Regulation of health professions education and the growth of schools in Somalia.

BACKGROUND: Health professions education, encompassing training programs for medicine and surgery, nursing, midwifery, medical laboratory sciences,, and public health, along with their regulations, are pivotal to achieving universal health coverage and Sustainable Development Goals, contributing significantly to health outcomes and public trust in the healthcare workforce. However, low- and middle-income countries, especially in sub-Saharan Africa, face challenges, such as inadequate resources, outdated curricula, and weak governance. Somalia in particular grapples with a fragmented health system and a critical shortage of skilled health professionals, exacerbated by decades of civil war and political instability. METHODS: This study employed a mixed-method approach that incorporated both qualitative and quantitative data collection and analysis. A comprehensive literature review was conducted along with semi-structured interviews with 44 key informants, including representatives from professional health schools and officials from the Ministry of Health. Additionally, five focus group discussions were held with young professionals and an online survey was administered to students enrolled in professional health courses. The data analysis employed descriptive for quantitative data, and thematic analysis for qualitative data, guided by the human resources for health (HRH) maturity model framework. RESULTS: This study identified 112 health professions schools across Somalia, with a significant concentration in urban areas, particularly in Benadir. The health workforce analysis revealed a pronounced urban-rural disparity and a density of health professionals below the WHO's recommended threshold. The focus group discussions and surveys highlighted the employment challenges faced by young physicians and students' perceptions of their training and future employment opportunities. CONCLUSION: The proliferation of health professions schools without adequate quality control, the critical shortage and maldistribution of skilled health professionals, and the absence of a comprehensive regulatory framework are significant challenges facing Somalia's healthcare system. The establishment of the National Health Professionals' Council (NHPC) Act in 2020 marks a step towards addressing these issues. This study emphasizes the need for accreditation of health professions schools, capacity building of HRH teams, and collaboration among stakeholders to improve healthcare workforce development and regulation. Addressing urban-rural disparities and combating professional misconduct are also crucial for achieving universal health coverage and improving health outcomes in Somalia.

The significance of a dialectical approach to enrich health professions education.

The Lancet Global Independent Commission has called for a systems-based approach to health professions education. They emphasised the acquisition of collaborative skills, critical reasoning and ethical conduct to prepare students for interprofessional collaborative practice (IPCP). Interprofessional education (IPE) has been put forward as a promising strategy. However, despite the global efforts to incorporate IPE in health professions education curricula, the evidence for a positive impact on IPCP is still inconclusive. This may be related to the misalignment between competency-driven IPE programs that focus on end-stage professional competence and the non-linear development of students' competence that is necessary for the dynamical nature of IPCP. Therefore, we argue that health professions education, and IPE in particular, needs to incorporate these dynamical processes including social and organization sensitivity. We present a conceptual framework that integrates the Cultural-Historical Theory, the principles of dialectical thinking and the concept of metastable attunement. While dialectical thinking is the ability to perceive the complexity of a dynamic reality that is in a state of constant transition, metastable attunement refers to the consequent adjustment to it. The subsequent instructional design employs a dialectical approach to teaching and learning, based on mediating activities and dialectical inquiry. To reach the full potential of this approach, the mediating activities should ensure a continuum of learning across the curriculum. In addition, faculty development needs to focus on the principles of dialectical inquiry as a pedagogy to optimally guide students. Further research into the extent to which healthcare professionals and students think dialectically may inform improvements to the proposed instructional design, the structure of the learning continuum and the essential requirements for faculty development.

Team-based learning in health professions education: an umbrella review.

