Medical Education[JOURNAL]
Sun
200 papers
Channelling Socrates to re-imagine asynchronous online learning.
Bartle E, Lee I
Med Educ · 2026 Jul · PMID 42397121 · Publisher ↗
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Moving beyond tokenism: A structured and intentional approach to embedding health advocacy in medical education.
Nyaradi A, Amarasekera M, Demmer D
Med Educ · 2026 Jul · PMID 42394630 · Publisher ↗
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Effect of a four-month indirect vision training program on ergonomic posture and class I cavity preparation performance in dental students.
Çeli̇k ZC, Dinç Ata G, Sağlam H
BMC Med Educ · 2026 Jul · PMID 42393737 · Full text
OBJECTIVE: This study aimed to evaluate the effects of an indirect vision training (IVT) program on dental students' working postures and cavity preparation performance, using a modified CADEP (Compliance Assessment of D...
OBJECTIVE: This study aimed to evaluate the effects of an indirect vision training (IVT) program on dental students' working postures and cavity preparation performance, using a modified CADEP (Compliance Assessment of Dental Ergonomic Posture) scoring system. MATERIALS AND METHODS: In this single-group pre-post quasi-experimental study, The IVT group consisted of 35 third-year dental students, while the control group comprised 67 third-year students from the subsequent academic year who completed the same preclinical restorative dentistry curriculum without receiving IVT. They performed Class I cavity preparations on teeth #16 and #46 using phantom heads. Ergonomic posture was assessed using a modified CADEP scale before and after training. Cavity preparation scores were evaluated for tooth #16 and #46. Data were analyzed using Chi-square, Mann-Whitney U, and Wilcoxon signed-rank tests. Repeated measurements were additionally evaluated using generalized linear mixed models (GLMMs). Statistical significance was set at p < 0.05. RESULTS: Following indirect vision training, significant improvements were observed in both ergonomic posture and cavity preparation performance. For Tooth 16, total CADEP scores increased from 47.86 to 62.29 (p < 0.001), while cavity preparation performance scores improved from 64.43 to 72.43 (p < 0.001). For Tooth 46, total CADEP scores increased from 42.29 to 53.86 (p = 0.006), and performance scores improved from 64.14 to 69.91 (p < 0.001). Significant improvements were detected in CADEP-2, CADEP-3, CADEP-6, and CADEP-7 for Tooth 16, and in CADEP-6 and CADEP-7 for Tooth 46. No significant differences were observed according to academic year or gender for most parameters (p > 0.05). CONCLUSION: This study showed that a 16-week indirect vision training program was associated with improvements in ergonomic posture and Class I cavity preparation performance, particularly in lumbar support, stool use, feet positioning, and dental light positioning.
Views and reported practices of South African speech-language therapy and audiology undergraduate students on linguistic and cultural integration in training.
Khoza-Shangase K, Abrahams F
BMC Med Educ · 2026 Jul · PMID 42393725 · Full text
BACKGROUND: South Africa's speech-language therapy (SLT) and audiology professions face challenges in achieving linguistic and cultural integration (i.e., the meaningful incorporation of diverse linguistic and cultural p...
BACKGROUND: South Africa's speech-language therapy (SLT) and audiology professions face challenges in achieving linguistic and cultural integration (i.e., the meaningful incorporation of diverse linguistic and cultural perspectives into training and practice), a critical aspect for effectively serving the country's diverse population. Limited curriculum content on indigenous languages and cultural competence, along with low diversity of academic and clinical training staff (staff), may hinder students' preparedness for multilingual and multicultural clinical practice. This study explored undergraduate students' views and self-reported practices regarding linguistic and cultural integration during their professional training. AIM: To explore the views and practices of South African SLT and audiology undergraduate students concerning linguistic and cultural integration in their training. METHODS: A cross-sectional convergent mixed-methods survey design was used to gather quantitative and qualitative data from a purposive sample of 48 third- and fourth-year SLT and audiology students across four South African universities. Data were collected using a structured online questionnaire, including Likert-scale items and open-ended questions. Quantitative data were analysed using descriptive and inferential statistics, while thematic analysis was applied to qualitative responses. RESULTS: Within this sample, participants recognised the importance of linguistic and cultural competence but report feeling inadequately prepared to implement these skills in clinical settings. Key barriers included insufficient curriculum coverage of cultural topics, reliance on untrained interpreters, and a lack of bilingual resources. Students from indigenous language backgrounds reported higher ratings of the importance of linguistic integration than their English-speaking peers (p < .05). Qualitative themes suggested a perceived need for greater curriculum responsiveness, increased staff diversity, and enhanced institutional support to facilitate culturally competent practice. CONCLUSION: These exploratory findings suggest that curriculum responsiveness, institutional support, and staff diversity may warrant further consideration within ongoing efforts aimed at improving student preparedness for practice in South Africa's multilingual and multicultural healthcare environment. These findings point to the need for ongoing educational transformation efforts to better serve the diverse needs of the South African population.
