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

Clinical educators' perspectives of allied health student placement supervision: A mixed methods study.

Applying Occupational Adaptation Theory to support data interpretation highlighted that, in addition to supervisory training, mastering their roles and having actionable strategies to support learners in difficulty, requires adequate resourcing and recognition to ensure CEs are equipped to manage every element of student learning.

Health Professions Education Health Professions Education

IMPROVING ASSESSMENT COMPETENCIES IN PRIMARY SCHOOL TEACHERS: PEDAGOGICAL APPROACHES AND INNOVATIONS

This mixed-methods study examined primary school teachers' assessment competencies, with particular attention to formative assessment, digital assessment tools, culturally responsive practices, and professional development. The quantitative component analyzed survey responses from approximately 100 teachers working in urban, suburban, and rural school settings, while qualitative evidence was obtained from open-ended responses and follow-up interviews or focus groups with a purposively selected subset of participants. Descriptive findings showed that 85% of teachers reported using formative assessment regularly; verbal questioning (92%), classroom observation (75%), and peer feedback (68%) were the most common practices. However, 45% reported difficulty using assessment evidence to adjust instruction. Only 40% felt confident using digital tools for data analysis, and consistent implementation of culturally responsive assessment was reported by 36%. Teachers who had access to ongoing professional development reported substantially greater confidence in assessment design and implementation than those without such support (78% versus 45%). The findings indicate that assessment competency depends not only on teachers' knowledge of techniques but also on sustained professional learning, collaboration, time, resources, and institutional support. The article recommends practice-based training in formative assessment, digital assessment literacy, culturally responsive design, and collaborative analysis of student evidence.

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.

Narrative simulation with a standardized patient in aging psychology education: an experiential learning approach to professional competency development.

The training of future psychologists requires pedagogical approaches that effectively bridge the gap between theoretical knowledge and the complex competencies demanded in professional practice with older adults. This study aimed to evaluate the educational impact of a narrative simulation with a standardized patient implemented in an undergraduate Aging Psychology course. A pilot mixed-methods design was conducted with 56 third-year psychology students. Quantitative data were collected through an ad hoc questionnaire assessing satisfaction, perceived usefulness, methodological design, and professional transferability, while qualitative data were obtained from written reflective narratives. Descriptive analyses showed very high overall satisfaction and perceived professional relevance of the experience. Thematic analysis revealed four core learning domains: development of communicative and empathic competencies, emotional self-regulation and reflective awareness, humanization of aging through narrative identity, and the pedagogical value of structured debriefing. The integration of findings indicates that narrative simulation provides a psychologically safe and experientially rich learning environment that supports the development of key gerontopsychological competencies beyond what traditional instructional methods typically achieve. These results highlight the potential of narrative simulation with standardized patients as a transferable and impactful educational strategy in aging psychology education, with implications for curriculum design and competency-based training in gerontology-related disciplines.

Developing the pedagogical competencies of medical residency educators: Abem’s social accountability

A national postgraduate course model in pedagogical competencies is described, to characterize the sociodemographic and educational profile of participants involved in medical residency programs, and to analyze changes in self-reported pedagogical competencies before and after course completion.