A needs assessment for formal emergency medicine curriculum and training in Zambia.

Emergency medicine (EM) is a nascent field in Zambia. While not yet recognized as a medical specialty, there is national interest for developing more robust emergency care systems in this setting. One key element of strengthening EM in Zambia is identifying current gaps in emergency healthcare provision and opportunities for advancement in the field. This research used a modified version of the Emergency Care Assessment Tool to characterize the landscape of EM in Zambia. We collected data on the extent of EM training and teaching engagement among physicians practicing EM in Zambia. The survey assessed three aspects of core EM "signal functions" among the respondents which included; how often they performed the function, how confident they felt with the function, and how important they deemed the function to be in their practice. Finally, we asked respondents to identify barriers to performing the functions in their departments. The majority of respondents were early in their career, all below the age of 50, and participated in some form of teaching and supervision of learners, with minimal access to teaching resources to enhance their work. There was unanimous agreement with the need for formal postgraduate EM training in Zambia. The EM functions performed least often by EM physicians, and in which they felt the least confident, were high-acuity low-occurrence (HALO) procedures such as surgical airway and pericardiocentesis. The most common barrier to performing an EM function was access to supplies, equipment and medication. The second most commonly cited barrier was healthcare worker training. This research identified several critical needs for EM curricula in Zambia, specifically teaching resources for clinicians who supervise learners, directed learning on HALO procedures, and formal postgraduate training in EM based in Zambia.

Las redes académicas y la interdisciplinariedad en el proceso pedagógico de posgrado

Introducción: Las redes académicas adquieren elevada significación para la gestión colaborativa de la interdisciplinariedad en la educación de posgrado, de ahí que se suscite el análisis, para su optimización, en el proceso pedagógico de posgrado. El objetivo del presente estudio consistió en revelar criterios teórico-metodológicos para el empleo de las redes académicas en función de la interdisciplinariedad en la educación de posgrado. Métodos: Investigación cualitativa, comprendida entre noviembre de 2022 a septiembre de 2023. Incluyó el empleo de métodos teóricos como el análisis y síntesis, el histórico y lógico, la sistematización y la modelación. Entre los métodos empíricos se aplicó la revisión de documentos y la consulta a especialistas. También se empleó el análisis porcentual para procesar datos. Resultados: Se revelan criterios teórico-metodológicos que fundamentan el empleo de redes académicas en el posgrado, al considerar elementos asociados a la interdisciplinariedad, el trabajo colaborativo, las relaciones interprofesionales e intersectoriales y las alianzas interinstitucionales, a partir de las exigencias de ese nivel educacional. Este resultado es ampliamente generalizable al diseño y gestión de programas de posgrado en sus dos vertientes: superación profesional y formación académica. Discusión: Investigaciones precedentes evidencian un consenso sobre las potencialidades de las redes académicas para el desarrollo del aprendizaje colaborativo, la gestión de proyectos y la práctica interdisciplinaria. Los resultados de este estudio optimizan su empleo en el proceso pedagógico de posgrado. Los criterios teórico-metodológicos revelados en el presente trabajo, tienen un enfoque holístico con elevada pertinencia, según criterios valorativos de los especialistas que participaron en el estudio.

Introduction: Academic networks acquire high significance for the collaborative management of interdisciplinarity in postgraduate education, hence the analysis arises, for its optimization, in the postgraduate pedagogical process. The objective of this study was to reveal theoretical-methodological criteria for the use of academic networks based on interdisciplinarity in postgraduate education. Methods: Qualitative research, between november 2022 and september 2023. It included the use of theoretical methods such as analysis and synthesis, historical and logical, systematization and modeling. Among the empirical methods, document review and consultation with specialists were applied. Percentage analysis was also used to process data. Results: Theoretical-methodological criteria are revealed that support the use of academic networks in postgraduate studies, when considering elements associated with interdisciplinarity, collaborative work, interprofessional and intersectoral relationships and inter-institutional alliances, based on the demands of that educational level. This result is widely generalizable to the design and management of postgraduate programs in its two aspects: professional development and academic training. Discussion: Previous research shows a consensus on the potential of academic networks for the development of collaborative learning, project management and interdisciplinary practice. The results of this study optimize its use in the postgraduate pedagogical process. The theoretical-methodological criteria revealed in this work have a holistic approach with high relevance, according to the evaluation criteria of the specialists who participated in the study.

