Evaluating the impact of a training module for pre-professional health students in the delivery of clinical prevention and physical activity behaviour change
Aug 2026· Health Education· pp. 1-22· 0 citations· 39 references
TL;DR
The findings support the training module's potential to contribute meaningfully to clinical prevention education for pre-professional health students but underscore the need for the training module to be modified to enable scalability and sustained engagement across varied clinical contexts.
Abstract
This study evaluated the impact of a clinical prevention training module embedded within a clinical placement, aimed at enhancing pre-professional health students' perceived knowledge, skills and confidence in delivering clinical prevention and physical activity behaviour change support.
The training module consisted of two parts: an online theoretical component, and a mid-placement interprofessional activity involving case-based discussion and reflective practice. Conducted within a multidisciplinary student placement at Logan Healthy Living, a type 2 diabetes allied health service in Logan, Queensland, the mixed-methods evaluation included pre- (n = 44) and post- (n = 41) placement surveys, feedback surveys (n = 36) and semi-structured interviews with students (n = 15), clinical educators (n = 2) and key interest-holders (n = 2). Quantitative and qualitative data were analysed using appropriate non-parametric statistical tests and inductive thematic analysis, respectively.
Survey findings showed statistically significant improvements (p < 0.001) in students' perceived knowledge, skills, and confidence across all domains (clinical prevention; behaviour change; physical activity) following the training module. Qualitative insights highlighted the module's value in reinforcing interprofessional collaboration, enhancing clinical communication and supporting real-world application. Suggestions for improvement included diversifying case studies, simplifying materials, strengthening links between online content and clinical application and providing broader context beyond diabetes. Structural factors such as placement variability and organisational support emerged as critical for successful implementation of the training module.
The findings support the module's potential to contribute meaningfully to clinical prevention education for pre-professional health students but underscore the need for the training module to be modified to enable scalability and sustained engagement across varied clinical contexts.
BACKGROUND
It is essential that student pharmacists are equipped with the knowledge and skills to identify and address social/structural determinants of health (S/SDH) in practice. This study assessed the impact of a S/SDH module on student pharmacists' academic performance and perceived knowledge/skills/attitudes in navigating S/SDH.
METHODS
A six-week simulation/problem-based learning module was developed as part of a spiraled S/SDH curriculum and immersed within second-professional year courses at two universities. In week 1, students viewed recorded interviews of community members with complex S/SDH followed by structured debriefing. In weeks 2-6, students completed four virtual-simulations and four practicums inclusive of S/SDH. Impact was assessed through practicum performance and a 51-item pre/post-survey utilizing a 5-point Likert scale.
RESULTS
Nearly 99% of practicum attempts met the pre-defined competence threshold and more than 50% met the threshold for mastery. Pre- and post-survey response rates were 79% and 71%, respectively. Students agreed that the module enhanced their understanding and skills in navigating S/SDH and prepared them for practice (mean Likert scores exceeded 4/5). Mean (SD) scores for the perceived value of recorded interviews, virtual-simulations, and practicums were 3.9 (0.9), 3.7 (1.0), and 3.8 (0.8), respectively. Five of eight knowledge items and 10 of 12 skill items improved, while S/SDH-related attitude items remained unchanged.
CONCLUSION
Integration of advanced S/SDH scenarios and active learning into the spiraled S/SDH curriculum was feasible to implement across two PharmD programs and was associated with improved student-perceived knowledge and skills, high practicum performance, and positive learner perceptions.
William Prescott, I. Anadi, Kelly Foltz-Ramos et al.· Currents in Pharmacy Teachin...· 0 citations
The findings suggest that targeted, interprofessional education may support the development of role identity and legitimacy for ACP among allied health professionals and generalist nurses.
