Bringing together time, space and sociomateriality has remained largely underexploredin health professional education. Recognised as a meaningful unit of activity byparticipating practitioners, a timespace is the place where and the time span when anactivity occurs. Sociomateriality focuses on exploring different ways in which peopleand materials come together to produce practice. Using the sociomaterial timespaceapproach can help to better understand practice, its complexity and constantly evolvingnature. A structural unit of analysis, timespace shapes not only how differently practice isorganised and functions (practice variability) but also what outcomes of care and learningcan be achieved within it. This paper defines a sociomaterial timespace, its agency andrepertoires of practice, purpose and enactment and summarises key methodologicalimplications for future research.
Background: Assessment tasks in health professional education (HPE) risk becoming outdated if they remain static. This study aimed to quantify the rate and magnitude of assessment renewal in Australian health professional teaching programs (HPTPs)—programs that provide educational qualifications to health professional educators, which are likely to reflect best practice in educational processes—and to explore the factors that influenced assessment renewal, thereby establishing foundational benchmarks for the pre-entry HPE sector and a platform for future research into renewal practices. Methods: HPTPs were selected as our sample as they were considered most likely to represent best practice. Relevant Australian qualifications were identified from official university sources. Assessments for each university subject were compared as delivered in 2018 and 2023. Differences were quantified. ANOVA and Fisher’s exact test were used to test for association between rates of change and subject delivery mode/delivery institution. Results: There were 69 university subjects with matched assessment details in 2018 and 2023. Altogether, 403 assessments were reviewed, 205 from 2018 and 198 from 2023. During this time, 50.7% (35/69) of subjects had their assessments modified, with 34.8% (24/69) modified in a major or complete fashion (>20% change). There were significant differences between institutions in the likelihood of assessment renewal (p < 0.001). Despite an increase in the number of subjects delivered online (54.9% to 75.6%), no association was found between transitioning to online delivery and the likelihood of assessment change (p = 0.245). Conclusion: Approximately half of all assessments were revised in Australian HPTPs between 2018 and 2023, and notable differences in renewal practices were evident between institutions. Further in-depth exploration of renewal processes will ultimately help to guide best-practice recommendations.
Introduction: Classroom-based experiential roleplay (CER) within postgraduate allied health degrees intends to support the development of professional practice skills through activities including demonstrations of methods, peer-simulated client–therapist interactions and problem-based clinical scenarios. Despite CER being widespread in higher education, the value students place on these learning tasks is less understood. This study aimed to better understand students’ perception of the value of engaging in CER (if any) and whether student characteristics influence their perceptions. Methods: This study is a mixed-methods survey design. Multiple-choice and free-text questions focused on personal characteristics, dimensions of personality, learning-related emotions and perceived value of CER. Statistical analysis modelled the dependent variable in terms of selected explanatory variables. A thematic analysis was undertaken with the free-text responses. Both data sets were then compared and combined. Results: Postgraduate allied health students from four disciplines at The University of Melbourne participated in this study. We received 72 completed surveys (22.6% response rate). Statistical modelling indicated that students who value CER are more likely to: (1) feel less nervous about participating, (2) feel more confident to participate and (3) believe the task is important for their learning. Qualitative themes revealed ways students actively manage challenging learning emotions, aspects of the learning environment that can support or undermine student confidence and advice for peers engaging in CER tasks. Conclusions: The convergent mixed-methods analysis proposes that educators in allied health degrees “plan for challenge with care” in the design and facilitation of CER in higher education.
This Letter to the Editor reflects on insights from the 3rd International Patient’s Voice conference, highlighting that despite two decades of advocacy, lived-experience and patient-community partnerships remain precarious within health professional education (HPE). We argue that recurring curriculum review cycles - intended to enhance educational quality - can inadvertently undermine these partnerships. Using the metaphor of the curriculum review carousel, we illustrate how the same forces driving reform can also render patient-community partnerships vulnerable to removal. We briefly propose strategies to embed patient and community involvement as core curriculum principles.
