Where to begin? The best publications for newcomers to ethnopharmacology.

Have you ever tried to enter a new field of research or to get a basic overview? Of course, we all have. However, where does one begin when entering a new field of research? This mini-review offers a concise (and certainly not comprehensive) overview on the fast-evolving field of ethnopharmacology. Based on a survey in which researchers provided feedback on the publications they find most relevant in the field and an assessment of what publications have been particularly relevant in the field, this paper offers a review of the 30 best papers and books for newcomers in the field. They cover the relevant areas within ethnopharmacology and give examples from all the core regions where ethnopharmacological research is being conducted. Different and sometimes contrasting approaches and theoretical frameworks are included, as well as publications reviewing important methods. With this, basic knowledge on related fields such as ethnobotany, anthropology, fieldwork methods and pharmacognosy is also incorporated. This paper is an invitation to explore fundamental aspects of the field and to understand the particular challenges faced by researchers newly entering this multi- and transdisciplinary field, and to provide them with examples of particularly stimulating research.

Learning Through Doing: Comprehensive Programming for a Training Program in Cancer Disparities.

In the United States, preparing researchers and practitioners for careers in cancer requires multiple components for success. In this reflection article, we discuss our approach to designing a comprehensive research training program in cancer disparities. We focused on elements that provide students and early career scientists a deep understanding of disparities through first-hand experiences and skills training necessary to build a research career in the area. Our Educational Program sits within the framework of an NCI P20 program, "UHAND (University of Houston/MD Anderson Cancer Center)", jointly established by an NCI-designated comprehensive cancer center and a minority-serving university as a collaborative partnership devoted to the elimination of cancer inequities among disproportionately affected racial and ethnic groups (UHAND Program to Reduce Cancer Disparities; NCI P20CA221696/ P20CA221697). The Education Program was designed to build on and enhance skills that are critical to pursuing a career in cancer disparities research at the undergraduate, doctoral, and post-doctoral levels-such as scientific communication, career planning and development, professional and community-based collaboration, and resilience in addition to solid scientific training. As such, our program integrates (1) opportunities for learning through service to community organizations providing resources to populations with documented cancer disparities, (2) a tailored curriculum of learning activities with program leadership and mentored research with scientists focused on cancer disparities and cancer prevention, (3) professional development training critical to career success in disparities research, and (4) support to address unique challenges faced by trainees from backgrounds that are historically underrepresented in research.

Development of Osteopathic Neuromusculoskeletal Medicine (ONMM) residency curriculum guidelines to meet Accreditation Council for Graduate Medical Education (ACGME) milestones.

CONTEXT: A memorandum of understanding was reached between the Accreditation Council for Graduate Medical Education (ACGME), the American Osteopathic Association (AOA), and the American Association of Colleges of Osteopathic Medicine (AACOM) in 2014 outlining the course for a single accreditation system for graduate medical education. This process was completed in 2020 and has included the transition of AOA-accredited neuromusculoskeletal and Osteopathic Manipulative Medicine (OMM) programs into programs now termed "Osteopathic Neuromusculoskeletal Medicine" (ONMM) under the single accreditation system. Progress through ONMM residency is evaluated on the basis of 15 ACGME milestones that encompass six core competencies. However, there are no curricular guidelines to help guide the achievement of these milestones. OBJECTIVES: The primary purpose of this study was to develop a proposed structure and content for an ONMM residency curriculum that is based on (1) the alignment of residency curriculum with ACGME milestones in one ACGME-accredited ONMM residency program, and (2) the perceived needs of residents and faculty for an ONMM residency curriculum. METHODS: A mixed-methods exploratory sequential approach with embedded design was utilized. Qualitative analysis of didactics curriculum content for the past 2 years was coded according to themes identified in the residency curriculum content, which were further coded according to ACGME milestones. Curriculum topics identified in qualitative analysis were utilized to create a questionnaire that was administered to residents and faculty (n=24) in the ONMM residency program to examine the perceived importance of each curriculum topic based on a five-point Likert scale. Open-ended questions were embedded in the questionnaire that asked how faculty and residents define ONMM and what they believe should be the purpose of an ONMM residency curriculum. RESULTS: Five themes were identified in qualitative analysis of curriculum: (1) OMM laboratory topics; (2) faculty-led activities and lecture topics; (3) resident-led activities and lecture topics; (4) research; and (5) training courses and volunteer activities. The most important perceived curriculum topics for faculty and residents were osteopathic structural examination, orthopedic exam, direct and indirect methods, osteopathic cranial manipulative medicine, pediatric OMT, common upper and lower extremity injuries, and low back pain. Each of these topics aligned well with ACGME milestones. Residents reported that integrative medicine topics such as acupuncture were a significantly more important OMM laboratory topic (mean=3.58, SD=0.996) compared to faculty (mean=2.33, SD=0.985), t (22)=-3.091, p=0.005. Study participants most commonly described ONMM in terms of the specialized knowledge required for the discipline (n=19, 79.2%) and the Tenets of Osteopathy (n=17, 70.8%), and they felt that the purpose of an ONMM residency curriculum should be to gain knowledge (n=20, 83.3%) and become a competent physician (n=19, 79.2%). CONCLUSIONS: The present findings were applied to the development of proposed ONMM residency curriculum guidelines and submitted to the American Academy of Osteopathy (AAO) for consideration. They are presented here as a resource for ONMM residencies to develop a program curriculum in alignment with individual program needs.

