Medical Education[JOURNAL]
Sun
200 papers
Interprofessional learning at primary healthcare centres.
Holst H, Sääf M, Elmqvist C … +1 more , Pålsson B
BMC Med Educ · 2026 Jun · PMID 42316170 · Full text
BACKGROUND: Students can practice learning in an interprofessional environment during their education in order to enable a well-functioning cooperation between healthcare professions. The aim of interprofessional learnin...
BACKGROUND: Students can practice learning in an interprofessional environment during their education in order to enable a well-functioning cooperation between healthcare professions. The aim of interprofessional learning (IPL) is for all students to contribute with their expertise and work in teams under supervision, which has been shown to improve their understanding of their own and each other's roles. However, previous research in interprofessional learning in primary healthcare is limited. AIM: The aim of the study was to describe and explore interprofessional learning in primary healthcare from the perspectives of patients, students, and supervisors. METHOD: A mixed method approach was used with 35 participants (14 students, 16 patients and 5 supervisors) in a convergent design. Data collection and the analysis of questionnaires and interviews were conducted simultaneously. The responses to the questionnaires were analysed descriptively, and the interviews were analysed thematically. RESULTS: The results, based on the perspectives of the patients, students, and supervisors, showed that IPL supported the students in focusing on the patient and contributed to a patient-centred approach. The interprofessional learning of the students evolved gradually through an increased responsibility in the cooperation. In order to balance individual and collective learning, the supervisors could take a step back to support the students' pursuit of independence. CONCLUSION(S): These findings suggest that IPL could improve and develop quality in primary healthcare. The results of the present study emphasize that the patient perspective plays an important role in students' interprofessional learning as it contributes to a holistic approach and perspective in healthcare. The supervisors play an important role in structuring the IPL, acting as role models, nurturing cooperation between the students and being responsible for patients' safety.
The evaluation of the technical quality of root canal fillings performed by preclinical students on extracted teeth.
Aksan M, Genc Sen O, Bastug Guven E
BMC Med Educ · 2026 Jun · PMID 42316164 · Full text
BACKGROUND: The aim of this study was to evaluate the technical quality of root canal fillings performed by undergraduate preclinical students and to interpret the findings according to tooth group and canal configuratio...
BACKGROUND: The aim of this study was to evaluate the technical quality of root canal fillings performed by undergraduate preclinical students and to interpret the findings according to tooth group and canal configuration. METHODS: This retrospective observational study included 1,050 root canal fillings of extracted teeth performed by 120 third-year dental students between 2019 and 2021. Canal preparation was performed using a standardized manual step-back instrumentation protocol, and obturation was performed using cold lateral condensation with gutta-percha cones and resin-based sealer. Standardized digital periapical radiographs were used to assess treatment quality based on length, homogeneity, and taper criteria. A scoring system (0, 1, or 2) was used for statistical analysis, and inter-examiner agreement was assessed using the Kappa test. RESULTS: Overall, 692 of 1,050 root canal fillings (65.9%) were technically adequate. Adequacy was highest in mandibular premolars (82.6%) and lowest in mandibular molars (44.8%). The rate of adequate root canal fillings was significantly higher in single-rooted teeth than in multi-rooted teeth (p < 0.05). Among the evaluated criteria, adequacy rates were 82.3% for length, 82.4% for taper, and 77.5% for homogeneity. The lowest adequacy rates for all three criteria were observed in mandibular molars. CONCLUSIONS: Most root canal fillings performed by preclinical students met the predefined technical adequacy criteria. Lower adequacy rates were observed in multi-rooted teeth, particularly mandibular molars. These findings should be interpreted within the limitations of a single-institution retrospective preclinical study.
The effects of flipped classroom versus lecture-based learning on academic performance and perceptions of classroom environment among nursing students: a randomized controlled trial.
Yousefi MS, Fooladzadeh Dehghan M, Ilkhani M … +3 more , Khajoei R, Heidari S, Jokar M
BMC Med Educ · 2026 Jun · PMID 42316159 · Full text
INTRODUCTION: Nursing students often struggle with the fluids and electrolytes course because of the complexity, extensive detail, and fleeting nature of the content. Evidence indicates that the flipped classroom approac...
