Medical Science Educator最新文献

{"title":"Career Aspirations of Medical Students in Germany: the Impact of Gender and Type of Curriculum.","authors":"Johanna Flora Rother, Alexandra Aster, Tobias Raupach","doi":"10.1007/s40670-025-02611-5","DOIUrl":"https://doi.org/10.1007/s40670-025-02611-5","url":null,"abstract":"<p><strong>Background: </strong>The wide range of possible career choices in the medical field holds both opportunities and challenges. This study investigates which specialties German medical students in their third-year year are considering to take on and investigates differences between students studying in a traditional versus in a reformed curriculum.</p><p><strong>Methods: </strong>An online multicentre survey was conducted at 23 German medical schools, resulting in 334 participants. A self-constructed questionnaire, which was created by medical experts, was used to examine sociodemographic details and details regarding the curriculum that the participant was enrolled in.</p><p><strong>Results: </strong>Anesthesiology and intensive care medicine was the most popular specialty among the sample, followed by surgical specialties and internal medicine. Females were more likely to choose obstretics and gynecology while the opposite was the case for internal medicine, which was preferred by male students. Primary care and general medicine was more popular among those students enrolled in a traditional curriculum, compared to those enrolled in reformed curriculum.</p><p><strong>Conclusion: </strong>The gender differences are line with previous research. The difference between the two types of curricula could be due to the characteristics of the curricula, such as differences in the timing and amount of practical experiences.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"267-273"},"PeriodicalIF":1.8,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043807/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623985","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":"Virtual Reality for Developing Patient-facing Communication Skills in a Medical Science Graduate Education Course: A Mixed-Methods Pre-Post Study.","authors":"Kyla Gaeul Lee, Maryam Sorkhou, Nicole Harnett, Sobiga Vyravanathan, Theodore J Brown, Evan Tannenbaum, Nairy Khodabakhshian","doi":"10.1007/s40670-025-02604-4","DOIUrl":"https://doi.org/10.1007/s40670-025-02604-4","url":null,"abstract":"<p><p>Communication skills are essential for patient-centered clinical research, yet traditional teaching methods offer limited opportunities for trainees to strengthen this competency. This study evaluates the impact of virtual reality (VR) modules on enhancing communication skills among graduate research trainees in medical science. A mixed-methods pre-post design was used to triangulate quantitative and qualitative data. Pre- and post-course scores for readiness and knowledge (Winter: <i>n</i> = 11, Fall: <i>n</i> = 29) were analyzed using a paired sample t-test. Qualitative data were collected during a class debriefing. Our quantitative findings revealed significant improvements in post-course scores for both knowledge (<i>p</i> < .001) and readiness for clinical integration (<i>p</i> < .05) compared to pre-course scores. Qualitatively, students described the modules as realistic, immersive, and engaging. However, they faced challenges in distinguishing their roles as researchers versus clinicians and in addressing cultural nuances during informed consent. VR-based learning improved students' confidence and preparedness for real-world clinical research. Findings suggest the need for comprehensive education on informed consent and a stronger focus on ethical communication and culturally safe research practices. The modules also encouraged deep self-reflection, prompting students to confront their biases and their impact on participant inclusion.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02604-4.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"201-212"},"PeriodicalIF":1.8,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043831/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624003","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":"Where We Began and Where We Stand: the Evolution of Medical Education in India.","authors":"Krishna Mohan Surapaneni","doi":"10.1007/s40670-025-02609-z","DOIUrl":"https://doi.org/10.1007/s40670-025-02609-z","url":null,"abstract":"<p><p>Medical education in India has progressed through distinct phases, from holistic pre-colonial systems to colonial biomedical models, post-independence expansion, rapid privatization, and the transformative reforms of the National Medical Commission. India now has the world's largest network of medical colleges and a rapidly growing healthcare workforce. Enhanced integration of community-based learning, broader early clinical exposure, a more explicit emphasis on ethics and communication, and a progressively integrated, learner-centered approach now define the system's evolving strengths. As India advances, in 2025 the priority is to ensure equitable quality across institutions while integrating technology, supporting student well-being, and shaping a globally influential medical education framework. Medical education in India is not just a set of academic formulas; it is a reflection of our nation's history, values, and aspirations. The process has been long, complicated, and closely connected to the social and political texture of the country. In 2025, when India stands at the leading edge of world healthcare discourse, it is time to look back at how medical education has developed, what it has accomplished, where it is now, and what the future needs to call for.