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Multiple choice questions (MCQs) are commonly used for assessing students, but medical teachers may lack training in writing them. MCQs often have imperfections called item-writing flaws (IWFs) that can affect students’ results and impede objective evaluation of their knowledge. This study aimed to evaluate a guideline-based faculty development intervention on writing MCQs at Levels 1 and 2 of the Kirkpatrick Model. MCQs written by teachers prior and after the intervention were analyzed with the Shapiro–Wilk test, Student’s t-test, and Wilcoxon signed-rank test as appropriate. In addition, the phenomenological approach was chosen to describe experiences of 10 teachers in semi-structured in-depth interviews. Results showed satisfaction of teachers with the document. They found it helpful in writing MCQs and noticed the requirement for another guidelines. They appreciated it for its briefness and clarity. The statistical analysis of the quality of MCQs before and after the intervention showed that the document contributed to a statistically significant reduction of IWFs. To conclude, our results showed that a guideline document on writing MCQs may serve as a well-received and effective faculty development intervention. The document may be used as a flexible, time-saving, and just-in-time learning method, fitting needs of medical teachers.

Given the limited and scattered data on nursing students’ behavioral intentions regarding interprofessional collaboration and the factors influencing them, there is a need for comprehensive, theory-driven research on the topic from nursing students’ perspectives. Using a theoretical framework provided by the theory of planned behavior, this study aimed to evaluate the behavioral intentions of Polish nursing students regarding interprofessional collaboration, including their attitudes, subjective norms, and perceived behavioral control. Sixteen nursing students participated in semi-structured interviews. Data were collected on the MS Teams application between February and May 2022 using a thematic guide created following manuals dedicated to the theory. They were thematically analyzed by two researchers using Atlas.ti Software. The results showed that students’ attitudes were mostly positive. The benefits of interprofessional collaboration included positive patient outcomes, exchange of mutual knowledge and expertise, comfort, and improved work atmosphere. The risks originating from human-dependent factors were viewed as a negative aspect. The relevant groups of people influencing their subjective norms comprised nursing community representatives, other medical professionals, patients, and members of society. Perceived behavioral control aspects covered the work organization, lack of incentives for collaboration, atmosphere and habits prevailing in the workplace, and insufficient practical experience and knowledge regarding collaboration. To conclude, although positive attitudes expressed by nursing students seem to constitute a positive predictor of their involvement in interprofessional collaboration, relevant decision-makers should address negative feelings and aspects identified during this study. Plain language summary Given the limited and scattered data on nursing students’ behavioral intentions regarding interprofessional collaboration (between representatives of different professions) and the factors influencing them, there is a need for comprehensive, theory-driven research on the topic from nursing students’ perspectives. Using a theoretical framework provided by the theory of planned behavior, this study aimed to evaluate the behavioral intentions of Polish nursing students regarding interprofessional collaboration. Sixteen nursing students participated in semi-structured interviews. Data were collected on the MS Teams application between February and May 2022 using a thematic guide created following manuals dedicated to the theory. They were thematically analyzed by two researchers using Atlas.ti Software. The results showed that even though interprofessional collaboration in Poland is currently limited, positive attitudes expressed by nursing students seem to constitute a positive indication for improvement. Students also expressed some negative feelings, which should be addressed. Patients, society, and most of the healthcare community were indicated as sources of positive pressure toward the behavior. However, there was a mixed sense of pressure from some nurses and doctors. Moreover, the process may be impeded by barriers to collaboration listed by students.

Green tea extract (GTE) is one of the most popular beverages globally, traditionally prepared from Camelia sinensis leaves. Therefore, it is beneficial to define the impact of GTE and its ingredients on the human organism. Epigallocatechin-3-O-gallate (EGCG) is the most abundant catechin in green tea leaves, belonging to the group of tannins and flavonoids, demonstrating pharmacological activity, but so far, it has not been applied as a drug. This is because EGCG does not present sufficient stability and quickly decomposes through epimerization or autooxidation mechanisms under the influence of light, temperature, changes in pH, or the presence of oxygen. Another limiting factor is EGCG’s low bioavailability after oral administration. Nevertheless, the growing market of dietary supplements together with increasing growing consumption of green tea extracts should prompt us to pay more attention to the safety of both EGCG itself, as well as its influence on other simultaneously used drugs. Previously published data confirm the relationship between healthcare professionals’ access to professional knowledge and their willingness to engage in patient education. For this reason, in this review article, we report the formulations of EGCG and GTE, discuss the data on the safety of EGCG and its possible interactions with drugs, as well as gather various recommendations from medical specialists. Particular attention should be paid to the consumption of green tea during pregnancy and breastfeeding, as well as in the elderly. Patients taking clozapine, digoxin, and warfarin should avoid consuming GTE extracts and dietary supplements containing EGCG. Professional consultation seems especially important for patients treated with statins, calcium channel blockers, or sildenafil.