INTRODUCTION: Nursing students often struggle with the fluids and electrolytes course because of the complexity, extensive detail, and fleeting nature of the content. Evidence indicates that the flipped classroom approach can enhance learning and performance among students in the medical professions compared to traditional methods. This study aimed to compare the effects of two teaching approaches, the flipped classroom and traditional lecture-based learning, on nursing students' academic performance and perceptions of the classroom environment. METHODS: This was a single-blind, parallel-group, pretest-posttest randomized controlled trial. The study was conducted with 58 nursing students at Qom University of Medical Sciences, Iran, during the 2019-2020 academic year. Participants were randomly assigned using a computer-generated block randomization sequence to either the intervention group (flipped classroom, n = 29) or control group (lecture-based learning, n = 29). The primary outcome was academic performance, measured by researcher-developed 20-item multiple-choice knowledge test. The secondary outcome was perceptions of the classroom environment, assessed using the College and University Classroom Environment Inventory (CUCEI). Data were analyzed using descriptive and inferential statistics with SPSS version 26. All analyses followed the intention-to-treat principle and included all 58 randomized participants. RESULTS: There was no statistically significant difference in the mean scores of knowledge test between the two groups prior to the intervention (t = 1.265, 95% CI: [-0.30, 1.33], P = 0.211). After controlling for pretest scores, ANCOVA revealed a significant and large effect of the flipped classroom on post-test knowledge (F = 104.719, P < 0.001, partial η² = 0.65). A one-way MANOVA on the seven CUCEI subscales yielded a significant multivariate effect (Pillai's Trace = 0.93, F = 109.30, P < 0.001, partial η² = 0.93). With a Bonferroni-corrected alpha of 0.007, the flipped classroom group demonstrated significantly higher scores on Satisfaction, Involvement, Task Orientation, and Innovation, while no significant differences were found for Personalization, Student Cohesiveness, and Individualization. CONCLUSION: The findings suggest that the flipped classroom approach can improve nursing students' academic performance and perceptions of the classroom environment. These results highlight the potential value of integrating active, student-centered pedagogies into nursing curricula. However, given the small sample size, short study duration, lack of long-term follow-up to assess knowledge retention, and single-institution design, further research with larger and more diverse samples is needed to confirm these results. TRIAL REGISTRATION: The study was retrospectively registered in the Iranian Clinical Trials Registry (IRCT) with the trial number IRCT20240610062078N2 on December 21, 2025.
The effect of video assisted instruction on central venous catheter application skills, anxiety and satisfaction in nursing students: a randomised controlled study.
Koç G, Yüce Başaran HD, Yavuz B … +1 more , Çiftçi B
BMC Med Educ · 2026 Jun · PMID 42316158 · Full text
OBJECTIVE: This study aimed to evaluate the effect of video-assisted instruction on central venous catheter (CVC)-related psychomotor skills (blood collection, drug administration, and dressing care), anxiety levels, and...
OBJECTIVE: This study aimed to evaluate the effect of video-assisted instruction on central venous catheter (CVC)-related psychomotor skills (blood collection, drug administration, and dressing care), anxiety levels, and student satisfaction. BACKGROUND: Video-assisted teaching has been identified as a potential tool for improving psychomotor competencies, enhancing knowledge retention, and reducing anxiety in clinical practice. DESIGN: The research employed a randomised controlled trial design. METHODS: The study was conducted at the Atatürk University Faculty of Nursing between May and July 2024 using a cluster-based pre-test/post-test controlled experimental design. Internship groups within a single academic branch were assigned to intervention or control conditions to reduce cross-student contamination. Sixty-six students were included in the study. Both groups received standard theoretical and laboratory-based instruction. In addition, the experimental group was shown training videos. Post-tests were applied one week after the training. Statistical analyses were conducted using SPSS 27, with significance set at p <0.05. Analyses were conducted at the individual level, and cluster effects were not statistically adjusted. RESULTS: The post-test scores of students in the experimental group for the "Blood Drawing," "Drug Administration," and "Dressing Care" skills increased significantly (p < 0.05). No significant difference was found in the control group. No statistically significant difference was observed between groups in terms of satisfaction (p>0.05). There was no significant difference between the two groups in terms of post-test anxiety levels (p>0.05). However, baseline anxiety scores differed significantly between groups and may have influenced anxiety-related outcomes. CONCLUSIONS: Video-assisted teaching may improve psychomotor skills in CVC care; however, its effects on anxiety reduction and student satisfaction remain inconclusive. Integrating video-assisted methods with other strategies may enhance both skill acquisition and emotional well-being in nursing education. TRIAL REGISTRATION: ClinicalTrials.gov, NCT07385729. The study was retrospectively registered on 29 January 2026.
Factors associated with professional identity of nursing interns in China: a systematic review and meta-analysis.
Yang Y, Li Y, Qiu Y … +3 more , Zheng R, Qian J, Qiu W
BMC Med Educ · 2026 Jun · PMID 42316143 · Full text
BACKGROUND: This study aimed to identify factors associated with professional identity among nursing interns in China. Such evidence may help inform educational and clinical mentoring strategies to cultivate and strength...
BACKGROUND: This study aimed to identify factors associated with professional identity among nursing interns in China. Such evidence may help inform educational and clinical mentoring strategies to cultivate and strengthen professional identity during clinical internship, and may contribute to future retention among nursing interns, thereby supporting nursing workforce stability and improving the quality of nursing care. METHODS: CNKI, Wanfang, VIP, the Chinese Biomedical Literature Database, PubMed, Web of Science, Embase, CINAHL and the Cochrane Library were searched from database inception to 20 January 2026. Cross-sectional studies involving nursing interns in China and reporting professional identity and its associated factors were included. Methodological quality was assessed using the quality assessment criteria for cross-sectional studies recommended by the Agency for Healthcare Research and Quality. Meta-analysis was performed using RevMan 5.4, with the correlation coefficient r used as the effect size. RESULTS: A total of 48 studies were included, comprising 41 Chinese-language and seven English-language publications. Overall, 42 factors associated with professional identity were identified; 12 were included in the meta-analysis and 30 were synthesised descriptively. The meta-analysis showed that humanistic caring ability (r = 0.77, 95% CI: 0.48-0.91), medical narrative competence (r = 0.64, 95% CI: 0.60-0.69), professional self-efficacy (r = 0.62, 95% CI: 0.49-0.72), perceived professional benefit (r = 0.62, 95% CI: 0.57-0.66), clinical learning environment (r = 0.53, 95% CI: 0.18-0.77), psychological resilience (r = 0.52, 95% CI: 0.39-0.62), social support (r = 0.52, 95% CI: 0.34-0.66), perception of hospital caring climate (r = 0.45, 95% CI: 0.31-0.57), and perceived teacher caring (r = 0.36, 95% CI: 0.22-0.50) were positively associated with professional identity. Role stress (r = -0.32, 95% CI: -0.38 to -0.25) and anxiety (r = -0.14, 95% CI: -0.19 to -0.10) were negatively associated with professional identity. The association between clinical practice behaviour and professional identity was not statistically significant (r = 0.41, 95% CI: -0.03 to 0.73). CONCLUSION: This study showed that professional identity among nursing interns in China was associated with multiple factors. Humanistic caring ability, clinical learning environment, psychological resilience, professional self-efficacy, perceived teacher caring, hospital caring climate, medical narrative competence, perceived professional benefit and social support were associated with higher professional identity, whereas role stress and anxiety were associated with lower professional identity. The association between clinical practice behaviour and professional identity remained inconclusive. Nursing colleges and internship hospitals should support the development of professional identity among nursing interns by optimising the clinical learning environment, strengthening clinical mentoring support, enhancing psychological resources and reducing negative emotional experiences.
