'Just because I have prostate cancer doesn't mean that I can't do things' - men's experiences of the acceptability of an exercise intervention for prostate cancer during treatment.

BACKGROUND: Structured exercise has an important role in mitigating the extensive side effects caused by ongoing prostate cancer treatments, specifically androgen deprivation therapy (ADT) and radiation therapy (RT). Little is known about men's experiences of, and preferences for, structured exercise programmes during active cancer treatment. This study aimed to inform the acceptability of a 6-month supervised intervention that emphasised increasing and varied intensities of aerobic and resistance exercise, by exploring the experiences of men who participated. METHODS: Individual semi-structured interviews were conducted with an interviewer independent of the exercise study and data was analysed using a descriptive qualitative design. RESULTS: Twelve prostate cancer patients were interviewed including participants who completed (n = 9) and withdrew from (n = 3) the intervention. Four main themes captured how men experienced the intervention: (1) Navigating the Unknown: Building confidence amidst vulnerability (subtheme- pushing the limits), (2) Building Trust: The credibility and approach of the exercise instructor (subtheme- appropriateness of supervised vs. independent exercise), (3) Flexibility in Delivery, (4) Finding Purpose: Exercise as a means of escapism and regaining control during treatment. CONCLUSION: While an initial lack of self-confidence can be a barrier to exercise participation, exercise programmes have the potential to provide psychosocial benefits, rebuild confidence and empower men throughout their cancer treatment and into recovery. Structured exercise is acceptable during treatment including RT and can offer a form of escapism and sense of control for men navigating their cancer journey. Trust building, flexible delivery and credibility alongside a challenging exercise prescription are important facilitators of acceptability for men. Strategies to embed exercise from the point of diagnosis through ADT and RT should reflect men's experiences of exercise during treatment. TRIAL REGISTRATION: The trial has been registered on ClinicalTrials.gov as of the 14th of December 2021 (NCT05156424).

Hybrid Train-The-Trainer course for the Fundamental Use of Surgical Energy certificates improves self-confidence in knowledge of surgical energy and develops teaching skills: a feasibility study.

BACKGROUND: Several well-trained expert instructors who completed the "Train-The-Trainer (TTT)" course are required to disseminate the safe use of surgical energy devices, which can be learned through the Fundamental Use of Surgical Energy (FUSE) program. This study aimed to explore whether the hybrid FUSE TTT course is feasible and effective, which can improve teaching skills of surgical energy. METHODS: The hybrid TTT course, which was designed to train FUSE-certified personnel as instructors, comprised three virtual sessions spread over 5 h in total and a 1-day in-person training, followed by a 100-min FUSE electrosurgery hands-on workshop in practice as an instructor. The participants reported on self-confidence regarding knowledge of various energy devices or adverse events before, immediately after, and 6 months after the course. Participants and experienced FUSE instructors assessed the trainees' presentation skills at the beginning of the in-person training and after the hands-on workshop. The primary outcomes were the feasibility and completion rate of the entire course. RESULTS: Seventeen participants completed the entire couse; most (94%) were satisfied with the course. Self-confidence in knowledge about various contents improved significantly: the fundamentals of electrosurgery (post, p < 0.001; 6 months, p = 0.01), mechanism and prevention of adverse events (post, p = 0.001; 6 months, p = 0.04), monopolar instruments (post, p = 0.002; 6 months, p = 0.01), bipolar instruments (post, p = 0.01; 6 months, p = 0.06), and integration with other medical devices (post, p = 0.006; 6 months, p = 0.02). The presentation skill index scores of self- and peer assessments improved after the in-person training (self-assessment [pre 44 vs. post 56, p < 0.001], peer assessment [pre 39 vs. post 68, p < 0.001]). CONCLUSIONS: The hybrid TTT course can provide FUSE-certified personnel with an improved self-confidence concerning knowledge of surgical energy and improve their presentation skills with midterm retention. This can help build trainees' self-confidence as instructors.

The effect of the preceptorship training program on the participation of clinical nurses in training nursing internship students: a quasi-experimental study.

