Fourth-year medical student participants in a longitudinal student-led teaching elective leveraged participatory teaching practices, using reflective teaching logs, to help advance their abilities as clinician-educators. The themes emerging from RTLs reveal students' understanding of teaching skills and their preparedness for the upcoming residency and subsequent workplace environment. Situativity theory underpins the development of critical formative teaching experiences and clinician-educator awareness within students' formal teaching opportunities in authentic undergraduate learning environments.

Flipped classroom pedagogy (FCP) has been shown to effectively and efficiently improve the teaching and learning process. Furthermore, nursing students and teachers might exhibit apprehension towards FCP implementation, because of their anxieties about technological advancements and the time constraints imposed by both classroom learning and practical experience. The implementation of FCP mandates promotional training for its adoption. However, exploring methods to advance FCP and demonstrating its impact in developing economies is an area needing increased research focus. read more The Flipped Classroom Navigator (FCN), a web-based educational intervention, was the focus of this study, designed to assess its impact on fostering future competencies in practice (FCP) in Sri Lankan nursing education.
This study, utilizing a mixed-methods approach, assessed the effects of the FCN through pre- and post-training knowledge assessments, the Instructional Materials Motivation Survey (IMMS), the Perceived Transfer of Learning Questionnaire, and collected qualitative data from students and teachers regarding their experiences. Fifty-five undergraduate nursing students and fifteen university teachers from Sri Lanka's two state universities were participants in the study. We utilize repeated measures ANOVA to study the impact of variables on a given subject.
The procedures involved tests, such as Levene's test of homogeneity and calculations based on Cohen's coefficient.
Data analysis employed an inductive, thematic methodology.
Improved FCP understanding was evident, with post-training knowledge test scores demonstrably higher than their pre-training counterparts. FCN's instructional materials generated a significant motivation for learning amongst the participants. Participants' positive outlook on FCN training manifested in the successful application of acquired knowledge to their teaching methodologies. Thematic analysis, using induction, revealed user experiences, FCN learning content, behavior modifications, and recommended improvements as key themes.
In the undergraduate nursing program, the FCN framework led to a deeper understanding and improved knowledge of FCP for both pupils and instructors.
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Medical educational plans worldwide are shaped to suit the distinctive social, political, cultural, and health demands found in each nation. Every medical school is charged with the duty of educating graduates capable of providing high-quality medical care for their respective communities. The complete globalization of medical education remains a formidable obstacle. There exists limited knowledge about the intrinsic variations that shape curricula in nations worldwide. Historical and distinctive factors are often responsible for the obstacles in the way of a complete globalization of medical curricula. Seven countries' medical education systems are explored comparatively, highlighting traditions, economic forces, and socio-political contexts that shape these systems.

Health professions education frequently grapples with the multifaceted and complex nature of studied phenomena. Employing a complexity science lens, this article outlines a theoretical framework to examine how electronic consultations support learning, both for individual primary care providers and the encompassing organizations they work within. Learning occurring at multiple levels, including individual and social group, can be explored by researchers using this framework, avoiding the pitfalls of overly simplistic conflation of levels and theories. Electronic consultations serve as illustrative examples of the diverse levels of learning and their associated theories. The study of learning in complex, multi-layered systems is facilitated by this complexity science-inspired framework.

The process of professional identity formation, and its susceptibility to the influence of the hidden curriculum, warrants heightened attention within contemporary medical education. Anti-epileptic medications From a performance perspective, this commentary probes the effects of culture, the hidden curriculum, and the socialization process in medical training on the development of learners' professional identities. To confront the swiftly altering difficulties that impact both medical practice and society at large, we highlight the criticality of training physicians with a multifaceted skill set and a capacity for inventive problem-solving. Learners are presented with opportunities to direct cultural advancement, emphasizing authenticity and unique professional self-expression.

The bulk of undergraduate medical training in Ireland is concentrated in clinical settings within teaching hospitals, with a lesser emphasis on training in community-based environments. Studies have emphasized the urgent need for innovative training techniques, particularly in community-based child health programs. A multifaceted clinic, encompassing multiple agencies and disciplines within paediatrics, was inaugurated in a marginalized area of southern Ireland to serve the community.
Children aged 0-6 years receive health and developmental assessments, and the clinic serves as a training ground for medical students, who undertake a one-day placement during their final undergraduate year. Capturing student experiences and understanding the perceived consequences of community-based training on undergraduate medical education were the objectives of this study.
Descriptive methodology was the foundation of this study's design. The research tools encompassed a mixed-methods online questionnaire and qualitative reflective essays. From the responses of the quantitative questionnaire, Microsoft Excel derived descriptive statistics. Qualitative data underwent thematic analysis, guided by the framework of Braun and Clarke. The mixed-methods research design's standards dictated the manner in which data integration and reporting were performed.
Fifty-two medical students, after careful consideration, consented to participate in the study. Of the total group, 62% (thirty-two) participated in the online questionnaire. Twenty reflective essays were singled out by means of a random selection. Following their clinic experience, 94% of participants believed they had the opportunity to utilize their skills and knowledge. 96% reported a substantial increase in their understanding of child health and development and 90% considered the experience extraordinarily valuable to their learning. The qualitative evaluation of student engagement with vulnerable community populations showed an improvement in student knowledge, practical application, and sensitivity to social deprivation and its bearing on child development.
Exposure to a community-based paediatric clinic yielded experiential and transformative learning, which profoundly impacted undergraduate medical student training. Our experience with community-based clinical skill instruction could be disseminated across diverse medical specialities to the benefit of the public.
Supplementary material for the online version is accessible at 101007/s40670-022-01699-3.
Users can gain access to supplementary materials related to the online version through the provided link: 101007/s40670-022-01699-3.

Pre-clinical and clinical aspects are combined within the medical curriculum. Despite their crucial role in diagnostic and clinical reasoning, basic sciences often face student apathy, a factor frequently linked to a lack of perceived clinical relevance. While fundamental to medical practice, basic sciences, encompassing disease prevention, diagnosis, and treatment, frequently fail to capture the interest of medical students. To determine the effect of clinical experts' beliefs on medical students' opinions on fundamental sciences, specifically immunology, this study was undertaken. A video showcased the routine application of basic sciences and immunology, as practiced by six experts in diverse clinical specialties. A survey instrument, composed of four ranking questions and one short-answer query, was employed to evaluate the perspective of second-year medical students toward basic science courses. After the video clip's online broadcast, students proceeded to respond to the same questions. A research project was conducted with 188 students, of whom 129 were second-year students (male to female ratio 0.92) and 59 were third-year students (male to female ratio 0.90). A substantial rise in the mean score for all ranking-based questions was ascertained after the film streaming of the interviews. Prior to viewing the video segment, just 149% of students deemed immunology a crucial course; however, afterward, this percentage surged dramatically to 585% (P < 0.0001). skin biopsy This study indicated that clinical specialists' views on fundamental sciences played a significant role in boosting student enthusiasm for basic science courses, especially immunology.

Foundational science concepts and clinical practice applications, combined in an interdisciplinary learning approach, are vital components of many pharmacy and other healthcare programs. Students might not always find the integrated nature of the coherent, specialist-designed, interdisciplinary curricula apparent. Team teaching, an instructional strategy wherein several educators contribute to the instruction within a classroom, could potentially address this misconception.