The article considers possibilities of forming integrated educational programs of personnel training. The integration supposes interdisciplinary approach and inclusion within curricula, besides medical subjects, disciplines from different fields of science. As practice demonstrates, this approach provides larger spectrum of professional knowledge, skills and competencies and contributes into better career guidance and subsequent employment of graduates.

The humanization of medical education is targeted at integration of humanitarian values and approaches into system of education of medical personnel to improve their professional and personal training. This process includes education in medical ethics, development of communication skills, stress management and implementation of humanitarian disciplines into the curriculum. The humanization contributes into formation of empathy, responsibility and professionalism in future physicians that helps to better understand and consider psychological, social and emotional needs of patients. The problems of including humanitarian sciences into medical education are associated with lack of systematic approach, adequate curricula and qualified lecturers. To optimize process, it is necessary to focus on education of ideals and beliefs, development of integrated curricula and enhancement of humanitarian component of education.

UNASSIGNED: Shock is a life-threatening condition amongst hospitalized patients and requires urgent management to avoid mortality. Early exposure is vital for educational and patient safety purposes.
UNASSIGNED: We developed a 90-minute shock day session that provided internal medicine interns with a cognitive framework for the initial diagnosis and management of shock, which they applied to two simulations. The first simulation involved a patient with septic shock, and the second involved a patient with cardiogenic shock. Critical action checklists were used to assess learners and guide structured debriefs after each simulation. Medical decision-making and communication frameworks were presented through a presession video and a chalk talk. The curriculum was evaluated using pre- and postintervention surveys to assess knowledge and confidence.
UNASSIGNED: Forty-eight interns participated in the session in 2022 and 2023. We observed an increase in the percentage of learners correctly answering a knowledge-based question regarding the amount of fluid administered to a patient in septic shock (pre: 33%, post: 62%, p < .01), as well as increases in learner-reported confidence in leading a rapid response (pre: 9%, post: 62%) and in managing undifferentiated shock (pre: 13%, post: 56%), septic shock (pre: 20%, post: 83%), cardiogenic shock (pre: 2%, post: 54%), hemorrhagic shock (pre: 20%, post: 73%), and anaphylactic shock (pre: 22%, post: 54%, all ps < .01).
UNASSIGNED: Employing a variety of pedagogical methods, we demonstrated that intern knowledge and confidence regarding the management of a hypotensive patient during a rapid response can be increased through participation in our curriculum.

UNASSIGNED: There is now an Optometry Council of Australia and New Zealand (OCANZ) accreditation requirement for Australian and Aotearoa New Zealand optometry programs to ensure students can provide culturally safe care for First Nations Peoples. To assist programs, OCANZ developed the Optometry Aboriginal and Torres Strait Islander Health Curriculum Framework (Optometry Framework).
UNASSIGNED: The objective of this study was to evaluate early progress towards the implementation.
UNASSIGNED: All seven Australian optometry programs were invited to complete a modified version of the OCANZ curriculum mapping tool. Where available, online unit outlines were reviewed to verify and supplement the data. Curriculum maps were synthesised using qualitative content analysis.
UNASSIGNED: None of the five participating programs had a standalone Aboriginal and Torres Strait Islander health unit; instead, programs were integrating content into core units. Only 25% of the units with relevant content had a directly related learning outcome. All programs had at least some content that was either directly or indirectly related to each of the Optometry Framework themes, and included some content related to novice and intermediate levels of learning. Four programs had content related to entry to practice levels of learning. The average total duration of directly related content in programs (excluding clinical placements) was 18 hours. Not all programs offered an Aboriginal and Torres Strait Islander health setting clinical placement opportunity. Directly related assessment was minimal in most programs, where the format was predominantly reflective journals or questions within written examinations.
UNASSIGNED: Progress has been made in implementing the Optometry Framework; however, further efforts are required. Programs need to integrate additional directly related learning outcomes, content (particularly entry to practice level learning), and assessment. Further curriculum enhancements will improve the likelihood of optometry students acquiring the necessary capabilities for providing culturally safe care.