Acceptability, appropriateness, and feasibility of a point-of-care ultrasound program for the diagnosis of forearm fractures in rural Nepal: a mid-level provider qualitative study.
Weldon E, Pathak M, Katz E … +7 more , Perice L, Chand SB, McCabe L, Nesemann S, Zhao J, Dworkin M, Kharel R
BMC Med Educ · 2026 Jun · PMID 42316136 · Full text
BACKGROUND: In Nepal, fractures contribute an estimated 2.5 million disability-adjusted life years annually, with upper-extremity injuries representing the most common fracture type. While radiography is the diagnostic s...
BACKGROUND: In Nepal, fractures contribute an estimated 2.5 million disability-adjusted life years annually, with upper-extremity injuries representing the most common fracture type. While radiography is the diagnostic standard, access to X-ray machines and trained technicians is limited in rural Nepal, leading to delayed diagnosis and substantial patient costs. Point-of-care ultrasound (POCUS) is a low-cost, portable imaging modality that has demonstrated high sensitivity and specificity for diagnosing upper-extremity fractures and is well suited to resource-limited settings. METHODS: Seventeen health assistants and auxiliary health workers, together called mid-level providers (MLPs), who attended a two-day ultrasound training program focused on forearm fractures were selected for this study. Participants were selected based on successful completion of the training and continued practice at Bayalpata Hospital. Participants were interviewed with a semistructured guide that assessed their perceptions of the training and their implementation of ultrasound in clinical practice. Thematic analysis was conducted using NVivo. RESULTS: Seventeen MLPs participated, representing a combined 126 years of clinical experience. Five major themes emerged: (1) positive perceptions of the training program, (2) frequent clinical application of fracture POCUS, (3) improved diagnostic confidence and autonomy, (4) barriers, including language and duty-time constraints, and (5) strong support for expansion to additional facilities and anatomic regions. Participants reported reduced reliance on radiography, faster delivery of care, and enthusiasm for further POCUS training. CONCLUSION: Mid-level providers successfully integrated forearm fracture POCUS into routine clinical practice following ultrasound training. MLPs reported confidence using POCUS for fracture diagnosis after a two-day, hands-on training session. These findings support the acceptability, appropriateness and feasibility of the program and support the expansion of ultrasound training in rural Nepal, particularly in areas lacking X-ray access.
'Haunted curriculum' and neurodivergence: A quality improvement initiative.
Bernard S, Shim R, Lane H
Med Educ · 2026 Jun · PMID 42312695 · Publisher ↗
Abstract loading — click title to view on PubMed.
Adoption of artificial intelligence tools among pharmacy students in Syria: patterns of use, educational perceptions, and institutional barriers.
Alajlani M, Alnokkari A, Aljerf L
BMC Med Educ · 2026 Jun · PMID 42310710 · Full text
BACKGROUND: Artificial intelligence tools are reshaping global higher education, yet their deployment and systemic implications within resource-constrained, conflict-affected settings remain poorly characterized. This st...
BACKGROUND: Artificial intelligence tools are reshaping global higher education, yet their deployment and systemic implications within resource-constrained, conflict-affected settings remain poorly characterized. This study examined artificial intelligence adoption prevalence, usage patterns, perceived educational benefits, self-reported usability, attitudes, social norms, and institutional support structures among undergraduate pharmacy students in Syria. METHODS: A cross-sectional survey was administered between January and February 2026 to 295 pharmacy students across multiple private and public Syrian universities. Data collection utilised a five-construct psychometric instrument. To enhance analytical depth, independent-samples t-tests, one-way Analysis of Variance with post-hoc Tukey's tests, and multiple linear regression modelling were applied to evaluate variations across student subgroups and determine relational dependencies. RESULTS: Overall, 86.8% of participants utilised artificial intelligence tools for academic purposes, with ChatGPT emerging as the dominant platform (96.5%). Core academic use cases included concept explanation (83.2%), drug information retrieval (70.3%), and practice question generation (57.0%). While students reported positive perceived educational benefits (mean = 3.60/5.00) and favourable learning attitudes (mean = 3.66/5.00), institutional support was critically deficient (mean = 1.55/5.00). Formal institutional guidance (93.6%) and training (95.3%) were virtually absent, forcing 95.9% of students to rely entirely on self-directed learning. Inferential analysis revealed significant variations by curricular seniority; fifth-year students demonstrated higher artificial intelligence self-efficacy and usability scores than junior counterparts (P < 0.001). Construct perceptions did not vary significantly by gender, though private university students reported higher institutional support than public university peers (P = 0.036). CONCLUSIONS: Syrian pharmacy students have autonomously integrated artificial intelligence into their academic routines at rates comparable to high-income settings, yet they do so in the complete absence of institutional scaffolding. The co-occurrence of high adoption and positive attitudes alongside deficient critical verification skills exposes a distinct risk profile: students may develop misplaced confidence in automated pharmacological outputs without possessing the evaluative competencies to intercept factual errors. This pattern demands urgent curricular interventions across low- and middle-income countries.
