Medical Science Educator最新文献

{"title":"Forensic Pathology Integration in Medical Education through a Student-Created Elective.","authors":"","doi":"10.1007/s40670-026-02725-4","DOIUrl":"https://doi.org/10.1007/s40670-026-02725-4","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 Suppl 1","pages":"151"},"PeriodicalIF":1.8,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13153299/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147869704","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":"Understanding the Experiences of Designated Assessors: an Interpretive Phenomenological Study.","authors":"Elizabeth B Bradley, Cayla R Teal, Andrew S Parsons, Maryellen E Gusic","doi":"10.1007/s40670-026-02724-5","DOIUrl":"10.1007/s40670-026-02724-5","url":null,"abstract":"<p><strong>Introduction: </strong>The expanded use of Entrustable Professional Activities in medical education has led to a call to address concerns about implementation challenges and the validity of this framework for assessment. The use of well-trained, designated assessors (DAs) who not only provide feedback to learners but also participate in summative decision-making about learners' competency is one approach to address these issues. The lived experience of faculty who serve in this role within a program of assessment, including their beliefs and practices, has not been described in the literature. This study examines the experiences of designated assessors at a single institution, concentrating on their dual roles as formative assessors and summative decision-makers.</p><p><strong>Methods: </strong>The experiences of designated assessors were explored using an interpretivist phenomenological approach. All DAs at one institution were invited to participate in the study. Interviews were recorded and transcribed verbatim. The interview guide was designed to investigate various aspects of the DA experience. An iterative process of content analysis, careful consideration of participants' statements, and memoing ultimately yielded three themes.</p><p><strong>Results: </strong>Six of eight eligible participants were interviewed. Three themes were developed from in-depth interpretation, which inform the designated assessor's experience. These interpretations center on role enactment, community meaning-making, and the identification of struggling learners.</p><p><strong>Discussion: </strong>Designated Assessors provided rich descriptions of their processes, shared experiences, and meaning they derive from these experiences. The DAs experience the unique assessor community they are building, the consequential nature of the assessments, and the high-quality assessment data they provide as valuable to learners and those who support them.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1499-1508"},"PeriodicalIF":1.8,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356158/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430937","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":"Authenticity and Complexity in Game-Based Learning.","authors":"Farah Azhar","doi":"10.1007/s40670-026-02728-1","DOIUrl":"10.1007/s40670-026-02728-1","url":null,"abstract":"<p><p>This letter responds to the recent article by Fatemah et al. describing the SEARCH framework and its application through a game-based scavenger hunt to enhance research literacy and evidence-based medicine (EBM) competencies. The study offers a valuable extension to game-based learning in health professions education, particularly through its strong theoretical grounding and emphasis on authentic EBM practices. By engaging learners in tasks such as literature searching, critical appraisal, and data interpretation, the intervention moves beyond superficial gamification toward practice-oriented learning. However, variation in learner performance across task types suggests that higher-order EBM tasks may remain challenging despite engaging design. This observation highlights the inherent complexity of such skills and raises important considerations regarding learners' cognitive processing within game-based learning environments. Future work may benefit from exploring how selective and well-aligned game design elements can support learners in managing complexity while preserving meaningful challenge and supporting deeper learning.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1153-1154"},"PeriodicalIF":1.8,"publicationDate":"2026-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356225/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431307","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":"YouTube, Large Language Models (LLMs), or Textbooks? Usage Trends and Associations with Academic Performance and Learning Satisfaction among Medical Students in Pakistan: A Cross-Sectional Study.","authors":"Muhammad Ahmed, Muhammad Usman, Insha Shafique, Amna Sabir, Ikram Ullah","doi":"10.1007/s40670-026-02723-6","DOIUrl":"10.1007/s40670-026-02723-6","url":null,"abstract":"<p><strong>Background: </strong>Medical education is transitioning from traditional didactic teaching to an integrated, technology-enhanced, self-directed model. Studies report high student satisfaction with digital resources, especially YouTube and artificial intelligence-based large language models (LLMs). However, limited comparative evidence exists on resource utilization patterns and their associations with academic performance. This study aims to identify the resources preferred by medical students, assess their satisfaction, and correlate usage patterns with academic performance in Pakistan.