Medical Education[JOURNAL]
Sun
200 papers
How self-compassion fosters resilience in medical sciences students: the protective power of savoring.
Sadoughi M, Hajian Foroushani F
BMC Med Educ · 2026 Jun · PMID 42351107 · Full text
BACKGROUND: Medical sciences students are exposed to intense academic and clinical pressures that can compromise psychological well-being. Promoting resilience in this population is crucial for mitigating the psychologic...
BACKGROUND: Medical sciences students are exposed to intense academic and clinical pressures that can compromise psychological well-being. Promoting resilience in this population is crucial for mitigating the psychological impact of these demands. Self-compassion has been linked to greater resilience, yet the mechanisms underlying this relationship, particularly the role of savoring, remain underexplored. This study examined whether savoring mediates the association between self-compassion and resilience. METHODS: In this cross-sectional correlational study, 310 students from Kashan University of Medical Sciences were selected through stratified random sampling. Participants completed the Connor-Davidson Resilience Scale, the Self-Compassion Scale, and Bryant's Savoring Beliefs Inventory. Data were analyzed using structural equation modeling in AMOS-26. RESULTS: Self-compassion showed a significant positive association with both savoring and resilience. Savoring was also positively related to resilience. Mediation analyses indicated that savoring partially accounted for the relationship between self-compassion and resilience, supporting its role as an underlying psychological mechanism. CONCLUSIONS: The findings highlight the potential importance of positive emotional processes in understanding resilience among medical sciences students. Interventions that simultaneously strengthen self-compassion and savoring may enhance adaptive functioning in this population.
Integrating nutrition as a transversal competence: a curriculum mapping and implementation study in undergraduate medical education.
Lackner S, Roller-Wirnsberger R, Mörkl S … +9 more , Várnagy A, Zöbl M, Taberhofer A, Zabini D, Lackner H, Traub J, Manhal S, Petek E, Holasek S
BMC Med Educ · 2026 Jun · PMID 42351100 · Full text
BACKGROUND: Nutrition is widely recognised as essential to clinical practice, yet its integration into undergraduate medical curricula remains inconsistent and fragmented. While previous work has primarily focused on ide...
BACKGROUND: Nutrition is widely recognised as essential to clinical practice, yet its integration into undergraduate medical curricula remains inconsistent and fragmented. While previous work has primarily focused on identifying gaps or evaluating isolated interventions, less attention has been paid to how nutrition can be systematically integrated within existing competency-based curricula. METHODS: We conducted a curriculum mapping study to identify nutrition-related learning objectives across an undergraduate medical programme, complemented by stakeholder engagement across disciplines, and a student needs assessment. Based on these findings, an integrated curriculum framework was developed to align nutrition as a transversal competence across disciplines and study phases. RESULTS: Of 3,423 preclinical and clinical learning objectives, 574 (16.8%) were identified as nutrition-related. These were widely distributed across the curriculum but were not previously conceptualised as a coherent domain of competence. The mapping process enabled the identification of implicit content and informed the development of a structured framework comprising three domains: fundamentals of nutrition, applied nutrition and public health, and clinical nutrition. Integration was achieved through alignment of existing curricular elements rather than the addition of new content. Student survey data indicated moderate general nutrition knowledge but low confidence in applying nutrition in clinical contexts, with around 79.1% of respondents rating their clinical nutrition knowledge as inadequate. CONCLUSION: This study demonstrates how curriculum mapping, combined with stakeholder engagement, can support the integration of nutrition as a transversal competence within undergraduate medical education. The findings indicate that nutrition is already present as an implicit transversal theme within the curriculum but lacks visibility and structural coherence. Beyond curriculum description, this study provides theory-informed insights into structural, organizational, and learner-level educational outcomes, including curriculum integration, institutional embedding, and identified competence gaps among medical students. It further offers a transferable, system-level approach for integrating cross-cutting competencies within existing medical curricula.
Development and pilot evaluation of a large language model-based clinical simulation system for medical education in gastroenterology.
Maimaris S, Tedino G, Memoli GA … +9 more , Crisciotti C, Albrizio A, Sammartino C, Bartolotta E, Massetti G, Mantica G, Minerba P, Biagi F, Schiepatti A
BMC Med Educ · 2026 Jun · PMID 42351097 · Full text
BACKGROUND: Medical education relies on experience to develop clinical reasoning skills, yet patient access is often limited. Large language models (LLMs) offer an accessible alternative for simulating patient encounters...
