Consumer and community involvement (also referred to as patient and public involvement) in health-related curricula involves actively partnering with people with lived experience of health and social care systems. While health professions education has a long history of interaction with patients or consumers, a shift in the way consumer and community engage in health-related education has created novel opportunities for mutual relationships valuing lived experience expertise and shifting traditional education power relations. Drawing on a mixed methods design, we explored consumer and community involvement practices in the design and delivery of health-related education using the capability, opportunity, motivation and behaviour framework (COM-B). In our results, we describe educator capabilities, opportunities and motivations, including identifying barriers and enablers to consumer and community involvement in health-related education. Educators have varying philosophical reasons and approaches for involving consumers and community. There is a focus on augmenting student learning through inclusion of lived and living experience, and on mutual transformative learning through embedding lived experience and co-creating learning. How these philosophical positionings and motivations shape the degree by which educators involve consumers and community members in health-related curricula is important for further understanding these educational partnerships within universities.

BACKGROUND: Continuing professional education (CPE) is important for maintaining the competencies of nurses. The evaluation of training needs is necessary for well-organized CPE programs.
OBJECTIVE: To obtain a deeper understanding of the past experiences and future expectations of CPE among nurses in Chinese military hospitals in order to provide empirical support for planning effective CPE programs.
METHODS: We implemented a two-phase procedure to investigate the experiences and expectations of CPE.
METHODS: Twenty one hospitals across China.
METHODS: 382 nurses in quantitative study, and 20 nurses in qualitative study.
METHODS: Self-designed questionnaire was used to quantitatively measure past experiences, willingness to participate, and future expectations of CPE via a cross-sectional study. Semi-structured interviews were carried out to explore the characteristics of CPE activities among military nurses.
RESULTS: A total of 293 (76.7 %) participants had experience with CPE in the past, and 362 (94.8 %) were willing to take CPE in the future. The top five training items they wanted to learn about in the future were combat casualty care, emergency and critical care, military skills, trauma care in an austere environment, and specialist nursing. We identified the following 5 themes in the qualitative data: military missions, military training content, military medicine training content, training methods, and professional development paths.
CONCLUSIONS: Nursing administrators and educators should consider designing hierarchical, categorized CPE programs to meet the needs of self-development and professional growth among nurses.

BACKGROUND: The approach to the education and professional advancement of physiotherapists is particularly relevant today. To date, no studies have compared the perceptions of physiotherapists regarding professional issues in geographically close European countries such as Poland and Germany. Therefore, this study\'s purpose was to compare Polish and German physiotherapists\' perceptions related to their profession, entry-level education, and career opportunities.
METHODS: We recruited 565 physiotherapists from Poland and 560 physiotherapists from Germany. An opinion polling method based on a questionnaire was applied in the study. The survey was conducted in 48 facilities located throughout the territories of the two countries. The assessment focused on the following three issues: 1) professional education (form and content of educational programs, organizational aspects, and effects of education); 2) professional development and career opportunities; and 3) the relationship between years of service and perceptions of professional education, career satisfaction and advancement opportunities.
RESULTS: German respondents rated specific aspects of their education, development opportunities and professional careers more highly than their Polish counterparts (p = 0.001). A highly significant negative correlation was identified in both groups between all the assessed aspects of professional education and years of service (0.9 ≤ |R| < 1, p = 0.001).
CONCLUSIONS: Opinions on their professions expressed by physiotherapists from closely neighboring countries, namely, Poland and Germany, were surprisingly disparate. Compared to their Polish colleagues, German physiotherapists viewed their experiences more favorably vis-a-vis entry-level education, career opportunities, and professional status. Further study is needed to establish whether these findings reflect actual differences, sampling bias, or other factors.

