Medical Education[JOURNAL]
Sun
200 papers
Brain drain attitudes and life satisfaction among dental students in Türkiye: a multidimensional analysis.
Karaaslan F, Kavak İ
BMC Med Educ · 2026 Jun · PMID 42337563 · Full text
BACKGROUND: Migration-related attitudes among healthcare trainees have become an important concern for workforce sustainability. However, the psychosocial and contextual correlates of these attitudes among dental student...
BACKGROUND: Migration-related attitudes among healthcare trainees have become an important concern for workforce sustainability. However, the psychosocial and contextual correlates of these attitudes among dental students remain underexplored. This study aimed to assess attitudes toward brain drain among dental students in Türkiye and to examine their associations with life satisfaction, sociodemographic characteristics, and family background factors. METHODS: This cross-sectional study included 935 undergraduate dental students recruited through national student networks across multiple dental faculties in Türkiye. Data were collected using an anonymous online questionnaire comprising a demographic information form, the Life Satisfaction Scale (LSS), and the Attitude Scale for Brain Drain (ASBD). Statistical analyses included non-parametric group comparisons, Spearman's correlation analyses, hierarchical multiple linear regression, and supplementary sensitivity analyses. RESULTS: A substantial proportion of students (61.9%) reported an intention to work abroad after graduation. Brain drain attitudes were accompanied by strong family support for working abroad (70.9%) and a high desire to return after migration (67.1%). Total, social, and economic life satisfaction showed statistically significant negative correlations with ASBD scores, with the largest correlation observed for economic life satisfaction (rho = -0.291, p < .001). In the hierarchical regression model, total life satisfaction (β = -0.248, p < .001), academic year, age, and maternal education remained independently associated with ASBD scores. CONCLUSIONS: Brain drain attitudes were common among participating dental students in Türkiye and were associated with life satisfaction, academic year, age, and family background factors. These findings suggest that migration-related attitudes are shaped not only by personal well-being but also by broader educational, familial, professional, and structural influences.
Effectiveness of technology-enhanced learning in neuroanatomy education among health professionals - a systematic review.
K A, Rao K G M, Aithal P A … +3 more , Bandekar NN, Mandal T, George BM
BMC Med Educ · 2026 Jun · PMID 42337532 · Full text
BACKGROUND: Neuroanatomy is widely recognised as one of the most challenging subjects in health professions education due to its complex three-dimensional structures and spatial relationships. Technology-enhanced learnin...
BACKGROUND: Neuroanatomy is widely recognised as one of the most challenging subjects in health professions education due to its complex three-dimensional structures and spatial relationships. Technology-enhanced learning has increasingly been incorporated into neuroanatomy education to facilitate learning. This review aimed to evaluate the effectiveness of technology-enhanced learning interventions in teaching practical neuroanatomy skills. METHODS: This review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Randomised controlled trials published between 2013 -2023 that evaluated technology-enhanced learning interventions in neuroanatomy education were included using a Rayann software. Nine studies met the eligibility criteria and were analysed using the modified Kirkpatrick model to assess educational outcomes. RESULTS: Learner's motivation and engagement (Kirkpatrick Level 1) were consistently high. for virtual reality,3D visualisation, and stereoscopic learning modules, with students reporting increased satisfaction, confidence, and perceived understanding. Augmented reality inventions demonstrated more valuable responses, often influenced by design, quality, and implementation. Improvements in objective learning outcomes (Kirkpatrick Level 2) were reported in several studies, particularly those employing 3D visualisation and virtual reality tools. However, these findings were not consistent across all interventions. Technology enhanced learning appeared particularly beneficial for supporting cognitive engagement and visuospatial understanding of complex neuroanatomical concepts. Considerable heterogeneity was observed across intervention types, pedagogical approaches, and outcome measures. Few studies evaluated behavioural changes (Kirkpatrick Level 3) or long term educational impact (Kirkpatrick level 4). CONCLUSION: Technology -enhanced learning, particularly 3D visualisation and virtual reality, shows promise as a complementary approach to neuroanatomy education by enhancing learner's engagement, motivation, confidence, and spatial understanding. While improvement in object knowledge, outcomes were reported in several studies, evidence of superiority over conventional teaching approaches remains inconsistent. The evidence base was restricted to randomised controlled trials and was driven from undergraduate medical student populations, which may limit the generalisability of the findings. Further high -quality longitudinal studies are needed to evaluate behavioural change, long-term knowledge retention, and educational impact.
Simulated EFAST module enhances applied abdominal anatomy learning in first-year medical students.
Charles AS, Mathew JKK, David SN … +1 more , Francis DV
BMC Med Educ · 2026 Jun · PMID 42337510 · Full text
BACKGROUND: The integration of ultrasonography (USG) into undergraduate anatomy education is increasingly recognised for its ability to enhance clinical relevance and spatial understanding. Contemporary evidence supports...
