Medical Education[JOURNAL]
Sun
200 papers
Graduate perspectives on a transnational medical programme: a qualitative study of career impact.
Yousif G, Shoma A, Samaan E … +3 more , AboElatta HMH, Byrne-Davis L, Hart J
BMC Med Educ · 2026 Jun · PMID 42374366 · Full text
BACKGROUND: Transnational education (TNE) represents an evolutionary development in internationalisation, involving the movement of institutions or their programmes rather than student mobility. Influenced by the ambitio...
BACKGROUND: Transnational education (TNE) represents an evolutionary development in internationalisation, involving the movement of institutions or their programmes rather than student mobility. Influenced by the ambitions and strategies of sending and receiving countries, TNE offers distinct values and benefits to all stakeholders. Most previous research has focused on the successes and challenges of TNE programmes from the perspectives of programme directors, administrators, and educators, but less is known about graduates' experiences. This study explored graduates' perceptions of a UK-affiliated transnational medical programme in Egypt and its impact on their personal and professional development and careers. METHODS: We conducted a qualitative study with graduates from a long-established transnational medical programme delivered under a UK university's licence in Egypt. We purposively sampled graduates to maximise variation in age, gender, nationality, professional status, current job, and country of work. We conducted semi-structured online interviews via Zoom, audio-recorded them, and transcribed the recordings. We adopted a constructivist/interpretivist approach and conducted reflexive thematic analysis, ensuring reflexivity was maintained throughout the study. RESULTS: Twenty-three graduates were interviewed for an average of 45 min; 14 were female and 9 were male, with ages ranging from 23 to 33 years. We identified six overarching and interconnected themes: (1) Personal and professional transformation through generic skills and critical thinking; (2) An integrated and well-organised curriculum delivered through case-based discussions; (3) Clinical preparedness fostered by small class sizes and early clinical exposure; (4) International career readiness supported by English language proficiency, exchange programmes, relevant examination formats, and multinationalism; (5) Supportive teaching and leadership staff from both institutions; (6) Immersive research experience. CONCLUSIONS: We explored insightful perspectives and experiences of the graduates. We found that an integrated, internationally focused curriculum, delivered and overseen by effective and supportive staff, prepares graduates to serve locally and internationally with notable resilience and confidence. These firsthand insights contribute to the limited literature on graduates' perspectives in TNE, particularly in health professions education (HPE), and offer practical, achievable recommendations for curriculum, assessment, student support, and the learning environment. Further research exploring staff and institutional viewpoints is necessary to gain a more comprehensive understanding.
Assessment of knowledge, awareness, perceptions, and attitudes toward breast reconstruction practice among medical students in Jordan: a cross-sectional study.
Abualhaj S, Alshadfan L, Al-Mehaisen LM … +10 more , Safi Y, Alawneh F, Khreas O, Ali B, Alwarawrah R, Ajarma T, Al Sgoor F, Al-Momani Y, Othman L, Al-Masri M
BMC Med Educ · 2026 Jun · PMID 42374362 · Full text
BACKGROUND AND PURPOSE: Breast reconstruction (BR) following mastectomy is one component of comprehensive breast cancer care; however, its educational emphasis, accessibility, and cultural context vary across health syst...
BACKGROUND AND PURPOSE: Breast reconstruction (BR) following mastectomy is one component of comprehensive breast cancer care; however, its educational emphasis, accessibility, and cultural context vary across health systems, particularly in middle-income countries. Understanding how future physicians perceive BR within the local epidemiologic and health-system landscape is necessary to guide proportionate and culturally responsive medical education. This study assessed knowledge, awareness, perceptions, and attitudes toward BR among Jordanian medical students, with the aim of identifying educational gaps and barriers to practice. METHODS: A national cross-sectional study was conducted among clinical-year medical students (years 4-6) from six Jordanian universities using a validated, self-administered questionnaire. A validated, self-administered questionnaire was distributed electronically via institutional mailing lists and verified student communication platforms. The survey was developed following expert review and piloting for clarity and cultural appropriateness. Data were analyzed descriptively to evaluate students' educational exposure, knowledge, confidence, and perceptions regarding BR. RESULTS: Of 391 respondents, 69.6% were female and all universities were represented. While 79% reported prior teaching on breast cancer, only 21% attended lectures specifically on BR, and 20.2% observed a procedure. Most rated their knowledge as basic (58.8%), with only 1.3% reporting advanced knowledge. Confidence in counseling patients was limited, with 7.2% feeling very confident. Awareness of key aspects varied: 42.2% recognized both immediate and delayed reconstruction, 55% knew both implant and autologous options, and 57.3% were unsure about insurance coverage. Reported barriers included financial cost (85.2%), lack of awareness (68.3%), and cultural or religious sensitivity (> 60%). Despite this, 88.7% agreed BR improves quality of life, and 75.7% supported greater curricular emphasis, with 68.3% seeking additional training. CONCLUSION: Jordanian medical students demonstrate supportive attitudes toward BR but significant educational and systemic gaps remain. Strengthening BR education and addressing cultural and financial barriers are essential to empower future physicians in promoting patient-centered cancer care.
Flipped classroom showdown: game-based vs. case-based learning in pharmacy education.
Amini M, Amini S, Alizadeh M
BMC Med Educ · 2026 Jun · PMID 42374357 · Full text
BACKGROUND: Active learning methods like flipped classrooms, case-based learning (CBL), and game-based learning (GBL) are increasingly important in medical and pharmacy education. While studies suggest integrating these...
