Medical Science Educator最新文献

{"title":"Students' Research Experiences at DO-Granting and MD-Granting US Medical Schools.","authors":"Devora Shapiro, Berkeley Franz, Em Long-Mills, Jhojana Infante Linares, David L Eldridge, Dmitry Tumin","doi":"10.1007/s40670-025-02603-5","DOIUrl":"https://doi.org/10.1007/s40670-025-02603-5","url":null,"abstract":"<p><p>All US medical schools are required to train students to interpret and apply research findings, but students' direct participation in scholarly projects is highly variable across and within institutions. DO (Doctor of Osteopathic Medicine)-granting schools exhibit lower research participation than MD (Doctor of Medicine)-granting schools, yet the origins of these differences remain unclear. In this study, we aimed to understand how DO and MD students seek out research opportunities, their motivation for pursuing research opportunities, and their experiences navigating barriers to finding, completing, and publishing research projects. We also sought to clarify any divergence between DO and MD students in the concept of \"research\" and its perceived value to DO and MD students. The study was conducted at two public medical schools with similar, state-focused, primary care missions: Ohio University Heritage College of Osteopathic Medicine (HCOM), a DO-granting school, and the Brody School of Medicine at East Carolina University (BSOM), an MD-granting school. We administered an online survey to first- through fourth-year medical students, with 42 participants from HCOM and 36 participants from BSOM. Students from both medical schools shared similar beliefs and experiences regarding research participation during undergraduate medical education, despite nationwide statistics indicating higher research productivity among MD graduates compared to DO graduates. Given the shared experiences of DO and MD students, increased collaboration between their institutions in research education and mentorship could better support students' research aspirations.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02603-5.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"365-373"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043827/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624057","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":"Mentorship Under Pressure: Insights from National Scholarly Concentration Programs.","authors":"Mary Rojas, Sonia Lobo, Mabel Perez-Oquendo, Ingrid Bahner, Mary Horton","doi":"10.1007/s40670-025-02580-9","DOIUrl":"https://doi.org/10.1007/s40670-025-02580-9","url":null,"abstract":"<p><p>As research productivity becomes a more visible and valued metric in residency selection, medical students face growing pressure to engage in scholarly work. This has led to an expansion in medical school research programming-but also to escalating expectations for students and faculty. In June 2025, we convened a national roundtable of directors of Medical Student Research Offices and Scholarly Concentration Programs representing over 40 U.S. medical schools. Participants discussed shared challenges and adaptive strategies across three focus areas: mentor recruitment, student-mentor dynamics, and conflict resolution. Seven cross-cutting themes emerged, including faculty fatigue, misaligned expectations, the need for mentor training, and rising inequities in research access. Participants described increasing student anxiety, mentor fatigue and institutional reliance on uncompensated labor, and the growing disconnect between what students must do to remain competitive and what schools are structurally prepared to support. We issue a call to action for medical education leaders to recognize scholarly mentorship as core educational labor. To ensure equitable and sustainable research ecosystems, institutions must align accreditation standards, invest in infrastructure, and design tracking systems that promote depth, not just volume, in student research. The hidden curriculum of competitiveness must be brought into the light.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"471-475"},"PeriodicalIF":1.8,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043813/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624150","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":"Integrating Generative AI in Health Education: A Scoping Review and Implementation Framework.","authors":"Kellie Toohey, Zach Quince, Felicity Walker, Linda Furness, Michelle Bissett, Carlie Daley, Kachina Allen, Natalie Munro, Andy Smidt, Jodie Cochrane Wilkie, Louise Horstmanshof, Kathryn Baltrotsky, Fiona Naumann","doi":"10.1007/s40670-025-02578-3","DOIUrl":"10.1007/s40670-025-02578-3","url":null,"abstract":"<p><strong>Background: </strong>Generative AI (GenAI) presents both opportunities and challenges for higher education. While it offers the potential to personalise learning and improve educator processes, concerns around academic integrity and output accuracy persist. Health professionals must navigate this landscape carefully to ensure technology augments, rather than compromises, the development of core clinical and professional competencies in higher education.</p><p><strong>Objective: </strong>This study aimed to develop a framework for implementing GenAI into the curriculum. To achieve this, a synthesis of the existing evidence on the applications, benefits, and challenges of GenAI in health professions education was required.</p><p><strong>Methods: </strong>To achieve the required knowledge for the development of the framework, a systematic scoping review was conducted following the Joanna Briggs Institute (JBI) methodology and reported using the PRISMA-ScR guidelines. A comprehensive search of MEDLINE, CINAHL, Scopus, Web of Science, and ERIC databases was performed to identify relevant studies. A narrative synthesis was used to map the literature across key themes to inform the framework's development. Results: The review included 21 studies, which highlighted the use of GenAI by educators and students to aid in productivity and learning. Key challenges identified included the risk of generating inaccurate content, the potential for misuse, and the critical need for enhanced GenAI literacy among both students and staff. The findings were synthesised into three primary domains: educator use, student use, and assessment design and purpose.