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Background Bangladesh has a shortfall of health professionals. The World Health Organization states that improving education will increase recruitment and retention of health workers. Traditional learning approaches, in medical education particularly, focus on didactic teaching, teaching of subjects and knowledge testing. These approaches have been superseded in some programmes, with a greater focus on active learning, integrated teaching and learning of knowledge, application, skills and attitudes or values and associated testing of competencies as educational outcomes. In addition, some regions do not have continuous professional development or clinical placements for health worker students, contributing to difficulties in retention of health workers. This study aims to explore the experiences of health professional education in Bangladesh, focusing on what is through observation of health professional education sessions and experiences of educators. Methods This mixed method study included 22 observations of teaching sessions in clinical and educational settings, detailed analysis of 8 national curricula documents mapped to Global Competency and Outcomes Framework for Universal Health Coverage and 15 interviews of professionals responsible for health education. An observational checklist was created based on previous literature which assessed training of within dimensions of basic clinical skills; diagnosis and management; professionalism; professional development; and effective communication. Interviews explored current practices within health education in Bangladesh, as well as barriers and facilitators to incorporating different approaches to learning. Results Observations revealed a variety of approaches and frameworks followed across institutions. Only one observation included all sub-competencies of the checklist. National curricula documents varied in their coverage of the Global Competency and Outcomes Framework domains. Three key themes were generated from a thematic analysis of interview transcripts: (1) education across the career span; (2) challenges for health professional education; (3) contextual factors and health professional education. Opportunities for progression and development post qualification are limited and certain professions are favoured over others. Conclusion Traditional approaches seem to predominate but there is some enthusiasm for a more clinical focus to education and for more competency based approaches to teaching, learning and assessment.

This study aims to enhance our understanding of how educational supervision operates from the perspective of medical residents, and how they engage with it within the context of implementing competency-based medical education. We conducted a qualitative research study following the principles of grounded theory methodology. Participants were recruited from national residency training courses. Data was collected using an electronically distributed questionnaire with open-ended questions, which invited respondents to share their experiences with educational supervision. 96 written narrative responses were applicable for analysis. We identified three categories indicative of residents' experiences with educational supervision: I) Access to educational supervision, II) Links between quality of educational supervision and organisational facilitation, and III) Pushbacks to educational supervision and how residents cope with pushbacks. Residents' experiences varied significantly. When educational supervision was well-organised and available, residents managed to express how educational supervision enhanced their education. However, many residents struggled to access educational supervision (ES). Conclusion: When educational supervision is integrated into clinical practice, residents perceive its benefit to their education. Conversely, inadequate organisation of educational supervision forces residents to expend significant effort to ensure meetings occur. Amidst the implementation of competency-based medical education, residents risk being left with the individual responsibility to initiate and sustain educational supervision, which in turn places an undue burden on trainees to navigate repeated pushbacks, and workplace cultures that devalues educational support. Further research is needed to explore the affordances relevant for different medical specialties, and observational studies are much needed as a complement to self-reported data.

PurposeThis study examines the competencies delineated by the Chartered Professional Accountants (CPA) in Canada and explores the gap between what universities provide, represented by the students' confidence in the knowledge acquired—and what the accounting profession in Canada requires and deems necessary.Design/methodology/approachUsing the 44 sub-competencies listed under the main seven competencies set by CPA, a pair of questionnaires were drafted. The first questionnaire asked post-secondary accounting students to rate their perceived confidence in these 44 sub-competencies and received 105 responses. The second questionnaire asked accounting professionals to rate the frequency and degree of use of each sub-competency in their workplace and received 72 responses. The responses to the two questionnaires were used to compare perceived student competencies with industry expectations.FindingsThe study suggests an industry-neutral framework that employers and post-secondary institutions (PSIs) can use to determine where knowledge gaps exist between students' qualifications and professionals' requirements. The paper concludes that while there are synergies in many competencies in the accounting field in Canada, there are also areas of discord.Research limitations/implicationsThe study relies on one accredited PSI. Relying on one case study limits the ability to generalize the findings. Nevertheless, the in-depth nature of the study allows it to shed light on many key issues related to accounting education and the profession in Alberta, Canada.Originality/valueThis paper adds to the existing literature by exploring the gap between what students learn and what the profession needs in the accounting field in Canada. Studying Canada adds to the accounting knowledge and draws attention to gaps that could exist in other countries. To the authors' knowledge, this is the first paper to focus on Canada from this perspective. The paper also proposes a curriculum development model that is based on market needs and applicable to all fields of knowledge.

