Search Results for
"Humans"

Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions. The novel blended learning program was integrated into a clerkship internal medicine, aiming to optimize clerks’ clinical workplace learning. Therefore, a traditional inpatient ward was transformed into a CTU, featuring the introduction of learning activities that promoted multidisciplinary and interprofessional learning. It included an integrated SPOC, aiming to improve clinical reasoning skills, feedback and collaboration of the clerks. The authors analyzed the clerkships’ content and design, by categorizing the social-epistemological dimensions of the teaching modes offered before (traditional clerkship) and after (including CTU and SPOC) the intervention. These dimensions consisted of individual versus group (collaborative), and objectivist versus constructive learning categories. The CTU model added eleven group activities to the clinical workplace, of which nine were characterized as constructivist-group activities. It also led to more active learning of the clerks, compared to the traditional clerkship. Analysis of the SPOC revealed 344 teaching modes in total, which included 113 objectivist–individual, 205 constructive–individual and 23 constructive–group activities. Compared to a traditional clerkship, the CTU with SPOC led to more constructivist and collaborative learning and a more diverse educational program. This study illustrates a methodology to address active and collaborative learning activities in an educational program, and offers tools to evaluate and redesign one’s teaching program. The methods and models described can be applied to clinical environments in other areas of medicine. © 2025 Hamoen et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Background With the increasing availability and use of digital tools such as virtual reality in medical education, there is a need to evaluate their impact on clinical performance and decision-making among healthcare professionals. The Trauma SimVR study is investigating the efficacy of virtual reality training in the context of traumatic in-hospital cardiac arrest. Methods and analysis This study protocol (clinicaltrials.gov identifier: NCT06445764) for a single-center, prospective, randomized, controlled trial focuses on first-year residents in anesthesiology/intensive care, traumatology, and emergency medicine. The study will compare the clinical performance in a simulated scenario between participants who received virtual reality training and those who received traditional e-learning courses for preparation. The primary endpoint is the time to a predefined intervention to treat the underlying cause of the simulated traumatic cardiac arrest. Secondary endpoints include protocol deviations, cognitive load during simulated scenarios, and the influence of gender and personality characteristics on learning outcomes. The e-learning and the virtual reality training content will be developed in collaboration with experts from various medical specialties and nursing, focusing on procedural processes, guideline adherence specific to trauma patient care, and traumatic in-hospital cardiac arrest. Results The results of this study will provide valuable insights into the efficacy of virtual reality training, contributing to the advancement of medical education, and serve as a foundation for future research in this rapidly evolving field. © 2025 Lintschinger et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Objective. The objective was to establish consensus-based competencies for oncology within physical therapist professional education programs in the United States. Methods. A mixed-methods approach implementing a sequential exploratory design that included 3 phases was used to establish oncology competencies for physical therapist professional education programs. Participants in each phase were physical therapists representing diverse practice settings, experience levels, and geographical regions. Student physical therapists were included in phases 2 and 3. Three online focus groups were followed by an in-person group discussion to establish cancer-related themes, domains of practice, and competencies. Participants evaluated the competencies in a 3-round modified Delphi study for relevance and clarity. Each competency required 80% consensus using a Likert scale (1 = not at all relevant/clear, 5 = extremely relevant/clear). It was not accepted if a competency did not meet the 80% threshold by the end of round 3. Results. Six domains of practice and 28 competencies were developed and evaluated. Within the 6 domains, 21 competencies were accepted: general cancer concepts (n = 4), musculoskeletal system (n = 3), neurologic system (n = 5), integumentary system (n = 2), cardiovascular and pulmonary system (n = 5), and involvement of multiple systems across the lifespan (n = 2). Along with the 21 competencies, participants also recommended 11 overarching oncology themes to incorporate into physical therapist professional education programs. Delivering cancer content using a body systems approach was recommended. Conclusion. As the number of survivors of cancer continues to grow, integration of these essential competencies within physical therapist professional education programs will improve the profession’s capacity to provide quality care to meet the societal need of persons living with and beyond cancer. Impact. Academic and clinical educators should integrate these competencies to ensure that physical therapist professional education programs appropriately prepare physical therapists for providing care for persons living with and beyond cancer across the lifespan. © The Author(s) 2024. Published by Oxford University Press on behalf of the American Physical Therapy Association. All rights reserved.