Barriers to postgraduate education in primary dental care: a qualitative study.

OBJECTIVES: Postgraduate education for primary care dentists offers numerous benefits in terms of advancing clinical skills and career opportunities, culminating in improved treatment and patient outcomes. There is a strong desire amongst primary care dentists to enhance skills and provide contemporaneous evidence-based dentistry, accredited by higher educational qualifications. However, significant barriers hinder their pursuit of further training and career advancement. The aim of this study is to explore the barriers to undertaking formal postgraduate education for dental practitioners working in primary dental care. Exploration of these perceptions should help to identify further areas of study to help alleviate some of these obstacles, enabling more primary care dentists to access postgraduate education and improve patient care. METHOD: A qualitative study was undertaken through individual narrative interviews with primary care dental practitioners (n = 20) with varying levels of experience and located across the UK. All interviews were conducted using a study guide, transcribed and analysed thematically. RESULTS: The participants indicated that there is a strong desire to undertake postgraduate study amongst primary care dental practitioners. Significant barriers were identified, with three major themes emerging: 1.Personal Cost: Time constraints and accessibility, Financial Burden, Family Commitments. 2.Business Viability: Business time constraints, Inability to use Enhanced Skills, Remuneration systems. 3.Business Culture and Team Dynamics: Stage of Career, Current Practice Business Model, Leadership and Vision. These barriers appear to be multifaceted and interconnected, however participants also identified significant opportunities to address them. CONCLUSION: Study participants identified a range of personal and professional barriers to undertaking postgraduate dental education whilst working in primary dental care. Practitioners working within predominately NHS orientated practices perceived more professional barriers than those in private practice. The majority of participants indicated their preference for hybrid models of education which would work around clinical commitments. Further research and engagement with stakeholders should be undertaken to help reduce these barriers.

Immunology in Practice: a modular framework to support Master of Science students conference attendance and engagement.

Sharing a passion for the advancement of the discipline, the scientific community provides an authentic environment for new members to acquire the knowledge and develop the professional identity needed for their future careers. Supporting opportunities for higher education students to participate in this community can complement their classroom-based education and be extremely beneficial to their learning. Situated in the authentic environment of the scientific community, conferences are organized events where professionals meet to advance their discipline, and which have been shown to provide unique learning opportunities for university students. Here we present a modular framework created to support Imperial College London's Master of Science in Immunology students' attendance at the British Society for Immunology Annual Congress. The module's evaluation indicates an overall students' satisfaction with the content, organization, teaching, assessment, feedback and community aspects of the framework and draws attention to areas of potential improvements. Furthermore, the data emphasize the importance of preconference preparation, of academic mentoring and discusses the role of peer support. Finally, the data highlight the benefits for students of discovering the true breadth and depth of their discipline, of interacting with members of the community and how these contribute to the development of their professional identity.

Relationship between forensic medicine education, stress factors, and mobbing perception from the perspective of specialists in Turkey's universities.

INTRODUCTION: The current situation needs to be presented with scientific data to ensure and improve the quality of specialist training. This study examined the quality of education, instructor competence, stress factors, mobbing, and their interconnections in the domain of forensic medicine specialty education in Turkey. MATERIALS AND METHODS: This cross-sectional study was conducted through an anonymous, web-based survey targeting forensic medicine specialists who have completed their specialist training in university forensic medicine departments within the last three years. The survey consisted of questions regarding issues included in the core education curriculum, educator characteristics, and perceptions of stress and mobbing. Based on the responses provided, the relationships between these factors were statistically analysed. RESULTS: 72.7 % of the study population completed the survey. Nearly half of the participants (46.3 %) did not consider the number of instructors adequate. The quality of instructors (scientific competence, educational and teaching skills, interpersonal relations, accessibility, management, and problem-solving abilities) was determined to be partially sufficient (mean = 3.36). Approximately one-third of the respondents indicated that instructors made the greatest contribution to their specialist training, whereas the proportion of those who said otherwise was much higher. Education received for topics included in the core curriculum was partially sufficient level (mean = 3.04). It was observed that there was a significant relationship between the instructor characteristics, sufficiency score of the taught topics, and perception of mobbing (p < 0.01). The sufficiency scores of instructor characteristics had a 1.02-fold impact on sufficiency ratings of the topics covered in residency training. Among the respondents, 76.9 % reported encountering stress factors during their specialty training, with the most frequently exposed stress factor (52.2 %) being disorganisation within the training program. Among the participants, 22.8 % reported experiencing mobbing. CONCLUSIONS: Education and instructor qualifications were correlated; however, stress factors and mobbing adversely affected education. A close association was observed between education, instructors, stressors, and mobbing. Thus independent and objective auditors tasked with verifying whether institutions meet the established educational standards need to be established.