BACKGROUND: Active learning methods like flipped classrooms, case-based learning (CBL), and game-based learning (GBL) are increasingly important in medical and pharmacy education. While studies suggest integrating these methods may improve outcomes, direct comparisons of CBL and GBL within flipped classrooms are limited, often focusing on small sample sizes and different student populations. This study compares the effectiveness of GBL and CBL in a flipped classroom for pharmacy education which are held completely virtual, aiming to assess learning outcomes and student satisfaction. METHODS: Participants were randomly assigned to the GBL or CBL group. In-class activities for both groups followed virtual flipped instruction classrooms on pharmacotherapy topics. Knowledge-based tests were used to assess learning outcomes, and a reliable and validated questionnaire was employed to measure student satisfaction. The basis for data analysis would include demographic data and the results of tests and questionnaires on satisfaction assessment. Data were analyzed via descriptive statistics methods (means, frequencies, percentages, standard deviations, and variances) and inferential analyses (Student's t-test, analysis of variance, and correlation). RESULTS: The 56 fourth-year PharmD students completed the study. Whereas both groups showed significant learning outcome gains (CBL T1-T3: ρ = 0.006, GBL: T1-T3 ρ = 0.001, T2-T3 ρ = 0.002), the scores for all tests were invariably higher in GBL; however, none of them are significant. Satisfaction with the learning method as also greater in the GBL group (3.82) than in the CBL group (3.61), particularly for students with lower GPAs in the GBL group (t = -0.412, ρ = 0.033). No statistically significant differences were observed for either the test scores or the satisfaction levels of either group; however, for the final test scores and progress rates, GBL had a slight-to-moderate effect size advantage (Cohen's d = -0.36, -0.34 respectively). CONCLUSIONS: This study demonstrated that both case-based learning (CBL) and game-based learning (GBL) within a virtual flipped classroom framework significantly enhanced student learning outcomes, without any statistically significant differences in test performance or student satisfaction between the two methods. Overall, both CBL and GBL prove to be equally effective in pharmacy education in a virtual environment.
Perceived effectiveness: simulation teeth in dental education.
Cheadle AMG, Bagry R, Palin WM … +3 more , Tomson PL, Reniers RL, Hadis MA
BMC Med Educ · 2026 Jun · PMID 42374356 · Full text
BACKGROUND: Typodont simulation is a key part of undergraduate dental training globally, allowing prospective dentists to repeatedly practice the necessary skills to safely and effectively care for their future patients....
BACKGROUND: Typodont simulation is a key part of undergraduate dental training globally, allowing prospective dentists to repeatedly practice the necessary skills to safely and effectively care for their future patients. Anecdotally, and in previous small studies, typodonts fall short when compared to what they aim to replicate: human teeth. This study aimed to evaluate opinions on the effectiveness, use, advantages and disadvantages of typodonts. METHODS: This study gathered quantitative and qualitative data from 338 dentists and dental students using an online questionnaire, evaluating their opinion on the effectiveness of typodont simulation. Likert scales to 32 questions collected opinions on effectiveness of various typodont attributes such as tactile feedback and appearance. Responses were analysed to examine differences in opinion across participant groups using the appropriate parametric and non-parametric tests; free-text responses were analysed thematically. RESULTS: Typodonts were used extensively in all surveyed institutions. They were considered to be moderately effective and readily available for repeated practice of direct and indirect preparations. Improvement is required in several key areas: caries simulation, anatomical layering and endodontic simulation, particularly in relation to material properties related to tactile realism. There were varying opinions on cost and environmental impact when comparing methods of manufacture. Standardisation and customisation of typodonts for education was valued by all. CONCLUSION: Anatomical layering, tactile realism and caries are important factors to students and dentists in simulation education. Traditionally manufactured typodont were used by the majority of those surveyed but lack key qualities such as realistic tactile feedback required for effective simulation of human teeth, simulation of caries and root canal anatomy. There is potential for more modern methods of manufacture such as 3D-printing to assist in this need for better representation of the complex anatomy and feel of teeth, positively impacting both patient safety and dental education, yet these still fall short in realistic haptic feel and caries simulations. Alongside these features, environmental, financial and availability should be considered.
Innovation capability characteristics among nursing undergraduates: a latent profile analysis.
Wang X, Liu Z, Zhang R … +3 more , Liu J, Ye H, Wang S
BMC Med Educ · 2026 Jun · PMID 42374350 · Full text
BACKGROUND: Innovation capability is a core competency for nursing college students to adapt to the development of modern nursing and meet clinical demands. This study applied innovation ecosystem theory and aimed to ide...
BACKGROUND: Innovation capability is a core competency for nursing college students to adapt to the development of modern nursing and meet clinical demands. This study applied innovation ecosystem theory and aimed to identify the latent profile types of nursing college students' innovation capability and their associated factors, to provide a basis for formulating targeted training strategies. METHODS: A cross-sectional survey was conducted among 1,086 nursing college students using a self-designed "Questionnaire on Innovation Capability of Nursing College Students" with good reliability and validity. Latent profile analysis (LPA) was used to classify the innovation capability types. RESULTS: The innovation capability of nursing college students was divided into four latent profile types: Low Innovation Capability Type (22.65%), Low-Medium Innovation Capability Type (32.97%), Medium-High Innovation Capability Type (29.93%) and High Innovation Capability Type (14.46%), showing a distribution characteristic of "larger in the middle and smaller at both ends". Multiple linear regression analysis showed that weekly self-directed learning time for innovation knowledge (β'=0.298), number of innovation competition participations (β'=0.234), clinical internship experience (β'=0.189) and age (analyzed as a continuous variable, β'=0.123) were significant positive predictors of innovation capability (all P < 0.001). The total score of innovation capability of nursing college students was 67.64 ± 8.36, with the lowest average score in the Innovation Environment dimension (2.58 ± 0.52) and the highest in the Innovation Motivation dimension (2.92 ± 0.50). CONCLUSION: Nursing college students' innovation capability presents obvious heterogeneous characteristics with four distinct profile types. Weekly self-directed learning time for innovation knowledge, participation in innovation competitions, clinical internship experience and age were identified as key factors associated with higher innovation capability. These findings suggest that targeted training strategies such as differentiated cultivation, strengthening clinical innovation training, improving self-directed learning ability and optimizing innovation incentive mechanisms may help enhance nursing college students' innovation capability. Longitudinal and interventional studies are warranted to confirm these effects.
