Medical Science Educator最新文献

{"title":"The Case for a Dialogic Approach Across All Teaching Sessions in Medical Education.","authors":"Adalyne Singh, Vijay Rajput","doi":"10.1007/s40670-026-02713-8","DOIUrl":"10.1007/s40670-026-02713-8","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2103-2107"},"PeriodicalIF":1.8,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582731/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991816","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":"Case-based Learning and Artificial Intelligence-based Gamification to Improve Undergraduate Students' Motivation for One Health and Climate Change: A Pilot Study.","authors":"Cihan Papan, Esther Sib, Christiane Schreiber, Alexander D Wollkopf, Marek Landsberg, Steffen Engelhart, Katharina Last, Timo Falkenberg, Carsten Felder, Dogus Darici, Tobias Raupach, Nico T Mutters","doi":"10.1007/s40670-026-02706-7","DOIUrl":"10.1007/s40670-026-02706-7","url":null,"abstract":"<p><p>The One Health approach (OHA) which entails the interconnectedness of human, animal, and environmental health is a critical concept for medical students. In this pilot study, we report the feasibility of a new format using a large language model, gamification elements and case-based learning (CBL) to teach medical undergraduates environmental medicine, including the OHA and climate change, and its effectiveness on students' motivation using the intrinsic motivation inventory (IMI) scale. We found higher scores for the CBL format across all IMI subscales. Ordinal logistic regression analysis yielded that having the CBL format was significantly associated with higher IMI scores in every item (odds ratios, OR, between 1.65 and 2.69).</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02706-7.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1085-1089"},"PeriodicalIF":1.8,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13355966/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431310","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":"Does Virtual Reality Training Translate into Real-world Infection Prevention and Control Practice? A Systematic Review.","authors":"Makiko Yamamoto","doi":"10.1007/s40670-026-02714-7","DOIUrl":"10.1007/s40670-026-02714-7","url":null,"abstract":"<p><p>Virtual reality (VR)-based education is increasingly used in infection prevention and control (IPC) training, yet its impact on real-world practice remains unclear. This systematic review evaluated the impact of VR or immersive simulation-based educational interventions on IPC practices and systematically identified educational design and implementation factors associated with variability in intervention effects. Following the PRISMA 2020 guidelines, PubMed and Scopus were searched for English-language studies published between 2015 and 2025. Ten studies met the inclusion criteria. Most studies targeted students or trainees and assessed proximal outcomes, including knowledge, simulated performance, and self-efficacy. VR-based IPC education improved learner-centered outcomes, but evidence for sustained practice-level behavior change was limited and inconsistent, partly because practice-level outcomes were insufficiently assessed and generally restricted to short-term follow-up. These findings suggest that the translation of learning gains into practice may depend on whether VR-based learning experiences are supported by theory-informed educational design, reinforced over time, and evaluated longitudinally.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1655-1667"},"PeriodicalIF":1.8,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356108/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431013","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":"Enhancing the Gynecologic Surgery Experience for Third-Year Medical Students: The Impact of Formal Uterine Manipulator Training.","authors":"Hannah Donovan, Caroline George, Lindsey Pileika, Lindsey Gleason, Merima Ruhotina","doi":"10.1007/s40670-026-02700-z","DOIUrl":"10.1007/s40670-026-02700-z","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate the impact of a formalized uterine manipulator training program on medical students' operating room experiences during their obstetrics and gynecology clerkship.</p><p><strong>Design: </strong>Prospective cohort study with pre- and post-intervention surveys and a hands-on skills evaluation.</p><p><strong>Setting: </strong>Uterine manipulator simulation training was delivered during obstetrics and gynecology clerkship orientation at the Larner College of Medicine at University of Vermont. The sessions included a didactic video and hands-on simulation using a low-fidelity pelvic trainer.</p><p><strong>Participants: </strong>Eighty-eight third-year medical students rotating through the obstetrics and gynecology clerkship during the 2024-2025 academic year.