Introduction: Interprofessional education (IPE) in healthcare can have a positive effect on collaborative attitudes, perceptions, knowledge and skills, but there is little information about which components of interprofessional learning environments are actually effective. This systematic review aimed to summarise IPE learning environment components in the hospital setting and their contributions to outcomes. Methods: Seven databases were systematically searched for IPE interventions for undergraduate and postgraduate medical students in the hospital setting. Data were extracted from quantitative and qualitative studies. Intervention characteristics were analysed descriptively. Outcome measures were extracted and categorised to determine positive, neutral and negative effects. Results: We included 256 IPE interventions in 251 studies published until June 2025. Studies varied widely in study design, assessment tools and outcomes. The general quality of the studies was low to medium. Studies focused largely on modification of attitudes and/or perceptions. Only five studies assessed long-term effects. Conclusions: The vast majority of studies indicated some positive effect of IPE. Interventions lasting at least a week and including formative elements most often led to positive outcomes. However, the magnitude of the positive effects was difficult to assess due to heterogeneity and varied quality of the studies. Deliberate choices in research protocols are needed to ascertain possible benefits of IPE in the current age of increasing costs and complexity in healthcare.
Introduction: Intimate partner violence (IPV) is a significant health issue but remains heavily underrepresented in medical school curricula. This project investigated knowledge and self-perceived readiness to manage IPV/disclosures among medical students in an Australian undergraduate medical program. Methods: First-, fourth- and sixth- (final) year medical students completed an anonymous online survey based on the modified Physician Readiness to Manage Intimate Partner Violence Survey assessing the actual knowledge (AK), self-perceived knowledge (SPK) and perceived preparedness (PP) domains, with free-text responses available. Groups (year, gender, entry pathway, clinical campus, IPV lived experience) were compared using t-test/ANOVA and multiple regression models across domains. Free-text responses were amalgamated and analysed thematically. Results: Of 206 respondents (111 first/30 fourth/65 sixth year), most were female (68%) and reported no prior IPV training (63%). International students (30%) and IPV lived experience (13%) were represented. From Year 1 to 6, AK increased significantly (p ≤ 0.001). Similar trends were found for SPK and PP, although most students still felt “minimally” to “slightly” prepared. Clinical campus and age did not predict any domain. International students had slightly lower AK (p ≤ 0.001). Those with lived experience had higher SPK (p = 0.005) but not AK or PP. Regression model findings were largely consistent with univariate analyses. Free-text responses indicated that students felt more teaching was needed and advocated for practical teaching modalities, such as clinical workshopping. Conclusion: Although IPV AK increased over a medical degree, SPK and PP for practice remain low. This demonstrates the need for more dedicated IPV teaching, utilising practical teaching modalities as suggested by students.
Background: Factors that influence medical students’ decisions to pursue surgical careers include clinical exposure, role-modelling and perception of fit to a specialty. The Royal Australasian College of Surgeons has a commitment to improve diversity within surgery in Australia. Addressing barriers to pursuing a career in surgery may improve the diversity of the surgical workforce, to better represent and serve the community. This study, therefore, aimed to understand the factors that influenced Australian medical students to pursue or avoid a surgical career. Methods: An interpretivist approach guided methods used. Eight Australian medical students representing several different cultural backgrounds and stages of training participated in individual online interviews, which were analysed using reflexive thematic analysis. Results: Four themes were identified: navigating tensions between personal priorities and passion for a surgical career, the challenging pathway to becoming a surgeon, the experience of surgical culture and the emerging influence of social media. Conclusion: While this study found that medical students in Australia cited factors already known to influence decisions to pursue or avoid a career in surgery, new concepts were also reported. These included the challenging unaccredited registrar years, the shifting culture within surgery and the influence of social media on this generation of students. Some women and individuals from underrepresented populations still believed they needed to have a certain “personality” to become a surgeon.