BACKGROUND: The integration of ultrasonography (USG) into undergraduate anatomy education is increasingly recognised for its ability to enhance clinical relevance and spatial understanding. Contemporary evidence supports the use of USG-based teaching approaches to strengthen anatomical comprehension and facilitate the early acquisition of clinical competencies. However, there remains limited evidence regarding its effectiveness in imparting both anatomical knowledge and technical proficiency among first-year medical students. METHODS: In this prospective educational study, two cohorts of first-year medical students (n = 91; n = 97) participated in an Extended Focused Assessment with Sonography for Trauma (EFAST) intervention simulating a road traffic accident under an emergency physician's supervision. Pre- and post-test assessments measured knowledge in ultrasound application, clinical reasoning, and anatomy. Focus group discussions evaluated students' perceptions and highlighted barriers. A paired-samples t test was performed to compare scores between the pre- and post-test assessments, with data presented as mean ± standard deviation (SD) or as percentages, as appropriate. Considering each cohort individually, the pre- and post-test scores were analysed using a two-way ANOVA test, normalised and presented as percentages. RESULTS: The simulated EFAST module demonstrated a significant improvement in post-test scores following the intervention (31.14% increase, p < 0.001). Cohort-based analysis revealed over 41% (p < 0.001) improvement in cohort I and over 21% (p < 0.001) improvement in cohort II post-intervention. Subgroup analysis revealed specific gains in ultrasonography-related questions (44.06%, p < 0.001), clinical scenario questions (48.16%, p < 0.001), and anatomical questions (8.73%, p < 0.001). Qualitative feedback indicated positive acceptance and perceived educational value of ultrasound-integrated experiential learning. CONCLUSION: EFAST-based teaching substantially enhances knowledge and engagement with clinically relevant anatomy and ultrasound in emergency scenarios. Incorporating point-of-care ultrasound (POCUS) into preclinical curricula effectively bridges foundational science with clinical practice and fosters preparedness for acute care settings. Further research should assess long-term retention and generalisability across institutions.
Development of vignette-based evaluation with generative artificial intelligence (VEGA) for nursing students: a pilot study.
Shin S, Choi J, Hong E … +4 more , Lee M, Go J, Yu S, Lee M
BMC Med Educ · 2026 Jun · PMID 42337505 · Full text
BACKGROUND: Advances in AI have introduced new opportunities in nursing education. Vignette-based item sets are valuable for evaluating clinical reasoning, but are time-consuming to develop. Generative AI offers a scalab...
BACKGROUND: Advances in AI have introduced new opportunities in nursing education. Vignette-based item sets are valuable for evaluating clinical reasoning, but are time-consuming to develop. Generative AI offers a scalable approach to streamline item generation. This study aimed to develop and evaluate a vignette-based evaluation with generative artificial intelligence (VEGA), which automatically generates vignette-based item sets, defined as short clinical scenarios followed by structured assessment items. METHODS: A pilot study employed a mixed-methods design to evaluate the usability and user experiences of VEGA among nursing students. VEGA, a generative AI agent for vignette-based item set generation within the Collective AI on the Foundation AI platform, was developed based on the Analysis, Design, Development, Implementation, and Evaluation model and structured according to the NCSBN Clinical Judgment Measurement Model. Content validity was established through expert review and a preliminary survey prior to implementation. Quantitative data were collected through a post-usability survey administered to 12 undergraduate nursing students, and qualitative data were obtained through focus group interviews exploring their user experiences. RESULTS: In the quantitative phase, VEGA demonstrated an overall usability score of 3.62 ± 1.04, with the highest domain score for information (4.25 ± 0.87). In the qualitative phase, focus group interviews identified four themes: individualized learning, enhancement of clinical reasoning, applicability in education and practice, and areas for improvement. CONCLUSION: The AI-based item generation tool was perceived by nursing students as a potential educational resource for supporting engagement with clinical reasoning, with further improvements needed in technical stability, feedback depth, and multimedia integration. Given the small sample size and pilot study design, the findings should be interpreted as preliminary.
Virtual reality applications in emergency nursing education: a scoping review.
Liu W, Mu W, Zhang Y … +2 more , Su Y, Yu T
BMC Med Educ · 2026 Jun · PMID 42337504 · Full text
BACKGROUND: Emergency nursing education demands repeated exposure to high-acuity clinical scenarios that conventional instructional approaches cannot fully provide due to safety, ethical, and resource constraints. Virtua...