Professionalism and mental health in medical and nursing students under prolonged virtual learning: a longitudinal study in Peru.
Gonzales Sota MH, Berduzco-Torres N, San-Martín M … +2 more , Gonzalez-Álamos M, Vivanco L
BMC Med Educ · 2026 Jun · PMID 42310683 · Full text
BACKGROUND: After at least one year of virtual learning due to COVID‑19, medical and nursing faculties varied in their return to in‑person training. The absence of in‑person environments may have affected professionalism...
BACKGROUND: After at least one year of virtual learning due to COVID‑19, medical and nursing faculties varied in their return to in‑person training. The absence of in‑person environments may have affected professionalism components such as empathy, teamwork, and lifelong learning abilities, while also impacting students' mental health and wellbeing. The objective of this study was to measure that effect. METHODS: A longitudinal study was conducted from 2020 to 2023 in the five medical and nursing faculties of Cusco, Peru. Two cohorts were followed: one with prolonged exposure to virtual learning and another with shorter exposure before resuming in‑person activities. Empathy (JSE), teamwork (JSAPNC), lifelong learning (JeffSPLL), depression (PHQ‑9), anxiety (GAD‑7), wellbeing (SWLS), and family loneliness (SELSA) were assessed with validated instruments, together with sociodemographic and academic variables. Analyses included reliability testing, paired and independent group comparisons, and multivariate regression models. RESULTS: A total of 417 students (233 medicine) completed both assessments; 137 (33%) had prolonged virtual exposure. Wellbeing was positively associated with lifelong learning, age, and shorter virtual exposure, but inversely with empathy and family loneliness. Risk of depression decreased with teamwork and in nursing students but increased in those enrolled in the clinical phase at baseline. Anxiety was associated with greater family loneliness, while a history of severe COVID‑19 illness was associated with lower risk. Students with shorter virtual exposure improved in empathy, teamwork, and learning abilities, whereas those with prolonged exposure did not. CONCLUSIONS: These findings indicate that prolonged reliance on virtual learning undermines professionalism‑related competencies, which are important for students' mental health and wellbeing. They also highlight the role of family support and the need for medical education to balance technology with in‑person training.
Is it time to introduce an artificial intelligence curriculum in undergraduate medical education? medical students' perspectives: a systematic review and meta-analysis.
Mastour H, Mirzaei S, Sohrabi S … +1 more , Toofaninejad E
BMC Med Educ · 2026 Jun · PMID 42310669 · Full text
BACKGROUND: Although artificial intelligence (AI) is increasingly transforming healthcare systems, its systematic integration into undergraduate medical education (UME) remains limited. Despite widespread recognition of...
BACKGROUND: Although artificial intelligence (AI) is increasingly transforming healthcare systems, its systematic integration into undergraduate medical education (UME) remains limited. Despite widespread recognition of AI's potential to enhance clinical practice, AI-related competencies are still inadequately embedded in most medical curricula, even though medical students generally express positive attitudes toward AI. OBJECTIVES: This systematic review and meta-analysis synthesizes the current literature on medical students' attitudes toward teaching about AI and clarifies the challenges, opportunities, and potential approaches for incorporating AI into the UME curriculum. These findings underscore the need for competency-based AI integration in UME worldwide. METHODS: Following Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, a systematic literature review was conducted using the PubMed, Web of Science, Scopus, and Cochrane Library databases between January 2000 and February 2025, revealing 26 studies (n = 20,963 students) assessing attitudes and challenges related to learning AI. Meta-analysis calculated the pooled proportions of student support. A random-effects model with Freeman-Tukey transformation was used; heterogeneity and bias were assessed via standard statistical methods. RESULTS: The systematic review included 26 studies (n = 20,963 medical students). Meta-analysis revealed that 16,278 participants (78.0%) held positive attitudes towards AI curriculum integration. Despite this strong support, a significant 'optimism-competence gap' was identified: while 17,420 participants (83.1%) agreed on the necessity for AI training, only 7,630 participants (36.4%) felt confident in applying AI in clinical practice. Subgroup analyses confirmed consistent support across geographic regions. The analysis indicated extreme heterogeneity (I² = 98.5%). The primary implementation challenges, derived from the systematic review, were curricular overcrowding (reported in 13 out of 19 studies, 68%), lack of faculty expertise (in 12 out of 23 studies, 52%), and ethical concerns (in 9 out of 22 studies, 41%). CONCLUSION: A standardized AI curriculum is urgently needed to bridge the optimism-competence gap. Prioritizing faculty training, interdisciplinary collaboration, and ethical frameworks will ensure that future physicians can harness AI's potential while mitigating risks. Our findings, particularly the quantified optimism-competence gap and the influence of unmeasured institutional factors, provide a new evidence base for developing these prioritized interventions.
