Analysis of financial barriers experienced by prospective genetic counseling students.

PURPOSE: High costs of applying to genetic counseling graduate programs (GCGPs) are likely a barrier to workforce diversification. We sought to determine application costs and assess differences between individuals of historically underrepresented racial and ethnic backgrounds in medicine (hURM) and non-hURM applicants. METHODS: Applicants to GCGPs between 2005 to 2020 were surveyed about application history, related expenses, volunteer hours, and financial resources; 383 responses were analyzed. RESULTS: Median total application costs (MTAC) were $2634, $4762, and $5607 (1, 2, and 3 or more application cycles, respectively). Interview-related items (which includes travel) had the highest median cost (1 application cycle: $879). Among those who applied to multiple cycles, hURM respondents had higher MTAC than those of non-hURM ($6713 versus $4762, P = .03) and lower median total volunteer hours (246 versus 381, P = .03). Parental education level differed by hURM status (P = .04). Median financial contribution from parents with and without advanced degrees varied significantly (60% versus 2%, P = .0009). CONCLUSION: Significant costs are incurred during the GCGP application process, but notable differences in costs and resources were observed between hURM and non-hURM applicants. Stakeholders within the profession should implement strategies to reduce financial barriers and the resulting inequities in the application process.

The rapid growth and expansion of Master of health professions education (MHPE) programs: A mixed-methods study of international curricular trends and guidelines for programs.

PURPOSE: This study explores international trends and standards of Master's degree programs through a comprehensive environmental scan and focus group interviews to understand curricular structure, content, program director expectations, educational context, and future directions. METHOD: Authors conducted a two-phase mixed-methods sequential explanatory design to conduct the environmental scan (phase 1), and subsequently conducting focus groups (phase 2) with program directors. A population list of Master's programs was used to generate a sampling frame, considering the geographic region (continent) and institution type (university, organization, public institution). Qualitative data were coded to analyze the breadth and depth of courses. Three one-hour virtual focus group interviews were conducted with ten program directors. RESULTS: The population list of 159 Masters programs worldwide was used to create a sample for analysis in the environmental scan (n = 46 Masters programs), representing programs from North America, Europe, Australia, and South Africa. Most programs (39%) delivered their courses online, with 20% exclusively offering an in-person program. Focus group participants indicated expectations of graduates, context in which they learn, as well as future directions for improving health professions education graduate programs. CONCLUSION: Program directors should consider programmatic aims, localized needs, and quality/standard of the program in designing Masters programs, with individualized growth opportunities for learners.

Centering Diversity, Equity, and Inclusion in Graduate Admissions.

Many undergraduate neuroscience trainees aspire to earn a PhD. In recent years the number, demographics, and previous experiences of PhD applicants in neuroscience has changed. This has necessitated both a reconsideration of admissions processes to ensure equity for an increasingly diverse applicant pool as well as renewed efforts to expand access to the training and research experiences required for admission to graduate programs. Here, we describe both facets of graduate school admissions by demystifying the process and providing faculty with tools and resources to help undergraduate students successfully navigate it. We discuss admissions requirements and processes at two graduate institutions, highlighting holistic approaches to evaluating students, the ever-increasing research experience expectations, and the decreasing reliance on the GRE. With a particular focus on improving equity, diversity, inclusion and belonging, we discuss resources for applying to graduate school that are available for students from underrepresented populations, including summer institutes and fellowship programs and intentional relationships with minority serving institutions (MSIs) to foster bi-directional engagement between undergraduate programs at MSIs and graduate institutions. With diverse perspectives as faculty involved in undergraduate education, graduate programs, and post-baccalaureate training programs, we provide recommendations and resources for how to help all trainees - especially those from populations underrepresented in the STEM workforce - succeed in the current graduate education admissions landscape.

Building a Foundation for a Successful Doctoral Student Journey: A Scholarship of Teaching and Learning Investigation.