A mixed-methods study of a "Humanities in Course" model: improving caring abilities, climate, and satisfaction in pediatric nursing education.
Chen H, Batool S, Lai L … +4 more , Zhang J, Zhou L, Wang J, Wang Y
BMC Med Educ · 2026 Jun · PMID 42366376 · Full text
BACKGROUND: Pediatric nursing requires exceptional humanistic care. However, humanistic education is often delivered separately from professional nursing courses, creating a gap between caring principles and clinical pra...
BACKGROUND: Pediatric nursing requires exceptional humanistic care. However, humanistic education is often delivered separately from professional nursing courses, creating a gap between caring principles and clinical practice. AIM: This mixed-methods study evaluated the effectiveness of the "Humanities in Course" model in enhancing nursing students' humanistic caring abilities and improving the caring climate in pediatric nursing education. METHODS: A concurrent mixed-methods approach was adopted. Using a non-probability whole-population sampling method, all third-year undergraduate nursing students enrolled in the Pediatric Nursing course during the 2023 academic year were invited to participate. Seventy-five students who completed the course and provided both pre- and post-course data were included in the final analysis. Quantitative data were collected before and after the course using the Caring Ability Inventory, Peer Group Caring Interaction Scale, and Organizational Climate for Caring Questionnaire, and were analyzed using descriptive statistics and paired-sample t-tests. Students' perceptions of the course were evaluated after the intervention using a self-developed Teaching Effectiveness Evaluation Questionnaire. Qualitative data were collected from students' narrative diaries written after the RealCare Baby 3 experiential learning activity and analyzed using Colaizzi's seven-step method with NVivo 12. RESULTS: Students' total caring ability scores increased significantly from 188.11 ± 18.69 before the course to 203.57 ± 16.26 after the course (p < 0.001). Significant improvements were also observed in the total scores of the Peer Group Caring Interaction Scale and the Organizational Climate for Caring Questionnaire after the intervention. The teaching effectiveness evaluation showed that most students perceived the course positively, with 94.7% reporting curricular attractiveness, 96.0% reporting improved analytical problem-solving ability, and 98.7% reporting enhanced patience when interacting with patients. Qualitative analysis of narrative diaries identified five themes: gratitude to parents, professional quality development, bioethics, operational learning, and course experience. CONCLUSION: The "Humanities in Course" model may be a feasible approach for embedding humanistic education into pediatric nursing education. It was associated with improvements in students' overall humanistic caring ability, peer caring interaction, and perceived caring climate, while qualitative findings indicated perceived development in professional quality, bioethical awareness, operational learning, and reflective understanding of pediatric caring. Future controlled, multi-center, and longitudinal studies with objective and multi-source outcome measures are needed to confirm the effectiveness, sustainability, and transferability of this model.
Psychological and attitudinal responses to death-related education: a sequential explanatory mixed-methods study informed by terror management theory.
Yu H, Liu Z, Yan J … +3 more , Wang Y, Hong J, Wang W
BMC Med Educ · 2026 Jun · PMID 42365342 · Full text
BACKGROUND: Undergraduates in geriatric service management must be prepared to engage with death-related issues in practice. This study aimed to understand geriatric service management undergraduates' psychological and a...
BACKGROUND: Undergraduates in geriatric service management must be prepared to engage with death-related issues in practice. This study aimed to understand geriatric service management undergraduates' psychological and attitudinal responses to structured death-related learning by examining changes in death attitudes, self-esteem and purpose in life and exploring students' subjective experiences of the learning process. METHODS: A nine-week sequential explanatory mixed-methods study informed by Terror Management Theory was conducted with 25 geriatric service management undergraduates. The quantitative component used a repeated-measures observational design, assessing death attitudes, self-esteem, and purpose in life at three time points using the Death Attitude Profile-Revised, Rosenberg Self-Esteem Scale, and Purpose in Life Test. Quantitative data were analysed using Friedman tests with Bonferroni-adjusted Wilcoxon signed-rank post-hoc comparisons. Semi-structured interviews were subsequently conducted and analysed using content analysis. Quantitative and qualitative findings were integrated during interpretation to explain and contextualise students' responses to death-related learning. RESULTS: No significant change was observed in the overall death attitude score (p = .399), although several death-attitude subscales showed significant temporal changes. Fear of death increased during the early learning phase before declining significantly by study completion (pc = .004), whereas neutral acceptance increased over time (pa < .001; pb < .001). Approach acceptance declined during the early phase (pa < .001), with no significant overall change across the study period (pb = .074). Self-esteem showed the strongest and most consistent improvement, with significant gains across all time-point comparisons (pa < .001; pb < .001; pc < .001). Purpose in life increased significantly over time (pa < .001; pb < .001). An exploratory subgroup analysis indicated that early changes in death-attitude profiles differed according to prior formal death education. Qualitative analysis identified three themes: conceptualising life and death as interconnected, perceiving constructive meanings in mortality, and engaging with death through anticipation and learning. These themes provided explanatory context for the quantitative findings by illuminating how students integrated death into their understanding of life, developed greater openness toward mortality, and strengthened their sense of purpose and professional identity. Qualitative accounts also revealed heterogeneous responses to mortality, helping explain the non-significant change in the overall death-attitude score. CONCLUSION: Structured exposure to death-related learning was associated with subscale-specific changes in death attitudes and consistent improvements in self-esteem and purpose in life among geriatric service management undergraduates. The observed trajectory of an initial increase and subsequent decline in fear of death, together with gains in self-esteem and purpose in life, was broadly consistent with Terror Management Theory and may inform the design of end-of-life care education.
