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.

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BACKGROUND: Mentorship training programs demand a paradigm shift from theory-driven to hands-on practical approach with prioritization of preparation of mentors and mentees for their roles through self-awareness and targeted professional development planning. There is a lack of evidence generated from the health professions education institutions of global south regarding effectiveness of workshops in fostering mentorship culture.
METHODS: This mixed method study with convergent parallel design was conducted through a collaborative mentoring workshop; \"Faculty Mentoring-Building stronger by digging deeper\" by Aga khan University Medical College, Karachi and University of Lahore, Punjab, Pakistan. Objective of the research was to emphasize the importance of faculty mentoring program, roles and responsibilities of mentors and mentees and perception of the participants regarding the associated role of institutions. It aimed to educate faculty members to develop personal development plans for becoming effective mentors and mentees. The demographic data was collected before the workshop, during the workshop data was collected from SWOT analysis, followed by goal settings and the action plans made by participants at the end. Post workshop online feedback was acquired by a questionnaire to comprehend participants\' educational attainment. Association between quantitative findings was done through ANOVA, while the qualitative data was subjected to thematic analysis.
RESULTS: Total of 37 faculty members participated in the hands-on workshop. All faculty equally perceived the workshop as satisfactory and reported that hands-on practice led to positive experience of setting clear goals and action plans in developing oneself both as mentor and mentee. Themes identified were; Faculty Mentorship Program, Personal development Plan of Mentors and Mentees and Building Positive Mentor-Mentee Relationships. Voluntary structured program, choice of more than one faculty mentor and portfolio development based on personal SWOT was recommended by participants for the success of formal mentoring programs.
CONCLUSIONS: Medical Faculty of Pakistani Universities at all career levels is interested in development of formal mentoring programs in their universities. Formal training for the same is also recommended by the participants. Institutions should cultivate a culture of mentorship that supports the professional growth and success of academics for cultivating the minds that are in turn shaping our future generations.

Participation in group activities such as choirs has been shown to have positive effects on emotional health and overall well-being. Inclusive choirs, which integrate individuals of various abilities and diverse backgrounds, provide a unique space for social interaction, emotional expression, and inclusion. This study aims to explore the impact of participation in an inclusive choir on the emotional health of its members, identifying both positive and negative emotional impacts as well as personal experiences derived from their participation. This longitudinal exploratory study combines participant observation, field notes, focus groups, and questionnaires to gain a deep understanding of the participant\'s emotional experiences through their narratives. The study was conducted in an inclusive choir located in a medium-sized city in Spain, which brings together people of various ages, genders, abilities, and cultural backgrounds. The results indicated that most participants experienced significant improvements in their emotional well-being, including increased self-esteem, a greater sense of belonging, and reduced symptoms of anxiety and depression. Participants also reported that the choir provided a safe space for emotional expression and the building of meaningful relationships. Participation in an inclusive choir can have a considerable positive impact on the emotional health of its members.

Imposter phenomenon is described as persistently doubting one\'s accomplishments, leading to an internalised fear of being exposed as a \'fraud\'. This article identifies the nature and prevalence of imposter phenomenon among nursing students, newly registered nurses and senior nurses. It also explores the effects of this phenomenon for nurses and healthcare organisations, including its potential association with burnout, suboptimal performance and a lack of career development. Evidence suggests that addressing imposter phenomenon is not something individuals can accomplish by themselves, but that it requires system-level interventions from healthcare organisations and higher education institutions. This could raise awareness, promote recognition and improve resources and training to mitigate the detrimental effects of this phenomenon on healthcare provision.

UNASSIGNED: This \'How to\' article explains how to reflect on clinical practice using reflection-on-action and a reflective model to help ensure the nurse gains comprehensive learning from an experience or incident to enhance their professional development and patient care. • Reflection is a vital element of nursing practice and has a wide-ranging purpose including, for example, self-inquiry into experiences to find meaning, gain insight and prompt action, recognition of emotional responses to care situations and exploring wider issues, such as healthcare culture. • Reflection-on-action involves a retrospective critical exploration of an experience or incident to identify learning points and may be engaged in alone, with one other person, for example during clinical supervision, or in a group activity. • There are a range of reflective models that can be used to structure a reflection, the main components of which generally include a description of the event, reflection on its meaning and identification of learning. REFLECTIVE ACTIVITY: \'How to\' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article might improve your practice when using reflective techniques. • How you could use this information to educate nursing students or your colleagues on the appropriate methods for reflecting on clinical practice.