BACKGROUND: Team-Based Learning (TBL) has garnered considerable attention in education research. To consolidate the existing evidence, we conducted an umbrella review with four objectives: (a) to identify TBL review characteristics, (b) to synthesize findings from previous reviews regarding TBL effectiveness and outcomes, (c) to determine which student groups benefit most, and (d) to identify the most and least researched elements. METHODS: The Joanna Briggs Institute (JBI) methodology was followed: [1] Search strategy and literature search [2] Screening and Study Selection [3] Assessment of methodological quality [4] Data collection, and [5] Data summary. We utilized Endnote, Excel, and MAXQDA for efficient project management and analyzing data. RESULTS: Analyzing twenty-three reviews spanning from 2013 to 2024, we found a peak in TBL research in 2022 including more than 312 unique primary studies involving more than 63,987 participants. Notably, the United States and China accounted for over 61% of the total primary articles focused on students from medicine, nursing, pharmacy, and dentistry. Evidence supports the superiority of TBL in enhancing cognitive outcomes. However, findings related to retention are mixed. Insufficient evidence exists to draw robust conclusions when comparing TBL with other active learning methods. TBL demonstrates favorable outcomes in terms of clinical performance and engagement. Non-technical skills show mixed results. Notably, TBL positively impacts self-study, learning ability, decision-making, and emotional intelligence. Faculty experiences reveal an initial increase in workload, but generally hold positive attitude. Faculty development remain limited in duration and scope. Freshmen, academically weaker students, undergraduates, Chinese female students, and nursing students appear to benefit most from TBL. Team formation and size are the most frequently studied elements. CONCLUSION: TBL holds promise for improving learning outcomes, but ongoing investigation is essential to maximize its impact in diverse educational contexts. This umbrella review underscores the need for further research in specific areas i.e. effective pre-class learning methods and faculty workload.

Open Access Publishing Metrics, Cost, and Impact in Health Professions Education Journals.

Importance: Publishing in health professions education (HPE) journals is an integral component of academic discourse and career progression. Research in this field is shifting to an open access (OA) publishing model. Objective: To identify the characteristics and publishing models of HPE journals and explore potential associations between publication costs and journal metrics. Design, Setting, and Participants: This cross-sectional study was conducted between September 20, 2023, and February 14, 2024, using the World Bank purchasing power parity (PPP) index to analyze relative costs of article processing charges (APCs). Data on journal characteristics, impact metrics, APCs, and waiver or discount were extracted from the National Library of Medicine, Scimago, Scopus, journal websites, and email correspondence with editorial staff of journals. All HPE journals indexed in PubMed, written in or translated into English, and with HPE as a core component of their mission were included in the analysis. Main Outcomes and Measures: Two-year impact factor, H-index, cite score, Scientific Journal Ranking, and APC. Results: Among the 51 journals included, 27 (53%) adopted OA-only and 24 (47%) adopted hybrid publishing models. The median (IQR) APC for all journals was $2820.00 ($928.00-$3300.00). Associations were observed between impact factor and APC (ß coefficient, $386.84; 95% CI, $226.84-$546.84; P < .001) and between cite score and APC (ß coefficient, $282.40; 95% CI, $148.12-$416.61; P < .001). Of 20 journal websites with information regarding fee waivers or discounts, 7 journals (35%) confirmed fee waiver or discount. The PPP index analysis of the top 39 countries publishing HPE research showed that the financial burden of meeting the median APC for publication was 1.94 to 10.26 times higher for authors from lower-income countries than for authors from the US. Conclusions and Relevance: Results of this cross-sectional study suggest that adoption by HPE journals of an OA publishing model was high but access to APC waivers or discounts was limited. These factors create barriers to equitable OA practices, necessitating concerted efforts, such as increasing transparency of publishing costs, implementing economic impact analysis, expanding waivers to eligible authors, and applying holistic impact factor scoring.

Investigating the support for equitable admissions policies in health professions education: the Formal Consensus method.

Higher education institutions increasingly aim to implement equity in admissions. However, there is no one-size-fits-all solution to determine which equitable admissions procedures are suitable in a specific context, nor which groups should be its beneficiaries. Therefore, we applied the Formal Consensus Method (FCM) to investigate the support amongst experts and stakeholders for different equitable admissions policies and target groups within the context of Health Professions Education in The Netherlands. We found majority support (median of ratings ≥ 7 on a scale of 1 to 9) in both groups for the target groups 'applicants with a low or average socio-economic status' and 'applicants with an underrepresented migration background'. The majority of participants was also in favor of Contextualized Admissions, especially when used to increase enrolment of applicants with a low or average socio-economic status, with an underrepresented migration background, and asylum status holders. Lastly, both groups supported lottery with extra tickets for applicants with an underrepresented migration background. However, as the range of ratings fell outside the FCM prescribed range of 5-9, no case in which there was majority support could be defined as a 'consensus'. The expert group proposed the use of Bonded Medical Places for applicants from the Caribbean parts of the Dutch Kingdom. The policies and target groups for which broad support was found, could contribute to equitable admissions, improved student diversity, and enhanced quality of health education and future care. Our application of the FCM in the area of equitable admissions policies may be useful for researchers in other countries where equity principles are not (widely) used in admissions decisions.