BACKGROUND: Medical education relies on experience to develop clinical reasoning skills, yet patient access is often limited. Large language models (LLMs) offer an accessible alternative for simulating patient encounters. We aimed to develop and evaluate an LLM-based clinical simulation system for gastroenterology that simulates entire clinical encounters in natural language, from history-taking through to treatment and follow-up planning. METHODS: The study was conducted in three phases. First, a system comprising an LLM-based clinical case generator, an LLM-based patient simulator, and a web chat interface was developed and iteratively refined. Second, two gastroenterology fellows performed 20 clinical case simulations each as initial testers, providing feedback that guided further system adjustments. Third, six independent gastroenterology fellows, blinded to the development process, evaluated the final system by completing the same 20 clinical simulations. All evaluators rated the system using a 5-point Likert scale across four domains: case presentation accuracy, adaptability to user interactions, realism, and educational value. RESULTS: A total of 160 evaluations were collected across 20 cases and 8 raters. At final evaluation, all domains scored highly: educational value (mean 4.57 ± 0.63), accuracy (4.42 ± 0.63), adaptability (4.33 ± 0.75), and realism (4.32 ± 0.81). Scores differed significantly across domains (p < 0.01), with educational value rated highest. Evaluation panellists rated all domains significantly higher than initial testers (all p < 0.01) at an exploratory comparison. CONCLUSIONS: The LLM-based clinical simulator demonstrated high accuracy, realism, adaptability, and educational value for gastroenterology case simulation in this pilot evaluation, and may represent an accessible and cost-effective tool for clinical reasoning training.
Evaluating the impact of faculty performance appraisal systems on curriculum development and laboratory innovation in pharmaceutical education.
Fathima SMJN, Velayutham CM
BMC Med Educ · 2026 Jun · PMID 42351088 · Full text
BACKGROUND: Pharmaceutical education is undergoing significant transformation, requiring faculty to engage in curriculum innovation, technology-enhanced teaching, and advanced laboratory management. However, Faculty Perf...
BACKGROUND: Pharmaceutical education is undergoing significant transformation, requiring faculty to engage in curriculum innovation, technology-enhanced teaching, and advanced laboratory management. However, Faculty Performance Appraisal Systems (FPAS) in Indian pharmacy institutions, particularly in Tamil Nadu, continue to prioritize traditional quantitative metrics, such as publication counts, grant acquisition, teaching workload, and compliance-oriented performance indicators, often overlooking contributions to curriculum development and laboratory modernization. FPAS are commonly used institutional evaluation mechanisms in Indian higher education for faculty appraisal, promotion, and quality assurance. This misalignment may hinder pedagogical innovation and faculty motivation. METHODS: A contextual and institutional analysis was conducted across pharmacy education settings in Tamil Nadu covering 12 institutions and 412 faculty respondents to examine existing FPAS frameworks and their alignment with contemporary curricular and laboratory expectations. A cross-sectional quantitative survey design was adopted. The study analyzed appraisal criteria, institutional practices, and faculty perceptions with particular focus on FPAS rigor, transparency, fairness, laboratory excellence, pedagogical innovation, and educational technology adoption, to identify gaps between evaluation mechanisms and educational innovation requirements. The analysis also aimed to generate evidence-based directions for strengthening appraisal practices. RESULTS: The findings revealed that prevailing appraisal systems inadequately recognize curriculum redesign, pharmaceutical education technologies, and laboratory-based innovations. Overreliance on quantitative indicators and subjective assessments was associated with reduced faculty engagement, limited adoption of innovative teaching methodologies, and stagnation in curriculum advancement. Regression and structural equation modelling indicated significant positive associations between FPAS rigor and pedagogical innovation (β = 0.462, p < 0.001), FPAS transparency and laboratory excellence (β = 0.517, p < 0.001), and FPAS fairness and faculty motivation (β = 0.498, p < 0.001). CONCLUSION: The study proposes a restructured, multidimensional FPAS framework that formally integrates curriculum development outcomes, educational technologies, and laboratory excellence into faculty evaluation. By adopting transparent and developmental appraisal benchmarks, institutions can foster sustained pedagogical innovation and research-informed teaching. This approach offers practical guidance for academic leaders and policymakers aiming to strengthen curriculum quality in pharmaceutical education.
Effects of a game-based learning ıntervention on self-reported learning strategies and professional attitudes in kinesiophobia management education: a parallel-group randomized controlled trial.
Yılmaz NA, Caner İ
BMC Med Educ · 2026 Jun · PMID 42351087 · Full text
Innovative educational strategies are increasingly needed in physiotherapy education to support students' learning and professional development. Game-based learning (GBL) is an interactive, student-centered approach that...