Doctoral students' program non-completion continues to be a worldwide phenomenon. Given the challenges across the globe following the 2020-22 pandemic, we need scholarly and skilled PhD and education (EdD) doctoral program graduates. A place to look for retention improvement is by studying what students learn and how they are taught in their university doctoral programs. One purpose of this case study was to describe how 12 EdD students in a program seminar responded to instruction in research and writing strategies during their first year of a four-year program. The second purpose was to examine student responses to formative assessments and describe and explain ongoing instructional adjustments using a Scholarship of Teaching and Learning (SoTL) framework within our own faculty community of practice. Analysis of surveys and student work indicated that writing and research strategies were instructive, engaging, and useful in building research and writing foundations. Analysis of multiple formative assessments helped us refine our instructional strategies during the year. Because all students completed the first high stakes program milestone (comprehensive paper) in year two, our findings suggested that the seminar's instructional strategies established a foundation for student success and timely program progress. Using multiple formative assessments over time was critical in strengthening our teaching practice as well. We recommended instructional practices associated with student research and writing skill development as well as student progress and retention.

A graduate oral health therapist program to support dental service delivery and oral health promotion in Aboriginal communities in New South Wales, Australia.

INTRODUCTION: The early closure of the Voluntary Dental Graduate Year Program and the Oral Health Therapy Graduate Year Program by the Australian Government adversely impacted New South Wales (NSW) Aboriginal Community Controlled Health Services (ACCHSs). This led to the co-design of a small-scale oral health therapy graduate year program for ACCHSs known as the Dalang Project, which enabled oral health therapists to engage with local Aboriginal communities and implement culturally competent, practical and evidence-based oral health promotion activities. This article provides an overview of the Dalang Project and its evaluation. METHODS: All graduates of the Dalang Project were invited via email and social media to complete an online survey. The survey included questions about their year in the Dalang Project, why they applied, what they liked and disliked about the project, where they planned to work post-placement, and examples of the most significant changes they observed in the communities where they were placed. Host sites were also surveyed and data were collated on clinical services performed as well as oral health promotion activity. RESULTS: Prior to commencing the Dalang Project only 4 of the 15 respondents came from rural or regional areas. Nine of the 15 respondents were considering working in a regional, rural or remote area prior to applying for the Dalang Project. Twelve respondents were working at the time of the survey and half were working in regional, rural or remote locations in NSW and one in the Northern Territory. All reported that they would be more likely to work in an ACCHS as a result of being a part of the Dalang Project. The majority of respondents said they would recommend the program to future graduates. A total of 63 schools, 21 preschools and 15 community health services received regular dental health education through the Dalang Project. A total of 3250 toothbrushes and fluoride toothpastes were distributed to children and families through the Dalang Project. A key part of the program was the installation of refrigerated and filtered water fountains in schools where there was no free filtered or refrigerated water supply. The inclusion of this component in the program was part of the co-design process and links the program to the wider population health strategies in NSW to help prevent childhood obesity. CONCLUSION: The Dalang Project is an example of a successful co-designed project that has positively impacted oral health service delivery for Aboriginal children and has provided a valuable experience for new graduate oral health therapists working in ACCHSs. Overall, the Dalang Project was found to be a positive professional experience for the oral health therapists with many remaining in rural, remote and regional locations after completing the program.

Students' perceived self-efficacy, expectations, barriers, and support in enrolling in a master's degree program in respiratory care.

BACKGROUND: Respiratory care programs are under pressure to recruit and retain students in both undergraduate and graduate programs. Factors that influence undergraduate students' decisions to continue their education into an advanced degree program are not fully understood. The purpose of this study is to determine students' perceived self-efficacy, outcome expectations, barriers, and support to attend a Master of Science in Respiratory Care (MSRC) program. METHODS: This study used a survey from a previous study that included questions on undergraduate student self-efficacy, outcome expectations, perceived barriers and was utilized to assess students' perceptions of the support to attend an MSRC and its impact on their career goals. Student self-efficacy is defined as a person's beliefs and ability about his/her capacity to succeed in a specific situation. All undergraduate students (n = 89) in the Bachelor of Science in Respiratory Care program at Texas State University were invited to participate in the study. RESULTS: A total of 87 surveys were collected (42 juniors and 45 seniors) with a response rate of 97.7%. Ninety percent of study participants were female, and the average age was 22.54 ± 3.50 years. Self-efficacy results indicate that 88.5% of our undergraduate students believe they would be successful if enrolled in the MSRC program. Only 58.6% are interested in pursuing the MSRC, possibly because 51.7% do not think the MSRC is required for the job they want. However, 98.8% believe the MSRC will create more opportunities for them. Cost (34%), tired of schoolwork (20%), and marriage (10%) are the three main reasons not to attend the MSRC. Of those interested in an MSRC program, 71.3% reported that they do not know if they can receive financial support for graduate studies, 71% are unaware of how to contact a graduate program coordinator, and 89% fear difficulty in navigating graduate school and networking with others. CONCLUSION: Respiratory care students have self-efficacy to attend an MSRC program and believe it will provide more opportunities for them. However, cost and resource awareness are the main barriers to enrolling in the graduate program. This study highlights students' perceived barriers and challenges in advancing their knowledge and continuing their education with an MSRC degree and the need for student support.