Application of synthetic patient samples in biochemistry laboratory case-based learning course to improve biosafety.
Sha S, Yang H, He D … +3 more , Liu H, Shao X, Zhang Y
BMC Med Educ · 2026 Jun · PMID 42365306 · Full text
Case-based learning (CBL) requires students to fully engage in class activities, motivates active thinking, and therefore effectively improves the teaching and learning quality. However, CBL method is not commonly used i...
Case-based learning (CBL) requires students to fully engage in class activities, motivates active thinking, and therefore effectively improves the teaching and learning quality. However, CBL method is not commonly used in laboratory courses in medical schools due to the biosafety and the ethical issues of patient samples. Here, we developed a novel method to prepare synthetic sera and doped urine without the need for a patient donor. These materials are safe for both students and teachers and were used in a 3-week biochemistry laboratory CBL course. Fifty-eight second-year undergraduates from Dalian Medical University (China) received the CBL course, while another 56 students in the control group received traditional teaching. In this mode, each biochemical assay was explained and conducted separately without clinical case scenarios. The learning outcomes were assessed via written examinations for all participants, and questionnaires were additionally distributed to students in the CBL group. The results revealed that the CBL course significantly increased their test scores, improved their learning interest, and fostered their self-learning habits and critical thinking with teamwork. As for different genders, more female students endorsed the benefits of the CBL model for skill development, while more male students gave positive feedback on CBL model in terms of stimulating their motivation to study and stated that they preferred CBL model in the future. Notably, this study adopted a quasi-experimental design with grouping based on intact classes and voluntary student participation, which may lead to self-selection bias when interpreting the results.
Association between sources of nutrition information and self-perceived nutrition competence of healthcare professionals: a cross-sectional study.
Shi Y, Huang G, Beasley JM
BMC Med Educ · 2026 Jun · PMID 42365293 · Full text
BACKGROUND: Healthcare professionals other than dietitians are widely perceived as credible sources of nutrition information by patients, despite many of these professionals having received limited nutrition training. Li...
BACKGROUND: Healthcare professionals other than dietitians are widely perceived as credible sources of nutrition information by patients, despite many of these professionals having received limited nutrition training. Little is known about where healthcare professionals obtain nutrition information and how reliance on various sources of nutrition information relates to their self-perceived nutrition competence. This study aimed to investigate the association between the frequency of accessing nutrition information from evidence-based and non-evidence-based sources and healthcare professionals' self-perceived nutrition competence. METHODS: A cross-sectional online survey was conducted using a questionnaire adapted from the NUTrition COMPetence (NUTCOMP) tool. Independent variables included self-reported frequencies of accessing various nutrition information sources in the preceding 30 days, measured by Likert-scale questions. The primary outcome was self-perceived nutrition competence assessed by NUTCOMP scores. A robust linear regression model was created to evaluate associations between NUTCOMP scores and frequencies of accessing different nutrition information sources, adjusting for age, sex, profession, education level, workplace, and previous nutrition education. The statistical significance level was set at 0.05. RESULTS: A total of 450 healthcare professionals working in healthcare facilities across China were enrolled, including 302 (67.11%) nurses and 124 (27.56%) doctors. The median NUTCOMP score was 120 (interquartile range 102-141). The most popular information sources were colleagues (n = 293), social media (n = 222), and professional websites (n = 121). More frequent access to nutrition information from colleagues (β = 3.75, p < 0.001), friends or family members (β = 2.71, p = 0.02), and academic webinars or continuing education (β = 3.92, p = 0.002) were significantly associated with higher NUTCOMP scores. CONCLUSIONS: Healthcare professionals in China frequently accessed nutrition information from both evidence-based and non-evidence-based sources. Frequencies of accessing nutrition information from colleagues, friends or family members, and academic webinars or continuing education were positively associated with self-perceived nutrition competence. The association observed with non-evidence-based sources highlights the need to better understand how information-seeking behaviors influence professional confidence and clinical practice. Future research is needed to develop strategies to strengthen evidence-based nutrition information sharing that may enhance nutrition competence.
A workflow-based, digitally gamified teaching model for pathology education: a pilot study.
Ertener O
BMC Med Educ · 2026 Jun · PMID 42365256 · Full text
BACKGROUND: Pathology is a core component of undergraduate medical education, yet students often experience difficulty integrating preclinical knowledge into clinical practice. This challenge is particularly evident duri...
BACKGROUND: Pathology is a core component of undergraduate medical education, yet students often experience difficulty integrating preclinical knowledge into clinical practice. This challenge is particularly evident during the transition to clinical training, where understanding diagnostic workflows becomes essential. This study describes the development and implementation of a workflow-based, digitally gamified teaching model designed to support the integration of pathology knowledge and the development of diagnostic reasoning during the transition to clinical training. METHODS: A ten-session teaching series was implemented for fourth-year medical students within a multidisciplinary clinical clerkship. The sessions were structured around the complete diagnostic pathway, from biopsy acquisition to pathology report interpretation. Digital and gamified learning activities were integrated throughout the series to support engagement and specific cognitive processes. Student perceptions were evaluated via a voluntary, anonymous postintervention survey, which included Likert-scale items and open-ended responses. RESULTS: Sixteen students completed the survey (response rate 80%). The students reported high levels of engagement and positive learning experiences. All the respondents indicated an improved understanding of diagnostic workflows and pathology report interpretation. Gamified activities were perceived as helpful for maintaining engagement and supporting recall, particularly in relation to terminology and pattern recognition. Qualitative feedback highlighted high levels of engagement, memorability, and perceived educational value associated with the teaching approach. CONCLUSIONS: A workflow-based, digitally gamified teaching approach may provide a practical framework for integrating pathology knowledge and supporting diagnostic understanding during the transition to clinical training. The findings suggest that aligning teaching with authentic diagnostic workflows, combined with well-integrated interactive strategies, represents a potentially transferable approach for enhancing student engagement and supporting learning in this context.
