Medical Education[JOURNAL]
Sun
200 papers
Enhancing histology education: Iranian medical students' experience with eHistoLab web-application virtual microscopy.
Poorhassan M, Hooshmandja M, Karimian Z … +1 more , Seifali E
BMC Med Educ · 2026 Jul · PMID 42381021 · Full text
BACKGROUND: Histology education relies on the visual interpretation of microscopic structures and requires repeated practice for effective learning. Advances in educational technology, particularly virtual microscopy, ha...
BACKGROUND: Histology education relies on the visual interpretation of microscopic structures and requires repeated practice for effective learning. Advances in educational technology, particularly virtual microscopy, have created new opportunities for improving histology education. During the COVID-19 pandemic, online learning approaches became essential alternatives to traditional laboratory-based teaching. This study aimed to compare the effects of the eHistoLab web application and conventional e-lecturing on students' learning outcomes and perceptions in histology education among medical sciences students in Iran. METHODS: This quasi-experimental study used a two-group pre-test/post-test design. A total of 100 medical, dentistry, and pharmacy students enrolled in a histology course at Smart University of Medical Sciences (SMUMS), Iran, during the summer semester of 2023 participated in the study. Participants were randomly assigned into two groups. One group received instruction through e-lecturing, while the other group was taught using the eHistoLab web application, a bilingual virtual microscopy platform providing access to high-resolution histological slides, image magnification, search functions, and interactive communication with instructors. Learning outcomes were assessed using pre- and post-tests, and data were analyzed using paired and independent t-tests in SPSS version 24. RESULT: The findings revealed that 50% of students preferred virtual microscopy alone for learning histology, while 30% preferred a combination of methods, and 20% preferred e-lecturing alone. Regarding educational resources, 58% of students preferred the eHistoLab application, whereas 26% preferred textbooks and 16% preferred recorded e-lectures. Meantime, 62% of students preferred the eHistoLab tool in terms of motivation for learning histology, whereas 30% preferred the combined approach and 8% favored recorded e-lectures. Moreover, the results indicated that the post-test scores in the group taught with the eHistoLab web application were significantly higher than those in the e-lecturing group (P < 0.001). CONCLUSION: The findings of this study suggest that the eHistoLab web application improved students' learning outcomes and was positively perceived as a learning tool in histology education. Virtual microscopy may therefore serve as a useful complementary approach to lecture-based histology teaching.
Active-learning intervention for medication prescription writing in undergraduate medical education: a quasi-experimental study.
Dos Santos MVD, Silva FADS, de Oliveira Costa RR … +2 more , de Medeiros SM, Batista AM
BMC Med Educ · 2026 Jun · PMID 42381003 · Full text
BACKGROUND: Medication prescription errors remain a major patient safety concern, while undergraduate training in prescription writing is still inconsistently addressed in medical curricula. AIM: To evaluate changes in m...
BACKGROUND: Medication prescription errors remain a major patient safety concern, while undergraduate training in prescription writing is still inconsistently addressed in medical curricula. AIM: To evaluate changes in medication prescription writing quality following an active educational intervention among undergraduate medical students. DESIGN AND SETTING: Quasi-experimental before-and-after study conducted with 40 third-semester medical students from a public university in Brazil. METHODS: The intervention consisted of eight stages involving simulated prescription activities, collaborative discussion, and feedback sessions. Prescription quality was assessed using the QualiPresc instrument at baseline, immediately after the intervention, and at a 15-day follow-up. Repeated measures were analyzed using the Friedman test, considering a significance level of 5%. RESULTS: The intervention was associated with significant improvements in prescription quality scores, particularly for the indicators "date of birth," "allergy record," "pharmaceutical form," "route of administration," and "non-pharmacological recommendations" (p < 0.001). The mean total prescription quality score increased from 73.47 at baseline to 95.34 immediately after the intervention and remained higher than baseline at the 15-day follow-up (87.80), suggesting partial retention of learning. CONCLUSION: The active teaching method was associated with improvements in medication prescription writing quality among undergraduate medical students, with partial retention of learning after 15 days. Although causal inferences cannot be established due to the absence of a control group, the findings suggest that this educational strategy may represent a promising approach for prescription safety education.
Emotional intelligence and critical thinking disposition across class levels in nursing students: a multi-group structural equation modeling study.
Biyik M, Senol S
BMC Med Educ · 2026 Jul · PMID 42380974 · Full text
BACKGROUND: Emotional intelligence and critical thinking disposition are essential competencies in nursing education, yet the nature of their relationship across different stages of training remains unclear. This study a...
BACKGROUND: Emotional intelligence and critical thinking disposition are essential competencies in nursing education, yet the nature of their relationship across different stages of training remains unclear. This study aimed to examine the structural relationship between emotional intelligence and critical thinking disposition among nursing students and to determine whether this relationship differs across class levels. METHODS: A cross-sectional quantitative design was employed. The study included 458 nursing students enrolled in a public university. Data were collected using validated instruments measuring emotional intelligence and critical thinking disposition. Spearman correlation analysis and multi-group structural equation modelling were conducted to examine the structural relationship between the constructs and to test measurement invariance across class levels. RESULTS: Emotional intelligence was positively associated with critical thinking disposition. Structural equation modelling indicated a significant positive structural association between emotional intelligence and critical thinking disposition across all class levels, although the strength of this relationship varied between different stages of nursing education. Measurement invariance analysis supported the comparability of the constructs across groups. CONCLUSIONS: The findings highlight the importance of emotional competence in fostering critical thinking disposition among nursing students. The observed variation in the strength of this relationship across educational stages suggests that nursing curricula should incorporate stage-specific strategies to enhance emotional intelligence, particularly during key transition periods such as the shift from classroom learning to clinical practice.
