Jul 2026· The journal of the International Association of Medical Science Educators : JIAMSE· 0 citations· 13 references
TL;DR
Quantitative findings indicate that TES is a beneficial program that enhances participants’ knowledge and confidence, and suggests that TES represents a feasible, low-time-commitment model for supporting educators with substantial research and clinical responsibilities.
Abstract
Limited Teaching Faculty (LTF) are often asked to teach occasional sessions without formal pedagogical training. To address this gap, we developed the Teaching Essentials Series (TES), a faculty development program tailored to help these educators become more effective teachers. We evaluated TES using a case study approach guided by the Kirkpatrick evaluation framework, utilizing quantitative and qualitative methods. Pre- and post-surveys assessed changes in participants’ knowledge and confidence. In addition, qualitative semi-structured interviews were conducted with program participants from 2023 to 2025. The Kirkpatrick model informed both the development of the interview guide and the interpretation of findings. Quantitative findings indicate that TES is a beneficial program that enhances participants’ knowledge and confidence. Qualitative interviews revealed four central themes: (1) the need for formal pedagogical training, (2) the value of practical learning, shared strategies, and peer connections, (3) enhanced confidence and educational profile, and (4) a shift in teaching perspective and mindset. Participants reported that TES helped them develop practical teaching skills that they could share with peers and leaders, with minimal time commitment. Aligned with the 4-Cs framework (Competence, Career, Context, and Community), the evaluation of the TES program suggests that TES represents a feasible, low-time-commitment model for supporting educators with substantial research and clinical responsibilities. Furthermore, participants noted that TES equipped them with tools they could share with colleagues and leaders, reinforcing the program’s broader impact.
Coaching has emerged as a key educational strategy to promote learner success in competency-based medical education (CBME). Effectively operationalizing coaching requires ongoing exploration, with particular attention to its perceived benefits within the context of existing supports in residency training.
A descriptive qualitative study was conducted using semi-structured interviews with pediatric residents and faculty coaches enrolled in a longitudinal coaching program. Eleven interviews explored participants' experiences, perceived benefits, and challenges of coaching. A thematic analysis included open coding followed by more focused coding, which informed the generation of themes.
Four themes were identified. Overall, participants emphasized the value of coaching as an opportunity to refocus the education journey on the learner and foster individualized goal setting. Faculty shared the importance of a community of practice to provide space for reflection and to help mitigate doubt about their coaching effectiveness. Participants distinguished coaching and mentorship based on their structure and process rather than content covered, reinforcing the need for both supports. While benefits of coaching programs were recognized, words of caution were also shared.
Longitudinal coaching offers a means of re-centering the education journey on the learner. For programs seeking to adopt or refine coaching models in CBME, success will depend on fostering flexibility, supporting faculty through communities of practice, and maintaining learner-centered relationships grounded in reflection and growth.
Keegan D’Mello, Herman Dayal Singh, A. Ens et al.· Paediatrics & Child Heal...· 0 citations
Background. Simulation-based education (SBE) has expanded in Philippine health professions programs, particularly among state universities and colleges (SUCs) supported by national and institutional capacity-building initiatives. Despite this growth, limited local evidence describes how Filipino students experience and learn through simulation across varying institutional contexts.
Objective. This study explored undergraduate dentistry, medicine, and nursing students’ experiences of SBE in SUCs and examined how simulation influenced their learning and professional development.
Methods. An exploratory-descriptive qualitative study was conducted in three SUCs representing academic programs in which SBE ranged from newly implemented to well integrated. Purposive sampling recruited students with substantive participation in simulation activities. Eight focus group discussions (n = 47) were conducted using a semistructured guide informed by Kolb’s Experiential Learning Theory. Data were analyzed through inductive qualitative content analysis within a constructivist approach, with paired coding, iterative comparison, and team consensus to generate themes. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were followed in the writing of this paper.