Innovative educational strategies are increasingly needed in physiotherapy education to support students' learning and professional development. Game-based learning (GBL) is an interactive, student-centered approach that may enhance engagement and active participation. This randomized controlled trial investigated the effects of a structured GBL intervention on self-reported learning strategies and professional attitudes in kinesiophobia management education among physiotherapy students. Ninety-six final-year physiotherapy students were randomly assigned to an intervention group (n = 48) or a control group (n = 48). The intervention group participated in a five-week GBL program consisting of theoretical sessions, case-based simulations, and gamified escape-room activities, while the control group followed the standard curriculum. The primary outcome was self-reported learning strategy scores assessed using the Learning Styles Scale for Health Sciences Students. Professional attitudes, assessed using the Attitude Scale Towards the Physiotherapy Profession, were considered a secondary outcome. Data were analyzed using t-tests and mixed ANOVA (α = 0.05). Ninety-four students completed the study. Compared with the control group, the intervention group demonstrated significantly higher post-intervention visual (p = 0.001) and kinesthetic (p = 0.034) learning strategy scores. Significant group × time interactions were observed for visual (ηp = 0.118, p < 0.001), tactile (ηp = 0.074, p = 0.004), and auditory (ηp = 0.230, p < 0.001) domains. No significant group × time interaction was observed for kinesthetic learning strategies (p = 1.000). Professional attitude scores did not change significantly in either group (p > 0.05). A structured GBL intervention may serve as a useful complementary educational approach for enhancing selected self-reported learning strategy domains in physiotherapy education. However, no short-term effects were observed on professional attitudes. Future studies should include objective outcomes and longer follow-up. NCT07334899 (Retrospectively registered on December 31, 2025).Trial registrationNCT07334899 (Retrospectively registered on December 31, 2025).
AI integration into undergraduate health education streams- a multicenter study in Sri Lanka.
Mariyanayagam SL, Rasathurai S, Jayasinghe RM … +3 more , Dassanayake D, Tennakoon S, Jayasinghe RD
BMC Med Educ · 2026 Jun · PMID 42351073 · Full text
BACKGROUND: Despite rapid integration of AI in healthcare, formal AI education remains limited in health professional curricula globally, particularly in low-and middle-income countries (LMICs). This study provides the f...
BACKGROUND: Despite rapid integration of AI in healthcare, formal AI education remains limited in health professional curricula globally, particularly in low-and middle-income countries (LMICs). This study provides the first large-scale, multi-disciplinary quantitative assessment of AI-related knowledge, attitudes, and practices (KAP) among undergraduate healthcare students at Sri Lankan state universities and identifies independent predictors of AI engagement. METHODS: A multi-centre descriptive cross-sectional survey was conducted between March and June 2025 across five randomly selected Sri Lankan state universities, adhering to STROBE reporting guidelines. The minimum required sample of 385 was calculated using Cochran's formula (Z = 1.96; p = 0.50; d = 0.05); 1,100 students were invited to achieve this target. A self-administered online questionnaire assessed KAP across five domains. Face and content validity were established through expert review and pre-testing with 15 participants outside the final sample. Two multivariable logistic regression models identified independent predictors of academic AI tool use and clinical AI exposure. RESULTS: Of 430 respondents (67.2% female; response rate 39.1%), AI awareness was near-universal (99.3%) and academic AI tool use was high (88.4%). Only 8.1% had received any formal AI training and only 21.6% reported clinical AI exposure. Curriculum integration was the strongest independent predictor of both academic AI use (AOR 2.58, 95% CI: 1.01-6.56, p = 0.047) and clinical AI exposure (AOR 5.16, 95% CI: 2.82-9.47, p < 0.001). Workshop participation independently predicted clinical AI exposure (AOR 2.71, 95% CI: 1.25-5.85, p = 0.011). The most frequently reported barriers were insufficient practical experience (55.8%), lack of guidance (55.8%), and limited resources (50.5%). CONCLUSION: Sri Lankan healthcare undergraduates demonstrate near-universal AI awareness but a pronounced competency gap characterised by limited formal training and minimal clinical AI engagement. Curriculum integration and structured experiential training were the strongest independent predictors of meaningful AI engagement. These findings support the urgent need for national curriculum reform and context-sensitive AI education frameworks for resource-constrained health professional training environments.
Effectiveness of an integrated theory-practice model in undergraduate microsurgical anatomy education.
Di G, Sun L, Zhang H … +2 more , Liang H, Jiang X
BMC Med Educ · 2026 Jun · PMID 42351069 · Full text
BACKGROUND: Microsurgical competence is critical for neurosurgery, yet optimal instructional strategies for undergraduate training remain underexplored. This prospective non-randomized historical cohort study compared tw...
