Health professions education最新文献

{"title":"Learning Harmony: Medical Student Reflections on the Intersection of the Arts & Humanities and Medicine, A Mixed Methods Study.","authors":"Dominique Harz,&nbsp;Andrea W Schwartz,&nbsp;Truelian Lee,&nbsp;David S Jones,&nbsp;Edward M Hundert,&nbsp;Lisa M Wong,&nbsp;Susan E Pories","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background: </strong>The arts and humanities form a critical part of medical education. In this study, we explore medical students' reflections following an arts and humanities experience. An intensive day and a half long program focused on music and reflection was designed for first-year students at Harvard Medical School.</p><p><strong>Methods: </strong>Students completed an evaluation of the experience with both open-ended and Likert scale questions. Data were analyzed using a mixed methods approach. Descriptive statistics were used to analyze quantitative data and inductive content analysis for qualitative data.</p><p><strong>Results: </strong>168 first-year medical and dental students participated in the activity. Survey response rate was 73% (n =122). Quantitatively, the overall quality of the experience was assessed at a mean value of 4.86 points (SD = 0.37 points) out of a maximum of 5, with 5 being excellent. The qualitative evaluation illustrated how the arts and humanities experience encouraged students to reflect on their leadership and doctoring skills, taking a holistic approach to their medical education, and integrating the lessons of the arts and humanities into their medical practice.</p><p><strong>Conclusion: </strong>The arts and humanities program encouraged student reflection on profound questions in medicine related to empathy, vulnerability, and authenticity. This experience broadened students' perspectives regarding the relationship between medicine and the arts and humanities.</p>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"9 2","pages":"72-81"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/d3/1d/nihms-1926591.PMC10601353.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"54232748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty Perceptions of Health Professional Students' Hybrid-Online Learning Strategies: A Multi-Center Qualitative Study","authors":"E. Pucillo, G. Pérez, L. Pilgrim","doi":"10.55890/2452-3011.1040","DOIUrl":"https://doi.org/10.55890/2452-3011.1040","url":null,"abstract":"Purpose: The COVID-19 pandemic accelerated the utilization of hybrid-online and fully-online instruction in health professional education. Physical (PT) and occupational therapy (OT) programs have become increasingly reliant upon this mode of instruction. Therefore, it is important to understand advising strategies for this educational environment. Faculty advisors may endorse specific learning strategies over others. However, advising strategies of faculty are not well represented in the scientific literature. Methods: A qualitative phenomenological design used a six-item, open-ended questionnaire to purposefully survey faculty members teaching and advising students in hybrid-online PT and OT graduate programs during COVID-19. Dedoose® v.9.4 qualitative software (Los Angeles, CA;2021) was used to perform coding and thematic analysis. Three investigators performed data analysis to reach consensus on the organization of emerging codes and themes. Results: A sample of N = 36 participants was collected from three states: Florida 14 (38.9%);Texas 12 (33.3%);California 10 (27.8%). Total N (%) of PT and OT faculty enrolled were 26 (72%) and 10 (28%), respectively. Years teaching in hybridonline programs N (%) was: 1e4 years 20 (55.6%);5e9 years 8 (22.2%);10e14 years 5 (13.9%);15þ years 4 (11.1%). Thematic analysis revealed three major themes: Self-regulated Behaviors, Student Engagement, and Studying Strategies. Self-regulated Behaviors and Student Engagement were most prevalent among participant narratives. Coded responses such as \" ‘time management', ‘preparedness', ‘chunking study time', ‘daily engagement with learning material', ‘work/ life balance', and ‘peer-to-peer teaching'” were positively associated with perceived student success. Conversely, \"'procrastination/cramming', ‘poor work ethic', ‘lack of engagement', ‘lack of preparedness', and ‘rote memorization'” were negatively associated with perceived student success. Discussion: This study identified faculty perceptions of student strategies for success in hybrid-online health professional learning. The self-regulated behaviors of time management, preparedness, work/life balance, and the engagement behaviors of daily engagement with course materials, content application, class participation, and peer collaboration strongly emerged. These findings may help guide novice faculty advisors as hybrid-online instruction becomes more frequently leveraged across health professional education programs. © 2023 Association of Medical Education in the Eastern Mediterranean Region (AMEEMR).","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71110107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Online Learning on Students' Practical Assessment Results During the COVID-19 Lockdown Period","authors":"Naif S Sannan, Alaa M. Althubaiti, Bader Khawaji, A. Alhassan","doi":"10.55890/2452-3011.1033","DOIUrl":"https://doi.org/10.55890/2452-3011.1033","url":null,"abstract":"Purpose: Online education was an inevitable approach during the COVID-19 lockdown period. We aimed to determine the effect of online learning on assessment results in courses containing practical learning objectives delivered during the pandemic. Method: A retrospective analysis was performed on the assessment scores in courses conducted during the lockdown and on-campus years. Accumulative and objective