Literacy in Lockdown: Learning and Teaching During COVID-19 School Closures.

Across the globe, students have been away from schools and their teachers, but literacy learning has continued. In many countries, students' literacy proficiency is often measured via high-stakes assessment tests. However, such tests do not make visible students' literacy lives away from formal learning settings, so students are positioned as task responders, rather than as agentive readers and writers. The authors explore the fluidity and diversity of literacy events and practices for students and their teachers observed during the recent period of COVID-19 lockdown restrictions.

Educational experiences in a master of health professions education program at the National Autonomous University of Mexico: A qualitative study.

Background: Medical schools and healthcare institutions need leaders with formal training in education, in order to provide quality medical teaching. An answer to this need lies in the graduate programs of health professions education. Many programs exist, but there is a dearth of publications about their educational processes and experiences. The purpose of this study was to explore the teaching and learning experiences of students, teachers, and graduates of the Master in Health Professions Education (MHPE) program at the National Autonomous University of Mexico (UNAM). Methods: A qualitative approach was used with focus group discussions with students, graduates, and teachers, to explore their opinions, feelings, and experiences about the program. Purposeful sampling of participants was done. Focus group guides were developed for the different study groups; testimonies were codified and categorized with axial coding and a constant comparison method. Results: Testimonies from 19 participants in three focus groups were obtained (five graduates, seven current students, and seven teachers). The data were grouped in seven thematic categories: expectations, feedback of research projects, the tutorial process, teaching strategies, usefulness of what was learned, professional development, and assessment. Positive elements of the program were identified as well as areas in need of improvement. Discussion: The MHPE program at UNAM has been a positive experience for students and mostly fulfilled their expectations, they learned the basic theories and practical aspects of teaching, learning, and assessment in the health professions. Some areas need improvement, such as tutor performance and timely feedback to the students. Graduates think the competencies acquired in the program are useful for their professional practice. This information will be used to improve the program. There is a need to meet international standards in MHPE programs.

Influence of Genetic Counseling Graduate Program Websites on Student Application Decisions.

This study investigated how genetic counseling educational program websites affect application decisions via an online survey sent to current students and recent graduates. Program leadership: directors, assistant directors, associate directors, were also surveyed to determine where their opinions coincided or differed from those reported by students and recent graduates. Chi square analysis and t-tests were used to determine significance of results. A two-sample t-test was used to compare factors students identified as important on a 5-point Likert scale with those identified by directors. Thematic analysis revealed three major themes students consider important for program websites: easy navigation, website content, and website impression. Directors were interested in how prospective students use their program website and what information they found most useful. Students indicated there were specific programs they chose not to apply to due to the difficulty of using the website for that program. Directors significantly underestimated how important information about application requirements was to students in making application decisions. The information reported herein will help individual genetic counseling graduate programs improve website functionality and retain interested applicants.

Community/public health nursing: is there a future for the specialty?

Graduate nursing education in the United States has undergone significant changes over the last decade with institution of the doctorate in nursing practice (2006) and the revised Essentials of Master's Education in Nursing (2011). An overview of the status of community/public health nursing (C/PHN) education and practice during the past 100 years provides a historic context for understanding the current situation of the specialty. An analysis of U.S. graduate nursing programs in C/PHN is used to foreground a discussion of the factors that may significantly affect community/public health nurses' interest in graduate education and the ability to sustain a master's-prepared C/PHN workforce. Questions are raised about how the potential loss of this particular specialty may influence the practice of C/PHN and the role of nursing in general in ensuring the public's health. Recommendations are offered for strengthening the specialty long-term, with a particular focus on C/PHN education and practice.

