Assessment of the status of the educational environment in selected public and private HEIs in Ethiopia indicated a moderately positive but suboptimal educational environment across both sectors, with public institutions slightly outperforming private ones in domains such as perception of learning and academic self-perception.
Faculty development in medical education has become essential for strengthening the teaching capacity of health professionals worldwide. In low- and middle-income countries (LMICs) such as Myanmar, there remain challenges in adequately preparing educators to meet modern curricular demands. To address this, the University of Public Health (UPH), Myanmar, has conducted a structured Medical Educator Training Program since 2003. However, evidence of its effectiveness is limited. A convergent mixed-methods study was conducted among participants enrolled in the 2025 Medical Educator Training Program at the University of Public Health, Myanmar. Kirkpatrick’s Levels 1 (Reaction) and 2 (Learning) frameworks guided the evaluation. Quantitative data were collected using structured questionnaires, while qualitative data were obtained from participants’ reflective reports. Descriptive statistics and thematic analysis were employed. Participants reported high levels of satisfaction with the program and perceived improvements in educational knowledge, teaching skills, curriculum development, learner assessment, leadership, professionalism, communication, and educational research competencies. Qualitative findings revealed transformative changes in educational perspectives, enhanced reflective practice, strengthened professional identity, and increased confidence in educational leadership roles. The Medical Educator Training Program was effective in improving participants’ educational competencies and professional development. Continued investment in faculty development programs may contribute to strengthening medical education quality and health professions education capacity in Myanmar.
Y. Aung, Aung Kyaw, Khin Myint et al.· Higher Education Research· 0 citations
ABSTRACT Introduction: Continuing education (CE) is essential for professional improvement and for improving the quality of health services, which in this study refers to local professional training actions developed in Primary Health Care (PHC). Objective: To analyze the perception of physicians, nurses, and dentists regarding CE in PHC, identifying differences among professional categories and aspects related to the availability and quality of training activities. Methods: Cross-sectional, census-based, and analytical study. A previously validated questionnaire was used, adapted for online (Google Forms) and in-person (printed) application, administered to nurses, physicians, and dentists working in the public health service of Caucaia (CE), a municipality with a PHC structure representative of the national context. The dependent variable was the professional category, while the independent variables included sociodemographic factors (sex, age), academic training (type, time since graduation, and nature of the institution), postgraduate education (presence, type, and area), professional training (participation, type, and perceived contribution), and perception of municipal health education policies. Results: A total of 180 valid responses were obtained (response rate of 83.7%). Statistical analysis (Chi-square / Fisher’s exact test) showed significant associations between professional category and frequency of participation in training activities, with higher rates among nurses (69.7%), physicians (48.1%), and dentists (56.4%) (p=0.0340). Positive perceptions regarding the contribution of training also varied among categories (nurses = 47.2%; physicians = 25.0%; dentists = 66.7%; p < 0.0001), as did the evaluation of municipal CE actions (nurses = 41.6%; physicians = 17.3%; dentists = 69.2%; p < 0.0001). Conclusion: Nurses were the most frequent participants in training activities, while dentists evaluated them most positively. The findings reinforce the relevance of CE and of permanent educational strategies for improving the quality of primary care, providing insights for managers to adapt educational actions to the specific needs of each professional category.
Anna Lucia Iague Fraes Vasques, Luciane Zanin, Cibelly Neves Fonseca et al.· Revista Brasileira de Educaç...· 0 citations
Clinical education is a fundamental component of medical training. This study examines the experiences of clinical students across various health professions to provide valuable insights for educational planners involved in designing effective and socially relevant clinical training curricula.
This descriptive-analytical study employed a stratified random sampling method to select clinical students from the disciplines of nursing, midwifery, operating room technology, and pre-hospital emergency medicine at educational institutions in Shoushtar. Data were gathered using a standardized questionnaire designed to evaluate factors affecting the quality of clinical education. The data were analyzed using Pearson correlation, Chi-square tests, independent t-tests, and analysis of variance (ANOVA).
A total of 190 students participated in the study, including 60 males and 130 females, with ages ranging from 18 to 39 years. Participants were enrolled in nursing (
n
= 105), operating room technology (
n
= 30), midwifery (
n
= 40), and emergency medicine (
n
= 15) programs. Male students reported significantly lower scores in areas related to student–teacher interactions, the learning environment, and evaluation criteria. Notably, overall clinical education scores demonstrated a decreasing trend with increasing age. Emergency medicine students achieved the highest scores, while those in nursing and operating room programs recorded the lowest.
The mean scores related to educational objectives, instructor quality, student–teacher interactions, and the learning environment were lower among male students, older participants, and those enrolled in nursing and operating room programs. These findings highlight the need for targeted educational interventions to improve clinical training objectives, enhance the involvement of qualified instructors, and foster more supportive learning environments.
Zahra Mehri, A. Jahangirimehr, Mohammad Nikzadian et al.· Journal of Education and Hea...· 0 citations
INTRODUCTION
The hidden curriculum, which includes implicit messages and norms within educational environments, plays a significant role in shaping professional development in health professions education. This study examines associations between the hidden curriculum and clinical competencies, focusing on nursing care planning and educational leadership skills among nursing and allied health students.