How do mature non-graduate students compare to the rest of the cohort in medical training? A UKMED study.
Sartania N, Troughton A, Chan P
BMC Med Educ · 2026 Jun · PMID 42363203 · Full text
BACKGROUND: Widening participation in medicine is a key societal priority. To improve representation of non-traditional applicants, UK medical schools use contextual admissions, although definitions of under-represented...
BACKGROUND: Widening participation in medicine is a key societal priority. To improve representation of non-traditional applicants, UK medical schools use contextual admissions, although definitions of under-represented groups vary across institutions. This study examined the educational and training trajectories of one such group-mature non-graduates. We aimed to determine whether their progression was comparable to that of school-leavers and graduate entrants, whether they progressed through medical school non-inferiorly, and whether they were equally likely to secure postgraduate training posts. METHODS: Data on UK medical students and resident doctors (2007-2015) were extracted from the UK Medical Education Database (UKMED). Undergraduate performance (Educational Performance Measure (EPM), Prescribing Safety Assessment (PSA), Foundation Programme Situational Judgement Test (FP-SJT) and postgraduate performance (Membership of the Royal College of Physicians, MRCP and MRCGP Applied Knowledge Test, MRCGP AKT), Annual Review of Competency Progression (ARCP), and obtaining an offer for a Level 1 training post) were compared across the three groups using multivariate statistical analyses, including Kruskal-Wallis tests where appropriate. RESULTS: Across all measures of undergraduate academic attainment (EPM, PSA and FP-SJT) and postgraduate examination performance (MRCP Part 1, Part 2 and PACES), mature non-graduates performed less well than school-leavers or graduates. They were more frequently released from training (ARCP Outcome 4) and received higher numbers of Developmental ARCP outcomes. Mature non-graduates were also less likely to receive an offer for competitive specialty training on their first application; however, the likelihood of them applying exclusively to General Practice did not differ from that of school-leavers or graduates. CONCLUSIONS: Although performance differences persist for a subset of widening-participation candidates named here as mature non-graduates, they still progress through training, obtain Certificates of Completion of Training, and contribute to the medical workforce. Further research is needed to examine how their life experience and non-traditional educational trajectories influence their long-term practice.
Knowledge of oxygen therapy among healthcare professionals in non-intubated patients: a cross-sectional study in Somalia.
Duman Aydin P, Küçükosman G, Mohamed AO … +3 more , Konukbay D, Maşalacı A, Mutlu O
BMC Med Educ · 2026 Jun · PMID 42363139 · Full text
BACKGROUND: Although oxygen therapy (OT) is a fundamental and life-saving intervention in the management of hypoxemia, it may lead to serious complications when applied incorrectly or in an uncontrolled manner. The aim o...
BACKGROUND: Although oxygen therapy (OT) is a fundamental and life-saving intervention in the management of hypoxemia, it may lead to serious complications when applied incorrectly or in an uncontrolled manner. The aim of this study is to evaluate the knowledge levels and attitudes of healthcare professionals working in a tertiary hospital in Somalia regarding OT administered to non-intubated patients. METHODS: This descriptive cross-sectional study was conducted between 17 February and 2 March 2025 at Mogadishu Recep Tayyip Erdoğan Training and Research Hospital. A structured 23-item survey evaluating knowledge and attitudes related to OT was administered face-to-face to healthcare professionals consisting of nurses, resident physicians, and attending physicians. Knowledge levels were classified as poor (< 60%), moderate (60-79%), and good (≥ 80%) based on the percentage of correct responses. p < 0.05 was considered statistically significant. RESULTS: A total of 195 healthcare professionals participated in the study (42.6% nurses, 35.9% resident physicians, and 21.5% attending physicians). Overall, 49.2% of the participants (95% CI: 42.2% - 56.2%) reported knowing how to administer OT, though knowledge levels were predominantly poor across all professional groups regarding specific technical parameters, and 70% of nurses and 90% of physicians stated that OT training should be received (p = 0.223). The rate of receiving training before starting duty was higher among nurses (71.1%) than among residents (44.3%) (p = 0.003). As training sources, nurses more frequently reported school and orientation training, while attending physicians more frequently reported conferences/course programs (p < 0.001). Guideline use rates were similar across groups and were generally limited. Knowledge levels regarding low- and high-flow OT systems, indications, and monitoring parameters were poor in all groups. Knowledge of oxygen toxicity was higher among physicians than nurses (p = 0.001), and no significant difference was found among the groups in terms of awareness of morbidity and mortality (p = 0.189). CONCLUSIONS: This study provides descriptive and hypothesis-generating data highlighting significant knowledge gaps regarding OT among healthcare professionals in a resource-limited setting. The findings suggest a critical need for standardized protocols and continuous training programs, though future prospective studies are required to determine the causal relationships between these knowledge gaps and actual clinical practice or patient outcomes.
Evaluating a novel online acute oncology education and competence assessment passport in the UK.
Madera G, Munro D, Hamilton L … +3 more , Davies H, Petrie L, Lavender V
BMC Med Educ · 2026 Jun · PMID 42363126 · Full text
BACKGROUND: Acute oncology e-learning for staff who treat and care for people with cancer in the United Kingdom exists; however standardised, acute oncology competence assessment does not. This study reports the developm...
