Medical Science Educator最新文献

{"title":"Dynamic Identification Checklists in the Anatomy Dissection Lab - approach to Enhance Formative Feedback Through Multi-faceted Communication and Self-monitoring.","authors":"Giuliano Romano, Stefanie M Attardi, Jickssa Gemechu","doi":"10.1007/s40670-026-02737-0","DOIUrl":"10.1007/s40670-026-02737-0","url":null,"abstract":"<p><p>This study developed and evaluated a dynamic checklist system using Google Workspace to enhance formative feedback through improved communication and self-monitoring. In a quasi-experimental cross-sectional design, two first-year cohorts used either static Lab Identification Checklists (LICs) (Class of 2026; <i>n</i> = 125) or dynamic Google Sheets LICs displaying real-time team progress (Class of 2027; <i>n</i> = 125). An anonymous 19-item Likert survey assessed use and helpfulness of LIC functions; responses (2026: <i>n</i> = 50; 40%; 2027: <i>n</i> = 46; 36.8%) were compared with Mann-Whitney U tests. Dynamic LIC users reported improved communication, progress tracking, and exam preparation, supporting scalable, low-cost formative feedback tools.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1111-1115"},"PeriodicalIF":1.8,"publicationDate":"2026-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356256/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431080","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":"Go With the Flow: Visualizing Embryological Development with Concept Maps to Supplement Learning.","authors":"Madison E Bachler, Gurvinder Kaur","doi":"10.1007/s40670-026-02743-2","DOIUrl":"10.1007/s40670-026-02743-2","url":null,"abstract":"<p><p>Embryology is a challenging subject for first-year medical students, with limited resources available to enhance comprehension. Embryology flow-chart style concept maps were developed as an active learning resource to improve comprehension and performance. Starting each week of the Anatomy, Histology, and Embryology (AHE) course, which is organized into three consecutive instructional units (\"Unit 1\", \"Unit 2\", and \"Unit 3\"), students received fillable concept map templates aligning with embryology lecture content. A pre-quiz with rationales assessed baseline knowledge at week's end. The subsequent week, faculty-vetted, completed versions of concept maps were provided for comparative analysis. Comprehensive post-quiz was provided before each unit's summative exam. Summative exam performance on embryology topics was analyzed, and a comprehensive survey evaluated student interest and the perceived effectiveness of concept maps. At AHE onset, 72% (n = 99) of students were either unfamiliar or somewhat familiar with embryology content. Across the three instructional units, a majority of respondents reported using the concept maps to review embryology material without relying on lecture notes or slides, indicating active engagement with the material (Unit 1: 62%, n = 47; Unit 2: 44%, n = 73; Unit 3: 44%, n = 72). Most students (85%, n = 127) found the concept maps extremely or moderately useful. Student performance on post-quizzes significantly improved as compared to pre-quizzes. Students who utilized concept maps or participated in quizzes performed significantly better on summative exam embryology questions than non-participants. These findings suggest that flowchart-style concept maps and the embryology quizzes are a valuable, active-learning strategy for improving comprehension and performance.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02743-2.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1459-1471"},"PeriodicalIF":1.8,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356221/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431253","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":"Debriefing-Focused Educational Interventions in Simulation-Based Health Professions Education: A Systematic Review of Faculty and Learner Outcomes.","authors":"Jheremy S Reyes, Sofia I Leal-Giraldo, David F Estupiñan-Pepinosa, Luis M Navarro-Ramirez, Jheremy E Reyes-Castellanos, Diego A Vivas-Giraldo","doi":"10.1007/s40670-026-02739-y","DOIUrl":"10.1007/s40670-026-02739-y","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based education in health professions training relies on debriefing to consolidate learning and develop non-technical skills, yet many facilitators have limited formal preparation. The aim of this systematic review was to describe debriefing-focused faculty development interventions, examine how their effects on debriefing quality have been assessed, and synthesize reported faculty- and learner-level outcomes.</p><p><strong>Methods: </strong>Systematic review conducted according to PRISMA 2020. PubMed, Web of Science, and Scopus were searched through November 2025. Eligible studies reported debriefing-focused educational interventions in simulation-based health professions education and at least one outcome related to debriefing quality, faculty outcomes, or learner outcomes. Study selection, data extraction, and Newcastle-Ottawa Scale framework appraisal were performed in duplicate.