Implementation and evaluation of an insulin use manual in the public health system of a Peruvian Region: a mixed-methods study.
Anza-Ramirez C, Bonilla-Aguilar K, Carrasco-Zavala J … +7 more , Diaz-Rg JA, Tenorio-Mucha J, Zafra-Tanaka JH, Moran D, Faustor Sanchez J, Roncal Vergara AG, Lazo-Porras M
BMC Med Educ · 2026 Jun · PMID 42380948 · Full text
BACKGROUND: Diabetes is a major public health issue, especially in low-and middle- income countries (LMICs) where barriers to care are common. Despite insulin's critical role, access remains limited due to market concent...
BACKGROUND: Diabetes is a major public health issue, especially in low-and middle- income countries (LMICs) where barriers to care are common. Despite insulin's critical role, access remains limited due to market concentration, weak policies, poor availability, and lack of trained staff. This study evaluated the implementation of an insulin use manual in Tumbes, Peru, focusing on healthcare workers training and systemic barriers. METHODS: This was a two-phase descriptive mixed-methods study conducted in Tumbes, Peru. In the first phase (March-June 2023), a virtual course on insulin use followed by an on-site workshop was implemented for healthcare workers, with quantitative assessments of knowledge and satisfaction. In the second phase (October 2023), qualitative interviews were carried out with these healthcare workers as well as patients and caregivers to evaluate both the implementation process and the local health system using the Rapid Assessment Protocol for Insulin Access, Medical Research Council for Process Evaluation, and the World Health Organization (WHO)'s Six Building Blocks framework. Data were analyzed with descriptive statistics and thematic coding. RESULTS: The virtual course registered 193 participants, but only 44 completed all units, the median knowledge median scores rose from 15.3 to 19.1). In the on-site workshop, 28 participants attended. Median scores increased from 14 (IQR 10-16) at baseline to 15 (IQR 10-16) in the post-test. Feedback highlighted the course's flexibility and practical relevance, though participants suggested more hands-on components and patient education tools. Interviews revealed systemic barriers across WHO's Six Building Blocks framework, including limited training and confidence among healthcare workers in insulin management, shortages of insulin and related supplies at the primary care level, weak health information systems without proper tracking of insulin users; high out-of-pocket costs that undermine adherence, inadequate patient education, and insufficient leadership and supervision to ensure consistent diabetes care. CONCLUSIONS: This study shows that while targeted training can improve healthcare workers' knowledge on insulin use, systemic gaps continue to hinder quality diabetes care. Broader implementation of insulin protocols in LMICs requires not only training, but also a comprehensive reinforcement of the health system at all levels.
Melody of genes: design and implementation of an interdisciplinary medical humanities course to enhance empathy, humanistic literacy, and professional identity in Chinese medical students.
Cui Y, Ye Z, Hu L … +1 more , Xie K
BMC Med Educ · 2026 Jun · PMID 42380858 · Full text
BACKGROUND: Medical humanities education is recognized as essential for fostering empathy, professional identity, and humanistic literacy in future physicians. However, in China, existing medical humanities courses often...
BACKGROUND: Medical humanities education is recognized as essential for fostering empathy, professional identity, and humanistic literacy in future physicians. However, in China, existing medical humanities courses often lack effective interdisciplinary integration, rely primarily on passive lectures delivered by humanities faculty with limited clinical connection. There is an urgent need for evidence-based interdisciplinary curricula to cultivate medical students' empathy, humanistic literacy, and professional identity. METHODS: We developed and implemented an interdisciplinary medical humanities course "Melody of Genes", which employs a student-centered flipped‑classroom, discussion‑based model co-taught by medical and arts instructors. A single-group post-course observational study was conducted over three rounds (2022-2024), enrolling 113 medical undergraduates. Quantitative data were collected using an anonymous post‑course questionnaire (Cronbach's α = 0.821), and qualitative data from students' written reflections and final reports were analyzed using thematic analysis. RESULTS: Of 109 valid respondents (96.5% response rate), 101 (92.7%) reported perceived improvements in humanistic and philosophical literacy; 91 (83.5%) reported enhanced self-learning ability and critical thinking; and 92 (84.4%) reported increased empathy for patients and stronger professional identity as future physicians. Thematic analysis revealed that students valued the interdisciplinary discussions, the integration of real-clinical perspectives, and the opportunity for reflective writing. CONCLUSIONS: An interdisciplinary medical humanities course using co-teaching, flipped classroom, and formative assessment is feasible and associated with positive self‑perceived improvements in empathy, humanistic literacy, and professional identity among Chinese medical undergraduates. These findings offer a replicable model for the construction and innovation of medical humanities curriculum in Chinese medical education.
Development and implementation of a novel clinical teaching model integrating real-world case with patient-specific three-dimensional imaging in urology.
Zhang C, Ghiasi MR, Cheng J … +5 more , Cui H, Li G, Sha Q, Chen D, Zhang X
BMC Med Educ · 2026 Jul · PMID 42380857 · Full text
BACKGROUND: Urology encompasses a diverse array of pathologies with complex clinical presentations, demanding rigorous hands-on clinical practice and high-quality pedagogical training for medical interns. To overcome the...