Shaping the future: perspectives on the Integration of Artificial Intelligence in health profession education: a multi-country survey.

BACKGROUND: Artificial intelligence (AI) is transforming health profession education (HPE) through personalized learning technologies. HPE students must also learn about AI to understand its impact on healthcare delivery. We examined HPE students' AI-related knowledge and attitudes, and perceived challenges in integrating AI in HPE. METHODS: This cross-sectional included medical, nursing, physiotherapy, and clinical nutrition students from four public universities in Jordan, the Kingdom of Saudi Arabia (KSA), the United Arab Emirates (UAE), and Egypt. Data were collected between February and October 2023 via an online survey that covered five main domains: benefits of AI in healthcare, negative impact on patient trust, negative impact on the future of healthcare professionals, inclusion of AI in HPE curricula, and challenges hindering integration of AI in HPE. RESULTS: Of 642 participants, 66.4% reported low AI knowledge levels. The UAE had the largest proportion of students with low knowledge (72.7%). The majority (54.4%) of participants had learned about AI outside their curriculum, mainly through social media (66%). Overall, 51.2% expressed positive attitudes toward AI, with Egypt showing the largest proportion of positive attitudes (59.1%). Although most participants viewed AI in healthcare positively (91%), significant variations were observed in other domains. The majority (77.6%) supported integrating AI in HPE, especially in Egypt (82.3%). A perceived negative impact of AI on patient trust was expressed by 43.5% of participants, particularly in Egypt (54.7%). Only 18.1% of participants were concerned about the impact of AI on future healthcare professionals, with the largest proportion from Egypt (33.0%). Some participants (34.4%) perceived AI integration as challenging, notably in the UAE (47.6%). Common barriers included lack of expert training (53%), awareness (50%), and interest in AI (41%). CONCLUSION: This study clarified key considerations when integrating AI in HPE. Enhancing students' awareness and fostering innovation in an AI-driven medical landscape are crucial for effectively incorporating AI in HPE curricula.

Building resilience among undergraduate health professions students: identifying influencing factors.

BACKGROUND: Resilience contributes to mental well-being, hence expediting recovery from stressful events. Health professions students, in particular, often experience heightened levels of stress and anxiety due to academic demands and other stressors. This study aimed to explore the factors contributing to resilience and identify support systems that universities can implement to help undergraduate health professions students build resilience and manage their mental well-being. METHODS: A total of 28 students from the fields of Medicine, Dentistry, Pharmacy, and Dietetics and Nutrition participated in semi-structured interviews. All interviews were audio-recorded and transcribed verbatim. The interviews were stopped when data saturation was achieved. The data were analysed using thematic analysis. RESULTS: Thematic analysis of the interviews identified five key themes contributing to resilience: life experience, socioeconomic factors, personal attributes, support resources, and role modelling. Universities play a crucial role in fostering resilience among health professions students through soft skills training, workplace-oriented training, mentoring, and extracurricular activities. These opportunities enable students to develop and strengthen resilience in both formal and informal settings. Such initiatives not only equip students to manage future career challenges but also support their overall personal and professional development. CONCLUSIONS: This study provided a comprehensive understanding of the contributing factors to health professions students' resilience. The availability of support resources together with a nurturing environment provided by university are crucial. By fostering resilience, students are better prepared to navigate the challenges of the demanding professions and develop the emotional fortitude necessary for long-term success in healthcare.

Legitimation Without Argumentation: An Empirical Discourse Analysis of 'Validity as an Argument' in Assessment.

