Language Access Instruction Outside of Formal Curricula: Insights for Health Promotion and Health Profession Training Programs

Health Professions Education Health Professions Education

Evaluation of Medical Educator Training Program at the University of Public Health, Myanmar

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.

Bridging Knowledge and Practice: Exploring the Application of Health Equity Education in Graduate Medical Education Clinical Settings.

BACKGROUND Despite growing emphasis on health equity education in graduate medical education, little is known about how classroom learning translates into clinical practice. OBJECTIVE To examine how Internal Medicine residents, fellows, and faculty trained in health equity navigate applying health equity principles in practice and what internal and external factors facilitate or hinder implementation. DESIGN Constructivist study using semi-structured interviews and grounded theory to examine individual developmental processes within multilevel contextual influences. PARTICIPANTS Eleven Internal Medicine physicians (seven residents/fellows, four faculty) at a military academic medical center who participated in a case-based health equity curriculum. APPROACH Interviews explored experiences applying health equity principles. Two researchers independently coded transcripts using constant comparative method. Thematic analysis examined patterns across career stages within three domains: individual awareness and identity development, interpersonal dynamics in clinical encounters, and institutional and structural contexts. KEY RESULTS Participants' ability to apply health equity skills developed through iterative cycles of awareness, reflection, and deliberate practice, but this growth was continually shaped by external constraints. Clinical encounters served as learning opportunities only when attending physicians created space for reflection and dialogue. Infrastructure gaps, policy limitations, and organizational culture frequently restricted what physicians could enact, contributing to moral distress, particularly among trainees who felt unable to apply what they had learned. Developmental patterns showed movement from reactive navigation of barriers to more proactive efforts to influence team processes and environments. CONCLUSIONS Health equity in clinical settings emerges through negotiation between individual transformation and environment. Without attention to power dynamics, resource allocation, and institutional culture, health equity educational interventions risk developing demoralized physicians who recognize inequity but lack support to address it. Programs require aligned curriculum, faculty development, and institutional infrastructure to enable equity-oriented action.

Medical Students’ Views on Racism and Health Equity: Thematic Analysis of Reflections From a Public Health Internship

This study evaluates a unique internship program hosted by a community-centered research institute in Chicago, IL, aimed at addressing racial health inequities. Developed over a decade ago, the program focuses on enhancing understanding of health inequities, racism, and social drivers of health, improving public health research skills, and increasing interest in serving marginalized populations. During the 8-week program, interns attend lectures and workshops, and engage in media discussions and research projects. The program is assessed through multiple methods; here, we qualitatively examine reflective writing exercises from 69 interns, using thematic analysis. Findings were organized into five thematic areas: (1) perceptions of knowledge at program start, (2) program experiences, (3) short-term change in knowledge and attitudes, (4) future plans, and (5) physician roles. Interns acknowledged gaps in existing knowledge, highlighted the most useful curriculum components, and discussed ways the program enhanced their understanding of racism and social drivers of health, improved their research skills, and inspired plans to engage more deeply with marginalized communities and advocate for systemic change. The study highlights the effectiveness of experiential learning partnerships in enhancing health professionals’ understanding of public health topics and desire to apply new knowledge and skills to improve health equity. It also underscores the benefits of integrating public health education into medical training.

Developing cultural competence among health professions educators through an international faculty development program: a mixed-methods study.

The CoLearn Framework offers an explanatory model for designing reflective, relational, and situated faculty development and was associated with participants' self-perceived gains in selected dimensions of cultural competence, particularly cultural understanding and communication strategy adjustment.

Evaluating the Short and Long-term Effect of a Health Professions Education Certificate Program for Clinical Faculty.

INTRODUCTION Although faculty development programs are widely implemented and evaluated, there is a need to move beyond short-term outcomes with a focus on local contexts. This study applied the New World Kirkpatrick Model to conduct a structured, theory-informed evaluation of a longitudinal certificate program for clinical faculty and senior trainees. METHODS The Healthcare Education Scholars Program, is an eight-month longitudinal certificate program at the University of Ottawa developed to address career advancement, professional identity, and educational leadership by offering clinical faculty and senior residents structured training in these topics. A retrospective survey was sent to 209 graduates (2009-2023). Quantitative data were descriptively analyzed, and open-ended responses were coded and mapped to the Kirkpatrick levels. RESULTS The response rate was 35%. Respondents reported high satisfaction with course organization and content (Level 1). Most respondents perceived gains in teaching skills and curriculum development (Level 2), with many applying these skills in educational roles and scholarship (Level 3). Career advancement, leadership roles, and enhanced professional identity were also reported (Level 4). DISCUSSION This theory-informed evaluation responds directly to calls for more rigorous, mechanism-oriented curriculum research by demonstrating how the New World Kirkpatrick Model can illuminate learning processes, behavior change, identity development, and career advancement within a longitudinal faculty development program. Future research should explore comparative outcomes and strategies to enhance inclusivity and improve scholarly productivity.