"Jack of all trades, master of none?" rethinking the value of diversity in pharmacy practice.
da Fonseca FL, Dosea AS, Araújo-Neto FC … +4 more , Dos Santos LG, Pimentel DMM, Caxico-Vieira LJS, de Lyra DP
BMC Med Educ · 2026 Jul · PMID 42393708 · Full text
OBJECTIVE: To understand how mentors and retail pharmacy managers perceive the influence of pharmacy practice diversification on pharmacists' professional identity. METHODS: This qualitative study was carried out with me...
OBJECTIVE: To understand how mentors and retail pharmacy managers perceive the influence of pharmacy practice diversification on pharmacists' professional identity. METHODS: This qualitative study was carried out with mentors and retail pharmacy managers, selected by purposive sampling. Semi-structured interviews were conducted via videoconference by an experienced researcher. The study was approved by the Research Ethics Committee of Federal University of Sergipe (approval number: 4.169.752). The data were analyzed using categorical content analysis, supported by ATLAS.ti software. RESULTS: A total of 19 pharmacists participated in the study, including 10 mentors and 9 retail pharmacy managers. Both groups highlighted positive and negative aspects regarding the diversity of areas in the pharmacy education. The content analysis resulted in central categories, such as increased employability, addressing health needs, fragmentation of professional focus, and fragility in professional identity. Both groups recognized the importance of specialization and the need to reform the curriculum with more in-depth content organized by areas of knowledge. CONCLUSION: The diversification of professional practice presents challenges for pharmacy education and pharmacists' professional identity. The findings suggest the need for a structured educational model based on core professional practice areas and minimum knowledge standards, which can support the development of a solid professional identity responsive to the challenges of the Brazilian healthcare system.
Personality traits, technology affinity, and artificial intelligence readiness in medical students: a multinational cross-sectional study.
Bornemann-Cimenti H
BMC Med Educ · 2026 Jul · PMID 42393703 · Full text
BACKGROUND: Artificial intelligence is increasingly embedded in clinical practice and medical education, yet the psychological determinants of students' readiness remain poorly understood. We are aware of no study that h...
BACKGROUND: Artificial intelligence is increasingly embedded in clinical practice and medical education, yet the psychological determinants of students' readiness remain poorly understood. We are aware of no study that has simultaneously examined personality traits, technology affinity and AI readiness in a single cohort. METHODS: In a cross-sectional online survey using convenience and snowball sampling, medical students from six continents completed three self-report instruments: the Medical Artificial Intelligence Readiness Scale (MAIRS-MS), the Big Five Inventory-10 and the Affinity for Technology Interaction scale. Pearson correlations, multiple linear regression and ANOVA were applied. The protocol was prospectively registered (OSF: osf.io/7s89a). RESULTS: Of 1,920 respondents, 1,278 (66.5%) completed all instruments and constituted the analytic sample, whilst 642 (33.5%) with incomplete data were excluded by listwise deletion (54.8% female; mean age 19.9 ± 1.56 years; 65.9% European). Openness correlated with the Vision subscale (r = 0.669) and agreeableness with the Ethics subscale (r = 0.602); technology affinity was associated with overall readiness (r = 0.231; all p < 0.001). Male gender (B = 6.698), openness (B = 1.772) and agreeableness (B = 1.518) were independent predictors of overall readiness, whereas technology affinity did not retain an independent effect once personality and gender were accounted for. Men reported higher overall readiness (η² = 0.143); women scored marginally higher on ethical awareness. CONCLUSIONS: Personality traits were independently associated with AI readiness, whereas technology affinity was associated with overall readiness only at the bivariate level. Given the cross-sectional design, these relationships denote associations rather than causal effects. Medical AI curricula should adopt differentiated instructional approaches informed by students' psychological profiles.
Psychological determinants of successful practical teaching: personality traits, self-efficacy, and subjective perception in a hands-on clinical skills course.
Lenes A, Klasen M, Bohorquez-Mendoza G … +3 more , Gecht J, Sopka S, Vogt L
BMC Med Educ · 2026 Jul · PMID 42393695 · Full text
PURPOSE: Physical examination is central to undergraduate medical education, yet students may differ in how they experience group-based clinical skills training. This study investigated associations between personality t...