BACKGROUND: Urology encompasses a diverse array of pathologies with complex clinical presentations, demanding rigorous hands-on clinical practice and high-quality pedagogical training for medical interns. To overcome the limitations of traditional teaching models, which typically combines theoretical instruction with ward observation often provide limited exposure, we developed and validated a novel clinical teaching model that is based on real-world clinical cases in individualized three-dimensional imaging and evaluated its feasibility and effectiveness in urological internship teaching through prospective experiments. OBJECTIVE: To evaluate the feasibility and effectiveness of a novel clinical teaching model that integrates real-world clinical cases with individualized three-dimensional imaging in urology interns. METHODS: During the 2024-2025 academic year, 128 interns in the Department of Urology were randomly assigned to two groups based on student ID numbers: the traditional teaching mode (TTM) arm and the new teaching mode (NTM) arm, with 64 interns in each group. The TTM group received the conventional approach of thematic theoretical teaching alongside clinical case observation, while the NTM arm implemented the novel approach. After a 2-week internship, the educational effects of trainees were assessed by confidential questionnaire, theoretical knowledge examination, and clinical practice assessments, followed by statistical analysis of the results. RESULTS: Interns in the NTM group outperformed those in the TTM group (p < 0.05). Although some specific item assessments revealed no significant differences between the two groups, the overall scores of interns in the NTM group on confidential questionnaires, theoretical knowledge examinations, and clinical practice assessments were significantly higher than those in the TTM group (p < 0.05). The weighted composite score (confidential questionnaire constituted 0.2, theoretical knowledge examination constituted 0.4, clinical practice examination constituted 0.4) of the NTM group was significantly higher (79.75 ± 3.91 vs. 85.30 ± 6.03, p < 0.001). CONCLUSION: This study indicates that the NTM is well accepted by interns and those receiving clinical teaching through the NTM show superior theoretical knowledge and clinical skills over the TTM.
Transforming oncology nursing navigation: impact of online training on holistic care and therapeutic relationship skills.
Liao F, Li HY, Kuo PL … +5 more , Fang HF, Chiou JF, Chang CC, Chou KR, Chen SR
BMC Med Educ · 2026 Jun · PMID 42380854 · Full text
BACKGROUND: Oncology nurse navigators play a critical role in addressing patients' physical, emotional, social, and spiritual needs. However, gaps in existing training programmes often limit the effective integration of...
BACKGROUND: Oncology nurse navigators play a critical role in addressing patients' physical, emotional, social, and spiritual needs. However, gaps in existing training programmes often limit the effective integration of holistic care principles and therapeutic relationship skills into clinical practice. Online education offers potential flexibility and scalability, yet evidence regarding its effectiveness for developing these competencies remains limited. METHODS: This study employed a quasi-experimental design comprising two sequential phases of online training aimed at bridging theoretical foundations and practical application in oncology nursing navigation. Healthcare professionals across Taiwan participated in Phase One, which consisted of online dialogic seminars focusing on foundational concepts of holistic care. Phase Two involved situation-based simulations and structured reflective discussions to strengthen applied skills. Holistic care competence and therapeutic relationship skills were assessed at baseline (T1), mid-training (T2), and post-training (T3) using validated self-report instruments. Data were analysed using paired t-tests and repeated measures ANOVA. RESULTS: A total of 337 healthcare professionals completed Phase One, of whom 34 oncology nursing professionals met eligibility criteria and participated in Phase Two. Statistically significant improvements were observed in holistic care competence, with paired t-tests indicating significant gains from T1 to T2 across all dimensions (t = - 9.65 to - 13.00, all p < .001). In Phase Two (n = 34), repeated-measures ANOVA confirmed significant improvement in holistic care competence across T1, T2, and T3 (F(1.50, 49.47) = 14.83, p < .001, ηp = .310, Greenhouse-Geisser corrected). Therapeutic relationship skills also improved significantly (F(1.35, 44.56) = 12.18, p < .001, ηp = .270), with the majority of improvement occurring from T1 to T2 (d = 0.59, p = .002). Effect sizes from T1 to T3 ranged from medium to large across holistic care dimensions (Cohen's d = 0.81-1.07). CONCLUSIONS: The findings suggest that an interactive online training programme incorporating scenario-based learning and reflective discussion was associated with enhanced holistic care competence and therapeutic relationship skills among oncology nursing professionals. Baseline therapeutic relationship skills predicted learning gains across all holistic care dimensions, indicating that relational competence may function as a foundational infrastructure for holistic care learning; accordingly, positioning relational skills training as an early component of oncology nursing curricula may optimise learning outcomes across all dimensions of holistic care. While the results are context-specific, this approach demonstrates potential as a feasible and scalable model for advancing professional education in oncology and palliative care settings.
Physicians' attitudes and perceived diagnostic confidence in point-of-care ultrasound in gynecology and obstetrics (GO-POCUS): a prospective single-center implementation study with structured training.
Griewing S, Gerber F, Oftring ZS … +10 more , Bamberger J, Groß A, Kalder M, Jansen M, Keil C, Knitza J, Gremke N, Wagner U, Leyer M, Kuhn S
BMC Med Educ · 2026 Jun · PMID 42374445 · Full text
BACKGROUND: Point-of-care Ultrasound (POCUS) is increasingly introduced in obstetrics and gynecology as a focused bedside extension of conventional ultrasound, although evidence on its implementation in routine care rema...