Introduction: Healthcare professionals are at the forefront of addressing the challenges posed by climate change and emerging diseases. In this context, education and sustainability must play a more central role in the global response to the climate crisis. This study aimed to summarise the existing knowledge on sustainability and green education in the healthcare field and to identify strategies for implementing and promoting the learning of these concepts in education. Methods: This is an integrative review. PubMed, Scopus and the Cumulative Index to Nursing and Allied Health Literature were searched in July 2024. The protocol was registered in PROSPERO database (CRD42024570183). The methodological quality of the included studies was assessed using the Joanna Briggs Institute tools and the Mixed Methods Appraisal Tool. Data extracted from studies were narratively summarised. The reporting phase followed the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) checklist. Results: Twenty studies were included, involving medical, nursing and radiography students, healthcare professionals, educators, faculty members or trainers and directors of educational and training programs. In general, all studies’ quality appraisals were rated as good. Different definitions were reported for sustainability and green education. The strategies described aimed to improve education on sustainability, use a multiprofessional approach and facilitate the implementation of green practices. Four studies also investigated the impact of sustainability in health education on patients. Conclusions: Sustainability and green practices should be fully integrated into healthcare education through strategic approaches, equipping students and educators with the knowledge and values needed to address environmental and climate challenges.
Introduction: Online mindfulness-based training to support medical students’ wellbeing and mental health is growing in popularity due to its accessibility, convenience, privacy and cost-effectiveness. However, published evaluations of these programs are limited. This paper presents the qualitative findings regarding the longitudinal experiences of medical students participating in the intervention arm of a larger, mixed-method randomised controlled trial of an online mindfulness training program. Quantitative findings from the same study have been published previously. Methods: An 8-week online mindfulness-based intervention was delivered to medical students from two Australian medical schools as part of a mixed-methods randomised waitlist control trial. Intervention participants (n = 61) were asked to keep an electronic reflective journal each week for the duration of the program. Qualitative data from the journal entries from these participants was subjected to thematic analysis, with a focus on factors that optimised or hindered engagement with the program. Results: Ninety percent (n = 55) of participants provided at least one journal entry throughout the 8-week program. Benefits of the program reported by participants included improved emotion regulation and stress management, maintaining presence and cultivating compassion for self and others. Reported barriers included finding time to practise, difficulties engaging with the mindfulness exercises, avoidance and feeling too stressed to practise. Participants who reported greater focus on the benefits of their mindfulness practice over time remained more engaged with the program throughout the 8-week period compared to participants who appeared to be more focused on the barriers to mindfulness practice. Conclusion: Medical students’ perspectives regarding the barriers and benefits of mindfulness practice formed during the delivery of online mindfulness training programs are important determinants of ongoing engagement. Further research should address how engagement may be optimised through targeted interventions to address these barriers to practice while promoting benefits.
Background: The rising demand for community-based care due to aging populations and increasing chronic diseases underscores the need for interprofessional collaboration. However, limited interprofessional education may hinder development of coordination skills for health and social care professionals. While interprofessional coordination is essential for improving collaboration, little is known about training characteristics in community settings. The aim is to gain more insight into characteristics of and recommendations for training to improve interprofessional collaboration in community care. Methods: For this study, we conducted a rapid review following Cochrane-recommended methodology. Six stages were completed: eligibility criteria, searching, study selection, data extraction, risk of bias assessment and synthesis. The review was analysed in a deductive, narrative manner. Results: This review analysed 10 studies on interprofessional training in primary and community care. Key recommendations include balancing theory with practical applications, ensuring diverse professional representation and using flexible scheduling to improve participation. Effective facilitation and structured evaluation methods are essential for success. Discussion: Challenges include varied formats and contexts, suggesting the need for tailored, context-sensitive training and long-term evaluation methods. Conclusion: Further research should focus on developing adaptable, context-sensitive design guidelines for interprofessional collaboration training, with an emphasis on long-term evaluation methods to assess sustained impacts on teamwork.