Introduction: Validity is frequently conceptualized in health professions education (HPE) assessment as an argument that supports the interpretation and uses of data. However, previous work has shown that many validity scholars believe argument and argumentation are relatively lacking in HPE. To better understand HPE's discourse around argument and argumentation with regard to assessment validity, the authors explored the discourses present in published HPE manuscripts. Methods: The authors used a bricolage of critical discourse analysis approaches to understand how the language in influential peer reviewed manuscripts has shaped HPE's understanding of validity arguments and argumentation. The authors used multiple search strategies to develop a final corpus of 39 manuscripts that were seen as influential in how validity arguments are conceptualized within HPE. An analytic framework drawing on prior research on Argumentation Theory was used to code manuscripts before developing themes relevant to the research question. Results: The authors found that the elaboration of argument and argumentation within HPE's validity discourse is scant, with few components of Argumentation Theory (such as intended audience) existing within the discourse. The validity as an argument discourse was legitimized via authorization (reference to authority), rationalization (reference to institutionalized action), and mythopoesis (narrative building). This legitimation has cemented the validity as an argument discourse in HPE despite minimal exploration of what argument and argumentation are. Discussion: This study corroborates previous work showing the dearth of argument and argumentation present within HPE's validity discourse. An opportunity exists to use Argumentation Theory in HPE to better develop validation practices that support use of argument.

The pattern of reporting and presenting validity evidence of extended matching questions (EMQs) in health professions education: a systematic review.

The Extended matching Questions (EMQs), or R-type questions, are format of selected-response. The validity evidence for this format is crucial, but there have been reports of misunderstandings about validity. It is unclear what kinds of evidence should be presented and how to present them to support their educational impact. This review explores the pattern and quality of reporting the sources of validity evidence of EMQs in health professions education, encompassing content, response process, internal structure, relationship to other variables, and consequences. A systematic search in the electronic databases including MEDLINE via PubMed, Scopus, Web of Science, CINAHL, and ERIC was conducted to extract studies that utilize EMQs. The framework for a unitary concept of validity was applied to extract data. A total of 218 titles were initially selected, the final number of titles was 19. The most reported pieces of evidence were the reliability coefficient, followed by the relationship to another variable. Additionally, the adopted definition of validity is mostly the old tripartite concept. This study found that reporting and presenting validity evidence appeared to be deficient. The available evidence can hardly provide a strong validity argument that supports the educational impact of EMQs. This review calls for more work on developing a tool to measure the reporting and presenting validity evidence.

Identification of a partnership model between a university and not-for-profit organization to address health professions education and health inequality gaps through simulation-based education: A scoping review.

Simulation-based education is a key aspect of health professions education used to aid healthcare providers in developing and maintaining clinical skills. Rural and remote healthcare providers have limited access to skills development opportunities. Training tools such as simulators are primarily limited to university and hospital-based research centers in urban areas. This scoping review aimed to examine current literature to identify a partnership model involving academic institutions and non-profit organizations (NPOs) that focuses on facilitating the wider distribution of simulators. The five-stage Arksey and O'Malley methodological framework for conducting scoping reviews and the Joanna Briggs Institute Manual for Evidence Synthesis was used to guide the scoping review. The search was conducted on five literature databases, three grey literature databases and through manual reference searching with an applied time frame of 2000 to 2022. The search identified 15 articles that met the eligibility criteria and were included in the study. Analysis of the articles revealed that no partnership model currently exists that facilitates the production and distribution of simulators through a partnership between academic institutions and NPOs. Establishing the partnership, acquiring funding, implementation, monitoring and evaluation, and dissemination were identified as key stages of a multi-institutional partnership. Further research is necessary to fill the gaps of the partnership process pertaining to the development and production of simulators to train healthcare providers.

Making judgments based on reported observations of trainee performance: a scoping review in Health Professions Education.