PURPOSE: Physical examination is central to undergraduate medical education, yet students may differ in how they experience group-based clinical skills training. This study investigated associations between personality traits, self-efficacy, comfort in group learning settings, and self-assessed learning success in a peer-led physical examination course with standardized patients. METHODS: Medical students completed an online survey before and after the course. Personality traits were assessed using the NEO Five Factor Inventory, and self-efficacy was measured with the General Self-Efficacy Scale. Custom-designed scales assessed comfort in group learning settings and self-assessed confidence in eight physical examination skills. Self-assessed learning success was defined as the individual change in confidence between the two measurement points. RESULTS: Comfort in group learning settings was positively associated with self-efficacy and negatively associated with neuroticism. After Bonferroni correction, no significant associations were found between comfort and extraversion, conscientiousness, agreeableness, or openness. neuroticism and self-efficacy were substantially negatively correlated. Comfort in group learning settings was positively associated with self-assessed learning success. Exploratory cluster analysis suggested two student profiles differing in neuroticism/self-efficacy, comfort, and self-assessed learning success. CONCLUSION: The findings indicate that students' experiences in group-based physical examination training are associated with individual psychological characteristics, particularly neuroticism and self-efficacy. Clinical skills training should foster psychological safety, structured feedback, scaffolded practice, and low-stakes learning opportunities to support students with different learner profiles. Future studies should include objective performance measures to complement self-assessed outcomes.
The efficacy of patient-in-classroom instruction compared to traditional lectures: a quasi-experimental study in nursing education.
Moslemi Najarcolaie F, Kordian A, Salamat F … +4 more , Rezaei F, Sanagoo A, Firouzbakht M, Jouybari L
BMC Med Educ · 2026 Jul · PMID 42393652 · Full text
BACKGROUND: Traditional, lecture-based nursing education often fails to prepare students for real-world patient care. This study evaluates experiential learning through direct patient engagement to bridge this theory-pra...
BACKGROUND: Traditional, lecture-based nursing education often fails to prepare students for real-world patient care. This study evaluates experiential learning through direct patient engagement to bridge this theory-practice gap. METHODS: This quasi-experimental study employed a two-group, post-test-only design. A sample of 700 nursing students was determined through a priori power analysis. Participants were non-randomly assigned (quasi-experimental allocation due to intact classroom groups) to intervention (n = 350, patient-in-classroom teaching) or control (n = 350, traditional lectures) over 14 weeks. Teaching quality was measured using a validated 13-item questionnaire assessing four domains. Primary analyses used Mann-Whitney U tests with Cohen's d for effect size (α = 0.05). RESULTS: The intervention group demonstrated statistically significant superiority across all teaching quality domains (P < 0.001). The mean total teaching quality score was 11.07 points higher in the intervention group (58.13 ± 4.44) compared to the control (47.06 ± 6.73), with a large effect size (Cohen's d = 1.94). Domain-specific analyses revealed large effect sizes: conceptual learning (d = 1.91), instructional organization (d = 2.01), pedagogical methods (d = 2.15), and student engagement (d = 1.97). However, the large effect sizes should be interpreted cautiously given the potential for Hawthorne effects and social desirability bias inherent in self-reported perceptions. CONCLUSION: The patient-in-classroom method was associated with significantly higher perceived teaching quality compared to traditional lectures. These findings suggest that this experiential approach may be a valuable addition to nursing curricula; however, further research using objective outcome measures is needed to establish effects on clinical competence and long-term learning outcomes.
Dental school caries and periodontitis risk analysis skillset: survey of carryover to practice.
Johnsen DC, Garaicoa-Pazmino C, Jain A … +6 more , Marchini L, Vo K, Miller S, Rossi J, Shi W, Smith D
BMC Med Educ · 2026 Jul · PMID 42387601 · Full text
BACKGROUND: Scarce evidence is available in how clinicians process the management of high-risk individuals in real-world scenarios. The purpose of the present study is to discern the degree to which graduates apply expli...
BACKGROUND: Scarce evidence is available in how clinicians process the management of high-risk individuals in real-world scenarios. The purpose of the present study is to discern the degree to which graduates apply explicit risk analysis skillsets in practice over time, and how graduates prioritize risk factors for caries and periodontitis. METHODS: The importance of risk factors for caries and periodontitis and management of low/high risk private practice patients were surveyed among dental graduates within the last ten years. Surveys were sent from August 2025 through October 2025. Data patterns were observed with statistics as support. RESULTS: A total of 73 surveys were obtained. For 75% of respondents, risk level influenced treatment planning. For caries-affected patients, respondents ranked risk from highest to lowest with all being considered worthy: oral hygiene, current disease level, patient compliance, sugared beverages, xerostomia, prognosis, no treatment/monitor conditions for up to 5 years, dental literacy, fluoride exposure, social barriers, and general health. For periodontitis, respondents' rankings were similar with smoking and diabetes also ranking high. Most respondents (71%) stated that they adapted ideas from dental school to practice and were more likely to score low risk patients with a more optimistic prognosis than high risk patients. CONCLUSIONS: Dental graduates take risk factors into account in making patient decisions in practice. Similarities in the thought process was noted in determining risk for caries- and periodontitis-affected patients. Oral hygiene, current disease level, and patient compliance are risk factors with consistent high ratings for both caries and periodontitis, indicating the importance of engaging the patient to improve health.
