UNASSIGNED: Cancer rates are rising in low- and middle-income countries. While point-of-care ultrasound is now available globally and could serve to mitigate against this rise, its use in diagnosing cancers is inconsistent in lower-resourced healthcare contexts. This proof-of-concept study investigates the feasibility of an ultrasound training concept in a low-resource setting. It evaluates whether this educational concept led to improved knowledge and application of ultrasound diagnostics, cancer screening and staging and patient care.
UNASSIGNED: The curriculum was developed through expert exchange and is based on the World Health Organisation\'s Manual of Diagnostic Ultrasound. It consisted of two didactic components: an on-site training phase across 5 days for a total of 24 hours, and a digital follow-up phase involving the meeting of a bi-weekly tumor board online. The learning objectives of the on-site training were normal imaging and recognition of common pathologies of the abdominal organs, vessels, lymph nodes, female breasts and lungs. The virtual tumour boards met to discuss cases and ultrasound findings, thus aiding continuing professional development after the training sessions had concluded. The face-to-face course component was accompanied by tests given before and after training as well as an evaluation sheet (Likert-scale with 1 = \'completely/very good\' and 7 \'not at all/very poor\').
UNASSIGNED: Of 20 participants from a rural hospital in Tanzania, a total of 16 were included in the analysis (clinical officers n = 6; medical officers n = 10). A significant increase in knowledge (p < 0.01) was measured both in the subjective self-assessment and in the theoretical competence tests. In multivariate linear regression, the status \'medical officers yes\' (β = 5.4; p = 0.04) had a significant influence on theory test results at T2. During the 24 virtual tumour board meetings, 28 cases were discussed and a continuous improvement in image acquisition quality was observed.
UNASSIGNED: The ultrasound education concept comes with a sustainable increase in clinical competence and improved oncological ultrasound screening locally. There is potential for the transfer of the concept to other locations, which can be explored in the future.

BACKGROUND: The ability to solve complex challenges facing the food system is an increasingly important skill for undergraduate students entering into the global workforce. However, the curriculum tools to enhance systems thinking in the undergraduate agricultural and natural resource classroom are limited, specifically related to food systems education.
METHODS: The current study explored the use of hypothetical case scenarios in a teaching curriculum related to the seafood industry, in order to determine the use of these tools as a mechanism for increasing undergraduate students\' systems-thinking capacity. The mixed-method study used a survey and focus groups. Results indicated that participants\' understanding of, and capacity for, using systems thinking to reason through complex scenarios increased during the mixed-method educational intervention. Participants stated the experience helped them learn more about their own patterns of thinking, created transformational learning moments through dissonance, helped them learn about the unintended consequences of decision-making, and increased their understanding of system complexity.
CONCLUSIONS: The implications of using hypothetical case scenarios in the food system education classroom are explored.

Computer science graduates face a massive gap between industry-relevant skills and those learned at school. Industry practitioners often counter a huge challenge when moving from academics to industry, requiring a completely different set of skills and knowledge. It is essential to fill the gap between the industry\'s required skills and those taught at varsities. In this study, we leverage deep learning and big data to propose a framework that maps the required skills with those acquired by computing graduates. Based on the mapping, we recommend enhancing the computing curriculum to match the industry-relevant skills. Our proposed framework consists of four layers: data, embedding, mapping, and a curriculum enhancement layer. Based on the recommendations from the mapping module, we made revisions and modifications to the computing curricula. Finally, we perform a case study of the Norwegian IT jobs market, where we make recommendations for data science and software engineering-related jobs. We argue that by using our proposed methodology and analysis, a significant enhancement in the computing curriculum is possible to help increase employability, student satisfaction, and smart decision-making.

Electronic medical record (EMR) adoption across healthcare necessitates a purposeful curriculum design to prepare graduates for the delivery of safe and effective patient care in digitally-enabled environments.
To describe the design and development of an Interprofessional Electronic Medical Record (iEMR) subject that introduces healthcare students to its utility in clinical settings.
A six-stage design-based educational research framework (Focus, Formulation, Contextualisation, Definition, Implementation, Evaluation) was used to instigate the iEMR design and development in nursing and five allied health graduate entry to practice (preregistration) degrees at an Australian university.
In the Focus process, the concept and interdisciplinary partnerships were developed. The Formulation process secured grant support for subject design and development, including a rapid literature review to accommodate various course and curriculum structures. Discipline-specific subject themes were created through the Contextualisation process. During the Definition process, learning objectives and content resources were built. The Implementation process describes the pilot implementation in the nursing program, where assessment tasks were refined, and interdisciplinary clinical case studies originated.
The design and development of an iEMR subject is underpinned by internal support for educational innovation and in alignment with digital health strategies in employer organisations. Identified barriers include faculty-level changes in strategic support for teaching innovation, managerial expectations of workload, the scope of work required by academics and learning designers, and the gap between the technology platform required to support online learning and the infrastructure needed to support simulated EMR use. A key discovery was the difficulty of finding EMR software, whether designed for teaching purposes or for clinical use, that could be adapted to meet the needs of this project.
The lessons learned are relevant to educators and learning designers attempting a similar process. Issues remain surrounding the sustainability of the iEMR subject and maintaining academic responsibility for ongoing curriculum management.

