Medical Science Educator最新文献

{"title":"Do Students' Motivation Influence Interprofessional Competencies? The Mediating Role of Team Efficacy.","authors":"John Ian Wilzon Dizon, Yue Lei, Eileen Tipoe, Miu Yung Olivia Ngan, Charlotte Tsang, Pauline Yeung Ng, Dana Vackova, Linda Chan, Arkers Kwan Ching Wong, Lily Yuen Wah Ho, Zoe Ng, Jody Kwok Pui Chu, Franco Wing Tak Cheng, Pauline Yuen Ping Wan, Kevin K Tsia, Benney Yiu Cheong Wong, Chad Wing Nga Chan, Doris Yin Kei Chong, Grace Szeto, Pauline Luk, Chor Yin Lam, Rachel Lai Chu Kwan, Fraide A Ganotice","doi":"10.1007/s40670-026-02789-2","DOIUrl":"10.1007/s40670-026-02789-2","url":null,"abstract":"<p><strong>Background: </strong>While academic motivation drives individual learning, its role in developing collaborative competencies in interprofessional education (IPE) remains underexplored-a critical gap given healthcare's increasing reliance on interprofessional teams.</p><p><strong>Objective: </strong>Grounded in self-determination theory, this study examined how academic motivation relates to interprofessional competencies (IPEC) development and whether team efficacy (TE) mediates this relationship.</p><p><strong>Method: </strong>Data were collected from a cohort of undergraduate students from three disciplines from two universities in Hong Kong at the end of their month-long participation on either of the two IPE modules (Fracture and Emerging Respiratory Infection). Participants' academic motivation (knowledge and accomplishment), perception of their team's efficacy, and competencies (values and ethics, roles and responsibilities, communication, teamwork) were measured using standardized self-report scales.</p><p><strong>Results: </strong>Mediation analyses via PROCESS Macro Model 4 revealed distinct patterns for the two motivation dimensions. Both academic knowledge (AMK) and accomplishment motivation (AMA) directly predicted all four IPEC competency domains (b = 0.35-0.45, <i>p</i> < 0.001) and team efficacy (b = 0.15-0.20, <i>p</i> < 0.001-0.05). Team efficacy predicted all IPEC domains (b = 0.15-0.20, <i>p</i> < 0.05) and mediated the AMA-IPEC relationship across all four domains (indirect effects b = 0.06-0.07, 95% CIs excluding zero). However, perceived team efficacy mediated the AMK-IPEC relationship only for Roles and Responsibilities (b = 0.07, 95% CI [0.01, 0.16]). Accomplishment-motivated students thus develop interprofessional competencies through both team-mediated and individual pathways, while knowledge-motivated students rely primarily on direct learning.</p><p><strong>Conclusion: </strong>Given the importance of team efficacy and motivation in developing interprofessional competencies, IPE curricula must nurture both motivation types while recognizing their distinct pathways: structuring team tasks to leverage accomplishment motivation's natural team engagement, while providing individual learning opportunities for knowledge-motivated students to minimize role ambiguity.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02789-2.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1759-1771"},"PeriodicalIF":1.8,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582714/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991358","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":"Changes to Master Adaptive Learning in the Pre-Clerkship Phase of Medical School.","authors":"Luan Lawson, Lisa Domico, Nicole Deiorio, Cana Curtis, Sally A Santen, Adam Garber, Kacie Lord, Moshe Feldman","doi":"10.1007/s40670-026-02794-5","DOIUrl":"10.1007/s40670-026-02794-5","url":null,"abstract":"<p><strong>Introduction: </strong>Adaptive expertise or the ability to self-assess, create a learning plan, incorporate self-assessment and feedback, adjust practices with newly learned skills, and address gaps is a core skill in medicine. The Master Adaptive Learner model (MAL) describes a framework to develop adaptive expertise, but studies have not measured adaptive learning during medical school, which limits our ability to design curricular strategies. This study investigated changes in master adaptive learning during the pre-clerkship phase of medical school.</p><p><strong>Materials and methods: </strong>This study was a single-cohort within-subject design. Medical students were administered the MAL Instrument at matriculation, end of M1 year and end of M2 year. The MAL instrument included 16 items measured on a 5-point Likert agreement scale measuring 4 factors representing adaptive learning, resilience, curiosity, and motivation. Across and within-subjects ANOVA was used to detect changes in MAL.</p><p><strong>Results: </strong>There were 174 respondents at matriculation, 81 at the end of M1, and 150 at the end of M2 survey (response rates respectively 94%,41%,89%). 