The Cambridge framework is a tool for evaluating the involvement of patients in the educational process, which could be used by curriculum planners and teachers to review and monitor the extent to which patients are actively involved. Areas for further research include looking at the 'added value' of using real, as opposed to simulated, patients; more work on outcomes for patients (other than satisfaction); the role of real patients in assessment; and the strengths and weaknesses of different models of patient involvement.

This study identifies numerous psychosocial impacts on FIFO/DIDO miners and their partners, and provides insights into preferences regarding support. Employee Assistance Programs cannot be relied upon as the sole means of support. Further studies exploring the impact upon and supports for FIFO/DIDO workers and their partners will assist in better understanding these issues.

Professional identity development, seen as essential in the transition from student to professional, needs to be owned by the universities in order to ensure a workforce appropriately prepared to provide global health care in the future. The development of professional identity involves a focus on who the student is becoming, as well as what they know or can do, and requires authentic learning experiences such as practice exposure and interaction with pharmacist role models. This article examines conceptual frameworks aligned with professional identity development and will explore the role for self-determination theory (SDT) in pharmacy professional education. SDT explains the concepts of competence, relatedness and autonomy and the part they play in producing highly motivated individuals, leading to the development of one’s sense of self. Providing support for students in these three critical areas may, in accordance with the tenets of SDT, have the potential to increase motivation levels and their sense of professional identity.

Little research exists on the formation of professional identity in higher education health programs. Such programs may approach the teaching, learning, and assessment of professionalism based upon a suite of attitudes, values, and behaviors considered indicative of a practicing professional. During this transition, professional identity formation can be achieved through student engagement with authentic experiences and interaction with qualified professionals. This paper examines the shift toward identity formation as an essential element of professional education and considers its implications for pharmacy curriculum design.

Objective. The purpose of this study was to design and evaluate a Professional Identity Program (PIP), based on Self-determination theory (SDT), for commencing pharmacy students.Methods. The PIP, featuring autonomy-supportive teaching approaches, was delivered as ten workshops, integrated into the existing pharmacy course structure over four, thirteen-week semesters (2 years). The program was evaluated using a student satisfaction survey and two previously validated tools, measuring professional identity (MCPIS-9) and motivation to study pharmacy (Pharm-S). Non-parametric statistical techniques were used to analyze group scores before and after the PIP. Baseline data were collected by surveying a cohort of commencing students, who would not receive the PIP.Results. Scores on the motivation-based tool (Pharm-S) increased between the end of the first and second year of participation in the PIP, indicating an increase in student autonomy levels. There was however no change in scores on the professional identity measure (MCPIS-9). This suggests that while student perceived professional identity remains unchanged, the underlying motivation regulators governing identity formation are transitioning to a more autonomous state, which is increasingly intrinsic in nature. Conclusion.Students responded positively to the introduction of the PIP into their program of study. They valued opportunities to engage in activities and discussions relating to professional development and identity formation. The use of SDT-based instruction in professional identity education, facilitated increased autonomy levels in pharmacy students, with the potential to impact positively on their individual professional identity development and future professional practice.

Pregnancy is a unique period during a woman's life and is characterized by complex physiological changes, which may adversely affect oral health. The present systematic review was conducted to assess knowledge and awareness regarding oral health among pregnant women in India. Relevant cross-sectional observational studies were included in the systematic review to assess the level of knowledge and awareness regarding oral health among pregnant women in India. Seven studies out of 255 were finally included in the present review after conducting both electronic and manual search of scientific databases. Potential biases were reported and appropriate data were extracted by the concerned investigators. Almost 67% of the subjects had good knowledge and awareness regarding oral health in one of the study findings. Knowledge regarding effect of decayed teeth on the appearance of the people was significantly related to the parity status of the subjects (P = 0.024) in other study reports. Very few subjects (17.1% and 37.5%) felt the need for visiting a dentist during pregnancy in two studies. The results of the present review showed that pregnant women had poor knowledge and awareness regarding oral health. Therefore, there is an urgent need for education and motivation of expectant mothers regarding oral health through various health promotion interventions.

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The SEM is a useful tool for making confident and defensible decisions about how to manage candidates with examination scores at or below the borderline mark, as long as attention is paid to established examination design principles. The improved defensibility can be used to support a patient-safety focused decision tree or similar decision support model.