czech society. It also confirmed the importance of didactic structuring when analysing iconographic material. The findings show the importance of gender-sensitive education and the development of didactic skills for interpreting visual texts as part of undergraduate training for future civic studies teachers.

Developing a Public Health Course to Train Undergraduate Student Health Messengers to Address Vaccine Hesitancy in an American Indian Community.

The purpose of the Diné Teachings and Public Health Students Informing Peers and Relatives about Vaccine Education (RAVE) project was to develop strategies for health communication that addressed COVID-19 vaccine safety for residents of the Navajo Nation. The RAVE project developed a 16-week course using the Diné Educational Philosophy as a framework to train Diné College (DC) public health undergraduate students (n = 16) as health messengers to share COVID-19 vaccine safety information with unvaccinated peers and relatives. An online community survey (n = 50) was used to assess DC community vaccination perceptions to guide course development. The two primary reasons survey participants got vaccinated were to protect the health of others [82% (n = 41)] and to protect their own health [76% (n = 38)]. A pretest/post-test and a retrospective pretest (n = 13) were implemented to determine course effectiveness. A finding approaching significance was related to student confidence in being health messengers (9.1% increase). RAVE offers the first example in the published literature of successfully training American Indian undergraduate students in the context of a public health course to contribute to the response workforce during a public health crisis.

Paediatric rheumatology in Nigeria: history, challenges and the future.

Pediatric rheumatology is a relatively new subspecialty in Nigeria. For many years, rheumatic disease had not been well-recognized or studied in Nigeria, so there has been a low suspicion index. The clinical presentation of most pediatric rheumatic diseases (PRDs) mimics non-rheumatic diseases making it a diagnostic challenge most of the time. The story has changed in Lagos since the creation of a pediatric rheumatology unit at the Lagos State University Teaching Hospital. There is now a high index of suspicion for these diseases in the hospital but no one knows about what is happening in the other 35 states of the country who do not have a pediatric rheumatologist. Major challenges being faced presently are poor awareness among healthcare workers and the community, high cost of investigations and medications, lack of pediatric rheumatologists in most hospitals in the country, lack of pediatric rheumatology training centers for both undergraduate and postgraduate training, and lack of research data. The healthcare community in Nigeria is looking forward to a future where pediatric rheumatology will be highly recognized and established.

Preliminary Effect of Challenge-Based Learning on Fostering Nursing Students’ Multidisciplinary Collaboration in Community Health Care Settings

BackgroundCompetence in multidisciplinary collaboration is an essential attribute of nurses working in community health settings. Nursing students should be equipped with this attribute during undergraduate training. AimTo examine the effect of Challenge-Based Learning (CBL) on multidisciplinary collaboration among nursing students. MethodsA one-group pretest-posttest study. Nursing students worked in multidisciplinary groups to conduct community projects framed with CBL. The students designed, planned, and implemented health promotion activities for the selected health topics over a 14-week semester. Multidisciplinary collaboration was measured by Collaboration Scale at baseline and after the projects were completed. Wilcoxon signed-rank test was used to compare the total and subdomain collaboration scores within-group. p-value <0.05 was statistical significance. ResultsThe total and subdomain collaboration scores were significantly greater than those of the pretest ones (p<0.001), with the effect sizes (r) ranging from 0.48 to 0.71. ConclusionsThe present findings shed light on the potential positive effect of CBL on strengthening nursing students’ competence in multidisciplinary collaboration. Future studies with a more rigorous approach are needed to verify the findings.

Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory

The aim of this article is to analyze the psychometric properties of an abbreviated version of the Teaching Problems Inventory. For this purpose, the scale is subjected to a previous exploratory factor analysis to statistically examine the underlying constructs. Previously, a confirmatory factor analysis was performed and a new grouping into dimensions was generated. To analyze the properties of the items, descriptive statistics were performed: mean, standard deviation and inter-item correlations. To study the psychometric properties of the scale, Cronbach's alpha, Exploratory Factor Analysis (EFA) -to identify the latent structure of the variables-, and Confirmatory Factor Analysis (CFA) were used as a procedure to check the results of the EFA. As recommended, participants were randomly divided into two groups to perform the AFE with one group and the AFC with the other to avoid distortions Participant: the proportion of items, sample size, normality, linearity, and correlation between variables were checked as assumptions for the factor analysis. The sample consisted of 992 undergraduate teacher training and master's degree students from different Spanish regions: Valencia, Andalusia, Catalonia, Madrid, Castilla la Mancha, and Castilla y León. The results of the different reliability and validity analyses showed that the reduced scale has higher reliability values and is still sensitive to capture gender and age scoring difference. As a conclusion, the consistency of the instrument to evaluate the teaching difficulties of students of different degrees and postgraduate degrees in education is highlighted. As for the limitations, the elimination of 2 items relevant at a theoretical level stands out: Motivating students in school tasks and Discipline problems with students/groups of students.