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"149-151"},"PeriodicalIF":1.8,"publicationDate":"2025-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624042","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 and the Medical School Admissions Interview: Strategic Guidance, Risks, and Lessons from Industrial-Organizational Psychology.","authors":"Alexander MacIntosh, Nicolas Roulin, Leila Amiri, Ioannis Koutroulis","doi":"10.1007/s40670-025-02607-1","DOIUrl":"https://doi.org/10.1007/s40670-025-02607-1","url":null,"abstract":"<p><p>Artificial intelligence (AI) is transforming medical school admissions, yet the interview remains a largely human-centered process. This work explores how AI is shaping interview preparation, design, and delivery-raising both opportunities and risks. Drawing from industrial-organizational psychology and corporate hiring practices, we outline emerging threats such as AI-enabled cheating and offer practical strategies to preserve fairness and authenticity. We provide three actionable recommendations that use AI to extend access and efficiency while maintaining human judgment and value in the interview process. Medical education leaders must act now to implement policy, training, and safeguards that align with ethical and legal standards.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"39-46"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043873/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623819","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":"A Needs Assessment To Support the Development of a Health Informatics and AI Curriculum for Undergraduate Medical Students.","authors":"Nelumdini Samaranayake, Amany K Hassan, Linda Nelson, Janet Lieto","doi":"10.1007/s40670-025-02608-0","DOIUrl":"https://doi.org/10.1007/s40670-025-02608-0","url":null,"abstract":"<p><strong>Introduction: </strong>The integration of artificial intelligence (AI) and augmented intelligence (AuI) in health informatics enhances clinical decision-making by supporting transparency, efficiency, and data-informed care. This study aims to measure the perceived need for novel health informatics and AI curriculum among medical students. This is a cross-sectional survey study. An electronic needs-assessment survey was administered to medical students in a single undergraduate medical program. The survey measured perceived value and interest in different health informatics, AI, and AuI areas outlined in a novel longitudinal curriculum. The curriculum design applies the Master Adaptive Learner (MAL) model and experiential learning theory.</p><p><strong>Results: </strong>The assessment revealed strong student interest in learning about the use of health informatics and AI in health care and clinical decision-making. Top areas included electronic health records (EHRs) (88%), evidence-based medicine (85%), and telemedicine (83%). Students preferred case studies and simulations as learning activities (70% and 69%, respectively).</p><p><strong>Conclusion: </strong>The needs assessment showed a strong interest in learning a variety of topics in health informatics, AI, and AuI. The students had a strong preference for experiential and practice-based learning activities. These results can help medical programs design new curricula in this area.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02608-0.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"53-62"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043825/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623781","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":"Harnessing Data and Learning Analytics in the Era of AI: Reflections from Medical Education.","authors":"Poh-Sun Goh, Mildred Lopez","doi":"10.1007/s40670-025-02613-3","DOIUrl":"https://doi.org/10.1007/s40670-025-02613-3","url":null,"abstract":"<p><p>Artificial intelligence (AI) and learning analytics are transforming medical education by enabling personalized learning, data-informed assessment, and curriculum planning. However, educational use of these tools also carries ethical implications related to privacy, bias, and the epistemic value of data. This commentary proposes that AI and analytics be approached not only as technical solutions but as sociotechnical systems that influence how medical schools conceptualize learning, assessment, and equity. Drawing on recent literature and lived educational experience, we argue for theory-driven, ethically grounded implementations that protect learners, promote transparency, and foster human-centered professional formation.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"23-25"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043853/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624110","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 the Student Lens: Grounding Faculty Development in Self-Determination Theory during Curricular Change Led To High Engagement and Reduced Burnout.","authors":"Kristen Hymel Scherrer, Jessica Fuller, Christina Shenvi","doi":"10.1007/s40670-025-02605-3","DOIUrl":"https://doi.org/10.1007/s40670-025-02605-3","url":null,"abstract":"<p><strong>Introduction: </strong>Many medical schools are undergoing major curricular changes. During curricular changes, the needs, outcomes, and motivations of students are often carefully considered, while those of faculty are overlooked. Self-determination theory (SDT) identifies autonomy, competence, and relatedness as key to intrinsic motivation and well-being. During a major curricular reform, we explicitly designed a faculty facilitator role and a faculty development program, grounded in SDT, that considered faculty needs, motivations, and factors contributing to their well-being and burnout. The purpose of this study is to explore how this faculty experience influenced motivation and burnout during a case-based learning (CBL) curriculum launch.</p><p><strong>Methods: </strong>Twenty-six physician educators at a large academic medical center were engaged to facilitate CBL sessions and attend weekly faculty development sessions. A Facilitator Growth Self-Assessment Survey was administered before the start of the new curriculum and after one semester of teaching, assessing facilitators' motivation and experience. A thematic analysis of the narrative responses was performed.</p><p><strong>Results: </strong>Response rates from facilitators were 100% (<i>n</i> = 26) and 92% for the two surveys. There were high rates of intrinsic motivation for teaching and growth, which were aligned with SDT domains. Facilitators reported growth in group facilitation skills and the ability to create safe learning environments. Twenty-one of 22 facilitators responded that their role had helped reduce their experience of burnout.