INTRODUCTION: Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students. METHODS: This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses' level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19. FINDINGS: The two groups were homogeneous in terms of demographic characteristics. The average score for nurses' participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P < 0.001). A comparison of the nurses' participation scores in the test group indicated a significant difference from the pretest to the posttest, with the improvement in all nurses's participation scores (P < 0.001). However, in the control group, this difference was not significant (P = 0.41). CONCLUSION: The preceptorship training program is effective in light of increasing the participation of clinical nurses in the education of nursing students. This program can improve various aspects, such as motivation, satisfaction, commitment, implementation, and obstacle removal. Considering the importance of clinical training for nursing students and the essential role of preceptors, it is recommended that managers and health trustees in all university hospitals implement a preceptorship training program to increase the participation of clinical nurses in the education of nursing students.

Professional health of instructor-officers with different service experience.

OBJECTIVE: Aim: To investigate the levels and indicators of professional deformation in instructor-officers with different service experience as a negative factor in their professional health. PATIENTS AND METHODS: Materials and Methods: The research, which was conducted in 2022-2023, involved 136 instructor-officers of the National Academy of Internal Affairs aged 25-55 years with different service experience (up to 5 years - 21 people, 5-10 years - 45 people, 10-15 years - 42 people, over 15 years - 28 people). RESULTS: Results: The dynamics of the levels of professional deformation in instructor-officers of higher educational institutions depending on the experience of their service activities have been determined, and the peculiarities of the manifestation of key professional and psychological indicators that affect their professional health in the course of their service activities have been revealed. CONCLUSION: Conclusions: Professional deformation can be manifested at the initial, middle, and deep levels. The experience of service activities makes adjustments to the formation of professional deformation in instructor-officers because deformational changes in personality occur under the constant influence of the conditions of the profession. With the increase in experience, they become more adapted to stressful phenomena and tense situations of service activities, but the degree of desire to change the type of activity increases. The decrease in proactive attitude and selectivity of contacts during the performance of professional tasks is often accompanied by exhaustion, which indicates a progressive tendency to the development of deformational changes in instructor-officers.

Changes in somatic and mental health indicators of instructor-officers under stress.

OBJECTIVE: Aim: To investigate changes in the indicators of somatic and mental health of instructor-officers in higher educational institutions with specific learning environment under stress. PATIENTS AND METHODS: Materials and Methods: The research involved instructor-officers of the National Academy of Internal Affairs (Ukraine, n = 86) with different teaching experiences: up to 10 years (group 1, n = 22), from 10 to 20 years (group 2, n = 31), over 20 years (group 3, n = 33). The study of somatic and mental health was carried out in September-October 2021 (Stage 1) and in September-October 2023 (Stage 2). RESULTS: Results: Significantly negative changes in the indicators of somatic and mental health of instructor-officers with different experiences of teaching under stress were found. The most pronounced negative changes were found in the body weight index, vital index, strength index, Martin-Kushelevsky index, and emotional exhaustion of instructors. Among the studied groups of instructor-officers, the greatest changes occurred in instructors with 10 to 20 years of experience and more than 20 years, and the least - in instructors with up to 10 years of experience. CONCLUSION: Conclusions: It was found that the professional activities of instructor-officers, which take place under stress, negatively affect both the somatic and mental health of instructors, regardless of their teaching experience. Such activities lead to an increase in body weight, deterioration of the functioning of the main body systems, and increased professional burnout of instructors. This can lead to several psychosomatic disorders and diseases in instructor-officers and a decrease in the quality of their teaching activities.

Self-assessment of somatic and mental health by instructor-officers under the influence of negative factors of professional activities.

OBJECTIVE: Aim: To investigate the impact of negative factors of professional activities in the context of the COVID-19 pandemic and martial law in Ukraine on the somatic and mental health of instructor-officers with different teaching experiences. PATIENTS AND METHODS: Materials and Methods: The research involved 131 instructor-officers with different teaching experiences. Three groups of instructor-officers were formed: Group 1 - instructors with up to 10 years of teaching experience (n = 30), Group 2 - instructors with 10 to 20 years of experience (n = 47), Group 3 - instructors with more than 20 years of experience (n = 54). The self-assessment of somatic and mental health was carried out using a questionnaire developed by the authors. RESULTS: Results: The negative impact of the factors of professional activities in the context of the COVID-19 pandemic and martial law in Ukraine on the somatic and mental health of instructor-officers was established. More than 50 % of the instructors rated their health as satisfactory, and more than 20 % as poor. The overwhelming majority of instructors reported a slight (over 40 %) and significant (over 30 %) deterioration in both somatic and mental health. Health problems over the past year have interfered with the performance of professional duties for more than 80 % of instructor-officers. CONCLUSION: Conclusions: The systematic impact of negative factors can lead to some psychosomatic disorders and diseases in instructor-officers and a decrease in the quality of their teaching activities. This necessitates the search for ways to restore the somatic and mental health of instructor-officers.