</p><p><strong>Results: </strong>Forty-eight studies met inclusion criteria. Most were published from 2016 onward and were predominantly non-randomized. Workshops were the most common intervention format, followed by broader faculty development programs and train-the-trainer models. Explicit use of named debriefing frameworks or structured assessment tools was uncommon. Across the included studies, faculty development was often associated with improvements in debriefing quality, educator confidence, and perceived preparedness, whereas learner outcomes were reported less consistently. Methodological quality was variable but often acceptable within the constraints of educational research.</p><p><strong>Conclusions: </strong>Debriefing-focused faculty development appears to be associated with improvement in proximal educator outcomes and, in many studies, debriefing quality in simulation-based health professions education. However, the evidence remains heterogeneous, and learner-level, practice-level, and patient-level effects are less clearly established. Future work should emphasize longitudinal faculty development, validated assessment tools, stronger study designs, and broader representation across settings.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1669-1683"},"PeriodicalIF":1.8,"publicationDate":"2026-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356174/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430941","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":"Anatomy of the Femoral Triangle: a Multimodal Educational Approach Using Dissection, Computed Tomography, and Clinical Application.","authors":"Shivani K Patel, Emily L Bradshaw, Wilhelmina Korevaar","doi":"10.1007/s40670-026-02738-z","DOIUrl":"10.1007/s40670-026-02738-z","url":null,"abstract":"<p><p>Opportunities to integrate didactic anatomy knowledge with clinically relevant context are often limited. Our study presents a teaching approach to femoral triangle anatomy combining dissection, computed tomography, and a hands-on activity accessing the femoral artery on anatomical donors. The objective was threefold: to teach a clinically relevant skill, evaluate student perceptions of the teaching methods, and assess the effectiveness of this approach in teaching femoral triangle anatomy. All students successfully injected the femoral artery, reported positive perceptions of the demonstration, and showed increased anatomy knowledge. This multimodal framework demonstrates a feasible approach for integrating clinically relevant skills into anatomy education.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1075-1080"},"PeriodicalIF":1.8,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13355959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431209","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":"Mazur's Peer Instruction in Medical Education: A Systematic Review and Meta-Analysis.","authors":"Mohammad Aldalou, Asa Kizer, Jamison C Hanley, Ahmad R Hakim, Jill Deaver, Adam B Wilson, William S Brooks","doi":"10.1007/s40670-026-02744-1","DOIUrl":"10.1007/s40670-026-02744-1","url":null,"abstract":"<p><p>Peer Instruction (PI) has demonstrated benefits in STEM education, but its effectiveness as a distinct instructional method in health professions education remains uncertain. This systematic review identified 17 eligible studies implementing Mazur's PI framework in medical and dental education, with 12 contributing to meta-analyses. PI yielded large within-session conceptual gains (Hedges' g ≥ 1.48; <i>p</i> < 0.001) but showed no performance superiority over alternative instructional approaches (<i>p</i> = 0.082). 74% of learners reported PI to be helpful (<i>p</i> < 0.001). Evidence for long-term retention or transfer remains limited. Curricular adoption should be guided by logistical feasibility and learning objective alignment rather than expectations of superior performance over other established active strategies.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02744-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1685-1699"},"PeriodicalIF":1.8,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356240/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431254","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":"Expanding the Roles of Medical Educators in the Generative Artificial Intelligence Era: A Qualitative Study.","authors":"Ikuo Shimizu, Hajime Kasai, Naoto Ozaki, Hiromu Nishiuchi, Kiyoshi Shikino, Nobuyuki Araki, Misaki Onodera, Yasuhiko Kimura, Tomoko Tsukamoto, Hiroshi Tajima, Shoichi Ito, Eiryo Kawakami","doi":"10.1007/s40670-026-02734-3","DOIUrl":"10.1007/s40670-026-02734-3","url":null,"abstract":"<p><p>The rapid advancement of generative artificial intelligence (GAI) necessitates reconceptualizing medical educators' professional roles. While Harden's Six Roles of the Teacher have long defined educator identity, GAI integration may require expansion beyond this established framework. This study explored