Results. Across institutions, students described SBE as a structured, psychologically safe learning space that strengthened clinical reasoning, communication, teamwork, and reflective practice. Authenticity of scenarios, faculty facilitation, and structured debriefing were central to meaningful learning. Differences in institutional resources and program maturity influenced perceived realism and depth of engagement. Students highlighted simulation’s role in building confidence and bridging theory to practice within resource-variable contexts.
Conclusions. In Philippine SUCs, SBE supports experiential learning processes that enhance cognitive, affective, and collaborative competencies among undergraduate health professions students. Sustained institutional investment in faculty development, scenario design, and reflective debriefing is essential to ensure equitable and high-quality simulation implementation across diverse public higher education settings.
Jenniffer T. Paguio, PhD, RN, Aprille C. Banayat, MA (Nursing), RN, Aldin D. Gaspar, MSc, MHC, MN, RN et al.· Acta medica Philippina· 0 citations
The purpose of this paper is to examine how the Sustainable Development Goals (SDGs) are integrated into a nursing education program at the Universidad Técnica del Norte (UTN), Ecuador and to identify the institutional, curricular and pedagogical factors associated with their explicit incorporation. The study aims to clarify the gap between SDGs awareness and formal curricular enactment in higher education for the health sciences.
The study adopts a sequential mixed-methods design combining qualitative, quantitative and documentary approaches. Data were collected through a faculty focus group, surveys administered to instructors (n = 35) and undergraduate nursing students (n = 498) and a microcurricular review of official course syllabi (n = 45) within the UTN nursing program. Quantitative analyses included nonparametric tests, correlation analyses, clustering techniques and logistic regression, while qualitative and documentary data were integrated through methodological triangulation.
Although faculty awareness of the SDGs is relatively high, their translation into explicit curricular practice remains uneven, with fewer than two thirds of instructors reporting formal integration. Faculty engagement is concentrated primarily on SDGs 3 (Good Health and Well-Being) and SDGs 4 (Quality Education), reflecting disciplinary proximity, while broader socio-ecological goals receive limited attention. Logistic regression analysis showed moderate explanatory capacity (McFadden’s pseudo-R2 = 0.429), indicating that structural and curricular factors play a stronger role in explicit SDGs integration than pedagogical activity alone. Among students, exposure to the SDGs is widespread, but levels of deep understanding are modest, and knowledge is only weakly associated with perceived importance. The micro-curricular analysis reveals that explicit SDGs references are largely absent from foundational courses and become more prevalent in professionalizing and practice-based stages, particularly during the Rota.
The study is limited by its single-institution design and the small faculty sample size, which may restrict statistical power and generalizability. Future research should adopt multi-institutional and longitudinal designs and incorporate direct measures of sustainability competence development.
The findings provide actionable guidance for curriculum governance and faculty development in nursing education. They support the need to institutionalize SDGs integration from early curricular stages, align active pedagogies with explicit learning outcomes and assessment criteria and strengthen program-level mechanisms to ensure coherent and traceable Education for Sustainable Development (ESD).
By strengthening the integration of the SDGs in nursing education, higher education institutions can better prepare future nurses to address health inequities, promote preventive and community-based care and contribute to sustainable health systems. Such integration also enhances graduate employability by developing competencies increasingly valued in the global health sector, including sustainability awareness, equity-oriented practice, community engagement and responsible use of health resources. In the Ecuadorian context, and more broadly in the Global South, such curricular alignment has the potential to enhance social justice, public health outcomes and community well-being through professionally trained agents of sustainable development.
To the best of the authors’ knowledge, this study provides one of the first empirical, multilevel analyses of SDGs integration in nursing education in Ecuador. By combining faculty and student perspectives with micro-curricular evidence from UTN, it offers an evidence-informed framework for strengthening ESD in health sciences programs, particularly in Global South contexts.