Understanding mental health challenges in health students.
Baldassin S, Martins-Da-Silva AS, Castaldelli-Maia JM … +1 more , Silva N
BMC Med Educ · 2026 Jul · PMID 42387571 · Full text
BACKGROUND: Health challenges among healthcare students, particularly those in Medicine, Nursing, and Occupational Therapy, have garnered increasing attention. This study aimed to assess the prevalence of depression and...
BACKGROUND: Health challenges among healthcare students, particularly those in Medicine, Nursing, and Occupational Therapy, have garnered increasing attention. This study aimed to assess the prevalence of depression and anxiety symptoms among 780 undergraduate students and explore associated factors and help-seeking behaviors. METHODS: Data from 780 medical records were retrospectively analyzed. In addition to a complete standardized anamnesis, students were invited to complete the Beck Depression Inventory and the Spielberger Anxiety Inventory. RESULTS: Out of 11,567 consultations conducted over 21 years (which generated 780 medical records), 584 students completed both the BDI and STAI-T questionnaires and were included in the final analysis. Medicine accounted for 337 students (57.7%), Nursing for 134 students (22.9%), and Occupational Therapy for 114 students (19.5%). Participants' ages ranged from 17 to 58 years. Medical students had lower mean ages and fewer severe depression cases, while nursing students showed higher rates of divorced, widowed, brown, and black individuals. Occupational therapy students had more severe depression symptoms and higher averages in the affective cluster of the Beck Inventory for Depression. Medical students exhibited higher levels of spontaneous help-seeking, while nursing and occupational therapy students were more likely to be referred for help by professors. Significant associations were found between the graduation and variables such as family mental health treatment, referral sources, and indications for psychotherapy. The severity of depression symptoms significantly influenced help-seeking behaviors, with students experiencing non-severe depression being more inclined to seek help spontaneously. CONCLUSIONS: These findings underscore the importance of proactive mental health support and tailored interventions within healthcare education, ultimately contributing to the mental health, self-care, and skill development of students, teachers, and institutions. TRIAL REGISTRATION: Approved by the Research Ethics Committee in Certificate of Presentation of Ethical Assessment opinion 31210620.0.0000.0082, number: 4.098.082. The research protocol was approved on August 16th, 2000. CLINICAL TRIAL NUMBER: not applicable.
Student-generated learning materials as active learning: a qualitative study of midwifery students' experiences.
Serhatlıoğlu S
BMC Med Educ · 2026 Jul · PMID 42387551 · Full text
BACKGROUND/OBJECTIVES: Student generated learning materials are increasingly used in health education to support active learning. However, evidence specifically addressing midwifery students' perceptions of this process...
BACKGROUND/OBJECTIVES: Student generated learning materials are increasingly used in health education to support active learning. However, evidence specifically addressing midwifery students' perceptions of this process in course-based educational contexts remains limited. This exploratory qualitative study aimed to examine midwifery students' written reflections on the process of generating learning materials within the "Normal Birth and Postpartum Period" course. METHODS: The study was conducted with third-year midwifery students at a foundation university in southern Türkiye. Of 39 eligible students, 26 provided usable structured open-ended written reflection data. Students generated learning materials related to course topics over a 10-week period and presented them during an end of term exhibition. Data were collected after course assessment and formal grading procedures had been completed. The written reflections were analyzed using reflexive thematic analysis. The study followed the COREQ checklist, and ethical approval was obtained. RESULTS: Analysis revealed four main themes with thirteen sub-themes: individual learning and academic development, emotional and personal experiences, difficulties and obstacles, and instructional direction and application experience. Students perceived the process as supporting engagement with course content, visual learning, self-confidence, and professional awareness. However, students also reported stress, time management difficulties, material-related limitations, uncertainty in topic or material selection, and limited satisfaction in some cases. CONCLUSION: Since this exploratory qualitative study was based on written reflections from a single cohort, the findings should be interpreted as students' self-reported perceptions rather than evidence of objective learning outcomes or pedagogical effectiveness. Further studies using mixed-methods designs, objective learning measures, and diverse educational settings are needed.
Point-of-care ultrasound tele-didactic teaching for prehospital emergency personnel (POCUS TT study): a randomized non-inferiority trial.
Lintschinger JM, Degischer B, Dronigi L … +9 more , Bolnberger A, Erdös B, Kaider A, Klaus DA, Magnet I, Constantinovits M, Vadas V, Tiboldi Á, Hafner C
BMC Med Educ · 2026 Jul · PMID 42387530 · Full text
BACKGROUND: Point-of-care ultrasound (POCUS) is increasingly used in prehospital emergency medical services (EMS), including non-physician providers. However, access to high-quality hands-on training is often limited. Te...