how medical educators perceive role evolution in the GAI era and identified emerging educator functions. A qualitative descriptive study was conducted during a faculty development program at a Japanese medical school in August 2025. Fifty-two faculty members discussed improving education using GAI. From 137 analyzed statements, content analysis applied Harden's framework deductively, while the SAMR model assessed transformation levels. Statements showing high transformation (Modification/Redefinition) underwent inductive analysis to identify new roles. Traditional roles dominated: resource developer (<i>n</i> = 34), assessor (<i>n</i> = 29), facilitator (<i>n</i> = 29), information provider (<i>n</i> = 23), planner (<i>n</i> = 17), and role model (<i>n</i> = 5). Most statements reflected enhancement of existing practices (Substitution <i>n</i> = 51; Augmentation <i>n</i> = 67). Critically, 19 statements demonstrated transformative potential (Modification <i>n</i> = 15; Redefinition <i>n</i> = 4), revealing five emergent educator roles: analyst (evaluating GAI outputs), coordinator (orchestrating human-AI collaboration), content generator (co-creating with AI), fact checker (verifying AI accuracy), and lifelong learner (continuously adapting to AI evolution). This study demonstrates that GAI is expanding medical educators' professional identity beyond traditional frameworks. While GAI enhances conventional roles, it simultaneously creates new responsibilities requiring critical judgment, ethical oversight, and adaptive expertise. These findings challenge the notion of AI as mere replacement, instead positioning educators as essential mediators in human-AI educational ecosystems. Faculty development must incorporate AI literacy and reflective practice to support this expanded professional identity.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1523-1531"},"PeriodicalIF":1.8,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356178/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431237","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 a Structured Web-based English for Medical Purposes Course for Preclinical Medical Students: A Pretest and Posttest Study.","authors":"Radhakrishnan Muthukumar, Isaraporn Thepwongsa, Poompong Sripa, Bangonsri Jindawong, Pat Nonjui, Kamonwan Jenwitheesuk, Surapol Virasiri","doi":"10.1007/s40670-026-02742-3","DOIUrl":"10.1007/s40670-026-02742-3","url":null,"abstract":"<p><p>English proficiency is essential for medical students in non-English-medium settings, yet evidence on the effectiveness of fully web-based English for Medical Purposes (EMP) instruction remains limited. This study evaluated structured web-based EMP courses integrated into the preclinical curriculum of a Thai medical school. A pretest and posttest study was conducted with 535 second- and third-year medical students who completed newly developed online EMP courses aligned with concurrent preclinical subjects. English proficiency was assessed using the validated Khon Kaen University Medical English Test (KKUMET), covering listening, reading, writing, and speaking. Paired-sample t-tests demonstrated significant improvements across all language domains and total scores (from 64.62 (SD 11.42) to 79.33 (SD 7.23), <i>P</i> < .001), with large effect sizes (η² = 0.77). Speaking and writing showed the greatest gains (+ 27.72 and + 25.54, respectively, all <i>P</i> < .001), reflecting improvements in active language production skills. The proportion of students at advanced or expert proficiency levels increased substantially (from 31.4% to 90.1%), and subgroup analysis indicated particularly strong improvements among those who were initially at beginner or intermediate levels (<i>n</i> = 356), mean scores increased by 18.91 points (<i>P</i> < .001, η² = 0.85). These findings suggest that structured web-based EMP courses can effectively enhance medical English proficiency in large cohorts of preclinical learners. The online format provides flexibility for students managing heavy workloads and may reduce inequities in language readiness within medical curricula. Web-based EMP instruction represents a scalable approach for institutions seeking to strengthen communication competencies, academic readiness, and professional development in non-English-speaking contexts.