Medical Science Educator最新文献

{"title":"Re-evaluating the \"High-Yield\" and \"Low-Yield\" Paradigm of Medical Student Education.","authors":"Luke M Tomasovic, Jeremy R Ellis, Annie C Wang, Anmol Warman","doi":"10.1007/s40670-026-02774-9","DOIUrl":"10.1007/s40670-026-02774-9","url":null,"abstract":"<p><p>Medical education is frequently filtered through a dichotomy of \"high-yield\" versus \"low-yield\" learning, in which students prioritize activities perceived to maximize exam performance and residency competitiveness while undervaluing experiences whose benefits are less immediate or easily measured. In this reflective piece, we examine how this mindset shapes learning behaviors during preclinical training and clinical rotations and why an overly efficiency-driven approach may narrow what students come to value in medical school. Recent literature suggests that students increasingly rely on third-party resources and efficiency-oriented study strategies, particularly when curricula are perceived as misaligned with exams or overly time-consuming. At the same time, active learning, patient-centered experiences, and elements of the hidden curriculum remain critical for clinical reasoning, professional identity formation, and deeper understanding. To clarify these tensions, we propose a five-level framework of educational engagement inspired by Maslow's hierarchy of needs. In this model, high-yield activities remain foundational, but belonging, feedback, understanding, and purpose-building experiences are treated as essential developmental needs rather than optional extras. We also offer practical examples of how students and faculty could operationalize this framework within current curricula without requiring major structural reform. Reframing the conversation from a binary model to a hierarchy of educational needs may help medical students balance efficiency with curiosity, meaning, and long-term professional growth.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1985-1989"},"PeriodicalIF":1.8,"publicationDate":"2026-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582752/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991802","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":"Faculty-Student Perceptual Gaps of Curriculum Integration in Problem-Based Learning.","authors":"Marwan F Abu-Hijleh, Soumaya Allouch, Reginald P Sequeira, Salah Eldin Kassab","doi":"10.1007/s40670-026-02766-9","DOIUrl":"10.1007/s40670-026-02766-9","url":null,"abstract":"<p><p>Curriculum integration is one of the main objectives of problem-based learning (PBL). However, the perceptions between students and faculty about the degree of this integration may differ. This study examined faculty and students' perceptions about curriculum integration in two PBL medical schools. A total of 648 participants (582 students, 66 faculty) completed a validated 24-item tool assessing curriculum integration across four domains. Faculty consistently rated integration higher than students, with the largest discrepancy observed in assessment alignment. These findings reveal a perception gap between students and faculty in the degree of curriculum integration.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1107-1110"},"PeriodicalIF":1.8,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356105/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431294","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":"Evaluating the Educational Impact of an Image-Based Assessment Tool in a Gross Anatomy Laboratory Course: A Thematic and Quantitative Analysis of Student Experiences.","authors":"Mais Abdelhaq, Timothy Dasinger, Yuefeng Lu, Oheneba Boadum","doi":"10.1007/s40670-026-02768-7","DOIUrl":"10.1007/s40670-026-02768-7","url":null,"abstract":"<p><strong>Background: </strong>Learning anatomy remains challenging due to complex terminology, intricate 3D relationships, and the extensive amount of material students must master. While dissection laboratories provide valuable tactile and spatial learning, they often lack structured mechanisms to foster independent preparation and reflective consolidation. The Image-Based Assessment Tool was designed as a structured, student-centered adjunct to facilitate pre- and post-laboratory experience.</p><p><strong>Methods: </strong>This mixed-methods study employed quantitative paired-sample analyses and qualitative thematic analysis to examine 40 first-year dental students' experiences with the tool. The tool comprised pre- and post-laboratory image identification components. Quantitative data were analyzed using paired-samples t-tests and Qualitative data thematically analyzed following Braun and Clarke's method.</p><p><strong>Results: </strong>Quantitative analyses showed trend increases in both pre- and post-laboratory scores from Block 1 to Block 3, suggesting improved performance. Qualitative responses from all forty students yielded thirteen themes, which were organized into three overarching domains: (1) Preparatory visualization and cognitive readiness, (2) Collaborative and integrative learning, and (3) Reflective reinforcement and metacognitive growth. These domains collectively describe how students perceived this as a supporting tool before, during, and after cadaveric dissection.</p><p><strong>Conclusion: </strong>The structured use of this tool facilitated a cycle of preparatory visualization, collaborative engagement, and reflective reinforcement that deepened anatomical understanding. By supporting cognitive readiness, peer interaction, and metacognitive reflection across pre- and post-laboratory, the tool strengthened students' ability to integrate visual-spatial and conceptual knowledge. This tool may serve as effective adjuncts in anatomy curricula, promoting active and reflective learning that enhances long-term retention and learner autonomy.