BACKGROUND: Point-of-care ultrasound (POCUS) is increasingly used in prehospital emergency medical services (EMS), including non-physician providers. However, access to high-quality hands-on training is often limited. Tele-didactic approaches may provide a scalable alternative, but comparative evidence is scarce. This study evaluated whether tele-didactic training is non-inferior to face-to-face instruction for teaching the extended Focused Assessment with Sonography for Trauma (eFAST) protocol. METHODS: In this multicenter, prospective, randomized controlled non-inferiority trial, non-physician EMS personnel from Austria and Hungary with limited prior POCUS experience were randomly assigned to either tele-didactic or face-to-face hands-on training. All participants first completed a standardized e-learning course, followed by a one-hour practical training session according to group allocation. Performance was subsequently evaluated in a simulated scenario using the Objective Structured Assessment of Ultrasound Skills (OSAUS; range 7-35), with assessments conducted by blinded experts. The inferiority limit was set at a difference in means of 7 OSAUS score points. The analysis was conducted according to the per-protocol principle. Secondary outcomes included OSAUS subdomain scores, time to task completion, cognitive load as measured by the NASA Task Load Index, and user experience. RESULTS: A total of 90 participants were analyzed (45 per group). Mean OSAUS scores were 26.6 ± 4.6 (face-to-face) and 27.6 ± 4.3 (tele-didactic), with a mean difference of 1.0 (lower 97.5% confidence limit: -0.8), demonstrating non-inferiority (p < 0.001). No significant differences were observed in adjusted analyses or OSAUS subdomains. Time to completion and cognitive load were comparable between groups. Tele-didactic training showed high technical feasibility and user satisfaction, with minimal technical issues. CONCLUSION: Tele-didactic training achieved comparable short-term performance outcomes and was well accepted by participants, supporting its potential as a feasible approach to expanding access to eFAST training for non-physician EMS providers. TRIAL REGISTRATION: This study was registered on clinicaltrials.gov (NCT06824675; 07-Feb-2025).
Application of case-based learning combined with three-dimensional image reconstruction technology in clinical teaching of liver ultrasound.
Wu Y, Liu F, Zhang H
BMC Med Educ · 2026 Jul · PMID 42387519 · Full text
BACKGROUND: This study explored the effectiveness of case-based learning (CBL) combined with three-dimensional (3D) image reconstruction technology for liver ultrasound training among standardized training residents. MET...
BACKGROUND: This study explored the effectiveness of case-based learning (CBL) combined with three-dimensional (3D) image reconstruction technology for liver ultrasound training among standardized training residents. METHODS: A total of 60 resident physicians receiving standardized training at the Ultrasound Department of Sichuan Provincial People's Hospital between December 2020 and December 2023 were enrolled. Following a baseline pre-course assessment, participants were randomly assigned to two groups. The experimental group (n = 30) received instruction using a combination of imaging 3D reconstruction technology and CBL, while the control group (n = 30) received traditional teaching, including instructor-led lectures with PowerPoint, anatomical atlases and routine ultrasound images, as well as hands-on training following standard operational demonstrations. Both groups completed 20 class hours. After completion, their performance was evaluated using objective, standardized practical assessments covering liver ultrasound scanning, segmentation, lesion localization, and qualitative diagnosis. In addition, participants' perceptions and satisfaction were measured using a structured questionnaire with Likert-scale items. RESULTS: The experimental group scored significantly higher than the control group in all five aspects of the questionnaire survey (p < 0.05). In addition, the experimental group achieved higher scores in basic liver ultrasound scanning, hepatic segmentation and focal liver lesion localization (all p < 0.05). However, there was no significant difference between the two groups in the qualitative diagnosis assessment of liver mass lesions (p > 0.05). DISCUSSION: These findings suggest that integrating CBL with imaging 3D reconstruction technology in liver ultrasound training can effectively enhance the learning outcomes of junior residents. This approach not only improves practical skills but also stimulates intrinsic learning interest, indicating its potential as a promising new teaching model in clinical education.
Development and validation of the SMART-BPPV: a multimedia learning module for BPPV education.
Ho AZJ, Jamaluddin SA, Johari AH … +1 more , Othman IA
BMC Med Educ · 2026 Jul · PMID 42387499 · Full text
BACKGROUND: Benign paroxysmal positional vertigo (BPPV) is the most prevalent vestibular disorder in clinical practice, yet its diagnosis and management remain challenging for trainees due to their procedural and interpr...
