How to coach student professional development during times of challenges and uncertainties.

BACKGROUND: What we teach our (bio)medical students today may differ from the future context under which they will operate as health professionals. This shifting and highly demanding profession requires that we equip these students with adaptive competencies for their future careers. We aimed to develop a framework to promote and facilitate professional development from day one, guided by self-awareness and self-directed learning. APPROACH: Based on self-directed, transformative and experiential learning, patient involvement and teamwork, we developed a 3-year longitudinal personal-professional development (LPPD) program in the (bio)medical sciences undergraduate curriculum to stimulate self-driven professional development in a variable context. Through group meetings and individual coach consultations, students address topics such as self-awareness, self-directed and lifelong learning, collaboration, well-being and resilience. To drive learning students receive extensive narrative feedback on an essay assignment. EVALUATION: Experiences and outcomes were evaluated with questionnaires and in-depth interviews. Students and coaches value personal and professional development in a safe learning environment that encourages self-exploration, diversity and connection. Over time, students show more self-awareness and self-directedness and increasingly apply trained skills, resulting in professional identity formation. Students need more clarification to understand the concept of assessment as learning. IMPLICATIONS: With the generic content of a longitudinal program embedded in a meaningful environment, the personal and professional development of students can be facilitated and stimulated to face future challenges. When translating to other curricula, we suggest considering the complexity of professional development and the time expenditure needed for students to explore, experiment and practice. An early start and thorough integration are recommended.

Camera-based independent couch height verification in radiation oncology.

For specific radiation therapy (RT) treatments, it is advantageous to use the isocenter-to-couch distance (ICD) for initial patient setup.(1) Since sagging of the treatment couch is not properly taken into account by the electronic readout of the treatment machine, this readout cannot be used for initial patient positioning using the isocenter-to-couch distance (ICD). Therefore, initial patient positioning to the prescribed ICD has been carried out using a ruler prior to each treatment fraction in our institution. However, the ruler method is laborious and logging of data is not possible. The objective of this study is to replace the ruler-based setup of the couch height with an independent, user-friendly, optical camera-based method whereby the radiation technologists have to move only the couch to the correct couch height, which is visible on a display. A camera-based independent couch height measurement system (ICHS) was developed in cooperation with Panasonic Electric Works Western Europe. Clinical data showed that the ICHS is at least as accurate as the application of a ruler to verify the ICD. The camera-based independent couch height measurement system has been successfully implemented in seven treatment rooms, since 10 September 2012. The benefits of this system are a more streamlined workflow, reduction of human errors during initial patient setup, and logging of the actual couch height at the isocenter. Daily QA shows that the systems are stable and operate within the set 1 mm tolerance. Regular QA of the system is necessary to guarantee that the system works correctly.

The teacher as coach: An innovative, longitudinal training for (bio)medical educators.

BACKGROUND: In order to be impactful, to support students to become resilient, adaptive, and collaborative lifelong learning professionals in an ever-changing environment requires the teachers to have a specific set of skills and abilities. Teachers who are not taught these competencies struggle empirically and cannot coach students effectively in the modern professional world. APPROACH: We developed a longitudinal programme for teachers, combining theory and skills training, and performed nine half-day hands-on training modules on campus. Special attention was paid to a common frame of mind, coaching techniques, and dealing with students' emotions and resistance. EVALUATION: All 16 participating teachers indicated their learning goals beforehand and their learning outcomes afterwards. Before and after finishing the course, participants completed a questionnaire in which they evaluated their own evolving coaching competencies. In the next academic year, students of both participants and non-participants evaluated their teachers' coaching competencies. Participants experienced the added value of coaching and understood how to coach. They reported being able to focus on fostering the student's development instead of being knowledge-transferring and advising mentors. Students recognised that coaching teachers (participants) provided less advice and focused more on students' responsibility. IMPLICATIONS: To prepare teachers for coaching students in their professional development, early investment is recommended. A dedicated coach training programme, as outlined by us, can facilitate and stimulate the desired transition from a role-modelling, knowledge-transferring academic teacher, mentor, or adviser to a professional development coaching teacher. When translating to other curricula, we recommend to take into account the adaptation of generic content in the local learning environment.