BACKGROUND: Point-of-care Ultrasound (POCUS) is increasingly introduced in obstetrics and gynecology as a focused bedside extension of conventional ultrasound, although evidence on its implementation in routine care remains limited. This study examined physicians' attitudes towards POCUS, their perceived diagnostic confidence across different clinical scenarios, and their preference for POCUS compared with standard ultrasound devices. These outcomes were assessed during early implementation in routine care accompanied by structured training. METHODS: In this prospective, longitudinal implementation study, 22 physicians from a university department of gynecology and obstetrics evaluated standard ultrasound devices at baseline (T0a), completed a structured hands-on POCUS training, and assessed POCUS immediately after training (T0b) and after 2 weeks (T1), 1 month (T2), and 3 months (T3) of clinical use. Evaluations were conducted using repeated quantitative surveys. Outcomes were attitude (4 items, 7-point Likert), perceived diagnostic confidence in obstetric and gynecologic scenarios (17 items, 7-point Likert), and device preference (7-point Likert and dichotomous). Quantitative analyses included descriptive statistics, paired tests, mixed-effects models, and non-parametric sensitivity analyses. RESULTS: Attitude toward POCUS was significantly more favorable than attitude toward standard devices at baseline (T0a 3.69 vs. T0b 5.83; p < .001) and remained high throughout follow-up. Perceived diagnostic confidence for POCUS was not higher immediately after training but increased significantly over time in both obstetrics and gynecology after independent clinical use (both p < .001). Highest confidence was observed in focused bedside scenarios relevant to rapid orientation and immediate decision-making, including fetal vitality assessment, placental localization, amniotic fluid assessment, postvoid residual urine measurement, and urinary tract obstruction, whereas confidence remained lower for more complex applications such as cervical length assessment, Doppler-based examinations, and fetal growth restriction. Preference for POCUS was already high at baseline and remained stable over time. CONCLUSIONS: POCUS showed high acceptance in gynecologic and obstetric care from early implementation to routine use. Its clinical relevance appears greatest for focused mobile use and rapid bedside decision-making. These findings were observed during early implementation and support the role of POCUS as a complement to comprehensive ultrasound. CLINICAL TRIAL REGISTRATION: German Registry of Clinical Trials; registration number: DRKS 00036941; date of registration: July 16, 2025; title: GO-POCUS: Point-Of-Care UltraSound in Gynecology and Obstetrics: Attitude and Perceived Diagnostic Confidence among Physicians.
Assessment of 21st century skills among health management students in Türkiye: a nationwide cross-sectional study.
Dalkılıç S
BMC Med Educ · 2026 Jun · PMID 42374438 · Full text
BACKGROUND: Twenty-first-century skills-such as critical thinking, problem solving, leadership, digital literacy, and innovation-are among the core competencies required for future health managers to function effectively...
BACKGROUND: Twenty-first-century skills-such as critical thinking, problem solving, leadership, digital literacy, and innovation-are among the core competencies required for future health managers to function effectively within the complex and technology-driven structure of modern healthcare systems. The purpose of this study was to determine the 21st-century skill levels of undergraduate Health Management students in Türkiye and to examine whether these skills significantly differ according to demographic (gender, age, year of study) and academic (academic achievement and accreditation status) variables. METHODS: This study employed a cross-sectional descriptive design. Data were collected via an online survey from 565 undergraduate Health Management students across Türkiye. The Multidimensional 21st Century Skills Scale, consisting of five subdimensions, was used as the data collection instrument. Descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), and multiple regression analysis were performed to analyze the data. A significance level of p < .05 was adopted. RESULTS: The overall 21st-century skill levels of the students were found to be above average. The highest mean scores were observed in the Career Consciousness and Information and Technology Literacy dimensions, whereas the lowest means were obtained in the Entrepreneurship and Innovation and Critical Thinking and Problem Solving subdimensions. Regarding gender, a significant difference was found only in the Career Consciousness dimension in favor of female students (p < .05). In general, increases in age and year of study were associated with higher 21st-century skill levels. Academic achievement produced significant differences particularly in Information and Technology Literacy and Critical Thinking skills. While no significant differences were found regarding the official accreditation status of universities, students' perceived accreditation revealed significant differences in certain skill dimensions. Multiple regression analysis indicated that age and perceived accreditation were significant predictors of overall 21st-century skills. CONCLUSIONS: Health Management students demonstrated strong profiles in career awareness and digital competencies, yet showed areas for development in critical thinking, innovation, and leadership. The findings suggest the importance of revising Health Management curricula in alignment with 21st-century skills, expanding experiential and project-based learning opportunities, and designing educational strategies that foster students' innovation and entrepreneurship capacities.
Virtual reality-based training improves thoracentesis skills in medical interns: a randomized controlled trial.
Han S, Tian Z, Cui B … +2 more , Wu L, Chen Z
BMC Med Educ · 2026 Jun · PMID 42374433 · Full text
BACKGROUND: Thoracentesis is an essential clinical procedure, but its teaching is often limited by patient safety concerns and insufficient opportunities for repeated practice. Virtual reality (VR) offers immersive, repe...