structured practical examination scores were used as outcome measures for academic performance. Courses were categorized into pure practical, theory + practical, and pure theory. Results: This study showed that online education increased student scores as evidenced by a higher P-value in theoretical (<0.0001) than pure practical courses (0.033). Discussion.: High scores indicate the effectiveness of the implemented online learning and assessment approach. However, potential confounders, such as exam validity, reliability, and misconduct, require further investigation to ensure an optimum and legitimate learning experience in future unforeseen situations. In addition, learning gaps in complex and technical learning objectives (e.g., prepare, perform, and operate) were identified and integrated in the following academic year © 2023 Association of Medical Education in the Eastern Mediterranean Region (AMEEMR). This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Sponsored by King Saud bin Abdulaziz University for Health Sciences","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71110237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Classroom Versus Online Team-based Learning: Effects on Students’ Learning and Performance","authors":"J. Cleland, K. Ng, J. Rotgans","doi":"10.55890/2452-3011.1015","DOIUrl":"https://doi.org/10.55890/2452-3011.1015","url":null,"abstract":"Purpose: To date, we know little about the impact of responsive shifts from conventional to remote learning during the Covid-19 pandemic on student outcomes. If learning suffered, this may potentially have significant negative effects on students’ knowledge and skills acquisition hence eventually impacting the overall quality of our doctors and the care they provide. To address this gap in knowledge, we investigated the impact of switching from classroom team-based learning (cTBL) to online TBL (oTBL) on medical student performance in class tests and end-of-year examinations. Methods: Our participants were 137 second-year medical students who had cTBL experience prior to the shift to oTBL. We held the structure, activities and organisation of TBL constant. The only difference was that oTBL students engaged virtually while cTBL students met in person. We examined if there were differences between cTBL and oTBL in terms of individual (iRA) and team performance (tRA) in class and end-of-year exam scores. Our educational focus was the female reproductive system. We also examined the mean iRA and tRA scores for all modules. Analysis was via repeatedmeasures ANOVA. Results: There was a statistically significant difference between cTBL and oTBL groups’ iRA, tRA and specific exam items for female reproductive knowledge. Similarly, when we looked at year 2 teaching more generally, students scored significantly higher on the iRAs and exam items that were taught by means of oTBL compared to cTBL. Discussion: During a time of educational disruption, shifting a highly structured instructional design from the classroom to online, while keeping all other factors constant, maintained learning outcomes. This reassurance of the effectiveness in respect of student learning opens the door for further research to explore the educational, social and interactional processes of both face-to-face and online TBL © 2022 Association of Medical Education in the Eastern Mediterranean Region (AMEEMR). This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Sponsored by King Saud bin Abdulaziz University for Health Sciences","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71109991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ Perceptions and Insights Towards Online Learning During Covid-19 Crises","authors":"S. Abbadi, Hosam Hefny, H. A. El-Shafy","doi":"10.55890/2452-3011.1017","DOIUrl":"https://doi.org/10.55890/2452-3011.1017","url":null,"abstract":"Purpose: To analyze and evaluate the perceptions and insights of undergraduate medical students at Suez University towards Online learning. Methods: A cross-sectional study was conducted at Faculty of Medicine, Suez University where an online questionnaire was distributed to undergraduate medical students in 1st, 2nd, and 3rd years. A self-administrated questionnaire was formulated based on a literature review. It was accessed online using Microsoft teams platform. Results: A total of 182 students’ responses were collected through the online questionnaire. The respondents' ages range from 18 to 20. The current study reveals the preferences of some medical students for online learning for many reasons as it provides them with the flexibility of space and time, the easy access of study materials, it saves time, effort and money needed by some students to travel to campus, and others. Some fruitful suggestions and recommendations were also pointed by those students to improve online learning in the future. Discussion: Covid-19 pandemic has not only impacted human life but also impacted educational system as well. It has created an unprecedented challenge on education. With principles of social distancing, campuses are closed and the higher educational institutions (HEI) around the world suspended face to face learning and it has moved online to ensure the continuity of teaching-learning process and human safety simultaneously. However, it requires successful implementation and taking into consideration the students’ suggestions © 2022 Association of Medical Education in the Eastern Mediterranean Region (AMEEMR). This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Sponsored by King Saud bin Abdulaziz University for Health Sciences","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71110033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MED-E-SIM: Inspiring Healthcare Career through Simulated Learning in Australian Senior Secondary School Students","authors":"Alberto Au,&nbsp;Louise Palmer,&nbsp;Catherine Carbery","doi":"10.1016/j.hpe.2020.11.002","DOIUrl":"10.1016/j.hpe.2020.11.002","url":null,"abstract":"<div><h3><em>Purpose</em></h3><p>Previous studies have demonstrated that a motivational programme can have positive effects in inspiring secondary school students in pursuing a career in health. However, majority of studies were conducted in the United States and were delivered in the multiple sessions and attendances format. MED-E-SIM is a one-day educational pilot programme designed for Australian secondary school students interested in pursuing a career in healthcare.