Using interactive learning activities to predict learning outcomes in medical education: a mixed-methods study.
Xu G, Strom DK, Sakthi-Velavan S
BMC Med Educ · 2026 Jun · PMID 42310663 · Full text
BACKGROUND: Active learning methods are increasingly used in medical education to enhance engagement and retention; however, limited evidence links performance on embedded formative assessments to summative examination o...
BACKGROUND: Active learning methods are increasingly used in medical education to enhance engagement and retention; however, limited evidence links performance on embedded formative assessments to summative examination outcomes in large-group pre-clinical settings. Interactive Learning Activities (ILAs) incorporating low-stakes quizzes were implemented in a first-year Cardiopulmonary-Renal (CPR) systems course. This study aimed to determine whether ILA quiz performance was associated with summative examination outcomes and to explore student perceptions across academic performance tiers. METHODS: A sequential explanatory mixed-methods study was conducted across two academic years (2022: n = 156; 2023: n = 160). ILAs included pre- and post-session quizzes, contributing 5% to the final course grade. Linear regression and correlation analyses examined associations between mean ILA quiz scores and summative examination performance. Students were stratified into tertiles of final course grade for survey comparisons. An anonymous post-course survey collected Likert-scale and open-ended responses. Quantitative survey data were analyzed using chi-square tests, and qualitative responses were analyzed using Braun and Clarke's thematic analysis framework. RESULTS: The ILA quiz scores demonstrated consistent moderate-to-strong positive correlations with overall examination performance in both cohorts (2022: R = 0.641; 2023: R = 0.672). Combined analysis confirmed a stable association (R = 0.632). Association was evident early in the semester, by the 6th ILA. Survey responses (25.6% response rate) indicated generally positive perceptions of ILAs. Lower-performing students reported comparatively high perceived learning benefits, whereas middle-tier students more frequently expressed concerns about quiz-related stress and workload (p < 0.05 for selected items). Qualitative themes highlighted engagement, retrieval practice, and timely feedback as strengths, with graded timing and stress as primary concerns. CONCLUSION: Performance on low-stakes ILA quizzes was consistently associated with summative examination outcomes in a large-group pre-clinical course. Embedded formative assessments may serve both instructional and early indicator functions, supporting early identification of students who may benefit from additional academic support.
Towards patient-centered healthcare: a scoping review of soft skills training in medical schools.
Zagalo DM, Palmieri C, Resende N … +4 more , Costa T, de Sousa RD, Canhão H, Bozza FA
BMC Med Educ · 2026 Jun · PMID 42310635 · Full text
In response to the dynamic evolution of the medical profession, driven by digital transformation, demographic shifts, and global health challenges, medical schools are emphasizing the importance of soft skills alongside...
In response to the dynamic evolution of the medical profession, driven by digital transformation, demographic shifts, and global health challenges, medical schools are emphasizing the importance of soft skills alongside technical and digital expertise. This scoping review aimed to identify key concepts and core characteristics related to soft skills in medical literature. Following a comprehensive search across PubMed, Scopus, and Web of Science, supplemented by a manual search and conducted in accordance with PRISMA-ScR guidelines, 218 articles were identified. After screening and full-text evaluation, 83 studies met the inclusion criteria. The analysis of the literature revealed three recurring thematic axes: (1) the global trend of incorporating soft skills into medical education; (2) the adoption of innovative andragogical strategies to foster the development of these competencies; and (3) the persistent obstacles and limitations that hinder the effective implementation of soft skills training in medical curricula. The review identified critical research gaps and priority areas to strengthen the integration of soft skills-related competencies in medical curricula. These findings highlight the need for targeted strategies to develop compassionate, culturally responsive physicians capable of delivering high-quality, patient-centered care. By synthesizing current evidence and mapping key themes and limitations, this review provides a foundation for future educational interventions and policy development in soft skills training.
"We are blind to quite a lot of things": perspectives of a communications curriculum enlisting persons with disability (PWD) as patient educators and its impact on medical professional identity formation.
Lee V, Lee VV, Szücs A … +4 more , Goh JC, Jiang J, Valderas JM, Loh VWK
BMC Med Educ · 2026 Jun · PMID 42310614 · Full text
BACKGROUND: Attitudinal barriers toward persons with disability (PWD) persist in healthcare systems, with lack of awareness and experience impeding optimal treatment of PWD. Medical professional identity formation, which...