The competency-based undergraduate curriculum reform at the University of Medicine and Pharmacy at Ho Chi Minh City, Faculty of Medicine (UMP-FM) is detailed and reviewed in reference to the instructional and institutional reforms, and enabling actions recommended by the Lancet 2010 Commission for Health Professional Education. Key objectives are to: revise the overall 6-year curriculum to be more integrated and competency-based; reinforce students\' knowledge application, problem-solving, clinical competence, self-directed learning and soft skills; develop a comprehensive and performance-based student assessment programme; and establish a comprehensive quality monitoring programme to facilitate changes and improvements. New features include early introduction to the practice of medicine, family- and community-based medicine, professionalism, interprofessional education, electives experiences, and a scholarly project. Institutional reform introduces a faculty development programme, joint planning mechanism, a \"culture of critical inquiry\", and a transparent faculty reward system. Lessons learnt from the curriculum reform at UMP-FM could be helpful to medical schools from low- and middle-income countries considering transitioning from a traditional to a competency-based curriculum.
UNASSIGNED: This work receives no external funding.

BACKGROUND: Peer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce. In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops.
METHODS: Medical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course.
RESULTS: A total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills.
CONCLUSIONS: This study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.

BACKGROUND: Background: To prepare medical students for their future, they must become acquainted with clinical practice, for example by means of simulations, clerkships and discussing patient cases. By connecting these different approaches, according to Kolb´s experiential learning cycle, the learning effect can be strengthened.
UNASSIGNED: In the development of a didactical program for students who are being prepared for their role as general practitioners, we have adopted a new didactic approach, in which educational formats are interlinked, according to Kolb´s experiential learning cycle. The content of these courses is determined by the Entrustable Professional Activities (EPAs) for the clerkship in family medicine, combined with the most common chief complaints of patients in the GP\'s practice. In 2019, the first course was implemented at the Technical University of Munich, Germany, with 6 medical students. A first seminar discusses patients who the students have seen for themselves during their clerkship in family medicine. In addition, matching theory is discussed and skills are practiced. In the next seminar, students apply the acquired knowledge and skills in scenarios with standardized patients. Students evaluated the courses as positive. The evaluations show they find discussing personally experienced patient cases and the opportunity to practice very valuable.
UNASSIGNED: A course design according to Kolb\'s Experiential learning cycle, which integrates experience, theory and simulation, is a valuable addition to existing forms of teaching in medical education. Students appreciated both discussing personally experienced patient cases and the opportunity to re-practice similar cases in a simulated environment. To gain more insight into the learning effects, it is recommended to further explore this approach in a different context.

UNASSIGNED: For decades, professional healthcare schools have invested considerable time and resources into the development and implementation of medical Spanish courses. However, most (if not all) of these courses and programs were developed without significant input from experts in the fields of applied linguistics and second language acquisition (SLA). This resulted in programs and courses which differ in every conceivable way, most notably in course objectives, course content, and assessment measures. Despite multiple calls by applied linguists over the years, there has never been a systematic evaluation of medical Spanish programs through the lens of applied linguistics. The literature to date also demonstrates a near-complete absence of collaboration between medical school faculty, applied linguists, and language teachers, furthering the divide between what is now well-documented in the applied linguistics and SLA literature and the reported classroom practices in the medical Spanish context.
UNASSIGNED: This article begins by contextualizing the development of medical Spanish courses under a backdrop of a critical need for multilingual medical professionals to better address documented healthcare disparities for Low English Proficiency (LEP) Spanish speakers, a steadily growing population in the United States. Then, the article introduces Task-Based Language Teaching (TBLT) as an opportunity for unprecedented collaboration between healthcare practitioners, medical Spanish course instructors, and applied linguists to improve medical Spanish curricular offerings. It goes on to identify specific opportunities for collaboration between medical Spanish professionals (instructors, course designers, program administrators) and applied linguists by highlighting three major areas for further development in the medical Spanish context. This collaboration would result in a pedagogical framework strongly rooted in applied linguistics research findings with direct, measurable impacts on both L2 Spanish learners in medical Spanish courses and the patients they will serve.
UNASSIGNED: Based on identified opportunities for curricular and programmatic improvement in published medical Spanish course reports, this article provides a rationale for TBLT as well as an overview of the process of TBLT course development. This detailed overview of TBLT course development with specific reference to the medical Spanish context presents an argument for the adoption of TBLT as an evidence-based and pedagogically viable alternative to current course offerings in medical Spanish programs. This article aims to identify a clear path forward to enable medical school program administrators and course and curriculum designers to take concrete steps to align courses with current best practices in second language pedagogy in order to optimize Spanish learning outcomes for their programs\' specific students.