Is neuroimaging ready for the classroom? A systematic review of hyperscanning studies in learning.

Whether education research can be informed by findings from neuroscience studies has been hotly debated since Bruer's (1997) famous claim that neuroscience and education are "a bridge too far". However, this claim came before recent advancements in portable electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS) technologies, and second-person neuroscience techniques that brought about significant headway in understanding instructor-learner interactions in the classroom. To explore whether neuroscience and education are still two very separate fields, we systematically review 15 hyperscanning studies that were conducted in real-world classrooms or that implemented a teaching-learning task to investigate instructor-learner dynamics. Findings from this investigation illustrate that inter-brain synchrony between instructor and learner is an additional and valuable dimension to understand the complex web of instructor- and learner-related variables that influence learning. Importantly, these findings demonstrate the possibility of conducting real-world classroom studies with portable neuroimaging techniques and highlight the potential of such studies in providing translatable real-world implications. Once thought of as incompatible, a successful coupling between neuroscience and education is now within sight.

Better than the real thing? Success of a virtual platform for an established "Train the Trainer" course.

BACKGROUND: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) uses the Laparoscopic colectomy Train the Trainer (Lapco TT) framework for standardization of instructor training for Hands-On surgical skills courses. The curriculum focuses on teaching structure, skills deconstruction, trainer intervention framework, and performance enhancing feedback. A halt in the in-person Lapco TT courses due to the Coronavirus Disease 2019 (COVID-19) pandemic necessitated creation of a virtual alternative. We investigated the effectiveness of this virtual course. METHODS: Adaptation of the in-person Lapco TT course to the virtual format retained the majority of content as well as the 4:6 instructor-to-participant ratio. The virtual platform and simulators chosen allowed maximal interactivity and ease of use. After participating in the day and one half course, participants completed an 8-item post-course survey using a 5-point Likert scale related to the training experience. In addition, they had the opportunity to provide answers to several open-ended questions regarding the course. For the survey, frequency counts provided an assessment of each item. For the open questions, qualitative analysis included determination of themes for each question. Frequency counts of each theme provided quantitative analysis. RESULTS: Thirty-six total participants completed a Lapco TT virtual course (six sessions of six participants). Of this number, 32 participants completed post-course surveys and questions. All the participants completing the survey would very likely or definitely (Likert scale 4, 5) recommend the course to a colleague and incorporate the teaching in their practice. The majority of participants completing open-ended questions felt the virtual course format was effective; half thought that post-course follow-up would be useful. Technical concerns were an issue using the virtual format. CONCLUSION: A virtual Lapco TT course is feasible and well received by participants. It presents a potentially more cost effective option to faculty development.

Evaluation of hearing protection device effectiveness for musicians.

OBJECTIVE: To evaluate musicians' personal attenuation and perceptions of three types of hearing protection devices (HPDs): formable foam earplugs and both non-custom and custom versions of uniform attenuation earplugs (UAEs) marketed to musicians. DESIGN: A mixed-methods approach was used to evaluate the HPDs. Audiometric testing obtained hearing levels at baseline and with each HPD across frequencies (125-8000 Hz) to determine personal attenuation ratings and uniformity of attenuation. Participants completed surveys over six months regarding how often they used the HPDs and their perceptions about wearing them. STUDY SAMPLE: Twenty-four musicians were recruited to participate. RESULTS: Substantial variability was observed in the attenuation achieved among participants for each HPD type, but custom UAEs provided the most consistent attenuation across frequencies. Participants' HPD preferences were influenced by multiple factors including personal instrument and specific activity. Custom UAEs were most frequently used but usage rates continually decreased over the 6-month period. CONCLUSIONS: Fit-testing is important to determine fit and sizing. Combining information on the effectiveness of HPDs with musicians' opinions about wearing them can inform recommendations for which types may be the most effective and feasible options for reducing sound exposures.

Teaching and learning in interprofessional ethics education: Tutors' perspectives.