BACKGROUND: Attitudinal barriers toward persons with disability (PWD) persist in healthcare systems, with lack of awareness and experience impeding optimal treatment of PWD. Medical professional identity formation, which can be described as the transformative integration of both clinical acumen and humanistic attitudes, needs to include exposure to and interactions with PWD. A communications workshop was devised for third-year medical students with PWD enlisted as patient educators. We aimed to understand students' and tutors' perspectives of the workshop, the meaning they gained from interacting with PWD, and how the workshop contributed to their professional identity formation. METHODS: Semi-structured in-depth interviews were conducted with 13 students and 7 tutors, and analysed with thematic analysis following an inductive approach until reaching thematic saturation. Coding occurred independently, and researchers met to discuss their findings and integrate different perspectives and codes into a final set of themes and subthemes. RESULTS: Themes derived included how medical students and tutors started their medical education journey with an aspiration to care; how values that contribute to professional identity formation are acquired in a learning community (direct experience, modelling behaviour, reflection and through authentic conversation); the educational value of PWD as patient educators in medical training (the historical absence of disability in curriculum, tutors co-learning with students from PWD educators, the uncertainty of long-term impact); and the impact of the PWD educator patient voice in professional identity formation. CONCLUSIONS: The PWD educator voice may develop sensitivity and empathy for PWD. First person narratives of their perspectives, challenges, and triumphs has the potential to challenge learners' preconceived notions, strengthen confidence of learners in interacting with PWD, and promote social inclusiveness of PWD as a facet of ongoing student and clinician professional identity formation.
Integrating 3D skin lesion models with traditional 2D imagery in dermatology education: student perceptions within a VARK learning framework.
Chaiyabutr C, Paringkarn T, Thongyoo R … +10 more , Panjai P, Pattanaprichakul P, Thanomkitti K, Kanokrungsee S, Jirawattanadon P, Limphoka P, Chongpipatchaipron S, Lamsopa S, Yimchai K, Bunyaratavej S
BMC Med Educ · 2026 Jun · PMID 42310612 · Full text
BACKGROUND: Dermatology education relies heavily on visual learning, yet students exhibit diverse learning preferences categorized by the VARK model: Visual (V), Auditory (A), Reading/Writing (R), and Kinesthetic (K). Tr...
BACKGROUND: Dermatology education relies heavily on visual learning, yet students exhibit diverse learning preferences categorized by the VARK model: Visual (V), Auditory (A), Reading/Writing (R), and Kinesthetic (K). Traditional teaching utilizing two-dimensional (2D) images primarily benefits visual learners whilst lacking tactile engagement. Three-dimensional (3D) skin lesion models address this limitation by incorporating kinesthetic learning, thereby enhancing students' comprehension of lesion morphology and texture. OBJECTIVES: To evaluate student perceptions and preferences regarding the integration of 3D skin lesion models with 2D images in a station-based dermatology learning approach. RESULTS: Most students (90.2%) preferred the combined approach utilizing both modalities. 2D images received marginally higher ratings than 3D models for diagnostic skill development (7.3 ± 3.0 vs. 6.8 ± 3.0) and clinical application (7.2 ± 3.0 vs. 6.7 ± 3.1). The primary advantages of 3D models were hands-on practice (74.5%), enhanced palpation skills (57.8%), and interactive learning opportunities. CONCLUSIONS: The integration of 3D models with 2D images was well accepted by students and supports a multimodal learning approach aligned with VARK learning preferences. These findings suggest that 3D models may serve as a useful complementary tool in dermatology education. Further studies are needed to evaluate their impact on objective learning outcomes and clinical performance in diverse educational settings.
Evaluating a corpus-based intervention in medical English writing: a mixed-methods study.
Pan Y, Wang L, Zhang Y
BMC Med Educ · 2026 Jun · PMID 42310596 · Full text
BACKGROUND: Recent work in medical education has begun to explore how language teaching may contribute to the humanistic aims of health professions training. While technology-assisted language learning (TALL) offers one...
BACKGROUND: Recent work in medical education has begun to explore how language teaching may contribute to the humanistic aims of health professions training. While technology-assisted language learning (TALL) offers one possible pedagogical space, and corpus-based approaches provide structured access to authentic language use, less attention has been given to how corpus-based TALL may support students' written representation of humanistic and professional values in clinical and ethical contexts. METHODS: Grounded in experiential and constructivist views of learning, this quasi-experimental mixed‑methods study explored on a corpus-based intervention implemented in a technology-assisted language learning environment at a medical university in Southeast China. Sixty medical students were assigned to experimental and control groups. Quantitative analyses compared pre‑ and post‑test writing performances through rubric scores and frequency tracking of humanistic expression within and between groups. Qualitative content analysis of writings examined changes in the discursive realization of clinical, ethical, and humanistic concerns. Semi‑structured interviews with experimental group students explored students' reflections on how corpus-based learning influenced their written articulation of ethical responsibility, sensitivity to patients' perspectives, and discursive engagement with clinical and ethical issues. RESULTS: After controlling for pre-test scores, the experimental group achieved significantly higher post-test writing scores than the control group (F(1,57) = 16.72, p < 0.001, η = 0.23; adjusted means: 79.21 vs. 66.38). Frequency tracking further showed significant gains in clarity, accuracy, appropriateness, and use of disciplinary language in the experimental group, with large effect sizes for the first three dimensions (all p < 0.001); improvement in the integration of ethical concepts was smaller and not statistically significant. Qualitative analysis nevertheless indicated more explicit written representation of ethical considerations in clinical scenarios, and interview data suggested increased awareness of how professional values and ethical concerns are conventionally framed in medical discourse. The control group, by contrast, showed limited change in both overall writing performance and the written representation of ethical and professional concerns. CONCLUSIONS: Findings provide empirical support for embedding corpus consultation within technology-enhanced, task-oriented medical English instruction. The intervention appears to have been most effective in strengthening linguistic precision, professional register, and the explicit framing of ethical issues in writing. It therefore offers a modest methodological contribution by showing how the written representation of humanistic values can be examined with identifiable discursive patterns. It also contributes to ongoing discussions on integrating technological and linguistic dimensions within bio‑psycho‑social approaches to medical education.