Perceptions of Nurse Practitioners and Physician Assistants/Associates Toward the Concept of Developing an Advanced Practice Postgraduate Residency/Fellowship Program at a Large Academic Medical Center.

Introduction There have been exponential growth and increased interest in postgraduate residency/fellowship formalized training among nurse practitioners (NPs) and physician assistants/associates (PAs). Although not a requirement for state licensure and entry-level practice, postgraduate NP and PA residency/fellowship programs offer a structured pathway for new graduates and experienced PAs and NPs looking to transition into a new medical or surgical specialty/subspecialty. In this article, we examine the perceptions of employed NPs and PAs toward postgraduate training including the concept of developing a program at our institution.  Methodology This was a cross-sectional single-large academic medical center (AMC) study, where an anonymous electronic survey was initially developed by the director of advanced practice providers (APPs). The survey was piloted by members of the Advanced Practice Council (APC) comprising NPs, PAs, and certified registered nurse anesthetists (CRNAs), and their collective feedback was used to finalize the survey prior to distribution. Descriptive statistics were used to describe and summarize the data. In addition, we assessed the association between respondents' characteristics and perceptions regarding NP and PA residency/fellowship programs using chi-squared tests of independence. Results The majority of the respondents (69.1%; 65/94) believed that starting an advanced practice residency/fellowship program at our AMC has many benefits such as increasing specialty-specific knowledge and training (79.8%; 75/94), improving medical decision-making (73.4%; 69/94), promoting professional development and clinical education (73.4%; 69/94), and improving procedural competency (60.6%; 57/94). Moreover, over half of the respondents (53.2%; 50/94) indicated that there is value in an APP residency/fellowship program obtaining optional accreditation. Additionally, over half of the respondents (56.4%; 53/94) indicated that they would be interested in participating as a clinical preceptor if an APP residency/fellowship program was developed at our AMC. Lastly, about one-third of the respondents felt strongly that APP residency/fellowship training programs should offer post-professional doctoral degree options such as Doctor of Nursing Practice (DNP), Doctor of Medical Science (DMSc), and Doctor of Health Science (DHSc). Conclusion Although most respondents have never completed a formalized postgraduate training program and were less familiar with the published literature regarding these programs, our findings suggest that the attitudes of employed NPs and PAs are generally positive toward the concept of postgraduate specialty-specific training.

Continued professional development (CPD) provision for nurses: A qualitative exploration.

Background: For approximately 1.5 million healthcare practitioners working and registered within the United Kingdom there exists a mandatory requirement to undertake Continued Professional Development. Internationally, healthcare Continued Professional Development is fundamental for frontline staff to practice safely, effectively and maintain up to date skills combined with knowledge. A generally accepted purpose for these regulations is to help nurses and midwives maintain an updated skill set to care for patients safely and competently. This qualitative paper presents the findings from the first phase of, "Converting Willingness to Engagement" project conducting focus groups and interviews with stakeholder nurses in England, UK. This study used a phenomenological approach to draw on the lived experiences of the nurse participants who organise, manage and budget Continued Professional Development activities. Objectives: To explore ways to capture and retain nursing staff in postgraduate training and education to facilitate professional advancement, maintenance of registration and improve patient care. Design: Phase one involved a series of qualitative online (virtual) focus group discussions and interviews with stakeholder nurses who commission Continued Professional Development. Settings: A series of online (virtual) focus group discussions and interviews were then conducted between February and May 2021. Methods: A purposive sample was identified consisting of clinical service leads, advanced practitioners and matrons involved in workforce development as stakeholders. Results: Three key themes were identified; the role of the healthcare providers in staff development, staff support provision requirements, and the university's provision including Continued Professional Development. Conclusion: Partnership working allows academic partners in universities and healthcare institutions to support nurses in their endeavors to maintain their registrations, develop professionally through further education and Continued Professional Development.