BACKGROUND: Ethical dilemmas that arise in the clinical setting often require the collaboration of multiple disciplines to be resolved. However, medical and nursing curricula do not prioritize communication among disciplines regarding this issue. A common teaching strategy, problem-based learning, could be used to enhance communication among disciplines. Therefore, a university in southern Taiwan developed an interprofessional ethics education program based on problem-based learning strategies. This study described tutors' experience teaching in this program. AIM: To explore the phenomenon of teaching and learning in interprofessional ethics education for medical and nursing students from the perspectives of tutors. DESIGN: Phenomenological qualitative research. METHODS: Medical and nursing students completed a 6-week interprofessional ethics education program moderated by either physician or nurse tutors. At the conclusion of the ethics education program, all 14 tutors were invited to participate in focus group interviews. Among them, six tutors (three nursing tutors and three physician tutors) participated in additional individual interviews. All of the contents from the focus group interviews and individual interviews were recorded and transcribed. Using the phenomenological approach, the phenomenon of teaching and learning in interprofessional ethics education were generated. ETHICAL CONSIDERATION: The study was approved by the Institutional Review Board. FINDINGS: Three themes emerged from the tutors' teaching perspectives, including the instructor's motivation to teach, the use of narrative case scenarios, and the emphasis on improving interprofessional ethics communication. DISCUSSION: Problem-based learning creates an interprofessional communication platform in interprofessional ethics education. The phenomenon of value convergence between tutors and students, between different students' professions, and between different students' professional maturities is observed. CONCLUSION: Problem-based learning is an effective teaching strategy for creating a communication platform for interprofessional ethics education. Ethic curriculum should emphasize motivating instructor, use narrative case scenarios, and focus on interprofessional communication.

Influence of student nurses' perceived caring behavior of their instructors on their psychological well-being: a cross-sectional study.

AIM: This study aimed to understand the influence of clinical instructors' caring behavior on the psychological well-being of student nurses. DESIGN: This study survey used the quantitative cross-sectional research design. METHOD: The sample comprised 405 Saudi nursing students studying at Shaqra University. The study used two instruments: the "Nursing Students' Perceptions of Instructor Caring" and the "Student Well-being Process Questionnaire." Convenience sampling was used to collect data from November 2021 to February 2022. RESULT: The students' perceived Instructor caring was high. The psychological well-being of students was high. There were significant variations in the students' perceived Instructor's caring in terms of year level. A very weak positive correlation existed between the student nurses' rank in their families and their perceived Instructor's caring. Furthermore, gender, year level, family structure, and the Instructor's caring subscales "supportive learning climate," "appreciation of life's meaning," and "control versus flexibility" were significant predictors of the student's psychological well-being. CONCLUSION: The study's results support studies that nursing students' psychological well-being is influenced by their gender, family structure, year level, and perceived Instructor's caring behavior.

Early-Career Pedagogical Practice: The Value of Training Undergraduates to Teach.

Pedagogical experiences prior to a career in higher education are limited, particularly for interested undergraduates. We detail here the experience of an undergraduate mentored in pedagogical techniques such as topic and reading selection, assessment creation and grading, and classroom management. Their pedagogical training included co-instructing a course with their mentor. The mentee found the experience to be rewarding, learning the areas in which they excelled and struggled. For the mentor, this was a valuable opportunity to reflect on their own pedagogical choices and techniques. The process provided a new perspective for each of us as we viewed the course through the lens of the other person. More opportunities for undergraduates to undertake similar roles may strengthen teaching in higher education and grant early career experiences to interested individuals. Though rewarding, course construction and implementation is time-consuming and difficult. Balancing time and effort beyond the class is a required skill, and frequent communication between the mentee and mentor is necessary.

MORPHOFUNCTIONAL STATUS OF INSTRUCTORS OF HIGHER EDUCATIONAL INSTITUTIONS DURING THEIR PEDAGOGICAL ACTIVITIES.