Co-learning and co-teaching in a newly introduced research learning community.

BACKGROUND: Research clerkships are usually designed as individual learning projects focusing on research skills training, such as research design, data analysis and reporting. When the COVID-19 pandemic triggered an urgent need for digital education, we redesigned a research clerkship with the challenging aim to maintain original quality for more students than usual with limited teaching staff. APPROACH: We introduced the concept of a research learning community (RLC) with co-teaching and co-learning to a group of 14 students and seven teaching faculty using digital platforms. Small groups of students participated in the RLC, which was supervised weekly by the teachers. Research experts were continuously involved and led workshops. EVALUATION: Using a qualitative design, we analysed experiences from the perspectives of students and faculty. We performed an inductive thematic content analysis of three focus group interviews and used 14 student reports for triangulation. The results indicate that apart from developing research skills, students valued peer assistance, attention to uncertainty and learning beyond individual research projects. The teachers/research experts reported that co-teaching and co-learning had contributed to their professional development. In terms of organisation, students and faculty recognised that the RLC model allowed for interdisciplinary learning, facilitated by a digital platform. IMPLICATIONS: To develop students' research skills, embedding a clerkship in an RLC is an attractive alternative to individual research clerkships. The obligatory learning goals are met. Co-learning and co-teaching foster faculty's and students' professional development. When translating to other curricula, we recommend stating common goals in addition to individual objectives.

[PCSK9 inhibitors; who benefits from these new cholesterol-lowering drugs?] / PCSK9-remmers.

PCSK9 inhibitors are monoclonal antibodies that target the protein PCSK9. These drugs (alirocumab and evolcumab) are a new generation of cholesterol-lowering agents for patients with a very high risk of cardiovascular disease. They lower the LDL cholesterol concentration by approximately 50% in comparison with placebo, thereby lowering the risk of myocardial infarction, stroke and cardiovascular death in high-risk patients. Due to their high cost and the cost-effectiveness, there are strict conditions for reimbursement for these agents in the Netherlands. PCSK9 inhibitors can be given to high-risk patients in whom, despite maximal medicinal therapy with statins and ezetimibe, the target level of LDL cholesterol cannot be reached. This article gives an overview of the efficacy and the safety of PCSK9 inhibitors, and of their use in the Netherlands.

Poor anticoagulation relates to extended access times for cardioversion and is associated with long-term major cardiac and cerebrovascular events.

BACKGROUND: Patients undergoing elective electrical cardioversion (ECV) for atrial fibrillation have a temporarily increased risk of thromboembolism. Current guidelines recommend adequate anticoagulation for ≥3 consecutive weeks precardioversion, i.e. consecutive INR values 2.0-3.0 in patients with vitamin K antagonists (VKA). We aimed to evaluate the occurrence and impact of subtherapeutic INRs precardioversion and to study factors associated with these unwanted fluctuations. METHODS: We recruited 346 consecutive patients undergoing elective ECV in the Maastricht University Medical Centre between 2008 and 2013. Predictors of subtherapeutic INR values were identified and incorporated into a logistic regression model. RESULTS: A subtherapeutic INR precardioversion occurred in 55.2% of patients. The only statistically significant predictor was VKA-naivety (Odds Ratio (OR) 4.78, 95% Confidence Interval (CI) 2.67-8.58, p<0.001). In patients with ≥1 subtherapeutic INR precardioversion, time from referral until cardioversion was 91.1±42.8days, compared to 41.7±26.6days (p<0.001) in patients without subtherapeutic INRs. No thromboembolic events occurred <30days after the ECV. Independent predictors for the combined endpoint of cardiovascular death, ischemic stroke and the need of blood transfusion (n=30, median follow-up of 374days) were coronary artery disease in the history (OR 3.35, 95%CI 1.54-7.25, p=0.002) and subtherapeutic INR precardioversion (OR 3.64, 95%CI 1.43-9.24, p=0.007). CONCLUSIONS: The use of VKA often results in subtherapeutic INRs precardioversion and is associated with a significant delay until cardioversion, especially in patients with recent initiation of VKA therapy. Furthermore, subtherapeutic INR levels prior to ECV are associated with the combined endpoint of cardiovascular death, ischemic stroke and the need of blood transfusion.