Medical Science Educator最新文献

{"title":"Letter from the Editor-in-Chief.","authors":"David M Harris","doi":"10.1007/s40670-026-02868-4","DOIUrl":"10.1007/s40670-026-02868-4","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1701"},"PeriodicalIF":1.8,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991734","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":"Applying Bloom's Taxonomy to Student Outcomes in a Flipped Classroom Model.","authors":"Manav Shah, Dasha Musatova, Jeffrey B Bird, Doreen M Olvet, Joanne M Willey","doi":"10.1007/s40670-026-02840-2","DOIUrl":"10.1007/s40670-026-02840-2","url":null,"abstract":"<p><p>This study compared medical student learning across Bloom's cognitive levels when content was taught using a traditional lecture or a flipped classroom model. Open-ended examination questions classified as foundational, application, or problem-solving were compared between second-year medical students who experienced a flipped classroom model in a microbiology course (2022 and 2023, <i>N</i> = 204) to those in a traditional lecture format (2020 and 2021, <i>N</i> = 200). There was no significant difference in scores for foundational questions, but significantly higher scores on application and problem-solving questions, suggesting the flipped classroom enhanced students' depth of learning. Most students (88%) viewed the flipped classrom approach positively.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1717-1721"},"PeriodicalIF":1.8,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582710/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991684","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":"Bridging the Gap: Medical Schools' Transition to Residency Courses and their Graduates' Readiness for Residency.","authors":"Lauren A Heidemann, Douglas Grbic, Dorothy Andriole, Matthew Rustici, Kathryn Mutter, Genie Roosevelt, Heather Davis, Jason C Brainard","doi":"10.1007/s40670-026-02787-4","DOIUrl":"10.1007/s40670-026-02787-4","url":null,"abstract":"<p><p>Transition To Residency (TTR) courses prepare U.S. medical school graduates for residency. Program director assessments of post-graduate year-1 (PGY-1s) readiness for residency (\"did not meet [DNM]\" vs. \"met/exceeded\" expectations) were stratified by medical school TTR course presence. Of 9,214 PGY-1s graduating in 2023-2024 from medical schools that completed the TTR Educators survey and participated in the Association of American Medical College Resident Readiness Survey, 2.4% (221/9,214) DNM expectations. Adjusting for specialty, PGY-1s from schools with (vs. without) TTR courses had lower odds of \"DNM\" expectations (odds ratio 0.62; 95% confidence interval 0.40-0.97). TTR courses may support resident readiness across specialties.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1723-1726"},"PeriodicalIF":1.8,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582697/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991755","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-in-Chief.","authors":"Harris David","doi":"10.1007/s40670-026-02806-4","DOIUrl":"10.1007/s40670-026-02806-4","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1067"},"PeriodicalIF":1.8,"publicationDate":"2026-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356103/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431303","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":"'Tough but Fair': Standards with Support - Empowering Success.","authors":"Steve Garwood, Tracey A H Taylor, Chun Cheng Andy Chen, Akshata R Naik, Amin Shah, Joanna Appel, Erica Ausel, Susan Ely, Catherine Gathu, Mark Hernandez, Kin Ly, Douglas McKell, Mihail Mitov, Thomas Thesen","doi":"10.1007/s40670-026-02818-0","DOIUrl":"10.1007/s40670-026-02818-0","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2043-2047"},"PeriodicalIF":1.8,"publicationDate":"2026-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582772/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991828","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":"Generative AI Research in Health Professions Education: A Scoping Review.","authors":"Ruthvik Edara, Brianna Highum, Rahul Damania, Natalia Hakimzadeh, Raghav Awasthi, Shreya Mishra, Rahul Kashyap, Sai Prasad Ramachandran, Anirban Bhattacharyya, Avneesh Khare, Avneep Aggarwal, Loren Hackett, Lama Nazer, Piyush Mathur","doi":"10.1007/s40670-026-02810-8","DOIUrl":"10.1007/s40670-026-02810-8","url":null,"abstract":"<p><p>Generative AI (GAI) is rapidly being explored across health professions education, yet its application remains fragmented. This scoping review maps the global landscape of GAI research across medicine, nursing, dentistry, pharmacy, and allied health education. Analyzing 517 publications dated January 2022 through September 2025, we identify a research surge dominated by GPT-family models, predominantly for education-material generation and item evaluation. Research engagement is broadening geographically but remains concentrated in higher-resource regions. The field is focused on technical feasibility and acceptability rather than pedagogical impact. This review provides a foundational landscape map for future GAI research in clinical education.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2063-2074"},"PeriodicalIF":1.8,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582680/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991587","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":"Beyond Technological Literacy: Why Biomedical Laboratory Science Education Needs Authentic STEM-Based Learning Experiences.","authors":"Lea F Dollete","doi":"10.1007/s40670-026-02808-2","DOIUrl":"10.1007/s40670-026-02808-2","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2109-2110"},"PeriodicalIF":1.8,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582694/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991679","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":"Fixed Versus Rotating Practice Monitors in Small-Group Anatomy Teaching: A Prospective Study in Medicine and Optometry.","authors":"María Carmen Garza, Irene Gracia-Rubio, María José Luesma, Isabel Lamiquiz, Manuel Lahoz, Itziar Lamiquiz-Moneo","doi":"10.1007/s40670-026-02793-6","DOIUrl":"10.1007/s40670-026-02793-6","url":null,"abstract":"<p><strong>Introduction: </strong>Small-group practice sessions facilitated by peer or faculty monitors are widely used in health professions education to support the integration of theoretical knowledge. However, evidence regarding the optimal organizational model for assigning practice monitors is limited. This study compared fixed versus rotating practice monitor systems in terms of knowledge acquisition and student satisfaction.