Collaboration has emerged as a pivotal element within an intentional person-centred healthcare framework. However, there is a need for evaluative feedback from patients to enhance interprofessional collaboration and its outcomes. The objective of this review was to describe the state of knowledge on the perspectives of patients living with a chronic condition regarding their experiences of interprofessional collaboration. A scoping review across five online databases (EBSCOhost, Google Scholar, PubMed Central, ScienceDirect, and Taylor & Francis Online; February 2023) identified all peer-reviewed literature published in English between the years 2018 and 2023 that reported on patients’ perspectives of, and experiences with, interprofessional collaboration and/or its effect on patient care and outcomes. Articles selected for final appraisal were descriptively and thematically analysed. The literature search yielded 3454 articles. One hundred and four (104) full-text articles were included for appraisal based on the eligibility criteria. Once study selection and critical appraisal were completed, 25 studies were included in the review. Three themes were reported on the patient’s perspective of interprofessional collaboration: (i) Team functioning, (ii) Patient involvement, and (iii) Coordinated care. Interprofessional relations, role clarification, and team-based communication were the main factors essential to successful team functioning as perceived by patients. Further exploration of these key factors is necessary to guide the development of improvement strategies or interventions focused on strengthening interprofessional collaboration and the patient’s experience. The patient’s perspective of interprofessional collaboration still warrants further investigation to improve patient experience, quality of care, and outcomes in a collaborative environment.

Introduction: Research on international faculty development programs (IFDPs) has demonstrated many positive outcomes; however, participants’ cultural backgrounds, beliefs, and behaviors have often been overlooked in these investigations. The goal of this study was to explore the influences of culture on teaching and learning in an IFDP. Method: Using interpretive description as the qualitative methodology, the authors conducted semi-structured interviews with 15 Fellows and 5 Faculty of a US-based IFDP. The authors iteratively performed a constant comparative analysis to identify similar patterns and themes. Transformative Learning Theory informed the analysis and interpretation of the results. Results: This research identified three themes related to the influences of culture on teaching and learning. First, cultural differences were not seen as a barrier to learning; instead, they tended to act as a bridge to cultural awareness and network building. Second, some cultural differences produced a sense of unease and uncertainty, which led to adaptations, modifications, or mediation. Third, context mattered, as participants’ perspectives were also influenced by the program culture and their professional backgrounds and experiences. Discussion: The cultural diversity of health professions educators in an IFDP did not impede learning. A commitment to future action, together with the ability to reflect critically and engage in dialectical discourse, enabled participants to find constructive solutions to subtle challenges. Implications for faculty development included the value of enhanced cultural awareness and respect, explicit communication about norms and expectations, and building on shared professional goals and experiences.

Context: Social accountability of medical schools has emerged as a standard of excellence in medical education during the last decade. However, the lack of valid and reliable instruments to estimate social accountability has limited the possibility of measuring the impact that medical schools have in society. Our aim was to develop an instrument and validate its use for assessing social accountability in Latin American countries.Methods: We used a three-phase mixed methods research design to develop, validate and estimate social accountability in a diverse convenient sample of 49 medical schools from 16 Latin American countries. We used a qualitative framework approach and a Delphi consensus method to design an instrument with high content validity. Finally, we assessed the psychometric properties of the instrument.Results: The Social Accountability Instrument for Latin America (SAIL) contained 21 items in four domains: mission and quality improvement, public policy, community engagement, and professional integrity. Its reliability index, estimated using Cronbach's alpha, was very high (0.96). Most of the medical schools that had ranked over the 80th percentile on traditional national academic estimates did not reach the 80th percentile using SAIL.Conclusions: There are validity arguments (content and reliability) to support the measurement of social accountability using the SAIL instrument. Its application showed that it provides a complementary dimension to that traditionally obtained when estimating quality in medical schools.

