BACKGROUND

Internationalization in medical education aims to align programs with global standards, foster intercultural competence, and expand academic collaboration. In private medical schools in Northern Luzon, clarifying how internationalization is conceptualized and enacted can enhance the medical curriculum.

OBJECTIVE

To explore how private medical schools in Northern Luzon conceptualize and implement internationalization, identify associated challenges, and propose curriculum inputs to enhance delivery of the medical curriculum.

METHODS

The qualitative study utilized a multiple case study design. The study was approved by the Saint Louis University Research Ethics Committee. Using purposive sampling, 45 participants from private institutions in Northern Luzon Philippines consented to engage in focus group discussions and in-depth interviews from February to April 2025. Data were analyzed through inductive content and thematic techniques.

RESULTS

Participants conceptualized internationalization as (1) alignment with international quality and practice standards; (2) global engagement and exchange encompassing knowledge, skills, culture, institutional networking, and collaboration; (3) inclusivity and multicultural responsiveness; and (4) pursuit of global recognition and accreditation. Implementation occurred via “internationalization at home” (embedding global perspectives in local learning environments), “internationalization abroad” (student/faculty mobility and external exposure), and alignment of philosophical and curricular frameworks. Reported challenges included institutional and curricular constraints, language and cultural barriers, sociocultural and financial limitations, and external/contextual pressures.

CONCLUSION

Addressing the identified barriers and scaling the documented practices can enhance the delivery of the medical curriculum. The study offers actionable curricular revisions that private institutions may adopt to strengthen internationalization in medical education.

Schools, Medical ; Reference Standards ; Mental Competency ; Education, Medical ; Case Reports ; Education ; Curriculum ; International Cooperation ; Cultural Competency

BACKGROUND AND OBJECTIVE

The Philippines has significant potential as a clinical trial hub but faces a shortage of skilled clinical research professionals (CRPs). In 2022, a cross-sectional study assessed the self-assessed competencies of CRPs in four countries (Thailand, Vietnam, Congo, Philippines) using the Joint Task Force for Clinical Trial Competency (JTF) framework. This paper presents findings on the self-assessed competency and training needs of Filipino CRPs.

METHODS

We conducted a cross-sectional online survey among Filipino clinical research professionals from March to April 2022. We asked for their self-assessed competency, relevance to their roles, and training needs in the competency domains according to the JTF framework. We also asked for the skills in community engagement and research grant application of the investigators. Results were summarized and analyzed according to their primary roles.

RESULTS

One hundred seventy-five (175) Filipino CRPs participated in the survey. They described themselves as “skilled” across all competency domains in conducting clinical research but did not rate themselves at an advanced level. They reported the lowest confidence in their skills related to study management, investigational product development and regulation, and data management. They exhibited greater confidence in competencies such as ethical considerations, professionalism, and communication. Notably, surveyed investigators had the lowest ratings in research design.

CONCLUSION

This study provides a comprehensive assessment of the self-perceived competencies of a sample of Filipino CRPs using the JTF Clinical Research Competency Framework. It highlights key areas for capacity building, particularly in operational and regulatory competencies. However, due to the non-probability sampling and reliance on self-assessment, findings should be interpreted with caution.

Human ; Research Personnel ; Professional Competence ; Self-assessment ; Needs Assessment ; Philippines

BACKGROUND

Internationalization in medical education aims to align programs with global standards, foster intercultural competence, and expand academic collaboration. In private medical schools in Northern Luzon, clarifying how internationalization is conceptualized and enacted can enhance the medical curriculum.

OBJECTIVE

To explore how private medical schools in Northern Luzon conceptualize and implement internationalization, identify associated challenges, and propose curriculum inputs to enhance delivery of the medical curriculum.

METHODS

The qualitative study utilized a multiple case study design. The study was approved by the Saint Louis University Research Ethics Committee. Using purposive sampling, 45 participants from private institutions in Northern Luzon Philippines consented to engage in focus group discussions and in-depth interviews from February to April 2025. Data were analyzed through inductive content and thematic techniques.

RESULTS

Participants conceptualized internationalization as (1) alignment with international quality and practice standards; (2) global engagement and exchange encompassing knowledge, skills, culture, institutional networking, and collaboration; (3) inclusivity and multicultural responsiveness; and (4) pursuit of global recognition and accreditation. Implementation occurred via “internationalization at home” (embedding global perspectives in local learning environments), “internationalization abroad” (student/faculty mobility and external exposure), and alignment of philosophical and curricular frameworks. Reported challenges included institutional and curricular constraints, language and cultural barriers, sociocultural and financial limitations, and external/contextual pressures.

CONCLUSION

Addressing the identified barriers and scaling the documented practices can enhance the delivery of the medical curriculum. The study offers actionable curricular revisions that private institutions may adopt to strengthen internationalization in medical education.