BACKGROUND: Thoracentesis is an essential clinical procedure, but its teaching is often limited by patient safety concerns and insufficient opportunities for repeated practice. Virtual reality (VR) offers immersive, repeatable simulation-based training; however, its effectiveness for thoracentesis has not been rigorously evaluated. METHODS: In this randomized controlled trial, 20 medical interns were randomly assigned to either a VR-based training group (n = 10) or a traditional training control group (n = 10). The VR group received theoretical instruction plus VR simulation practice (1 h/day, 4 days/week for 3 weeks), while the control group received the same theoretical instruction plus traditional mannequin-based practice. All participants completed a 4-week training program. Outcomes were assessed at baseline, week 2, week 3, and week 4 using a standardized 300-point scoring rubric (preoperative, intraoperative, and postoperative components). Statistical comparisons were made using t-tests and chi-square tests. The primary outcome was the final thoracentesis procedural score at week 4. RESULTS: No adverse events occurred. Baseline characteristics and initial assessment scores did not differ significantly between groups. At week 2, the VR group scored significantly lower than the control group (p < 0.05), reflecting an initial learning curve. However, at week 3 and week 4, the VR group significantly outperformed the control group (p < 0.01). At the final assessment, 80% (8/10) of the VR group achieved scores ≥ 270 points (excellent), compared to only 10% (1/10) of the control group. CONCLUSION: VR-based training may improve thoracentesis procedural skills after an initial adaptation period. VR appears to be a useful adjunct to traditional medical education, though these findings are preliminary due to the small sample size.
A fellows first night on call: managing the chaos in the storm.
Hanna DB, Harrington DW, Patel S … +5 more , Albaghdadi M, Flynn M, Rios LHP, Cubeddu RJ, Navas V
BMC Med Educ · 2026 Jun · PMID 42374426 · Full text
INTRODUCTION: Traditional cardiology orientation training offers limited exposure to acute overnight decision-making under high cognitive load. Simulation provides a safe, reproducible environment for deliberate practice...
INTRODUCTION: Traditional cardiology orientation training offers limited exposure to acute overnight decision-making under high cognitive load. Simulation provides a safe, reproducible environment for deliberate practice and reflection. METHODS: A multi-scenario, high-fidelity "night-float" simulation was implemented for incoming cardiology fellows at the NCH Rooney Heart Institute. Fellows managed sequential acute cardiovascular emergencies with embedded nurses and standardized patients, followed by structured debriefing using the PEARLS framework. Pre- and post-simulation surveys assessed confidence across clinical, procedural, and communication domains. RESULTS: Five fellows participated. Post-simulation confidence improved across all domains, with the greatest gains in decision-making and leadership under pressure. Faculty observed enhanced situational awareness and prioritization as scenarios progressed. CONCLUSIONS: This cardiology night-float simulation is a feasible, reproducible high-impact orientation model. Early performance observations enabled individualized feedback and follow-up, supporting mastery learning and readiness for overnight call responsibilities.
Admission test and academic outcomes in Italian dental education: a retrospective evaluation at the University of Turin.
Migliaretti G, DRgroup, Arduino PG
BMC Med Educ · 2026 Jun · PMID 42374424 · Full text
BACKGROUND: Admission to dental programs in Italy has traditionally been regulated by a national entrance examination. However, a recent reform replaced this system with a merit-based assessment during a "filter semester...
BACKGROUND: Admission to dental programs in Italy has traditionally been regulated by a national entrance examination. However, a recent reform replaced this system with a merit-based assessment during a "filter semester." This study aimed to evaluate whether admission test scores predict academic success in the Dentistry programme at the University of Turin and to compare outcomes between students admitted through the standard process and those admitted via legal appeals. METHODS: We conducted a retrospective cohort study of 431 students enrolled between 2009 and 2018. In this context, CFUs are fully equivalent to ECTS (European Credit Transfer and Accumulation System) credits. Performance indicators included the accumulation of Crediti Formativi Universitari (CFUs; university credits equivalent to ECTS credits) during the first and second years, degree completion, and on-time graduation. Receiver operating characteristic (ROC) analysis, expressed as area under the curve (AUC), and logistic regression were used to assess the predictive power of entrance test scores. RESULTS: Higher admission test scores were associated with a greater likelihood of completing coursework and graduating on time. The test showed almost good predictive ability, particularly for first-year performance (AUC = 0.71; 95% CI: 0.65-0.75), total CFUs expected in Years I and II (AUC = 0.74; 95% CI: 0.66-0.81), and degree attainment (AUC = 0.70; 95% CI: 0.67-0.75). A score of 40 (out of 90) was identified as the optimal cut-off for classifying "low" (< 40) and "good" (≥ 40) scores. Students below this threshold had an increased risk of not achieving the expected CFUs in Year I [OR = 5.04; 95% CI: 3.18-7.98], not completing all expected CFUs in Years I and II within the established timeframe [OR = 19.9; 95% CI: 2.72-146.0], and not graduating within six years [OR = 2.27; 95% CI: 1.30-3.96]. CONCLUSION: The admission test showed almost good predictive value for academic success in dentistry. Its elimination may have implications that warrant further evaluation, particularly in relation to attrition rates and resource allocation. These findings provide evidence to inform the ongoing debate on university admissions in Italy.
Qualitative assessment of a virtual cardiovascular medical education program in Haiti: local physicians in-training experiences.
Ilali M, Clavel V, Panagiotou V … +11 more , Mengesha M, Policard GL, Moïse CA, Petit-Homme T, Etienne D, Cadri A, Dade E, Dawson C, Ibrahim M, Saint-Joy V, Haynes N
BMC Med Educ · 2026 Jun · PMID 42374418 · Full text
BACKGROUND: Haiti faces challenges in accessing equitable healthcare and medical education due to limited resources. Cardiovascular disease burden is high, necessitating a well-trained cardiovascular workforce. The Inter...