BACKGROUND: Emergency nursing education demands repeated exposure to high-acuity clinical scenarios that conventional instructional approaches cannot fully provide due to safety, ethical, and resource constraints. Virtual reality (VR) has emerged as an immersive, interactive alternative capable of replicating high-stakes emergencies in a controlled environment; however, specialty-specific evidence on its educational utility in emergency nursing remains limited and fragmented across existing reviews. This scoping review addresses three questions: how VR is currently applied in emergency nursing education; what cognitive, psychomotor, and affective outcomes have been reported; and what factors moderate these outcomes across study designs and immersion levels. METHODS: Following the Arksey and O'Malley framework and PRISMA-ScR guidelines, a systematic search was conducted across PubMed, Web of Science, CINAHL, Embase, and the Cochrane Library (to November 5, 2025), supplemented by manual reference screening. Two reviewers independently screened records and extracted data using a structured form. Outcomes were categorised across cognitive, psychomotor, and affective learning domains, and findings were interpreted through three complementary theoretical frameworks. RESULTS: Seventeen studies were included: six RCTs, nine quasi‑experimental studies, and two mixed‑methods studies across seven countries. VR was most applied to resuscitation skills, disaster preparedness, and systematic clinical assessment. Most studies reported positive findings, but the magnitude of improvements varied considerably across study designs. RCTs generally showed non‑inferiority or equivalence to traditional training, whereas quasi‑experimental studies reported larger effects. Only six studies used objective assessments; the majority relied on self-reports. Three studies assessed outcomes beyond the immediate post-test at intervals ranging from three weeks to six months; findings were mixed, with one study reporting maintained outcomes at three and six months, and two documenting attenuation of reported gains at follow-up. CONCLUSION: This scoping review maps VR applications in emergency nursing education across 17 studies, with the majority reporting positive within-group findings across cognitive, psychomotor, and affective domains. In the absence of formal quality appraisal and given the predominance of quasi-experimental designs, small sample sizes, reliance on self-report instruments, and limited longitudinal follow-up, these findings are best regarded as descriptive and directional rather than as evidence of effectiveness. Future research should prioritise adequately powered multi-site RCTs, longitudinal competency assessment, validated emergency nursing-specific outcome instruments, and interprofessional team-based VR training models.
When I say the clinical digital divide.
Rehman N
Med Educ · 2026 Jun · PMID 42334520 · Publisher ↗
Abstract loading — click title to view on PubMed.
Urology education under fire: Quantitative benchmarking of trainer adaptation and competency preservation in wartime Sudan.
Mohamed A, Sabil MMO, Ahmed MEI … +4 more , Ibn Ouf MA, Haroun AS, Alzubier M, Taha SM
Med Educ · 2026 Jun · PMID 42334311 · Publisher ↗
BACKGROUND: International competency frameworks for surgical training, such as CanMEDS, are typically implemented within stable educational systems. Their applicability under conditions of severe system disruption remain...
BACKGROUND: International competency frameworks for surgical training, such as CanMEDS, are typically implemented within stable educational systems. Their applicability under conditions of severe system disruption remains unclear. This study examined how urology trainers in Sudan adapted these frameworks to sustain training during ongoing conflict. METHODS: We conducted a national cross-sectional census of all urology trainers affiliated with the Sudan Medical Specialisation Board (SMSB) between September and December 2024. A structured online questionnaire assessed institutional functionality, adaptation strategies mapped to the seven CanMEDS roles and psychological impact. Data were analysed using descriptive statistics, Chi-square tests and one-sample proportion tests to examine associations and compare competency preservation against a predefined reference threshold of 80%. RESULTS: Among 60 respondents (response rate 86%), 88% reported their primary teaching hospital as non-functional. Several competencies were maintained at or above the reference threshold, including medical expert (85%), scholar (88%) and professional (91%) (p > 0.05 for medical expert and scholar; p = 0.02 for professional). In contrast, lower levels of preservation were observed for roles such as collaborator (38%) and leader (65%) (p < 0.01). Trainer displacement was associated with reduced preservation of the collaborator role (29.3% vs. 63.2%, p = 0.01), whereas non-functional institutions were associated with higher reported levels of severe burnout (81.1% vs. 42.9%, p = 0.03). CONCLUSION: Urology trainers in Sudan were able to sustain elements of competency-based training through adaptive educational strategies. However, competencies that depend on functioning clinical systems were more difficult to maintain. These findings highlight the need to develop context-responsive approaches to training and accreditation that support continuity while maintaining recognised educational standards in crisis-affected settings.
Navigators of belonging.
Ansari D
Med Educ · 2026 Jun · PMID 42334292 · Publisher ↗
Abstract loading — click title to view on PubMed.
A structured teaching module for postoperative follow-up in urology residency training: development and evaluation of an IMDB-based educational tool.
Sun X, Zhou Q, Qian W … +4 more , Geng H, Wang D, Ma J, Zhang T
BMC Med Educ · 2026 Jun · PMID 42332749 · Full text
BACKGROUND: Teaching postoperative follow-up for renal cell carcinoma (RCC) is challenging during brief urology rotations. We evaluated a structured module based on a simplified risk model (IMDB: venous invasion, tumor s...