Introduction: Artificial intelligence (AI)-driven virtual patients (VP) are emerging learning tools for supporting healthcare students’ communication skill development. Despite this, students are rarely consulted prior to development and implementation. This study aimed to establish attitudes of students around the use of these tools and investigate the key design and implementation features that students think should be considered. Methods: Nineteen students from seven healthcare disciplines participated. Thematic analysis of focus group data was conducted to address research questions. Results: Six themes were established. Students felt AI-driven VPs could increase the amount of practice they receive yet expressed concerns around privacy and over-reliance. Students suggested that diversity of patient traits and scenarios, multimodal interaction and early use within curricula were important qualities. Conclusions: Creators and educators should consider these factors when planning curricular integration. Clear institutional policies may assist to address concerns raised by students and ensure effective implementation. This study provides an important exploration of student perspectives on AI-driven VPs in the context of assisting them to communicate better with their patients.
Introduction: LGBTQIA+ communities experience significant physical and emotional health disparities and are less likely to access healthcare services due to stigma and discrimination, yet inclusion of content about LGBTQIA+ communities in undergraduate medical education is not compulsory and varies substantially. Methods: A systematic scoping review was undertaken of papers published in English since 2014 describing teaching approaches and content in undergraduate medical education that specifically address LGBTQIA+ health. Results: A total of 2,393 articles was identified, of which 250 articles were assessed for full-text eligibility, leaving 59 included articles. Papers were analysed descriptively to chart the level, amount and nature of teaching on the topic and then analysed in terms of pedagogical and gender and sexuality diversity best practice. Most studies were from the United States and a handful of other Global North contexts. Most delivered content in the first year, with progressively less teaching each subsequent year. Almost half of the studies reported 2–6 hours of teaching time, combining didactic and practice-based modalities. The majority of included articles focused on attitudes, knowledge and skills in caring for LGBTQIA+ patients, with 22 focusing on transgender patients specifically. Several existing frameworks and theories were used for teaching LGBTQIA+ health. Conclusion: Better teaching of LGBTQIA+-related topics is required to improve medical education, particularly greater attention to intersex and disorders of sexual development (DSD), and historical and structural marginalisation of LGBTQIA+ people. Additionally, application of best practice, such as integrated spiral curricula, community-engaged curricula and discomfort and self-reflection in teaching towards deeper empathy and positive student attitudes, is suggested.
Introduction: Embedding health literacy education within health professional curricula has been identified as part of a multi-pronged approach to mitigating the impacts of inadequate health literacy. The aim of this scoping review was to examine health literacy educational interventions in medical school curricula and identify features that positively impact the health literacy competencies of medical students. Methods: Five electronic databases (ProQuest, PubMed, CINAHL, Social Sciences Citation Index, Embase) were searched for peer-reviewed journal articles published between January 1998 and December 2023. The inclusion criteria was peer-reviewed articles about primary health literacy educational interventions in medical school curricula. Covidence™ software was used for article screening and review. Extraction and analysis of articles were performed using a concept matrix. Results: Fifteen articles were included in the scoping review, with the majority from the United States of America. Educational intervention types were diverse, including lectures, workshops, small and large group sessions, consultations with simulated patients, roleplays with peers and faculty, online learning, home visits and service-learning programs. Significant improvements in medical students’ assessed knowledge, assessed skills and self-reported health literacy competencies were seen immediately following most educational interventions. Positive impacts were reported with interventions incorporated into compulsory clinical courses targeting senior students. Discussion: The review identified a variety of health literacy educational interventions. Positive outcomes were more likely to occur when interventions were embedded within compulsory clinical courses or clerkships for senior medical students. Future studies should explore outcomes in geographically and culturally diverse medical schools using a more comprehensive definition of health literacy.