OBJECTIVE: The aim: To research the morphofunctional status of instructors of higher educational institutions of di"erent age groups in the process of their pedagogical activities. PATIENTS AND METHODS: Materials and methods: The research was conducted in the period from 2019 to 2021. The research involved 126 instructor offcers (men) of different age groups: under 30 years of age - 21 people, 31-35 years of age - 27 people, 36-40 years of age - 32 people, 41-45 years of age - 27 people, over 45 years of age - 19 people. Morphofunctional status of the instructor offcers was assessed by the indicators of their height, body weight, lung vital capacity, wrist dynamometry, heart rate, blood pressure and relevant indices. RESULTS: Results: It was found that during the study (2019-2020) the Kettle index, vital index, strength index, Robinson index and duration of recovery processes deteriorated among instructor offcers of all age groups. However, in instructor offcers of 36-40, 41-45 and over 45 years of age most of indices deteriorated reliably (P < 0.05). The values of the studied indices are below average or low in most instructors of all age groups, most instructors are overweight. CONCLUSION: Conclusions: It was found that the level of morphofunctional status of the instructional sta" is insuffcient to perform the tasks of their pedagogical activities. Rationally organized health-improving physical training sessions, taking into account the age group, morphofunctional status of instructors and the time of training sessions during the working day can be an effective way to solve this problem.

Putting your best face forward: How instructor emoji use influences students' impressions of credibility, immediacy, and liking.

This project explores the impacts of emojis on students' impressions when used in a course welcome email. We adopt a 4 × 3 factorial design to determine how different emojis (i.e., , , ) impact students' impressions of credibility, immediacy, and liking. Data from students (N = 368) indicates emoji choice does impact impressions. Consistently, instructors' emoji use resulted in decreased perceived competence and trustworthiness but increased perceived caring, immediacy, and liking. Findings have implications for instructors who engage in technologically-mediated out-of-class communication and want to strengthen early student-instructor relationships. Limitations and future directions are also discussed.

A diagnostic classification model of college instructors' value beliefs towards open educational resources.

Open educational resources (OER) can be cost-effective alternatives to traditional textbooks for higher education faculty to decrease student spending on textbooks. To further advocate college instructors' use of OER, understanding their value belief towards integrating OER in teaching is necessary but currently absent. This study thus analyzed 513 college instructors' value beliefs about using OER in college teaching by applying a psychometric model known as diagnostic classification models (DCMs). The findings of this study validated the three constructs in value beliefs measured by an OER user survey: engaging students, customizing classroom materials and supporting personal professional development. The results showed that a considerable number of college instructors maintained a low level of value beliefs towards using OER. We further provided individualized classification for each college instructor in terms of the three types of value beliefs. In addition, this study investigated how pre-determined latent classes of value beliefs influenced college instructors' practice and perception of using OER. Particularly, college instructors who value OER to address their profession needs are more likely to adapt OER in their teaching rather than merely reusing existing copies. Practical implications of supporting higher education faculty's use of OER are discussed in the end.

Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review.

Games have been used as a learning tool for centuries. Gamification and game-based learning are becoming more prominent in educational settings for several reasons. When it comes to learning, being focused and immersed can massively improve a student's experience. The purpose of this study is to map the emerging trends of gamification and game-based learning (GBL) in the Vocational and Education Training (VET) sector. For this purpose, a Systematic Literature Review was conducted through the three most relevant scientific databases - Web of Science, Scopus, ScienceDirect, and PubMed with Google Scholar as a supporting database. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes conducted based on inclusion criteria that were defined with consideration to the research's aim. This review comprised seventeen studies. The findings revealed a growing interest in the Asian continents in research from 2020 onwards. Furthermore, most of the study is centred on vocational schools and colleges in the engineering and healthcare fields. According to the overview, the digital learning platform and simulation technology are the most promising tools used in the research. The findings support the conclusion that gamification and game-based learning can improve academic performance, engagement, and motivation in vocational education learners. As a result, this study suggests that more research is needed to determine the gamification strategies that are most suited for vocational education and learning.

Online Instructor Clusters: Implementation Frequency of Instructional Activities.

The purpose of this study was to group instructors based on their patterns of implementing activities in their online courses, to examine factors that influenced differences within clusters, and to explore whether cluster membership affected instructor satisfaction. Data were collected from faculty at a university in the western United States with the use of three instruments that measure pedagogical beliefs, implementation of instructional activities, and instructor satisfaction. Latent class analysis method was used to identify instructor groups and examine how the groups differed in pedagogical beliefs, characteristics, and satisfaction. The resulting two-cluster solution includes two orientations: content and learner-centric. Of the covariates examined, constructivist pedagogical beliefs and gender were the significant predictors of cluster membership. Results also showed a significant difference between the predicted clusters pertaining to online instructor satisfaction.

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education.