Audience response systems engage learners and facilitate the assimilation of the material. We assessed whether incorporation of one system into a resident case conference would increase retention of information and attentiveness. Pre-tests were administered prior to case conferences. The University Hospital incorporated Poll Everywhere into a conference and the Veterans Administration hospital did not. Participants rated self-perceived attentiveness and completed a post-test following conference. There was an increase in post-test scores compared to pre-tests. There was no significant difference in self-perceived attentiveness or post-test scores between sites. The use of audience response did not increase retention of material or perceived attentiveness when incorporated into the conference.

Objective: COVID-19 challenges curriculum managers worldwide to create digital substitutes for classroom teaching. Case-based teaching formats under expert supervision can be used as a substitute for practical bedside teaching, where the focus is on teaching clinical reasoning skills. Methods: For medical students of LMU and TU Munich, the interactive, case-based, and supervised teaching format of Clinical Case Discussion (CCD) was digitised and implemented as dCCD in their respective curricula. Case discussions were realised as videoconferences, led by a student moderator, and took place under the supervision of a board-certified clinician. To prevent passive participation, additional cognitive activations were implemented. Acceptance, usability, and subjective learning outcomes were assessed in dCCDs by means of a special evaluation concept. Results: With regard to acceptance, students were of the opinion that they had learned effectively by participating in dCCDs (M=4.31; SD=1.37). The majority of students also stated that they would recommend the course to others (M=4.23; SD=1.62). The technical implementation of the teaching format was judged positively overall, but findings for usability were heterogeneous. Students rated their clinical reasoning skills at the end of the dCCDs (M=4.43; SD=0.66) as being significantly higher than at the beginning (M=4.33; SD=0.69), with low effect size, t(181)=-2.352, p=.020, d=0.15. Conclusion: Our evaluation data shows that the dCCD format is well-accepted by students as a substitute for face-to-face teaching. In the next step, we plan to examine the extent to which participation in dCCDs leads to an increase in objectively measured clinical reasoning skills, analogous to a face-to-face CCD with on-site attendance.
Zielsetzung: COVID-19 stellt Curriculums-Verantwortliche weltweit vor die Herausforderung, digitale Ersatzangebote für Präsenzlehre zu schaffen. Fallbasierte Formate unter Supervision bieten sich als Ersatz für klinisch-praktischen Unterricht am Krankenbett an, bei dem die Vermittlung klinischer Entscheidungsfindungskompetenzen im Vordergrund steht.Methodik: Für Medizinstudierende der LMU und der TU München wurde das interaktive, fallbasierte und supervidierte Lehrformat der Clinical Case Discussion (CCD) digitalisiert und als dCCD in die jeweiligen Curricula implementiert. Die Falldiskussionen wurden als Videokonferenz realisiert, von einem studentischen Moderator angeleitet und fanden unter Supervision eines Klinikers auf Facharztniveau statt. Um eine passive Teilnahme zu unterbinden, wurden kognitive Aktivierungen implementiert. Mit Hilfe eines speziellen Evaluationskonzeptes wurden Akzeptanz, Usability und subjektiver Lernerfolg bei der dCCD erfasst.Ergebnisse: Hinsichtlich der Akzeptanz waren die Studierenden der Meinung, durch die Teilnahme an den dCCDs effektiv gelernt zu haben (M=4.31; SD=1.37). Eine Mehrheit gab außerdem an, den Kurs weiterempfehlen zu wollen (M=4.23; SD=1.62). Die technische Umsetzung des Lehrformats wurde insgesamt positiv beurteilt, für die Usability ergab sich ein heterogenes Bild. Studierende schätzten ihre klinischen Entscheidungsfindungskompetenzen am Ende der dCCDs (M=4.43; SD=0.66) bei geringer Effektstärke signifikant höher ein als zu Beginn (M=4.33; SD=0.69), t(181)=-2.352, p=.020, d=0.15.Schlussfolgerung: Unsere Evaluationsdaten zeigen, dass die dCCD von den Studierenden als Ersatz für Präsenzlehre gut angenommen wird. In einem nächsten Schritt soll überprüft werden, inwiefern die Teilnahme an dCCDs analog zu einer CCD-Präsenzveranstaltung zu einem Zuwachs an objektiv gemessenen klinischen Entscheidungsfindungskompetenzen führt.