</p><p><strong>Methods: </strong>This cross-sectional study recruited 380 undergraduate medical students across Pakistan via convenience sampling. The data included demographics, usage frequency, and satisfaction levels for textbooks, institutional lectures, YouTube, LLMs, and medical websites. The primary outcome was the self-reported score in the most recent annual professional examination. Data were analyzed via the Mann-Whitney U test, the Kruskal-Wallis H test, and hierarchical multiple linear regression, controlling for sex, institution type, and year of study.</p><p><strong>Results: </strong>Textbooks (55.8%) and YouTube (27.4%) were the most preferred resources. The students rated institutional lectures significantly lower in terms of satisfaction (mean = 2.85) than did YouTube (mean = 4.14) and textbooks (mean = 4.02) (<i>p</i> < 0.001). The regression showed that \"sometimes\" using YouTube was an independent positive predictor of performance (β = 12.04, <i>p</i> = 0.045). Conversely, higher satisfaction with LLMs was correlated with lower performance; \"neutral\" to \"very satisfied\" users scored significantly lower than dissatisfied users did (β ≈-4.90, <i>p</i> < 0.05) though reverse causation was not excluded. Public-sector affiliation was the strongest positive correlate (β = 4.51, <i>p</i> < 0.001).</p><p><strong>Conclusion: </strong>Balanced use of YouTube and textbooks is associated with better performance, whereas high satisfaction with LLMs is associated with poorer performance. Institutes should promote structured, multimodal learning to maximize academic potential and future studies should be designed to study these patterns in detail and establish any potential causality.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2031-2042"},"PeriodicalIF":1.8,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582678/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991848","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":"Understanding the Experiences of LGBTQ+ Identifying Medical Students in the UK: A Multi-Institutional Qualitative Study.","authors":"Helen Bintley, Lisa Dikomitis, Trude Sundberg, Jolie Keemink","doi":"10.1007/s40670-026-02715-6","DOIUrl":"10.1007/s40670-026-02715-6","url":null,"abstract":"<p><strong>Introduction: </strong>Few studies exist exploring the experiences of Lesbian, Gay, Bisexual, Trans, Queer, and other personal identifications within the queer spectrum (LGBTQ+) medical students, particularly utilising first-person narratives. The few studies that exist illustrate an international landscape of discrimination beyond that experienced by non-LGBTQ+ peers. This study aimed to enhance understanding of LGBTQ+ medical students' experiences in their own words to consider if and what change is needed.</p><p><strong>Methods: </strong>Utilising Poststructural and Socio-Material epistemologies and Free Association Narrative Inquiry methodology, the researchers gathered the experiences of 60 medical students from 19 medical schools across the UK and spectrum of LGBTQ+ identification. In line with the epistemologies adopted, the data was analysed using Feminist Poststructural Discourse Analysis and Materialising Discourse Analysis.</p><p><strong>Results: </strong>Structural inequalities, epistemic violence and minority stress were everyday experiences for participants. Emerging from the data were five dominant discourses related to these experiences: peers, placements, health and wellbeing, curriculum as an act of epistemic violence, and journeys and destinations.</p><p><strong>Discussion: </strong>In one of the biggest studies of its kind, the researchers demonstrated that LGBTQ+ medical students experience intersectional oppression manifesting through complex material relationships. Furthermore, we illustrated that medical curriculum was epistemically violent towards these students and, adding to the subject literature, demonstrated minority stress in this population with consequences for their wellbeing. We argue that multi-level educational interventions are needed internationally to better support these students including transparency about past oppressions, and a shift in medical school culture to one where intersectional complexity is core.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02715-6.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1605-1620"},"PeriodicalIF":1.8,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356126/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431097","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":"Patients' Perspectives On Clinical Clerkship Students: A Single-center Qualitative Study in Osaka, Japan.","authors":"Kazuomi Sekine, Saneyuki Sumitomo, Fumio Shimada, Miwa Misawa, Tomio Suzuki","doi":"10.1007/s40670-026-02701-y","DOIUrl":"10.1007/s40670-026-02701-y","url":null,"abstract":"<p><strong>Background: </strong>Clinical clerkship students (CCSs) play a central role in hands-on medical education. While previous research has focused on student outcomes, patients' perspectives remain underexplored-particularly in hierarchical, non-Western healthcare systems.