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Advancing Healthcare Delivery and Patient Quality of Care Through Healthcare...
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Advancing Healthcare Delivery and Patient Quality of Care Through Healthcare Professionals’ Development

A special issue of Healthcare (ISSN 2227-9032). This special issue belongs to the section "Healthcare Quality and Patient Safety".

Deadline for manuscript submissions: 31 May 2025 | Viewed by 2085

Special Issue Editors

Dr. Magdalena Cerbin-Koczorowska

E-Mail Website
Guest Editor
Edinburgh Medical School: Medical Education, Chancellor’s Building, University of Edinburgh, Edinburgh EH16 4SB, Scotland, UK
Interests: quality of care; health services research; interprofessional education; faculty development; healthcare professionals’ education
Dr. Toni Ungaretti

E-Mail Website
Guest Editor
School of Education, Johns Hopkins University, Baltimore, MD 21209, USA
Interests: interprofessional collaboration; adult learning and development; faculty development

Special Issue Information

Dear Colleagues,

Healthcare professionals' education (HPE) plays a pivotal role in enhancing healthcare delivery and improving the quality of patient care. In an era of rapid advancements in medical knowledge, technologies, and treatment modalities, ensuring that healthcare providers are equipped with current, comprehensive knowledge is essential for effectively applying evidence-based practices. This directly influences patient outcomes by reducing medical errors, enhancing diagnostic accuracy, and optimizing treatment protocols. However, HPE’s impact extends beyond just improving clinical skills. It is integral to fostering professionalism, maintaining high ethical standards, and building patient trust. Furthermore, HPE contributes significantly to shaping the leadership skills that drive systemic efficiency and innovation in healthcare delivery. By incorporating research and analytical skills into education, healthcare professionals are better prepared to contribute to medical advancements, quality improvement initiatives, and evidence-based policy development.

This Special Issue aims to explore how various aspects of HPE, encompassing undergraduate and postgraduate education as well as continuous professional development (CPD), contribute to improved clinical practice and enhanced quality of care. We invite submissions that address the direct link between educational strategies and the enhancement of healthcare delivery and patient care.

The research areas may include (but are not limited to) the following:

  • Quality improvement projects in clinical education and their effects on healthcare delivery and patient care;
  • Service learning and its impact on patient outcomes;
  • Interprofessional education and its impact on healthcare delivery;
  • HPE’s role in shaping professional behaviors and ensuring fitness to practice;
  • Addressing Equality, Diversity, and Inclusion through innovative approaches in healthcare education;
  • Optimizing HPE, using artificial intelligence (AI) and technology to enhance healthcare delivery.

We emphasize that the contributions should demonstrate a clear link to improving healthcare delivery and address the quality of care. We look forward to receiving your research and review articles, alongside case reports supported by a solid theoretical framework aligning with these objectives.

We look forward to receiving your contributions.

Dr. Magdalena Cerbin-Koczorowska
Dr. Toni Ungaretti
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Healthcare is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2700 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • healthcare workforce
  • fitness to practice
  • clinical education
  • healthcare professionals’ education
  • quality of care
  • patient care
  • healthcare delivery
  • professionalism
  • interprofessional education
  • service learning

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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Research

15 pages, 238 KiB  
Article
Comparative Self-Evaluation of Patient Education Practice: A Study of Novice and Experienced Physiotherapists
by Vedrana Grbavac, Mladenka Naletilić, Josip Šimić and Roma Forbes
Healthcare 2025, 13(3), 260; https://doi.org/10.3390/healthcare13030260 - 28 Jan 2025
Viewed by 641
Abstract
Background: Patient education is a key aspect of physical therapy practice; however, the differences in how experienced and novice physiotherapists perceive and apply patient education practice remain underexplored. Understanding these differences influences training approaches and improves physical therapy practice quality. This research aims [...] Read more.
Background: Patient education is a key aspect of physical therapy practice; however, the differences in how experienced and novice physiotherapists perceive and apply patient education practice remain underexplored. Understanding these differences influences training approaches and improves physical therapy practice quality. This research aims to determine the difference in self-reported patient education practice between experienced and novice physiotherapists. Methods: A previously published online survey instrument was used to collect data from physiotherapists employed in public health institutions in Bosnia and Herzegovina. The survey questions included demographic characteristics and questions about approaches to patient education, perceived importance, and factors contributing to skills development. Participants were recruited in two groups: experienced physiotherapists with work experience ≥ 11 years (n = 139) and novice physiotherapists with work experience ≤ 5 years (n = 45). Descriptive statistics, such as numbers and percentages, were used to summarize participant responses. Results: Experienced physiotherapists more frequently provided advice on posture, movement correction, daily activity strategies, and pacing while addressing patient concerns and exploring perceptions (p < 0.05). In contrast, novice physiotherapists placed significantly greater value on continuing education courses, considering them an important factor in developing patient education skills (p < 0.05). Conclusions: Experienced physiotherapists prioritize patient education focusing on posture, movement, and self-care strategies compared to novice physiotherapists. However, novice physiotherapists place a higher importance role on continuous education. Identifying these differences may help tailor training and mentorship to improve physiotherapy practice, ensuring better patient outcomes. Full article
(This article belongs to the Special Issue Advancing Healthcare Delivery and Patient Quality of Care Through Healthcare Professionals’ Development)
15 pages, 227 KiB  
Article
Factors Associated with the Practice of Assessing Drug–Drug Interactions Among Pharmacists in Saudi Arabia
by Khalid Alhussain, Abdullah Al Dandan, Haider Al Elaiwi, Hassan Al Wabari, Ali Al Abdulathim and Sulaiman Almohaish
Healthcare 2024, 12(22), 2285; https://doi.org/10.3390/healthcare12222285 - 15 Nov 2024
Viewed by 972
Abstract
Background: Drug–drug interactions (DDIs) occur when two or more drugs are administered concomitantly, changing the pharmacokinetics or pharmacodynamics of a drug’s characteristics. Despite the advances in health technology, DDIs remain a concern to patient safety. This study aimed to (1) assess the knowledge, [...] Read more.
Background: Drug–drug interactions (DDIs) occur when two or more drugs are administered concomitantly, changing the pharmacokinetics or pharmacodynamics of a drug’s characteristics. Despite the advances in health technology, DDIs remain a concern to patient safety. This study aimed to (1) assess the knowledge, attitude, and practice of hospital and community pharmacists toward DDIs in Saudi Arabia and (2) examine factors associated with their practice. Methods: A cross-sectional study was conducted using an online self-administered questionnaire targeting hospital and community pharmacists working in Saudi Arabia. The study questionnaire consisted of five sections: demographics, knowledge, attitude, and practice toward DDIs, as well as pharmacy characteristics. Descriptive statistics were used to summarize the characteristics of participants as count and percentage. Chi-square tests were used to examine associations between practice variables and other independent variables. Results: A total of 131 pharmacists participated in the study. The majority were males (81.7%), aged 26–35 years (64.9%), and worked in community pharmacies (81.7%). Nearly half of the participants reported optimal practice regarding checking drug interactions before dispensing any drug. Factors associated with the practice of checking DDIs were found to be gender, perceived workload, perceived knowledge, and attitude variables. Regarding the practice of asking patients about their prescription and OTC drugs, there were statistically significant differences between hospital and community pharmacists. Conclusions: Our findings on both community and hospital pharmacists in Saudi Arabia reveal that pharmacists’ attitudes and perceived knowledge might influence the practice of pharmacists toward DDIs. Full article
(This article belongs to the Special Issue Advancing Healthcare Delivery and Patient Quality of Care Through Healthcare Professionals’ Development)
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