OBJECTIVE: Explore perspectives of steering group members and external clinical supervision facilitators of developing and establishing peer group clinical supervision.
BACKGROUND: The climate of healthcare is complex which can lead to staff burnout and challenges to practice. Clinical supervision is suggested as an approach to managing and leadership of such complexities.
METHODS: Qualitative descriptive.
METHODS: Focus group interviews with 19 members of the peer group clinical supervision steering groups and individual interviews with five external clinical supervision facilitators from the Western region of Ireland were conducted. Data analysis followed Elo and Kyngäs\' content analysis method, involving preparation, organising and reporting, to extract meaning and identify patterns from the qualitative data collected.
RESULTS: Developing peer group clinical supervision practice requires, clarity of purpose and function that address the pros and cons of clinical supervision. Organisational leadership is required to support and release staff for peer group clinical supervision and peer group clinical supervisors need to be credible and have a level of expertise in practice. When prepared and supported, the aspects of confidence, leadership, personal development and resilience develop.
CONCLUSIONS: Peer group clinical supervisors need training and ongoing continual professional development for their role, scope of practice and responsibilities. Sustainability rests on staff awareness and familiarity with the purpose and format of peer group clinical supervision and the regularity of sessions.
UNASSIGNED: Peer group clinical supervision is a means of supporting improvement of patient care delivery while in parallel supporting personal and professional development of staff, building resilience in the workplace.
CONCLUSIONS: This study explored the implementation of peer group clinical supervision for staff across nursing and midwifery disciplines. It found that implementing peer group clinical supervision had a positive impact on staff well-being and morality and on patient care delivery. These findings influence healthcare service providers in implementing peer group clinical supervision in a sustainable way enabling nurses to continue working in complex healthcare environments delivering safe person-centred care.
UNASSIGNED: The qualitative reporting guidelines Standards for Reporting Qualitative Research (SRQR) were followed.
UNASSIGNED: Patient/public involvement was addressed in this study by staff, managers, planners, directors, leaders and educationalists being involved at all stages of the study (concept, design, analysis and reporting).

Mentorship models deviating from traditional staff-student dyads are beginning to emerge, and the CAEP Women in Emergency Medicine (WEM) Committee has implemented a novel, vertical mentorship program in the hopes of increasing mentorship accessibility across Canada for students, residents, and attending physicians. The vertical mentorship consisted of an attending physician, resident, and medical student all practicing or interested in EM. Groups were created based on location or niche preference. Early and post-mentorship surveys were sent to all 60 participants to gauge overall impact on career development, academic promotion, emotional wellbeing, and niche development. Overall, the implementation of an innovative, national, vertical mentorship program was largely beneficial for the personal wellbeing and professional development of participants. Academic institutions are strongly encouraged to implement formal vertical mentorship to increase access to mentorship for trainees at all stages in their career.
RéSUMé: Des modèles de mentorat qui s’écartent des dyades traditionnelles du personnel et des étudiants commencent à émerger, et le Comité des femmes en médecine d’urgence (ME) de l’ACMU a mis en œuvre un nouveau programme de mentorat vertical dans l’espoir d’accroître l’accessibilité du mentorat partout au Canada pour les étudiants. les résidents et les médecins traitants. Le mentorat vertical consistait en un médecin traitant, un résident et un étudiant en médecine, tous pratiquant ou intéressés par la SE. Les groupes ont été créés en fonction de l’emplacement ou de la préférence de niche. Des sondages ont été envoyés aux 60 participants pour évaluer l’impact global sur le développement de carrière, la promotion académique, le bien-être émotionnel et le développement de niche. Dans l’ensemble, la mise en œuvre d’un programme de mentorat novateur, national et vertical a été largement bénéfique pour le bien-être personnel et le perfectionnement professionnel des participants. Les établissements d’enseignement sont fortement encouragés à mettre en œuvre un mentorat vertical formel afin d’accroître l’accès au mentorat pour les stagiaires à toutes les étapes de leur carrière.

Self-awareness is a crucial component of effective leadership. Leaders who are self-aware exhibit an understanding of their strengths and limitations, as well as an ability to manage their emotions and those of their team members. Heightened self-awareness and understanding of oneself and others can have benefits in terms of increasing confidence and enhancing communication. Moreover, nurse leaders and managers need self-awareness to identify their strengths and weaknesses, navigate complexities, foster positive relationships and cultivate a culture of continuous improvement. This article defines self-awareness, discusses its importance for nurse leadership and identifies various tools and methods that nurses can use to develop their self-awareness.

These days, the distractions of the digital world often obscure the journey to discover one\'s purpose. Yet these distractions hold clues to that very purpose. This article explores social media and artificial intelligence (AI) as tools to assist individuals in uncovering and expressing their purpose. As a test subject, my social media data were analyzed by AI to identify my purpose, using accounts from LinkedIn, Facebook, Instagram, and WhatsApp. This led to my creating an AI bot named Purpose GPT, which is customized to facilitate the exploration of purpose across personal growth, professional development, thought leadership, and legacy-building dimensions. Purpose GPT employs ChatGPT 4 and the Educated Change Digital Twin technology to provide a nuanced approach to understanding and discovering one\'s multi-dimensional purpose in this world.