BACKGROUND: Benign paroxysmal positional vertigo (BPPV) is the most prevalent vestibular disorder in clinical practice, yet its diagnosis and management remain challenging for trainees due to their procedural and interpretation-dependent nature. Existing teaching approaches are often variable, lack standardisation, and provide limited support for skill acquisition. While multimedia learning is increasingly adopted in medical education, few resources are systematically developed and rigorously validated, particularly in vestibular training. This study aimed to develop and validate the content and face validity of the SMART-BPPV multimedia learning tool for BPPV education. METHODS: This methodological study followed the ADDIE instructional design framework. After completion of the analysis, design, and development phases, the module underwent structured content and face validation. Seven experts in otorhinolaryngology and audiology assessed content relevance and clarity using a 4-point scale. Item- and scale-level Content Validity Indices (I-CVI, S-CVI/Ave) and chance-corrected agreement statistics were calculated. Face validity was evaluated by 30 medical officers assessing clarity, usability, and relevance. RESULTS: The module demonstrated excellent content validity (S-CVI/Ave = 0.987; I-CVI = 0.857-1.000; k* = 0.848-1.000). Interrater agreement using Gwet's AC1 was near-perfect (0.976), while Fleiss' κ (- 0.01) reflected the known paradox associated with highly uniform ratings. Face validity was similarly high (S-FVI/Ave = 0.999; I-FVI = 0.967-1.000). Qualitative feedback consistently highlighted clarity, logical organisation, and effective visual design, with minor refinements incorporated. CONCLUSIONS: SMART-BPPV demonstrated excellent content and face validity, supporting its suitability as a structured educational resource for introductory BPPV education. Future studies should evaluate its impact on knowledge acquisition and procedural performance.
Assessing the reliability and validity of a standardized rubric for staff evaluation of all-ceramic crown preparations at preclinical setting.
Alzahrani A, Muaadi A, Alotaibi AO … +4 more , Felemban MF, Shukr BS, Al Moaleem MM, Baggash TA
BMC Med Educ · 2026 Jul · PMID 42387480 · Full text
BACKGROUND: Ensuring a consistent and valid assessment of preclinical technical skills is essential in dental education. This study evaluated the inter-rater reliability and validity of a standardized analytic rubric for...
BACKGROUND: Ensuring a consistent and valid assessment of preclinical technical skills is essential in dental education. This study evaluated the inter-rater reliability and validity of a standardized analytic rubric for staff evaluation of single all-ceramic crown preparations across multiple academic years. It compared student performance in midterm and final examinations, examined cohort variability, and investigated the correlation between academic achievement (grade point average or GPA) and practical performance. MATERIALS AND METHODS: A retrospective cross-sectional study was conducted on fourth-year male dental students from three consecutive academic years (2020-2023). Two experienced double-blinded faculty members independently evaluated midterm and final crown preparations by using a validated analytic rubric. The rubric comprised six criteria: five technical domains (occlusal/incisal reduction, axial reduction, taper, finish line placement, and finishing of the preparation) scored 0-6 points and one professionalism domain scored 0-4 points, yielding a total maximum score of 40 points. Inter-rater reliability, cohort differences, and GPA correlation were assessed using Cronbach's alpha, Kruskal-Wallis tests, and Pearson's correlation, respectively, and significance was set at p < 0.05. RESULTS: Inter-rater reliability was high for the overall scores (midterm α = 0.881, final α = 0.899). Among the individual parameters, taper (retention and resistance) scored the highest in the midterm examination (Staff 1: 5.13/6), and finish line placement scored the lowest in the final examination (Staff 1: 3.79/6). Professionalism showed the lowest inter-rater consistency (α = -0.095). Performance considerably declined from midterm to final examinations (Staff 1 scores declined from 28.19 to 23.68). Substantial variability existed across the academic years, with the 2021-2022 cohort outperforming the others. GPA showed only one weak positive correlation with final scores from one evaluator (r = 0.287, p = 0.037) and was otherwise not significant. CONCLUSION: The analytic rubric proved reliable for standardized preclinical assessment, supporting its implementation despite the unexpected decline in the final examination scores and cohort variations with a high inter-reliability score. Academic GPA was a poor predictor of practical crown preparation performance, reinforcing that cognitive and psychomotor competencies are distinct domains in dental education.
Correlation between health literacy and risk-taking behaviors among medical university students.
Farhadi E, Saki M, Khodayarimotlagh Z … +2 more , Mohammadi R, Farhadi H
BMC Med Educ · 2026 Jul · PMID 42387463 · Full text
BACKGROUND: Health literacy (HL) is a pivotal educational competency and a critical life skill that empowers individuals to make informed health decisions. Given the susceptibility of medical sciences students to various...
