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Breathe is a student-led literary and arts magazine whose goal is to provide a platform for creative expression about mental health issues and promote mental wellness among trainee healthcare professionals using student-submitted art and written pieces. Select pieces were published to improve readers’ understanding of and self-reflection on mental health. Common themes among the submissions include life outside of healthcare, imposter syndrome and coping with stress. This novel project had high satisfaction reported by 87.5% of surveyed readers. We advocate for improved mental health awareness and increased use of artistic expression as a coping strategy against stressors in healthcare education worldwide.

In this article, the author describes a group project to create student-generated podcasts on economics topics. This project provides an innovative opportunity for students to demonstrate proficiency in skills required for the undergraduate economics major and valued in the professional marketplace. Results of a student self-assessment survey on the project reflect findings in the literature that collaborative assignments utilizing technology tools can provide opportunities for students to practice their economic proficiencies, for instructors to assess even the higher-level proficiencies, and for students to enjoy the learning process.

Purpose – A student-led department greening competition brought significant change to certain departments at the Budapest University of Technology and Economics, Hungary. The purpose of the paper is to help sustainability groups at other tertiary education institutions to organize similar competitions. Design/methodology/approach – First, the approach and methodology of the competition are explained in detail. Second, results of the competition in the first three years are summarized. Third, opportunities for improvement are discussed. Fourth, potentials and limitations are reviewed. Finally, the most important success criteria are listed. Findings – Eight weeks of assisted learning and two audit-based assessments are appropriate to facilitate the greening process of departments. To successfully organize a competition, a reliable team with a core group of at least five to six experienced members is needed. Maximal effectiveness can only be achieved if local environmental leaders at departments are activated. Practical implications – If local environmental leaders act as internal project managers, environmental practices can change significantly. Improvements can affect material and energy use, transportation behavior and external outreach activities. Originality/value – The project description shows a structure for how to engage in greening departments. A consistent rubric was applied across multiple departments over a span of three years, which allows for drawing general conclusions. Insights can facilitate similarly effective projects elsewhere.

As a community health education center affiliated with an academic institution, we recognize that by investing in the professional development of our students, we not only maximize our own outcomes but those of our students as well. Our project, Creating Community Connections, was developed to aid the work of our Center in characterizing the evolving community landscape following Hurricane Katrina while providing opportunities for students to engage in experiential learning. Students in the project could gain skills in program planning and community assessment, as well as leadership and communications. Twenty-three students worked on the project during its 2 years, developing data collection tools, organizing and conducting key informant interviews, facilitating focus groups and community forums, managing data, and summarizing project findings for community presentations. Participation in this project allowed our students to grow as public health leaders and researchers while gaining a greater appreciation for community collaboration.

Purpose The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering projects led by university students in Sweden: the design and construction of a solar-powered car taking part in the Bridgestone World Solar Challenge and the creation of a business model for the ownership phase of an electric car together with Polestar. Design/methodology/approach An extensive literature review was conducted. Students were interviewed and surveyed on their impressions of their learning experience in the two projects and student logbooks reviewed. Problem-based learning (PBL), the Conceiving, Designing, Implementing and Operating approach and the ABCD procedure are used. Results are compared to theories from the literature. Findings PBL in real-world settings can increase engineering students’ technical knowledge and improve their technical skills as they solve complex problems or propose solutions to such problems. Such projects also strengthen students’ commitment, self-confidence and self-esteem as well as promote co-operation and creativity. These are soft skills largely absent from traditional engineering education. Practical implications Innovative, student-led learning in the applied engineering curriculum can foster students’ soft skills in ways that teacher-led, lecture-style learning does not. Originality/value This research offers a timely perspective on an issue of current interest in engineering education: student-led learning versus teacher-led learning. The paper also provides two illustrative student-led projects that focus on sustainability and mobility.