Schools, Medical ; Reference Standards ; Mental Competency ; Education, Medical ; Case Reports ; Education ; Curriculum ; International Cooperation ; Cultural Competency

BACKGROUND

Graduating student nurses are crucial to healthcare delivery, yet concerns about their clinical performance persist. They often face challenges translating theoretical knowledge into practice, leading to a theory-practice gap. Clinical competence is essential for ensuring safe and effective nursing care.

OBJECTIVES

This study assessed the clinical competence of graduating student nurses in HEIs within Baguio City. It specifically evaluated their proficiency in professional behavior, general performance, core nursing competency, and advanced nursing skills. Additionally, it examined whether significant differences in clinical competence existed based on sex, area of duty, and accreditation status.

METHODS

A descriptive-quantitative non-experimental research design was employed. The study surveyed 285 graduating student nurses from six HEIs in Baguio City, selected through fishbowl sampling. Data was collected using the Clinical Competence Questionnaire (CCQ), a 47-item questionnaire with an I-CVI rating of 1.0 and a Cronbach’s Alpha of 0.94. Data analysis included descriptive statistics, Welch's T-test, One-way ANOVA, and Welch's ANOVA.

RESULTS

Students demonstrated high competence with the following means: 4.42 in nursing professional behaviors, 4.32 in general performance, 4.35 in core nursing skills, and 3.92 in advanced nursing skills. While the results were interpreted as high competence, specific advanced nursing skills require further enhancement. No significant differences (p-value < 0.05) in clinical competence were found concerning sex (0.38), duty area (0.92), or accreditation status (0.07).

CONCLUSION

Graduating student nurses show high competency upon entering level IV, emphasizing ongoing skill development for quality patient care. Both genders exhibit proficiency, indicating fair training and effective education regardless of duty area exposure and accreditation status.

Human ; Clinical Competence

OBJECTIVE

The competence of health workers to attend to vulnerable and marginalized populations is critical to health equity. The study determines the competence of physicians in providing health care to LGBT adolescents in a national tertiary hospital.

METHODOLOGY

All physicians from the departments of Pediatrics and Family and Community Medicine were recruited. An electronic form collected demographic data and responses to the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBTDOCSS).Theresponsesweresummarizedandanalyzed.

RESULTS

Most respondents are male, with a mean age of 34.21 years. They are mainly staff of the Department of Pediatrics and post- residency fellows. Not all recall their participation in gender sensitivity training. They report scores towards the higher end of the scale: an overall score of 5.27 and mean subscale scores of 4.43 for clinical preparedness, 6.13 for attitudinal awareness, and 5.24 for basic knowledge. The heterogeneity and pertinacity of their experiences with LGBT individuals mediate their attitudinal awareness. Attaining the level of consultant suggests a better understanding of barriers and disparities against LGBT individuals. The tool has good internal reliability.

CONCLUSION

The demographic profile of the respondents suggests their involvement in healthcare, continuing education, and staff development. They report adequate competence in providing health care to LGBT adolescents.

Human ; Adolescent ; Competence ; Mental Competency ; Healthcare ; Delivery Of Health Care

The emergence of sialoendoscopy has fundamentally altered and has played a huge role in the diagnosis and treatment of salivary gland diseases. However, nationwide, the number of oral and maxillofacial surgeons skilled in the use of sialoendoscopy is very small, which limits its further promotion and application. No standardized training program is currently available for sialoendoscopy in domestic stomatology colleges, and the content and assessment standards of relevant training needs further improvement. Based on relevant clinical and teaching experience, this paper emphasizes the important role of clinical application and skill training for sialoendoscopy, with the aim of promoting the popularization and development of sialoendoscopic therapy.
Humans ; Endoscopy/methods* ; Clinical Competence ; Salivary Gland Diseases/diagnosis*

Objective To understand the willingness of general practitioner(GP) to enhance working competence in community healthcare centers in Shanghai and provide a basis for the competence training of GPs in community healthcare centers. Methods In August 2023,GPs were selected from some community healthcare centers in Shanghai and their willingness to enhance working competence were studied by a questionnaire survey.The survey included 39 secondary indicators in three dimensions:general practice theory,skills,and humanity. Results A total of 1 192 GPs completed the questionnaire,with an effective rate of 100%.The total score of GPs' willingness to enhance their working competence was 258.45±80.93,and the mean score of the three dimensions was 6.63±2.08.The score for the general practice theory was the highest (6.92±1.95),while that for general practice humanity was the lowest (6.44±2.34) among the three dimensions.The score of willingness to enhance working efficiency differed across different age ranges (P<0.001),professional titles (P<0.001),years of work (P<0.001),and educational backgrounds of GPs (P=0.039).Those with the age younger than 30 years old,junior professional titles,less than 5 years of work experience,and a college degree or below had the highest willingness score to enhance their working competence.Among the top three secondary indicators of willingness score in each dimension,the top three methods of working competence enhancement were community general practice and specialized healthcare services combined with outpatient learning,flexible further training,and continuing education courses.Conclusions There is an urgent need for young GPs in community healthcare centers in Shanghai to enhance their working competence.Targeted enhancement plans can be provided to different groups of GPs with different characteristics through community general practice and specialized healthcare services combined with outpatient learning,flexible further training,and continuing education courses,which can further enhance the ability and quality of the GP team.
Humans ; China ; General Practitioners/psychology* ; Surveys and Questionnaires ; Community Health Centers ; Clinical Competence ; Female ; Adult ; Male ; Attitude of Health Personnel ; Middle Aged

BACKGROUND

Outcomes-Based Education (OBE) in the Philippines has shifted perioperative training from numeric case quotas toward demonstrated competencies, with simulation increasingly used to address limited operating room (OR) exposure.