BACKGROUND: Microsurgical competence is critical for neurosurgery, yet optimal instructional strategies for undergraduate training remain underexplored. This prospective non-randomized historical cohort study compared two instructional strategies in undergraduate microsurgical anatomy education and their effects on learners' microsurgical competence. METHODS: Two consecutive cohorts of third-year medical students (n = 20 each) underwent an 8-week microsurgical training program. The 2022 cohort received a conventional theory-first sequential approach, while the 2023 cohort received an integrated theory-practice model. Outcomes were assessed using the MSLQ (Motivated Strategies for Learning Questionnaire), CEQ (Course Experience Questionnaire), SDLRS (Self-Directed Learning Readiness Scale), practical skill checklists, and written examinations. Data were analyzed using paired t-tests, independent-sample t-tests, Wilcoxon test, Mann-Whitney U test and ANCOVA (Analysis of Covariance) with baseline scores as covariates. RESULTS: In this prospective cohort study, the integrated theory-practice instructional model was associated with superior microsurgical skill performance, conceptual understanding, learning motivation, and self-directed learning readiness compared with the conventional sequential model. Both approaches significantly improved students' technical skills. Given the non-randomized design, these findings should be interpreted as preliminary and hypothesis-generating. CONCLUSIONS: These findings suggest that integrated instructional models may be beneficial in undergraduate microsurgical anatomy training. Further randomized controlled studies are needed to confirm the causal effect of integrated instructional models on microsurgical education outcomes.
When I say … 'in situ simulation'.
Mercer SJ
Med Educ · 2026 Jun · PMID 42350315 · Publisher ↗
Abstract loading — click title to view on PubMed.
Examiner training and calibration for simulated clinical examinations: A scoping review.
Thampy H, Callanan N, Ahmed A … +1 more , Taromsari S
Med Educ · 2026 Jun · PMID 42347681 · Publisher ↗
INTRODUCTION: Examiner training and calibration are widely recommended to improve scoring consistency and defensibility in simulation-based observed clinical competency assessments (SOCCAs), yet the empirical evidence ha...
INTRODUCTION: Examiner training and calibration are widely recommended to improve scoring consistency and defensibility in simulation-based observed clinical competency assessments (SOCCAs), yet the empirical evidence has not yet been comprehensively explored. This scoping review maps and describes studies evaluating general examiner training and calibration interventions in SOCCAs. METHODS: A scoping review was conducted of peer-reviewed studies that reported empirical evaluation or descriptive outcomes of examiner training and/or calibration in any SOCCA format (including OSCEs and OSLERs) across health profession disciplines and training stages. Data were charted on intervention characteristics, study design, outcome measures and reported effects. Given study heterogeneity, findings were synthesised descriptively. RESULTS: Twenty studies met inclusion criteria. Seven described general examiner training, although intervention reporting and evaluation were often insufficient to judge effectiveness. Two broad calibration approaches were identified: (i) general calibration aimed at aligning examiners' internal performance standards and (ii) case-orientation calibration tailored to specific stations subsequently assessed. Most calibration interventions used frame-of-reference approaches, commonly involving video-recorded benchmark performances with facilitated discussion. Effects on scoring outcomes were inconsistent: some studies reported modest improvements in scoring reliability or accuracy, whereas others showed minimal change or increased examiner stringency. Only one study assessed outcomes beyond scoring metrics to study examiner behaviours. DISCUSSION: Despite widespread endorsement, the evidence base for examiner training and calibration in SOCCAs remains limited and inconsistent. Where benefits were observed, they appeared most evident for borderline/uncertain performances, suggesting calibration may be most useful near decision thresholds. Additionally, this review highlights an unresolved tension in calibration aims, whether to promote score convergence, shared reasoning or both. Future work should specify intended mechanisms, address contextual influences on judgement and extend evaluation to impact on assessor behaviour. In the absence of stronger evidence, routine implementation risks being driven by expectation and convention rather than a sufficiently robust empirical rationale.
When systems set the limits of supervision.
Cristancho SM
Med Educ · 2026 Jun · PMID 42347574 · Publisher ↗
Abstract loading — click title to view on PubMed.
Bridging the gap: student and staff views on teaching, learning, and assessment in dental education.
Marinova-Takorova M, Mihaylova Z
BMC Med Educ · 2026 Jun · PMID 42343404 · Full text
BACKGROUND: Contemporary dental education increasingly emphasizes competency-based learning, student engagement, and alignment between teaching, learning, and assessment strategies. Understanding the perceptions of both...