Organization of PhD studies at the Faculty of Public Health of the Slovak Medical University in the context of practice.

OBJECTIVES: The Slovak Medical University (SMU) holds a unique position in the health education system in Slovakia. It has a direct connection to the health sector, allowing health education to reflect the actual needs in this field. Because of increasing importance of public health in the last decades, more attention must be given to disease prevention and the promotion of healthy lifestyles. We aim to highlight the main characteristics of health higher education at one of the specialized health universities in Slovakia, with a particular focus on public health and its practical impacts. METHODS: We analysed the available legal regulations for postgraduate studies in Slovakia and the officially valid documents of the Faculty of Public Health (FPH) and the Slovak Medical University in accordance with the accredited study programme in Public Health. Archived data from the Department of Science, Research, and Doctoral Studies of the Faculty over the past 10 years were used for the analysis of postgraduate studies (2013-2023). RESULTS: PhD studies in Slovakia are conducted in accordance with Act No. 131/2002 Coll. on Higher Education Institutions and on amendments to certain acts. There are two forms of PhD study in Slovakia: full-time and external. The evaluation of study results is based on the credit system. The doctoral study programme proceeds according to an individual study plan under the guidance of the advisor. The PhD study concludes with the defence of the dissertation, which serves as the final thesis. A total of 97 students have graduated at FPH SMU in Public Health in the last 10 years. The majority of graduates were females (68% vs. 32% males) and studied in the external form of study (80.4% vs. 19.6% in the full-time programme). The most frequent research topics at FPH SMU in the last 10 years included Epidemiology and Prevention of Non-communicable (21.7%) and Infectious Diseases (11.3%), Health Management and Policy (17.5%), Environmental Health (15.5%), as well as Occupational Health (13.4%). CONCLUSION: High-quality and innovative postgraduate education in public health plays a crucial role in this field, preparing experts for the public health services. From a quality perspective, it is substantial to share experiences with various study programmes across the European region, as well as with other universities. Graduates of the Faculty of Public Health are highly sought-after professionals with diverse career opportunities not only in Slovakia but also within the European Union, other countries, and various important international institutions.

Qualitative evaluation of a multidisciplinary master of cancer sciences: impacts on graduates and influencing curricular factors.

BACKGROUND: Evaluations of continuing professional development programs typically focus on short-term knowledge and skill acquisition. There is a need for more comprehensive program evaluation methods that assess a broader range of impacts and can elicit how and why these outcomes occurred. We conducted a qualitative study to investigate the impacts of a multidisciplinary, online health professional postgraduate degree and to gain insights into the factors that led to these impacts. METHODS: Participants were graduates of the University of Melbourne's Master of Cancer Sciences who could participate in an online interview. Semi-structured, qualitative interviews were conducted exploring a broad range of impacts, including changes in professional practice and career trajectory since graduation, and how the degree influenced these impacts. Data were analysed inductively. RESULTS: Fifteen participants (female: 80%, 31-50 years old: 67%) from a range of professions were interviewed. A number of major themes were uncovered. Impacts on career trajectory included expanded career horizons (e.g. increased role diversity and complexity), and increased confidence in their professional identity. Impacts on professional practice included individual improvements in patient care and research, as well as changes in organisational practice. Factors identified as leading to these impacts were: (i) active, interactive and interprofessional learning; (ii) networking, informal mentoring, and role-modelling; and (iii) support at multiple levels. CONCLUSION: This study provides preliminary evidence of the positive impact of a Master of Cancer Sciences on graduate career trajectory and professional practice. In addition, the inductive methodology enabled identification of the curricular features (both planned and emergent) that influenced these impacts, facilitating potential transferability of learnings to other teaching programs.

A narrative review of Master's programs in midwifery across selected OECD countries: Organizational aspects, competence goals and learning outcomes.

