bluuebunny/crossref_metadata_2025_split huggingface dataset:
Honors Track in Global and Occupational Health: a students’ perspective from Humanitas University
Authors: Ferrante L , Ertmer J , Pagano M , Oyedele I O , Serazzi F , Lopedote L , Barbic F , Stranges S 
Published: October 2024

Abstract

Background
To meet an increasing interest in global health, more opportunities for medical students should be created. Humanitas University (Milan, Italy) has debuted a new extracurricular activity called “Honors Track in Global and Occupational Health” (HT-GOH), to allow students critical insights into the field at the beginning of their career.

Objectives
HT-GOH is a two-year programme, led by expert professors in the field. The main aim is to circumvent limitations of global health education at individual institutions, achieved through a combined presence and online approach that allows for international collaboration with experts and attendance of online lectures and travel abroad for practical experiences. Complemented by monthly meetings, participation to workshops, seminars, conferences, and the discussion and literature review of crucial global health topics.

Results
The six participating students are actively promoting discussions, exchange of ideas, and literature findings on many global health issues. They audited courses in other universities and are building connections within the field. The active involvement of the students and their increasing interest in the global health debate can be seen by their participation in this abstract and the conference. The effectiveness of the programme is being evaluated through monthly feedback by students.

Conclusions
The programme allows for an initiation to research work, promoting collaboration between students and exploration of a variety of topics under the guidance of experts. The nature of a specific programme allows for a more individualized approach and greater development of skills unique to each student. This HT represent a valid approach to global health education, especially in settings in which this field is only taught in the context of a public health course.

Key messages
• A new programme at Humanitas University offering an innovative approach to the field of global health to interested students.
• The students’ perspective towards an integrated approach to global health in medical schools.
Opportunities for nursing and midwifery research in Bulgaria
Authors: Saleva M , Mineva-Dimitrova E , Anov A , Draganova M 
Published: October 2024

Abstract

Background
The training of nurses and midwives today is at university level and follows established standards. The 2009 Global Standards for the basic nursing and midwifery education of the World Health Organization requires that the curricula should include basic knowledge and skills for scientific research to implement evidence-based health care. In Bulgaria, scientific research among nurses and midwives began in 2000 and has seen more serious development in the last 5 years.

Methods
A content analysis of normative documents was carried out, to regulate the conduct of scientific studies and the curricula for the two specialties.

Results
In all documents on the activities of graduate nurses and midwives, activities related to conducting scientific studies are regulated. No mandatory discipline for these competencies is included in the basic education. In Bulgaria, there is a bachelor’s and master’s program only in Health Care Management, in which sociology, statistics, and research methodology are studied. From 2000 to 2016 nurses and midwives defended doctoral dissertations in a program for medical doctors. The first doctoral program for nurses and midwives is from 2016. There are no legal norms for stimulating and provide conducting clinical research, and to ensure evidence-based practice by nurses and midwives.

Conclusions
The normative regulation of scientific activity among nurses and midwives in Bulgaria corresponds to international and European requirements, but the opportunities for training are limited. The responsibility of nurses and midwives to modern society is to ensure high quality in health care provided by: a. providing opportunities for clinical studies; b. implementation of evidence-based health care and practice; c. developing programs for training for research in health care.

Key messages
• In Bulgaria, there is a legal norms for conducting nursing research, but not for evidence-based practice.
• There is a need for more opportunities to train and encourage clinical nursing research.
Addressing the complexities of evaluating comprehensive sexuality education: an Italian case study
Authors: Martinelli D , Paparatto G , Ubbiali M , Bonaldo L , di Nino M , Mortari L , Chinelli A , Tavoschi L 
Published: October 2024

Abstract

Background
Existing evaluation methods for assessing sexuality education programs may not be suitable for Comprehensive Sexuality Education (CSE) interventions, which are globally indicated as the most effective approach for promoting sexual health and preventing STIs. This holds particular significance in countries, such as Italy, where CSE is not integrated into school curricula. In a pilot project funded by the Italian Ministry of Health since 2019 (EduForIST), we aimed to develop a composite evaluation framework to test the CSE intervention we implemented in lower and upper secondary schools over the past 4 years.

Methods
Based on the latest available evidence, evaluating a CSE intervention requires addressing various dimensions. These include assessing the quality of programs and their implementation, as well as measuring outcomes and impact. Through iterative consultations with experts and providers, methods, criteria, and metrics were chosen and tested for each dimension.