BACKGROUND: Contemporary dental education increasingly emphasizes competency-based learning, student engagement, and alignment between teaching, learning, and assessment strategies. Understanding the perceptions of both students and academic staff may support curriculum development and improvement of educational quality. This study explored key components of the educational environment at the Faculty of Dental Medicine, Medical University - Sofia, Bulgaria. METHODS: A cross-sectional questionnaire-based study was conducted during the 2024/2025 academic year among Bulgarian students, international students, and academic staff. Two tailored questionnaires assessed self-reported lecture attendance, motivation and engagement, individualized support, practical skills development, and perceptions regarding alignment between course objectives and assessment methods. Data were analyzed using descriptive statistics, Pearson's chi-square test (χ²), Fisher's Exact test where appropriate, and Cronbach's alpha coefficient for internal consistency reliability. RESULTS: A total of 576 participants completed the survey, including 397 Bulgarian students, 122 international students, and 57 academic staff members. Approximately half of the students reported attending all lectures, while attendance related primarily to dental disciplines was more common among international students. Students most frequently reported attending lectures because they supported examination preparation and facilitated understanding of the material, whereas academic staff emphasized structured presentation and classroom discussions. More than half of the students reported not receiving an individualized educational approach, in contrast to academic staff perceptions. Bulgarian students more frequently preferred oral examinations, while international students demonstrated greater preference for practical and test-based assessments. Academic staff predominantly favored test-based examinations. Overall perceptions regarding alignment between examinations and course material were moderate to high across all respondent groups. CONCLUSIONS: Differences between student and academic staff perceptions highlight opportunities to improve communication, individualized support, and assessment strategies within multilingual dental education. The findings may support curriculum development and quality assurance processes in competency-based dental education. Further multi-institutional studies and additional validation of the survey instruments are recommended.
Applicant perceptions of program social media on fellowship recruitment: a survey of fellows at a large academic medical center.
Farrell KJ, Kraus MB, Gallo De Moraes A … +1 more , Sharpe EE
BMC Med Educ · 2026 Jun · PMID 42343370 · Full text
BACKGROUND: This study sought to understand the role fellowship program-based social media accounts play in recruiting prospective candidates. We conducted a multi-specialty survey of fellows at a large academic medical...
BACKGROUND: This study sought to understand the role fellowship program-based social media accounts play in recruiting prospective candidates. We conducted a multi-specialty survey of fellows at a large academic medical center to evaluate perspectives of fellowship program social media platforms for recruitment of prospective applicants. METHODS: This cross-sectional study surveyed fellows in fellowship training programs at a large academic institution across three geographic regions of the United States. The web-based 24-question survey queried fellows' demographic characteristics, personal social media use, social media platforms used to evaluate fellowship programs, type of content preferred, attitudes about programs' use of social media, and contact with programs over social media. RESULTS: Of the 235 program directors (PDs) contacted, 135 (57%) PDs responded to the initial request and gave permission for the research group to contact their fellows (n = 399). A total of 191 fellows responded to the survey for a response rate of 47%. The social media platforms respondents most employed to research prospective fellowship programs were X (48/189, 25%) and Instagram (37/189, 20%). Forty-four percent (77 of 176) of respondents shared that a virtual application cycle resulted in them relying more on information from program websites and social media accounts. The top three social media posts from fellowships programs that respondents were interested in were fellowship wellness/work-life balance (64/189, 34%), quality of medical education (44/189, 23%), and fellow publications/awards/presentations (43/189, 23%). CONCLUSIONS: Most fellowship applicants use social media and used at least one social media platform to research potential fellowship programs. Prospective fellows were more interested in programs' work-life integration, academic productivity of current fellows, and quality of the programs' education. However, 51% of respondents said that a fellowship program's social media presence did not contribute to their decision to rank a program. Investing time in program social media presence may allow programs to reach potential fellowship applicants.
Enhancement of vascular anastomosis training using a novel simulation model with integrated leakage testing.
Arpornsujaritkun N, Peamal S, Pootracool P … +11 more , Leela-Udomlipi S, Tirapanich W, Horsirimanont S, Jirasiritham S, Pornwaragorn C, Kittitirapong N, Tepsamrithporn G, Gesprasert G, Sakulchairungrueng B, Choonu N, Wilasrusmee C
BMC Med Educ · 2026 Jun · PMID 42343360 · Full text
BACKGROUND: Mastery of vascular anastomosis is a fundamental skill for surgical trainees, yet opportunities for hands-on practice are often limited by equipment availability and concerns regarding patient safety. Simulat...
BACKGROUND: Mastery of vascular anastomosis is a fundamental skill for surgical trainees, yet opportunities for hands-on practice are often limited by equipment availability and concerns regarding patient safety. Simulation-based training offers an effective solution; however, many existing models lack objective performance assessment. This study evaluated a novel vascular anastomosis simulation model incorporating an integrated leakage testing system designed to provide immediate structured feedback. METHODS: A prospective pre-post interventional study was conducted involving 39 general surgery residents (postgraduate years 1-4). Participants initially performed an end-to-end vascular anastomosis on the simulation model without prior instruction. They subsequently received standardized video-based instruction followed by supervised practice and repeated the procedure. Performance outcomes included anastomosis completion time and leakage grading assessed under controlled pressure conditions. Trainee satisfaction was evaluated using a validated simulation-based learning questionnaire. RESULTS: Following the educational intervention, the proportion of procedures demonstrating severe leakage (Grade 3) decreased significantly from 69.3% to 28.1% (p = 0.001). Mean anastomosis completion time improved from 22.18 ± 8.45 min to 18.42 ± 6.88 min. Second- and third-year residents demonstrated statistically significant reductions in procedural time. All participants (100%) agreed that simulation-based learning was a useful educational strategy, and 70% reported a perceived improvement in psychomotor skills. CONCLUSIONS: This novel vascular anastomosis simulation model, with integrated leakage testing, was associated with improved simulator-based performance outcomes and procedural efficiency among surgical residents. The model provides a reproducible and low-cost platform for vascular anastomosis practice and structured performance assessment. Further studies are needed to establish its validity, long-term retention of simulator-based performance outcomes, and the potential relationship between simulator and operative performance.