BACKGROUND: Education guidelines and professional practice standards inform the design of postgraduate critical care nursing curricula to develop safety and quality competencies for high-quality care in complex environments. Alignment between nurses\' motivations for undertaking postgraduate critical care education, and intended course learning outcomes, may impact students\' success and satisfaction with programs.
OBJECTIVE: The objectives of this study were to explore nurses\' motivations and desired learning outcomes on commencement of a postgraduate critical care course and determine how these align with safety and quality professional attributes.
METHODS: In this exploratory descriptive study, qualitative data were extracted from survey responses of four cohorts of students enrolled in a graduate certificate-level critical care course between 2013 and 2016 (N = 390, 93%), at one Australian university. Summative qualitative content analysis was used to code and quantify textual content followed by synthesis to identify themes and subthemes.
RESULTS: Five themes of motivations were identified: (i) Knowledge development; (ii) Skill development, (iii) Personal outcomes, (iv) Personal professional behaviours, and (v) Interpersonal professional behaviours. Most frequently, students\' motivations and desired learning outcomes included \'Understanding\' (329 participants [84%], 652 references), \'Development of technical skills\' (241 participants [62%], 384 references), \'Development of confidence\' (178 participants [46%], 220 references), and \'Career progression\' (149 participants [38%], 168 references). Less frequent were motivations related to safety and quality competencies including teamwork, communication, reflective practice, and research skills.
CONCLUSIONS: Findings suggest students\' motivations to undertake postgraduate studies most often related to acquisition of new knowledge and technical skills. Desired skills and behaviours were consistent with many, but not all, of the key course outcomes and attributes specified by health professional education guidelines and nurses\' professional practice standards. Understanding the differences between students\' motivations and desired safety- and quality-related course learning outcomes informs course orientation, teaching activities, and student support to optimise achievement of essential learning outcomes.

OBJECTIVE: Clinical supervision supports learners and paves the way for effective and efficient learning in clinical settings. This study aimed to explain the responsibilities of clinical supervisors in clinical education wards to improve the professional skills of medical students.
METHODS: In this qualitative study, we used the conventional content analysis approach. The sample consisted of 16 faculty members of medical sciences and medical graduates of Iranian universities. Purposeful sampling and semi-structured interviews were used to collect data. The Graneheim and Lundman method (2004) analyzed the data.
RESULTS: From the analysis of interviews, 2 themes, 8 categories, and 18 subcategories were obtained. \"Clinical supervisor responsibilities\" as a theme includes the categories: \"Creating motivation in learner\", \"Learner\'s need recognition\", \"Performance evaluation\", \"Creating learning opportunities\", and \"Professional ethics education\". And, the sub-categories were: \"Creating a supportive atmosphere\", \"Task assignment\",\"Understanding training needs\", \"Understanding individual needs\", \"Periodic evaluation\", \"Proper feedback\', \"Reduce work stress\", \"Learner engagement\' , \"Learning Facilitation\", \"Attention to the patient\'s treatment\", and \"Ethical observance in relation to patients\". As the second theme \"Clinical supervisor characteristics\" included the categories of: \"Scientific competence\", \"Leading role\", and \"Ethical model\". Their sub-categories are clustered as: \"Knowledge of educational concepts\", \"Mastery of professional concepts\", \"Effective communication skills\", \"Understanding managerial concepts\", \"High resilience\", \"Career commitment \", and \"social commitment\" .
CONCLUSIONS: The clinical supervisor will improve the professional skills of medical students, which will improve the quality of services provided, train efficient graduates, and provide a safe and relaxing environment that leads to patient satisfaction.