BACKGROUND: Teaching postoperative follow-up for renal cell carcinoma (RCC) is challenging during brief urology rotations. We evaluated a structured module based on a simplified risk model (IMDB: venous invasion, tumor size ≥ 7 cm, systemic symptoms, renal sinus fat invasion) to improve residents' knowledge and clinical decision-making. METHODS: Forty residents who completed the 8-10 h module (2022-2025) were enrolled in this retrospective pre-post study. The module used a Postoperative Health Management Passport integrating lectures, simulations, outpatient practice, and debriefing. Knowledge was assessed by validated questionnaire (pre/post). Decision-making was scored on follow-up card assignments (0-15). Satisfaction was measured by 5-point Likert scale. RESULTS: Knowledge scores increased from 65.75 ± 5.13 to 90.88 ± 4.92 (mean gain 25.13 ± 4.00; t = 39.71, P < 0.0001). Decision-making scores: IMDB accuracy 4.52 ± 0.64, plan rationality 4.19 ± 0.65, patient education 3.93 ± 0.81. Inter-rater reliability was excellent (ICC = 0.97), pass rate 92.5% (37/40). Satisfaction was 96.1%; 100% would recommend the module. Knowledge gain did not correlate with decision-making scores (all r ≤ 0.07, P > 0.05). Second-year residents improved most (27.00 ± 4.14 points, F = 4.307, P = 0.0208). CONCLUSIONS: The IMDB-based module effectively enhanced residents' knowledge and decision-making. However, because the decision-making assessment showed near-ceiling performance, the absence of a significant correlation between knowledge gain and decision-making scores should be interpreted with caution; a more sensitive assessment instrument is needed to meaningfully examine this relationship in future studies. The "learn-practice-reflect" framework offers a reproducible model for integrating clinical tools into residency training.
The effect of the COVID-19 pandemic on surgical volume and residency training program in pediatric otolaryngology.
Tsur N, Zloczower E, Coreanu T … +3 more , Fischer T, Eyal Y, Hod R
BMC Med Educ · 2026 Jun · PMID 42332747 · Full text
BACKGROUND: The COVID-19 pandemic significantly disrupted healthcare systems worldwide, prompting substantial changes in medical services, including elective surgical procedures. This study examines the impact of the pan...
BACKGROUND: The COVID-19 pandemic significantly disrupted healthcare systems worldwide, prompting substantial changes in medical services, including elective surgical procedures. This study examines the impact of the pandemic on residency training in a tertiary pediatric otolaryngology department in Israel. OBJECTIVE: To assess the effects of the COVID-19 pandemic on surgical volume and the training experiences of pediatric otolaryngology residents, with a focus on changes in surgical case types and frequencies. METHODS: We conducted a retrospective chart review of fifteen residents who completed pediatric otolaryngology rotations at Schneider Children's Medical Center between 2019 and 2021. The study period was divided into three years: pre-pandemic (2019), first pandemic year (2020), and second pandemic year (2021). Continuous variables were analyzed using one-way analysis of variance (ANOVA), and categorical variables were compared using the Chi-square or Fisher's exact test when appropriate. RESULTS: A total of 1,992 surgical procedures were performed during the study period: 614 (31%) in 2019, 874 (43%) in 2020, and 504 (26%) in 2021. The proportion of urgent procedures increased significantly across the study period, rising from 10.3% in 2019 to 11.9% in 2020 and 20.6% in 2021 (p < 0.001). Foreign body-related surgeries increased to 7% of all procedures in 2021 compared with 4% in both 2019 and 2020 (p = 0.03), whereas infection-related procedures remained relatively stable. The mean number of surgeries performed per resident declined from 64.1 in 2019 and 72.8 in 2020 to 40.0 in 2021, although this reduction did not reach statistical significance (p = 0.204). CONCLUSION: The COVID-19 pandemic led to considerable fluctuations in surgical volume and case types, significantly affecting pediatric otolaryngology training. These findings highlight the need for adaptable training strategies to maintain educational quality during healthcare crises.
'A ripple effect of learning': evaluating intraprofessional workplace learning in postgraduate medical education through collective evaluation.
van der Ven M, Van Asselt D, Looman N … +2 more , Fluit C, Kuijer-Siebelink W
BMC Med Educ · 2026 Jun · PMID 42332734 · Full text
BACKGROUND: Acquiring competencies in intraprofessional collaboration (IntraPC) across the primary care (PC)-secondary care (SC) interface is essential to prevent adverse outcomes in the increasingly complex care for old...
BACKGROUND: Acquiring competencies in intraprofessional collaboration (IntraPC) across the primary care (PC)-secondary care (SC) interface is essential to prevent adverse outcomes in the increasingly complex care for older adults. The workplace-based learning intervention Secondary Primary care Intraprofessional Collaboration Education (SPICE) was developed to foster IntraPC learning among co-located PC and SC residents during a geriatric rotation in the Netherlands. Understanding how learning through SPICE translates into clinical practice remains challenging and may require innovative evaluation methods. This study explored the longer-term effects of SPICE using a new collective evaluation approach. METHODS: We used the effects forum, a collective evaluation method originating from applied social sciences that combines timeline analysis, mixed focus groups, and knowledge co-construction. PC and SC residents, supervisors, and patients collaboratively constructed a timeline of IntraPC learning moments during SPICE and the following six months. Participants discussed how and why these moments influenced their collaborative behavior and clinical practice. Data were analyzed using thematic analysis. RESULTS: Seventeen participants took part in two distinct effects forums. Residents reported gaining insight into patients' care continuum and developing greater mutual understanding across PC and SC. This facilitated more proactive handovers, which could improve continuity across care settings. Residents also transferred IntraPC learning into new contexts through reflection and dialogue, creating a ripple effect of learning that extending beyond the initial intervention. CONCLUSION: Workplace-based IntraPC learning can lead to meaningful changes in collaborative behavior and clinical practice. By capturing shared experiences over time, the effects forum provided insight into how learning translated into practice and supported ongoing reflection. Collective evaluation offers a valuable approach to understanding the impact of workplace learning interventions in complex healthcare settings, with potential implications for further improving continuity and patient safety through IntraPC learning across the PC-SC interface.