BACKGROUND: Acute oncology e-learning for staff who treat and care for people with cancer in the United Kingdom exists; however standardised, acute oncology competence assessment does not. This study reports the development and evaluation of a standardised acute oncology competence assessment integrated within an existing e-learning resource, which ultimately aims to improve cancer patient safety outcomes across the UK. The e-learning and assessment were developed for multidisciplinary staff working in any clinical setting where patients with cancer may present with urgent or emergency symptoms. For example, acute medical units, accident and emergency, same day emergency care, primary care and pre-hospital settings, such as paramedic services and general practice, as well an introductory resource for staff new to working in oncology. METHODS: The study team, multidisciplinary professionals and cancer-specialist educators from across the UK co-designed a Digital Competence Assessment for 'practice Level 1'. An existing 'Introduction to Acute Oncology E-learning Module' was revised to include the novel Digital Competence Assessment (together the e-learning and competence assessment were termed: The Level 1 Acute Oncology Passport). This was piloted and evaluated across the UK during Phase 2. Quantitative data from pre (n = 376) and post (n = 176) Level 1 Acute Oncology Passport responses were analysed using descriptive and inferential statistics. Free-text responses were analysed using content analysis. RESULTS: There was a significant increase in learners' level of confidence about their acute oncology knowledge and skills pre and post e-learning and digital competence assessment. The Level 1 Acute Oncology Passport was evaluated as relevant, pitched at the correct level and an appropriate measure for assessing acute oncology knowledge and skills competencies. The main challenge reported was lack of study time. There was also a desire for support of acute oncology knowledge and skills development in the workplace, alongside or following e-learning. CONCLUSIONS: Acute oncology is an important area of practice for improving outcomes for people with cancer, but for acute oncology to be effective it requires a knowledgeable and skilled workforce. The acute oncology learning needs of staff caring for people with cancer in other countries are likely to be similar to the UK. Although respondents were staff who opted to complete the online learning, assessment and evaluation survey, our e-learning and digital assessment of competence Passport was found to be engaging, relevant and acceptable, demonstrating the value of co-design. It also increased learners' confidence and knowledge about acute oncology. However, dedicated time and support are needed for healthcare staff to develop knowledge and skills to ensure safe outcomes for people with cancer. We suggest that similar education and competence assessment resources are needed to address acute oncology learning needs among the broader cancer care workforce.
Associations among stress, anxiety, and depression in postgraduate dental students: a cross-sectional study.
Islamzade B, Leblebicioglu Kurtulus I, Durmaz Yilmaz OM
BMC Med Educ · 2026 Jun · PMID 42351166 · Full text
BACKGROUND: Postgraduate dental education is a demanding process characterized by increased clinical responsibility and academic expectations. While psychological distress among undergraduate dental students has been wid...
BACKGROUND: Postgraduate dental education is a demanding process characterized by increased clinical responsibility and academic expectations. While psychological distress among undergraduate dental students has been widely studied, evidence regarding postgraduate populations remains limited. This study aimed to assess levels of stress, anxiety, and depression among postgraduate dental students and to examine their associations with sociodemographic factors. METHODS: A cross-sectional observational study was conducted among 192 postgraduate dental students. Data were collected using a demographic questionnaire and the Depression Anxiety Stress Scale-21 (DASS-21). Subscale scores were multiplied by two for comparability with standard severity classifications. Statistical analyses included Cronbach's alpha, Pearson correlation, and linear regression. Multiple regression models were used to assess associations between psychological variables and sociodemographic factors. Group comparisons were performed using t-tests and one-way ANOVA with Scheffé post hoc tests. RESULTS: Significant positive associations were observed among stress, anxiety, and depression (p < .001). In multiple regression analysis, stress (β = 0.543, p < .001) and anxiety (β = 0.317, p < .001) were significantly associated with depression, accounting for a substantial proportion of the observed variance (R² = 0.696). Participants with "normal" perceived financial status tended to show higher distress levels than those with "good" status, although this association did not reach statistical significance in multivariable analysis. No significant differences were found for training year, specialty, residence, or smoking status. The majority of participants were classified within the normal range across all DASS-21 subscales. CONCLUSIONS: Stress, anxiety, and depression are closely interrelated among postgraduate dental trainees. Psychological distress appears to be associated with individual and perceived contextual factors; however, these associations were not consistently supported in the multivariable model and should therefore be interpreted with caution.
Optimizing university course timetabling for metaverse integration: a human-centered decision model in medical education.
Damar S, Koksalmis GH
BMC Med Educ · 2026 Jun · PMID 42351154 · Full text
BACKGROUND: University Course Timetabling Problems (UCTTP) in medical schools have become more complex with the integration of metaverse technologies such as virtual and augmented reality. These immersive environments en...