BACKGROUND: Most nursing managers are not fully aware of second victims and may not be able to provide support. Moreover, there are relatively few training courses for nursing managers about second victims.
OBJECTIVE: To describe the construction and evaluation of a second victim course for nursing managers.
METHODS: A single-group pretest-posttest study design was used.
METHODS: A large comprehensive tertiary hospital with over 3000 beds in China.
METHODS: Forty-nine nursing managers who met the inclusion and exclusion criteria participated in this training. Sixteen clinical frontline nurses who experienced adverse events within three months following the training were also invited.
METHODS: The course \"Second Victim & Empathy Communication\" was developed through a literature review and expert consultation and consisted of 4 unit modules: (1) adverse events & second victims, (2) the recovery trajectory of second victims, (3) second victim supportive resources, and (4) key strategies of empathy communication. A course evaluation questionnaire, an empathy communication questionnaire for nursing managers, a second victim evaluation questionnaire, and an open-ended question were used to measure the feasibility, acceptability and effectiveness of the course.
RESULTS: >97.96 % of the nursing managers were satisfied with the course, >97.96 % had learned new knowledge, and >95.92 % had changed their behavior and attitudes toward second victims. Their levels of empathetic communication differed significantly before and after training (t = -2.170, P = 0.035). Among these nursing managers, twenty-six participants provided positive and meaningful feedback and suggestions to the course by answering an open-ended question. A total of 66.6 % to 100 % of second victims were satisfied with the empathetic communication behavior exhibited by nursing managers.
CONCLUSIONS: The second victim training course is feasible and can be used for clinical training to enhance nursing managers\' understanding of second victims and enhance their empathetic communication.

Bevezetés: Az orvosi kommunikációs készségek hatékony oktatásának széles körben elfogadott módszere a szimulációs betegek alkalmazásával végzett oktatás. A szimulációs betegek hozzájárulnak a klinikai készségek oktatásához és értékeléséhez is. Hazánkban intézményesített formában elsőként a Pécsi Tudományegyetem Általános Orvostudományi Karán indult 2019-ben a „Szimulációs Beteg” program a Kar mindhárom tannyelvű oktatásának támogatására. A program keretein belül laikus szimulációs betegek képzése és továbbképzése folyik magyar, angol és német nyelven. Célkitűzés: A program kari implementációjának fogadtatását négy évvel a program indulása után vizsgáltuk, magyar és nemzetközi hallgatóink körében. Tanulmányunkban a kutatás eredményeinek ismertetése mellett röviden bemutatjuk a program elméleti és gyakorlati vonatkozásait is. Módszer: Kutatásunk online kérdőíves felmérésre épült. A kérdőíves felmérés keresztmetszeti vizsgálattal, kényelmi mintavétellel történt a 2023. tavaszi szemeszterben. A kérdőív három skálája összesen 20 kérdésből áll. A zárt kérdéstípusok feleletválasztást, illetve rangsorolást tartalmaznak. A nyitott kérdések a pozitív tapasztalatok és a nehézségek szabad kifejtésére irányulnak. A vizsgálatot magyar, angol és német kommunikációs-szaknyelvi kurzusok hallgatói körében végeztük. A kutatásra 128 értékelhető válasz érkezett. Eredmények: Szignifikáns különbséget találtunk a három tannyelven tanuló csoportok értékelésében a szimulációs betegekkel folytatott konzultációk, valamint a visszajelzések megítélésében, illetve a szimulációs betegeket alkalmazó oktatás hatékonyságát illetően. A nyitott kérdésekre adott válaszokban a hallgatók a valós élethelyzetek gyakorlásának lehetőségét, a visszacsatolás jelentőségét, a magabiztosság növekedését, a szakmai fejlődést emelték ki. Következtetés: Korábbi kutatásokhoz hasonlóan a szimulációs betegeket alkalmazó módszertan bevezetését egyértelműen pozitívan fogadták hallgatóink. Jelen kutatásunk rámutatott ugyanakkor arra, hogy a különböző oktatási nyelven tanuló hallgatók eltérően súlyozzák a módszertan egyes elemeinek jelentőségét és kihatását a teljes tanulási folyamatra, illetve szakmai fejlődésükre nézve. Orv Hetil. 2024; 165(33): 1286–1294.