Background: Educators now use reported observations when assessing trainees' performance. Unfortunately, they have little information about how to design and implement assessments based on reported observations. Objective: The purpose of this scoping review was to map the literature on the use of reported observations in judging health professions education (HPE) trainees' performances. Methods: Arksey and O'Malley's (2005) method was used with four databases (sources: ERIC, CINAHL, MEDLINE, PsycINFO). Eligibility criteria for articles were: documents in English or French, including primary data, and initial or professional training; (2) training in an HPE program; (3) workplace-based assessment; and (4) assessment based on reported observations. The inclusion/exclusion, and data extraction steps were performed (agreement rate > 90%). We developed a data extraction grid to chart the data. Descriptive analyses were used to summarize quantitative data, and the authors conducted thematic analysis for qualitative data. Results: Based on 36 papers and 13 consultations, the team identified six steps characterizing trainee performance assessment based on reported observations in HPE: (1) making first contact, (2) observing and documenting the trainee performance, (3) collecting and completing assessment data, (4) aggregating assessment data, (5) inferring the level of competence, and (6) documenting and communicating the decision to the stakeholders. Discussion: The design and implementation of assessment based on reported observations is a first step towards a quality implementation by guiding educators and administrators responsible for graduating competent professionals. Future research might focus on understanding the context beyond assessor cognition to ensure the quality of meta-assessors' decisions.

Contexte: Les éducateurs utilisent désormais les observations rapportées pour évaluer la performance de leurs stagiaires. Malheureusement, ils disposent de peu d'informations sur la manière de concevoir et de mettre en œuvre des évaluations basées sur les observations rapportées. Objectif : L'objectif de cette étude de la portée des écrits était de recenser la littérature sur l'utilisation des observations rapportées lors d'évaluation de la performance de stagiaires dans les programmes professionnalisants en santé (PPS). Méthodes: La méthode d'Arksey et O'Malley (2005) a été utilisée et quatre bases de données ont été interrogées (ERIC, CINAHL, MEDLINE, PsycINFO). Les critères d'admissibilité des articles étaient les suivants : (1) écrit en anglais ou en français; (2) comprend des données primaires; (3) traite de la formation initiale ou professionnelle ; (4) se situe en formation d'un PPS ; (5) traite de l'évaluation en stage; et (6) traite de l'évaluation basée sur des observations rapportées. Les étapes d'inclusion/exclusion et d'extraction des données ont été réalisées à deux personnes (taux d'accord > 90%). Nous avons extrait les données avec une grille d'extraction des données préétablie et itérative. Des analyses quantitatives ont été menées pour résumer les données numériques et une analyse thématique pour résumer les données qualitatives. Résultats: Sur la base de 36 articles et de 13 consultations, nous avons identifié six étapes caractérisant l'évaluation de la performances de stagiaires basée sur des observations rapportées dans les PPS : (1) établir un premier contact, (2) observer et documenter la performance du stagiaire, (3) recueillir et compléter les données d'évaluation, (4) agréger les données d'évaluation, (5) déduire le niveau de compétence, et (6) documenter et communiquer la décision aux parties prenantes. Discussion: La conception et la mise en œuvre de l'évaluation sur la base d'observations rapportées constituent un premier pas vers la mise en œuvre d'une évaluation de qualité en guidant les éducateurs et les administrateurs responsables de la formation de professionnels compétents. Les recherches futures pourraient se concentrer sur la compréhension du contexte au-delà de la cognition de l'évaluateur afin de garantir la qualité des décisions prises par les métaévaluateurs.

Success stories: exploring perceptions of former fellows of a global faculty development program for health professions educators.

BACKGROUND: Faculty development programs (FDPs) in health professions education (HPE) are instrumental in supporting, promoting, and improving HPE curricula and activities that target individual- and system-level capacity strengthening. FAIMER, a division of Intealth, has been offering FDPs for global health professions educators in HPE and leadership for over two decades through the International FAIMER Institute in the USA and FAIMER Regional Institutes located globally. This paper explores perceptions of former program participants (Fellows) of FAIMER global FDPs by eliciting their success stories. METHODS: The study utilized a modified Success Case Method approach. Study participants recruited were 14 FAIMER Fellows nominated as exemplars of success cases by program directors and faculty members from seven global sites, using extreme case sampling technique. Of the 14 Fellows, two were from Africa, nine from Asia and three from Latin America. In-depth interviews were conducted with each Fellow to understand their self-perceived success, and factors from both their local context and FAIMER's FDPs that have contributed to their success. Theoretical thematic analysis method was used to analyze the data. RESULTS: The top three areas of success perceived by Fellows were career advancement & recognition, professional development, and advancement of HPE. Fellows identified both institutional-level factors and personal attributes as contributing to their success. They also reported that FAIMER global FDPs have substantially contributed to their success by expanding professional networks, fostering academic achievement, and enhancing interpersonal development and leadership skills. CONCLUSIONS: The findings show that Fellows perceive that there are multiple pathways for them to succeed in advancing the field of HPE. The Fellows' stories highlight the continuing value of FAIMER global FDPs for HPE educators worldwide in professional development and leadership. The study also proposes recommendations for enhancing faculty development activities in HPE.