Regulation of the health workforce and accreditation of educational institutions are intended to protect the public interest, but evidence of the impact of these policies is scarce and occasionally contradictory. The body of research that does exist primarily focuses on policies in the global north and on the major health professions. Stress on accreditation and regulatory systems caused by surges in demand due to the COVID-19 pandemic, privatization of education, rising patient expectations, and emergence of new health worker categories has created urgency for innovation and reform. To understand and evaluate this innovation, we look forward to receiving manuscripts which contribute to the evidence base on the implementation, management, and impact of health worker education and practice regulation, including the intersection of education accreditation and workforce regulation policy. We particularly look forward to manuscripts from underrepresented parts of the globe and underrepresented health workforce sectors that address policy effectiveness, explore different models of regulation, and present innovations that we can all learn from.

BACKGROUND:Flipped classroom has received much attention during the last few years in China, but inconsistent conclusions are made about the effectiveness this approach in health professions education. This review examined the findings of controlled studies published in Chinese in order to summarize the effects of the flipped classroom methodology. These studies focused specifically on undergraduate level of health professions students.METHODS:A literature search was conducted using China National Knowledge Infrastructure (CNKI) and Wanfang Data Knowledge Service Platform in June 2019. No date restrictions were used. Peer-reviewed papers were reviewed and experimental studies were included if the study compared student outcomes using flipped classroom method versus traditional lectures. The revised version of the Kirkpatrick's model was applied to evaluate the effectiveness of the flipped classroom approach.RESULTS:In total, 934 articles were obtained. Among them, 235 articles were full text reviewed and 59 met the inclusion criteria. Most of the student agreed that flipped classroom strategy was very helpful improving their self-learning ability, problem solving ability, teamwork, and communication skills, but reported increased workload and less-efficiency compared with traditional lectures. However, the majority of studies (n = 52) showed positive findings of the flipped classroom on changes in knowledge and skills, and 3 in negative. Among these 59 studies, there was little evidence of changes in behavior, organizational practice and patient outcome.CONCLUSIONS:Better design with reduced content should be considered for instructors to promote learning effectiveness. Long-term effects of flipped classroom should be considered in future studies.

This article was migrated. The article was marked as recommended. Program theories have not been extensively used in evaluating faculty development programs in medical education. Ample evidence shows that a well-formulated program theory plays a pivotal role in program implementation and evaluation. Program theory links activities and expected outcomes using a logical process showing how they lead to long-term goals. It also develops appropriate metrics or indicators for assessing if those outcomes and activities really occurred. In this study, FAIMER's theory of change was adopted as a framework for evaluation. Survey data from FAIMER Fellows was used to assess the effectiveness of FAIMER's faculty development program in meeting the goal of improving health professions education. We used structural equation modeling to examine the association among outcomes mapped out in our theory of change and their association with improving field of health professions education. The study results indicated that FAIMER's faculty development program appeared to have positively influenced advancement of multiple facets of health professions education as envisaged in our theory of change. Using a theoretical framework for evaluating a program helped us identify the specific areas of outcomes that need to be strengthened for program improvement as well as provided us with a data-driven evaluation framework to measure program progress.

Jan De Maeseneer1, Amy R. Clithero‐Eridon2, Aricia DeKempeneer3, Arthur Kaufman4, David Bor5,6, Ian Cameron7, Robert Woollard8, Roger Strasser9, William Burdick10, Nicholas Torres11 1Department of Public Health and Primary Care, Ghent University, Ghent, Belgium, 3The Network Towards Unity for Health, Philadelphia, 2Department of Family and Community Medicine, University of New Mexico School of Medicine, 4Department of Family and Community Medicine, University of New Mexico, Albuquerque, New Mexico, 5Cambridge Health Alliance, Cambridge, 6Department of Medicine, Harvard Medical School, Boston, Massachusetts, 7University of Newcastle, Newcastle, Australia, 8Co‐Chair, Global Consensus for Social Accountability, Professor of Family Medicine, University of British Columbia, Vancouver, Canada, 9Northern Ontario School of Medicine, Lakehead and Laurentian Universities, Thunder Bay, Ontario, Canada, 10Foundation for Advancement in Medical Education and Research, USA, 11University of Pennsylvania, Philadelphia, Pennsylvania, USA