BACKGROUND: Health literacy (HL) is a pivotal educational competency and a critical life skill that empowers individuals to make informed health decisions. Given the susceptibility of medical sciences students to various psychosocial stressors, elucidating the link between their HL capacities and behavioral choices is essential. This study aimed to investigate the association between health literacy and engagement in high-risk behaviors among students at Lorestan University of Medical Sciences. METHODS: This descriptive-analytical cross-sectional study was conducted in 2025 among 306 students selected via stratified random sampling. Data were collected using the Health Literacy for Iranian Adults (HELIA) and the Youth Risk Behavior Survey (YRBS) questionnaires. Statistical analyses included Pearson correlation and multiple linear regression. Model assumptions were verified, and the Variance Inflation Factor (VIF) was assessed to ensure the absence of multicollinearity. RESULTS: The mean scores for health literacy and high-risk behaviors were 132.96 ± 14.40 and 96.17 ± 10.74, respectively. A significant inverse correlation was observed between health literacy and high-risk behaviors (r=-.289, p<.001). Multiple regression analysis revealed that after controlling for demographic variables, health literacy was a significant inverse predictor of high-risk behaviors (β=-.334, p<.001), accounting for 12.5% of the variance (R=.125). Dimensional analysis further indicated that the 'Access to health information' dimension was the most significant predictor of risk reduction (β=-0.23, p=0.002). CONCLUSION: Higher health literacy is significantly associated with a reduction in high-risk behaviors among medical students. Specifically, the ability to effectively access and navigate health resources emerges as the most critical predictor of this association. These findings underscore the necessity of integrating functional health literacy training-focusing on information access and critical appraisal-into medical curricula to support student well-being and professional competency.
Is simulation always a safe learning environment? Anxiety and social anxiety symptoms in first-year medical students during simulated patient encounters.
Favarato MH, Peres IC, de Fátima Lopes Calvo Tibério I
BMC Med Educ · 2026 Jul · PMID 42387457 · Full text
BACKGROUND: Interpersonal contact is essential for health professions. Simulation with actors in a safe, protected environment followed by feedback from teachers and simulated patients can positively impact anxiety sympt...
BACKGROUND: Interpersonal contact is essential for health professions. Simulation with actors in a safe, protected environment followed by feedback from teachers and simulated patients can positively impact anxiety symptoms related to social anxiety, which this project focuses on. OBJECTIVES: To assess social anxiety in medical students and their relationship with practical simulations during the first year, determining the prevalence of social anxiety; and to qualitatively analyze students' narratives about simulations with simulated patients. METHODS: Self-administered questionnaires measured social anxiety (LSAS - Liebowitz Social Anxiety Scale) and trait anxiety weeks before the experience, and monthly on simulation days, assessing LSAS and state anxiety. Free narratives on expectations (before) and experiences (on simulation day) were collected. RESULTS: The mean baseline LSAS was 56.66 ± 26.71; mean trait anxiety was 49.03 ± 12.05. Expectations showed high motivation and recognition of the learning potential and personal development through simulations, but also anxiety, nervousness, self-doubt, and insecurity. On simulation days, 80 students gave 107 responses; mean LSAS was 51.95 ± 28.49, not significantly different from baseline (p=0.30). Mean state anxiety was 48.93 ± 10.75. Among 21 students with repeated responses, no significant change was found in state anxiety (p=0.66) or LSAS (p=0.09) over time. Qualitative analysis highlighted anxiety and performance insecurity, but also ambivalence, with reports of fear alongside pleasure and gratitude. Students saw simulations as opportunities for self-reflection and growth in a safe space to learn from mistakes. CONCLUSION: High anxiety linked to simulations is a concern and should be addressed in simulation planning to ensure a psychologically safe learning environment. Social anxiety may hinder clinical performance and should be addressed in health professions education.
Dissecting interprofessional anatomy education: insights from AI-driven assessment.
Quach S, Michalenko E, Stodola T … +4 more , Mitchell JP, Wainman B, Wojkowski S, Mezil Y
BMC Med Educ · 2026 Jul · PMID 42387338 · Full text
BACKGROUND: In 2024, an 8-week IPE human anatomy dissection elective was offered to first-year students from various health professional programs. Past renditions of this elective were effective at improving IPE readines...
BACKGROUND: In 2024, an 8-week IPE human anatomy dissection elective was offered to first-year students from various health professional programs. Past renditions of this elective were effective at improving IPE readiness and collaboration. However, previous studies did not evaluate the elective's impact on students' anatomical knowledge. Therefore, the objective of this study was to evaluate students' anatomical knowledge before and after the IPE anatomy dissection elective. Artificial intelligence (AI) objective structured practical examination (OSPE) was used as a formative assessment. METHODS: Enrolled students were invited to complete the online AI OSPE pre- and post-tests. The AI OSPE pre- and post-tests consisted of 10 anatomical topics with three questions each (30 total questions). AI grading for each question was manually verified by the team. Total and topic pre- and post-test scores were reported as median percentages with quartiles and compared using the Wilcoxon signed rank test (p < 0.05 as statistically significant). RESULTS: A total of 35 first-year students and 10 student mentors participated in this elective and were invited to participate. Twenty-four participants (21 first-year students and 3 mentors) completed the pre- and post-tests. The median total AI OSPE scores before and after the elective were 45.0% (35.8%, 63.3%) and 60.0% (45.8%, 70.8%), p = 0.0041. Changes in median scores for neuroanatomy was 66.7% (33.3%, 75.0%) vs. 100% (66.7%, 100.0%), and for reproductive anatomy was 0.0% (0.0%, 41.7%) vs. 66.7% (33.3%, 66.7%), p < 0.01. CONCLUSION: This evaluation demonstrated that the IPE elective was associated with changes in students' anatomical knowledge, especially in a few specialized topics. The AI OSPE can offer support in students' learning and serve as a convenient proxy to assess anatomy knowledge. Future studies need to verify whether participants' changes in anatomy knowledge are sustained beyond the elective and to optimize AI integration into future IPE and anatomy curricula.