Virtual clinical simulation as a paedagogical strategy in healthcare learning: Evidence and Gap Map protocol.

INTRODUCTION: Virtual clinical simulation involves creating and applying scenarios using technology like computers or virtual reality. This method provides a secure experiential learning environment, encouraging active student participation and stimulating clinical, critical and reflective thinking. This article outlines the development of the Evidence and Gap Map, which aims to identify, quantify and visually and interactively classify existing systematic reviews on the effectiveness of virtual clinical simulations in health professional training. METHODS AND ANALYSIS: The Evidence and Gap Map will adhere to the Campbell Collaboration Guidelines. Bibliographic searches in six databases will follow inclusion criteria determined by the Population, Intervention, Comparison, Outcome and Study design strategy. After the initial calibration, two reviewers will independently apply the inclusion and exclusion criteria to the title and abstract of each identified study, with subsequent full reading of the selected articles. The methodological quality of the included systematic reviews will be assessed with the AMSTAR 2 tool. The map will be developed using the EPPI-Mapper software. ETHICS AND DISSEMINATION: There is no requirement for ethical approval for this systematic review. On completion, it will be published in a peer-reviewed academic journal and presented at a conference. This review protocol was registered on the Open Science Framework platform (OSF Associated Project Registration: osf.io/r6wdc and received the following DOI: 10.17605/OSF.IO/R6WDC).

Pilot implementation of a telehealth course for health professions students.

OBJECTIVES: This study examined the level of technology proficiency amongst healthcare professions students. Additionally, the study provides an evaluation of the pilot implementation, as well as the effect of a 7-module telehealth course on the level of adoption and future use of telehealth amongst future Australian healthcare workforce. METHODS: Students from four health-sciences departments at the University of Melbourne, Australia, participated in this pilot study by completing the course and an online questionnaire, which included both structured and open-ended questions. The questionnaire included: 12-items on socio-demographic and Internet utilization; 34-items about acceptance and use of telehealth adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT2) questionnaire; and 22-items about confidence in using the Internet and ICT, adapted from Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA-C-21). RESULTS: The evaluation included 26 students who expressed confidence in their Internet/ICT skills They showed enthusiasm for telehealth and recognized its potential benefits, but also emphasized the value of face-to-face interactions. They requested information on legal and aspects and additional learning. Post-test assessments indicated improvements in overall acceptance and use attitudes towards telehealth and on six dimensions of the UTAUT2 instrument. Participation in the course indicated improvements in students' overall acceptance and use attitudes and on six of the ten dimensions of the UTAUT2 instrument (p < 0.05). CONCLUSION: This preliminary evaluation indicated that the telehealth course was a positive and enjoyable learning experience for students with appropriate structure and information. The course was successful in improving students' acceptance and use of health technology. The study identified areas in which further development might be required. As such, the course represents a helpful approach for telehealth training among health professions students. Further evaluation with larger samples is required.

The Current State of Prerequisite Coursework in Health Professions Education: Function, Assumptions, and Best Practices for a Path Forward.