</p><p><strong>Results: </strong>Prior to the intervention, 69.4% of students reported discomfort assisting with laparoscopic surgery. Following the intervention, over 75% of students agreed that formalized training improved their ability to participate effectively as surgical team members, increased the educational value of laparoscopic hysterectomy cases, and enhanced their comfort assisting in surgery. There was a statistically significant improvement in uterine manipulator knowledge scores between pre- and post-simulation surveys (<i>p</i> < 0.001). Students scored an average of 91% on the end-of-rotation technical skills evaluation.</p><p><strong>Conclusions: </strong>A formalized uterine manipulator simulation training program implemented during clerkship orientation improved medical students' comfort assisting with laparoscopic hysterectomy, enhanced the educational value of operative cases, and increased their effective participation as surgical team members.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1213-1221"},"PeriodicalIF":1.8,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356163/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431126","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":"To Pursue or Not to Pursue an Academic Doctoral Degree: Perceived Motivators and Barriers of Women Working in Allied Health Educational Programs.","authors":"Karen Honeycutt, Betsy Becker, Victoria Kennel, Sarah McBrien, Makayla Schissel, Tammy Webster","doi":"10.1007/s40670-026-02709-4","DOIUrl":"10.1007/s40670-026-02709-4","url":null,"abstract":"<p><strong>Background: </strong>Women faculty in allied health education frequently transition from clinical roles without formal training in teaching or research methodologies. This study examined motivators and barriers of women faculty in an allied health educational setting when determining to pursue an academic doctoral degree. Data was collected from faculty working in 48 allied health programs in Nebraska representing 14 professions.</p><p><strong>Methods: </strong>Women faculty were invited to complete a confidential online survey. Using a four-point Likert scale, participants responded to perceived motivators (nine) and barriers (nine) related to their decision to pursue or not pursue a doctoral degree.</p><p><strong>Results: </strong>Responses from 142 (49.6%) surveys were examined. Participants were grouped as not having applied and those who were pursuing or holding a PhD/EdD degree. Comparing the two cohorts, statistically significant differences (p ≤ 0.05) were found for the motivators: positively impact professional relationships, expand professional network, and expand research knowledge; and the barriers: time to complete a doctoral degree program, the day-to-day commitments, personal financial cost, and impact on personal relationships. Multivariable logistic regression analysis indicated that age, academic rank, perceived barriers, and perceived motivators were all significantly associated with pursuing or attaining an academic doctoral degree.</p><p><strong>Conclusions: </strong>Identifying perceived motivators can inform strategies in supporting a women faculty's career with professional network development and research opportunities. Addressing barriers through work-life integration support and financial assistance may improve doctoral program accessibility.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1575-1585"},"PeriodicalIF":1.8,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13355978/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430976","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":"Which Factors Promote Interprofessional Competence in Placements on a Training Ward? New Findings.","authors":"Michael Hirth, Jutta Hinrichs, Stephanie Schaefer, Mira Mette","doi":"10.1007/s40670-026-02704-9","DOIUrl":"10.1007/s40670-026-02704-9","url":null,"abstract":"<p><strong>Introduction: </strong>Interprofessional training wards (ITWs) are established educational formats to foster interprofessional (IP) competence in health professions education. While previous research has demonstrated their overall effectiveness, little is known about which specific factors within ITW placements drive final levels and gains of IP competence and whether these mechanisms differ across professions.</p><p><strong>Methods: </strong>In an explorative study, 151 participants (105 medical students, 23 trainee nurses, 23 trainee physiotherapists) completed their placement on the ITW. Their self-reported data were used for hierarchical multiple regression analyses to identify predictive factors of perceived final levels and gains of IP competence at the end of the placement.</p><p><strong>Results: </strong>For medical students and trainee nurses, the perceived quality of IP interaction during the placement was the strongest predictor of both final level and gain of IP competence (<i>p</i> < .001 and <i>p</i> < .01, respectively). Frequency of IP interaction contributed to learning gain (<i>p</i> < .05 and n.s., respectively) but explained less variance than interaction quality. Initial IP competence predicted final level of IP competence for medical students but not gain of IP competence. No significant predictors of IP competence development were identified for trainee physiotherapists.