The abrupt transition from the traditional model of medical education to online learning caused by the COVID-19 pandemic led to unprecedented changes in the education of future healthcare professionals. This study aimed to evaluate the opinions of Polish healthcare students on the changes introduced due to the COVID-19 pandemic and propose recommendations for improvement. Data were collected from June to July 2020 using an online questionnaire. The results demonstrate that students were generally satisfied with the online learning solutions implemented during the pandemic and appreciated their teachers’ efforts. In their opinion, some of the solutions should also be continued after the pandemic. Students noticed positive aspects of online learning: time efficiency, bigger student-friendliness and unlimited attention from teachers, the flexibility of the learning process, better learning conditions for students, and absences due to illness and other random situations. However, they also noticed its disadvantages: problems with the Internet connection and technical aspects, attitudes of teachers, limited interpersonal relations, limited learning of practical skills, health concerns, students’ engagement and distractions at home, and assessment. To conclude, our results indicate some necessary recommendations to improve the quality of further online learning in medical schools during the COVID-19 pandemic.

The integration of Artificial Intelligence (AI) in medical education is rapidly transforming assessment practices, offering unprecedented opportunities to enhance student evaluation, feedback, and learning pathways. However, despite the potential, a comprehensive understanding of these opportunities and their interdependencies has been lacking. This study provides a critical review of the literature on AI’s role in medical education assessment, categorising 22 identified opportunities into seven major “mega-opportunities” that address various aspects of student assessment. Through the application of Interpretive Structural Modelling (ISM), the cause-effect interdependencies among these mega-opportunities were explored, revealing a complex web of relationships that guide their effective implementation. The findings highlight the central role of “Automated Feedback and Evaluation” and “Data-Driven Analytics and Curriculum Improvement” as foundational drivers, with far-reaching impacts on other areas like “Simulation-Based Assessment” and “Longitudinal Assessment and Development.” This paper culminates in the proposal of a research roadmap that highlights the priority of addressing different mega-opportunities in AI and assessment, offering practical guidelines for medical researchers, educators, institutions, and policymakers to adopt AI-driven assessment strategies. Future research avenues are identified to explore the real-world application and impact of these AI-driven innovations, focusing on longitudinal studies and educational equity. The findings underscore the need for continued research to refine the model proposed by this study and adapt it to diverse educational environments.

Background Ajzen’s theory of planned behavior (TPB) postulates that individuals’ behavioral intention is influenced by their attitudes, subjective norms, and perceived behavioral control. Therefore, it can be used to broaden the understanding of particular behaviors, including healthcare workers’ professional activities. Methods In this study, we used TPB as a theoretical framework to evaluate semi-structured interviews with pharmacists and physicians to build an understanding of the interprofessional collaboration between them. Sixteen semi-structured interviews were conducted with pharmacists and eleven with physicians. The sample of participants comprised a diverse group with varying work experience and workplaces. Data were analyzed independently by two researchers following the thematic analysis method using ATLAS.ti software. Data saturation was set in the absence of new issues arising during the interviews. Results The content analysis allowed for the determination of six main themes: the relationship between previous experiences and attitudes towards collaboration, pharmacist’s role in collaboration, mutual reluctance toward collaboration, the role of decision- and policy-makers, knowledge and qualifications gaps regarding collaboration, and lack of organizational paths. Conclusions Despite both physicians and pharmacists displaying positive attitudes towards collaboration may foster their intention to establish a professional partnership, subjective norms (e.g., the lack of appropriate legal regulations) and perceived behavioral control (physicians’ lack of awareness about pharmacists’ qualifications and the low level of interpersonal skills) might impede the process.

Background Social media is increasing its role as a key source of health information and a platform for sharing health-related content. Among different platforms, TikTok has emerged as a popular medium used for promoting a healthy lifestyle, particularly among younger demographics. The potential basis for health education activities may involve the Social Learning Theory, which emphasises the role of behaviour modelling and social reinforcement in learning. This study aims to identify elements attributable to Social Learning Theory in health education content posted by healthcare practitioners on TikTok and to consider how the theory might explain how their activities on the platform could effectively influence lifestyle change through social media. Methods The study used content analysis, a method for systematically examining patterns, themes, and meanings embedded in user-generated communications, including textual, visual, and audiovisual materials. An analysis was performed on 30 purposively sampled profiles of healthcare professionals who conduct educational activities on TikTok. The goal was to identify elements related to the assumptions of Social Learning Theory. The selection of TikTok accounts was carried out using a purposive sampling method, searching for keywords that corresponded to medical professions. This approach aimed to ensure representativeness and diversity among the medical professions in the sample, as well as to select accounts that varied in terms of follower counts and engagement rates. Results The authors of the analysed profiles employed various strategies to conduct educational activities, striving to create a unique style. The analysis revealed the presence of Social Learning Theory mechanisms, including attracting attention, supporting content memorization, enhancing motivation to adopt health‑related behaviours, and reinforcing reproduction and self‑efficacy. These mechanisms were identifiable across the examined profiles and reflected in diverse ways in creators’ communication strategies. Conclusions While Social Learning Theory emphasises the importance of observation and internal processes—such as attention, retention, and reproduction—in the acquisition of behaviour, it is also essential to consider the external context in which creators operate. Many of the observed strategies align with those recommended in social media marketing, including capturing attention, storytelling, and building emotional engagement.