</p><p><strong>Methods: </strong>This qualitative, single-center study conducted semi-structured interviews with 29 inpatients at a university hospital in Osaka, Japan (≥ 7 days of hospitalization, aged ≥ 20 years). Each participant was interviewed twice-before and after CCS involvement. Ethical approval (ID: 2021-001) and written informed consent were obtained. Transcripts were analyzed using the modified grounded theory approach (M-GTA), a structured interpretive method that captures evolving social processes.</p><p><strong>Results: </strong>Patients' perceptions evolved through direct interaction with CCSs. Initially, they expressed concerns about students' inexperience alongside hope for their growth. After engagement, patients appreciated students' sincerity, empathy, and communication skills. Notably, CCSs were seen as emotional supporters and intermediaries between patients and physicians. This emotional role, heightened during the COVID-19-era visitation restrictions, aligns with the hidden curriculum and reveals a tacit but valuable educational dynamic.</p><p><strong>Conclusions: </strong>CCSs contribute not only as learners but also as communicative and emotional agents in patient care. These findings clarify how patients perceive the implicit educational value of CCSs and illustrate how learners co-construct knowledge through authentic interactions, consistent with constructivist learning theory. Medical education programs should incorporate patient feedback, acknowledge the emotional labor of CCSs, and develop curricula that foster participatory, patient-centered learning environments.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02701-y.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1427-1436"},"PeriodicalIF":1.8,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356098/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Forward: Empowering Junior Faculty Through Fourth-Year Student Collaboration.","authors":"Kathryn Haroldson, Tyler McMillan, Cynthia Glickman","doi":"10.1007/s40670-026-02707-6","DOIUrl":"10.1007/s40670-026-02707-6","url":null,"abstract":"<p><p>A hospital medicine elective at Cooper University Hospital paired fourth-year medical students with junior faculty hospitalists for one-on-one inpatient teaching. Although literature supports didactics, workshops, networking and mentorship for faculty development, evidence is limited on creating bedside teaching opportunities for early‑career hospitalists. This elective offered a novel, scalable approach.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1283-1285"},"PeriodicalIF":1.8,"publicationDate":"2026-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356149/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430191","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":"Do They Practice What They Preach? A Cross-Sectional Study of Heart-Healthy Dietary, Exercise, and Sleep Habits in US Medical Students.","authors":"Harris Ziggy Whiteson, Madison Drogy, David Haner Wasserstein, Jane Qingyi Chen, Jay Ayar, Elizabeth Drugge, Kathryn Spanknebel, William H Frishman, Kristina H Petersen","doi":"10.1007/s40670-026-02718-3","DOIUrl":"10.1007/s40670-026-02718-3","url":null,"abstract":"<p><strong>Background: </strong>Poor diet and lifestyle are associated with elevated risk of poor health outcomes. Medical students (MS) learn about health promotion counseling and the importance of dietary, exercise, and sleep habits. Research suggests that such counseling is more impactful for patients when providers themselves model healthy choices. There is little evidence evaluating whether MS themselves adopt the lifestyles they teach their patients.</p><p><strong>Methods: </strong>We utilized a cross-sectional approach to conduct a voluntary, anonymous survey of all enrolled students at one allopathic medical school in the northeast. Descriptive, bi-and multivariate logistic regression analyses were used to characterize MS lifestyle habits across four class cohorts.</p><p><strong>Results: </strong>Overall response rate (RR) was 46% (401/874). MS did not eat as healthy (70%) nor exercise as much as they would like (79%) and perceived their diet (48%) and exercise (57%) habits as healthier before medical school. MS in class years 2-4 vs. class year 1 were nearly 2.5 × more likely to consume vegetables daily (p < 0.01). Barriers included time constraints (88%), cost (62%), and fatigue (73%).</p><p><strong>Conclusion: </strong>This is the first study to survey first through fourth-year MS regarding their dietary, exercise, and sleep habits. We identified a significant decline in MS self-reported healthy lifestyle choices and subjective levels of health satisfaction compared to prematriculation statuses. Most respondents cited time constraints, fatigue, and financial limitations as barriers. Future research should further investigate reported barriers and develop approaches to their mitigation. Results must be interpreted in the context of survey limitations, including response rate, selection, and recall biases.