Katty Elizabeth Cabascango Cabascango, Patricia Marlene Aguirre Mejía, Freddy Hernán Villota González et al.· International Journal of Sus...· 0 citations
INTRODUCTION
A peer-led prescription writing workshop was delivered by pairs of fourth-year pharmacy student facilitators (PSFs) to second-year medical (MD) and first-year physician assistant (PA) students. This study assessed PSFs' teaching performance and evaluated participants' perceptions of the workshop's educational value.
METHODS
A mixed-methods cross-sectional design was used. MD and PA students evaluated the PSFs and the workshop via a Likert scale survey that was developed from validated instruments. PSFs also completed self-assessments and evaluated their co-facilitator's performance. Descriptive statistics were reported (N, %), stratified by discipline, and comparisons were made using chi-square and Mann-Whitney U tests. A post-workshop focus group with PSFs explored experiences and feedback was analyzed using Braun and Clarke's inductive thematic analysis.
RESULTS
Ten PSFs led the session for 339 students (289 MD, 50 PA). Quantitative results showed high satisfaction, with 85% of all participants strongly agreeing the session was informative and 84% feeling it met expectations. Most participants rated PSFs' performance at the highest level, and PSFs gave similarly high ratings to themselves and co-facilitators. More PA students (73%) expressed interest in further training compared to MDs (44%, p = 0.0001). Qualitative analysis revealed that PSFs experienced challenges engaging students during the role-play activity. Effective teaching strategies included preparation, collaboration to address knowledge gaps, and using the teach-back method. PSFs found the experience rewarding, valued affirming feedback, and expressed interest in future peer-facilitated teaching.
CONCLUSION
A peer-led prescription writing workshop successfully met learners' expectations and was a valuable experience for both student facilitators and participants.
A. Saad, Daniel DeWeert, Noor Hadad et al.· Currents in Pharmacy Teachin...· 0 citations
This study investigated the coaching and mentoring practices of Master Teachers in the Division of Oriental Mindoro to develop a structured support system model. Using an Exploratory Sequential Mixed Method Design, the research first explored qualitative data from interviews with Master Teachers to identify effective strategies, challenges, and enabling conditions. These insights informed the development of quantitative surveys to measure the extent of demonstrated competencies across professional domains. Findings revealed five major domains of practice: instructional coaching, strategic mentoring, collaborative and professional practices, relationship-centered coaching, and standards-based reflective practices. The study also identified key challenges such as limited resources, workload pressures, and inconsistencies in mentoring implementation. Based on these findings, the research proposed a support system model detailing roles, timelines, tools, and evaluation indicators to enhance professional growth, instructional effectiveness, and teacher collaboration. The study recommends piloting the model and conducting future validation to assess its effectiveness and adaptability across different educational contexts.
Aika Ilustre· International journal of hum...· 0 citations
Medical education in India is undergoing a transition with the introduction of Competency-Based Medical Education (CBME) by the National Medical Commission. CBME represents a shift toward outcome-oriented, learner-centered training that aims to produce competent Indian Medical Graduates (IMGs) through structured competencies, formative assessment, and continuous feedback. Despite its potential benefits, implementation across medical institutions has encountered several challenges. To explore medical faculty perceptions regarding CBME and to identify key challenges encountered during its implementation. A qualitative study was conducted over two months (June–July 2024) among first-phase faculty members involved in implementing the CBME curriculum at a medical college. In-depth interviews were conducted with 12 faculty members after obtaining informed consent. Data were analyzed using thematic analysis of open-ended interviews. Faculty perceived CBME as a positive reform that enhances skill development, encourages learner-centered teaching, and improves students' early clinical exposure and clinical preparedness. However, significant challenges were identified, including inadequate faculty strength, insufficient training, limited infrastructure and logistical support, time constraints due to fixed schedules, and a lack of uniformity in assessment and implementation across institutions. Although faculty perceptions toward CBME were largely positive, its successful implementation requires focused faculty development, adequate human and infrastructural resources, structured student orientation, and standardized implementation strategies across medical colleges.
Ginni Agrawal, Satpinder Jit Mohan, P. Jain et al.· Journal of Community Medicin...· 0 citations