Advancing palliative medicine training in adolescent and young adult care: a needs assessment study.
Bakhsh A, Srikanthan A, Cleyn S … +9 more , van Zanten SCMV, Tutelman P, Krueger-Naug AM, Parsons H, Lapenskie J, Ruller S, Halman S, Downar J, Abdelaal M
BMC Med Educ · 2026 Jun · PMID 42332726 · Full text
BACKGROUND: Adolescents and young adults (AYAs), defined as individuals aged 15-39 years, face unique medical, psychosocial, and existential challenges when living with life-limiting illness. Despite evidence supporting...
BACKGROUND: Adolescents and young adults (AYAs), defined as individuals aged 15-39 years, face unique medical, psychosocial, and existential challenges when living with life-limiting illness. Despite evidence supporting early palliative care integration, Canadian adult palliative care curricula lack formalized AYA-specific competencies. Healthcare providers consistently report insufficient preparation in this area. METHODS: A descriptive cross-sectional needs assessment survey was administered nationally to physicians who completed Canadian adult palliative care residency training between 2019 and 2024. A multidisciplinary steering committee of experts in AYA palliative care and medical education, alongside a patient partner, guided the development of the bilingual 25-item questionnaire guided by an established framework for medical education survey design. The questionnaire assessed clinical exposure, self-rated knowledge across 20 competency areas, comfort levels across 21 competency areas, training needs and barriers, and preferred learning formats. Responses were anonymous. Descriptive statistics were used for analysis. RESULTS: Of 71 responses received, 55 met eligibility criteria for analysis (response rate 35%, eligibility rate 77%). Only 31% of participants received AYA-specific training during residency. Most participants (82%) reported low comfort when caring for the youngest AYA age group (15-18 years). The greatest knowledge gaps were in pediatric-to-adult care transitions (69%), sexual health and fertility concerns (62%), and social support navigation (39%). Top training priorities were AYA developmental and psychosocial factors (75%), grief and bereavement support (65%), and care transitions (60%). The most common training barriers were limited clinical exposure (78%), lack of mentors (65%), and absence of AYA-specific programs (61%). CONCLUSIONS: Our findings revealed substantial gaps in training, knowledge, and comfort levels in providing AYA palliative care among recent graduates from the adult palliative care programs in Canada. This may represent an initial step towards the development of a competency-based AYA-focused residency training curriculum.
Tell us what you really think: undergraduate nursing students validation of the Questionnaire Virtual Patient - a qualitative think-aloud study.
Mårtensson S, Eckerström J, Knez R … +2 more , Sörman K, Larsson M
BMC Med Educ · 2026 Jun · PMID 42332701 · Full text
BACKGROUND: The availability of digital technologies such as virtual patient simulation has nurtured innovation in higher healthcare education. However, the quality of validated questionnaires related to virtual patient...
BACKGROUND: The availability of digital technologies such as virtual patient simulation has nurtured innovation in higher healthcare education. However, the quality of validated questionnaires related to virtual patient simulation in higher healthcare education remains limited. In particular, there is a need for validated questionnaires for virtual patient simulations focusing on intimate partner violence. Thus, the aim was to cognitively validate questions in the Questionnaire Virtual Patient (QVP) among undergraduate nursing students. METHOD: A think-aloud design was employed. Eleven undergraduate nursing students from a single school of nursing in western Sweden participated in an individual digital cognitive interview. Collected data were analyzed using a qualitative conventional analysis. The QVP consists of eleven background questions and additional eighteen questions, structured into two themes: (1) User friendliness virtual patient and (2) Virtual patient as an integrated part of educational module. RESULT: The QVP was perceived as clear, well-constructed, and easy to understand. At the same time, some areas for refinement were emphasized. Thus, original questions and revised versions of the questions in QVP are presented in the alignment with the structure of the QVP. CONCLUSION: The cognitive validation of the QVP highlights the need for methodological rigor and thoughtful planning in survey design. Ongoing refinement of questionnaires can contribute to the development of evidence-based learning didactics in an increasingly digital healthcare educational context.
Coping strategies for learning medicine through English Medium Instruction: A mixed‑methods study of Saudi medical students.
Alanazi K, Curle S
BMC Med Educ · 2026 Jun · PMID 42332696 · Full text
BACKGROUND: The global expansion of English Medium Instruction (EMI) in medical education has intensified demands on students who must simultaneously acquire disciplinary knowledge and operate in a non-native language. T...