Item analysis and performance of EMQ, MCQ, and SAQ in dental education and students' perception of extended-matching questions.
Karamdokht P, Babaee Hemmati Y, Dadgaran I … +1 more , Falahchai M
BMC Med Educ · 2026 Jun · PMID 42343356 · Full text
BACKGROUND: Although multiple-choice questions (MCQs), short-answer questions (SAQs), and extended-matching questions (EMQs) are widely used in dental education, simultaneous comparison of the psychometric properties of...
BACKGROUND: Although multiple-choice questions (MCQs), short-answer questions (SAQs), and extended-matching questions (EMQs) are widely used in dental education, simultaneous comparison of the psychometric properties of these formats in one single educational setting has been less investigated. Also, given the more complex structure of the EMQs, the role of students' perception in their approach and performance still needs further investigation. This study aimed to conduct an item analysis and compare student performance across EMQ, MCQ, and SAQ formats in dental education and to assess students' perception of extended-matching questions. METHODS: This cross-sectional analytical study was conducted on 29 senior dental students in 2025-2026. The end-of-semester exams of four selected courses included a total of 15 EMQs, 45 MCQs, and 30 SAQs, all of which were designed and standardized based on the Bloom's taxonomy levels. Perception of EMQs was assessed with a standard questionnaire with confirmed validity and reliability [content validity ratio (CVR) = 0.85, content validity index (CVI) = 0.82, Cronbach's alpha = 0.81] and a five-point Likert scale (range 15 to 75). Psychometric properties including difficulty, discrimination, and distractor efficiency (DE) of the answer choices were calculated. Data were analyzed by ANOVA, independent t, Mann-Whitney, repeated measures, and Pearson's correlation tests (α = 0.05). RESULTS: EMQs were significantly more difficult than MCQs and SAQs (P < 0.001). There was no difference in discrimination among the formats (P > 0.05), and DE was higher in MCQs (P = 0.014). Student performance differed significantly among the formats (P < 0.001), with students obtaining the highest mean scores in SAQs. The mean perception score of EMQs was 44.80 ± 6.92, which was within the average range. Perception did not differ by gender (P = 0.786) or grade point average (GPA) (P = 0.386), but it did differ among the courses (P < 0.001). No significant correlation was found between perception and performance in EMQs (P = 0.211). CONCLUSION: Structural differences in question formats affect student experience and performance, and the mean perception of EMQs is not necessarily related to performance. Appropriate use of formats and strengthening students' familiarity with EMQs can help improve the quality of assessment.
Satisfaction with academic supervision among nursing postgraduate students in China: a national multicenter cross-sectional study.
Song J, Zhang L, Chen X … +1 more , Wen H
BMC Med Educ · 2026 Jun · PMID 42343329 · Full text
BACKGROUND: High-quality academic supervision is essential to postgraduate nursing education, yet student-reported evidence on supervision quality remains limited, particularly across multiple institutions. This study ex...
BACKGROUND: High-quality academic supervision is essential to postgraduate nursing education, yet student-reported evidence on supervision quality remains limited, particularly across multiple institutions. This study examined the level of satisfaction with academic supervision among nursing postgraduate students in China and explored factors associated with higher satisfaction. METHODS: A national multicenter cross-sectional survey was conducted among nursing postgraduate students from 30 universities in China between 2 April and 30 April 2024. Participants completed an anonymous online questionnaire assessing student and supervisor characteristics, team/mentorship structure, academic communication patterns, supervisor-student relationship classification, and learning motivation. Overall satisfaction with academic supervision was measured using a single-item 4-point ordinal scale. Ordinal logistic regression within the generalized linear model framework was used to identify factors associated with satisfaction with academic supervision. RESULTS: Nursing postgraduate students generally reported high levels of satisfaction with academic supervision. Higher satisfaction was associated with challenge-oriented learning motivation, pursuit of money or other tangible incentives, positive team atmosphere and support from senior members, regular group meetings and knowledge sharing, guidance from multiple mentors, and "good teacher/helpful friend" and "task-oriented" supervisor-student relationships. CONCLUSION: Nursing postgraduate students generally reported high levels of satisfaction with academic supervision. Strengthening supervision structures and fostering supportive academic environments may further enhance academic supervision experiences in nursing postgraduate education.