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02718-3.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1295-1304"},"PeriodicalIF":1.8,"publicationDate":"2026-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356121/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148430967","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":"Promoting Fairness in Medical School Assessment: Application of Differential Item Functioning Analysis.","authors":"Paul Sturgis, Conrad Yee, Arielle Patterson, Larissa Dixon, Patrice Frederick, Christine Kauffman, Jonathan Kibble","doi":"10.1007/s40670-026-02717-4","DOIUrl":"10.1007/s40670-026-02717-4","url":null,"abstract":"<p><p>Achieving equity in assessment remains a critical goal for medical education. Differential Item Functioning (DIF) occurs when people from different groups, who have the same overall ability, respond differently to a test item, suggesting the item may be biased or unfair toward one group. The goals of this study were to determine the incidence of DIF on a high-stakes final exam in the pre-clerkship curriculum, explore potential causes of DIF, and assess whether faculty could revise items to eliminate DIF without compromising their psychometric properties. Baseline DIF was calculated for 115 test items used in 2022 and 2023. Using a logistic regression approach, 39 out of the 115 items were found to have DIF that was statistically significant, although in some cases the magnitude of the DIF was small. In 15 of the 39 items, the change in R² was greater than .035, indicating that the item had \"moderate\" or higher DIF. These 15 questions were edited by faculty, and tested using another cohort of students. Faculty were able to identify plausible hypotheses for DIF in 5 of the 15 edited items and proposed structural or semantic improvements for the others. Retesting with the 2024 cohort showed that DIF was eliminated in 13 of the 15 revised items, with no substantial changes in item difficulty or discrimination. However, the appearance of DIF in 19 of 98 reused unedited items in 2024 introduced a confounding variable, which is discussed further. Student focus groups reviewed a subset of items and supported faculty interpretations of DIF. They also reached broad consensus on strategies to improve item quality in terms of structure and language, towards reducing extraneous cognitive load. Our findings offer a practical classroom application that others may adopt and suggest a promising pathway for advancing equity in medical education assessment.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1437-1446"},"PeriodicalIF":1.8,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356249/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431271","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":"Mixed method evaluation of a novel seminar format for a PBL-based integrated curriculum.","authors":"Uliya Gankande, Felicity Roux, Denise Demmer, Vetri Thirthar Palanivelu","doi":"10.1007/s40670-026-02708-5","DOIUrl":"10.1007/s40670-026-02708-5","url":null,"abstract":"<p><p>Medical students in the early preclinical years may find the depth of knowledge demanded for basic and clinical sciences challenging. Self-directed learning however necessitates identifying the depth of knowledge required. While multimedia depiction of the sciences may enhance learning, they are not tailored to the learning objectives for any given year curriculum. This study explored students' experiences of a modified seminar format learning called \"nCuSP\". It encapsulated a flexible blended learning experience using digital technology, and provided specific content to meet learning objectives. A mixed methodology was used. The first quantitative phase measured participants' experiences of nCuSP and usual seminars. The second qualitative phase used focus group discussions to probe participants' learning experiences. There were 356 responses from first- and second-year students. Their consensus was that the nCuSP format led to improved overall learning (80.1% vs. 19.9%). When contrasted with usual seminars, nCuSP led to better understanding of key concepts (67.550 <i>p</i><.001) and knowledge consolidation (75.073 <i>p</i><.001). Participants' seminar preparation improved with nCuSP compared to usual seminars (89% vs. 8%), including higher peer interaction (93.2% vs. 6.8%) and problem-solving skills (88% vs. 12%). There were four focus group discussions with 14 participants representing both first and second years. Four main themes were identified: <i>overwhelm</i>, <i>prior knowledge</i>, <i>interaction</i>, and <i>time</i>. Findings suggest that the nCuSP seminar format based on blended learning using digital technology is a highly appreciated pedagogical approach in a module-based PBL-driven undergraduate medical education program.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02708-5.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1329-1340"},"PeriodicalIF":1.8,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356172/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431283","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}