Who coaches the coach? Learners as partners in the co-creation of coaching practice.
Könings KD, Ramani S
Med Educ · 2026 Jun · PMID 42309971 · Publisher ↗
Abstract loading — click title to view on PubMed.
Culture, power and practice: Critical discourse analysis of workplace-based assessments in hierarchical postgraduate medical education.
Riaz Q, Waterval D, Sehlbach C … +1 more , Paulus ATGA
Med Educ · 2026 Jun · PMID 42309961 · Publisher ↗
INTRODUCTION: Workplace-based assessments (WPBAs) are widely promoted as formative tools to promote learning in postgraduate medical education. However, their meaning and effectiveness are deeply influenced by sociocultu...
INTRODUCTION: Workplace-based assessments (WPBAs) are widely promoted as formative tools to promote learning in postgraduate medical education. However, their meaning and effectiveness are deeply influenced by sociocultural and institutional contexts, particularly hierarchy and power relations. Understanding how these dynamics shape WPBA discourses remains underexplored. This study examines how residents' discourse about WPBAs reflects and reproduces hierarchical relations in Pakistan. METHODS: This qualitative study employed Fairclough's three-dimensional Critical Discourse Analysis (CDA) framework to examine WPBA discourses as reflected through residents' language-in-use. Data were collected through semi-structured interviews and focus group discussions with senior medical residents from diverse specialties and institutions across Pakistan. Analysis focussed on textual features (micro level), discursive practices (meso level) and broader sociocultural structures (macro level). RESULTS: Three themes were identified: (1) WPBAs for Surveillance and Control, where assessments were linked to reputational risk and gatekeeping rather than learning; (2) Hierarchy and Fear of Judgement, highlighted how norms of deference, silence and emotional restraint shaped assessment interactions; and (3) Strategic Compliance to Survive WPBAs, where residents employed adaptive behaviours and self-regulation to minimise risk of reputational damage, loss of clinical opportunities or strained faculty relationships. These findings illustrate how WPBAs are not neutral tools but culturally situated practices that reflect and reinforce institutional power dynamics. DISCUSSION: Our findings indicate that culturally sensitive adaptation of WPBAs requires more than faculty training or checklist refinement; it should consider the communicative norms and power dynamics of everyday clinical education. When assessments are shaped by fear, reputational risk or hierarchical control, WPBAs can undermine their intended developmental purpose. This cautions against uncritical adoption of WPBA frameworks across contexts and emphasises culturally responsive approaches that foster psychological safety, dialogue and genuine learner development. Otherwise, in hierarchical contexts, WPBAs risk functioning as mechanisms of control rather than as tools for feedback and growth.
Strengthening capacity for clinical trial monitoring in the East African community: a multi-country training programme.
Twesigye B, Amperiize M, Wandiga S … +13 more , Castelnuovo B, Okoboi S, Mutumba B, Opolot H, Ndagije H, Gardais S, Kidola J, Mutabazi V, Nyandwi R, Mathew LS, Twungubumwe N, Ainembabazi P, Byakika-Kibwika P
BMC Med Educ · 2026 Jun · PMID 42304435 · Full text
BACKGROUND: The expanding volume and increasing complexity of clinical research in East Africa, driven by emerging and re-emerging infectious diseases, has increased the need for strong regulatory monitoring systems. Cli...
BACKGROUND: The expanding volume and increasing complexity of clinical research in East Africa, driven by emerging and re-emerging infectious diseases, has increased the need for strong regulatory monitoring systems. Clinical trials must be monitored to ensure regulatory compliance and participant safety. Despite strengthened regulatory and ethical frameworks in the region, gaps in trial monitoring persist due to a shortage of adequately trained monitors. This paper describes the design, implementation, and outcomes of a regional capacity-building initiative aimed at strengthening clinical trial monitoring capacity across six East African Community partner states. METHODS: We implemented a multi-country capacity-building project across six East African Community partner states: Burundi, Kenya, Rwanda, South Sudan, Tanzania, and Uganda. We conducted stakeholders' consultations to identify the training needs that informed development of a tailored curriculum on clinical trial monitoring comprised of six modules, and approved by the Training Advisory Committee (TAC). We trained National Research Regulatory Authority (NRRA) personnel, Research Ethics Committee (REC) members, clinical researchers, and clinical trial monitors. The programme was implemented between February 2024 and February 2025, with one group per partner state. Each cohort completed a five-week blended learning programme comprising a two-day in-person workshop, four weeks of self-paced online learning, and a two-day virtual wrap-up session. Pre- and post-training assessments were administered to measure knowledge gain. Data were downloaded as CSV files, cleaned in Microsoft Excel, and exported to STATA 15.0 for analysis. Descriptive analyses were conducted and data summarized. RESULTS: We trained 200 participants, majority 30.5% (n = 61) of whom were from Uganda and 50.5% (n = 101) were female. Overall, mean knowledge scores increased significantly from 61.8% at pre-test to 84.3% at post-test (22.5% point improvement). The proportion of participants achieving the 60% pass mark increased from 37.5% (75/200) at pre-test to 95.6% (191/200) at post-test. CONCLUSION: This capacity-building project showed a marked improvement in knowledge of clinical trial monitoring among NRRA personnel, REC members, clinical researchers, and clinical trial monitors across the EAC. Further studies should evaluate whether this knowledge gain translates into enhanced clinical trial monitoring and oversight practices.