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1513-1521"},"PeriodicalIF":1.8,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356209/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431064","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":"Holding up the Mirror: Utilizing the Perspectives of Medical Students to Improve the Clinical Learning Environment.","authors":"Isabelle Tasse, Sebastian Sewera, Sarah Vepraskas, Cynthia Kay, Ashley Pavlic, Marty Muntz","doi":"10.1007/s40670-026-02741-4","DOIUrl":"10.1007/s40670-026-02741-4","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1635-1640"},"PeriodicalIF":1.8,"publicationDate":"2026-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13355971/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431225","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":"Guided Drawing to Strengthen Conceptual Understanding and Knowledge Transfer in Musculoskeletal Anatomy.","authors":"Ingrid Kenyon, Sara Allison, Polina Waterman, Kirsten Hickok, Amy Gyorkos","doi":"10.1007/s40670-026-02732-5","DOIUrl":"10.1007/s40670-026-02732-5","url":null,"abstract":"<p><strong>Introduction: </strong>Traditional approaches to anatomy often emphasize memorization of muscle attachments and actions, which limits students' ability to reason through structure-function relationships. Guided drawing engages learners in actively constructing simplified representations that clarify these relationships. This activity was developed to strengthen conceptual understanding of shoulder anatomy and evaluate whether reasoning gained through drawing could transfer to analogous structures.</p><p><strong>Methods: </strong>The guided drawing activity was embedded as a station in an upper extremity gross anatomy laboratory for first-year medical students. Guided by two facilitators, groups of 10-12 students completed a 20-minute session following an observe-simplify-discuss sequence focused on the rotator cuff. Knowledge was assessed at three time points (pre-, post-, and delayed posttests) using multiple-choice items addressing an Intervention Set (shoulder, directly taught using the drawing activity) and a Transfer Set (hip, analogous and not reinforced using the drawing activity). Student perceptions were collected immediately and six weeks later.</p><p><strong>Results: </strong>Eighty-two of 84 students participated (98%). Knowledge scores improved significantly from pre- to posttest for the Intervention Set (<i>p</i> < .0001). Transfer Set scores also improved (<i>p</i> = .0320), suggesting application of learned principles to an analogous region. Students rated the session as engaging (86%) and helpful for understanding muscle function (88%); 37% later used drawing for other anatomy topics. No long-term retention was evident at delayed testing.</p><p><strong>Discussion: </strong>A brief guided drawing activity improved conceptual understanding of muscle function and supported transfer of anatomical reasoning across analogous joints. Simplified drawing offers a scalable, active-learning approach to promote learning and deeper integration of anatomy knowledge.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1473-1481"},"PeriodicalIF":1.8,"publicationDate":"2026-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431233","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":"Weight Bias Education in Medical Training: Insights from Stakeholder Perspectives.","authors":"Tracy L Oliver, Lisa K Diewald, Stephanie Felgoise, Austin Kanyuh, Renata Brito-Cherrin, Margaret Brace, Gail E Furman, Rebecca Shenkman","doi":"10.1007/s40670-026-02731-6","DOIUrl":"10.1007/s40670-026-02731-6","url":null,"abstract":"<p><strong>Introduction: </strong>Weight bias among physicians remains a significant barrier to equitable healthcare for patients with obesity. One possible contributing factor is the absence of a structured curriculum addressing weight bias within medical education.</p><p><strong>Methods: </strong>This project explored medical students' and faculty members' understanding of weight bias and identified gaps within the medical school curriculum. Participants' responses were subsequently used to inform the development of e-learning modules for implementation within a medical school curriculum. Semi-structured focus groups were conducted with stakeholders, including medical students and faculty from a private osteopathic school of medicine. Transcripts of these discussions were analyzed using Colaizzi's method for qualitative analysis.</p><p><strong>Results: </strong>Five key themes emerged: (1) curricular gaps and structural barriers to comprehensive weight bias and obesity education, (2) impact of clinical exposure on reinforcing or challenging bias, (3) need for targeted communication and clinical skills training, (4) value of experiential and interactive learning modalities, and (5) empathy, bias awareness, and holistic understanding of obesity.</p><p><strong>Discussion: </strong>These findings highlight the need and desire for structured education on weight bias during medical school. Results also identified preferred educational features within an e-learning context that can deliver impactful and engaging education. Integrating targeted e-learning and experiential strategies into the medical school curriculum is a promising educational modality to improve core knowledge, build empathy, and improve communication techniques, promoting an inclusive, patient-centered focus among future physicians when treating patients with obesity.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1225-1234"},"PeriodicalIF":1.8,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356150/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431144","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}