Impact of the micro-research model on building research capacity in undergraduate health professions students in HIV-related research: a comprehensive evaluation using the RE-AIM framework.
Rukundo GZ, Kellen P, Karungi CK … +11 more , Wakida EK, Kumakech E, Maling S, Kabami J, Mary S, Gutu J, Asasira J, Ocan M, Haberer JE, Okello ES, Obua C
BMC Med Educ · 2026 Jun · PMID 42343312 · Full text
BACKGROUND: Low-income settings such as Uganda bear a disproportionately high burden of diseases such as HIV/AIDS, but contribute little to knowledge production to address their health challenges. The training of health...
BACKGROUND: Low-income settings such as Uganda bear a disproportionately high burden of diseases such as HIV/AIDS, but contribute little to knowledge production to address their health challenges. The training of health professionals traditionally focuses on clinical skills with less emphasis on research; yet, in practice, health professionals are expected to do operational research. In this study, we evaluate the impact of a micro-research model on building the capacity of undergraduate health professions students to conduct locally relevant biomedical, behavioral, clinical, and operations research on HIV and its co-morbidities. METHODS: This study was within the Health Professional Education Partnership Initiative - Transforming Ugandan Institutions Training Against HIV/AIDS (HEPI-TUITAH; 2018-2024), using a sequential explanatory mixed methods design. We collected quantitative data on sociodemographic, number of trainings, concepts and written manuscripts. Thereafter, we conducted in-depth interviews and analyzed them using a thematic content approach. We used the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework to evaluate the impact (number trainings, protocols written, manuscripts written, publications, and change in attitudes) of the HEPI-TUITAH micro-research model. RESULTS: Of the 24 participants that were interviewed, 15 (62.5%) were male, aged 24-63 years (mean age, 35.3 years). Despite the challenges associated with the COVID-19 risk management measures, 41 (57%) out of the expected 72 manuscripts were published. Most participants expressed satisfaction with the recruitment process and the opportunities provided by the program. The process was described as transparent, competitive, and inclusive, allowing participation of multiple disciplines within the health professions training domains. The multi-disciplinary approach to team formation enriched the research process by leveraging diverse perspectives and expertise. Our data show that effective mentorship was a key driver of program success, facilitating skill development, fostering strong relationships, and ultimately contributing to the advancement of both mentees and mentors in their academic and professional pursuits. Training and mentorship sessions encompassed proposal development and manuscript writing. There was a general positive outlook regarding the sustainability at participating institutions. CONCLUSION: The micro-research model is a successful model for building research capacity for undergraduate health professions students. This model is highly recommended for integration into curricula for health professions programs.
Determinants of surgical specialty interest among clinical-year medical students in Syria: a multicenter cross-sectional study.
Aldakak MA, Massoud R, Jamaleh Z … +6 more , Mahfoud M, Alkhatib I, Hdeoa H, Akmik A, Attaf H, Latifeh Y
BMC Med Educ · 2026 Jun · PMID 42343299 · Full text
BACKGROUND: Surgical workforce recruitment remains a global concern, particularly given persistent gender disparities in surgical specialties. In Syria, evidence on medical students' surgical career intentions remains li...
BACKGROUND: Surgical workforce recruitment remains a global concern, particularly given persistent gender disparities in surgical specialties. In Syria, evidence on medical students' surgical career intentions remains limited. This study assessed planned surgical specialty interest and associated demographic, educational, exposure-related, mentorship, and gender/social perception factors among fourth-, fifth-, and sixth-year medical students. METHODS: A cross-sectional online survey was conducted among medical students in Syria between January and May 2026. The Arabic questionnaire assessed sociodemographic characteristics, surgical exposure, mentorship, specialty preferences, perceived determinants of specialty choice, and surgery-related perceptions. The primary outcome was planned entry into a surgical specialty versus non-surgical or undecided preference. Data were analyzed using bivariate tests and multivariable binary logistic regression. RESULTS: A total of 680 students were included; 350 were female (51.5%), and the median age was 23 years (IQR, 22-24). Overall, 252 students (37.1%) planned to enter a surgical specialty. Males were more likely than females to plan a surgical specialty (47.0% vs. 27.7%, p < 0.001). In the adjusted model, females without hijab (AOR = 0.445, 95% CI: 0.290-0.684, p < 0.001) and females with hijab (AOR = 0.313, 95% CI: 0.198-0.494, p < 0.001) had lower odds of surgical specialty interest compared with males. Observing surgeries for more than 20 h (AOR = 3.054, 95% CI: 1.405-6.639, p = 0.005) and having a surgeon mentor (AOR = 2.342, 95% CI: 1.537-3.568, p < 0.001) were associated with higher odds of surgical interest. CONCLUSION: Surgical specialty interest among Syrian medical students was associated with sex/hijab status, operative exposure, mentorship, and university. Structured surgical exposure, formal mentorship, and visible role models may support more informed and equitable surgical career choice.
