Medical Science Educator最新文献

{"title":"Letter from the Editor-in-Chief.","authors":"David M Harris","doi":"10.1007/s40670-025-02445-1","DOIUrl":"https://doi.org/10.1007/s40670-025-02445-1","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1163"},"PeriodicalIF":1.9,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228846/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Letter from the Editor.","authors":"David M Harris","doi":"10.1007/s40670-025-02399-4","DOIUrl":"https://doi.org/10.1007/s40670-025-02399-4","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"595"},"PeriodicalIF":1.9,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058548/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144048547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Paradox of Knowledge: Why Medical Students Know More But Understand Less.","authors":"Heidi L Lujan, Stephen E DiCarlo","doi":"10.1007/s40670-025-02379-8","DOIUrl":"10.1007/s40670-025-02379-8","url":null,"abstract":"<p><p>Medical education faces a paradox: despite unprecedented access to information, many students struggle to apply their knowledge to complex clinical scenarios. This paradox stems from an educational system that prioritizes rote memorization and exam performance over critical thinking and conceptual understanding. Information overload, protocol-driven learning, and exam-focused curricula contribute to superficial learning, leaving students underprepared for real-world practice. Additionally, diminishing emphasis on foundational sciences and inadequate time for reflection exacerbate this issue. To address these concerns, medical education must shift toward fostering deep learning, integrating basic and clinical sciences, and prioritizing active, inquiry-driven teaching methods to prepare adaptable, thoughtful clinicians.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1761-1766"},"PeriodicalIF":1.9,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical Ethics and Law Teaching: An Important Challenge for International Medical Education Partnerships.","authors":"Anjali Rajendra Gondhalekar, Mohammed Ahmed Rashid","doi":"10.1007/s40670-025-02372-1","DOIUrl":"10.1007/s40670-025-02372-1","url":null,"abstract":"<p><p>There is an increasing commitment to building educational partnerships with institutions delivering healthcare professionals education globally. Projects with higher educational institutions in the Global South have become well established and whilst much of the educational content developed is easily translatable to partners across continents, one challenge is navigating contrasts that exist in ethics and law within international medical education. In this commentary, we reflect on the challenges faced when developing such medical educational resources and how we must avoid a 'one size fits all' approach through our collaborative efforts.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1753-1754"},"PeriodicalIF":1.9,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Positive Influence of the Hidden Curriculum in Medical Education: A Scoping Review.","authors":"Rhoda Meyer, Elize Archer, Liezl Smit","doi":"10.1007/s40670-025-02380-1","DOIUrl":"10.1007/s40670-025-02380-1","url":null,"abstract":"<p><p>The negative influence of the hidden curriculum in medical education is often foregrounded in the literature. This scoping review explores the positive influence of the hidden curriculum on medical student's learning, offering recommendations to harness its potential for teaching and learning. Following Arksey and O'Malley's six-stage review process, four themes were developed: positive role-modelling, supportive team environments, positive institutional culture, and navigating ambiguity. These factors shape the positive influences of the hidden curriculum, influencing students' implicit learning. By acknowledging the diverse aspects of the hidden curriculum, faculty and clinical teachers can prepare students to critically reflect on their learning experiences, recognizing the positive influences that enable learning and shape their identities as professionals.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1817-1826"},"PeriodicalIF":1.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228870/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Bridges: The Homemade Laparoscope Project for Medical Education.","authors":"Manuel Cevallos, Samantha Dinh, Alicia C Nguyen, Danielle Vildorf","doi":"10.1007/s40670-025-02388-7","DOIUrl":"10.1007/s40670-025-02388-7","url":null,"abstract":"<p><p>We describe the construction of a homemade laparoscope that undergraduate and medical students can use to learn abdominal gross anatomy from a different perspective. Students can also explore basic concepts in the laparoscopic procedure. This reliable and low-cost instrument can reduce the learning gap in low-resource universities.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1175-1177"},"PeriodicalIF":1.9,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228878/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Students' Use of Medical Education Resources for the USMLE Step 2 CK Exam Preparation.","authors":"Brook A Hubner, Zebulon Tolman, Omar Cherkaoui, Eileen Lee, Avery Stokes, Carolyn Klatt, Edward C Klatt","doi":"10.1007/s40670-025-02362-3","DOIUrl":"10.1007/s40670-025-02362-3","url":null,"abstract":"<p><strong>Introduction: </strong>The transition of the United States Medical Licensing Examination (USMLE®) Step 1 to pass/fail has increased the perceived importance of Step 2 Clinical Knowledge (CK) scores, making effective exam preparation increasingly important. Our study characterizes Step 2 CK resource usage patterns and analyzes their relationship with scores.