Survey of Students and Alumni of Clinical Epidemiology Graduate Programs in the Philippines: A Descriptive Cross-sectional Study of Program Strengths and Weaknesses.

Background and Objectives: The Department of Clinical Epidemiology (DCE) of the University of the Philippines Manila is the only higher education institution in the Philippines offering graduate studies in clinical epidemiology. The Master of Science Epidemiology (Clinical Epidemiology) was first offered in 1992, while the Diploma in Epidemiology (Clinical Epidemiology) was offered in 1998. While the courses of the programs are continuously updated based on students' feedback and advances on topics covered, the point of view of the students and alumni on the program as a whole has not been done. This study aimed to determine 1) self-reported current positions and affiliations, work areas where clinical epidemiology (CE) training is useful, and skills gained from CE training; 2) research studies completed and deemed by respondents to have considerable impact; and 3) strengths, weaknesses, and areas of improvement of the DCE graduate programs. Methods: This is an online survey of students and alumni of the DCE graduate programs. We sent email invites to all 287 students and alumni. We collected data on their profession, institutional affiliations, positions, skills gained from their training, areas of clinical epidemiology applications, important research involvement, reasons for recommending or not recommending the programs, and how the graduate programs can be improved. Responses were summarized by frequencies and percentages. An analyst performed qualitative content analysis (QCA) to generate strengths and weaknesses of the program. We validated the results of the QCA through 1) presentation to the research team, 2) sending the survey report to study participants and other students and alumni for feedback, and 3) presentation to the DCE faculty and staff. Results: We received 159 responses (55.4% of the total study population)-145 (91.2%) were from the MSc program and 11 (6.9%) were from the Diploma program. Majority of the respondents were physicians (93.7%), had hospital affiliations (81.8%), and were affiliated with the academe (61%). Majority of the respondents used clinical epidemiology in their research endeavors (87.4%), clinical practice (85.5%), and teaching (78%). Majority (93.1%) would recommend the program they have taken. Eleven (6.9%) respondents were hesitant due to the possible mismatch with the students' career path, challenging thesis work, and potential conflicting personal responsibilities. Several strengths of the programs were identified, including excellent and well-implemented programs, supportive faculty and staff, and relevant course work. While completing the course work had not been a problem in general, the main challenge encountered by students is the completion of their thesis, leading to a low graduation rate in the Master of Science program. Suggestions to improve the Master of Science and Diploma programs include 1) Improvement in program implementation, including thesis policies and support, smoother transition from Diploma to MSc Program and vice-versa, and implementation of a blended learning platform; 2) Curricular improvements such as wider choices for electives and tracking towards specialty areas; 3) Innovations in conduct of courses; and 4) Personnel and infrastructure development. Conclusions: This survey reiterated the importance of clinical epidemiology graduate programs in research capacity building of health care professionals. Students and alumni occupied diverse positions in academic, research, clinical, and pharmaceutical setting, and majority accomplished research studies with considerable impact. A major challenge leading to a low graduation rate in the Master of Science program is the completion of thesis work. The survey identified several initiatives towards continuous quality improvement of clinical epidemiology programs, including improvement of thesis policies and support, updating the curriculum content and materials, increasing allotment of hours for hands-on activities, exploring possibilities of offering electives in partnership with other institutions, offering a blended learning platform, maintaining an efficient administrative support for students, and continuing education for alumni. Strong institutional support for personnel and infrastructure development is essential for these initiatives to succeed.

Postgraduate education and training in drug development sciences: 30 years of the european center of pharmaceutical medicine.