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1785-1796"},"PeriodicalIF":1.8,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582764/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991297","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 Comparative Study among Medical Students Performing In-person Versus Virtual Workshop in Last Hours of Life Care.","authors":"Sandra Rubio Bernabé, Leire Arbea Moreno, José Pereira, Carlos Centeno, María Arantzamendi Solabarrieta","doi":"10.1007/s40670-026-02771-y","DOIUrl":"10.1007/s40670-026-02771-y","url":null,"abstract":"<p><strong>Background: </strong>Integrating palliative care into undergraduate health education is essential for preparing future professionals to care for patients facing serious illness and at the end of life. Simulation-based learning has emerged as an effective strategy to complement limited clinical exposure, particularly during the last hours of life (LHoL), a phase requiring clinical expertise and emotional sensitivity.</p><p><strong>Objective: </strong>To compare the effectiveness of in-person versus virtual simulation workshops in improving medical students' self-perceived competency in professionalism in the context of LHoL care.</p><p><strong>Methods: </strong>A prospective, comparative pre-post study was conducted with final-year medical students at the University of Navarra. Participants were randomized to either an in-person (n=17) or virtual (n=29) simulation workshop. Both formats used standardized patients or standardized patient-based materials, structured debriefing, and targeted learning objectives. Self-perceived competencies were assessed before and after the workshop using the validated Student's Inventory of Professionalism (SIP), which evaluates seven domains: <i>Holistic Care, Care and Understanding, Personal growth, Teamwork, Patient assessment, Decision-making,</i> and <i>Being a professional</i>. Non-parametric tests analysed within- and between-group changes.</p><p><strong>Results: </strong>Both groups showed significant improvements in overall professionalism scores post-intervention (in-person: 8.12 to 9.03, p < 0.05; virtual: 8.24 to 9.15, p < 0.05). The in-person group improved significantly across all seven domains, whereas the virtual group improved significantly in four domains but not in <i>Personal growth, Teamwork</i>, or <i>Being a professional</i>. Between-group comparisons showed no significant differences in overall improvement (p = 0.60), nor in six domains. The only exception was <i>Holistic Care</i>, where the virtual modality yielded slightly greater gains than the in-person modality (<i>p</i> = 0.04).</p><p><strong>Conclusion: </strong>Both virtual and in-person workshops enhance medical students perceived competency in professionalism. LHoL workshops provide a valuable setting to explore emotionally intense and complex scenarios that foster professional identity development. This study also highlights the value of virtual modalities in strengthening clinical reasoning and self-reflection, although their effectiveness may be reduced in areas requiring clinical immersion and collaborative skill development.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1895-1906"},"PeriodicalIF":1.8,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582689/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991723","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":"Predictors of Integration Among International Medical Students in Hungary.","authors":"Regina Molnár, Afriza Umami, Andrea Szabó, Mária Kucsera, Zsuzsanna Máté, Nóra Főző, Edit Paulik","doi":"10.1007/s40670-026-02767-8","DOIUrl":"10.1007/s40670-026-02767-8","url":null,"abstract":"<p><strong>Background: </strong>International medical students are exposed to complex cultural and academic environments that require continuous adaptation to both their host society and their culture of origin. This study examines acculturation among international medical students in Hungary using Berry's Acculturation Theory, which classifies individuals into four categories: Integration, Separation, Assimilation, and Marginalization.</p><p><strong>Methods: </strong>A cross-sectional study was conducted among 326 international medical students using a modified Stephenson Multigroup Acculturation Scale and self-reported measures of health behaviours, perceived stress, and mental well-being. Most participants were categorized as either Integration (46.0%) or Separation (50.9%), while only a small portion of students fell into Assimilation (0.3%) or Marginalization (2.8%) category. Consequently, the analysis focused on comparing the Integration and Separation groups.</p><p><strong>Results: </strong>Significant differences were observed in demographic and behavioural characteristics between these groups. Males (adjusted odds ratio [aOR] = 1.88, <i>p</i> = 0.013), preclinical students (aOR = 1.78, <i>p</i> = 0.048), non-drinking students (aOR = 2.57, <i>p</i> = 0.001), and those with lower perceived stress (aOR = 2.15, <i>p</i> = 0.035), integrated stronger. Meanwhile, non-smokers (aOR = 0.52, <i>p</i> = 0.040) and those who abstain from psychologist visits (aOR = 0.36, <i>p</i> = 0.008) integrated less well.</p><p><strong>Conclusion: </strong>The present study identifies demographic and health-related factors associated with integration among international medical students. These findings may contribute to a better understanding of acculturation patterns and inform strategies to support students' social adjustment and well-being.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02767-8.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1973-1983"},"PeriodicalIF":1.8,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991844","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":"Narrative Quotient: A Core Competency for Person-Centered Care.","authors":"Ashwin Kannan, Trisha K Paul, Meaghann S Weaver, Erica C Kaye","doi":"10.1007/s40670-026-02765-w","DOIUrl":"10.1007/s40670-026-02765-w","url":null,"abstract":"<p><p>Within modern medical practice, growing demands for productivity and efficiency increasingly endanger opportunities for meaningful patient connection, leaving patients and caregivers feeling unheard. Narrative medicine seeks to rehumanize care by cultivating narrative competence - the ability to recognize, absorb, interpret, and act on the stories of illness. Yet few, if any, standardized frameworks exist to teach and assess narrative competence as a specific clinical skill. We introduce the concept of narrative quotient (NQ) to address this gap by providing medical educators with a structured approach to teach and evaluate narrative competence across various stages of clinical training. NQ encompasses three pillars - perceptive listening, reflective recall, and narrative-affirming language - each grounded in existing scholarship and supported by specific, evidence-based pedagogical and assessment strategies. Integration of NQ into longitudinal medical training has the potential to enhance clinician empathy, protect against burnout, and enable patients to feel genuinely heard and understood.