UNASSIGNED: Pedagogically sound curricula are needed for occupational therapy (OT) students to adopt evidence-based practice (EBP) principles and internalise EBP within their professional identities. Exploring students\' perceptions of this knowledge area can contribute to effective curriculum design.
UNASSIGNED: To explore the evolution of pre-registration OT student perceptions of research and EBP over the course of their engagement with undergraduate teaching and learning.
UNASSIGNED: The Q-sort approach synthesises different viewpoints regarding a sample of statements, using by-person factor analysis (respondents = variables; statements = sample). Final year pre-registration OT students completed the same Q-sort at three timepoints (pre-dissertation [n = 18]; post-dissertation submission [n = 12]; post-student research conference [n = 6]). Q-sort responses were intercorrelated and factor-analysed; extraction of factors with an eigenvalue of ¬>0.9 and varimax rotation identified majority viewpoints.
UNASSIGNED: Significant factors were revealed at each timepoint: 1a: \'Evidence-inseparable from OT practice\', 1b: \'Research for research\'s sake-inseparable from the occupational therapy identity\', 2: \'Who am I to question the gurus?\', 3: \'I can do it with confidence…but so what?\'
UNASSIGNED: Opportunities for completing \'authentic\' student research projects, with \'ownership\' of results, may enhance research and EBP confidence and professional identity.
UNASSIGNED: Findings expand current knowledge regarding effective use of pre-registration educational opportunities to support future research and EBP.

暂无摘要。

Simulation-based robotic surgery training may help surgeons gain operative skills and experience in the simulation environment. This bibliometric analysis examined the development of simulation-based training for robotic surgical education. Articles pertaining to robotic surgical simulation training that were included in the Web of Science Core Collection up to April 25, 2024, were included. The temporal patterns in published paper numbers were evaluated using Microsoft Excel software, and the data regarding co-authorship and keyword co-occurrence were analyzed and visualized using the VOSviewer and SCImago Graphica tools. A total of 594 papers on simulation-based training for robotic surgical education were evaluated in this study. The United States and United Kingdom were the leading contributors in this field. The most published authors were Professor Ahmed Kamran (23 publications) and Prokar Dasgupta (22 publications). The highest number of papers was published in the journal titled \"Surgical Endoscopy and Other Interventional Techniques.\" The most common keywords were \"virtual reality,\" \"curriculum,\" \"robotic surgery simulator,\" \"assessment,\" and \"learning curve.\" Our study offers a detailed overview of international research on simulation-based training for robotic surgical education, including the publishing countries, institutions, authors, journals, and research hotspots. It also methodically summarizes the state of knowledge in the area, and provides definite directions and concepts for further in-depth analysis.

BACKGROUND: There is little to no data evaluating long term usage of point of care ultrasound (POCUS) after a training intervention for medical students. The purpose of this study was to examine the impact of an intensive POCUS training program on medical student\'s usage at 9-months post-program.
METHODS: This was a prospective cross-sectional study of rising second year medical students who participated in a 2-week summer POCUS training program. Instruction consisted of 8 h of asynchronous online didactic material, 2-4 h of daily hands-on instructor-led and independent scanning, and instruction on how to teach POCUS. Students were assessed pre- and post-program, and again at 9 months post-program to evaluate POCUS usage.
RESULTS: A total of 56 students participated in the program over 2 summers; 52 (92.9%) responded to the 9-month post-program survey. At 9 months, 49 (94.2%) of students taught POCUS after the program to peers or faculty. Students reported serving as a POCUS instructor in 283 subsequent teaching sessions accounting for 849 h of POCUS instruction time. Six (11.5%) students were involved in the creation of a POCUS interest group on their regional campus, 7 (13%) created a POCUS curriculum for their student interest group, and 4 (7.7%) created an opt-in co-curricular POCUS program for students at their regional campus. Three (5.8%) students did not serve as educators after the program and only one student reported not using POCUS again after the program.
CONCLUSIONS: After a 2-week intensive POCUS training program for medical students, the majority of students demonstrated continued involvement in POCUS learning and education at 9-month follow-up including serving as peer instructors and assisting with limitations in financial resources and trained faculty.