W. Kinton, L. Chilman, C. Joyce et al.· Journal of Continuing Educat...· 0 citations
Abstract Objectives To evaluate the feasibility and acceptability of an online research capacity-building (RCB) education programme for the health and care workforce and explore its preliminary outcomes. Design Mixed-methods pilot study incorporating quantitative survey data and a qualitative group interview. Setting Single Health Innovation organisation in England’s North West region. Participants Staff working in research, evaluation and innovation-related roles. Interventions 16 one-hour online RCB education sessions, informed by the Research Capacity and Culture Tool (individual domain), were delivered weekly via Microsoft Teams between February 2024 and October 2024. Primary and secondary outcome measures The primary outcomes were feasibility and acceptability of the programme, assessed through attendance and a participant group interview. The secondary outcome was change in behaviour intention measured pre–post education sessions using the Continuing Professional Development Reaction (CPD-R) questionnaire. Results Attendance per RCB education session ranged from 2 to 11 participants. Post-session CPD-R completion was low, limiting matched pre–post analysis, but median scores were generally higher post-session across most constructs. Four themes and eight sub-themes were identified from qualitative data. The four core themes were: establishing a common ground for research capacity building; creating pathways for meaningful involvement; translating knowledge within organisational contexts; and bridging individual development and collective momentum. The online format was received well for its accessibility and convenience, fitting within busy working schedules. Participants also reported increased confidence and perceived skill development. Conclusions This pilot study demonstrates initial feasibility and acceptability of an online format for RCB education within the health and care workforce. The format has potential for delivery at scale, where time and service pressures limit access to face-to-face programmes. Session length and content support require refinement in future iterations. Further research should examine implementation across diverse settings with larger samples.
Scott Lamont, Kathryn Berzins, Georgia Aspinall et al.· BMJ Open· 0 citations
It is demonstrated that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments.
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
Objectives: To investigate the implementation of the Physical Activity Towards Health and Fitness (PATHFIT) curriculum in higher education institutions in the Bicol Region, Philippines. Method: A convergent-mixed method design was applied with 71 purposefully selected PATHFIT instructors from state, local, and private higher education. Quantitative data were evaluated using descriptive statistics, one-way ANOVA and Pearson's correlation. Qualitative responses were assessed using thematic analysis. Triangulation of findings was used to provide a full knowledge of curriculum implementation. Findings: Faculty reported positive teaching experiences (M = 3.82) and regular use of learner-centred, performance-based techniques (M = 4.25). The assessment was based on physical fitness, motor proficiency, involvement, cognitive learning and values development. Sports facilities and instructional resources were evaluated as good (M 3.51). Instructors experienced obstacles related to diverse student fitness levels, limited time and specialized training needs (M 3.25). One-way ANOVA indicated that there was a significant difference in teaching experience based on educational attainment (F(2, 67) = 4.78, p = 0.011). Pearson's correlation showed that there was a substantial moderate positive association between teaching experiences and pedagogical approaches (r = 0.537, p < 0.001). Novelty: It is one of the first mixed-methods studies on the implementation of PATHFIT in Philippine higher education. It combines faculty experience, pedagogical practices, assessment, institutional support, challenges, and professional development priorities with the UNESCO Quality Physical Education Framework. It provides evidence-based recommendations for improving curriculum implementation, faculty development, institutional quality assurance, and policy development to advance physical education and lifelong wellness.
Keywords: PATHFIT, physical education, higher education, curriculum implementation, faculty experiences, institutional support
Emily J Berja, Carina Sales, Edesa R Saclag et al.· Indian Journal of Science an...· 0 citations
Objectives: This study aimed to examine physiotherapy students reaction and learning, following Simulation Based Education (SBE) during a Cardiorespiratory module. A further aim was to see if any learning translated into clinical placement. Design: A mixed methods research design consisting of a questionnaire (Phase1) after the activity which was underpinned by the Kirkpatrick model of evaluation. This was followed by a focus groups (Phase 2) after completion of clinical placement. Participants: 92 final year physiotherapy students at a single institution were eligible to participate in the SBE session with n=81 (88%) students completing the survey, and 8 students participating across 2 focus group sessions. Results: Survey: Over 80% of students strongly agreed on a positive initial reaction to SBE. Learning yielded a 76% and above response of strongly agree in all areas except confidence. Students valued SBE as a preferred learning and teaching strategy and wanted more. They welcomed SBE as a supplement but not substitute for clinical placement. Students felt skills learned could be transferred into all areas of clinical practice,, namely communication and decision making. Conclusion: Students rated SBE positively with development of transferable non-technical skills. Reaction to SBE was high in terms of relevance, engagement and satisfaction. Self-perceived confidence, although positive, was the comparatively lowest scoring of the domains. Students advocated SBE as a supplement rather than a substitute for clinical placement preferring a hybrid approach. Contribution of the Paper: Adds to the positive body of evidence which already exists towards SBE, especially in the development of non-technical skills. Suggestions are made that SBE cant make students feel fully confident in preparation for clinical placement. While students in this study expressed that they wanted more SBE and earlier, this paper found that students would not advocate SBE replacing clinical placement.