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1099-1105"},"PeriodicalIF":1.8,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356202/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431236","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":"Correction to: Comparing Gamified and Traditional Lecture-Based Methods for Delivering Wellness Education to Healthcare Students.","authors":"Beverley Argus-Calvo, Jeannie Autry, Zoe S Tullius, Antowan Cenan, Marie Leiner","doi":"10.1007/s40670-026-02756-x","DOIUrl":"10.1007/s40670-026-02756-x","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1007/s40670-026-02682-y.].</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1141"},"PeriodicalIF":1.8,"publicationDate":"2026-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13355987/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Letter from the Editor-in-Chief.","authors":"David M Harris","doi":"10.1007/s40670-026-02755-y","DOIUrl":"https://doi.org/10.1007/s40670-026-02755-y","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 2","pages":"497"},"PeriodicalIF":1.8,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13197507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148017898","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":"Cultivating Professional Identity Formation in Medical Students: a Mixed-Methods Study of Nutrition-Focused Service Learning.","authors":"Asia T Bright, Noor Rejjal, Caitlin McAfee","doi":"10.1007/s40670-026-02757-w","DOIUrl":"10.1007/s40670-026-02757-w","url":null,"abstract":"<p><p>Professional identity formation (PIF) is a central goal of medical education, shaping how future physicians integrate clinical responsibility and health equity. Nutrition is fundamental to these professional commitments, yet nutrition education is often marginalized and disconnected from identity formation. This pilot study examined a community garden-based nutrition service-learning curriculum as a site for socially mediated PIF. Thirty-one first-year medical students completed a validated PIF Scale pre-intervention and reflective writings post-intervention analyzed using Language Inquiry Word Count-22. Findings demonstrate alignment between PIF domains and linguistic markers of reflection, social engagement, and prosocial values, suggesting experiential nutrition education supports identity development.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1069-1073"},"PeriodicalIF":1.8,"publicationDate":"2026-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356015/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430971","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":"Professionalism and Empathy Assessment in Undergraduate Medical Students: A Systematic Review.","authors":"Noor Rejjal","doi":"10.1007/s40670-026-02752-1","DOIUrl":"10.1007/s40670-026-02752-1","url":null,"abstract":"<p><strong>Background: </strong>Professionalism and empathy are core competencies in undergraduate medical education, but their assessment remains challenging because these domains are multidimensional and are measured using diverse methods. Existing reviews have often examined empathy or professionalism separately, with less attention to how different assessment modalities capture related but distinct constructs.</p><p><strong>Methods: </strong>A systematic review was conducted following PRISMA guidance to examine literature published from 2000 to 2025 on assessment of professionalism and empathy in undergraduate medical students. Included studies evaluated self-report instruments, observer-based assessments, patient- or standardized patient-perceived measures, simulation-based methods, reflective portfolios, and emerging technology-enhanced approaches. Because of substantial heterogeneity in study design, outcomes, and assessment modalities, findings were synthesized narratively by assessment type and target construct.</p><p><strong>Results: </strong>Thirty-five studies met inclusion criteria. Self-report instruments, particularly the Jefferson Scale of Empathy and related professionalism attitude scales, were the most commonly studied and showed the strongest psychometric structure for assessing empathic orientation and professional attitudes. Observer-based assessments, including faculty ratings, the Professionalism Mini-Evaluation Exercise, and multisource feedback, provided evidence of enacted behavior in authentic settings but were more vulnerable to rater effects and contextual variability. Patient- and standardized patient-based measures captured perceived empathy within specific encounters, while OSCEs and situational judgement tests offered greater standardization for assessing communication, ethical reasoning, and professional judgment. Reflective portfolios contributed insight into professional identity formation and developmental growth. Across studies, convergence between modalities was limited, suggesting that these tools assess overlapping but nonidentical constructs rather than a single unified trait. Overall, the literature supports a multimodal approach in which multiple low- and moderate-stakes assessments are interpreted together.</p><p><strong>Conclusions: </strong>Professionalism and empathy assessment in undergraduate medical education is best understood as a multi-construct, multimethod challenge. No single instrument adequately captures these competencies. A programmatic assessment approach that combines complementary methods over time is therefore more educationally and psychometrically defensible than reliance on any single measure. Future research should emphasize clearer construct definitions, longitudinal validation, fairness, and evaluation of emerging technologies.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2093-2102"},"PeriodicalIF":1.8,"publicationDate":"2026-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582738/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991785","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}