Midwives Mentoring Midwives: A Review of the Evidence and Best Practice Recommendations.

Mentoring involves a reciprocal relationship between a more experienced person (mentor) who offers guidance and counsel to a less experienced person (mentee). Reported benefits of mentoring among students of varying health professions include skill acquisition, understanding of the professional role, acclimation to the culture of the health profession, and personal and professional development. Globally, the midwifery profession has a long-standing history of mentoring students and new graduate midwives. However, only one study has described a formal mentoring program within the US midwifery profession. Therefore, to inform best practice for both formal and informal mentoring programs, current mentoring programs are summarized and a state of the science review on mentoring within midwifery in the United States and internationally was conducted. Three types of mentoring relationships are discussed: (1) student to student (peer), (2) midwife to student, and (3) midwife to new graduate midwife. Effective models and recommended approaches for the development and expansion of mentoring are discussed, to sustain, diversify, and scale up the midwifery workforce. Personal attributes and action steps of effective mentors and mentees are provided.

Rapid Curricular Innovations During COVID-19 Clinical Suspension: Maintaining Student Engagement with Simulation Experiences.

Health care education programs were faced with the need to quickly adapt to a new reality during the coronavirus disease 2019 pandemic. Students were temporarily suspended from campus and clinical sites, requiring prompt changes in structure to their didactic and clinical learning. This article describes the rapid adjustments that one midwifery and women's health nurse practitioner education program created using both synchronous and asynchronous simulation experiences to promote student learning and ongoing engagement. Flexibility and reflexivity were needed by faculty and students alike in the face of the multiple changes wrought by the pandemic. Curricular changes were made simultaneously in many courses. Objective structured clinical examinations simulate telehealth experiences that assess knowledge, clinical reasoning, and professional behaviors via a scripted scenario and an actor patient. On-call simulations mimic telephone triage and provide students the opportunity to build listening, assessment, and management skills for prenatal and intrapartum scenarios. Students are provided equipment and virtual instruction in an intrauterine device insertion session, which promotes skill acquisition and self-confidence. Trigger films are used to visualize real-life or scripted clinical encounters, leading to discussion and decision-making, particularly in the affective domain. Bilateral learning tools, similar to case studies, provide students an opportunity to demonstrate their knowledge and critical thinking with a mechanism for faculty feedback. Web-based virtual clinical encounter learning tools using patient avatars prompt additional student learning. Suturing skills introduced in live remote group sessions are augmented with video-guided individual practice. This article describes each of these adapted and innovative simulation methods and shares lessons learned during their development and implementation.

Admissions criteria as predictors of first-term success at a chiropractic institution.

OBJECTIVE: To determine the relationship between admissions criteria and grade point average (GPA) at the conclusion of the first-term of study at a chiropractic institution. METHODS: Secondary data analysis was used on the Fall 2017 entering cohort of doctor of chiropractic students. Independent samples t-tests and ordinary least squares linear regression were used to explain the extent to which incoming undergraduate GPA, undergraduate chemistry grade, undergraduate anatomy and physiology grade, and age, respectfully, influenced the end-of-trimester GPA. RESULTS: Linear regression found each of the four independent variables (undergraduate GPA, undergraduate chemistry grade, undergraduate anatomy and physiology grade, and age) to be significant influencers of end-of-trimester-1 GPA with undergraduate GPA being the most statistically significant predictor (p < .001).The difference in mean end-of-trimester GPAs for male and female students was not statistically significant. There also was no difference in mean end-of-trimester GPAs by race/ethnicity. CONCLUSION: Current admissions requirements may need to emphasize incoming undergraduate GPA and target student support for older students. This study should be repeated for increased sample size, be performed at other chiropractic institutions, and consider additional cohorts to strengthen results.