This paper describes the initiation and proceedings of a national consultation organized to appraise issues in the local built environment affecting public health, using an interprofessional and intersectoral approach. The consultation was hosted as a part of the onsite session of an international fellowship program in interprofessional education and practice, organized by the Manipal FAIMER Institute for Leadership in Interprofessional Education, India. One hundred and eight delegates from across academic disciplines including the health professions, management, public health, architecture, and engineering, participated in this event. Plenary lectures and case studies highlighted the theoretical basics of built environment. Participants were also introduced to fundamental parameters for evaluating health-related aspects of the built environment. Delegates were then grouped into 18 teams and assigned to visit predetermined locations which they appraised and provided recommendations for. These were then thematically coded and synthesized for communication to relevant local municipal authorities. The consultation scope was limited by involving only academics in the appraisal process, and next steps include the engagement of local citizens and policy-makers to ensure the implementation of recommendations. This event illustrates how engaging interprofessional stakeholders can facilitate knowledge-driven development for promoting health equity, through action on the social determinants of health.

Although the authors do not agree with medical students' bid to end the United States Medical Licensing Examination Step 2 Clinical Skills or Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation tests, they concur with Ecker and colleagues that conducting further research to support the validity argument, providing greater feedback on performance, and exploring options to reduce costs are important for addressing students' concerns. Evidence to support the validity of clinical skills exam scores and associated inferences already exists. What is lacking, and would help further justify the use of these examinations, is more evidence to support the "extrapolation" argument-that is, is performance on these examinations related to actual patient care? Enhanced feedback on exam performance should also be considered. While performance data from licensing examinations should be used judiciously given the primary purpose of these tests, additional data would be helpful to learners and their institutions. Centralized testing remains the least costly design, but efficiencies of standardized patient training, case development, and scoring can be reviewed. Scoring modifications made in the past several years at substantial cost should be evaluated to determine whether they have achieved desired goals. Testing organizations can and should embrace these essential elements of transparency and accountability to address concerns about the value of clinical skills examinations.

The increasing number of health professions students, coupled with a shift to ambulatory care and shorter hospital stays, has created a shortage of clinical training sites around the world. The authors present data on accreditation, quality, cost, and student indebtedness related to medical schools in the Caribbean-schools that some view as taking clinical training sites in the United States away from U.S. medical schools. Accredited medical schools around the world may benefit from considering a mechanism for global educational exchange to meet the challenge of clinical training.

Medical EducationVolume 49, Issue 1 p. 17-19 Commentaries Social networks (and more) are necessary for student and faculty resilience William P Burdick, Corresponding Author William P Burdick Philadelphia, Pennsylvania, USACorrespondence: William P Burdick, MD, MSEd, Foundation for Advancement of International Medical Education and Research (FAIMER), 3624 Market Street, 4th Floor, Philadelphia, Pennsylvania 19104, USA. Tel: 00 1 215 823 2232; E-mail: wburdick@faimer.orgSearch for more papers by this author William P Burdick, Corresponding Author William P Burdick Philadelphia, Pennsylvania, USACorrespondence: William P Burdick, MD, MSEd, Foundation for Advancement of International Medical Education and Research (FAIMER), 3624 Market Street, 4th Floor, Philadelphia, Pennsylvania 19104, USA. Tel: 00 1 215 823 2232; E-mail: wburdick@faimer.orgSearch for more papers by this author First published: 29 December 2014 https://doi.org/10.1111/medu.12607Citations: 4Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume49, Issue1January 2015Pages 17-19 RelatedInformation

Foundation for Advancement of International Medical Education and Research (FAIMER) faculty development programs have operated since 2001 and are designed to overcome many of the challenges inherent in global health collaborations, including alignment with local needs, avoiding persistent dependency, and development of trust. FAIMER fellowship programs, developed for midcareer faculty members in all health professions from around the world, share goals of strengthening knowledge and skills in education leadership, education methods, and project management and evaluation. Building community is another explicit goal that allows participants to support and learn from each other.The author recommends several practices for successful international collaborations based on 13 years of experience with FAIMER fellowships. These include using authentic education projects to maintain alignment with local needs and apply newly acquired knowledge and skills, teaching leadership across cultures with careful communication and adaptation of concepts to local environments, cultivating a strong field of health professions education to promote diffusion of ideas and advocate for policy change, intentionally promoting field development and leadership to reduce dependency, giving generously of time and resources, learning from others as much as teaching others, and recognizing that effective partnerships revolve around personal relationships to build trust. These strategies have enabled the FAIMER fellowship programs to stay aligned with local needs, reduce dependency, and maintain trust.