</p></div><div><h3><em>Method</em></h3><p>MED-E-SIM's aim is to increase participants' interest and certainty in pursuing the healthcare professions through participation in mannequin-based simulated clinical exercises, procedural workshops using part-task simulation trainers, and active engagement in an ‘ask the expert’ style masterclass hosted by healthcare clinicians. In order to evaluate the impact of MED-E-SIM, 66 senior secondary school students who participated in the programme were invited to complete the post programme evaluation survey.</p></div><div><h3><em>Results</em></h3><p>We observed increases in both students' self-perceived understanding of health profession and knowledge about Basic Life Support after the participation in MED-E-SIM programme. Furthermore, our study also showed that MED-E-SIM programme participation could help improve participants’ decision in pursuing future career in health (P &lt; 0.001).</p></div><div><h3><em>Discussion</em></h3><p>Implementing programmes like MED-E-SIM can be a feasible strategy to help increase awareness and interest of pursuit in health-related career amongst our younger generation.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 605-611"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.11.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47065371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Calibration and Academic Performance in Students of Health Sciences","authors":"Tricia R. Prokop","doi":"10.1016/j.hpe.2020.08.003","DOIUrl":"10.1016/j.hpe.2020.08.003","url":null,"abstract":"<div><h3>Purpose</h3><p>Accurate metacognitive control is an essential component of effective clinical reasoning, as the inability to accurately pass judgment over knowledge has been associated with greater diagnostic error than lack of knowledge or poor memory. As such, it is necessary for educators of students in health sciences to assess metacognition in addition to academic performance. Calibration is a quantitative measurement used to operationalize metacognitive control, as it indicates the relationship between perceived and actual performance.</p></div><div><h3>Method</h3><p>This study explored the relationship between local-level calibration and academic performance in 34 students of health sciences in an authentic, classroom setting. The class was designed to have five quizzes across the 15-week semester. Performance on each of the five quizzes was used to track academic performance of each student over time.</p></div><div><h3>Results</h3><p>Statistically significant correlations are reported between local-level calibration and performance on five quizzes. Local-level calibration scores accounted for 51-81% of the variance in quiz scores throughout the 15-week semester course.</p></div><div><h3>Discussion</h3><p>This study was able to generalize the previously reported relationship between calibration and academic performance as found in laboratory settings and educational psychology courses to students of the health sciences. These findings translate metacognitive research into the health sciences to further the theoretical framework for research in the area of clinical reasoning.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 564-573"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.08.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pain Knowledge, Attitudes and Beliefs of Allied Health Learners Across Three Curricular Models","authors":"Kylie Fitzgerald ,&nbsp;Elizabeth Devonshire ,&nbsp;Brett Vaughan","doi":"10.1016/j.hpe.2020.09.001","DOIUrl":"10.1016/j.hpe.2020.09.001","url":null,"abstract":"<div><h3>Purpose</h3><p>The global burden of pain is considerable; therefore, all health professionals require comprehensive pain education. Pain education is essential and should be embedded in health professional curricula. This paper reports on pain knowledge, attitudes and beliefs changes of osteopathy learners undertaking pain education via three curricula models.</p></div><div><h3>Methods</h3><p>Osteopathy learners undertook pain education via three different curricula models and at different time points in the course: Standard (Year 4 &amp; 5), Integrated (Year 2 &amp; 3) or Block (Year 1). Learners completed questionnaires at the start (T1) and end (T2) of the 2018 academic year. Evaluation included demographic information, Neurophysiology of Pain Questionnaire (NPQ) and the Pain Attitudes and Beliefs Scale for Physiotherapists (PABS-PT).</p></div><div><h3>Results</h3><p>Matched data was received for 211 learners (40.5% response rate). Pain knowledge increased from T1 to T2 within all curricula models (p &lt; 0.007) and between Block and Standard curricula models (p &lt; 0.01). Differences in biomedical orientation scores for Block and Integrated (p &lt; 0.01) and Block and Standard (p &lt; 0.01) were found between groups, with Block model respondents recording the highest biomedical orientation scores. Differences in behavioural orientation score were found for Block and Standard (p &lt; 0.01) with highest behavioural scores in the Integrated and Standard models. Cronbach's alpha was acceptable for PABS-PT Biomedical orientation score only (α = 0.71). T2 NPQ score was found to have a medium negative correlation with the T2 PABS-PT biomedical orientation score for all models, and with the behavioural orientation score for the integrated curriculum group (r = −0.31, p &lt; 0.03).