Introduction: Supervising in the workplace plays a key role in increasing the skills of the trainee. The shift to competence-based medical education requires both clinical expertise and pedagogical skills from the supervisor. These are distinct types of expertise. We know only a little of how competencies of supervising develop in medical education. The aim of our study is to find out what kind of professional agency in supervision general practitioners describes before their supervisor training. Professional agency refers to the individual’s skills, willingness, ability, and responsibility to act with others in the professional context. Methods: Our participants wrote a presentation of themselves before starting a supervisor training module. We studied these texts with narrative positioning analysis to examine who they are as supervisors, that is, the kind of professional agency they describe. Results: We found three types of descriptions of professional agency: traditional master-apprenticeship supervision, clinical skills supervising with a collegial relationship, and process-oriented dialogical supervision. Supervising is mostly described as supervising the trainee on clinical skills and participants have a will to be a good supervisor, but they also express uncertainty of achieving this goal. Conclusion: The variation in general practice supervisors’ agency and pedagogical skills poses challenges for training providers in how to tailor the training to suit the best to participants with different skills. However, it gives an excellent opportunity for fruitful peer-to-peer learning. With our findings, it is possible to further develop supervisor training. © 2025 The Author(s).

Background: In recent years, the use of digital technology in the education of health care professionals has surged, partly driven by the COVID-19 pandemic. However, there is still a need for focused research to establish evidence of its effectiveness. Objective: This study aimed to define the gaps in the evidence for the efficacy of digital education and to identify priority areas where future research has the potential to contribute to our understanding and use of digital education. Methods: We used a 2-stage approach to identify research priorities. First, an umbrella review of the recent literature (published between 2020 and 2023) was performed to identify and build on existing work. Second, expert consensus on the priority research questions was obtained using a modified Delphi method. Results: A total of 8857 potentially relevant papers were identified. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, we included 217 papers for full review. All papers were either systematic reviews or meta-analyses. A total of 151 research recommendations were extracted from the 217 papers. These were analyzed, recategorized, and consolidated to create a final list of 63 questions. From these, a modified Delphi process with 42 experts was used to produce the top-five rated research priorities: (1) How do we measure the learning transfer from digital education into the clinical setting? (2) How can we optimize the use of artificial intelligence, machine learning, and deep learning to facilitate education and training? (3) What are the methodological requirements for high-quality rigorous studies assessing the outcomes of digital health education? (4) How does the design of digital education interventions (eg, format and modality) in health professionals’ education and training curriculum affect learning outcomes? and (5) How should learning outcomes in the field of health professions’ digital education be defined and standardized? Conclusions: This review provides a prioritized list of research gaps in digital education in health care, which will be of use to researchers, educators, education providers, and funding agencies. Additional proposals are discussed regarding the next steps needed to advance this agenda, aiming to promote meaningful and practical research on the use of digital technologies and drive excellence in health care education. ©Alison Potter, Chris Munsch, Elaine Watson, Emily Hopkins, Sofia Kitromili, Iain Cameron O'Neill, Judy Larbie, Essi Niittymaki, Catriona Ramsay, Joshua Burke, Neil Ralph.

Objectives The study aims to explore the workplace learning experiences of medical faculty in critical care specialties at a university hospital, focusing on how they develop their professional identity and construct the meaning of their work. Design Qualitative, phenomenological study. Setting The current study was conducted at a university hospital in South Korea between November 2022 and October 2023. Participants Five faculty members (two males and three females) from critical care specialties (eg, emergency medicine) with over 15 years of experience, each having served as faculty at a university hospital for more than 5 years. Results Six key themes emerged: cultivating 'doctor-ishness' in the realm of critical care, beacon of inner drive: guiding professional growth, nexus for leveraging expertise and fostering professional growth, the challenging reality of becoming an 'ideal' faculty, the shifting tides of the medical profession's role and weaving workplace learning into a unique rhythm of practice. These themes collectively highlight that faculty members' workplace learning involves a transition from functional professionals to reflective practitioners. Conclusions Workplace learning of faculty members with critical care specialties is understood as an ongoing, context-dependent and individualised process in which emotions play a crucial role in determining the depth and significance of learning and shaping professional identities. This study highlights their capacity for agency and potential, offering a perspective beyond previous research that has primarily focused on their hardships. By shedding light on their workplace learning from an insider's view and underscoring the need to support professional development in these high-stakes fields, our findings suggest theoretical and practical interventions to foster the mutual growth of faculty and hospital organisations. © Author(s) (or their employer(s)) 2025. Re-use permitted under CC BY-NC.