The PAPER heuristic: a structured cognitive aid to reduce intrinsic cognitive load in early clinical reasoning training.
Gebauer M, Herbstreit F, Brenner T … +2 more , Benson S, Szalai C
BMC Med Educ · 2026 Jun · PMID 42304418 · Full text
BACKGROUND: Clinical reasoning is a key competency in undergraduate medical education but is often taught implicitly. Structured approaches such as acronyms may help support students in developing this skill, especially...
BACKGROUND: Clinical reasoning is a key competency in undergraduate medical education but is often taught implicitly. Structured approaches such as acronyms may help support students in developing this skill, especially in complex or high-stakes situations. The acronym PAPER (Patient, details of Acute situation, relevant Past medical History, Estimate the situation, Recommendations) was developed to provide a simple and structured framework to support clinical reasoning. METHODS: The acronym was developed through a three-round Delphi process with clinical experts in emergency medicine, anaesthesiology, and trauma surgery. It was piloted in a single-blind, simulation-based study with 290 medical students in either their fourth clinical semester or final year. Students were randomised to either an intervention group, which received a 20-minute introduction to clinical reasoning and the acronym before simulation training, or a control group, which received standard simulation alone. The outcomes included clinical performance, nontechnical skills, and cognitive load, which were assessed via blinded raters and validated self-report questionnaires. RESULTS: No significant differences in clinical performance were found between the intervention and control groups. However, among fourth-semester students, the intervention group reported a significantly lower intrinsic cognitive load than did the control group. The final-year students generally reported better scores in teamwork and decision-making but reported lower germane cognitive loads than their junior peers did. The effect of the intervention appeared to be influenced by the students' training stage. CONCLUSIONS: While the acronym did not improve overall clinical performance, it was associated with a reduced intrinsic cognitive load in less experienced students. Introducing structured clinical reasoning tools earlier in the curriculum may help learners process clinical scenarios more effectively. Timing appears to be an important factor in the success of such interventions and should be considered in curriculum development.
Effectiveness analysis of a multi-track teaching model based on OBE concept in pediatric ophthalmology clinical internship.
Wang Y, Liu Q, Ke N … +5 more , Chen X, Zhang X, Li X, Zhu X, Chen L
BMC Med Educ · 2026 Jun · PMID 42304409 · Full text
OBJECTIVE: To explore the application effect of a multi-track teaching strategy integrating Outcome-Based Education (OBE) concept with Case-Based Learning (CBL), Problem-Based Learning (PBL), Team-Based Learning (TBL), a...
OBJECTIVE: To explore the application effect of a multi-track teaching strategy integrating Outcome-Based Education (OBE) concept with Case-Based Learning (CBL), Problem-Based Learning (PBL), Team-Based Learning (TBL), and multi-station teaching methods in pediatric ophthalmology clinical internship courses. METHODS: A total of 212 fifth-year pediatric undergraduate students who completed ophthalmology clinical internships from April to May 2025 were selected. They were divided into a research group (107 students, odd-numbered groups) and a control group (105 students, even-numbered groups) according to internship groups (15-16 students per group). The research group adopted a multi-track teaching model based on OBE concept, while the control group followed a traditional clinical internship teaching model. The pre-class, in-class, and post-class teaching evaluations and course satisfaction of the two groups were compared. SPSS 20.0 was used for statistical analysis. Count data were expressed as n (%), analyzed by χ² test; measurement data were expressed as (x̄ ± s), analyzed by independent samples t-test. RESULTS: The post-class case analysis score of the research group was significantly higher than that of the control group (45.10 ± 1.36 vs. 41.50 ± 1.35, P < 0.05). The in-class evaluation scores of the research group in operational skills, case analysis, doctor-patient communication, and teamwork ability were significantly higher than those of the control group (19.34 ± 0.57 vs. 16.97 ± 0.37, 19.53 ± 0.87 vs. 17.95 ± 0.69, 19.26 ± 0.65 vs. 17.92 ± 0.78, 19.42 ± 0.68 vs. 17.58 ± 0.65, P < 0.001). In the teaching feedback, the research group's scores in learning motivation (4.85 ± 0.13 vs. 4.21 ± 0.18), key concept comprehension (4.72 ± 0.21 vs. 4.21 ± 0.18), integration of theory and clinical practice (4.87 ± 0.18 vs. 4.28 ± 0.15), and formation of clinical diagnostic thinking (4.84 ± 0.12 vs. 4.27 ± 0.23) were significantly higher than those of the control group (P < 0.001). The overall evaluation of the internship course by the research group was significantly higher than that of the control group (4.82 ± 0.24 vs. 4.32 ± 0.18, P < 0.001). CONCLUSION: The OBE concept-based multi-track teaching model was associated with improved clinical reasoning, practical skills, and self-directed learning among pediatric ophthalmology interns, suggesting potential value for clinical teaching quality.
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