BACKGROUND: University Course Timetabling Problems (UCTTP) in medical schools have become more complex with the integration of metaverse technologies such as virtual and augmented reality. These immersive environments enhance medical education but also introduce new scheduling constraints involving specialized hardware, virtual classrooms, and simulation sessions. Addressing this need, the present study develops a human-centered (faculty-focused) optimization framework that aligns scheduling decisions with instructors' behavioral intentions to adopt metaverse-based teaching methods. METHODS: A binary integer linear programming model was formulated to jointly assign regular and metaverse courses while satisfying institutional constraints. Professor-specific behavioral intention weights were derived using the Analytic Hierarchy Process (AHP) informed by constructs identified through Structural Equation Modeling (SEM). Two heuristic approaches-the Greedy Reassignment and Assignment for Professor Equity (GRAPE) and Simulated Annealing (SA)-were developed to solve the model. The parameters of SA were optimized using the Taguchi Design of Experiments method. Computational experiments were conducted on 45 synthetically generated instances of varying sizes. RESULTS: The results show that the GRAPE algorithm provides rapid feasible solutions, whereas the SA algorithm yields higher solution quality, particularly for large and complex problem instances. The Taguchi analysis indicated that the cooling rate and number of iterations significantly influence performance, achieving an excellent model fit (R = 0.998). Overall, the SA method consistently produced near-optimal schedules with low relative error values while maintaining reasonable computation times. CONCLUSIONS: This study introduces the first optimization framework that integrates behavioral intention modeling into course timetabling for metaverse-based education. The proposed approach enables institutions to allocate metaverse courses to instructors who demonstrate higher readiness to adopt immersive teaching technologies. These findings support the design of adaptive, human-centered scheduling systems aligned with faculty readiness. The current framework focuses on faculty-level behavioral factors; student-related dimensions, such as technological access and cohort preparedness, are acknowledged as important areas for future research.
Dynamic CBME in action: rule-based digital case-based learning to evaluate antibiotic-stewardship reasoning in MBBS learners.
Kumar D S, Dandekar S, Prakash GH
BMC Med Educ · 2026 Jun · PMID 42351153 · Full text
BACKGROUND: Antimicrobial resistance is a major global public health threat, necessitating improved antibiotic stewardship. India's Competency-Based Medical Education (CBME) framework requires robust methods to assess an...
BACKGROUND: Antimicrobial resistance is a major global public health threat, necessitating improved antibiotic stewardship. India's Competency-Based Medical Education (CBME) framework requires robust methods to assess and cultivate clinical reasoning. This study evaluated a rule-based Digital Case-Based Learning (DCBL) module with algorithm-triggered formative feedback for antibiotic-stewardship decision-making among undergraduate medical learners. METHODS: A quasi-experimental, single-group pre-post study evaluated three rule-based DCBL micro-cases (upper respiratory tract infection [URTI], urinary tract infection [UTI], and acute watery diarrhoea) in 271 third- and fourth-phase MBBS learners at a tertiary-care teaching hospital in South India. Script Concordance Test (SCT) performance was assessed using parallel pre- and post-test forms. Usability and workload were measured using the System Usability Scale (SUS) and two NASA Task Load Index (NASA-TLX) items. RESULTS: Overall SCT scores changed from 5.65 +/- 4.73 to 6.05 +/- 4.48 (mean change = 0.40; 95% CI: -0.41 to 1.21; p = 0.33; Cohen's d = 0.059). The UTI case showed a statistically significant domain-specific improvement (mean change = 0.58; p = 0.003; Cohen's d = 0.18), which falls below the conventional small-effect threshold. URTI and diarrhoea cases showed no significant change. The mean SUS score was 62.4 +/- 18.7; 76.0% of learners rated platform usability as average or good, with moderate cognitive workload. CONCLUSION: A single-session rule-based DCBL intervention was feasible and acceptable in routine CBME teaching and showed a domain-specific SCT signal in the UTI case. The overall SCT change was not statistically significant and should not be interpreted as evidence of effectiveness or generalised across antibiotic-stewardship scenarios. Controlled, multisite, longitudinal studies are needed to confirm these preliminary findings.
Measles vaccination status and evidence of immunity among medical students in Catalonia (Spain), 2023-2025: a cross-sectional study.
Domínguez A, Soldevila N, Toledo D … +7 more , Casas I, Aldea M, Prat A, Bartolomé R, Borràs E, Godoy P, Working Group on Vaccine Preventable Diseases in Medical Students
BMC Med Educ · 2026 Jun · PMID 42351131 · Full text
BACKGROUND: Measles is a highly contagious infectious disease. The importance of vaccinating healthcare workers (HCW) and medical students as future HCW is underlined by the numerous measles outbreaks in health instituti...
BACKGROUND: Measles is a highly contagious infectious disease. The importance of vaccinating healthcare workers (HCW) and medical students as future HCW is underlined by the numerous measles outbreaks in health institutions. We aimed to assess the factors associated with complete vaccination, and measles serological status in relation to vaccination history among medical students in Catalonia (Spain). METHODS: A cross-sectional study was conducted among medical students attending four university teaching-units during the 2023-2024 and 2024-2025 academic years. Medical students completed a questionnaire and provided blood samples for measles IgG testing. Associations between positive serology, vaccination status, and independent variables (age, sex, country of birth, degree year, future speciality, vaccination attitudes, and measles vaccination history) were assessed using the odds ratio (OR) and 95% confidence interval (CI). RESULTS: Of the 255 participants, 79.2% were female, 92.5% were aged ≤ 24 years and 94.9% had received a complete schedule of two doses of measles vaccine. A complete vaccination schedule was associated with being a 5th-year student (aOR 5.26; 95% CI 1.43-20.48). Serological results were positive in 200 students (78.7%), and associated with none of the independent variables. Positive serology was observed in 79.3% and 58.3% of Spanish-born and non-Spanish-born students, respectively (aOR 0.38; 95%CI 0.12-1.27), but the difference was not statistically significant. CONCLUSIONS: A high proportion of medical students in our sample had received two doses of measles vaccine. In line with public health recommendations, medical students as future HCW should be required to provide documented proof of two doses of measles-containing vaccine prior to starting clinical training.
Acceptance and use of GenAI among medical and health sciences students in Saudi Arabia: an extended TAM study.
Alotaibi MM, Alotaibi HM
BMC Med Educ · 2026 Jun · PMID 42351124 · Full text
Generative artificial intelligence (GenAI) is increasingly used by medical and health profession students. Despite this trend, most existing evidence remains descriptive, with limited theory-driven work explaining how st...