Evaluating GP trainees' perceptions of teaching undergraduate medical students on clinical placements: a thematic analysis.
Merrifield S, Lister E, Chaudhry S … +2 more , Mottaghi-Taromsari S, Wasty T
BMC Med Educ · 2026 Jul · PMID 42381044 · Full text
BACKGROUND: There is a recognised desire to teach amongst GP trainees yet limited formal opportunities to do this. There are known benefits of near-peer teaching to both teacher and learner, but minimal research investig...
BACKGROUND: There is a recognised desire to teach amongst GP trainees yet limited formal opportunities to do this. There are known benefits of near-peer teaching to both teacher and learner, but minimal research investigating the role of GP trainees as teachers in a clinical setting. This study aims to evaluate the views of GP trainees participating in a teaching scheme piloted at the University of Manchester. METHODS: This mixed-methods study was conducted over a three-year period. In years one and three, evaluation was undertaken using questionnaires comprising Likert scale items and free-text responses (n = 11). In the second year, qualitative data was collected via a focus group with GP trainees following their teaching experiences (n = 8). Subsequently, a thematic analysis was conducted. RESULTS: GP trainees reported benefits including improved clinical skills, job satisfaction and development of leadership skills. There was a noted impact on their teaching skills, as GP trainees demonstrated their ability to be adaptable to learners' needs and develop interactive, structured teaching sessions. The main challenges identified were organisation and time management, balancing responsibilities and adapting to student needs. Trainees unanimously felt the scheme allowed them to meet their portfolio requirements, develop their teaching skills and made them more likely to consider pursuing medical education as part of their future careers. All participants expressed a desire to continue with teaching and reported improved job satisfaction. CONCLUSION: Participation in a near-peer teaching scheme can have significant positive impacts on GP trainees' personal and professional development. Despite some challenges, trainees reported numerous benefits from undertaking the scheme. Formal teaching opportunities for GP trainees could contribute to the development of a skilled and motivated future workforce of clinician-educators in general practice.
From technological optimism to clinical realism: medical students' attitudes toward artificial ıntelligence and ıts career ımplications - a cross-sectional study at a Turkish Medical Faculty.
Koca M, Ulas S
BMC Med Educ · 2026 Jul · PMID 42381025 · Full text
BACKGROUND: As AI integration in medicine becomes critical, this study evaluated medical students' attitudes and knowledge regarding AI and determined its impact on career specialization choices. METHOD: This cross-secti...
BACKGROUND: As AI integration in medicine becomes critical, this study evaluated medical students' attitudes and knowledge regarding AI and determined its impact on career specialization choices. METHOD: This cross-sectional study used a voluntary, web-based convenience sample of 274 first- to fifth-year students at Gazi University Faculty of Medicine in Ankara, Türkiye (October-November 2025). Data were collected with a structured questionnaire incorporating the validated Perceptions on Artificial Intelligence in Medicine (PAIM) scale. RESULTS: Although 74.5% reported no formal AI training, 52.6% expected AI to influence their specialization choice. Students who expected AI to shape their careers reported higher "Knowledge and Trust" (p = 0.018); the "Disadvantages and Risks" subscale did not differ significantly between career-impact expectation groups (p = 0.131). Among the three PAIM dimensions, only "Informed Self-Control" differed significantly by training phase, with clinical-phase students scoring lower than pre-clinical peers (p = 0.027). In multivariable regression, expecting AI to influence specialization was the only positive predictor of "Knowledge and Trust" (B = 0.16, p = 0.018), and formal training predicted higher "Informed Self-Control" (B = 0.28, p = 0.015), while older age predicted lower scores (B = - 0.05, p = 0.015). Both models were statistically significant but explained only a small share of variance (adjusted R2 = 0.02 and 0.04). Overall, 94.2% supported integrating AI into the medical curriculum. CONCLUSION: The findings highlight a marked gap between students' strong demand for AI training and the limited formal instruction currently provided. Cross-sectional differences across training phases may reflect a shift from early optimism toward a more cautious stance, although the design cannot establish such a developmental trajectory. Because more than half of students expected AI to affect their specialty choice, curricula should move beyond technical instruction to integrate ethical and clinical reasoning alongside AI literacy. These associations are exploratory and require confirmation in larger, longitudinal studies. TRIAL REGISTRATION: This study did not involve a clinical trial and therefore was not registered in a clinical trials registry.
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