Political and pedagogical projects of nursing residency to the elderly from Paulo Freire's perspective / Proyectos políticos y pedagógicos de residencia de enfermería al anciano en la perspectiva de Paulo Freire / Projetos políticos e pedagógicos de residência de enfermagem ao idoso na perspectiva freiriana

ABSTRACT Objective: to analyze political and pedagogical projects of nursing residency to the elderly from Paulo Freire's perspective. Method: a descriptive, exploratory study, qualitative approach using documentary analysis. Data source was pedagogical political projects of nursing residency programs in the health of the elderly. The data were collected between March and May 2017. Data analysis was based on Bardin's Thematic Analysis. It had as analytical categories specific dimensions of the proposed theoretical framework. Results: twelve pedagogical political projects showed that learning dimensions appear in an incipient, fragmented way, demonstrating the reproduction of banking education, disregarding the importance of bringing the student as a subject of learning. Conclusion: there is a gap in pedagogical political projects from Paulo Freire's perspective. It is necessary that regulatory institutions can systematize and encourage so that pedagogical projects of these programs are based on Paulo Freire's epistemological bases, enabling the so desired holistic training.

RESUMEN Objetivo: analizar los proyectos políticos y pedagógicos de residencia de enfermería en el anciano en la perspectiva de Paulo Freire. Método: estudio descriptivo, exploratorio, enfoque cualitativo utilizando el análisis documental. La fuente de datos fueron los proyectos políticos pedagógicos de programas de residencia de enfermería en salud del anciano. Los datos fueron recolectados entre marzo y mayo de 2017. El análisis de los datos fue a partir del Análisis Temático de Bardin, teniendo como categorías analíticas dimensiones propias del referencial teórico propuesto. Resultados: doce proyectos políticos pedagógicos mostraron que las dimensiones de aprendizaje aparecen de manera insípida, fragmentada, demostrando la reproducción de la educación bancaria, desconsiderando la importancia de traer al educando como sujeto del aprendizaje. Conclusión: hay una laguna en los proyectos políticos pedagógicos en la perspectiva de Paulo Freire. Es necesario que las instituciones reguladoras puedan sistematizar y estimular para que los proyectos pedagógicos de estos programas sean pautados en las bases epistemológicas de Paulo Freire, posibilitando la tan deseada formación holística.

RESUMO Objetivos: analisar os projetos políticos e pedagógicos de residência de enfermagem ao idoso, na perspectiva Freiriana. Método: estudo descritivo, exploratório, abordagem qualitativa utilizando a análise documental. A fonte de dados foram os projetos políticos pedagógicos de programas de residência de enfermagem em saúde do idoso. Os dados foram coletados entre março e maio de 2017. A análise dos dados foi a partir da Análise Temática de Bardin, tendo como categorias analíticas dimensões próprias do referencial teórico proposto. Resultados: doze projetos políticos pedagógicos mostraram que as dimensões de aprendizagem aparecem de maneira insipiente, fragmentada, demonstrando a reprodução da educação bancária, desconsiderando a importância de trazer o educando como sujeito do aprendizado. Conclusão: há uma lacuna nos projetos políticos pedagógicos na perspectiva Freiriana. É necessário que as instituições reguladoras possam sistematizar e estimular para que os projetos pedagógicos destes programas sejam pautados nas bases epistemológicas Freirianas, possibilitando a tão desejada formação holística.

Conhecimento e aceitação das práticas integrativas e complementares por estudantes de medicina / Knowledge and acceptance of integrative and complementary practices by medical students

Objetivo: investigar o interesse, o conhecimento e o uso das Práticas Integrativas e Complementares (PIC) pelos estudantes de Medicina. Métodos: Aplicação de questionários estruturados com os estudantes de Medicina de uma instituição pública federal do 1º ao 8º períodos, no primeiro semestre de 2015. Os dados foram analisados no programa estatístico R versão 3.2.2. Resultados: O percentual de alunos que indicaria as PIC a seus pacientes é 82,5%. As variáveis associadas a indicar o uso das PIC foram: raça/cor não branca, ser aluno dos períodos iniciais, achar importante ter as PIC na grade curricular, ter cursado alguma disciplina ou atividade sobre as PIC, informar que usaria as PIC como pacientes e ter usado alguma PIC nos últimos 12 meses. Conclusões: O contato do aluno com as PIC, por meio de disciplinas e atividades, é fundamental para que os futuros médicos sejam capazes de indicar essas modalidades terapêuticas aos seus pacientes, ampliando as ferramentas terapêuticas disponíveis. Logo, torna-se necessária a inclusão, no currículo ativo, das PIC, a fim de ampliar a formação do aluno como médico generalista.