Health professional education stands to gain substantially from collective efforts toward building video databases of skill performances in both real and simulated settings. An accessible resource of videos that demonstrate an array of performances – both good and bad—provides an opportunity for interdisciplinary research collaborations that can advance our understanding of movement that reflects technical expertise, support educational tool development, and facilitate assessment practices. In this paper we raise important ethical and legal considerations when building and sharing health professions education data. Collective data sharing may produce new knowledge and tools to support healthcare professional education. We demonstrate the utility of a data-sharing culture by providing and leveraging a database of cardio-pulmonary resuscitation (CPR) performances that vary in quality. The CPR skills performance database (collected for the purpose of this research, hosted at UK Data Service’s ReShare Repository) contains videos from 40 participants recorded from 6 different angles, allowing for 3D reconstruction for movement analysis. The video footage is accompanied by quality ratings from 2 experts, participants’ self-reported confidence and frequency of performing CPR, and the demographics of the participants. From this data, we present an Automatic Clinical Assessment tool for Basic Life Support that uses pose estimation to determine the spatial location of the participant’s movements during CPR and a deep learning network that assesses the performance quality. © Crown 2024.

BACKGROUND: Although research suggests that mentors largely shape apprentices’ work attitudes and behaviors, questions remain as to how and when negative mentoring experiences can influence the formation of craftsmanship spirit among apprentices. OBJECTIVE: This study, grounded in social exchange theory and regulatory focus theory, proposed and empirically examined the mediating role of occupational identity and the moderating role of regulatory focus (i.e., promotion focus and prevention focus) in the relationship between negative mentoring experiences and craftsmanship spirit METHODS: Using three-wave data among 345 apprentices and their immediate mentor in manufacturing companies in China, we employed SPSS PROCESS macro to examine the mediating role of occupational identity and the moderating role of regulatory focus. RESULTS: The main results demonstrated that occupational identity partially mediated the link between negative mentoring experiences and craftsmanship spirit. Moreover, regulatory focus moderates the relationship between negative mentoring experiences and occupational identity, such that the relationship is stronger among employees with a higher prevention focus, and weaker among employees with a higher promotion focus. CONCLUSIONS: Organizational managers need to be aware of the negative impact of masters’ negative mentoring on apprentices’ occupational identity and craftsmanship, especially for individuals with a high prevention focus, where this negative effect is more pronounced. © 2025 – IOS Press. All rights reserved.

Introduction: Adolescence is a crucial developmental stage characterized by escalating mental health issues as well as an increasing awareness of future career possibilities. Occupational future time perspective has been shown to be a promotive factor for social functioning and mental health, and a component in evidence-based clinical practices and randomized controlled trial intervention studies. However, it requires more rigorous and ecological corroboration from longitudinal analysis at the within-person level. Methods: Random intercept cross-lagged panel models with several adjustments and sensitivity analyses were applied to the longitudinal data from the Zurich Project on the Social Development from Childhood to Adulthood (Zurich, Switzerland), to analyze how occupational future time perspective and psychological/neurodevelopmental outcomes (attention deficit hyperactivity disorder symptoms/externalizing/internalizing problems) covaried across ages 13 (N = 1365), 15 (N = 1446), and 17 (N = 1305) in the years 2016, 2018, and 2020, after controlling for sex (52% male), SES, and school type. Results: A small effect was found in a random intercept cross-lagged panel model whereby occupational future time perspective at age 15 predicted externalizing problems at age 17 (β =.146, p =.05, [95% CI = 0.000, 0.292]), and in a random intercept (contemporaneous) reciprocal panel model specification attention deficit hyperactivity disorder symptoms at age 17 were contemporaneously associated with occupational future time perspective at age 17 (β = −.310, p <.05, [95% CI = −0.580, −0.041]). No cross-lagged associations were found to be robust across different model specifications/adjustments. Conclusions: These findings suggest that improving occupational future time perspective may have limited impact on enhancing mental health, offering valuable insights for school-based interventions. Further research and replication are necessary to confirm these results. © 2024 The Author(s). Journal of Adolescence published by John Wiley & Sons Ltd on behalf of Foundation for Professionals in Services to Adolescents.

Background: Evidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic. Aim: To understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership. Design: A reflective discussion following the six stages of the Gibbs' Reflective Cycle. Settings: A two-month research internship at an Australian University was held over the summer. Participants: Two successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program. Methods: Following the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed. Results: The optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement. Conclusions: Nursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities. © 2024 The Authors