Shifting midwifery education to a university level is of great importance for healthcare systems worldwide by preparing graduates for current and future challenges. Some of them referring to management, research and teaching tasks as well as advanced practitioner roles, require competences that can only be acquired in a Master's program. The objectives of this narrative review are to outline the differences and commonalities of organizational aspects of Master's programs in selected OECD countries and to point out the competence goals and learning outcomes they are based on. Fifteen Master's programs in twelve OECD countries were identified and analyzed. Considering the organizational characteristics, differences are found in admission requirements and qualification levels, while similarities relate to the awarded title (MSc). All programs aim to develop abilities for research to advance midwifery practice. Leadership and management abilities are addressed through effective teamwork and communication. The programs' aims are to develop abilities for midwifery education tasks. Whereas competence goals mostly align across the programs, they are addressed differently through various learning outcomes. Development and enhancement of Master's programs in midwifery are needed by focusing on core elements, such as common competence goals. It is equally important to adapt them to national healthcare and educational systems.

Enhancing ultrasound education in obstetrics and gynecology in Germany: insights and innovations from postgraduate training.

BACKGROUND: Ultrasound (US) has become integral to obstetrics and gynecology (Ob/Gyn), necessitating proficient training during residency. Despite its clinical importance, there is a perceived gap in the quality and structure of postgraduate ultrasound education in Germany. METHODS: A cross-sectional survey was conducted among Ob/Gyn residents in Germany from October 2023 to March 2024, using the LimeSurvey platform. The survey, distributed via email, social media, and physical flyers, garnered 211 participants, with 115 completing all sections. The questionnaire covered demographic details, US training experiences, and the perceived importance of US in clinical practice. RESULTS: Although US was highly valued by respondents, with an average of 26.1% of their clinical activity devoted to it, there was significant dissatisfaction with the training quality. Key issues included inadequate supervision, the necessity of self-training, and low participation in certification courses. Despite 93.0% awareness of professional US organizations like the German Society for Ultrasound in Medicine (DEGUM), engagement with structured training programs was minimal. DISCUSSION: The study highlights a critical need for standardized US training protocols and curricular reform in Ob/Gyn residencies in Germany. The discrepancy between the recognized importance of US and the quality of training indicates a pressing need for improvements. Addressing these gaps through comprehensive, structured educational reforms could significantly enhance the proficiency and confidence of future Ob/Gyn specialists, ultimately improving patient care.

New training, new attitudes: non-clinical components in Ukrainian medical PHDs training (regarding critical thinking, academic integrity and artificial intelligence use).

OBJECTIVE: Aim: The paper studies the attitude to critical thinking, academic integrity and the Artificial Intelligence use of the Ukrainian medical PhD students. PATIENTS AND METHODS: Materials and Methods: In 2023, 56 medical PhD students from the Bogomolets National Medical University, Kyiv, Ukraine, underwent the survey. The participation was voluntary, upon the oral consent. The data included in the survey questions include various aspects related to critical thinking, analysis skills, and attitudes towards plagiarism. RESULTS: Results: A significant majority of the medical PhD students (75%) place high importance on critical thinking. While a majority (89.29%) apply analysis and critical thinking skills in their English studies, there's a notable percentage (7.14%) that is uncertain. Although most are aware of the unacceptability of cheating and plagiarism (75%), a small proportion admit to having plagiarized (12.5%). Only 30.4% of the respondents reported using GPT Chat for study. Responses to witnessing peers plagiarize or using Artificial Intelligence show a varied attitude, with many expressing unwillingness to report such incidents (30.36%). CONCLUSION: Conclusions: The survey highlights the recognized importance of critical thinking in academic study among medical PhD students, while also points to areas where attitudes and practices regarding these skills could be improved. The study shows a vast area for improvement regarding academic integrity, as almost one-third of respondents need more defined standards. This definitely puts some questions before the present medical postgraduate education, and requires change of the educational paradigm, clear rules of academic conduct, and a system of control.

Pass or fail: Teachers' experience of assessment of postgraduate critical care nursing students' competence in placement. A qualitative study.