BACKGROUND: Haiti faces challenges in accessing equitable healthcare and medical education due to limited resources. Cardiovascular disease burden is high, necessitating a well-trained cardiovascular workforce. The International Cardiology Curriculum Accessible by Remote Distance Learning (ICARDs) program, launched in 2019, addresses this need by providing virtual cardiovascular education. This study aimed to explore the perceptions and experiences of internal medicine residents and physicians participating in the ICARDs program, focusing on their expectations, facilitators, barriers, and recommendations for improvement. A qualitative research approach was adopted, conducting three focus groups with participants in three different hospitals across Haiti. METHODS: The study utilized a Unified Theoretical Framework of Learning Theories as a structured framework to identify themes. A deductive content analysis was employed to identify barriers and facilitators and valuable information from participants' responses. RESULTS: Participants expressed high expectations and reported positive experiences with the ICARDs program. They acknowledged its positive impact on patient care and the development of their medical skills. However, some concerns were raised regarding course content and irregularities in the program. CONCLUSIONS: The ICARDs program fulfills participants' expectations for cardiovascular education and fosters a supportive community. To enhance its effectiveness, addressing content concerns and infrastructure limitations is essential. The study's findings provide valuable insights for program organizers to tailor the ICARDs program and better meet the participants' needs.
Effects of standardized patient simulation combined with online case-based precision learning on early on-call anxiety among junior pediatric surgeons: a single-center retrospective study.
Li Y, Wang P, Chen J … +2 more , Jin S, Zhang S
BMC Med Educ · 2026 Jun · PMID 42374416 · Full text
BACKGROUND: Junior pediatric surgeons often experience marked anxiety when undertaking independent on-call duties for the first time, largely due to limited clinical experience, high decision-making pressure, and heighte...
BACKGROUND: Junior pediatric surgeons often experience marked anxiety when undertaking independent on-call duties for the first time, largely due to limited clinical experience, high decision-making pressure, and heightened sensitivity to patient safety. Traditional lecture-based teaching models may be insufficient in preparing trainees for complex, dynamic, and high-risk on-call situations. This study aimed to investigate whether a precision teaching model combining emergency-oriented standardized patient simulation (SPS) with online case-based learning (CBL) could alleviate on-call-related anxiety and enhance self-perceived clinical competence among junior pediatric surgeons. METHODS: This retrospective controlled study included junior pediatric surgeons enrolled in standardized residency training at Qilu Hospital of Shandong University who had not yet commenced independent on-call duties. Participants were assigned to an intervention or control group according to departmental teaching arrangements. The intervention group received SPS of emergency scenarios combined with structured online CBL, whereas the control group received traditional teaching primarily based on classroom lectures and routine clinical supervision. Primary outcomes included anxiety levels measured using the Self-Rating Anxiety Scale (SAS) and the Generalized Anxiety Disorder-7 (GAD-7). Secondary outcomes were assessed using the General Self-Efficacy Scale (GSES). Between-group comparisons were performed 1, 3, and 6 months after participants began independent on-call duties. RESULTS: A total of 25 participants were included (intervention group, n = 14; control group, n = 11). No significant differences were observed between groups in baseline demographic characteristics or anxiety scores. After the intervention, the intervention group demonstrated lower SAS and GAD-7 scores than the control group at early follow-up time points, particularly at 1 month after on-call initiation, indicating reduced anxiety levels. In addition, self-efficacy scores were significantly higher in the intervention group during the early post-on-call period. These findings suggest that the blended educational intervention had positive effects on reducing on-call-related anxiety and enhancing self-perceived clinical competence. CONCLUSIONS: SPS combined with online CBL may partially alleviate early on-call anxiety among junior pediatric surgeons and promote improvements in self-perceived clinical competence. This blended teaching model demonstrates good feasibility and potential for wider implementation as an educational strategy to improve on-call preparedness and psychological well-being in pediatric surgical training.
Breaking stereotypes or making compromises? gender, income, and the unequal landscape of medical specialty choice.
Nguyen NLK, Nguyen HV, Ngo DTD … +3 more , Ly DB, Ha TM, Nguyen QT
BMC Med Educ · 2026 Jun · PMID 42374415 · Full text
BACKGROUND: Medical specialty choice shapes both physician identity and healthcare systems. Specialty choices are influenced not only by academic interest and aptitude but also by gender norms and socioeconomic pressures...
BACKGROUND: Medical specialty choice shapes both physician identity and healthcare systems. Specialty choices are influenced not only by academic interest and aptitude but also by gender norms and socioeconomic pressures. While these dynamics are well documented in high income settings, fewer studies examine how perceived gender roles and income expectations jointly influence specialty preferences in LMICs contexts. METHODS: This sequential mixed methods study combined a cross-sectional online survey with semi structured interviews. The quantitative phase included 155 medical students (response rate 79.5%) and examined associations between demographic characteristics and specialty preferences. The qualitative phase comprised 34 interviews purposively sampled across all five cohorts. Interview data were analyzed thematically using Braun and Clarke's six step framework, following an inductive and reflexive approach guided by Social Cognitive Career Theory to explore how students understood and negotiated gender norms, income potential, and workload intensity. RESULTS: Quantitative analysis showed no statistically significant associations between income-based specialty preference and gender, GPA, family income, hometown, or high school background (all p > 0.05). High income specialties were selected by 60 students (39%), low-income specialties by 26 (17%), and other fields by 69 (44%), with similar gender distribution across these groups (p = 0.81). In contrast, qualitative analysis revealed pronounced gendered patterns. Many female students chose specialties they perceived as low intensity, often citing anticipated caregiving responsibilities and work life balance concerns as reasons for avoiding surgery, emergency medicine, and other high intensity fields. Male students frequently reported social and familial pressure to pursue prestigious or high-income specialties, prioritizing financial stability and provider roles even when these conflicted with personal interests. Across both genders, themes highlighted the centrality of perceived income, prestige, mentorship inequities, and cultural narratives of sacrifice in shaping career compromises. CONCLUSION: Specialty choice among medical students in LMICs reflects not only personal interest but also structural inequities linked to gender norms and income expectations. Although quantitative analysis of demographic factors did not independently predict specialty preferences, qualitative findings revealed powerful social pressures that shape career compromises. Targeted, gender sensitive career counselling, equitable mentorship, and financial support are needed to enable students to choose specialties that align with their values and competencies.