Phthalocyanines and porphyrazines as macrocyclic aza-analogues of well-known porphyrins were deposited on diverse carbon-based nanomaterials and investigated as sensing devices. The extended π-conjugated electron system of these macrocycles influences their ability to create stable hybrid systems with graphene or carbon nanotubes commonly based on π–π stacking interactions. During a 15-year period, the electrodes modified by deposition of these systems have been applied for the determination of diverse analytes, such as food pollutants, heavy metals, catecholamines, thiols, glucose, peroxides, some active pharmaceutical ingredients, and poisonous gases. These procedures have also taken place, on occasion, in the presence of various polymers, ionic liquids, and other moieties. In the review, studies are presented that were performed for sensing purposes, involving azaporphyrins embedded on graphene, graphene oxide or carbon nanotubes (both single and multi-walled ones). Moreover, possible methods of electrode fabrication, limits of detection of each analyte, as well as examples of macrocyclic compounds applied as sensing materials, are critically discussed.

Background Interprofessional collaboration enhances the use of competencies of different medical team members. Additionally, pharmacists’ involvement in patient care has been shown to improve their outcomes and seems particularly valuable in chronic diseases. Therefore, due to the aging of society and the increasing prevalence of chronic diseases, efforts are needed to involve pharmacists more broadly in patient care. However, there is a limited understanding of what factors could influence their willingness to participate in an interprofessional care team, especially among pharmacy students only entering the profession. This study aimed to fill these knowledge gaps by exploring graduating pharmacy students’ intentions in this regard guided by the theory of planned behavior. Methods We conducted seventeen semi-structured interviews with graduating pharmacy students of Poznan University of Medical Sciences, which were then thematically analyzed by two researchers. Results Positive attitudes of respondents, who mentioned the possibility of acquiring new knowledge, skills, and competencies, increased prestige and appreciation of the pharmacist’s profession, a better quality of patient care, and the support and relief offered to other team members as a result of collaboration, seem to strengthen their intentions. However, they also expressed their worries about potential errors and knowledge gaps, which constituted an example of some existing negative feelings. The identified sources of generally mixed social pressure toward the behavior included other pharmacists and pharmacy students, physicians, patients, their relatives and friends, and the decision and policymakers. Finally, their intentions may also be weakened by the mentioned perceived behavioral control aspects, like their level of pharmaceutical and clinical knowledge, skills, and experience, their knowledge of representatives of other professions and collaboration, the atmosphere at their future place of work, co-workers’ potential reluctance to collaborate with them, finding time for collaboration, the existence of incentives and gratification system, and existing legal regulations. Conclusions The attitudes of graduating pharmacy students toward interprofessional collaboration seem mostly positive, but their intentions might be weakened by the mixed sense of social pressure and factors decreasing their perceived behavioral control.

Background The diversity of tasks entrusted to medical teachers with their simultaneous responsibility for the safety of patients and the effective education of future healthcare professionals requires maintaining a skillful balance between their teaching, scientific and clinical activities. Meanwhile, the COVID-19 pandemic disrupted the work of both healthcare facilities and medical universities, forcing already overworked medical teachers to establish a new balance. One’s ability to perform effectively in new, ambiguous, or unpredictable situations was described by Albert Bandura as a self-efficacy concept. Consequently, this study aimed to identify factors affecting the self-efficacy of medical teachers and the influence of the COVID-19 pandemic on them. Methods Twenty-five semi-structured interviews with medical teachers were conducted using a flexible thematic guide. They were transcribed and analyzed by two independent researchers (researcher triangulation) with phenomenology as the qualitative approach. Results Identified themes demonstrate a process of the evolvement of clinical teachers’ self-efficacy in response to the sudden outbreak of the COVID-19 pandemic, namely the decline of self-efficacy in the first phase of the crisis, followed by building task-specific self-efficacy and the development of general self-efficacy. Conclusions The study shows the significance of providing care and support for medical teachers during a health crisis. Crisis management decision-makers at educational and healthcare institutions should consider the different roles of medical teachers and the possibility of overburden associated with the cumulation of the excessive number of patient, didactic, and research duties. Moreover, faculty development initiatives and teamwork should become a vital part of the organizational culture of medical universities. A dedicated tool acknowledging the specificity and context of medical teachers’ work seems necessary to quantitatively evaluate their sense of self-efficacy.