BACKGROUND:In a world that increasingly serves the international exchange of information on medical training, many students, physicians and educators encounter numerous variations in curricula, degrees, point of licensing and terminology.AIMS:The aim of this study was to shed some light for those trying to compare medical training formats across countries.METHODS:We surveyed a sample of key informants from 40 countries. Survey questions included: structure of medical education, moment that unrestricted practice is allowed, various options after general medical licensing, nomenclature of degrees granted and relevant terminology related to the medical education system. In addition, we searched the literature for description of country-specific information.RESULTS:Based on the results, we described the six models of current medical training around the world, supplemented with a list of degrees granted after medical school and an explanation of frequently used terminology.CONCLUSIONS:The results of this questionnaire study lead to the conclusion that while there are many differences between countries, there appear to be six dominant models. The models vary in structure and length of medical training, point of full registration and degrees that are granted.

Background: Project design and implementation, applied to real life situations, is emerging as an educational strategy for application of health professions faculty development learning within a supportive environment.Aim: We conducted a retrospective analysis of project evolution to identify common experiences, challenges, and successful strategies of 54 mid-career faculty members from 18 developing countries who attended the Foundation for the Advancement of International Medical Education and Research Institute between 2001 and 2006 and designed, conducted, and evaluated education innovations at their home institutions.Methods: Chronological analysis of the evolution of 54 projects over the initial 16-18 months of the 2-year Fellowship was based on an iterative qualitative analysis of 324 reports and individual interview transcripts collected over 6 years.Results: Useful skill areas for project implementation included educational methods, leadership and management, and relationships/collaboration. Common challenges included competing responsibilities, lack of protected time, and limited resources. Themes identified with the evolution and success of education innovation projects included leadership and organization, collaboration, personal professional growth, and awareness of the relevant societal context.Conclusions: Common challenges and success factors in project-based faculty development were identified. Twelve practical strategies to promote successful project-based faculty development emerged that can be generalized for faculty development.

BACKGROUND:Teachers' belief in their ability to teach influences how much of the new knowledge and skills gained during faculty development (FD) programs are actually implemented at the workplace.AIM:To study the effect of a longitudinal FD program on the self-efficacy beliefs (SEB) of teachers of health professions using quasi-experimental methodology.METHODS:The SEB of 70 teachers of health professions enrolling for a longitudinal FD program at three sites in India and one site in South Africa and an equal number of comparable controls were measured using the "teacher efficacy belief systems-self" (TEBS-self) scale. The scale was re-administered at 6 and 12 months to both the groups.RESULTS:Teachers enrolled in the program had lower scores than controls at the beginning of the program but demonstrated a significant increase at 6 months with an effect size of 0.56. The 12-month scores demonstrated a further rise in the participating teachers. The control group maintained the scores but did not show any significant change either at 6 or at 12 months.CONCLUSION:Longitudinal FD program has positive effect on SEB of teachers.

Introduction: Health professions education uses innovative projects to promote faculty development and institution change. Faculty perceptions of the factors that promote project sustainability affect how faculty conceptualize and implement their innovations, which influences whether and how they plan for sustainability. This paper compares educators' perceptions of factors that influence sustainability in innovative projects with factors identified in project sustainability literature, to identify areas of convergence and divergence. Methods: Using questionnaires, faculty development fellowship participants from Brazil and India shared their perceptions on factors influencing their project's sustainability. An analysis framework was developed from existing project sustainability literature; faculty responses were then coded through an iterative process. Results: Key sustainability themes identified by faculty included project-level factors related to project design, stakeholder support, monitoring and evaluation, and project outcomes. Identified context level factors were related to institutional and governmental support as well as self-motivation and peer support. Availability of resources and funding were identified as relevant at both the project and context levels. Project-level factors were more often cited than context-level factors as key to ensuring sustainability. Conclusions: Faculty development efforts in health professions education should employ strategies to target these themes in promoting innovation sustainability. These include preengagement with institutional leaders, alignment with public sector goals, strategic diffusion of information, project expansion and transferability, capacity building in monitoring and evaluation, and creation of a community of educators for information exchange and support.