BACKGROUND: Learning in placement is essential to postgraduate critical care nursing students' education. Assessment of students' competence in placement is important to ensure highly qualified postgraduate critical care nurses. The placement model applied in Norway involves students being assessed by a preceptor in practice and a teacher from the university. The teacher has a more distant role in placement, and the aim of this study was to explore how the teachers experience the assessment of postgraduate critical care nursing students' competence in placement. Additionally, to explore the content of assessment documents used for postgraduate critical care nursing placement education in Norway. METHODS: This study has a qualitative design with main data collection from individual interviews with 10 teachers from eight universities and colleges in Norway. Additionally, we performed a document analysis of assessment documents from all 10 universities and colleges providing postgraduate critical care nursing education in Norway. We followed the Consolidated Criteria for Reporting Qualitative Research. RESULTS: The teachers experienced the assessment of postgraduate critical care nursing students' competence in placement as important but complex, and some found it difficult to determine what critical care nursing competence is at advanced level. A thematic analysis resulted in one main theme: "Teacher facilitates the bridging between education and practice." Furthermore, three themes were identified: "Assessment based on trust and shared responsibility"; "The teacher's dual role as judge and supervisor"; and "A need for common, clear and relevant assessment criteria". CONCLUSIONS: Teachers have a key role in placement as they contribute to the bridging between education and practice by providing valuable pedagogical and academic input to the assessment process. We suggest that more teachers should be employed in joint university and clinical positions to enhance the collaboration between practice and education. Clear and relevant assessment criteria are essential for providing assessment support for both students and educators. Education and practice should collaborate on developing assessment criteria. Further, there is a need to collaborate on developing, both nationally and internationally, common, clear, relevant and user-friendly assessment tools.

Contemporary educational methods in periodontology.

AIM: The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. MATERIALS AND METHODS: Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. RESULTS: The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. CONCLUSIONS: Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

Generalist, specialist, or expert in palliative care? A cross-sectional open survey on healthcare professionals' self-description.

BACKGROUND: In the Netherlands, palliative care is provided by generalist healthcare professionals (HCPs) if possible and by palliative care specialists if necessary. However, it still needs to be clarified what specialist expertise entails, what specialized care consists of, and which training or work experience is needed to become a palliative care specialist. In addition to generalists and specialists, 'experts' in palliative care are recognized within the nursing and medical professions, but it is unclear how these three roles relate. This study aims to explore how HCPs working in palliative care describe themselves in terms of generalist, specialist, and expert and how this self-description is related to their work experience and education. METHODS: A cross-sectional open online survey with both pre-structured and open-ended questions among HCPs who provide palliative care. Analyses were done using descriptive statistics and by deductive thematic coding of open-ended questions. RESULTS: Eight hundred fifty-four HCPs filled out the survey; 74% received additional training, and 79% had more than five years of working experience in palliative care. Based on working experience, 17% describe themselves as a generalist, 34% as a specialist, and 44% as an expert. Almost three out of four HCPs attributed their level of expertise on both their education and their working experience. Self-described specialists/experts had more working experience in palliative care, often had additional training, attended to more patients with palliative care needs, and were more often physicians as compared to generalists. A deductive analysis of the open questions revealed the similarities and distinctions between the roles of a specialist and an expert. Seventy-six percent of the respondents mentioned the importance of having both specialists and experts and wished more clarity about what defines a specialist or an expert, how to become one, and when you need them. In practice, both roles were used interchangeably. Competencies for the specialist/expert role consist of consulting, leadership, and understanding the importance of collaboration. CONCLUSIONS: Although the grounds on which HCPs describe themselves as generalist, specialist, or experts differ, HCPs who describe themselves as specialists or experts mostly do so based on both their post-graduate education and their work experience. HCPs find it important to have specialists and experts in palliative care in addition to generalists and indicate more clarity about (the requirements for) these three roles is needed.

Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed-methods study.

AIM: To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values. BACKGROUND: In postgraduate education, which is an important catalyst of professional identity development, a professional is expected to specialize in a field, get into more depth professionally, internalize professional values, and reflect and strengthen these values. To shed light on this expectation, more information is needed to assess the impact of postgraduate education on professional values. METHODS: A convergent parallel mixed-methods design was used. Data were collected for the quantitative part of the study for 385 graduates of postgraduate nursing education programs in Turkey who were selected using the snowball sampling method, while the maximum variation sampling method was used to collect data from 12 individuals for the qualitative part of the study. The Nurses Professional Values Scale (NPVS) and a Semi-Structured Interview Form were used to collect data in October-December 2022. The quantitative data obtained in the study were analyzed using the SPSS software, and the qualitative data were analyzed using the MAXQDA software. RESULTS: The mean total NPVS score of the participants was 130.32 ± 21.34 (possible range: 31-155). Among all dimensions, the highest mean score of the participants was in the caring dimension, followed by professionalism and activism. There were significant differences in the NPVS total and subscale scores of the participants based on their views on the contributions of age, institution where they worked, marital status, position at work, and postgraduate education to the acquisition of professional values. In the qualitative dimension of the study, two main themes were identified. One of these themes was the theme of professional values in postgraduate nursing education that covered the categories of professional values gained through postgraduate education, professional values that a nurse who has completed postgraduate education should have, and professional values in postgraduate nursing education. The second theme was the theme named recommendations for providing nurses with professional values through postgraduate education. The integration of data from both components indicated that the qualitative interviews enriched the quantitative findings. CONCLUSION: It was concluded that postgraduate nursing education programs contribute greatly to the professional values of graduates and strengthen their professional values. IMPLICATIONS FOR NURSING AND HEALTH POLICY: For the future of nursing, increasing professional strengths and visibility is significantly associated with professional values. This situation requires nurses with strong professional values. Graduate education programs in nursing should be developed in this direction and focus on development of professional values.