BACKGROUND: The global expansion of English Medium Instruction (EMI) in medical education has intensified demands on students who must simultaneously acquire disciplinary knowledge and operate in a non-native language. This study investigates the coping strategies employed by Arabic-speaking medical students across three Saudi public universities, contributing empirical evidence on how learners adapt to linguistically complex EMI medical contexts. METHODS: A convergent mixed-methods design combined semi-structured interviews (n = 50 female students), questionnaires (n = 289), and non-participant observations (n = 9) across classrooms, study groups, and laboratories. Qualitative data underwent thematic analysis using NVivo; quantitative data were analysed using descriptive statistics (frequencies and percentages) in SPSS version 27. Triangulation enhanced validity, with trustworthiness ensured via member checking and reflexivity. RESULTS: Students deployed a dynamic repertoire of strategies: multimodal resource use (e.g. 60% commonly watched Arabic YouTube videos, 25% English), translanguaging and translation (68% translated terms), memorisation via flashcards, and collaborative practices (e.g., group translation of slides). Observations confirmed these as central mechanisms for accessing, processing, and consolidating medical knowledge, evolving with proficiency. CONCLUSIONS: These practices are essential for disciplinary learning in EMI medical education and can also be understood as preparing students for participation in multilingual medical settings where English functions as a shared professional resource. Findings offer insights for policy, curriculum design (e.g., legitimising translanguaging, embedding multimodality), and pedagogical and language support, particularly where content is taught through a foreign language. They underscore the need for bilingual approaches to enhance clinical readiness and equity in EMI medical contexts.
Evaluation of the knowledge, attitudes and behaviors of sixth-year medical school students in Izmir about autism spectrum disorder.
Akkaş Ö, Kan ÖY, Köse S … +1 more , Bildik T
BMC Med Educ · 2026 Jun · PMID 42332680 · Full text
OBJECTIVE: The aim of this study is to assess the current level of knowledge, attitudes, and behaviors related to Autism Spectrum Disorder (ASD) among sixth-year medical students in the state universities in Izmir, Turke...
OBJECTIVE: The aim of this study is to assess the current level of knowledge, attitudes, and behaviors related to Autism Spectrum Disorder (ASD) among sixth-year medical students in the state universities in Izmir, Turkey. METHODOLOGY: A cross-sectional study was conducted among 748 medical students in the 4 main universities in Izmir, Turkey. The participants' characteristics, information sources about ASD, training and experience on ASD, their self-confidence in managing suspected patients were noted. The Knowledge About Childhood Autism Among Health Workers (KCAHW) questionnaire and the Societal Attitudes Towards Autism Scale (SATA) were used. RESULTS: 66.8% (n = 500) of the participants attended at least one training program on ASD, 16.6% (n = 125) received additional training outside of school courses and internships, and 25.1% (n = 188) participated in the follow-up of patients with ASD. 39.4% (n = 295) of the participants stated that were not confident in managing suspected ASD cases, and 83.7% (n = 626) believed that the opportunities for making clinical observations on ASD as part of the medical school curriculum needed to be increased. Between the students who attended and did not attend examination/follow-up of patients with ASD, and who had and did not have acquaintances with ASD, the total score and all sub-scores of the KCAHW, and of the SATA (p < 0.001 for each) significantly differed. Training on ASD, prior experience with ASD patients, receiving additional training, having an acquaintance with ASD and SATA scores are among the factors that affect the level of knowledge about ASD (p < 0.001). Additionally, in the multivariate analysis, it has been found that the suggestion to increase the opportunities for making clinical observations in the medical curriculum is also important (p < 0.05). CONCLUSION: While theoretical knowledge about ASD is essential, practical experience, clinical observations and personal interactions with individuals with ASD significantly improve students' knowledge level, awareness and self-confidence in this field.
A feasibility study of an Evidence-informed, competency-based, Accredited, Compassion Training (EnACT) program.
Sinclair S, MacInnis C, Roze des Ordons A … +3 more , Dhingra S, Harris D, Bouchal SR
BMC Med Educ · 2026 Jun · PMID 42332674 · Full text
OBJECTIVES: This study assessed the feasibility and impact of an Evidence-informed, competency-based, Accredited, Compassion Training (EnACT) Program on both healthcare providers' confidence and competence in compassion,...
OBJECTIVES: This study assessed the feasibility and impact of an Evidence-informed, competency-based, Accredited, Compassion Training (EnACT) Program on both healthcare providers' confidence and competence in compassion, professional fulfillment, and burnout; and patients' experiences of compassion. DESIGN: A two arm non-randomized controlled feasibility trial to evaluate the feasibility and impact of the program over a nine-month period. SETTINGS AND PARTICIPANTS: The study was conducted between July 2023 and August 2024 in two long term care settings and two hospices in Canada. A total of 163 eligible healthcare providers participated, and 634 patients completed the Sinclair Compassion Questionnaire (SCQ). RESULTS: All feasibility targets were met, apart from the proportion of patients who skipped any one item on the SCQ being slightly higher than predicted. In addition to high sustained levels of learner satisfaction, professional fulfillment significantly increased in the intervention group. Compassion confidence also improved significantly in the intervention group immediately post-training and remained high nine-months post-training, with a similar, albeit weaker, trend observed for compassion competence. Notably, one-month post-training, patients being cared for by participants in the intervention group, reported a statistically significant increase in experiences of compassion in comparison to patients in the control group. These results and subsequent power analysis suggest that a full randomized controlled trial is feasible. CONCLUSIONS: Compassion has been long regarded as a key component of quality care that patients want and healthcare providers desire to provide. Despite its reputed importance, healthcare providers are given limited training and healthcare organizations are provided little guidance on how to cultivate compassion in their organizational cultures. The EnACT program addresses existing limitations associated with compassion training programs, while also positively impacting both learner outcomes associated with compassion and also importantly their patients' experiences of compassion.