The influence of anti-involution training on the critical thinking of young healthcare professionals in dental outpatient clinics: a pre-post quasi-experimental study.
Chen Y, Zhao A, Yang H … +6 more , Yang X, Cheng T, Rao X, Zhou J, Li L, Li Z
BMC Med Educ · 2026 Jun · PMID 42374414 · Full text
BACKGROUND: This study evaluates changes in critical thinking among dental healthcare workers after anti-involution training (AIT) and identifies key predictors of training effectiveness. METHODS: A pre-post quasi-experi...
BACKGROUND: This study evaluates changes in critical thinking among dental healthcare workers after anti-involution training (AIT) and identifies key predictors of training effectiveness. METHODS: A pre-post quasi-experimental design was conducted with 91 participants. Critical thinking was assessed using the CTDI-CV scale. Spearman correlation, multiple linear regression, and LASSO regression were employed to identify predictors, with machine learning models (Random Forest) used for nonlinear exploration and validation. RESULTS: AIT significantly improved critical thinking disposition, with a mean total score increase of 11.813 ± 6.752 (P = 0.001). Cognitive maturity showed the greatest improvement (3.978 ± 6.645, P = 0.004). Multiple linear regression revealed that truth-seeking (β=-1.738, P = 0.019) negatively predicted improvement, while cognitive maturity (β = 1.467, P = 0.016) positively predicted improvement. Random Forest validated these findings (AUC = 0.889). CONCLUSIONS: AIT effectively enhances critical thinking among dental professionals. Baseline truth-seeking and cognitive maturity are key predictors of training outcomes, informing personalized educational strategies.
The readiness-anxiety paradox in artificial intelligence adoption among nursing students: a multidimensional regression analysis.
Kızılcık Özkan Z, Eyi S
BMC Med Educ · 2026 Jun · PMID 42374400 · Full text
AIM: This study examined the relationship between medical artificial intelligence readiness and AI-related anxiety among nursing students following surgical nursing education. METHODS: A descriptive cross-sectional study...
AIM: This study examined the relationship between medical artificial intelligence readiness and AI-related anxiety among nursing students following surgical nursing education. METHODS: A descriptive cross-sectional study was conducted with 252 nursing students from two universities who had completed surgical diseases nursing courses. Data were collected between February and July 2024 using the Artificial Intelligence Anxiety Scale and the Medical Artificial Intelligence Readiness Scale. Group comparisons, correlation analyses, and hierarchical regression analysis models were performed. RESULTS: Our findings indicate a notable "awareness-apprehension paradox": higher ability (technical readiness) was associated with lower learning anxiety (B = - 0.25, p < .01), whereas higher ethics (ethical readiness) was associated with greater concerns regarding job replacement (B = 0.41, p < .001) and anxiety. Female students had significantly higher anxiety scores, and regular AI use was associated with greater readiness. AI utilization and sociotechnical perceptions together accounted for variance in readiness outcomes. Higher levels of medical AI readiness were not uniformly associated with lower anxiety; instead, increased readiness coexisted with elevated concerns in specific anxiety dimensions, indicating a complex association between technological preparedness and psychological adaptation. CONCLUSION: The results suggest that developing technical competence alone may not be sufficient to align with confident technology adoption. They further indicate that, in the absence of corresponding organizational safeguards, ethical awareness may function more as a "cognitive demand" than as a resource. The study adds to the Job Demands-Resources (JD-R) framework by illustrating the dual nature of AI readiness. Nursing education programs may therefore benefit from integrating ethical reflection, critical technological awareness, and psychological preparedness alongside AI skill development to support sustainable implementation of AI-supported clinical practice.
Effectiveness of virtual reality disaster education on the performance of nursing students: a systematic review and meta-analysis.
Madsong C, Tongtham A, Dhippayom T
BMC Med Educ · 2026 Jun · PMID 42374389 · Full text
BACKGROUND: Disaster education is essential in nursing students to prepare students for crises. Virtual reality (VR) technology offers a promising training approach. OBJECTIVE: To estimate the difference in performance,...