The European Center of Pharmaceutical Medicine (ECPM), affiliated with the University of Basel Department of Public Health, stands as a leading institution dedicated to advancing education in medicine development since 1991. At the heart of its educational offers lies the Diploma or Certificate (DAS or CAS) in Pharmaceutical Medicine, encompassing a comprehensive curriculum that covers the entire drug development process. ECPM has expanded its reach beyond Switzerland, offering courses in the USA, China and India. Through rigorous teaching and strategic alliances, ECPM continues to shape education in pharmaceutical medicine on an international scale.

What strategies facilitate & support the successful transition of newly qualified midwives into practice: An integrative literature review.

OBJECTIVE: The aim of this review was to identify strategies that facilitate newly qualified midwives to transition successfully from midwifery student to confident, competent practitioner. DESIGN: Integrative literature review. DATA SOURCES: The following databases were accessed: CINAHL complete, Medline complete, APA PsycINFO, Cochrane Library, Joanna Briggs Institute (JBI), Scopus and Google Scholar. REVIEW METHODS: A systematic search of key terms across all data sources for the period January 1990 to September 2021 identified 316 papers whose titles/abstracts were screened against our inclusion/exclusion criteria. Thirty-six full texts were screened for eligibility and three papers were identified through ancestral searching. Ten papers were included in our final review. RESULTS: Mentorship or preceptorship for newly qualified midwives by experienced midwives appears to enhance experiences, either as a standalone strategy, or component of structured programs of transition support. Supernumerary time, designated study days and planned rotations are also valued, particularly when rotating through clinical areas. Smaller teams providing continuity of midwifery care, or organisations that fund mentorship programs appear more able to facilitate support. Mechanisms of online support and learning may also enhance early transition but similarly, require organisational investment to aid success. Whilst most programs were described as helpful none of the studies used validated measures to assess this. CONCLUSION: Whilst elements of tailored support programs and mentoring/preceptorship from experienced colleagues appear to offer valuable support to transitioning practitioners, it is important to note that the structure of maternity care appears fundamental to the success of many of these strategies. Consequently, maternity care reform which focuses on the adoption of sustainable models of midwifery continuity, alongside urgent investment in midwives, are likely the most promising, over-arching strategies required to support student to midwife transition.

University Innovation Hubs & Technology-Enhanced Learning in K12 Environments.

Colleges and schools of education serve K12 educators very well in many areas and there are instructional design programs housed in traditional academic units that produce high-caliber scholars and researchers that impact our field. However, this article suggests that partnerships between university innovation hubs and K12 schools fill a gap of programming focused on developing practical skills related to digital transformation of learning environments. This article presents a case study of an innovation hub developing such programming. Anderson University (SC)'s Center for Innovation and Digital Learning (CIDL) staff began offering external professional development offerings for K12 educators and leaders who were seeking to use design thinking and emerging technologies as the university had been doing with its own initiatives, such as its one-to-one program. Over time, these relationships led to the development of a uniquely structured professional master's degree intentionally aligned to national K12 and post-secondary educational technology association standards as well as state online teacher endorsement criteria. The program is administered and taught by instructional design personnel in the CIDL, a university innovation hub outside of a traditional academic unit. The article offers insight into the development and alignment of external programming as well as specific insights from the learners, instructors, and the program leaders: (1) the importance of having practitioners as faculty in digital transformation programs; (2) the role of practitioner-faculty in professional community development; and (3) the organizational advantages and impact. Implications and further research opportunities around this type of programming will be identified as well.

Mapping the impact of the COVID-19 pandemic on pharmacy graduate students' wellness.