Objective: to investigate the interest, knowledge and use of Integrative and Complementary Practices (ICP) by medical students. Method: Application of structured questionnaires with medical students of a federal public institution from 1st to the 8th TERMS in the first semester of 2015. The data were analyzed in the statistical program R version 3.2.2. Results: The percentage of students that would indicate ICP to their patients is 82.5%. The variables associated with indicating the use of ICPs were: non-white race/color, being a student from the initial TERMS, finding it important to have ICP in the curriculum, having studied some discipline or activity on the ICPs, informing that they would use the ICPs as patients and have used any ICP in the last 12 months. Conclusions: The student's contact with ICP through disciplines and activities is fundamental for future physicians to be able to indicate these therapeutic modalities to their patients, broadening the available therapeutic tools. Therefore, it is necessary to include the ICP in the active curriculum in order to broaden the student's training as a general practitioner.

Innovation in Health Policy Education: Project-Based Service Learning at a Distance for Graduate Midwifery Students.

Core competencies for midwifery practice include an understanding of systems of health care delivery and advocacy for legislation and policy initiatives that promote quality in health care. Today's rapidly changing health care environment, due in part to the implementation of the Patient Protection and Affordable Care Act, mandates that midwives possess greater literacy in health policy and comfort with political action than ever before. Frequently disinterested in politics and intimidated by the policymaking process, student midwives lack the foundational knowledge and practical skills needed to meet this professional obligation. The Midwifery Institute of Philadelphia University graduate program educates both student nurse-midwives and student midwives in health policy using an innovative, project-based service-learning approach featuring real-world collaborative experiences. This novel teaching style is ideally suited for instruction at a distance because of the diversity of experience brought to the virtual classroom by students in widely disparate geopolitical locations. As students accomplish measurable objectives within their individually developed projects and reflect with classmates about their experiences, they feel empowered to effect change and report lower perceived barriers to future political engagement.

Bridging the gap between veterinary student interest and professional demand for poultry-specialized veterinarians: a French experience.

Recent crises concerning poultry production revealed a relative deficit in the availability of veterinary competencies to manage some acute public health and animal welfare concerns. Veterinary education might be critically questioned about this deficit. The authors present the experience of the education program on poultry production medicine at the Veterinary College of Nantes in France over a 10-year period. First, the program consists of integrative teaching focused on a holistic multidisciplinary approach to this professional field on a compulsory basis. Evaluation of the course by the students through a questionnaire (N=1,032) showed a large favorable consensus. Second, the completion of an elective program targeting profession-specific competencies may allow the student to challenge his or her choice of this professional orientation in the undergraduate curriculum. According to the importance they want to give to poultry, and concurrently to other species, students have the possibility of building a curriculum that is either partly or fully devoted to poultry production medicine: a 6-month thesis, 2-10 weeks of professional training, 2 weeks in the field to solve a poultry flock health problem, and 2-4 weeks of specialized courses in poultry production medicine. To round off this curriculum, the national post-graduate program in poultry production medicine is highlighted, as well as its links with the residency program of the European College of Poultry Veterinary Science.

Factors that influence midwives to serve as preceptors: an American College of Nurse-Midwives survey.

INTRODUCTION: Projected shortages in the primary care workforce underlie a need for more women's health care providers. In order to prepare more midwives to address this deficit, educators require additional clinical placement sites for students. The purpose of this study was to determine factors that influence practicing midwives to serve as preceptors. METHODS: An e-mail invitation to participate in an online survey was sent to 7658 current and lapsed members of the American College of Nurse- Midwives (ACNM), who provided ACNM with a valid e-mail address. The survey assessed factors that enabled or were barriers for midwifery preceptors. Forced-choice questions were analyzed using descriptive statistics. Participant comments were analyzed using qualitative descriptive methods. RESULTS: There were a total of 1517 surveys completed, for a response rate of 19.8%. Participants were primarily certified nurse-midwives (96.0%) who were in clinical practice (83.9%), with 78.0% in full-scope clinical practice. Participants represented all geographic regions of the United States. The majority of the participants indicated they or someone in their practice could precept a midwifery student. A commitment to the midwifery profession was the most commonly identified motivating factor (58.5%). Larger practices were more likely to precept midwifery students and to accept more than one student at a time. The most frequently identified barrier to precepting was the need to maintain a high patient volume (6.9%). Write-in comments were provided by approximately 500 participants and coded into 9 themes: payment, barriers to precepting, incentives, student characteristics, mechanisms for placement, communication, giving back, preceptor qualifications, and professional issues. DISCUSSION: There is a strong commitment from preceptors to give back to the profession through the teaching of the future generation of midwives. Many of the barriers to precepting could be addressed by ACNM, the Accreditation Commission for Midwifery Education, and individual midwifery education programs.