BACKGROUND: Nursing education involves a number of stakeholders in the teaching and learning process, and these are student nurses, lecturers, clinical instructors and nurses. The role that each of these parties play in the teaching and learning process is dependent on each other and is key to the development of competence among student nurses. However, there is scanty literature on the discourse of how these stakeholders conceptualise their roles to maximise student learning. The objective of this study was to explore the conceptions of stakeholders on their teaching and learning roles in nursing education. METHODS: Thirty-eight semi-structured interviews and three focus group discussions were conducted with nursing students, lecturers, clinical educators at a Namibian nursing college and nurses at teaching hospitals. Phenomenographic data analysis approach was applied. RESULTS: Four conceptions were constructed that described the level of involvement of the different parties in teaching and learning. These were initiating, supporting, becoming part of and owning the teaching and learning role. Three dimensions of variation marked the differences among the conceptions: responsibility and accountability, priorities and level of collaboration. CONCLUSIONS: The parties involved in the teaching and learning in nursing education have qualitatively different understating of their roles and those of others. There is a pattern transcending from being at the periphery of teaching and learning to taking ownership of teaching and learning. And a movement from limited responsibility and collaboration to that of being responsible, accountable and high level of collaboration in the teaching and learning of nursing students. The conceptions in this study add more ways of enhancing collaboration between theoretical and clinical sites in nursing education, by ensuring that those involved are aware of their role and that of others and work collaboratively at the micro-level.

Factors affecting production of competent health workforce in Tanzanian health training institutions: a cross sectional study.

BACKGROUND: In 2008, the government of Tanzania adopted a competency-based education and training (CBET) system to improve medical training. Yet there are still frequent observations of competency deficits among graduates, suggesting that the goal has not sufficiently been met. This study was designed to assess the underlying context of competency deficits in the health workforce in Tanzania and to provide recommendations for improvement. METHODS: A cross-sectional study using document analysis and focus groups was carried out in 13 training institutions that provided a diploma course in clinical medicine. The research team assessed availability and adequacy of instructors, physical resources and the process and systemic factors that impact curriculum implementation outcomes. RESULTS: Six (46%) institutions had 75% or more of their teaching staff not trained in curriculum delivery and instructional methods. Seven (54%) institutions had lower instructor-students ratio than recommended (1:25). Overall, the full-time instructors in all institutions constituted only 44% of the teaching staff. Although all institutions had an adequate number of classrooms, the rooms were of small size with dilapidated walls, and had inadequate number of desks/ seats for students. Clinical skills laboratories existed in 11 (85%) institutions, but the majority were of small size, and were not fully equipped as per guidelines and were rarely used. Libraries were available in 12 (92%) institutions but five had seating capacities of 10% or less of the available students. Participants of focus group discussion in the majority of the institutions reported inadequate time allocated for practice and support from the clinical instructors at the practicum sites. Six (46%) institutions had no functioning governing/advisory boards and five (38%) lacked quality assurance policies and implementation plans. CONCLUSIONS: Currently, health-training institutions in Tanzania are ill-equipped to produce competent clinicians because of major gaps in the structural, process and systemic components. These findings call for major investment to facilitate production of a competent health workforce.

Novel Method to Manage Student Questions in the Anatomy Laboratory Using a Virtual Meeting Platform.

Large class sizes and often few instructors in anatomy courses make it challenging for student laboratory groups to have their questions addressed in a timely manner. Instructors are often unaware of the number of requests for assistance, as well as the order in which assistance is requested, and students often spend a long time waiting for an instructor to become available. As a result of brainstorming with some of our students, a call button system of sorts was suggested. Instructors in consultation with the college's IT department came up with the idea of using Zoom Meetings question and answer (Q&A) feature to manage student questions. Zoom allows one to broadcast a Zoom Meeting to up to 50,000 participant attendees, and instructors, logged in as panelists (on a mobile device, e.g., iPad), can interact with the student attendees via the Q&A feature. The students join the webinar using their dissection table number as their ID and request assistance in the Q&A. These requests show up with a time stamp and are automatically queued on the panelist's Q&A window. Instructors employ the type answer feature to acknowledge the question by typing in their respective initials, which can be seen live by the other instructors (panelists). This allows student questions to be queued so that the instructors can address them in a timely, first-in/first-out order. Student feedback regarding the use of this system for the Small Animal Anatomy course was positive.