BACKGROUND: Interprofessional education (IPE) is a concept focusing on the improvement of a good teamwork environment bringing professionals from diffferent professions together to obtain high-quality health care and improve health outcomes. Determining health discipline students\' IPE perceptions and readiness is important to develop, implement and maintain effective IPE programs.
OBJECTIVE: This study aims to determine perception and readiness for interprofessional education of health discipline students.
METHODS: This study utilized a descriptive and cross-sectional design.
METHODS: A public university in Turkey. The study was conducted with students enrolled in Faculty of Health Sciences, Medical Faculty, Faculty of Dentistry, or Vocational School of Health Services.
METHODS: The participants included 646 health discipline students who were enrolled in nursing, midwifery, medical, dentistry, medical imaging technology, first and emergency aid, and elderly care departments.
METHODS: Data were collected through the \"Data Collection Form\", the \"Interdisciplinary Education Perception Scale (IEPS-TR)\" and the \"Readiness for Inter-professional Learning Scale (RIPLS)\".
RESULTS: The participants\' IEPS-TR and RIPLS total mean scores were found 65.81 ± 19.86 and 67.90 ± 13.53, respectively. The IEPS-TR and RIPLS mean scores and the variables such as choosing the department willingly and being satisfied with the department indicated a statistically significant correlation (p < 0.05). In addition, RIPLS mean scores and the variables such as age, and willingness to take classes with other healthcare students indicated a statistically significant correlation (p < 0.05). However, no statistically significant correlation was found between the IEPS-TR and RIPLS total mean scores and department-related variables (p > 0.05). The participants\' IEPS-TR and RIPLS mean scores demonstrated a positive and significant relationship (r = 0.314, p < 0.001).
CONCLUSIONS: This study showed that health discipline students had a high level of perception of interdisciplinary education and were ready for interprofessional education. The study also demonstrated that students\' perception of interdisciplinary education increased with the increase in their readiness for this education.

BACKGROUND: Due to the complex nature of healthcare professionals\' roles and responsibilities, the education of this workforce is multifaceted and challenging. It relies on various sources of learning from teachers, peers, patients and may focus on Work Integrated Learning (WIL). The COVID-19 pandemic has impacted many of these learning opportunities especially those in large groups or involving in person interaction with peers and patients. Much of the curriculum has been adapted to an online format, the long-term consequence of which is yet to be recognized. The changed format is likely to impact learning pedagogy effecting both students and teachers. This requires a systematic approach to evaluation of online teaching and learning adaptation, in comparison to the previous format, where, in person education may have been the focus.
METHODS: The proposed study is a broad based evaluation of health professional education in a major Australian University. The protocol describes a mixed methods convergent design to evaluate the impact of online education on students and teachers in health professional courses including Medicine, Nursing, Allied Health and Biomedical Science. A framework, developed at the university, using Contribution Analysis (CA), will guide the evaluation. Quantitative data relating to student performance, student evaluation of units, quantity of teaching activities and resource utilization will be collected and subjected to relevant statistical analysis. Data will be collected through surveys (500 students and 100 teachers), focus groups (10 groups of students) and interviews of students and teachers (50 students beyond graduation and 25 teachers, for long term follow up to 12 months). Application of CA will be used to answer the key research questions on the short term and long-term impact of online education on teaching and learning approaches.
CONCLUSIONS: The protocol describes the study, which will be widely implemented over the various courses in Health Professional Education and Biomedical Science. It will evaluate how students and teachers engage with the online delivery of the curriculum, student performance, and resources used to implement these changes. It also aims to evaluate longitudinal outcome of student learning attributes and impact on graduate outcomes, which is poorly reported in educational literature.

BACKGROUND: Inter Professional Education and Collaboration (IPEC) is grounded on mutual respect, enhances collaborative practice, and increases satisfaction among health care professionals.
OBJECTIVE: The study was conducted to assess the level of knowledge and readiness for IPEC among nursing students.
METHODS: The student\'s level of knowledge was assessed using a 20 item questionnaire while their readiness for IPEC was measured using the Readiness for Interprofessional Learning Scale (RIPLS) comprising 19 items. A total of 125 nursing students participated in the study and data was analyzed using Statistical Package for the Social Sciences (SPSS) version 25 DISCUSSION: The mean level of knowledge was 44.41 with SD of 4.72. The mean readiness score was 79.09 with the SD of 11.77. There is no significant association between the knowledge and readiness of nursing students regarding IPEC and their demographic variables at 0.05 confidence level.
CONCLUSIONS: Majority of the students had moderately adequate knowledge about IPEC and high level of readiness towards IPEC. This implies that when appropriately implemented, the students will reap the benefits of IPEC, which has the potential to improve their ability to provide holistic nursing care to their patients.

Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to help address student outcomes such as retention rates, graduation rates, and learning. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational research and practice-based research alone have not closed the translation gap between the research laboratory and the college classroom. Fortunately, scientists and university faculty can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science.

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