The applicability of a seminal professional development theory to creative arts therapies students.

The purpose of this mixed-methods study was to test the extent to which a seminal theory of the professional development of counsellors and therapists is applicable to the particular experiences of creative arts therapies graduate students who learn how to use the arts in psychotherapy. Nevertheless, readers may consider the results of the present study transferable to other healthcare disciplines. Questionnaires for each developmental phase were used for data collection, and analysis included data quantification, assessment of inter-rater agreement and theory derivation procedure. Results indicate that creative arts therapies students were concerned about translating theory into practice, learning how experienced therapists concretely function in practice, and reducing cognitive dissonance upon realization that their pre-training lay conceptions of helping were no longer valid. Stress and anxiety drove students to adopt easily mastered techniques that were implemented creatively in practicum. The results confirm that students who were older and had undergraduate human-service education and/or considerable life experience were less concerned about their suitability to the profession, were more acquainted with a professional working style and searched for their individual way of becoming therapists. Finally, recommendations for future research are suggested, and implications for practice are offered.

<b>The Current Kampo Education Situation at 80 University </b><b>Faculties of Medicine </b> / 日本東洋医学雑誌

Background : Kampo, or traditional Japanese medicine education, was accepted into the education system after a new requirement of being able “to roughly explain Wakan (Japanese/Chinese) medicines" was added to the core curriculum model.<br>Purpose : Kampo medicine has been taught at all 80 medical schools and universities since 2007. We con ducted a nationwide survey to understand the present situation, gain insights from several Kampo education viewpoints, and elucidate any challenges for the Japan Society for Oriental Medicine (JSOM) in future.<br>Method : A postal questionnaire survey was sent to 80 medical schools and universities from the Liaison Committee of JSOM.<br>Results : 67 out of the 80 medical institutions (83.8% return rate) responded to the survey. The answered survey results were as follows : Kampo medicine is needed in regular clinical practice (91%), studies are needed to evaluate the outcome of Kampo Medicine education (77%), and dedicated staff members are being trained (46%).<br>Conclusions : Further development of graduate education and its standardization as well as improvement of bedside training is needed for Kampo education. In addition, establishment of a post-graduate Kampo education system will be crucial in the future.

Awareness Survey toward Graduate (Doctors) Trained for Three to Five Years for Oriental Medicine / 日本東洋医学雑誌

An Oriental medicine awareness survey was performed with the doctors having graduated from Nara Medical University. The questionnaire was mailed to the doctors having trained there 3, 4 and 5 years after their graduation. The collection rate was 24.1%. The percentage of doctors with an interest in Oriental medicine was 83.0%. These doctors believed that Oriental medicine exerts a different efficacy from western medicine. In contrast, the doctors (17%) with no interest in Oriental medicine answered that they had little or no Oriental medicine knowledge and experience. Most doctors (89.8%) supposed that Oriental medicine will play a more important role in the future, and that Oriental medicine lectures and seminars are essential. It seems important, therefore, to give doctors more Oriental medicine instruction, to learn the basic theories, prescriptions, and diagnoses. Those doctors (93.2%) who answered in the affirmative said that they would make use of Oriental medicine in the future, presumably due to social trend.

Pharmacists' attitudes and awareness towards the use and safety of herbs in Kuwait.

OBJECTIVES: The purpose of this study was to investigate the knowledge and attitudes among pharmacists in Kuwait towards the use of herbs. METHODS: Self-administered questionnaire was designed as the study instrument and distributed among 100 qualified pharmacists working in government and private pharmacies in Kuwait. RESULTS: The mean age was 34.2 (SD=7.5) years. About 51% of pharmacists reported they had used herbal therapy in their lifetime. The majority were interested in herbal information, and their herbal information came mainly from their previous classes during college. Although the pharmacists' knowledge about uses of selected herbs was good, their awareness about side effects of those herbs was modest. About 31% of the pharmacists did not have enough information about potential interactions between herbs and conventional medicines. CONCLUSION: Herbal information is needed for pharmacy students as part of the Pharmacy College curriculum. Continuing education programs for practising pharmacists about the safety of different herbal products should be established in Kuwait.