Background Implementing competency-based medical education (CBME) in post-graduate medical education (PGME) is a complex process that requires multiple systemic changes in a complex system that is simultaneously engaged in multiple initiatives. These initiatives often compete for attention during the implementation of CBME and produce unintended and unanticipated consequences. Understanding the impact of this context is necessary for evaluating the effectiveness of CBME. The purpose of the study was to identify factors, such as contexts and processes, that contribute to the implementation of CBME. Methods We conducted a realist evaluation using data collected from 15 programs through focus groups with residents (2 groups, n  = 16) and faculty (one group, n  = 8), and semi-structured interviews with program directors ( n  = 18), and program administrators ( n  = 12) from 2018 to 2021. Data were analyzed using a template analysis based on a coding framework that was developed from a sample of transcripts, the context-mechanism-outcomes framework for realist evaluations, and the core components of CBME. Results The findings demonstrate that simultaneous initiatives in the academic health sciences system creates a key context for CBME implementation – rivalries for attention – and specifically, the introduction of curricular management systems (CMS) concurrent to, but separate from, the implementation of CBME. This context influenced participants’ participation, communication, and adaptation during CBME implementation, which led to change fatigue and unmet expectations for the collection and use of assessment data. Conclusions Rival initiatives, such as the concurrent implementation of a new CMS, can have an impact on how programs implement CBME and greatly affect the outcomes of CBME. Mitigating the effects of rivals for attention with flexibility, clear communication, and training can facilitate effective implementation of CBME.

This study examines the experiences, meanings, and professional development of preservice teachers at National Pingtung University (NPTU) in Taiwan who participated in a short-term international mobility program that involved overseas teaching in Kampar, Malaysia. Guided by the four educational competencies proposed by NPTU’s Suzaku Pioneer University Social Responsibility (USR) Project—professional competence, exploratory competence, practical competence, and caring competence—this qualitative study employed thematic analysis to examine data collected through semi-structured interviews, reflective reports, and teaching activity documentation. The findings indicate that although the short program duration limited the deepening of professional teaching knowledge, it significantly enhanced students’ exploratory, practical, and caring competencies. The participants developed greater sensitivity to cross-cultural educational contexts, improved their reflective teaching practices, and expressed stronger concerns for educational equity and social justice. The program also broadened their global perspectives and intercultural communication skills, particularly among those traveling abroad for the first time. This study highlights the importance of short-term international mobility programs in enhancing teacher education and concludes by discussing the study’s limitations and providing recommendations for future research.

As states explore strategies for increasing educational attainment levels, attention is being paid to performance funding. This study asks, \"Does the introduction of performance funding programs affect degree completion among participating states?\" Utilizing a quasi-experimental research design we find limited evidence that performance funding significantly increases baccalaureate degree completions.

The ambulatory setting presents unique challenges for leadership and staff transitioning from other care areas, such as the inpatient environment. Nurses and support staff newly entering the world of ambulatory care may experience challenges acclimating to their new roles as they shift from an environment that provides focused care to achieve a safe discharge to one that focuses on holistic prevention and treatment over long periods. Inpatient hospital care relies on many protocols, orders, and guidelines and a multidisciplinary team of physicians, pharmacists, dieticians, and rehabilitation support to progress the patient through their illness or injury during their hospital admission. Nurses in ambulatory care have increased responsibility and autonomy in patient care. New challenges are encountered, for example, transportation to appointments, socioeconomic challenges, immediate resource needs, and patient support for future success in their own environment. In these situations, the ambulatory nurse is an immediate caregiver and a case manager, providing direct patient care for a short period, but following up over a longer period, in some cases, years. [J Contin Educ Nurs. 2022;53(2):59–62.]