The incorporation of ethical and bioethical rules in Law

The ethics of the health professions and bioethics constitute a source for the legal norm, especially for those of health law. The provision of health services, eventually, due to its experimental and interventionist nature, can put at risk the legal assets of the person such as dignity, life and integrity, so that the obligations derived from ethics and bioethics, As a normative framework, they must be observed by health personnel.

Promoting Salutogenic Capacity in Health Professionals

From a salutogenic perspective, relational and reflective competencies are key to the success of competence building. Reflecting on and exploring one’s (life) experience in a continuous learning process can enhance salutogenic competence.This chapter, whose authors have many years of experience building health professionals’ salutogenic competence, is nicely illustrated with teaching and coaching examples drawn from (a) a master’s programme for students in various health professions, (b) salutogenic talk-therapy groups, (c) students in health promotion training programmes, and (d) on-the-job training of healthcare professionals working in childcare services.The chapter discusses the concept of “self-tuning,” referring to habitual self-sensitivity, reflection, and mobilising of resources, which can play a central role in all types of training. This chapter emphasises that trainers should strive to “live the talk,” developing their personal salutogenic capacity – in other words, do what you teach and be what you teach.

A Pedagogical Paradigm Shift

This chapter provides an insight into the theoretical perspectives which form the foundation of extended reality (XR) and its emergence in practice as a fundamental part of medical and healthcare curricula. Issues such as the authenticity of learning, the validity and reliability of XR within processes of assessment, and the theoretical underpinnings of pedagogical approaches in health professions pedagogy are illuminated. Also considered are the implications of XR within the context of non-patient-based learning and the delineation of cognitive, affective, and psychomotor domains of learning in relation to patient outcomes at the front line of care in applied practice. The COVID-19 pandemic, which has impacted all global higher education institutional (HEI) learning since March 2020, is also considered in the context of moves to ensure that medical and healthcare education can continue, albeit via hybrid models of learning as opposed to traditional pedagogical approaches, which have remained little altered over the last century.