Clinical teaching models for the instruction of healthcare trainees in the 21 century: a scoping review.
Munguiko C, Masereka EM, Atukwatse J … +7 more , Smitha J, Kateregga J, Nankinga C, Collete AA, Namujju J, Akello S, Nalubega S
BMC Med Educ · 2026 Jun · PMID 42332653 · Full text
BACKGROUND: In the 21st century, health professions educators are required to adopt contemporary clinical teaching models that equip trainees with competencies that are responsive to the evolving healthcare needs of the...
BACKGROUND: In the 21st century, health professions educators are required to adopt contemporary clinical teaching models that equip trainees with competencies that are responsive to the evolving healthcare needs of the population. Efforts to standardize clinical competencies across the globe further demand aligned pedagogical frameworks to guide clinical teaching across diverse contexts. However, evidence on such remains fragmented and inadequately synthesized. This study mapped existing evidence on models guiding clinical teaching of healthcare trainees in the 21st century. METHODS: The review followed the Joanna Briggs Institute scoping review guideline. Electronic database searches were conducted between 1st and 4th January 2026 in CINAHL, PubMed, Scopus, Cochrane, and Informit to identify articles published from 1st January 2000 to 31st December 2025. Grey literature searches were conducted in google scholar and ProQuest. Studies were screened at title, abstract and full text levels, and data were extracted using a standardized Joanna Briggs Institute data extraction tool. Data was analyzed descriptively and summarized in a tabular form. RESULTS: The search yielded 3,526 records, of which 70 went through full text screening and 26 met the inclusion criteria. Most studies were conducted in the United States, with none from Africa, and involved medical students. Eight clinical teaching models were mapped: i) One-Minute Preceptor Model (OMP); ii) Summarize, Narrow, Analyze, Probe, Plan, Select (SNAPPS); iii) Setting foundation, Tutor demonstrating without commentary, Explaining with repeated demonstration, Practicing under supervision, and Subsequent practice (STEPS); iv) Meeting, Introduction, In the moment, Inspection, Interruption, Independent thought, Patient care, Learner's questions, Attending agenda, and Next steps (MiPLAN); v) Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS); vi) Emergency Department Strategies for Teaching Any Time (ED STAT); vii) Reporter-Interpreter-Manager-Educator (RIME); and viii) Aunt Minnie. OMP and SNAPPS were the most commonly reported models. CONCLUSIONS AND RECOMMENDATIONS: Although eight clinical teaching models were identified, supporting evidence remains geographically and methodologically uneven, with no single model emerging as universally applicable. However, structured teaching, learner engagement, reflection, feedback, and role modelling consistently appeared across the identified models as core microteaching skills. Clinical educators and training institutions should strengthen these competencies through faculty development and context-sensitive application of clinical teaching models. Future research should prioritize methodologically rigorous and contextually grounded studies on clinical teaching models, particularly in underrepresented low-resource settings.
With great power comes great responsibility: How narrow conceptions of validity in high-stakes testing undermine competence.
Eva KW, Cummings BA
Med Educ · 2026 Jun · PMID 42324172 · Publisher ↗
CONTEXT: As Medical Education recognises the 100th anniversary of Kelley's writing on validity, ongoing efforts to implement competency-focused training make the centenary a critical time to reflect on the sufficiency of...
CONTEXT: As Medical Education recognises the 100th anniversary of Kelley's writing on validity, ongoing efforts to implement competency-focused training make the centenary a critical time to reflect on the sufficiency of validity argumentation for high-stakes testing. Shifting dynamics in assessment, after all, have never been more apparent as recent years have witnessed countries that traditionally place heavy emphasis on high-stakes testing (e.g. the United States and Canada) respond to social pressures by decreasing their use while others (e.g. the UK) have moved the opposite direction. FOCUS: The needs of institutions, administrators, students, communities and patients are evolving within a context of dynamic changes in society, education and technology. We, therefore, offer critical analysis of three myths that continue to surround high-stakes testing as a means to encourage collective and deliberate reflection about how the field can best adapt. DISCUSSION: In the era of competency-based education, it is not only insufficient but also counter-productive to mount a validity argument without demonstrating how high-stakes decisions account for (and influence) what happens before and after moments of high-stakes testing. High-stakes decisions intended to assure competence can paradoxically, yet predictably, threaten competence if the assessments they rely on prioritise short-term hurdles over the skills and behaviours required for long-term success.
Impact of moodle-based clinically oriented blended teaching on educational environment and clinical competence in dental materials: a prospective quasi‑experimental study.
Chen K, Huang Z, Wang Y … +2 more , Zhao X, Xin W
BMC Med Educ · 2026 Jun · PMID 42323662 · Full text
BACKGROUND: Dental materials science, a foundational discipline in stomatology, faces persistent challenges in traditional pedagogy: voluminous content, outdated textbooks, and a disconnect between theoretical knowledge...