</p><p><strong>Conclusion: </strong>This study advances IP education research by shifting the focus from the effectiveness of ITWs to the mechanisms underlying IP competence development. High-quality IP collaboration emerges as a key driver of perceived IP competence development. The findings highlight the importance of intentionally designing and facilitating IP interaction and suggest that learning mechanisms may differ across professions.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1405-1415"},"PeriodicalIF":1.8,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356116/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431151","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":"Teaching Experiences with a Competency-Based Integrated Curriculum: A Phenomenological Study from a Transformative Learning Perspective in Anesthesiology.","authors":"Laura Gutiérrez-Soriano, María Paula Gómez-Sánchez, Andrea Liseth Tavera-Sanabria, Armando Sanchez, Juan Diego Gutierrez-Navarro, Natalia Restrepo-Patiño, Eduardo Becerra-Zapata, Rodrigo Martinez-Ardila, Lorena Fontecha","doi":"10.1007/s40670-026-02642-6","DOIUrl":"10.1007/s40670-026-02642-6","url":null,"abstract":"<p><strong>Introduction: </strong>The implementation of a competency-based integrated curriculum (CBIC) entails profound transformations in teaching practice and professional identity, particularly in high-demand clinical settings. Understanding the experiences of faculty members involved in this change is essential to strengthening their professional development and enhancing educational quality.</p><p><strong>Objective: </strong>To understand the meaning of the lived experience of anesthesiology clinical faculty members regarding the arrival of students trained within a CBIC.</p><p><strong>Methods: </strong>Qualitative study with a phenomenological-hermeneutic approach, guided by Max van Manen's methodology and Mezirow's transformative learning theory. In-depth interviews were conducted with anesthesiology clinical faculty members from a Colombian hospital.</p><p><strong>Results: </strong>Five themes emerged from the interviews: (1) Expectations toward curricular change; (2) appropriation of the CBIC: tensions and learning; (3) transformations in the pedagogical relationship and clinical learning; (4) student autonomy and generational tensions; and (5) institutional challenges for curriculum implementation. Participants experienced questioning, openness, and redefining their roles, consistent with transformative learning processes.</p><p><strong>Discussion: </strong>The CBIC fosters changes in teaching identity and pedagogical relationships, yet its implementation faces challenges related to pedagogical preparation, institutional communication, and structural conditions. The lens of transformative learning offers insights into how educators negotiate tensions and construct new practices in changing contexts.</p><p><strong>Conclusions: </strong>The experience of nine clinical faculty members with the CBIC revealed generational tensions, learning processes, and transformations that redefined their professional role and identity. The study underscores the need for pedagogical support, targeted training, and institutional conditions that strengthen clinical teaching, with findings applicable to other similar contexts.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1273-1281"},"PeriodicalIF":1.8,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356017/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431381","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":"Using an Interprofessional Lens and Multi-Program Accreditation Standards to Enhance Faculty Development at One Institution.","authors":"Colleen Y Colbert, Michael J Nelson, Allison Prelosky-Leeson, Brian S Hoffmaster, Mari Knettle, Kathryn Stuck Boyd, Lily C Pien, Debra Kangisser, Kelsey C Bohn, Elizabeth J Mitcham, Steven Kawczak","doi":"10.1007/s40670-026-02693-9","DOIUrl":"10.1007/s40670-026-02693-9","url":null,"abstract":"<p><p>Faculty development (FD) is a best practice in health professions education (HPE) and a requirement of accreditation agencies. While FD standards are similar across professions, HPE programs often meet FD needs via program-specific offerings. This approach may duplicate institutional efforts and pose challenges for small programs. It also doesn't address goals related to interprofessional (IP) learning, increasingly emphasized in HPE. In this Monograph, we share strategies and outcomes related to the use of an IP lens and multi-program accreditation standards to enhance FD in HPE. Strategies include creation of an IP planning committee, analysis and integration of multi-program accreditation standards, interprofessional workshop reviews, and outreach to IP education leaders across the healthcare system. The approach described is broadly transferrable across settings.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02693-9.