Background Volunteer healthcare is crucial in medical education, promoting empathy, leadership, and civic responsibility. King Saud University’s Health Volunteer Project integrates volunteerism into coursework and helps students create structured proposals to address healthcare challenges. Objectives The primary objective was to evaluate the effectiveness of the Health Volunteer Project by Medical Students in developing professional skills and addressing healthcare service gaps. The secondary objectives were to assess the program’s broader impact, identify areas for improvement, and explore its potential for replication in other educational and healthcare settings. Methods This initiative was embedded in the professionalism course and combined lectures, interactive group work, and poster presentations. Students were divided into groups of approximately ten members and asked to design health volunteer proposals using a standardized template provided through the university’s learning management system. Each proposal included objectives, target population, methods, anticipated outcomes, resources, and potential barriers. Proposals were summarized into posters, exhibited at an annual event, and evaluated using a structured scoring tool by faculty reviewers. Visitors (students and faculty) were invited to provide feedback through QR codes. This study followed a descriptive cross-sectional design. Data from 88 proposals submitted between 2022 and 2024 were analyzed to identify thematic trends, implementation strategies, and challenges encountered. Results Analysis revealed an increasing reliance on technology in volunteer health initiatives. Proposals varied slightly over three years (31 in 2022, 28 in 2023, and 29 in 2024). Thematic focus evolved from non-communicable disease (NCD) awareness, mental health, and first aid in 2022 to mental health, disease prevention, and health technology in 2023, and artificial intelligence (AI)-driven innovations in 2024. Target audiences expanded from the public to vulnerable groups, families, and healthcare students. Strategies progressed from educational campaigns to digital platforms, mobile applications, wearable technologies, and virtual platforms. Outcomes shifted from awareness campaigns in 2022 to technology adoption and measurable patient outcomes by 2024, despite challenges such as funding and technical barriers. Notable projects included colorectal cancer awareness, attention-deficit/hyperactivity disorder (ADHD) education, and AI-based health solutions. Conclusion Integrating volunteerism into medical education fosters professional development while addressing societal health needs. Student-led proposals demonstrate adaptability, innovation, and alignment with Vision 2030 priorities. Further research is warranted to evaluate the long-term impact, feasibility, and scalability of such initiatives.

With ongoing climate change and other major human-induced changes to the biosphere, there is a greater need to improve future healthcare providers' environmental health (EH) literacy. As of 2022, 45% of U.S. MD programs lacked a required EH curriculum. A self-assembled group of four medical students conceptualized and planned this pilot study to characterize matriculating medical students' EH knowledge and attitudes. This group also developed EH content for integration into a preexisting 18-month Case-Based Learning (CBL) curriculum to enhance small-group discussion and learning. Matriculating medical students were invited to participate in an anonymous cross-sectional survey assessing EH literacy and the need for an EH-specific curriculum in August 2023. Concurrently, the student group analyzed 44 cases in the current CBL curriculum and searched PubMed and the PEHSU Climate Resources for Health Education for pertinent topics from the case review. The group then formulated learning objectives and discussion questions for the facilitator guide for 30 cases, with expert review by curriculum faculty members. 70 of 200 students (35%) fully completed a survey about EH literacy. Eighty percent of students reported no previous coursework pertinent to EH, with most students demonstrating a basic understanding of the concept. Students reported low confidence in counseling patients regarding pertinent EH matters and a limited understanding of social determinants of health pertinent to the local area. In 30 identified medical conditions across 10 disciplines, 57 new objectives were developed to address environmental exposures, infectious diseases, climate change, and local implications. Increasing EH literacy among medical students represents a high-impact educational need. This pilot study, conceived and led by medical students, successfully characterized the EH knowledge gap among medical students and integrated novel discipline-specific learning objectives and discussion points into a pre-existing CBL curriculum. This model may easily be adapted to other institutions' curricula.