</p><p><strong>Methods: </strong>Data from an anonymous, retrospective survey of fourth-year medical students from the Mercer University School of Medicine (MUSM) and the University of Alabama at Birmingham Marnix E. Heersink School of Medicine (HSOM) were analyzed to assess their study resource utilization patterns and self-reported Step 2 CK scores.</p><p><strong>Results: </strong>A total of 275 students reported average usage of 4.4 resources, including 1.6 question banks (Qbanks), 1.2 video, 0.6 podcast, 0.5 flashcard, and 0.6 print resources. All but one used Qbanks; all used digital resources, while 42.1% also used print resources. The mean Step 2 CK score of 247.3 (SD = 12.8) mirrored national averages. Total resources used did not impact scores significantly. Using 3 + Qbanks was significantly associated with lower scores. Video usage corresponded to lower scores. Students using no print resources scored significantly higher. Podcast and flashcard usage had no significant associations. The most popular resources were UWorld (97.7%), Anki (50.3%), Divine Intervention (50.3%), and AMBOSS (49.7%).</p><p><strong>Conclusion: </strong>Medical students accessed diverse resources for Step 2 CK preparation but focused on commercial question banks most frequently and print materials minimally. Students should avoid resource overload and emphasize active learning with 1-2 Qbanks and use other materials judiciously, building upon past course work to enhance Step 2 CK scores. Ongoing monitoring of study resource usage can guide a school's academic coaching, curricular decisions, and resource acquisition.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02362-3.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1597-1603"},"PeriodicalIF":1.9,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228608/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial Intelligence in Medical Education: a Scoping Review of the Evidence for Efficacy and Future Directions.","authors":"Kody Shaw, Marcus A Henning, Craig S Webster","doi":"10.1007/s40670-025-02373-0","DOIUrl":"10.1007/s40670-025-02373-0","url":null,"abstract":"<p><p>Artificial intelligence (AI) has demonstrated clinical potential, yet its influence on medical education remains limited. This review explores AI applications in medical education, evaluates available evidence and considers future applications. We conducted a scoping review (PubMed, MEDLINE, SCOPUS, Google Scholar; 2010-2022) identifying 42 relevant peer-reviewed articles. Four key themes emerged: surgical skills assessment, radiology training, interactive learning, and text interpretation. Current applications enhance surgical simulation and facilitate interactive learning. These tools may evolve towards comprehensive and individualised educational aids. Despite promising early applications, evidence on educational and clinical outcomes remains limited. Future research should prioritise validated outcomes in larger trials to confirm generalisability and address AI limitations.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1803-1816"},"PeriodicalIF":1.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228863/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Financially Responsible and Equitable Education for Medical, Science, and Health Professions Learners.","authors":"Sarah-Ann Keyes, Jessica Thompson Falla, Aimee Gardner, Ashley Mullen, Fred Pereira","doi":"10.1007/s40670-025-02368-x","DOIUrl":"https://doi.org/10.1007/s40670-025-02368-x","url":null,"abstract":"<p><p>Medical, science, and health professions learners lack financial literacy and competency around financial well-being for themselves and patients. We piloted an asynchronous, modular, competency-based certificate curriculum for health professions and graduate learners and alumni to facilitate increased competency in addressing financial well-being. The data demonstrated a significant increase in competence.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1173-1174"},"PeriodicalIF":1.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228612/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Medical School Attrition: Does Community College Background Matter?","authors":"Jonathan Ham, Geoffrey Young, Douglas Grbic","doi":"10.1007/s40670-025-02369-w","DOIUrl":"https://doi.org/10.1007/s40670-025-02369-w","url":null,"abstract":"<p><p>US medical school applicants with a community college (CC) background face a decreased likelihood of acceptance, even considering prior academic achievement. While this bias is likely multifactorial, concern for these students' ability to complete medical school and graduate may be a component. We explored this idea by comparing rates of attrition vs. graduation in medical students with and without a CC background at MD-granting institutions. Our analysis showed no difference using multivariate regression accounting for student characteristics. Overall, our findings demonstrate that concern for attrition should not be a factor in admitting students with a CC background.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1239-1244"},"PeriodicalIF":1.9,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}