BACKGROUND: The COVID-19 pandemic has resulted in significant changes in pharmacy graduate students' (PhGS) lives. While pharmacy graduate programs across the U.S. have reported adjustments due to the pandemic, there is currently no data on the PhGS' wellness, and the impact on and extent to which offered supports and guidance has met PhGS needs. OBJECTIVE: This study's objectives were 1) to explore PhGS' perspectives on their challenges and the impact of these challenges on their wellness, and 2) to identify PhGS' suggestions for pharmacy graduate programs to improve guidance and support offered during the COVID-19 pandemic. METHODS: This study conducted semi-structured interviews based on the Objective, Reflective, Interpretative, Decisional (ORID) methodology. Pharmacy students working on completing a PhD in programs across the United States were invited to participate. All interviews were conducted using the Zoom platform between May and June 2020. Digital audio recordings were auto transcribed using the Trint platform. Thematic analysis was conducted using the six-dimensional model of wellness developed by Hettler as a guide, while open coding of the PhGS' suggestions was conducted inductively. RESULTS: Thirteen PhGS across six universities in the U.S. were interviewed. During the pandemic, all six dimensions of the Wellness model were found to be challenged for PhGS. PhGS' challenges differed based on their laboratory-based vs. non-laboratory-based research settings. International PhGS reported differing challenges from domestic PhGS. PhGS also provided 18 practical suggestions for improving the teaching process and facilitating student's academic growth in the context of the COVID-19 pandemic. CONCLUSIONS: Despite the COVID-19 pandemic, graduate programs should continue developing a robust and tailored system to encourage and maintain mentorship programs to facilitate graduate students' successful path through their doctoral studies. Moreover, the suggestions offered by the PhGS participants in this study, when appropriately implemented, can also position graduate program success post-pandemic.

Inclusive Recruitment and Admissions Strategies Increase Diversity in CRNA Educational Programs.

Increasing the number of nurses of color is one solution for eliminating health disparities and increasing quality of care. This study examines the impact of a 2-tiered outreach, education, and intervention approach on candidates of color applying to and gaining acceptance in a graduate nurse anesthesia program. The authors implemented individual- and social-level recruitment strategies over three 12-month periods targeting candidates of color nearing eligibility for applying to nurse anesthesia programs at 2 points: colleges and workplace. Strategies included developing information sessions and workshops, partnering with diversity organizations, and strategic recruiting. Because institutionalized admissions criteria play a role in patterns that may present barriers to candidates of color, admissions processes were reviewed. Interventions were developed and implemented to move toward equitable admissions processes, including increased panel diversity, interviewer training, standardized question pool, revised scoring rubric, online scoring, and inclusion of nontraditional evaluation criteria. Demographic data were collected when candidates completed an application. Data analysis compared 2016-2018, 2017-2019, and 2018-2020 candidates with historical applicant data using regression analysis at 3 stages of the admissions process: completed applications, interviews, and admission offers. Recruitment strategies resulted in significant gains in applicant diversity (P < .05). Targeted education resulted in increased diversity across program candidates and enrollees.

'Student-y or studious': An exploration of students' perceptions of parallel learning in preregistration physiotherapy education.

BACKGROUND/AIM: Within the United Kingdom (UK), physiotherapy preregistration training is provided at both undergraduate and postgraduate level at 17 higher education institutions (HEIs). Some course teams approach this by teaching preregistration BSc and MSc students simultaneously to meet the same learning outcomes. This is often termed "parallel learning" and it is not known how students perceive this mode of learning. The aim of the study was to explore the perceived benefits and challenges to parallel learning of preregistration BSc and MSc physiotherapy students. METHODS: Students from two different UK-based HEIs participated in an exploratory qualitative research design, with data collected in focus groups of each cohort and HEI. Data were analyzed using thematic analysis. RESULTS: Several themes arose from student perceptions of parallel learning that were sceptical: "starting over again," "misunderstanding each other's motivations," "establishing knowledge hierarchies," and "competing for space". However, some themes emerged from students reflections on the perceived benefits of parallel learning including "healthy competition" and "learning from difference." CONCLUSIONS: It is clear from findings that students perceive the benefits of parallel learning of mixed groups. However, to avoid perceptions that it is merely cost cutting, learning resources need to be maintained and from the outset clear explanations of the purposes should be given to students.

What Do Clinical Supervisors Require to Teach Residents in Family Medicine How to Care for Seniors?

We assessed clinicians' continuing professional development (CPD) needs at family practice teaching clinics in the province of Quebec. Our mixed methodology design comprised an environmental scan of training programs at four family medicine departments, an expert panel to determine priority clinical situations for senior care, a supervisors survey to assess their perceived CPD needs, and interviews to help understand the rationale behind their needs. From the environmental scan, the expert panel selected 13 priority situations. Key needs expressed by the 352 survey respondents (36% response rate) included behavioral and psychological symptoms of dementia, polypharmacy, depression, and cognitive disorders. Supervisors explained that these situations were sometimes complex to diagnose and manage because of psychosocial aspects, challenges of communicating with patients and families, and coordination of interprofessional teams. Supervisors also reported more CPD needs in long-term and home care, given the presence of caregivers and complexity of senior care in these settings.