OBJECTIVE

This study determined the level of perioperative clinical performance among senior (4th year) nursing students and had also examined associations with four influencing domains: teaching–learning, interpersonal, student-related, and environmental.

METHODS

A descriptive–correlational study was conducted in AY 2023–2024 across higher education institutions in Eastern Visayas. A universal sample of 280 fourth-year BSN students who met minimum perioperative case requirements participated via online and paper surveys. Aresearcher-developed, expert-validated instrument that was anchored on CHED outcomes and PRC–BON guidelines was used to assess 11 competence domains in order to perceive influencing factors. Internal consistency was excellent (performance α = .987; factors α = .944). Descriptive statistics summarized competence; while Fisher’s Exact Test was used to assess associations (p < .05).

RESULTS

Competence was strongest in aseptic technique, patient safety, teamwork, documentation, and ethical–legal responsibilities. Lower ratings were noted for surgical skin preparation, anesthesia assistance, patient transport, medication safety, health education, and quality improvement. Among the four domains, only environmental factors (resources, workflow support, safety culture) were significantly associated with performance (Fisher’s Exact, p = .013).

CONCLUSION

Senior nursing students demonstrated strong technical and ethical perioperative competence but showed persistent gaps in less-frequent and higher-order competencies. Environmental supports in the OR decisively shaped performance. Programs should scale simulation for under-practiced tasks, strengthen mentorship, and explicitly integrate health education and quality improvement within perioperative training.

Human ; Learning ; Education ; Students, Nursing ; Mental Competency

Practice-based learning is the key objective of postgraduate education. COVID-19 has revealed that medical institutions may need to adopt adaptive strategies to guide their students. The aim of this study is to describe the perception of Philippine medical clerks towards their surgical preparedness with an Enriched Virtual Mode (EVM)-Hybrid Learning during the pandemic. A cross-sectional survey was conducted among 176 fourth-year students using a 21-item 4-point-Likert questionnaire. Descriptive analysis showed that students sustained a strong enthusiasm for surgery (composite mean = 2.83 ± 0.62), with the highest ratings given to skill-oriented subjects, such as practical minors (3.05 ± 0.82) and clinical surgery (3.03 ± 0.78). Preparedness was similarly high (3.17 ± 0.46): practice was regarded as essential (3.50 ± 0.68) and operating-room exposure useful (3.22 ± 0.68), though time for hands-on practice was adequate (2.84 ± 0.74). Preference scores revealed a desire for richer tactile experience (3.36 ± 0.37), with scrubbing, suturing and live surgery observation receiving most support (>3.50). Overall satisfaction reached a moderate-to-high level (2.99 ± 0.48) but lagged behind interest and preparedness, indicating that limited physical immersion tempered fuller contentment. These suggest that while a blended curriculum can preserve enthusiasm and sense of readiness, emphasis on protected skills laboratories and increased exposure to the operating room may be needed to translate conceptual competence into experiential fulfillment.

Human ; Male ; Female ; Young Adult: 19-24 Yrs Old ; Cross-sectional Studies ; Education ; Curriculum ; Perception ; Observation ; Schools, Medical ; Personal Satisfaction ; Learning ; Mental Competency ; Laboratories ; Pandemics

OBJECTIVES: To determine the impact of scenario-based lecture and personalized video feedback on anesthesia residents' communication skills during preoperative visits. METHODS: A total of 24 anesthesia residents were randomly divided into a video group and a control group. Residents in both groups took part in a simulated interview and received a scenario-based lecture on how to communicate with patients during preoperative visits. Afterwards, residents in the video group received personalized video feedback recorded during the simulated interview. One week later all the residents undertook another simulated interview. The communication skills of all the residents were assessed using the Consultation and Relational Empathy measure (CARE) scale by two examiners and one standardized patient (SP), both of whom were blinded to the group allocation. RESULTS: CARE scores were comparable between the two groups before training, and significantly improved after training in both groups (all P < 0.05). The video group showed significantly greater increase in CARE score after the training than the control group, especially assessed by the SP (t = 6.980, P <0.001). There were significant correlations between the examiner-assessed scores and SP-assessed scores (both P = 0.001). CONCLUSIONS Scenario-based lectures with simulated interviews provide a good method for training communication skills of anesthesia residents, and personalized video feedback can enhance their performance on showing empathy during preoperative interview.
Humans ; Internship and Residency ; Empathy ; Communication ; Anesthesiology/education* ; Male ; Female ; Adult ; Video Recording ; Feedback ; Clinical Competence