Study motivations and perceived academic and career returns among international students in clinical medicine education in China: an interview study.
Yao C, Wu Z, Xu P … +2 more , Zhong D, Wang F
BMC Med Educ · 2026 Jun · PMID 42343285 · Full text
BACKGROUND: China has become a major destination for international medical students, supported in part by English-taught Bachelor of Medicine and Bachelor of Surgery (MBBS) programmes. Existing research has tended to exa...
BACKGROUND: China has become a major destination for international medical students, supported in part by English-taught Bachelor of Medicine and Bachelor of Surgery (MBBS) programmes. Existing research has tended to examine study motivations and learning outcomes separately, providing limited insight into how motivations are formed and how perceptions of academic and career returns evolve over the extended course of medical training. This study examines the formation of international MBBS students' motivations to study clinical medicine in China and explores changes in their perceptions of academic and career returns over time. METHODS: A qualitative design was employed. Semi-structured interviews were conducted between June and November 2025 with 17 international medical students enrolled in MBBS programmes at two public universities in China. Participants were purposively sampled across different years of study and were mainly from Asian and African countries. Interviews were conducted in English or Chinese, audio-recorded, and transcribed verbatim. Data were analysed using thematic analysis supported by NVivo 12 software. The analysis was guided by push-pull theory, expectancy-value theory, and professional identity theory, with rigor enhanced through member checking and peer review. RESULTS: Two overarching themes, four subthemes, and fifteen specific categories emerged. Students' motivations reflected push factors in their home countries, including limited access to medical education, high costs, and perceived shortcomings in training quality, alongside pull factors related to China, such as curriculum structure, affordability, degree recognition, safety, and exposure to a high volume of clinical cases. Perceptions of academic and career returns changed over time. Some students perceived higher-than-expected academic and career returns, reflected in shifts in learning approaches, increased professional confidence, and stronger identification with the doctor role. Others perceived expected or lower-than-expected academic and career returns, mainly associated with limited hands-on clinical experience, language-related communication challenges, and uncertainty regarding future career pathways. CONCLUSIONS: Motivations to study clinical medicine in China were not static, and perceptions of academic and career returns evolved throughout training. Greater attention to students' learning trajectories, including opportunities for clinical participation, language support, and career guidance, may enhance learning experiences and contribute to longer-term professional development.
From psychometrics to partnerships: Broadening what counts as validity evidence.
Ryan A, Young M
Med Educ · 2026 Jun · PMID 42338093 · Publisher ↗
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Medical students' knowledge and attitude towards using artificial intelligence in medical education and practice: a pre-post study.
Emara HT, Khafagy MA, Niazy NA … +1 more , Abdel-Salam SA
BMC Med Educ · 2026 Jun · PMID 42337771 · Full text
BACKGROUND: This study aims to evaluate the knowledge and attitudes of Mansoura medical students towards artificial intelligence (AI) use in medical education and practice before and after an educational intervention as...
BACKGROUND: This study aims to evaluate the knowledge and attitudes of Mansoura medical students towards artificial intelligence (AI) use in medical education and practice before and after an educational intervention as to the best of authors' knowledge, all studies conducted in Egypt in this concern are observational. METHODS: This is a Pre-post study conducted in the Faculty of Medicine, Mansoura University, Egypt, during the academic year 2024-2025. Study participants were medical students enrolled in the integrated modular-based education. Two hundred and twenty students completed the questionnaires before the intervention; however, only 189 of them completed the questionnaires after the intervention. RESULTS: Only 15.9% of students had previous education about AI during medical study. The most frequent source of previous education was social media platforms as well as AI courses (10.6%). Unfortunately, the least frequent sources were undergraduate curriculum (1.1%) and literature reviews as well as published research articles (0.5%). More than half of students had moderate knowledge and attitude towards AI use in medical education (53.4%) before the intervention, while after intervention, more than half of students had good knowledge and attitude (50.8%). Poor knowledge and attitude decreased from 17.3% to 8.5% after intervention. Regarding medical practice, good knowledge and attitude increased from 17.5% to 36.5% after the intervention. Poor knowledge and attitude decreased from 13.8% to only 5.3% after the intervention with statistically significant difference between the results before and after the intervention (p < 0.001). CONCLUSION: The intervention was associated with improved students' knowledge and attitude towards AI use in both medical education and practice. The intervention was also associated with an increase in the familiarity of medical students with the different AI tools used in both medical education and practice. The intervention was also associated with an increase in the passion of students to learn more. However, it had less impact on increasing their confidence in their ability to use AI or willing to be operated upon by an AI machine. Therefore, students need a more comprehensive program to increase their confidence.
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