Ensino da ultrassonografia à beira leito na graduação em enfermagem: Revisão integrativa / Teaching bedside ultrasound in undergraduate nursing: An integrative review

Objective: To analyze the production of research that adopted as an object of investigation educational programs for the development of competence in bedside ultrasound at undergraduate level, as well as the syllabus and evaluations. Method: Integrative review based on 13 articles in full, raised by Boolean combinations, without delimitation of periods, available in the PubMed Central, Scopus, CINAHL and Web of Science databases, in the following languages: Portuguese, English and Spanish. Of these, only one met the selection criteria and the research question. Results: The article stems from quasi-experimental research, with a positive analysis for the acquisition of knowledge by nursing students about ultrasound-guided vascular access. Conclusion: Nursing curricula need to incorporate competence training so that undergraduate nursing students can add ultrasound as a resource to their clinical practice.(AU)

Objetivo: Analisar a produção de pesquisas que adotaram como objeto de investigação programas educacionais para o desenvolvimento de competência em ultrassonografia à beira leito em nível de graduação, assim como os conteúdos programáticos e avaliações. Método: Revisão integrativa a partir de 13 artigos na íntegra, levantados por combinações booleanas, sem delimitação de períodos, disponíveis nas bases de dados PubMed Central, Scopus, CINAHL e Web of Science, nas línguas: portuguesa, inglesa e espanhola. Desses, apenas um atendeu aos critérios de seleção e à pergunta da pesquisa. Resultados: O artigo decorre de pesquisa quase experimental, com análise positiva para a aquisição de o conhecimento de estudantes de enfermagem sobre acesso vascular guiado por ultrassom. Conclusão: Os currículos de enfermagem precisam incorporar a formação da competência para que o aluno da graduação em enfermagem possa agregar a ultrassonografia como um recurso de sua prática clínica.(AU)

Objetivo: Analizar la producción de investigaciones que adoptaron como objeto de investigación los programas educativos para el desarrollo de la competencia en ecografía de cabecera a nivel de pregrado, así como el plan de estudios y las evaluaciones. Método: Revisión integrativa basada en 13 artículos en su totalidad, levantados por combinaciones booleanas, sin delimitación de períodos, disponibles en las bases de datos PubMed Central, Scopus, CINAHL y Web of Science, en los siguientes idiomas: portugués, inglés y español. De estos, solo uno cumplió con los criterios de selección y la pregunta de investigación. Resultados: El artículo surge de una investigación cuasi-experimental, con un análisis positivo para la adquisición de conocimientos por parte de los estudiantes de enfermería sobre el acceso vascular guiado por ultrasonido. Conclusión: Los planes de estudios de enfermería deben incorporar la formación de competencias para que los estudiantes de pregrado en enfermería puedan agregar el ultrasonido como recurso a su práctica clínica(AU)

Entrustable professional activities in post-licensure training in primary care pediatrics: Necessity, development and implementation of a competency-based post-graduate curriculum.

There is an absence of broad-based and binding curricular requirements for structured competency-based post-graduate medical training in Germany, and thus no basis for comparing the competencies of physicians undergoing training in a medical specialty (Ärzte im Weiterbildung). In response, the German Society of Primary Care Pediatrics' working group on post-graduate education (DGAAP) has identified realistic entrustable professional activities (EPAs) in primary care, defined their number, scope and content, selected competency domains, specified required knowledge and skills, and described appropriate assessment methods. These guidelines are referred to as PaedCompenda and can be accessed electronically by educators in pediatric medicine; the use and effectiveness of these guidelines are monitored by the German Association for Medical Education's committee on post-graduate education (GMA). Teaching and training in pediatric medicine should take EPAs into consideration. To accomplish this, phases dedicated to primary care should be integrated into formal medical specialty training. Primary care pediatrics must enhance the sites where such training takes place into learning environments that prepare physicians trainees and turn the practicing specialists into mentoring educators.