Prerequisite courses have been a staple in admissions requirements for health programs for more than a century. Prerequisites serve various roles including achieving accreditation standards, determining academic preparation, predicting academic success, and informing admissions decisions. While the theories purported to support prerequisite courses have largely remained static, the challenges for educators and applicants have evolved. In addition to training future healthcare providers, contemporary educators are focused on attracting and training a diverse workforce as well as attaining enrollment targets to ensure financial stability. We propose 4 assumptions that pit common prerequisite practices against these contemporary challenges including limitations caused by the cost of prerequisites, disproportionate burden on underrepresented minorities, extraordinarily complex and variable policies, and a disconnect between grades and knowledge retention. Continuing to operate under these assumptions creates unnecessary barriers for potential students. We offer model practices for approaching prerequisites with more flexibility. These practices involve refining expectations for learning, normalizing alternatives to coursework, conducting prospective research, analyzing relevant data, and exploring more personalized pathways and holistic practices. As higher education changes and the demand for healthcare providers increases, innovation to the admissions process is needed to identify those who can complete programs and become competent healthcare providers.

Escape Room with a Twist: Designing an Interprofessional, Active Learning Experience with a Focus on Specific Healthcare Professions.

Engagement of all students in an interprofessional learning activity is crucial to the overall success of the event. Due to limited diversity of healthcare disciplines, academic programs on regional medical campuses face particular challenges to create events where all students can have an active role in learning experiences. To meet the interprofessional education needs of all healthcare disciplines on a regional medical campus, a learning event was designed to purposefully involve each group of students to solve an escape room/scavenger hunt experience. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was utilized to assess the learning experience. All ICCAS metrics increased pre- to post-evaluation, suggesting the learners found the experience to be valuable. This paper describes the process for creation and implementation of an active learning experience with targeted healthcare disciplines for inclusion and engagement of all students.

The irtQ R package: a user-friendly tool for item response theory-based test data analysis and calibration.

Computerized adaptive testing (CAT) has become a widely adopted test design for high-stakes licensing and certification exams, particularly in the health professions in the United States, due to its ability to tailor test difficulty in real time, reducing testing time while providing precise ability estimates. A key component of CAT is item response theory (IRT), which facilitates the dynamic selection of items based on examinees' ability levels during a test. Accurate estimation of item and ability parameters is essential for successful CAT implementation, necessitating convenient and reliable software to ensure precise parameter estimation. This paper introduces the irtQ R package, which simplifies IRT-based analysis and item calibration under unidimensional IRT models. While it does not directly simulate CAT, it provides essential tools to support CAT development, including parameter estimation using marginal maximum likelihood estimation via the expectation-maximization algorithm, pretest item calibration through fixed item parameter calibration and fixed ability parameter calibration methods, and examinee ability estimation. The package also enables users to compute item and test characteristic curves and information functions necessary for evaluating the psychometric properties of a test. This paper illustrates the key features of the irtQ package through examples using simulated datasets, demonstrating its utility in IRT applications such as test data analysis and ability scoring. By providing a user-friendly environment for IRT analysis, irtQ significantly enhances the capacity for efficient adaptive testing research and operations. Finally, the paper highlights additional core functionalities of irtQ, emphasizing its broader applicability to the development and operation of IRT-based assessments.

Widening the Gates: Redefining Excellence in Selection for Health Professions Education for a Diverse Future Workforce.

To ensure diversity in the healthcare workforce selection committees must select a cohort of students who collectively possess the wide variety of qualities necessary to serve societal needs. In practice, selection procedures primarily focus on predicting academic outcomes, which are currently based on a limited set of qualities, restricting the definition of excellence in healthcare. The authors propose a shift in the design of selection procedures by including additional considerations - student diversity and applicant perception - to select talented students who can fulfil societal needs. The authors explain the importance of incorporating these considerations into the design of selection procedures and challenges that may arise. To overcome the challenges of incorporating student diversity and applicant perception in the design of selection procedures, a new view on alignment between the profession, training and selection is needed. This starts with redefining excellence in the profession with more explicit attention to equity, diversity and inclusion (EDI). The authors argue that by employing an EDI-adjusted model of alignment, selection procedures can enhance academic outcomes, properly recognize the talents of and acknowledge the needs for a diverse future workforce and be perceived as fair by applicants.

Submitting artificial intelligence in health professions education papers to Medical Teacher.

As any field evolves, so do journals' expectations from authors. As Artificial Intelligence (AI) usage in Health Professions Education (HPE) has evolved, Medical Teacher's expectations have changed, and previously-accepted paper types are now routinely rejected. This commentary gives some guidance for authors currently submitting AI in HPE papers to Medical Teacher.