Generative artificial intelligence (GenAI) is increasingly used by medical and health profession students. Despite this trend, most existing evidence remains descriptive, with limited theory-driven work explaining how students' evaluations translate into intention and actual use in high-stakes learning environments. This study investigated the acceptance and actual use of GenAI among medical and health profession students in Saudi Arabia using a Technology Acceptance Model (TAM). A cross-sectional survey was conducted across multiple public and private Saudi tertiary institutions, yielding 505 valid responses for descriptive analyses and 494 users for confirmatory factor analysis and structural equation modeling (SEM). The study tested the core TAM relationships among perceived ease of use, perceived usefulness, attitude toward use, behavioral intention, and actual use together with contextual factors such as social influence, trust, and perceived risk. Most core TAM relationships were supported: perceived ease of use strongly predicted perceived usefulness, perceived usefulness predicted both attitude and behavioral intention, and behavioral intention strongly predicted actual use. Perceived ease of use showed a small but significant negative association with attitude. Social influence and trust positively predicted behavioral intention, and trust also positively predicted perceived usefulness. Perceived risk was not significantly associated with behavioral intention and showed only a weak association with attitude. These findings indicate an intention-driven pattern of GenAI adoption grounded primarily in perceived educational value and reinforced by trust and social norms, while risk awareness appears to coexist with selective, self-regulated engagement.
Educational impact of a simulation-based renal biopsy workshop for medical students during nephrology clerkship.
Onishi Y, Tsuji K, Nakanoh H … +10 more , Uchida N, Fukushima K, Mise K, Takeuchi H, Tanaka K, Tanabe K, Morinaga H, Uchida HA, Kitamura S, Wada J
BMC Med Educ · 2026 Jun · PMID 42351115 · Full text
BACKGROUND: Percutaneous renal biopsy is essential for diagnosing kidney disease. It is invasive and requires technical training to ensure patient safety. Simulation-based education is increasingly used to teach invasive...
BACKGROUND: Percutaneous renal biopsy is essential for diagnosing kidney disease. It is invasive and requires technical training to ensure patient safety. Simulation-based education is increasingly used to teach invasive procedures and minimize patient risk. However, most renal biopsy simulation studies focus on residents rather than undergraduate medical students. We evaluated the educational effectiveness of a renal biopsy simulation workshop during a nephrology clinical clerkship. METHODS: This prospective educational study enrolled fifth-year medical students (n = 113) who participated in a nephrology clinical clerkship at Okayama University between January 2023 and January 2024. The students attended a renal biopsy simulation workshop that included a short lecture, peer ultrasound practice, and hands-on workshop with a renal biopsy simulator. We assessed educational outcomes using anonymous pre- and post-workshop questionnaires that evaluated knowledge, confidence, and educational satisfaction. RESULTS: Before the workshop, only 4.5% of students had observed a renal biopsy. Following the workshop, students reported significantly improved knowledge of renal biopsy procedures. The median proportion of the renal biopsy procedure that students felt capable of performing increased from 0% (IQR 0-5) before the workshop to 70% (IQR 70-80) after the workshop (p < 0.0001). Post-workshop evaluations showed high educational satisfaction: nearly all students reported a better understanding of needle biopsy techniques and greater motivation for learning. CONCLUSIONS: A simulation-based renal biopsy workshop significantly improved medical students' self-reported knowledge and confidence in performing renal biopsies. Students reported high educational satisfaction with the workshop. A simulation-based workshop with a durable renal biopsy simulator may provide a practical and scalable approach for teaching invasive procedures in undergraduate medical education.
Integrating online learning with PBL and CBL: a promising approach to improve comprehensive learning outcomes in breast surgery for Chinese eight-year medical students.
Liu Y, Ling Z, Zhang Z … +2 more , Peng X, Liu M
BMC Med Educ · 2026 Jun · PMID 42351109 · Full text
BACKGROUND: This study aimed to evaluate the impact of an integrated teaching method combining an online platform, Problem-Based Learning (PBL), and Case-Based Learning (CBL) on breast surgery education for Chinese eight...
BACKGROUND: This study aimed to evaluate the impact of an integrated teaching method combining an online platform, Problem-Based Learning (PBL), and Case-Based Learning (CBL) on breast surgery education for Chinese eight-year programme medical students. METHODS: This study employed a randomized controlled trial. A total of 50 eight-year medical students (2019 cohort) who completed their internship in the Department of Breast Surgery at Nanfang Hospital, Southern Medical University, from September 2024 to June 2025 were randomly assigned to two groups (n = 25 each). The control group adopted a traditional model of theoretical lectures and clinical practice, while the experimental group implemented the integrated online platform-PBL-CBL approach. Teaching effectiveness was assessed via theoretical examinations, clinical skill evaluations, and structured questionnaires. RESULTS: The experimental group achieved significantly higher total theoretical examination scores than the control group (76.25 ± 4.35 vs. 73.60 ± 4.47, P = 0.039). In Mini-CEX assessments, the experimental group demonstrated superior overall clinical competence (7.32 ± 0.56 vs. 6.92 ± 0.76, P = 0.039). DOPS scores revealed significant advantages in six key dimensions: indication/contraindication comprehension, sedation/analgesia management, operational capability, aseptic technique, postoperative care, and communication skills (P < 0.05). Questionnaire results showed no statistically significant differences in individual dimensions (all P > 0.05), but a positive trend was observed. CONCLUSION: The integration of an online platform with PBL and CBL significantly enhances the theoretical proficiency, clinical diagnostic capabilities, and comprehensive learning satisfaction of eight-year medical programme students in breast surgery, providing a viable framework for high-level medical talent training.
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