</p><p><strong>Methods: </strong>A prospective experimental study was conducted involving 198 medical students and 58 optometry students. Medical students were allocated to either a fixed or rotating practice monitor system and completed three formative Kahoot! based quizzes at 6 weeks, 4 weeks, and 2 days prior to the final examination. Optometry students experienced both systems, using fixed monitors in the first half of the course and a rotating system in the second half. Student satisfaction was assessed using an online survey in both degree programs.</p><p><strong>Results: </strong>Medical students assigned to fixed practice monitors achieved significantly higher scores in the first two formative quizzes; however, no significant differences were observed in the final quiz or final examination results. Similarly, no significant differences in examination performance were found between practice monitor systems among optometry students. Student satisfaction ratings were comparable across both organizational models.</p><p><strong>Conclusions: </strong>Fixed practice monitor systems may support more consistent early learning progress, but overall knowledge acquisition and academic performance did not differ between fixed and rotating models. These findings suggest that organizational flexibility in assigning practice monitors can be implemented without compromising learning outcomes, offering practical guidance for curriculum planning in health professions education.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02793-6.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1809-1817"},"PeriodicalIF":1.8,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582690/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991598","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 Medical Students' Perceptions of Near-peer Teaching in Musculoskeletal OSCE Preparation.","authors":"David Wong, Ethan Allen, Yitong Li, Terese Bird, Jitendra Mangwani","doi":"10.1007/s40670-026-02805-5","DOIUrl":"10.1007/s40670-026-02805-5","url":null,"abstract":"<p><strong>Background: </strong>Earlier studies have demonstrated suboptimal confidence among recently graduated medical students in diagnosing and managing musculoskeletal (MSK) conditions, despite the high prevalence of MSK disorders, underscoring gaps in MSK education. As a result, Objective Structured Clinical Examinations (OSCEs) in MSK medicine can be particularly challenging for novice medical students. Near-peer teaching (NPT) may be a valuable teaching modality for improving medical students' knowledge and confidence.</p><p><strong>Objective: </strong>To explore medical students' perceptions and the factors influencing their perceived value of NPT, specifically for MSK OSCE preparation.</p><p><strong>Methods: </strong>Students enrolled in the Bachelor of Medicine and Bachelor of Surgery (MBChB) programme at the University of Leicester who had previously received MSK OSCE-related teaching from a near-peer tutor participated in semi-structured interviews. Participant recruitment ceased after interviews were conducted with 12 participants, as the research team judged that the interviews provided sufficient information power to develop a rich and nuanced thematic analysis to address the research question.</p><p><strong>Results: </strong>Interviews with 12 participants yielded four themes: the learning environment, exam-focused guidance, the attributes of the near-peer tutor, and the logistics of delivery. Students perceived NPT as a safe learning environment and a source of OSCE-specific insights from tutors who had recently and successfully navigated the same assessments, which is not easily recreated in faculty-led teaching. Tutor attributes, such as relatability, approachability, and their perceived commitment and dedication, emerged as key determinants of favourable perceptions of NPT. However, the extracurricular nature of NPT offered flexibility for some, while others felt it added additional time constraints when faculty-led teaching was easier to access. Students suggested integrating NPT into the curriculum to improve participation.</p><p><strong>Conclusion: </strong>NPT was perceived as a highly valuable learning modality for developing MSK-related competency for students preparing for their OSCEs.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02805-5.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1797-1807"},"PeriodicalIF":1.8,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582695/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991596","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":"Internal Medicine Clerkship Near-Peer \"Pre-Rounds Coaching\".","authors":"Jessica Newman, Nikki Miller, Jacob Cushing, Danica Dodd, Tony Pham, Jennifer Fink","doi":"10.1007/s40670-026-02798-1","DOIUrl":"10.1007/s40670-026-02798-1","url":null,"abstract":"<p><strong>Introduction: </strong>The transition to clinical medical education is challenging for third-year medical students as they develop skills necessary for teaching rounds. Fourth-year medical students functioning as \"Student Chiefs\" may be suited to support this transition through near-peer coaching.</p><p><strong>Materials and methods: </strong>As part of an elective rotation, a fourth-year medical student (\"Internal Medicine (IM) Student Chief\") provided voluntary coaching sessions for third-year students entering the IM Clerkship prior to their clinical service time. Satisfaction and student perceived benefits of the sessions were assessed using a retrospective pre-post survey. Clerkship student presentations were rated using a validated Patient Presentation Rating Tool. Scores of coached versus non-coached students were compared on the Presentation tool and the summative clerkship OSCE presentation.</p><p><strong>Results: </strong>Coached students demonstrated significant improvements in comfort and perceived confidence in preparing for and presenting on rounds (<i>p</i> < 0.001). No significant differences were observed between coached and non-coached students in Patient Presentation Rating Tool scores or OSCE presentation scores.</p><p><strong>Discussion: </strong>It was feasible to shift the responsibility of teaching pre-rounding preparation to fourth-year Student Chiefs.</p><p><strong>Conclusions: </strong>Based on the perceived benefit of the program for both clerkship and Student Chiefs, pre-rounds coaching was continued at our institution with additional workflow standardization.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1843-1849"},"PeriodicalIF":1.8,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582669/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991741","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}