Results
Program quality was evaluated by an expert advisory board. Instruments for implementation quality assessment included: satisfaction survey among students; reflective journals and SWOT analysis drawn up by educators delivering intervention, exploring their perceptions, practices, and attitudes; surveys among teachers and parents, measuring knowledge, attitude, and practice on CSE, and observed changes among adolescents. A four-arm, Solomon, cluster design study was designed to evaluate outcomes in terms of changes in students’ knowledge. Clinical and behavioral indicators in the short, medium and long term were selected as measures of the impact of the intervention.

Conclusions
In the field of CSE implementation research, a multi-component approach to evaluation is needed to provide a solid basis for informing policymakers. The involvement of providers, recipients and contextual adults is essential in evaluating CSE interventions. However, assessing long-term impact requires long time frame.

Key messages
• Assessing CSE interventions requires a multi-component evaluation approach, considering the impact on the personal and emotional development of individuals in order to sustain behavior changes.
• The proposed evaluation framework may inform scientific community, professionals, and decision-makers on effectiveness of interventions in settings where CSE is not yet included in school curricula.
Which diversity factors influence the attribution of competences and co-operation in nursing teams?
Authors: Schneider A , Khouri A M , Peppler L , Feißt M , Apelt M , Schenk L 
Published: October 2024

Abstract

Background
Diversity within nursing teams increases due to staff shortages in Germany, nurse migration and the current academization of the profession. Quality of patient care is associated with intraprofessional teamwork. Little is known about how nurse’s own diversity factors and those of team members impact nurse’s perception and behavior in team situations.

Methods
A quasi-experimental, cross-sectional study with a factorial online survey with fictional case studies (vignettes) was conducted in two German hospital operators in 2023. Nurses of legal age working in hospitals or nursing homes were eligible to participate. Associations of diversity factors, i.e., gender, age, migration background, and qualification, on the participant and vignette level on perceived competences and willingness to cooperate were preliminary analyzed via multi-level fixed effects models in SPSS.

Results
N = 684 nurses participated (76% female; mean age: 44.2 years; 88% born in Germany; 75% completed vocational training). Competency of team members in patient’s personal hygiene was rated higher by respondents born in Germany (.36), when fictional colleagues were of middle age (.06) compared to higher age and were from Germany (.22) or France (.08) compared to China. Competency in inserting infusions was rated higher by respondents born in Germany (.56), when fictional colleagues were from Germany (.29) or France (.20) compared to China and when one worked together for months compared to days (-.39). Willingness to swap shifts was affected by the fictional length of collaboration (-.08). All significance levels were p&lt;.02.

Conclusions
How nurses perceive their colleagues’ competences is mainly influenced by their own and the other’s migration background, while willingness to cooperate is only affected by length of collaboration. Improving the onboarding process of new nurses in teams, and providing the time and space for professional exchange might improve mutual trust and teamwork.

Key messages
• Diversity in German nursing teams increases due to nurse migration and plurality of qualifications.
• Facilitating professional exchange about individual competences might improve team work in nurses.
Empowering Educators: Integrating Sustainable Health in Healthcare Professionals’ Training
Authors: Niemi M , Valcke J , Viberg N , Guidetti S , Mölsted Alvesson H , Tariro Tanaka Hungwe F , Hellden D , Alfven T 
Published: October 2024

Abstract

Despite efforts to realize Agenda 2030, the sustainable development goals (SDGs) may not be achieved. This already now impacts public health and healthcare, including the training of providers. “Sustainable health” addresses this urgency by emphasizing health as key to achieving the SDGs. While the UN developed a competency framework for teachers in 2011, the specific competencies needed to train in sustainable health remain unclear. Transformative learning (TL) is crucial to integrating sustainable development in higher education (HE), yet its application in the education of health professionals is limited. TL entails a profound transformative journey that reshapes perceptions and experiences, necessitating a shift in the educator’s role from information provider to facilitator of transformative processes. According to a 2019 literature review on TL for healthcare students, teachers need detailed and practical guidelines on how to implement TL. We aimed to develop an evidence-based matrix outlining a) the educational strategies needed to ensure that students develop sustainable health competencies, and b) the competencies teachers need to use these strategies in a quality-assured way. We conducted a literature review to identify key dimensions of teacher competencies and educational strategies for sustainable health. We surveyed teachers at Karolinska Institutet to assess the relevance of these competencies and teachers’ confidence in using them. Focus group discussions were conducted, to explore barriers and enablers to develop competencies and use educational strategies. We present a competency framework for HE teachers, accompanied by recommended educational strategies and self-assessment tools to gauge further training needs. To be used by teachers and educational developers, it will be openly accessible in Swedish and English. This study contributes to enhancing competencies in training health professionals to contribute to achieving sustainable health for all.