</p><p><strong>Conclusions: </strong>Faculty development and curricular redesign that is grounded in SDT and explicitly considers faculty's needs and motivations can help create a positive experience for faculty, which leads to sustainability and greater engagement.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"353-364"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043819/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623798","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 Biochemistry to Students of Dentistry, Medicine, and Pharmacy 10th International Conference of the Association of Biochemistry Educators (ABE) Santa Fe, New Mexico, April 27-May 1, 2025.","authors":"Kimberly B Dahlman, Jesse Bakke, Kathryn M Eisenmann, David S Franklin, Chanté Richardson, Stephen Sharkady, Jaya Yodh, Sheri F T Fong","doi":"10.1007/s40670-025-02602-6","DOIUrl":"https://doi.org/10.1007/s40670-025-02602-6","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"465-470"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043869/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624031","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":"Lost and Found: Student Perceptions of an Experiential Learning Approach to Supporting Basic Science Integration During Clerkships.","authors":"Kelli Qua, Ever Mkonyi, Yifei Zhu, Amy Wilson-Delfosse, Kathryn Miller","doi":"10.1007/s40670-025-02610-6","DOIUrl":"https://doi.org/10.1007/s40670-025-02610-6","url":null,"abstract":"<p><strong>Background: </strong>A persistent challenge in medical education is ensuring the retention and application of basic science knowledge during clinical clerkships. Despite its foundational role in clinical reasoning, opportunities to revisit and meaningfully apply basic science concepts are often limited during the clerkship year. The Sciences and Art of Medicine Integrated (SAMI) course at Case Western Reserve University School of Medicine addresses this gap by integrating structured, small-group experiential learning sessions alongside clinical rotations.</p><p><strong>Methods: </strong>This mixed-methods study explored third-year medical students' perceptions of the course and experiential learning during the 2024-2025 academic year. Quantitative data were collected through an end-of-course survey, including Likert-scale items on course quality and specific components. Qualitative data were gathered from open-ended survey responses and voluntary focus groups, analyzed using thematic analysis grounded in Kolb's experiential learning theory.</p><p><strong>Results: </strong>Most students rated their overall educational experience in SAMI as good or excellent. Teamwork activities and standardized patient encounters were highly rated for supporting clinical reasoning and communication. Qualitative findings highlighted the value of collaborative learning, integration of basic and clinical sciences, and opportunities for skill-building not routinely practiced during clerkships. Students appreciated revisiting foundational science concepts, particularly through tools like Mechanism of Disease Maps, and valued the psychologically safe, team-based environment. Suggestions for improvement focused on enhanced feedback mechanisms.</p><p><strong>Conclusion: </strong>SAMI demonstrates that experiential, small-group learning grounded in Kolb's model can effectively bridge the gap between basic science and clinical reasoning during clerkships. Enhancing feedback and streamlining logistics may further strengthen such integrative educational interventions.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"407-414"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624143","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 Methods that Promote Medical Student Attendance: A Scoping Review.","authors":"Jenny R Mills, Pat W Whitworth, Jamie G Shaffer, Jeff L Jackson, Sarah E Keil","doi":"10.1007/s40670-025-02535-0","DOIUrl":"https://doi.org/10.1007/s40670-025-02535-0","url":null,"abstract":"<p><strong>Background: </strong>Medical student class attendance, especially traditional lectures, is on the decline. As faculty explore a variety of pedagogical approaches, understanding how to encourage attendance and engagement is critical. The purpose of this scoping review is to explore the literature to better understand the teaching methods that promote attendance.</p><p><strong>Methods: </strong>This scoping review was conducted as advised in the Joanna Briggs Institute (JBI) Manual for Evidence Synthesis. Five databases were systematically searched for primary studies on teaching methods that motivated undergraduate medical students to attend or not attend in-person or online synchronous class sessions. A total of 1313 articles were identified from database and hand searching; then, 318 full records were screened, and 31 were included in the review.</p><p><strong>Results: </strong>A variety of teaching methods may motivate medical students' class attendance, including both well-structured, engaging lectures and active learning activities. The perceived quality of lecturers was a determining factor in lecture attendance, but the teaching method that motivated more consistent attendance was active learning. The review found that the availability of recorded lectures does not reduce attendance rates and may lead to greater engagement and attendance.</p><p><strong>Conclusions: </strong>To address attendance declines, institutions should adopt a multifaceted strategy that includes faculty development in active learning and student flexibility through the provision of online course materials. Enhancing the perceived value of in-person lectures through engagement and interaction is crucial. Future research and policy should balance flexibility with meaningful engagement, ensuring attendance is motivated by educational value rather than obligation.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"435-444"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043864/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624019","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}