BACKGROUND: Disaster education is essential in nursing students to prepare students for crises. Virtual reality (VR) technology offers a promising training approach. OBJECTIVE: To estimate the difference in performance, time to complete performance, cognitive learning, and self-efficacy of nursing students in VR disaster education compared to traditional education only. METHODS: PubMed, EMBASE, CENTRAL, CINAHL, and ProQuest Dissertations & Theses Global were searched from inception to 22 January 2025. We included randomized controlled trials (RCTs) and non-RCTs that investigated the effect of VR disaster education on performance, time to complete performance, cognitive learning, and self-efficacy. The Risk Of Bias In Non-randomized Studies of Interventions, Version 2 (ROBINS-I V2) was used to assess risk of bias. A random-effects model was used to pool the effect estimates across studies. I was used to quantify statistical heterogeneity among included non-RCTs. The protocol of this study was registered in PROSPERO (CRD420250652860). RESULTS: Of the 307 articles identified, two quasi-experimental studies (non-RCTs) were included (n = 220). The time to complete the performance was significantly lower in the VR disaster education compared to the control group (mean difference [MD]: -45.18 s; 95% confidence interval [CI]; -52.06 to -38.30), with no evidence of heterogeneity (I = 0%). No significant difference was observed between VR and the control group for performance score (MD: -0.14; 95%CI; -1.98 to 1.70; I = 96%) and cognitive learning (MD: 3.56; 95%CI; -3.12 to 10.25; I = 99%), both showing considerable heterogeneity. No safety concern was reported in any of the included studies. CONCLUSIONS: VR-based disaster education has the potential to improve completion times in decontamination scenarios, which may contribute to enhanced nursing students' efficiency in emergency response. However, its effects on performance scores and cognitive learning remain inconclusive, due to non-significant pooled estimates and considerable heterogeneity across studies. Further high-quality RCTs with longer intervention durations are needed to validate these findings.
From clinics to communities: a scoping review of interprofessional service-learning in undergraduate dental education.
Lin GSS, Walet MH, Foong CC … +3 more , Lestari W, Kim JE, Sukotjo C
BMC Med Educ · 2026 Jun · PMID 42374382 · Full text
BACKGROUND: Interprofessional service-learning (IPSL) combines community-based experiential learning with interprofessional education (IPE), fostering collaborative competencies and civic responsibility among students. D...
BACKGROUND: Interprofessional service-learning (IPSL) combines community-based experiential learning with interprofessional education (IPE), fostering collaborative competencies and civic responsibility among students. Despite growing interest, the integration of service-learning and IPE in undergraduate dental curricula remains underexplored. METHODS: This scoping review was conducted using the Arksey and O'Malley framework and refined by Levac et al., adhering to the PRISMA-ScR guidelines. Several electronic databases (PubMed, Scopus, Web of Science, EBSCO, and EMBASE) were searched from 1960 to March 2025 using a combination of controlled vocabulary and free-text terms. Manual searching of reference lists and grey literature through Google Scholar and institutional repositories supplemented the database searches. Screening and data extraction were conducted by two independent reviewers based on pre-defined inclusion and exclusion criteria. Thematic synthesis was used to analyse and categorise the findings qualitatively. RESULTS: From 1422 records, 11 eligible studies published between 2015 and 2023 were included. Most studies were conducted in the United States, with one from Canada. IPSL interventions occurred in diverse settings, including refugee shelters, rural clinics, prisons, and global health contexts. Dental students engaged with disciplines such as medicine, nursing, pharmacy, public health, social work, law and others. Key themes included 'Implementation Contexts and Interprofessional Partnerships', 'Oral Health Promotion and Prevention', 'Oral Health Literacy Outcomes', 'Reflective Learning', and 'Student Perceptions and Attitudes'. CONCLUSION: IPSL is an impactful educational strategy for dental students, promoting both clinical and interprofessional development. Future programmes should include structured preparatory training and longitudinal assessment to sustain learning outcomes and enhance the reach of IPSL globally.
Mentorship perception and experience among pediatric surgical trainees: a cross-sectional study.
Alshehri AF, Alwadani ST, Alfraih Y … +1 more , Altokhais T
BMC Med Educ · 2026 Jun · PMID 42374370 · Full text
BACKGROUND: Mentorship is essential in surgical education and fosters professional growth, skill development, and career advancement. Despite its recognized importance, structured mentorship remains underdeveloped in ped...
BACKGROUND: Mentorship is essential in surgical education and fosters professional growth, skill development, and career advancement. Despite its recognized importance, structured mentorship remains underdeveloped in pediatric surgical residency programs, particularly in small and specialized fields where limited faculty availability may restrict access to mentorship. This study aimed to measure mentorship prevalence, assess satisfaction, identify barriers to effective mentorship, and explore residents' preferences for structured mentorship models in the Saudi National Pediatric Surgery Residency Program. METHODS: A cross sectional survey was distributed to all residents of the Saudi National Pediatric Surgery Residency Program. The 27 question survey assessed mentorship relationships, satisfaction, perceived benefits, communication preferences, and barriers. Statistical analyses were performed using SPSS version 26.0, with significance set at p < 0.05. RESULTS: Of the 41 respondents (80% response rate), 60% were female, and 56% were under 30 years of age. Although 98% recognized the importance of mentorship, only 17 of 41 (41.5%) reported having a mentor. Key barriers included the absence of a structured mentorship program with clear objectives (61%), mentor time constraints (58.5%), and a lack of scheduled meetings (53.6%). Among mentored residents, 12 of 17 (70.5%) were satisfied, and 11 of 17 (64.7%) felt that their mentors provided strong skill development opportunities. CONCLUSION: Significant gaps exist between the perceived value and availability of mentorship in pediatric surgical residency programs. Formalized and structured mentorship programs with clear objectives and regular meetings are crucial for improving mentorship effectiveness. These findings support the development of more structured mentorship frameworks within pediatric surgery training programs.
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