BACKGROUND: Dental materials science, a foundational discipline in stomatology, faces persistent challenges in traditional pedagogy: voluminous content, outdated textbooks, and a disconnect between theoretical knowledge and clinical application. Students often memorize material parameters passively without developing the capacity to translate this knowledge into real-world clinical decision-making. Blended learning platforms such as Moodle offer a promising avenue to bridge this gap through clinically oriented supplementary instruction. This study aimed to construct and evaluate a Moodle-based, clinically oriented online supplementary course in dental materials, and to examine its differential effects on students at different educational stages. METHODS: A prospective quasi-experimental design with pre- and post-test comparisons was employed. A total of 60 undergraduate dental students were enrolled, comprising 30 fourth-year students (pre-clinical, G4) and 30 fifth-year students (clinical internship, G5). All participants completed a 4-week Moodle-based online supplementary course featuring H5P interactive videos, virtual case decision-making modules, and structured peer-review exercises. Learning outcomes were assessed via a self-developed Clinical Case Test (CCT) scored independently by two clinical teachers (ICC > 0.8), a modified Dundee Ready Education Environment Measure (DREEM) inventory (Cronbach's α = 0.947), and a course satisfaction questionnaire (Cronbach's α = 0.927). Statistical analysis was performed using paired and independent samples t-tests with α = 0.05. RESULTS: Both groups perceived the educational environment positively (overall DREEM score rate 82.35%). After the intervention, G4 students demonstrated a significant improvement in case analysis scores (24.30 ± 4.34 to 28.33 ± 6.76, P = 0.0083), while total CCT scores showed marginal significance (70.83 ± 7.79 to 75.73 ± 11.46, P = 0.0583). G5 students showed no significant change in total scores (75.77 ± 8.17 to 77.53 ± 9.86, P = 0.4532) but significant improvement in case analysis (29.57 ± 4.80 to 33.87 ± 4.97, P = 0.0012). Post-intervention, G4 CCT scores were statistically indistinguishable from G5 baseline scores (P = 0.5170), indicating that the intervention elevated pre-clinical students to near-internship levels. DREEM subscale comparisons revealed G4 scored significantly higher than G5 in Students' Perception of Learning (SPL: 47.40 ± 6.66 vs. 43.30 ± 9.00, P = 0.050) and Social Self-Perception (SSP: 13.03 ± 1.99 vs. 11.80 ± 2.55, P = 0.042). Course satisfaction was high overall (G4: 87.77 ± 11.74; G5: 83.20 ± 13.33), with 71.67% of students affirming that blended teaching most helped with "knowledge integration and clinical transformation." CONCLUSION: Moodle-based clinically oriented blended teaching enhances dental students' clinical case analysis competence, particularly for students at the pre-clinical stage. The platform effectively bridges the gap between theoretical knowledge and clinical application, positioning it as a valuable supplementary tool for clinical pre-education. Platform design should be dynamically adapted to students' clinical experience levels.
A comparison of student evaluations of teaching and learning in the inverted classroom model versus traditional lectures in dental education.
Reuter AK, Deschner J, Schütz L … +1 more , Morlock L
BMC Med Educ · 2026 Jun · PMID 42323633 · Full text
INTRODUCTION: The inverted classroom model (ICM) is a learner-centred approach that aims to promote engagement, independence and deeper understanding by shifting knowledge acquisition to self-directed learning before cla...
INTRODUCTION: The inverted classroom model (ICM) is a learner-centred approach that aims to promote engagement, independence and deeper understanding by shifting knowledge acquisition to self-directed learning before class and using class time for interactive exercises. Despite its growing popularity, there are differing views on how dental students experience and evaluate this model compared to the traditional lecture-based teaching method (FT). This study examines students' subjective perceptions of teaching and learning within the ICM framework and investigates how a series of lectures delivered in this format influences their learning strategies and their interest in the subject area. METHODS: First-year students were recruited and divided into FT and ICM groups. From April 2023 to February 2024, dental students (n = 138) were included in this study. The control group received classes based on the traditional (FT) concept, while the ICM group was defined as the intervention group. Data were collected at the beginning and end of the year using standardised questionnaires to evaluate the teaching concept (FLIPPY), study interest (FSI), and learning strategy (LIST-K). Wilcoxon and Mann-Whitney U tests were employed to evaluate these data, with a significance level of p < 0.05. RESULTS: ICM was associated with significantly higher student ratings across most domains of the teaching concept, particularly with regard to preparation (p < 0.001), flexibility (p = 0.014), collaborative learning (p = 0.002), interaction with teachers (p < 0.001), active participation and motivation (p = 0.004). No significant changes in study interest or learning strategies could be observed. However, ICM students demonstrated a greater openness to innovative and digital teaching methods. CONCLUSION: The ICM was associated with increased student engagement and interaction. However, it was not associated with changes in study interest, learning strategies, or short-term perceived learning outcomes. The results suggest the ICM's complementary role in blended learning but should be interpreted as associative due to the quasi-experimental design. Limitations include subjective measures, the short duration of the study, and limited generalizability.
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