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| CO-EDITORS NOTES |
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| Year : 2020 | Volume
: 33
| Issue : 3 | Page : 85 |
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Co-editors' Notes 33:3
Michael Glasser1, Danette McKinley2
1 University of Illinois, Rockford, IL, USA
2 Foundation for Advancement of International Medical Education and Research, Philadelphia, PA, USA
| Date of Submission | 22-Feb-2021 |
| Date of Acceptance | 23-Feb-2021 |
| Date of Web Publication | 16-Mar-2021 |
Correspondence Address:
Michael Glasser
University of Illinois, Rockford, IL
USA
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/1357-6283.311321
How to cite this article:
Glasser M, McKinley D. Co-editors' Notes 33:3. Educ Health 2020;33:85 |
Welcome to Issue 33.3 of Education for Health. In “Learning experiences of medical and pharmacy students at a student-run clinic in South Africa and the development of a framework for learning,” Johnston et al. focus on interprofessional education in the context of service for the homeless in a free clinic. Based on the results of focus group discussion: Three themes emerged from this work: (1) add more tools to your toolbox; (2) learn from supervisors and peers; and (3) we (the interprofessional clinic team) can really make a difference.
From Argentina, Parodi et al. contribute “Validation of a Spanish version of a 360° feedback tool for residents' performance: A pilot study.” The aim of this research was to evaluate the validity, reliability, and feasibility rates of the Mini-Peer Assessment Tool, translated into Spanish. The study provides evidence for the reliability and validity of the Spanish version of the feedback tool used to assess global performance and humanistic qualities of residents.
Park and Chang, in their paper “Is peer assessment an effective learning tool in an internationally and educationally heterogeneous cohort of students?,” also focus on interprofessional and multidisciplinary education. They found that undergraduate students from a variety of backgrounds and nationalities agreed that peer assessment improved learning and engagement and peer assessment was appropriate as a method of formative assessment.
In “Postsecondary nutrition program education in the Hashemite Kingdom of Jordan: A brief report,” Bakri et al. conducted an electronic review of nutrition programs listed on university websites and department webpages offered in postsecondary institutions in Jordan. The authors conclude that postsecondary education is progressing, but few institutions offer nutrition education programs that prepare students for practice.
Finally, we have two Letters to the Editor. In the first, 'Repurposing Conferences – Is it time?' Prahlad and Kushtagi reflect on the purpose and utility of in-person versus virtual mode conferences, which have come into sharper focus during the Covid 19 pandemic. The authors examine the two formats, recommending mixed use of face-to-face and virtual conferences, with more participant engagement, flexibility and access. In the second LtE “Evidence-based medicine amid the pandemic: A path toward continuing medical education and the combat of misinformation,” de Paula Bedaque et al., in a timely piece, looks at educational programming in the context of the pandemic. They conclude that the pandemic or social isolation should not stop the educational process.
As usual, published articles are from across the world, including Argentina, Brazil, England, Jordan, South Africa, and the United States.
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