65 students had matched data across all three time points. MAL mean scores increased during the M2 phase for MAL overall and each subfactor. Adaptive learning decreased during the M1 phase but resilience, motivation, and curiosity factors were stable.</p><p><strong>Discussion: </strong>Medical students MAL scores increased in the M2 phase of the curriculum. The transition into medical school may challenge students' ability to apply adaptive learning strategies, particularly as they continue developing the metacognitive skills needed to navigate a more complex learning environment.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1733-1740"},"PeriodicalIF":1.8,"publicationDate":"2026-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582711/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991743","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":"\"<i>I Guess When You Start to Feel the Suffering Again it Becomes Unbearable\"</i>: Mapping the Phenomenon of Loss of Compassion and Empathy, and Rise of Cynicism in Medical Trainees.","authors":"Beatrice Preti, Leenah Abojaib, Joshua Grief","doi":"10.1007/s40670-026-02763-y","DOIUrl":"10.1007/s40670-026-02763-y","url":null,"abstract":"<p><p>As medical learners progress through their training, compassion and empathy decrease, while cynicism increases. Though factors contributing to this evolution, such as fatigue and workload, have been identified, the process through which these changes occur has not been studied in detail. Our goal was to explore this process, mapping out key points in the transition which might be targetable for educators and leaders. Consequently, we conducted a qualitative study in the qualitative descriptive approach, analysing the process through which compassion and empathy decrease and cynicism increases over time. First, we collected Reddit narratives to develop an understanding of the process from a variety of perspectives. Subsequently, we invited participants (medical student to attending physician) to provide detailed descriptions of the process. 77 Reddit narratives and eight participant descriptions comprised 85 data slices. Analysis of the data identified four steps through which compassion and empathy are generally lost, and cynicism increased. Steps consisted of a real-world awakening to the realities of the medical field, interpersonal struggles compounded by lack of support, realised emotions in response to these realities and struggles, and development of a coping mechanism. While this process is not a unidirectional, linear one, these four steps help to describe how the evolution from compassionate, empathetic junior learner to more cynical physician occurs. This offers several concrete potential points of intervention and study for future work.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1751-1758"},"PeriodicalIF":1.8,"publicationDate":"2026-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582701/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991752","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 Impact of an AI-Enhanced Teaching Model on Cultivating Clinical Reasoning in Ultrasound Diagnosis among Medical Students.","authors":"Pu Shiyi, Tian Ruimeng, Zhang Hongjiang, He Hongyun, Kou Changmei, Nie Sisi, Li Kunwei, Zhu Zhongqiong, Li Zhihai","doi":"10.1007/s40670-026-02781-w","DOIUrl":"10.1007/s40670-026-02781-w","url":null,"abstract":"<p><strong>Objective: </strong>To explore the application effect of a new teaching model empowered by artificial intelligence (AI) in the cultivation of clinical thinking in ultrasound diagnosis.</p><p><strong>Methods: </strong>A total of 67 medical imaging and imaging technology interns from January 2023 to June 2025 were randomly divided into an experimental group (<i>n</i> = 34) and a control group (<i>n</i> = 33). Students in the experimental group generated ultrasound reports based on real cases through an ultrasound workstation and a clinical work system. AI technology was used to analyze students' diagnostic thinking, description methods, etc., and automatically generate differential diagnosis suggestions. Summaries and feedback were provided after each stage of learning. The control group adopted the traditional lecture + image analysis teaching mode. The differences in theoretical scores, the \"Ultrasound Clinical Thinking Ability Assessment Scale\", and the \"Ultrasound Clinical Thinking Intelligent Teaching Satisfaction Questionnaire\" between the two groups were ultimately evaluated.</p><p><strong>Results: </strong>Compared with the control group, the AI-empowered teaching model could enhance students' clinical thinking abilities such as information integration, differential diagnosis, and diagnostic decision-making (<i>P</i> < 0.05). Students taught through the AI-empowered teaching model had higher teaching satisfaction in \"professional ability\" and \"thinking improvement\" than the control group (<i>P</i> < 0.05). However, there were no significant differences between the two groups in theoretical scores, differential diagnosis thinking ability, and teaching mode satisfaction (<i>P</i> > 0.05).