METHODS
We conducted a cross-sectional study with 263 undergraduate nursing, operating room, and emergency medicine students at Ardabil University of Medical Sciences in Iran. Participants were selected via stratified random sampling. Data were collected using the Hidden Curriculum Evaluation Scale (HCES-N), the Student Survey on Writing Nursing Care Plan (SSW-NCP), and the Educational Leadership Scale for Nursing Students. Hierarchical multiple regression was used to examine factors associated with hidden curriculum perceptions.
RESULTS
The mean hidden curriculum score was 93.10 ± 9.33, indicating a moderate-to-high level. Significant positive correlations were found between the hidden curriculum and nursing care planning (r = 0.43, p < 0.001) and educational leadership (r = 0.18, p < 0.01). Hierarchical regression analysis revealed that satisfaction with patient care performance (β = 0.485, p < 0.001), nursing care planning competencies (β = 0.267, p < 0.001), and educational leadership skills (β = 0.107, p = 0.040) were significant positive associations with hidden curriculum perceptions. Collectively, these variables explained 34.5% of the variance in hidden curriculum scores.
CONCLUSIONS
The hidden curriculum is associated with clinical competencies and leadership attributes among nursing and allied health students. These findings suggest that students' perceptions of the hidden curriculum are associated with important professional competencies; however, due to the cross-sectional design, causal relationships cannot be inferred. Longitudinal and multi-institutional studies are needed to further examine the direction and nature of these associations.
Nursing is a practice-based profession, with clinical practice at the heart of nursing education. As preregistering education is to ensure that nursing students can satisfy the quality and safety standards set for patient care. Unsafe student practice is defined as behavior that puts the patient or staff in physical or emotional harm. Despite the recognized importance of clinical training in nursing education, limited research has examined how regional differences within Egypt influence the quality of practical training and student safety. This study addresses this gap by assessing the impact of institute region on students’ performance and educational outcomes, offering valuable insights for policymakers and educators to tailor interventions that enhance nursing education across different regions. To evaluate the factors that influence the quality of practical nursing education among students in technical nursing institutes of the Ministry of Health in Alexandria during the academic years 2019–2020. The study was carried out at of six technical nursing institutes in Alexandria, Egypt. This study A cross-sectional survey was conducted at six technical nursing institutes under the Ministry of Health in Alexandria: Al Jumhuriya, Al-Amriya, Ras El Teen, Abu Qir, Burj Al Arab, and Dar Ismail. A cross-sectional survey design was employed to identify factors affecting the quality of nursing education among students enrolled during the 2019-2020 academic year. The sample included a total of 260 students, with 142 students in the second grade and 118 students in the third grade. The multivariate logistic regression analysis identified significant predictors of achieving a high total score among nursing students from the Wasat region had a markedly higher likelihood of attaining a high score, with an adjusted odds ratio (OR) of 8.86 (95% Confidence Interval [CI]: 4.09 to 19.20). Similarly, students from the Sharq region also showed a higher probability, with an OR of 7.57 (95% CI: 3.29 to 17.36). These findings indicate that regional differences significantly influence student performance, with students from Wasat and Sharq being much more likely to achieve high scores compared to other regions Conclusion: Effective teaching methods are essential for the future of general nursing education, to develop the necessary skills and competence required for their professional success. Effective teaching methods are essential for the future of general nursing education, to develop the necessary skills and competence required for their professional success. Implementing targeted simulation-based training programs, strengthening infrastructure, and fostering collaboration between educational and clinical institutions.
Eslam Abd Alaal Abbas, Ramez Naguib Bedwani, A. A. Elhameed· Discover Education· 0 citations
Due to the complex nature of public and global health problems, case-based education is critical to the development of the next generation of public health leaders. This study leveraged students’ evaluations of their learning experience to identify how courses can equip students to serve as practitioners in complex environments.
The Integration of Science & Practice (ISP) course at a private school of public health in NYC was evaluated using a mixed methods approach. The course consists of 14 cases designed to introduce, practice, and reinforce skills in assessing complex public health evidence and forming principled arguments for policy and action. Data were drawn from secondary, deidentified student evaluation surveys. The study sample included 419 enrolled students (346 respondents (82.8%), 232 repeat respondents (55.3)). Quantitative analyses assessed student characteristics, course ratings, and the perceived usefulness of individual cases. Qualitative analyses examined student-reported skill development and learning experiences.
Students rated the ISP with a median rating of 5 and a mean of 4.5 (on a 1–5 scale, 5 = excellent). Student-choice cases were rated slightly higher in usefulness (3.77–3.82/4). Qualitative findings highlighted how pedagogy and instructor qualities contribute to a safe and constructive learning environment for skill development in communicating effectively in difficult conversations, building and communicating evidence-based arguments, perspective-taking, building a sense of community, and critical thinking.
Case-based courses can build competencies needed for addressing complex public health challenges and therefore public health schools should focus on developing and evaluating the success of this type of course.
S. Grilo, Patrick S. Kachur, H. de Pinho et al.· Pedagogy in health promotion· 0 citations
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