Key messages
• Educators need to be equipped with competencies to lead transformative learning processes to enable future generations of health professionals to achieve sustainable health for all.
• Educators need to be supported to transform their role and practice to provide relevant training for future health care providers.
Global health education in Europe: an insight into the student’s perspective
Authors: Oyedele I , Pagano M , Ferrante L , Serazzi F , Ertmer J , Lopedote L , Barbic F , Stranges S 
Published: October 2024

Abstract

Background
As the world grows ever connected, more importance is placed on aptness in Global Health. For medical students, incorporating social, environmental, cultural, and global issues in the curriculum is pivotal to their success as future medical professionals. In spite of this, students are dissatisfied with ongoing pedagogy. In review of existing evidence, we discovered that there is no set standard for European medical schools to follow in Global Health teaching. This is evidenced by variation in the course requirement and in the topical content covered. Consequently, students have self-perceived and actual gaps in their Global Health knowledge. Another point highlighted in our research was that despite the importance students have placed on Global Health education, they have viewed it as less relevant in comparison to other aspects of Medicine. To improve this lack of engagement, students have made suggestions that could potentially have a positive impact on teaching methods if they were to be implemented.

Objectives
Our background review and evidence gaps inspired us to conduct an online survey in our university. Examining this, together with reviewing existing evidence on student opinions and experiences from all over Europe, will give us the opportunity to uncover student sentiment towards Global Health education.

Results
Our survey is underway; its results will be discussed in our presentation.

Conclusions
In analysing existing survey results and in executing a survey in our medical school, we have gained some insight and understanding into the perspectives, knowledge gaps, and suggestions of medical students as concerns their Global Health education in Europe. These should be considered in forming and refining the Global Health curriculum of European medical schools.

Key messages
• Explore the attitudes and opinions of European students towards Global Health education.
• The medical student’s perspective should be considered to guide a better-suited education in Global Health across Europe; this is of the utmost importance in a now globalised world.
Public health resilience and recovery in Ukraine: Academic partnerships to improve population health
Authors: Aaronson W , Kolker J , Tomosky A , Fenchak A , Chapailo Y , Detsyuk O , Terenda N , Yurochko T , Smiyanov V , Savchuk R 
Published: October 2024

Abstract

Background
Strengthening the public health workforce is among top priorities for the transformation of Ukraine’s public health system. As part of the USAID Public Health System Recovery and Resilience Activity, an Academic Partnership Collaborative brought together three Ukrainian universities (National University Kyiv-Mohyla Academy, I. Horbachevsky Ternopil National Medical University, Sumy State University), two American universities (Temple University and Drexel University), and the All-Ukrainian Association of Public Health Specialists (UPHA) to enhance the competencies of public health graduates in Ukraine.

Objectives
The collaborative focuses on strengthening the Ukrainian universities’ public health curricula and the teaching and research competencies of the Ukrainian faculty, making the curricular changes in Ukraine better aligned with US and European academic standards. The university partners are collaborating with the newly established UPHA in building partnerships with peer organizations in the US (American Public Health Association) and Europe (EuPHA) and sharing advancements in public health education with the broader community of public health practitioners in Ukraine to enhance their competencies to improve population health and align with European systems of public health.

Results
We have established linkages among all partners via an initial meeting in Uzhhorod, Ukraine in April 2024. We anticipate results by November 2024 to include curriculum review recommendations, coaching on prioritized topics for the Ukrainian partners, faculty development plans, and the establishment of continuing professional development programs in collaboration with UPHA.

Conclusions
Through this partnership, selected Ukrainian universities will have an enhanced and sustainable capacity to train the public health workforce and will become leading examples for other public health programs to simulate and collaborate with beyond the project.

Key messages
• Ukraine’s resilience and recovery relies upon the strength of the current and future public health workforce; mechanisms for building public health training are essential to a healthy population.
• A collaborative process of strategic activities among American and Ukrainian universities and professional associations can be effective in building a resilient public health system in Ukraine.
Field Visits as a Pedagogical Tool to Understand Health Determinants
Authors: Morais Vilaça I , Sampaio Viana D , Ramos Castro M , Vicente A , Martins Machado C , França B , Pratas Valente C , Leão T 
Published: October 2024

Abstract

Background
Medical education often focuses on curative medicine, neglecting health determinants. Field visits, common in other educational contexts, enhance understanding of these factors. We aim to offer insights into pedagogical methods applicable to similar educational settings.

Objectives
Medical students completing an internship at the Gaia-Espinho Public Health Unit participated in field visits to enhance their understanding of health determinants. Guided through two economically distinct areas within a walkable distance of 2km, students documented health determinants through notes and photos. Discussions were held on-site and after visits integrating the real-world experience with theoretical frameworks. An inductive thematic analysis of students’ satisfaction and pedagogical effectiveness of the activity was performed on the internship reports from the 2023/2024 academic year.