</p><p><strong>Conclusion: </strong>The AI-enhanced novel teaching model was associated with improved clinical reasoning skills of ultrasound medicine trainees and increase their teaching satisfaction, providing a novel approach for ultrasound medical education.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02781-w.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1927-1932"},"PeriodicalIF":1.8,"publicationDate":"2026-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582729/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991819","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":"Response to Learning Last Hours of Life Care Through Patient Simulation Scenario: Experiences of Medical and Nursing Undergraduate Students.","authors":"Rosemary Jane Bell, Alexander Nesbitt","doi":"10.1007/s40670-026-02796-3","DOIUrl":"10.1007/s40670-026-02796-3","url":null,"abstract":"<p><p>We recently read the article 'Learning Last Hours of Life Care Through Patient Simulation Scenario: Experiences of Medical and Nursing Undergraduate Students' by Bernabé et al. [1]. Undergraduate palliative care teaching requires improvement and the use of simulation to improve teaching in palliative care is an interesting and relatively novel area of the undergraduate medical curriculum. We have considered the following areas for improvement in student outcomes as well as realism: the most appropriate setting should be considered given interns may not commonly be performing home visits; cultural factors are integral to consider given their significant influence on palliative care interactions; and increasing participation in the scenario to maximise benefit for all attendees. We also looked at the positive aspects of the study, including standardised patient use, when writing a letter in response. We would be interested to see further details regarding the themes and outcomes from the debrief alongside further research into this area in the future.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2125-2126"},"PeriodicalIF":1.8,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582779/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991780","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":"IGNITE: A Pilot Educational Intervention to Build AI and Research Literacy in Pre-Pharmacy Students at a Teaching-Intensive Institution.","authors":"Rosy Joshi-Mukherjee, Somdatta Goswami","doi":"10.1007/s40670-026-02795-4","DOIUrl":"10.1007/s40670-026-02795-4","url":null,"abstract":"<p><p>Early health sciences learners often have limited structured exposure to artificial intelligence/machine learning (AI/ML), research methods, and ethical issues relevant to data-driven healthcare. IGNITE (Innovation, Growth, Network, Integration, Technology, and Ethics) was a one-week interdisciplinary pilot workshop designed to introduce relevant AI/ML methodologies and research literacy. Four pre-pharmacy students in a 2 + 4 PharmD pathway participated in the inaugural workshop at a teaching-intensive institution. A descriptive pre/post evaluation showed increased self-reported confidence across selected AI, ethics, research, and ImageJ-related competencies, with positive participant feedback on relevance, organization, and mentorship. Findings support IGNITE as a feasible and acceptable educational model. Future iterations should include larger cohorts, integrated assessments, longitudinal follow-up, and adaptation for postgraduate health professional learners.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02795-4.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1711-1715"},"PeriodicalIF":1.8,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582686/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991665","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 New Approach to Cultivating Growth Mindset: Strengths-Based Training for First-Year Medical Students.","authors":"Sarah Araten, Shivani Gokhale, Archana Pradhan, Ralph A Gigliotti, Betsy Mathew","doi":"10.1007/s40670-026-02786-5","DOIUrl":"10.1007/s40670-026-02786-5","url":null,"abstract":"<p><p>Medical students face challenges that growth mindset may help address. We introduced a curriculum to help students recognize personal strengths and learn growth mindset. Quantitative (<i>n</i> = 663) and qualitative (<i>n</i> = 169) evaluations showed strong receptivity and frequent endorsement of key growth mindset principles, supporting the value of this intervention.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02786-5.