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1257-1271"},"PeriodicalIF":1.8,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356210/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431065","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":"Attitudes Toward Interprofessional Education Among Medical Students of a German Private Medical School Network.","authors":"Holger Joswig, Urs Lichtenauer, Ilona Renken-Olthoff, Olaf Schenk, Britta Wulfhorst","doi":"10.1007/s40670-026-02712-9","DOIUrl":"10.1007/s40670-026-02712-9","url":null,"abstract":"<p><strong>Background: </strong>Interprofessional education (IPE) in healthcare remains insufficiently studied, despite the World Health Organization's strong emphasis. Research on attitudes toward IPE among medical students (MS) from private medical schools is particularly limited.</p><p><strong>Objective: </strong>To study the attitudes toward IPE among MS from German private medical schools.</p><p><strong>Methods: </strong>Using an online survey, positive and negative predictors of IPE attitudes, as measured by the validated German version of the Interprofessional Learning Scale of the University of the West of England Interprofessional Questionnaire (UWE-IP-D ILS), were identified from 256 MS at four private German medical schools. Additionally, MS selected preferred preclinical / clinical curriculum subjects for IPE.</p><p><strong>Results: </strong>The overall UWE-IP-D ILS mean (standard error) score was 20.27 (± 8.16). Multiple regression analysis identified female sex as a significant positive predictor of positive IPE attitudes, even after Bonferroni correction (<i>p</i> = 0.006). However, IPE attitudes tended to decrease over the study years (non-statistically significant trend). Basic sciences, mental health disciplines, and family medicine were most frequently identified as most appropriate subjects for IPE. More than 80% of participants expressed willingness to allocate teaching activities to IPE within and outside the regular curriculum.</p><p><strong>Conclusions: </strong>The survey results support the implementation of structured IPE programs and guide IPE embedding in the German medical curriculum.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02712-9.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1397-1404"},"PeriodicalIF":1.8,"publicationDate":"2026-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356122/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431117","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":"Cross-Cultural Adaptation and Validation of the Dundee Polyprofessionalism Inventory I: Academic Integrity among Brazilian Medical Students.","authors":"Ahmed Haydar, Samira Yarak, Luwa Haidar, Gabrielle Leite Silveira, Paula Poco, Maria Teresa Riggio de Lima Landman, Lucas Albuquerque Chinelatto, Vinicius Gaby Vieira Rego, Milton de Arruda Martins","doi":"10.1007/s40670-026-02710-x","DOIUrl":"10.1007/s40670-026-02710-x","url":null,"abstract":"<p><strong>Introduction: </strong>The Dundee Polyprofessionalism Inventory I: Academic Integrity is a formative, non-scaling, descriptive test used to promote self-assessment, reflection and to evaluate students' perception on academic misconduct. We report the framework and multistage methodological process of cross-cultural adaptation to Brazilian Portuguese and present validity evidence linking the instrument to educational use.</p><p><strong>Method: </strong>Following an 11-stage adaptation and validation process, we gathered: (i) content evidence via a 13-member expert panel using Lawshe's Content Validity Ratio (CVR); (ii) qualitative response-process evidence via cognitive debriefing with 65 students; and (iii) reliability estimates from an online administration to 582 medical students (years 1-6) from public and private schools nationwide. Internal consistency was estimated with Cronbach's α, and McDonald's ω.</p><p><strong>Results: </strong>After iterative revision, all items met the critical CVR for 13 judges (≥ 0.538, <i>p</i> < 0.05). Cognitive debriefing improved role framing and scenario specificity. Reliability was high (α = 0.921; ω = 0.924). Students clearly understood the ten-level sanction hierarchy and considered the scenarios credible and relevant to the academic environment.</p><p><strong>Conclusion: </strong>The Brazilian version of Dundee Polyprofessionalism Inventory I: Academic Integrity shows strong content and response-process evidence and high reliability estimates, supporting its use. Its formative, scenario‑based design provides a culturally attuned tool for teaching and longitudinally tracking perceptions, prompting reflection and guiding educational decisions.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02710-x.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1489-1498"},"PeriodicalIF":1.8,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356110/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430764","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}