Results
Out of 18 internship reports, 10 described the activity as positive and enriching, of which six highlighted it as a crucial part of the internship. Thirteen reports noted that the activity led to new perceptions about health determinants, and nine highlighted its practical value. Nine students included photos in their reports, bike paths being the most featured. Seventeen provided a clear description and listed the determinants they were able to detect. Discussions highlighted sensory experiences that are uniquely discernible through physical site visits including unpleasant odours, loud noises, and the cooling effect of blue areas on hot days. Three did not provide any evaluative comments, but correctly listed the determinants identified.

Conclusions
Field visits may enhance medical students’ understanding of health determinants, being recognized as an engaging pedagogical tool. Potential biases in assessments that rely on student satisfaction reports must be considered. Findings support the continuation and expansion of visits in other Public Health internships.

Key messages
• Field visits, used as a pedagogical tool, may enhance medical students’ ability to understand health determinants.
• User Field visits provide a new perspective on previously acquired theoretical knowledge regarding prevention.
Fairer Training in public health, the UK FPH example
Authors: Latif S , Fardon R , Chappel D , Vusirikala A 
Published: October 2024

Abstract

Background
Public Health (PH) advocates for health equity and social justice. The UK Faculty of Public Health (FPH) is committed to tackling inequalities across the public health career pathway. The Fair Training project is a multi-phased programme which focuses on fair recruitment into PH, reducing differential attainment during PH training and postgraduate examinations.

Objectives
• Analyse available data from various sources; • Identify gaps in fair training culture and any biases; • Identify where support or interventions may best be focussed to minimise disadvantages; • Identify improvements in data that could be used to monitor actions; • Identify areas of good practice. Variables explored were demographic characteristics e,g, age, sex, ethnicity, disability status, professional background, candidate status (UK or overseas), place of primary qualification.

Results
Results show that candidates from ethnic minority backgrounds, those who are older, from international medical graduate backgrounds and backgrounds other than medicine are under-represented at the end of recruitment. Multivariable analysis of the diplomate exam shows that an attainment gap exists across increase with age, and those from black, Asian or white other ethnicity, professional background other than medicine, and overseas candidates. For the membership exam, multivariable analysis shows the attainment gap persists across those of increasing age and black ethnicity.

Conclusions
Recognising differential attainment as a structural problem requires organisational and individual leadership. Recommendations include an action plan to ensure: • Equality of opportunity for learning and career progression; • Collaborative working to eliminate discrimination in the design of education; • Ensure that training and the working environment are inclusive and diverse; • Inform future PH workforce planning; • Share good practice. FPH will implement the recommendations and share with other organisations and countries.

Key messages
• Structural causes of differential attainment during recruitment and training in public health do exist and should be mitigated.
• FPH aims to promote Fair Training and excellence in public health practice.
The Critical Role of Perceived Academic Institutional Support among Students in a Divided Society
Authors: Satran C , Idilbi N , Arieli D , Ali-Saleh O , Halperin O 
Published: October 2024

Abstract

Background
To promote health equity, nursing schools must foster student diversity and develop future nurses’ abilities to care for patients from different backgrounds. Although academic experiences play an essential role in promoting multiculturalism, in Israel, where the Jewish-Arab divide is deep and central, this could be challenging. This study examined the attitudes of Israeli Jewish and Arab nursing students concerning their interactions across group lines.

Methods
In December 2022, 362 undergraduate students completed a survey on the association between cultural intelligence (CQ), satisfaction with the college’s support, and intergroup social interaction.

Results
The findings revealed that (1) Arab students (minority group) demonstrated higher CQ, especially regarding awareness of cultural differences and motivation for intercultural encounters; (2) Arab students perceived the intergroup encounter with Jewish students as closer and warmer than Jewish students; (3) Arab students’ satisfaction with the college’s support was higher than that of Jewish students; (4) Structural Equation Modeling revealed that (χ2/df=1.61, CFI=.970, TLI=.955, NFI=.927, RMSEA=.041) the support provided by the educational academic setting serves as a primary explanatory factor in the association between CQ and social distance.

Conclusions
Educational institutions should ensure their students feel supported to facilitate closer social interactions. This emphasizes the importance of proactive measures to encourage diversity and cultural competence in nursing education. Such efforts may positively impact the students’ mental health and enhance patient care.

Key messages
• To foster student social interaction in divided societies, academia must ensure a high sense of support.
• Proactive nursing education promoting diversity and cultural competence may benefit student mental health and patient care.