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1907-1909"},"PeriodicalIF":1.8,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582677/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991730","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":"Grit in Undergraduate Medical Education: A Scoping Review.","authors":"Tamal Joyti Roy, Nobonita Saha, Summer Chavez, Winston Liaw, M Mahbub Hossain","doi":"10.1007/s40670-026-02799-0","DOIUrl":"10.1007/s40670-026-02799-0","url":null,"abstract":"<p><p>Grit, passion, and perseverance for long-term goals have attracted growing attention in medical education, yet no comprehensive synthesis exists for undergraduate medical students. This scoping review mapped how grit is conceptualized, measured, and associated with academic outcomes. Searches across five databases yielded 31 studies (2013-2025; <i>N</i> = 7,110). The cumulative figure of 7,110 represents unique participants pooled across all 31 included studies. Studies were predominantly cross-sectional and U.S.-based (<i>n</i> = 18). The 12-item Grit Scale was most widely used. Female students reported higher grit than males. Grit positively correlated with conscientiousness, resilience, and well-being, and negatively with burnout. Grit predicted clerkship honors and timely graduation, though the associations with GPA and standardized exams were inconsistent. Formal interventions remain scarce.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2075-2092"},"PeriodicalIF":1.8,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582758/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991639","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 Impact of Integrated Active Learning Strategies on Student Satisfaction and Academic Performance in Histology Education: A Quasi-Experimental Study.","authors":"Maryam Ghaemi-Amiri, Soraya Khafri, Fatemeh Rajati, Zahra Babazadeh","doi":"10.1007/s40670-026-02792-7","DOIUrl":"10.1007/s40670-026-02792-7","url":null,"abstract":"<p><p>Histology education faces significant challenges due to its abstract content and compressed curricula, with limited comparative evidence on integrated active learning strategies across diverse student groups. A quasi-experimental study at Babol University of Medical Sciences involved students from eight disciplines. Satisfaction was assessed via a 5-point Likert scale from 314 out of 373 active learning students (Flipped Classroom/FC, Small Group Learning/SGL, Teacher Role-Playing/TRP) and 213 out of 365 traditional teaching students. Academic performance was compared using final exam scores from all active learning (<i>n</i> = 373) and traditional (<i>n</i> = 365) students over five semesters. Satisfaction was significantly higher in all active learning groups compared to traditional teaching (3.468 ± 0.067; <i>p</i> < 0.0001). Flipped Classroom achieved the highest satisfaction (3.974 ± 0.051), but didn't show significantly difference with other active groups (Small Group Learning (3.920 ± 0.051, and Teacher Role-Playing (3.897 ± 0.056). Satisfaction correlated with improved motivation, retention, and comprehension. Male students reported higher satisfaction. Teacher Role-Playing satisfaction varied significantly by discipline (<i>p</i> = 0.026), being highest in Anatomical Sciences and lowest in Speech Therapy. Academic performance was superior across active learning groups, with the greatest gains among graduate students (<i>p</i> = 0.0285) and in medium/large classes (<i>p</i> < 0.0001). In conclusion, the integrated active learning strategies significantly enhance both student satisfaction and academic achievement in histology education. Effectiveness is moderated by gender, discipline, academic level, and class size, supporting the adoption of tailored, student-centered approaches to address engagement and curricular challenges in health sciences.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02792-7.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1933-1944"},"PeriodicalIF":1.8,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991807","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":"Nutriments: Integrating Patient-Centered Nutrition Education for Medical Students within a Clinical Presentation Framework.","authors":"Samantha Gaidula, Savanna Shaw, Sonia Lobo, Sireesha Mamillapalli, Gabi Waite","doi":"10.1007/s40670-026-02791-8","DOIUrl":"10.1007/s40670-026-02791-8","url":null,"abstract":"<p><p>\"Nutriments\" a standardized microlearning resource focused on integrating nutrition into clinical care, was developed to address identified gaps in medical nutrition education. Surveyed medical students at Geisinger Commonwealth School of Medicine reported improved understanding and support for adoption, indicating Nutriments' potential to strengthen curricula and enhance national medical education.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02791-8.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1923-1925"},"PeriodicalIF":1.8,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582725/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991799","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}