</p><p><strong>Conclusion: </strong>The integration of GenAI in health education requires a structured, proactive approach. We propose an evidence-informed framework centred on three core pillars: Student GenAI Literacy, Educator Capability, and Assessment Design. This framework provides a roadmap for institutions to harness GenAI responsibly, ensuring it serves as a tool to support critical thinking and professional judgement.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02578-3.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 6","pages":"2751-2762"},"PeriodicalIF":1.8,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12960862/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147378977","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":"Strength in Numbers: Leveraging Mentorship Teams to Support Medical Student Research in Turbulent Research Environments.","authors":"Stephanie N Moore-Lotridge, Gloria M Conover, Luke R Finck, Jonathan G Schoenecker, Patrick J Hu, Diann S Eley","doi":"10.1007/s40670-025-02575-6","DOIUrl":"https://doi.org/10.1007/s40670-025-02575-6","url":null,"abstract":"<p><p>Amid the ongoing changes across the healthcare and research environment-marked by funding constraints, shifting institutional priorities, and increasing clinical demands-faculty are facing mounting challenges to sustaining meaningful research mentorship. At the same time, medical student interest in research continues to rise, driven by both personal curiosity and career-oriented goals. This monograph explores how team-based mentorship models can help bridge this growing divide, offering a flexible and collaborative approach that distributes the responsibilities of guiding student research across mentors with complementary expertise. Drawing from the experience of seasoned faculty mentors across diverse settings, this monograph provides practical strategies to maintain high-quality mentorship despite time pressures and competing priorities. Topics include honest time assessment, shared project design, aligning student timelines with research feasibility, peer mentoring structures, and effective navigation of institutional support. Rather than viewing mentorship as an added burden, this model reframes it as a shared, strategic investment in the future of academic medicine. By embracing mentorship as a team sport, faculty can cultivate environments that celebrate curiosity and perseverance, equipping medical students with the skills, confidence, and passion to meaningfully engage in research-and to carry that commitment forward into their careers as future physician-scholars.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"161-171"},"PeriodicalIF":1.8,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043834/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624005","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":"Application of the Case-based Learning (CBL) and Multidisciplinary Team (MDT) Teaching Model in Oncology Graduate Education.","authors":"Yan Teng, Jin Cao, Guanzhong Liang, Lei Wu, Yongsheng Li, Dairong Li","doi":"10.1007/s40670-025-02598-z","DOIUrl":"https://doi.org/10.1007/s40670-025-02598-z","url":null,"abstract":"<p><p>Cultivating oncology professionals, particularly graduate students, is crucial for improving cancer prevention and treatment. Integrating case-based learning (CBL) with multidisciplinary team (MDT) approaches can enhance medical students' diagnostic and therapeutic skills. However, few oncology graduate students have encountered a teaching model that effectively combines CBL and MDT. This study explores the effects of the CBL-MDT teaching model in the clinical education of oncology graduate students. We selected 80 graduate students majoring in oncology at Chongqing University School of Medicine from September 2022 to June 2024, conducting a prospective, randomized controlled study. The students were divided into an experimental group of 40 students utilizing the CBL-MDT model and a control group of 40 students receiving traditional lecture-based instruction. Inter-group comparisons of normally distributed continuous data are performed using the t-test, while categorical data comparisons are conducted using the χ² test. There were no statistically significant differences in gender, grade, age, or pre-instruction test scores between the two groups (<i>P</i> >0.05). Post-intervention, the experimental group achieved average scores of 45.05 ± 1.88 in basic theory exams, 45.15 ± 1.66 in clinical case analysis, and a total score of 90.23 ± 2.81, all significantly higher than the control group's scores of 42.15 ± 1.75, 43.03 ± 1.61, and 85.18 ± 3.03 respectively, with statistically significant differences (<i>P</i> < 0.0001). The CBL-MDT model improved the students' learning capabilities, teamwork skills, and clinical engagement (<i>P</i> < 0.0001) and increased teaching satisfaction (<i>P</i> < 0.0001). The results indicate that the CBL-MDT teaching model effectively enhances clinical education outcomes for oncology graduate students and should be promoted in medical education and further evaluated for its long-term effects.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02598-z.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"193-200"},"PeriodicalIF":1.8,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043879/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623838","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":"Effectiveness of Simulation-Based Training in Enhancing Interprofessional Collaboration in Rural Healthcare Settings: a Systematic Review and Meta-Analysis.","authors":"Safi Ullah Khan, Amna Amjad, Jawaria Firdous, Shiza Mujahid, Momna, Muhammad Mujtaba Rasool, Laiba Arif, Wajida Perveen","doi":"10.1007/s40670-025-02601-7","DOIUrl":"https://doi.org/10.1007/s40670-025-02601-7","url":null,"abstract":"<p><p>This study aimed to assess the impact of simulation-based Interprofessional Education (IPE) on interprofessional competencies in rural contexts. A systematic review and meta-analysis was conducted based on a search of PubMed, Embase, Cochrane CENTRAL and Scopus, followed by the inclusion of six studies. Two studies (<i>n</i> = 212) showed large, consistent gains in collaborative competency (ICCAS scores) (pooled SMD 1.25, 95% CI 0.95-1.54; <i>p</i> < 0.0001) with no heterogeneity, with moderate GRADE certainty. Teamwork and communication subdomains reported positive effects, but heterogeneity was high, with sensitivity analyses confirming findings. PROSPERO Registration: (CRD420251078587).