Background While the Association of American Medical Colleges encourages medical schools to incorporate quality improvement and patient safety (QI/PS) into their curriculum, medical students continue to have limited QI/PS exposure. To prepare medical students for careers that involve QI/PS, the Institute for Healthcare Improvement chapter at an allopathic medical school and school of allied health professions initiated self-directed learning by offering student-led workshops to equip learners with skills to improve the quality and safety of healthcare processes. Methods In this prospective cohort study, workshops were hosted for medical students between 2015 and 2018 on five QI/PS topics: Process Mapping, Root-Cause Analysis (RCA), Plan-Do-Study-Act (PDSA) Cycles, Evidence Based Medicine (EBM), and Patient Handoffs. Each workshop included a hands-on component to engage learners in practical applications of QI/PS skills in their careers. Change in knowledge, attitudes, and behaviors was assessed via pre- and post-surveys using 5-point Likert scales, and analyzed using either the McNemar test or non-parametric Wilcoxon signed-rank test. Surveys also gathered qualitative feedback regarding strengths, future areas for improvement, and reasons for attending the workshops. Results Data was collected from 88.5% of learners ( n  = 185/209); 19.5% of learners reported prior formal instruction in these topics. Statistically significant improvements in learners’ confidence were observed for each workshop. Additionally, after attending workshops, learners felt comfortable teaching the learned QI/PS skill to colleagues (mean pre/post difference 1.96, p  < 0.0001, n  = 139) and were more likely to pursue QI/PS projects in their careers (mean pre/post difference 0.45, p < 0.0001, n = 139). Lastly, learners demonstrated a statistically significant increase in knowledge in four out of five skills workshop topics. Conclusion Few medical students have formal instruction in QI/PS tools. This pilot study highlights advantages of incorporating an innovative, student-directed modified ‘flipped classroom’ methodology, with a focus on active experiential learning and minimal didactic instruction.

Undergraduate medical students often lack hands-on research experience and fundamental scientific research skills, limiting their exposure to the practical aspects of scientific investigation. The Cerrahpasa Neuroscience Society introduced a program to address this deficiency and facilitate student-led research. The primary goal of this initiative was to enhance medical students' research output by enabling them to generate and publish peer-reviewed papers within the framework of this pilot project. The project aimed to provide an accessible, global model for research training through structured journal clubs, mentorship from experienced peers, and resource access. In January 2022, a total of 30 volunteer students from various Turkish medical schools participated in this course-based undergraduate research experience program. Students self-organized into 2 groups according to their preferred study type: original research or systematic review. Two final-year students with prior research experience led the project, developing training modules using selected materials. The project was implemented entirely online, with participants completing training modules before using their newly acquired theoretical knowledge to perform assigned tasks. Based on student feedback, the project timeline was adjusted to allow for greater flexibility in meeting deadlines. Despite these adjustments, participants successfully completed their tasks, applying the theoretical knowledge they had gained to their respective assignments. As of April 2024, the initiative has culminated in 3 published papers and 3 more under peer review. The project has also seen an increase in student interest in further involvement and self-paced learning. This initiative leverages globally accessible resources for research training, effectively fostering research competency among participants. It has successfully demonstrated the potential for undergraduates to contribute to medical research output and paved the way for a self-sustaining, student-led research program. Despite some logistical challenges, the project provided valuable insights for future implementations, showcasing the potential for students to engage in meaningful, publishable research.

Objective. To implement and evaluate the effectiveness of healthy living assessments (HLA) conducted on campus by undergraduate pharmacy students. Methods. Because of a shortage of workplace-based placements for undergraduate pharmacy students, a program was developed for students to conduct HLAs on campus for volunteer patients. Pharmacy students underwent training and completed a competency assessment before being approved to conduct HLAs. Staff members and students were recruited to serve as participants. Following the HLA, pharmacy students completed a quantitative and qualitative questionnaires to assess their perceived educational gains and opinions about the experience. Participants who underwent an HLA were asked to complete a questionnaire about the quality of the service they received. Results. From 2011-2019, 896 HLAs were conducted by 764 undergraduate pharmacy students. The students reported that completing an HLA improved their clinical knowledge, counselling skills, professionalism, and confidence when talking to participants. They believed the HLA delivered an authentic learning experience, similar to that achieved during workplace-based placements. The HLA service was rated as good or outstanding by 99% of the participants, and the majority stated that they intended to make lifestyle changes as a result of attending the HLA. Conclusion. Conducting healthy living assessments provided undergraduate pharmacy students a valuable, quality-assured opportunity for experiential learning. The HLAs were well received by participants as they informed them about their current health status and gave them useful advice about making health improvements.