Motherhood experiences of nurses receiving postgraduate education: A phenomenological research study.

OBJECTIVE: Trying to juggle multiple roles and responsibilities as a student, nurse, and mother can be challenging due to pressures from overlapping time management. This study was conducted to explore the experiences of graduate students who work as nurses and are mothers. METHODS: The qualitative phenomenological data for this study were gathered from nurses at a training and research hospital between August and November 2022, utilizing face-to-face interviews. The study cohort comprised twelve nurses aged 28 to 48, all actively engaged in postgraduate education. Data were collected using a descriptive information form and semi-structured interviews. Thematic analysis was executed through inductive coding, facilitated by the Max Qualitative Data Analysis (MAXQDA) Analytics Pro2022 software. RESULTS: Four central themes were developed: "Experiences During the Breastfeeding Process," "Positive Effects," "Encountered Challenges," and "Expectations." CONCLUSIONS: The findings underscored that nurses who are mothers and pursuing postgraduate education encounter difficulties throughout their academic pursuits, notably attributed to working conditions and professional cultural values.

'I feel many of my reflections are forced': a mixed methods qualitative study of international medical graduates' perspectives on reflection in UK general practice training.

BACKGROUND: UK general practice training requires trainees to evidence clinical competencies through reflective writing entries in online portfolios. Trainees who complete their medical degree in the UK experience reflection as an undergraduate, whereas 80% of international medical graduates (IMGs) have no previous experience of reflection. AIM: To explore international graduates' perspectives on the positive and negative aspects of reflection in the context of postgraduate GP training. DESIGN & SETTING: Qualitative 'free text' survey data obtained in 2021 was analysed with themes further explored by semi-structured interviews conducted 2022-2023. METHOD: Participants were IMGs with experience of the UK GP training scheme. Verbatim open question survey data underwent content analysis. Broad themes identified were used to develop the interview topic guide. A geographically dispersed, purposive sample of participants were recruited for semi structured interviews. Interview and survey data were then analysed thematically. RESULTS: 433 participants data sets are included: 422 of 485 responses to a UK wide survey including open questions and 11 interview transcripts. IMGs considered reflection to provide an effective approach for learning, an opportunity for self-assessment and professional development and a means of developing self-awareness. Concerns were expressed about how time-consuming recording reflection is, how its mandated aspect makes it forced, and fears regarding the medico-legal consequences of reflective writing. CONCLUSION: Despite a lack of previous experience in reflection, most international graduates showed an understanding of the benefits of reflection in GP training. However, the challenges of reflection must be addressed, to avoid devaluing reflection for clinical learning.

Exploring the experiences and expectations of trainee representatives in medical specialties: A qualitative study in the West Midlands, UK.

Introduction: Despite its importance, there is a paucity of evidence describing the role and responsibilities of trainee representatives. Aim: This study explored key stakeholders' experiences and expectations of the trainee representative role. Method: All eligible individuals in the West Midlands Deanery's School of Medicine were invited to participate in an interview exploring their experiences and expectations of the trainee representative role. Recurring themes were identified through thematic analysis using NVivo12 software. Results: Five themes-Support for trainee representatives, Deanery events for trainee representatives, Roles and responsibilities of trainee representatives, Representation and recruitment, and Benefits of being a trainee representative-were identified. Formalising appointments to such roles and providing induction and information on key responsibilities were highlighted as steps to minimise the gap. Conclusion: Trainee representative positions allow trainees to explore leadership roles; however, further work is needed to improve the resources to support the professional development of trainee representatives.