</p></div><div><h3>Discussion</h3><p>There were reductions in biomedical beliefs and increases in behavioural orientation scores as pain knowledge increased in each cohort over the 2018 academic year. However, osteopathy learners were also measured at different progress points and some measures have low reliability. Following these learner groups over time will enable further comparisons between these different curricula models.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 552-563"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.09.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42275363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Discipline. The Construction and Use of Warnings Concerning Past Behaviour","authors":"Timothy J. David ,&nbsp;Ellen I. Schafheutle ,&nbsp;Penny McConnell ,&nbsp;Hannah Quirk","doi":"10.1016/j.hpe.2020.08.001","DOIUrl":"10.1016/j.hpe.2020.08.001","url":null,"abstract":"<div><h3>Purpose</h3><p>Warnings are one of the basic methods for giving advice to students, yet there is a dearth of guidance and considerable variation and inconsistency in their content and application. Much of the associated terminology is confusing. To provide clarity, this paper examines the essential ingredients of warnings and their optimal construction and use in higher education, with a focus on students intending a career in one of the health and social care professions.</p></div><div><h3>Background</h3><p>Currently warnings are often poorly designed and unclear. One example is giving a student a ‘yellow card warning’ without explaining what errors or omissions have occurred, what action needs to be taken, and what could happen if the warning is ignored.</p></div><div><h3>Terminology</h3><p>A range of unhelpful descriptors of warnings are often used, such as ‘formal’, ‘informal’, ‘verbal’, ‘written’, ‘Level 1’, ‘Level 2’, or ‘final’. Any warning needs to provide the student with a written and unambiguous explanation of the meaning and implications of any terms used.</p></div><div><h3>Essential ingredients</h3><p>Warnings should be recorded (in writing). They should contain the word ‘warning’; a sufficiently detailed explanation of what the student has done wrong; and identification of any rule, regulation or professional guidance that has been transgressed. Warnings should explain what the student needs to do to ensure that the problem does not recur; what the consequences will be or may be if the problem(s) continue unabated or recur; if relevant, what effect the warning will have on the student and their career; the duration a warning will be kept on the student record, and an explanation of what the student can do if they do not agree with the decision to issue a warning.</p></div><div><h3>Conclusion</h3><p>There is an increasing tendency for students to challenge adverse decisions. To respond to such challenges, education providers need to be able to show that they have acted reasonably, including providing the student with appropriate warnings.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 490-500"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.08.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47827372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Physical Therapists’ Perceptions of Clinical Reasoning: A Systematic Review of the Literature","authors":"Nicholas LaRosa,&nbsp;Daniel Dinsmore","doi":"10.1016/j.hpe.2020.06.002","DOIUrl":"10.1016/j.hpe.2020.06.002","url":null,"abstract":"<div><h3>Introduction</h3><p>Clinical reasoning (CR) is a core clinical skill that has been directly linked with patient outcomes. Therefore, developing sound clinical reasoning skills in students should be a concern for physical therapy (PT) professional education programs.</p></div><div><h3>Purpose</h3><p>To develop an understanding of PT student perceptions of CR and how they best learn it to inform future educational practice and research needs.</p></div><div><h3>Method</h3><p>A systematic review of the literature was conducted using the databases PubMed, CINAHL, ERIC, and Cochrane database of systematic reviews to develop an understanding of how students perceive CR throughout their professional education programs and how they best learn it.</p></div><div><h3>Results</h3><p>Fifteen articles met inclusion criteria. Three major themes were identified from the systematic review. First, student perceptions of CR do change throughout their professional education programs. Second, students prefer educational experiences that allow them to act in a PT role, for instance case-method teaching. Lastly, that educational experiences designed to enhance CR capability enhances student professional formation and identity.</p></div><div><h3>Discussion</h3><p>Recent calls for reform across all levels of physical therapy education has been made. In part, these reform efforts emphasize the need for PT education programs to provide learner-centered education through practice-based learning experiences and developing adaptive learners. The results of the systematic review support these aims. More research is needed regarding the impact of educational experiences on student CR skill development as well as more valid and reliable tools for assessing CR capability in PT students.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 481-489"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.06.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43942359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}