</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"455-463"},"PeriodicalIF":1.8,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043811/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623981","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":"Learner Preferences for Asynchronous Independent Learning Materials.","authors":"Timothy J Bauler, Brian P Higgins, Neal R Chamberlain, Rebecca J Greenblatt, Julie A Kerry","doi":"10.1007/s40670-025-02597-0","DOIUrl":"https://doi.org/10.1007/s40670-025-02597-0","url":null,"abstract":"<p><p>Asynchronous independent learning comprises a significant proportion of many medical school preclinical curricula. Instructor-guided asynchronous independent learning is known to be an effective teaching modality, yet how learners perceive and use asynchronous independent learning materials (AILM) is less well studied. Understanding learners' format preferences and the learner-perceived efficacy of AILMs is required for design of optimally effective content and curricula. This multi-institutional survey of medical students at diverse US medical schools asked learners to indicate their preferred format of AILM, how much time they spend on these curricular materials, the traits that make individual AILMs effective or ineffective, and if they prefer AILMs to lecture. This study used a mixed-methods phenomenological approach to understand the students' experience of learning using AILMs. Student responses indicate they prefer AILMs generated by faculty at their institution over faculty curation of learning resources created by others and want AILMs provided a few days prior to when their learning must be applied. Further, students value succinctness and practice questions in AILMs over any other traits. Finally, learners indicate a preference for AILMs over lecture when learning simple topics, whereas learners indicate essentially equal preference for AILMs and lecture when learning complex topics. Together, these data can guide faculty in their efforts to generate optimally effective AILMs for today's medical learners.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02597-0.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"257-266"},"PeriodicalIF":1.8,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043810/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624105","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":"Considerations for Co-creating a Culture of Well-being at your Medical Institution.","authors":"Delaney Lockwood, Amy Baldwin, Casey N Bassett, Janette R Hill, Cathy Snapp","doi":"10.1007/s40670-025-02559-6","DOIUrl":"https://doi.org/10.1007/s40670-025-02559-6","url":null,"abstract":"<p><p>Medical students face tremendous challenges during their medical training. To better support our medical learners, we should create institutional culture that promotes well-being and provides students with tools needed to prioritize their mental, emotional, and physical health. This guide offers considerations for co-creating and implementing a culture of well-being at medical institutions with an emphasis on team building, leadership, engagement, adaptability, and sustainability. When learners are supported in an institution that values well-being, positive impacts include improved performance and resilience, increasing the likelihood of training medical professionals who are equipped to provide humanistic healthcare.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"153-159"},"PeriodicalIF":1.8,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043815/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624055","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":"From Classroom to Community: An Online Elective on Border Health and Community-Based Research.","authors":"Brandon M Godinich, Nathan Holland, Gilberto Garcia, Jessica Chacon","doi":"10.1007/s40670-025-02591-6","DOIUrl":"https://doi.org/10.1007/s40670-025-02591-6","url":null,"abstract":"<p><p>This study evaluates <i>Medicine on the Border: Community Outreach and Challenges</i>, a two-week online elective for fourth-year medical students at Texas Tech University Health Sciences Center El Paso, a Hispanic-serving institution. Grounded in community-based participatory research (CBPR) principles, the course aimed to enhance students' understanding of health disparities, social determinants of health, and community engagement in underserved border populations. The elective included asynchronous modules, peer discussion, and virtual presentations reviewed by faculty and Community Health Workers (CHWs). A mixed-methods evaluation using pre- and post-course quizzes and a post-course survey assessed students' perceived learning outcomes. Results indicated self-reported gains in critical thinking, cultural competence, and ability to differentiate forms of community involvement. Students also designed outreach proposals tailored to Hispanic communities, such as a diabetes education campaign, food insecurity mapping, and a vaccine confidence outreach initiative. These projects were reviewed by CHWs for cultural appropriateness and alignment with community needs. Findings support using online electives to introduce CBPR and community engagement concepts in medical education, though further study is needed to evaluate the long-term impact.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02591-6.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"305-312"},"PeriodicalIF":1.8,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043955/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624137","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":"Incorporating American Sign Language Education to Prepare Future Physicians for Deaf and Hard-of-Hearing Patient Care.","authors":"Sarah E Hughes, May Rhee, Gabriella Auchus, Kate V Panzer, Kelley Wyse, Heidi Joshi, Michael M McKee","doi":"10.1007/s40670-025-02600-8","DOIUrl":"https://doi.org/10.1007/s40670-025-02600-8","url":null,"abstract":"<p><p>A 10-week American Sign Language and Deaf health elective for medical students significantly improved knowledge of accessible communication strategies, disability laws, confidence arranging interpreters, and comfort with Deaf patients. This course demonstrates the impact of integrating targeted language and cultural competency training into medical curricula to advance equitable, accessible care.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"101-102"},"PeriodicalIF":1.8,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043964/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624086","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}